Psychology in everyday life 3rd edition pdf download

I expect that these areas are likely to grow in future editions, perhaps supplementing or even replacing more traditional material. Extremely easy to read with multiple examples throughout to illustrate the principles being covered. Many of these examples are "classics" that students can easily relate to. Plus, who doesn't like XKCD comics?

The textbook is structured sensibly. At times, certain authors' "voices" seemed apparent in the writing, but I suspect this variability is unlikely to be noticed by or even bothersome to the vast majority of readers. The topics are easily divisible and seem to follow routine expectations.

Sensible and easy-to-follow structure. As per "Modularity", the Statistical sections may benefit from instructors folding in such learning throughout, rather than only at the end. Beautifully presented, crisp, easy-to-read and navigate.

Caveat: I read this online, in a web-browser, on only one device. I haven't tested across multiple platforms. The authors do a great job of simplifying the concepts of research methods and presenting them in a way that is understandable.

There is a tradeoff between brevity and depth here. Faculty who adopt this textbook may need to spend more time in Faculty who adopt this textbook may need to spend more time in class going in depth into concepts, rather than relying on the textbook for all of the information related to key concepts. The text does not cover qualitative methods in detail. The textbook provides an accurate picture of research methods.

The tone is objective and without bias. The textbook is highly relevant and up to date. Examples are drawn from modern theories and articles. This book fits very well within a traditional 16 week semester, covering roughly a chapter per week. One could take out specific chapters and assign them individually if research methods is taught in a different way from a standard research textbook. Content is very well organized. The table of contents is easy to navigate and each chapter is presented in a clear and consistent manner.

The use of a two-tier table of contents is particularly helpful. Standard pressbooks interface, which is great. Uses all of the standard components of Pressbooks well, though the lack of H5P and interactive content is a drawback. The book does not deal with cultural competence and humility in the research process.

Integration of action research and decolonization perspectives would be helpful. Most content areas in this textbook were covered appropriately extensively. Notably, this textbook included some content that is commonly missing in other textbooks e. There were some areas where more elaboration There were some areas where more elaboration and more examples were needed. For example, the section covering measurement validities included all the important concepts, but needed more guidance for student comprehension.

Also, the beginning chapters on 'common sense' reasoning and pseudoscience seemed a little too brief. Overall, this textbook appeared to be free from glaring errors. There were a couple of instances of concern, but were not errors, per se.

For example, the cut-off for Cronbach's alpha was stated definitively at. This textbook was presented in such a way that seemed protect it from becoming obsolete within the next few years.

This is important for continued, consistent use of the book. The authors have revised this book, and those revisions are clearly summarized in the text. Importantly, the APA section of the textbook appears to be up-to-date. Also, the use of QR codes throughout the text is a nice touch that students may appreciate.

Connected to comprehensiveness, there are some important content areas that I felt were lacking in elaboration and examples e. Overall, however, the topics seemed to be presented in a straightforward, accessible manner. The textbook includes links to informative videos and walk-throughs where appropriate, which seem to be potentially beneficial for student comprehension.

The textbook includes tools designed to aid learning, namely "Key Takeaways" and "Exercises" sections at the end of most modules, but not all. Lastly, many modules of the textbook were text-heavy and visually unappealing.

While this is superficial, the inclusion of additional graphics, example boxes, or figures in these text-heavy modules might be beneficial. The textbook had a tendency to 'throw out' big concepts very briefly in earlier modules e. This would have been less problematic if the text would explicitly inform the student that these concepts would be elaborated upon later. Beyond this issue, the textbook seems to lend itself to being divided up and used on module-by-module basis.

The organization of the chapters did not make intuitive sense to me. The fact that correlation followed experimental research, and that descriptive research was the second-to-last module in the sequence was confusing. That said, textbook is written in such a way that an instructor easily assign the modules in the order that works best for their class. Overall, the interface worked smoothly and there were few technical issues. Where there were issues e. Because this is a methodology textbook, it does not lend itself to too much cultural criticism.

