5 spending money! - macmillan english · unreal past (wishes) vocabulary ... in detail silently or...
TRANSCRIPT
52 Unit 5
Themes Shopping Money
Languageaims Grammar Relative pronouns Relative clauses Unreal past (wishes)
Vocabulary Money and shopping Easily confused words: borrow/lend/owe and currency/
coins/notes Collocations with go, do and make
Skillsaims
Reading Students read an article: •forgist •tounderstandtextcohesion
Listening Students listen to four short conversations for: •gist •specificinformation Speaking Students conduct a pairwork collaborative speaking
task in order to practise: •suggestingideas •rejectingideas •solvingaproblem
Writing Studentswriteaformalemailandpractise: •complaining •usingformallanguage •paragraphing
Reading Pages50and51
Aimsofthelesson: •to warm students up and to motivate them
(Exercises A and B) •toactivatebackgroundknowledgeaboutthe
topic (Dive in!) •toreadforgist(ExerciseC) •toreadtounderstandtextcohesion
(Exercise D) •toinferlexicalmeaningfromcontext
(Exercise E) •topersonalizethecontentofthetext
(Quickchat)
ExerciseA•Getstudentstodiscussthequestionsinpairsfirstbeforeyoudiscussthemasaclass.
Quiz
ExerciseB•Thisactivityallowsstudentstoseehowmuchtheyknowaboutmoney.•Givestudentsafewminutestoanswerthequestions inthequiz.Then,askthemtogotopage142tochecktheirresults.
Answers 1 c 2 b 3 c 4 a 5 b 6 b 7 a 8 c
Divein!
•Beforediscussingthequestionsasaclass,getstudentstodiscusstheminpairsfirst.Elicitthewordsforeachplaceinthepictures:amallorshoppingcentreandabazaar.
5 Spending money!
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53 Unit 5
Reading
ExerciseC•Tellstudentstoreadthetextquicklyandsilentlytofindout what the places in the two photos have in common. Tellthemtoignorethegapsinthetextfornow.•Givestudentsabout5minutestodothis,astheywill
need to read till the end to answer this question.
Answer Thefunctionofshoppingcentresthenandnow(ieamodernshoppingcentreormallandabazaaror ancientmarket)seemsverymuchthesame.Thatis,people go there for shopping andsocializing.
ExerciseD•Thistypeofactivityisratherchallengingforstudents.Itwouldbebettertodealwiththefirsttwogapstogetherasaclass.Thisway,youwillbeabletoshowstudentswhattolookforwhenreplacingthesentences.•Eithergivestudentsaminutetoreadthefirstparagraph
in detail silently or read it out aloud as a class.•Askstudents:How many places to go shopping are mentioned in this paragraph? (two). What are they? (a high street,whichisthemainstreetinatownorcity,andashopping centre).•Tellstudentsthatthesentencethatismissingeitherhastolinkthesetwoplacestoshoporhastointroduceshoppingcentres.ThesentenceafterthegapbeginswithIn fact, which implies that shopping centres have already been mentioned. •Givethem2minutestoreadthroughthemissingsentencesandtodecidewhichsentencewouldfitbest.Encourage them to read the sentences in detail and to read them as part of the paragraph.•Elicitideasandaskstudentstojustifytheirchoice.Decide
on the right missing sentence before moving on to the second gap. Highlight to students the ideas and/or words thatlinkthissentencetotherestoftheparagraph.•Dealwiththesecondgapinthesameway.•Givestudents5minutestocompletethelastthreegaps
with the missing sentences on their own. Remind them there is one extra sentence they will not need to use.•Getstudentstocomparetheiranswersinpairsbeforecheckingthem.Encouragestudentstojustifytheirchoices.
Answers 1 C 2 E 3 B 4F5D
Wordsinthetext
ExerciseE•Explaintheactivityandgivestudentsaminuteto scanthetexttofindthewordsinbold.•Givestudentsacoupleofminutestomatchthe
words with their meanings. Encourage them to use the context of the text to help them understand what the words mean.•Givestudentsafewsecondstocompareanswersinpairs.•Elicitanswers.
Answers 1 b 2 f 3 c 4 d 5 e 6 a
Quickchat •Getthestudentstodiscussthequestionsinpairsfirst. •Discussstudents’ideasasaclass.
