Post on 30-May-2020
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2 The English alphabetA.
Extension
Sayseverallettersinsequence(a,b,c,d)andthenpausetoseeifstudentscansupplythenextletter.Continue,givingfewerandfewerlettersbeforepausing.
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Postcards 1, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
5 PronunciationA.
Focus on on multiple intelligences• This activity focuses on auditory and
kinesthetic intelligences.Takeouttwopiecesofpaper.Writealargenumber1ononepieceandalargenumber2ontheotherpiece.Havestudentsdothesame.TellstudentsyouwillsaynumbersfromExerciseA.Ifthestressisonthefirstsyllable(forexample,SIXty),theyholdupthenumber1.Ifthestressisonthesecondsyllable(forexample,sixTEEN),theyholdupthenumber2.Demonstratethisfortheclass.Thenreadnumbersalouduntilstudentsseemtobeabletohearthedifference.
16 WritingB.
Cross-curricular activity: social studies
• HoldupyourbookandpointtotheteenspicturedinExercise14.AskWhat countries are they from?(China,theUnitedStates,Italy)Writethecountrynamesontheboard.Havestudentslocatethemonamapifhelpful.
• Assignstudentstogroupsofthree.Haveeachstudentwriteoneofthecountrynamesonapieceofpaper(onecountrypergroupmember).Forclassesnotdivisiblebythree,formonegroupoftwo(onestudenthastwocountrynames)orfour(twostudentshavethesamecountryname).
• Tellstudentstheywillchecktheirknowledgeaboutthethreecountries.Elicitorexplainanynewvocabulary,suchascapitalandflag,beforestudentsbegin.
• SayI will read a sentence about one of the countries.
I will read it two times. You can discuss the answer. After five seconds, I’ll say Answer!Then you hold up the correct country name.
• Readeachofthefollowingsentencestwice,pausingfivesecondsbeforecallingforananswer.
1. The capital of this country is Washington, D.C. (UnitedStates)
2. This country’s flag is red and yellow. (China) 3. Hong Kong is in this country. (China) 4. The capital of this country is Rome. (Italy) 5. San Diego is in this country. (UnitedStates) 6. This country’s flag is red, white, and green. (Italy) 7. The capital of this country is Beijing. (China) 8. Basketball is from this country.(UnitedStates) 9. Venice is in this country. (Italy) 10. Pandas are from this country. (China)
Putting it together At the airportB.
Focus on values•Pointtoandreadtheexchangeinpicture3
(Brian:Hey, look what I have for you.Robbie:A koala bear! Thanks!).Askstudents,usingL1asneeded,What is the koala bear? (agift) Why does Brian give Robbie a gift?(He’savisitor;HewillstaywiththeGibsonfamily.)How does Robbie feel?(happy)
•AskWhat other times do you give gifts? Elicitgift-givingoccasionsfromstudents,writingthemontheboard,andaddothersthattheyhavenotmentioned.GiveEnglishtranslationsifstudentsareinterested.Discusstheimportanceofgift-givingwiththeclass.
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Project 1 A snapshot of me
Home/School connection activity• Havestudentstaketheirscrapbookshometo
sharewiththeirfamilies.Tellthemtoreadaloudandexplainwhatthey’vewritten.
4 Communication (15 min.)
A.
Focus on values•AskstudentsWho is Monica introduced to?(to
Mrs.Salas) Pointoutthatitispolitetointroducetheyoungerpersontotheolderpersonbecausethisshowsrespecttotheolderperson.
•Discusswithstudents,usingL1ifhelpful,otherwaystheycanshowrespectforolderpeople.
CommunicationG.
This is a Home/School connection activity. • AskstudentstowritedownEnglishwordsthey
findathome.Forexample: namesofproducts namesofmagazines namesofsinginggroupsfromCDs namesofcurrentmoviesfromanewspaper• Tellstudentstowritethewordorphraseand
theplacewheretheysawit.Askthemtowritedownasmanywordsastheycanfind.Youmaywanttosuggestthattheyasktheirparentsforhelpwiththistask.
