4 family ties - future - english for results€¦ · family ties in the 1980s, so it’s a funny...

Classroom Materials/Extra Practice

CD 2Tracks 2–22

Transparencies 4.1–4.6Vocabulary Cards Unit 4

T

MCAUnit 4

WorkbookUnit 4

Interactive PracticeUnit 4

T-65 UNIT 4

Preview• Setthecontextoftheunitbyaskingquestions

aboutfamily(forexample,Do you have a big family?).

• Holduppage65orshowTransparency4.1.Readtheunittitleandasktheclasstorepeat.

• Explain:FamilyTiesmeans that family members are close to each other. They love and care about each other. Optional:Explain:There was also a popular television show in the United States calledFamilyTiesin the 1980s, so it’s a funny title, too.

• Say:Look at the picture. AskthePreviewquestions:Who are the people?(familymembers)Where are they? (abirthdayparty)

• Ifpossible,askstudentstobringinapictureoftheirfamilyforLesson1.

Unit Goals• PointtotheUnitGoals.Explainthatthislistshows

whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandasktheclasstorepeat.Explain

unfamiliarvocabularyasneeded:Emergencycontactform: A form with the name, address, and phone number of a person to call during an emergency

• Tellstudentstocircleonegoalthatisveryimportanttothem.

• Callonstudentstosaythegoaltheycircled.

Family Ties

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Possessiveadjectives• Possessivenouns• Descriptionswithhave• Descriptionswithbeandhave

Pronunciation• Pronunciationofpossessive’s• Linkingwordstogether:Consonantto

vowel

Reading• Readanarticleaboutblendedfamilies

Writing• Writesentencesaboutyourselfandyour

family

Life Skills Writing• Completeanemergencycontactform

4 Classroom Materials/Extra Practice

CD 2Tracks 2–22

Transparencies 4.1–4.6Vocabulary Cards Unit 4

T

MCAUnit 4

WorkbookUnit 4

Interactive PracticeUnit 4

Future 1 TE_unit4_T065–T084.indd128 128 11/25/08 2:40:53 PM

UNIT 4 T-66

Lesson 1 Vocabulary

Getting Started 5 minutes MULTILEVEL INSTRUCTION for 2A

Pre-level Formgroupsof4.WhenStudentAasksWho’s this? anyoneinthegroupmayanswer.Above-level Studentsmakeupinformationaboutthefamilymembers’jobs,forexample:A:Who’s this?B:Susan’s mother. She’s a doctor. . . .

1 WHAT DO YOU KNOW?

a CLASS.LookatthepicturesofSusan’sfamily...

• ShowTransparency4.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage67.

• Readthedirections.Pointtonumber6andask:Who is this? Readtheexamplewiththeclass.

• Ask:Which family members do you know? • Ifstudentscalloutanincorrectfamilymember,

givestudentstwooptions(forexample,ask:Is number 7 a wife or a husband?).TelltheclasstheywillnowlistentoaCDandpracticethenamesofthefamilymembers.

Presentation 10 minutes

B Listenandpointtothepeople.Then...

• Readthedirections.PlayCD2,Track2.Pauseafternumber12(grandfather).

• Explain:The word children is plural. The singular form ischild.

• ResumeplayingTrack2.Studentslistenandrepeat.

Controlled Practice 15 minutes

B WORDPLAY.PAIRS.StudentA,lookatthelist...

• Readthedirectionsandtheexample.Ask:Who is the match forhusband?(wife)

• Pairstudents.Walkaroundandpracticewiththem.Afterafewminutes,tellstudentstostand,mingle,andpracticetheconversationwithseveralotherpartners.

• Tocheckcomprehension,sayawordandcallonindividualstudentstotellyouthematchingword.

Expansion: Graphic Organizer Practice for 2B

• Tellstudentstomakeatwo-columnchartwiththeheadingsMaleandFemaleintheirnotebooks.Studentswritematchingmaleandfemalefamilywordsinthesamerow(forexample,brother, sister).Studentscanusethistableasareference.

c GROUPSOF3.LookatSusan’sfamilytree.Talk...

• Explainhowthefamilytreeworks:Two people connected by a line (like Tai-Ling and Bi-Yun) are married to each other—they are husband and wife. Lines that go down under married couples are for their children. Michael, Karen, and Susan are the children of Carol and Thomas.

• Formgroupsof3.Readthedirections.• Say:Student A, say something about a family

member, for example, DavidisSusan’shusband.Then, Student B, say something more, for example,Right.AndCarolisSusan’smother.

• Walkaroundandifstudentshavedifficulty,usethecharttohelpthemunderstandtherelationships.

• Towrapup,performtheactivityasaclass.

2 PRACTICE

a PAIRS.StudentA,pointtoapersonandask...

• Readthedirections.Readeachlineintheexampleandasktheclasstorepeat.Modelcorrectintonation.

• PlayAandmodeltheactivitywithanabove-levelstudent.Explain:When you answer, always say Susan’s. . . because this is Susan’s family.

• Explain:Who’s is a contraction ofWhoandis.Ask:Why do we saythis,as inWho’sthis?(Becausewearepointingtothepictureofoneperson.)

• Pairstudents.Walkaroundand,asneeded,practicetheconversationwithpairsbypointingtopicturesandasking:Who’s this?

• Tocheckcomprehension,showTransparency4.2,pointtovariouspictures,andaskindividualstudents:Who’s this?(Susan’s )

Teaching Tip

Point,Pause,Repeat,Ask.Pointtothetreetohelpillustratewhatyouexplain.Pauseaftershortstatementssostudentscanprocesswhatyoujustsaid.Repeattheshortstatement(s)youjustsaid.Asksimplecomprehensionquestionstoconfirmunderstanding.


T-67 UNIT 4

Lesson 1 Vocabulary

Learning Strategy: Writepersonalsentences• Readthedirectionsandtheexample.• Say:To remember the word brothers, I will write

a sentence about my brothers.Readtheexamplesentenceagain.

• Tellstudentstocirclefourfamilywordsinthevocabularylistatthetopofthepage.Say:For each word, write a sentence about your real family members.

• Askastudent:What is your mother’s first name? (Ana)Writeontheboard:Ana is my mother.Tellstudentstowritesentenceslikethisforthefourwordstheycircled.

• Walkaroundasstudentswork.Ifmisspellingsoccur,tellthemtocheckthelistonpage67.Checkthatstudentsarecapitalizingsentencesandusingperiods.Alsocheckforsubject-verbagreement.

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

write sentences that are important to you.Remindstudentstousethisstrategytorememberothernewvocabulary.

Communicative Practice 25 minutes

Show what you know!

STEP1.Drawyourfamilytreeinyournotebook....

• Readthedirections.Copythesamplefamilytreeontotheboard.

• Pointtothefamilytreeandsay:Put a dotted line between people who have children together. Children go under the parents.

• Pointtothefamilytreeandsay:You are“Me.”Pointtonames(forexample,Bruno)andask:Who’s this?(Brunoismybrother.)

