5 how much is it? - english for results...presentation 10 minutes c listen. listen and repeat. •...

Unit Goals

• MakechangewithU.S.coins• MakechangewithU.S.bills• Askforlocationofitemsindrugstore• UseWhere is/Where are• Askforandgiveprices• Readareceipt• Writeacheck• Writeaboutshoppingindifferentcultures

Classroom Materials/ Extra Practice

CD3Tracks 2–25

Transparencies 5.1–5.9 Vocabulary Cards Unit 5

T

MCAUnit 5

WorkbookUnit 5

Interactive PracticeUnit 5

Unit Goals

• MakechangewithU.S.coins• MakechangewithU.S.bills• Askforlocationofitemsindrugstore• UseWhere is/Where are• Askforandgiveprices• Readareceipt• Writeacheck• Writeaboutshoppingindifferentcultures

UNIT5 T-80

Make change with U.S. coins

How much is it?5Lesson 1

Getting Started 5 minutes

Books closed.

• Elicitvocabularystudentsmayalreadyknow.Takeoutsomechangeincoins.Holduponecoinatatime.Ask:What’s this? How much (money) is it?

• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.Ifstudentsdon’tknowaword,saythewordandhavetheclassrepeat.

• Statethelessonobjective:We’re learning about U.S. coins.

Presentation 20 minutes

a Look at the coins...

• ShowTransparency5.1orholdupyourbook.Pointtothegroupofpicturesandsay:U.S. coins.

• PlayCD3,Track2.Pointtoeachcoin.Studentslisten.

• ContinueplayingTrack2.Pointtoeachcoinandhavestudentsrepeat.

Books open.

• PlayTrack2again.Studentslistenandpointtothecoinsintheirbooks.

• ContinueplayingTrack2.Studentspointastheylistenandrepeat.

Expansion: Vocabulary Practice for A

• Formpairs.UsetheVocabularyCardsforpage80.StudentApointstoacoin.StudentBsaystheword.Thenstudentsswitchroles.

B Listen and read...

• PlayCD3,Track3.Studentslistenandread.• PausetheCD.Checkcomprehension.Ask:Do you

have a quarter? Do you have a half-dollar? etc.Askstudentstoanswerbyholdingupthecorrectcoins.

• ContinueplayingTrack3.Askstudentstolistenandrepeatastheyread.

Expansion: Writing Practice for B

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

Classroom Materials/ Extra Practice

CD3Tracks 2–25

Transparencies 5.1–5.9 Vocabulary Cards Unit 5

T

MCAUnit 5

WorkbookUnit 5

Interactive PracticeUnit 5

Future Intro TE_unit05_080–095.i193 193 11/26/08 12:28:05 PM

T-81 UNIT5

Lesson 1 Make change with U.S. coins


c Listen. Listen and repeat.

• ShowTransparency5.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Does the man want to buy something to eat? Does he need change? Does the woman have change?

• PlayCD3,Track4.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.

• ContinueplayingTrack4.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency5.2orhavestudentsreadintheirbooks.PlayTrack4again.Studentslistenandreadsilently.

• ContinueplayingTrack4.Studentslistenandrepeat.

Controlled Practice 10 minutes

d PAIRS. Practice the conversation.

• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversationfortheclass.

F Listen and check your answers...

• PlayCD3,Track5.TellstudentstocircleanymistakesintheiranswersinExerciseE.

• PausetheCD.Askstudentstocorrecttheirmistakes.StartTrack5againandhavestudentschecktheiranswersagain.

• ThencontinueplayingTrack5.Havetheclasslistenandrepeat.

Communicative Practice 15 minutes

Show what you know!

GROUPS. Take out your coins...

• Saythesentenceinthespeechbubbleandhavetheclassrepeat.

• First,haveeachstudentcounthisorherowncoinsandtellthegroup.Eachstudentthenwritestheinformationinhisorherownbook.

• Thenaskavolunteertosayhowmanycoinsheorshehas:I have .Writeontheboardhowmanyofeachcointhestudenthas.

• Studentstaketurnsreadingtheirlisttothegroup.• Circulateandassessstudents’abilitytoidentifythe

coins.Ifstudentsneedmorepractice,reviewpages80and81.

