navigate level a1 teachers notes

Exercise 7b 17®@ ¢ Play track 1.7 and ask students to listen to the conversation and check their answers.. Exercise 7c 1.16@ ¢ Play track 1.16 and ask students to listen to the convers

¢ Refer students to the Grammar focus box and ask them to match one question word 1-3 with an answer a—c They can use exercise 8 to help them

* Go through the answers together

You could give students a quick oral test to check their understanding and memory: Ask Fora name we use ? (elicit What), For a spelling we use ? (How) and so on for country, city, Phone number

1b 2c 3a © Refer students to Grammar reference on Ð117 There are two more exercises here that students can do for homework

In Exercise 10a, students first read the beginnings of questions 1-5 and potential endings a-e The instructor directs their attention to question 1, guiding them to select the correct ending (d) After ample time, students continue matching the remaining questions (2-5) with the appropriate endings The instructor monitors their progress, ensuring accurate matches.

* Put students into pairs to check they have made the same questions Elicit the answers to check them together

* Tell students to ask each other the questions Make sure they know to give real information in their answers

Also point out that they need to listen carefully to their partner's answer to question 2 and use the same country name in question 3

* Monitor and note any problems with pronouncing the questions, and with spelling and numbers in the answers

* Do any necessary error correction with the class

Audio summary: Conversations between two different conference delegates and a receptionist who registers each person for the conference

* Ask students to look at the photo Teach or elicit conference ¢ Ask students to read the form Tell them they are going to hear two conversations and complete the form

The convention in the UK and the USA is to give your first name, e.g John, followed by your last name (also called your family name or surname), e.g Blackwell

Point this out to students and use your own name as an example You could elicit from some students to check understanding: What's your first name? and What's your last name? Also ask What's your surname? at this point as this is a common alternative to last name

* Play track 1.25 for students to listen to conversation 1 and fill in column 1 of the form If necessary, play the conversation again, pausing after each line to allow time for students to process the information and write their answers

* Do the same with conversation 2

* Go through the answers together Help students practise spelling by asking How do you spell that? for the names

Also help them to remember oh for 0 and double when saying two identical numbers together, e.g double five

AUDIOSCRIPT 1.25 & 1.26 Jane Hello Are you here for the GHQ conference? 1 Havva Yes, lam

Havva My name’s Yilmaz Havva Yilmaz

Jane How do you spell that?

Jane Where are you from, Havva?

Jane And what's your phone number?

Jane Thanks Have a good day

2 Jane Hello Are you here for the GHQ conference?

Josué My name's Santos, Josué Santos

Jane How do you spell that?

Jane Where are you from, Josué?

Jane And what's your phone number?

Jane Great Well, have a good day, Josué

* Ask students to read the conversation with Hawva

Stronger students can try to remember or work out the missing words before they listen ® Play track 1.26 and ask students to listen to the conversation and complete it You will need to play the track at least twice to give them opportunity to catch and write down the missing words Pause after each line, if necessary, to give them more time © Students could compare answers in pairs before you check with the class Ask one strong pair to read the conversation to the class or play the track again, pausing after each gap and eliciting the missing word(s)

ANSWERS 1 Are/here 2 lam 3 What’s 4 name's Yilmaz 5 How 6 areyou 7 I'mfromTurkey 8 what's 9 good

Goals © Say hello and goodbye © Fillina form

* Mime waving Show/explain that in the UK people wave for both hello and goodbye You could also mime shaking hands for both hello and goodbye © Elicit in a simple way, whether people use these gestures for hello and/or goodbye in students’ country/countries

You could also find out any other gestures they use — the students can show you (Depending on the country, they may bow or hug or just smile, for example.)

