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Module 1: ContentsFunctions

Thematic Illustration

Lessons

Verification

Supplementary Activities

Grammar

Glossary

Thematic illustration

True FalseA. True or False. (x)

1. Lynda meets Mrs. Powers. 2. Lynda and Mrs. Powers are in a school. 3. Lynda’s family name is Watts. 4. Lynda is a new teacher.

B. Choose the best response: a or b.

1. Excuse me – are you Mrs. Powers?

a) No, she’s not. b) No, I’m not.

1. Group work. Look at the pictures. What is happening? Now listen to the dialogue and answer the questions.

Lynda: (knock, knock): Excuse me – are you, Mrs. Powers?

Man: No, I’m not. Mrs. Powers is next door in room C232.

Lynda: Oh, sorry…. Excuse me, are you Mrs. Powers?

Mrs Powers: Yes, I am.

Lynda: I’m Lynda Chan. I’m your new student.

Mrs Powers: Oh, yes of course! I’m pleased to meet you, Lynda.

Please come in!

Lynda: Thank you.

Listening

2.

Mrs. Powers: Let’s see. Here we are. Your first name is Linda. Is that

right? (Yes) Uh, Linda – is that L-i-n-d-a?

Lynda: No. It’s capital L-y-n-d-a.

Mrs. Powers: Oh, excuse me, L-y-n-d-a.

Lynda: That’s right.

Mrs. Powers: And what’s your middle initial, Lynda?

Lynda: It’s L as in Lee.

Mrs. Powers: Oh, is it for Lea?

Lynda: Yes, it is – but Lea is spelled capital L-e-e.

Mrs. Power: Oh, I see. And what about your surname?

Could you spell that please?

Lynda: Surname – pardon me? I don’t understand.

Mrs. Powers: Your surname – uh, your last name or your family name.

Lynda: Oh! My family name is Chan. Um, capital C-h-a-n.

A. True or False. (x)

1. Mrs. Powers spells her name. 2. Lynda spells her name. 3. Lynda’s family name is Lee.


1. Uh, Linda – is that L-i-n-d-a?

a) No. It’s capital L-y-n-d-a. b) Yes. It's capital L-i-n-d-a.

True False


Thematic illustration3.

Mrs. Powers: Uh... capital C-h-a-n. Good. Got it! … Now what

about your address here?

Lynda: Pardon?

Mrs. Powers: What’s your address here?

Lynda: Oh! It’s 514 Main Street.

Mrs. Powers: 514 Main or 540 Main?

Lynda: 514 Main.

Mrs. Powers: And your telephone number?

Lynda: My phone number is 637-2822.

Mrs. Powers: Thank you.


1. Mrs. Powers gives her telephone number. 2. Mrs. Powers asks for Lynda’s telephone number. 3. Mrs. Powers asks for Lynda’s address. 4. Lynda gives her address. 5. Lynda gives her telephone number.


1. 514 Main or 540 Main?

a) 514 Main. b) 540 Main.

True False


Tom: Good morning, Mrs. Powers. How are you today?

Mrs. Powers: Just fine, Tom. How are you?

Tom: Great! … Hi there! Are you the new student?

Lynda: Yes, I am. My name’s Lynda Chan.

Tom: Nice to meet you, Lynda. I’m Tom, Tom Watts.

Lynda: Nice to meet you too, Tom.

A. True or False.

1. Tom and Mrs. Powers exchange greetings. 2. Tom is Mrs. Powers’ new student. 3. Lynda introduces herself to Tom. 4. Tom introduces himself to Mrs. Powers.


1. Nice to meet you, Lynda. I’m Tom, Tom Watts.

a) Nice to meet you, Lynda. b) Nice to meet you too, Tom.

True False


Mrs. Powers: Excuse me. I have a phone call to make. I’ll be

back in a minute.

Tom: Sure, sure… So where are you from, Lynda?

Lynda: I’m from Moose Jaw, Saskatchewan. What about you?

Where are you from?

Tom: Oh me, I’m from Greenwood.

Lynda: Greenwood, where’s that?

Tom: It’s in Nova Scotia.

Lynda: Oh, Nova Scotia, what a beautiful place!

Tom: Yeah...


1. Mrs. Powers leaves the classroom. 2. Tom asks Lynda where she is from. 3. Tom is from Moose Jaw. 4. Lynda is from Nova Scotia.


1. Greenwood, where’s that?

a) It’s in Nova Scotia. b) I’m from Moose Jaw.

True False


Daniel: Hi, Tom!

Tom: Hi, Daniel! Say Daniel, this is Lynda. She’s from Moose Jaw.

Daniel: It’s nice to meet you, Lynda.

Lynda: It’s nice to meet you, too. Where are you from, Daniel?

Daniel: I’m from Rankin Inlet.

Lynda: Rankin Inlet? Where’s that?

Daniel: It's in Nunavut.


1. Daniel knows Tom. 2. Daniel knows Lynda. 3. Daniel is from Rankin Inlet. 4. Daniel introduces Lynda.


1. This is Lynda. She’s from Moose Jaw. a) It’s nice to meet you, too. b) It’s nice to meet you, Lynda.

True False


Tom: Well, Lynda, it’s time for class.

Daniel: Oh, right! My class is starting next door. Gotta run.

Nice meeting you, Lynda.

Lynda: Nice meeting you too, Daniel.

Tom: Well, come on Lynda. Let me show you around the class!


1. ThisisTom’sfirstday. 2. Daniel needs his books. 3. Daniel leaves the classroom. 4. Lynda leaves the classroom, too.


1. Nice meeting you, Lynda.

a) Nice meeting you too, Daniel. b) Come on, Lynda.

True False

LESSONS FUNCTIONS EXPONENTS TOPICS

Introducing yourself & responding to an introduction

My name is Tom Watts.Hi, Tom. I'm Lynda Chan.How do you do? Nice to meet you.

IntroductionsSelf-identification

Identifying and asking for the identity of people

Excuse me – are you Mrs. Powers?Yes, I am. (No, I'm not.)What ís your name, please?What's his/her name?My name is Lynda Chan.Her name is Lynda Chan.

Identification Names

Verifying the spelling & responding

Could you spell that, please?Could you spell your first name (last name/family name/surname), please?Linda – capital L-i-n-d-a?No, it's capital L-y-n-d-a.How do you spell?

The Alphabet

Spelling

Greeting someone formally and informally & responding

Good morning (afternoon/evening/night), Mrs. Powers. How are you?How do you do?I'm fine (just fine), thank you.Hi, Lynda, how's it going?Great! (Not bad!)So-so.

Greetings

Saying goodbye after meeting someone & responding

Goodbye. Nice meeting you.Bye. Nice meeting you.Nice meeting you, too.It was a pleasure meeting you.It was a pleasure meeting you, too.

Greetings

Introducing someone & responding

Daniel, this is Lynda.Lynda, this is Daniel.Daniel, meet Lynda.Nice (Pleased) to meet you, Lynda.Nice (Pleased) to meet you, too.I'm pleased to meet you (too).It's nice to meet you (too).

Introductions

Taking leave formally and informally

So long /See you later.Bye-bye / Goodbye now.Good morning/Good evening/Good night.

Leave-taking

1

2

3

4

5

1

5

LESSONS FUNCTIONS EXPONENTS TOPICS

Asking where people are from & responding

Where are you from Tom?I'm from Greenwood. Where ís that?It ís in Nova Scotia.Where is he from?He ís from Moose Jaw.She ís from Badger, Nfld.

Hometowns & Provinces

Expressing actions or commands

Open the window.Close the door, please.Work with a partner.Talk to your partner.Point to the blackboard.