• Havestudentsbringtheirliststothenextclass.Askstudentshowmanywordstheyfound.Congratulatethe“winning”student(s)withthemostwords.Askdifferentstudentsforexamplesofthewordstheyfoundandwritetheseontheboard.Elicitorexplainthemeaningsofthesewords.
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Warm-upCross-curricular activity: social studies• Elicitthenamesofthesevencontinentsfrom
theclass.HavestudentslookatthemapintheStudentBook.Ask What’s the largest continent? What’s the smallest continent? Which continent is also the name of a country?
1 VocabularyC.
Extension• Havestudentsclosetheirbooks.Saysome
countrynamesatrandomandasktheclassWhat’s the nationality?
• Tellstudentsthatthey’llquizeachotheronnationalitiesinpairs.Letthemopentheirbooksandstudythenationalitynamesforaminuteortwofirst.Thenhavethemformpairs.Haveonestudentineachpairclosehisorherbook.Telltheotherstudenttoquizhisorherpartneronnationalitiesbysayingthenamesofdifferentcountries.Modelifhelpful.Afterafewminutes,havestudentschangeroles.
• Checkbyhavingallstudentsclosetheirbooks.Quicklycalloutcountrynamesandhavethewholeclasssaythenationality.
5 Useful expressions A.
Focus on values•Asktheclasswhattheyusuallydoandsaywhen
theybumpintoaperson.IftheysayNothing,explainthatitispolitetoapologizeandshowconcernfortheperson.AskWhat expression does Eric use to apologize?(I’msorry.)What does he ask to make sure Andy is OK? (Areyouallright?)
•Elicitothersituationswhenpeopleshouldapologizeandshowconcern.
4 Writing Extension
• ChoosethreestrongstudentstoreadtheirExercise4paragraphstotheclass.
• Drawachartontheboard,usingthenamesofthestudentsandtheinterviewtopicsinExercise3:Nationality,Country,First language,Second language,Now lives in,Thinks new city is,The people are.
• Havethestudentsinturnreadtheirparagraphtotheclass.Aftereachreading,elicitfromtheclasstheinformationtofillinthechart.
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3 Your turn Focus on on multiple intelligences
This activity focuses on logical and auditory intelligences.
• InsteadofhavingstudentsfillouttheMembershipApplicationFormsintheirtextbooks,havethemcopyandfilltheseoutonaseparatepieceofpaper.Whenstudentshavefinished,collectallthepapers.
• Askeveryoneintheclasstostandup.Chooseoneformatrandom.Tellstudentsthatyouwillgiveinformationfromtheformalittleatatime.Ifstudentsknowthattheinformationisnottheirs,theycansitdown.
• Selectapieceofinformationtoreadout,suchasthemonthofbirth—forexample,July.AllstudentswhowerenotborninJulywillsitdown.Chooseanotherbitofinformation,suchasthelastdigitinthephonenumber.Continue,movingfrommoregeneralinformationtomorespecificuntilonlyonestudentisleftstanding.Returntheformtohimorher.
• Askthisstudenttoselectanotherstudent’sformandfollowthesameprocedure.Repeatuntilseveraldifferentstudentshavehadachancetoreadforms.Returntheformstotheremainingstudents.
4 Useful expressions C.
Extension
• Toprepareforthisactivity,preparenamecardsofcelebritiesthestudentsarefamiliarwith.
• Distributeonenamecardtoeachstudent.Tellstudentstokeepitasecret.
• Havestudentspracticeinpairs,substitutingthecelebrity’snameandspellingintheappropriateplace.Havestudentsswitchrolesandrepeat.
• Forfurtherpractice,havestudentsformnewpairsandpracticethedialoguewithanewpartner.
6 Practice Focus on values
•Elicitfromstudents,usingL1ifhelpful,timeswhentheyneedtoaskforhelpfromstrangers,suchaswhenoneneedsdirectionsorwhenoneneedstoknowthetime.AskWhat do you say before you make a request?(Excuseme.)
