1 ID Overview

Section Aims What the students are doing

Grammar Possessive determiners: Completing short sentences with
SB page 10 My and your possessive determiners: my and your.
Be: contractions Practicing the use of be contractions in
introductions.

Speaking Introductions Substituting students’ own names in a simple

SB page 10 introduction dialogue.

Grammar Possessive determiners: Listening and completing introductions with his

SB page 11 His and her and her.
Asking questions about the names of other
students in the class.

Vocabulary Numbers 0 to 10 Listening to and repeating numbers 0 to 10.

SB page 11 Listening to and writing down telephone
numbers.

Speaking Names and personal information Asking questions and completing a page from
SB page 11 Asking for personal information an old address book with names and telephone
numbers of other students.

Vocabulary Everyday common objects Listening to and repeating words for common
SB page 12 Plurals objects.
Identifying common objects.

Grammar This and these Asking questions and identifying objects.

SB page 12 Asking questions with this and these.

Listening Listening for specific details Listening to a conversation and checking the
SB page 13 things the speakers have.

Pronunciation The alphabet Listening to and repeating the letters of the

SB page 13 alphabet.
Listening to and identifying abbreviations.

Language for Life Expressions for communicating Listening to and completing conversations.
SB page 14 Personal information Listening to and repeating expressions.

Life Skills Studying: materials Choosing materials needed for English study.
SB page 14

Vocabulary Extra Everyday objects Matching pictures with words.

SB page 15 Numbers Dictating and writing numbers.

2 UNIT 1
 1 ID Teacher’s notes
Warm-up Vocabulary: name
Introduce yourself to the class with a simple The phrase My name’s Bond ... James Bond has
friendly greeting such as Hello, I’m (name). been repeated in all the James Bond movies
Go round and greet each of the students and has achieved a kind of iconic status as the
individually, encouraging them to respond with way James Bond always introduces himself.
Hello, I’m (Julio). Some of your students may recognize this from
having seen some of the movies. In fact, the most
appropriate answer to the question What’s your
name? is usually to give your first name only. In
more formal situations, students should probably
Language note give both their first name and their last name.
Vocabulary: ID
ID is a shortened form of “identity” and is
now widely used. For example, Can I see some Cultural note
ID, please? You pronounce the two letters
separately /ˌaɪˈdi/. James Bond
James Bond is a fictional British spy, code
named 007. The first Bond novel, Casino Royale,
Grammar (SB page 10) was written by Ian Fleming in 1953. The first
Bond movie, Dr. No, was shown in 1962. Bond
has been played by six actors including Sean
Possessive determiners
Connery, Roger Moore, Pierce Brosnan, and
1 Daniel Craig.
• Focus the students’ attention on the picture taken
from the James Bond movie Spectre (see Cultural 2
Note). Then focus attention on the dialogue. Ask
• Again, focus the students’ attention on the picture.
students to read the dialogue.
Students read and complete the dialogue with my
• Focus the students’ attention on the use of your
and your.
and my. Make sure they know the difference
• Note the useful phrase Nice to meet you which
between them. You could then ask several pairs of
completes the introduction. Ask the students to
students to role-play the conversation.
work in pairs and role-play the meeting between
• Point out the information about contractions of
James Bond and Madeleine Swan. Then focus their
the verb be in the margin. Ask students to find the
attention on the contraction I’m in the dialogue.
contractions in the conversation they have just
practiced (What’s and name’s).
ANSWERS:
• Hello. I’m Madeleine Swann. What’s your
Language notes name?
Grammar: possessive determiners • My name’s Bond ... James Bond.
• Nice to meet you, James.
The possessive determiners my, your, his, her,
its, our, and their are sometimes known as
“possessive adjectives” in older grammars
and textbooks. In this unit, only my, your, his, Speaking (SB page 10)
and her are presented. There is more work on
1 5
possessive determiners in Unit 3.
• Focus the students’ attention on the gaps in the
Grammar: contractions dialogue. Students listen to the dialogue and
Throughout the book encourage the use of complete it.
contractions because it sounds more natural.
While it’s grammatically correct not to use ANSWERS:
contractions, native speakers will generally do
I’m, your, My, you
so when speaking.