The Classroom

Talking about & identifying classroom objects

What’s this?This is a pencil.What ís that?That ís a book.It ís a pen.No, it isn't. It ís a pencil.

Classroom Objects

Talking about locations

Where is the pen?It ís on the desk.It ís under the desk.It ís beside the book.It ís near the door.It ís in front of the table.

Location

Talking about the existence of something

Is there a chalkboard in the classroom?No, there isn't. Yes, there is.Are there chairs in the classroom?Yes, there are. No, there aren't.

Describing a Location

Talking about the quantity of objects

How many chairs are there in the classroom?There are seven.

Quantity

Asking for someone’s address & responding

What’s your address?It ís 514 Main Street.514 Main or 540 Main? Addresses

Asking for someone’s telephone number & responding

What’s your (tele)phone number?It's 450-785-9087.

Telephone Calls

6

7

8

9

9

7

10

10

LessonsLesson 1. Introducing Yourself & Identifying People

Lesson 2. The Alphabet

Lesson 3. Formal and Informal Greetings

Lesson 4. Saying Goodbye

Lesson 5. Formal and Informal Introductions

Lesson 6. Who’s that? Where’s that?

Lesson 7. Classroom Actions & Objects

Lesson 8. Asking about the Location of Classroom Objects

Lesson 9. Giving Information with THERE IS/THERE ARE

Lesson 10. Numbers

Study the contractionS

My name’s = My name is I’m = I amIt’s = It is

It’s, name’s, and I’m are contractions

Pleased to meet you*. = I am pleased to meet you.Nice to meet you.* = It’s nice to meet you.

Both the longer and short versions are correct. The longer versions are more formal.

Lesson 1Introducing Yourself & Identifying People

Speaking

Speaking - Finding that special someone!

1. A Pair Work. Take turns introducing yourself to the person next to you. Use the formula below

to guide you.

A: Hello. My name’s ______.B: Hi. I’m ______.A: Nice to meet you, ______.B: Nice to meet you, too.

B: Hello. My name’s ______.A: Hi. I’m ______.B: I’m pleased to meet you.A: Pleased to meet you, too.

B Pair Work. Work with your partner to create your own introductions.

A:B:A: B:

B: A: B:A:

2. Your teacher will give you some of your classmates’ names. Find them and introduce yourself. Use the conversation below to guide you. Keep looking until you find everyone on your list.

A: Excuse me. Are you...?

B: No, I’m not. or B: Yes, I am.A: Oh, sorry. A: Hi! My name is… B: Nice to meet you. /Pleased to meet you. A: Nice to meet you, too. / Pleased to meet you, too.

Be

I am I'm from Nova Scotia. We are We're from the Maritimes.You are You're from Newfoundland. You are You're (both) from Canada.He is He's from British Columbia. They are They're from the West.She is She's from Manitoba.It is It's from the zoo.

Writing

3.A Individual work. Fill in the blanks with words from the boxes below. You can use some words more than once.

1. A: Are you Sammy? B: No. _____ over there.

2. A: Are you Amy? B: No. _____ over there.

3. A: Who’s that? B: Peter. _____ Amy’s friend.

4. A: Where are Sandy and Sammy? B: _____ over there.

5. A: Hi ! _____ Amy. B: Nice to meet you, Amy.

6. A: This is Eve. _____ in our class. B: Hi, Eve.

7. A: I’m Steven and this is Frank. _____ in this class, too. B: Hi. I’m Lynda.

8. A: Are you Peter Suzuki? B: Yes, _____ Peter.

9. A: What is your name? B: _____ Frank Green. 10. A: Hi, Amy. _____ Peter’s friend, aren’t you? B: Yes, I am.

You're

It's

I'm

He's

She's

We're

They're

Writing

3.B Pair work. Fill in the blanks with:

Compare your answers with those of your partner.

Excuse me - _____ you, Sandy? No, I _____ not. I _____ Alice.

Excuse ____. What _______ your name? _____'s Amy. _____ ’m Sandy. Hi there, Sandy! _____ name ____ Peter. Pleased to meet _____. _____ to meet you, too.

‘m or am

‘s or is

‘re or are

you

I

me my

nice pleased

it

4. Using possessive adjectives: my, your, his, her

Grammar

What’s your name? What’s his name? What’s her name?

My name is Fred. His name is Fred. Her name is Sandy.

What's = What is

My name is Lynda Lee Chan.

My first name is Lynda.My middle name is Lee.My last name is Chan.

Writing - What’s in a name?

6. Individual & pair work.

Using possessive adjectives: my, your, his, her.

Fill in the blanks.

1. His name is Daniel Randal Sorefeet.

a) _____________ is Daniel. b) _____________ is Randal. c) _____________ is Sorefeet. 2. Your name is Natasha Mia Polanski.

a) _____________ is Natasha. b) _____________ is Mia. c) _____________ is Polanski.

3. Her name is Eve Marie Provost.

a) _____________ is Marie. b) _____________ is Provost. c) _____________ is Eve.

5. Group Work. Read the example below once with your class. Then substitute your classmates’ names. Stand in a circle:

S1 My name is Sue.S2 (Then looking at the other students, s/he says): Her name is Sue. My name is ToddS3 His name is Todd. Her name is Sue. My name is James.

Speaking - Playing a memory game: Round Robin

Lesson 2The Alphabet

1.B Group work. Repeat after the teacher.

E I B V O U G J U V V W X Y F V H I G R S T K L M

1.C Individual work. Listen and circle the letter you hear.

1. a e i 2. e i a 3. o u 4. g j

5. f v 6. b p 7. p t 8. d t

9. y u 10. j g 11. l h 12. t d v

13. j g 14. u v 15. i y 16. l e

Listening & Speaking

1. A Group work. Listen and practice your ABCs.

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk

Ll Mm Nn Oo Pp Qq Rr

Ss Tt Uu Vv Ww

Listening - How do you spell that, please?

2. Individual work. Names often have more than one spelling. Listen to the dialogue and check the correct answers.

1. a) Johanne Jones b) Joanne Jones

2. a) Stephan Watts b) Stephen Watts 3. a) David Laurence b) David Lawrence 4. a) Shawn Sanchez b) Sean Sanchez 5. a) Michael Parker b) Micheal Parker 6. a) Peter Nielson b) Peter Nielsen 7. a) Kathryn Wright b) Kathryn Wryght c) Katherine Wryght d) Katherine Wright

titleS

Female TitlesMrs. = married, separated, widowedMs. = all femalesMiss = single females (young or old)

Male TitleMr. = married, separated, divorced, single men

Pronunciation of titleS

Ms. = Miz Miss = Mis

Mr. = Mister Mrs. = Misiz

Lesson 3

Reading

Formal and Informal Greetings

2. Individual work. Listen and match the conversation clips with the most appropriate title.

1. a) Mr. Martin Williams b) Mr. Martin Wilson

2. a) Miss Susan Dolly b) Ms. Susan Dolly.

3. a) Mr. Tony Zen b) Mr. Tony Sun

4. a) Mrs. O’Connor b) Miss O’Conner c). Ms. O’Conner

5. a) Mr. Karl Smith b) Mr. Kyle Smith

6. a) Ms. Lily Dan b) Ms. Lily Dam

7. a) Mrs. Dolly Poll b) Miss. Dolly Poll

8. a) Ms. Wright b) Miss Wright c) Mrs. Wright

9. a) Ms. Zen b) Miss Zen c) Mrs. Zen

10. a) Ms. Peters b) Miss Peters c) Mrs. Peters

11. a) Ms. Wilson b) Miss Wilson c) Mrs. Wilson

Listening

3. Read the cartoons below. Then underline the words or expressions used in greetings.

a)

Good morning, Miss Carr. How are you?

