Unit 1 Becoming Culturally Literate

Students react to photos of people’s behaviors, deciding if they are

appropriate in their own culture. They discuss levels of formality in how
WARM-UP people prefer to be addressed. They read a conversation modeling
workplace interactions between acquaintances.
LESSON 1
Introduce people who may have Grammar Modals must, may, and might
something in common
LESSON 2 Grammar Tag questions: Use and form
Make small talk Pronunciation Rising intonation of tag questions
Vocabulary Manners and etiquette
LESSON 3 Listening skills Listen for main ideas; Listen to summarize
Develop cultural awareness
Writing Write email messages
LESSON 4 Reading skills Understand from context; Activate language from a text
Discuss gender and culture
INTERACTIVE COOL DOWN To Tell the Truth

Choose a warm-up activity from the Warm-Up Activity Bank on pages xxii-xxiii.

Warm-Up OPTION (+3–6 minutes) While Ss work in pairs, draw

a three-column chart on the board with the headings
Behavior, OK, and Not OK. In the Behavior column, write
what’s happening in each photo. For example: putting
Suggested time: 10 minutes | Your time:
on makeup in public. Bring the class back together.
Have Ss raise hands to vote on whether each behavior
• Point to the photo of the woman and the dog. Ask,
is OK or Not OK. Count the votes and write them in the
What do you see? Elicit answers. (For example: The
chart.
woman is in bed with the dog.) Repeat for the other
photos.
• Read the directions. Then point to the dog photo LANGUAGE AND CULTURE
again and read the man’s statement. Ask, Do you • In many countries, dogs are considered part of the
agree? Is this woman doing anything wrong? Have family. They get on furniture and sleep in beds with
volunteers share their reactions. (See Teaching Tip people.
below.) • The act of sitting with legs spread apart, especially
• Form pairs. Have Ss discuss their reactions to the rest in a public seating area, in a way that intrudes on
of the photos. the space of others is called manspreading.
TEACHING TIP When discussing controversial topics
as a class, ask for volunteers rather than calling on Possible answers for Warm-Up
Ss to give their opinions. Some Ss may be reluctant 1. People shouldn’t take up a lot of space by spreading
to criticize other people’s behavior or express their their legs while sitting on public transportation.
opinions. They may be more willing to respond when They should leave room for other people to sit.
they see that others agree with them. 2. Dogs shouldn’t sleep in beds with people. Dogs are
dirty.
3. People shouldn’t put on make-up in public places.
That should be done at home.
4. People shouldn’t put their bare feet on public seating.
Feet can be dirty, and other people have to sit there.
5. People shouldn’t eat on public transportation. It can
make a mess and smell bad.

T1 UNIT 1
 Topic Warm-Up AB PAIR WORK
Suggested time: 10 minutes | Your time:
A MEETING AND GREETING
A
• Read the directions and the example conversation.
Suggested time: 10 minutes | Your time:
• Form pairs. Give Ss a few minutes to compare their
responses to the questionnaire. Monitor so you are
• Direct Ss’ attention to the questionnaire. Ask, What
available to answer Ss’ questions and encourage
does it mean to be formal with someone? (very polite,
conversation.
for example, because you don’t know the person, or
he or she is very important) What is the opposite of • Bring the class back together. Call on volunteers to
formal? (informal) share their answers with the class.
• Point to the part of the questionnaire that says At work. • Say, It’s polite and respectful to ask people what they
Elicit examples of titles. (Mr., Ms., Mrs., Miss, Dr.) Ask, would like to be called. How do you ask that question?
What’s another way to say family name? (last name or Write on the board What would you like to be called?
surname) Elicit examples of nicknames. (For example: Elicit other ways to ask this question and add them
Bill and Billy are nicknames for William.) Ask if anyone in on the board. (For example: What should I call you?
the class has a nickname. Should I call you ?)
• Model your own response to one of the situations. For EXTENSION (+5 minutes) For further practice, have
example, say: At school, when I’m with students, I’d like Ss write their first and last names in large print on a
to be called [Ms. Lee]. But when I’m with colleagues, I’d folded sheet of paper and place it in front of them so
like to be called by my first name. Only my family and other Ss can read it. On the board, write My name is
close friends use my nickname. [Nancy Lee]. Please call me [Nancy]. Then walk around
• Give Ss a minute to complete the questionnaire the classroom and introduce several Ss. Use the S’s first
individually. name and family name. Ask the S, What would you like
• Ask for 1–2 volunteers to explain what they would like to be called in class? Prompt the S to reply, Please call
to be called in different situations. me or I’d like to be called [Nicole / Niki / Ms. Stavos].

LANGUAGE AND CULTURE EXTENSION (+3–5 minutes) Begin a class discussion

• In English-speaking countries, the order for names about culture. Ask, How formal are most people in [our
is first name (or given name), middle name, and national / local] culture? What do people like to be
then last name. Some people use their spouse’s called in different situations? Elicit answers. Then say,
last name after they marry; their former last name When we meet people whose customs are different, we
is then called their maiden name. sometimes feel uncomfortable about using the names
they prefer. Ask Ss if this has ever happened to them.
• A nickname is a shorter version of your name. It
Tell Ss about your own experience. For example, say, I
can also be a silly name or an endearing name
had a job when I was a teenager. The boss told me to
used by your friends or family.
call her by her first name but that felt disrespectful.
• Some women prefer the title Ms. because it does
not draw attention to whether they are married or
single. Use Ms. when you don’t know which title a
woman prefers or if you don’t know whether she is
married or not.
• When meeting someone for the first time, you
should use a title and last name if the person
is older or if you are in a professional or formal
situation.

