lesson 1 vegetables - english for results€¦ · vocabulary cards unit 6 t mca unit 6 workbook...

Unit Goals

• Identifyvegetables• UseLike/Don’tLike• Identifyfruit• UseLikes/Doesn’tlike• Namecontainersandamounts• Readfoodads• Writeashoppinglist• Readamenu• Orderameal• Writeabouthowpeopleeatin

differentcultures

Classroom Materials/ Extra Practice

CD 3Tracks 26–50

Transparencies 6.1–6.8 Vocabulary Cards Unit 6

T

MCAUnit 6

WorkbookUnit 6

Interactive PracticeUnit 6

Unit Goals

• Identifyvegetables• UseLike/Don’tLike• Identifyfruit• UseLikes/Doesn’tlike• Namecontainersandamounts• Readfoodads• Writeashoppinglist• Readamenu• Orderameal• Writeabouthowpeopleeatin

differentcultures

UNIT6 T-96

Vegetables

Let’s eat!6Lesson 1

Getting Started 5 minutes

Books closed.

• Elicitvocabularystudentsmayalreadyknow.ShowTransparency6.1.Ask:Whatarethese?Whatvegetablesdoyoueat?GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.

• Repeatstudents’answersfortheclasstorepeatchorally.Writethewordsontheboard.

• Statethelessonobjective:We’relearningthenamesofvegetables.

Presentation 10 minutes

a Look at the vegetables...

• ShowTransparency6.1againorholdupyourbook.Pointtothegroupofpicturesandsay:Vegetables.

• PlayCD3,Track26.Pointtoeachvegetable.Studentslisten.

• ContinueplayingTrack26.Pointtoeachpictureandhavestudentsrepeat.

Books open.

• PlayTrack26again.Studentslistenandpointtothevegetablesintheirbooks.

• ContinueplayingTrack26.Studentspointastheylistenandrepeat.

Expansion: Vocabulary Practice for A

• Formpairs.UsetheVocabularyCardsforpage96.StudentApointstoavegetable.StudentBsaystheword.Thenstudentsswitchroles.

B Listen and read...

• PlayCD3,Track27.Studentslistenandread.• ContinueplayingTrack27.Askstudentstolisten

andrepeatastheyread.

Expansion: Writing Practice for B

• Dictation.Booksclosed.Sayandspellthreewordsfromthebox.Studentswritethewordsonapieceofpaper.Thenstudentschecktheirspelling.Repeatthisactivitytwomoretimes.

Classroom Materials/ Extra Practice

CD 3Tracks 26–50

Transparencies 6.1–6.8 Vocabulary Cards Unit 6

T

MCAUnit 6

WorkbookUnit 6

Interactive PracticeUnit 6

Future Intro TE_unit06_095–113.i225 225 11/26/08 12:33:39 PM

T-97 UNIT6

Lesson 1 Vegetables


c Listen. Listen and repeat.

• ShowTransparency6.2orhavestudentslookattheirbooks.

• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.Ask:Whatdoyouthink?Whatisthemanbuying?Whatisheaskingthewoman?

• PlayCD3,Track28.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.

• ContinueplayingTrack28.Studentslistenandrepeat.• NowshowthedialogonTransparency6.2orhave

studentsreadintheirbooks.PlayTrack28again.Studentslistenandreadsilently.

• ContinueplayingTrack28.Studentsrepeat.

Controlled Practice 10 minutes

d PAIRS. Practice the conversation.

• ModeltheconversationinExerciseC.SaythelinesofSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Havestudentsrole-playSpeakersAandB.

E PAIRS. Make new conversations...

• ShowTransparency6.1orholdupyourbookshowingpage96.Chooseanythreevegetables.Sayeachwordandhavestudentsrepeat.

• Modelanewconversationwiththesethreevegetables.AskavolunteertosaythelinesforSpeakerA.YousaythelinesforSpeakerB.Pointtothevegetablesduringthenewconversation.

• Askvolunteerstorole-playnewconversations.


F Listen and read the story.

• PlayCD3,Track29.Studentslistenandread.• Checkcomprehension.Ask:DoesPam’sfamilylike

vegetablesoup?Doessheneedmushrooms?DoesPamgotothestoretobuyonionsandpeas?

• PlayTrack29again.Studentslistenforanswers.


G Read the story again...

• TellstudentstoreadthestoryinExerciseF.• Readitem1withtheclass.ModelcirclingNo.• Toreviewthisexercise,askavolunteertoreadthe

sentences.TellstudentstoholduptheirYESorNocardstoanswer.

Communicative Practice 15 minutes

Show what you know!

GROUPS. Look at the vegetables...