UNIT 1 3
 5 • Then ask the students to mingle and ask each other
about the names of the other students in the class.
Woman: Hello. I’m Sandra. What’s your name? Monitor and help, making sure they’re using his
Man: Hello, Sandra. My name’s Diego. Nice to ask about male students and her to ask about
to meet you. female students.

2
• Read out the conversation in the speech bubbles
Vocabulary (SB page 11)
to the class. Then choose a confident student and Numbers
demonstrate the dialogue using your own names.
• Put the students in pairs and ask them to practice 1 7
the conversation using their own names. When they • Point out the list of numbers in the box. Ask why
have finished, they can mingle around the class they think the first parts of zero and seven are
introducing themselves to other students. Monitor underlined (these are words with more than one
and help where necessary. syllable and the underlining indicates the main
• If you like, ask the students to practice the dialogue stress), and get them to practice saying these two
“Bond-style”: My name’s Ramirez ... Ana Ramirez. words correctly. Ask them what 007 at the bottom
of the list is (James Bond’s secret agent number).
Grammar (SB page 11) • Play the recording and ask the students to repeat
the numbers after the speaker. When they have
Possessive determiners done this chorally, ask individual students to repeat
numbers after you. Encourage students to get the
1 6 intonation right when saying zero and seven.
• Focus the students’ attention on the possessive
determiners his and her in the box. Point out
Language notes
that his is used for men and her for women. With
speakers of some languages you may need to Vocabulary: numbers
explain that the choice of adjective is governed 0 is often pronounced like the letter “O” when
by the gender of the owner of the object, not the saying numbers one figure at a time—for example,
object itself. in a reference number or telephone number. Note
• Ask the students to look at the photo of actor that 0 can also be pronounced zero.
Daniel Craig, who plays James Bond, and actor
Naomi Harris, who plays Miss Moneypenny. When a figure is repeated, we can usually say
• Play the recording and ask the students to three three. However, James Bond (007) is
complete a) and b). always known as Double O Seven.

ANSWERS:
a What’s his name? 2 8
His name’s Daniel Craig. • Do the first one as an example with the class and
b What’s her name? then ask them to work in pairs to complete the rest.
Her name’s Naomi Harris. • When they have finished, play the recording for
them to check their answers. Then ask them to
repeat the numbers after the speakers.

Cultural note ANSWERS:

Miss Moneypenny a three, four, five

b three, two, one
In these books and movies, James Bond
c six, eight, ten
enjoys a flirtatious relationship with his boss’s
d seven, nine
secretary, called Miss Moneypenny. In recent
movies this role has been played by Naomi
Harris. 8

a one, two, three, four, five

2 b five, four, three, two, one
• Read the speech bubbles with the class, and c two, four, six, eight, ten
demonstrate the activity by asking questions about d one, three, five, seven, nine
the names of some male and female students with
one or two confident students.

4 UNIT 1
 on the picture, then play the recording. Tell them
Extra activity to point to the objects in the picture as they hear
To give further practice of the numbers, do a them, and ask them to repeat the words after the
finger dictation. Demonstrate to the students speakers. Encourage them to get the stress in the
by calling out a number and holding up the right place in computer, camera, cell phone, and
corresponding number of fingers. Repeat until passport. Remind the students that the underlining
all the students are holding up the correct will help them get the main stress on the correct
number of fingers. Then call out another number part of the word.
and check they are holding up the correct • Note that the words pens, keys, and books are
number of fingers again. Repeat until everyone plural: there are four pens, several keys, and three
has the correct number. books in the picture. Tell them that the single
objects (bag, computer, camera, etc.) could be made
Ask a stronger or more confident student to plural by the addition of an s at the end. Explain
take over your role and then give everyone a also that the plural words don’t have the indefinite
turn around the class. article a in front of them.
2 Pairwork
3 9 • Demonstrate this simple game with a confident
student. Cover the list of words in your books and
• Make sure they know the difference between
then say a number and get the student to identify
a home number and a cell phone number.
the object in the picture that has that number. Then
Demonstrate cell phone number by holding up
change roles, with the student calling out a number
your cell phone and saying My cell phone number
and you identifying the correct object.
is ... and give the first four numbers. Then play the
• Put the students in pairs and encourage them to
recording and ask the students to complete the
play the game. Make sure they have covered the
numbers they hear.
list of words.

