TEACHER’S GUIDE

Steven J. MolinskyBill Bliss

THIRD EDITIONTHIRD EDITION

BOOK4

Contributing Authors

Sarah LynnMary Ann Perry

with

John Kopec

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Side by Side, 3rd editionTeacher’s Guide 4

Copyright © 2003 by Prentice Hall RegentsAddison Wesley Longman, Inc.A Pearson Education Company.All rights reserved.No part of this publication may be reproduced,stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise,without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Editorial director: Pam FishmanVice president, director of design and production: Rhea BankerDirector of electronic production: Aliza GreenblattProduction manager: Ray KeatingDirector of manufacturing: Patrice FraccioDigital layout specialists: Kelly Tavares, Paula Williams, Wendy WolfInterior design: Wendy WolfInterior art: Judy A. WolfCover design: Elizabeth CarlsonCover art: Richard E. HillCopyediting: Janet Johnston

The authors gratefully acknowledge the contribution of Tina Carver in the development of the original Side by Side program.

ISBN 0-13-512613-4ISBN 978-0-13-512613-4

Printed in the United States of America1 2 3 4 5 6 7 8 9 10 – QWD – 12 11 10 09 08

Correlation and Placement KeySide by Side correlates with the following standards-based curriculum levels and assessment system score ranges:

Side by Side 1 Side by Side 2 Side by Side 3 Side by Side 4

NRS (National Reporting System)Educational Functioning Level

LowBeginning

HighBeginning

LowIntermediate

HighIntermediate

CASAS (Comprehensive Adult Student Assessment System) 181–190 191–200 201–210 211–220

BEST Plus (Basic English Skills Test) 401–417 418–438 439–472 473–506

BEST Oral Interview 16–28 29–41 42–50 51–57

BEST Literacy 8–35 36–46 47–53 54–65

For correlations to other major curriculum frameworks, please visit: www.pearsonlongman.com/sidebyside

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CONTENTS

Guide to Multilevel Resources iv

Introduction vi

Chapter 1 2

Chapter 2 46

Chapter 3 82

Side by Side Gazette 116

Chapter 4 124

Chapter 5 156

Side by Side Gazette 191

Chapter 6 196

Chapter 7 228

Chapter 8 256

Side by Side Gazette 289

Chapter 9 296

Chapter 10 330

Side by Side Gazette 358

APPENDIX

Side by Side Picture Cards 364

Glossary 367

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The Side by Side Teacher’s Guides provide valuable resources for effective multilevel instruction. Easy-to-use strategies help teachers preview and pre-drill lesson objectives for students who need extra preparation. Hundreds of dynamic expansion activities offer reinforcement and enrichment for students at three different ability-levels:

• Below-level students who need extra support and some re-teaching of skills and content to master basic objectives;

• At-level students who are performing well in class and can benefi t from reinforcement;• Above-level students who want and deserve opportunities for enrichment and greater

challenge.

• Could have

• Review: Shouldn’t have

RULE: The past form of the modal could is could have + the past participle.It is used to talk about a past possibility that didn’t occur.

EXAMPLES: He could have gotten lost (but he didn’t).She could have drowned (but she didn’t).

CLOSE UP

FOCUS

Introduce could have.

1. Write on the board:

She could have failed the exam.Fortunately, she didn’t.

2. Tell about Mary:

Mary had to take an exam to get intocollege. Unfortunately, she had to take careof her sick grandmother the month beforethe exam. She didn’t study very much.Mary was lucky. (Point to the statements onthe board.) She could have failed the exam.Fortunately, she didn’t.

3. Have students repeat chorally: “She couldhave failed the exam.”

1. Have students look at the model.

2. Set the scene: “Jack’s grandparents aretalking about him. They’re concerned.”

3. Present the model.

4. Full-Class Repetition.

Pronunciation Note

The pronunciation focus of Chapter 2 isReduced have (text page 30). You shouldmodel this pronunciation at this point andencourage students to incorporate it intotheir language practice.

He could have gotten lost!

5. Ask students if they have any questions.Check understanding of the expressionsIf you ask me, get lost.

6. Group Choral Repetition.

7. Choral Conversation.

8. Call on one or two pairs of students topresent the dialog.

(For additional practice, do ChoralConversation in small groups or by rows.)

INTRODUCING THE MODEL

GETTING READY

Text Page 22: He Could Have Gotten Lost!