Critical Thinking Skill: Associating

•Setthecontext.Say:We need coins for many activities. When do you need to use coins? Do you need to carry a lot of coins? •Formcross-abilitygroups.Havestudentsdiscussthequestions.•Askgroupstosaytheirinformation.Writeanswersontheboard.Possibleanswersare:bus fare, pay phones, coin-operated washers/dryers, vending machines, postal stamp machines, parking meters.

MULTILEVEL INSTRUCTION for D

Pre-level Studentspracticetheconversationwithbooksopen.Above-level Studentspracticetheconversationwithbooksclosed.

E Look at the pictures...

• Doitem1withtheclass.Holdupadollarbill.Ask:Do you have change for a dollar?

• Askstudentstocountthechangeinthepicture(threequarters,twodimes,andanickel).Askavolunteertosaythecoins.Theclassrepeatschorally. Interactive Practice Pages 50–51

Extra Practice


UNIT5 T-82

Make change with U.S. billsLesson 2


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Showtheclassseveralbills:$1,$5,$10.Holduponebillatatime.Asktheclass:What’s this? How much is this bill?

• Repeatstudents’answersandhavetheclassrepeatchorally.Writethewordsontheboard.

• Statethelessonobjective:We’re learning to make change with bills (paper money).


a Look at the bills...

• ShowTransparency5.3orholdupyourbook.Pointtothegroupofpicturesandsay:U.S. bills.

• PlayCD3,Track6.Pointtoeachbill.Studentslisten.

• ContinueplayingTrack6.Pointtoeachbillandhavestudentsrepeat.

Books open.

• PlayTrack6again.Studentslistenandpointtothepicturesintheirbooks.



• Formpairs.UsetheVocabularyCardsforpage82.StudentApointstoapicture.StudentBsaystheword.Thenstudentsswitchroles.


• PlayCD3,Track7.Studentslistenandreadsilently.• PausetheCD.Checkcomprehension.Ask:Do you

have a dollar bill? Do you have a ten dollar bill? etc.Studentscananswerbyholdingupthebillstheyhave.



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

Culture Connection

ManypeopleintheUnitedStatesdonotcarryalotofcash;theyoftencarryonlyafewbillsintheirpurseorwallet.Whenpayingforsomethinginastore,peopledon’ttakeoutalltheirmoney.Theytakeoutonlythebillstheyneedatthattime.Tellstudentsthisisalsobecauseofsecurityreasons.


Make change with U.S. billsLesson 2

T-83 UNIT 5

F Listenandcheckyouranswers...

• PlayCD3,Track9.TellstudentstocircleanymistakesintheiranswersinExerciseE.

• PausetheCD.Askstudentstocorrecttheirmistakes.StartTrack9againandhavestudentschecktheiranswersagain.


Expansion: Speaking Practice for F

• Formpairs.HaveeachstudenttaketurnsaskingandansweringthequestionsinExerciseE.


Show what you know!

GROUPS.Taketurns.Ask...

• Youmaywanttouseplaymoneyforthisactivity.• Saythesentencesinthespeechbubblesandhave

theclassrepeat.• Studentstaketurnsasking:Do you have change for

a ? • Studentsanswerbyshowingthechangeandsaying:

Yes, I have . Ifstudentsdon’thavethechange,theyanswer:No, I don’t. Sorry.

• Circulateandassessstudents’abilitytomakechangewithbills.Iftheclassneedsmorepractice,reviewpages82and83.


c Listen.Listenandrepeat.


• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Are they in the classroom? Does she need change for a twenty? Does the woman get some singles?






d PAIRS.Practicetheconversation.

• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.


MULTILEVEL INSTRUCTION for D

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

E Lookatthepictures...

• Doitem1withtheclass.Holdupafivedollarbillandask:Do you have change for a five?

• Askstudentstocountthebillsinthepicture.Saytheanswerandhavetheclassrepeat.

• Toreviewtheexercise,askvolunteerstowriteanswersontheboard.

Critical Thinking Skill: Making Decisions

•Setthecontext.Say:Imagine that every student in our class will now receive a $100 bill. What would you do with the money?•Modelananswer.Forexample,say:I have a hundred dollar bill. I’m going to buy gas for my car and some new shoes.•Tofinishtheactivity,askgroupstosharetheiranswerswiththeclass.

