4 Family and Friends - English For ResultsT-63 UNIT 4 Lesson 1 Family members Presentation 15...

Unit Goals

• Identifyfamilymembers• Talkaboutfamilies• UseSingular/pluralnouns• Namehouseholdchores• Askquestionswithwho• Saymonthsoftheyear• Saydateswithordinalnumbers• Filloutaform• Writeabouthouseholdchoresin

differentcultures

Classroom Materials/ Extra Practice

CD 2Tracks 24–50

Transparencies 4.1–4.10 Vocabulary Cards Unit 4

T

MCAUnit 4

WorkbookUnit 4

Interactive PracticeUnit 4

Unit Goals

• Identifyfamilymembers• Talkaboutfamilies• Usesingular/pluralnouns• Namehouseholdchores• Askquestionswithwho• Saymonthsoftheyear• Saydateswithordinalnumbers• Filloutaform• Writeabouthouseholdchoresin

differentcultures

UNIT4 T-62

Family members

Family and Friends4Lesson 1

Getting Started 5 minutes

Books closed.

• Elicitvocabularystudentsmayalreadyknow.Ask:Is your family with you in the United States? Do you have brothers and sisters here? What family members live in your home now?

• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.Ifstudentsdon’tknowaword,saythewordandhavetheclassrepeat.

• Statethelessonobjective:We’re learning to talk about our families.

Presentation 15 minutes

a Look at the families...

• ShowTransparency4.1orholdupyourbook.Pointtothegroupofpicturesandsay: Family members.

• PlayCD2,Track24.Pointtoeachfamilymember.Studentslisten.

• ContinueplayingTrack24.Pointtoeachfamilymemberandhavestudentsrepeat.

Books open.

• PlayTrack24again.Studentslistenandpointtothefamilymembersintheirbooks.

• ContinueplayingTrack24.Studentspointastheylistenandrepeat.

Expansion: Vocabulary Practice for A

• Formpairs.StudentApointstoafamilymember.StudentBsaystheword.Thenstudentsswitchroles.

B Listen and read...

• PlayCD2,Track25.Studentslistenandread.• PausetheCD.Checkcomprehension.Ask:Do

you have a sister? Do you have a brother?etc.TellstudentstoholdupYESorNOcardstoanswer.

• ContinueplayingTrack25.Askstudentstolistenandrepeatastheyread.

Expansion: Writing Practice for B

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

Teaching Tip

Ifpossible,havestudentsbringinpicturesofpeopleintheirfamilies.TheycanusethepicturesforExerciseConpage63andforotheractivitiesabouttheirfamilies.

Classroom Materials/ Extra Practice

CD 2Tracks 24–50

Transparencies 4.1–4.10 Vocabulary Cards Unit 4

T

MCAUnit 4

WorkbookUnit 4

Interactive PracticeUnit 4

Future Intro TE_unit04_061–079.i157 157 11/26/08 12:23:48 PM

T-63 UNIT4

Lesson 1 Family members


c Listen. Listen and repeat.

• ShowTransparency4.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Are they in a school? Are they at work? Are they looking at photos? Does the woman know the people in the photos?

• PlayCD2,Track26.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.

• ContinueplayingTrack26.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency4.2orhavestudentsreadintheirbooks.PlayTrack26again.Studentslistenandreadsilently.

• ContinueplayingTrack26.Studentslistenandrepeat.

Controlled Practice 10 minutes

d PAIRS. Practice the conversation.

• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversationfortheclass.

E Take out pictures of...

• Allowtimeforstudentstotakeoutfamilyphotosordrawfamilymembersinthepictureframe.

• Somestudentsmaynotknowwhatkindofdrawingisexpected.Usetheboardtoshowtheclasshowtomakestickfigures.Useyourownfamilyasanexampleandwritethenamesunderthedrawings.

Communicative Practice 15 minutes

Show what you know!

GROUPS. Take turns. Show...

• Saythesentencesinthespeechbubblesandhavetheclassrepeat.

• Showapictureofyourfamilyorsomeoneinyourfamily.Askavolunteertopointtoapersoninthephotoandaskyou:Who’s that? Say:That’s my .

• StudentstaketurnsingroupsaskingWho’s that? andansweringThat’s my . Walkaroundandprovidehelpasneeded.

• Circulateandassessstudents’abilitytonamefamilymembers.Ifstudentsneedmorepractice,reviewpages62and63.

Critical Thinking Skill: Categorizing

•Writeontheboard:male female.Reviewthemeaningsbygivingtheclassexamplesandthenaskingstudentsformoreexamples.Seealsopage36.•Formcross-abilitypairs.Askstudentstosayandwritethefamilymemberwordsunderthecategoriesmaleandfemale.•Reviewtheactivitybyaskingstudentstosaythewordstheyhaveundereachcategory.Writethewordsontheboard.