Getting Ready sections are ideal lesson-planning tools. They provide a careful sequence of instructional steps teachers can use during the warm-up, preview, and initial presentation stages of a lesson –– especially helpful for below-level students who need careful preparation for a lesson’s new vocabulary, grammar, topics, functions, or language skills.

The Getting Ready section is an “on-ramp” that allows students to get up to speed with lesson content so that they comprehend the lesson and master its learning objectives.

Multilevel Expansion Activities include games, tasks, brainstorming, discussion, movement, drawing, miming, and role playing––all designed to reinforce and enrich instruction in a way that is stimulating, creative, and fun! Expansion activities are differentiated by their listening and speaking tasks, the language used, their structure, and the extent of teacher/student input. Activity levels are indicated through a three-star system:

Guide to Multilevel Resources

iv GUIDE TO MULTILEVEL RESOURCES

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v

I’m angry with my son Tommy. He wentsailing by himself yesterday in terribleweather!

I’m upset with my son Brian. He started afight with the biggest and strongest boy inhis class!

I’m surprised at my friend Betty. She sat inthe hot sun at the beach for nine hoursyesterday!

I’m really surprised at my brother-in-law. Hecame to work late every day last month andmade several long-distance calls to hisgirlfriend in London!

I’m surprised at my Uncle Norman. He’seighty years old, and he tried to fix his roofby himself yesterday!

I’m surprised at my friend Larry. He didn’twear his glasses when he drove to worktoday. And he can’t see very well!

I’m really surprised at my parents. Theyforgot to write down the number of theirflight yesterday!

My Aunt Sally did something crazyyesterday. She went shopping with fivehundred dollars in her purse!

1. Who Is It? ★Make statements about the people in theexercises, and have students respond by tellingwho you’re talking about. Then ask why thatperson is lucky. For example:

Teacher: This person swam to the other sideof the lake.

Student: Gloria.Teacher: Why is she lucky?

Student: She could have drowned.

2. I Don’t Believe It! ★★

a. Write the following on the board:

A. .B. I don’t believe it! could have

!A. I know. lucky didn’t.

b. Put each of the situations below on cards.

c. Have a pair of students come to the front ofthe room, pick a card, and create aconversation based on the model on theboard. For example:

A. I’m angry with my son Tommy. He wentsailing by himself yesterday in terribleweather!

B. I don’t believe it! He could have drowned!A. I know. He’s lucky he didn’t.

3. Dangerous Stories! ★★★

a. Divide the class into small groups. Havestudents discuss the following questions:

Have you ever done anything dangerous?What did you do?

Have you ever driven a car very fast? Whathappened?

Have you ever sailed a boat in a storm? Whathappened?

b. Have the groups report back to the class, andhave others respond by saying “You couldhave !”

I’m concerned about my next-door neighbor.She went hiking in the mountains with hertwo-month-old baby!

(continued)

Three-star activities are for above-level students. These activities usually require students to independently produce multiple simple and complex sentences using their cumulative vocabulary and grammar knowledge. Some activities also give students the opportunity to use language beyond what they have learned in the text. Students therefore develop skills to understand unfamiliar vocabulary, to clarify meaning, and to successfully communicate in a variety of contexts and interactions. Such activities include open-ended role plays, group stories, and student interviews and discussions based on lesson themes. These activities are highly unstructured, with much room for student input, interpretation, and control. Since most input comes from students, these activities require mastery of grammar and vocabulary and student independence.

Below-level

At-level

Above-level

Listening & Speaking Tasks

Learned phrases and simple sentences

One or more learned and new simple sentences; some complex sentences

Multiple learned and new sentences––simple and complex

Language UsedLanguage provided in the activity and previously learned

Language skills learned in the lesson or in the unit

Cumulative language skills learned in the course and beyond

Structure Highly structured Moderately structured Unstructured

Input Teacher-directed Teacher-directed/Student-directed Student-directed

GUIDE TO MULTILEVEL RESOURCES v

One-star activities are designed for below-level students. These activities typically provide students with the actual phrases and simple sentences they need to complete a task. Sometimes these activities prompt students to produce their own answers using previously learned phrases or simple sentences with vocabulary and grammar in the current lesson or unit. Such activities include unscrambling sentences, matching questions and answers, and memory games. These activities are highly structured with very defi ned answers. The direction of input is from the teacher, rather than the student. Students are guided and supported throughout these activities.

