* Books closed. Focus Ss attention on the T. Point op Tips. *Explain that children between 2 and 5 years old use the titles Miss/Ms. Mrs. or Mrs + first name to talk to their teachers. *Say that children, teens and adults until 18 years old use the titles Miss/Ms. Mrs. or Mrs + surname to talk to their teachers. *Explain that we use the word "teacher" to talk about our profession and not to talk directly to the person. Explain the difference between "Teacher" and "Professor" or "Doctor". *Explain the differences between "Here" and "There", and the differences between "Over here" and "Over there" and "Right over here" and "Right over there".

* Books open. Focus Ss attention on the pictures. Point to the picture of Lena Garza and ask: "What's her name?" ( Answer: 'Her name is .;Lena Garza.') * Play the audio program once or twice. Ss listen and read silently. * If needed, explain any new vocabulary. For 'excuse me', tap a S on the shoulder and say: "Excuse me" to get his or her attention. For 'over there' , put a Ss book on the other side of the classroom. Stand next to the S, point to the book, and say: "Your book is over there." For 'history', write a historic date and event Ss might know on the board (e.g., April, 12,1961: first person in space). * Ss cover the text. Play the audio program again. Ss listen and look at the pictures. *Ss work in groups of three. They practice the conversations three times, changing roles. *** Option: Ask one or two groups to role-play the conversations for the class. *** For a new way to practice this conversation, try Disappearing Dialog - download it from the Presentation Plus - Resources (Fresh Ideas). B - Group Work: * Books closed. Explain the task. Write this conversation on the board: S1: Hi, (S2). S2:Hi, (S1) S1: (S2), this is (S3). S2:Hi, (S3). S3: Hi, (S2). Nice to meet you. Then ask 3 Ss to model the conversation. >>> Ss take turns introducing each other in groups of three. Remind Ss to look at each other as they speak.

*Focus Ss' attention on the Grammar Focus box. Ss read silently.*Play the audio program for the Grammar Focus box.Ss listen and read silently.*Focus Ss' attention on the contrac-tions. Contrast the pronunciation of I am and I'm, you are and you're, and so on. Point out that we use contractions in statements and negatives short answers.We do not use them in yes/no questions or positive short answers.*Play the audio program again. Ss listen and repeat *Option: Ss underline the contractions in the conversations in Exercise 8.Then they compare answers in pairs. (Answers: Im, She's, I'm, You're,I'm, He's) A *Books closed.Write the first two lines of the conversation on the board.Do not fill in the example.*Explain and model the task.Point out the choices in parentheses.Elicit the correct answers and write them on the board. *Books open. Ss complete the task indivi- dually.As they work, copy the rest of the conversation on the board.*Ask different Ss to write the correct answers on the board. Go over answers with the class. *Answers: are - I'm - I'm - It's - is - He's - It's - you're - I am. / *Ss practice the conversation in groups of three. Then they change roles and practice again. *B • Books closed. Write the first conversation on the board. Do not fill in the example. • Explain the task. Then elicit the correct answers for the first conversation and write them on the board.• Books open. Ss complete the task for the second conversation individually. Then they compare answers in pairs. • Ask Ss to write the second conversation on the board. Then ask the class to correct any errors. Answers Cara: Excuse me. Are you Alex Lane? / James: No, I’m not. My name is James Harris. Alex is over there. / Cara: Oh, sorry. / Cara: Are you Alex Lane? / Alex: Yes, I am. / Cara: Hi. My name is/I’m Cara Ruiz. / Alex:Oh, you’re in my history class, right? /Cara: Yes, I am. Alex: It’s nice to meet you, Cara. *• Read the conversations aloud, pausing after each line. Ss listen, look up, and repeat. • Ss practice the conversations in groups of three. Go around the class and encourage Ss to look at each other when speaking. C Class activity • Explain the first part of the activity. Ss write their first and last names on pieces of paper and put them in a bag. • Explain and model the second part of the activity. Take a paper from the bag and ask a few Ss whose names are not on the paper: T: Excuse me. Are you (name on paper)? / S1: No, I’m not. He’s/She’s over there. / Then ask the S whose name is on the paper: / T: Excuse me. Are you (name on paper)? /S2: Yes, I am. • Have Ss take papers, go around the room, and complete the activity. If Ss know each other well, ask them to imagine they are meeting for the first time.

*[CD 1, Track 12] • Explain that there are five vowels in English: a, e, i, o, and u. The other letters are consonants. • Focus Ss’ attention on the examples. Point out that Isabella, over, and in begin with vowels. The words before them end in consonants. In relaxed speech, people link these sounds together. • Play the audio program. Ss listen and read silently. • Play the audio program again. Ss listen and practice. • Option: Ss underline the linked sounds in the conversations in Exercise 8 on page 5. Elicit answers from the class. (Answers: She’s over there. This is your book. You’re in my math class, right? Yes, I am. I’m Lena Garza. Hey, Christy, this is Ben. He’s in our history class.) Then play the audio program for Exercise 8 again and ask Ss to listen for the linked sounds. TIP Ss often don’t understand native English speakers because they seem to talk quickly. Teaching Ss to be aware of linked sounds can greatly increase listening comprehension