That said, the book did not rely on overly controversial examples, but also didn't shy away from important cultural topics e. All appropriate areas and topics are covered in the text. In that sense, this book is equivalent to other top texts dealing with research methods in psychology. The appeal of this book is the brevity and clarity. Therefore, some may find that, Therefore, some may find that, although the topics are covered, topics may not be covered as thoroughly they might like.

Overall, the coverage is solid for an introductory course in research methods. In terms of presentation, this book could be more comprehensive. Each chapter does start with a set of learning objectives and ends with "takeaways" and a short set of exercises.

However, it lacks detailed chapter outlines, summaries, and glossaries. Furthermore, an index does not accompany the text. I found the book to be accurate with content being fairly presented.

There was no underlying bias throughout the book. This is an introductory text for research methods. The basics of research methods have been consistent for some time. The examples used in the text fit the concepts well.

Therefore, it should not be quickly dated. It is organized in such a way that sections could be easily modified with more current examples as needed. The text is easy to read. It is succinct yet engaging. Examples are clear and terminology is adequately defined. New terms and concepts are dealt with chapter by chapter. However, those things which go across chapters are consistently presented. The material for each chapter is presented in subsections with each subsection being tied to a particular learning objective.

It is possible to use the book by subsection instead of by chapter. In fact, I did that during class by discussing the majority of one chapter, discussing another chapter, and then covering what I previously skipped,. In general, the book follows a "traditional" organization, matching the organization of many competing books. As mentioned in regard to modularity, I did not follow the organization of the book exactly as it was laid out.

This may not necessarily reflect poorly on the book, however, since I have never followed the order of any research methods book. My three exams covered chapter 1 through 4, chapters 5, 6, part of 8, and chapters 7, the remainder of 8, 9, and Once we collected data I covered chapters 11 through The text and images are clear and distortion free. The text is available in several formats including epub, pdf, mobi, odt, and wxr. Unfortunately, the electronic format is not taken full advantage of.

The text could be more interactive. As it is, it is just text and images. Therefore, the interface could be improved. I did not find anything in the book that was culturally insensitive or offensive. However, more examples of cross-cultural research could be included. I was, honestly, surprised by how much I liked the text. The material was presented in easy to follow format that is consistent with how I think about research methods. That made the text extremely easy to use.

Students also thought the book was highly accessible Each chapter was relatively short but informative and easy to read. The book covers all areas related to research methods, not only for the field of psychology, but also to other related fields like exercise science. Topics include ethics, developing a research questions, experimental designs, non-experimental Topics include ethics, developing a research questions, experimental designs, non-experimental designs, and basic statistics, making this book a great resource for undergraduate research methods classes.

The topic of research methods in general is not expected to change quickly. It is not expected that this text will become obsolete in the near future.

Furthermore, for both the field of psychology as well as other related fields, the examples will continue to have an application to explain certain concepts and will not be outdated soon, even with new research emerging every day. The text is written so an undergraduate student should be able to understand the concepts. The examples provided in the text greatly contribute to the understanding of the topics and the proposed exercises at the end of each chapter will further apply the knowledge.

Layout of the text is clear, with multiple subsection within each chapter. Each chapter can easily be split into multiple subsection to assign to students. No evidence of self-refers was observed, and individual chapters could be assigned to students without needed to read all preceding chapters.

For example, Chapter 4 may not be particularly useful to students outside of psychology, but an instructor can easily reorganize the text and skip this chapter while students can still understand following chapters.

Topics are addressed in a logical manner. Overall, an introduction to research is provided first including ethics to research , which is followed by different types of research, and concludes with types of analysis. I believe that this book is a great resource and, as mentioned previously, can be used for a wider audience than just psychology as the basics of research methods can be applied to various fields, including exercise science.

The content of the Research Methods in Psychology textbook was very thorough and covered what I would consider to be the important concepts and issues pertaining to research methods.

