1 making connections - english for resultsmca unit 12 workbook unit 12 companion website unit 12...

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-5 UNIT 1

Preview• Setthecontextoftheunitbyaskingquestions

aboutpeople(forexample,Who do you know in the U.S.? Do you spend your free time with family, friends, or co-workers?).

• Holduppage5orshowTransparency1.1.Readtheunittitleandasktheclasstorepeat.

• Asneeded,explain:Makingconnectionsmeansgettingtoknowpeople.

• Say:Look at the picture.AskthePreviewquestions:Where are the people?(atabackyardparty),What are they doing?(smiling,shakinghands,greetingeachother).

Goals• PointtotheUnitGoals.Explainthatthislistshows

whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandaskstudentstorepeat.Explain

unfamiliarvocabularyasneeded:An application:aformthatyoucompletetogetsomethingsuchasadriver’slicenseorajobPersonality:howapersonacts,feels,andthinks(Giveexamples:friendly, optimistic.)

• Tellstudentstocircleonegoalthatisveryimportanttothem.Callonseveralstudentstosaythegoaltheycircled.

• Writeacheckmark(3)ontheboard.Say:We will come back to this page again. You will write a checkmark next to the goals you learned in this unit.

Making Connections

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Simplepresent:be+adjective,have+

object;contractions• Be:Compoundsentenceswithand / but• Be:Additionswithand . . . , too / and . . .

not, either• Simplepresenttenseofbe:Yes / Noand

informationquestions

Pronunciation• Wordstress• Vowelsoundsinunstressedsyllables• Sentencestress

Reading• Readanarticleaboutwayspeoplelearn• Reading Skill:Findingthemainidea

Writing• Describethewaypeoplelook• Writeaboutyourpersonality• Writealistoflearningtipsforyour

learningstyle

Life Skills Writing• Completeadriver’slicenseapplication

1 Classroom Materials/Extra Practice

CD 1Tracks 4–20

Transparencies 1.1–1.6Vocabulary Cards Unit 1

T

MCAUnit 1

WorkbookUnit 1

Interactive PracticeUnit 1

UNIT 1 T-6

Lesson 1 Vocabulary

• Tellstudentstowritetheirlists.Walkaroundandcheckthattheyareusingthevocabularyfromthelesson.Ifstudentsaremakingspellingmistakes,tellthemtocheckthevocabularylistonpage7.

B PAIRS.StudentA,readyourlisttoyourpartner....

• Readthedirections.Readtheexamplewithanabove-levelstudent.PlayStudentAandmodelusingrisingintonationtoguesstheperson.

• PairstudentsandtellthemtotaketurnsplayingAandB.

Language Note

Explain:You can change a statement into a question by making your voice go up at the end.Ontheboard,write:Bruno.andBruno?SayBrunoasastatementandasaquestion.Asktheclasstorepeat.CallonseveralpairstoreadtheexampleandpracticerisingintonationwhenBguessesBruno?

c WORDPLAY.Lookattheunderlinedwords....

• Readthedirectionsandexample.Ask:Which word describes hair length?(short)Ontheboard,write:1. hair length.Continuewithhairtypeandhaircolor.

• Pointto3.Ask:What words describe hair color?Makealistontheboard.Makesurestudentsknowblond.

• Tellstudentstolookattheexampleagain.Ask:Where is the comma?(aftershort/hairlength)

D Writefourotherphrasestodescribehair.Add...

• Readthedirections.Ontheboard,write:She has.Elicitahairlength,type,andcolorfromtheclass.Completethesentencewithoutcommas.

• Ask:Where do I put the comma?Addthecommatothesentenceontheboard.

• Walkaroundandcheckstudents’wordorderanduseofcommas.

EXPANSION: Listening and speaking practice for 2D

• Askanabove-levelstudenttoreadonesentenceoutloud.Ontheboard,drawasimplepictureofthehairthestudentdescribes.

• Pairstudentsandtellthemtotaketurnsreadingtheirsentencesandlisteningtoanddrawingtheirpartner’ssentences.

Getting Started 5 minutes

1 WhAt DO YOU KNOW?

a CLASS.Lookatthepictures.Whataresome...

• ShowTransparency1.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage7.

• Pointtopicture1andask:What are some words that describe Bruno?Say:Look at the pictures. What are some words that describe the other people?

• Studentscalloutanswers.Helpstudentspronouncephysicaldescriptionsiftheyhavedifficulty.

• Ifstudentscalloutanincorrectdescription,changethestudent’sanswerintoaquestionfortheclass(forexample,Kwami has a mustache?).Ifnobodycanidentifythecorrectdescription,tellstudentstheywillnowlistentoaCDandpracticedescriptions.

Presentation 10 minutes

B Lookatthepicturesandlisten....

• Readthedirections.PlayCD1,Track4.Pauseafternumber16(a goatee).

• Tocheckcomprehension,sayeachphysicaldescriptioninrandomorderandaskstudentstopointtotheappropriatepicture.

• ResumeplayingTrack4.Studentslistenandrepeat.• Optional:Sayeachdescriptionanduseagestureor

actiontoindicateitsmeaning.Forexample,adjusttheheightofyourhandtoshowshort, average height,andtall.Askstudentstorepeat.Usethesamegesturesoractionsinrandomorderandtellstudentstocalloutthedescription.

Controlled Practice 20 minutes

2 PRACtICE

a Chooseonepersoninthepictures.Writealist...

• Readthedirections.TellstudentstopointtoBruno.

• Ask:What words describe Bruno?Asstudentscalloutanswers,listthemontheboard(forexample,short, thin(orslim), short hair, curly hair, brown hair).

T-7 UNIT 1

Lesson 1 Vocabulary

• Writethisphraseontheboard:long wavy blond hair.Ask:Where do I put the comma?(afterlong)

• Say:Write the words that describe you on a piece of paper. Be sure to write words describing your hair.Walkaroundandcollectthepapers.

STEP2.CLASS.Takeapieceofpaperfromthebox....

• Readthedirectionsandmodeltheactivity.Takeapieceofpaper,readthedescription,andtrytoidentifythestudent(forexample,Ana?).

• Passtheboxtothestudentyoucorrectlyidentify.Tellthestudenttotakeapieceofpaperandreadthedescription.Ask:Who is it?Thestudentpassestheboxtotheclassmateheorshecorrectlyidentifies.Continueuntilallstudentshavehadaturn.

• Whenastudentincorrectlyidentifiesaclassmate,pointoutsomethingabouttheclassmatethatdoesn’tmatchthedescription(forexample,David has curly hair, not straight hair.).

EXPANSION: Vocabulary and writing practice for Step 2

• Tellstudentstowritefivesentencesdescribingclassmates’hair.Modeltheactivitybyelicitingonesentencefromtheclassandwritingitontheboard.Chooseonestudenttodescribeandask:Do I writeHeorShe?

• Remindstudentstostartsentenceswithacapitalletter,endwithaperiod,anduseacomma.

Learning Strategy: Personalize• Readthedirections.• Modeltheactivity.Say:I’m thinking of my (wife

/ brother / friend).Ifpossible,showaphoto.Listfourvocabularywordstodescribethatpersonontheboard.

• Walkaroundasstudentswritetheirwords.Ifmisspellingsoccur,tellstudentstocheckthelistontheboardoronpage7.Callonafewstudentstoreadtheirdescriptionsoutloud.

• Say:You can remember new vocabulary when you write descriptions that are important to you.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.

EXPANSION: Vocabulary practice

• Tellstudentstobringinapictureofapersonfromamagazine,orprovidemagazinesforstudentstocutpicturesoutof.Tellthemthattheywillmakeawebdiagramwiththeirpicture.

• Modeltheactivity.Pasteaphotoofapersonfromamagazineonasheetofpaper,anddrawlinesradiatingfromthephoto.Say:Look at the vocabulary list. Which words describe this person?Writethephysicaldescriptionsyouelicitonyourwebdiagram.