Two-star activities are for at-level students. These activities usually require students to independently produce one or more simple sentences or an occasional complex sentence using the vocabulary and grammar learned in the current lesson or in the unit. Such activities include partially scripted role plays, completing partial sentences, and composing appropriate questions for provided answers. These are moderately structured activities, with some open answers and room for interpretation. They can be teacher-directed or student-directed, so these activities require that students have some control of language and some independence.

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vi INTRODUCTION

Side by Side is an English language program foryoung-adult and adult learners from beginningto high-intermediate levels. The programconsists of Student Books 1 through 4 andaccompanying Activity Workbooks, Teacher’sGuides, Communication Games Books, an AudioProgram, a Video Program, a Multimedia CD-ROM Program, a Picture Program, and aTesting Program.

Side by Side offers learners of English adynamic, communicative approach to learningthe language. Through the methodology ofguided conversations, Side by Side engagesstudents in meaningful conversationalexchanges within carefully structuredgrammatical frameworks, and then encouragesstudents to break away from the textbook anduse these frameworks to create conversations ontheir own. All the language practice that isgenerated through the texts results in activecommunication between students . . . practicingspeaking together “side by side.”

The Guided Conversation lessons serve as the“anchor” for the presentation of thegrammatical and functional language core ofthe program. These lessons are followed by avariety of reading, writing, listening,pronunciation, role-playing, and discussionactivities that reinforce and expand upon thisconversational core.

A special feature of this third edition are the“Side by Side Gazette” pages that appearperiodically throughout the texts. Thesemagazine-style pages contain feature articles,fact files, interviews, vocabulary expansion,cross-cultural topics, authentic listeningactivities, questions and answers about Englishgrammar, e-mail exchanges, and cartoonspringboards for interactive role-playingactivities.

The goal of Side by Side is to engage studentsin active, meaningful communicative practicewith the language. The aim of the Side by SideTeacher’s Guides is to offer guidelines andstrategies to help achieve that goal.

The opening page of each chapter provides anoverview of the grammatical structures andtopics that are treated in the chapter. AVocabulary Preview depicts some of the keyvocabulary words that students will encounterwithin the chapter. Some teachers may wish topresent and practice these words beforebeginning the chapter. Other teachers mayprefer to wait until the words occur in theparticular lesson in which they are introduced.

Grammatical Paradigms

A new grammatical structure appears first inthe form of a grammatical paradigm, or

“grammar box”—a simple schema of thestructure. (Grammar boxes are in a light bluetint.) These paradigms are meant to be areference point for students as they proceedthrough a lesson’s conversational activities.While these paradigms highlight the structuresbeing taught, they are not intended to be goalsin themselves. Students are not expected tomemorize or parrot back these rules. Rather, wewant students to take part in conversations thatshow they can use these rules correctly.

Model Guided Conversations

Model conversations serve as the vehicles forintroducing new grammatical structures andmany communicative uses of English. Becausethe model becomes the basis for all the exercisesthat follow, it is essential that students be givensufficient practice with it before proceeding withthe lesson.

GUIDED CONVERSATION LESSONS

CHAPTER OPENING PAGES

Student Text Overview

INTRODUCTION

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INTRODUCTION vii

Side by Side Exercises

In the numbered exercises that follow the model,students pair up and work “side by side,” placingnew content into the given conversationalframework. These exercises form the corelearning activity of each conversation lesson.

• Reading selections offer enjoyable readingpractice that simultaneously reinforces thegrammatical and thematic focus of eachchapter.

• Reading Check-Up exercises providefocused practice in reading comprehension.

• Listening exercises enable students todevelop their aural comprehension skillsthrough a variety of listening activities.

• Pronunciation exercises provide models ofauthentic pronunciation and opportunities forstudent listening and speaking practice.

• How to Say It! activities expose students tokey communication strategies.

• Talk About It! and Think About It!activities offer additional opportunities forconversational practice.

• In Your Own Words activities provide topicsand themes for student compositions andclassroom discussions in which students writeabout their friends, families, homes, schools,and themselves.

• Side by Side Journal activities provide theopportunity for students to write about thingsthat are meaningful to them.

• Role Play, Interactions, and Interviewactivities provide opportunities for dynamicclassroom interaction.

• On Your Own and How About You?activities give students valuable opportunitiesto apply lesson content to their own lives andexperiences and to share opinions in class.Through these activities, students bring tothe classroom new content based on theirinterests, their backgrounds, and theirimaginations.