•Remindstudentstherearetimeswhenweshouldhelpstrangers,eventhoughtheyhaven’taskedforhelp.PointoutthatitisbesttofirstseeifthepersonneedshelpbyaskingCan I help you? or Do you need help? orIs everything all right?Inthisway,thepersoncandecideifheorshewantshelp.
CommunicationB.
Cross-curricular activity: social studies
• Toprepareforthisactivity,makesetsofsixteencards(onesetpergroupoffourstudents).EachsetshouldcontaineightquestionsaboutthedatesofholidaysandeventsintheUnitedStatesandeightanswers.Forexample:
Question DateWhen’sNewYear’sDay? OnJanuary1st.When’sValentine’sDay? OnFebruary14th.When’sthefirstday InMarch.
ofspring?When’sMother’sDay? InMay.When’sFather’sDay? InJune.When’sthefirstday InSeptember.
ofautumn?When’sHalloween? OnOctober31st.When’sChristmasDay? OnDecember25th.
• Preteachinformationaboutanyoftheholidaysstudentsmaynotbefamiliarwith.
• Havestudentsformsmallgroups.Distributeasetofcardstoeachgroup.Tellstudentstotaketurnsreadingeachquestionaloud,thenworkingasateamtofindthedate.Haveagroupmodelthisfortheclassbeforestudentsbegin.
• Checkanswersbyaskingeachquestionandcallingonvolunteerstoanswer.
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5 Your turn B.
Extension
• Writethefollowingontheboard:She’s my mother’s mother. Who is she?
• Havetheclasscallouttheanswer.(grandmother)Thenhavestudentsworkinpairstothinkoftwosimilar“riddles”topresenttotheclass.
• Afterafewminutes,groupthepairsintotwoteamsforacompetition.Oneteamreadsoutariddle.Theotherteamanswers.
• Thegameendswhentheclassrunsoutofriddles.Addupthepointtotalsanddeclarethewinningteam.
Home/School connection activity
• Ashomework,havestudentsresearchsomeoftheirancestorsandaddthemtotheirfamilytrees.Tellstudentstoasktheirparentsorgrandparentsaboutgreat-grandparents,great-auntsand-uncles,andgreat-great-grandparents.Havestudentsaddthesepeopletotheirfamilytrees.Inthenextclass,callonvolunteerstopresenttheirextendedfamilytreestotheclass.
6 Dialogue and 7 Comprehension B.
Focus on values•Usingthesummarybelow,discussfamilylife
intheUnitedStateswithyourstudents.UseL1asneeded.
•Thecompositionofthetypicalfamilyhasundergonemajorchangesinrecentyears.IntheUnitedStates,itusedtobethatatraditionalhouseholdwasanuclear family.Anuclearfamilyiscomposedoftheparentsandthechildren.Nowadays,however,itisnotuncommonforhouseholdstohaveonlyasingle parent,eitheramotherorafather,andthechildren.Inotherfamilies,grandparents,orevenauntsanduncles,raisethechildren.Extended families,whereinotherrelativeslivewiththenuclearfamily,arecommoninhouseholdsofmanyimmigrantfamilies.Inblended families,thereisonebiologicalparentandonestepparent,andthechildrenmaybe
fromoneorbothparents.Itisimportanttobeawareofthesimilaritiesandthedifferencesinthecompositionoffamiliesindifferentcultures.Knowingthatthereisnotjustonetypeoffamilycompositionhelpsusbetterunderstand,appreciate,andrespectoneanother.
18 Writing B.
Cross-curricular activity: art• Forthisactivity,youwillneedthefollowing:
magazinesorInternetpictures,scissors,glue,posterpaper(onesheetforeachstudent).Makeyourowncollageasasampleforthestudents.
• Tomakeyourcollage,tearorcutoutbodyandfacepartsfromdifferentpicturesofpeopleand/oranimals.