I’m just fine, Daniel. Thank you.

b)

Good afternoon, Alice. How are you?

(Security guard): Not bad thanks, Ms. Taylor.

How are you?

Reading

When to uSe titleS

Use titles with older people: Good morning, Mrs. Pravit. Good morning, Ms. Pravit. Good morning, Miss Pravit.

Use titles to show respect: Good afternoon, Mr. Wilson.

c)

Hi, there, Alice. How’s it going?

Great! What about you, Daniel?

d)

Good evening, Ms. Wright.

Hello, Tim. How are you this evening?

Pretty good. Thank you.

4. Pair Work. Is the greeting formal or informal? Read the information on each of the 4 characters below.

Steven Drolet Ashook Pravit Asha Gandhi Tony Mason Single Married Divorced Separated Ashook & Tony’s Paper Boy Asha’s Client Tony’s Supervisor Ashook’s Neighbour Age: 12 Age: 61 Age: 29 Age: 35

Decide how each of the characters would greet each other. Fill in the blanks with a first name or a title and the character's last name.

Compare your answers with your partner’s.

Asha: Good morning, _______. How are you this morning? Tony: I’m okay, thank you! How about you, _____? Asha: Not bad, thanks.

Steven: Hello _____! Tony: Hi there, _______! How’s it going? Steven: Not bad. Tony: Great!

Ashook: Good afternoon, _____! Steven: Hi, _____! How are you? Ashook:I’mjustfine,_____.Thankyou.

Ashook: Hello _______. How are you this afternoon? Asha: Good afternoon, _______. How are you? Asha: Good afternoon, _______. How are you? Steven: Hi, _______! Nice day!

Ashook: Good evening _____! How’s work? Tony: Not bad, thanks. How are you, _____? Ashook: I’m OK.

Reading

Saying Goodbye

Lesson 4

Good morning Good afternoon Good evening Good night

1. Read the captions and underline all the words and expressions used to say goodbye.

a) Goodbye. Have a nice day!

So long! See you tomorrow!

Reading

b)

Bye, Alice. Have a good evening.

Thanks, Ms. Taylor, Same to you.

c)

See you later, Alice.

Bye-bye, Daniel. See you tomorrow.

d)

Good night, Ms. Wright.

Good night, Tom.

contractionS

How’s = How isHow’re = How are

2. How fast are you? Decode these greetings in 90 seconds!

a) Eavh a iecn yad b) Ese oyu rotormow

c) Odgo htgin

d) Eyb-eyb

3. Listen to the conversations and fill in the blanks.

a) ___, Alice. How’s going? Not _____, thanks. How about _____, Sammy? Pretty _____, can’t complain! Great! _____for now.

b) ___, Lynda. Hi, Asha. How are you doing? _____, thanks! How are things with you? _____! Couldn’t be better. Good _____ you again. Same _____. Bye.

e) Ees ouy retal

f) Veah a ogod veeignn

g) Os gnol

h) Yeb rfo won

c) Hello, Daniel. How are you, _____? I’mfine,_____you.Howareyou? Very _____, thanks. Have a _____ _____, Mrs. Nielson. Thanks, Daniel. _____ to you!

Writing

Listening

Lesson 5Formal and Informal Introductions

Listening - First Day on the Job: A New Co-worker

Heather greets a new employee and introduces him to two company colleagues. Listen to the conversation once or twice and complete the listening comprehension exercise.

1. A Choose the best response.

1- Where are the speakers? a) inanoffice b) at school c) on vacation d) at a golf club

2- Sally Perez is a) a programmer b) a vice-president c) Heather’s friend d) a secretary

3-Who is Larry ? a) Sally’s colleague b) Heather’s friend c) a computer programmer d) a vice-president

1. B Match the statements in Column A with the responses in Column B.

A

1. How do you do, Mrs. Perez? 2. Nice to meet you. 3. Enjoyyourfirstday. 4. Do you have a minute? 5. Good morning.

4- Jonathon is a) applying for a job b) Heather’s colleague c) Larry’s friend d) a new programmer

5- Heather introduces a) Sally to Larry b) Jonathon to Larry c) herself to Sally d) herself to Larry

B

a) Nice to see you again. b) Of course. c) I’m pleased to meet you, Jonathon. d) Nice to meet you, too. e) It was nice meeting you.

1

2

3

4

2. Listen and read along. Decide where each conversation is taking place. Check if the conversation is formal or informal.

Shelley: Say, Jeff, is that our new neighbour? He’s really cute. Jeff:Yeah. Helivesonthesecondfloor.HisnameisDennisDuncan. Dennis: Hi, Jeff. What’s up? Jeff: Hi, Dennis. How are you? Dennis: Just great! Jeff: Have you met Shelley, our neighbour? Dennis: No. Hi, Shelley. Shelley: Hi, Dennis. Good to meet you. Well, I gotta go. Dennis: Bye.

Situation: ___________________ Formal Informal

Paul: Michael, this is Sarah Wilkinson. She’s our new tech assistant. This is Michael from Accounting. Michael: Pleased to meet you, Sarah. Sarah: It’s a pleasure to meet you too, Michael. Michael: Oops! I’m running late. Nice meeting you, Sarah. See you later, Paul. Paul: Yes, see you later, Michael.


Paul: Mrs. Johnson, I’d like you to meet Betty Simpson. She’s our new secretary. Mrs. Johnson: How do you do, Miss Simpson? Welcome to our department. Betty: It’s nice to meet you, Mrs. Johnson. I’m happy to be here. Mrs. Johnson: Great! Now, if you’ll both excuse me, I have an appointment. Nice meeting you, Miss Simpson, and once again, welcome aboard. Betty: Yes, nice meeting you. Thank you.


Tom: Hi, Henry. How’s it going? Henry: Pretty good. Oh, by the way, this is Gerry. She‘s my new golf partner. Gerry, this is my friend Tom. Tom: Hi, Gerry. Nice to meet you. Gerry: Same here, Tom. Tom: Well, folks ... gotta run. Nice meeting you, Gerry. See you later, Henry. Henry: Yeah. See you, Tom.


Listening & Reading

3. A Group work. Form groups of four. Play the roles of the characters (Sally Perez, Jonathon Walsh, Larry Devine, and Heather Lear) in the “First Day on the Job“ conversation. Pay attention to the expressions used for introductions.

Jonathon: Good morning, Heather. How are you today?

Heather: Fine thanks, Jonathon. Nice to see you again. Welcome to the company. Come with me and

I’ll introduce you to our vice-president, Sally Perez. Excuse me, Mrs. Perez, Do you have a minute?

Sally: Of course, Heather. Come in.

Heather: I’d like to introduce Jonathon Walsh, our new programmer. Jonathon, I’d like you to meet Sally

Perez, the vice-president of our division.

Jonathon: How do you do, Mrs. Perez.

Sally: I’m pleased to meet you, Jonathon. Is this your first day with us?

Jonathon: Yes, it is. Heather is showing me around.

Sally: I’m glad to have you with us. I hope you’ll like it here.

Jonathon: I’m sure I will.

Sally: Well, enjoy your first day here, Jonathon.

Jonathon: Thank you, Mrs. Perez. It was nice meeting you.

Heather: Come and meet your new teammate. Jonathon, this is Larry Devine, a fellow programmer. Larry,

I’d like you to meet Jonathon Walsh, your new colleague.

Jonathon: Nice to meet you, Larry.

Larry: Hello, Jonathon. Nice to meet you too. Welcome aboard!

3. B Form groups of three. Student A introduces student B and student C to each other in the following situations. In each situation, change your role: student A becomes B, student B becomes C, student C becomes A, etc.

