6 In the Past · • Read a biography of a famous person • Reading Skill: Scanning for...

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-105 UNIT 6

Preview• Setthecontextoftheunitbyaskingquestions

aboutthepast(forexample,Where were you born? When did you come to the U.S.? Did you watch a movie last weekend?).

• Holduppage105orshowTransparency6.1.Readtheunittitleandasktheclasstorepeat.

• Say:Look at the picture. What do you think their relationship is?(grandfatherandgrandson)What are they looking at?(photos/aphotoalbum)

• AskthePreviewquestion:What are the people talking about?(theeventsinthephotos/pastevents)

Goals• PointtotheUnitGoals.Explainthatthislistshows

whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandaskstudentstorepeat.Explain

unfamiliarvocabularyasneeded:Recognize:toknowwhatsomethingisbecauseyouhavelearnedaboutitinthepastMilestones:veryimportanteventsinaperson’slife

• Tellstudentstoreadthegoalssilently.• Tellstudentstocircleonegoalthatisvery

importanttothem.Callonseveralstudentstosaythegoaltheycircled.

• Writeacheckmark(3)ontheboard.Say:We will come back to this page again. You will write a checkmark next to the goals you learned in this unit.

In the Past

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Simplepast:Regularverbs• Simplepast:Irregularverbs• Simplepast:Yes / Noquestionsandshort

answers• Simplepast:Informationquestions

Pronunciation• Simplepast-edendings• Questionintonationwithstatements

Reading• Readabiographyofafamousperson• Reading Skill:Scanningforinformation

Writing• Writeaboutyourpastactivities• Writeaboutmilestonesinyourlife• Writeashortautobiography

Life Skills Writing• Writeanotetoateachertoexplainan

absence

6 Classroom Materials/Extra Practice

CD 2Tracks 15–30

Transparencies 6.1–6.6Vocabulary Cards Unit 6

T

MCAUnit 6

WorkbookUnit 6

Interactive PracticeUnit 6

UNIT 6 T-106

Lesson 1 Vocabulary

Getting Started 5 minutes

1 What DO YOU KnOW?

a CLASS.Lookatthepictures.Whichevents...

• ShowTransparency6.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage107.

• Say:Look at the pictures. Which events with family and friends do you know?Elicitanevent(forexample,Number 2 is a wedding.).

• Studentscalloutanswers.Helpstudentspronounceeventsiftheyhavedifficulty.

• Ifstudentscalloutanincorrectevent,changetheanswertoaquestionfortheclass(forexample,Number 3 is a birthday party?).Ifnobodycanidentifythecorrectevent,tellstudentstheywillnowlistentoaCDandpracticethevocabularyforeventswithfamilyandfriends.

Presentation 5 minutes

B Lookatthepicturesandlisten.Listen...

• Readthedirections.PlayCD2,Track15.Pauseafternumber12(a surprise party).

• Tellstudentstolookatthepicturesandvocabulary.Ask:

Which event celebrates the date on which a husband and wife got married?(ananniversaryparty)Which event celebrates the end of a person’s career?(aretirementparty)Which event marks the end of a person’s life?(afuneral)Which event is a meeting of related people who haven’t seen each other for a long time?(afamilyreunion)Which event is a meal in which everyone invited brings a dish to share?(apotluckdinner)

• Tocheckcomprehension,sayeacheventinrandomorderandaskstudentstopointtotheappropriatepicture.

• ResumeplayingTrack15.Tellstudentstolistenandrepeat.

Controlled Practice 20 minutes

2 PRaCtICE

a PAIRS.StudentA,pointtoapictureandask...

• Readthedirections.Readeachlineintheexampleandasktheclasstorepeat.Modelcorrectintonation.

• PlaySpeakerAandmodeltheexamplewithanabove-levelstudent.Pointtopicture3.

• Continuetheconversation.PromptSpeakerBtopointtoapictureandask:Where are the people?

• Pairstudentsandtellthemtoaskaboutsixpictureseach.

• Walkaroundandhelpstudentscorrecteachother’smistakes.

B WORDPLAY.GROUPSOF3.Lookat...

• Tellstudentstolookatpictures4and10.Say:The people are dressed formally. What are they wearing?(darksuits,ties,adress)

• Tellstudentstolookatpictures5and9.Say:The people are dressed casually. What are they wearing?(shorts,jeans,T-shirts,sneakers)

• Readthedirections.• Tellstudentstocompletethefirstcolumnofthe

chartontheirownandthencompareeventswiththeirgroupmembers.Repeatwiththesecondandthirdcolumns.

C CLASS.AretheanswerstoExerciseBthesame...

• DrawthechartfromExercise2Bontheboard.Asaclass,completethechartforeventsintheU.S.

• Tellstudentstocomparethechartontheboardwiththeirownchart.Ask:Are there any differences?Discussasaclass.

• Telltheclasstolookatthepicturesagain.Ask:Are there any events that don’t happen in your country? Do people have potluck dinners? Do they have family reunions?

EXPanSIOn: Speaking practice for 2C

• TellstudentstocircleaneventontheirchartforwhichthedressisdifferentthanintheU.S.

• Formpairs.Say:What do you wear for this event in your country? What do you wear for this event in the U.S.? Tell your partner.

T-107 UNIT 6

Lesson 1 Vocabulary

STEP2.GROUPSOF3.Talkaboutyourfavorite...

• Asktwostudentstoreadtheexampleoutloud.• Tellstudentstonotewhattheylikeabouttheir

favoriteevent.• Modeltheactivity.Promptastudenttoaskyou:

What’s your favorite event?Answertruthfully,inamannersimilartotheexample.Thenaskanabove-levelstudent:What’s your favorite event? Why?

• Formgroupsof3.• Walkaroundandlistentostudents’conversations.

Helpthemexplaintheirchoicesasneeded.• Callongroupstoperformfortheclass.

Learning Strategy: Personalize• Readthedirections.Explain:Personalizemeans to

make something about you.• Provideeachstudentwithfiveindexcardsortell

studentstocutupnotebookpaper.• Modelthestrategy.Makeacardforaneventyou

haveattendedandshowittotheclass.Readtheinformationonthecard.

• Tellstudentstomakecardsforfiveeventstheyhaveattendedinthepast.

• Walkaroundasstudentswork.Ifmisspellingsoccur,tellthemtocheckthelistonpage107.

• Say:To practice the vocabulary, read the date and names on one side of the card and try to say the event.Turnthecardovertocheckyouranswer.

• Callonstudentstoreadtheirevents.• Say:You can remember new vocabulary when

you write about things that are important to you.Remindstudentstousethisstrategytorememberothernewvocabulary.