• Gluethesepartstogetherontoposterpapertomakeawhole,differentcharacter.Yourcharactermustnotlooklikeanythingoranyonethatyouhaveseenbefore.
• Presentyourcharactertotheclassbygivingonlyafewbitsofinformationabouthimorher.Youcouldtelltheclassyourcharacter’snameandwhereheorshecamefrom.(Youcouldinventadifferentcountryorplanetaltogether.)Elicitotherquestionsaboutyourcharacter’sfamilyfromtheclass.Asktheclasstodescribeyourcharacterintermsofhairstyleandcolor,eyecolor,etc.Askthemhowmanyeyes,arms,legs,etc.yourcharacterhas.
• Telltheclassthattheywilleachmaketheirowncharacterandlaterpresentthischaractertoapartner.Reviewwhatyoudidinthemakingofyourcollage,makingsurethestudentsunderstandtheprocess.Partnersshouldtaketurnsaskingandansweringquestionsabouttheircharacter’sfamilyandphysicaldescription.
Project 2 A snapshot of someone I like
Home/School connection activity
• Havestudentstaketheirarticleshometosharewiththeirfamilies.Tellstudentstoreadandexplainwhatthey’vewritten.
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9 Your turn Cross-curricular activity: music• Bringtoclassafewdifferenttypesofsongs
ormusicalpassages.Threeorfourwilldo,dependingonhowmuchtimeyouwanttoallowforthisactivity.Ifyouchoosetobringsongswithlyrics,lyricsthatareinEnglisharepreferable.
• Tellstudentstheywillbelisteningandwritingtheirresponsestodifferentpiecesofmusic.Onapieceofpaper,theywillidentifyeachpiecewithanumber;forexample,1forthefirstpiece,2forthenext.
• Nexttothenumber,theywillwritewhatemotionstheyfeltwhentheywerelisteningtoit.Pointoutthatthereisnorightorwronganswer.Elicitorteachsomeadjectivesthatstudentsmaywanttouse,suchashappy, sad, excited, nervous, relaxed,etc.
• Playeachmusicalpassagefortwotothreeminutes.Walkaround,helpingstudentswiththeirwrittenresponses.
• Havestudentssharetheirresponseswithapartner.Thenelicitresponsesfromseveraldifferentstudentsforeachofthemusicalpassages.
Progress check Units 5 and 6
CommunicationF.
Extension
• Tellstudentsthatnowtheywillpracticeinterviewingclassmatesaboutlikesanddislikes.Tellthemthattheycanaskaboutanysubject.HavestudentslookatthequestionsinProgresschecksectionsBandEforideas.Elicitothersubjectsstudentsmightwanttoaskaboutandwritetheseontheboard—forexample,differentanimals,differenttypesoffood,differentsports,etc.Finally,drawablankchartontheboard,similartothatonpage55oftheStudentBook.Tellstudentstolistsixthingstoasktheirclassmatesabout.
• Havestudentsstandandinterviewtheirclassmates.Tellstudentstotrytogetatleastonenameineachcolumnoftheircharts.Monitorasstudentswork,listeningforinterestinginterviewsubjects.
• Whenstudentshavefinished,elicitresultsforsomeofthemoreinterestingsubjects.
1 Dialogue and 2 Comprehension B.
Focus on values•Playthebeginningoftheaudiooncemoreand
pauseaftereachofthefollowinglines.Solicitstudents’ideas,usingL1ifhelpful,astowhythecharactersmadetheremarks.
1)AndysaysLet’s not talk about her, OK?(CarolinewasnothappywithAndybecausehemissedherbirthday.PerhapsAndydidn’twanttoberemindedofthat.Also,hemaybejealousofBrianbecauseCarolinewasveryinterestedinmeetinghim.)
2)AndysaysDo you have an iPod, Brian?(HechangedthetopicbecausehedoesnotwanttotalkaboutCaroline.)
