3 School Days - Future - English For Results€¦ · • Set the context of the unit. Ask questions about ... • Separable and inseparable phrasal verbs • Object pronouns ... •

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-45 UNIT 3

Preview• Holdupyourbookorhavestudentslookattheir

books.Readtheunittitlealoud.• Setthecontextoftheunit.Askquestionsabout

thepicture:What do you see? How old do you think these children are? Where are they? What grade do you think they are in?

• Readthepreviewquestionsaloud.• Askvolunteerstoshareanswersabouttheir

countries.Youcanhelpstudentsexplaintheirideasbywritingtheirinformationontheboard,forexample,agesofschoolchildren,numberofyearsinaschool,whenstudentsgraduate,etc.

• Youmaywanttosummarizesimilaritiesanddifferencesbetweenschoolsystemsinyourstudents’countriesandschoolsystemsintheUnitedStates.Usetheboard.

Unit Goals• Telltheclass:This list of unit goals shows us what

we will be studying in Unit 3. • Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain

unfamiliarvocabularyasneeded.Explainlibrary services:Libraryservices means what we can do at the library, for example, take out books, use a computer, get tutoring, etc.Explaindeal with bullies:Bullies are children who tease or scare other children, especially smaller or younger children. Dealwith means what we can do about it.Explainreport card:Report cards are papers that the teachers send home to tell parents how their child is doing.

• Say:We will come back to this page at the end of the unit. You will be able to write a check next to the goals you learned and practiced in this unit.

School Days

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Separableandinseparablephrasalverbs• Objectpronouns• Simplepastreview:regularandirregular

verbs• Simplepastreview:Wh-questions• ShouldandHave to

Pronunciation• Importantwordstress

Reading• Readanarticleaboutachildren’slibrary• Readareportcard• ReadingSkill:UsingWhatYouKnow

Writing• Writealetteraboutaproblem

3 Classroom Materials/Extra Practice

CD 1Tracks 26–38

WorkbookUnit 3

Interactive PracticeUnit 3

LOCKE_FUTURE3_TE_9780131991538_U84 84 5/13/09 12:54:31 PM

UNIT 3 T-46

Lesson 1 Vocabulary

Controlled Practice 15 minutesGetting Started 10 minutes

1 What DO YOU KnOW?

teaching tip

Encouragefluencybylisteningtostudents’ideasandnotcorrectingtheirmistakes.Encourageaccuracybyrestatingcorrectlywhatastudentsaysandhavingthestudentortheclassrepeat.

• Setthecontextofthelesson.Writeontheboard:children books computers homework tests

• Pointtothewords.Say:Use these words and describe what students do in school. What do they do with books? With computers? What kind of homework do they have? What kinds of tests do they take?

• Callonvolunteerstoanswer.YoucanmodelcorrectEnglishbyrestatingwhatthestudentsaidandhavingthestudentortheclassrepeat.

• Say:Talk to a classmate about the pictures. What is happening in each picture? Decide what the common theme is in all the pictures.

• Ask:What is the common theme?(school)• Statethelessonobjective:We’re learning words that

relate to school.

Presentation 5 minutes

a Lookatthephrasesthatrelate...

• Callonvolunteerstosaywhattheythinkthephrasesmean.Askthemforexplanationsorexamplesforeachphrase.

• Sayeachphraseandhavestudentsrepeat.

teaching tip

Askstudentstouseapenciltowritetheiranswers.Thisallowsthemtoeraseanincorrectanswerandclearlymarkthecorrectanswer.

B Matchthepictures...

• Studentscanworkaloneorinpairs.• Havestudentscompareanswers.

c Listenandcheck...

• PlayCD1,Track26.Havestudentscircleanyincorrectanswers.PlayTrack26againandhavestudentscorrecttheseitems.

• PlayTrack26again.Havestudentsrepeat.

Expansion: Vocabulary Practice for 1C

• Formpairs.Say:Use the new vocabulary and talk about the pictures.

• Pointtopicture1andsay:The student is going online to look for some information.

• Callonvolunteerstosayoneoftheirsentences.

Learning Strategy: Usecontext• Readthedirections.Studentscanuseindexcards

orpiecesofpaper.• Modeltheactivitybymakingacardforoneofthe

wordsinExercise1B.• Walkaroundandhelpstudentswritethephrases

andexamplesentences.• Say:You can remember new vocabulary when you

write example sentences.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.

teaching tip

Havestudentsaddtheirvocabularycardstotheirziplockbagorenvelopewiththeircardsfrompreviousunits.Suggestthattheyreviewvocabularyathome,onthebus,orduringabreak.


T-47 UNIT 3

Lesson 1 Vocabulary

Communicative Practice 15 minutes

Show what you know!

Interactive Practice pages 26–27

Extra Practice

Controlled Practice 15 minutes

2 PRaCtICE

Community Building

Duringgroupdiscussions,encouragestudentstolistentothepersontalkingwithoutinterrupting.Encouragestudentstoraisetheirhandstoshowtheywanttospeak.Writeontheboard:That’s an interesting point. I agree. I understand what you’re saying, but I don’t agree. I think . . . Sayeachsentenceandhavestudentsrepeat.

WORDPLAY.Readtheletter....

• TellstudentstoreadtheletterandcirclephrasesfromExercise1B,page46.Havestudentsunderlineanywordstheyarenotsureof.

• Formpairs.Havestudentstalkaboutthewordstheycircledandunderlined.Havestudentstalkaboutthetermdrop out.