• Tellstudentstopasteortapetheirphotoonasheetofpaperandwriteatleastfourphysicaldescriptionsontheirwebdiagram.

Communicative Practice 20 minutes

Show what you know!

STEP1.Lookatthelistofphysicaldescriptions....

• Say:Look at the vocabulary list. Which words describe you?

• Tellstudentstounderlineallthevocabularywordsthatdescribethem.

• Ontheboard,listthevocabularywordsthatdescribeyou.Includeyourhaircolor.

• Ask:Which words describe my hair?Underlinethem.Thenasktheclasstoputtheminthecorrectorder.

pages 2–3Interactive Practice

Extra Practice


UNIT 1 T-8

Describe the way people lookLesson 2

1 BEFORE YOU LIStEN

PAIRS.Readthewordsinthebox.Thencomplete...

• Tellstudentstolookatthewordsinthebox.Pronouncethewordsandasktheclasstorepeat.

• Say:Look at the picture. They are both attractive. They are both good-looking.

• Say:Point to the woman in the picture. She’s pretty.Prettydescribes only women. What other word describes only women?(beautiful)

• Explainthedifferencebetweenprettyandbeautiful.Ontheboard,write:pretty=attractive, beautiful=very attractive.

• Say:Point to the man in the picture. Do we describe him as pretty?(No,prettydescribesonlywomen.)What word describes only men?(handsome)

• Pairstudentsandtellthemtocompletethechart.• Toreview,drawthechartontheboard.Ask:Which

words describe only women? Which word describes only men? Which words describe both women and men?Completethechartontheboard.Pronouncethewordsineachcolumnandasktheclasstorepeat.

EXPANSION: Listening and vocabulary practice for 1

• Tapeseveralmagazinephotosofattractivewomenandmen(withavarietyoffeatures)totheboard.Numberthephotos.

• Inrandomorder,describeeachperson(forexample,He is tall. He is average weight. He has short, wavy black hair.).

• Studentslistenandwritethenumberofthephotoyou’redescribing.

• Thentellstudentstowriteoneofthewordsfromthechart(forexample,prettyorbeautiful)nexttoeachnumber.

teaching tip

Ifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage297astheylistentotheconversation.


2 LIStEN

a Lookatthepicture.Listento...

• Askstudentstolookatthepicture.Say:This is Tania and Eva. They’re friends.

• Readthedirectionsandtheanswerchoices.Ask:What does Tania want to know more about?

• PlayCD1,Track5.Studentslistenandcircletheletterofthecorrectanswer.

• Elicitthecorrectanswerfromtheclass.

B Listenagain.Answerthequestions.

• Tellstudentstoreadthequestionsandanswerchoicessilently.

• PlayTrack5again.Studentscircletheletterofthecorrectanswer.

• Studentscompareanswerswithapartner.• Callonvolunteerstoaskandanswerthequestions.• Say:Tania thinks Eva’s friend is good-looking. What

does Eva’s friend look like?(Hehasshortblackhair.)

c Listentothewholeconversation....

• PlayCD1,Track6.Studentscircletheletterofthecorrectanswer.Tochecktheanswer,askstudentstoraisetheirhandsfora,b,orc.

• Ask:What is the name of the guy Tania thinks is good-looking?(Victor)Is Victor Eva’s friend?(No,he’sEva’sbrother.)

EXPANSION: Vocabulary and graphic organizer practice for 2C

• Ontheboard,drawathree-columnchartliketheoneatthetopofpage8.LabelthecolumnsTania, Eva,andVictor.Tellstudentstocopythechart.

• Pairstudentsandtellthemtolookagainatthepictures,questions,andanswersinExercises2A,2B,and2C.TellpairstocompletethechartwithphysicaldescriptionsofTania,Eva,andVictorandwithwhattheyknowabouteachperson.


T-9 UNIT 1

3 CONVERSAtION

a Listentothewords.Thenlistenand...

• Tellstudentstoclosetheirbooks.Writethewordstheywillhearontheboard.Pronounceeachwordslowlyandaskstudentstolistenforthebreak(s).

• Pronounceeachwordagainanddrawlinesbetweensyllables.Explain:Each part of a word is a syllable.Ask:How many syllables does party have?

• Tellstudentstoopentheirbooks.ReadthePronunciationWatchnote.Pronouncepar-ty,stressingthefirstsyllable.Say:Inparty,paris long and strong. It is the stressed syllable.

• PlayCD1,Track7.Studentslistentothewords.• ResumeplayingTrack7.Studentslistenandrepeat.

Language Note

Tohelpstudentshearstress,tellthemtotapthetablewhenrepeatingthestressedsyllable.


B Listentothewords.Mark(•)...

• Readthedirectionsoutloud.Writeitem1ontheboard.Pronouncehandsome.Ask:Which syllable is long and strong?(thefirstsyllable)Pronouncehandsomeasmanytimesasneeded.Markthestressedsyllablehand-ontheboard.

• PlayCD1,Track8.Studentslistenandmarkthesyllables.PlayTrack8againifstudentshavedifficultyidentifyingthestressedsyllables.

• Writeitems2–4ontheboard.Askvolunteerstomarkthestressedsyllablesontheboard.Asneeded,playTrack8again.

c Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Aonpage8.

• Tellstudentstofindandcirclethefourwordsfromthepronunciationactivitiesthatareintheconversation(party, tonight, inviting, and handsome).Tellthemtounderlinethestressedsyllableineachofthesewords.

• PlayCD1,Track9.Studentslistenandrepeat.• Walkaroundandhelpwithpronunciationas

needed.Payparticularattentiontostudents’pronunciationofparty, tonight, and inviting.


4 PRACtICE

a PAIRS.Practicetheconversation.Thenmake...

• PairstudentsandtellthemtopracticetheconversationinExercise3C.

• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.

• Copytheconversationontotheboardwithblanksandreadit.Fillinthefirsttwoblankswithnamesfromtheclass.Whenyoucometothenextblank,askwhatcoloritis.Pointtotheboxthat’sthesamecolorandfillintheblankwiththefirstitem.

• Pointoutthatstudentsmaychangehe’sandhetoshe’sandsheinStudentA’slastline.

• Askapairofon-levelstudentstopracticetheconversationontheboardfortheclass.

• Erasethewordsintheblanksandasktwoabove-levelstudentstomakeupanewconversation.

• TellpairstotaketurnsplayingAandBandtousethevocabularywordstofillintheblanks.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstopracticefortheclass.

B ROLEPLAY.PAIRS.Makeyourown...

• Say:Think of someone you want to know more about. Write three words to describe that person.

• Modeltheactivity.Say:I’m thinking of . . .Ontheboard,writethreewordstodescribetheperson.PlayAandpracticetheconversationinExercise4Awithanabove-levelstudent.CompleteA’slastlinewiththeinformationyoulistedontheboard.

• TellstudentstopracticetheconversationinExerciseAwithanewpartner.

MULtILEVEL INStRUCtION for 4A

Pre-level Tellpairstofillintheblanksintheirbookandpracticefromtheconversation.Above-level Afterpracticingeachpart,pairspracticewithoutlookingattheconversation.

Interactive Practice

Extra Practice

UNIT 1 T-10



• Say:We’re going to study be and have in descriptions. In the conversation you listened to in Exercise 3C on page 9, Tania used this grammar.

• PlayCD1,Track9.Studentslisten.Writeontheboard:He’s handsome and he has short, black hair.Underlinehe’s handsomeandhe has short black hair.


Simplepresent:be+adjective

• CopythetopgrammarchartontotheboardorshowTransparency1.3andcovertheexercise.Readtheexamples.Ask:What are the adjectives?Underlinetallandheavy.Say:Use be with adjectives.