Listening & Speaking hello and goodbye

¢ Play track 1.27 and ask students to listen to the four conversations They have to decide whether the people in each conversation are saying hello or saying goodbye

* Check the answers together by playing the track again, pausing after each conversation to elicit the answer

You can refer to the gapped conversation below each photo and ask students to find a hello word or a goodbye word or phrase (1 Hi 2 Morning 3 Have a nice day 4 Bye)

Photo 1 Hello Photo 3 Goodbye Photo 2 Hello Photo 4 Goodbye

Exercise 2a ¢ Ask students to read phrases a—d as you read them aloud

Demonstrate what to do by asking students to focus on conversation 1 and decide which phrase person B says (d) ¢ Students then complete the rest of the conversations You could put them into pairs to compare answers

Exercise 2b 1.27@ ¢ Play track 1.27 again and ask students to listen to the conversations and check their answers © Play the track again, pausing after each sentence for students to repeat

* Put students into A/B pairs to practise the conversations

Make sure they swap roles

* Monitor for any pronunciation problems You will be able to address these in exercise 3 by drilling the phrases.

You could help students focus on word stress and sentence stress by modelling the phrases (or using track 1.27 as a model) and eliciting which words or parts of words are stressed in each phrase: Hi./Hello Good morning./Morning How are you? Fine, thanks And you?

Great, thanks Have a nice day Thanks You, too Goodbye./

Bye Bye See you later © Put students into new pairs and ask them to cover the photos and conversations in exercises 1 and 2

* Ask them to use the hello column in the Language for speaking box to have conversations where they practise saying hello using the phrases They can start with very basic conversations of one greeting and one reply © Monitor carefully Then when you think students are ready, encourage them to make longer conversations including How are you? and an appropriate response Correct any mistakes you hear or make a note of them to correct with the whole class at the end of the activity

* Ask students to do the same with the goodbye column in the box Here they will have short conversations of one phrase and an appropriate response

* Doany necessary error correction with the class Focus on problem sounds, word stress in the wrong place and incorrect sentence stress

Ask students to move around the classroom using the phrases from the Language for speaking box to say hello and then goodbye to as many other students as possible If the class is very large, put students into groups of six to eight Demonstrate the activity with one student, if necessary, so they understand they should greet and then also say goodbye to the same person

Exercise 4a 1.28@ ¢ Refer students to the Understanding box Play track 1.28 and ask them to read the phrases as they listen Point out that the important thing is practice so that you can reply quickly You could demonstrate a slow or hesitant reply in contrast to a quick one.

* Ask students to close their books Do a few demonstrations yourself before playing the track Say Good morning and gesture to elicit a quick reply from the class (It doesn’t matter if different students use different replies as long as they are correct.) Say Have a nice day and again gesture to encourage a quick reply: in this case, Thanks Bye

* Play track 1.29 and ask students to listen to the prompts and reply quickly after each one You will need to pause after the first greeting and encourage them to reply Try to ensure every student replies If the class is very large, you could divide students into four groups and point to a different group in turn to respond to the next prompt

* Continue to play the track, offering plenty of encouragement and praise as students reply

Put students into pairs and tell them to practise as in the listening, using the phrases and replies from the Understanding box Student A starts and

Student B responds If necessary, Student A can look at the Understanding box and use the Hear phrases, but some stronger students should be able to remember Student B should remember the replies (not look in the book) After a few practice hellos and goodbyes, they should swap roles.

Reading & Writing filling in a form

Presenter Leila is a receptionist in a hotel

Leila Hi, I’m Leila I'm from Hong Kong, but I'm in England to study On Saturdays and Sundays, I'm a receptionist in a hotel

Presenter The hotel is in London and it’s very busy

Leila Yes, yes thank you Goodbye I’m sorry, sir How can | help you?

Richard I'm here for the conference My name's Turville

Leila And how do you spell that?

Leila And what's your first name?

Leila Ah, yes The conference and a room for one night?

Richard That's right Here’s my credit card

Leila Great Thank you And are you from England?

Leila And what's your address, please?

Richard It’s number 11, Stanley Park, Tunbridge Wells

Leila Great Thank you And are you here on business?

Richard Yes, I'm here for the conference

Leila Yes, of course I’m sorry Great Here is your room key and the conference is just over there

Leila Some guests are here on business They’re usually very busy But some guests are here on holiday

Fabienne Hi! Is check-in here?