UNIT 1 T2
 Language Warm-Up AB UNDERSTAND FROM CONTEXT
Suggested time: 15 minutes | Your time:
A
A ZOOM-IN
• Draw Ss’ attention to the heading. Ask, How do we
Suggested time: 10 minutes | Your time:
understand from context? What is the context of a
word? (the words and sentences that come before
• Have Ss look at the pictures. Elicit guesses about who
and after it) Say, When you don’t know a word, look
the people might be.
at its context to help you understand its meaning.
• Point to the note about accents. (See Teaching Tip (See Teaching Tip below.)
below.) Ask, Who in this conversation has an American
• Do item 1 with the class as an example. In the Zoom-In
accent? (Leslie and Minsoo)
conversation, read Antonio’s first turn, ending with the
• Have Ss read and listen to the conversation. To check underlined phrase in person. Elicit the answer to the
comprehension, ask: question.
Where are these people? (in Miami, at a company • Have Ss work in pairs to read the rest of the underlined
called Galaxy) phrases in context and answer the questions. Point out
Where is Antonio from? (Mexico City) that the expressions are underlined in the text in the
Who is meeting in person for the first time? (Leslie and order that they appear in the exercise.
Antonio) • Go over the answers with the class.
How do you know they’re meeting for the first time?
(Leslie says “You must be Antonio” and introduces TEACHING TIP To teach Ss how to understand new
herself.) vocabulary from context, have them first scan the text
to find the new word(s). Then have them read the text
Who used to work together in Los Angeles? (Antonio
before and after the word(s). Ask questions to confirm
and Minsoo)
Ss’ understanding of this context and to help them
Why is Antonio in Miami? (for orientation and training)
figure out the meaning of the vocabulary.
What is orientation? (a time of preparation for a new
employee or new student)
LANGUAGE AND CULTURE Another way to say
What does Leslie ask Minsoo to do? (help Antonio get
in person is face-to-face. People also use the
settled)
expression in real life (in contrast to events that
How can you help someone new at work get settled?
happen online).
(show them where things are, introduce them to other
people)
What does Antonio ask Minsoo about? (company SPEAKING | PAIR WORK
culture, what to call co-workers and clients)
• Ask, How does Antonio respond when Leslie introduces Suggested time: 5 minutes | Your time:
herself? (So nice to meet you in person.) Elicit similar
phrases and write them on the board. Tell Ss that • Read the directions and the man’s statement.
Good to meet you and Pleased to meet you are also • On the board, write: 1. Search online. Search terms:
common ways to greet someone, but Nice to meet [name of city or country] + cultural do’s and don’ts.
you is by far the most frequent of the three in spoken Elicit other possible search terms Ss could use and
American English. write them on the board.
• If Ss ask about the phrases underlined in blue, explain • Have Ss continue the discussion in pairs. Monitor and
that you will discuss them in Exercise B. assist as needed.
• Bring the class together. Elicit more examples of how
TEACHING TIP The Understand a Variety of Accents
to learn about local customs and add them to the list
box indicates that the people speaking English in the
on the board. (For example: ask friends who have been
audio have different accents. English is a language
there; ask people who live there)
for communication between people from a variety
of language backgrounds. There are more than two CHALLENGE (+15–45 minutes) Have Ss do online
billion English speakers in the world, but only about research outside of class into the local customs of
20% are native speakers. It’s important to remind Ss a place they have never visited. Invite them to work
that they must learn to understand both standard independently or in pairs. Tell them to keep track
and regional spoken “native” accents as well as of their sources. When Ss return to class, ask for
“non-native” accents. Tell Ss, When you have trouble volunteers to share what they have learned and give
understanding someone’s accent, don’t pretend to the sources of their information.
understand. Politely ask the person to repeat himself or
herself or to write what he or she is trying to say.