• Saythesentenceinthespeechbubbleandhavetheclassrepeat.

• Telltheclassthevegetablesyoulike.IfsomeofyourfavoritevegetablesarenotinExerciseA,drawandlabelpicturesofyourfavoritesontheboard.

• Asktwoorthreestudentstotelltheclassthevegetablestheylike.

• Circulateandassessstudents’abilitytosaythevegetablestheylike.Iftheclassneedsmorepractice,reviewpages96and97.

Critical Thinking Skill: Listing

•Setthecontext.Say:Doctorssayweshouldeatvegetablesandfruitseveryday.•Formcross-abilitygroups.Studentstaketurnssayingthevegetablestheyateyesterdayoronanotherday.Haveoneortwostudentswritethelistforeachgroup.•Askthegroupsfortheirinformation.Writethegroups’listsontheboardintwocolumns.Talkwithstudentsaboutgoodeatinghabits.

Interactive Practice Pages 62–63

Extra Practice


UNIT6 T-98

Vegetables • Like/Don’t likeLesson 2


Books closed.

• ShowTransparency6.3orholdupyourbooktopage96.Ask:Aretherevegetablesyoudon’tlike?Whatarethevegetablesyoudon’tlike?Repeatstudents’answersandhavetheclassrepeat.Writethewordsontheboard.

• Statethelessonobjective:We’relearningtosaywhatwelikeanddon’tlike.


Books open.

a Listen. Listen and repeat.

• ShowTransparency6.3orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Whatdoyouthink?Aretheyatthemarket?Aretheytalkingaboutshampoo?Dotheylikealltypesofvegetables?

• PlayCD3,Track30.Studentslisten.PausetheCD.Askthecomprehensionquestions(above)again.

• ContinueplayingTrack30.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency6.3orhavestudentsreadintheirbooks.PlayTrack30again.Studentslistenandreadsilently.

• ContinueplayingTrack30.Studentslistenandrepeat.

B Listen again. Check (3)...

• PlayCD3,Track31.Studentslistenandread.• Afterstudentschecktheboxesforthevegetable

thatthewomenlike,havethemcomparetheiranswerswithapartner.

c Listen again. Check (3)...

• PlayCD3,Track31again.Studentslistenandread.• Afterstudentschecktheboxesforthevegetable

thatthewomendon’tlike,havethemcomparetheiranswerswithapartner.

d PAIRS. Practice the conversation.

• ModeltheconversationinExerciseA.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversationfortheclass.

E PAIRS. Make new conversations...

• Modelanewconversationwithanabove-levelstudent.

• ShowTransparency6.1ordrawthevegetablesontheboard.Demonstratechoosingonevegetableyoulikeandonevegetableyoudon’tlike.CirclethevegetableyoulikeandmakeanXoverthevegetableyoudon’tlike.

• Thenasktheabove-levelstudenttochooseavegetableheorshelikesandavegetableheorshedoesn’tlike.CirclethevegetablethatheorshelikesandmakeanXoverthevegetablethatheorshedoesn’tlike.

• Usethevegetablestorole-playanewconversationwiththeabove-levelstudent.

• Ifyoufeeltheclassneedsmoresupport,dothisactivityagainwithanotherstudent.

• Walkaroundandhelpasnecessary.Thenaskvolunteerstorole-playoneoftheirnewconversations.


Vegetables • Like/Don’t likeLesson 2

T-99 UNIT 6


Show what you know!

GROUPS. �Write �one �vegetable...

• Saythesentencesinthespeechbubblesandhavetheclassrepeat.Askvolunteerstosaysentencesaboutwhattheylikeanddon’tlike:I like . I don’t like .

• Tellstudentstheirgoalistofindonevegetabletheyalllikeandonevegetabletheyalldon’tlike!

• Studentstaketurnssayingthevegetablestheylikeanddon’tlike.Theycanusevegetablesthatarenotonpage96.Onestudentwritesthegroup’sinformation.

• Circulateandassessstudents’abilitytoexpresslikesanddislikes.Ifstudentsneedmorepractice,reviewpages98and99.

CLASS. �Take �turns. �Talk �about...

• Askgroupstosaywhattheyfoundout.UseWe like and We don’t like .


F � �Read �the �sentences.

• UseTransparency6.3orhavestudentslookatthechartintheirbooks.Coverthedialogonthetransparency.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavestudentsrepeatchorally.

• Pointtothesentencesontheleftandsay:I like, You like, Luz and Pavel (They) like, John and I (We) like. Explain:Use the same verb like forI, you, they, we.

• Pointtothesentencesontherightandsay:I don’t like, You don’t like, They don’t like, We don’t like. Explain:Add don’t before like to make a negative sentence.