Leila Yes What's your name, please?

Leila Sorry, what's your surname?

Leila And how do you spell that?

Leila Er, where are you from Ms Leclercq?

Fabienne I'm from France My home address is 12 Rue Pasteur, Bordeaux, France

Leila Great That’s one room for three nights?

Fabienne That's right Here’s my credit card

Leila Thank you Are you here on business?

Fabienne Oh no! I'm here on holiday!

Leila Great Sign here, please, and here's your room key

Fabienne Thanks See you later

Richard I’m late again! And thank you, too

Leila That's OK, sir Goodbye!

Leila I'm fine thank you And you?

Fabienne Great It’s very nice here Now, where's breakfast?

Leila It’s in the restaurant Just over there

Fabienne Excellent! See you later

credit card, guest, receptionist, registration card

1 Turville 2 Park 3 one 4 Leclercq 5 France 6 three

G Is check-in here? R_ The restaurant is over there

G I'm here on holiday R Whats your name?

R Are you here on business? G,R See you later

R What's your address? G I'm from France

G Here's my credit card R How do you spell that?

G Where's breakfast? R Sign here, please

R Here's your room key G,R How are you?

Nice to meet you, Sally

You, too Are you here on holiday?

No, I'm not I’m here on business And you?

Exercise 2a 1 What’s 2 How 3 from 4 in 5 Are 6 your

A Areyou B werenot,arent A I’mfrom B Are you A lam

1 Spain 2 Turkey 3 Brazil 4 Russia 5 China 6 Indonesia

A We're from Yaroslavl in Russia

B Yaroslavl? How do you spell that?

Goals © Use singular and plural forms ® Say numbers 11-100

Lead-in ¢ Ask students to look at the photos of David and the objects in his bag, covering up all the written parts of the page

Interactive activities enhance language learning: real objects can be introduced in a game where students pair up to share vocabulary related to the objects, promoting oral communication and collaboration.

Exercise 1a ¢ Ask students to read the words in the box and look for any they said in the Lead-in Then students match the objects to the words Use the example to show them what to do

! Point out how we use the indefinite article a/an with singular nouns Highlight that we use an before nouns starting with a vowel sound, using the example of an umbrella Elicit the other example from the box (an apple) and model both words to show the vowel sounds

Exercise 1b 2.1@ ¢ Play track 2.1 and ask students to listen and check their answers Then play again, pausing after each word for students to repeat

To enhance students' understanding of word stress, educators can write two-syllable words on the board, such as "apple" or "laptop," and have students identify the stressed syllable By demonstrating that in two-syllable words the stress typically falls on the first part of the word, educators can reinforce the concept of word stress and improve their pronunciation abilities.

Exercise 1¢ © In A/B pairs, students take turns to test each other on the new vocabulary Demonstrate with a strong student

* Monitor carefully for any pronunciation mistakes Do error correction with the whole class and drill problem words

Test students in two teams by playing a memory game You will need real objects: all or most of those in the photos Put the objects on a tray and show them to the class Secretly take two things off the tray then show the teams the tray again They have to discuss which things are missing and write them down Award one point for each correct answer Do this several times You can make it more difficult by removing more objects and/or giving a short time limit The winning team is the one with the most points

As a quick check that students understand the number words, ask them to read the words and write the numbers in figures above them © Play track 2.2 and ask students to listen for the correct number words Mime circling the correct answer if necessary You could play again to give students a second chance to catch the numbers

1 five books 2 ten phones 3 three keys

Students work in pairs to discuss and compare their comprehension answers.* The instructor monitors the conversations to verify accuracy.* If any errors arise, the audio track is replayed and paused at the specific points where the numbers are mentioned.