I would judge that the textbook has a comparable coverage of I would judge that the textbook has a comparable coverage of information to other textbooks I have reviewed, including the current textbook I am using. The range of scholarly sources included in the textbook was good, with an appropriate balance between older and classic research examples and newer more cutting edge research information.

Overall, the textbook provides substantive coverage of the science of conducting research in the field of psychology, supported by good examples, and thoughtful questions. The textbook adopts a coherent and student-friendly format, and offers a precise introduction to psychological research methodology that includes consideration of a broad range of qualitative and quantitative methods to help students identify and evaluate the best approach for their research needs.

The textbook offers a detailed review of the way that psychological researchers approach their craft. The author guides the reader through all aspects of the research process including formulating objectives, choosing research methods, securing research participants, as well as advice on how to effectively collect, analyze and interpret data and disseminate those findings to others through a variety of presentation and publication venues.

The textbook offers relevant supplemental information in textboxes that is highly relevant to the material in the accompanying text and should prove helpful to learners. Likewise the graphics and figures that are included are highly relevant and clearly linked to the material presented in the text.

The information covered by the textbook reflects an accurate summary of current techniques and methods used in research in the field of psychology. The presentation of information addresses the pros and cons of different research strategies in an objective and evenhanded way. The range of scholarly sources included in the textbook was good, with an appropriate balance between older, classic research evidence and newer, cutting edge research.

Overall, the textbook provides substantive coverage of the science on most topics in research methods of psychology, supported by good case studies, and thoughtful questions. The book is generally up to date, with adequate coverage of basic data collection methods and statistical techniques.

Likewise the review of APA style guidelines is reflects the current manual and I like the way the author summarizes changes from the older version of the APA manual. The organization of the textbook does appear to lend itself to editing and adding new information with updates in the future.

I found the textbook chapters to be well written, in a straightforward yet conversational manner. It gives the reader an impression of being taught by a knowledgeable yet approachable expert. The writing style gives the learner a feeling of being guided through the lessons and supported in a very conversational approach. The experience of reading the textbook is less like being taught and more like a colleague sharing information. Furthermore, the style keeps the reader engaged but doesn't detract from its educational purpose.

I also appreciate that the writing is appropriately concise. No explanations are so wordy as to overwhelm or lull the reader to sleep, but at the same time the information is not so vague that the reader can't understand the point at all. The book achieves this objective by introducing its readers, step-by-step, to psychological research design, while maintaining an excellent balance between substance and attention grabbing examples that is uncommon in other research methods textbooks.

Its accessible language and easy-to-follow structure and examples lend themselves to encouraging readers to move away from the mere memorization of facts, formulas and techniques towards a more critical evaluation of their own ideas and work — both inside and outside the classroom. The content of the chapters have a very good flow that help the reader to connect information in a progressive manner as they proceed through the textbook.

Each chapter goes into adequate depth in reviewing both past and current research related to the topic that it covers for an undergraduate textbook on research methods in psychology. The information within each chapter flows well from point-to-point, so that the reader comes away feeling like there is a progression in the information presented. The only limitation that I see is that I felt the author could do a little more to let the reader know how information is connected from chapter to chapter.

In my opinion the chapters are arranged in easily digestible units that are manageable in minute reading sessions. In fact, the author designed the chapters of the textbook in a way to make it easy to chunk information, and start and stop to easily pick up where one leaves off from one reading session to another.

I also found the flow of information to be appropriate, with chapters containing just the right amount of detail for use in my introductory course in research methods in psychology. The book is organized into thirteen chapters.

The order of the chapters offers a logical progression from a broad overview of information about the principles and theory behind research in psychology, to more specific issues concerning the techniques and mechanics of conducting research. Each chapter ends with a summary of key takeaways from the chapter and exercises that do more than ask for content regurgitation.

I find the organization of the textbook to be effective, and matches my approach to the course very well. I would not make any changes to the overall format with the exception of moving chapter 11 on presenting research to the end of the textbook, after the chapters on statistical analysis and interpretation. I found the quality of the appearance of the textbook to be very good.