Situations: a) Introduce your new neighbour to a friend. b) Introduce your father to a good friend. c) Introduce two of your friends to each other at a party. d) Introduce your sister or brother to your teacher.

Speaking - Formal and Informal Introductions

Who Where

Asks questions to identify a person

Who is our vice-president?Sally Perez is (our vice-president).Who is from Greenwood?Tom is from Greenwood.

Asks questions to identify a place

Where are you from?I’m from Shelburne.Where’s that?That’s in Nova Scotia.

Lesson 6Who's that? Where's that?

Listening

2. Listen to the conversation. Fill in the blanks with where, where’s, who’s, this, from, it’s, he’s.

Tom: Hi, Daniel! Say Daniel, ____ is Lynda. She’s ____ Moose Jaw.

Daniel: ____ nice to meet you, Lynda.

Lynda: It’s nice to meet you, too. ____ are you ____, Daniel?

Daniel: I’m ____ Rankin Inlet.

Lynda: Rankin Inlet? ____ that?

Daniel: ____ in Nunavut.

Lynda: From the North, wow!

Daniel: There’s a classmate ____ Dawson, too.

Lynda: Oh really! ____ from Dawson?

Daniel: Let me think. ____ from Dawson, Tom?

Tom: Sammy Wolfe.

Daniel: Oh, that’s right! Sammy – ____ from Dawson.

Can you find another way to say Where's Rankin Inlet in the dialogue?

1.

Grammar

note

Noun Pronoun

Lynda She She’s from Moose Jaw.Daniel He He’s from Rankin Inlet.Rankin Inlet It Where’s Rankin Inlet? It’s in Nunavut.

Speaking

3. Pair work. Assume the role of Student A on this page or Student B on the following page. Imagine that both you and your partner have incomplete registration information about some students in your class. Your partner has the information that you need and you have the information that your partner needs. Take turns asking for and giving the necessary information. Use only WHO or WHERE questions.

STUDENT A (1): Ask Student B questions to complete the registration

information below.

STUDENT A (2)Now listen to Student B and answer his or her questions.

Name: Steven Little BearHometown: Province/Territory:

Name: Hometown: Red DeerProvince/Territory:

Name: Amy Reid

Hometown: Province/Territory: Name: Hometown: WinnipegProvince/Territory:

Name: Hometown: Province/Territory: Ontario

Name: Eve ProvostHometown: BagotvilleProvince/Territory: Quebec

Name: Samuel WolfeHometown: DawsonProvince/Territory: Yukon Territory

Name: Sandy SkyHometown: Murray RiverProvince/Territory: Prince Edward Island

Name: Peter SuzukiHometown: EsquimaltProvince/Territory: British Columbia

Name: Frank GreenHometown: GagetownProvince/Territory: New Brunswick

STUDENT B (1)Respond to Student A’s questions.

STUDENT B (2) Ask Student A questions to

complete your registration forms below.

Name: Steven Little BearHometown: YellowknifeProvince/Territory: the Northwest Territories

Name: Natasha PolanskiHometown: Red DeerProvince/Territory: Alberta

Name: Amy ReidHometown: BadgerProvince/Territory: Newfoundland

Name: Gary LupinoHometown: WinnipegProvince/Territory: Manitoba

Name: Alice PravitHometown: KingstonProvince/Territory: Ontario

Name: Hometown: Province/Territory: Quebec

Name: Samuel WolfeHometown: Province/Territory: Name: Hometown: Murray RiverProvince/Territory:

Name: Hometown: EsquimaltProvince/Territory:

Name: Hometown: Province/Territory: New Brunswick

Red

Dee

r

Win

nipe

g Ba

gotv

ille

Gre

enw

ood

4. Pair work. Look at the map of Canada. Put the students’ names on the map beside their hometown (See previous activities).

Writing

Vocabulary

Lesson 7Classroom Actions & Objects

1. Group work. Look at the pictures and read the actions.

Open the door.

Come in. Go out. Take out your book.

Write youranswers.

Open your book.

Turn to page 25.

Spell your name.

Tell your partner.

Read aloud. Work in a group.

Work with a partner.

Sit down. Stand up. (Get up)

Circle the letter “g”.

Draw a lineunder the

word...

Close (shut) your book.

Shut (close) the door.

Close (shut) the window.

Turn off thelights.

Turn on the lights.

Point to... Talk to your partner.

Look at theblackboard.

a)

b) c) d)

e) f) g) h)

i) j) k) l)

m) n) o) p)

Listening

2. Individual work. Take out your notebook and list the numbers 1-15. Listen to your teacher call out an action. Look at the pictures and find the picture that best describes the action the teacher called out. Then write the letter of the picture beside the number.

q) r) s) t)

u) v) w) x)

bulletin board

light overhead projector

light switch

coat rack blackboard wastebasket bookcase

scissors electrical outlet

eraser stapler

ruler briefcase map umbrella

Vocabulary

3. A Individual work. Study the names of these classroom objects in sets one and two. How many do you already know?

SET ONE

clock shelf glasses tape recorder

chair picture chalk notebook

paperclip

paper photocopier wall

window ceiling corner

pencilsharpener

pen pencil poster

SET TWO

a) b) c) d)

e) f) g) h)

i) j) k) l)

m) n) o) p)

SET ONE

3. B Pair work. Ask your partner to name each of the objects in set one. Then name each of the objects for your partner in set two.

Example: S1: What's letter C in set one? S2: What's letter O in set two? S2: It's an overhead projector. S1: It's a photocopier.

e) f) g) h)

i) j) k) l)

m) n) o) p)

q) r) s)

a) b) c) d)

SET TWO

Reading

4. Pair Work. Look at the list of items and place a check ( ) beside each item you can see in your classroom. Verify your answers with your partner.

ITEMS CHECK ITEMS CHECK

pencil blackboard pen bookcase eraser briefcase piece(s) of chalk overhead projector ruler wall stapler electrical outlet notebook coat rack pencil sharpener ceiling floor umbrella book map clock light workbook light switch wastebasket dictionary desk screen poster notice (bulletin) board picture plug glasses filefolder scissors door shelf window page tape recorder

Writing

5.

Grammar

6. Talking About “This” and “That” and “here” and “there”

1. What’s this? (here) It’s a squirrel. The squirrel is here.

2. What’s that? That’s a cat. It’s a cat. The cat is there.

7. Pair work. Take turns with your partner asking and answering questions about objects in the classroom.

What’s this? (here) What’s that? (there) It’s a pencil. That’s a poster. It’s a poster The pencil is here. The poster is there.

Speaking

note

a book, a desk, BUT an umbrella, an outlet, an overhead projector

Use a before words beginning with a consonant sound and an before words beginning with a vowel sound.

Writing

pencil? door? Is this a pencil? Is that a door? No. It’s not a pencil. Yes, it is. This is/It’s a ruler. That’s / It’s a door.

a) coat rack? b) blackboard? c) book? ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

d) bookcase? e) poster? f) stapler? ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

8. Pair work. Ask and answer questions about the pictures with your partner. Write your questions and answers under each picture.

Is that a

pen? Is t

his a pen?

Yes, it

is.

Yes

, it is.

No, it isn't.

No, it

isn't.

That's a(n

)...

This is a(n

)...

It's a(n

)...

It's

a(n)...

g) light switch? h) bulletin board? i) briefcase? ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

Lesson 8Asking about the Location of Classroom Objects

Reading - What can you use it for?

1. Individual work. Read the paragraph below and write the name of the objects below.

There are many useful things in the classroom. You can use (1) to study grammar and read stories. You can

use a (2) to write in. You write with a (3) or (4) . You can erase an error with an (5) .

