sports and activities - pearsonlongman.com · • invite students to tell where these languages are...

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Postcards 3, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.

3 Sports and activitiesB.

Extension (5 min. or less)

• Elicitstudents’answerstothesecondquestion(whatsportsoractivitiesarethemostinterestingtowatch).Withstudents’help,createagraphontheboardthatillustrateshowmanystudentssharethesameopinion.

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4 CommunicationB.

Extension

• Forthosestudentswhohavenicknames,findoutwhattheyknowabouttheirnicknamesinEnglish;e.g.,aboynamedRobertomaybecalledBetoinPortuguesebutBob, Bobby,orRobinEnglish.YoumaywishtohelpstudentschooseshortEnglishnicknamestheycanuseinclass.

Cross-curricular activity: social studies• AskwhichlanguagestheteensintheForeign

LanguageClubarestudying.(German,French,Italian,Spanish)

• Invitestudentstotellwheretheselanguagesarespoken.(Forexample,GermanisspokeninGermany,Austria,Liechtenstein,Switzerland,andLuxembourg;FrenchisspokeninFrance,Switzerland,Canada,andmuchofAfrica;ItalianisspokeninItalyandSwitzerland;andSpanishisspokeninMexico,Spain,andmostofCentralandSouthAmerica.)Ifyouhaveaworldmap,askstudentstopointtothecountriesandcontinentstheyname.

• Askstudentstoguesswhichofthesefourlanguageshasthemostnativespeakers.(Spanish)

Grammar Focus and Discovering grammar

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

usingdifferentverbtenses.Tellthestudentstoclaptwicewhentheyhearthesimplepresenttense,toshout,Yes!whentheyhearthepresentcontinuous,andtostandquietlywhentheyhearthepasttense;e.g.,I’m reading a book(studentsshout,Yes!);I eat supper at 6:00(studentsclaptheirhandstwice);Ms. Costa was our teacher last year(studentsstandquietly).Keepabriskpacetoincreasethefunandchallenge.

14 PracticeHome/School connection activity• Havestudentsinterviewafamilymember

orfriendandwritedownfivefactsabouttheperson,similartotheinformationinExercise14.

• Pairstudentsthenextday,andhavethemtradefactsheets.Askthemtocreatetagquestionsbasedonthefactsandthenintervieweachother.Forexample,

Fact:UncleJerrygoesbowlingeveryMondaynight.

Tagquestion:YouruncleJerrygoesbowlingeveryMondaynight,doesn’the?

Expectedanswer:Yes,hedoes.• Callonvolunteerstorole-playtheirinterviews

fortheclass.

17 WritingHome/School connection activity• Tellstudentstoasktheirparents,and

grandparentsifpossible,whattheydidforfunwhentheywereteens.Haveeachstudentmakealistofactivitiesthatwerepopularwithteensinthepast.AskstudentstocompletethelistinEnglish.Encouragethemtouseadictionary.

• Havestudentscomparetheirlistsinsmallgroups.

• Callonamemberofeachgrouptosummarizethemostpopularactivitiesofteensinthepast.

Putting it together: At the partyB.

Focus on values• Writethewordtrustworthyontheboard,and

elicitorprovideadefinition(abletobetrusted).• Dividetheclassintosmallgroups.Askstudents

tothinkaboutthepeopletheytrustmostandtolistthequalitiesthatmakeapersontrustworthy.Thenhavethegroupmembersdiscussanyexperiencesthey’vehadwhenapersondisappointedthem.Wasthatpersonabletoregaintheirtrust?

• Callonamemberofeachgrouptoreaditslisttotheclass.Writethequalitiesontheboard,andputachecknexttothosethatarerepeatedbyanothergroup.

• Askastudenttosummarizethemostimportantqualitiesofatrustworthyperson.

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Warm-upFocus on multiple intelligences: this activity focuses on visual and linguistic intelligences.• Haveeachstudentdrawapictureorbringin

aphototomakeapostcardofoneofthelocalplaces,events,orattractionslistedontheboard.