* Indicate, using finger gestures, that singular means one and plural means more than one Ask students to look at the plural objects in exercise 2a, and elicit that you need to add -s to nouns to make them plural ô Ask students to complete the table Refer them back to exercise 2a if necessary Students work alone, but they could compare answers in pairs

* Monitor and check students write an for number 1 If not, refer them back to the ! note in exercise 1a

* Elicit answers from the class

* Play track 2.3 and ask students to listen to the plural nouns and focus on the ends of the words Model /s/ and /z/ and ask students to repeat these sounds

The phonemes /s/ and /z/ are both produced with the same mouth and tongue position; however, /z/ is characterized by significantly more vibration Educators can facilitate comprehension by instructing learners to place their hands over their ears while articulating both sounds The increased vibration associated with /z/ will be readily apparent in the resulting auditory sensation.

* Play the track again, pausing after each word for students to repeat Listen carefully and correct any pronunciation mistakes at the end by drilling the whole class You can drill in a variety of ways: see p35 exercise 2b for ideas.

In Exercise 4b, students work in pairs to identify objects and pronounce their singular and plural forms accurately Each pair takes turns pointing to an object, with one student stating the singular form and the other stating the plural form The instructor carefully monitors the pronunciation of plural -s and the use of articles (a/an/the).

Using real objects if you have them, hold one up and make a gesture, using your fingers, to show singular or a plural number, e.g pick up an apple and hold up three fingers Call a student by name and they tell you the object, making sure to use the correct number and plural -s sound or the correct article (a/an) Make this a quick-fire activity, calling on students in random order to encourage them to think quickly Praise good answers and correct any mistakes A strong class could continue this activity in pairs or small groups, pointing to objects in the photos on p16 rather than using real objects

Grammar & Speaking this/that/these/ those; verb be (it/they)

* Ask students to look at the photos and name the objects the hands are pointing to (a key, an apple, pens, books)

* Play track 2.4 so that students can hear the pronunciation of this, that, these, those Then play the track again, pausing after each word for students to repeat

Write the words on the board so you can point out the /s/ sound at the end of this and the /z/ sound at the end of these and those (as they practised these sounds in exercise 4) The /0/ sound is sometimes difficult for students Show them how the tongue is slightly protruding between the teeth and make the sound for them to copy

There is a high level of vibration in this sound and students can feel it on their tongues, especially if they hold their voice box between finger and thumb

To make the meaning absolutely clear in a physical way, use real objects positioned close to you and further away Point to singular objects and elicit or say the words this and that Then point to plural objects and elicit or say these and those.

Exercise 6a 2.5@ ¢ Play track 2.5 and ask students to listen to the mini conversations and complete them Pause after the first conversation to elicit the missing word as a demonstration

1 umbrella 2 wallet 3 notepads 4 pens AUDIOSCRIPT 2.5

What are these in English?

What are those in English?

Exercise 6b ®_ In pairs, students compare their answers Monitor carefully and if the answers are correct, move on to the next exercise If not, play track 2.5 again to check together

Exercise 7a ¢ Refer students to the Grammar focus box and ask them to complete it using the correct forms of the verb be ¢ Elicit the answer to number 1 as a demonstration Refer students to mini conversations 1 and 2 in exercise 6a where they can see the 5 contraction in context ¢ Allow time for students to work alone to complete the box They can compare their answers with a partner ¢ Check the answers with the class by eliciting them

1's 2’ 3's 4 are 5 ‘re © Refer students to Grammar reference on p118 There are two more exercises here that students can do for homework

Exercise 7b ¢ Pre-teach friend: use a picture or translate into L1 ¢ Write the first conversation on the board to do as an example Point to What’ Elicit that this uses the it form of be which is singular and so the answer must be singular: circle this Point to a tablet and again elicit whether it is singular or plural to help them choose the singular form: $ ¢ Monitor and assist any students who are struggling

Encourage them to look at the Grammar focus box

Exercise 7c 26@ ¢ Play track 2.6 and ask students to listen to the conversations and check their answers Pause after each line to elicit the correct answers from the class

Put students into A/B pairs to practise the conversations Make sure they swap roles so they practise both questions and responses Monitor for any pronunciation problems Correct them individually, but if many students are making the same mistakes, drill the whole class after the activity

1 this/'s 2 are/are 3 ‘s/It's 4 those/They’re

What are those in English?