EXPanSIOn: Graphic organizer practice

• Drawawebdiagramontheboard.Tellstudentstochooseamemorableeventwithfamilyandfriends.Tellthemtowritetheeventinthecircle.

• Attheendsofthelinesradiatingoutfromthecircle,tellthemtowriteasmanydetailsastheycanabouttheevent.

• Tomodeltheactivity,completethewebdiagramontheboardwithinformationaboutyourownspecialevent(forexample,My wedding: July 7, 2001; in Ventura, California; 120 guests; beautiful weather; steak and shrimp dinner; dancing.).

Communicative Practice 20 minutes

Show what you know!

STEP1.Lookatthelistofeventswithfamilyand...

• Readthedirections.Tellstudentstowritetheirfavoriteeventontheline.

• AskthemwhytheyenjoytheeventandtellthemtheywilldiscusstheirreasonsinStep2.

MULtILEVEL InStRUCtIOn for StEP 2

Cross-ability Beforestudentspracticetheconversation,groupthemaccordingtothesamefavoriteevent.Tellgroupstobrainstormreasonswhytheyenjoytheevent.Askanabove-levelstudenttorecordthereasonsonasheetofpaper.Tellgroupmemberstochooseafewreasonsandnotethemintheirbooks.Fortheactivity,groupstudentswithdifferentfavoriteeventsand,totheextentpossible,ofdifferentlevels.

pages 62–63Interactive Practice

Extra Practice


UNIT 6 T-108

Talk about past activitiesLesson 2

C Listenagain.Readthesentences....

• Readthedirections.• PlayTrack16again.StudentslistenandcircleTrue

orFalse.• Studentscompareanswerswithapartner.• Callonstudentstoreadthesentences.Tellthe

classtocalloutTrueorFalse.• Writethefalsesentencesontheboard.Asaclass,

changethefalsesentencestomakethemtrue.(2.Samwasatafamilyreunion.3.Samlookedatoldpictureslastweekend.)

• Asktheclass:Does your family have family reunions?

D Listentothewholeconversation....

• Telltheclasstolookatthefirstpicture.Ask:What is the event?(abirthdayparty)Telltheclasstolookatthesecondpicture.Ask:What are the people doing?(talking,laughing,eating,drinking)Is it a birthday party?(No.)Is it a party?(Yes./Maybe.)

• Readthedirectionsandthequestion.PlayCD2,Track17.

• Ask:What did Michelle do last weekend? Did she have a birthday party?(No.)Did she have a party?(Yes.)Why was it a “surprise” party?(becauseshedidn’tplantohaveaparty)Who did she invite over?(somefriends)Who else came?(someotherfriends)Which picture shows what Michelle did?(b)

EXPanSIOn: Vocabulary practice for 2D

• Tellstudentstoreferbacktopage27andreviewthevocabularyforfamilymembers.

• Tellstudentstoimaginethey’replanningafamilyreunionandthateveryonecancome.Say:In your notebooks, list the names of family members you want to see at the family reunion and their relationship to you.Thentellstudentstolisttheactivitiesforthefamilyreunion.Tellthemtousetheactivitiesonpage108andtheirownideas.Topromptthem,ask:What does your family like to eat when they get together? What do they like to drink? What else does your family do? Sing? Listen to music? Play games?

• Formpairs.Say:Tell your partner who you really want to see at your family reunion. Tell your partner what your family is going to do at the reunion.

1 BEFORE YOU LIStEn

CLASS.Lookatthepictures.Whichofthese...

• Telltheclasstolookatthepictures.Sayeachactivityandasktheclasstorepeat.

• Ask:Which of these activities do you do with your family or friends?Tellstudentstoputacheckmarknexttotheactivitiestheydo.

• Say:Raise your hand if you do any of these: When you get together with family or friends, do you listen to family stories?Repeatwiththeotherthreeactivities.


2 LIStEn

a CLASS.LookatthepictureofMichelleandSam....

• Telltheclasstolookatthepicture.Ask:Where are the people?(atwork/inanofficebreakroom)What day is it?(Monday)What time is it?(9:10)

• Say:Point to Michelle. Point to Sam. What are they talking about? What do people talk about at work on Monday morning?

• Elicitstudents’guessesandlistthemontheboard(forexample,their weekends, their work, their lunch plans, the weather).

teaching tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage301astheylistentotheconversations.

B Listentotheconversation.Wasyour...

• Readthedirections.• PlayCD2,Track16.• Ask:What are they talking about?Readtheguesses

ontheboard.Elicitandcirclethebestanswer.(theirweekends)


T-109 UNIT 6

D Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage108.

• Tellstudentstoreadtheconversationsilentlyandunderlineanyverbsthatendin-ed.

• Ask:What words did you underline?(showed, looked, listened )Say:Does the -ed ending add a syllable for any of these verbs?(No.)

• PlayCD2,Track20.Studentslistenandrepeat.


4 PRaCtICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3D.Walkaroundandcheckpronunciationofthe-edendings.

• Then,inExercise4A,tellstudentstolookattheinformationinthegreenandredboxes.Tellthemtolookattheverbsandunderlinethesoundthatcomesbeforethe-edendings.Ask:Does the -ed ending add a syllable for any of these verbs?(No.)

• Asktwoabove-levelstudentstopracticeaconversationfortheclass.


B MAKEITPERSONAL.PAIRS.Talkabouta...

• Say:Think of a past family event. What did you do?Writeyourownfamilyeventandacoupleofthingsyourfamilydidontheboard.

• Ontheboard,write:How was your ?Promptastudenttoaskyouaboutyourfamilyevent.AnswerinamannersimilartoSpeakerBintheconversationinExercise4A.Usetheinformationyouwroteontheboard.

• Pairstudents.Say:Before you practice, tell your partner what your family event is.Walkaroundandcheckthatstudentsformthepasttensecorrectly.

3 COnVERSatIOn

a Listen.Thenlistenandrepeat.

• Say:Look at the words. What do they all end in?(-ed)• Writeinvitedandneededontheboard.Readthe

firstsentenceofthePronunciationWatchnote.Underlineasfollows:invited,needed.Pronounceinvitedandneeded,emphasizingthe/Id/ending.

• Say:The -ed ending does not add an extra syllable after other sounds.

• Writelookedanddroppedontheboard.Underlineasfollows:looked,dropped.Say:After some sounds, the -ed ending sounds like/t /.Pronouncelookedanddropped,emphasizingthe/t /ending.

• Writelistenedandshowedontheboard.Underlineasfollows:listened,showed.Say:After some sounds, the -ed ending sounds like/d/.Pronouncelistenedandshowed,emphasizingthe/d/ending.

• PlayCD2,Track18.Studentslisten.ThenresumeplayingTrack18.Studentslistenandrepeat.

B Saythewordstoyourself.Forwhichverbsdoes...