T3 UNIT 1
LESSON 1 Introduce people who may have something in common
A
A GRAMMAR TEACHING TIP If Ss ask about using must, may, and
might in questions, tell them that this grammar will be
Suggested time: 12 minutes | Your time:
covered in Level 4.
• Point to the lesson title. Ask, What does it mean to have
something in common with another person? (to have LANGUAGE AND CULTURE
the same interests, attitude, experience, etc., as that • Must, may, and might aren’t commonly used in
person). Refer Ss back to the Zoom-In conversation yes / no questions in American English.
on page 3. Ask, What did Antonio and Minsoo have in • The contraction of must not (mustn’t) is used only
common? (They used to work together in Los Angeles.) for prohibiting, not for drawing a conclusion: You
• Have Ss read the must rule and examples in the chart. mustn’t touch that. It’s hot!
To clarify further, draw a two-column chart on the
board with these heads: Situation / Conclusion. Identify
the situation and the conclusion in the first example. GRAMMAR EXPANDER (optional, pages T126–127)
(Situation: Speaker A got home very late. Conclusion:
He or she must be tired.) Write them in the chart.
• Have Ss identify the situation and conclusion in AB PRONOUNCE THE GRAMMAR
the second example and add them to the chart. Suggested time: 3 minutes | Your time:
(Situation: Ed is late. Conclusion: He must not know
about the schedule change.) • Play the audio. Have Ss listen and repeat the examples
• Draw Ss’ attention to the photo of the man at the in the chart.
window. Read the man’s statement. Elicit the situation • Monitor to make sure Ss stress might and may in the
and the conclusion. (Situation: He sees heavy coats. examples with be able to.
Conclusion: It must be cold outside.) Add them to
the chart.
C GRAMMAR PRACTICE
A
• Add another situation to the chart: Someone is absent
from class. Ask, What conclusion would you draw? List Suggested time: 10 minutes | Your time:
Ss’ answers on the board. Say, Use must when you are
almost sure that something is true. If you are not that • Draw Ss’ attention to the background photo. Say,
sure, you can use maybe. We don’t know anything for sure about this person or
• On the board, write Maybe I will be late. Cross out this place, but we can draw some conclusions. Ask
Maybe I will be and above it, write I may be / I might be. questions to elicit statements with must. For example,
Have Ss repeat both sentences after you. Then cross ask, What time of day is it? (It must be early morning or
out late and write on time. Ask, Where do I add not? near sunset because of the color of the sky.) Who is this
(after may and might) person? (He or she must be an athlete.) What else can
you conclude?
• Have Ss read the may and might rule and examples in
the chart. • Do item 1 with the class as an example.
• Have Ss read the may / might / must + be able to • Have Ss work individually to complete the exercise.
rule and examples. Then draw Ss’ attention to the • Have Ss compare answers in pairs. Then go over
Be careful! box. On the board, write: I get the answers as a class. Read the first part of each
an appointment today. Say, Maybe I can get an sentence and have Ss supply the missing word(s) and
appointment today. How do I complete the sentence? complete the sentence.
Elicit the answers (might be able to, may be able to)
and write them on the board. Then ask, What about
might can? Use exaggerated negative gestures
(head shaking and / or arm waving) to make sure Ss
understand that might can is not correct.

UNIT 1 T4
 D GRAMMAR PRACTICE
A AB PRONUNCIATION PRACTICE
Suggested time: 5 minutes | Your time: Suggested time: 3 minutes | Your time:

• Point out that Ss can use only the modals listed in the • Have Ss listen and repeat each line. Make sure Ss use
directions to complete this exercise. rising intonation in yes / no questions, falling intonation
• Do item 1 with the class as an example. Ask, Why in information questions, and emphatic stress for maz
does Speaker B use might not? (He or she is drawing a in That’s amazing!
conclusion about the situation.) • Monitor as Ss practice the conversations in groups of
• Have Ss work individually to complete the exercise. three. Have Ss switch roles and repeat so each S plays
• Go over the answers with the class. For each Speakers A, B, and C.
conversation, ask, Who’s talking? (1. two friends, 2. a
customer and a salesperson, 3. two friends or family C CONVERSATION GROUP WORK
A
members, 4. a customer and a receptionist at a hair
Suggested time: 8 minutes | Your time:
salon)
• Say, Now you’re going to introduce people. What
AE PAIR WORK language do you think you’ll need to use? Refer Ss to
Suggested time: 5 minutes | Your time: the Language Warm-Up on page 3, the grammar
chart on page 4, and Exercises A and B above.
• Form pairs. Have Ss practice the conversations in • Model the exchange with two higher-level Ss.
Exercise D. Have them switch roles and repeat the • Form groups of three. Have Ss personalize the
conversations. conversation.
• Go over the phrases in the Keep Talking! box and
Communication Activator show the video to support Ss as they extend their
conversations.
A
A CONVERSATION MODEL
TEACHING TIP The purpose of the Keep Talking!
Suggested time: 10 minutes | Your time: box and video is to encourage Ss to personalize the
conversation by asking more questions and providing
These conversation strategies are implicit in the model more information.
Say Meet (name) to introduce someone very
informally D CHANGE PARTNERS
A
Ask Did you say . . . ? to confirm understanding
Suggested time: 4 minutes | Your time:
• Have Ss look at the photo and say what they see.
• Have Ss role-play a different version of the conversation
• Have Ss read and listen. Pause the audio after Speaker with new partners. Make sure they switch roles.
B says, I can’t wait to tell Jim I met you today. Say, Now
listen to a different ending for the conversation. Play the
LOOK FOR While Ss are doing Exercises C and D,
rest of the audio.
monitor their conversations to determine if they are
• Have Ss underline the phrases with may and must.
✓ using phrases for introducing and greeting people
Ask Ss how their meanings are different. (In You may
✓ using may / might to express possibilities
already know Kate, Speaker A is uncertain but is
suggesting the possibility that Ben knows Kate. In You ✓ using must to state conclusions
must be Jim’s brother! Kate is drawing a conclusion
she’s pretty sure is true.) OPTION For all Communication Activator sections
• Draw Ss’ attention to the Social language box. Have in this unit, use the ORAL PROGRESS ASSESSMENT
Ss repeat the expressions after you. Use emphatic CHARTS to provide feedback to Ss on their speaking
stress to express enthusiasm: Stress maz in That’s (see Teacher Resources in the Pearson English Portal).
amazing!, cred in That’s incredible!, and tast in That’s
fantastic! Tell Ss to use Oops only when they make CLOSURE ACTIVITY (+3–5 minutes) Form pairs. Tell
small mistakes in informal situations. A more serious Ss, Look at the photos on page 2. Take turns making
mistake requires I’m sorry. guesses about the people and places using may, might,
• Have Ss underline these expressions in the conversation. and must. To model the activity, tell Ss to look at the
Ask, Why does Ben say, That’s amazing? (He is Social Events photo. Say, They must be in a restaurant or
surprised that Kate belongs to the same gym as café. They might be friends, or they might work together,
his brother.) Why does Kate say, Oops. My mistake? or they might be classmates. Monitor Ss’ conversations
(She was wrong to conclude that Ben and Jim to identify areas for review and extra practice.
were brothers.)
 emind Ss of additional grammar and speaking
R
practice in their digital resources.
T5 UNIT 1
LESSON 2 Make small talk
A
A GRAMMAR AB PRONUNCIATION
Suggested time: 12 minutes | Your time: Suggested time: 4 minutes | Your time:

• Point to the lesson title. Ask, What does make small talk • Read the information about rising intonation. Have Ss
mean? (to have a friendly conversation about things read and listen, and then listen again and repeat.
that are not important) • Form pairs. Have Ss work individually to write two
• Have Ss read the first rule. Then read the first example questions to confirm information. Then have pairs ask
question, using rising intonation. Read the second and answer their questions. Monitor to make sure that
example question, using falling intonation. Ss are using rising intonation.
• Point to the photo. Ask, Are they friends? (No, they’re
meeting for the first time.) Read the woman’s question, C
A PRONUNCIATION
pausing after You’re Tina, and then say aren’t you? with
Suggested time: 4 minutes | Your time:
rising intonation. Have the class repeat. Then read the
reply. Say, We answer yes / no tag questions using short
• Read the information about falling intonation. Have
answers. For example: Yes, I am or No, I’m not.
Ss read and listen, and then listen again and repeat.
• Have Ss read the second rule. Copy on the board
Point out that the questions in Exercises B and C are
the first examples from the affirmative and negative
the same. The intonation is different because the
columns. Say, The verb be is used in both statements, so
speaker’s purpose is different.
we need be in the tag questions. Circle all four be verbs.
• Form pairs. Have Ss work individually to write two
• Copy on the board the second examples from the
questions to make small talk. Then have the pairs ask
affirmative and negative columns. Say, The verbs in the
and answer their questions. Monitor to make sure that
statements are not the verb be, so we need do in the tag
Ss are using falling intonation.
questions. Circle speaks, doesn’t, don’t know, and do.
• Read the remaining affirmative statements and have TEACHING TIP Do not expect Ss to completely master
Ss read aloud the tag question, using rising intonation. the distinction between rising and falling intonation
• Draw Ss’ attention to the negative statements. Read in tag questions and apply it as they speak. Ss at this
the third statement, We’re not going to stay, and pause, level only need to be aware that differing intonation
gesturing for the class to say the tag. Ask Ss to cover can carry social purpose.
the list of tags with a sheet of paper. Read the rest of
the negative statements, pausing to let Ss say the tags. LANGUAGE AND CULTURE Tag questions with
(Do not worry about the intonation they use. Either rising falling intonation are not always used to make small
or falling could be correct, depending on the context.) talk, but they are very common in social interactions.
• Have Ss read the Be careful! box. To confirm The person making a statement with the tag question
understanding, write on the board: isn’t asking for information. Instead, he or she is
I’m going to use tag questions today, I? (aren’t / building rapport and seeking agreement.
am)
Jane went shopping yesterday, didn’t ? (Jane / she)
Elicit the answers. (aren’t; she) Read the complete D GRAMMAR PRACTICE
A
sentences and have Ss repeat. Suggested time: 5 minutes | Your time:
TEACHING TIP When teaching pronunciation, wave
your arm like a music conductor to give visual cues for • Do item 1 with the class as an example. Ask, Why is
rising and falling intonation patterns. aren’t you the answer? (because of the verb be in
You’re taking the train)
• Have Ss complete the exercise individually.
LANGUAGE AND CULTURE • Go over the answers with the class. Say each
• In British English, people sometimes use an statement and have the class provide the correct tag
affirmative tag question after an affirmative question. Do not worry about Ss’ intonation: Either
statement to confirm information. For example: rising or falling could be correct.
You’re here on business, are you?
• In American English, the modals may, might, and
must are rarely followed by a question tag.

GRAMMAR EXPANDER (optional, page T128)

UNIT 1 T6
 AE GRAMMAR PRACTICE AB PRONUNCIATION PRACTICE
Suggested time: 5 minutes | Your time: Suggested time: 3 minutes | Your time:

• Have Ss work individually to complete the exercise and • Play the audio again. Have Ss listen and repeat each
then compare answers in pairs. line. Make sure they
• Go over the answers as a class. Elicit corrections or ° use falling intonation for Beautiful day, isn’t it?
provide feedback as needed. ° use rising intonation for Do you mind if I call you
Jack?
AF ACTIVATE GRAMMAR ° stress ab in absolutely not and do in Please do.
Suggested time: 10 minutes | Your time: • Have Ss practice in pairs.