For extra practice in this type of reading task, refer students to pages 34 and 35 in the Workbook.
Vocabulary Page52
Aimsofthelesson: To present and practise •vocabularyrelatingtomoneyandshopping
(Exercise A) •easilyconfusedwordsrelatingtomoney
(Exercise B) •collocationswithgo, do and make relating to
shopping and money (Exercises C and D)
ExerciseA•Askstudentsiftheyconsiderthemselvessensibleshoppers. •Tellstudentsthatthequizwilldeterminehowsensiblethey are as shoppers. Ensure they understand the words.•Givestudents2minutestoanswerthequizandchecktheanswersonpage142.•Discusstheresults.Dothestudentsagreewiththem? ExerciseB•Thisexercisehelpsstudentsseethedifferencebetweenthe commonly confused words relating to money.•Readtheexplanationstogetherasaclass.Checkstudentsunderstandthewords.Youmightwanttoshowthemexamplesofnotes,coinsandcurrencies.•Givestudentsaminutetodotheexerciseontheirown.•Checkanswers.
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54 Unit 5
Answers 1 lent 2 currencies 3 coins 4 owes 5 lend 6 note
ExerciseC •Explaintostudentsthatmanyphrasesandexpressionsin
English contain the verbs go, do or make.Givestudents2minutes to match the words and phrases with the verbs. Theywillnotknowmostofthem.•Elicitanswersandwritethemupontheboard.Check
students understand them.
Answers go–swimming,jogging,shopping do–theshopping,business,thewashing-up, myhomework
make–aprofit,money,excuses,adecision,aliving, a loss
ExerciseD•Givestudentsaminutetoreadthetextandtofillthe
gaps with the correct form of go, make or do.Tellthemitwill help if they read the text carefully.•Checkanswers.
Answers 1make 2make 3make 4 made 5 doing 6 go
Ask students to complete the exercises on page 36 of the Workbook.
Grammar 1 Page53
Aimofthelesson: •topresentandpractiserelativepronouns
and relative clauses
Relativepronounsandrelativeclauses:presentation•Readthroughtheexplanationsinthepresentationboxas
a class.•Givestudentsaminutetofindtheexamplesentencesin
the Reading text.•Askthemtomatchthemtothedescriptions.•Readthroughthenoteregardingthepronounthat.•Torecap,youmightwanttoreadthroughtherelevantsection on pages 162 and 163 in the Grammar database.
Answers 1 b 2 a
ExerciseA•Thisexercisechecksstudentsunderstandthemeaning ofrelativeclauses.Tellthemthesentencesneedto makesense.•Givestudentsaminutetodotheactivitybefore checkinganswers.
Answers 1 d 2 a 3 f 4 e 5 c 6 b
ExerciseB•Explaintheactivityandgivestudentsaminutetodoit.Tellthemtocorrecttheincorrectsentences.•Askstudentstocomparetheiranswersinpairs.•Elicitanswers.
Answers 1Thisistheshopwhich/that/- I was telling
you about. 2I’vejustbeentothenewmall,which is much
bigger than all the other ones. 3 ✔ 4TheGrandBazaarofIstanbul,which I visited last
year,isoneofthemostexcitingplacesI’vebeento. 5Thecarpark,which is supposed to be free for
customers,chargedus€15. 6 ✔ 7Thenewshoppingcentrethatisinthetowncentre
is much more convenient than the other ones./ Thenewshoppingcentre,which is in the town centre,ismuchmoreconvenientthanthe other ones.
8I’vebeenwearingtheseshoes,which I bought for only €20,forthreeyears.
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ExerciseC•Todothisactivityeffectively,tellstudentstheyneedtofirstdecidewhichsentenceisthemainsentence,iethemainclause,andwhichtherelativeclause.•Dothefirstonetogetherasaclass.•Givestudents5minutestodotherest.•Elicitanswersandwritethemupontheboard.Accept
any reasonable sentence.
Possibleanswers 1TheFezmarketinMorocco,whichhasthousands
ofdifferentshops,isoneoftheoldestintheworld. 2Manyshops,whichofferspecialadvantagestotheir
customers,issueloyaltycards. 3Myfather,whoprefersplasticmoneytocash,has
seven credit cards. 4 Shopping centres are usually cheaper than
highstreetshops,whichdonotalwaysoffer better quality.