The teacher writes on a (6) with a (7) piece of . You can use (8) to cut out newspaper

articles. You use a (9) or a (10) to attach papers together. You can sharpen a pencil with a (11) .

You throw away paper in a (12) . You turn on the light with a (13) . You can look at the (14) to

see/tell the time. You can stay dry with an (15) if it rains after class.

1. __________ 2. __________ 3. __________ 4. __________ 5. __________

6. __________ 7. __________ 8. __________ 9. __________ 10. __________

11. __________ 12 . __________ 13. __________ 14. __________ 15. __________

Asking about the Location of Classroom Objects

Grammar

2. Group work. Study the prepositions.

in on above

under behind in front of

next to near

between

Writing

3. Individual work. Complete the sentences.

Where is it?

a) The chair is behind the desk.

c) The notebook is __________________

e) The bookcase is

__________________

g) The wastebasket is

__________________

b) The pencil sharpener is

__________________

d) The clock is

__________________

f) The map is __________________

h) The desk is

__________________

Speaking & Writing

4.

Pic

ture

1.

Pic

ture

2.

Pair work. Find The Differences. Some of the objects are located in different places in the two pictures. Do not show your picture to your partner. There are 12 differences between Picture 1 and Picture 2.

Take turns asking and answering questions.

Write the differences in the table below.

Example: A: In Picture 2, is the pencil on the desk? B: No, it’s in the desk. In Picture 1, where is the map? A: The map is…. B: In Picture 1, is the wastebasket…? A: No, it’s… Where is it in Picture 2?

Object Picture 1 Picture 2

1. Pencil On the desk In the desk

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Vocabulary

5. A Group work. Where are these things in your school?

a) restrooms b) waterfountain

c) elevator d) downstairs

e) upstairs f) pop machine g) telephone

5. B Individual/Pair work. Look at the second floor plan of a school. Imagine the school has three floors all together.

Now complete these sentences using the words in the box.

1. Room 205 is ______ the restrooms and café. 2. The café is ______. 3. Room 204 is ______ room 202 and room 206. 4. Room 106 is ______. 5. Room 200 is ______ the elevator. 6. Room 307 is ______. 7. The restrooms are ______ the café. 8. Room 206 is ______ room 205.

YOU ARE

HERE

Hall

Café

Café

Restrooms

Elevator

Upstairs

Downstairs202 204 206

200

201 203 205

downstairsacross from

next to

between beside

upstairs

at the end of the hall

near

contractionS

There's = there is

1.

There is a squirrel on the fence.

There are three squirrels on the fence.

When do we use is and when do we use are?

Lesson 9Giving Information with THERE IS/ THERE ARE

Grammar

uSing there iS and there are

We use “There is” and “There are” to say

that something exists in a particular place.

Giving Information with THERE IS/ THERE ARE 2. Group work. Place two or three items on a table or desk in the classroom. Then take turns using “There is”

and “There are” to describe what is on the table or desk. Example:

a) There is a dictionary on the table. b) There are four notebooks on the table. c) There is an eraser on the table.

Speaking

Writing

3. Individual work. Use these words to make sentences with “There is” and “There are”.

Example:

a) a pen / on your desk There is a pen on your desk.

b) two pictures / on the wall There are two pictures on the wall

1) fivestudents/inthisclass 2) three books / on the bookcase 3) a map / on the wall 4) one door / in the classroom 5) ten provinces / in Canada 6) a chair / behind the desk 7) three cats / in the yard 8) a bookcase / next to the door 9) twelve months / in a year 10) a movie / on television this evening

Listening

4. Is there a coffee machine near here?

Jonathon asks Larry some questions about the workplace. Listen to the conversation and do the matching exercise that follows.

4. A Individual work. Match the items in column A with their locations in column B

A B

1. Jonathon’s desk a) beside the reception area 2. Larry’s desk b) next to this one 3. Mike’soffice c) onthefifthfloor 4. The cafeteria d) in this section 5. Twelvefloors e) thisonerighthere 6. The coffee machine f) in the building 7. Thirty people g) that one over there

4.B Individual work. Listen to the conversation again and fill in the missing words as you listen. Compare your answers with a partner.

Larry: Your desk is _______ one right here, Jonathon. That’s _____ desk over there. There’s another guy

who’s on our team. His name ______ Mike. He’ll be back tomorrow, so you’ll meet him then.

Jonathon: So, where’s ______ office?

Larry: It’s ______ to this one.

Jonathon: What about lunch? ______ there a cafeteria or lunchroom around here?

Larry: Yeah, ________ a cafeteria on the fifth floor, just in ______ of the elevators.

Jonathon: How many floors are there in _______ building anyway?

Larry: Twelve. There ______ twelve floors.

Jonathon: How many employees are ________ in this section?

Larry: Um, I think there are about ________ people in this section.

Jonathon: And coffee – I need my regular dose of caffeine everyday! Is there a coffee machine ________ here?

Larry: Sure, there’s one right beside the reception area. Speaking of coffee, it’s break time. Let’s go for

coffee. I’ll ________ you to some of the other people in the group.

Jonathon: Great idea.

Grammar

5. HOW MANY… ARE THERE…? THERE ARE.... How many squirrels are there on the fence?

There are four. There are four squirrels on the fence.

6. Pair work. Work with your partner ask and answer questions using “How many” and “There are” with the words below. Example: days / in a week

How many days are there in a week? There are seven days in a week.

1) exercises / in this lesson 2) territories / in Canada 3) letters / in the alphabet 4) continents / in the world 5) days / in a year 6) windows / in this room 7) floors/inthisbuilding 8) students / in your class 9) oceans / on the earth 10) oranges / in your refrigerator 11) maritime provinces / in Canada 12) centimetres / in a meter

Speaking

7. Individual work. Write a short description of your classroom, using “There is” and “There are” to identify the objects in the room. Give the location of the objects, using the prepositions ( in, on, in front of, next to, between, under, behind, etc.) you have learned in this lesson. Say how many chairs, desks, students etc. there are.

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8. Individual/ Pair/ Group work. Find out what services are available or what places exist in your school or language centre by asking questions. Ask six yes/no questions. Use Is there/ Are there… For example: Student A: Is there a ladies’ restroom on this floor/ here? Student B: Yes, there is. or No, there isn’t..

Student B: Is there an elevator in this building/ here? Student A: Yes, there is. or No, there isn’t..

Writing

Speaking

Lesson 10

Numbers

1. Group work. Read aloud.

zero 0 ten 10 twenty 20 one (a) hundred 100 one 1 eleven 11 twenty-one 21 one hundred one 101 two 2 twelve 12 thirty 30 one hundred two 102 three 3 thirteen 13 thirty-one 31 two hundred 200 four 4 fourteen 14 forty 40 two hundred one 201 five 5 fifteen 15 fifty 50 one thousand 1000 six 6 sixteen 16 sixty 60 one thousand one 1001 seven 7 seventeen 17 seventy 70 one thousand two 1002 eight 8 eighteen 18 eighty 80 one thousand five hundred 1500 nine 9 nineteen 19 ninety 90 fifteen hundred 1500

Speaking

A MOTHER GOOSE NURSERY RHYME One, two, buckle my shoe

Three, four, shut the door Five, six, pick up sticks Seven, eight, lay them straight Nine, ten, a big fat hen Ten, eleven, dig and delve Thirteen, fourteen, maids a-courting Fifteen, sixteen, maids a-kissing Seventeen, eighteen, maids a-waiting Nineteen, twenty, I’ve had plenty.