•Discusswithstudentshowimportantitistobesensitivewhenanotherpersondoesn’twanttotalkaboutsomething.Iftheotherpersonclearlyshowsthatheorsheisuncomfortablewiththetopic,it’sbesttomoveontoothertopics.
7 Practice Extension
• Tellstudentstothinkofatleastthreefamilymemberstowriteabout.Explainthattheycanwritewhataparticularpersoneitherlikesordoesn’tlike.Writeanexampleontheboard,suchasMy mother doesn’t like rap.Circulateasstudentsworktohelpwithvocabulary.Thenhavestudentssharetheirsentencesinpairsorsmallgroups.Finally,callonseveralstudentstoshareasentencewiththeclass.
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Learn to learn
B.
Cross-curricular activity: science• Writeontheboardoctopus, parrot, cat, andowl.
Usingpictures,havestudentsidentifyeachanimal.Saytheanimalnamesandhavestudentsrepeatthem.
• TellstudentsTake a piece of paper. On the left, write True,and on the right, writeFalse.Modelthisontheboard.SayI will say a sentence about one of the animals. If it’s true, write the animal name under True.If it’s false, write the name underFalse.
• Readeachofthefollowingsentencesaloudtwice,pausingforstudentstomarktheirpapers.1. Anoctopuscanchangecolor.[True.Itcan
turnbluewhenangryorwhitewhenscared.]2. Aparrotcanlearn20words.[True.Itcan
mimicthehumanvoice.]3. Acatcantastesweetthings.[False.Cats
don’tlikecandybecausetheycan’ttastesweetthings.]
4. Anowlcan’thearwell.[False.Itcanhearamousefromakilometeraway.]
• Pairstudentsandhavethemcompareanswers.Thengoovertheanswerswiththeclass.AskWho thinks it’s true? Raise your hand. Who thinks it’s false? Raise your hand.
1 Dialogue and 2 Comprehension B.
Focus on valuesDiscussfriendsandfriendshipwiththeclass.Herearesomeideastostart.•Refertothedialogue.AskIs Liza happy to see
Joey?(no)Why not?(maybesheisjealousordoesnotlikeher)Writejealousontheboard.SayWhen you’re jealous, you’re unhappy because someone has something you want, or you think someone will take something away from you—for example, love.
•AskHow does Liza sound when she says,Well,yeah?(unfriendly)AskDoes Andy like the way Liza talked to Joey?(No,hetellsLizatostopit.)
•AskWho would you choose as a friend, Liza or Joey?Why?What do you do when someone is not friendly to you?Elicitpositivestrategiesforrespondingtorudeness;forexample,befriendlyinreturn,askthepersonifheorsheisangry.
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4 Vocabulary B.
Extension• Havestudentsplayamemorygameinsmallor
largegroups.Tellthemthattheyaretobuildupastringofsentencesaboutdailyroutinesfromthebeginningofthedaytotheend.StudentAsays,I wake up.StudentBsays,I wake up.I get up.StudentCsays,I wake up. I get up. I take a shower.Studentscontinueaddingsentencesuntilastudentmakesamistakeorcan’trememberasentence.Thenthegroupmustbeginagain.Modelthisfortheclassbeforeassigninggroups.
7 Communication B.
Cross-curricular activity: science• Selectasimplenaturalprocessthatstudents
areveryfamiliarwith,suchasthelifecycleofafrog,butterfly,orplant.Elicitfromtheclassthedifferentstepsinthisprocess.LetstudentsuseL1ifneeded,andhelpthemtranslatethestepsintoEnglish.Alternately,havethemworkingroupswithadictionarybeforeelicitingthesteps.
• Writethestepsontheboard.• Havestudentsformgroupsandmakeaposter
oftheprocessbydrawingeachstepandlabelingit,usingsequencewordsintheirsentences.
11 Practice Extension
• Havestudentsformpairs.Telleachpairtothinkofafamouspersonthey’dliketointerview.Elicitsomeexamplesofcelebritiesfromtheclass,thengivepairsafewmomentstodecideonacelebrity.