5Myaunt,whohatesdepartmentstores,buysallherclothes from charity shops.
6Mark,whoisasecurityguardatthemall,helped mepark.
Ask students to complete the exercises on page 37 of the Workbook.
Listening Page54
Aimsofthelesson: •toactivatestudents’backgroundknowledge
on the topic and to pre-teach some key vocabulary (Exercise A)
•tolistenforgist(ExerciseB) •tolistenforspecificinformation (Exercise C) •tolearnandpractisewordsrelatedto
shopping (Exercise D) •to give students the opportunity to discuss the
themes raised in the lesson (Quick chat)
ExerciseA •Tocheckstudentsunderstandthedescriptions,givethema minute to match each with a picture. •Checkanswers.
Answers 1 b 2 e 3 d 4 c 5 a
ExerciseB Track 28 CD 1•ExplaintheactivityandplaytheCD.•Checkanswers.PlaytheCDagainifneeded.•Alternatively,checkanswersaftereachconversation.
Answers 1 d 2 b 3 e 4 a
ExerciseC Track 29 CD 1•Askstudentstoreadthesentencescarefully.Theymightbeabletorememberwhattheyheard,soaskthemtotentatively choose an answer. •Askthemtounderlinekeyinformationinthesentences–information that they need to listen out for.•PlaytheCDforstudentstochecktheiranswers.•Playanextractagainifstudentsaregettingan
answer wrong.
Answers 1 c 2 c 3 b 4 b
Wordsyouheard
ExerciseD•Givestudentsaminutetodotheexercisebeforecheckinganswers.Modelthewordsforstudentstorepeat (for pronunciation purposes).
Answers 1 c 2 d 3 e 4 b 5 a
Quickchat •Givestudentsaminutetodiscussthequestionsin
pairs before discussing them as a class.
For extra listening, refer students to page 39 of the Workbook, CD track 8.
Unit 5, page54
Listening
ExercisesBandC
Conversation 1 Young man:Hi,June.Whatareyoudoingthere?Playingonlinegamesagain?
Young woman:No,I’mnot.Actually,I’m shopping online.
Young man:Isee.BooksorCDs? Young woman:Neither.I’mshoppingforclothes,as
a matter of fact. Young man: I had no idea you can buy clothes on
the internet.
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56 Unit 5
Young woman:Yes,youcan.Theonlyproblemis youhavetoknowyourexactmeasurementssoyou canordertherightsize…
Young man: I hope you can also return them if you findouttheydon’tfityou…
Young woman:Youcertainlycan!Asmanytimesas you want.
Young man:Yes,butit’snotasmuchfunifyoucan’t gototheshopandtryeverythingon…
Young woman:Well,Idon’treallylike shopping. I reallywishIdidn’thavetodoit!
Conversation 2 Young woman:IsthisthenewMailStorecatalogue? Young man:Yes,it’sjustarrivedinthepost.Iwas justgoingtohavealook.
Young woman: Have you ever ordered anything fromthem?
Young man:No.Haveyou? Young woman:Ihave,asamatteroffact. Young man:And?Whatwaswrong?Youdon’t soundveryhappywiththem…
Young woman:Well,IgotsomeT-shirtsfromthem,but the descriptions in the catalogue were nothing likewhattheyactuallysentme.
Young man:Descriptions?Don’ttheyhavephotos ofthemerchandise?
Young woman: No! I wish they would put photos inthecatalogue;thenyou’dknowwhatyouwerebuying.
Young man: What’sthepointofproducingamailordercatalogueifyoudon’tputpicturesin?
Conversation 3 Woman:Goodafternoon!IsthatMrWylde? Man:Speaking.HowcanIhelpyou? Woman:I’mcallingfromtheSuperTeleMarketing
company. I was wondering if I might interest you in some of our products …
Man:AndmayIaskhowyougotmytelephonenumber?It’snotlistedinthebook.
Woman:Well,youareaSuperTeleMarketing customer,sir.You’veboughtthingsfromusinthepast.
Man:Oh? Woman:Well,youboughtanexercisebikefromus, MrWylde.LastMay,actually.