Listening

2.A Goup work. Listen and read along in your book. Notice how these numbers are pronounced.

thirteen (13) thirty (30) fourteen (14) forty (40) fifteen (15) fifty (50) sixteen (16) sixty (60) seventeen (17) seventy (70) eighteen (18) eighty (80) nineteen (19) ninety (90)

2.B Individual work. Now listen to the expressions and write down the number you hear in each. a) _____ girls b) _____ boys c) _____ daughters d) _____ sons e) _____ mothers f) _____ fathers g) _____ babies h) _____ brothers i) _____ sons j) _____ sisters

3. Group work. Listen to your teacher read these course and room numbers below. Repeat.

Course Numbers Room Numbers Addresses Years

French 402 Room 309 309 Main St. 1850Spanish 607 Room 222 222 Main St. 1915English 621 Room 1512 1512 Main St. 1713Biology 905 Room 1502 1500 Main St. 2004Chemistry 811 Room 500 245 Main St. 1950

4. Individual work. Daniel is looking for his class. He meets Michelle. Listen to their conversation and answer these sentences with true (T) or false (F).

1. Daniel is a new student.2. Michelle is late for her class.3. Michelle’s class is in room 522.4. Daniel's class is in room 527.5. Daniel's class is French 401.6. French 401 is next door.

Reading

Listening

Speaking

5. Group work. Imagine that you have enrolled in a specialty class such as t’ai chi or yoga. Decide on the course name, course number, and room number.

Next, find out what courses each of your classmates has enrolled in.

Use the dialogue below to help you collect this information. Record your information on the chart.

S1: What’s your course S2: It’s Aerobics 312. S1: What’s the room number? (Where is it?) S2: It’s 1452. (It’s in room 1452)

Student name Course Room

S2 Aerobics 312 1452

Listening - Telephone Numbers

6.A Individual work. Listen to your teacher and notice how telephone numbers are read.

1-800-671-2367 1-902-875-1295 1-306-555-1212 1-250-453-4400

Which number is for directory assistance? Which number is a toll-free number? Which number is in Nova Scotia? Which number is in British Columbia?

6.B Listen to Tom collect information for a class address and telephone directory. Write down the directory information for him.

STUDENT NAMES ADDRESSES TELEPHONE NUMBERS

Natasha PolanskiSteven Little BearSandra SkyAmy ReidGary LupinoTom Watts

___ Maplewood Drive ___ Maplewood Drive___ Raven Crescent___ Birch Street___ Birch Street___ Pine Ave

7. Pair Work. Take turns playing the roles of a telephone operator and a student looking for his or her classmates, telephone numbers.

Directory Assistance — Name, please!

Operator: Directory Assistance, may I help you?

Client: Yes, what’s the number for ____,

please?

Operator: How do you spell the last name?

Client: ______

Operator: And the first name?

Client: ____________

Operator: Thank you. The number is ______.

Role-cards for student A:

Speaking

Classmates Phone Numbers

Ann Bower

Jocelyne Clement

Lynne Franklyn

Lucie Garnet

Johanne Jones

Andrew Bauer

Lucy Garnette

Joanne Jones

Telephone Directory Phone Numbers

Bauer, Andrew 387-0953

Lawrence, Franklyn 486-1298

Moores, Katherine 387-1203

Moores, Kathryn 486-1119

Nielson, Pat 486-1200

Nielsen, Patty 486-7223

Reed, Emilie 387-7743

Reid, Emily 476-9289

Sanchez, Shawn 486-0071

Sanchez, Sean 387-9800

Tompson, Michael 476-1298

Tomson, Michael 476-6413

Watts, Stephan 476-4431

Watts, Stephen 497-6410

Wright, Kathryn 387-9513

Wryght, Kathryn 487-9225

7. Pair Work. Take turns playing the roles of a telephone operator and a student looking for his or her classmates telephone numbers.

Directory Assistance — Name, please!

Operator: Directory Assistance, may I help you?

Client: Yes, what’s the number for ____,

please?

Operator: How do you spell the last name?

Client: ______

Operator: And the first name?

Client: ____________

Operator: Thank you. The number is ______.

Role-cards for student B:

Speaking

Classmates Phone Numbers

Franklyn Lawrence

Katherine Moores

Patty Nielsen

Emily Reid

Shawn Sanchez

Michael Tomson

Stephen Watts

Kathryn Wright

Telephone Directory Phone Numbers

Bauer, Ann 497-6220

Bauer, Andrew 387-9514

Bower, Ann 487-9882

Bower, Andrew 476-4288

Clement, Jocelyn 476-1983

Clement, Jocelyne 387-1680

Clemont, Jocelyne 486-2017

Francis, Lynn 387-1549

Franklyn, Lynne 387-8170

Franklin, Lynn 387-5782

Garnet, Lucie 478-3870

Garnet, Lucy 497-3705

Garnette, Lucy 386-5256

Jones, Johanne 387-1124

Jones, Joanne 478-3897

oBject PronounS

Object Subject ObjectPronouns Pronouns Pronouns

Can you give me your phone number? I me

Can she call you later? you you

Can you give it to Mary? it it

Tell her this is Mrs. Yates. she her

Please ask him to call. he him

Please leave us a message. we us

Please call them back later. they them

8.

Complete the dialogues with the object pronouns me, you, him, her, us, and them. Then listen to the audio script and correct your responses.

1. A: Hi, you have reached Amy Reid and Frank Green at 453-2431. We can’t come to the phone right now.

Please leave ____ a message after the beep and we’ll get back to ___ as soon as possible.

B: Hi, this is Carol. Listen, Amy, I found your keys. I can leave ____ in your mailbox at work. Just give ____ a

call on my cell. The number’s 432-8771. Thanks.

2. A: Hi! Is Daniel there?

B: No, he isn’t. Can I give ____ a message?

A: Yes, please. This is Tom from class. Tell ____ to call ____ back at my place.

B: Does he have your number?

A: Yes, he knows ____.

3. A: Hello. May I speak to the lady of the house, please?

B: I’m afraid she’s not here right now. Can I take a message for ____?

A: Certainly. Tell ____ this is Mrs. Yates from Sears, Customer Service and could she call ____ back?

B: Does she have your telephone number, Mrs. Yates?

A: No, she doesn’t. Could you give ____ to her, please?

B: Certainly.

A: It’s 455-6032, extension 4322.

Grammar & Listening

Listening

9. Individual work. Natasha is getting a library card. Predict the information the librarian will ask her. Then listen to the conversation and check off the actual information he requests.

Library Cardholder

Name:

Date of birth:

Social Insurance Number:

Address:

Postal Code

Phone Number

Expiration date:

The library cardholder agrees to be responsible for all materials borrowed and to abide by the rules and regulations of the Winnipeg Public Library. If the cardholder is under 18, the parent or guardian is responsible for all materials borrowed.

Prediction Actual Information

10. A Individual work. Listen to the dialogue to correct the information given on Natasha’s library card.

10.B Pair work. Practice the dialogue with a partner.

Listening & Reading

Library Cardholder

Name: Natasha Polansky Address: 23 Maplewood Road, Winnipeg

Postal Code: R2G 3W3

Phone Number: 487-0990

Expiration date: March 25, 2006

The library cardholder agrees to be responsible for all materials borrowed and to abide by the rules and regulations of the Winnipeg Public Library. If the cardholder is under 18, the parent or guardian is responsible for all materials borrowed.

11. Pair work. With a partner take turns giving information for a driver’s license. The person who plays the receptionist should take down some wrong information. Then the applicant corrects him/her.