• Tellstudentstolookatthewordsandunderlinetheletterorsoundthatcomesbeforethe-edending.Ask:After which sounds does the -ed ending add a syllable?(/t /and/d/)

C Listenandcheckyouranswers.

• PlayCD2,Track19.Thenask:For which verbs does -ed add a syllable?Pronouncevisitedandwantedandasktheclasstorepeat.

Interactive Practice

Extra Practice

Language note

Ask:For which verbs does -ed sound like/t /?PlayTrack19again.Elicitandlistontheboard:danced,watched,talked.Addlookedanddroppedtothelist.Tellstudentstocopythelistintotheirnotebooksandunderlinetheletterorsoundthatcomesbeforethe-edending(danced, watched, talked, looked, dropped).Saytheunderlinedsoundsandasktheclasstoputtheirhandsontheirthroatsandrepeat.Ask:Did you feel any vibration when you said these sounds?(No.)Explain:These sounds are voiceless, so the ending /t / is also voiceless.Ask:For which verbs does -ed sound like /d/?Repeatthestepsabove.Ask:Did you feel any vibration when you said these sounds?(Yes.)Explain:These sounds are voiced, so the ending /d/ is also voiced.

UNIT 6 T-110


• Readtheletter.Tellstudentstochecktheiranswers.

• Tellstudentstolookattheiranswers.Ask:For which verbs does -ed add a syllable?(wanted,invited)Pronounceinvitedwiththe/Id/endingandasktheclasstorepeat.

• Optional:Tellstudentstotaketurnsreadingthelettertoapartner.

B Completetheconversation.Usethepasttense...

• Readthedirections.Tellstudentstousethewordsintheboxonlyonce.

• Studentscompareanswerswithapartner.Tellthemtoreadtheconversation.Walkaroundandcheckstudents’pronunciationofthe/Id/endinginvisitedandwanted.

• Callontwoabove-levelstudentstoreadtheconversationfortheclass.


• Say:We’re going to study simple past statements. In the conversation on page 109, Sam used this grammar.

• PlayCD2,Track20.Studentslisten.Ontheboard,write:We looked at old pictures and listened to family stories.Underlinelookedandlistened.


Simplepast:Regularverbs

• CopythegrammarchartsontotheboardorshowTransparency6.3andcovertheexercise.

• Tellstudentstolookattheleftgrammarchart.Ask:How do you form the simple past with regular verbs?(add-edtothebaseformoftheverb)Say:The form is the same with all subjects.Readasentencefromthechart.Elicitafewotheraffirmativesimplepaststatementsandwritethemontheboard.

• Tellstudentstolookattherightgrammarchart.Ask:How do you form negative sentences in the simple past tense?(didn’t+baseformofaverb)Say:The form is the same with all subjects.Readasentencefromthechart.Elicitafewothernegativesimplepaststatementsandwritethemontheboard.

• Say:Look at the grammar charts again. Read the examples. What other words tell you these sentences describe past activities?(yesterday,last night)Askstudentstothinkofotherpasttimeexpressions.

• Ifyouareusingthetransparency,dotheexercisewiththeclass.


1 PRaCtICE

a Completetheletter.Usethesimplepastofthe...

• Readthefirsttwosentencesoftheletter.Ask:How do you form the simple past of want?(add-ed)Ontheboard,write:want→wanted.Ask:How would you form the simple past of notwant?(didn’t+want)Ontheboard,write:not want: didn’t want.

• Say:If a verb ends in -e, just add -d to form the simple past.Writedanceontheboardandasktheclasshowtoformthepasttense.Add-dtodance.

teaching tip

CompletionactivitiessuchasExercises1Aand1Bareagreatopportunityforstudentstodemonstratetheirreadingcomprehension.AfterExercise1A,ask:What was the event?(abirthdayparty)What did people do?(Theylistenedtomusic.Theydanced.Theystayeduplate.)AfterExercise1B,ask:What did A do last night?(watchedasoccergameonTVwithhisorhercousin)What did Speaker B do last night?(invitedsomefriendsover)What did you do last night?Writethequestionsontheboard.Tellstudentstoaskandanswerthequestionswithapartnerorcopythequestionsintotheirnotebooksandwriteanswersinclassorforhomework.

EXPanSIOn: Grammar and writing practice for 1B

• Ask:What did you do last weekend?Tellstudentstowriteatleastfivesentencesusingverbsonthispageandpages108and109(forexample,I watched a movie on Friday night. I stayed up late. On Saturday, I cleaned the house. On Saturday night, I talked to my best friend on the phone. On Sunday, I cooked dinner for my family.).

T-111 UNIT 6



Show what you know!

STEP1.Completethesentencewithtrue...

• Modeltheactivity.Thinkofonethingyoudidlastweek.Ontheboard,writeasentence.Usearegularsimplepastverb(forexample,I baked banana bread last week.).

• Tellstudentstothinkofonethingtheydidlastweekandtocompletethesentence.Encouragethemtouseverbsfromthisunit.

• Walkaroundandcheckthatstudentsareusingaregularsimplepastverbandthe-edending.

STEP2.GROUPSOF5.PlaytheMemoryGame....

• Readthedirections.Askthreestudentsseatedinarowtoreadtheexampleoutloud.Thenaskthesamethreestudentstomodeltheactivitybysubstitutingtheirownnamesandactivitiesintotheexample.

• Formgroupsof5andtellgroupmemberstocountoff.Say:Student 1, read your sentence from Step 1. Student 2, say what Student 1 did and then read your own sentence. Student 3, say what Student 1 did, say what Student 2 did, and then read your own sentence, and so on.

• Callonthefifthstudentineachgrouptoreportwhatallthepeopleinhisorhergroupdid.

Progress Check

Canyou...talkaboutpastactivities?Say:We have practiced talking about past activities. Now, look at the question at the bottom of the page. Can you talk about past activities?Tellstudentstowriteacheckmarkinthebox.

2 PRaCtICE

a ReadKathy’sto-dolist.Thenlookatthepictures...

• Readthedirections.Tellstudentstolookatthepictures.Pointtothefirstpictureandask:What did Kathy do this morning?(ShevisitedMrs.Parker.)Say:Find visitMrs.Parker on Kathy’s list and check it.Tellstudentstodothesamefortheotherthreepictures.

• Pointtothesecond,third,andfourthpicturesandask:What did Kathy do this morning?(Shewatchedamovie.Shewalkedthedog.Shebakedcookies.)ThenreadeachitemonKathy’slistandasktheclasstocalloutyesorno.

B PAIRS.TalkaboutwhatKathydidanddidnotdo...

• Readthedirections.• Tellstudentstolookatthefirsttwoitemson

Kathy’slist.Ask:Did she visit Mrs. Parker?(Yes.)Did she call Joe?(No.)