Man: That’sright!AnditbrokedownthefirsttimeItriedusingit,andyouwouldn’tgivemearefund!I wishI’dneverboughtanythingfromyou!AndI’mcertainly not buying anything else. Haveagoodday!
Conversation4 Young man:Arethosejeansnew? Young woman:Yes,doyoulikethem? Young man:I’mnotsure.Whatarethey? Young woman:Whatdoyoumean? Young man:Imean,whatbrandarethey?AretheyGucci,Versace,Seven…What?
Young woman: Well,they’rejustjeans–theyareaverygoodfit,andtheysuitme.
Young man:Ican’tbelieveyou’veboughtno-namejeans! Young woman:Whyshouldn’tI?Don’tIlookgood inthem?
Young man:I’dneverbuyno-nameclothes! Young woman:Yes,Iknow.Butthatdoesn’tmean theclothesyoubuyarenecessarilygood!Orthat theysuityou!
Grammar 2 Page55
Aimofthelesson: •toreviseandpractisetheunrealpast
Unrealpast(wishes):presentation•WritethethreesentencesfromtheListening texts on the board.Askstudentsthequestionsinthepresentationboxandgetthemtowriteanswersintheirbooks.•Readthenoteregardingif only. •Torecap,youmightwanttoreadthroughtherelevantsection on page 163 in the Grammar database.
Answers 1 thepastsimple,thepastperfect 2 •referringtosomethinginthepresent:a wish + past simple •referringtosomethinginthepast:c wish + past perfect •complainingaboutsomethinginthepresent:b wish + would
ExerciseA•Thisexercisechecksstudentshaveunderstoodtheformandmeaningoftheunrealpast.Explainthatstudentsfirstneedtoworkoutifthesentencereferstothepresentorthe past before deciding on the correct tense.•Givestudentsaminutetodotheexercisebeforecheckinganswers.
Answers 1 were 2knew 3hadn’tlost 4 could 5 would 6hadn’tordered
ExerciseB•Explaintheexerciseandgivestudents3minutestodoitbeforecheckinganswers.
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Answers 1 had come 2 would stop 3 had 4 lived 5hadn’tmoved 6 could 7 was 8 had gone
ExerciseC•Askstudentstoworkinpairsforthisactivity.•Givestudentsafewminutestocomeupwithasentence
for each using the tenses given. •Elicitideas.Acceptanysensibleanswer.
Possibleanswers 1Iwishitwasn’training. 2IwishIhadn’tdonethat! 3 I wish I had been more careful. 4 If only I had some money.
Ask students to complete the exercises on page 38 of the Workbook.
Practise your English Page56
Aimofthelesson: •topractisethegrammarandvocabulary
from the unit in an integrated way
ExercisesAandB•Getstudentstodiscussthequestionsinpairsfirst.•Elicitanswersaroundtheclass.
ExerciseC•Tellstudentsthattheywillbereadingaboutapersonwhohas done a lot to help poor people. •Givestudents2minutestoreadthetextquickly,ignoringthegapsfornow,tofindouttheperson’snameandhowexactly he has helped people.•Givestudentsafewminutestoreadthetextmore
carefully and to choose the correct answer.•Checkanswers.
Answers 1 b 2 d 3 a 4 c 5 b 6 b 7 d 8 d
ExerciseD•Givestudentsacoupleofminutestodotheactivitybeforecheckinganswers.
Answers 1 c 2 d 3 d 4 b 5 c 6 b
Quickchat •Thisactivitygivesstudentstheopportunitytopersonalizewiththetext.
•Askstudentswhattheythinkthestatementmeans (itmeansit’sbestnottoborroworlend).
•Discussthequestionasaclassandencouragea short class discussion on the topic.
Speaking Page57
Aimsofthelesson: •to set the context of the Listening and
Speaking tasks (Exercise A) •to present ways of suggesting and rejecting
ideas (Exercises B and C) •to offer controlled practice of the new
language (Exercise D) •to practise using ways of suggesting and
rejecting ideas in a free speaking collaborative task (Exercises E and F)
ExerciseA•Givestudentsafewminutestoanswerthequestions
in pairs.•Elicitfeedbackfromthedifferentpairs.
ExerciseB Track 30 CD 1•ReadtheinstructionsandplaytheCD.•Checktheanswer.