• PointtotheconversationonTransparency6.3orhavestudentslookatExerciseAonpage98intheirbooks.Say:like and don’t like.

• Reviewtheanswersbyaskingavolunteertocirclelikeandunderlinedon’t likeonTransparency6.3.


G � Look �at �the �pictures...

• Modelitem1.Asktheclass:What is the vegetable in the picture?(tomatoes)Demonstratewritingthesentenceontheboard.

• Modelitem2.Asktheclass:What is the vegetable in the picture?(onions)Explain:The X on the onions means it’s a negative sentence. Demonstratewritingthenegativesentenceontheboard.

• Toreviewthisexercise,callonstudentstowritethesentencesontheboard.

Critical Thinking Skill: Categorizing

•Writeontheboard:cooked raw.Pointtoeachwordandtelltheclassyouaregoingtotalkaboutcookingandnotcookingvegetables.•Writeontheboard:What vegetables do you cook? I cook . What vegetables do you eat raw? I don’t cook .•Formcross-abilitypairs.Askonestudentineachgrouptowritethelist.•Tofinishthisactivity,askgroupstoreporttotheclass.Studentsshouldsay:We cook . We don’t cook .

Pages 52–53 Pages 64–65

Extra Practice

Interactive Practice


UNIT6 T-100

Fruit • Likes/Doesn’t likeLesson 3


Books closed.

• Elicitvocabularystudentsmayalreadyknow.ShowTransparency6.4.Ask:Whatarethese?Whatfruitdoyoueat?GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.

• Repeatstudents’answersfortheclasstorepeatchorally.Writethewordsontheboard.

• Statethelessonobjective:We’relearningthenamesoffruit.


B Listen and read...

• PlayCD3,Track33.Studentslistenandread.• ContinueplayingTrack33.Askstudentstolisten

andrepeatastheyread.

Expansion: Writing Practice for B

• Dictation.Booksclosed.Sayandspellthreewordsfromthebox.Studentswritethewordsonapieceofpaper.Thenstudentschecktheirspelling.Repeatthisactivitytwomoretimes.


c Look at the words...

• Modeltheactivity.LookatTransparency6.4.Pointandsay:Ilike , ,and .Writethethreefruitsontheboard.

d PAIRS. Tell your classmate...

• Walkaroundandhelpasneeded.• Youcanask:Aretherefruitsthatbothofyoulike?

Studentscananswer:Welike .

Language Note

Theclassmaynaturallysayfruitsinsteadoffruit.Bothwordsareusedfortheplural.

a Look at the fruit...

• ShowTransparency6.4againorholdupyourbook.Pointtothegroupsofpicturesandsay:Fruit.

• PlayCD3,Track32.Pointtoeachtypeoffruit.Studentslisten.

• ContinueplayingTrack32.Pointtoeachpictureandhavestudentsrepeat.

Books open.

• PlayTrack32again.Studentslistenandpointtothefruitintheirbooks.


Expansion: Vocabulary Practice for A

• Formpairs.UsetheVocabularyCardsforpage100.StudentApointstothefruit.StudentBsaystheword.Thenstudentsswitchroles.


Fruit • Likes/Doesn’t likeLesson 3

T-101 UNIT 6


E � �Listen. �Listen �and �repeat.

• ShowTransparency6.5orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Is the woman at a drugstore? Is the man shopping for vegetables?

• PlayCD3,Track34.Pointtothespeakersonthetransparency.Studentslisten.PausetheCD.Askthecomprehensionquestions(above)again.

• ContinueplayingTrack34.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency6.5orhavestudentsreadintheirbooks.PlayTrack34again.Studentslistenandreadsilently.

• ContinueplayingTrack34.Studentslistenandrepeat.

F � Read �the �sentences.

• UseTransparency6.5orhavestudentslookatthechartintheirbooks.Coverthedialogonthetransparency.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavestudentsrepeatchorally.

• Writeontheboard: I like apples. She likes apples. Sayeachsentenceandhavetheclassrepeat.Circlethesinlikes.Explain:Add-sto the verb when the subject ishe,she, orit. This is called third person singular.

• Writeontheboard:I don’t like apples. She doesn’t like apples.Sayeachsentenceandhavetheclassrepeat.Circledoesn’t.Explain:Usedoesn’tto show the negative with he,she,orit.

• PointtotheconversationonTransparency6.5orhavestudentslookatExerciseEintheirbooks.Say:Circle the third person singular and the negative form.

• ReviewtheanswersbyaskingavolunteertocirclethewordsonTransparency6.5orwritetheanswersontheboard:likes,doesn’t like.