• Walkaroundandprovidehelpasnecessary.Youmaywanttowritewordsanddefinitionsorexamplesentencesontheboard.

• Checkcomprehension.Asktheclass:Why is Jen’s mother worried? What does dropout mean?

Expansion: Reading Practice for WORD PLaY

• Formpairs.Havestudentstaketurnsreadingthetextaloud.

Expansion: Writing Practice for WORD PLaY

• Tellstudentstheyaregoingtowritetrueandfalsestatementsaboutthetext.

• Writeontheboard:Mrs. Halter is Jen’s mother. Jen’s mother wants the teacher to call her.Havestudentssaywhichistrueandwhichisfalse.

• Formpairs.Eachpairwritestwofalseandtwotruestatementsaboutthetext.Walkaroundandhelpasneeded.

• Thenformgroups.Studentstaketurnsreadingstatementsandsayingiftheyaretrueorfalse.

MULtILEVEL InStRUCtIOn for Show what you know!

Cross-ability Above-levelstudentshelpleadthediscussion.Encouragethemtoincludepre-levelstudentsbyaskingquestionsandincludingtheminthediscussion.

teaching tip

Aneffectivewaytomanagegroupworkistoassigntasks:StudentA:Watchthetime.StudentB:Writethegroup’sideasonapieceofpaper.StudentC:Telltheclassyourgroup’sideas.Otherrolescouldbe:StudentD:Makesureallstudentsparticipate.StudentE:EncourageeveryonetouseEnglish.

GROUPS.Discuss.Whydochildren...

• Ask:What does it mean to fall behind in school?Writeasimpledefinitionontheboard.

• Asgroupsdiscussthequestions,walkaroundandprovidehelpasnecessary.

• Toreviewthisactivity,askeachgrouptosayoneortwoideas.


UNIT 3 T-48

Talk about problems at schoolLesson 2

2 LIStEn

a Listentotheradiotalkshow...

• Ask:What is a talk show interview?(ThehostofaradioorTVprogramasksaguestquestions.)

• Havestudentsreadthedirectionsandtheanswerchoices.

• PlayCD1,Track27.Thenaskavolunteertoanswer.Writethecorrectanswerontheboard.


B Readthestatements.Then...

• Havestudentsreadthestatementssilently.• PlayCD1,Track28.Havestudentscompare

answers.• ThenplayTrack28again.Reviewtheanswers

byaskingvolunteerstowritetrueorfalseontheboard.

• Tellstudentstheyaregoingtolistenagainsotheycancorrectthefalsestatements.PlayTrack28again.Saythecorrectinformationandhavestudentschecktheiranswers.

c Listenagain.KendraWilliamstalks...

• Askavolunteertoreadtheanswerchoices.• TellstudentstoraiseahandandsayStop!when

theyhearoneoftheproblems.• PlayCD1,Track28.Stoptheaudiowhenyouseea

hand.Askthestudenttosaywhatheorsheheard.Repeattheinformation.Ask:Is that correct?

• Reviewthisexercisebyaskingtheclasstosaythetwoproblems.PlayTrack28againtoconfirmtheanswers.

Getting Started 5 minutes

1 BEFORE YOU LIStEn

a GROUPS.Discuss.Whatarethreeways...

• Writeontheboard:Three ways parents can help children in school

• Askavolunteerforoneexampleandwriteitontheboard.

• Walkaroundandhelpasnecessary.• Toreview,askavolunteerfromeachgroupto

writethegroup’sanswersontheboard.Reviewtheanswerswiththeclass.

Multilevel Instruction for 1a

Cross-ability Above-levelstudentscanwritethelistforthegroup.Theycanalsohelpmakesurepre-levelstudentsareincludedinthediscussion.


B Lookatthevocabulary...

• Readthevocabularyandthedefinitionsaloud.• Callonvolunteerstosaysentencesusingthe

vocabulary.Encouragethemtomakethesentencesaboutschool.

• Writethesentencesontheboard,correctinggrammarasneeded.

• Havestudentscopythesentencesintotheirnotebooks.

Culture Connection

Studentswillhavevariousopinionsaboutwhatdisciplinemeans.GiveexamplesofwhatisnotacceptabledisciplineintheUnitedStates,forexample:hitting,slapping,orbeatingachildorwithholdingfood.GiveexamplesofwhatisacceptabledisciplineintheUnitedStates,forexample:takingawayTVandtelephoneprivileges,groundingthechild,orgivingatimeout.


Talk about problems at schoolLesson 2

T-49 UNIT 3

4 PRaCtICE

a PAIRS.Practicetheconversation.

• Withanabove-levelstudent,modeltheconversationfortheclass,usingcorrectwordstressandappropriateemotion.

• Tellstudentstorole-playbothAandB.• Walkaroundandhelpasneeded.• Callonvolunteerstorole-playtheconversationfor

theclass.


3 COnVERSatIOn

a Listentothewords.Notice...

• PlayCD1,Track29.Havestudentsreadthewords.• Tohelpstudentsunderstandthatsyllablesareunits

ofsound,separatethewordsintotwosyllables.Writeontheboard:prac tice, soc cer, Thurs day.

• PlayTrack29again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatchnote.

Expansion: Pronunciation Practice for 3a

• Havestudentssayanywordstheyknowthathavetwosyllables.Writethemontheboard.Reviewthestresspatternforeachword.


B Listentothewords....

