vocabulary 4. everyday activities1 vocabulary c. extension • play a memory game to help students...

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Postcards 2, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.

4. Everyday activitiesB

Multiple intelligences focus: this activity focuses on linguistic/interpersonal intelligence. • Tellstudentstoclosetheirbooks.Havestudents

formagroupoffourwithanotherpair.Theywilltaketurnstellingthegroupalltheycanrememberabouttheirpartner’severydayactivities;forexample,Suzanne wakes up at 6:45 and then she takes a shower and brushes her teeth. Then she . . .Encouragestudentstogoquicklyandseewhorememberedthemostdetails.

Vocabulary1 Personal informationA.

Extension• Assignpairs.Havestudentsstudytheir

informationwhileyouwritethefollowingquestionsontheboard:What’s your first name? What’s your last name? How old are you?What’s your street address?What city do you live in?What state do you live in?What’s your zip code?What’s your phone number? What’s your e-mail address?Tellstudentstoexchangebooksandaskandanswerthequestions.Partnersshouldcheckthattheinformationgivenmatcheswhatwaswritten.

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Practicing grammar4 PracticeB.

Focus on multiple intelligences: this activity focuses on auditory intelligence.• Topracticecontractions,writethefollowing

chantontheboard:Iam,I’m.Youare,You’re.Heis,He’s.Sheis,She’s.Itis,It’s.Weare,We’re.Theyare,They’re.Theretheyare.

• Readorchanteachlinealoudandasktheclasstorepeat.Toemphasizethebeat,clapyourhandsorsnapyourfingerswhilechantingthelines.(Eachlinegetsthreebeatswiththestressontheboldwords.)Next,havetheclassdothechantonceortwiceinunison.Finally,dividetheclassintofourgroupsandassigneachlinetoonegroup.

9 Dialogue and 10 ComprehensionA.

Focus on values• Holdingupyourbook,pointtoandreadthe

exchangeaboutPaulChan(fromDad’slineSo, how’s your new director?toMom’slineThat’s not so bad.)Askstudents,lettingthemuseL1ifneeded,Why do you think Paul makes the teenagers practice a lot?(Hewantsthemtodotheirbest.Hewantsthemtoimprovetheirskills.Hewantsthemtoputupagoodshow.Hewantsthemtoworkwelltogether.)

• Havestudentstellabouttheirownextra-curricularactivitiesbyaskingquestionssuchasDo you spend a lot of time practicing something in or out of school? How long and how often do you practice?Discusswiththeclasstheadvantagesanddisadvantagesoflongorconstantpractice.

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1 VocabularyC.

Extension• Playamemorygametohelpstudentslearnthe

vocabulary.Holdupyourbook,pointtothepictures,andsayLook at the words and pictures for one minute. Try to remember as many food and drink names as you can.Givestudentsaminutetolookatthepictures,thensayClose your books. What foods and drinks can you remember?Elicittheitemsfromstudentsandwritethemontheboard.Whenstudentscanremembernomore,havethemopentheirbooksandreportanyremainingfooditems.

7 PronunciationA.

Focus on multiple intelligences: this activity focuses on auditory and kinesthetic intelligences.• Preparesetsofcardswithfeelingwordssuch

assad,angry,afraid,sleepy, excited,anddoubtful.Havestudentsformpairs.Distributeonesetofcardstoeachpair.Havepairslookatthewordsonthecards,thenturnthemoverandshufflethem.

• Ontheboard,writeI’m years old.Tellstudentstheywilltaketurnssayingtheiragewiththeemotionwrittenonthecardtheypick.Tellthemthattheirpartnerwillgetonechancetoguessthefeelingtheyaretryingtoexpress.Everycorrectguessisapointforthepair.Thepairwiththemostpointswins.

• Callonapairtomodeltheactivityfortheclass.Haveonestudentpickacard.SayDon’t show or say what feeling you picked. Just look at the card and say your age with the feeling on the card.Afterthestudenthassaidthephrase,askhisorherpartnertoguesswhatfeelingheorshewastryingtoexpress.Iftheguessiscorrect,tellthepairtorecordonepointforthemselves.Thenhavetheotherstudentpickacardandsayhisorherage.