Pages 42–43 Pages 52–53

Extra Practice

Interactive Practice


UNIT5 T-84

Drugstore items • Where is/Where areLesson 3


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Asktheclass:What can you buy at a drugstore? What are the things at the drugstore that you use every day? Writestudents’answersontheboard.

• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.

• Statethelessonobjective:We’re learning to name items from the drugstore.


a Look at the drugstore items...

• ShowTransparency5.5orholdupyourbook.Pointtothegroupofpicturesandsay:Items we can buy from the drugstore.

• PlayCD3,Track10.Pointtoeachpicture.Studentslisten.

• ContinueplayingTrack10.Pointtoeachpictureandhavestudentsrepeat.

Books open.

• PlayTrack10again.Studentslistenandpointtothepicturesintheirbooks.



• Formpairs.UsetheVocabularyCardsforpage84.StudentApointstoapicture.StudentBsaysthewords.Thenstudentsswitchroles.


• PlayCD3,Track11.Studentslistenandreadsilently.

• PausetheCD.Checkcomprehension.Ask:What do you use to take a shower? (soap,shampoo)What do you need to turn on the lights? (lightbulbs)What do you need to shave?(shavingcream,razorblades)



• Ask:What drugstore items do you have in your home? Instructstudentstowritedowntheitemsonapieceofpaper.Formpairstocomparelists.


Drugstore items • Where is/Where areLesson 3

T-85 UNIT 5


c Readthesentences.

• UseTransparency5.6orhavestudentslookatthechartintheirbooks.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavestudentsrepeatchorally.

• Pointtoandcircletheverbis.Explain:Is tells us “one” of something: one bar of soap, one bottle of aspirin.

• Pointtoandcircletheverbare.Alsocirclethe-sinrazor bladesandtissues.Explain:Aretells us “more than one” of something: razor blades, tissues.

• PointtotheconversationonTransparency5.6.Askstudentstocircleisandare.


d Writeisorare.

• Writeitem1ontheboard.Ask:Why do we useis?(Shampooisonething.Itissingular.)

• Walkaroundandhelpasneeded.

E Listenandcheckyouranswers...

• PlayCD3,Track12.TellstudentstocircleanymistakesintheiranswersinExerciseD.

• PausetheCD.Askstudentstocorrecttheirmistakes.StartTrack12again.Studentschecktheiranswersagain.


F Readthesign.

• ShowTransparency5.6.Havetheclassreadthesign.Ask:What’s the name of the drugstore? What is a directory?

• ThenpointtothepictureonTransparency5.6.Pointtothenumbers2–5attheendoftheaisles.Say:Each one is an aisle. Pointandsay:Aisle 2, Aisle 3, etc.Havetheclassrepeat.

Expansion: Vocabulary Practice for F

• Formpairs.Studentstaketurnssayinganaislenumberandpointingtothepicture.


Show what you know!

GROUPS.Readthedirectory...

• Saythesentencesinthespeechbubblesandhavetheclassrepeat.Writeontheboard:Where is ? Where are ?

• StudentstaketurnsaskingaboutdrugstoreitemsinExerciseF.Tellstudentstousethequestionformsontheboard.

• Circulateandassessstudents’abilitytoaskaboutandanswerwheredrugstoreitemsarelocated.Ifstudentsneedmorepractice,reviewpages84and85.

Critical Thinking Skill: Planning

•Setthecontext.Say:You are going on a trip. What drugstore items do you need? What will you buy at the drugstore?•Studentscanlookatthevocabularyonpage84.Theycanalsousedrugstoreitemsnotcoveredinthislesson.•Formcross-abilitygroups.Askonestudenttowritethelistforthegroup.•Tofinishtheactivity,askgroupstosharetheirlistswiththeclass.


Extra Practice



UNIT5 T-86

Ask for and give pricesLesson 4


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Encouragestudentstomakeupprices.Holdupapen.Ask:I need a new pen. How much is a pen? Holdupabook.Ask:I need a new book. How much is a book?

• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.Writethepricesontheboard.

• Statethelessonobjective:We’re learning to say prices.