• PlayCD1,Track30.• Havestudentscompareanswerswithaclassmate.• ThenplayTrack30again.Writetheanswersonthe

boardandhavestudentschecktheiranswers.• Playtheaudioasmanytimesasnecessary.

c Listenandread...

• Ask:What do you see in the photo? What is happening?

• Tellstudentstheyaregoingtohearafatherandsontalkingabouthomework.

• Writeontheboard:What is the problem?Telltheclasstolistenfortheproblem.Encouragestudentstocovertheconversationintheirbooks.

• PlayCD1,Track31.Callonstudentstosaywhattheythinktheproblemis.Writeanswersontheboard.

• ThenplayTrack31again.Havestudentslistenandreadsilently.

• Reviewtheanswersontheboard.Correctasnecessary.

MULtILEVEL InStRUCtIOn for 4a

Cross-ability Haveabove-levelstudentsrole-playB.Havethemgivedifferentreasonswhytheboydoesn’twanttodohishomeworknow.


teaching tip

Tohelporganizediscussions,youcanuselargeposterpaperornewsprintandmarkersandassignroles:StudentA:Writedownthegroup’sideas.StudentB:Hangthepapertotheboard.StudentC:Reporttotheclass.Studentscanalsowriteontransparenciesortheboard.

B MAKEITPERSONAL.GROUPS.What...

• Writeontheboard:Problems with our schools? How to change?

• Havestudentswritealistastheytalkaboutproblemsandideastohelpfixtheproblems.

• Calloneachgrouptoshareoneortwoproblemsandtheirideasforchange.Writetheinformationontheboard.

Interactive Practice

Extra Practice


UNIT 3 T-50

Find ways to help children with schoolLesson 3


Inseparablephrasalverbs/Separablephrasalverbs

• Writeontheboard:fall behind, keep up with, hand in

• Pointtoeachphrasalverb.Underlinetheverbandcirclethepreposition.

• Askstudentstolookatthefirstchart.Say:Inseparable verbs can’t be separated. The object, which is new information, comes after the phrasal verb.Sayeachsentenceandhavetheclassrepeat.

• Askstudentstolookatthesecondchart.Say:Separable verbs can be separated. The object, which is new information, comes after or in the middle of the phrasal verb. If the object is a pronoun, it must go in the middle.Readthesentencesaloud.Pointtotheobjects.


• Havestudentsclosetheirbooks.• Writeontheboard:get in, get on, get up, get off • Askstudentstosaythemeaningoftheseverbs.If

studentsneedhelp,demonstratetheverbsorwritesentencesusingtheverbsontheboard.

• Writestudents’answersoryouranswersontheboardtoprovidedefinitions.Confirmthemeaningofeachverbbysayinganexamplesentence.

• Tellstudentsthatwecalltheseverbsphrasal verbs.Pointouttheverbandtheprepositionineachphrasalverb.

• Tellstudentstoopentheirbookstopage46.Havestudentscirclethephrasalverbsinthelist:figure out, go over, hand in, help out, look up, make up.

• Statethelessonobjective:We are going to learn about phrasal verbs. We’ll use them to talk about children and homework.

• HavestudentsreadtheGrammarWatchsilently.ReadeachsentenceintheGrammarWatchandpointtothegrammarchartstoshowthecorrespondinginformation.

• AskstudentstoreadthelistofphrasalverbstotherightoftheGrammarWatch.

• Formpairs.Assignaphrasalverbtoeachpair.Havethepaircreateanexamplesentenceandwriteitontheboard.

• Revieweachsentenceontheboardformeaningandgrammar.Ask:Was the phrase used correctly? Was the phrasal verb used correctly?


1 PRaCtICE

Circlethephrasalverbs...

• Say:This is a sign-up sheet. Read the text. What are students signing up for?

• Askvolunteersforanswers.Writetheanswerontheboard:They are signing up for free tutoring at the public library.

• Thenhavestudentslookforphrasalverbsandcirclethem.Havestudentscompareanswers.

• Callonvolunteerstoreadeachsentenceandidentifythephrasalverb,ifthereisone.Writethephrasalverbsontheboard.

Language note

Helpstudentsunderstandwhatanobjectis.YoucanshowstudentshowtoaskthequestionsWhat?orWho?Thistellsyouiftheverbhasanobject.Writeontheboard:hand in,pick on.Ask:Hand in what? You hand in your homework.Ask:Pick on who? You pick on someone.

MULtILEVEL InStRUCtIOn for 1

Pre-level Studentstaketurnsreadingaloud.Tellthemtoreaditmorethanonce.above-level StudentAreadsthetextaloud.StudentBlistensandwritesalistofthephrasalverbsheorshehears.Thentheycheckthelistagainstthetext.


T-51 UNIT 3

Find ways to help children with schoolLesson 3


Show what you know!


2 PRaCtICE

a Unscramblethesentences....

• Writeitem1ontheboard.Showstudentshowtocrossoffthewordstheyhaveused.

• Pointoutthatstudentsneedtoaddcapitallettersandperiods.

• Ifstudentsneedmoresupport,doitem2withtheclass.Haveavolunteerwritethecorrectsentenceontheboard.Makenecessarycorrections.

• Havestudentscompareanswerswithapartner.• Callonvolunteerstowritethesentencesonthe

board.Reviewthesentenceswiththeclass.

Expansion: Reading Practice for 1B

• Formpairs.Readsentence5aloud.Thenhavestudentstaketurnsreadingthesentencesaloud.Walkaroundandcorrectpronunciation,tone,andpaceasneeded.