• Feature Articles provide interesting andstimulating content.

• Fact Files present facts about the world forclass discussion.

• Interviews offer students an in-depth lookinto people’s lives.

• Fun With Idioms sections introducestudents to common idiomatic expressions.

• Around the World photo essays offer richopportunities for cross-cultural comparison.

• We’ve Got Mail! sections provide clear,simple explanations of key grammaticalstructures.

• Global Exchange activities give studentsexperience with online communication.

• Listening sections offer students authenticlistening opportunities.

• What Are They Saying? cartoons serve asspringboards for interactive role-playingactivities.

• The Chapter Summary at the end of eachchapter provides charts of the grammarstructures presented in the chapter alongwith a listing of key vocabulary words. Thissummary is useful as a review and studyguide after students have completed thechapter.

• An Appendix contains Listening Scripts, aThematic Vocabulary Glossary, and a list ofIrregular Verbs.

• An Index provides a convenient reference forlocating grammatical structures in the text.

SUPPORT AND REFERENCE SECTIONS

SIDE BY SIDE GAZETTE

FOLLOW-UP EXERCISES AND ACTIVITIES

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The Activity Workbooks offer a variety ofexercises for reinforcement, fully coordinatedwith the student texts. A special feature of theActivity Workbooks is the inclusion ofGrammarRaps for practice with rhythm, stress,and intonation, and in Levels 1 and 2GrammarSongs from the Side by Side TVvideos. Periodic check-up tests are also includedin the workbooks.

The Student Text audios are especially designedto serve as a student’s speaking partner, makingconversation practice possible even when thestudent is studying alone. In addition to theguided conversation models and exercises, theaudios contain the vocabulary preview words atthe beginning of each chapter, the listening andpronunciation exercises, the reading selections,and the Side by Side Gazettes.

The Activity Workbook audios contain thelistening and pronunciation exercises, alongwith the GrammarRaps and GrammarSongs.

The Side by Side TV videos (DVD & VHS) andthe Side by Side Interactive software (CD-ROM,network, and installable versions) provideentertaining video-based instruction and

interactive self-paced practice that is fullycoordinated with Levels 1 and 2 of the program.The Side by Side Interactive Activity Workbooksare ideal self-study companions for studentsusing the videos or the software.

This innovative teacher resource provides awealth of interactive language games designedto serve as enjoyable and motivatingreinforcement of key grammatical structurespresented in the student texts. All of the gamesare accompanied by reproducible activitymasters for ease of classroom use.

Side by Side Picture Cards illustrate keyconcepts and vocabulary items. They can beused for introduction of new material, for review,for enrichment, and for role-playing activities.Suggestions for their use are included in theTeacher’s Guide. Also, the Appendix to theTeacher’s Guide contains a triple listing of thePicture Cards: numerically, alphabetically, andby category.

The Side by Side Testing Program consists of aplacement test and individual chapter tests,mid-book tests, and final tests for each level ofthe program.

TESTING PROGRAM

PICTURE PROGRAM

COMMUNICATION GAMES BOOKS

MULTIMEDIA RESOURCES

AUDIO PROGRAM

ACTIVITY WORKBOOKS

Ancillary Materials

Format of the Teacher’s Guide

The Chapter Overview provides the following:

• Functional and grammatical highlights of thechapter

• A listing of new vocabulary and expressions

The Teacher’s Guide offers suggestions forpresenting and practicing the words depicted inthe Vocabulary Preview.

CHAPTER OPENING PAGECHAPTER OVERVIEW

viii INTRODUCTION

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Conversation Lessons

Included for each conversation lesson are thefollowing:

• FOCUS: the grammatical and topical focus ofthe lesson

• CLOSE UP: short grammar explanationsaccompanied by examples from the lesson

• GETTING READY: suggestions for introducingthe new concepts in the lesson

• INTRODUCING THE MODEL: steps forintroducing model conversations

• SIDE BY SIDE EXERCISES: suggestions forpracticing the exercises, as well as a listing ofnew vocabulary

• LANGUAGE NOTES, CULTURE NOTES, andPRONUNCIATION NOTES

• WORKBOOK: page references for exercises inthe Activity Workbook that correspond to theparticular lesson

• EXPANSION ACTIVITIES: optional activities forreview and reinforcement of the content ofthe lesson

