9 partners in education - english for results€¢ past modals: expressing degrees of certainty...
TRANSCRIPT
Preview• Saytheunittitleandhavestudentslookatthe
photo.Ask:What doespartnersmean?Who are the partners in this picture? Which other people could be partners in education?
• Readthepreviewquestion.Youcanalsoask:Do you have children? What grades are they in? Have you ever gone to their school? How often do you talk to their teachers? What are some ways that parents can get involved in their children’s school?
Unit Goals• PointtotheUnitGoals.Havestudentsreadthem
silently.• Tellstudentstheywillbestudyingthesegoalsin
Unit9.• Sayeachgoalandexplainunfamiliarvocabulary
asneeded,forexample,personnel: the people who work somewhere; correspond with: communicate with by phone, mail, or e-mail; editor: the person who manages part or all of a newspaper.
• Tellstudentstocircleoneormoregoalsthatareveryimportanttothem.Callonseveralvolunteerstosaythegoalstheycircled.
• 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.
T-165 UNIT 9
Partners in Education
Unit Overview
Goals• Seethelistofgoalsonthefacingpage.
Grammar • Adverbclausesofreason• Infinitivesandadverbclausesofpurpose• Adjectiveclauses:Relativepronounas
subjectandobjectoftheclause• Pastmodals:Expressingdegreesof
certaintyaboutthepast• Expressingadviceoropinionsabout
thepast
Pronunciation• Pronunciationofpastmodals
Reading• Talkaboutafter-schoolprograms• ReadingSkill:Distinguishingfactfrom
opinion
Writing• Writealettertotheeditor
Life Skills • Interpretandrespondtoareportcard• Discussschoolsafety
9 Classroom Materials/Extra Practice
CD 2Tracks 27–38
WorkbookUnit 9
Interactive PracticeUnit 9
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UNIT 9 T-166
Lesson 1 Discuss a student’s progress
B PAIRS.Nowlistentothewholeconversation....
• Explainyes and no.Say:The answeryesandnomeans that the previous speaker said or asked something that was partly right and partly wrong. For example, if a class asks a teacher, Didyoureadourparagraphs? and the teacher answers Yesandno,she might mean that she read some but not all of the paragraphs.
• Playthefirsthalfoftheconversationagain.HavestudentslistenspecificallyforMrs.Adamski’squestionattheend.Asktheclass:What did Mrs. Adamski ask? (Sheasks,College? Monika is only thirteen years old. College is a long way off.)
• HavestudentsguesswhatMr.Bowmanmeantwhenhesaidyes and no.Writetheirguessesontheboard.
• Putstudentsinpairs.Readthedirections.• Playtherestoftheconversation.Askavolunteer
toanswerthequestion.Playtheendoftheconversationagainifnecessary.
Controlled Practice 10 minutes
c Readthestatements.Thenlisten...
• Havestudentsreadthestatementssilentlyandpredictwhethertheyaretrueorfalse.
• PlayCD2,Track28.• Havestudentsdotheexercise.• Checkanswers.Callonstudentstoreadeach
statementandsaywhetheritistrueorfalse.Ifitisfalse,askthestudenttocorrectit.
d PAIRS.Wasyourpredictioncorrect?What...
• Ask:What did Mr. Bowman mean when he said yesandno?
• Havestudentsraisetheirhandsiftheirpredictionwascorrect.
Getting Started 10 minutes
1 BEFORE YOU LISTEN
a GROUPS.InmanyplacesintheU.S.,...
• Writethethreelevelsofschoolinalistontheboard.Havestudentssaywhichgradescompriseeachlevelinyourarea.
• Writethegradesnexttothelevels.Forexample,inmanyplaceselementaryschoolconsistsofkindergartentofifthgrade.Nexttoelementary schoolwriteK–5.
Expansion: Speaking Practice for 1A
• Addtheagesofstudentsateachleveltotheinformationontheboard.Forexample,elementary-schoolstudentsaretypicallyfivetotenorelevenyearsold.
B GROUPS.Thewordgradehastwomeanings....
• Callonstudentstoanswerthequestion.• Asktheclass:How many of you have children in
school? What grades are they in? Goaroundtheroomandhavestudentsanswer.
• Ask:What grade did you get on the last test? Callonvolunteerstoanswer.
Presentation 10 minutes
2 LISTEN
a Mrs.AdamskiistalkingtoMr.Bowman...
• Havestudentslookatthephoto.Say:The woman is Mrs. Adamski. The man is Mr. Bowman. Where are they? (atschool)
• Remindstudentstolistenspecificallyfortheanswertothestatement.Itisnotnecessarytounderstandeveryword.
• PlayCD2,Track27.• Callonavolunteertoanswer.
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T-167 UNIT 9
Lesson 1 Discuss a student’s progress
Presentation 15 minutes
3 CONVERSATION
a Listentothesentences.Notice...
• Ontheboard,writeasentencewithbothstressedandunstressedwords.Forexample,I have a meeting after school with my daughter’s teacher.
• Say:I’m going to read the sentences. Tell me which words are stressed.(Ifnecessary,remindstudentsthatstressedwordsarelouder,higher,andspokenmoreclearlythanunstressedwords.)Readthesentences,stressingthewordsmeeting, school, daughter’s, and teacher.
• Pointtoeachwordandhavestudentstellyouifitisstressedornot.Repeatthesentencesasneeded.
• Readthesentencesagainandhavestudentsrepeat.• Explainthepronunciationruleasfollows:
Important words, such as nouns, verbs, adjectives, and adverbs, are normally stressed. Pronouns, prepositions, and articles are normally short and weak (not stressed). These words often have a very short, quiet vowel sound.
• PlayCD2,Track29.Havestudentslisten.• PlayTrack29again.Havestudentslistenand
repeat.• Callonstudentstosaythesentences.
B Mrs.Adamskiisatamiddle-school...
• PlayCD2,Track30.Havestudentslistenandfollowsilently.
• Checkcomprehension.Ask:Who is Mr. Manning? What do Mrs. Adamski and Mr. Manning talk about? Why? What does Mr. Manning suggest? Does Mrs. Adamski like the suggestion?
c CLASS.Discuss.Whatisa...
• Readthefirstquestionandhavestudentsshareideas.Ifnecessary,askspecificquestionssuchasWhat do teachers do at a parent-teacher conference? What do parents do? (Teacherstalktoparentsabouttheirchild’sprogressorworkatschool.Parentslistenandaskspecificquestionsabouttheirchild’sworkandbehavioratschool.)Writestudents’ideasontheboard.
• Discussthedifferencebetweenthetwoevents.
Controlled Practice 5 minutes
4 PRACTICE
a PAIRS.Practicetheconversation.
• Formcross-abilitypairsandhavestudentstaketurnsreadingeachrole.
• Takenotesonstudents’pronunciationofstressedandunstressedwords.
• Usingyournotes,correctpronunciationerrors.
MULTILEVEL INSTRUCTION
Cross-ability Havethelower-levelstudentreadthepartofMrs.(orMr.)Adamski.Havetheabove-levelstudentplaytheroleofMr.(orMrs.)Manning.