Books open.

a Listen and point...

• Writeontheboard:cents = ¢.Drawpicturesofcoinsontheboard.Foreachcoinsayandwritetheamount:A penny is 1¢. A nickel is 5¢. A dime is 10¢. A quarter is 25¢. A half-dollar is 50¢. Havetheclassrepeat.

• PlayCD3,Track13.Studentslistenandpoint.ContinueplayingTrack13.Asktheclasstolistenandrepeat.

Expansion: Speaking Practice for A

• Formpairs.Studentstaketurnsreadingthepricetagsoutloud.


B Listen. Write the prices.

• Writeontheboard:dollars = $.Telltheclassthatwhentheywritethedollarsymbol,$,thentheydon’twritethecentssymbol,¢.Writeontheboard: $1.50.Pointoutthedecimalpoint.Explain:The numbers to the left of the decimal are dollars. The numbers to the right of the decimal are cents.

• PlayCD3,Track14twotimes.Studentslistenandwritethepricestheyhear.

• Formpairs.Studentscompareanswers.• Askvolunteerstowritetheanswersontheboard.

ThenplayTrack14againandhavetheclasschecktheanswers.Makenecessarycorrections.


c Listen and point...

• PlayCD3,Track15.Studentslistenandpoint.• ContinueplayingTrack15.Asktheclasstolisten

andrepeat.

Expansion: Speaking Practice for C

• Formpairs.Studentstaketurnsreadingthepricetagsoutloud.


d Listen. Write the prices.

• PlayCD3,Track16twotimes.Studentslistenandwritethepricestheyhear.

• Formpairs.Studentscompareanswers.• Askvolunteerstowritetheanswersontheboard.

ThenplayTrack16againandhavetheclasschecktheanswers.Makenecessarycorrections.

E PAIRS. Point to an item...

• StudentApointstotheitems.StudentBsaysthepriceofeachitem.

• Thenstudentsswitchroles.


Ask for and give pricesLesson 4

T-87 UNIT 5

Critical Thinking Skill: Comparing

•Asktheclasstosaysixitemstheyusuallybuyatthedrugstore.Writetheitemsontheboard.•Formcross-abilitygroups.Giveeachgrouptheweeklyadvertisingpagesfromlocaldrugstores.Telleachgrouptofindthepricesfortheitemsontheboard.Onestudentwritesthegroup’slist,includingthestore’sname.•Remindstudentstoask: Is it on sale? How much is it?•Tofinishtheactivity,askeachgrouptowritetheirpricelistontheboard.Theclasscanreadthedifferentlistsandcompareprices.


F Listen.Listenandrepeat.


• Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.Ask:What do you think? Are they at school? What is the woman buying?





G Listenagain...

• Asktheclasstoreadthetwosentencessilently.• PlayCD3,Track18.Instructstudentstolistenand

read.ThentheycircleYesorNo.• Tocorrectthisexercise,askavolunteertoreadthe

sentencesandsaytheanswers.

H PAIRS.Practicetheconversation.

• ModeltheconversationinExerciseF.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerB.



i PAIRS.Lookatthepictures...

• InstructtheclasstolookatthepicturesinExerciseE.Chooseanitemtomodelanewconversation.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.

• TellthepairstotaketurnsasSpeakersAandB.• Thenaskvolunteerstorole-playtheirnew

conversationsfortheclass.


Show what you know!

GROUPS.Writeanewprice...

• Saythesentencesinthespeechbubblesfortheclasstorepeat.Tellstudentstheyaregoingtowritethepricesforeachdrugstoreitem.Askfordifferentsoapprices:How much is soap? Writethepricesontheboard.

• Studentstalkingroups.Theyneedtodecideonapriceforeachitemandthenwritethepricesinthechartintheirbooks.

CLASS.Walkaroundtheroom...

• Tellstudentstowalkaroundtheroom.Theyneedtoasksixstudentsabouttheirdrugstoreitemsandprices.

• Circulateandassessstudents’abilitytoask/answerthequestionaboutthepricesofdrugstoreitems.Ifstudentsneedmorepractice,reviewpages86and87.