• AskeachstudenttowriteanEnglishmessageonthebackofthepostcardtoafriendorrelativewholivesinanothercity,region,orcountry.Tellstudentstoincludeinformationabouttheplace,event,orattractionintheirpicture.

• Havestudentssharetheirpostcardsingroupsorwiththeclass.

Practicing Grammar 7 Practice

Cross-curricular activity: math• Writethislistontheboard:

Busfareintothecity $1.50Busfarebackfromthecity $1.50Ticketforamovie $6.00Hamburgeranddrink $4.50Pizza $5.00Ticketforamuseum $5.50Ticketforawaterpark $8.50Snack $2.00Hangout free

• Tellstudentsthattheyaregoingtoplanadayinthecitywithapartner.Eachstudenthasonly$15.00tospend,sothepairsmustbecarefulaboutwhattheychoosetodo.Remindthemtoincludetheirbusfare.

• Givepairstimetoplantheirdaytrips.Thengroupeachpairwithanotherpair,andhavestudentscomparetheirplans.

• Toconclude,callonseveraldifferentpairstotellabouttheirdaytripplansandwhytheychosethem.

Grammar Focus and Discovering grammarExtension• Askeachstudenttowritefourpast-tense

statements:twoaffirmativeandtwonegative.Tellthemtousebeintwooftheirstatementsandotherverbsintheothertwo.

• Dividetheclassintogroupsofthree.Havethegroupmembersexchangepapersandaddtagstoeachother’sstatements.Thenhavethempassthepapersagainandwritetheexpectedanswerforeachtagquestion.

• Tocheck,callonstudentstoreadseveraltagquestionsandexpectedanswers.Elicitcorrectionsfromtheclassifneeded.

17 ComprehensionFocus on values• Tellstudentstothinkaboutwhatthey’ve

learnedabouttheAlamo.AskthemtofocusonthecontrastbetweenwhattheAlamowasbuiltfor(achurchmission)andwhattheTexansuseditfor(afort).

• Dividetheclassintosmallgroups.Askstudentstodiscusshowtheyfeelaboutusingviolencetoachieveagoal.Askthemtothinkaboutthesequestions:How is a war between two countries similar to a fight between two friends? How can friends or countries solve their conflicts without violence?

• Haveeachgroupmakeaposterthatillustratesoneormorenonviolentwaystoresolveaconflict.Displaythepostersinyourclassroom.

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Learn to learn

B.

Cross-curricular activity: science• Writeontheboard:the scientific method.Tryto

elicitadefinitionfromtheclass.(Thisisthewayscientistsdotheirresearch,beginningwithahypothesisandendingwithaprovenstatement.)

• Tellstudentsthatscientistsusethescientificmethodinordertostayorganizedwhentheywanttotestanidea.Writethesestepsontheboard,inscrambledorder:state a hypothesis, do an experiment, revise the hypothesis, do another experiment, state a proven idea.Explainthatahypothesisisaguessorideabasedonobservations.

• Havestudentsworkinsmallgroupstoputthestepsontheboardinorder.Thenreviewthecorrectorderwiththeclass.

• Writeontheboard:Girls have to do more kitchen chores than boys.Askthegroupstodiscusshowtheywouldtestthishypothesis.

• Callonamemberofeachgrouptodescribeitsexperiment(s)andpredicttheresults.

12 Your turnFocus on multiple intelligences: this activity focuses on visual and intrapersonal intelligences.• Havestudentspersonalizethedailyplanners

theycreatedinExercise12bydecoratingthem.Encouragethemtousecolorsanddesignsthatrepresenttheirownpersonalitiesandtheirfeelingsaboutthescheduledactivities.

• Pairstudents,andhavethemsharetheirworkwitheachother.Seeifthestudentscanguesswhytheirpartnersusedspecificcolorsandthemes.

15 WritingHome/School connection activity• Tellstudentstointerviewtheirparentsortwo

otheradultrelativesaboutthechorestheyhadtodowhentheywereteens.Askthemifcertainchoreswerealwaysdonebygirlsinthefamily,andothersbyboys.Havestudentsmakeaseparatelistofeachparent’sorrelative’schores.