• Havestudentsformpairsandbegin.Walkaroundtomonitorasstudentsplaythegame.Whenmoststudentshavefinished,findoutwhichpairhadthemostpoints.Callonthatpairtoperformfortheclass.

Practicing grammar 9 Practice

Cross-curricular activity: social studies

• WriteontheboardRaise your hand when you want to speak.NexttoitwriteDon’t talk loudly.Callonstudentstoreadthesentencesaloud.AskWhich sentence is affirmative?(thefirst)WriteDo’saboveitasaheading.What’s the other sentence?(negative)WriteDon’tsaboveitasaheading.SayThese are some do’s and don’ts in the classroom. Do’s and don’ts are things that we should or should not do. Now imagine that a student from another country is going to attend our class. What are some do’s and don’ts that we should tell our visitor?Elicitafewotherexamples.

• Havestudentsformgroups.TellstudentsDiscuss classroom do’s and don’ts. Write at least three do’s and three don’ts. Begin!

• Givestudentsfivetotenminutestocompletetheirlists.Thenhavegroupssharetheirlistwithanothergrouptoseewhatdosanddon’tstheyhaveincommon.

• Toconcludetheactivity,callonstudentstosharecommondo’sanddon’ts.

14 WritingFocus on values•Asgroupssharetheirlists,elicitcommentsand

opinionsfromstudentsabouttheimportanceoforreasonsforthetips.Youmayalsowanttoaskstudentswhichofthetipsarethemostdifficulttofollowandwhy.

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4 PronunciationB.

Focus on values•AskAre there any benefits to doing chores?Elicit

answersanddiscussthevalueofhelpingaroundthehouse.YoumaywanttosharesomeoftheinformationintheBackgroundnoteswiththeclass.

5 VocabularyC.

Extension• Togivestudentsfurtherpracticewiththe

vocabulary,writeontheboardWhat’s this?andWhat’re these?Askstudentswhichquestiontheyuseforpluralcountnouns.(What’rethese?)Thenaskwhichquestiontheyuseforsingularandnoncountitems.(What’sthis?)

• Havestudentsformpairs.Havethemtaketurnspointingtothefooditemsinthephotoandaskingoransweringabouteachitem.Modelifhelpful.Tellthemtoswitchroleswhentheyarefinished.

• Havestudentscoverthevocabularylistandquizeachotherbytakingturnsaskingandansweringabouttheitemsinthephotoinrandomorder.

• Checkbyholdingupyourbook,pointingtoeachiteminthephoto,andaskingWhat’s this?orWhat’re these?

18 WritingC

Cross-curricular activity: social studies• Tellstudentstoresearchhowpeoplebuy,

prepare,andeatfoodinaparticularcountry.Encouragestudentstochoosecountriesthattheyknowverylittleabout.Youcanassignthisactivityashomeworkforindividualstudentsorhavestudentsworkingroupsanddoresearchduringclasstime.Tellstudentstotakenotessotheycanreportbacktotheclass.

• Haveeachstudentorgrouppresentinterestingfoodfactsaboutthecountrytheychose.

4 WritingExtension• PlayanA to ZFood Game.Havestudentsform

groupsoffourorfive.Havestudentssaythenamesoffoodsthatbeginwitheachletterofthealphabet.

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1 Dialogue and 2 ComprehensionC.

Focus on values•Elicitfromstudentsactivitiesthattheythink

needverylittleornophysicalexertion;forexample,watching TV,playing video games,reading,eating.Writetheseinonecolumnontheboard.Elicitactivitiesthatneedmovementorphysicalexertionandwritetheseinanothercolumnontheboard.Tellstudentsthathealthexpertssaythatweneedtohavethirtyminutesofcontinuousexerciseormovementeverydayinordertostayingoodshape.