• Onaseparatepieceofpaper,havepairswritefiveHow oftenquestionstoaskthecelebrity,leavingspaceforananswerunderneatheachquestion.Circulateandhelpwithvocabularyasstudentswrite.
• Havepairsexchangetheirquestionswithanotherpair.Tellpairstoanswerthequestions
asiftheywerethecelebritybeingasked.Circulateasstudentswork.
• Havestudentsreturntheinterviewquestionsandanswers.Afterstudentshavereadthese,callonvolunteerpairstorole-playsomeofthefunnierinterviewsfortheclass.
12 Practice Focus on values
•Explaintostudentsthat,ingeneral,printingoutinformationorpicturesfromtheInternetisallowedforschoolorpersonaluse.However,whentheyuseasourceforaclassassignment,theyshouldciteit.Explainthatwhenwecite a source,wesaywherewegottheinformation.Wehavetociteoursourceswhenwetakeanduseinformation,ideas,orpicturesfromsomeone’swebsite,book,speech,song,poem,play,orartwork.Citingsourcesisbeingrespectfulandhonest.
13 ReadingCross-curricular activity: math and social studies
•Ifyourstudentsareunaccustomedtoworkingwithaveragesandbargraphs,askastudenthowmanyhoursofsleepheorshegotondifferentweeknights—forexample,How many hours did you sleep on Monday night? On Tuesday night?Writethesetimesontheboard.Thenaveragethetime.Showstudentshowyoutotalthehoursanddividethetotalhoursbythenumberofdays.DrawaverticalyaxisontheboardandlabelitwithHours,andahorizontalxaxiswiththelabelSleep(asintheStudentBook).Completethegraphbydrawingabartoindicatetheaveragenumberofhoursofsleep.AskHow many hours does this bar graph show?
Project 3 A snapshot of a classmate
Home/School connection activity• Youmaywanttoaskstudentstopractice
makingtheirpresentationsathometotheirfamilymembersbeforegivingtheminclass.
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5 Dialogue and 6 Comprehension C.
Focus on values•Askstudents,usingL1asneeded,What is Liza’s
favorite place to go to?(CoconutGrove).Brian said, IthinkI’llskipCoconutGrove.Ihatemalls.How do you think that makes Liza feel? (disappointed,sad,hurt,embarrassed)
•Explaintostudentsthatwhilehonestybetweenfriendsisagoodthing,beingpoliteandsensitivetoothers’feelingsisjustasimportant.WhenBriansayshehatesmallsinfrontofLiza,hemayjustbebeinghonestandsincere.However,hemayalsohavehurtLiza’sfeelingsorembarrassedher.
Extension• Havestudentsformpairsorsmallgroupsto
discusswhichplacesinMiamitheywouldliketovisitandwhy.Ontheboard,writeWhere would you like to go in Miami? I would like to go to . I like .Brieflymodelaskingandansweringwithastudent.
Putting it together A skateboard contest B.
Extension• Bringseveralcopiesoftheentertainmentsection
ofalocalEnglish-languagenewspapertoclass.Alternately,bringintheentertainmentlistingsfromaU.S.newspaperonline.
• Ingroups,havestudentsfindandwritedownthreeinterestingeventsthatarehappeningthisweekend.Havethemincludelocationsandticketprices,ifgiven.Thenaskvolunteerstosharewiththeclasstheeventstheychoseandwhy.
4 Speaking Extension
• HavestudentswriteadialoguefollowingthemodelinterviewsinExercises1and2.Beforetheybegin,elicitthekeyquestionsthattheinterviewersusedtoprompttheanswersfromHalldóraandJosh.(What’stheretodoin...?Whatdoteenagersdoforfuninthewinter/summer?Doyoudoanyoutdoor/indooractivitiesinthewinter/summer?Whatelsedoyoudointhesummer/winter?)Elicitotherquestionstheinterviewercouldaskandwritethemontheboard.