B Underlinetheseparableverbs....

• Tellstudentstoreadthroughthesentencesandfindthephrasalverbs.Tellthemtodecideiftheyareseparableorinseparable.Studentscangotopage50tofigureoutifaphrasalverbisseparableornot.

• RemindstudentstoaskWho?orWhat?abouttheverbtodecideifithasanobject.(SeeLanguageNote,pageT-50.)

• Havestudentscompareanswerswithapartner.• Toreviewthisexercise,askvolunteerstoreadthe

sentencesandsaytheanswers.

c Rewritethesentences...

• Say:Remember if it is a separable verb, the object pronoun can appear between the two parts of the verb.Doitem1withtheclass.

• Callonstudentstoreadthenewsentences.• Writethesentencesontheboardasstudentsread

them.Correctasnecessary.

PROBLEMSOLVE.GROUPS.Talkaboutproblems...

• Writeontheboard:Sometimes one child picks on another child.

• Say:This is a problem children sometimes have in school. To help the child, we could talk to the teacher first and then the principal.

• Askstudentstocheckoffeachphrasalverbintheboxtheyuse.Walkaroundandhelpasneeded.

• Callonastudentfromeachgrouptotalkaboutadifferentproblem.

Progress Check

Canyou...findwaystohelpchildrenwithschool?Askstudentstoreviewwaystohelpchildrenwithschool.Makealistontheboard.Askstudents:Can you check this goal?


Extra Practice

Culture Connection

TellstudentsthatintheUnitedStates,itisacceptabletodiscussachild’sproblemswithhisorherteacher.Theseproblemsmightbeemotional,physical,problemsathome,orproblemsatschool.Communicationbetweentheparentandtheteacherisimportantforachild’ssuccessinschool.


UNIT 3 T-52

Talk about library servicesLesson 4


2 REaD

Listenandreadthearticle...

• AskstudentstoreadtheReadingSkillboxsilently.Thencallonavolunteertoreadtheinformationaloud.

• Writeontheboard:What is it? Where is it? Why is it special?

• Tellstudentstheyaregoingtolistentoandreadinformationaboutaspeciallibraryforchildren.Askthemtothinkaboutthequestionsontheboard.

• PlayCD1,Track32.Studentslistenandreadsilently.

• Checkcomprehension.Ask:What is the article about?(TheTrove,aspecialchildren’slibrary)Where is this library?(WhitePlains,NY)Why is it special?(variousanswers)

• Ifstudentswantdefinitionsofvocabularywordsnow,tellthemthatthereisvocabularypracticeonthenextpage.

Expansion: Reading Practice for 2

• Writeontheboard:P1:Which famous place does this library look like?P2:Why do children think this library is magical?P3:Can children have their own library card?P4:Why did Sandra Miranda create The Trove?

• Say:We’re going to read the article again.Lookforinformationtohelpyouanswerthesequestions.

• Askstudentstoreadthearticlesilently.Havethemworkwithaclassmatetoanswerthequestionsontheboard.

• Toreview,askvolunteersforanswers.Writetheinformationontheboard.


1 BEFORE YOU REaD

GROUPS.Doyougotothelibrary?...

• Ask:Who goes to the library? Do your children go to the library? How often do you go?

• Extendthediscussion.Ask:Is there a library near your home? Where is it? Do you know where other libraries are located?

• Statethelessonobjective:We are going to talk about libraries and library services.

Language note

Askstudents:What is a paragraph?(agroupofsentenceswithamainidea;youcan“see”paragraphsbecauseofindentation,thesmallspaceatthebeginningoftheparagraph)Encouragestudentstopointtoexamplesofwhereparagraphsstartandendintheirbooks.


Talk about library servicesLesson 4

T-53 UNIT 3

Controlled Practice 20 minutes Communicative Practice 15 minutes

Show what you know!


Extra Practice

Community Building

Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutwordstheydon’tknowinsteadofusingadictionary.Givestudentstheopportunitytotalktoeachotheraboutunfamiliarwordsastheyread.

3 ChECK YOUR UnDERStanDInG

WriteT(true)orF(false).

• Tellstudentstolookatthearticleonpage52tohelpthemdecideifasentenceistrueorfalse.

• Havestudentscompareanswers.Tellstudentstopointtotheparagraphinthearticlethatshowstheanswer.

• Toreview,havevolunteerssaytrueorfalseandidentifytheparagraphinthearticlethatsupportstheiranswer.

Expansion: Writing Practice for 3

• Studentsrewritethefalsesentenceswiththecorrectinformation.Callonstudentstowritethenewsentencesontheboard.

4 VOCaBULaRY In COntEXt

Lookattheboldfaced...

• Writealistontheboard:design, performance, check out books, renew books, pay a fine.

• Havestudentsreadthestoryagain.Askthemtopayattentiontothesentenceswiththesewords.

• Asktheclasstogivedefinitionsforthewordsontheboard.Thenhavetheclassdotheexercise.

• Toreview,askvolunteerstoreadthecompletedsentencesaloud.Makeanynecessarycorrections.

teaching tip

Helpstudentspracticeorganizingideasbyusinggraphicorganizers.Showstudentshowtowriteexamplesundereachheading.Tellstudentstheycanrefertothisinformationduringtheirdiscussions.

GROUPS.Whatdoesyourlibraryhave...

• WriteontheboardinaTformat:Our library has Our library doesn’t have;writeanotherTformat:We like We don’t like.