• Read the directions. Then draw Ss’ attention to the C CONVERSATION PAIR WORK
A
example conversation. Say, This is one way to complete Suggested time: 10 minutes | Your time:
item 1. Read the question, stressing the falling
intonation on isn’t it. Invite the class to read aloud the • Say, Now you’re going to make small talk. What
response. Add another sentence to extend the small language do you think you’ll need to use? Refer Ss to
talk. For example: It’s so windy. the grammar chart on page 6 and Exercises A and B
• Form pairs. Have Ss complete item 1 in another way above.
and then the rest of the questions and answers. Ss may • Model the exchange with a higher-level S. For fun,
find it helpful to write their questions and answers on a pretend you’re a famous person. For example, say,
sheet of paper before role-playing them. Good morning. I’m [Ariana Grande].
• Monitor, listening for falling intonation on the tag • Form pairs and have Ss personalize the conversation.
questions.
• To support Ss as they continue to make small talk,
• Bring the class together and invite volunteers to have Ss read the phrases in the Keep Talking! box and
perform the conversations. show them the video . Point out that So in So are you
TEACHING TIP When Ss present a role play to the married? signals that you are about to introduce a new
class, have them do it standing, preferably at the front subject.
of the room, so that their classmates can hear them • Have Ss switch roles and role-play new conversations.
better. Then form new pairs and repeat.

Communication Activator LOOK FOR While Ss are doing Exercise C, monitor

their conversations to determine if they are
A
A CONVERSATION MODEL ✓ using tag questions to initiate small talk
✓ responding with agreement
Suggested time: 7 minutes | Your time:

CLOSURE ACTIVITY (+5 minutes) Tell Ss to write three

These conversation strategies are implicit in the model opinions about learning English, the school, or the
Respond to an introduction class on a blank sheet of paper. Then have them add
Encourage small talk by asking tag questions and a tag question to each of their statements. Write an
expressing agreement example on the board: Learning English is a lot of
work, ? Elicit the correct tag (isn’t it) and add it.
• Have Ss look at the picture and ask, Are these people Form pairs, and have Ss ask and answer each other’s
friends saying hello, or are they meeting for the questions. Collect Ss’s questions to identify areas for
first time? (Because they are English speakers, the review and extra practice.
handshake probably means they’re meeting for the
first time.)  emind Ss of additional grammar, pronunciation,
R
• Have Ss listen and read the conversation. Point out and speaking practice in their digital resources.
that Speaker B drops the I’m before his name. Tell Ss
that people often do this in informal introductions.
• Have Ss underline the tag question in the conversation.
Point out that Speak B intentionally drops It’s a before
Beautiful day.
• Read the questions in the Social language box
and have Ss listen and repeat. Model asking each
question, replacing the names on the page with the
names of Ss and directing your questions to those Ss.
Encourage them to answer the questions.

T7 UNIT 1
LESSON 3 Develop cultural awareness
A
A VOCABULARY • To familiarize Ss with the format and purpose of
the radio show, first have them listen to the radio
Suggested time: 3 minutes | Your time:
announcer introducing the show and the guests. Ask,
How many guests are there in the studio? (3) Where are
• Elicit the meaning of manners and etiquette. (polite
they from? (United Arab Emirates, Thailand, and Nepal)
ways of behaving towards other people)
If there is a map in the room, point out these three
• Play the audio as Ss follow along. Then have them
countries.
listen again and repeat.
• Have Ss listen to episode 1 and check the boxes in
EXTENSION (+5–10) Personalize the vocabulary by the first column of the chart. Ask them to compare
using each word or phrase in a question about Ss’ own answers with a partner. Then go over the answers with
lives. Call on volunteers to answer. For example, ask: the class.
What’s one rule of etiquette for using your cell phone? • Have Ss listen to episodes 2 and 3, each time
Why do you need cultural literacy? comparing their answers with a partner before you go
Who taught you table manners? How old were you? over answers as a class.
Is punctuality important?
D
A LISTEN TO SUMMARIZE
Is it always impolite to interrupt someone who’s
speaking? Suggested time: 15 minutes | Your time:
Do people ever say offensive things to you?
What’s customary for a guest who’s invited to • To help Ss focus on key information as they listen, write
someone’s home? the following questions on the board (or to save time,
What topics can be taboo when talking to someone you you can write the questions on a sheet of paper and
don’t know well? make copies for Ss before class):
1. W
 hose clothing does Farid talk about? What does he
TEACHING TIP Helping Ss relate new vocabulary say is offensive in Dubai?
to their own lives will deepen their understanding of 2. W
 hat does Kulap say about feet? What does she say
word meanings and help them remember the new is taboo in Thailand? What does it mean to do the wai?
words. Use the vocabulary repeatedly to give Ss more 3. W
 hat are some taboos to know about when in Nepal?
exposure to the words and familiarize them with the
• Have Ss listen for the answers to the questions and
pronunciation.
work individually to take notes about them. (1. Female
visitors should dress modestly. Visitors should not
AB VOCABULARY PRACTICE take pictures of Muslim women, and they need to ask
a man for permission to take his picture. 2. Visitors
Suggested time: 7 minutes | Your time:
should not show the bottoms of their feet or touch
people’s heads. Thais appreciate it when foreigners do
• Do item 1 with the class as an example. Elicit the
the wai [bow with hands together at the chest]. 3. It’s
meanings of be accustomed to (to be used to
taboo to eat with your left hand and to eat beef. When
something, after lots of experience with it), interact
visiting a temple, people should not take leather things
with (to talk with, work or play with, etc.), get along with
inside. You should ask permission before you take a
(to spend time together without problems), and diverse
picture of someone.)
(varied, different).
• In pairs, have Ss use their notes to write summaries of
• Have Ss complete the exercise individually, referring to
the tips given in each episode. To check answers, have
the definitions in Exercise A.
them switch papers with another pair and compare
• In pairs, have Ss compare answers. Then bring the what they have written.
class together to go over any questions.
OPTION To save class time, instead of having pairs
C
A LISTEN FOR MAIN IDEAS compare summaries, collect their work and check
that Ss have included the most important tips in their
Suggested time: 15 minutes | Your time: summaries.