Communicative Practice 10 minutes
B MAKEITPERSONAL.GROUPS.Discuss...
• Readthedirections.• Groupstudentssothateachgrouphasoneormore
parentsofchildrenenrolledinschool.• Toconclude,haveafewstudentssharetheir
experienceswiththeclass.
Expansion: Speaking Practice for MAKE IT PERSONAL
• Havestudentsrole-playaparent-teacherconference.Therolescanbeasfollows:
StudentA:Youaremeetingwithyourchild’sscienceteacher.Yourchildenjoysdoingthescienceexperiments,butheorshedidn’tdowellonthelastsciencetest.Theteachermakesasuggestion.Askformoreinformation.StudentB:Youareascienceteacher.Youaremeetingtheparentofoneofyourstudents.Thestudentenjoysyourclassbutdidnotdoverywellonthelasttest.Makeasuggestiontotheparent.
Interactive Practice
Extra Practice
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UNIT 9 T-168
Talk about parents’ involvement in school Lesson 2
Getting Started 10 minutes
• DefineParent-Teacher Night (alsocalledBack-to-School NightorOpen Houseinsomeplaces).Say:Parent-TeacherNightis an evening when parents can go to their children’s school, see their children’s classrooms, and meet their children’s teachers.
• Ask:How many of you have attended Parent-Teacher Night at your child’s school? Havestudentsraisetheirhands.Selectseveralstudentsandask:Why do you go? Usestudents’answerstocomposesentenceswithbecause.Writethemontheboard.Forexample:I go to Parent-Teacher Night because I want to meet my child’s teacher.
• Explain:In English, the word sincehas the same meaning as because.Modelasentencewithsinceinsteadofbecause.Thenhavestudentsreadthesentences,substitutingsinceforbecause.
• Underlineeachclauseofthesentencesontheboardandcirclethewordsbecauseandsince.Pointtothemainclauseandsay:This part of the sentence is called the mainclauseorindependentclausebecause we can put a period after it. Thenpointtothedependentclauseandsay:This part of the sentence is called an adverbclause.It has a subordinating conjunction followed by a subject and a verb. Say:In this lesson we’ll learn how to make sentences that talk about reasons and results.
Presentation 10 minutes
Adverb clauses of reason• Copythegrammarchartontotheboard.Readthe
sentences.Pointoutthatbecauseandsincecomeatthebeginningoftheclausethatgivesthereasonorcause.Themainclausegivesaresult,oreffect.
• TellstudentsthatonewaytodeterminewhichclauseisthereasonclauseistoseewhichclauseanswersthequestionWhy?
• ReadtheGrammarWatchnote.Rewriteoneoftheexamplesentencesontheboardwiththeclauseatthebeginningofthesentence.
Expansion: Writing Practice for Grammar
• HavestudentsrewritethesentencesthatwerecreatedinGettingStarted,reversingtheorderoftheclauses,adjustingpunctuation,andinsertingacomma.
• Whilestudentsarewriting,walkaroundandprovidehelpasneeded.
Controlled Practice 10 minutes
1 PRACTICE
a Readthestatementsfromparentsabout...
• Readitem1.Toreinforcemeaning,ask:What is the reason? (Thespeakerlikesthepersonalcontactwithherchild’steachers.)What is the result? (ThespeakergoestoParent-TeacherNight.)
• Havestudentsdotheexercisealoneorinpairs.Whiletheyareworking,walkaroundandcheckanswers.Providehelpasneeded.
B Readthestatementsfromteachersabout...
• Usingtheexample,modelthesestepsincompletingtheexercise:First,havestudentsidentifythereasonclause(theonethatanswersthequestionWhy?).Then,havethemwritethesentence,insertingbecauseorsincebeforethereason.Finally,havethemcheckthepunctuation,insertingacommaifthereasonclauseisfirst.
• Havestudentsdotheexercise.Whiletheyarewriting,walkaroundandprovidehelpasneeded.
• Callstudentstotheboardtowritethesentences.• Callonotherstudentstoreadthesentencesonthe
boardandmakecorrectionsasneeded.
Expansion: Speaking Practice for 1B
• Havestudentsdiscusstheirreasonsformakingcertaindecisionsregardingtheirortheirchildren’sschooling.Writethesequestionsontheboard:1. Where do your children go to school? 2. Why did you choose to send them there? 3. Have you ever made an appointment to speak to your children’s teacher or the principal of your children’s school? 4. Why? 5. (Forstudentswhodonothavechildren)Why are you attending this school or this class?
• Formgroups.Tellstudentstotaketurnsaskingandansweringthequestions.
• Instructstudentstousebecauseandsinceintheiranswers.
• Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.
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Talk about parents’ involvement in school Lesson 2
T-169 UNIT 9
B Usetoorso thattocompleteeachschoolrule.
• Readitem1.• Havestudentsdotheexerciseandcompare
answerswithaclassmate.• Gooveranswers.
Expansion: Speaking Practice for 2B
• Havestudentssaycertainschoolrulesandrequirements.Listthemontheboard.
• Putstudentsinpairsorgroups.Havethemdiscussthepurposeoftherulesandrequirements.Remindthemtousetoorso that.
• Havestudentssharetheirideasandwritesentenceswithtoorso thatontheboard.
• Callonstudentstoreadthesentencesontheboard.Correcterrorsasneeded.
Communicative Practice 10 minutes
Show what you know!
GROUPS.Discuss.Doyouthinkitisimportant...?
• Formgroups.Trytomakesurethateachgrouphasoneormorememberswhohavechildreninschool.
• Haveeachgroupchooseatimekeeper,anotetaker,andareporter.Thenotetakershouldrecordstudents’answerstothesecondquestion.
• Giveatimelimitfordiscussion.• Callonreporterstosharetheirgroup’sanswerto
thesecondquestion.
Progress Check
Canyou...talkaboutparents’involvementinschool?Say:We have practiced talking about parents’ involvement in school. Now, look at the question at the bottom of the page. Can you talk about parents’ involvement in school? Write a checkmark in the box.
Presentation 10 minutes
Infinitives and adverb clauses of purpose• Ontheboard,write:I came to class early to talk
with my teacher privately. Readthesentence.Ask:What is the main clause? (Icametoclassearly)Underlineittwice.Thenask:What is the adverb clause? (totalkwithmyteacherprivately)Underlineitonce.
• Say:This sentence is like the sentences you saw on page 168 because it has a main clause and an adverb clause. However, the meaning of this sentence is different. Instead of a reason and a result, this sentence talks about apurposeand a result. A purposeis like a goal.
• Explain:We can use toto signal a purpose.• Ask:Does anybody know another way to say this
sentence? (IcametoclassearlysothatIcouldtalkwithmyteacherprivately.)Pointoutthatso that canalsobeusedtotalkaboutapurpose.
• ReadtheGrammarWatchnotes.