G � Complete �the �sentences.

• Copyitem1ontotheboard.Pointtotheverblike.Ask: Do we add-sto the verb like? Why? Callonavolunteertowritethewordintheblank.

• Copyitem2ontotheboard.Pointtotheverbnot/like.Ask:For the negative, do we usedon’tordoesn’t? Do we add -sto the verblike?Callonavolunteertowritethewordsintheblank.

• Toreviewthisexercise,askvariousstudentstowritetheirsentencesontheboard.Makenecessarycorrections.Saythesentencesfortheclasstorepeat.


Show what you know!

GROUPS �Of �4. �Say �one �fruit �you �like...

• Modelthesentencesstudentsshoulduse.Youmayalsowanttowritethemontheboard.Useinformationaboutyourself:My name is . I like . I don’t like .

• Studentstaketurnsaskingeachother:What fruit do you like? What fruit don’t you like?Studentswritetheirclassmates’informationinthechart.

• Circulateandassessstudents’abilitytoexpresslikesanddislikesaboutfruit.Ifstudentsneedmorepractice,reviewpages100and101.

CLASS. �Take �turns. �Talk �about...

• Saythesentencesinthespeechbubbleandhavetheclassrepeat.

• Askvariousstudentstotalkaboutoneoftheirclassmates.Helpstudentsifnecessary.

Pages 54–55 Pages 66–67

Extra Practice



UNIT6 T-102

Life Skills • Containers and amountsLesson 4


Books closed.

• Holdupyourbook.Elicitvocabularystudentsmayalreadyknow.Ask:Whatisthisplace?Whatfooditemsdoyousee?Writeanswersontheboard.

• Telltheclasstoreadthefooditemsontheboard.Explain:Thefoodsinthepicturearesoldbythepound.Write:pound=lb.

• Statethelessonobjective:We’relearningaboutcontainersandamounts.


a Listen and point...

• Holdupyourbook.PlayCD3,Track35.Pointtoeachfoodsign.Studentslisten.

• ContinueplayingTrack35.Pointtoeachsignandhavestudentsrepeat.

Books open.

• PlayTrack35again.Studentslistenandpointtothesignsintheirbooks.

• PausetheCD.Checkcomprehension.TellstudentstoanswerbyholdinguptheirYESorNOcards.Ask:Aretheavocados$1.99each?Isthefish$6.99apound?Isthechicken$2.89each?


B Listen. Listen and repeat.

• PlayCD3,Track36.Studentslistenandread.• PausetheCD.Checkcomprehension.Tellstudents

toholduptheirYESorNOcardstoanswer.Ask:Doessheneedtwopoundsofgrapes?Doessheneedtwopoundsofgroundbeef?Doessheneedonepoundofgrapes?

• ContinueplayingTrack36.Askstudentstolistenandrepeatastheyread.


c PAIRS. Practice the conversation.

• ModeltheconversationinExerciseB.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.



MULTiLEVEL iNSTrUCTioN for C

Pre-level Studentsrole-playtheconversationfortheclasswithbooksopen.Above-level Studentsrole-playtheconversationfortheclasswithbooksclosed.

Culture Connection

Manystudentsmaycomefromcultureswherepeoplebuytheirfooddailyatalocalfarmormarket.Writingashoppinglistmaybenewforthem.DiscusswhysomepeopleintheUnitedStateswriteashoppinglistbeforegoingtothestore.Elicitideasfromstudentsfirst.Ifstudentsneedhelp,say:Makingalistsavestimeandmoney.Ithelpsusdoallofourshoppinginonevisit.StoresintheUnitedStatescanbeverylarge,sooftenweseemanyitemsthatwedon’tneed!Alistkeepsyoufocusedandhelpsyoubuythethingsyoureallyneed.

d PAIRS. Look at the shopping...

• AsktheclasstoreadtheshoppinglistforConversation1.Sayeachitem.Havetheclassrepeat.

• ModelanewconversationwiththeshoppinglistforConversation1.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.

• Walkaroundandhelpasnecessary.Tofinishthisactivity,askvolunteerstorole-playoneoftheirnewconversations.

Expansion: Writing Practice for D

• Haveeachstudentwritetheirownlist.Thenhavethemshareitwithaclassmate.


Life Skills • Containers and amountsLesson 4

T-103 UNIT6

Critical Thinking Skill: Associating

•Asktheclasstoassociateotherfooditemswithcommoncontainers.Writeontheboard:

aboxof abagofacanof agallonof

•Formcross-abilitygroups.Telleachgrouptowritetwoitemsforeachcontainer.Askonestudenttowritethelistforeachgroup.•Askeachgrouptosharetheirlist.Writetheideasontheboard.