ANSWERS:
a 302-741-6995 Grammar (SB page 12)
b 240-856-3213
Nouns; this/these
• Check answers with the class, then go around 1 11
asking a few students for their own home and cell • Focus the students’ attention on the information
phone numbers. in the margin about the use of this and these. Get
them to practice saying the two words, making
sure they differentiate between the short /ɪ/ sound
Speaking (SB page 11) of this and the longer /i/ sound of these. Make sure
they know that you use this with singular words
Names and these with plurals. Also, check that they can
• Focus the students’ attention on the information in pronounce they’re /ðeɪɹ/ correctly, and that they
the margin and make sure they know the difference understand that are is the plural form of is.
between first name and last name (sometimes also • Look at the first item with the whole class. Make
called family name). Demonstrate with your own sure they know that in the picture there’s only
first name and last name. Practice the conversation one bag, so the question is: What’s this? and the
from the speech bubbles with a confident student. answer: It’s a bag. Then ask them to go through the
Get the student to ask the questions and respond other items and underline the correct answers.
with your own first name and last name. • Play the recording for the students to check their
• Focus the students’ attention on the address answers. Then play it again and ask them to repeat
book. With the class, make a list on the board of after the speakers.
the questions they need to find out the missing
information. Then ask the students to mingle and ANSWERS:
find two students to question. They should write
a It’s a bag.
the information they gather in the address book.
b It’s a computer.
c They’re books.
Vocabulary (SB page 12) d They’re pens.
e They’re keys.
1 10 f It’s a cell phone.
• This exercise introduces the students to some g It’s a passport.
more vocabulary: common objects. Focus attention h It’s a camera.

UNIT 1 5
 Extra activity Language note
Take some of the items in Exercise 1 from your Vocabulary: plurals
own bag or pocket. Ask students to identify
them. Be careful of plural forms of some objects which
students might find in their pocket or bag. For
Put the things in a box at the front of the class example, watch/watches, brush/brushes,
and allow students to come up, put their hand in diary/diaries.
the box and pull out an item to ask the rest of
the class about.

Listening (SB page 13)

Language note Nouns; this/these
Vocabulary: objects from pocket 1 12
Avoid “money” which is an uncountable noun • Focus the students’ attention on the picture and
and cannot be used with this structure. give them time to think about the situation.
• Ask the students to look at the chart. Point out
Here are some possible objects that the
that there’s a column for them to check the things
students might find in their pockets: a bus
that are in the woman’s bag, and a column for
ticket, a wallet, a photo, a pack of gum, ID card,
them to check the things that are in the man’s bag.
coins.
There’s already a check in the woman’s column to
show that she has a computer. Note that they’ll
2 Grammar Extra 1 find out what is in each bag by listening to the
Ask the students to turn to Grammar Extra 1. Here conversation.
• Play the recording for the students to listen and
they’ll find an explanation of the grammar they’ve
check the correct objects. You may need to play it
been studying and further exercises to practice it.
more than once.
• Check answers with the class.
ANSWERS:
1 ANSWERS:
a It’s a pen.
Her bag: a computer, a camera, books, a cell
b It’s a book.
phone, a passport
c It’s a computer.
His bag: a cell phone
d It’s a bus.
e It’s a passport.
f It’s a dictionary. 12

2 (G = Greg; T = Tina)
a They’re pens. G: Hey, Tina.
b They’re books. T: Yes, Greg.
c They’re computers. G: What’s in your bag?
d They’re buses. T: A computer, a camera, three books, a cell
e They’re passports. phone, er…my passport…. What’s in your
f They’re dictionaries. bag?
G: A cell phone.
3
T: Oh. Where’s your computer?
a What’s this? It’s a bag.
G: I don’t need one. I have my phone.
b What are these? They’re pictures.
T: Where’s your camera?
c What’s this? It’s a camera.
G: I don’t need one. I have my phone.
d What’s this? It’s a cell phone.
T: Where’s your passport?
e What are these? They’re keys.
G: I don’t nee…Passport? Oh, no!