• Drawyourownfamilytreeontheboard.Keepitsimpleandinclude,forexample,blanksforonesetofgrandparents,yourparents,yoursiblings(includeyourself),andyourchildrenandyoursiblings’children.Pointtonamesonthetreeandstatetheirrelationshiptoyou(forexample,Steve is my father.).Togivestudentsadditionalsupport,writeeachperson’srelationtoyouunderhisorhername(forexample,Steve—my father).

• Walkaroundandhelpstudentsastheydrawtheirfamilytrees.Pointtopeopleinstudents’treesandask:Who’s this?

STEP2.PAIRS.Showyourpartneryourfamilytree....

• Readthedirections.• Askanabove-levelstudenttopointtosomeonein

yourfamilytreeontheboardandask:Who’s this? (She’smysister.)

• Pairstudents.Say:Ask your partner questions about his or her family. Take turns playing A and B.

• Walkaroundandcheckthatstudentsareusingtheirfamilytreesandareaskingandansweringcorrectly.Pointtopeopleinstudents’treesandask:Who’s this?

MULTILEVEL INSTRUCTION for STEP 2

Cross-ability Thehigher-levelpartnerplaysAfirst,asksquestions,andalsomodelsanswersifBhasdifficultyorrespondsincorrectly.

Expansion: Speaking Practice for STEP 2

• Askstudentstopresenttheirfamilytreestotheclass.Studentsintheaudienceaskquestions(forexample,Who’s your father?).Foranaddedchallenge,presenterscanalsosaywhatjobstheirfamilymembershave(forexample,This is my father. He’s a teacher.).

pages 38–39Interactive Practice

Extra Practice


Getting Started 5 minutes

UNIT 4 T-68

Talk about familyLesson 2

Teaching Tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage282astheylistentotheconversations.

Listenagain.Completethesentences.

• Readthedirections.• Readeachsentenceandtheanswerchoices.• PlayTrack3again.Studentslistenandcomplete

thesentences.• Callonstudentstosayanswers.

c Listentothewholeconversation....

• Readthedirections.PlayCD2,Track4.• Studentscompareanswerswithapartner.• Callonstudentstosayanswers.

Expansion: Vocabulary Practice for 2C

• Ontheboard,writeNice.Nearit,writethesentenceHe looks nice.Ask:What other words mean nice?

• Writeanswersontheboard.(Possible answers:kind,friendly,helpful,caring)Studentswritethesewordsintheirnotebooks.

Expansion: Listening and Speaking Practice for 2C

• PlayTrack4again,butpauseitaftereachline.Telltheclasstorepeateachline.

• Afterafewtimesthrough,tellhalftheclasstoplaySenandtheotherhalftoplayDora.WithouttheCD,cueeachsidetosaytheirlines(forexample,Ss[Sen]:That’s a great photo. Who’s that?OtherSs[Dora]:My father.).

1 BEFORE YOU LISTEN

a READ.Readthesentences.

• Say:Look at the first picture. Who’s this?(JustinTimberlake)Is he famous?(Yes.)Why?(He’sasinger.)

• Say:Look at the next picture. Who’s this?(mybrother)Is he famous?(No.)He’s not famous, but he looks like Justin Timberlake.

• Say:Lookslikemeans that someone looks almost the same as another person. Sometimes people we know look like famous people.

Expansion: Critical Thinking Practice for 1A

• Ask:Is it good to look like a famous person? Why or why not?Listprosandconsontheboard(forexample,Pro: People are nice to you. Con: Some people are rude.).

B CLASS.Whodopeopleinyourfamilylooklike?

• Ask:Who do people in your family look like? Writeanswersontheboard(forexample,My sister looks like Jennifer Lopez.).


2 LISTEN

a Lookatthepicture....Guess:...

• Readthedirections.• Ask:What do you see in the picture?(twowomen;a

womanholdingaphoto)• Ask:Who is the man in the photo?Writetheanswer

choicesontheboardandreadthem.Callonafewstudentstoguess.

B Listentotheconversation.Was...

• Readthedirections.PlayCD2,Track3.• Circlethecorrectanswerontheboard.Ask:Was

your guess correct?



T-69 UNIT 4

Controlled Practice 15 minutes MULTILEVEL INSTRUCTION for 4A

Cross-ability Thelower-levelpartnershouldplayAfirstafewtimes.Thehigher-levelpartner,playingB,cancorrectAifAsaysthewrongpronouninOh, looks nice.

MULTILEVEL INSTRUCTION for 4B

Cross-ability Tellthelower-levelstudentstofirstpresenttheirphotostotheirpartners.Thehigher-levelstudentsareresponsibleforaskingmorequestions.Tellhigher-levelstudentstorepeattheirquestionsoraskthemindifferentwaysiftheirpartnerdoesn’tunderstand.

Language Note

Ontheboard,writeOh, he looks nice.Drawanarrowpointingtothecommaandlabelit.Explain:We pause, or stop, afterOh.This is why we use a comma. Repeattheexpressionafewtimes,pausingafterOhwhilepointingtothecommaontheboard.Callonstudentstorepeatthislineafteryou.

4 PRACTICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3.

• Then,inExercise4A,askstudentstolookatthefamilytreeandthenote.Gooverthemeaningofuncle,aunt,andcousinusingthefamilytreeandyourownfamilyasexamples.

• Readthedirections.• Copytheconversationontotheboardwithblanks.

Readthroughtheconversation.Whenyoucometoablank,fillitinwithinformationfromthefamilytree.

• Asktwoon-levelstudentstopracticetheconversationinfrontoftheclass.

• Tellpairstotaketurnsplayingeachroleandtousethewordsinthefamilytreetotrytofillintheblanks.

• Walkaroundandcheckthatstudentsareusingthecorrectpronounin Oh, looks nice.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstoperformfortheclass.

Expansion: Speaking Practice for 4B

• Bringinmagazineswithpicturesofcelebrities.Tellstudentstocutoutpicturesandcreateamade-upfamilytreewithcelebrities’pictures.

• Studentsthenpracticeaskingandansweringquestionsabouttheirtreeswiththeirpartners.TheybasetheirconversationsonExercise4A.

3 CONVERSATION

Listenandreadtheconversation.Then...

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage68.

• Readthedirections.• PlayCD2,Track5.Studentslistenandreadalong

silently.• ResumeplayingTrack5.Studentslistenandrepeat.


B MAKEITPERSONAL.PAIRS.Makeyourown...

• Readthedirections.• Askstudentstotakeoutafamilyphoto.Students

whodon’thaveaphotocandrawapictureofafamilymember.

• Withanabove-levelstudent,makeupanewconversationandpracticeinfrontoftheclass.BasetheconversationonExercise4A.

• Pairstudents.Say:Student A, show your picture to your partner. Student B, say something nice about the picture and ask who the people are.

• Walkaroundandcheckthatstudentsareusingcontractionscorrectlyandareaskingandansweringquestionsproperly.

• Callonindividualstudentstocometothefrontoftheclasswiththeirpicture.Askstudentsquestionsabouttheirpictures(forexample,Who’s that?).

Interactive Practice

Extra Practice


UNIT 4 T-70


• Say:We’re going to study possessive adjectives. In the conversation on page 69, Dora used this grammar.

• PlayCD2,Track5.Studentslisten.WriteMy fatherontheboard.UnderlineMy.