• Read the directions. Say, Look at the chart. How many

topics are in the list? (8) Tell Ss to read the topics. Then
draw their attention to the photos. Ask what topic(s)
they think each photo relates to. (greetings, table
manners) If appropriate, tell Ss that one topic on the
list will not be discussed in any of the three episodes.
(punctuality)

UNIT 1 T8
 Communication Activator LOOK FOR While Ss are doing Exercises A and B,
monitor their conversations to determine if they are
A TALKING POINTS
A ✓ effectively discussing cultural traditions and the
Suggested time: 7 minutes | Your time: importance of cultural awareness
✓ incorporating vocabulary related to etiquette and
• First have Ss quickly scan the questionnaire and ask manners
them if there are any questions.
• Form pairs. Draw Ss’ attention to the conversation at
the top and read it. Tell Ss they do not need to write WRITING
complete sentences like these. They can write notes Suggested time: 8 minutes | Your time:
instead. Have them complete the questionnaire with
their partner. • Read the first two sentences of the directions. Tell Ss
• Bring the class together and ask volunteers to share to use their responses to the questionnaire in Exercise
their answers. Encourage Ss to use the vocabulary in A to help them choose topics. They can choose a
Exercise A on page 8 whenever possible. For example: different topic for each email or use the same one.
It’s customary for men in [our country] to shake hands Then read the directions for the formal and informal
when meeting for the first time. Write key words and emails.
phrases on the board so other Ss can refer to them • Have Ss work individually to complete the task.
during the Exercise B discussion. Check for differences Encourage Ss to include vocabulary in Exercise A on
of opinion by asking, Does anyone have a different page 8 in their emails.
answer for this question?
• If appropriate, have Ss swap emails with a partner and
offer each other feedback. To support peer review,
LANGUAGE AND CULTURE In English-speaking write these instructions on the board:
cultures, it is generally considered polite to 1. A sk about anything that is not clear.
acknowledge another person’s opinion before
2. S ay what information you agree with in each email.
disagreeing with it, using phrases like You have a
3. S ay if you disagree with any information and
good point about , but. . . . English speakers
explain why.
may also introduce their opinions with an apology:
I’m sorry, but I disagree. They may also soften their 4. T hank your partner for reading your emails and for
disagreement by pretending to be less sure of their sharing his or hers.
opinion than they really are: I’m not sure I can agree • Collect Ss’ writing and offer feedback. For informal
with you. When someone feels that further discussion emails, there are almost no rules, but the message
would not be useful, they may say Let’s agree to must be clear. For formal emails, check for an
disagree as a way of moving the conversation on to appropriate salutation and closing as well as correct
another subject. grammar, sentence structure, and mechanics.

TEACHING TIP Your approach to discussions about WRITING HANDBOOK (optional, page T144)
culture will vary depending on the makeup of the
class. You and all Ss may belong to the same culture, OPTION Ss can use the WRITING PROCESS
but there may still be differences of opinion about WORKSHEETS during this activity. They offer
it, and you may need to model respect for such step-by-step guides for completing the writing task
differences. When Ss belong to diverse cultural groups, (see Teacher Resources in the Pearson English Portal).
acknowledge the diversity and give all Ss a chance to
speak, but avoid requiring any S to be a spokesperson CLOSURE ACTIVITY (+5 minutes) Have Ss write their
for his or her culture. names on blank sheets of paper. Write on the board:
greeting people, using appropriate table manners,
making small talk. Tell Ss to choose one of these
AB DISCUSSION situations and write a few sentences about what
Suggested time: 5 minutes | Your time: people do when they are in this situation in their own or
in another culture. Collect the papers and read them
to identify areas for review and extra practice in later
SOFT SKILLS BOOSTER (optional, pages T153A-B) lessons.