There are learning objectives at the start of each chapter to help students know what to expect. Key terms are highlighted in a separate color that are easily distinguishable in the body of the page. There are very useful visuals in every chapter, including tables, figures, and graphs.

Relevant supplemental information is also highlighted in well formatted text boxes that are color coded to indicate what type of information is included. My only criticism is that the photographs included in the text are of low quality, and there are so few in the textbook that I feel it would have been better to just leave them out. I found no grammatical errors in my review of the textbook.

The textbook is generally well written, and the style of writing is at a level that is appropriate for an undergraduate class.

Although the textbook contains no instances of presenting information that is cultural insensitive or offensive, it does not offer an culturally inclusive review of information pertaining to research methods in psychology.

I found no inclusion of examples of research conducting with non European American samples included in the summary of studies. Likewise the authors do place much attention on the issue of cultural sensitivity when conducing research.

If there is one major weakness of the textbook I would say it is in this area, but based on my experience it is not an uncommon characteristic of textbooks on research methods in psychology. Short and sweet in most areas.

Covers the basic concepts, not very comprehensively but definitely adequately so for a general beginning-level research methods course. For instance, I would liked to have seen a "separate" chapter on correlational Comprehensiveness rating: 3 see less. For instance, I would liked to have seen a "separate" chapter on correlational research there is one on single subject research and one on survey research , a discussion of the importance of providing a theoretical rationale for "getting an idea" most students are fine with finding interesting and feasible project ideas but cannot give a theoretical rationale before or after Chapter 4 on Theory, or a chapter on neuroscientific methods, which are becoming more and more popular.

Nevertheless, it touches on most traditional areas that are in other books. This is one area where there is not much danger of going obsolete any time soon. The examples might need to be updated periodically my students tend to not like dated materials, however relevant , but that should be easy.

Very clear and accessible prose. Despite the brevity, the concepts are put forth quite clearly. I like the "not much fluff" mentality. There is also adequate explanations of jargon and technical terminology. I could not find any inconsistencies. The style and exposition frameworks are also quite consistent. Yes, the modularity is fine. The chapters follow a logical pattern, so there should not be too much of a need for jumping around.

And even if jumping around is needed depending on teaching style, the sections are solid in terms of being able to stand alone or as an accompaniment to lectures. Yes, the contents is ordered logically and the high modularity helps with any reorganization that an instructor may favor.

In my case, for instance, Ch. I would also discuss non-experimental methods before going into experimental design. But such changes are easy to do, and if someone followed the book's own organization, there would also be a logical flow. As far as I could see, the text is free of significant interface issues, at least in the pdf version.

I loved the short and sweet learning objectives, key takeaway sections, and the exercises. They are not overwhelming and can be used in class discussions, too. NASP is partnering with award-winning director Dan Habib on his Intelligent Lives film, a catalyst to transform the label of intellectual disability from a life sentence of isolation into a life of possibility.

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The brevity of this list may surprise you. Where is friction? Where are the chemical forces that bind molecules together? Where is the force of impact between two colliding billiard balls?

The answer is that all these forces are electromagnetic. Indeed, it is scarcely an exaggeration to say that we live in an electromagnetic world— virtually every force we experience in everyday life, with the exception of gravity, is electromagnetic in origin.

The weak forces, which account for certain kinds of radioactive decay, are also of short range, and they are far weaker than electromagnetic forces. As for gravity, it is so pitifully feeble compared to all of the others that it is only by virtue of huge mass con centrations like the earth and the sun that we ever notice it at all. The electrical repulsion between two electrons is times as large as their gravitational attraction, and if atoms were held together by gravitational instead of electrical forces, a single hydrogen atom would be much larger than the known universe.

Not only are electromagnetic forces overwhelmingly dominant in everyday life, they are also, at present, the only ones that are completely understood. At the present time there is a very successful if cumbersome theory for the weak interactions, and a strikingly attractive candidate called chromodynamics for the strong interactions.