Language Note
Itisimportanttodistinguishbetweeninfinitivesofpurposeandinfinitivesthatareobjectsofverbsoradjectivephrases(suchasIt’s important to . . .).Infinitivesofpurposecanbeexpandedtoin order;forexample,I need a large pot (in order) to cook this chicken. Sentenceswithinfinitivesofpurposecanalsoberephrasedwith so that, forexample,I need a large pot so that I can cook this chicken.
Controlled Practice 10 minutes
2 PRACTICE
a Readpartoftheintroduction...
• Afterreadingthedirections,remindstudentsthattheyshouldonlyunderlinetheinfinitivesofpurpose.Theyshouldnotunderlineinfinitivesthatareobjectsofverbsoradjectivephrases.Havestudentslookatthefirstsentence.Itcontainsaninfinitiveofpurpose,whereastheinfinitiveinthesecondsentencedoesnot.
• Havestudentsdotheexercise.• Checkanswerswiththewholeclass. pages 98–99Interactive Practice
Extra Practice
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UNIT 9 T-170
Interpret and respond to a report cardLesson 3
Getting Started 5 minutes
Ifnecessary,definereport card asadocument that schools send out several (usually two to four) times a year to inform parents of their children’s progress in academic skills and behavior.
Presentation 10 minutes
1 REAd A CHILd’S REPORT CARd
a CLASS.Discuss.
• Readeachquestionandcallonstudentstoanswer.Ifstudentsdon’tknowtheanswers,shareinformationfromyourownexperience.
Answers:
1. Two to four times a year (or quarterly).
2. Letter grade, numerical grade, and either pass or fail next to each subject as well as attendance. The report card also includes comments from teachers.
3. See Culture Connection.
Culture Connection
NumerousgradingsystemsareusedintheU.S.Examplesarelettergrades(A, B, C, D, andF),percentagescores,Pass / Not Pass,andcomments(Excellent / Good / Fair / Needs ImprovementorExcellent / Satisfactory / Unsatisfactory).Differentsystemsmaybeusedatdifferentgradelevels;forexample,someschooldistrictsmayuseacommentsystemforelementaryschoolsandlettergradesforhighschool.
a Readthestatements.WriteT(true)or...
• HavestudentsremainwiththeirpartnersfromExercise1Banddotheexercisetogether.
• Checkanswers.Callonstudentstoreadeachstatement,saywhetheritistrueorfalse,andcorrectthefalsestatements.
Controlled Practice 15 minutes
2 PRACTICE
B PAIRS.ReadpartofManuelMedina’s...
• Readthetitlewiththewholeclass.Ask:What does ReportingPeriod1mean? (thefirstreportcardoftheyear,whichissentoutinlateNovember)
• HavestudentslookattheAssessmentKeyatthebottom.Explain:The key explains the meaning of the grades in the report card.
• Formcross-abilitypairs.Havethemreadtherestofthereportcardtogether.
MULTILEVEL INSTRUCTION for 2A
Cross-ability Havethehigh-levelstudenthelpthelower-levelstudentwithvocabulary.
B PAIRS.Answerthequestions.
• Havestudentsswitchpartnersandanswerthequestions.
• Goovertheanswerswiththewholeclass.
Expansion: Speaking Practice for 2C
• Discusswiththewholeclass.Say:Imagine that Manuel is your child. Do you think it is a problem that Manuel doesn’t participate in groups? Are you worried about his academic skills? Why or why not?
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T-171 UNIT 9
Interpret and respond to a report cardLesson 3
MULTILEVEL INSTRUCTION for 4A
Cross-ability Havethelower-levelstudentreadMs.Medina’snoteoutloud.Havethehigher-levelstudenthelpwithpronunciationandvocabulary.
B NowreadMs.Brown’snotetoMs.Medina...
• Formdifferentpairs.Again,havestudentsreadthenoteanddiscussthequestiontogether.
• Discussthequestionwiththewholeclass.
pages 100–101Interactive Practice
Extra Practice
Communicative Practice 30 minutes
3 PRACTICE
GROUPS.Discuss.Whatshouldaparentdo...?
• Withtheclass,definealow gradeasgenerallya grade lower than a C or a score lower than 70 percent. Defineafailing gradeasa grade of F or a score lower than 60 percent.
• Formgroups.Haveeachgroupselectanotetakerandareporter.Thegroupshouldthinkofvariousactionsaparentcouldtake,forexample,meetwiththechild’steacher,getatutor,talktothechild.Thenotetakershouldwritethemdown.
• Havethereporterfromeachgroupreportonthegroup’sideas.
• Askvolunteerswhattheywoulddoiftheywereinthissituation.
4 REAd
a ReadthenotethatManuel’smothersent...
• Formcross-abilitypairs.Havestudentsreadthenoteanddiscussthequestiontogether.
• Discussthequestionwiththewholeclass.
c Readbothnotesagain.Thenanswerthequestions.
• Havestudentsdotheexercisealone.• Havethemcompareanswerswithaclassmate.• Goovertheanswerswiththeclass.Answers:
1. She should call Ms. Brown to arrange the day and time for the meeting.
2. In the evening, so Ms. Medina doesn’t have to miss work.
3. They’re going to discuss ways to help Manuel read more.
5 WRITE
Writeanotetoyourchild’steacherabout...
• Tellstudentstheirnoteshouldhavetwoparts:adescriptionoftheproblem,andarequestforameeting.
• Ifpossible,havethemwritetheirnotesinclass.Whilestudentsarewriting,walkaroundandprovidehelpasneeded.
• Pairstudentsandhavethemreadtheirnotetotheirpartner.
• Collectthenotes.Correctspellingandpunctuation.
• Havestudentswriteacleandraftoftheirnotes.
Expansion: Writing Practice for 5
• Collectstudents’notes.Mixthemandhandthemoutrandomlytotheclass.
• Haveeachstudentwritearesponsetothenotetheyreceived,usingMs.Brown’snoteasamodel.
Progress Check
Canyou...interpretandrespondtoareportcard?Say:We have practiced interpreting and responding to a report card. Now, look at the question at the bottom of the page. Can you interpret and respond to a report card? Write a checkmark in the box.
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UNIT 9 T-172
Talk to school personnelLesson 4
Getting Started 10 minutes
1 BEFORE YOU LISTEN
a Discuss.Ifyouwereenrollingachild...
• Defineenrollingassigning up or registering a child for school.
• Elicitquestionsthatstudentswouldaskandwritethemontheboard.
B GROUPS.Discuss.Insomeschooldistricts,...
• Formgroups.Trytomakesurethereareparentsofschoolchildrenineachgroup.
• Giveatimelimitfordiscussion.• Callonstudentstosharetheiranswerswiththe
wholeclass.
Culture Connection
Inmostcities,schoolsarefundedbypropertytaxes,thatis,taxesthatarepaidbyhomeowners.Childrennormallyattendschoolinthedistrictwheretheylive.
Presentation 5 minutes
2 LISTEN
a Mr.Lopezistalkingtothesecretary...
• Havestudentslookatthephoto.Ask:Who do you think the speakers are? Where are they? What do you think they are doing?