Books closed.

E Listen and point...

• Holdupyourbook.PlayCD3,Track37.Pointtoeachfooditem.Studentslisten.

• ContinueplayingTrack37.Pointtoeachitemandhavestudentsrepeat.

• Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Istherealoafofbread?Isthereacanofeggs?Isthereabagofrice?

Books open.

• PlayTrack37again.Havestudentslisten.ContinueplayingTrack37.Studentslistenandrepeat.

• Pointoutthenoteaboutsingularandplural.Sayeachitemandhavetheclassrepeat.

• Checkcomprehension.Writesomeexamplesontheboard:

a ofmilk two oforangejuice a ofbread three ofbread Askvolunteerstofindthecorrectwordinthelist

andthencomeupandfillintheblank.Asktheclasstohelpcheckeachanswer.

F Listen. Listen and repeat.


toholduptheirYESorNOcardstoanswer.Ask:Dotheyneedabagofbread?Dotheyneedtwodozeneggs?Dotheyneedagallonofmilk?


H PAIRS. Look at the pictures...

• ModelanewconversationwiththepicturesforConversation1.CallonavolunteertosaythefooditemsforConversation1:aloafofbreadandtwocansofsoup.

• SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.

• Walkaroundandhelpasnecessary.Thenaskvolunteerstorole-playoneoftheirnewconversations.

Expansion: Writing Practice for H

• HavestudentschooseitemsfromExerciseEorusetheirownfooditems.Thentheywriteanewconversation.

MULTiLEVEL iNSTrUCTioN for G



G PAIRS. Practice the conversation.

• ModeltheconversationinExerciseF.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Havestudentsrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversation.

Interactive Practice Pages 68–69

Extra Practice


UNIT6 T-104


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Asktheclass:Whenwebuyfood,howcanwesavemoney?Givestudentsanopportunitytoofferideas,suchas:readshoppingads,makeshoppinglists,buyfoodonsale,buyfruitandvegetablesinseason,buylargesizepackages.

• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.Writetheideasontheboard.

• Statethelessonobjective:We’relearningtoreadadsandwriteshoppinglists.


Books open.

a Listen and read...

• Tellstudentstofirstreadtheshoppingadindividually.Askthemtocircleanywordstheydon’tunderstand.Writethewordsontheboardandelicitdefinitionsfromtheclass.

• Holdupyourbookorhavestudentslookattheirbooks.PlayCD3,Track39.Havestudentslistenandread.

• PausetheCDandcheckcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Arethespecialsintheadforoneday?Areadozeneggs99¢?Isthechicken$2.99apound?

• ContinueplayingTrack39.Havestudentslistenandpointtothepictures.

• Reviewthenewwordsontheboard.Elicitdefinitionsfromtheclassagain.

Life Skills • Read ads, write a listLesson 5


B Read the shopping ad...

• Copyitem1ontotheboard.Readthequestionfortheclasstorepeat.Asktheclass:Istheanswera.$1.79aloaforb.$1.79apound?Modelcirclinga.

• Havestudentscompareanswerswithapartner.• Callonvariousstudentstoreadthesentences.Tell

theclasstoansweraorb.

Expansion: Speaking Practice for B

• Formpairs.InstructstudentstotaketurnsaskingandansweringthequestionsinExerciseB.


T-105 UNIT6

Lesson 5 Life Skills • Read ads, write a list

Controlled Practice 25 minutes d PAIRS. Tell your classmate...

• Studentstaketurnsreadingtheirlists.Tellpairstheirlistsshouldbethesame.

• Callonvolunteerstowritetheirlistsontheboard.


• Askstudentstowritetheirownshoppinglistoffooditemstheyreallyneedthatday.

• Formsmallgroups.Studentstaketurnsreadingtheirlists.

Culture Connection

Manystudentsmaycomefromcultureswherepeoplebuytheirfooddailyatalocalfarmormarket.Writingashoppinglistmaybenewforthem.DiscusswhysomepeopleintheUnitedStateswriteashoppinglistbeforegoingtothestore.Elicitideasfromstudentsfirst.Ifstudentsneedhelp,say:Makingalistsavestimeandmoney.Ithelpsusdoallofourshoppinginonevisit.StoresintheUnitedStatescanbeverylarge,sooftenweseemanyitemsthatwedon’treallyneed!Alistkeepsyoufocusedonthethingsyoureallyneed.

c Look at the pictures...

• Discusswiththeclass:Whydosomepeoplewriteshoppinglists?