• Tellstudentstolookatthevocabularyonpage7.Ask:What are the other adjectives that describe height?(short, average height)What are the other adjectives that describe weight?(thin/slim, average weight)What’s the adjective that describes a person with no hair?(bald)Tellstudentstodrawalineundernumber7,bald,dividingthevocabularyboxinhalf,andtowritebe+adjectiveinthetophalfofthevocabularybox.

Simplepresent:have+object

• CopythebottomgrammarchartontotheboardorshowTransparency1.3andcovertheexercise.

• Readtheexamples.Ask:What is the object?Underlineblack hairinbothboxes.Say:Use have with objects.

• Asneeded,explainthatblackisanadjectivebuthairisanoun/object.Ontheboard,write:The cat is black. (be + adjective)andThe cat has black fur. (have + object)

• Tellstudentstolookatthevocabularyonpage7.Ask:What types of hair do people have?(curlyhair,...)What lengths of hair do people have?(shorthair,...)What facial hair do some men have?(abeard,...)Tellstudentstowritehave+objectinthebottomhalfofthevocabularybox.

• ReadtheGrammarWatchnote.Askstudentstocometotheboardandrewritethesentencesusingcontractions.

• Ifyouareusingthetransparency,dotheexercisewiththeclass.


1 PRACtICE

a Completethesentences.

• Readthefirstsentence.Ask:Why is the answer are?(Good-lookingisanadjective,sotheverbisbe.)

• Asneeded,review:What’s the subject?(My sister and brother)Which pronoun is Mysisterandbrother the same as?(they)Theyis or Theyare?(are)Remindstudentsthatitusesthesameformoftheverbashe/she.Ontheboard,write:It is, It has.

• Walkaroundandhelpstudentscompletetheexerciseasneeded.

• Studentscompareanswerswithapartner.• Readtheparagraphwiththecorrectanswers.

Studentschecktheiranswers.

EXPANSION: Speaking practice for 1A

• AskstudentstodrawasimplepictureofthesisterandbrotherdescribedinExerciseA.

• Above-levelstudentscanclosetheirbooks,lookattheirdrawings,anddescribethesisterandbrothertoapartner.

EXPANSION: Graphic organizer practice for 1A

• Tellstudentstocompleteachartliketheoneonpage8comparingthesisterandbrotherdescribedinExercise1A.Studentsaddadjectivesthatcanonlybeusedformenandonesthatcanonlybeusedforwomen.

B Completethesentences.Writethecorrectforms...

• Writeitem1ontheboard.Underlinebrown hairandask:Is this an adjective or an object?Writeobject.Readthecompletedsentence.

• Beforetheycompletetheexercise,remindstudentstolookatthewordsaftertheblanksanddecideiftheyareanadjectiveorobject.

• Studentscompareanswerswithapartner.• Callonstudentstoreadthecompletedsentences.

Forthenegativeitems,writethecontractionsontheboardandtellstudentstochecktheirspelling.


T-11 UNIT 1


• Pairstudentsandtellthemtotaketurnsreadingtheirsentencestoeachother.

• Askforvolunteerstoreadtheirsentences.TellthemtouseHe, SheorThis personinsteadofthename.Asktheclasstoidentifythepeople.

EXPANSION: Speaking practice for 2BStudentsbringinmagazinesandtaketurnsdescribingthecelebritiespictured.

Show what you know!

STEP1.WRITE.Describesomeoneintheclass....

• Readthedirections.Modeltheactivitybyaskingtheclasstodescribeyou.Elicitthreesentencesandwritethemontheboard.

• Tellstudentstowritethreesentencesaboutonepersonintheclass,beginningeachsentencewithThis person is . . ..Tellthemnottowritethenameofthepersonthey’redescribing.

STEP2.PAIRS.StudentA,readyoursentences...

• Readthedirections.PlayBandmodeltheactivitywithanabove-levelstudent.DirectStudentAtoreadyouonesentenceatatimeandwaitforyoutoguessbeforereadingthenextsentence.

• Pairstudentsandtellthemtopracticetheconversation.

2 PRACtICE

a PAIRS.Lookatthepicture.Describethepeople...

• Tellstudentstolookatthepicturebutcoverthenames.Say:They are famous people. Do you know who they are?Elicitthenamesstudentsknow.

• Tellstudentstolookatthenamesinthebook.Ask:What do these famous people do? Where are they from?Makestatementsandasktheclasstoidentifythepeople(forexample,She’s an actressandelicitZhang Ziyi.They’re from the U.S.andelicitVenus Williams, Jorge Garcia,andCee-Lo Green.).Usethefollowinginformation:YaoMing—basketballplayerfromChina,VenusWilliams—tennisplayerfromtheU.S.,JorgeGarcia—comedianandactorfromtheU.S.,Shakira—singerfromColombia,Cee-LoGreen—singerfromtheU.S.,ZhangZiyi—actressfromChina.

• Readthedirectionsandtheexample.• ElicitwordstodescribeYaoMingandlistthemon

theboard(forexample:tall, black hair).Pointtotallandaskwhethertousebeorhave (be).ElicitYao Ming is tallorHe’s tallandwriteitontheboard.

• Pairstudentsandtellthemtotaketurnsdescribingeachpersoninthepicture.

• Checkstudent’suseofbeandhave.


Pre-level Tellstudentstowritetwophysicalcharacteristicsnexttothedrawingofeachpersonbeforetheydothespeakingactivity.Above-level Studentswriteseveralphysicalcharacteristicsforeachperson.

B WRITE.Writetwosentencestodescribeeach...

• Ontheboard,write:Shakira has long blond hair. Shakira has long blond wavy hair.Pointtothefirstsentenceandask:How many adjectives?Repeatforthesecondsentence.Write:2 adjectives = no commas, 3 + adjectives = 1 comma.Asktheclasswheretoputthecommasinthesentences.

• Readthedirections.Remindstudentstostarteachsentencewithacapitalletter,endwithaperiod,anduseacommawherenecessary.

• Checkstudents’verbsandpunctuation.

MULtILEVEL INStRUCtION FOR StEP 2

Pre-level Performtheactivitywithpairstomakesuretheyunderstandwhattodo.Above-level Pairspracticetheconversationagain.Theydescribeadifferentpersonbutdon’twritesentencesfirst.

Progress Check

Canyou...describethewaypeoplelook?Say:We have practiced describing the way people look. Now, look at the question at the bottom of the page. Can you describe how people look?Tellstudentstowriteacheckmarkinthebox.

pages 2–3 pages 4–5

Extra Practice


UNIT1 T-12

Complete an applicationLesson 4


B LookatTeresaSantos’sidentificationcard.Match...

• Readthedirections.Beforestudentsdothematchingexercise,tellthemtofindandcircletheabbreviationsontheidentificationcard.

• Say:Point to F on the card. What’s the word before F?(Sex)So what do you think F means?(female)What does female mean?(agirlorawoman)

• Tellstudentstousethecardtofigureoutthemeaningsoftheabbreviations.

• Studentscompareanswerswithapartner.• Tocheckanswers,writetheabbreviationsonthe

board.Callonstudentstosaythefullwords.

Culture Connection

• Asneeded,familiarizestudentswiththeU.S.systemofmeasurement.TellthemtolookattheapplicationinExerciseA.Ask:How tall is Robert Jones?(5feet9inches)How much does he weigh?(190pounds)

• Writeontheboard:5 feet 9 inches = 175 centimeters.

• Ask:Who in the class is about 175 centimeters tall?Askastudenttostandsotheclasscanvisualize5feet9inches.

• Writeontheboard:190 pounds = 86 kilograms.Ask:Who in the class weighs about 86 kilos?Askastudenttostandsotheclasscanvisualize190pounds.

• Ask:Is Robert Jones short, average height, or tall?(averageheight)Is he thin, average weight, or heavy?(averageweight)



1 COMPLETE AN APPLICATION

a PAIRS.Readtheapplicationforanidentification...