Introduction to Psychology. Cover image by Yeshi Kangrang on Unsplash. Cover design by Rob Butz. Share on Twitter. Read Book. Chapter 2 Introduction Jennifer Walinga. Cummings; and Lee Sanders. Chapter 4 Introduction Lee Sanders.

Chapter 13 Introduction Jorden A. Hess and Cynthia L. Poepsel and David A. Chapter 15 Introduction Jorden A. Chapter 16 Introduction Jorden A. Lucas; and Jorden A.

Write the iobs a-d on the board. Exercise A. Ask students to add other probtems that Ask students to work in pairs and suggest problems can occur at work or when studying. Get students to work in pairs and say what problems they have at work or in their studies. Read through the problems in the box 1-B and check students understand. Ask them to lf the question is not appropriate for your ctass for see if any of their ideas are mentioned.

Get students to complete the exercise individually and check ideas with a partner. There are a number of possibte answers. Ask them to list those that they have experienced themsetves. Attow them to ffi add to the tist if they can think of any others- rm Check students understand the six adjectives in the box. Get students to do the exercise in pairs. Elicit ffi. Underline it and point out Point to the picture of Jeremy Keetey and ask: What's rhat big and smollare adiectives because they his iob?

He's a specialist in change teadership. Check students understand what he does He helps companies deal with change. Ask students: What is the opposite of big? Write the phrase on the board. Te[[ students that they are going to hear ieremy talk about his job and that the listening witl be in three Ask students to work in pairs, taking it in turns to ask parts.

Reassure students that they don't need to and answer about the opposites. However, you may wish Point to various objects around the class and ask to pre-teach key words that you think your class students to ca[[ out adjectives to describe them.

Write on the board: He is on employee they can to describe it e. Say an adjective and ask students to Ptay the first part ofthe interview recording 1.

Ask students to correct the sentence ffi He is a consultant and he runs his own business. Then draw a Books open. Get students to read through the house on the board. Elicit another statements. Ctarify where necessary. Play the recording again and get students to say Hightight the words in brackets at the end of each which statements are true 2,3 and 4. Ask them to sentence.

Make sure that students are aware that correct the first statement while you write it on the although some of the answers can be expressed in board Qeremy often works on his own. Ask students to suggest some adjectives to describe '. Ii Ask students to comptete the sentences in pairs. Dictate these adjectives to the class: 4 It's too slow. Ptay the recording and ask students to tick the adfectives they hear complicated, fost, difficult, 7 It's too expensive.

Give students time to [ook at the notes. Play the recording headphones, screen. The photo in the Course Book again and ask students to comptete the notes. Check answers around the class. You could ask one Books open. Get students to quickly read the three or two students to read the completed notes.

Reassure students that they don't need io m 1 change 2 equipment 3 property 4 prices understand every word in the three texts. Point out that not all the problems are z, mentioned in the texts. Check answers around the m Read through the questions with the class. Encourage the class to calI out the ffi Ask students to undertine the adjectives in the three words that they think describe work in a catI centre.

Write these on the board. Write the question on the board Whot are workplace or ptace of study. Ask students Focr-rs on the example. Ask students to suggest other to work in pairs and suggest problems that a person ways to ask the question Whqt problems do you working in a cal[ centre might have e. This coutd be a good s Books closed. Ask the ctass to call out any question opportunity to teach appropriate responses e.

Oh words they know and write them on the board. Look at the example together. Does he go? Circulate and help where necessary. Check the answers around the ctass. Point i out that the auxitiary do is not used with fo be.

Write : 3 How often do you travel abroad? You have on office. She lives in Milon. They work for Microsoft. Put students in pairs and ask them to make the sentences negative You don't hove an office. She Some students may prefer to write the questions doesn't live in Milan. They don't work for Microsoft.