• Remindstudentstolistenspecificallyfortheanswertothequestion.Itisnotnecessarytounderstandeveryword.
• PlayCD2,Track31.• Callonavolunteertoanswerthequestion.
Controlled Practice 20 minutes
B Listentothefirstpartofthe...
• PlayCD2,Track31.• Havestudentsdotheexercise.• Callonstudentstoanswerthequestions.
c Readthequestions.Listen...
• Havestudentsreadthequestionsandpredicttheanswers.
• PlayCD2,Track32.Havestudentsanswerthequestions.
• Checkanswers.Ifstudentsareunabletoansweraquestion,playthatsectionoftherecordingagain.
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Talk to school personnelLesson 4
T-173 UNIT 9
Communicative Practice 25 minutes
B ROLEPLAY.PAIRS.Role-playthissituation.
• Readtheroledescriptionsanddefinevocabularyasneeded,forexample,guidance counselor: the person at a school who helps students and parents make decisions about students’ education and their future.
• UsingtheconversationinExercise3asamodel,role-playthecallwithanabove-levelstudent.Playtheroleoftheschoolsecretary.
• Pairstudentsofsimilarability.Havethemchooseasituationandpracticetheirroleplayatleasttwice.
• Callonpairsofstudentstoperformtheirroleplayfortheclass.
3 CONVERSATION
Mr.Lopezcontinuestospeak...
• PlayCD2,Track33.Havestudentslistenandreadalongsilently.
• Optional:Haveabove-levelstudentslistenwiththeirbooksclosed.
• Checkcomprehension.Ask:What is Mr. Lopez’s first question? What does he need to do? What else does he want to do? What day is good for him?
4 PRACTICE
a PAIRS.Practicetheconversation.
• Formcross-abilitypairsandhavestudentstaketurnsreadingeachrole.
• Walkaroundandlistenasstudentsarepracticing.• Askvolunteerstoperformtheconversation
fortheclass.
MULTILEVEL INSTRUCTION for 4A
Pre-level Havestudentspracticewiththesamepartner.Above-level Havestudentscontinuetheconversationwiththreeorfourmoreexchanges,usingtheirownideas.
MULTILEVEL INSTRUCTION for 4B
Pre-level HavestudentswriteascriptforaconversationthatfollowsthemodeloftheconversationinExercise3.Havethempracticereadingthescriptseveraltimes.Thenhavethemrole-playwithoutusingtheirscript.Above-level HaveStudentA(theparent)choosethereasonforthecallwithoutinformingStudentB(thesecretary).Thiswillmaketheroleplaymoreauthentic.
c MAKEITPERSONAL.GROUPS.Schools...
• Formgroups.Haveeachgroupselectatimekeeper,anotetaker,andareporter.Thenotetakershouldwritedownthegroup’sanswertoquestion3.
• Giveatimelimit.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.
• Haveeachgroup’sreportersharethegroup’sanswertoquestion3.
Interactive Practice
Extra Practice
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UNIT 9 T-174
Talk about improving schoolsLesson 5
Getting Started 5 minutes
• Ontheboard,writethefollowingincompletesentences:1. My children go to a school that . . . , 2. I prefer teachers who . . . , and 3. I love gifts, which I receive from . . .
• Ask:What is special about your or your children’s school? What kind of teachers do you prefer? What kind of gifts do teachers love? Usetheanswersstudentsgivetocompletethesentenceswithadjectiveclauses.
• Underlinetheadjectiveclauseineachsentence.Double-underlinetherelativepronouns.Circlethenounthattheymodify.
• Explain:The underlined parts of the sentence are called adjectiveclauses.Who,that,andwhichare called relativepronouns.Adjective clauses give information about the nouns before them. In this lesson we’ll learn about adjective clauses.
Presentation 10 minutes
Adjective clauses: Relative pronoun as subject of the clause• Copythesentencesfromthegrammarchartonto
theboard.Writeeachsentencewithjustonerelativepronoun.Readthesentencesaloud.
• Pointtoeachsentenceandask:Whatistheadjectiveclauseinthissentence?Whichnoundoesitmodify?
• ReadtheGrammarWatchnotes.Pointtothefirstsentenceinthegrammarchartandcirclestudents.Say:Students are people. In this sentence, both whoandthatare correct.
• Pointtothesecondexamplesentence.Say:An electric bill is a thing, so we use thatorwhich in the adjective clause.
• Circletherelativepronounsintheexamples.Say:These words are the subjects of the clauses. Pointtothefirstexampleandask:Who needs financial assistance? (students)
• Pointoutthatinsentenceswithadjectiveclauses,theverbintheadjectiveclausemustagreewiththenounthattheclausemodifies:We have a free lunch program for studentswho needfinancial assistance. I brought an electricbillthathasmy name and address on it.
• Pointoutthatanadjectiveclausecanalsocomeinthemiddleofasentence:Parents whoworkduringthedaycan ask for meetings in the evening.
Language Notes
•Adjectiveclausesthatgivedefininginformationaboutthenountheymodifyarecalledrestrictive clauses.Restrictiveclausesarenotsetoffwithcommas,forexample,Our school district is looking for teachers who can teach advanced science courses. Incontrast,clausesthatdonotgivedefininginformationaboutthenountheymodifyarecallednonrestrictive clauses.Theyaresetoffwithcommas,forexample,Mr. Costa, who teaches advanced science courses, is a popular teacher.•InNorthAmericanEnglish,restrictiveclausesthatdescribethingsorideascanbeginwitheitherthatorwhich.However,nonrestrictiveclausescanonlystartwithwhich.•Thatisfarmorecommonthanwhichinrestrictiveclauses.
Controlled Practice 10 minutes
1 PRACTICE
a Readtheparagraph.Underlinethe...
• Readtheexample.Suggestthatstudentsunderlinetheadjectiveclausesfirst,thencirclethenountheymodify.
• Havestudentsdotheexercise.• Callonstudentstoreadtheclausesthey
underlinedandtosaywhichwordstheycircled.
B Completethesentenceswithwhoorwhich.
• Havestudentsrestatetherulesforusingwho,that, andwhich.
• Readitem1.Havestudentscompletetheexercise.• Checkanswers.Havestudentssaywhichadditional
relativepronounwouldbecorrectineachitem.
Expansion: Speaking Practice
• Havestudentsplayadefinitionsgame.Instructthemtothinkofaperson,place,oranimalandwriteadescriptionofit,usinganadjectiveclause.
• Haveeachstudentreadhisorherdescription.Theclassshouldcallouttheperson,place,oranimalbeingdescribed.
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Talk about improving schoolsLesson 5
T-175 UNIT 9
B Readthesentences.Crossouttherelative...
• Readitem1withtheclass.Ask:Can we cut the relative pronoun in this sentence? (no)Why not? (Itisthesubjectoftheclause.Averbcomesafterit.)
• Havestudentsdotheexercisealoneorinpairs.• Goovertheanswers.Havetheclasssayallpossible
waysofformingeachsentence.