3 Useful expressionsB.

Extension•Inpairs,havestudentswriteshortdialogues

usingalloftheUsefulexpressions.Havethempracticeandthenjoinanotherpairtopresenttheirdialogues.Callonpartnerstopresenttheirdialoguestotheclass.

4 VocabularyC.

Extension• Writeindividual sports andteam sportsontheboard.

Explainorelicitthedifferencebetweenthesetypesofsports.(Inindividualsports,athletesperformanactivityalone,eitherforateam,suchasaswimteam,orincompetitionagainstindividualathletesasingolf.Inteamsports,twoteamsofpeopleplayagainsteachother.)

• Havestudentsworkinpairsorgroupstocomposealistofindividualsportsandteamsports.Whenstudentshavefinished,elicitthesportsineachcategory.

5 PronunciationA.

Cross-curricular activity: social studies• Havestudentsformgroupsoffourorfive.On

theboard,anoverheadprojector,orahandoutwritethefollowingtencountrynamesinonecolumn:Canada,Egypt,England,Greece,Japan,Korea,Norway,the Netherlands,Scotland,andthe United States.Inanothercolumn,writethefollowingsportsnames:basketball,soccer,judo, ice hockey, wrestling, golf,skating,tae kwon do,bowling, and skiing.

• Ifpossible,havestudentslocatethecountriesonamap.Thentellstudentstheywillchecktheirknowledgeabouttheoriginsofsomesports.Eachgroupwillhavethreeminutestodiscussandmatchthesportwiththecountryoforigin.Thegroupwiththemostcorrectanswerswins.

• Walkaroundasstudentsdrawlinesormakelistsmatchingsportsandcountries.Whentimeisup,elicitandgivecorrectanswers.Thenhavegroupstallytheirnumberofcorrectanswers.

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1 Dialogue and 2 Comprehension B.

Focus on values•Elicitfromstudentswhattheyusuallydowhen

theyarelateforadateorameetingwithafriend.Discusstheimportanceandvalueofpromptnessorbeingontime.Youmaywanttohavestudentsformgroupsandtalkaboutwhatisanacceptabletimedelayandwhatisnot,whatisanacceptableexcuseandwhatisnot,andwhatisanacceptableresponsetosomeonewhoarriveslateandwhatisnot.


Extension• Inpairs,havestudentswriteshortdialogues

usingalloftheUsefulexpressions.Havethempracticeandthenjoinanotherpairtopresenttheirdialogues.Callonpartnerstopresenttheirdialoguestotheclass.

9 VocabularyB.

Extension• Havestudentsplayamemorygame.Givethe

classafewminutestostudythepictureandtrytomemorizetheactivityvocabularyinthepicture.Thenhavestudentsformpairs.TellStudentAtoaskquestionsaboutthepeopleandactionsinthepicture.HaveStudentBcovertheExerciseAvocabularyandanswer.Afterafewminutes,havestudentschangeroles.

Focus on multiple intelligences: this activity focuses on kinesthetic intelligence.• Toprepareforthisactivity,writefamiliar

locationsoncardsorpiecesofpaper;forexample,at the beach, at the mall, at the school cafeteria, at a family restaurant, at a park, at a soccer game, at home, at an amusement park.

• Havestudentsformgroupsoffourtofivestudents.Giveadifferentcardtoeachgroup.Tellstudentsnottoletothergroupsfindoutthelocationtheyhaveontheircard.Explainthateachgroupwillactout,withoutwords,thingsthatpeopleusuallydointhelocation.Theclasswilltrytoguessthegroup’slocation.

• Modelorelicitactionsthatcouldbeperformedatacertainlocation;forexample,atamovietheater.

• Giveeachgroupfiveminutestodiscussandpreparefortheirpresentation.Tellthemthattheirpresentationshouldlastforoneminute,enoughtimefortheotherstudentstolookatwhateveryoneinthegroupisdoing.

• Haveeachgrouppresentforatleastoneminute.Neartheendofthepresentation,havetheclassguesswhattheythinkeachgroupmemberisdoing.Thenhavetheclassvoteonthegroup’slocation.