• Telltheclasstolookatthethoughtbubbleinitem1.Ask:Whatfooddoesheneed?Writestudents’answersontheboard.Theiranswersshouldmatchtheshoppinglistinthebook.Thenreadthelistforstudentstorepeat.

• Telltheclasstolookatitem2.Ask:Whatfooddoessheneed?Helpthewomanwritehershoppinglist.Elicititemsfromstudentsandwritetheitemsontheboard.Instructstudentstocopytheitemsintotheirbooks.

• Circulateandassiststudentswithitems3and4.Formorepractice,reviewpages102and103.

Interactive Practice Page 70

Extra Practice


UNIT6 T-106

Read a menu and order a mealLesson 6


Books closed.

• ShowTransparency6.6.Elicitvocabularystudentsmayalreadyknow.Ask:Whatisthis?Whatfooditemsdoyousee?Whatotherinformationdoesthemenuhave?

• Repeatstudents’answersoutloudandhavetheclassrepeatchorally

• Statethelessonobjective:We’relearningtoreadamenuandorderameal.


a Listen and point...

• ShowTransparency6.6orholdupyourbook.PlayCD3,Track40.Pointtoeachitemonthemenu.Studentslisten.

• ContinueplayingTrack40.Pointtoeachitemonthemenuandhavestudentsrepeat.

Books open.

• PlayTrack40again.Studentslistenandpointtothemenuintheirbooks.

• PausetheCD.Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Istheremilkonthemenu?Aretherebananasonthemenu?Isthecoffee$1.00?


B Listen. Listen and repeat.


toholduptheirYESorNOcardstoanswer.Ask:Isthecustomerorderingpancakesandjuice?Isthecustomerorderingbreakfast?Doesthecustomerwantcoffee?



c PAIRS. Practice the conversation.

• ModeltheconversationinExerciseB.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.



MULTiLEVEL iNSTrUCTioN for C


d PAIRS. Make new conversations...

• ModelanewconversationusingthemenuinExerciseA.Askavolunteertochoosetwoitemsfromthemenu.ThensaythelinesforSpeakerA.ThevolunteersaysthelinesforSpeakerBusingthetwoitemsfromthemenu.

• Walkaroundandhelpasnecessary.Thenaskvolunteerstorole-playtheirnewconversations.


• Tellstudentstochoosetwoitemsfromthemenu.Thentheywriteanewconversation.


T-107 UNIT 6

Lesson 6 Read a menu and order a meal


E � �Listen �and �point �to...

• ShowTransparency6.7orholdupyourbook.PlayCD3,Track42.Pointtoeachitemonthemenu.Studentslisten.

• ContinueplayingTrack42.Pointtoeachitemonthemenuandhavestudentsrepeat.

• Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Is the hamburger $2.50? Is there a fruit salad? Is this a breakfast menu?

• PlayTrack42twomoretimes.Studentslistenandpoint,thenlistenandrepeat.

F � �Listen. �Listen �and �repeat.


toholduptheirYESorNOcardstoanswer.Ask:Is she ready to order? Is she ordering a chicken sandwich? Is she ordering French fries?



G � PAIRS. �Practice �the �conversation.

• ModeltheconversationinExerciseF.SaythelineforSpeakerA.HavetheclasssaythelineofSpeakerBchorally.


• Askvolunteerstorole-playtheconversation.

H � PAIRS. �Make �new �conversations...

• ModelanewconversationusingthemenuinExerciseE.Askavolunteertochoosethreeitemsfromthemenu.ThensaythelineforSpeakerA.ThevolunteersaysthelineforSpeakerBusingthethreemenuitems.

• Walkaroundandhelpasnecessary.Thenaskvolunteerstorole-playtheirnewconversations.

Expansion: Writing Practice for H

• Tellstudentstochoosethreeitemsfromthemenuandwriteanewconversation.


Show what you know!

GROUPS. �Take �turns. �Ask...

• Askastudent:What do you eat for breakfast? Writetheanswerontheboard:For breakfast, I eat .

• Askastudent:What do you eat for lunch?Writetheanswerontheboard: For lunch, I eat .

• Studentstaketurnsaskingandansweringthequestions.Studentscanwritealistofclassmates’answers.

• Circulateandassessstudents’abilitytotalkaboutthefoodanddrinktheyconsume.Iftheclassneedsmorepractice,reviewpages106and107.

Critical Thinking Skill: Summarizing

•Samegroups.Havestudentssaywhattheyhaveforbreakfastandlunchagain.•Writeontheboard: Everyone in our group has

for breakfast. Everyone in our group has for lunch. •Telleachgrouptomakealistofwhateverymemberofthegrouphasforbreakfastandforlunch.Thentheyneedtofindacommonfoodordrinktocompletethesentencesontheboard.