• Havestudentsworkinpairstocreatetheirowndialogue.Circulateandassiststudentsasneeded.
• Havestudentsrehearseandthenpresenttheirdialoguestootherpairsorinfrontoftheclass.Youmayalsorecordthestudents’dialoguesandusethesedialoguesforlisteningandnote-takingexerciseslater.
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8 Practice B.
Focus on values•AskWhat do Andy, Liza, and Brian always do after
dinner at the Gibsons’ house?(Theydothedishes.)AskstudentsDo you help at home with cooking or cleaning?
•Elicitorexplainthebenefitsofhelpingaroundthehouse.(Itispolitetohelpotherfamilymembers;Youcanlearnhowtotakecareofyourselfwhenyouareonyourown.)Ifitisuncommonforstudentstodochoresintheircountry,pointoutthatinmanycountries,suchastheUnitedStates,kidsusuallyhelpoutaroundthehouse.
•AskyourstudentsWhy do you think Brian does the dishes?(Hewantstohelp;Hemayoftenhelpoutathome;TheGibsonkidsalwaysdothedishes.)ExplainthatifyouareaguestintheUnitedStates,itispolitetooffertohelpwiththehouseholdchores,especiallyifyouarestayingforsometime.
4 Vocabulary B.
Extension• Teachorelicitthevocabularyforthefurniturein
thehouse.Writethewordsontheboard.Thenhavestudentsclassifythemaccordingtowhichroomtheybelongin.
• Inpairs,studentsquizeachotherontheroomandfurniturevocabulary.Onestudentpointstoaroomoritem,andtheotherstudentnamesit.
• Leadadiscussionofhowthehouseinthepictureisthesameasordifferentfromhousesinthestudents’country.
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1 Dialogue and 2 Comprehension B.
Focus on values•Askstudents’opinionaboutgossiping.Say
Andy said, Don’tgossip,Robbie. That’s not very nice. What did Robbie gossip about? Do you think it’s true that Brian likes Joey? Why do you think Andy says it’s not very nice to gossip? What do you think about gossiping?
•Elicitthefactthatwhilemostpeoplegossip,itcanleadtomisunderstandingsbecauseitcanspreadwronginformation.Ifgossipaboutapersonisuntrue,itcanhurttheperson’sfeelings,especiallyifthegossipisaboutsomethingbadorunpleasant.Misunderstandingsandhurtfeelingsbecauseofgossipcansometimesdestroyfriendships.
11 Practice B.
Cross-curricular activity: history• Assigngroups,preferablyoffourstudentseach.
Giveeachgroupthenameofafamouspersonintheircountry’shistorythatallstudentsknowwell.
• TellgroupsthattheyneedtowritefourpasttenseYes/Noquestionsaboutthehistoricalfigure.Tellthemtheymustuseregularverbsintheirquestions(notbe).Tellstudentsthattwoquestionsshouldhavenegativeanswers,andtwoshouldhaveaffirmativeanswers.Modelbywritingquestionsaboutahistoricalfigureontheboard.
• Letgroupsusedictionariestolookupvocabularyfortheirquestions.Asstudentswork,walkaroundtomonitorandhelp.
• Havegroupstaketurnsstandingandaskingtheirquestionstotheclass.Eachstudentinthegroupshouldaskonequestion.Heorshethencallsonthefirstpersontoraisehisorherhand.Ifthatpersongivesthecorrectanswer,hisorhergroupgetsapoint.Ifnot,thegroupgetsanegativepoint(–1).Keeptrackofpointsontheboard.Thegroupwiththemostpointswins.
Putting it together At the costume party
B.
Focus on multiple intelligences
This activity focuses on visual and linguistic intelligences.• Prepareartmaterials.• Writethenamesofafewfamousfictional
charactersontheboard—theycanbecharactersfromashortstory,novel,fairytale,cartoon,movie,orTVshow.Elicitthenamesofotherfictionalcharactersfromtheclassandwritethemontheboard.