MULTILEVEL INSTRUCTION for D

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

Interactive Practice Pages 38–39

Extra Practice


UNIT4 T-64

Say who is in your family • Singular/PluralLesson 2


Books closed.

• Modeltalkingaboutyourfamily.Forexample:I have two brothers. I have no sisters. I have three children.

• Askvariousstudents:Do you have any brothers or sisters? Writetheiranswersontheboard.

• Statethelessonobjective:We’re learning to say who is in our families.


Books open.

a Listen. Listen and repeat.

• ShowTransparency4.3orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• PlayCD2,Track27.Pointtothespeakersonthetransparency.Studentslisten.PausetheCD.Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Does the woman have any sisters? Does she have any brothers? Does she have any children?

• ContinueplayingTrack27.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency4.3orhavestudentsreadintheirbooks.PlayTrack27again.Studentslistenandreadsilently.



B Listen again...

• PlayCD2,Track28.Instructstudentstolistenandread.ThentheycircleYesorNo.

• Tocorrectthisexercise,askavolunteertoreadthesentences.TellstudentstoholduptheirYESorNOcardstoanswer.

c PAIRS. Practice the conversation.

• ModeltheconversationinExerciseA.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversationfortheclass.


d Listen and read the story.

• PlayCD2,Track29.Studentslistenandreadsilently.

• Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Is Marta’s husband named Pedro? Are Pedro’s parents Linda and Roberto? Does Marta have children? Does she have two daughters?

• PlayTrack29again.


E Read the story again...

• Instructstudentstoreadthestorysilently,withouttheaudio.

• Copyitem1ontheboard:Pedro is Marta’s . Tellstudentstheycanfindtheanswerinthepictureorinthestory.Askavolunteertocomeupandcompletethesentenceontheboard.Saythesentenceandhavetheclassrepeat.

• Toreviewtheexercise,havestudentswritethecompletesentencesontheboard.Makenecessarycorrections.

Expansion: Reading Practice for E

• Formpairs.Haveeachstudenttaketurnsreadingthestoryoutloudtohisorherpartner.

• Askavolunteertoreadthestorytotheclass.


Say who is in your family • Singular/PluralLesson 2

T-65 UNIT4

Communicative Practice 10 minutes

Show what you know!

GROUPS Of 4. Take turns. Ask...

• Copythechartontotheboard;includeOlga’sinformation.Writeontheboard:Olga has

. She doesn’t have any .Asktheclass:What do you know about Olga?Encouragestudentstousecompletesentences.Askavolunteertocomeupandcompletethesentencesontheboard.

• Askavolunteer:Do you have any sisters? Do you have any brothers? Do you have any children? Writehisorheranswersinthechartontheboard.Asktwomorestudents.

• Thenasktheclasstotellyouabouteachstudent.Encouragethemtousecompletesentences.

• Asstudentsworkingroups,makesuretheywriteeveryone’sinformationintheircharts.

• Circulateandassessstudents’abilitytotalkabouttheirfamilies.Ifstudentsneedmorepractice,reviewpages64and65.

CLASS. Take turns. Talk about...

• Saythesentencesinthespeechbubbleandhavetheclassrepeat.

• Callonvolunteerstotalkabouttheirclassmates.


F Listen and read...

• ShowTransparency4.3orhavestudentslookattheirbooks.Coverthedialogonthetransparency.

• PlayCD2,Track30.Studentslistenandreadsilently.PausetheCD.

• Explain:Singularmeans one. Pluralmeans two or more. Tellstudentstolookatthebold-sinthepluralwords.


• PointtotheconversationonTransparency4.3orhavestudentslookatExerciseAonpage64intheirbooks.Askstudentstocirclethepluralwords(sisters,brothers,children).

• ReviewtheanswersbyaskingavolunteertocirclethewordsonTransparency4.3orwritethewordstheycircledontheboard.

• Pointoutthenotenexttothegrammarchart.Saythewordsandhavetheclassrepeat.Explain:Some plurals do not use an -s.


G Match.

• Writeontheboard:Tom and Mark are . Asktheclass:How many people are there?(two)Who are Tom and Mark?(brothers)Askstudentstofindtheanswerinthesecondcolumn.Askastudenttocompletethesentenceontheboard(mybrothers).Tellstudentstowritetheletteroftheanswerintheirbooks.

• Ifyoufeelyourclassneedsmoresupport,doeachitemontheboard.