• Asktwostudentstoreadtheexampleoutloud.• TellstudentstolookatthethirditemonKathy’s

list.Ontheboard,write:She didn’t finish homework.Ask:What’s missing?Addherbeforehomework.Say:You need to add words to some sentences.

• PairstudentsandtellthemtotaketurnstalkingabouttheitemsonKathy’slist.Remindstudentstoadd-edtotheverbforthethingsshedidandtousedidn’t+theverbforthethingsshedidn’tdo.

C WRITE.Onaseparatepieceofpaper,writefive...

• Readthedirections.TellstudentstochoosefiveitemsfromKathy’slistbutnottochoosethefirstandseconditems.

• TellstudentstousethesentencesinExercise2Basamodel.Remindstudentstostarteachsentencewithacapitalletterandendeachsentencewithaperiod.

• Askstudentstowriteasentenceontheboardforeachitem,beginningwithfinish homework.Readeachsentenceandcorrectasneeded.Checkthatstudentsaddednecessarywordsasfollows:She didn’t finish her homework. She watched a movie. She didn’t return the movie to the video store.

EXPanSIOn: Writing practice for 2C

• TellstudentstowritefouradditionalsentencesaboutwhatKathystillneedstodo(forexample,Kathy needs to call Joe.).


Cross-ability Insteadoftellinggroupmemberstocountoff,assignlower-levelstudentsnumber1or2andhigher-levelstudentsnumber4or5.

pages 52–53 pages 64–65

Extra Practice


UNIT 6 T-112

Recognize U.S. holidaysLesson 4

• Reviewthedifferencebetweenwrittenandspokennumbers.Ontheboard,write:New Year’s Day—January 1.Say:New Year’s Day is on January 1st.Ask:When is Independence Day?(onJuly4th)Ask:What do people usually call Independence Day?(TheFourthofJuly)When is your birthday?Reviewordinalsasneeded.

• ResumeplayingTrack21.Studentslistenandrepeat.

EXPanSIOn: Vocabulary practice for 1B

• TellstudentstolookatthedatesoftheholidaysinExercise1A.Ask:Which holidays are celebrated on the same date every year? Which holidays change dates every year?

• Ontheboard,drawaT-chartwiththeheadingsSame date every yearandChange dates every year.Numberfrom1to4ontheleftsideofthechart.Numberfrom1to6ontherightsideofthechart.

• Callonstudentstocompletethechartontheboard.


C Lookatthecalendars.Listen...

• PlayCD2,Track22.Pauseafteritem1.Ask:What holiday has fireworks?(IndependenceDay)Ontheboard,write:independence day.Ask:Is this correct?(No.)What do I need to do?(begineachwordwithacapitalletter)Crossoutindependence dayandwriteIndependence Day.

• ResumeplayingTrack22.

D PAIRS.Checkyouranswers.

• Studentscompareanswerswithapartnerandcheckthattheycapitalizedeachword.

• Askaquestionforeachitem:2. On which holiday do people usually eat turkey? 3. For which holiday do some people decorate a tree? 4. For which holidays do people often have a barbecue? 5. On which holiday do people stay up late the night before?

EXPanSIOn Speaking practice for 1D

• Tellpairstoaskandanswerquestionsaboutthedatesoftheholidays.Ontheboard,write:

A: When is New Year’s Day?B: It’s on January 1st. When is Thanksgiving Day?A: It’s on the fourth Thursday in November. . . .

• Tellpartnerstoaskaboutthreeholidayseach.


Culture Connection

• Say:On national holidays, people don’t have to go to work or school. What are some national holidays in your country?

• Ontheboard,writethecountriesrepresentedinyourclass.Foreachcountry,elicitacoupleofimportantnationalholidaysandlistthemontheboard.

• Telltheclasstolookattheholidaysontheboard.Ask:Which ones are also holidays in the U.S.? Circle the holidays that are also celebrated in the U.S.

• Ask:What’s your favorite holiday in your country? When is it? Why do you like it?


1 RECOGnIZE U.S. hOLIDaYS

a PAIRS.Lookatthecalendars.Writethenameof...

• Tellstudentstolookatthenamesofnationalholidaysinthebox.Sayeachholidayfortheclasstorepeat.

• Tellstudentstolookatthepicturesnexttothecalendars.Say:Look at the picture next to January 21st. Who is this man?(MartinLutherKingJr.)Look at the picture next to February. Who are these men?(GeorgeWashington,the1stpresidentoftheU.S.,AbrahamLincoln,the16thpresidentoftheU.S.)Look at the picture next to July. What do you see?(fireworks)Look at the picture next to September. What event is this?(abarbecue)Look at the picture next to November. What food is this?(turkey)Point to the pictures of soldiers. What months are they next to?(May,November)

• Pairstudentsandtellthemtolookatthecalendarsandpictures.Say:Write the names of the holidays you know first. Cross them off in the box. Then try to guess the other holidays.

B Listenandcheckyouranswers.Then...

• PlayCD2,Track21.Tellstudentstocircleanyincorrectanswers.

• Say:Correct the answers you circled.• PlayTrack21again.Say:Change any answers that

are still not correct.

Recognize U.S. holidaysLesson 4

T-113 UNIT 6

2 PRaCtICE

a Readthearticleaboutnationalholidays.

• Tellstudentstotakeoutapieceofpaperandnumberfrom1to3.Tellstudentscoverthearticlewiththepieceofpaper.

• Say:I’m going to ask you three questions about U.S. holidays. Write your guess.Askeachquestionfromthearticle.

• Numberfrom1to3ontheboard.Repeateachquestion,elicitanswersfromtheclass,andwritethemontheboard.

• Tellstudentstoreadthearticlesilentlyandchecktheanswersontheboard.

• Readeachquestionagain.Pointtoeachanswerontheboardandaskifit’scorrect.Correctasneeded.

• Optional:Readthearticleoutloud.Pauseaftereachquizquestionandanswerandask:

1stquestion:What are the “Big Six” holidays that many U.S. businesses observe?(NewYear’sDay,MemorialDay,IndependenceDay,LaborDay,ThanksgivingDay,andChristmasDay)Do you get these days off?2ndquestion:What did Martin Luther King Jr. do?(Heworkedfortheequalityofallpeople.)3rdquestion:Who do we remember on Memorial Day?(U.S.militarypersonnelwhodiedinwars)

B Readthearticleagain.Readthesentences....

• Readtheexample.Ask:How do you know it’s true? Where in the article does it say that there are ten national holidays?Elicitandtellstudentstounderlineinthearticle:There are ten national holidays.

• Say:For each item, underline the words in the article that give the answer.