Answer AT-shirtwithaphotoofCristianoRonaldo,the footballplayer,whichhehaspersonallysigned.
ExerciseC Track 31 CD 1•Givestudentsaminutetoreadthroughtheexpressions
in the Language chunks box.•PlaytheCDagainforstudentstolistenandtickthe
expressions they hear.•Elicitanswers.Explaintostudentsthatsomeoftheexpressionsareveryinformal,andthereforeappropriatetousewhentalkingtofriends,whileothersarequiteformal,andthereforeappropriatetousewhentalkingtosomeoneyoudon’tknowverywell.ThegirlsontheCDare friends and so use informal expressions.
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Answers Suggestingideas What about … Thenlet’s… Rejectingideas Youmustbejoking! Idon’tthinkso. But …
ExerciseD•ThisexerciseofferssomecontrolledpracticeoftheexpressionsintheLanguage chunksbox.•Explaintheactivityandgivestudentsacoupleofminutestorejecttheideas.Remindthemtogivereasonswhytheywouldrejectthem.
ExerciseE•ThisexercisehelpsstudentspreparefortheSpeaking task beforetheydoit.•Givethemafewminutestothinkaboutthequestionsandtoanswerthem.Encouragethemtojotdownnotes.
ExerciseF•Explaintostudentsthatthisactivityisthesameonethe
students in the Listeningextractweredoing(ExerciseB).•Readtheinstructionstotheactivityasaclassandcheckstudentsunderstandwhattheyhavetodo.•RemindthemtheycanusewaysofsuggestingandrejectingideasfromtheLanguage chunksbox.•Givestudents5minutestodothetaskinpairs.•Elicitfeedbackfromeachpair.Askthemtotelltheclasswhichgifttheyhavedecidedtobuyandwhy.
Unit 5, page57
Speaking
ExercisesBandC
Girl: It’snoteasy… Boy: Iknow!Therearen’tmany things that
she likes … Girl:Exactly!Andthethingsshedoeslike,she alreadyhas!
Boy: WhataboutaDVDboxedsetofherfavourite TVseries?
Girl: Youmustbejoking!She’salreadygotallseasons of Friends and Lost. Nottomentionhowexpensive theseDVDboxedsetsare!
Boy: Afilm,then? Girl: Butshedoesn’tlikewatchingfilmsonDVD. Boy: OKthen,let’sbuyheraT-shirt! Girl: Idon’tthinkso!Besides,shemusthavehundredsofT-shirts.
Boy: ButdoesshehaveaT-shirtwithRonaldo’sphotoandautograph?
Girl: CristianoRonaldo?He’sherfavourite footballplayer.
Boy: Iknow.AndIfoundthisT-shirtwhichhehaspersonallysigned.
Girl: Howmuchisit? Boy: It’sonly€22. Girl: Well,it’snotverycheap… Boy:Comeon,Shirley,it’sreasonable.Andwecan’tthinkofanythingelse,canwe?
Girl: You’reright.Let’sgoforit.
Pronunciation Page139
Sayitright!
ExerciseA Track 32 CD 1•Theactivityaimstomakestudentsawareof different vowel sounds and diphthongs that are oftenmispronounced.•PlaytheCDforstudentstohearhowthethree differentwordsareproduced.
ExerciseB Track 33 CD 1•PlaytheCDforstudentstolistenandtickthe rightcolumn.•PlaytheCDagainforstudentstolistenandrepeat.
Answers
ExerciseC•Studentspractisesayingthewordsinpairs.Alternatively,theycouldplayaguessinggame.Onestudentsaysawordandtheotherguessesthewordbyspellingit.
rot \Å\ row \´U\ raw \O…\
1 law ✔
2 low ✔
3 lot ✔
4 cot ✔
5 caught ✔
6 coat ✔
7 not ✔
8 note ✔
9 nought ✔
10 boat ✔
11 bought ✔
12 body ✔
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Pronunciation file, page139,Unit5
Sayitright!