Reading Lessons

Included for each reading lesson are thefollowing:

• FOCUS of the reading

• NEW VOCABULARY contained in the reading

• READING THE STORY: an optionalpreliminary preview stage before studentsbegin to read the selection, along withsuggestions for presenting the story andquestions to check students’ comprehension

• READING CHECK-UP: answer keys for thereading comprehension exercises

• READING EXTENSION: additional questionsand activities that provide additional skillreinforcement of the reading selection

Other Follow-Up Lessons

Included for other follow-up lessons are thefollowing:

• LISTENING scripts and answer keys for thelistening exercises

• Strategies for presenting and practicing theHow to Say It!, How About You?, On YourOwn, In Your Own Words, Role Play,Interactions, Interview, Talk About It!, ThinkAbout It!, Pronunciation, and Side by SideJournal activities

Chapter Summary

Included for each Chapter Summary are thefollowing:

• GRAMMAR SUMMARY tasks

• KEY VOCABULARY reinforcement andexpansion activities

• END-OF-CHAPTER EXPANSION ACTIVITIES thatreview and reinforce the grammar structuresand vocabulary presented in the chapter

Side by Side Gazette

Included for the Side by Side Gazette pages arethe following:

• Strategies for introducing, practicing, andexpanding upon the Feature Articles, FactFiles, Interviews, Fun with Idioms, Aroundthe World, Global Exchange, We’ve Got Mail!,Listening, and What Are They Saying?sections of the Gazette

Answers and listening scripts for all exercisescontained in the Activity Workbooks areprovided at the end of each chapter of theTeacher’s Guide.

WORKBOOK ANSWER KEYS ANDLISTENING SCRIPTS

STEP-BY-STEP LESSON GUIDE

ixINTRODUCTION

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You may wish to introduce the words in theVocabulary Preview before beginning thechapter, or you may choose to wait until theyfirst occur in a specific lesson. If you choose tointroduce them at this point, the Teacher’sGuide offers these suggestions:

1. Have students look at the illustrations andidentify the words they already know.

2. Present the vocabulary. Say each word andhave the class repeat it chorally andindividually. Check students’ understandingand pronunciation of the words.

3. Practice the vocabulary as a class, in pairs, orin small groups. Have students cover theword list and look at the pictures. Practicethe words by saying a word and havingstudents tell the number of the illustrationand/or giving the number of the illustrationand having students say the word.

Introducing Model Conversations

Given the importance of the model conversation,it is essential that students practice it severaltimes in a variety of ways before going on to theexercises.

This Teacher’s Guide offers the followingcomprehensive 8-step approach to introducingthe model:

1. Have students look at the model illustration.This helps establish the context of theconversation.

2. Set the scene.

3. Present the model. With books closed, havestudents listen as you present the model orplay the audio one or more times. To makethe presentation of the model as realistic aspossible, you might draw two stick figures onthe board to represent the speakers in thedialog. You can also show that two peopleare speaking by changing your position or by

shifting your weight from one foot to theother as you say each speaker’s lines.

4. Full-Class Repetition. Model each line andhave the whole class repeat in unison.

5. Have students open their books and look atthe dialog. Ask if there are any questions,and check understanding of new vocabulary.

6. Group Choral Repetition. Divide the class inhalf. Model line A and have Group 1 repeat.Model line B and have Group 2 repeat.Continue with all the lines of the model.

7. Choral Conversation. Have both groupspractice the dialog twice, without a teachermodel. First Group 1 is Speaker A andGroup 2 is Speaker B; then reverse.

8. Call on one or two pairs of students topresent the dialog.

In steps 6, 7, and 8, encourage students to lookup from their books and say the lines ratherthan read them. (Students can of course refer totheir books when necessary.)

The goal is not memorization or completemastery of the model. Rather, students shouldbecome familiar with the model and feelcomfortable saying it.

At this point, if you feel that additional practiceis necessary before going on to the exercises, youcan do Choral Conversation in small groups orby rows.

Alternative Approaches to IntroducingModel Conversations

Depending upon the abilities of your studentsand the particular lesson you’re teaching, youmight wish to try the following approaches tovary the way in which you introduce modelconversations.

• Pair Introduction

Have a pair of students present the model.Then practice it with the class.

• Trio Introduction

Call on three students to introduce the model.Have two of them present it while the thirdacts as the director, offering suggestions for

GUIDED CONVERSATION LESSONS

VOCABULARY PREVIEW

General Teaching Strategies

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how to say the lines better. Then practice thedialog with the class.