Project 2 A snapshot of a special interest

Home/School connection activity.

• Suggestthatstudentspracticetheirspeechesinfrontoftheirparentsandotherfamilymembers.

• Tohelpstudentsgainconfidenceandbetterremembertheirspeeches,havethemnextpracticepresentingtoapartnerinclass.

• Afterstudentshavehadenoughpractice,askthemtogivetheirspeechesinfrontoftheclass.

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9 Useful expressionsC.

Cross-curricular activity: art• Askstudentstobringmagazinepicturesof

clothestoclass.Havestudentsworkinsmallgroupstomakeclothescollages.Supplylargesheetsofpaper,scissors,andglueforeachgroup.Circulatetohelpasstudentswork.

• Havegroupssharetheircollageswithanothergrouportheclass.Havestudentscommentontheclothinginthepictures;forexample,That dress is great! I like those jeans. That skirt is too short!

• Ifpossible,displaythecollagesonthewall.

4 WritingFocus on values•Leadtheclassinadiscussionaboutculture

andbeauty.Asktheclasstothinkaboutwhatmessagestheirculturegivesaboutattractivemenandwomen.Writesomeadjectivepairsontheboardsuchastall/short, thin/muscular, young/mature, rich/poor,etc.Thenmaketwocolumnsontheboard,onewiththeheadingwomenandtheotherwiththeheadingmen.Elicitwhichcolumneachadjectivemightgoin.Asktheclassiftherearedifferentmessagesaboutwhatisattractiveformenandwhatisattractiveforwomen.

•Asktheclasswheretheygetmessagesaboutbeauty.Elicitthefactthatmessagesaboutbeautyarefoundinmagazines,onTV,inmovies,andinadvertisements.Alsoelicitthefactthatmessagesaboutbeautyareoftenusedtosellproducts.Askstudentstonamesomecommonadvertisementsforproductsthatclaimtomakepeople“moreattractive.”Elicitwhatmessagestheseadvertisementsgiveaboutbeauty.Askstudentswhethertheythinkthesemessagesaregoodfororbadforsociety.Askthemtogivereasonsfortheiropinions.

1 VocabularyB.

Extension• Havestudentsplayamemorygame.Assign

pairsandroles(StudentAandStudentB).HaveStudentAineachpairlookatthepictureoftheboy,andStudentBlookatthepictureofthegirl.Givepairsthirtysecondstostudytheirpicturesandtrytomemorizetheclothesandaccessoriesthepersoniswearing.ThentellStudentAtoclosehisorherbookanddescribewhattheboyiswearing.StudentB,bookopen,listensandchecksA’sresponse.Next,havestudentschangeroles.StudentBcloseshisorherbookanddescribeswhatthegirliswearingwhileStudentA,bookopen,checks.Toconcludetheexercise,youmaywanttohaveallstudentsclosetheirbooks;callonindividualstudentstotellyouaclothingitemoraccessorytheboyiswearing.Whenstudentshavefinisheddescribingwhattheboyiswearing,askaboutthegirl.

4 ComprehensionFocus on multiple intelligences: this activity focuses on interpersonal intelligence.• Ingroups,havestudentsdiscusstheadvantages

anddisadvantagesofwearingaschooluniform.Youmaywanttohavethemlistthese.

• Aftergroupshavereportedtotheclass,doaquicksurveyofhowmanystudentsprefertohaveschooluniformsandhowmanydonot.

6 CommunicationB.

Focus on values•AskstudentsWhich is more difficult for you: giving

compliments or accepting compliments? Why?Elicitresponsesfromseveraldifferentstudents.

•Explainthatsomepeoplefindithardertoacceptcomplimentsthantogivethembecausetheyarenotusedtogettingcomplimentsorareembarrassedwhentheyarenoticedandpraisedbyothers.

•Asaclass,discussthebestwaytorespondtocompliments.

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Grammar Focus and Discovering grammarFocus on multiple intelligences: this activity focuses on visual intelligence.• Havestudentsformgroupsoffourorfive.Tell

theclassthatinthisactivitytheywillbeusingtheirobservationandmemoryskills.