ExerciseA rot row raw
ExerciseB 1 law 2 low 3 lot 4 cot 5 caught 6 coat 7 not 8 note 9 nought 10 boat 11 bought 12 body
Writing Pages58and59
Aimsofthelesson: •tointroducestudentstothetopic(ExerciseA) •toreadamodelemailforgist(ExerciseB) •toanalyseamodelemailforformallanguage
(Exercise C) •topractiseimprovingabadmodelfor
content, organization and register (Exercises D and E)
•topractiseplanningandwritingaformal email of complaint (Exercise F)
ExerciseA•Givestudentsaminutetoanswerthequestionsinpairs.•Elicitfeedback.
ExerciseB•Givestudentsaminutetoreadtheemailinorderto
answer the questions. •Getanswers.
Answers 1ShepaidforMP3musicfiles,butdidnotreceive
them (successfully download them). 2SheasksfortheMP3filestobecomeavailablefor
hertodownloadorhermoneyback.
Skillsdevelopment
Formalandinformallanguage
ExerciseC•Thisactivitygetsstudentstonoticethedifferencebetween saying something in an informal way and saying it in a formal way.•Givestudents2minutestofindandunderlinetheformal
way that the sentences in the exercise are expressed in the email.•Elicitanswersandhighlightthelanguageusedintheformalsentences.Tellstudentsthatmanyofthesesentences contain set phrases that can be used in many different types of formal letters/emails of complaint.
Answers 1Iamwritingtocomplainaboutaproblemwith… 2…Ipurchased11MP3musicfiles… 3AfterIhadfinishedgivingallmyinformation… 4…Ihavebeenunabletodownloadanything… 5CouldyoupleasearrangefortheMP3filesI
purchased to become available to me as soon aspossible…
6…arrangeformetoreceivearefundof€11.20, whichistheamountIpaid?
Contentandorganization
ExerciseD•Givestudentsaminutetoreadtheemailtoanswer
the question.•Elicittheanswer.
Answer Shecomplainsaboutthebooksshereceived.Some shehadorderedandsomenot.Shealsodidn’t receivefivebooksshehadordered.
ExerciseE•Thisactivitygivesstudentsachancetoputintopracticesome of the features of formal emails they have learnt so far. •Givestudentsafewminutestoanswerthequestions.Encouragethemtorefertothemodelemailonpage58.•Checkanswers.•Iftimeallows,askstudents,inpairs,torewriteLee’semail.•Monitorandofferhelp.
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Possibleanswers 1Subjectline:Problemswithbooksordered 2 It should be divided into four paragraphs: •thereasonforwriting •aclearexplanationoftheproblem •whatyouwouldlikethestoretodo •anappropriateclosingexpression 3 the language (see email below) 4thenamesofthebookshewassentandnotsent;
hissurname;thedateheorderedthebooks
An improved email:
DearSirorMadam, I am writing to complain about a problem with some booksIorderedfromyourwebsite.
On 15th JanuaryIorderedeightbooksfromyour onlinestore.Today,whentheyarrived,InoticedonlythreeofthebooksthatIhadorderedwhereinthe box.FiveofthebooksIhadorderedwerenotinthebox.Inaddition,therewerethreebooksinthebox I had not ordered (see below for a list of the booksconcerned).
CouldyoupleasearrangeforthefivebooksIhaveordered which did not arrive to be sent to me as soonaspossible,orarrangeformetoreceivea refund?CouldyoualsoletmeknowwhatIshould dowiththethreebooksIdidnotorderthatwere senttome?
Ilookforwardtohearingfromyouverysoon.
Yourfaithfully, Lee Jones
Planningandwriting
ExerciseF•GivestudentsaminutetoreadthereplyAnneLawsonreceived.Checktheyunderstandthattheyreplyto this email.•Intheirreplystudentswillneedtorefertothisemailas
well as to the original email Anne Lawson sent. •Discusswhatstudentsthinkshouldbeincludedinthe
email they will write.•ReadthroughtheplanandtipsintheQuick check! box.•ReferstudentstotheWriting databaseonpage149for
a plan with useful expressions students can use in their emails. Remind them to also use expressions from the Language chunks box.•Iftimeallows,getstudentstowrite,orbegintowrite,
their email in class.
Ask students to complete the writing task on page 39 of the Workbook.
Teacher’s Resource Pages: Unit 5 quiz (page 132); Unit 5 Communication activity (pages 151-153); Unit 5 Self-evaluation sheet (page 180).
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