• Callonastudenttoreadtheideasinthebox.• Formcross-abilitygroups.Tellthegroupstotalk

aboutaschoollibrary,alocallibrary,oranotherlibrarytheyhavebeento.Tellthemtothinkoftwoideasforeachcolumnontheboard.Theycanusetheideasintheboxandanyotherideastheyhave.

• Walkaroundandhelpasnecessary.• Callonastudentfromeachgrouptosaywhat

servicestheydiscussed.• Askstudentsiftheycantalkaboutlibraryservices.

Iftheycan,tellthemtocheckthegoal.


Pre-level Studentssayonethingtheylikeandonethingtheydon’tlikeaboutalibrary.above-level Studentssayasmanythingsastheycanaboutalibraryandwritetheirinformation.

Progress Check

Canyou...talkaboutlibraryservices?Asktheclasstoidentifysomeservicesthatalibrarytheyknowoffers.Makealistontheboard.Askstudents:Can you check this goal?


UNIT 3 T-54

Write a letter of requestLesson 5

Culture Connection

IntheUnitedStates,itiscommontowritealettertoacompanyoranorganizationtoexpressyouropinionaboutthewaytheydothings.Itisappropriatetoincludenegativeopinionsorthoughtsifusingpolitelanguage.


1 BEFORE YOU WRItE

a GROUPS.Arethereanychangesyouwould...

• Studentscanshareideasaboutanylibrarytheyknow.• Askavolunteerfromeachgrouptosayonechange.• Statethelessonobjective:We are going to write a

letter about a problem.


Language note

Therearesixpartstoabusinessletter:1.Theheading(thereturnaddress)andthedate2.Theinside address,whichistherecipient’sname,placeofbusiness,andaddress3.Thegreeting4.Thebodyorcontent5.Theclosing,whichinmostcasesisSincerely6.Thesignature,whichsometimeshasthenametypedunderneath


2 WRItE

Writealetter...

• Ifpossible,askforlibrarybookletsfromyourlocalbranchessostudentscanwriteareallettertoarealperson.

• Ifstudentsarenotwritingarealletter,theycanimagineasituationandwritealetter.

3 ChECK YOUR WRItInG

• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper

usingthesesamequestions.• Walkaroundandhelpasnecessary.• Ifstudentshandintheirpaperstoyou,letthem

knowwhatyouwillbelookingatandgivingfeedbackon.Youmaywanttowritethislistontheboard.

B Readtheletter.Whydid...

• Pointoutthevariouspartsofabusinessletter(seeLanguageNoteabove).

• Tellstudentstoreadthelettersilently.• Elicitideasonwhytheletteriseffective.• Alsoinclude:It is polite. It begins in a positive way,

with what she likes. It is clear and to the point.

Expansion: Critical thinking Practice for 1B

• Ask:Who is Amanda Reade? Where is the library? Who is Ramona Matos? What does Ramona like about the library? What does Ramona not like about the library? What do you think Ms. Reade will do when she reads the letter?Discusstheanswers.

teaching tip

Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluatevocabulary,grammar,mechanicsandhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudents.


Extra Practice


Ask about job skillsLesson 6

T-104 UNIT 12

Deal with bulliesLesson 6

T-55 UNIT 3


Extra Practice


1 BEFORE YOU LIStEn

GROUPS.Discuss.Sometimeschildren...

• Havestudentsreadtheinformationsilently.• Writeontheboard:bully.Askstudentsfortheir

ideasonwhatitmeans.Writetheiranswersontheboard.Writeabriefdefinitionontheboard:When a person picks on another person and won’t stop. Usually the bully is stronger and the victim is weaker. Bullying can be emotional or physical.

MULtILEVEL InStRUCtIOn for 2C

Pre-level Studentsreadtheaudioscriptastheydiscuss.above-level Studentstalkaboutmoredetails.Writeontheboard:What are some other reasons a child might not want to talk to a parent or a teacher?Havethemsharetheirideaswiththeclass.

Culture Connection

LetstudentsknowthatintheUnitedStates,schooladministratorsconsiderbullyingaseriousissue.Youmaywanttotalkaboutcaseswhereuncheckedbullyingbecameseriousandevenviolent.Aconsequenceofbullyingisthatsometimesvictimsfeeltheneedtoretaliate.Encouragestudentstotalktotheirchild’steacherfirstandthentheprincipal.

c PAIRS.Discussthequestions.

• Note:IfstudentsdidnotdoExercise2B,havethepartnerretellRafael’sstory.

• Callonvolunteerstoanswerthequestions.

2 LIStEn

a Listentotheconversation....

• Havestudentslookatthepicture.Say:Describe how you think the mother and son feel.

• PlayCD1,Track33.CallonstudentstosayhowRafaelfeels(andthemother).

• Toreview,playTrack33again.


B Listenagain.Answerthe...

• PlayCD1,Track33.• Callonstudentstosayifstatementsaretrue

orfalse.• Toreview,playTrack33again.

Expansion: Writing Practice for 2B

• Studentsrewritethefalsesentenceswithcorrectinformationontheboard.


D MAKEITPERSONAL.GROUPS.Discuss...

• Havestudentsmakealistofsomeofthereasonsachildmightbepickedon.

• Ask:Do boys and girls get picked on for different reasons? Would you deal with the situation differently for your son or daughter?

• Callonastudenttotalkaboutthegroups’ideas.