• Tellstudentsthattheyaregoingtomakeacomicstripwithatleastfiveframestotellaboutsomethingthathappenedtotheircharacter.Ineveryframe,theircharactermusthaveanemptyspeechbubble.Pointoutthespeechbubblesinthephotostory.
• Tellstudentsthatinsteadofwritingtheircharacter’swordsinthespeechbubbles,theymustwritethemonanotherpieceofpaper.
• Drawaframeortwoofacomicstripontheboardasamodel.
• Havestudentsworkindividuallytomaketheircomicstripsandscripts.Afterstudentshavefinished,havethemexchangestripswithapartner.Studentsthenlookattheirpartner’scomicstrip,guessthestory,andwriteinthespeechbubbleswhattheythinkthecharactersaresaying.Finally,partnerssharetheirworkandcomparethedialoguestheyhavewrittenfortheircomicstripcharacters.
Project 4 A snapshot of a field trip
Home/School connection activity
• Afterotherstudentshavecommentedonthefieldtripideas,suggestthatstudentssharetheirworkwiththeirfamilies.Tellthemtoreadaloudandexplaintheirfieldtripplansandclassmates’comments.
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Warm-up Cross-curricular activity: foreign languages• Inonecolumnontheboard,writesomewords
thatmeangood-byeindifferentlanguages.Intheothercolumn,inrandomorder,writethedifferentlanguages.Youmayusethefollowingwordsorsomeofyourown:
Aurevoir(French) Arrivederci(Italian) Alvidha(Hindi) Dosvidaniya(Russian) Sayonara(Japanese) Shalom(Hebrew)• Askstudentsaboutthedifferentwaystosay
good-byeintheirL1.Thentellstudentsthatyouhavewrittenontheboardwordsthatmeangood-byeindifferentlanguages.Havethemworkinpairsandmatchthewordwiththelanguage.Elicittheanswersanddraw“matching”linesontheboard.
• TellstudentsthatBrianisgoingtosaygood-byetotheGibsonsintoday’sdialogue.Havestudentsopentheirbooks.Introducetheunittitle.
5 Practice B.
Focus on multiple intelligences
This activity focuses on visual intelligence. • Youmaywanttoprepareartmaterialsforthis
activity,oryoucanhavestudentsdodrawingsinpencilonnotebookpaper.
• Dividetheclassintonomorethansevengroupsorpairs.Forsmallclasses,youmaywanttohavestudentsworkindividually.AssigneachgrouponeofthefamouspeopleinExercise5.Telleachgrouptomakeadrawingshowingdifferentitemsbelongingtoorassociatedwiththefamousperson—forexample,across,habit,food,andmedicalsuppliesforMotherTeresa.
• Asstudentswork,walkaroundtoelicitorteachthemtheEnglishwordsfortheitemsthey’vedrawn.
• Havestudentspresenttheirdrawingstotheclass,pointingtoandsayingthenameofeachitemthey’vedrawn.
9 Practice Focus on values
•Askstudentsquestionsregardingbeingaguestatsomeone’shome:Have you ever stayed at someone’s home? Did you have a nice time? What did you do when it was time to say goodbye to them? Aside from saying thankyouto Mrs. Gibson and the kids, what else did Brian do to show he was thankful?(Hegavethempresents.Hee-mailedthemwhenhewasbackinAustraliaandthankedthemagain.)
•Explaintostudentsthatinmostculturesitispolitetothankyourhostsinperson.Asmallgiftcanalsobeverymuchappreciated.Sendingathank-youletter,card,ore-mailwhenyouarebackhomeisalsoaverypoliteandthoughtfulthingtodo.Discusshowimportantitistoshowyouarethankfulforallyourhostsdidforyou.
4 Writing Extension
• PlayaWhat’s My Job?game.Havestudentsformgroupsoffiveorsix.Haveeachstudentinthegroupdescribeajobbytalkingaboutthetasksonehastodo.Theothergroupmembersguessthejob.