• Explaintherulesofthegame.Eachgrouptakesturnsgoingoutoftheroomfor30seconds.Whiletheyareoutsidetheclassroom,theotherstudentsmoveorputawayoneobjectintheroom.Theycanalternatelyputsomethingnewoutthatwasnottherebefore.Thenthegroupiscalledbackintotheroom.Theyhaveoneminutetolookaroundanddiscusswhathaschanged.Toconfirmtheirobservations,theymustaskYes/Noquestionsinthesimplepast;forexample,Did you move the books on the teacher’s table?TheclasswillhavetoanswerYes, we didorNo, we didn’t.Eachgroupisallowedonlythreeguesses.

• Thegroupswhoareabletocorrectlyguesswhatwaschangedarethewinners.

17 WritingCross-curricular activity: social studies• Havestudentsformgroupsoffourorfive.Tell

eachgrouptochooseafamouspersonanddoresearchontheperson’slifeandwork.Thenhavethemmakeaposterabouttheperson’slife.Thepostershouldincludepicturesandoneortwoparagraphsabouttheperson.Itshouldbemainlywritteninthepasttense.Allowtheclasstimetodoresearchandputtogethertheposter.

• Haveeachgrouppresenttheirpostertotheclass.Ifpossible,displaythepostersintheclassroomforotherstudentstoseeandread.

4 VocabularyB.

Extension• Haveeachstudentwritethenamesofthree

famouspeopletheylikeandthreefamouspeopletheydon’tlike.Thenhavetheclassstandtodoa“findsomeonewho”activity.Tellstudentstofindoutothers’opinionsbyaskingWhat do you think of . . . ? Foreachcelebrity,studentsshouldwritedownthenameofoneotherstudentwhosharestheiropinion.

Focus on values•Havestudentslookbackatthedialogue.Ask

What adjectives did the characters use to describe each other’s performances?(awesome,great,incredible,amazing,terrific)Are these positive or negative adjectives? (positive)SayImagine a friend’s performance is not very good. Would you still use these positive adjectives? Would you use the negative adjectives you learned in the Vocabulary section?

•Elicitorexplainthatsometimeswecanhelpfriendsimproveifwetellthemhonestlywhatwethink.However,it’salwaysbesttomentionthegoodpointsfirst,thenmakepolitesuggestionsaboutwhatneedstobeimproved.Youmaywanttoteachstudentsthe“3to1”rule—it’shelpfultogivethreecomplimentswitheverysuggestionforimprovement.

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Focus on multiple intelligences: this activity focuses on linguistic and interpersonal intelligences.• Havestudentsworkwithapartnertocreateand

writeoutashortdialogueusingthreeorfouroftheUsefulexpressions.Havethempracticetheirdialogue,thenpresentittoanotherpair.Selectseveralpairswithinterestingdialoguestorole-playfortheclass.

Practicing grammar8 Practice

Extension• Dividetheclassintotwoteams.Givetheteams

threeminutestowritedownfivesentencesdescribingsituationslikethoseinExercises7and8.Eachsentencemustbeabletotakeasecondclausethatstartswithand,but,andso.

• Teamstaketurnsreadingasentencealoud.Thefirstpersonontheotherteamcompletesthesentencewithasecondclauseusingand. S1:Ididn’tstudyforthetest. S2:Ididn’tstudyforthetest,andIfailedit.

• Thesecondpersonmustcompletethesentenceusingbut.(Ididn’tstudyforthetest,butIpassedit.)Thethirdpersoncompletesthesentenceusingso.(Ididn’tstudyforthetest,soIfailedit.)

• Continuetoplayuntilallstudentshavehadachancetoparticipate.

14 PracticeCross-curricular activity: history• Havestudentsformgroupsoffourorfive.

Havethemcomparethebehavior,appearance,andactivitiesofteenagersagenerationago(theirparents’generation)andteenagersofthepresent.Tellgroupstomakealistofcomparisonsusingused to.Beforegroupsbegin,elicitsomeexamplecomparisonsandwritethemontheboard.