Possessiveadjectives

• CopythegrammarchartsontotheboardorshowthechartsonTransparency4.3andcovertheexercise.

• Readthefirstsentenceintheleftchart(I am in the U.S.)andasktheclasstorepeat.Thenreaditscomplementsentenceintherightchart(My family is in Peru.).AsyoureadIandMy,pointtoyourself.RepeatwithothersubjectpronounandpossessiveadjectivepairsinthechartandpointtostudentstoindicatethematchbetweenYou/Your,He/His,She/Her,We/Our,andThey/Their.

• Toconfirmunderstanding,say:I am in the U.S. My family is in Peru. Ask:Whose family?(Myfamily)Say:You are in the U.S. Your family is in Peru.Ask:Whose family is in Peru? (Yourfamily)

• Ifyouareusingthetransparency,dotheexercisewiththeclass.



1 PRACTICE

a Mariaisshowingfamilyphotostoafriend....

• Readthedirectionsandtheexample.Askstudentstolookatpicture1.

• Say:Look carefully at the pictures before you answer.Dothesecondsentenceinitem1withtheclass.

• Callonstudentstosayanswers.

B Mariaisshowingmorephotostoherfriend....

• Readthedirections.Readtheexampleandasktheclasstofillinthesecondblank.Ask:Which word in the sentence tells you the answer isher?(daughter)

• Tellstudentstoreadeachsentencebeforeanswering.

• Walkaroundandcheckthatstudentsarebasingtheiranswersoninformationinthesentences.

c Listenandcheckyouranswers.

• PlayCD2,Track6.Studentslistenandchecktheiranswers.

• Optional: PlayTrack6again,pausingaftereachitemtoallowstudentstorepeat.Studentsthenpracticetheconversationinpairs.

Expansion: Writing Practice for 1C

• Pairstudentswhoeachhaveafamilyphoto.Studentswritesentencesaboutthepeopleintheirownphoto(forexample,This is my husband.)andthentheywritesentencesabouttheirpartner’sphoto(forexample,That is her son.).

• Studentsshouldtrytowriteatleastthreesentenceseach(twoabouttheirownphotoandoneabouttheirpartner’s).

Teaching Tip

Findingalternativewaystopresentgrammarprovidesmultipleopportunitiesforstudentstoacquirenewlanguage.Toreinforcetheabovepresentation,pointtoyourbookandsayMy book.Pointtoastudent’sbook,lookatthestudent,andsayYour book.Thenpointtoanotherstudent’sbook,lookattheclass,andsay:His/Her book.Repeatwithotherexamplesformy, your, his, her, our, and their.Tocheckcomprehension,performthesameactionsbutdonotsayanything.Telltheclasstocalloutthecorrectexpression.



Show what you know!

GROUPSOF3.Talkaboutthepeopleinthepicture....

• Askstudentstolookatthepicture.Say:The names of the people are under the picture.

• PlayAandreadtheexampleconversationwithtwoon-levelstudents.

• Formgroupsof3.Say:A, begin by asking who somebody is. B and C, listen to A and answer the question. SayIthinkto make a guess. Uselookslikein your answers.

• Walkaroundandcheckthatstudentsareusingpossessiveadjectives,possessivenouns,andtheexpressionsI thinkandlooks like.


T-71 UNIT 4


Possessivenouns

• CopythegrammarchartsontotheboardorshowthechartsonTransparency4.3andcovertheexercise.Telltheclasstheywilllearnhowtousepossessivenouns.

• Readthefirstsentenceintheleftchartandasktheclasstorepeat.Readitscounterpartintherightchart.ReadtheGrammarWatchnote.

• PronounceLuis’sandasktheclasstorepeat.Explain:There is an extra syllable because Luisends in-s.ReadthePronunciationWatchnote.

• Holdupvariousclassroomobjectsthatbelongtostudents(forexample,atextbook)andcallontheclasstosaytowhomitbelongs(Ss:That’s Ramon’s book.).Callonstudentstowriteeachsentenceontheboardaftertheclasscallsitout.


Teaching Tip

Usedrawingstoreinforcegrammarconcepts.Ontheboard,drawanoutlineoftheU.S.andstickfiguresforDoraandLuis.ThendrawPeruandseveralfamilymembers.(Seepage6fortheshapesoftheU.S.andPeru.)Asyoureadthesentencesinthechart,pointtothefigures.


2 PRACTICE

a Lookatthefamilytree.Completethesentences.

• Readthedirections.HoldupthebookandpointtoRyanandEva.Readtheexample.

• Readtheothernamesandasktheclasstorepeat.• Say:Use possessive nouns to complete the sentences.

Look at the family tree first. • Studentscompareanswerswithapartner.Those

whofinishearlywriteasentenceontheboard.

B Listenandcheckyouranswers.Then...

• Readthedirections.PlayCD2,Track7.Studentslistenandchecktheiranswers.


MULTILEVEL INSTRUCTION

Cross-ability Askhigher-levelpartnerstopromptlower-levelpartnerswithquestions(forexample,[Pointingtosomeoneinthephoto]Who’s this?).

Expansion: Speaking Practice

• Formgroupsof4.Onestudentshowshisorherfamilyphototothegroupandwritesthenamesofthepeopleinthephotoonapieceofpaper,butdoesnotsayanythingmoreaboutit.Theotherstudentstalkaboutthephotoandtrytoguesswhatrelationshipthepeopleinthephotohavewiththestudentwhoownsit.

Progress Check

Canyou...talkaboutfamily?Say:We have practiced talking about family. Now, look at the question at the bottom of the page. Can you talk about family? Tellstudentstowriteacheckmarkinthebox.

pages 32–33 pages 40–41

Extra Practice



UNIT 4 T-72

Read about blended familiesLesson 4


1 BEFORE YOU READ

a CLASS.Readtheinformation.Thenanswer...

• Readthedirectionsandtheparagraph.Ask:What doesgetdivorcedmean?(toendamarriage)

• Telltheclasstolookatthefirstpiechart.Ask:What do 52% of the people do?(Theydon’tgetdivorced.)What do 48% of the people do?(Theygetdivorced.)

• Telltheclasstolookatthesecondpiechart.Ask:What do 75% of the people do?(Theygetmarriedagain.)What do 25% of the people do?(Theydon’tgetmarriedagain.)

• Askthequestionsintheexercise:Do many people in your country get divorced? Do they get married again?

Expansion: Math and Graphic Organizer Practice for 1A

• AfterdoingtheaboveTeachingTipactivity,polltheclasswithanothersimplequestion(Who has children?),tallytheresultsontheboardunderYesandNoheadings,andaskstudentstocreatetheirownpiechart.

• Asavisualaid,drawsomesamplepiepiecesizesontheboardtorepresentbasicpercentageamounts(forexample,aquarterofacirclefor25%,half-circlefor50%,andthree-quartersofacirclefor75%).

• Walkaroundandcheckthatstudentsarecreatingpiecesthatarecorrectlyproportioned.


B Lookatthepicturesanddates.Completethe...

• Readthedirectionsandthewordsinthebox.Askstudentstorepeatthewords.