• Toreviewtheexercise,askstudentstosaythematchingletterandinformationforeachitem.

Expansion: Grammar Practice for G

• Eachstudentwritestwosentencesusingthesingularform,forexample: I have one sister. I have a daughter.

• Formpairs.Pairsexchangepaperssothattheyreadeachother’ssentencesandrewritethewordsinpluralform,forexample:I have two sisters. I have three daughters.

Critical Thinking Skill: Recalling

•Samegroupsof4.Instructstudentstoclosetheirbooksandrecallinformationfromthechartabouttheirclassmates.•Eachstudenttalksabouthowmanysisters,brothers,andchildrenoneoftheirclassmateshas.Modelthestatementswithavolunteer:Ana has . She doesn’t have any . •Tofinishthisactivity,haveavolunteerfromeachgrouprecalltheinformationabouteachpersoninthegroup.

Interactive Practice Pages 40–41

Extra Practice


UNIT4 T-66

Household chores • Questions with WhoLesson 3


Books closed.

• Elicitvocabularystudentsmayalreadyknowabouthouseholdchores.Writeontheboard:Household chores.Ask:What work do you do at home? Do you help at home? Repeatwhatstudentssay.Writestudents’answersontheboard.

• Statethelessonobjective:We’re learning to talk about household chores.


a Look at the household chores...

• ShowTransparency4.4orholdupyourbook.Pointtothegroupofpicturesandsay:People do work in their homes. These are household chores.

• PlayCD2,Track31.Pointtoeachpicture.Studentslisten.

• ContinueplayingTrack31.Pointtoeachpictureandhavestudentsrepeat.

Books open.

• PlayTrack31again.Studentslistenandpointtothepicturesintheirbooks.



• Formpairs.UsetheVocabularyCardsforpage66.StudentApointstoapicture.StudentBsaysthewords.Thentheyswitchroles.

B Listen and read...

• PlayCD2,Track32.Studentslistenandread.• PausetheCD.Checkcomprehension.Askcorrect

andincorrectsentences:Do you wash the garbage? Do you take out the garbage? Do you make dinner? Do you vacuum the dishes?TellstudentstoanswerbyholdinguptheirYESorNOcards.

• ContinueplayingTrack32.Askstudentstolistenandrepeatastheyread.

Expansion: Writing Practice for B

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


c What household chores...

• Copyitem1ontotheboard.Callonavolunteertoreadthesentence.Askthevolunteer:Do you vacuum? ModelcirclingYesorNo,dependingonthestudent’sanswer.

• Aftertheclasscompletestheexercise,askavolunteertoreadthesentences.ThenstudentsholduptheirYESorNOcardstoshowwhethertheydotheparticularchoreornot.

d PAIRS. Tell your classmate...

• HaveStudentAreadthesentencesinExerciseC.StudentBcanguessYesorNoforeachsentence.Thenstudentsswitchroles.


Household chores • Questions with WhoLesson 3

T-67 UNIT 4

Presentation 20minutes

E Listen.Listenandrepeat.

• ShowTransparency4.5orhavestudentslookattheirbooks.Coverthedialog.

• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.

• PlayCD2,Track33.Studentslisten.PausetheCD.Askthecomprehensionquestions(above)again.


• NowshowthedialogonTransparency4.5orhavestudentsreadintheirbooks.PlayTrack33again.Studentslistenandreadsilently.ContinueplayingTrack33.Studentslistenandrepeat.

F PAIRS.Practicetheconversation.

• ModeltheconversationinExerciseE.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Havestudentsrole-playSpeakersAandB.

G Readthesentences.

• ShowTransparency4.5orhavestudentslookatthechartintheirbooks.Coverthedialog.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentence.Studentsrepeat.

• Writeontheboard:Who vacuums? Who makes dinner? CircleWhoineachsentence.Explain:Whostarts a question. Whomeans which person.

• Circlethe-sattheendofvacuumsandmakes.Explain:Whenwhostarts a question, the action word (verb) ends with-s.

• Pointtotheboard.Say:Some verbs end with-s. Thenreadthegrammarnoteinthebook.Say:Some verbs end with-es.

• PointtotheconversationonTransparency4.5orhavestudentslookatExerciseEintheirbooks.AskstudentstocircleWhoandtheverbendingin-sineachsentence.

ControlledPractice 5minutes

H Writethequestions.

• Copyitem1ontotheboard.Say:We are writing the questions. Whostarts the question. The verb is

vacuum.Add the letter -sto the verb. Write:Who vacuums? Saythequestion.Havestudentsrepeat.

• Pointoutthenote.Say:At the end of a question, write a question mark. Youmaywanttohavestudentspracticeformingaquestionmark.