Expansion: Speaking Practice
• Playthedefinitionsgameagain,butthistimehavestudentsuseadjectiveclauseswithobjectrelativepronouns.Tellthemtouseobjectclausesintheirdefinitions.Forexample,It’s a tool (that) people use to cut hair. It’s an instrument (that) you hang on the wall, and it tells the time.
• Havestudentsreadtheirdefinitions,andhavetheclassguesswhattheitemis.
Communicative Practice 15 minutes
Show what you know!
GROUPS.Discuss.
• Formgroups.Havethemchooseatimekeeper,anotetakerandareporter.Thenotetakershouldwritedownthegroup’sideas.
• Giveatimelimitforthediscussion.• Havethereporterssharetheirgroup’sideas.Write
themontheboard.• Asafollow-up,pointtoeachideaandhave
studentsraisetheirhandsiftheyhavehelpedorarehelpingtheirchild’sschoolinthisway.
Progress Check
Canyou...talkaboutimprovingschools?Say:We have practiced talking about improving schools. Now, look at the question at the bottom of the page. Can you talk about improving schools? Write a checkmark in the box.
Presentation 10 minutes
Adjective clauses: Relative pronoun as object of the clause• Copythesentencesfromthegrammarchartonto
theboard.Underlinetheadjectiveclauses.Double-underlinetherelativepronouns.
• Remindstudentsthatinsubjectclauses,whoorthatisthesubjectoftheclause.Itisfollowedbyaverb.Repeatoneoftheexamplesfromthegrammarchart.
• Pointtotheobject-patternexamplesandexplainthat,incontrast,inobjectclauses,therelativepronounisfollowedbyasubjectandaverb.
• Formostclasses,thisdescriptionofthedifferencebetweensubjectclausesandobjectclauseswillsuffice.Ifyourstudentsrequestamoredetailedexplanation,proceedasfollows:
1. Writethefirstexampleastwosimplesentences:1. I need a phone number. 2. I can call it.
2. Say:Sentences with adjective clauses have two clauses. Let’s suppose that they start out as two simple sentences. Notice the object in the second sentence. (Circle it.) To make a sentence with an adjective clause, we combine the two simple sentences into one sentence. In the second sentence, we replace the object it with that or which, and we put the relative pronoun after phonenumber.
3. Repeattheprocesswiththesecondexample.• ReadtheGrammarWatchnote.Havethestudents
lookattheexamplesagainandsayeachsentenceinthreeways.
Controlled Practice 10 minutes
2 PRACTICE
a ReadthelettertoparentsinWest...
• Readtheexamplewiththeclass.Makesurestudentsunderstandwhattocircle,underline,anddoubleunderline.
• Readtheitemsandclarifyvocabulary.• Havestudentsdotheexerciseindividuallyorin
pairs.• Callstudentsuptotheboardandhavethemmark
theitems.Makecorrectionsasneeded.
Interactive Practice pages 102–103
Extra Practice
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UNIT 9 T-176
Read about after-school programsLesson 6
Getting Started 5 minutes
Readthelessontitle.Telltheclassthatinthislesson,theywillreadamagazinearticlethatexpressesthewriter’sopinionaboutafter-schoolprograms.
1 BEFORE YOU REAd
a CLASS.Whatdidyoudoafterschool...
• Goaroundtheroomandcallonstudentstoanswerthequestions.
B GROUPS.After-schoolprogramsneed...
• Ontheboardwritethesentencesfromthereadingcontainingthetargetwords:Because they have to make cuts in the annual budget, local school board officials are discussing whether or not to continue funding for after-school programs, andThere’s no good reason to reduce or eliminate programs that benefit our children. Readthesentencesoutloud.
• Encouragestudentstoguessthemeaningsofthewords.Writetheirguessesontheboard.
• Havethemlookupthemeaningsofthewordsandcomparethemwiththeirguesses.
Presentation 25 minutes
2 REAd
a Lookatthehighlightedquote.What...?
• Holdupyourbookandshowstudentsthehighlightedquote.Readitaloud.
• Havestudentsguesswhattheauthor’sopinionaboutafter-schoolprogramsis.Writetheirpredictionsontheboard.
B Readandlisten.Wasyourprediction...Note:Donotpre-teachtheboldfacedvocabulary.TheitemsarepracticedinExercise4.• Ask:What is a commentary? (anarticleinwhich
someonecomments,orstateshisorheropinionaboutaquestionorissue)
• Readthetitle.Ask:What do some people want to do?(cutafter-schoolprograms)What does the author want? (nottocutthem)
• Havestudentsreadsilently,withoutusingdictionaries.Giveatimelimit,butallowmoretimetoreadifnecessary.
• Whentimeisup,pointtostudents’predictionsontheboardandask:Was your prediction correct?
• Callonvolunteerstostatetheauthor’sopinion.• Asafinalstep,playCD2,Track34asstudentsread
andlisten.
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T-177 UNIT 9
Read about after-school programsLesson 6
4 WORd WORK
Findtheboldfacedwordsinthearticleand...
• Dothefirstitemwiththeclass.Haveastudentreadthesentenceinwhichfundingappears.Tellstudentstoreadthenextsentenceandselectthewordthathasthesamemeaning.(paying)
• Havestudentscompletetheremainingitemsandcompareanswerswithapartner.
• Callonstudentstosaytheanswers.
MULTILEVEL INSTRUCTION
Cross-ability Haveabove-levelstudentsworkwithpre-levelstudentstodefinetheterms.
Communicative Practice 15 minutes
Show what you know!
GROUPS.Discussanafter-schoolprogram...
• Withtheclass,makealistoftypesofafter-schoolprograms.Forexample,thereareprogramsatschools,incommunitycenters,andatparks.Mostcitiesalsohaveafter-schoolsports.
• Formgroups.Trytoincludeineverygroupapersonwithchildren.
• Giveatimelimitfordiscussion.• Towrapup,havevolunteerssharetheirknowledge
withthewholeclass.
Community Building
Ifpossible,gowithyourstudentstovisitanafter-schoolprogramonyourschoolcampusoratanearbyparkorcommunitycenter.Alternately,havestudentsresearchanafter-schoolprograminyourarea.
3 CHECK YOUR UNdERSTANdING
Reading Skill: distinguishing Fact from Opinion
• ReadtheReadingSkill.• Bringinanewspaperandshowstudentsthe
editorialpage.Explainthattheeditorialpagehaslettersandcommentariesoneventsinthenews.
• Discussthedifferencebetweenafactandanopinion,andgiveexamplesoflanguageassociatedwitheach.Afactissomethingthatcanbeproventobetrue.Factscanbesupportedbyobservation,byscience,orbynumbers.Anopinionissomeone’sbelief.Opinionscanbeidentified,forexample,byverbssuchasbelieve, think, suppose,andimagine;byadjectivalphrasessuchasIt’s important, essential, andcrucial;andbywordsthathavepositiveornegativeconnotations,forexample,anarticulatepoliticianversusaslickpolitician.
Controlled Practice 15 minutes
a Readthestatements.WriteF(fact)...