Make the first sentence into a question Do you hove Encourage students to ask you the questions. Check an offrce? Encourage students to say the question the word order and the form of do. Point out or elicit that the answer to a question starting with the verb do is 3 Where do you work? Exptain that when questions begin with a question 5 How often do you work at the weekend? Give students time to read Point out that a conversation often starts with one or their rote cards.

For example:. A Demonstrate the activity with a confident student, A: Do you like sport? A: What sports do you play? B: Tennis and footboll. Circulate and help where needed. Encourage studenis to catl out suggestions. Eticit No and say: We don't have o photocopier.

U1 agree about money. Engtish and is also correct. Ensure students understand the sentences and ,: Check the answers together.

He has an iPad. He doesn't have a are false. He has some great colleagues. Circulate and monitor, making sure that students are formi ng negatives correctty. He has a laptop. If you feet students can cope with it, ask them to join 2 I often work in teams. Remind them that a positive sentence with a negative sentence needs buf, whereas two positive 4 I like giving presentations.

Yes he does; Does he have an iPhone? Students work in pairs to compare their answers No, he doesn't. Look at the exampte together and comptete the second question with the ctass.

Get students to complete the questions. Check answers with the ctass. Do you hove o Ask students to compare their answers with a sat-nav? Ask students to prepare Check the answers with the whole class.

Students listen to a call where a person gets through Ptay the rest of the ca[[s and have students comptete on the phone and asks for information. They then listen to four short phone calls. The Useful language box the exercise individuatty. Play it again and get the whole class to answer the questions. Write the name on the board. Ptay the recordings and tetl students to tick the expressions they hear. Look at the audio script with the whote class and check the phrases. Ptay the recording again and get students to check the phrases on the board.

Ask students to look at the audio script on page to check. As students become more confident, l've got a probtem. Note any areas that may , U1 Sorry about that. Thanks for your help.

Which modetis it? Catt 4 Can I speak to Sorry about that. On the board, write: Speok slowly, please. Do you speak Istudents'tanguage]? Ask students to decide which phrase they can use if: a ' they urant the person to repeat. This would be a good point to tell students how important it is to prepare before making telephone calls in English. You could compile a list of useful tetephone vocabulary with the ctass which students can keep at work, either on their desk or in a drawer for easy access.

On the board, write the headings Sales Representative and Customer. The customer tetephones the sales representative to exptain the problem. Ask the ctass to suggest what the problem could be. Eticit some phrases that the sales representative and the customer cou[d use. Ask students what sort of and say what is different. Ask students Eticit ideas and write them on the board.

I what facitities they expect to have in an apartment. Point Write on the board the headings Monager at High- to the picture of the apartment and ask students to Style Business Rentqls and Guest.

Ask students suggest adjectives to describe it. Ask students to suggest what each word or phrase Circulate and monitor. Writing rs Get students to identify the adjectives in the brochure. Would they this very straightforward after doing part 1 of the like to stay there? Remind them that this is an internaI e-mail, so ,s Now ask students to listen to the comments made by does not have to be formal.

High-Styte guests and make notes. This is important when travetling complete the examptes individuatty, or doing business with people from different countries. Get students to work in groups and discuss the Seating Germany: wait until you are questions. Tariq's i3r How much to Norway, Mataysia, Singapore: eat rude to leave food on your ptate favaurite dish is.. Egypt, China: leave a tittte food to show you are full ffi ibgFiti 4 ; Whatyou i Arab cultures: don't eat with your ; Go through the questions and clarify where needed.

Leavrng i China, common to leave soon after : i your meal You coutd write some of the issues from the quiz on the board e. Can they add any other advice? Give students time to prepare their talk.

They can use Ask students to suggest some topics that the the notes or make their own notes, using the topics speaker might talk about. Ptay the recording and ask students to listen to see if their ideas are mentioned. Students take turns to give their tatk to their partner. Writing Suggested answer Skitts i My office has six desks, a tabte and 10 chairs. Cultures 1: Eating out ; 6 How many hours a week do you work? A 1d 2h 3g 4a 5f 6c 7e 8b llvriting B1e2d3c4f5a6e7b8a.