*A [CD 1, Track 13] • Books open. Play the audio program. Ss listen and read silently. • Play the audio program again. Ss listen and repeat. B Pair work [CD 1, Track 14] • Explain the task and read the example aloud. Write the phone number 402-555-2301 on the board. Read each digit and have Ss repeat it. Then read the complete phone number. Ask different Ss to read the phone number aloud. • Point out that we say “zero” when 0 is alone. However, we can say “zero” or “oh” when it is with other numbers. For example, we can say 505 as “fivezero-five” or “five-oh-five.” • Focus Ss’ attention on Jessica’s email address and read it aloud. Write the @ symbol on the board and point out that it’s pronounced “at.” Tell Ss that the period in an email address is pronounced “dot.” • Focus Ss’ attention on Ryan’s email address and read it aloud. Write a dash and an underscore on the board and explain that they look similar, but the dash is higher up than the underscore. • Have Ss practice reading the information on the business cards. • Play the audio program. Ss listen and read silently.

*A [CD 1, Track 15] • Focus Ss’ attention on the contact list. Ask: “Do you remember these people? Who are they?” If Ss don’t remember, focus their attention on Exercises 3, 4, 8, and 9. • Play the audio program. Ss listen and complete the list. Then they go over their answers in pairs. Play the audio program again as needed. Audio script Isabella What’s Ben Durant’s phone number, Joshua? Joshua It’s seven-one-eight,  ve- ve- ve, eight-twofour-one. Isabella Seven-one-eight,  ve- ve- ve, eight-twofour-one? Joshua Yes, that’s it. Isabella And his email address? Joshua It’s Ben Durant at C-U-P dot org. . . . OK. Cara Ruiz. What’s her phone number? Isabella Hmm. Cara. Her number is three-four-seven,  ve- ve- ve, seven-six-four- ve. Joshua Three-four-seven,  ve- ve- ve, seven-six-four-  ve? Isabella That’s right. Her email is Cara R at cambridge dot org. That’s C-A-R-A-R at cambridge dot org. Now, let’s see. Andrea Clark. Her phone number is two-one-two, six-four- ve,  venine-six-zero. Right? Joshua Yes, that’s right. Two-one-two, six-four- ve,  ve-nine-six-zero. Isabella Her email address is A Clark one-three-four at C-U-P dot org. Joshua So that’s A-C-L-A-R-K one-three-four at C-U-P dot org? Isabella Yes. Joshua And Akina Hayashi’s number and email? Isabella Oh, Akina is my roommate. Our number is nine-one-seven,  ve- ve- ve, two-eightoh-seven. Her email address is Akina H at cambridge dot org. Joshua I’m sorry. Can you spell that? Isabella Her email address? Joshua Yeah. Isabella Sure. It’s A-K-I-N-A-H at cambridge dot org. Joshua OK. Got it. Thanks. Answers Name Phone number Email address Ben Durant 718-555-8241 bendurant@cup.org Cara Ruiz 347-555-7645 carar@cambridge.org Andrea Clark 212-645-5960 aclark134@cup.org Akina Hayashi 917-555-2807 akinah@cambridge.org B Class activity • Explain the task and model the conversation with a S. Then Ss take their notebooks, go around the class, and complete the task

*A • Explain the task. If needed, explain who Emma Watson and Usain Bolt are. Elicit examples of celebrities. • Focus Ss’ attention on the example screen. Ask Ss to spell the name and say the phone number. Then read aloud the email address: “U-S-A-I-NB-O-L-T underscore eight-seven at C-U-P dot O-R-G.” Point out that this is not Bolt’s real phone number or email address. • Ss complete the task individually. Go around the class and give help as needed. B Class activity • Explain the activity and model the conversation with a strong S. Take the role of Student B and give the S the role of Student A. • Focus Ss’ attention on the useful expressions in the box. Write them on the board and read them aloud. Ss repeat. • Ss practice the conversation in pairs. Then they change roles. • Ss complete the activity. They take their books, go around the class, introduce themselves to three “celebrities,” and complete the cards. TIP To modify this activity for small classroom or one-on-one situations, the T and S/Ss can fill out several cards and leave them at stations around the room. Then pairs move around and pretend to be different celebrities at each spot.

*A [CD 1, Track 16] • Focus Ss’ attention on the pictures in Exercise 7 on page 4. Then focus their attention on Exercise 14. Say: “Now they are saying good-bye.” • Play the audio program once or twice. Ss listen and read silently. • Elicit the expressions that mean “good-bye” and write them on the board. (Answers: See you later, Bye-bye, Bye, See you tomorrow, Good-bye, Have a good evening, Good night) Point out that good night means “good-bye.” • Play the audio program again, pausing after each short conversation. Ss listen and repeat. B Class activity • Explain the activity. Then model it with several Ss in different ways. For example: “Good night, Juan. Have a good evening, Kumiko. See you later, Nadia.” • Ss go around the class and complete the activity. Remind Ss to use different expressions. End of Cycle 2 See the Supplementary Resources chart at the beginning of this unit for additionalteaching materials and student activities related to this Cycle.