• Havestudentscomparetheirlistsinclass.Tellthemtolookforpatternsinchoresassignedtogirlsandboys.Thenhavethemdiscusswhetherornotthesegenderdistinctionsstillexistintheirfamilies(e.g.,Dotheboyshavetohelpwiththecookingandcleaning?Dothegirlshavetotakeoutthetrash?).

• Asaclass,discusswhethertherearelogicalreasonsforanychorestobedoneonlybyboysoronlybygirls.Encouragestudentstoletgoofgenderstereotypeswhilemaintainingrespectfortheirfamilytraditions.

Putting it together: Waiting for NicoleB.

Focus on values• Askstudentsiftheythinkpeoplearealways

consideratewhentheyusetheircellphones.Havethembrainstormalistofthingsthatannoythemaboutothercell-phoneusers.

• Pairstudents,andhaveeachpairwritefourrulesforcell-phoneusers(e.g.,Cell phones must not be used in restaurants. Cell phones must be turned off in public places.).

• Callonstudentstoreadtheirrules.Encouragestudentstoagreeordisagreewitheachother’srules.

�Postcards 3, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.

3 Useful expressions B.

Focus on values•Writeprioritiesontheboard,andelicitorexplain

itsmeaning.Askstudentswhichoftheusefulexpressionstheycouldusetodescribetheirhighestpriority.([Mom] comes first)MakesurestudentsunderstandthatotherwordscanbesubstitutedforMom (e.g., Family, Homework, School).Giveanexamplefromyourownlifeofatimeyouhadtochoosebetweendoingsomethingyoureallywantedtodoandsomethingyouknewwasmoreimportant.

•Askstudentstothinkabouttheirownprioritiesandhowtheyactonthem.Encouragevolunteerstodescribehardchoicesthey’vemadeandtotellwhetherornotthey’rehappywiththeresults.

7 ListeningCross-curricular activity: foreign languages• Listseverallanguagesontheboard.Inanother

column,inscrambledorder,writethewordforfriendineachlanguage.Usethelistbeloworcreateyourown.

French amiSpanish amigoChinese pengyouPortuguese amigoGerman FreundJapanese tomodachiSwahili rafikiRussian drug(pronounced“drook”)Dutch vriendItalian amico

• Havepairsofstudentsmatcheachwordwithitslanguage.Thenreviewtheanswers.

• Ifstudentsknowthewordforfriendinanyotherlanguages,havethemwritethewordandlanguageontheboard.

9 VocabularyB.

Extension• Elicitorsuggestthenamesofothersports

notalreadymentionedinthelesson.Elicittheequipmentneededforeachone.Addthesesportsandtheirequipmenttoyourlistontheboard.

Focus on multiple intelligences: this activity focuses on linguistic and kinesthetic intelligences.•Dividetheclassintosmallgroupstoplaycharades.

Haveamemberofeachgrouppretendtoplayasport.

Theothergroupmembersmustguessthesportandidentifytheequipmentthestudentisusing.Modelthisactivitybypretendingtoplayyourownfavoritesportandencouragingstudentstoguesswhatitisandwhatequipmentyouareusingtoplay.

D.

Extension

• TellstudentsthatU.S.schoolstypicallyhaveonlyboys’teamsforsomesports(suchasfootballandbaseball)andonlygirls’teamsforothersports(suchasfieldhockeyandsoftball).Theyoftenhaveseparateteamsforboysandgirlsinothersports(suchasbasketball,soccer,golf,swimming).Havestudentsdiscusswhethertheavailabilityofboys’andgirls’teamsforthesesportsisthesameordifferentintheircountry.

• Askstudentswhethertheythinkitisappropriatetoofferdifferentteamsportsforboysandgirls.Whyorwhynot?