Speaking

Registry of Motor VehiclesDriver's License

Verification

1. Complete the sentences.

a) The desk is __________________.

c) The notebook is __________________.

e) The door is

__________________.

g) The desk is

__________________.

b) The pencil sharpener is

__________________.

d) The poster is

__________________.

f) The map is __________________.

h) The window is

__________________.

Writing & Vocabulary Comprehension

Verification

2.A Look at the picture and then answer the questions.

Example: Where is the elevator? It’s near the stairs.

1. Where is the water fountain? 2. Where is the cafeteria? 3. Where is the gym? 4. Where are the telephones? 5. Where are the restrooms? 6. Where is the pop machine? 7. Where is room 207? 8. Where is room 306? 9. Where is room 105?

Writing

Verification

Verification2.B Each of these sentences has one mistake (missing word, word order, subject-noun agreement, etc.). Find the mistake and rewrite the sentence.

Example: Where you from? Where are you from?

1. This are pencils. 2. Your phone number what is? 3. Tom get up early. 4. Your pen is under desk. 5. Peter not need a pencil. 6. That is a eraser. 7. Is there any chairs in the room? 8. Shut door, please. 9. Yes, there is umbrella next to the table. 10. Is what your address? 11. Please spell name.

Verification

Listening Comprehension

3. Circle the letter of the statement that best corresponds to the image.

a b c a b c a b c

a b c a b c a b c

1. 2. 3.

4. 5. 6.

Verification

Verification

4. Follow your teacher’s directions.

Speaking Comprehension

Verification

Grammar

Lesson One (Supplementary)

1. Possessives: my, his, her, your

a) Lynda puts ___ pen on the desk.

b) Tom takes out ___ book.

c) My mother writes in ___ notebook.

d) He is from Rankin Inlet. ___ name is Daniel.

e) I work with ___ partner.

f) Daniel erases ___ mistake.

g) Are you from Greenwood? Is ___ name Tom?

h) This umbrella belongs to you. It is ___ umbrella.

i) Ican’tfind___eraser.

j) She is my mother. ___ name is Jean Elizabeth.

PoSSeSSiveS

my, his, her, your

Supplementary Exercises


Lesson Two (Supplementary)

1. A Pair Work. Develop a memory aid for each of the letters in the alphabet

A as in (apple) H as in ______ O as in ______ U as in ______

B as in ______ I as in ______ P as in ______ V as in ______

C as in ______ J as in ______ Q as in ______ W as in ______

D as in ______ K as in ______ R as in ______ X as in ______

E as in ______ L as in ______ S as in ______ Y as in ______

F as in ______ M as in ______ T as in ______ Z as in ______

G as in ______ N as in ______

1. B Now use your memory aids in a role-play between yourself and the base operator.

Example:

YOU: Can I have the number for George Reid?

Base Operator: Is that J as in James or G as in Gary?

YOU: It’s G as in Gary.

Writing & Speaking the Alphabet



Lessons Three-Five (Supplementary)

1.A Pair work. With a partner write four appropriate greetings, responses, and closings.

1.B Pair work. Supply appropriate answers to the following questions.

1. What do you say when you end a conversation with a good friend?

2. What do you say when you greet your teacher in the morning?

3. What do you say when your teacher asks you how you are doing?

4. What do you say when you meet your neighbour in the evening?

5. What do you say when you are introduced to someone new?

Writing

Greetings Responses Closings

Hello. How are you? I'm fine, thanks. Goodbye now.

1.

2.

3.

4.

Supplementary Exercises Supplementary Exercises

Reading - Appropriate Greetings

2. A Individual work. Choose the appropriate greeting or response for each situation.

1. You greet your mother. You say:

a) Hi, ma’am. How’s it going? b) How are you doing? c) Morning, Mum!

2. You see your friend at a restaurant. She says, “How’s it going?” and you say:

a) Good afternoon, Miss Brooks. b) Not bad. c) It’s a pleasure to meet you.

3. You greet your boss in the corridor. You say:

a) What’s new, Mr. Randal? b) Good morning, Mr. Randal. c) It’s always a pleasure to see you, sir.

4. You take leave of your elderly neighbour. You say:

a) If you’re still here, I’ll see you tomorrow. b) See you later, Mr. Cole. c) How are you doing, Mr. Cole?

5. Your boss says, “How are you…?” and you reply:

a) Fine thanks, Mr. Randal. b) What’s it to you? c) Oh hi, Randal.


2.B. Individual/Pair work. Decide if the questions are appropriate, inappropriate, or depends (dependent on the situation) when talking to people you do not know very well. Place a check ( ) under appropriate, inappropriate, or depends.

Questions Appropriate Inappropriate Depends

1. So, happy birthday. How old are you, anyway?

2. Who are you going to vote for?

3. Are you religious?

4. What do you do?

5. Where are you from?

6. Are your shoes very expensive?

7. You're kidding! Is that really your name?

8. Are you divorced?

9. What do you do in your spare time?

10. Is that your daughter?

11. Do you live with your boyfriend?


Questions Appropriate Inappropriate Depends

1. So, happy birthday. How old are you, anyway?

2. Who are you going to vote for?

3. Are you religious?

4. What do you do?

5. Where are you from?

6. Are your shoes very expensive?

7. You're kidding! Is that really your name?

8. Are you divorced?

9. What do you do in your spare time?

10. Is that your daughter?

11. Do you live with your boyfriend?

Grammar

Lesson Six (Supplementary)

1. Fill in the blanks with am, is, or are.

1. Dr. Baxter ____ a dentist.

2. Mrs. Taylor ____ from London, Ontario.

3. She____twenty-fiveyearsold.

4. How ____ you doing?

5. I____fine,thanks.

6. How ____ it going?

7. What ____ your new address?

8. ____ you a student?

9. ____ they from Halifax?

10. How old ____ she?

11. What ____ his occupation?

12. I ____ twenty-seven years old.

13. What ____ it?

14. What ____ his telephone number?

15. How ____ she?

16. She____justfine,thanks.

17. Where ____ they from?

18. Yes, I ____ from Saskatchewan.

19. No, he ____ not from Manitoba.

20. No, Rankin Inlet ____ not the capital of Nunavut.


Lesson Seven (Supplementary)

1. Look at the words below and connect the action to the object.

Chair, shut, paper, open, read,

sharpen, listen, pencil, point,

talk, window, eraser, notebook, stapler,

staple, pencil sharpener, tape recorder, write,

sit down, erase, door, your partner, room

pen, book, teacher, enter

Vocabulary

Action Object

Write Pen, pencil


Listening

2. Listening game. Follow your teacher’s commands.


Vocabulary

3. Individual work. Place a check mark ( ) beside the words which are spelled correctly. Correct the words which are spelled incorrectly.

Examples: poster ( ) clok clock

1. lock ________ 11. count ________

2. wasterbaskt ________ 12. ceiling ________

3. blakboard ________ 13. listen ________

4. repete ________ 14. out let ________

5. sharpiner ________ 15. stepeler ________

6. bookcase ________ 16. sissors ________

7. shelf ________ 17. carpit ________

8. ruller ________ 18. teech ________

9. notbook ________ 19. dictionary ________

10. pensil ________ 20. cassete ________

Supplementary Exercises Supplementary ExercisesLesson Ten (Supplementary)

1. Pair work. Practise asking and answering mathematics questions with your partner.

Examples:

Speaking

67 +Question?

Answers

How much is six plus seven?

6+7= ?

Six plus seven equals thirteen.

Six plus seven makes thirteen.

Six plus seven is thirteen.13Question?

AnswersHow much is six minus two?How much is six take away two?6-2= ?

Six minus two equals four.Six take away two equals four.46 -2Question? Answers

How much is two times two?

2x2= ?

Two times two is four.Two times two equals four.42x 2

Question?Answers

How much is eight divided by

four?

8÷4= ?