• Studentscompareanswerswithapartner.• Tellpairstolookattheirfalseanswers.Say:For

each false answer, look at the words you underlined in the article.TellpairstocorrectthefalseinformationinthesentencesinExercise2B.

• Callonthreestudentsfromdifferentpairstowritecorrecteditems2and5ontheboard(2.Many businessesintheU.S.stay openonnationalholidays.4.President’sDaycelebratesGeorge Washington and Abraham Lincoln./Martin Luther King Jr. DaycelebratesthelifeofMartinLutherKingJr.).

EXPanSIOn: Vocabulary and speaking practice for 2B

• Forhomework,tellstudentstobringacalendarforthisyeartoclass.Tellthemtocirclethenationalholidays.

• Thefollowingday,pairstudents.TellStudentAtowritethedatesforthesixholidayswithdatesthatchangeeveryyear.TellStudentBtowritethedayoftheweekforthefourholidaysthatarecelebratedonthesamedateeveryyear.

• Tellpairstotalkabouttheinformationtheyfound.Ontheboard,write:

A: What day is Christmas this year?B: What date is Martin Luther King Jr. Day this year?

• Remindstudentstouseordinalstotalkaboutdates.

Progress Check

Canyou...recognizeU.S.holidays?Say:We have talked about U.S. holidays. Now, look at the question at the bottom of the page. Can you recognize U.S. holidays?Tellstudentstowriteacheckmarkinthebox.

Culture Connection

• Explain:In the U.S., the holiday season begins on Thanksgiving Day and ends on New Year’s Day. During these five weeks, people say to each other, “Happy Holidays.”

• Ask:Is there a special holiday season in your country? When is it? What do people say to each other?

• Explain:According to the calendar, summer begins on June 21st or 22nd and ends on September 21st or 22nd. Unofficially, summer begins on Memorial Day and ends on Labor Day in the U.S. For example, public swimming pools open on Memorial Day weekend and close on Labor Day weekend.

• Ask:Does any holiday or do special events mark the beginning and / or end of summer in your country? What are they?

pages 66–67Interactive Practice

Extra Practice

UNIT 6 T-114

Talk about milestonesLesson 5

• PlayCD2,Track23.Tellstudentstolistenandcheckthemilestonesthepeopletalkabout.

• Tellstudentstolookatthepictureagain.Say:Point to Amber Jenkins. Point to Daniel Lopez. Which one is the host / interviewer?(AmberJenkins)

• Sayeachmilestone.Telltheclasstocalloutyesorno.• Ask:Who is Daniel Lopez? / Why is Amber

Jenkins interviewing him?(He’sastar/anactor/acelebrity.)


1 BEFORE YOU LIStEn

CLASS.Lookatthepicturesofmilestones.What...

• Tellstudentstoreadthedirectionssilently.Ask:What are milestones?(importanttimesinaperson’slife)

• Say:Look at the pictures of milestones in one person’s life.Sayeachmilestoneandasktheclasstorepeat.Say:Imagine the pictures of your milestones. Check the milestones in your life.

• Ask:What are some other milestones?Elicitstudents’ideasandlistthemontheboard(forexample,moving,buying a house,retiring,becoming a grandparent).

Language note

Ontheboard,write:Being born is the first milestone.Underlinebeing bornandaskifit’sanounoraverb.Pointoutthatthe-ingwordsatthebeginningofthemilestonesactlikenouns.Explainthat-ingwordsthatactlikenounsarecalledgerunds.

EXPanSIOn: Graphic organizer and vocabulary practice for 1

• Drawawebdiagramontheboard.WriteMilestonesinthecircleandaskstudentstocopythediagramintotheirnotebooks.

• Attheendsofthelinesradiatingfromthecircle,tellstudentstowritethemilestonestheycheckedinExercise1.Tellthemtodrawcirclesaroundthemilestonesandthenmorelinesradiatingfromeachcircle.Ontheselines,studentsnotesomedetailsabouteachmilestone,forexample,adate,place,names.

• Tomodeltheactivity,createyourownwebdiagramontheboard.


2 LIStEn

a Listentotheinterviewonaradio....

• Readthedirections.Tellstudentstoreadthemilestonessilently.

teaching tip


B Listenagain.Completethesentences.

• Tellstudentstoreadthesentencesandanswerchoicessilently.

• PlayTrack23again.Studentscircletheletterofthecorrectanswer.

• Studentscompareanswerswithapartner.• Callonstudentstoreadthesentences.• Optional:TellstudentstocrossoutDanielin

thesentencesandwriteI.Say:Now complete the sentences with information about yourself.Foreachitem,callonseveralstudentstoreadtheirsentence.

EXPanSIOn: Graphic organizer and vocabulary practice for 2B

• Ask:Are you interested in celebrities’ lives? Who’s your favorite actor / actress / singer / . . . ?

• Tellstudentstochooseacelebrityandcreateawebdiagramofhisorhermilestones.

• Pairorgroupstudentswholikethesamecelebrity.Ifappropriateinyoursetting,allowstudentstoresearchtheircelebrityonline,orassigntheactivityforhomework.

• Tellpairs/groupstocopytheirwebdiagramontochartpaperbutleaveoffthecelebrity’sname.Numberandpostthewebdiagrams.Tellstudentstowalkaround,readthediagrams,andtrytoidentifythecelebrities.Tellthemtowritethenumbersandnamesintheirnotebooks.Holdacompetitiontoseewhocanidentifythemostcelebrities.


T-115 UNIT 6

4 PRaCtICE

a PAIRS.Practicetheconversation.

• WalkaroundandcheckthatstudentsareusingquestionintonationinFred’ssecondline.

EXPanSIOn: Speaking practice for 4a

• Tellonepartnerineachpairtoclosehisorherbook.ThisstudenttriestoremembertheeventsinChen’slifebymakingstatementswithquestionintonation(forexample,He’s from China?).

• Theotherpartnerlooksattheconversationandanswersyesorno.Fornoanswers,heorshetellsthefirststudenttoguessagain.


B MAKEITPERSONAL.PAIRS.Askyourpartner...

• Asktwoabove-levelstudentstoreadtheexample.• Writeafewthingsyouknowaboutastudent’slife

ontheboard(forexample,came to U.S. in 2007,studied English in El Salvador,two children).Startaconversationwiththestudentbyasking:Where are you from?Thensaystatementsasquestionstocheckyourunderstandingoftheeventsinthestudent’slife(forexample,You came to the U.S. in 2007? You studied English in El Salvador? You have two children?).Correcttheinformationontheboardasneeded.

• Tellpairstoaskeachother:Where are you from?Say:What do you already know about your partner? Use statements as questions to check information.

C Telltheclassaboutyourpartner.

• AskthestudentwhoplayedAngelainExercise4Btoreadtheexample.