UNIT 12 T-107

Read about body language in a job interviewLesson 7

UNIT 3 T-56



• Writeontheboard:present: I visit my mother on Sundays. I go to class on Mondays.Writeontheboard:past: I visited my mother last Sunday. I went to class last Monday.

• Askvolunteerstocomeupandunderlinetheverbs.(visit,go,visited,went)

• Asktheclasstolookatvisitedandwent.Say:What are the simple verb forms?(visit,go)

• Pointoutthatvisitiscalledaregularverbandgoisanirregularverb.Say:We’re going to study regular and irregular verbs in the past tense now.


Simplepastreview:Regularandirregularverbs

• Callonavolunteertoreadthesentencesintheboxes.

• Stopaftereachboxandreinforcetheinformation.Ask:How do we make the past tense? What does affirmative mean? What’s the negative past tense?

• ThenhavestudentsreadtheinformationintheGrammarWatchbox.Havestudentsturntopage286tolookatthelistofirregularverbs.Youmaywanttoaskstudentstostudythislistforhomework.

• Toreview,say:Let’s review what we now know. What is the difference between regular and irregular verbs in the past?(Answersshouldincludethefollowing:Regularverbsfollowrules.Irregularverbshavetheirownforms.Regularverbsuse-edattheend.Youhavetomemorizeirregularverbs.)


1 PRaCtICE

a Underlineallverbs...

• Tellstudentstheyaregoingtoreadtheparagraphtwotimes.

• Havethemreadthefirsttimetounderstandthestory.Writeontheboard:What is the paragraph about? What was Hao’s problem at school? What solution did Hao come up with?Callonstudentstoanswerthequestions.

• Havestudentsreadtheparagraphagainandunderlinethepasttenseverbs.

• Walkaroundandhelpasnecessary.• Callonvolunteerstoreadonesentenceeachand

sayanypasttenseverbstheyunderlined.

Expansion: Grammar Practice for 1a

• Studentssayifthepasttenseverbtheyunderlinedisregularorirregular.Ifitisirregular,askstudentstosaythesimpleverbform.

B Completetheconversation...

• Writeontheboard:1.Who are the speakers: adults or children?2.What is the problem?

• Firsthavestudentsreadtheconversationtounderstandthecontext.Askvolunteerstoanswerthequestionsontheboard.

• Thenhavestudentsfillintheblanks.Walkaroundandhelpasneeded.

• Toreview,havestudentscompareanswerswithaclassmate.Thenhavevolunteerssayonesentenceeach.Makeanynecessarycorrections.

• Formpairs.Havestudentspracticethecompletedconversation.


Read about body language in a job interviewLesson 7

T-108 UNIT 12T-57 UNIT 3


Show what you know!

GROUPS.Talkaboutatime...

• Reviewthetopic.Ask:What is a bully? What are some things bullies might do to other people?Youmaywanttowritetheideasontheboard.

• Setatimelimitforgroupstotalk.Walkaroundandhelpasneeded.

• Thenasktwogroupstojoinandtosharetheirexperiences.



• TellstudentstherearemanywaystomakequestionsinEnglish.Writeoneexampleofayes/noquestionandoneexampleofaWh-question.Askstudentstoformasmanyquestionsastheycaninfiveminutes.Callonvolunteerstosaytheirquestions.Writeanexampleofeachtypeofquestionontheboard.Note:Thequestionscanbeinanytense.

• CirclealloftheWh-questionsontheboard.Say:We’re going to review forming the past tense with Wh- questions now.

Simplepastreview:Wh-questions

• Callontwostudentstoreadthegrammarinformationfromtheboxinquestionandanswerform.

• HavestudentsreadtheGrammarWatchbox.


Pre-level Studentsworkinpairstocompletethetask.Whenit’stimetochange,havethemworkwithanotherpre-levelpairtosharetheirstories.above-level TellstudentstoaskasmanyWh-questionsaspossible.Havethemwritealistofthesequestions.


Extra Practice


2 PRaCtICE

Completetheconversation....

• Tellstudentstheyaregoingtoreadtheconversationfirstforcontext.Ask:What are A and B talking about? Who could A and B be?

• Toreview,askanabove-levelpairtoreadthecompletedconversation.Makeanynecessarycorrectionsandwritethecorrectquestionsontheboard.

Expansion: Speaking Practice for 2

• Formcross-abilitypairs.Havestudentspracticethecompleteconversation.HavestudentsswitchrolessotheyarebothAandB.

Progress Check

Canyou...dealwithbullies?Asktheclasstoidentifysomewaystodealwithbullies.Makealistontheboard.Askstudents:Can you check this goal?

Language note

Who hit you?asksaboutthesubjectwhenyouistheobject.Who did you hit?asksabouttheobjectofyourhitting.OtherexamplesareWho told you?andWho did you tell?


UNIT 12 T-111

Talk about work experienceLesson 8

UNIT 3 T-58

Read a report cardLesson 8


• Writeontheboard:A B C D F 95 85 75 65

• Say:These letters and numbers are used in schools. What are they used for?Letstudentsanswerwithoutcorrectingtheirinformation.Makesurethefollowingareincludedinthediscussion:grades, marks, test.

• Saythelessonobjective:We’re going to talk about school report cards and how to understand the information.


1 REaD a REPORt CaRD

a Lookatthechart.Whichgrades...

• Havestudentsreadthechartsilently.Thensayeachgrade(A plus, A,etc.ninety-five to one hundred percent,etc.).Havestudentsrepeat.