• Walkaroundandprovidehelpasnecessary.Remindstudentsthatsomewordsendin-sandsomein-es.

• Reviewtheexercisebyaskingvolunteerstowritethequestionsontheboard.Makecorrections.

CommunicativePractice 5minutes

Show what you know!

PAIRS.Askyourclassmate...

• Askstudentsquestion1.Writeanswersontheboard,forexample:I vacuum. My husband vacuums.

• Studentstaketurnsaskingandanswering.• Circulateandassessstudents’abilitytoaskand

answerquestionswithWho.

CLASS.Taketurns.Talkabout...

• Saythesentencesinthespeechbubbles.Havestudentsrepeat.

• Askavolunteertosayasentenceabouthis/herpartner.Writesentencesontheboardsostudentscanseepossibleanswers,forexample:Li’s mother vacuums. His brother takes out the garbage.

CriticalThinkingSkill:Organizing

•Writeontheboard:Day Chore Who?•Say:Many families make a schedule for household chores.Sayadayandaskstudentswhatchorestheydoonthatday.•Formcross-abilitygroups.Studentswillmakeaschedulefortheirgroup.Whowilldoeachchoreonpage66?Whenwilltheydoit?•Havegroupssharetheirschedules.

Pages 32–33 Pages 42–43

ExtraPractice

Interactive Practice


UNIT4 T-68

Months and ordinal numbersLesson 4


Books closed.

• Pointtoorholdupalargecalendar.Elicitthenamesofthedaysoftheweekandmonthsfromtheclass.

• Writeontheboard:This month is . Next month is . Ask:What month is it now? What is next month?

• Pointtothecalendarandask:How many months in a year?Countwiththeclass.Say:There are 12 months in a year.

• Statethelessonobjective:We’re learning the months of the year.


a Look at the calendars...

• ShowTransparency4.6orshowthepagesofa12-monthcalendar.Ask:How many months are there? What’s the first month of the year? What’s the last month?

• PlayCD2,Track34.Pointtoeachmonth.Studentslistenandread.

• ContinueplayingTrack34.Pointtoeachmonthandhavestudentsrepeat.

Books open.

• PlayTrack34again.Studentslistenandpointtothecalendarsintheirbooks.



• Formpairs.StudentApointstoamonth.StudentBsaystheword.Thentheyswitchroles.


B Listen for the month...

• Writeitem1ontheboard.Say:Circleaorb.What month do you hear? Say:December. Demonstratecirclingb.

• PlayCD2,Track35.Studentslistenandcircletheanswers(a.orb.).

• PlayTrack35againsothatstudentscanchecktheiranswers.

• Toreview,copythisexerciseontotheboard.PlayTrack35again.Aftereachitem,pauseandasktheclasswhattheansweris.Circlethecorrectanswerontheboard.

c Listen. Listen and repeat.

• PlayCD2,Track36.Studentslistenandreadsilently.PausetheCD.Asktheclasswhattheythinkfavoritemeans.Giveexamples.

• ContinueplayingTrack36.Studentslistenandrepeatastheyread.

d PAIRS. Make a new conversation...

• Modelanewconversationwithavolunteer.SaythelinesforSpeakerA.AskavolunteertobeSpeakerB.Remindstudentstosaytheirownfavoritemonth.

• StudentstaketurnssayinglinesforSpeakersAandB.• Havevolunteersrole-playtheirconversationfor

theclass.


Months and ordinal numbersLesson 4

T-69 UNIT 4

CriticalThinkingSkill:Sequencing

•Asktheclasstowriteamonthanddayonanindexcardorapieceofpaper.•Formgroups.Instructstudentstolineupinorderofdatesfromearliesttolatest.•Tocheckthesequencing,havegroupslineupinfrontoftheclass.Theclasscanhelpchecktheorder!

Presentation 10minutes CommunicativePractice 10minutes

Show what you know!

CLASS.Walkaroundtheroom...

• Saythesentencesinthespeechbubbles.Havetheclassrepeats.

• ReviewtheconversationinExerciseE.Askvariousstudents:When is your birthday?Remindstudentstosayonlythemonthanddate.StudentscanlookatTransparency4.7forhelpwithordinalnumbers.

Expansion:SpeakingandWritingPractice

• Ifanystudentshaveabirthdaythismonth,writetheirnamesontheboard.Youcanteachtheclasstosing“HappyBirthday”!

CommunityBuilding

Talkwithstudentsabouttheimportanceofguardingtheirpersonalinformation,forexample,birthdays/birthdates,telephonenumbers,addresses,etc.Tellthemthatduringclass,theycanusetrueormade-upinformationaboutthemselves.