• Usetheinformationontheboardtomakestatements(forexample,Hugo is from El Salvador. He came to the U.S. in 2007. He studied English in El Salvador. He has two children.).

• Callonstudentstotelltheclassabouttheirpartner.


Extra Practice

3 COnVERSatIOn

a Listentotheintonationofthe...

• Say:Sometimes you can make a statement into a question without changing word order.Ontheboard,write:You were born in California.Saythestatementfortheclasstorepeat.Thenchangetheperiodintoaquestionmark.Saythequestionfortheclasstorepeat.

• ReadthePronunciationWatchnote.Ask:When can you say a statement as a question?(tocheckunderstanding)

• Ontheboard,write:I was born in .Callonseveralstudentstocompletethestatement.Modelrepeatingthestatementasaquestiontocheckunderstanding.Forexample,S:I was born in Jakarta.T:You were born in Jakarta?S:Yes. / Right.

• PlayCD2,Track24.Say:Listen to the intonation.• Say:Now listen and repeat. Make your voice go up

at the end.ResumeplayingTrack24.

B Listentothesentences.Arethey...

• Readthedirections.PlayCD2,Track25.• Callonstudentstowritethesentenceswiththe

correctpunctuationontheboard.PlayTrack25again.Asktheclasstolistenandcheckthesentencesontheboard.Correctasneeded.

• Readthestatementsandthenthequestionsfortheclasstorepeat.Tellstudentstoreadthesentenceswithapartner.


C Listenandrepeattheconversation.

• Tellstudentstolookatthepicture.Ask:Where are Fred and Chen?(atwork/inanofficebreakroom)TellstudentstoreadtheconversationsilentlyandunderlinethemilestonesinChen’slife.Ask:What did you underline?Elicit:born in a small village,grew up in Beijing,came to the U.S. five years ago,got an apartment in Long Beach,moved to San Francisco.

• TellstudentstoreadtheconversationagainandlookforacluetoonemoremilestoneinChen’slife.Tellstudentstocircletheclue.Ask:What did you circle?(mywife)What’s the milestone?(gettingmarried)


UNIT 6 T-116



• Say:We’re going to study simple past statements using irregular verbs. In the conversation on page 115, Chen and Fred used this grammar.

• PlayCD2,Track26.Studentslisten.Ontheboard,writeI grew up in Beijing.andAnd you came to the U.S. five years ago?Underlinegrew upandcame.


Simplepast:Irregularverbs


• Ask:How do you form the simple past with regular verbs?(add-ed)Writegraduateontheboardandelicitthepasttense:graduated.

• Say:Some verbs do not have -ed forms. They are irregular.Comeis an irregular verb. Look at the top chart. What is the past form of come?(came)Saythesentenceinthetopchartandasktheclasstorepeat.

• Askafewstudents:When did you come to the U.S.?Notetheirnamesandresponsesontheboard.

• Usetheinformationontheboardtoformaffirmativeandnegativesimplepastsentenceswithcome.Forexample,Ching Lie came to the U.S. three years ago. She didn’t come to the U.S. six months ago.Pointoutthatthenegativesentencesareformedinthesamewayasregularverbs:didn’t+baseformofverb.

• TellstudentstolookattheGrammarWatchnote.Say:These are some of the verbs that have irregular simple past forms.Sayeachpast-tenseformandasktheclasstorepeat.

• Saythebaseformsinrandomorderandtelltheclasstocalloutthepast-tenseforms.Correctpronunciationasneeded.

• Tellstudentstoturntopage286andreadthelistofotherverbsthatareirregularinthesimplepast.



1 PRaCtICE

a Completethesentences.Underlinethecorrectwords.

• Tellstudentsthatallthesentencesareinthepasttense.RemindstudentstolookattheAppendixonpage286forpast-tenseformsofverbsthataren’tintheGrammarWatchnote.

• Studentscompareanswerswithapartnerandtaketurnsreadingthesentencesoutloud.

• Callonstudentstoreadthesentencesfortheclass.• Ontheboard,writemeetandfind.Elicitthepast-

tenseformsandwritethemnexttothebaseforms:meet–met,find–found.Saythepast-tenseformsandasktheclasstorepeat.

B Completethesentences.Writethesimplepastof...

• Ask:What is the simple past of be?(was, were)Tellstudentstolookattheparagraph.Callonastudenttoreadthefirstsentence.

• Remindstudentstousedidn’t+thebaseformoftheverbwithnegativesentences.

• Walkaroundandspot-checkstudents’spellingofirregularpastforms.

• Studentscompareanswerswithapartner.Tellthemtoeachreadhalfoftheparagraphoutloud.

• Callontwoabove-levelstudentstoreadtheparagraphfortheclass.Astheysaytheanswers,writethemontheboard.Tellstudentstochecktheirspelling.

EXPanSIOn: Grammar and vocabulary practice for 1B

• TellstudentstoreadtheparagraphinExercise1Bagain.Tellthemtolistfivemilestonesintheperson’slife.Tellthemtousethesimplepasttense.

• Pairstudents.Ontheboard,write:What was the first milestone?Elicittheordinalnumberssecondthroughfifthandlistthemunderfirst.Say:Take turns asking and answering the questions with a partner.

• Reviewasaclass:1st—born in Venezuela, 2nd—grew up in Caracas, 3rd—came to the U.S., 4th—found a job, 5th—got a promotion.

Community Building

Encouragestudentstoquizeachother.Tellstudentstostudytheirregularpast-tenseforms.Thentellthemtoquizapartner.Say:Student A, close your book. Student B, say the past-tense form and tell Student A to say the base form. Then say the base form and tell Student A to say the past-tense form.

T-117 UNIT 6


Show what you know!

STEP1.Writeyournameandfoursentences...

• Tellstudentstolookatthemilestonesonpage114.Pointtoeachoneandelicitthesimplepastform.Say:To talk about your own milestones, say I...Elicit:was born,grew up,graduated from school,got a job,got married,had children.

• Modeltheactivity.Writeyournameandfoursentencesabouteventsinyourlife(forexample,I grew up in California. I moved to the Northeast ten years ago. I got married in 2001. I had my daughter in 2003 and my son in 2004.).

STEP2.GROUPSOF5.Mixupthepapersfrom...

• Formgroupsoffive.Readthedirections.• Askonegrouptoreadtheexample.Assignthe

rolesofA,B,C,D,andE.• Askanothergrouptomodeltheactivitywitha

paperfromtheirgroup.Tellonestudenttochooseapaperandnotshowtherestofthegroup.CalloneachoftheothergroupmemberstoaskaYes / Noquestionormakeaguess.Helpstudentsformquestionsasneeded.

• WalkaroundandcheckthatstudentsformYes / Noquestionscorrectlyanduseshortanswers.