• Writeontheboard:pass fail average.Reviewthesewordswiththeclass.


B Studentsusuallygetareportcard...

• Havestudentsreadthereportcardsilently.Pointouttheheadings.PointoutthatQ means one quarter.

• Say:In art class, the teacher’s last name is Jones. Joey got a B. His teacher said he is a good student.

• Formpairs.HavestudentssaysentencesabouthowJoeyisdoingineachclass.Walkaroundandhelpasnecessary.

Culture Connection

MostschoolsintheUnitedStatesusereportcardstoletfamiliesknowhowtheirchildrenaredoinginschool.Otherinformationincludedonreportcardsmayinclude:E(excellent),S(satisfactory),U(unsatisfactory),N(needswork),andE(emerging).



T-112 UNIT 12

Read a report cardLesson 8

T-59 UNIT 3


Extra Practice


Cross-ability Studentstalkabouttheanswer,butabove-levelstudentswritetheanswersfirst.Thenpre-levelstudentscancopytheanswersintotheirbooks.

2 PRaCtICE

PAIRS.Answerthequestions...

• Callonstudentstoreadthequestions.• Callonotherstudentstosaytheanswers.


3 LIStEn tO a tELEPhOnE RECORDInG

a GROUPS.Discuss.Whydoparentssometimes...

• Haveeachgroupwritealistofreasons.Thenaskeachgrouptosayoneortworeasons.Writetheinformationontheboard.

B Listentoatelephonemessage...

• Tellstudentstheyaregoingtohearatelephonemessageforaschool.

• Havestudentsreadchoicesa,b,andctogetready.• PlayCD1,Track34.Askavolunteertosaywhathe

orsheheard.• PlayTrack34againforstudentstoreview

theanswers.


c Youareaparent...

• Tellstudentstheyaregoingtolistentothemessageagain.Theyneedtolistenfortheinformationaboutwhotospeakto.

• Havestudentsreaditems1through5togetready.

• PlayCD1,Track34.Thenhavestudentscompareanswers.

• PlayTrack34againforstudentstoreviewtheiranswers.


4 PRaCtICE

teaching tip

Whilepairsareperformingroleplays,usethespeakingrubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andtoscorehowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.

ROLEPLAY.PAIRS.PretendJoey’sparent...

• TellstudentstolookatJoey’sreportcardonpage58astheyspeak.

• Callonvolunteerstoperformtheirroleplayfortheclass.


Cross-ability Pre-levelstudentsplayStudentB(theparent).Above-levelstudentsplayStudentA(theteacher).Youcanalsoformgroupsof3andhavetwopre-levelstudentsplaytherolesofparents.


UNIT 12 T-115


UNIT 3 T-60

Help children continue their educationLesson 9


1 BEFORE YOU LIStEn


B Listenagain...

• Havestudentsreadthequestionsandanswerchoicesfirst.

• PlayCD1,Track35.Thenhavestudentscompareanswers.

• Asktheclassfortheanswers.Writethemontheboard.

• PlayTrack35againtoconfirmtheanswers.

c Listentothesecondpart...

• Say:In the United States, if you want to get into a college, you need to take high school classes for a certain amount of time.Explainthatasemesterishalfofaschoolyearandthereareusuallytwosemestersperyear.

• Doitem1withtheclass.PlayCD1,Track36andpausetheaudioaftercomputer science.

• ContinueplayingTrack36andhavestudentswritetheanswers.Playtheaudioasoftenasnecessary.

• Toreview,havevolunteerswritetheiranswersontheboard.Makeanynecessarycorrections.

Community Building

Ifyourclassincludesteenagers,youngadults,andolderstudents,youcanvarythegroups.Forexample,mixtheagegroupsormakegroupsaccordingtoagegroups.Eitherway,studentslearnabouteachotherandlearnfromeachother.

GROUPS.Whatthingscanparentsdo...

• Writeontheboard:What can parents do to help their children continue their education?

• Calloneachgrouptosayoneortwoideas.


2 LIStEn

Culture Connection

IntheUnitedStates,schoolcounselorstalkwithparentsabouttheirchildren’sacademicprogress,behavior,andfuturegoals.Encouragestudentstomakethiscontactatthebeginningofeachschoolyear.Schoolswillprovideatranslatororyourstudentscanbringanadulttotranslate.Encourageyourstudentstofindoutatthebeginningoftheyear.

a Listentoaconversation...

• Tellstudentstoreadtheinformationinthenoteaboutschoolcounselors.

• Say:You’re going to listen to a mother talking to a school counselor.Havestudentsreadthethreeanswerchoices.

• PlayCD1,Track35.Havestudentsmarktheiranswer.

• ThenplayTrack35againandhavestudentsraisetheirhandswhentheyheartheanswer.

• Reviewtheanswerwiththeclass.PlayTrack35againforstudentstoconfirmtheanswer.

Culture Connection

Schoolsandcollegesdividetheschoolyearindifferentways.Semester:one-halfofaschoolyearandthesummermonths.Trimester:one-thirdofaschoolyear.Quarter:one-fourth.Anyofthesetimeperiodscanbecalledaterm.



T-116 UNIT 12


T-61 UNIT 3


3 COnVERSatIOn

a Listentothephrasalverbs...

• PlayCD1,Track37.Havestudentslistenandread.• PlayTrack37again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch

silently.Readthetextaloud.• PlayTrack37again.Stopaftereachsentence

andpointoutthematchinginformationinthePronunciationWatch.