• Cloze Introduction

Write a cloze version of the modelconversation on the board for studentreference as you introduce the model. Forlessons that provide a skeletal framework ofthe model (for example, Book 4 pp. 27, 41,117, 120, 143, 146, 152, 154), you can usethat as the cloze version. For other lessons,you can decide which words to delete fromthe dialog.

• Scrambled Dialog Introduction

Write each line of the dialog on a separatecard. Distribute the cards to students andhave them practice saying their lines, thentalk with each other to figure out what thecorrect order of the lines should be. Havethem present the dialog to the class, eachstudent in turn reading his or her line. Havethe class decide if it’s in the correct order.Then practice the dialog with the class.

Warning: Do a scrambled dialog introductiononly for conversations in which there is onlyone possible sentence order!

• Disappearing Dialog Introduction

Write the dialog on the board and havestudents practice saying it. Erase a few of thewords and practice again. Continue practicingthe dialog several times, each time havingerased more of the words, until the dialog hascompletely disappeared and students can saythe lines without looking at them.

• Eliciting the Model

Have students cover up the lines of themodel and look only at the illustration. Askquestions based on the illustration and thesituation. For example: Who are thesepeople? Where are they? What are theysaying to each other? As a class, in groups, orin pairs, have students suggest a possibledialog. Have students present their ideasand then compare them with the modelconversation in the book. Then practice thedialog with the class.

Side by Side Exercises

The numbered exercises that follow the modelform the core learning activity in each

conversation lesson. Here students use theillustrations and word cues to createconversations based on the structure of themodel. Since all language practice in theselessons is conversational, you will always call ona pair of students to do each exercise. Yourprimary role is to serve as a resource to theclass — to help students with new structures,new vocabulary, intonation, and pronunciation.

The Teacher’s Guide recommends the followingthree steps for practicing the exercises.(Students should be given thorough practicewith the first two exercises before going on.)

1. Exercise 1: Introduce any new vocabularyin the exercise. Call on two students topresent the dialog. Then do ChoralRepetition and Choral Conversation practice.

2. Exercise 2: Same as for Exercise 1.

3. For the remaining exercises, there are twooptions: either Full-Class Practice or PairPractice.

Full-Class Practice: Call on a pair ofstudents to do each exercise. Introduce newvocabulary one exercise at a time. (Formore practice, you can call on other pairs ofstudents or do Choral Repetition or ChoralConversation.)

Pair Practice: Introduce new vocabularyfor all the exercises. Next have studentspractice all the exercises in pairs. Thenhave pairs present the exercises to the class.(For more practice, you can do ChoralRepetition or Choral Conversation.)

The choice of Full-Class Practice or PairPractice should be determined by the contentof the particular lesson, the size andcomposition of the class, and your ownteaching style. You might also wish to varyyour approach from lesson to lesson.

• Suggestions for Pairing Up Students

Whether you use Full-Class Practice or PairPractice, you can select students for pairingin various ways.

• You might want to pair students by ability,since students of similar ability might worktogether more efficiently than students ofdissimilar ability.

• On the other hand, you might wish to pair aweaker student with a stronger one. The

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slower student benefits from this pairing,while the more advanced studentstrengthens his or her abilities by helping apartner.

You should also encourage students to look ateach other when speaking. This makes theconversational nature of the languagepractice more realistic. One way of ensuringthis is not to call on two students who aresitting next to each other. Rather, call onstudents in different parts of the room andencourage them to look at each other whensaying their lines.

• Presenting New Vocabulary

Many new words are introduced in eachconversation lesson. The illustration usuallyhelps to convey the meaning, and the newwords are written for students to see and usein these conversations. In addition, you might:

• write the new word on the board or on aword card.

• say the new word several times and askstudents to repeat chorally and individually.

• help clarify the meaning with visuals.

Students might also find it useful to keep anotebook in which they write each new word,its meaning, and a sentence using that word.

• Open-Ended Exercises

In many lessons, the final exercise is anopen-ended one. This is indicated in the textby a blank box. Here students are expectedto create conversations based on thestructure of the model, but with vocabularythat they select themselves. This providesstudents with an opportunity for creativity,while still focusing on the particularstructure being practiced. These open-endedexercises can be done orally in class and/orassigned as homework for presentation inclass the following day. Encourage studentsto use dictionaries to find new words theywant to use.