* Pre-teach / don’t know using gesture/body language and facial expression Model a simple conversation, taking both parts yourself: Q: What's this in English? A: | don’t know

Drill the phrase around the class © Put students into A/B pairs Ask them to take turns to point at an object in the classroom and ask a question with What Their partner answers with the name of the object or / don’t know Demonstrate with a strong student using an object from your bag (singular or plural) Ask What's this?/What are these? and elicit an answer Do a second demonstration, choosing an object far from you

Point and ask What's that? and elicit an answer

Students have a lot to remember now

Note any confusion with this/that and these/those Also note any singular and plural mistakes with the verb be, articles (a/ an) and noun endings

If appropriate, you could allow students to ask you for any very useful nouns for objects they want to know, e.g door, chair Drill the pronunciation for singular and plural and make sure students know how to pronounce the plural -s ending in each case Be careful not to teach a lot of new words — up to a maximum of eight new ones

Test numbers 0-10 in English by holding up a certain number of fingers and eliciting the numbers You could also ask How do you spell that? and elicit the correct alphabet letters for each number word © Play track 2.7 and ask students to listen and read the numbers Play again, pausing after each number for students to repeat

Pronunciation word stress: -teen and -ty

Exercise 10a 28@ ô Write the numbers on the board and mark the stress

* Play track 2.8 and ask students to listen to the stress on each word Point out that in numbers ending in -teen the stress is on the second syllable, whereas in multiples of ten the stress is on the first syllable.

Exercise 10b 28@ ¢ Play track 2.8 again, pausing after each number for students to repeat Use your fingers to help them count the syllables in each number

To enhance pronunciation, divide students into groups Select a number from the board and randomly prompt a group to pronounce it Encourage prompt responses and repeat the process with various groups Correct any stress issues encountered.

Before listening, in pairs, students decide how each pair of numbers is pronounced, paying particular attention to word stress e Play track 2.9 and ask students to listen and decide which word the speaker says Pause after the first one to check students have heard correctly Then play to the end © Play the track one more time, pausing after each number to elicit which word students heard For clarity, you could ask students to say ù if they heard the first word in the pair and 2 if they heard the second word

¢ Put students into pairs to take turns saying the numbers to each other You could elicit that the numbers in 3 are in film titles (but students only say the numbers) ¢ Monitor carefully and note any pronunciation problems

Drill any problem numbers with the class

2 fifteen, fifty-two, seventy, ninety-seven, forty-nine, fourteen, twenty-four, twenty-eight, eighty, eighteen, eighty-six, sixty-one, eleven

3 The thirty-Nine Steps, Twenty-one Grams, Apollo Thirteen, Around the World in Eighty days, Forty-eight Hours

To play Bingo, divide students into groups and have one student act as the caller by writing numbers 11-30 on paper Each player creates a Bingo card with eight squares filled with numbers from the 11-30 range.

11 to 30 inclusive The game begins when the caller says one number on their list and crosses it off Any players who have the number on their Bingo card also cross it off The winner is the player who crosses off all their numbers first and says Bingo This game can be repeated with different callers and numbers 31-50, 51-75, 76-100

Listening skills understanding singular and plural

In these four conversations, students listen for clues such as this/these, ‘/‘e, a/an and -s ending to identify whether the objects are singular or plural

Say Stronger students may also be able to remember which objects are in each conversation

To demonstrate the task, play the conversation beginning at 2:10 and pause to elicit the answer Ask if anyone recalls the singular object (umbrella) If needed, provide a reminder Continue playing the conversation to its conclusion.

* To check the answers as a class, play the track again, pausing after each conversation to elicit the answer (and the object(s) from stronger students).

They're apples, from England

Play track 2.11 and ask students to listen to the numbers and objects.* Instruct students to write down the numbers they hear.* Pause after the first number to verify understanding.

* Play the track to the end Students complete the exercise © Elicit answers from students You could write 1-6 on the board and invite students to come up and write the numbers (and corresponding words for an extra challenge)

Tiêu đề	Navigate Level A1
Chuyên ngành	English
Thể loại	Teacher's Notes

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