• Have students read the directions and the

 emind Ss of additional vocabulary, listening, and
R
conversation.
writing practice in their digital resources.
• Read the first question in the directions. Elicit ideas
from volunteers. Encourage Ss to refer to the notes
on the board from Exercise A. Then read the second
question and elicit ideas from volunteers.

T9 UNIT 1
LESSON 4 Discuss gender and culture
A
A READING TEACHING TIP Previewing is a prereading strategy that
helps readers anticipate what an article will cover. Ss
Suggested time: 15–20 minutes | Your time:
can preview reading texts by looking at titles, headings,
photos, illustrations, graphics, and captions. They can
• Write the lesson title on the board. Ask, What do you
preview longer articles by reading the first paragraph
think you will read about in this lesson?
and then the first sentence of each paragraph that
• Tell Ss they are going to read letters asking for advice. follows.
Say, First, let’s preview the Reading, to get an idea of
what to expect. (See Teaching Tip on this page.) EXTENSION (+5 minutes) In pairs or small groups, have
• Draw Ss’ attention to the title Social Q and A’s. Ss take turns reading the letters aloud. Ask Ss to take
Elicit the meaning of social. (relating to people and short turns, reading just one sentence at a time.
relationships) Ask, What does Q and A stand for?
(questions and answers) TEACHING TIP Listening to classmates read aloud can
• Draw Ss’ attention to the salutation Dear Culture be very boring, although it can be useful practice for
Guru. Explain that a guru is a Hindu religious leader the S. Set up read-aloud tasks so that Ss take short
or teacher, but in American English, it often refers to turns, to involve more Ss and to make the activity more
anyone who knows a lot about a subject and can interesting.
advise other people about it.
• Have Ss look at the photos and the signatures Loving
Dad in Dallas and Happy in Honolulu. Ask, What do AB UNDERSTAND FROM CONTEXT
the two letters have in common? (They are asking for Suggested time: 10 minutes | Your time:
advice.)
• Play the audio for the first letter and response as Ss • Do item 1 with the class as an example. First, have
read along silently. Ss underline financial outlook in the Reading. (In the
• To check comprehension, ask: middle of Loving Dad’s letter.) Then read the sentence.
Why does Loving Dad want advice? (He’s worried about Ask, What is he concerned about? (his daughter’s
his daughter.) ability to make money as a soccer player in the future)
So, which answer is correct? (a)
What does his daughter have the chance to do? (go to
the U.K. to study and get professional soccer training • Have Ss work individually to underline each word or
at the same time) phrase in the Reading before choosing their answers.
Then have them compare answers with a partner.
What is his opinion about this? (He wants her to prepare
for a career where she has a better chance of making • Bring the class together to go over the answers and
a living.) any questions.
What advice does the Culture Guru give? (Support • Invite Ss to ask about any other new words and
your daughter’s dream, but encourage her to have phrases in the Reading. Have the class look at the
a backup plan in case she can’t make money from context of the word or phrase before having another S
playing soccer.) Do you agree with this advice? Why or explain the meaning or doing so yourself.
why not?
• Play the audio for the second letter and response
as Ss read along silently. Ask them to underline the
vocabulary they don’t know.
• To check comprehension, ask:
Who is the letter-writer? (the CEO of a tire business her
family owns)
Why does she want advice? (Her father disrespects her
husband because he is doing work that is traditionally
women’s work.)
What advice does the Culture Guru give? (She should
tell her father how much his comments and jokes hurt
her and her husband.) Do you agree with this advice?
Why or why not?

UNIT 1 T10
 C ACTIVATE LANGUAGE FROM A TEXT
A AB PAIR WORK
Suggested time: 10 minutes | Your time: Suggested time: 5 minutes | Your time:

• Have Ss read the directions. Make sure Ss understand • Form pairs. Tell Ss to point to information in the graph
that questions 1 and 4 are asking for their personal that supports their answers in Exercise A. For example:
opinions, while questions 2 and 3 are about people or It’s not true that men work more hours than women. The
society in general. To model the activity, have Ss look bars in the chart show the number of hours that men
at question 3. Write on the board: and women work. In every region, the bar for women is
Cultural Double Standards Based on Gender longer than the bar for men.
[Men / Women] are free to , but [men / women] • Bring the class back together and go over the answers.
are not.
[Women / Men] should , but [women / men] don’t C GROUP WORK
A
have to.
Suggested time: 12 minutes | Your time:
Model how to use the sentence frames. For example,
say: Women are free to cry, but men are not. Invite Ss to • Read the directions. Then have Ss read the man’s
contribute 1 or 2 more examples of double standards. statement. Ask, Is he stating facts shown in the graph
• Have Ss work in pairs to discuss the questions. or giving his opinion? (He’s giving his opinion.)
• Monitor and encourage Ss to use words and phrases • Draw Ss’ attention to the Recycle This Language box.
in Exercise B on page 10. Assist as needed with ways to Encourage Ss to use these terms from the Reading in
introduce an opinion and respectfully disagree. their discussion.
EXTENSION (+5–10 minutes) Form pairs. Have Ss write • If appropriate, have Ss read the Optional note and
more questions for class discussion, using a different give them a minute to find and underline other words
sheet of paper for each one. Each question should and phrases in the Reading that they can use in their
use a word or phrase in Exercise B on page 10. For discussion.
example: Do you have a backup plan for your career? • Form groups. Tell Ss to choose one person from their
Collect the questions and put them into a bag or group to report to the class afterwards. Have Ss work
envelope. Choose one or more questions and read together to answer the questions.
them so that Ss can discuss them as a class or in pairs. • Monitor Ss’ conversations, encouraging them to use
language from the Reading. Assist as needed.
TEACHING TIP Quiet or shy Ss need encouragement to
OPTION (+5 minutes) Choose one of the questions
participate in class discussions. Pair- and small-group
in Exercise C. Ask for a volunteer to report on the
discussions give them a chance to rehearse before
discussion their group had. Invite other Ss to explain
speaking to the whole class. When you monitor these
whether or not they agree and why.
discussions, ask quiet Ss questions to draw them out. If
you hear a S make a good contribution, acknowledge
it. Then, if a class discussion follows, call on that S: I LOOK FOR While Ss are doing Exercises B and C,
heard [Maria] make an interesting point. [Maria], would monitor their conversations to determine if they are
you repeat what you said? ✓ talking about gender differences in work hours
✓ referring to the graph to support their answers
Communication Activator ✓ reflecting on cultural factors that may prevent
change
A TALKING POINTS
A
Suggested time: 3 minutes | Your time: CLOSURE ACTIVITY (+5 minutes) Have Ss write their
names on blank sheets of paper. Tell them to choose
• Give Ss a minute to study the graph. Then say, This a word or phrase from the Recycle This Language box
graph shows the numbers of hours that men and and write one or more sentences that include it. Tell
women spend doing paid and unpaid work every day in them their sentences should (1) make it clear that they
different parts of the world. understand the meaning of the word or phrase and
• Have Ss work individually to check the true statements. (2) express an opinion. To model the activity, write on the
board: Sexism: I think sexism is a problem in our society
because women make less money than men. Collect
the papers and read them to identify areas for review
and extra practice.

 emind Ss of additional reading practice in their

R
digital resources.

T11 UNIT 1
Interactive Cool Down PROGRESS SELF-CHECK ​
• Have Ss complete the Now I Can checklist
TO TELL THE TRUTH individually. Encourage them to look back at
each lesson in the unit and consider thespeaking
Suggested time: 30–45 minutes | Your time: objectives, vocabulary, pronunciation, grammar,
and listening, reading, and writing skills.
• Read the name of the game and the first two • Have Ss compare checklists in pairs and talk about
sentences of the directions about completing ten the things they need to study or practice more.
statements. Say, First, choose which five statements are
• Have Ss work individually to think about what might
going to be lies. Think of believable lies. Suggest that
help them master these goals. Refer individual Ss to
Ss use pencil so that they can more easily erase and
specific materials for more practice.
replace information if they need to.
• Monitor as Ss work individually to complete the
statements in the chart. Assist as needed. FOR MORE PRACTICE . . .
• Read the rest of the directions and the example To review the unit content, go to Teacher Resources
questions. Make sure you stress were in the first in the Pearson English Portal. Instructions for each
example question. resource are included in the resource’s folder.
• Form pairs. Assign one S to be Partner A and the
other S to be Partner B. Say, You must decide whether UNIT REVIEW Printable PDF offers two pages of
your partner is telling the truth or telling a lie. What you workbook-style activities to review the unit content.
believe will determine the question you ask.
CONNECT TV Video presents language from the
• To model the activity, write a lie on the board, but don’t
unit through fun and engaging situational comedy
tell Ss it’s a lie. For example: I grew up in [South Korea].
episodes.
Write True / False on the board next to your statement.
Ask, Who thinks this is true? You should ask: You grew TEST-TAKING SKILLS BOOSTER Practice tests
up in [South Korea], didn’t you? Write the question on featuring Connectivity-leveled content expose
the board. Then ask, Who thinks my statement is a lie? students to item types found on high-stakes tests.
You should ask: You didn’t grow up in [South Korea], did
you? Write this question on the board, too. ADDITIONAL PRINTABLE RESOURCES Abundant
• Call on a S to ask you one of the questions on the supplemental materials include extra practice
board. Encourage him or her to use the appropriate worksheets, Assessments, Unit Study Guides, Audio
intonation to show how sure he or she is about how and Video Scripts, Answer Keys, and much more.
you will answer. Answer with the truth. On the board,
circle False, and say, I didn’t grow up in [South Korea].
I grew up in [China]. If the S guessed correctly that your
statement was false, draw a checkmark after False.
• Draw Ss’ attention to the True / False column in the
chart. Say, Circle true or false after each of your
partner’s statements. Then draw Ss’ attention to the
third column. Say, Check here if your guess is correct.
• Monitor as Ss play the game. Check that they are
using tag questions correctly. Assist as needed.

EXTENSION Have each pair of Ss join another pair.

One S makes a statement to the other pair about his
or her partner. For example: My partner is really afraid
of spiders. The other pair must decide if they think the
statement is true or false, turn to the partner, and ask
the appropriate tag question. For example: You aren’t
really afraid of spiders, are you? They get 1 point if they
guess the truth. Have Ss continue taking turns.

UNIT 1 T12