E Listen.Listenandrepeat.

• PlayCD2,Track37.Studentslistenandreadsilently.PausetheCD.Asktheclasswhattheythinkbirthdaymeans.Say:Birthday is the month and day. Not the year.


F Listenandpoint...

• ShowTransparency4.7.Ask:What month is it? What day is October first? Say:We’re going to listen to numbers. These numbers are for saying dates.

• PlayCD2,Track38.Studentslistenandpointtoeachdayofthemonth.



G PAIRS.Pointtoadate...

• Modeltheactivity.Pointtoadayonthecalendar.Asktheclasstosaythedate.Dothisseveraltimes.

• Studentstaketurnsaskingandpointing.Ifstudentsneedmorepracticesayingordinalnumbers,playTrack38again.

• Tocheckcomprehension,sayvariousOctoberdatesandhavevolunteerscomeupandcirclethedatesonTransparency4.7.

LanguageNote

PointtothenoteintheStudentBook.TellstudentsthatwewriteOctober 1,butwesayOctober first.HavestudentslookatthecalendarinExerciseF.Say:We’re going to learn how to say the numbers for dates.

Pages 34–35 Page 44

ExtraPractice



UNIT4 T-70


Books closed.

• Writetoday’sdateontheboardwiththeformat:/ / .Elicitwhatstudentsmayalreadyknow

aboutsayingandwritingdates.Ask:Do you know what these numbers are? Givestudentstimetothinkandanswer.

• Explain:This is today’s date. The first number is the month. The second number is the day. The third number is the year. Writemonth,day,andyearundertheblanks.Ask:What month is it? What day is it? What year is it?

• Statethelessonobjective:We’re learning to say and write dates.


Books open.

a Listen and point to the dates...

• PlayCD2,Track39.Studentslistenandpointtoeachdate.


B Write your date of birth...

• Remindstudentsthattheirdateofbirthispersonalinformation.Studentscanwritemade-upinformationintheirbooks.

Say and write datesLesson 5


c Listen for the dates...

• Writeitem1ontheboard.Demonstratecirclingthea.

• PlayCD2,Track40.Pointtotheboardandthecircleda.

• Toreviewtheexercise,firstaskstudentstocompareanswers.ThenplayTrack40againandhavestudentschecktheiranswers.

• Tofinish,writetheanswersontheboard.

d PAIRS. Point to a date...

• Studentstaketurnspointingtoandsayingthethreedates.

• Askvolunteerstosaythedates.Makeanynecessarycorrections.Saythedatesandhavetheclassrepeat.

E Write the answers.

• Toreviewtheexercise,askvolunteerstowritethedatesontheboard.Asktheclasstochecktheiranswers.Makecorrectionsasnecessary.


T-71 UNIT 4

Lesson 5 Say and write dates


F Listenandpoint...

• PlayCD2,Track41.Studentslistenandpointtoeachdate.Explain: There are two ways to write dates, but we say the dates the same way.



G PAIRS.Putthemonths...

• Toreview,havestudentslookatthemonthsinExerciseAonpage68andlistentoCD2,Track34.

• Studentsshouldfirstnumberthemonths.Thentheywritethemonthsinthecorrectorder.

• Toreviewthisexercise,havestudentscompareanswers.ThenplayTrack34againforstudentstolistenandcorrecttheirlist.

H Writethedates...

• Modelusingnumbersforthedate.Writetoday’sdate,forexample,November 14, 2009,ontheboard.Askstudentsforthedateinnumbers.

• RemindtheclasstolookatExerciseGtofindthenumbersforthemonths.

• Tocorrectthisexercise,askvariousstudentstowritethedatesontheboard.

Expansion:WritingPracticeforH

• Havestudentswritetheirdateofbirthusingthe/ / format.Walkaroundandprovidehelp

asnecessary.


Show what you know!

GROUPS.Taketurns.Think...

• Saythedateinthespeechbubbleandhavetheclassrepeat.Thenaskavolunteertowritethedateinnumbersontheboard.

• Formcross-abilitygroups.Studentstaketurnssayingdatesandwritingdates.Havestudentswritethedateusingbothforms.

• Circulateandassessstudents’abilitytosayandwritedates.Ifstudentsneedmorepractice,reviewpages70and71.