14 PracticeExtension

• GROUPS. Askstudentstoraisetheirhandsiftheyplayonasportsteam.Invitethemtonametheirsports.Dividetheclassintosmallgroups,makingsurethatatleastonepersonineachgroupplaysonasportsteam.

• TellstudentstotaketurnsaskingtheteammembersintheirgroupthequestionsfromthechartinExercise14.Demonstratehowtochangethequestionsasneeded(e.g.,How old were you when you started playing tennis?).

• Callonamemberofeachgrouptotelltheclasssomeinformationaboutthegroupmemberswhoplayonsportsteams.

Learn to learn

B.

Home/School connection activity

• Askstudentswhethernewspaperarticlescontainfactsoropinions.Elicitorexplainthatnewsarticlesarestrictlyfactualbutthatotherarticles,callededitorials,giveopinions.Thesearticlesareusuallylabeledandgroupedtogethersoreaderscanidentifythemeasily.

• Tellstudentstofindaneditorialinanewspaperormagazineathome.Thenhavethemreadanddiscusstheeditorialwithaparentorotherrelative,underliningwordsandphrasesthatindicatethatthearticleisnotfactual(e.g.,I think, in my opinion, the best, the worst).

• Dividetheclassintopairs.Havethepartnerssharetheireditorialsandtellwhethertheyandtheirparent/relativeagreeordisagreewiththewriter’sopinions.

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1 VocabularyExtension• Havestudentsmakefourcolumnsonapieceof

paperandlabelthemMain Course, Snack, Drink, and Dessert.

• AskstudentstowriteeachitemfromExercise1inthecorrectcolumn.Pointoutthatsomeitemscouldfitinmorethanonecolumn.

• Reviewtheanswerswiththeclass.Encouragestudentstosuggestallpossiblecategoriesforeachfood.(Possibleanswers:Main Course:hamburgers,hotdogs,spaghetti,salad,roastchicken;Snack:icecreamsundae,chipsandsalsa,chocolatecake,applepie;Drink:bottledwater,soda,orangejuice;Dessert:icecreamsundae,chocolatecake,applepie)

15 VocabularyFocus on multiple intelligences: this activity focuses on linguistic and visual intelligences.•Askstudentstocreateamenuforarestaurant

thatspecializesinakindoffoodtheyliketoeat.Tellthemtoincludesoups,salads,entrées,desserts,anddrinks.Remindthemtodrawappropriatedecorationsontheirmenusandtoputapricenexttoeachitem.

•Dividetheclassintosmallgroups.Havestudentscomparetheirmenusanddiscusstheitemsoffered.Askthegroupmemberstodecidewhethereachrestaurantisexpensiveorinexpensive,casualorformal.

•Displaythemenusintheclassroom.Then“give”studentsaspecificamountofmoneytospendonameal,andhavethempicktherestaurantwherethey’lleatandplaceanorderwiththepersonwhomadethemenuforthatrestaurant.

Cross-curricular activity: health• Dividetheclassintopairs.Provideanexample

ofthelatestfoodpyramidoraskstudentstofinditontheInternet.Havestudentsnoteitscategories.(grains,vegetables,fruits,milk,meat&beans,andfats&oils)Pointoutthatahealthydietconsistsmostlyofwholegrains,vegetables,andfruits.

• HaveeachpairmakeachartwiththefoodpyramidcategoriesandwritethefoodanddrinksfromExercise15inthecorrectcolumns.Asaclass,discusswhichcategoriesarebestandworstrepresented.

• TellstudentstolookbackatthechartinExercise4.DiscusswhichteenfromtheForeignLanguageCluborderedthehealthiestmeal.

• Askstudentstothinkabouttheirnormaldietandwhatimprovementstheycouldmaketostayhealthier.

Home/School connection activity• Tellstudentstolookintheirrefrigeratorsand

cupboardsathomeforfoodsfromeachcategoryofthefoodpyramid.Havethemmakechartsshowingthecategoriesandtheitemstheyfind.

• Askthestudentstothinkoffoodsthatarenotintheirkitchensbutthatareneededtoprovideabalanceddiet.Haveeachstudentwriteoutashoppinglistofthesefoods.