Simplepast


• Tellstudentstolookattheleftchart.Ask:How do you formYes/Noquestions in the simple past?Whatcomesfirst?Next?Elicitandwriteontheboard:Did + subject + base form of verb.

• Tellstudentstolookattherightchart.ToelicitYes, I did.andNo, I didn’t.,askafewstudents:Did you grow up in Ecuador?Askseveralmorestudents:Did you grow up in [Country]?

• Toelicitshortanswerswithhe,she,andthey,askstudentsabouttheirclassmates:Did [Student] grow up in [Country]? Did [Student] and [Student] grow up in [Country]?

• TellstudentstolookattheGrammarWatchnote.Askafewstudents:Were you born in Poland?ElicitYes, I was.orNo, I wasn’t.Askseveralmorestudents:Were you born in [country]?Toelicitshortanswerswithhe,she,andthey,askstudentsabouttheirclassmates:Was [Student] born in [Country]? Were [Student] and [Student] born in [Country]?Ontheboard,write:Yes, they were.


2 PRaCtICE

Writequestionsandanswers.Usethecorrect...

• Writeitem1ontheboard.Elicitthequestionstep-by-step,writingeachpartontheboard:What comes first? Next?Thenelicittheshortanswerandwriteitontheboard.Callontwostudentstoreadthequestionandanswer.

• Walkaroundandremindstudentstousethebaseformoftheverb.

• Studentscompareanswerswithapartnerandtaketurnsaskingandansweringthequestions.

• Callonpairstoreadthequestionsandanswersfortheclass.


Cross-ability Allowalower-levelstudentineachgrouptoplaySpeakerAfirstandanswerYes, he / she didorNo, he / she didn’t.ThisallowsthestudenttohearappropriateYes / Noquestionsmodeledbeforehe / shehastoaskthem.

Progress Check

Canyou...talkaboutmilestones?Say:We have practiced talking about milestones. Now, look at the question at the bottom of the page. Can you talk about milestones?Tellstudentstowriteacheckmarkinthebox.


Extra Practice


UNIT 6 T-118

Read a biographyLesson 7

3rdparagraph:In how many countries do people watch TheOprahWinfreyShow?(132)4thparagraph:What did she create in 1996?(Oprah’sBookClub)5thparagraph:What does the Oprah Winfrey Foundation do?(Itgivesmillionsofdollarstoneedystudentsandschoolsaroundtheworld.)


1 BEFORE YOU REaD

CLASS.Scanthearticle.WhoisOprahWinfrey?...

• ReadtheReadingSkillnote.• Ask:What does scanning mean?(readingquickly

tofindspecificinformation)What kinds of information can scanning help you find?(namesanddates)

• Askastudenttoreadthedirections.Tellstudentstoscanthearticleforanswerstothequestions.Tellthemtounderlinethisinformationinthearticleinpencil.

• Asktheclass:Who is Oprah Winfrey?(hostofThe Oprah Winfrey Show)When was she born?(1954)

• Asktheclass:Have you watched TheOprahWinfreyShow?Askforashowofhands.


2 REaD

Listen.Readthearticle.

• PlayCD2,Track27.Studentslistenandreadalongsilently.

• Optional:PlayTrack27again.PausetheCDafterthefollowingparagraphsandaskthesequestions:

1stparagraph:What does Oprah have in addition to her TV show?(amagazine,awebsite,aradioshow,andabookclub)2ndparagraph:Why was Oprah’s childhood difficult?(Herfamilywaspoor.Herparentswerenottogether.Shehadtomovealot.)

Culture Connection

• Ask:What is a book club?Elicitorexplainthatit’sagroupofpeoplewhomeettodiscussabooktheyhaveread.

• Say:On her show, Oprah selects a book, discusses it on her show, and sometimes interviews the author. When Oprah announces a book club selection, sales of the book typically increase to more than a million copies.

• Ask:In your country, do people participate in book clubs? Are there any celebrities who promote reading?

• Ask:Would you like to join a book club?

EXPanSIOn: Graphic organizer practice for 2

• TellstudentstowatchThe Oprah Winfrey Showandcreateawebdiagramwithbiographicalinformationabouttheshow’sguest.

Read a biographyLesson 7

T-119 UNIT 6


Show what you know!

PRE-WRITING.Writeatimelineofyourlife....

• Readthedirections.TellstudentstowritetheyeartheywerebornaboveBirthonthetimeline.Tellthemtowritethecurrentyearabovepresentonthetimeline.

• Ask:What are the other milestones in your life? When did they happen?Tellstudentstowritetheirimportantdatesandeventsonthetimeline.Tellstudentstousethesimplepasttense.

• Tomodeltheactivity,createyourowntimelineontheboard(forexample,1990—I graduated from college, 1998—I moved to the East Coast, 2001—I got married, etc.).

WRITE.Writeashortautobiography....Askstudentstoturntopage270andwriteashortautobiography.SeepageT-xiiforgeneralnotesabouttheWritingactivities.


3 ChECK YOUR UnDERStanDInG

a Readthearticleagain.Completethetimeline...

• Tellstudentstoscanthearticlefordates.Tellthemtocircleallthedatesinthearticle.

• Tellstudentstolookatthetimeline.Ask:What happened in 1954? When did Oprah become a TV news anchor?Tellstudentstoreadthearticleagainandwritethemissingmilestonesanddatesonthetimeline.

• Studentscompareanswerswithapartner.Ontheboard,write:What happened in _____?andWhen did Oprah . . . ?Tellstudentstotaketurnsaskingandansweringthequestions.Remindstudentstousethebaseformoftheverbinthesecondquestion.

• Completethequestionsontheboardtoelicitthemissinginformationfromtheclass.Forexample,What happened in 1954?(Oprahwasborn.)What happened in 1971?(Shegotajobataradiostationasanewscaster.)When did she become a TV news anchor?(in1973)

B PAIRS.WhatisOprah’sgreatestsuccess...

• PairstudentsandtellthemtotaketurnsreadingthemilestonesonOprah’stimeline.

• Ask:What are Oprah’s successes?(ShebecameaTVnewsanchor.Shebecamethehostofatelevisiontalkshow....)Which one do you think is the most important?Tellstudentstolookatthetimelineandcirclethesuccessthattheythinkismostimportant.

• Tellstudentstofindthesuccesstheychoseinthearticle.Tellthemtounderlinethelinesinthearticleaboutthesuccess.Ask:Why do you think it’s Oprah’s greatest success?Tellstudentstonoteatleastonereason.

• Tellpartnerstoaskeachotherthequestionsinthedirections.

• Readeachsuccessonthetimeline.AskstudentswhochoseitasOprah’sgreatestsuccesstoraisetheirhands.Foreachsuccess,callononestudenttosaywhyheorshethinksit’sthemostimportant.