Extra Practice



UNIT5 T-88


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Say:You go to the store. You buy something. The cashier gives you a piece of paper. What is it? (receipt)

• Drawapictureofareceiptontheboard.Ask:Why do stores give you a receipt? Givestudentsanopportunitytoofferideas.Possibleanswersare:A receipt tells the customer how much to pay. It is proof of payment. It can be used to return something you bought. You can hand it in at work for reimbursement. It is for the store’s sales records.etc.

• Statethelessonobjective:We’re learning to read a receipt.


Books open.

a Read the receipt.

• Youmaywanttocopythereceiptontotheboard.Havestudentsreadthereceipt.Tellstudentstocirclewordstheydon’tunderstand.Writethewordsontheboard.

• Askstudentstoguessthemeaningofthenewvocabulary.Tohelpstudentsunderstand,pointtothereceiptsotheyhaveacontext.

Life Skills • Read a receipt, write a checkLesson 5


B Read the receipt again...

• Havestudentsreadtheitemsandthenreadthereceiptagain.

• Copyitem1ontotheboard.Asktheclasstolookforthewordshampooonthereceiptandreaditsprice.Modelwritingthepriceinthesentence.

• Havestudentscompareanswerswithapartner.• Callonvariousstudentstoreadthesentences.

c Read the receipt again...

• Havestudentsreadtheitemsandthenreadthereceiptagain.

• Readitem1withtheclass.ThenmodelcirclingNo.• Tocorrectthisexercise,askavolunteertoreadthe

sentences.TellstudentstoholduptheirYESorNOcardstoanswer.


T-89 UNIT5

Lesson 5 Life Skills • Read a receipt, write a check


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Say:You go to the store. You buy something. How do you pay?

• Givestudentsanopportunitytoofferideas.Possibleanswersare:cash, check, credit card, payment plan.Drawpicturesontheboardtohelpstudentsunderstandeachanswer.

• Statethelessonobjective:We’re learning to write a check.

Books open.

d Read the check.

• ShowTransparency5.8.Discusswiththeclass: What is a check? When do people write checks?

• Firsthavestudentsreadthecheckindividually.Tellstudentstocomeuptothetransparencyandcirclewordstheydon’tunderstand.Writethewordsontheboard.

• Askstudentstoguessthemeaningofthenewvocabulary.Tohelpstudentsunderstandthewords,pointtothecheckeachtimesostudentshaveacontext.


E Read the check again...

• Readitem1withtheclass.Modelcirclinga.• Tocorrectthisexercise,havestudentscompare

theiranswerswithapartner.Thencallonvariousstudentstoreadthesentencesandsaytheanswers.

F Write a check for...

• ShowTransparency5.8orcopythecheckontotheboard.Readtheinstructionsforthisexerciseoutloud.

• Pointtothecorrespondingplacesonthecheck.Ask:Where do we write $33.45 in numbers? Where do we write $33.45 in words? Where do we write today’s date? Where do we sign our name?

• Circulateandassessstudents’abilitytowriteacheck.Ifstudentsneedmorepractice,reviewpages88and89.

• Tocorrectthisexercise,askavolunteertofillinthecheckonthetransparencyorontheboard.Makenecessarycorrections.

Expansion: Writing Practice for F

• Drawsomeblankchecksontheboardorre-usethetransparency.Writetheamountundereachcheck.Havevolunteerscomeupandfillinthechecks.Chooseothervolunteerstocomeupandreviewthechecksforaccuracy.

Interactive Practice Pages 58–59

Extra Practice


UNIT5 T-90

Edna’s storyLesson 6


Books closed.

• Asktheclass:Where do you go shopping? Name some stores you like.

• Writestudents’answersontheboard.Youmaywanttoprovideashortreviewofpronounsbywriting: We shop at . He shops at . They shop at . I shop at .

• Statethelessonobjective:We’re listening to Edna, a young woman. She’s talking about shopping.


a CLASS. Look at each picture...

• ShowTransparency5.9orholdupyourbook.Pointtoeachpictureandask:What do you see?

• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.

• Writewordsorphrasesaboutthepicturesontheboard.

Books open.

B Listen to the story.

• PlayCD3,Track19.PointtoeachpictureonTransparency5.9orhavestudentslookintheirbooks.Studentslisten.