• Havestudentscomparetheirchartsandshoppinglistsinsmallgroups.

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9 Dialogue and 10 ComprehensionB.

Extension• Haveeachpairchooseonecharacterfromthe

dialogueandtrytoanswerthePersonalityQuizonpage52asthatcharacterwould.Tellthemtoscoreandratetheirresponsestoseewhichcategorythecharacterfallsinto.

• Havethepartnersdiscusswhetherthisratingseemstofitwhattheyknowaboutthecharacter.

• Askeachpairtotelltheclasswhichcharacterthey“tested”andwhattheresultwas.

Warm-upCross-curricular activity: science• Writeontheboard:extrovertandintrovert. Elicit

definitionsfromtheclassorexplaintheterms.Pointoutthatneithertraitisbetterthantheother;theyaredifferentbutequal.

• Askstudentstothinkabouttheirownpersonalities.Aretheyhappierwhentheyareingroupsorwhentheyarebythemselves?Dotheyenjoytalking,ordotheyprefertolisten?

• Havestudentsdecideiftheyareextrovertsorintroverts.Takeashowofhandstoseewhichpersonalitytraitdominatestheclass.

• Askstudentswhattheyknowaboutthefieldofpsychology.ElicitorshareinformationaboutpersonalitytypesandtheMyers-BriggsTypeIndicator.

7 CommunicationB.

Focus on values•AskstudentswhetherSpeakerBshouldhave

toldthetruthaboutpeoplesometimesfeelinguncomfortablearoundSpeakerA.Takeavotebyshowofhands,andaskvolunteerstoexplaintheirreasons.

•Groupstudents,andhavethemdiscusswhetherit’sbettertoalwaysanswerafriend’squestionstruthfully,orwhetherit’ssometimesbettertoavoidhurtingafriend’sfeelings.

•Askthegroupstobrainstormsomepolitewaysofanswering(ornotanswering)aquestionwithoutlyingorhurtingsomeone’sfeelings.Havegroupmemberssharetheirbestideaswiththeclass.

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18 SpeakingB.

Extension

• Askeachstudenttowriteaparagraphaboutwhatinfluencesgirlsandboyswhentheybuyclothes.Tellthemtostatetheirmainpoint(s)inthefirstoneortwosentencesandthentosupportthepoint(s)withresultsfromtheirownandtheirclassmates’surveys.

Cross-curricular activity: music

• Askstudentstobringinmusicselectionsthatrepresentmusictrendstheyusedtoorstillfollow.

• Playthemusicinclass.Askstudentstonameeachmusictrendanddescribeanyfashiontrendsthatgoalongwithit.

• Invitestudentstodemonstratehowtheydancetothemusic.Askthemtodescribeanydancetrendstheyknowabout.

Putting it together At the animal shelterFocus on values

•Askstudentswhatkindsofpetstheyhavenoworhavehadinthepast.Makealistontheboard.

•Dividetheclassintosmallgroupsandassigneachgroupafewpetsfromyourlist.Havethegroupsdiscusswhattypeofcareeachpetneeds.Thenaskthemtothinkaboutandlistthemostimportantthingsapetownershoulddo.

•Havemembersofeachgroupsharetheirlists.ThenaskWhat should you think about before getting a pet? What should you do if you have a pet? Encouragestudentstodiscusstheresponsibilitiesaswellasthepleasuresofpetownership.

14 VocabularyB.

Focus on multiple intelligences: this activity focuses on linguistic intelligences.•Dividetheclassintosmallgroups.Haveeach

studentchooseapieceofclothingorapersonalitemtodisplay.

•Theownerofeachitemmustsayanadjectivethatdescribesit.Theneverygroupmembermustthinkofadifferentadjectivethatdescribesit.

•Circulateandassistasneeded.Discouragestudentsfromusingthesameadjectivestodescribeeverypicture.

15 ListeningHome/School connection activity• Tellstudentstolookathomeforoldphotosthat

showhowtheirparentsdressedasteens.Havestudentsdiscussthestyleswiththeirparents.