• Explainthatinthiscase,Fmeansfact,notfalse.• Readitem1withtheclass.• Havestudentsdotheexercise.• Checkanswers.Askstudentshowtheyknow
whetherthestatementisafactoranopinion.
B Completethesentences.
• Havestudentscompletethesentences.• Checkanswers.
c GROUPS.Discuss.Thetitleofthereading...
• Explainthatthewordcostcanrefertomoney,butitcanalsomeanharmful effects.
• Havestudentsgothroughthereadingandunderlinethebenefitsofafter-schoolprograms.
• Putstudentsingroups.Instructthemtodiscusswhatharmfulthingswouldhappenifthebenefitstheyunderlinedweretakenaway.
Expansion: Writing Practice
• Havestudentsrewriteeachoftheauthor’smainpoints(thebenefitsofafter-schoolprograms,accordingtotheauthor)intheirownwords.
Interactive Practice pages 104–105
Extra Practice
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UNIT 9 T-178
Discuss school safety Lesson 7
Getting Started 10 minutes
Readthelessontitle.Asktheclass:Does your children’s school have a safety plan? What do you know about it?
1 BEFORE YOU LISTEN
CLASS.Whatmakesaschoolsafe?Whatcan...
• Readthefirstquestionandhavestudentsshareideas.Ifnecessary,asksuchspecificquestionsas:What makes a school safe physically? (fences,firealarms,etc.)What role does communication play in making a school safe? (Forexample,intheeventofadisaster,theschoolshouldhaveaplaninplaceforcontactingparents.)
• Readthesecondquestion.Ifnecessary,askstudentstothinkaboutspecificareasofsafetysuchasplaygroundsafety,accidentprevention,disasterprevention,antiterrorism,drugprevention.Youmaywanttolistthesetopicsontheboard.
Presentation 10 minutes
2 LISTEN
a TheWestApolloElementarySchool...
• Havestudentslookattheillustration.Askthemtopointouttheschoolprincipal.Informstudentsthattheotherpeopleinthepicture—theparents,teachers,andcommunityleaders—areanadvisorycommittee, agroupwhosejobistoworkwiththeprincipaltomaketheschoolsafer.Note:Anadvisorycommitteeadvisessomeone—inthiscasetheprincipal—butdoesnothavetheauthoritytoactuallymakechanges.
• PlayCD2,Track35.• Havestudentsanswerthequestion.Iftheycan’t,
tellthemtolistenfortheword assist,whichmeanshelp.Playtherecordingagain.
Controlled Practice 5 minutes
B Readthequestions.Listen...
• PlayTrack35again.Havestudentslistenfortheanswerstothequestions.
• Checkanswers.Playtherecordingagainifnecessary.
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Discuss school safety Lesson 7
T-179 UNIT 9
Presentation 10 minutes
3 CONVERSATION
Pronunciation Watch
• Ontheboard,write:1. We should have left earlier. 2. We shouldn’t have stayed out late. 3. We could have taken the bus. 4. I couldn’t have met you last night. and 5. It must have rained.
• TellstudentstheywilllearnthegrammarofpastmodalsinLesson8.Fornow,quicklyexplaintheimpliedmeaningsofthesentences:1. We didn’t leave early. 2. We stayed out late. 3. We didn’t take the bus. 4. It was not possible for me to meet you last night. and5. I guess that it rained (probably because the streets are wet.)
• ReadthePronunciationWatchnote.Explainthatthefirstwordofthemodalisstressed.
• Readthesentencesontheboard.Tellstudentstofocusonthepronunciationofthepastmodals.
a Listentothesentences.Notice...
• PlayCD2,Track36.Havestudentslisten.• PlayTrack36again.Havestudentslistenand
repeat.
Controlled Practice 10 minutes
B Listentothesentences.Circle...
• PlayCD2,Track37.Havestudentslistenandfillinthemissingwords.
• Checkanswers.• Playtherecordingagainasneeded.
Expansion: Speaking Practice
• Havestudentssaythesentencesaloudtoapartneraftertheyfillthemin.
c Twoparentsonthesafetyadvisory...
• PlayCD2,Track38.Havestudentslistenandreadalongsilently.
• Checkcomprehension.Ask:Why was Parent A disappointed? What does the playground need, according to the parents? What happened on the playground last week? What did the teachers do?
4 PRACTICE
a PAIRS.Practicetheconversation.
• Formcross-abilitypairs.Havethempracticetheconversationtwice.
• Correctmispronunciationsofpastmodals.• Askvolunteerstoperformtheirconversation.
MULTILEVEL INSTRUCTION for 4A
Cross-ability Havethelower-levelstudentreadthepartofParentB.Havethehigher-levelstudentreadtheroleofParentAandtakecaretopronouncepastmodalscorrectly.
Community Building
Inviteaguestspeakertotalktoyourclassaboutasafetyissuethatconcernsthestudentsinyourclass.Inhigh-crimeareas,forexample,thespeakermighttalkaboutwaystokeepsafewhiletravelingtoandfromschool.
Communicative Practice 15 minutes
B MAKEITPERSONAL.GROUPS.Imagineyou...
• Formgroups.Tellstudentstodiscusswhytheitemsonthechecklistareimportant.Havethemaddotheritems.
• Goovertheitemswiththewholeclass.Callonstudentstosaywhytheyareimportant.
• Askstudentswhichitemstheycheckedandaddedtothechecklist.(Theseitemswilldifferaccordingtothelocationofyourschool.Forexample,schoolsinCaliforniamustallhavesafetyproceduresincaseofearthquakes.)
Interactive Practice
Extra Practice
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UNIT 9 T-180
Discuss school safety Lesson 8
Getting Started 5 minutes
• Drawacontinuumontheboard.LabelitDegrees of Certainty.Fromlefttorightortoptobottom,write 50%, 95%, and100%. Nextto(orunder)50%,writemay (not) have, might (not) have, could have;nextto(orunder)95%, write must (not) have;andnextto(orunder)100%, write cannot have, could not have.
• Writeoneortwoexamplesontheboard.Forexample,1.You must have heard about the plan. 2. Your children might have talked to you.Underlinethepastmodalsandsay:These are past modals. In this lesson, we’ll learn how to use them to talk about degrees of certainty about the past. For example, in the first sentence, the speaker is almost sure you heard about the plan. In the second sentence, the speaker thinks it is possible, but not certain, that your children talked to you.
• Helpstudentsnoticetheformofpastmodals:modal(+optionalnot)+have+pastparticiple.Writetheformulaontheboard.
Presentation 15 minutes
Past Modals: Expressing degrees of certainty about the past
• Copytheaffirmativeformsofthesentencesfromthegrammarchartontotheboard.
• Readthefirst,second,andfourthsentencesaloud.Saythenegativeformofeachsentenceaswell.Pointto50%ontheillustrationontheboardandreadthefirstGrammarWatchnote.Reiteratethatmay have, might have, andcould havearesimilarinmeaning.However,could not havedoesnotmean50percentcertainty.(Itmeans100percent).