• AskstudentstolookattheapplicationandfindSuffix.ExplainJr., Sr., and III:Ontheboard,write:Father: Robert William Jones, Son: Robert William Jones.Say:The father and son have the same name, so the son is Robert William Jones, Junior.AddacommaandJr.totheson’sname.Say:If Robert’s grandfather also had the same name, Robert would be Robert William Jones the Third.CrossoutJr.andwriteIII.

• TellstudentstofindDate of Birthontheapplication.Writemm-dd-yyyyontheboard.Labeltheabbreviations(mm = month, dd = date, yyyy = year).Explainthatthenumberoflettersequalsthenumberofdigitstowrite(forexample,not9forSeptemberbut09,not78but1978).Tellstudentstowritetoday’sdateinthisformatintheirnotebooks.Askavolunteertocometotheboardandwritethedateinthisformat.

• Pairstudents.Tellthemtoaskandanswerthequestions.

• Readeachquestionandcallonvolunteerstoanswer.Writetheanswersontheboardand,asneeded,pointtowheretheinformationisfoundintheapplication.

Teaching Tip

Whennewinformationispresentedthroughanactivity,theactivityhelpsstudentsdeterminethemeaningofnewwordsthroughcontext.Inmostcases,studentswillbeabletofigureouttheanswerseventhoughthewordsarenew.However,don’texpectstudentstoalreadyknowthisinformation.Tellstudentsit’sOKiftheycan’tanswerallthequestions.

Culture Connection

• Optional:YoumaywishtohelpstudentsconverttheirheightandweighttotheU.S.systemofmeasurementandgivethemtheformulastoconvertkilostopoundsandcentimeterstofeet+inches.TheexamplesusetheequivalenciesfromtheGettingStartedsection.

Weight:Multiplykilogramsby2.2toconverttopounds.Examples: 60kilogramsx2.2= 132pounds

90kilogramsx2.2= 198pounds

Height:Multiplycentimetersby.3937toconverttoinches.Divideinchesby12tochangetofeet;theremainderwillbeinches.Examples: 163centimetersx.3937=64in.

64.in./12=5ft.4in. 183centimetersx.3937=72in. 72in./12=6ft.

Complete an applicationLesson 4

T-13 UNIT 1


2 PRACtICE

a PAIRS.StudentA,lookatJosephSmith’s...

• Asneeded,reviewtitles.AskstudentstolookatJosephSmith’sapplicationandtopointtoTitle.Ontheboard,writetheheadingsMaleandFemale.Sayeachtitleandask:Male or female?Writeeachtitleundertheappropriateheading.Pointtothefemaletitlesontheboard.Ask:Which one is for married women?(Mrs.)For single (not married) women?(Miss)For either married or single women?(Ms.)

• Asneeded,reviewnameorderonapplications.Writeyourfullnameontheboard.Labelthepartsfirst, middle,andlast.Explain:Your last name is your family name.AskstudentstopointtoNameontheapplication.Tellstudentsthatapplicationformsaskforinformationinacertainorder,sotheymustreadthemcarefully.Askthemtohelpyouwriteyournameintheordershownontheform.

• Pointtotheapplicationandask:What information is missing?(title,dateofbirth,eyeandhaircolor,streetaddress)Writethewordsontheboard.Ask:What questions can you ask to get this information?(What is Joseph’s title?)Ifnecessary,havestudentsreviewthequestionsinExercise1Aonpage12.

• PairstudentsandassignrolesofAandB.Readthefirstparagraphofthedirections.WalkaroundandcheckthatStudentAislookingattheapplicationonpage13andStudentBislookingattheidentificationcardonpage245.

• Say:Student A, complete the missing information on Joseph Smith’s application. Ask questions. Student B, look at Joseph Smith’s identification card and answer your partner’s questions.


Cross-ability Theabove-levelstudentplaystheroleofStudentA.

B SAMEPAIRS.StudentA.LookatAnaMartinez’s...

• Say:Now, Student B, look at Ana Martinez’s identification card on page 245. Ask Student A questions and complete the missing information. Student A, look at Ana Martinez’s identification card on page 13 and answer your partner’s questions.

• Tochecktheirwork,tellStudentAtolookatJosephSmith’sidentificationcardonpage245andStudentBtolookatAnaMartinez’sidentificationcardonpage13.

EXPANSION: Writing practice for 2B

• TellstudentstowritesentencestodescribeAnaMartinezorJosephSmith.

3 LIFE SKILLS WRItING

Turntopage256andaskstudentstocompletethedriver’slicenseapplication.SeepageT-xiiforgeneralnotesabouttheLifeSkillsWritingactivities.

Progress Check

Canyou...completeanapplication?Say:We have practiced completing an application. Now, look at the question at the bottom of the page. Can you complete an application?Tellstudentstowriteacheckmarkinthebox.

pages 6–7Interactive Practice

Extra Practice

UNIT 1 T-14

Describe personalitiesLesson 5

teaching tip

Whenwordsthatmaybenewarepresentedthroughamatchingactivity,teachstudentsthefollowingstrategy:Tellstudentstodotheitemsthey’resureoffirst,crossthewordsoffinthebox,andthentrytofigureouttheothers.


1 BEFORE YOU LIStEN

a GROUPSOF3.Lookatthewordstodescribe...

• Say:Look at the words to describe people.Readthewordsinthebox.Tellstudentstoreadthedefinitionssilently.

• Tellstudentstolookattheexample.Say:Someone who always tells people what to do is . . .(bossy).

• Formgroupsof3.Together,studentsmatchthewordsanddefinitions.

• Optional:Givestudentsacoupleofminutestostudythewordsanddefinitions.Whilestudentsarestudying,writethewordsontheboard.Pronounceeachwordandasktheclasstorepeat.Tellthemtoclosetheirbooks.Readthedefinitionsinrandomorderandasktheclasstocalloutthewords.

EXPANSION: Graphic organizer practice for 1A

• Pairstudentsandtellthemtodrawachartliketheoneonpage8.TellthemtolabelthecolumnsPositive, Negative, and Positive or negative.Explain:Positivemeansgoodandnegativemeansbad.

• Partnersthendecidewhethereachpersonalitytraitispositiveornegativeorcouldbeeither.Theywriteeachwordintheappropriateplaceonthechart.

B Listenandcheckyouranswers.

• PlayCD1,Track10.Studentscorrecttheiranswers.

• Readtheanswersandaskstudentstorepeat.


2 LIStEN

a Lookatthepicture.Listentomore...

• Pointtothephoto.Ask:Who are they?(TaniaandEva)What do we know about Eva?(Shehasabrother.HisnameisVictor.She’shavingapartytonight.)What do we know about Tania?(She’sgoingtoEva’sparty.ShesaysVictorisgood-looking.)

• Readthedirectionsandanswers.PlayCD1,Track11.Studentscircletheletterofthecorrectanswer.

• Askstudentstoraisetheirhandsiftheycheckeda.Repeatforbandc.

• Ask:Why are they talking about Victor?(becauseTaniaisinterestedinhim)

teaching tip

Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage297astheylistentotheconversation.

B Listenagain.WhatisVictorlike?...

• Readthedirectionsandthewords.• PlayTrack11again.Studentlistenandcheck.• Checkanswersbyaskingaquestionforeachword

(forexample,Is Victor laid-back? Is he outgoing?).

c Listentothewholeconversation....

• Readthedirectionsanditems.• PlayCD1,Track12.Studentslistenandcircle.• Readeachitemandcallonstudentstosayanswers.• Asaclass,changeitem2tomakeittrue.Onthe

board,write:Tania likes talkative guys.Crossouttalkativeandaddwhototheendofthesentence.Asktheclasstofinishthesentence(...listen).

EXPANSION: Vocabulary practice for 2C

• AskstudentstolookatthewordsinExercise1A.Say:Tania likes guys who listen. Which personality traits do you like?Studentsrankthewordsinorderfrom1(best)to8(worst).