Language Note

Tellstudentsthatwhentheyorderoneitem,theyusea.Whentheyordermorethanoneitem,theyusethenumberandthepluralform.Writeontheboard:

a fish sandwich 2 fish sandwichesa hamburger 3 hamburgersa taco 4 tacosa green salad 5 green salads

Say I’d like foreachitemandhavetheclassrepeat.

Pages 56–57 Page 71

Extra Practice



UNIT6 T-108

Tran’s story


Books closed.

• Elicitstudents’ideas.Asktheclass:Howdoyoueatdinner?Usetheboardtodrawsimplepicturesofafork,aknife,aspoon,andchopsticks.Pointtoeachpictureandask:Doyouuseaforktoeatdinner?Doyouuseaknife?Doyouuseaspoon?Doyouusechopsticks?TellstudentstoholduptheirYESorNOcardstoanswer.

• Statethelessonobjective.Say:We’relisteningtoTran,ayoungman.He’stalkingabouthowpeopleeatinhiscountry.


a CLASS. Look at each picture...

• ShowTransparency6.8orholdupyourbook.Pointtoeachpictureandask:Whatdoyousee?

• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.

• Writewordsorphrasesontheboardaboutthepictures.

Books open.

B Listen to the story.

• PlayCD3,Track44.PointtoeachpictureonTransparency6.8orhavestudentslookintheirbooks.Studentslisten.

• Checkcomprehension.ShowTransparency6.8orholdupyourbook.Ask:

1.Whatishisname?Whatdopeopleeatwithinhiscountry?

2.Dochildrensometimeseatwiththeirfingers? 3.InKyoko’scountry,howdopeoplehavesoup? 4.IntheUnitedStates,whatdopeopleeatwith? 5.Whendopeopleeatwiththeirfingers? 6.Isthereonlyonewaytoeatinthiscountry?

• PlayTrack44again.Askstudentstolistenandlookatthepicturesintheirbooks.

• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.

Lesson 7


T-109 UNIT 6

Lesson 7 Tran’s story


c � �Listen �again �and �read.

• PlayCD3,Track45.Havestudentslistenandreadthestoryintheirbook.

• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.

Expansion: Reading Practice for C

• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.


d � Read �the �story �again... �

• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.

• Toreviewanswers,askvolunteerstoreadasentenceandsaytheanswer.

E � GROUPS. �Read �the �questions...

• Modelthediscussion.Askafewstudents:In your country . . .

Do people use chopsticks? What do they use? Do people drink soup? How do they have their soup? Do people use their fingers to eat? What do they eat with their fingers?

• Writeontheboardtherolesforthegroup: Student 1: Read each question out loud.

Student 2: Make sure each student talks. Student 3: Tell the class the group’s answers.

• Walkaroundandencourageeachstudenttoparticipateinthediscussion.Tofinishtheactivity,askeachgrouptosharetheirinformation.


G � GROUPS. �Take �turns. �Read...

• Formcross-abilitygroups.Encourageabove-levelstudentstohelpastheysharetheirinformation.

MULTILEVEL INSTRUCTION for F

Pre-level StudentscopyTran’sstoryinExerciseConapieceofpaper.Above-level StudentswritetheirownstoriesonapieceofpaperusingExerciseCasamodel.

F � Write �about �how �people �eat.

• Modelwritingthesentences.Thenaskavolunteertosayhisorherinformation.Writethesentencesontheboard.

• Walkaroundtheroomandhelpasnecessary.

Critical Thinking Skill: Problem Solving

•Setthecontext.Say:Tran’s boss invited him to a company dinner at a big restaurant. Tran wants to go, but he is nervous. At big dinners, there are two forks, two spoons, and two knives to use. He doesn’t know how to use them. What can you tell him to do?•Formcross-abilitygroups.Onestudentwritesthegroup’sideasforsolvingthisproblem.•Tofinishtheactivity,askgroupstosharetheirideas.Writealltheideasontheboard.Talkaboutwhichideasaresimilar.


Extra Practice



UNIT6 T-110

1 THE SoUNDS oF F AND V

Teaching Tip

Thesoundsoffandvarebothmadewiththesamemouthposition.Tomakethefsound,touchyourtopteethwithyourbottomlip.Blowoutairbetweenyourlipandyourteeth.Donotuseyourvoicetosaythefsoundasyoupracticeitwiththewordfruit.Tomakethevsound,touchyourtopteethwithyourbottomlip.Useyourvoiceasyoupracticethevsoundwiththewordvegetables.