CriticalThinkingSkill:CollectInformation

•Writesomeimportantclassorschooleventsontheboard,forexample,lastdayofthisclass,firstdayofnextsemester,atestdate,registrationdate/s,aschoolparty,schoolholidaysthisyear,etc.•Formcross-abilitygroups.Giveeachgrouptwoorthreeevents.Askthemtocollectthedate(s)fortheseevents.Studentscanlookataschoolcalendaroraschoolbrochure,orasksomeone.•Askgroupstowritethedatesfortheireventsontheboard.Studentsshouldusethe / / format.•Thenstudentssaythedates.Listenforcorrectuseofordinalnumbersandyears.

Pages 36–37 Pages 45–46

ExtraPractice



UNIT4 T-72

Life Skills • Fill out a formLesson 6


Books closed.

• Introducenewvocabulary.Writeontheboard:date of birth place of birth

• Say:My date of birth is the month, day, and year I was born. Place of birth is where I was born.

• Remindstudentsthatadateofbirthisverypersonalinformation.Theyshouldnottellittoanyoneexceptonofficialforms,forexample,schoolandgovernmentforms.

• Statethelessonobjective:We’re learning to fill out a form.


Books open.

a Listen and read...

• ShowTransparency4.8orhavestudentslookattheformintheirbooks.Ask:Is this a form for the library? For work? For the hospital? For school?

• PlayCD2,Track42.Studentslistenandreadsilently.

• ContinueplayingTrack42.Askstudentstolistenagainandpointtopartsoftheform.


B Read the sentences...

• Copyitem1ontotheboard.Ask:Is Viktor a teacher? Say:Look at the form. Look for the word teacher.Who is the teacher? (Mrs.Brown)

• Thensay:Mrs. Brown is the teacher. Who is Viktor?(astudent)Circleteacherandthenwritestudentforitem1ontheboard.

• Iftheclassneedsmoresupport,doeachitemtogetherontheboard.

• Toreviewtheexercise,firstaskstudentstocompareanswerswithapartner.ThenshowTransparency4.8orwritetheformontheboardandhavestudentscomeuptopointtotheanswers.

Expansion: Reading Practice for B

• Formpairs.Studentstaketurnsreadingtheinformationontheformoutloud.Ifnecessary,playTrack42againandhavestudentslistenandrepeattheinformation.

Culture Connection

Fillingoutaformmaynotbeafamiliartaskforsomestudents.Tellthemthatitisimportanttowriteinthecorrectspacesorboxes,oronthecorrectlinesofaform.Pointouttostudentsthattheformonthispageusesboxes,similartoformsusedonInternetwebsites.


T-73 UNIT4

Lesson 6 Life Skills • Fill out a form


c Answer the questions...

• Copyitem1ontotheboard.Useyournameanddemonstratewritingtheanswer.Studentsshouldnotwritecompletesentences.Remindstudentsthattheycanusemade-upinformation.

• Formpairs.Havestudentscheckeachother’swriting.Iseveryquestionanswered?


E PAIRS. Read your classmate’s form...

• Formcross-abilitypairs.Studentstaketurnsreadingeachother’sform.

• Tellstudentstousethechecklistontheboardastheyreviewtheirclassmate’sform.

Expansion: Speaking Practice for E

• Formpairs.StudentstaketurnsaskingandansweringthequestionsinExerciseC.

• Walkaroundandprovidehelpasnecessary.

Teaching Tip

Gotopage10intheStudentBookforamodeloftheprintedalphabet.

d fill out the form...

• ShowTransparency4.8.Pointtothetransparencyasyoureviewthefollowinginformation.

• Tellstudentsthatfillingoutaformcorrectlyandclearlyisimportant.Writeachecklistontheboardofthingstoremember:

Use a capital letter to start names. Print the information. Use a pen. Fill in all the boxes. Write in the space(s) on the form.

• Remindstudentstoprotecttheirprivacyandidentity.Forthisexercise,theycanusemade-upinformation.Theycanusethe / / formattofillintheirdateofbirth.

• ShowTransparency4.8.Havetheclasslookattheform.Askstudents:What is this form for? What is the name of the school? Did you fill out a form for your school?

• Walkaroundandhelpstudentsasneeded.

Interactive Practice Page 47

Extra Practice


UNIT4 T-74

Ernesto and Maria’s story


Books closed.

• Asktheclass:What are household chores? What are some chores you do in your home? Writestudents’ideasontheboard.

• Statethelessonobjective:We’re listening to the story about Ernesto and Maria. We’re going to listen and read about how they share household chores.


a CLASS. Look at each picture...

• ShowTransparency4.9orholdupyourbook.Pointtoeachpictureandask:What do you see?

• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.

• Writewordsorphrasesontheboardaboutthepictures.

Books open.

B Listen to the story.

• PlayCD2,Track43.PointtoeachpictureonTransparency4.9orhavestudentslookintheirbooks.Studentslisten.