• Readthethirdexample (They must (not) have . . .) Pointto95%ontheillustrationontheboardandreadthesecondandthirdnotes.Explainthat95%meansalmost certain.
• Writeontheboard:They could not have noticed the problems.Pointto 100%andreadthelastnote.Reiteratethat100%meansyou are certain something did not happen because it is impossible.
Controlled Practice 10 minutes
1 PRACTICE
a Readtheconversationbetweenastudent...
• Readtheexample.• Havestudentsdotheexercise.• Checkanswers.Havestudentsreadtheclausesthey
underlined.
B Completethesentences.Use may have,...
• Clarifythedirections:Studentsshoulduseeachmodalonce.
• Remindstudentstousemay haveormay not have ifthespeakerisuncertain,must haveifthespeakerisalmostcertain,andcouldn’t haveifthespeakeriscertain.
• Havestudentsdotheexerciseinpairs.• Callonpairstoreadtheitems.Writetheanswers
ontheboard.Correctasneeded.
Expansion: Grammar Practice
• Writethefollowingconversationsbetweentwofamilymembersontheboard.1. A: Where’s my library book? It’s not here. B: Hmm. I’m not sure. Mom returned it to the library. 2. A: Why doesn’t Annie answer her phone? I’ve been trying to call her all day. B: She remembered to take her cell phone with her. 3. A: Where’s the car? B: It’s not here? Your brother taken it. 4. A: We’re out of milk. B: Mom gone to the store yet. 5. A: I just called Dad’s office. He’s not there. B: Well, it’s only four o’clock. He left yet.
• Havestudentsfillintheblankswithallpossiblemodals.Discussthemeaningsofthedifferentpossibilities.(Bestanswers:1.may/might/could have2.must not have3.must have4.must not have 5.couldn’t/can’t have)
• Pairstudentsandhavethempracticeeachconversationtwice,switchingroles.
Teaching Tip
Could haveandcouldn’t havearepotentiallyconfusingbecausetheaffirmativeformhasthemeaningof50percentcertainty,whilethenegativeformhasthemeaningof100percent.
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Discuss school safety Lesson 8
T-181 UNIT 9
Communicative Practice 15 minutes
Show what you know!
STEP1.ReadaboutTuan’sproblem.
• Havestudentswriteasentenceusingeachofthepastmodalsmust have, may have, andmight have.
STEP2.PAIRS.DiscussTuan’sproblem.Use...
• Pairstudents.• Haveapersonfromeachpairwriteonepossible
causeontheboard.• Havetheclassreadthesentencesontheboard.Tell
studentstowritedownasmanysentencesastheycantellingwhatTuan’sparentsshouldhavedone.
• HaveastudentfromeachpairwriteonesentenceontheboardexpressinganopinionaboutwhatTuan’sparentsshouldhavedone.
STEP3.GROUPS.Shareyourideas.
Presentation 5 minutes
Expressing advice or opinions about the past • Copythegrammarchartontotheboard.• Readthefirstsentence.Ask:Did the teacher stop
the fight? (no)ReadthefirstGrammarWatchnote.Say:Advisableinthepastmeans something was a good idea, but it didn’t happen. Shouldhaveshows that the speaker is sorry the action did not happen.
• Readthesecondsentenceandthesecondnote.Say:Notadvisableinthepastmeans the action was not a good idea, but it happened, and the speaker is sorry it happened.
Controlled Practice 10 minutes
2 PRACTICE
Somechildrenbehavedinunsafeways...
• Readitem1.Ask:How does the speaker feel about the children’s action? (Thespeakerdisapprovesorthinksitwasabadidea.)
• Havestudentscompletetheexercise.• Callstudentstotheboardtowritetheanswers.• Haveotherstudentsreadthesentencesonthe
boardandsayiftheyarecorrect.
Expansion: Grammar Practice
• Ontheboardwritethefollowingconversationbetweentwoparentsoruseanoverheadtransparency.Havestudentsfillintheblankswithpastmodals.A: The lighting in this parking lot is so much better. They installed new lighting. B: Looks like it. I think they made some other changes, too. A: Really? Like what? B: Well, I heard they have two teachers monitoring the playground at all times. I think some parents
complained that there wasn’t enough supervision. A: That’s a good change. They done it a long time ago, actually. B: I know. But it’s good that they’re fixing things now.(Answers:must have, may / might have, must have / might have / may have, should have)
• Havestudentsfillintheblanksinallpossibleways.Discusstheirchoices.
• Havestudentspracticereadingtheconversationinpairs.Callonvolunteerstoperformtheconversationfortheclass.
Culture Connection
InjuriescausedbycarryingheavybackpacksareagrowingproblemamongAmericanschoolchildren.Problemsincludepainintheshoulders,neck,andback;fatigue;incorrectposture;improperdevelopmentofbackmuscles;andevenfracturesofthespine.Expertsrecommendthatchildrenshouldcarrynomorethan15percentoftheirbodyweightintheirbackpacks,butstudieshaveshownthatmanychildrencarryasmuchas25pounds(possibly40to50percentoftheirbodyweight)ofbooksandsuppliestoandfromschool.
Progress Check
Canyou...discussschoolsafety?Say:We have practiced discussing school safety. Look at the question at the bottom of the page. Can you discuss school safety? Write a checkmark in the box.
Interactive Practice pages 106–107
Extra Practice
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UNIT 9 T-182
Write a letter to the editorLesson 9
c PAIRS.Answerthequestionsabouttheletter.
• Readquestion1.Asaclue,tellstudentstolookforawordthatmeansadvantage (benefit).
Answer: Students benefit from the work their teachers do during in-service.
• Readquestion2.Askstudentstopredictwheretheywillfindtheanswer(following the word However)
Answer: Some parents do not have money to pay for babysitters on those days.
• Pairstudentsandhavethemanswerquestions1and2.Thenhavethemdiscussquestion3.
Answers will vary.
• Discussquestion3withthewholeclass.Youcanalsoaskstudentsiftheyagreewiththewriter’ssuggestedsolutions.
Writing Tip: Keeping Similar Information Together
• ReadtheWritingTip.• Ask:How did the letter writer organize the
information? • Elicitanswersandwritethemontheboardin
theformofanoutline.Forexample:I. Statement of the problem; II. Why it is a problem(thedisadvantages);III. Solutions; IV. The writer’s plan of action / recommendation.
• Note:Inthewritingmodel,boththeproblemandsolutionsarediscussedinthesecondparagraph.Youmaywanttosuggestthatstudentswritefourshortparagraphs,discussingthedisadvantagesinthesecond,andthesolutionsinthethird.
• Havestudentscopytheoutlineintotheirnotebooks.TellthemtheywillneeditwhentheydoExercise3.
Expansion: Writing Practice for 1C
• ReiteratetheinformationintheWritingTip.Thenpointoutthatoften,thedifferentsectionsofapieceofwritingareseparatedbytransitions.
• HavestudentsgothroughtheletterandcirclethetransitionsHowever, One possible solution, andA second possible solution.