• Pairstudents.Partnerscomparetheirlists.• Sayeachwordandtellstudentstoraisetheirhands

ifit’stheirnumber1.Tallyontheboard.


T-15 UNIT 1

3 CONVERSAtION

a Listentothewords.Notice...

• Ontheboard,write:a-bout.Pronounceaboutandask:How many syllables does about have?(two)Pronounceaboutagainandask:Which syllable is stressed?Underlinebout.

• Say:The vowel sound in a stressed syllable is long and clear.Markthestressovertheouinabout.Pronounceabout,drawingouttheousound.

• Pointtoa-boutontheboard.Say:-boutis the stressed syllable. What is the unstressed syllable?Circlea-.

• Say:Vowels in unstressed syllables often have a very short, quiet sound.Todemonstratethissound,say“uh”severaltimesandasktheclasstorepeat.Thenpronounceaboutseveraltimes,modelingthe“uh”soundoftheunstressedsyllable.

• TellstudentstoopentheirbooksandreadthePronunciationWatchnotesilently.

• Readthedirections.Pointoutthatthevowelsoundsintheunstressedsyllablesareblue.

• PlayCD1,Track13.Studentslisten.• ResumeplayingTrack13.Studentslistenand

repeat.

Language Note

Helpstudentsarticulatesoundstheymightfinddifficulttoreproducebyhavingthempracticeadjustingthepositionoftheirtongue.Tellstudentstoplacetheirtonguelow,inthemiddle,andthenhighintheirmouth.Thentellthemtoplacetheirtongueinthefront,center,andbackoftheirmouth.Explain:To say the “uh” sound, place your tongue in the middle, center of your mouth. Make sure your tongue is relaxed.


B Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Aonpage14.

• TellstudentstoreadtheconversationsilentlyandlookforwordsthattheypracticedinExercise2B(outgoing, quiet).Tellthemtocircletheunstressedvowelinquiet.

• PlayCD1,Track14.Studentslistenandrepeat.

4 PRACtICE

a PAIRS.Practicetheconversation.Thenmake...

• PairstudentsandtellthemtopracticetheconversationinExercise3B.

• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.Sayeachitemandasktheclasstorepeat.

• Copytheconversationontotheboardwithblanksandreadit.Whenyoucometoablank,fillitinwiththefirstpairofwords(funnyandtells great jokes).

• Askapairofon-levelstudentstopracticetheconversationontheboardfortheclass.

• Erasethewordsintheblanksandasktwoabove-levelstudentstomakeupanewconversation.

• TellpairstotaketurnsplayingAandBandtousethevocabularyliststofillintheblanks.

• Walkaroundandcheckstudents’pronunciationoftheunstressedsyllableinquiet.


• Callonpairstopracticefortheclass.


B MAKEITPERSONAL.PAIRS.Talkabout...

• Twostudentsreadtheconversationoutloud.• PlayAandpracticeaconversationwithanabove-

levelstudent(forexample,My husband’s name is Robert.).Promptthestudenttoask:What’s he like?

• PairstudentsandtellthemtotaketurnsplayingAandB.


MULtILEVEL INStRUCtION for 4B

Pre-level Beforetheypractice,studentslistpersonalitytraitsofafriendorfamilymember.Above-level Pairstalkaboutseveralpeople.


Extra Practice

UNIT 1 T-16


B Writesentences.Usethewordsinparentheses...

• Readthedirections.Writeitem1ontheboard.UnderlineTina / shy.Ask:What is the correct form of be?Write:Tina is shy.Underlineher sister / talkative.Ask:What is the correct form of be?Write:her sister is talkativealittletotherightofTina is shy.

• Readthetwosentences.Ask:Are these similar ideas or opposite ideas? Do I writeandorbut?Writebuttocompletethecompoundsentence.

• Walkaroundandcheckthatstudentsstarteachsentencewithacapitalletterandendwithaperiod.

• Callonstudentstoreadtheanswersoutloud.

c Completethesentences.Writeadjectivestomake...

• Readthedirections.Writeitems2and3ontheboardwithadjectivesthatmakethesentencestrueforyou.

• RemindstudentsaboutthelistofadjectivesinExercise1Aonpage14.

• Optional:Elicitotheradjectivestodescribepeopleandwritethemontheboard.Explainnewwordsasneeded.

• Walkaroundandpromptstudentsasneeded.

D PAIRS.Compareyouranswers.

• Studentscompareanswerswithapartner.• Callonstudentstoreadtheiranswersoutloud.

EXPANSION: Listening and speaking practice for 1D

• Playagame.Writeitem3ontheboard.Say:You have to listen and remember your classmates’ sentences. Then you will complete the sentence yourself.Procedure:

-Thefirststudentcompletesthesentence(forexample,I’m nice, but I’m shy).-Thesecondstudentdescribesthefirststudent([Student 1’s name] is nice but she’s shy)andthensayshisorherownsentence.-Thethirdstudentdescribesthefirststudentandthesecondstudentandthensaysanewsentence.-Continueuntilastudentcannotrepeateveryoneelse’sdescriptions.Thatstudentthenstartsover.-Continueuntileveryonehashadaturn.


• Say:We’re going to studybein sentences withandandbut.In the conversation you listened to in Exercise 3B on page 15, Eva used this grammar.

• PlayCD1,Track14.Studentslisten.Writeontheboard:He’s outgoing and he has a lot of friends. He’s sweet but he’s a little quiet.Underlineandandbut.


Be:Compoundsentenceswithand / but

• Studentsclosetheirbooks.Copythesentencesfromthegrammarchartontotheboard,omittingandandbut.

• ReadthefirststatementintheGrammarWatchnote.Ask:Which two sentences have similar ideas?Writeandbetweenthefirstpairofsentences.

• ReadthesecondstatementintheGrammarWatchnote.Ask:Which two sentences have opposite ideas?Writebutbetweenthesecondpairofsentences.

• TellstudentstoopentheirbooksandlookatthegrammarchartsorshowTransparency1.4andcovertheexercise.Readeachsentence.Tellstudentsthattwosentencesjoinedtogetherwithandorbutarecompound sentences.

• Ontheboard,write:My friend is good-looking and . . . , My friend is good-looking but . . .Elicitanswers.



1 PRACtICE

a Completethesentences.Writeandorbut.

• Readthedirections.Writeitem1ontheboard.CircleHe’s from Brazilandnow he lives in the U.S.Ask:Are these similar ideas or opposite ideas?(opposite)Writeinbut.

• Walkaroundandwhenyouspotanincorrectanswer,readthetwosentencesthatmakeupthecompound.Ask:Are these similar ideas or opposite ideas? Should you useandorbut?

• Callonstudentstoreadthesentencesoutloud.

T-17 UNIT 1

• Readcompleteditem1.Tocheckthatstudentsunderstandthemeaningofnot either,ask:Is he tall?(No.)Is his wife tall?(No.)

• Studentscompareanswerswithapartner.• Callonstudentstowritetheanswersontheboard.


Show what you know!

STEP1.WRITE.Thinkaboutyourownpersonality....

• Readthedirections.Ontheboard,write:My personality.ThenwritetwosentenceswithI amandtwosentenceswithI’m not.Useadjectivesfrompage14.CirclethesentenceswithI amandlabelthemaffirmative.CirclethesentenceswithI’m notandlabelthemnegative.

• Tellstudentstousetheadjectivesfrompage14ortheirownadjectives.Checkthatstudentswritetwoaffirmativesentencesandtwonegativesentences.

STEP2.GROUPSOF5.Tellyourpartnersabout...

• Readthedirections.Tellstudentstolookatyoursentencesontheboard.Askanabove-levelstudenttoreadhisorhersentencesoutloud.Writethestudent’snamenexttoanyofyoursentencesthatarethesame.Repeatwithotherstudents.