• Explain:A step-mother is the woman who marries a divorced father with children. A step-sister is the daughter of the step-mother.

• Doitem1withtheclass.Pointtothepictureandask:What year is it? (1997)Readtheincompletesentenceandtelltheclasstocallouttheanswer(T:Ann and Bob Peterson get . . . Ss:married.).

• Walkaroundandcheckthatstudentsareusingtheillustrationsandthewordboxtowriteanswers.

• Drawasimpletimeline(alinewiththesixyearsfromtheexerciseonit)ontheboardandcallonsixstudentstowritetheanswersundereachyearonthetimeline.

• Ontheboard,writeblended family.Explain:This family is a blended family. This means that there was a divorce and a remarriage. Step-family members are part of a blended family.

Teaching Tip

Manystudentshavedifficultyunderstandinggraphsandcharts.Askmanycomprehensionquestionswhenpresentingachartorgraphtoensurethatstudentsunderstand,forexample,Which piece is bigger, 52% or 48%? Why are there different colors?(toseethedifferentgroups)What does 48% mean?(48outof100people)

Toillustrateandreinforceunderstanding,polltheclasswithasimpleyes/noquestion(forexample,Do you want a new TV?).Tallytheresultsontheboard(forexample,Yes: 9; No: 14).Addtheresults(23)andwritethesumontheboard.CalculatethepercentageoftheYesvotesbydividingthenumberofYesvotesbythetotalnumberofvotes(9/23=0.39,approximately40%,whichmeanstheNovoteswereapproximately60%).Drawapiechartwithcorrespondingpieces.Studentscopythepiechartintotheirnotebooksandwritethepercentagesoverthepieces.



• Formlike-abilitygroupsof4or5students.Groupsdiscussthefollowingquestionsforatleastfiveminutes: Does Jimmy have a good life? Why or why not? What are the pros and cons of having a blended family?Youmayhavetoexplainthatprosaregoodthingsandconsarebadthings,orproblems.Everyoneineachgroupmustshareanopinion.

• Callonrepresentativesfromeachgrouptodiscusstheanswerstothequestions.


Show what you know!

Read about blended familiesLesson 4

T-73 UNIT 4


2 READ

Listen.Readthearticle.

• Ask:What’s the title? (TheAmericanFamilyToday)• Tellstudentstolookatthepicture.Readthe

caption.• PlayCD2,Track8.Studentslistenandreadalong

silently.• Explainthatspecialphrases(blended families,

secondparagraph)areputinquotationmarksbecausetheyarewordsusedinanunusualway.

• Optional: PlayTrack8again.PausetheCDaftereachofthefollowingparagraphsandaskthesequestions:

Firstparagraph:When did Jimmy’s parents get divorced?(2006)Secondparagraph:How many families does Jimmy have?(two)Thirdparagraph:Is Jimmy’s story common?(Yes.)


3 CHECK YOUR UNDERSTANDING

a PAIRS.Readthearticleagain.Lookatthedays...

• Readthedirections.• Tellstudentstolookbackatthearticletofindthe

answerstothequestions.• Walkaroundandifpairshavedifficulty,point

tothesecondparagraphwheretheycanfindtheanswertoeachquestion.


B Whatisthemainideaofthearticle?...

• Remindstudents:The main idea is the most important idea of the article.

• Askstudentstoreadthearticleagainsilently.• Studentscompareanswerswithapartner.• Callonastudenttowritethecompletedsentence

ontheboard.• Towrapup,pointtothesentenceontheboardand

ask:What is this?(themainideaofthearticle)


Cross-ability Thehigher-levelpartnerpointstothepartofthearticlewhereanswerscanbefound.Thelower-levelpartnerreadsthepassagewiththeanswerandthenwritestheanswer.

Culture Connection

•Say:Blended families are common in the U.S.•Ask:What about in your country?

PAIRS.Talkaboutit.Doyouknowsomeone...

• Say:Think of a person you know who is in a blended family. In your notebook, make a list of all that person’s step- or half-family members. Write their names and their relationship to the person you know(for example,Jorge—Juana’sstep-brother).If you don’t know anyone in a blended family, make up information.

• Pairstudents.Say:Student A, explain your list to your partner. Say all the people in the list and what their relationship is to the person you know. Student B, listen to Student A. Then show Student A your list and explain all the people in it.

• Walkaroundandcheckthatstudentsarediscussingstep-orhalf-relatives.

pages 34–35 page 42

Extra Practice



UNIT 4 T-74

Describe peopleLesson 5


1 BEFORE YOU LISTEN

READ.LookatthepictureofZofia’s...

• Readthedirections.PlayCD2,Track9.• Say:Someone who is average height is not tall and

not short. Someone who is average weight is not thin and not heavy.

• Drawstickfiguresofashortperson,anaverageheight(inthemiddle)person,andatallperson.LabeleachShort,Average Height,andTall.

• Asneeded,drawpicturesoffaceswithamustacheandabeardtoexplainthesewords.Alsodrawheadswithvaryinglengthsofhairtodifferentiatebetweenshortandlonghair.

• Tellstudentstolookcarefullyatthepicturebeforeansweringthequestions.



2 LISTEN

a Lookatthepicture.Ernestois...

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

• Readthedirections.• Ask:Who are they talking about? Writetheanswer

choicesontheboardandreadthem.• PlayCD2,Track10.Circlethecorrectansweron

theboard.Tellstudentstoraisetheirhandsiftheirguesswascorrect.

Teaching Tip


B Listenagain.Check(3)allthethings...

• Readthedirections.PlayTrack10again.Studentslistenandcheckallthethingsthataretrue.

• Callonastudenttosayanswers.


• Readthedirections.Askstudentstolookatthepictures.Foreachone,callonstudentstodescribethepersoninthepicture(forexample,a.He has long hair. He has a mustache.).

• PlayCD2,Track11.• Callonstudentstosayanswers.

Expansion: Vocabulary Practice for 2C

• Withtheclass,brainstormadditionalphysicalcharacteristicsforhair(forexample,short hair,long hair,curly hair,straight hair).Writeseveraltermsontheboardanddrawstickfigurestoillustrate.

• Tellstudentstowriteatleastthreecharacteristicsthatdescribethemselves(forexample,short,average weight,short hair)intheirnotebooks.

• Callonstudentstosharetheiranswerswiththeclass.Repeatafterstudents,modelingcompletesentences.Forexample:S:Short hair.T:Yes, you have short hair.Note:Donotaskstudentstoproducecompletesentences,sincetheyhavenotyetlearnedthegrammar.


• Askon-levelstudentstopracticetheconversationinfrontoftheclass.

• Tellpairstotaketurnsplayingeachrole.• Walkaroundandcheckthatstudentsareusing

pronounsandphysicalcharacteristicscorrectly.• Tellstudentstostand,mingle,andpracticethe

conversationwithseveralnewpartners.• Callonpairstoperformfortheclass.



• Readthedirections.StudentBtalksaboutonepersonbecausestudentshaven’tstudiedthepluralformhaveyet.

• Withanabove-levelstudent,makeupanewconversationandpracticeinfrontoftheclass.BasetheconversationonExercise3.

