American Download Starter Teacher's Book Sample

CONTENTS Student’s Book Contents_________________________________ 5 Introduction to American Download_______________________ 7 Unit 1___________________________________________________ 8 Unit 2___________________________________________________12 Progress Review 1 16 Unit 3__________________________________________________ 17 Unit 4__________________________________________________ 21 Progress Review 2 25 Unit 5__________________________________________________ 26 Progress Review 3 30 Student’s Book Recording Script_________________________ 31 Workbook Key__________________________________________ 39

1 Meeting and Greeting Unit Plan Grammar: Subject pronouns, possessive pronouns, simple present of to be, articles, plural nouns Vocabulary: The alphabet, meeting people, adjectives, question words, seasons, countries, nationalities and continents, colors, counting to 100 Listening/Speaking/Writing Skills: Spelling names correctly, introductions – asking for information, identifying numbers correctly while you listen, hobbies and favorite actors/movies, counting, writing a profile The Alphabet (SB page 5) vocabulary. Encourage them to write down the translation of new words and phrases and examples. 1 • Have students listen carefully to the alphabet and 2 repeat each letter. • Have students say the mini-dialogs in pairs. Then • Ask them to say the alphabet in turn, going have them switch roles. In small classes, you can around the class. also have each pair act out the dialogs in front of • Optional: Challenge students to try saying the the class. alphabet backwards, starting with Z (zee). They can look at the illustration of the alphabet as they do LANGUAGE BANK this. • Go through the Language Bank with the class. Say each phrase and ask them to repeat. DOWNLOAD • Point out the Download box and tell them that GRAMMAR BANK these boxes appear throughout the book to give • Explain the meaning of subject pronouns and them important information. possessive adjectives in students’ own language • Make sure they understand what vowels and and, if needed, give examples. consonants are. Give examples in your own language. 3 2 Meet Mark (SB page 7) • Ask students to read the instructions before listening. • Make sure they understand the difference between name and last name. • Let them listen to the audio twice if they need to. • Tell them to check the answers with a partner before checking them as a class. 1 • Before looking at the photo, check to see if students understand what these objects are. Ask them to act them out if they know what they mean. For example, for sunglasses, show them that they can make two circles with their thumb and index finger and put them around their eyes. Introductions (SB page 6) 1 2 • Play the audio. Play it again, stopping after every • Read the introduction out loud. Make sure part, and have students repeat. Emphasize the students understand best friends, new student, and intonation, pauses, and stresses. first day of school. Before they listen, write these • Review the difference between name and last words on the board, and translate them into their name as these are used in the dialog. language: same / lucky / nice / picnic / excited / • Have students create a vocabulary section in great / fun. Students should write these down in the their notebooks where they will record all new vocabulary section of their notebooks. 8

3 Students should write the words in the vocabulary section of their notebooks. GRAMMAR BANK • Have students take turns reading the different (SB page 9) forms of to be. 4 LANGUAGE BANK • Give students a minute to circle the correct • Make sure students understand what these answers before playing the audio. Then have them question words mean. read their answers out loud to make sure they are correct. 4 5 5 • Give students a minute to complete the sentences. • Tell students to work in pairs and take turns Then have them read their sentences to make sure asking and answering the questions while you walk that they are correct. around and monitor their answers. Then have them present their answers to the class. 6 • Ask students to translate the seasons into their own language. Students should write them down in the vocabulary section of their notebooks. In the park (SB page 8) GRAMMAR BANK • Articles are a complex grammar phenomenon that 1 students will encounter in the future. At this level, it • Ask students if they know: is enough for students to understand them at a basic - where Toronto is level: a and an are non-specific or general, and the is - who Jim Carrey is used when we know exactly what is being referred to. - who Emma Stone is • Read the information on articles out loud. - what a hobby is • Discuss the difference in usage between a and an. • Play the audio, and have students read along • Give a few examples of general (or non-specific) silently. Then assign three students the roles of nouns and specific nouns with the. For example: Carmen, Mark, and Lisa, and have them act out the How about a movie tonight? (general) / The movie dialog. with Jim Carrey is funny. (specific) 2 7 3 Countries and • Ask students to translate the words using the nationalities (SB page 10) dialog as context. Help them only when necessary. 1 • Play the audio once while students read along silently. If time allows, play each section separately and have students repeat. UNIT 1 9