• Checkcomprehension.ShowTransparency5.9orholdupyourbook.Ask:

1. What is her name? Where does she shop in her country?

2. In Edna’s country, what do sales people talk about?

3. In her country, does Edna get a good price? 4. In the United States, where does Edna shop? 5. Does Edna talk to the sales people about price? 6. How does Edna get good bargains?

• PlayTrack19again.Askstudentstolistenandlookatthepicturesintheirbooks.

• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.


T-91 UNIT 5

Lesson 6 Edna’s story


c Listenagainandread.

• PlayCD3,Track20.Havestudentslistenandreadthestoryintheirbooks.

• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.

Expansion: Reading Practice for C

• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.


d Readthestoryagain...

• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.

• Toreviewanswers,askvolunteerstoreadasentenceandsaytheanswer.

E GROUPS.Readthequestions...

• Modelthediscussion.Askvariousstudents:In your country, do people shop at markets or in big stores? Do people ask about the prices? Do people get good bargains?

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

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

• Walkaroundandencourageeachstudenttoparticipateinthediscussion.Tofinishtheactivity,askeachgrouptosharetheirinformation.

F Writeaboutshopping.

• Modelwritingthesentences.Askavolunteertosayhisorherinformation.Writethesentencesontheboard.

• Walkaroundtheroomandhelpasnecessary.

MULTILEVEL INSTRUCTION for F

Pre-level StudentscopyEdna’sstoryinExerciseConapieceofpaper.Above-level Studentswritetheirownstoriesonapieceofpaper.ExerciseCisthemodel.


G GROUPS.Taketurns.Read...

• Formcross-abilitygroups.Encourageabove-levelstudentstohelpastheysharetheirinformation.

Critical Thinking Skill: Problem Solving

•Setthecontext.Say:Edna wants to buy a car. She needs to save money. She buys things on sale, but she needs to save a lot of money. What can you tell her to do?•Formcross-abilitygroups.Onestudentwritesthegroup’ssuggestions.•Tofinishtheactivity,askgroupstosharetheirideas.Writealltheideasontheboard.Askstudentstosaywhichideasarethesame/commonforeachgroup.Circlethem.

Pages 48–49 Page 60

Extra Practice



UNIT5 T-92

1 ThE SOUNDS OF G AND C

Language Note

Thesoundsofgandcaremadewiththesamemouthposition.Tomakethegsound,putthebackofyourtonguetothebackofyourmouth.Useyourvoicetosaythesoundasyoumoveyourtongueaway.Practicethesoundwiththewordgo.Tomakethehardcsound,putthebackofyourtonguetothebackofyourmouth.Thenpushtheairoutofyourmouthquicklyasyoumoveyourtongueaway.Donotuseyourvoice.Practicethesoundwiththewordcoin.

MULTILEVEL INSTRUCTION for F and G

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

d Listen and repeat.

• PlayCD3,Track22.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseCastheylisten.

• Walkaroundandcheckstudents’pronunciationofc.• Playtheaudiotwoorthreetimes.

E Listen. Write g or c...

• Explainthatstudentswillcompleteeachwordwithgorc.

• Dothefirstitemwiththeclass.Writeontheboard:1. o.Say:Go.Haveavolunteercomeupandwritethecorrectletter.

• PlayCD3,Track23.Youmaywanttoplaythetracktwotimes.

• Havestudentschecktheiranswerswithapartner.

F DICTATION. PAIRS. Student A...

• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask

thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.

• Encouragestudentstocheckspellingaftereachword.

G DICTATION. SAME PAIRS. Student B...

• Tellstudentstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.

• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.

a Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Encouragestudentstoputtheirhandontheirthroattomakesurethereisavibrationwhenpronouncingtheginthewords.

• Walkaroundandprovidehelpasneeded.

B Listen and repeat.

• PlayCD3,Track21.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseAastheylisten.

• Walkaroundandcheckstudents’pronunciationofg.• Playtheaudiotwoorthreetimes.

c Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Tellstudentstoputtheirhandontheirthroattomakesurethereisnovibrationwhenpronouncingthecinthewords.

• Walkaroundandprovidehelpasneeded.

Show what you know!Review


Show what you know!Review

3 SPEAKING

Yourclassmateasks...