• Pairstudents.Tellstudentstheycantalkaboutafriendiftheywantto.

• Walkaroundandcheckthatstudentsareusingcontractionscorrectlyandareaskingandansweringquestionsproperly.



T-75 UNIT 4


Pre-level Tellstudentstousethevocabularyonpage74asmuchaspossible.Teachstudentstosaynobeforeacharacteristic(forexample,no beard)inordertogivestudentsgreateropportunitytouseallthevocabulary.Above-level StudentBdiscussestwopeople(forexample,B:My brother and my sister are here.A:Oh. What’s your brother like?).Acanaskabouteachpersonseparately.Foraddedchallenge,askBtotalkaboutonepersontheylooklikeandonepersontheydon’t.


3 CONVERSATION

Listenandreadtheconversation....

• Note:ThisconversationisthesameonestudentsheardinExercises2AandBonpage74.

• PlayCD2,Track12.Studentslistenandreadalongsilently.

• Ask:What’s a carpenter?(apersonwhobuildsthingsfromwood,suchasahouseoraboat)Asneeded,explainwoodbypointingtosomethingmadeofwood,suchasabookshelf.

• Explain:What’s he like?means Tell me about this person.


Expansion: Grammar Practice for 3

• Pairstudents.StudentApointstothefirstlineandasks:What is the possessive adjective? StudentBanswers(your).ThenStudentBpointstothesecondlineandasksthesamequestion.Pairscontinueforthewholeconversation.

• Thenstudentscircleallthepossessiveadjectivesintheconversation.Tellstudentstolookbackatthegrammarchartonpage70.

4 PRACTICE

a PAIRS.Practicetheconversation.Thenmake...

• PairstudentsandtellthemtopracticetheconversationinExercise3.

• Askstudentstolookatthefamilyphoto.Say:Imagine that this is your family.Ontheboard,drawthreestickfigurestorepresentthethreepeopleinthepicture.Labelthemuncle,cousin,andaunt.

• Askstudentstocalloutthephysicalcharacteristicsforeachperson’sheight(short,average,ortall),weight(thin,heavy),andhair(short,long).Writethecorrectdescriptionneareachdrawingontheboard(forexample,uncle:averageheight,thin,short hair).Tellstudentstowritethisinformationundereachpersoninthepictureonthepage.

• Readthedirections.Copytheconversationontotheboardwithblanks.Readthroughtheconversation.Whenyoucometoablank,fillitinwithoneofthechoices.


Extra Practice


UNIT 4 T-76



• Say:We’re going to practice describing people with have. In the conversation on page 75, Ernesto used this grammar.

• PlayCD2,Track12.Studentslisten.Writeontheboard:He has long hair.UnderlineHe has.


Descriptionswithhave


• Readthesentencesintheleftchartandasktheclasstorepeat.Stronglypronouncehaveinisolationsothatstudentsnoticethe/v/sound.

• Readthesentencesintherightchartandasktheclasstorepeat.Sincehaveandhassoundsimilar,clearlydifferentiatehasfromhavewhenyousaythem.Tomakesurestudentscandiscriminatebetweenhaveandhaswhentheyhearthem,asktheclasstowritehasononescrapofpaperandhaveonanother.Sayeachwordrandomlyandasktheclasstoholdupthewordtheyhear.

• Usingstudentswithvaryinghairlengthsasexamples,pointtostudentsandtelltheclasstocalloutsentencestodescribethem.Providepracticewithexamplesfrombothchartssothatstudentscancorrectlyidentifywhentousehaveorhas.

• Askstudentstoclosetheirbooks.Removeanyvisualaidsforthecharts.Ontheboard,writeseveralincompletesentences:

We short hair. You a mustache. He a beard. Maria long hair.

Callonstudentstocometotheboardandcompletethesentenceswithhave/has.



• Say:The sentences are about people in the picture. Find the people in the picture when you answer.

• Remindstudentstolookatthesubjectofthesentencebeforeansweringandtolookatthegrammarchartforhelp.

• Studentscompareanswerswithapartner.• Callonstudentstosayanswers.

B PAIRS.Lookatthepictureagain.CirclePaul.

• Readthedirections.• Holdupthepictureandask:Where is Paul in

the picture? Tellstudentstoanswerusingon the left/rightornext to,whichtheylearnedinUnit3.(Possible answers: Paulisontheright.Paulisnexttohissister.)


c PAIRS.Lookatthepictures.Describethepeople....

• Askstudentstolookatthepictures.• Readthedirectionsandtheexample.• Walkaroundandcheckthatstudentsareusing

have/hascorrectlyandareaddingperiods.• Tellstudentstotaketurnsreadingtheiranswersto

eachother.

1 PRACTICE

a Lookatthepicture.Underlinethecorrectword.

• Readthedirectionsandtheexample.Writetheexampleontheboardandask:What’s the subject? (I)Ask:Do you usehaveorhaswith I?(have)

MULTILEVEL INSTRUCTION for 1C

Cross-ability Askhigher-levelstudentstochecktheirpartners’answers.Higher-levelstudentscanalsoasktheirpartnerstocomeupwithonemoredescriptivesentenceforeachpicture(forexample,1. Elias has short hair.)andtowriteitonapieceofpaper.Ifthelower-levelpartnerhasdifficulty,thehigher-levelpartnercanhelp.

Expansion: Writing Practice for 1C

• Formgroupsof5.Eachstudentwritesthreesentencestodescribeonepersoninthegroup(forexample,He has short hair. He has a beard. He looks like Marc Anthony.).

• Eachstudentreadshisorhersentencesoutloud,andtherestofthegroupguessestheperson(Ss:Is it Hugo?S:Yes!).



T-77 UNIT 4


Descriptionswithbeandhave

• CopythegrammarchartsontotheboardorshowthechartsonTransparency4.4andcovertheexercise.Telltheclasstheywilllearnhowtodescribepeopleusingbeandhave.

• Readsentencesfromtheleftchartandasktheclasstorepeat.

• Ontheboard,writeseveralexamplesentenceswithblanksforbe.Usenamesofyourstudentsforthird-personsingular.Callonstudentstocompletethesentences.Writeinthecorrectformofbe.

• Dothesamefortherightchart.Callonstudentstocompletethesentences.Writeinthecorrectformofhave.

• Say:Usebeto talk about height and weight. Use have to talk about hair.



Show what you know!

GROUPSOF3.Lookatyourclassmates.Complete...

• Copythechartontotheboard.PlayAandreadtheexampleconversationwithanon-levelstudent.

• Ask:Who has a beard?(Carlos,Chen,andViktor)Write3inthechart.Readthedirections.

• Pairstudents.Say:Now, Student A, askWhohas...?orWhois...?for every box. Student B, answer the questions.WritethequestionstartersforAontheboardandpointtothemasyouspeak.

• Walkaroundandcheckthatstudentsaresummarizingtheinformation(forexample,So, three women have . . .).

• Towrapup,calloutquestionstothewholeclassforeveryelementinthechart(forexample,Who has a beard?)andcallonstudentstoanswer.

2 PRACTICE

a ReadaboutDonna’sfamily.Underline...