General Guiding Principles for Workingwith Guided Conversations

• Speak, not Read the Conversations

When doing the exercises, students shouldpractice speaking to each other, rather thanreading to each other. Even though studentswill need to refer to the text to be able to

practice the conversations, they should notread the lines word by word. Rather, theyshould scan a full line and then look up fromthe book and speak the line to the otherperson.

• Intonation and Gesture

Throughout, you should use the book to teachproper intonation and gesture. (Capitalizedwords are used to indicate spoken emphasis.)Students should be encouraged to truly act outthe dialogs in a strong and confident voice.

• Student-Centered Practice

Use of the texts should be as student-centered as possible. Modeling by theteacher should be efficient and economical,but students should have every opportunityto model for each other when they arecapable of doing so.

• Vocabulary in Context

Vocabulary can and should be effectivelytaught in the context of the conversationbeing practiced. Very often it will be possibleto grasp the meaning from the conversationor its accompanying illustration. You shouldspend time drilling vocabulary in isolationonly if you feel it is absolutely essential.

• No “Grammar Talk”

Students need not study formally or be ableto produce grammatical rules. The purposeof the texts is to engage students in activecommunication that gets them to use thelanguage according to these rules.

Relating Lesson Content to Students’Lives and Experiences

• Personalize the Exercises

While doing the guided conversationexercises, whenever you think it isappropriate, ask students questions thatrelate the situations in the exercises to theirown lives and personal experiences. This willhelp make the leap from practicing languagein the textbook to using the language foractual communication.

• Interview the Characters

Where appropriate, as students arepresenting the exercises to the class, as away of making the situations come alive andmaking students feel as though they really

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xiii

are the characters in those situations, askquestions that students can respond to basedon their imaginations.

If you wish, preview the story by havingstudents talk about the story title and/orillustrations. You may choose to introduce newvocabulary beforehand, or have studentsencounter the new vocabulary within the contextof the reading.

Have students read silently or follow alongsilently as the story is read aloud by you, by oneor more students, or on the audio program. Askstudents if they have any questions and checkunderstanding of new vocabulary. Then do theReading Check-Up exercises.

How to Say It! activities are designed to exposestudents to important communication strategies.Present the conversations the same way youintroduce model guided conversations: set thescene, present the model, do full-class and choralrepetition, and have pairs of students presentthe dialog. Then divide the class into pairs andhave students practice other conversationsbased on the How to Say It! model and thenpresent them to the class.

How About You? activities are intended toprovide students with additional opportunitiesto tell about themselves. Have students do theseactivities in pairs or as a class.

On Your Own activities offer students theopportunity to contribute content of their ownwithin the grammatical framework of the lesson.You should introduce these activities in classand assign them as homework for presentationin class the next day. In this way, students will

automatically review the previous day’sgrammar while contributing new and inventivecontent of their own.

These activities are meant for simultaneousgrammar reinforcement and vocabularybuilding. Students should be encouraged to usea dictionary when completing the On Your Ownactivities. In this way, they will use not only thewords they know but also the words they wouldlike to know in order to really bring theirinterests, backgrounds, and imaginations intothe classroom.

As a result, students will teach each other newvocabulary as they share a bit of their lives withothers in the class.

Have students do the activity as writtenhomework, using a dictionary for any new wordsthey wish to use. Then have students presentand discuss what they have written, in pairs oras a class.

Have pairs of students practice role-playing theactivity and then present their role plays to theclass.

Divide the class into pairs and have studentspractice conversations based on the skeletalmodels. Then call on students to present theirconversations to the class.

Have students circulate around the room toconduct their interviews and then report back tothe class.

INTERVIEW

INTERACTIONS

ROLE PLAY

IN YOUR OWN WORDS

ON YOUR OWN

READINGS

INTRODUCTION

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Call on a few different pairs of students topresent the model dialogs. Then divide the classinto pairs and have students take turns usingthe models to ask and answer questions aboutthe characters and situations depicted on thepage. Then call on pairs to presentconversations to the class.

Divide the class into pairs or small groups.Have students discuss the questions and thenshare their thoughts with the class.

Pronunciation exercises provide students withmodels of natural English pronunciation. Thegoal of these exercises is to enable learners toimprove their own pronunciation and tounderstand the pronunciation of native speakersusing English in natural conversationalcontexts.