• Havestudentsreadthesituationandanswerchoicesintheirbooks.

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

theboard.

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit5,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

T-93 UNIT 5

2 VOCABULARY

Teaching Tip

Toreviewthewordsforcoins,putseveralcoinsofeachdenominationintoacontainer.Walkaroundtheclassandaskforvolunteerstotakeoutacoinandsaytheamount.

a PAIRS.Pointtoacoin...

• ShowTransparency5.1orholdupyourbook.Pointtothefirstcoin.

• Ask:How much (money) is this coin?WritethecorrectansweronTransparency5.1orontheboard.

• Formcross-abilitypairs.StudentApointstoacoinandStudentBsaystheamount.Thenstudentsswitchroles.

Teaching Tip

Toreviewthewordsforbills,putseveralbillsofeachdenominationintoacontainer.Walkaroundtheclassandaskforvolunteerstotakeoutabillandsaytheamount.

B PAIRS.Pointtoabill...

• ShowTransparency5.3orholdupyourbook.Pointtothefirstbill.

• Ask:How much (money) is this bill? WritethecorrectansweronTransparency5.3ortheboard.

• Formcross-abilitypairs.StudentApointstoabillandStudentBsaystheamount.Thenstudentsswitchroles.

Pages 50–51 Page 61

Extra Practice



1 ASK WhERE ThINGS ARE IN A STORE

Show what you know!expand

UNIT5 T-94

Teaching Tip

Reviewdrugstoreitemsandaislesonpages84and85,orshowTransparencies5.5and5.6.

a Listen. A customer is...

• Setthecontext.Say:A customer is shopping. She is asking where things are in the store.

• PlayCD3,Track24.Havestudentslisten.

B PAIRS. Ask where the item is...

• Holdupyourbook.Pointtoeachitemandhavetheclasssaythewords.

• Studentstaketurnsaskingandanswering:Where is the ?

• Walkaroundtheroomandprovidehelpasneeded.

2 ASK FOR AND GIVE ChANGE

Teaching Tip

Ifnecessary,reviewthecoinsandbillsonpage93.

a Listen. Someone is asking...

• Setthecontext.Say:A person is asking for change.• PlayCD3,Track25.Havestudentslisten.• Ask:How much change did the person want?

B ROLE PLAY. PAIRS.

• Modeltheroleplayswithanabove-levelstudent.Askthestudentforchangeforaquarter.Thestudentcandrawthecoinsforchangeontheboardandsay:Yes, I have .

• Walkaroundandhelpasnecessary.Tellstudentstheycanfirstdrawthecoinsandbillstheyneedtomakechange,andthenspeak.

• Askvariouspairstoperformoneoftheirconversationsfortheclass.


Show what you know!expand

T-95 UNIT5

3 READ A RECEIPT, WRITE A ChECK 4 WRITE ABOUT YOURSELF

Write about yourself...

• Reviewvocabularyneededforthisactivitywiththeclass.Ask:What is your name? Where do you shop? What do you buy? How do you pay?

• Writeamodelontheboard.Useyourinformation.Encouragestudentstolookatthemodelontheboardastheywrite.

• Walkaroundtheroomandhelpasneeded.• Formcross-abilitypairs.Say: Read your classmate’s

sentences. Are they complete?

5 CONNECT

For your Team Project...

• GotopageT-xiforthegeneralteachingnotesfortheprojects.

Teaching Tip

Copythereceiptandthecheckontotheboardsothatyoucanpointtothemasyoureview.

a Read the receipt...

• Ask:How much is the total? Studentswritetheanswer.

• Thenreviewtheotheritemsonthereceipt.Ask:How many items are on the receipt? How much is the tax? How did the customer pay? Did the customer get change? How much is the total?

B Write a check...

• ShowTransparency5.8orholdupyourbook.Pointtothevariouspartsofthecheck.Saytheinformationthatisnecessaryforeachpart.Youcanaskquestions,forexample, What is the date? Who is the check for? How much is the check? Who is writing the check?

• Toreviewtheactivity,drawablankcheckontheboard.Askastudenttofillitin.Makeanynecessarycorrections.


5 how much is it? - english for results...presentation 10 minutes c listen. listen and repeat. •...

Documents