• Readthedirections.Say:Remember, use be for height and weight. Use have for hair.

• Walkaroundandcheckthatstudentsarechoosinganswersbasedonwhetherthephysicalcharacteristicisrelatedtohair(have)orweight(be).

• Tocheckanswers,readtheparagraphandtelltheclasstocalloutanswers.


B PAIRS.LookatthepicturesofDonnaand...

• ReadAintheexampleconversationwithanon-levelstudentreadingBandfinishingtheline.

• Ask:What are the differences in the pictures?(InpictureA,Donnahasshorthair.Sheisthin.InpictureBshehaslonghair.Sheisheavy.InpictureA,Donna’shusbandisheavy.Hehaslonghairandnobeard.InpictureB,heisaverageweight.Hehasshorthairandabeard.)

• Pairstudents.Callonpairstoperformfortheclass.

MULTILEVEL INSTRUCTION

Cross-ability Assignahigher-levelstudenttobeagroupleader.Thegroupleaderisresponsibleforaskingquestions(forexample,Who has long hair?).Thelower-levelstudentsmustanswerthequestions,andtheleaderrecordstheinformationinthechartandsummarizesit.

Expansion: Vocabulary Practice

• Redo“Showwhatyouknow!”withnewcategories:curly hair,wavy hair,straight hair,thin hair,andbald.Asneeded,explaineachtermbydrawingastickfigurewitheachhairstyle.

Progress Check

Canyou...describepeople?Say:We have practiced describing people. Now, look at the question at the bottom of the page. Can you describe people?Tellstudentstowriteacheckmarkinthebox.


Extra Practice



UNIT 4 T-78

Talk about months and datesLesson 7

B Lookatthenumbers.Listenand...

• Readthedirections.• PlayCD2,Track14.Studentslistenandpoint.• ResumeplayingTrack14.Studentslistenand

repeat.Pausethetrackafter4th,pronounce4th(voicelessth),andasktheclasstorepeat.Modelhowtopronouncevoicelessthandmakesurethattheclasscandoit.Say:Put your tongue between your teeth and breathe out [demonstrate].

• Readthenoteaboutwritingandsayingdates.

c Lookatthecalendarabove...

• Readthedirections.Sayafewdatesandasktheclasstorepeat.

• PlayCD2,Track15.WalkaroundandcheckthatstudentsarepointingtothedatesinthecalendarforJanuary.

• Ifstudentshavedifficulty,playTrack15again.• Tocheckcomprehension,copytheJanuary

calendarontotheboard.Callonindividualstudentstocometothefrontoftheclass.Saydatesinrandomorder(forexample,January 22nd)andtellthestudenttopointtothem.

Expansion: Listening Practice for 2C

• Pairstudents.• StudentAdictatesthreeimportantdatesinhis

orherfamily(forexample,A:March 16th,May 20th,August 1st).StudentBwritesthemdownandshowsthemtoStudentAforconfirmation.

• Then,StudentBasksthesignificanceofeachdate(forexample,B:Why is March 16th important? A:It’s my daughter’s birthday.).Partnersswitchrolesandrepeat.

Progress Check

Canyou...talkaboutmonthsanddates?Say:We have practiced talking about months and dates. Now, look at the question at the bottom of the page. Can you talk about months and dates?Tellstudentstowriteacheckmarkinthebox.


1 TALK ABOUT MONTHS AND DATES

a CLASS.Whataresomeimportantdatesin...

• Writetoday’sdateontheboard.• Holdupyourbookandpointtothecalendar.Ask:

What is this?(acalendar)How many months do you see? (12)What is today?([today’sdate])Pointtothedateontheboardifstudentsneedavisualaidtoanswerthequestion.Clearlypronouncetoday’sdateandasktheclasstorepeat.

• Askthequestioninthedirections.Ifstudentsdon’tunderstand,namesomeimportantdatesontheboard,explainingthesignificanceofeachasneeded(forexample,My birthday is February 10. My son’s birthday is . . .).


B Lookatthecalendarpages.Listen...

• Readthedirections.• PlayCD2,Track13.Studentslistenandpoint.• ResumeplayingTrack13.Studentslistenand

repeat.


2 PRACTICE

a GROUPSOF3.StudentA,sayamonth....

• Readthedirections.• PlayAandreadtheexamplewithtwoon-level

students.• Formgroupsandassignroles.Tellstudentstolook

atthecalendarpagesiftheyneedhelpwiththenamesofthemonths.

• Walkaroundandcheckthatstudentsaresayingmonthsinorder.


Talk about months and datesLesson 7

T-79 UNIT 4


4 PRACTICE

a Walkaroundtheroom.Practicetheconversation...

• WritetheconversationinExercise3ontheboardwithblanksforthenameandbirthdaydate.

• Practicetheconversationwithanon-levelstudent.Fillintheblanks.

• Pairstudents.Say:Use your own names and birthdays. Take turns playing A and B.

• Walkaroundandcheckthatstudentsarepronouncingordinalnumberscorrectly.


B NETWORK.Findclassmateswiththesame...

• Readthedirections.Askseveralstudents:What is your birthday month? Writeyourownbirthdaymonthontheboardandaskifanyonehasabirthdayinthatmonth.Writeeachstudent’snamewhosebirthdayfallsonadayinyourbirthdaymonthnexttothedayofhisorherbirthday.

• Say:Walk around and ask other students when their birthday is. When you find another student with the same birthday month, stay with them.

• Onceallthegroupsareformed,telleachgrouptomakeacalendarpagefortheirmonthandtoincludetheirnamesonthedatesoftheirbirthdays.


• Whenallthecalendarpagesarefinished,askonerepresentativefromeachgrouptopresentthecalendartotheclassbyreadingthebirthdaydatesandnames(Rosa’s birthday is May 22. Rafael’s . . .).

Progress Check

Canyou...giveyourbirthdayanddateofbirth?Say:We have practiced giving birthdays and dates of birth. Now, look at the question at the bottom of the page. Can you give your birthday and date of birth? Tellstudentstowriteacheckmarkinthebox.

d Lookatthecalendars.Writethedates.Use...

• ReadthedirectionsandtheWritingWatchnote.• Asawarm-up,ask:What is today’s date?Pointto

thedateontheboardandtellstudentstocopyitintotheirnotebooks.Say:Write yesterday’s date in your notebook. Write tomorrow’s date in your notebook.Lookaroundtheroomtoseethatstudentsarewritingthecorrectdatesandcapitalizingthemonths.Thenwritethesedatesontheboard.Pointtothemasyousaythemandallowstudentstochecktheirownwork.

• Asstudentscompletetheexercise,walkaroundandcheckthattheyarewritingdatesinmonth/day/yearorder.

• Callonstudentstosaythedates.Correctstudentswhosay,forexample,twenty-fourinsteadoftwenty-fourth.Towrapup,writethedatesontheboardsostudentscancheckthattheywrotethemthesameway.

e Lookatthecalendarsagain.Writethedates...

• Readthedirections.Ontheboard,writetoday’sdateinnumbersasintheexample.Say:Each of the 12 months has a number. January is 1. February is 2, and so on.

• Walkaroundandcheckthatstudentsarewritingdatesinthecorrectorderandusingdashes.