• Askeachstudenttowriteaparagraphabouthowclothingstylesforteenagershavechanged.

• Encouragestudentstobringphotostoclass,andhavethemcomparetheirpicturesandparagraphsinsmallgroups.

16 ReadingB.

Extension• Ontheboard,listnewvocabularyfromthe

article(e.g.,trend, staggering, cutting edge, vibrant, radical, market, influence).

• Dividetheclassintopairs.Askthepartnerstotaketurnsquizzingeachotheronthenewvocabularywordsbyparaphrasingthem.

• ModeltheactivitybysayingThis word means “shockingly big.”Elicitthecorrectresponse(staggering)orwriteitontheboard.

• Circulateandlistenasthepairsquizeachother.Thenreviewthenewvocabularyasaclass,elicitingoneormoregoodparaphrasesforeachword.

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19 ComprehensionFocus on values•Askstudentsiftheythinkaperson’sappearance

tellswhatheorsheisreallylike.•Dividetheclassintosmallgroupsandhave

themdiscusswhatcanhappenwhenpeopleareclassifiedbyhowtheydress.Askstudentswhattheycanandcannotdeterminefromhairdosandclothing.

•Callonamemberofeachgrouptogivetheclassasummaryofthegroup’sopinions.

Learn to learn

Home/School connection activity• Tellstudentstolookathomeforaneditorialor

opinionarticleinanewspaperormagazine.• Askthemtoreadthearticleandtounderlineat

leasttworeasonsgivenbythewritertosupporthisorherposition.Havethemdecideifthereasonsmakethewriter’sopinionvalid.

• Dividetheclassintosmallgroups.Havethestudentsdiscusstheireditorialsandexplainwhytheythinkthewriter’sopinionisorisnotconvincing.

Cross-curricular activity: social studies• Writethewordprejudiceontheboard,andelicit

ameaningfromclassmembersifpossible(anegativeopinionformedwithoutknowledgeorreason).Listsomesynonymsontheboard(e.g.,bigotry,intolerance).

• Askstudentstogivesomeexamplesofgroupsofpeoplewhohavebeenpersecuted(hurtorpunished)becauseoftheirrace,religion,orappearance.

• Dividetheclassintosmallgroupsandhavethemdiscusswhatcanhappenwhengovernmentsclassifypeopleandthenfavorormistreatparticulargroups.

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Practicing Grammar9 Practice

Cross-curricular activity: social studies• Haveeachstudentchooseacountryanddo

researchtofinditspopulation,itsarea,itsaveragetemperature,anditsaveragerainfall.Makesureeachstudentcollectsinformationaboutadifferentcountry.Youmaywishtoarrangeforclasstimeintheschoollibraryorcomputerlab.

• Dividetheclassintogroupsoffour.Askthemembersofeachgrouptomakeachartcontainingtheinformationabouttheirfourcountries.Drawanexampleontheboard:

Italy Singapore Mexico Egypt

Population

Area

Averagetemperature

Averagerainfall

• Tellthegroupstowritesentencescomparingtheircountries.Eachsentenceshoulduseas . . . as or not as . . . as. Forexample, The population of Singapore is not as large as the population of Mexico. Italy is not as dry as Egypt.

• Displaythechartsandsentences,andallowtimeforthestudentstolookattheirclassmates’work.

11 PracticeCross-curricular activity: literature• Writetall taleontheboard.Explainthattall tales

arestoriesthatusealotofexaggeration.Elicitorprovideexamplesofexaggerationusingthe most andthe least (e.g., He ran right into the most dangerous bear in the forest. or He sat down on the least comfortable rock you can imagine.).

• Ifpossible,readtotheclassaboutPecosBill,amythicalcowboywhowrestledwithacyclone,orPaulBunyan,amythicallumberjackwho

couldcutdownawholeforestwithonestrokeofhisax.YoumayfindtalltalesaboutthesecharactersontheInternet.Pointoutthatsuchstoriesarefuntotellandhear,butnoonereallybelievesthem.