• Havegroupssharetheirlistswiththeclassandfindcommonobservations.

Project 3 A snapshot of my childhood

Home/School connection activity.• Suggestthatstudentssharetheirparagraphs

withtheirparentsandotherfamilymembers,explainingwhattheyhavewrittenabout.Tellstudentstoasktheirfamilymemberstosharetheirmemoriesaboutthesetopicsorevents.

• Atthenextclass,havestudentscompletetheirsketchesonconstructionpaper,posterboard,orsheetsofnotebookpaper.Youmaywanttoprovideartmaterialssuchascrayons,coloredpencils,markers,coloredpaper,scissors,glue,ortape.Alternatively,youmaywanttohavestudentscreateanelectronicdocumentonacomputer.Encouragestudentstobecreativeintheirdesigns.

• Whenstudentshaveproducedfinalversionsoftheirsketches,youmaywanttohavethemdisplaythesketchesonthewallssoeverybodycanseeandreadthem.Alternatively,youmaywanttohavestudentspresenttheirsketchestogroupsortheclass.

• Asawrap-upactivity,youmaywanttoaskstudentstomakealistofhowmanythingstheyhaveincommonwithotherstudents.

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4 Dialogue and 5 ComprehensionB.

Focus on values•Havegroupsdiscussthesituationpresentedin

thedialogue.WritesomediscussionquestionsontheboardsuchasDo you think Diane, Joe, and Alex did the right thing? Was what they did dangerous? What would you do if you heard someone calling for help? What would you do if you found a man lying on the street?

•Havestudentsformgroupsoffourorfivetodiscussthesequestions.

•Elicitresponsestothequestionsfromdifferentgroups.Asaclass,reachaconsensusaboutthebestresponsetosuchasituation,balancingpersonalsafetywiththeimportanceofhelpingapersonintrouble.

14 ComprehensionCross-curricular activity: drama• Toextendtheactivity,havestudentsform

groupsofthreeandcreateashortskitbasedonthestory.Onestudentshouldplaytheroleofthehusband,anotherthewife,andanotherthefairy.Givestudentstimetoformulateandthenpracticetheirskit.Finally,callononeormoregroupstoperformfortheclass.

4 WritingExtension• Bring,orhavestudentsbring,averyshort

folktaleinL1toclass.Makeonecopyforeachstudent.Tellstudentstheywillpracticetranslatingandgetsomeideaofhowaprofessionaltranslatorworks.HavestudentsworkinpairsorgroupstotranslatethestoryintoEnglish.HavethemuseadictionarytofindEnglishequivalentsfordifficultitems.Walkaroundtohelpandmonitorasstudentswork.Tocheck,callonavolunteertoreadthetranslationtotheclass.Askstudentsifanyofthemmightwanttoworkastranslatorsinthefuture.

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Practicing grammar5 PracticeB.

Cross-curricular activity: science and history

• Dividetheclassintogroupsoffourorfive.Prepareasetofwordcardswithdifferentsuperlativesforeachgroup;forexample,tallest,smallest,oldest,biggest,shortest,longest,coldest,hottest.

• Eachgroupmustcomeupwithaquestionandanswerusingeachsuperlative;forexample,What’s the hottest planet? Mercury is the hottest planet.Haveeachgroupdoresearchonobjects,places,animals,orpeoplethatfitthesuperlatives.YoumayassignthisashomeworkorallowtimeforInternetorlibraryresearch.

• Calloneachgrouptoasktheirquestionstotheclass.Youmaywanttomakethisagameandgivepointstogroupswhoanswerquestionscorrectly.

Focus on multiple intelligences: this activity focuses on visual intelligence.• Tofurtherpracticecomparativeandsuperlative

forms,askstudentstoworkinpairs.Tellthemtothinkofonecomparativeandonesuperlativesentencethattheycanillustratewithsimpledrawings.Modelwithsomeexamplepicturesontheboard;forexample,drawpicturesforA truck is bigger than a carandTom is the tallest boy in the class.Tellstudentsnottowriteouttheirsentencesbutjustto“draw”them.Whenpairshavecompletedtheirillustrations,havethemexchangepictureswithanotherpair.Tellpairstotrytoguessthesentenceillustrated.