• Callonstudentstowriteanswersontheboard.

f Listentotheconversations.Which...

• Readthedirections.PlayCD2,Track16.• Tocheckanswers,playTrack16againandwrite

answersontheboardasthetrackplays.• Toreinforcethedifferencesbetweentheanswer

choices,readeachoneandasktheclasstorepeat.

3 GIVE YOUR BIRTHDAY

Listenandreadtheconversation.Then...


• WriteJuly 29ontheboard.Pointtoitandsay:When you read this date, remember to say th—twenty-ninth.

• ResumeplayingTrack17.Studentslistenandrepeat. pages 45–46Interactive Practice

Extra Practice


UNIT 4 T-80

Give a child’s age and grade in schoolLesson 8


Culture Connection

•Say:In the United States, children go to elementary school. Elementary school starts with kindergarten. Children begin kindergarten when they are four or five years old. Then there is first grade, second grade, . . . .•Ask:In your country, do you have elementary school? How old are children when they go to school?•Say:Every school district in the United States has different laws or rules about going to school. It is important to know when your child needs to go to school.•Ask:Do you have a child in elementary school? Callonstudentstoanswerandexplainmoreifpossible(forexample,Yes, I have a daughter. She is seven years old. She is in second grade.).

1 BEFORE YOU LISTEN

a Lookatpicture1.Labelthepeopleinthepicture....

• Readthedirections.• Say:Boysis the plural form of boy.Girls is the

plural form of girls. Childrenmeans boys,girls,orboth.

• Say:You can also say kids instead of children. Just remember that kids is informal—you use it in conversation.

• Studentscompareanswerswithapartner.• Callonstudentstosayanswersbyprompting

them,forexample,Who is first?(children)

B CLASS.Lookatpicture2.Readtheconversation....

• Readthedirectionsandinformationwhilestudentsreadalongsilently.

• Ask:What about in your country? Askon-levelandabove-levelstudentstoexplainwhyintheircountryaskingadultsabouttheirageisOKornot.(Possible answers:Inmycountry,itisrudetotalkaboutage.Inmycountry,onlyclosefamilymemberstalkaboutage.Inmycountry,wesayourageinajobinterview.Allpeopletalkaboutage.)


2 LISTEN

a Lookatthepicture....Guess:...

• Readthedirections.Ask: What do you see in the picture? What is happening? Asneeded,explainthatbabysittingiswhenyouwatchchildrenforafewhourswhentheirparentsarenothome.

• Ask:How old are the children? WriteBoyandGirlontheboard.Callonstudentstoguess.Writetheirguessesontheboard.

• TellstudentstheywilllistenfortheanswerinExerciseB.

B ListentoZofia’sphoneconversation...

• Readthedirections.PlayCD2,Track18.• Circlethecorrectanswerontheboard.(Theboyis

11,andthegirlis6.)Ask:Was your guess correct?

Teaching Tip


Listenagain.Completethesentences.

• Readthedirectionsandthesentencesandanswerchoices.PlayTrack18again.

• Studentscompareanswerswithapartner.• Callonstudentstosayanswers.


• Readthedirectionsandthequestionsandanswerchoices.PlayCD2,Track19.

• Studentscompareanswerswithapartner.• Callonstudentstosayanswers.• Ask:Why does Zofia’s friend (Terry’s mother) call

Terry “Terry the Terrible”? Hint:Look at the picture. What is Terry doing?(She’sdrawingonthewall.)Does Zofia see Terry drawing on the wall?(No.)


Give a child’s age and grade in schoolLesson 8

T-81 UNIT 4

• Then,inExercise4A,pointtoeachpictureandask:How old are the students? What grade are they in?

• Readthedirections.• CopytheconversationinExercise4Aontothe

boardwithblanks.Readthroughtheconversation.Whenyoucometoablank,fillitinwiththecorrectwordsfromtheboxes.

• Tellpairstotaketurnsplayingeachroleandtousedifferentagesandgradestofillintheblanks.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.Callonpairstoperformfortheclass.



• Withanabove-levelstudent,makeupanewconversationandpracticeinfrontoftheclass.BasetheconversationonExercise3B.PlayA.Continuetheconversationforthreeorfourexchanges.

• Pairstudents.Walkaroundandcheckthatstudentsareaskingandansweringquestionsaboutage.

3 CONVERSATION

a Listen.Thenlistenandrepeat.

• ReadthedirectionsandthePronunciationWatchnote.

• Askstudentstonamethelettersthatarevowels.Writethemontheboard.Ask:What are consonants?(alltheotherletters)

• Readthesentences.Writethesentenceswiththelinksontheboard.

• Sayeachsentenceslowlyandasktheclasstorepeat.Thensaythematnormalspeed(withconnectedsounds)andasktheclasstorepeat.Next,slowdowntheconnectedsoundspeechandasktheclasstorepeatsothattheynoticethattheconsonantsoundismergingwiththevowelsoundinthefollowingword.

• PlayCD2,Track20.Studentslisten.• ResumeplayingTrack20.Studentslistenand

repeat.

B Listenandreadtheconversation....

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage80.


• ResumeplayingTrack21.Studentslistenandrepeat.ThereisanextrapauseinZofia’slastline(afterfifth grade)togivestudentstimetorepeat.


4 PRACTICE

a PAIRS.Practicetheconversation.Thenmakenew...

• ReadtheconversationinExercise3Btotheclassandaskstudentstorepeattheplaceswheretheconsonantsoundofawordlinkstothevowelsoundofthenextword:

A: Where⁄ are ˘B: I’mat ˘A: Howold,oldare ˘ ˘B: sonis,He’sin,daughteris,she’sin ˘ ˘ ˘ ˘• Pairstudentsandtellthemtopracticethe

conversationinExercise3B.


Cross-ability Thelower-levelstudentineachpairshouldplayA.Thehigher-levelstudentisresponsibleforaskingmorequestions(forexample,How old are they? When are their birthdays? What grade are they in?).


• Tellstudentstoincludeinformationaboutphysicalcharacteristics(forexample,hairlength,height)whiletalkingaboutchildrentheyknow.

5 LIFE SKILLS WRITING

Turntopage256andaskstudentstocompletetheemergencycontactform.SeepagesTxi–TxiiforgeneralnotesaboutLifeSkillsWritingactivities.


Extra Practice


UNIT 4 T-82


• Say:We’re going to study questions with Howold.In the conversation on page 81, Assefa used this grammar.

• PlayCD2,Track21.Studentslisten.WriteHow old are they?ontheboard.UnderlineHow old.


QuestionswithHow old


• Readthequestionsintheleftchartandasktheclasstorepeat.

• Readthequestionsintherightchartandasktheclasstorepeat.

• Askstudentstoclosetheirbooks.Removeanyvisualaidsforthechart.Ontheboard,write:How old you? How old he?

• Callonstudentstotellyouwhethertoputisorareintheblanks.

• Thenaskthequestionwithyouandcallonafewstudentstoanswer.Afterastudentanswers,asktherestoftheclass:How old is he/she? Findtwostudentswhoarethesameageandasktheclass:How old are they?