• Listsomecharacteristicsofatalltaleontheboard:

•Therearealotofexaggerationsinthestory.•Theheroorheroinehassuperhumanabilities.•Thecommunityhasaproblem.•There’salotofaction.•Theheroorheroineaccomplishesa

superhumandeedtosolvetheproblem.• Havestudentswriteandillustratetheirowntall

tales.• Invitestudentstoreadtheirtalltalestotheclass.

Learn to learn

Home/School connection activity• Askstudentstobringinbrochuresaboutplaces

theyhavevisited.Encouragethemtotalkwiththeirfamiliesastheychooseaplaceandlocateabrochure.Remindstudentsthatiftheydon’thaveabrochureathome,theycanvisitalocalmuseumorevenashoppingmallandpickupabrochureforthisactivity.

• Havestudentsstudytheirbrochuresandmakeupfivequestionsthatcanbeansweredusingtheinformationandmapinthebrochure(e.g.,Whereistheplanetarium?Whatistheadmissionprice?).

• Dividetheclassintopairsandhavethemreadeachother’sbrochuresandanswereachother’squestions.

• Iftimepermits,invitestudentstoshowtheirbrochurestotheclassanddescribetheirvisitstotheseplaces.

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18 SpeakingFocus on values•Askstudentstothinkaboutwhattheycandoto

helpothers.•Asaclass,discussvariousactsofkindnessthe

studentshaveperformedinthepast.•AskWhat acts of kindness will you try to do in the

future? Elicitsuggestionsanddiscussionfromtheclass.

•HaveeachstudentwriteapledgethatbeginswiththewordsFrom now on I will . . . Provideamodelontheboard.

•Askstudentstokeeptheirpledgesandlookatthemregularlysotheydon’tforgettocontinueperformingtheseactsofkindness.

Focus on multiple intelligences: this activity focuses on intrapersonal, interpersonal, and linguistic intelligences.• Askstudentstokeepakindness log.Tellthemto

writedownanysmallactsofkindnesstheyseeduringa24-hourperiod.Havethemputastarnexttotheirownactsofkindness.

• Dividetheclassintosmallgroups.Havethegroupmembersshareanddiscusstheirlogs.

Warm-upHome/School connection activity• Askstudentsiftheyknowwhotocallincaseof

anemergency.Isthereanumbersimilarto911inyourcity?Ifnot,havestudentsworkwiththeirfamiliestopreparealistofemergencynumbersthatincludesanambulanceservice,firedepartment,police,oranyothernumbersthattheymightneedtocallinanemergency.Havethembringtheirliststoclassthenextday.

• Dividetheclassintogroupsandhavestudentscomparetheirlists.Tellthemtoaddtotheirlistsanyimportantnumbersthatothergroupmembersincluded.

• Discusswiththeclasswherestudentsshouldposttheirlistsintheirhomes.Talkaboutwhichnumberstheyshouldmemorizeorkeepintheirwalletsorbackpacks.

9 VocabularyB.

Cross-curricular activity: art and health• Dividetheclassintosmallgroupstomake

postersthatencouragesafety.Haveeachgroupfocusononetypeofsafetysuchasin the home, in sports,orin driving.

• Havethegroupssharetheirposterswiththeclassandtellwhytheychosetheirtopics.

• Displaythepostersintheclassroom.

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Practicing grammar5 Practice

Extension

Focus on multiple intelligences: this activity focuses on kinesthetic and linguistic intelligences.•Askeachstudenttowriteapresent-tenseactive-

voicesentenceonaslipofpaper.Collectthepapersandputtheminabag.

•Dividetheclassintotwoteams.Setatimerforfiveminutes.Haveamemberofeachteamdrawaslipofpaperandthenruntotheboardandrewritethesentenceinthepassivevoice.Theirteammatesmustbepreparedtogoupandcorrectanyerrors.Whenateamissatisfiedwithitspassivesentence,anotherteammembermaydrawasentence.Eachteamshouldworkasquicklyaspossible.