2
Ask the students, ‘What isn’t in his bag?’.

ANSWERS:
a passport

6 UNIT 1

04-NAIO_BEG_TE_Unit1.indd 6 05/09/18 18:13

 Pronunciation (SB page 13) • Play the recording and ask the students to number
the abbreviations as they hear them.
The alphabet • Check answers with the class and then ask them to
repeat the abbreviations.
1 13 • Note that the odd one out in this list is OK whose
• Note how the letters of the alphabet are divided up letters don’t actually stand for any words beginning
in the table in the box. They form a kind of poem with O and K. OK simply means all right. The others
as the students will hear when they listen to the are: CIA = Central Intelligence Agency, VIP = very
recording. important person, CNN = Cable News Network, UK
• Play the recording and ask the students to repeat = the United Kingdom, USA = the United States of
the letters in the margin line by line. America.
• Ask the students to suggest any more
abbreviations that they know. Write any ideas on
Language note the board and get the students to practice saying
them aloud. Suggestions they come up with might
Pronunciation: the alphabet include BBC (British Broadcasting Corporation) and
Some students confuse the pronunciation of DJ (disk jockey).
A /eı/, E /i/ and I /aı/, so it’s worth giving these
sounds extra practice. Other letters that can
ANSWERS:
cause problems are: J /dʒ/ and G /g/, and B /b/
and V /v/. It’s a good idea to give extra attention 1 USA
to the pronunciation of the letters that cause 2 UK
your students most difficulties. 3 VIP
4 OK
5 CNN
2 14 6 CIA
• Read out the first line of letters (B, C, D, etc.)
and tell the students that they all have the same
vowel sound /i/. Point out the phonetic symbols
at the beginning of the line and explain that these Extra activity
symbols are used in dictionaries to show how a To give further practice of the alphabet, do
word should be pronounced. an alphabet dictation, spelling out words that
• Explain that the letters of the alphabet can be the students have already seen in the unit. For
grouped according to their vowel sound. The letter example, nice, meet, my, five, number, first.
E goes in this first group because it has the same As you dictate, get the students to write down
sound as B, C, D, etc. the letters. They should then call out the word.
• Play the recording and ask the students to Finally, ask them to find examples of this word
complete the groups with the missing letters from. in the book.
the box.
• Play the recording again for them to repeat the
letters

ANSWERS: Language note

1 E Pronunciation: additional abbreviations
3 A Note that acronyms are pronounced as words,
4 U for example, NATO /ˈneɪ.toʊ/, FIFA, /ˈfiːfə/ and
5 I UNICEF /ˈju.nəˌsɛf/.
6 O

3 15 Language for Life

• Explain that abbreviations are shortened forms
of words. If they are formed just from the initial
(SB page 14)
letters, then the letters are pronounced individually. 1 16
Acronyms are words, usually made up of the initial • Focus the students’ attention on the illustration
letters of a group of words. They are pronounced as which shows a male receptionist and a female
words, not as individual letters. For example, NATO student in a language school. He’s taking down the
stands for North Atlantic Treaty Organization. student’s details. Give students time to look at the
illustration and think about what’s happening.

UNIT 1 7

04-NAIO_BEG_TE_Unit1.indd 7 18/09/18 14:20

 • Play the recording for the students to listen and
complete the conversation. You may need to play it ANSWERS:
more than once. 1 Dwayne Johnson
• Check answers with the class. 2 Beyoncé Knowles-Carter
3 Scarlett Johansson
ANSWERS: 4 Jennifer Lawrence
1 C-A-S-T-I-L-L-A 5 John Legend
2 C-A-S-T-I-L-L-A 6 Chris Pratt
3 Castilla