• Pointtotheaffirmativesentencesandnamesontheboard.Makesentenceswithtoo.Pointtothenegativesentencesontheboard.Makesentenceswitheither.

• Formgroupsof5.Tellstudentstotaketurnsreadingtheirsentencesoutloud,listeningforsentencesthatarethesameastheirsandwritingstudents’names.

Progress Check

Canyou...describepersonalities?Say:We have practiced describing personalities. Now, look at the question at the bottom of the page. Can you describe personalities?Tellstudentstowriteacheckmarkinthebox.



Be:Additionswithand . . . , too / and . . . not, either

• Ontheboard,write:Eva is a student and I’m a student.Underlinea studentinbothpartsofthesentence.Say:The same information is repeated in the second part of the sentence.Crossoutand I’m a studentandwriteand I am, too.

• Write:Victor isn’t a teacher and I’m not a teacher.Underlinea teacherinbothpartsofthesentence.Say:The same information is repeated in the second part of the sentence.Crossoutand I’m not a teacherandwriteand I’m not, either.

• Circleand I am, tooandand I’m not, either.Explain:These are calledadditions.

• Readthefirstsentenceontheboard.Say:Eva is a student. Is this an affirmative statement or a negative statement?Ontheboard,write:affirmative statements—too.

• Readthesecondsentenceontheboard.Say:Victor isn’t a teacher. Is this an affirmative statement or a negative statement?Ontheboard,write:negative statements—not, either.

• CopythetopgrammarchartontotheboardorshowTransparency1.4andcovertheexercise.Readtheexamples.Ask:Do the affirmative additions use contractions?(No.)Where is the comma in the affirmative additions?(beforetoo)Sayeachaffirmativeadditionandasktheclasstorepeat.

• Repeatforthebottomgrammarchart.Ask:Do the negative additions use contractions?(Yes.)Where is the comma in the negative additions?(beforeeither)Sayeachnegativeadditionandasktheclasstorepeat.

• StudentsreadtheGrammarWatchnotesilently.• Ifyouareusingthetransparency,dotheexercise

withtheclass.


2 PRACtICE

Completethesentences.Writethecorrectforms...

• Readthedirections.Writeitem1ontheboard.UnderlineHe isn’t tallandaskifit’saffirmativeornegative.Writetheanswerwithoutthecommaandask:Where do I put the comma?(beforeeither)


Extra Practice


UNIT 1 T-18

Read about ways people learnLesson 7


1 BEFORE YOU READ

PAIRS.Whatisyourlearningstyle?Forexample...

• Readthedirections.• Say:Think about who you study with, where you

study, when you study, and how you study.• Ontheboard,drawawebdiagram.Writestudy

inthecircle.Onthelinesradiatingoutfromthecircle,write:Who, Where, When,andHow.PointtoWhoandask:Do you like to study alone or with other people?PointtoWhereandask:Do you like to study in a quiet room or in a noisy place?PointtoWhenandask:Do you like to study early in the morning or late at night?PointtoHowandask:Do you like to read, talk about, or write new information?

• Tellstudentstocopythediagramandnotetheirstudyhabits.

• Tomodeltheactivity,telltheclassaboutyourstudyhabits:whoyoustudywithandwhere,when,andhowyoustudy.Pairstudentsandtellthemtotalkabouttheirwebdiagrams.


2 READ

Listen.Readthearticle.

• Tellstudentstolookatthearticle.Say:Look at the photo. What are the people doing?(studying)Do they like to study alone or with other people?(withotherpeople)

• Ask:What is the title of the article?(WhatIsaLearningStyle?)Tellstudentstolookattheicons,orsmallpictures,inthearticle.Ask:What are three learning styles?(visuallearners,auditorylearners,kinestheticlearners)Sayeachlearningstyleandasktheclasstorepeat.Ask:How do you think visual learners learn?(byseeing/theylook)How do you think auditory learners learn?(bylistening/theylisten)How do you think kinesthetic learners learn?(bytouching/theytouch)

• PlayCD1,Track15.Studentslistenandreadalongsilently.

• Tellstudentstoreadthearticleagainsilently.Tellthemtocirclehoweachtypeoflearnerremembersnewinformationbest.

• Tellstudentstounderlinewhateachtypeoflearnerisgoodat.

EXPANSION: Graphic organizer practice for 2

• Ontheboard,drawachartwiththreecolumnsandthreerows.Labelthecolumns:Visual, Auditory, Kinesthetic.Labeltherows:learn by . . . , remember information best when . . . , good at . . ..

• Pairstudentsandtellthemtocompletethechartwiththeinformationtheyunderlinedinthearticle.


3 ChECK YOUR UNDERStANDING

a Readthearticleagain.Whatisthemainidea...

• ReadtheReadingSkillnote.Tellstudentstocirclethefirstparagraphofthearticle.Tellstudentstoreadthefirstparagraphsilentlyandunderlinethesentencethattellsthemainidea,ormostimportantidea,ofthearticle.

• Readthefirstparagraph.Ask:What sentence did you underline?Elicittheanswerandwriteitontheboard:There are many ways to learn new information.Labelthesentence:Main Idea.

• Readthedirectionsandanswerchoices.• Tochecktheanswer,askstudentstoraisetheir

handsfora,b,orc.

Read about ways people learnLesson 7

T-19 UNIT 1

Show what you know!

PRE-WRITING.NETWORK.Findclassmates...

• Tellstudentstolookbackatthearticleandthequiz.TellthemtonotesomewaystolearnEnglishthataregoodfortheirlearningstyle(forexample,visuallearnerscandrawpicturestorememberinformation).

• Tellstudentstostand,mingle,andaskclassmates:What is your learning style?Tellstudentstoformsmallgroupswithclassmateswhohavethesamelearningstyle.

• Modeltheactivity.TalkaboutyourlearningstyleandhowyoulearnEnglishbest.

• Tellgroupstosharetheirnotes.

WRITING.Writealistoflearningtipsforyour...

• Askstudentstoturntopage268andwritealistoflearningtipsfortheirownlearningstyle.SeepageT-xiiforgeneralnotesabouttheWritingactivities.

EXPANSION: Vocabulary practice

• Groupstudentswiththesamelearningstyle.Tellthemtoidentifywaystolearnnewinformationthataregoodfortheirlearningstyle.Tellthemtousethesewaystopracticethevocabularyonpage7.Suggestthatstudentslookatthearticleandquizforideas.

• Visuallearnerscandrawpicturesofvocabularywordsandmakevocabularycards.Auditorylearnerscantalkabouttheirclassmates’physicaldescriptionsandclosetheireyesandsaythewordsoverandoveragain.Kinestheticlearnerscanplaycharadesandsaythewordsastheywritethemoverandoveragain.

B Howdoyoulearnbest?Takethequiz.

• Tellstudentstoreadandtakethequizsilently.Walkaroundandhelpwithunfamiliarvocabularyasneeded.

• Readthequiz.Sayeachanswerchoiceandaskstudentstoraisetheirhandsfortheanswertheychose.

• Tellstudentstolookatitem4inthequiz.Readthequestion.Ask:What does a visual learner do?(drawapicture)What does an auditory learner do?(saytheword)What does a kinesthetic learner do?(writetheword)Elicitanswers.

• Say:Now try the three learning styles.Writeanewwordontheboard.Itshouldbeadifficultwordthat’seasytodraw.Readitem4again.Sayeachanswerchoiceandtellstudentstodowhatitsayswiththenewword.Ask:Which way worked best for you? Is it the same as the answer you checked when you took the quiz?

c Lookatthequiz.Howmanyresponsesdo...

• Ask:What do you think your learning style is?Tellstudentstoreadthearticleagainandcircletheirlearningstyle.

• Readthedirections.Studentscounttheirresponsesforeachsymbol.

• Ask:What is your learning style? Is it the same as the one you circled in the article? Or is it different?Askforashowofhands.