Ask about ageLesson 9

• Walkaroundand,asneeded,helpstudentswiththesubtractioncalculationtodeterminetheageofthepeopleintheexercise.

• Studentscompareanswerswithapartner.• Callonstudentstoperformfortheclass.

PRACTICE

a Completetheconversations.Askaboutage.Use...

• Readthedirectionsandtheexample.• Writetheson’sdateofbirthontheboard.Calculate

hiscurrentagebasedontoday’sdate.WritehisageontheboardandasktheclasstocompleteB’sline.

• Tellstudentstolookatthepicturesbeforetheyanswer.

• RemindstudentstousesubjectpronounsforB’slineinitems3and4.

MULTILEVEL INSTRUCTION for B

Cross-ability Thehigher-levelpartnerplaysAandinitiatestheconversation.

Expansion: Speaking Practice for B

• Pairsstudentsandtellthemtocutoutpicturesofpeoplefrommagazinesandguesshowoldthepeopleare.

• Thencallonstudentstopresenttheirpicturestotheclasswhiletheclassguesseshowoldtheyare.Above-levelstudentscanofferwhytheythinkapersonisaparticularage(forexample,I think he’s 50 because he has gray hair.).

Community Building

Pairorgroupstudentssotheycanhelponeanotherdothecalculations.


B PAIRS.Lookatthesephotosoffamouspeople....

• Readthedirections.Sayeachname,asktheclasstorepeat,andsaywhyeachpersonisfamous(Zhang Ziyi is an actress. George Clooney is an actor. Diego Maradona is an athlete; he plays soccer. Oprah Winfrey is a talk-show host; she is on TV.).

• PlayAandreadtheexampleconversationwithanon-levelstudent.

• Pairstudents.TellstudentstouseI don’t knowandI thinkwhentheytalkwiththeirpartner.Explainthatherearoundmeansclose toorabout.

• Walkaroundandcheckthateachpartnerisguessingtheagesofthefamouspeople.


Extra Practice



T-83 UNIT 4

Show what you know!Review

STEP2.Lookatthepictureandreadtheparagraph...

• Readthedirections.Gobacktothepictureagainandfindask:Where is Mike?(HeisnexttoTina.Hehasagreenshirt.)

• Say:You are Mike. Write about your family. Write at least five sentences.

• Readthefirstsentenceandasktheclasstorepeat.Ask:Is Mike tall?(Yes.)Writeontheboard: I am .Callonstudentstocompletethesentence.(Iamtall.)

• WalkaroundandcheckthatstudentsarewritingsentencessimilartotheonesinStep1.

• Studentscompareanswerswithapartner.• Callonsomestudentstowritesentencesonthe

board.

Expansion: Speaking Practice for STEP 2

• ReviewquestionswithHow oldfrompage82.• Pairstudentsandtellthemtoreadtheirwriting

fromStep2toeachother.Thepartnerasksquestionsaboutthewriting(forexample,How old are your daughters?).

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit4,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

1 GRAMMAR

Lookatthepicture.WhoisTina?Complete...

• Readthedirectionsandtheexample.Explain:The picture is Tina’s family. When you read, look at the picture to guess who is who.

• Tellstudentstoreferbacktothegrammarchartsonpages70(possessiveadjectives)and76–77(descriptionswithbeandhave)asneeded.

• Say:Read the sentence before you answer and remember to look at the picture.

• Studentscompareanswerswithapartner.• Readtheparagraphandcallonindividualstudents

tosayanswers.Whenreviewinganswers,pointouthowthesentencebeforerevealsthecorrectanswer(forexample,For number 2, the answer is My because Tina is speaking in number 1.).

• Ask:Who is Tina?(thetallwomaninthebackrowwithawhiteblouse)

2 WRITING

STEP1.Lookatthepictureagain.WhoisMorris?...

• Readthedirectionsandtheexample.• Remindstudentsthattheyarewritingabout

Morris.• Studentscompareanswerswithapartner.• Readtheparagraphandcallonindividualstudents

tosayanswers.Ask:Who is Morris?(themaninthemiddleofthebackrow)

pages 40–41

Extra Practice


UNIT 4 T-84

STEP2.PAIRS.Talkaboutit.WhatisHae-Jin’s....

• Pairstudents.Readthedirectionsandthequestion.• Readtheideasinthelist.Givepairsacoupleof

minutestodiscusspossiblesolutionsforHae-Jin.• Ask:Which ideas are good? Callonstudentsto

saytheiropinionabouttheideasinthelist(forexample,I don’t think she can turn her phone off because her grandfather will be sad.).

• Nowtellstudentstothinkofonenewideanotinthebox(forexample,She can call him after work.)andtowriteitintheblank.Encouragestudentstothinkofmorethanoneideaandtowritethemintheirnotebooks.

• Callonpairstosaytheiradditionalsolutions.Writeanyparticularlygoodonesontheboardandaskstudentsiftheythinkitisagoodidea,too(Do you think this is a good idea? Why or why not?).

Show what you know!expand

3 ACT IT OUT

STEP1. Listentotheconversation.

• PlayCD2,Track22.Studentslisten.• Asneeded,playTrack22againtoaid

comprehension.

STEP2.PAIRS.Youareco-workers.

• ReadthedirectionsandtheguidelinesforStudentsAandB.

• Talkabouteachpicture.Askstudentstocalloutinformationtheyseeineachpicture.

• Pairstudents.Studentspracticeattheirdeskwiththeirpartner.Ifpossible,tellStudentBtouseapictureofhisorherfamilytoshowStudentA.StudentBmayalsouseoneofthepicturesonthepage.

• WalkaroundandcheckthatStudentAisaskingaboutwhatStudentB’sfamilymemberislike.

• Callonpairstoperformfortheclass.Whilepairsareperforming,usethescoringrubriconpageTxivtoevaluateeachstudent’svocabulary,grammar,fluency,andhowwelltheycompletethetask.

• Optional:Aftereachpairfinishes,discussthestrengthsandweaknessofeachperformanceeitherinfrontoftheclassorprivately.

4 READ AND REACT

STEP1.ReadaboutHae-Jin’sproblem.

• Say:We are going to read about a student’s problem, and then we need to think about a solution.

• Readthedirections.• Readthestorywhilestudentsfollowalongsilently.

Pauseaftereachsentencetoallowtimeforstudentstocomprehend.PeriodicallystopandasksimpleWh-questionstocheckcomprehension,forexample,Who lives with her family?(Hae-Jin)Does her grandfather live alone?(Yes.)Where does Hae-Jin work? (atabank)

MULTILEVEL INSTRUCTION for STEP 2

Pre-level Foradditionalsupport,studentsworkingroupsof3.Above-level Tellpairstocoverthelistofideasandtocomeupwiththreeorfouroftheirownsolutionsfirst.Thentheycanlookatthelistinthebooktocompare.

5 CONNECT

Turntopage247fortheGoal-settingActivityandpage267forguidelinesfortheTeamProject.SeepagesTxi–Txiiforgeneralnotesaboutteachingtheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage65.Askstudentstoturntopage65andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.


4 family ties - future - english for results€¦ · family ties in the 1980s, so it’s a funny...

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