Have students first focus on listening to thesentences. Say each sentence in the left columnor play the audio one or more times and havestudents listen carefully and repeat. Next, focuson pronunciation. Have students say eachsentence in the right column and then listencarefully as you say it or play the audio. If youwish, you can have students continue practicingthe sentences to improve their pronunciation.

The purpose of the Side by Side Journal activityis to show students how writing can become avehicle for communicating thoughts and feelings.Have students begin a journal in a composition

notebook. In these journals, students have theopportunity to write about things that aremeaningful to them.

Have students write their journal entries athome or in class. Encourage students to use adictionary to look up words they would like touse. They can share their written work withother students if appropriate. Then as a class, inpairs, or in small groups, have students discusswhat they have written.

If time permits, you may want to write aresponse in each student’s journal, sharing yourown opinions and experiences as well as reactingto what the student has written. If you arekeeping portfolios of students’ work, thesecompositions serve as excellent examples ofstudents’ progress in learning English.

• Grammar

Divide the class into pairs or small groups,and have students take turns formingsentences from the words in the grammarboxes. Student A says a sentence, andStudent B points to the words from eachcolumn that are in the sentence. Then havestudents switch: Student B says a sentence,and Student A points to the words.

• Key Vocabulary

Have students ask you any questions aboutthe meaning or pronunciation of thevocabulary. If students ask for thepronunciation, repeat after the student untilthe student is satisfied with his or her ownpronunciation.

• Key Vocabulary Check

When completing a chapter, as a way ofchecking students’ retention of the keyvocabulary depicted on the opening page of thechapter, have students open their books to thefirst page of the chapter and cover the list ofvocabulary words. Either call out a numberand have students tell you the word, or say aword and have students tell you the number.

CHAPTER SUMMARYPRONUNCIATION

THINK ABOUT IT!

TALK ABOUT IT!

xiv INTRODUCTION

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Multilevel Expansion Activities

Have students read silently or follow along silentlyas the article is read aloud by you, by one or morestudents, or on the audio program. You maychoose to introduce new vocabulary beforehand, orhave students encounter it within the context ofthe article. Ask students if they have anyquestions, and check understanding of vocabulary.

Present the information and have the classdiscuss it.

Have students read silently, or follow alongsilently as the interview is read aloud by you, byone or more students, or on the audio program.

Have students look at the illustrations. Say eachexpression or play the audio and have the classrepeat it chorally and individually. Checkstudents’ understanding and pronunciation of theexpressions. Then have students match theexpressions with their meanings.

Divide the class into pairs or small groups andhave students react to the photographs andanswer the questions. Then have studentsreport back to the class.

Have students read silently or follow alongsilently as the letters are read aloud by you, byone or more students, or on the audio program.

Have students read silently or follow alongsilently as the message is read aloud by you, byone or more students, or on the audio program.For additional practice, you can have studentswrite back to the person and then share theirwriting with the class. You may also wish tohave students correspond with a keypal on theInternet and then share their experience withthe class.

Have students talk about the people and thesituation in the cartoon and then create roleplays based on the scene. Students may referback to previous lessons as a resource, but theyshould not simply reuse specific conversations.You may want to assign this exercise as writtenhomework, having students prepare their roleplays, practice them the next day with otherstudents, and then present them to the class.

This Teacher’s Guide offers a rich variety ofMultilevel Expansion Activities for review andreinforcement. Feel free to pick and choose orvary the activities to fit the particular ability-levels,needs, and learning styles of your students.Activity levels are indicated through a three-starsystem:

One-star activities are designed for below-levelstudents who need extra support and some re-teaching of skills and content to master basicobjectives;

Two-star activities are for at-level studentswho are performing well in class and can benefitfrom reinforcement;

Three-star activities are for above-levelstudents who want and deserve opportunities forenrichment and greater challenge. See pages iv–v for a complete description of theseability-levels.

We encourage you to try some of the teachingapproaches offered in this Teacher’s Guide.In keeping with the spirit of Side by Side,these suggestions are intended to providestudents with a language learning experiencethat is dynamic . . . interactive . . . and fun!

Steven J. MolinskyBill Bliss

WHAT ARE THEY SAYING?

GLOBAL EXCHANGE

WE’VE GOT MAIL!

AROUND THE WORLD

FUN WITH IDIOMS

INTERVIEW

FACT FILE

FEATURE ARTICLE

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