MULTiLEVEL iNSTrUCTioN for F and G

Pre-level StudentscopythewordsinExercisesAandConapieceofpaper.Haveaclassmatecheckthespelling.Above-level Eachstudentwritesfivemorewordswithfandv.Theycanuseanywordstheyknow.Formpairs.Havestudentssharetheirwords.

E Listen. Write f or v...

• Explainthatstudentswillcompleteeachwordwithforv.

• Dothefirsttwoitemswiththeclass.Writeontheboard:1. ood2. egetables.Sayeachword.Haveavolunteercomeupandwritethecorrectletter.

• PlayCD3,Track48.Youmaywanttoplaythetracktwotimes.

• Havestudentschecktheiranswerswithapartner.

F DICTATION. PAIRS. Student A...

• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask

thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.

• Encouragestudentstocheckspellingaftereachword.

G DICTATION. SAME PAIRS. Student B...

• Tellstudentstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.

• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.

a Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Studentscanusemirrorstocheckthepositionoftheirteeth.

• Walkaroundandprovidehelpasneeded.

B Listen and repeat.

• PlayCD3,Track46.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseAastheylisten.

• Walkaroundandcheckstudents’pronunciationoff.• Playtheaudiotwoorthreetimes.

c Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Tellstudentstochecktofeelavibrationintheirthroatswiththeletterv.

• Walkaroundandprovidehelpasneeded.

d Listen and repeat.

• PlayCD3,Track47.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseCastheylisten.

• Walkaroundandcheckstudents’pronunciationofv.• Playtheaudiotwoorthreetimes.

Show what you know!Review


Show what you know!Review

3 SPEAKING

You are reading a menu...

• Havestudentsreadthesituationandtheanswerchoicesintheirbooks.

• Say:Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritetheanswerontheboard.

CD-ROMPractice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit6,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

T-111 UNIT 6

2 VOCABULARY

TeachingTip

Showanexampleofgroupingontheboard.Write:apple,orange,andonion.Ask:Which word is different? Why?

a Circle the word...

• Doitem1withtheclass.Ask:Why iscucumbersthe answer?

• Havestudentscompareanswerswithapartner.Thenhavestudentssaytheanswerforeachitem.Makeanynecessarycorrections.

B PAIRS. Use the words...

• Havestudentsreviewquantitiesonpages102and103.StudentscanalsousethevocabularyinExerciseA.

• Toreviewthisexercise,askpairsfortheiranswersandmakealistontheboard.


ExtraPractice


Future Intro TE_unit06_095–113.i254 254 1/27/09 10:51:17 AM

1 rEAD A MENU AND orDEr FooD

a Listen. A customer is...

• Setthecontext.Say:Acustomerisorderingfood.Whatdoesthecustomeraskfor?

• PlayCD3,Track49.Havestudentslisten.• Askstudentstosaywhatthecustomerordersand

writeitontheboard.

Show what you know!expand

UNIT6 T-112

B ROLE PLAY. GROUPS Of 3. Change roles...

• Reviewthemenuitemsandpricesforpronunciationandunderstanding.

• Formcross-abilitygroups.Chooseonegroupandmodeltheroleplay.

• Remindstudentstodotheroleplayatleastthreetimessoeachpersonisthewaiter/waitress.

• Havevolunteersperformtheroleplays.

Teaching Tip

TopreparestudentsforExercisesAandB,reviewpages106and107orshowTransparencies6.6and6.7.Saythevocabularywordsandthedialogs,andhavetheclassrepeat.


Show what you know!expand

T-113 UNIT6

2 WriTE A SHoPPiNG LiST

a Listen. Peter and Wendy...

• Setthecontext.Say:Twopeoplearewritingashoppinglist.Whatdotheyneedfromthestore?

• PlayCD3,Track50.Havestudentslisten.• AskstudentswhatPeterandWendyneedfromthe

storeandwritetheitemsontheboard.

B PAIRS. What do you need...

• Studentscanuserealormade-upinformation.• Havepairssharetheirlistwiththeclass.

3 WriTE ABoUT YoUrSELF

a Write about yourself...

• Reviewvocabularyneededforthisactivity.Ask:Wheredoyoushopforfood?Whatdoyouhaveonyourshoppinglisteachweek?

• Writeamodelontheboard.Useyourinformation.Encouragestudentstolookatthemodelontheboardastheywrite.

• Walkaroundtheroomandhelpasneeded.• Toreviewthisexercise,studentscanalsowrite

theiranswersincompletesentencesontheboard.

4 CoNNECT

for your Team Project...

• GotopageT-xiforthegeneralteachingnotesfortheprojects.


lesson 1 vegetables - english for results€¦ · vocabulary cards unit 6 t mca unit 6 workbook...

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