Eight divided by four equals two.

Eight divided by four is two.24÷8


1.

Student A Student B

A.

Ask your partner a question for each of these mathematics problems.

Example: How much is 92 + 5?

82 + 5 =72 ÷ 2 =12 X 4 =42 - 3 =87 + 4 =

A.

Respond to your partner’s questions. Example: 92 plus 5 is (is equal to) 97.

B.

Respond to your partner’s questions.

Example: 92 plus 5 is (is equal to) 97.

B. Ask your partner a question for each of these mathematics problems.

Example: How much is 92 plus 5?

57 - 17 =99 ÷ 9 =22 X 3 =98 - 2 =37 + 15 =

24 ÷8 8

3712+x


2. Follow your teacher's instructions.

Speaking


Part B - I need some information, please!

Instructions:

1. Circulate and ask for the names, addresses, postal codes and phone numbers of your classmates.

2. Write the information in the space below.

Name and Home Address

Grammar Summary

Present tense: BE

Information (Wh-) Questions

Affirmative Statements Negative Statements

What is this? What’s this?

Where are they from?

How many chairs are there?

It is a pen.It’s a pen.

They are from Saskatchewan.They’re from Saskatchewan.

There are four chairs.

It is not a pen.It’s not a pen.OR It isn’t a pen.

They are not from Saskatchewan.They’re not from Saskatchewan. OR They aren’t from Saskatchewan.

There aren't four chairs.

Yes/No Questions

Am I

in room 232?

Are you

Is hesheit

Are weyouthey

Grammar Summary Grammar Summary

Present tense: BE

Short Answers

AFFIRMATIVE NEGATIVE

Yes,

I am.

No,

I ‘m not.am not.

you are. you aren’t.are not.

hesheit

is.hesheit

isn’t.is not.

weyouthey

are.weyouthey

aren’t.are not.

Grammar Summary

Demonstratives

Prepositions of place

The poster isoninnearaboveunderbesidein front ofnext tobehindbetween

the table.

The posters are the two doors.

the table and the bookcase.

What is this/that? This is an eraser.That is a pen.Give me that pen.Give me this pencil.

What are these/those? These are erasers.Those are pens.Give me those pens.Give me these pencils.


There is / are

Questions formation: Is there / Are there?

Affirmative Statements Negative Statements

There

’sis

a pen on the desk.

There

is notisn’t

a pen on the desk

are books on the table. are notaren’t

any books on the table.

Question Response

Is

there

a pen on the desk?

Yes, there is. No, there is not.No, there isn’t.

Arebooks on the table?

No. there are not.No, there aren’t.

Yes, there are.

Grammar Summary

Expressions

Prepositions

Around hereBreak timeBye!Excuse me?Got it!Great!I’m fineLet’s see…Not bad.That’s right. Welcome aboard!

Près d’iciLa pauseAu revoir!Pardon?Compris!Fantastique!Ça va bien.Voyons voir…Pas mal.C’est ça.Bienvenue à bord!

At Above Behind Beside Between By From InNear Next toOn Under With

àau-dessus dederrièreà côté deentrepardedansprès deà côté desurau-dessous de, sousavec


Numbers

one 1 sixteen 16

two 2 seventeen 17

three 3 eighteen 18

four 4 nineteen 19

five 5 twenty 20

six 6 twenty-one 21

seven 7 thirty 30

eight 8 forty 40

nine 9 fifty 50

ten 10 sixty 60

eleven 11 seventy 70

twelve 12 eighty 80

thirteen 13 ninety 90

fourteen 14 one (a) hundred 100

fifteen 15 one thousand 1000

Glossary

A, an un, une about environ, autour accounting comptabilitéaddress adresseadult adulteafter aprèsafternoon après-midialive vivant(e)aloud à haute voix and et another un/une autre answer réponseanyway de toute façonappointment rendez-vousappropriate approprié(e)

be back être de retourbeautiful beau, bellebegin commencerbetter meilleur(e), mieuxbig gros(se)blackboard tableau noir book livrebookcase bibliothèquebriefcase porte-documentsbrother frèrebulletin board tableau d’affichage

B

A

C

D

Glossary

can (v) pouvoirceiling plafondchair chaisechalk craiechalkboard tableauchild enfantcircle (v) encerclercity villeclassroom salle de classeclock horlogeclose fermercoat rack portemanteaucolleague collèguecome in entrercome venircommon-law spouse conjoint de fait complain se plaindrecopy copiercorner coincourse courscourt (v) faire la cour/courtiserco-worker collèguecrescent croissantcut out découpercute mignon

daughter filleday jourdelve fouillerdesk bureau/pupitredig creuserdirectory bottin téléphonique/annvairedivide diviserdoor portedraw dessinerdrive conduiredry sec, sèche

Glossary

E

F

early tôtelectrical outlet prise électriqueelevator ascenseurengaged fiancé(e)equal égalerase effacereraser gommeerror erreurevening soirevery chaque

family name nom de famillefather pèrefellow camaradefifth cinquièmefirst name prénomfirst premier/ièrefloor plancherformal non-familier/formelfriend ami(e)

Gget up se levergirl fillego over examiner, révisergood bonneguy type

Glossary

H

I

have avoirhello bonjourhere icihometown ville natalehow many/much combien

idea idéeif siinformal familier/informelinstruct donner des instructions/ instruire

Kkids enfantskiss donner un baiser

Nname nomneighbour voisin(e)new neuf (ve), nouveau (elle)newspaper journalnext door à coténice gentil(le)night nuitno longer ne…..plusnotebook cahier, carnetnow maintenant

Llanguage languelast name nom de famillelate en retardlesson leçonlight switch interrupteurlight lumièreline lignelisten écouterlive habiter look at regarderlook for chercher M

make faireman hommemany beaucoupmap cartemarital status état civil maritimes provinces maritimesmean (v) signifier meet (se) rencontrermiddle name deuxième nommorning matin mother mère move on avancerMrs. Madame

Glossary

Oof course bien suroffice bureauold vieux(eille)once une foisopen ouvriror ouoverhead projector rétroprojecteur

Ppaper papierpaper clip trombonepartner partenairepen stylopencil sharpener taille-crayonpencil crayon people gensphone call appel téléphoniquepick up/collect ramasser picture imagepiece morceau place endroitplay jouerplease s’il vous plaIîtpleasure plaisirplenty beaucoupplug prisepoint to montrer du doigtposter affiche

Glossary

Glossary

RS

rain pluieread lirereally vraimentroom salle, chambreruler règlerun courir

same mêmeschool écolescissors ciseauxscreen écransecond deuxièmesecurity guard gardien/ de sécuritésee voirsharpen aiguisershelf tabletteshow montrershut fermersister soeur sit down s’asseoirso alorssomewhere quelque partson filssoon bientôtspell épelersquirrel écureuilstand up se mettre deboutstapler agrafeusestay dry rester au secstory conte, histoirestreet ruestudent étudiantstudy étudiersurname nom de famille

Glossary

Ttake out sortirtalk about parler detalk to parler àtape recorder magnétophoneteacher professeurteam équipeteammate co-équipierteenager adolescenttell dire, raconterthank you mercithe le, la, lesthen ensuitethings chosesthird troisièmethrow away jetertime heuretimes foistitle titretoday aujourd’huitogether ensembletomorrow demainturn off éteindre, fermerturn on allumer, ouvrir

UV

umbrella parapluieunderstand comprendreuse utiliseruseful utile

vacation vacances

Glossary

W

Y

wall murwastebasket corbeille à papierwelcome bienvenuewindow fenêtrewoman femmework travailworkbook cahier write écrire

year an, annéeyoung jeune

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