Getting Started 10 minutes
• Ifnecessary,definea letter to the editorasa letter that a newspaper reader can send to the newspaper in which he or she expresses an opinion about issues in the news.
• Explainthatalllettersareread,thoughonlyafewgetpublishedinthepaper.
• Bringinacopyofanewspaperandshowstudentstheletterstotheeditorpage.
1 BEFORE YOU WRITE
a GROUPS.Parentssometimesdisagree...
• Tohelpfocusstudents’thinking,provideexamplesofrecentdecisionsthatyourlocalschoolboardhasmade.Askstudentsiftheyapproveordisapproveofthesedecisions.
• Formgroups.Havethemchooseatimekeeper,anotetaker,andareporteranddiscussanswerstothequestion.
• Giveatimelimit.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.
• Towrapup,havethereporterfromeachgroupsharethegroup’sideas.
Presentation 20 minutes
B Manynewspapersencouragetheirreaders...
• Readtheletteroutloudasstudentsreadsilently.• PointoutthesalutationLetter to the Editor.• Tellstudentstolookfortheadjectivesthatdescribe
thewriter’sfeelings.(surprised, upset, concerned)• Havestudentsreadtheletteragainsilently.• Callonstudentstosaywhichwordsthey
underlined.Ask:Do these words show the writer’s positive or negative feelings? (negative)
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Write a letter to the editorLesson 9
T-183 UNIT 9
Controlled Practice 10 minutes
2 THINKING ON PAPER
a BRAINSTORM.Thinkaboutadecision...
• Copythebrainstormingchartontotheboard.• Chooseadecisionthatwasrecentlymadeinyour
schoolordistrict.Usethisdecisionasamodel.(Ifyouareunfamiliarwitharealexample,chooseahypotheticalone.Examplescouldbeadecisiontorequirestudentstowearuniforms,tobancellphonesfromcampus,toclosethecafeteria,toremovejunkfoodfromvendingmachines).
• Withstudents,brainstormandtakenotesonthepositiveandnegativeresults.Writeideasinthechart,notfullsentences.
B Choosethenegativeresultthatisthe...
• FollowthroughwiththeexampleyouintroducedinExercise2A.Forexample,iftheproblemisthedecisiontobancellphones,thebiggestnegativeresultmightbethatstudentsandparentsareunabletoreachoneanother.
• Copythegraphicorganizerontotheboard.Writethemodelprobleminthecenter.Withtheclass,brainstormasmanysolutionsaspossible.(Itcanbemoreorfewerthanfour.)Forexample,studentsmightbeallowedtocarrycellphones,butifthephoneringsduringclassateachercanconfiscateit.Anothersolutionmightbetorequirestudentstoleavephonesinlockers.Athirdmightbethatstudentsmustdepositphonesinabasketontheteacher’sdeskatthebeginningofeachclass.
• Formpairsorgroups.Havestudentsdiscusstheprosandconsofeachsuggestedsolution.Havethemchoosethetwobestsolutions.
• Callonvolunteerstosaywhichtwosolutionstheychose.Havethemexplaintheirreasons.
• Havestudentsselecttheirownproblemandbrainstormtheirownsolutions,usingthegraphicorganizer.
• Havethemsharetheirideaswithapartnerorpartners.
Communicative Practice 20 minutes
3 WRITE
Writeyourownlettertotheeditor...
• HavestudentstakeouttheoutlineyoudidofthemodelletterintheWritingTipafterExercise1C.
• Say:Use the outline to write your letter. It’s OK to change or add ideas while you are writing.
• ReadthechecklistitemsinExercise4.Tellstudentstousethemasaguidewhiletheyarewriting.
• Encouragestudentstousetheunitgrammar:adverbclausesofreasonandpurpose;infinitivesofpurpose;adjectiveclauses;andpastmodals.
• Havestudentswriteinclass.
MULTILEVEL INSTRUCTION for 3
Pre-level Givestudentstheoptionofprovidingjustonesolutiontotheproblemtheychose.Theycanshortenoromittheadvantagesordisadvantages.Above-level Havestudentswritefourparagraphs.Theyshouldincludetheadvantagesanddisadvantagesofthedecisionaswellastwoormoresolutions.
4 CHECK YOUR WRITING
• Havestudentsreadtheirparagraphsandchecktheboxesinthechecklist.Alternately,havethemrevisetheirparagraphsaccordingtotheitemsinthechecklist.
• Collectpapers.Makecorrectionsasneededinparagraphformat,grammar,andtheitemsinthewritingchecklist.
Expansion: Writing Practice for 4
• Havestudentsrewritetheirparagraphs.• Pairstudentsandhavethemreadtheirparagraphs
toeachother.• Havevolunteersreadtheirparagraphstotheclass.
page 108Interactive Practice
Extra Practice
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UNIT 9 T-184
Show what you know!Review &Expand
1 REVIEW
Turntopage253fortheGrammarReview.
2 ACT IT OUT
STEP1.Reviewtheconversation...
• PlayCD2,Track30.Ifnecessarydirectstudentstothescriptonpage167.
STEP2.ROLEPLAY.PAIRS.Role-play...
STEP2.GROUPS.Discuss.Whatarethe...
• Formgroupsofthreeorfour.Haveeachgroupchooseatimekeeper,anotetaker,andareporter.Thenotetakershouldwritedownthereasonsandactionsthatthegroupproposes.
• Giveatimelimitfordiscussion.Walkaroundandprovidehelpasneeded.
• Havethereporterfromeachgroupsharethegroup’sideas.Listthesolutionsontheboard.
• Havestudentsvoteonthebestsolution.
Expansion: Speaking Practice for STEP 2
• Askstudentsiftheyhavehadasimilarexperienceandhowtheydealt(oraredealing)withit.
4 CONNECT
Turntopage261fortheSelf-EfficacyActivityandpage271fortheTeamProject.SeepageT-xiforclassroommanagementtipsfortheseactivities.
Progress Check
Whichgoalscanyoucheckoff?Gobacktopage165.Askstudentstoturntopage165andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.
Go to the CD-ROM for more practice.
Ifstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit9,encouragethemtoreviewtheactivitiesontheCD-ROM.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudents.
• Havestudentslookattheillustration.Ask:Who are the people? Where are they? What are they talking about?
• Readtheroledescriptions.• Withtheclass,brainstormaboutsomesolutionsto
theproblem.Listthemontheboard.• Modeltheroleplaywithanabove-levelstudent.
Playtheroleoftheteacher.Youcanbeginlikethis:Thank you for coming to see me, [name]. I wanted to talk to you about [child’s] grades. Includeoneormoreofthesolutionssuggestedbythestudents.
• Remindstudentstotrytousetheunitgrammarintheirroleplay.
• Tellstudentstopracticeoutloudatleasttwice.• Havevolunteersperformtheirrole-play.
3 REAd ANd REACT
STEP1.Considertheproblem.
• Readtheproblemoutloudwhilestudentsreadsilently.
• Tocheckcomprehension,ask:What is going to happen next Friday evening? What is the problem?
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