2 GRAMMAR BANK • Read the nationalities out loud once, explaining • Read the information on plural nouns out loud. what country they represent. Students often find it • Practice forming plurals with the singular confusing that Dutch is the nationality of a person nouns students have seen on pages 6-9: name, from the Netherlands, so this needs to be explained. nationality, number, brother, student, girl, boy, Play the audio twice if necessary. bicycle, laptop, notebook, sneaker, student, friend, class, teacher, picnic, classmate, city, actor, actress, movie. 4 The continents and Internet friends COLORS (SB page 12) 3 • Write the continents on the board. Ask students • Start with a class discussion about social media to translate them. Then ask them to translate the websites such as Facebook. Make sure students colors in the second column. Students should write understand the idea of making new friends through down the continents and colors they don’t know in a website. Students will encounter two webpages the vocabulary section of their notebooks. Finally, from a made-up website that encourages young have students do the exercise alone, and then check people to meet each other by writing about their answers as a class. common interests. Counting to 100 1 • Have students read the text to themselves, and (SB page 11) answer any questions about unknown words or anything they do not understand. Students should 1 write unknown words in the vocabulary section of • After students fill in the missing numbers, point their notebooks. to various students and ask them to count (one • Play the text once. number per student). Increase the pace as you go, so that they have to say the numbers faster and faster. 2 2 • Point randomly to one student at a time, and have • Ask students to read the questions to themselves, them say the next number in the series. Repeat and answer any questions about anything they do until everyone has had at least one turn. Increase not understand. the pace as you go. • Play the text again. 3 (SB page 13) • Explain that from 13-19, the TEEN syllable 3 is stressed, while in 30-90, the first syllable is • Play the audio and have students read along stressed. Then play the audio. silently. • Choose four students to read the four profiles to the class. Discuss unknown words after each 10

student reads. Remind students to write these words in the vocabulary section of their notebooks. • Give the class time to answer the questions. • Encourage students to answer questions 4 to 7 with full sentences, so they practice using forms of to be. • Students work individually to complete the task. • They can then check their answers in pairs before checking as a class. 4 • Students’ own answers. • Ask them to write out their profile on a separate piece of paper and hand it in to you for correction. RELOAD 1 (SB page 14) Objectives • To review vocabulary and grammar from Unit 1. Review • Explain to students that there is a review exercise called Reload at the end of each unit in American Download. Tell them that Reload 1 reviews the material they saw in Unit 1. • Ask students to review the entire unit before starting the Reload. Explain that they can ask you for help with the questions or they can look back through the unit if they are not sure of an answer. Stress that the Reload section is not a test. • Decide how the review will be carried out. You can have students do one section at a time and then correct it immediately, or you can have them do all the sections first and correct them at the end. • Give students about 20 minutes to complete the review. • Tell students to answer every question. UNIT 1 11

American Download is an exciting new multi-level course. The Pre-A1 Starter level is suitable for students who are about to have their first contact with English or for students who need a quick refresher course before moving into American Download A1. American Download Pre-A1 Starter Teacher’s Book provides everything the teacher needs to make best use of the material in American Download Pre-A1 Starter Student’s Book. American Download Pre-A1 Starter Teacher’s Book contains • c lear lesson plans with detailed instructions and the key to all tasks from American Download Pre-A1 Starter Student’s Book. • the recording script for the listening tasks included in American Download Pre-A1 Starter Student’s Book. •the key for all tasks in American Download Pre-A1 Starter Workbook. A course in American Download Pre-A1 Starter, a complete package American English for pre-A1 students: based on the requirements American Download Pre-A1 Starter Student’s Book and standards of the American Download Pre-A1 Starter Workbook Common European Framework of American Download Pre-A1 Starter e-book Reference American Download Pre-A1 Starter Teacher’s Book American Download Pre-A1 Starter Class Audio CD American Download Pre-A1 Starter Interactive Whiteboard Software