I tive in loreolandI , come to work byltransportl. They go to the international schoot. I like , playing sports. At the weekend, I ptay golf or go swimming. I don't enjoy watching sports, though. Lesson 1 Starting up Practice File t- m Eoch lesson excluding case Students talk about things they like and don't Vocabulary page 16 studies is obout [ike when travelling on business.

This does not include Vocabulary: TraveI details odministration and time spent Students practise saying flight detaits and match goi n g th ro ug h homework. Students listen and answer questions about traveI information. Practice File Writing Writing page 18 Students write an e-maiI to one of the guests confi rming arrangements. For a fast route through the unit focusing mainly on speaking skitls, iust use the underlined sections.

The modern businessperson is more likely to choose ftying as the quickest way of getting from A to B. Atthough safer than a canoe, this can stilt pose hazards. Frequent fliers are tikety to encounter a number of hurdles that can lead to increased stress levels. First, you have to actually get on the plane. Most airlines overbook to minimise seat wastage and no-shows.

This means that if alt the passengers who actualty booked t,J C seats turn up, there could be a shortage of places. The cabin environment ul can be cramped and low in both pressure and oxygen. Jetlagwas once considered the most U u, unpleasant effect of long-haul travel. Now travelters atso have to contend with worries about DVT 7 deep vein thrombosis , which has been [inked to protonged immobitity in planes, cars or trains.

As people become more aware of the naturaI resources consumed in air travet and the pottution it creates, there is pressure for travetlers to timit their journeys and to travel in the most environmentatty friendty way possible. Many countries are experiencing a slump in corporate travel, causing repercussions in the airtine sector.

Some companies are cutting costs by restricting travel or purchasing lower fares. Web- conferencing and teleconference technotogy are beginning to be used more widely by companies. Some airtines are countering by investing in new technotogy that allows business travetlers to work online while in transit, making optimum use of the time spent in the air. But the ftight from San Francisco to Chicago took 23 hours. So, despite any disadvantages, modern air travel remains the quickest option available.

Telt students travelled to on business or on hotiday. Divide the class into ,: Play the recordings a[[ the way through and ask m pairs or small groups.

Ask students to discuss what students to listen for any of the phrases they noted. Point out that o z, students will hear some of the ptaces more than 2 Overview once. Pause after recordin g L. Give them a few moments to read the tist of Ptay the recordings again. Pause after each one and points. Point to the areas that you are covering in this check the answer around the ctass. Ask students if they agree You may wish to quickty revise the atphabet and or disagree with the quotation.

Ask students to brainstorm vocabulary connected Starting up to train journeys and flights, in particutar things This section introduces the theme of the unit. Students connected to stations and airporis e. Clarifli where questions individuatly. Pause after each one to take turns asking and answering the questions. Ask the questions again. How many ::, Look at the examples together. Draw attention to times and numbers can the class remember?

Open don't mind : don't distike , which may be new to books again and check. Ask students to catl out some things n Divide the class into pairs. Students take turns that they can do at an airPort. Do you like checking in? Say the verbs with the whole class and checking in. See what students can remember of any travel words to go with the verbs. Read the verbs and phrases with the 2 ftight 3 luggage 4 seat 5 passport class and check students' understanding. Do item 2 together confirm 10 bilt B, to look at the information cards and prepare Circulate and help where needed.

Draw students' Students listen to an interview with a business traveller and answer questions. Then ask students which action they think comes next confirm their flight. The interview is in two parts. Ask students to say what countryAmsterdam and Check the answers around the class and write the Chicago are in rhe Netherlonds ond the USA.

Read the questions with the class. Clarify where necesSary. Pause to check the 4 queue at the check-in answers with the whole class. Ask students to say why they think Liz likes doing Hightight the example and do item 2 with the whole these things. Then ask students to do the exercise individuatly.