• Readthenote.Say:Raise your hand again if the learning style you circled in the article is different from your quiz result.Ask:Do you think you use more than one learning style?


D PAIRS.Compareyourquizresults.

• Modeltheactivity.Askanabove-levelstudenttoaskyouthequestionsfromthedirections.Talkaboutthelearningstyleyoucircledinthearticleandyourlearningstyleaccordingtothequiz.Saywhetherornotthequizresultssurpriseyou(forexample,I thought I was an auditory learner, but my quiz result is visual learner.).

• Pairstudents.Tellthemtoaskeachotherthequestionsinthedirections.


Extra Practice


UNIT 1 T-20

Get to know someoneLesson 8


1 BEFORE YOU LIStEN

CLASS.Imaginethatyouaremeetingsomeone...

• Readthedirections.Studentsreadandcheckthequestionssilently.

• Readeachquestion.Ask:Is it OK to ask this here?• Introduceyourselftoseveralstudents.Askeach

studentoneortwooftheappropriatequestions(forexample,Hi, I’m . What’s your name? Nice to meet you, . Where are you from?).

• Foritem1,askstudentstoraisetheirhandsiftheycircleda.Repeatforbandc.

• Foritem2,say:Victor and Tania are meeting for the first time. What does Victor ask Tania?

teaching tip

Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage297astheylistentotheconversation.

Culture Connection

• Ontheboard,write:How old are you?ReinforcethatintheU.S.it’snotpolitetoaskaperson’sage.

• Ask:What other questions are not OK to ask when you are meeting someone for the first time in the U.S.?(How much money do you make? How much is your rent? How much did you pay for your car? )WritethequestionsontheboardundertheheadingNot OK.Foremphasis,crossthemout.

• Ask:What questions are not OK to ask in your home country?Addstudents’questionstothelistontheboard.


2 LIStEN

a CLASS.Lookatthepicture.Whoarethepeople?...

• Askstudentstolookatthepicture.Ask:Who are the people?TellstudentstolabelEva,Victor,andTania.Writetheirnamesontheboard.Ask:Who are Eva and Tania?(friends)Who is Victor?(Eva’sbrother)

• Ask:Where are they?(atEva’sparty)Who’s meeting for the first time?(VictorandTania)

B Listentotheconversation.Answer...

• Readthedirectionsandanswerchoices.• Say:Look at the picture. What do you think is

happening? Which questions do you think Victor asks Tania? Now listen and see if you’re right.

• PlayCD1,Track16.Studentsmarktheanswers.

c Listenagain.Readthesentences....

• Readthedirectionsandthesentences.PlayTrack16again.Studentslistenandcircle.

• Callonstudentstoreadthesentencesandsayanswers.

• Ontheboard,write:Tania is a student, and Eva .Asktheclasstocompletethesentence.

(is, too)• Writeitem3ontheboard.Say:Rewrite the

sentence to make it true.(Tania is from Ecuador.)

D Listentothewholeconversation....

• Readthedirectionsandthequestion.PlayCD1,Track17.Studentslistenandwritetheanswer.

• Ask:Is Victor a student?(No,he’snot.)What is his job?(He’sacook.)Where does he work?(atarestaurant)

EXPANSION: Speaking practice for 2D

• Pairstudentsandtellthemtorole-playaconversationbetweenVictorandTania.ThestudentplayingVictorreadsthecheckedquestionsinExercise2B.ThestudentplayingTaniaanswers.

EXPANSION: Speaking practice for 2D

• Ask:What will happen next with Tania and Victor?PlayTrack17again.Ontheboard,write:

Victor: No, I’m not. I work at a restaurant. I’m a cook. Tania: Victor: Tania: Victor:• Elicitstudents’ideastocontinuetheconversation.

Writethenewlinesontheboard.• Asktwoabove-levelstudentstoreadthe

conversationontheboard.• Pairstudentsandtellthemtopracticethepractice

thenewconversation.


T-21 UNIT 1

3 CONVERSAtION

a Listentothesentences.Thenlisten...

• Readthedirections.Ontheboard,write:Are you a student, too?withoutthestressmarks.ReadthePronunciationWatchnote.Ask:What are the important words?Underlineyou, student,andtoo.Ask:Which words are not stressed?(Are, a)

• Tellstudentstoclosetheirbooks.Say:I’m going to read only the stressed words in the sentence. See if you can still understand the basic meaning.Say:you, student, too.

• Pointtothesentenceontheboard.Pronounceeachunderlinedwordandask:How many syllables?Drawalineseparatingthetwosyllablesinstu/dent.Say:In words with more than one syllable, only one syllable is stressed.Pronouncestudentandask:Which syllable is stressed?Doubleunderlinestu.

• Readthesentenceontheboard.Exaggeratethestressonyou, stu-,andtoo.

• Tellstudentstoopentheirbooksandlookatthestressedwordsinthesentences.Pronounceeachstressedwordandask:How many syllables?Ontheboard,write:I work at a restaurant.Drawlinesseparatingthethreesyllablesinres/tau/rant.Pronouncerestaurantandask:Which syllable is stressed?Double-underlineres.

• PlayCD1,Track18.Studentslisten.• ResumeplayingTrack18.Studentslistenandrepeat.


B Listentothesentences.Mark(•)...

• Askstudentstolookatitems1–3.Ask:What are the important words?

• ReadthedirectionsandplayCD1,Track19.• Writeitems1–3ontheboard.Callonstudentsto

markthestressedwordsontheboard.Correctasneeded.

c Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Donpage20.

• Say:Underline the sentences in the conversation that you practiced in Exercises 3A and 3B(Nice to meet you. So, are you a student? Where are you from?).Now mark the stressed words or syllables.

MULtILEVEL INStRUCtION for 4B

Pre-level StudentsplayingtherolesofBandCaskonequestioneachfromExercise1onpage20.Beforestudentsrole-playtheconversation,tellthemtowriteanswerstoeachquestioninExercise1onpage20.Above-level StudentsplayingtherolesofBandCaskseveralquestionsandaskpartnerstoelaborateontheiranswers.Theycanask,forexample,What’s it like? What’s your wife’s name? How old are your children?

• Ontheboard,write:I want to introduce you to my friend.Ask:What are the important words in this sentence?Underlinewant, introduce,andfriend.Pronounceeachunderlinedwordandask:How many syllables?Drawalineseparatingthethreesyllablesinin/tro/duce.Pronounceintroduceandask:Which syllable is stressed?Double-underlinetro.Tellstudentstounderlinethefirstsentenceintheconversationandthenmarkthestress.

• PlayCD1,Track20.Studentslistenandrepeat.

4 PRACtICE

a GROUPSOF3.Practicetheconversation.

• Formgroupsof3.TellstudentstopracticetheconversationinExercise3C,takingturnsplayingeachperson.

• Walkaroundandmodelthecorrectsentencestressasneeded.


B ROLEPLAY.GROUPSOF3.StudentA,...

• Readthedirections.PlayAandmodeltheactivitywithtwoabove-levelstudents.PromptBtocontinuetheconversationbyaskingaquestionfromExercise1onpage20.PromptCtoanswerandaskanotherquestion.

• Formgroupsof3.Tellstudentstaketurnsplayingeachperson.Walkaroundandhelpasneeded.


Extra Practice

UNIT 1 T-22



• Say:We’re going to study questions with the verb be. In the conversation you listened to in Exercise 3C on page 21, Victor used this grammar.

• PlayCD1,Track20.Studentslisten.Writeontheboard:Are you a student? Where are you from?Underlineareineachquestion.


Simplepresenttenseofbe:Yes / Noandinformationquestions

• CopythegrammarchartsontotheboardorshowTransparency1.5andcovertheexercise.

Yes/Noquestionswithbe

• ReadtheYes / Noquestionandshortanswersfromthetopchart.Askafewstudents:Are you a student?Elicit:Yes, I am.Askafewstudents:Are you a cook?Elicit:No, I’m not.