• Checkcomprehension.ShowTransparency4.9orholdupyourbook.Pointtoeachpictureandaskthequestions.TellstudentstoholduptheirYESorNOcardstoanswer.Donotprovidetheanswersyet.Ask:

1. Are Ernesto and Maria married? 2. In their country, does Ernesto go to work? Does

Maria go to work? 3. In their country, do women do the household

chores? 4. In the United States, do both Ernesto and Maria

stay home? 5. Does Ernesto do the dishes at home? 6. Does Ernesto work at the supermarket?

• PlayTrack43again.Askstudentstolistenandlookatthepicturesintheirbooks.

• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.

Lesson 7


T-75 UNIT 4

Lesson 7 Ernesto and Maria’s story


c Listenagainandread.

• PlayCD2,Track44.Havestudentslistenandreadthestoryintheirbooks.

• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.

Expansion:ReadingPracticeforC

• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.


d Readthestoryagain...

• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.

• Toreviewtheexercise,callonvariousstudentstoreadthesentences.TellstudentstoholduptheirYESorNOcardstoanswer.

E GROUPS.Readthequestions...

• Modelthediscussion.Asktheclass:Do women go to work in your country? Do women do the household chores? Do men help at home? What household chores do they do?

• 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 Writeabouthouseholdchores...

• Modelwritingthesentenceswithyourinformation.Thenaskavolunteertosayhisorherinformationandwritethesentencesontheboard.

• Walkaroundtheroomandhelpasnecessary.

MULTILEVELINSTRUCTIONforF

Pre-levelStudentscopyErnestoandMaria’sstoryinExerciseConapieceofpaper.Above-levelStudentswritetheirownstoriesabouthouseholdchoresintheirhomeonapieceofpaper.ExerciseCisthemodel.


G GROUPS.Taketurns.Read...

• Formcross-abilitygroups.Encourageabove-levelstudentstohelpclassmatesastheyreadthesentencestothegroup.

CriticalThinkingSkill:ProblemSolving

•Setthecontext.Say:Ernesto and Maria have a new baby in their family. Maria stays home with the baby. Ernesto goes to work. When Ernesto comes home, Maria wants Ernesto to do the household chores and to help with the baby. Ernesto says he works all day. What are some ideas to help Maria and Ernesto solve their problem?•Formcross-abilitygroups.Onestudentwritesthegroup’ssuggestions.•Tofinishtheactivity,askgroupstosharetheirideas.Writealltheideasontheboard.Circletheideasthatthreeormoregroupssaid.


ExtraPractice



UNIT4 T-76

1 THE SOUNDS OF D AND TH

Language Note

Thesoundsofdandtharebothvoiced.Tomakethedsound,putyourtonguetothetopofyourmouth.Useyourvoicetosaythesoundasyoumoveyourtongueaway.Practicethesoundwiththeworddishes.Tomakethethsound,putyourtonguebetweenyourteeth.Useyourvoicetosaythesoundbetweenyourtongueandtopteeth.Practicethesoundwiththewordthey.

MULTILEVEL INSTRUCTION for F and G

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

E Listen. Write d or th...

• Explainthatstudentswillcompleteeachwordwithdorth.

• Dothefirsttwoitemswiththeclass.Writeontheboard:1. fa er2. aughter.Sayeachword.Haveavolunteercomeupandwritethecorrectletter(s).

• PlayCD2,Track47.Youmaywanttoplaytheaudiotwotimes.

• 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.

• Youmaywanttohavestudentslookinamirrortochecktheplacementofthetongue.

• Walkaroundandprovidehelpasneeded.

B Listen and repeat.

• PlayCD2,Track45.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseAastheylisten.

• Walkaroundandcheckstudents’pronunciationofd.• Playtheaudiotwoorthreetimes.

c Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Tellstudentstobesurethetipoftheirtongueisbetweentheirteethwiththepronunciationofth.

• Walkaroundandprovidehelpasneeded.

d Listen and repeat.

• PlayCD2,Track46.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseCastheylisten.

• Walkaroundandcheckstudents’pronunciationofth.• Playtheaudiotwoorthreetimes.

Show what you know!Review


Show what you know!Review

3 SPEAKING

T-77 UNIT 4

2 VOCABULARY

a Writethemonthsoftheyear...

• Writeontheboard:January.Ask:What month comes next? Writeontheboard:February.

• Formpairs.Studentscheckspellingandtheorder.• Ifstudentsneedmoresupport,tellthemtolookat

ExerciseAonpage68.

B Listenandcheckyouranswers.

• PlayCD2,Track48.Studentschecktheiranswers.• Sayeachmonthandhavetheclassrepeat.

c Readthecalendar...