•Whenthetimergoesoff,thegameisover.Checktheteams’sentencesandelicitanynecessarycorrections.

•Theteamwiththemostcorrectsentenceswins.

7 VocabularyB.

Home/School connection activity• Tellstudentstokeeptrackofwhattheirfamilies

watchonTVonedayfromthetimetheygethomefromschooluntiltheygotobed.Havethemwritedownthenamesoftheshowsandwhattypeeachoneis.(reality,news,etc.)

• Dividetheclassintogroupstosharetheirdata.Askthegroupmemberstoanalyzewhichkindsofshowswerethemostpopular,andwhichkindsweretheleastpopular.

• Askamemberofeachgrouptosharefindingswiththeclass.

12 ListeningFocus on values•AskstudentshowNicoleshowsthatsheisa

goodfriend.(SheridestothehospitalwithStacyandlendsStacyhercellphone.)

•Dividetheclassintosmallgroups.Askstudentstodiscussatimetheyshowedsupportforafriendorafriendsupportedthem.

•Askseveralstudentstosharestorieswiththeclass.

16 SpeakingCross-curricular activity: art• Askstudentstotellwhattheyknowabouthow

cartoonsaremade.(Artistscreatehundredsofdrawingswithtinydifferencestoshowmovement.Everysecondoffilmconsistsofabout24separatedrawingsshownquickly,oneafteranother.)

• Haveeachstudentcut10smallsquaresofpaperandstaplethemtogetheralongoneside.Showstudentshowtocreateananimatedcartooncalledaflip book bydrawingthesamepersonoranimalwithtinydifferencesoneachpage.

• Showstudentshowtomaketheirdrawingsappeartomovebyholdingthebookinonehandandquicklyflippingthroughthepageswiththethumboftheotherhand.

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Cross-curricular activity: all subjects• Writethesesentencesontheboard: is cool.

I enjoy . I’m good at . • Askstudentstochooseasubjecttheylikein

schoolandtowriteitatthetopofapieceofpaper.Thenhavethemthinkaboutwhat’scoolaboutthatsubject,whattheyenjoyaboutit,andwhatthey’regoodat.

• Modeltheactivityusingtheseoryourownexamples:

MathUsing a calculator is cool.I enjoy solving equations.I’m good at multiplying fractions.

• Havethestudentscopythesentencesfromtheboard,fillingineachonewithagerundorgerundphrase.

• Pairstudentsandhavethemreadtheirsentencestoeachother.

• Inviteafewvolunteerstosharetheirsentenceswiththeclass.

8 ListeningFocus on values•Askstudentswhatitmeanstobe popular.Then

askiftheythinkeveryschoolhasstudentswhoareconsideredpopularandunpopular.Brieflydiscusshoworwhystudentsbecomepopularorunpopular.

•Dividetheclassintosmallgroups.Haveeachgroupmakealistofthequalitiesoftheaveragepopularstudent.TellthemtothinkabouttheTVshowsandmoviesthey’veseenaboutteensandtodescribethepopularstudents(e.g.,good-looking, athletic, well-dressed).Thenhaveeachgrouplistthequalitiesthatmakeagoodperson(e.g.,kind, loyal, generous).Askthemtocomparetheliststoseehowmanyqualitiesarethesame.

•Bringtheclassbacktogethertodiscusswhetherthemostpopularstudentsaretheonestheywantasfriends.

11 WritingHome/School connection activity• Havestudentsworkwithaparentorother

familymembertomakealistoflocalcharities,shelters,andvolunteergroups.Encouragethemtousethephonebookand/orInternetiftheyneedhelp.

• Dividetheclassintosmallgroups.Havethegroupmemberscomparetheirlistsanddiscussdifferentwaystheycouldhelpoutinthecommunity.

• Callonamemberofeachgrouptotelltheclassonewaythatstudentscanhelpoutinyourcommunity.

sports and activities - pearsonlongman.com · • invite students to tell where these languages are...

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