• Ontheboard,write:Tania is from Ecuador.Withtheclass,changethestatementtoaYes / Noquestion.Drawarrowstoindicatechangingtheorderofthesubjectandverb.Write:Is Tania from Ecuador?Askthequestionandelicittheshortanswer.Write:Yes, she is.

Informationquestionswithbe

• Readtheinformationquestionandshortanswerfromthebottomchart.Askafewstudents:Where are you from?Elicitashortanswer.

• Ontheboard,write:Is Tania from Ecuador?WiththeclasschangetheYes / Noquestiontoaninformationquestion.CrossoutEcuadoranddrawablankatthebeginningofthequestion.Ask:What question word do I use?WriteWhereintheblankandchangeIstois.Readthequestionandelicittheanswer.


MULtILEVEL INStRUCtION for C

Cross-ability Lower-levelstudentsaskquestionsfirst.Beforeswitchingroles,higher-levelstudentscanhelplower-levelstudentswriteanswerstothreequestions.


Extra Practice



PRACtICE

a Matchthequestionsandanswers.

• Readthedirections.Tellstudentstocrossouttheletteroftheanswersastheyusethem.

• Readeachquestionandcallonastudenttoanswer.

B Readtheanswers.Writequestionsabout...

• TellstudentstheywillwriteinformationquestionsforAfromB’sanswers.Helpthemunderstandthechangestheyneedtomakewhentheywritequestionsfromtheanswers,asfollows:

-Writeitem1ontheboardandreadB’sanswer.PointtoA’squestionandask:Is this aYes/Noquestion or an information question?(informationquestion)Readtheansweragain.Ask:What is the question word?WriteWhatontheline.CircleMy last nameandisintheansweranddrawarrowstoindicatestudentsshouldchangetheorderofthesubjectandverb.-Askstudentstolookatitem3.Readtheanswer.Ask:What’s the verb?Ontheboard,write:They are from Cuba.Drawarrowstoindicatethatstudentsshouldchangetheorderofthesubjectandverb.

• Readeachquestionandcallonastudenttoanswer.


c PAIRS.Askyourpartnerthreequestions...

• PairstudentsandtellthemtotaketurnsaskingandansweringquestionsfromExercisesAandB.Eachpartnershouldaskthreedifferentquestions.

T-23 UNIT 1

Show what you know!Review

• Tellstudentstoreferbacktothegrammarchartsonpages10(be+adjective,have+object),16(compoundsentenceswithand / but),and17(be+additions)asneededastheydotherestoftheexercise.

• Studentscompareanswerswithapartner.• Readtheparagraphswiththecorrectanswersand

tellstudentstochecktheirwork.

EXPANSION: Graphic organizer and speaking practice for 1B

• TellstudentstousetheinformationfromExercise1Btocompleteachart,liketheoneonpage8,comparingEllenandIsabel.

• Pairstudents.Tellthemtoclosetheirbooks,lookattheircharts,andtalkabouthowEllenandIsabelarealikeandhowthey’redifferent.

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit1,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

1 GRAMMAR

a Completetheconversations.Writethecorrect...

• Tellstudentstoreviewthegrammarchartsonpages10(have+object)and22(be: Yes / Noandinformationquestions).

• Readthedirections.• Askstudentstolookatitem1.Ask:Why isAreyou

the answer? What form ofbegoes with you?Ontheboard,write:you are.Ask:Is item 1 a question or a statement?Drawarrowstoindicatethatstudentsshouldchangetheorderofyouandare.Writetheanswerwithoutthecapitalletter(are you Anthony Jenkins?)andask:Is this correct?(No.)Capitalizeare.

• Walkaroundand,asneeded,askstudentswhatthesubjectisorwhethertheitemisaquestionorastatement.

• Callonapairofabove-levelsstudentstoreadeachconversation.Writetheanswersontheboardasthestudentssaythem.

• Optional:Pairstudentsandaskthemtopracticetheconversations.Callonpairstoperformthecompletedconversationsfortheclass.

B Completetheinformation.Underlinethecorrect...

• Tellstudentstolookatthephoto.Holdupyourbook,pointtothegirlontheleft,andask:What does she look like?(Shehaslong,straight,brownhair)Pointtothegirlontherightandrepeat.Ask:Do they look alike?(Yes.)Why?(They’retwins.)

• Completethefirstsentencewiththeclass.Ask:Why is is the answer?(Weusebewhenwetalkaboutsomeone’sname.)

pages 10–11

Extra Practice

UNIT 1 T-24

• Readthestorywhilestudentsfollowalongsilently.Pauseaftereachsentencetoallowtimeforstudentstocomprehend.PeriodicallystopandasksimpleWh-questionstocheckcomprehension(forexample,Where is Victor? Who is Jim? What do Victor and Jim talk about first? What does Jim ask Victor? What is Victor’s problem?).

STEP2.PAIRS.WhatisVictor’sproblem?What...

• Ask:What is Victor’s problem?(Anewco-workeraskedhimapersonalquestion/aquestionaboutmoney/“Howmuchmoneydoyoumake?”)

• Pairstudents.Readthelistofideas.GivepairsacoupleofminutestodiscusspossiblesolutionsforVictor.

• Ask:Which ideas are good?Callonstudentstosaytheiropinionabouttheideas(forexample,S:I think he can say, “I’d rather not say” because Jim’s question is not polite.).

• Nowtellpairstothinkofonenewideanotinthebox(forexample,He can make a joke and say, “Not enough.”)andtowriteitinthespace.Encouragestudentstothinkofmorethanoneideaandtowritethemintheirnotebooks.

• Callonpairstosaytheiradditionalsolutions.Writeanyparticularlygoodonesontheboardandaskstudentsiftheythinkitisagoodideatoo(Do you think this is a good idea? Why or why not?).

Show what you know!expand

MULtILEVEL INStRUCtION for StEP 2

Cross-ability Ifpossible,pairstudentswiththesamefirstlanguage.Thehigher-levelpartnerhelpsthelower-levelstudenttosayhis/herideainEnglish.

4 CONNECt

Turntopage248fortheCommunity-buildingActivityandpage274fortheTeamProject.SeepageT-xiforgeneralnotesabouttheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage5.Askstudentstoturntopage5andcheckoffthegoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

2 ACt It OUt

STEP1.CLASS.ReviewtheLesson8conversation...

• TellstudentstoreviewtheconversationinExercise3Conpage21.

• Tellthemtoreadtheconversationsilentlyandthenpracticeitwithapartner.

• PlayCD1,Track16.Studentslisten.• Asneeded,playTrack16againtoaid

comprehension.

STEP2.ROLEPLAY.GROUPSOF3.Imagineyou...

• Readthedirections.Modeltheactivitywithtwoabove-levelstudents.Introducethetwostudentstoeachother.AfterthestudentssayNice to meet you / Nice to meet you, too,promptthemtomakesmalltalk.RemindthemthattheycanaskanyofthecheckedquestionsfromExercise1onpage20.

• Formgroupsofthreeandassignroles.• Walkaroundandobservestudentsinteracting.

Checkthatonestudentisintroducingtheothertwo.Thencheckthatthetwowhowereintroducedcontinuetotalk,forexample,aboutwhattheydoandwheretheyarefrom.

• TellgroupstoswitchrolessothatthestudentwhoplayedAcannowplayBorC.

• Callonallgroupstoperformfortheclass.Eachgroupshouldperformtwice,switchingrolesasabove.

• Whilegroupsareperforming,usethescoringrubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.

• Optional:Aftereachgroupfinishes,discussthestrengthsandweaknessofeachperformanceeitherinfrontoftheclassorprivately.

3 READ AND REACt

STEP1.ReadaboutVictor’sproblem.

• Say:We are going to read about a student’s problem, and then we need to think about a solution.

1 making connections - english for resultsmca unit 12 workbook unit 12 companion website unit 12...

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