• Reviewtheexampleanswer.Saythedateandhavetheclassrepeat.

• Thenask:What is today’s date?Haveavolunteerwritethedateontheboardusingwords.Haveanotherstudentwritethedateusingnumbers.

• Toreviewthisexercise,havevolunteerswritetheiranswersontheboard.Makenecessarycorrections.

CommunityBuilding

Talkwithstudentsabouttheimportanceofguardingtheirpersonalinformation,forexample,birthdays/birthdates,telephonenumbers,etc.Tellthemthatduringclass,theycanusetrueormade-upinformationaboutthemselves.

Booksclosed.

Yourclassmateasks...

• Writeontheboard: A: When is your birthday? B:

• Readthequestionandhavetheclassrepeatit.• Asktheclassforanswers.Studentscanusetrueor

made-upinformation.Remindstudentstogivethemonthanddayonly.

Booksopen.

• Askstudentstocircletheanswerthatcompletesthedialog.Usethedialogontheboardandwritethecorrectanswer.

• Formpairs.Havestudentspracticetheconversation.Theycanalsoaskeachotherabouttheirbirthdays.

CD-ROMPractice

Go to the CD-ROM for more practice.

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


ExtraPractice



1 SAY WHO IS IN YOUR FAMILY

a Look at Marta’s family tree...

• HoldupyourbookorwriteMarta’sfamilytreeontheboard.

• AskstudentstopointtoMarta.HaveavolunteercomeuptotheboardortoyourbookandpointtoMarta.

B Listen. Marta is...

• PlayCD2,Track49.Havetheclasspointtoeachpersonastheyhearthename.

• PlayTrack49twoorthreetimes.

Show what you know!expand

UNIT4 T-78

Teaching Tip

Somestudentsmayhaveclosefamilymemberswhohavedied.Theymayfindthisactivitydifficult.Tellstudentsthatfamilytreescanshowanyoneinyourfamily,fromthepastorthepresent.

c Draw a family tree...

• Drawabigfamilytreeonatransparencyorontheboard.Writenamesofyourfamilymembersandtheirrelationships.

• Havestudentsdrawatreeonapieceofpaperwiththenamesoftheirfamilymembers.Askthemtowritewhothepersonis,forexample,mother,sister,etc.

d PAIRS. Talk about your family...

• Writeontheboard:That’s my . These are my .

• Usethetransparencyortheimageontheboardofyourfamilytreeasanexample.Usethenamesandrelationshipsonthetreetocompletethesentences.

• Formsmallgroups.Havestudentstaketurnssharingtheirfamilytrees.

2 TALK ABOUT HOUSEHOLD CHORES

a Listen. Kato is talking...

• Say:Kato is talking about household chores.• PlayCD2,Track50.Havestudentslistenandwrite

onaseparatepieceofpaperthehouseholdchorestheyhear.PlayTrack50againandaskstudentstoaddwhodoeseachchore.

• Havestudentscompareanswers.ThenplayTrack50againsostudentscanchecktheiranswers.

• Ifstudentsneedmoresupport,havethemturntopage66orshowTransparency4.4.

B Who does the housework...

• Saythechoresintheboxandhavetheclassrepeat.• Writeontheboard:Who in your family?

Askavolunteertocomeupandcompletethequestion.Makesurethestudentincludesthe-sor-esattheendoftheverb.

• Walkaroundandprovidehelpasneeded.Encouragestudentstowritecompletesentences.

c PAIRS. Tell your classmate...

• Formcross-abilitypairs.• Studentstaketurnsreadingtheirsentences.


Show what you know!expand

T-79 UNIT4

3 FILL OUT A FORM

fill out the form...

• ShowTransparency4.10orholdupyourbook.Reviewthewordsontheform.Sayeachwordandhavetheclassrepeat.

• Thenpointtoeachitemagainandaskthecorrespondingquestion.Forexample,pointtotheareaforfirstname.Ask:What’s your first name? Asktwoorthreestudentsforeachitem.

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

form. Is it complete?

4 WRITE ABOUT YOURSELF

Write about yourself...

• Reviewvocabularyneededforthisactivity.Ask:What is your name? Where are you from? What class are you in? What is your teacher’s name? What days do you have class? When does your class begin?

• Writeamodelontheboard.Useyourinformation.Encouragestudentstolookatthemodelontheboardastheywrite.

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

sentences. Are they complete?

5 CONNECT

for your Team Project...

• GotopageT-xiforthegeneralteachingnotesfortheprojects.


4 Family and Friends - English For ResultsT-63 UNIT 4 Lesson 1 Family members Presentation 15...

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