1 Dialogue and 2 ComprehensionB

Focus on values•Ontheboard,writeWhen did you last feel angry with

a friend? What did you do? What happened after that?Havestudentsdiscussthequestionsingroups.

•Elicitresponsesfromseveralgroups.RefertothedialogueandaskstudentshowthemisunderstandingbetweenAlexandLoriwasresolved.Pointoutthatinthisparticularcase,beinghonestwitheachotherabouthowtheyfelthelpedAlexunderstandwhyLoriwasupset.ItalsogaveLoriachancetoexpressherfeelingsandgetsomeideasfromAlexaboutwhattodo.

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3 Useful expressionsC.

Focus on multiple intelligences: this activity focuses on visual and kinesthetic intelligences.• Havestudentsformgroupsofthree.Student

A,bookclosed,pointstothedifferentpartsofhis/herbodyandasksWhat’s this called?StudentB,alsobookclosed,answers.StudentC,bookopen,checksandcorrectsStudentB’sanswers.Havestudentschangerolesthreetimes,sothatallstudentsgettoachancetobequizzed.Toconcludetheactivity,haveallstudentsclosetheirbooks.Selectavolunteertocometothefrontoftheclass,pointtodifferentbodyparts,andelicitnamesfromtheclassasawhole.

7 CommunicationB.

Focus on values•Insmallgroups,havestudentsdiscusstheir

experiencesaboutapologizingtosomeoneorhavingsomeoneapologizetothem.Havegroupscomeupwithalistofthingsthatweredoneorsaidtoshowremorseorexpressapologies.SomeexamplesaresayingI’m sorrytotheperson;writingandsendinganote,letter,orcardofapology;sendingflowersorothergifts;andhavingsomeoneintercedeonone’sbehalf.

•Havegroupssharetheirlistswiththeclass.Duringtheclassdiscussion,studentsmaywanttovoteforthemosteffective,mostoriginal,funniest,ormostcreativewaytoapologize.

Cross-curricular activity: science• AskstudentsWhat new advances in science and

technology will we see in the next fifty years? Givesomeexamples,suchasWe will travel to the moon on vacation.We will have a cure for cancer.Worktogetherasaclasstomakealistofpredictionsaboutthefuture.Helpstudentswithvocabularyasneeded.Youmaywanttowritestudents’predictionsonaposterfordisplayintheclass.

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Focus on multiple intelligences: this activity focuses on interpersonal and linguistic intelligences.• Havepairscreate,practice,andpresent

theirownshortdialoguesusingtheUsefulexpressions.Youmaywanttohavesomeorallpairsperformtheirdialoguesfortheclass.Thenhavetheclassvoteonwhichisthemostcreative,funniest,orbestdialogue.

15 WritingExtension• Askstudentstothinkfurtherintothefutureand

writeaboutwhattheywill,may,andmightdowhentheyfinishschool.SupplydictionariesforstudentstolookupEnglishtermsforvariouskindsofhighereducation,careers,andadventurousactivities.

4 WritingExtension

• Havestudentsformgroupsofthreetofourstudents.Tellstudentsthateachmemberofthegroupwillreadhisorherparagraphaloud.Asheorshereads,theothergroupmemberswilltakenotesaboutthemaindetailsoftheparagraphs.Thentheywilltaketurnsaskingandansweringcomprehensionquestionsaboutwhattheyhaveheard.Modelthiswithonegroup.

• Afterstudentshavefinishedtheactivity,havethemvoteonthebestsummercampparagraphintheirgroup.Havethe“winners”ineachgroupcometothefronttoreadtheirparagraphsfortheclass.Thenhavetheclassvoteonthebestsummercampidea.

vocabulary 4. everyday activities1 vocabulary c. extension • play a memory game to help students...

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