B Listenandread...

• PlayCD1,Track38.Havestudentsreadsilently.• PlayTrack38again.Havetheclassreadaloudwith

theaudio.

4 PRaCtICE

a PAIRS.Practicetheconversation.

• StudentstaketurnsplayingAandB.• Callonpairstorole-playtheirconversationfor

theclass.


Extra Practice


B MAKEITPERSONAL.GROUPS.Discuss...

• Haveeachgroupmakealistofideas.• Haveeachgroupwritetheirlistontheboardand

reporttotheclass.Encourageeachstudenttoparticipateinthereport.

• Tofinish,ask:Are there any ideas that each group talked about?

MULtILEVEL InStRUCtIOn for MaKE It PERSOnaL

Cross-ability Pre-levelstudentshaveeasierroles,forexample,keepingtrackoftime,makingsureeachpersonspeaks,orencouragingeveryonetospeakinEnglish.Above-levelstudentswritethelistofideas,writeontheboard,andreporttotheclass.



UNIT 3 T-62


• Writeontheboard:1. You should see a doctor. 2. You have to see a doctor.

• Say:Sentence 1 is an idea, a suggestion about what I think. Sentence 2 means there is a problem and it’s important you see a doctor.

• Statethelessonobjective:We’re going to use should and haveto while we talk about helping children continue their education.


ShouldandHave to

• Callonvolunteerstoreadthequestionsandanswers.

• HavestudentsreadtheGrammarWatchboxsilently.HavestudentssaythesentencesinthegrammarchartthatmatcheachitemintheGrammarWatchbox.

• WorkwiththeclasstocreatenewexamplesforeachitemintheGrammarWatchbox.Writethemontheboardandmakeanynecessarycorrections.Pointoutthatcontextplaysanimportantroleinusingshouldorhave to.


1 PRaCtICE

Julioistalking...

• Havestudentscompareanswerswithaclassmate.• Callonvolunteerstoreadtheadviceandthe

answers.


T-63 UNIT 3


2 PRaCtICE


Show what you know!


Extra Practice

Language note

By 8:00meansanytimebefore8:00.

a Completethesentences...

• Writeontheboard:SAT: Scholastic Assessment Test PSAT: Preliminary Scholastic Assessment Test.

• Say:High school students take the SAT test if they are interested in going to college. Colleges want to see their score. The PSAT is a practice SAT test.

• TellstudentsthereadingisaboutrulesandsuggestionsfortakingthePSAT.

• Havestudentscompareanswerswithaclassmate.Thenwriteeachanswerontheboardandhavestudentschecktheirwork.

B Readthequestions...

• Havestudentscompareanswerswithaclassmate.• Toreview,havetwostudentsreadeach

conversationaloud.

Community Building

It’simportantforstudentsworkingingroupstoexpresstheirideas,aswellastolistentoothers’ideas.Writealistontheboard:I have an idea. I think your idea is good, but I have a different idea. What do you think? [Name], what do you think?Sayeachsentenceandhavetheclassrepeat.Askstudentstousethemduringtheirgroupwork.

GROUPS.Shouldchildrencontinue...

• Havegroupsmakealistoftheirideas.• Haveeachgroupsayoneortwooftheirideas.

Writetheideasontheboard.

Progress Check

Canyouhelpchildren...Asktheclasstoidentifysomewaystohelpchildrencontinuetheireducationaftertheyfinishhighschool.Makealistontheboard.Askstudents:Can you check this goal?



UNIT 3 T-64

Show what you know!

1 REVIEW

ForyourGrammarReview...

• Havestudentsturntopage247toreviewthegrammarforthisunit.

• Answeranyquestionsstudentsmayhave.

2 aCt It OUt

STEP1.CLASS.Listentotheconversation...

• Writeontheboard:The conversation is about .

• PlayCD1,Track38.• Havestudentsworkwithaclassmatetofillin

theblank.Thenhavevolunteerssaywhattheconversationwasabout.

STEP2.PAIRS.Role-playaconversation...

• Haveeachpairreadtheirroleplayinformation.Checkcomprehension.Ask:Who are the people? What is the problem? What are some solutions?

• Asktheclasstosaytheirideas.Writetheinformationontheboard.Answeranyquestionsstudentsmayhave.

• Aspairsrole-playaconversation,walkaroundandhelpstudentswithvocabulary,pronunciation,andgrammar.

• Askvolunteerstorole-playtheirconversationfortheclass.

teaching tip

Whilepairsareperformingroleplays,usethescoringrubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.

3 REaD anD REaCt

STEP1.TanyaisfromRussia...

• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Who is Tanya? Who is

Alex? Where do they live? What is the problem?

STEP2.GROUPS.Discuss...

• Tellstudentstosummarize,withoutreading,theproblemsAlexishaving.

• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayonething

theywouldtellTanya.

4 COnnECt

ForgeneralteachingnotesabouttheSelf-EvaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.

Progress Check

Whichgoalscanyoucheck...Tellstudentstoturntopage45(thefirstpageofUnit3).Havethemreadthegoalsandchecktheonestheybelievetheycando.Havethemtalktoapartneraboutthegoalstheychecked.

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit3,encouragethemtoreviewtheactivitiesontheCD-ROM.

Review &Expand


Extra Practice


3 School Days - Future - English For Results€¦ · • Set the context of the unit. Ask questions about ... • Separable and inseparable phrasal verbs • Object pronouns ... •

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