16 Cultural note
(R = Receptionist; S = Student) Dwayne Johnson (born 1972)
R: Welcome to The Oxford English School.
Dwayne Johnson, also known as The Rock, is
What’s your name?
S: Yolanda. an American WWE wrestler turned movie star.
R: Can you spell that, please? He’s been in movies such as The Scorpion King
S: Y-O-L-A-N-D-A. (2002) and The Fast and The Furious franchise.
R And your last name? Beyoncé Knowles-Carter (born 1981)
S: C-A-S-T-I-L-L-A.
Beyoncé is an American singer and actress.
R: Sorry, can you repeat that, please?
Beyoncé, once a member of the group Destiny’s
S: C-A-S-T-I-L-L-A.
R: Thank you, Ms. Castilla. Child, is one of the best-selling artists in history.
S: Please call me Yolanda. She’s married to Jay-Z, the rapper.
R: OK. Thank you, Yolanda. Scarlett Johansson (born 1984)
Scarlett Johansson was born in New York. She
made her name as an actor in the movie The
Language note Horse Whisperer (1998). She starred in the
movie Lost in Translation (2003) opposite Bill
Grammar: can
Murray.
Can you …? in this context is a polite request.
Jennifer Lawrence (born 1990)
Jennifer Lawrence is an American actor—one of
2 17
the highest paid in the world. She was the main
• Play the recording. The students repeat the phrase
star of The Hunger Games movie franchise and
after the speaker. Encourage them to match the
she won an Academy Award for her role in Silver
speaker’s intonation.
Linings Playbook (2012).
3 Pairwork
John Legend (born 1978)
• Students choose one of the people from the
John Legend is an American singer, songwriter,
illustrations and work together to write a new
conversation, using Exercise 1 as a model. Go musician, and actor, best known for his song All
around, monitoring and giving help. of Me. He has won ten Grammy Awards.
• When the students have finished, ask pairs to Chris Pratt (born 1979)
perform their conversations for the rest of the
Chris Pratt is an American actor who first came
class. Encourage them, where possible, to make eye
to national attention with a role on the TV
contact with each other when they say their lines,
rather than simply reading them out. comedy Parks and Recreation (2009–2015). He’s
also starred in many movies, including Guardians
4 Pairwork of the Galaxy (2014) and Jurassic World (2015).
• Put the students in pairs and tell them who will be
Student A, and who will be Student B.
• While they’re doing the exercise, go around
monitoring and giving help. Take note of any errors
which may need focusing on later, and also any
examples of good language use which you can
praise. Check answers with the class.

8 UNIT 1
 Life Skills: Studying 2 Pairwork
• Demonstrate the activity with a confident student.
(SB page 14) Begin by asking the question in the example and
eliciting the answer. Then get the student to ask
Materials you a question about one of the other objects in
1 Exercise 1.
• The students then continue the activity in pairs. Go
Focus the students on the pictures. Check that they around, giving help and encouragement, and check
know the English name for each item and have them that they’re pronouncing the words correctly.
repeat the words. Ask them to choose 3 of the items
for studying English—there may be more items they Numbers
can use, so they should choose the 3 most important to
Ask the students to work individually to match
them. Ask confident students to read out their list and
the number figures with the words. Allow them to
give reasons on why they chose the items they did.
compare answers in pairs.
2
Tell students that they can choose one more item— ANSWERS:
they may have been inspired by some of the choices
1 one
made by students in Exercise 1.
2 two
3 Pairwork 3 three
Have students tell their partner their choices, and 4 four
then discuss their choices using full sentences. 5 five
Circulate and help any students who are struggling. 6 six
7 seven
8 eight
Vocabulary Extra 9 nine
10 ten
(SB page 15)
Everyday objects 2
1 Demonstrate the activity with a confident student.
Tell them that they should write the words for the
• Focus the students’ attention on the list of words
numbers rather than the figures. Then put the
and point out that they’re all to do with everyday
objects. Point out that the underlining indicates the students into pairs to continue the activity. Go
syllable of the word that has the strongest stress. around, giving help and encouragement. Make sure
Check that the students can pronounce all of the each student takes a turn at saying the numbers.
words correctly.
• Ask the students to look at the pictures and match
each one with one of the words. Point out that the
first one has been done for them.
Further Practice Material
Need more classroom practice activities?
ANSWERS: Photocopiable resource materials in the
Teacher’s Presentation Kit / Extra Resources
6 a bag
8 a book Need more tests?
2 a camera Test Generator
7 a cell phone Teacher’s Presentation kit / Extra Resources /
1 a computer
Tests
3 a dictionary
5 a key Need more on important teaching concepts?
9 a passport Key concepts in American Inside Out Evolution
4 a pen pages xix—xxxiv

Need student self-study practice?

Workbook pages 4—6

Need to check what your students can do by

the end of this unit?
Self-evaluation checklists on pages xxxvi—xxxviii

UNIT 1 9

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