MULtILEVEL OPtIOn for 3B

Cross-ability Postsixlargesheetsofpaperinyourclassroom.WriteoneofOprah’ssuccessesatthetopofeach.GroupstudentswhochosethesamesuccessasOprah’sgreatest.Tellstudentstobrainstormandlistreasonswhyit’sthemostimportant.Chooseoneabove-levelstudenttorecordthegroup’sreasons.Chooseanotherabove-levelstudenttoreportthegroup’sreasonstotheclass.Afterthegroupsreport,askwhetheranyonechangedtheirmindaboutwhichsuccessisOprah’sgreatest.


Extra Practice


UNIT 6 T-120

Talk about something that happenedLesson 8


1 BEFORE YOU LIStEn

CLASS.Lookatthepictures.Whataresome...

• Say:Think about bad things that happened on your way to school or work. What happened? Look at the pictures. Did any of these things happen to you?

• Askforashowofhandsabouteachbadthing(forexample,Who had car trouble? Who overslept?).

• Sayeachthingthatcanhappenonthewaytoworkorschoolandasktheclasstorepeat.

• Ask:What are some other things that can happen?Elicitstudent’sideasandwritethemontheboard(forexample,I missed the bus. There wasn’t any hot water. I forgot my school / work bag.).Ask:How do you feel when things like this happen to you?

EXPanSIOn: Vocabulary practice for 1

• Actoutoneofthethingsthatcanhappenonyourwaytoschoolorwork,forexample,bypretendingtogripasteeringwheelandhonkthehorn.Asktheclasstoguesswhathappened.(Yougotstuckintraffic.)

• Formgroupsofthree.Groupmemberstaketurnsactingoutthethingsthatcanhappen.Groupmembersguess.

EXPanSIOn: Vocabulary and grammar practice for 1

• Asaclass,formaYes / NoquestionfromeachstatementinExercise1(forexample,Did you have car trouble? Did you oversleep?).AlsoformYes / Noquestionsabouttheothereventsthattheclassthoughtof.Tellstudentstocopythequestionsintotheirnotebooks.Tellstudentstothinkaboutthelastbadmorningtheyhad.Thentellstudentstostand,mingle,andbyaskingtheYes / Noquestionstrytofindoneclassmatewhohadeachproblem.Tellthemtowritetheclassmate’snamenexttothequestion.

• Asafollow-up,ask:Who had car trouble? Who overslept?Callonstudentstosayclassmates’names.


2 LIStEn

a LookatthepictureofMariaand...

• Tellstudentstolookatthepicture.Ask:What are the people doing?(eating)

• Readthedirections.Ask:What is the woman’s name?(Maria)What does she ask André?(IseverythingOK?)

• Say:How does André look? Does he seem sick, stressed out, or nervous? What does nervous mean?(worriedaboutsomething,likeatestorajobinterview)

• Listen to find out why Maria asks, “Is everything OK?”PlayCD2,Track28.Studentslistenandcircletheletterofthecorrectanswer.

• Readtheitemwitheachanswerchoice.Telltheclasstoraisetheirhandsforthesentencethatiscorrect.

teaching tip



B Listenagain.Puttheeventsinthe...

• Tellstudentstoreadtheitemssilently.TellthemtolookatthepicturesinExercise1A.Say:Which two bad things happened to André? Circle them.(Andrégotstuckintraffic.Andrélosthiskeys.)

• Readthedirections.Tellstudentstowritethenumbers1,2,and3nexttotheitems.PlayTrack28again.Studentsnumbertheitems.

• Studentscompareanswerswithapartner.• Callonastudenttoreadtheeventsinthecorrect

orderfortheclass.


T-121 UNIT 6

• Walkaroundand,asneeded,remindstudentstoswitchrolesandpracticebothparts.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstoperformfortheclass.


B MAKEITPERSONAL.PAIRS.Tellyourpartner...

• Readthedirections.TellstudentstolookattheconversationinExercise3.TellthemtounderlineAndré’slinesandreadthemagainsilently.

• ReadSpeakerB’slinesfromExercise3.AddI got to worktothebeginningofSpeakerB’slastline.Say:Use B’s lines as a model for talking about your own bad morning.

• Telltheclassaboutabadmorningyouhad(forexample,I had a rough morning last Monday. First, I overslept. Then I got stuck in traffic. I got to work / school at 9:30. I was really late.).

• Callonpairstoperformfortheclass.

MULtILEVEL InStRUCtIOn for 4B

Pre-level TellpartnerstounderlineSpeakerB’slinesinExercise4A.TellthemtoaddI got to worktothebeginningofSpeakerB’slastline.Tellthemtofillintheblanksintheconversationwithinformationabouttheirownbadmorning.TellthemtochangeanyotherwordsinSpeakerB’slinesasneeded.TellthemtoreadtheirversionofSpeakerB’slinestotheirpartner.above-level Afterabove-levelpairscompletetheactivity,askthemtojoinanotherabove-levelpairandtellthemabouttheirpartner’sbadmorning(forexample,[My partner] had a rough morning yesterday. First, she had car trouble . . .).

C Listentothewholeconversation....

• Tellstudentstoreadthequestionsandanswerchoicessilently.

• PlayCD2,Track29.Studentslistenandcircletheanswers.

• Studentscompareanswerswithapartnerbytakingturnsreadingthequestionsandanswers.

• Callontwopairstoreadthequestionsandanswers.


3 COnVERSatIOn

Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Aonpage120.



4 PRaCtICE

a PAIRS.Practicetheconversation.Then...

• PairstudentsandtellthemtopracticetheconversationinExercise3.Tellthemtotaketurnsplayingeachrole.

• Then,inExercise4A,askstudentstolookattheinformationintheboxes.Sayeachwordorexpressionandasktheclasstorepeat.Reviewunfamiliarvocabularyasneeded.Ask:What does upset mean?(unhappyandworriedbecausesomethingbadhashappened)What does exhausted mean?(verytired)

• Readthedirections.• Copytheconversationontotheboardand

completeitwithwordsfromtheboxes.• Asktwoabove-levelstudentstomodelanew

conversation.TellStudentAtochooseoneblueitem.TellStudentBtochooseonegreenitemandonereditem.

• Tellpairstotaketurnsplayingeachroleandtousetheboxestofillintheblanks.


Extra Practice


UNIT 6 T-122


• Say:We’re going to study simple past information questions. In the conversation on page 121, Maria used this grammar.

• PlayCD2,Track30.Studentslisten.Ontheboard,write:When did you get to work?Underlinedidandget.


Simplepast:Informationquestions


• Ontheboard,write:Did you grow up in Ecuador?Say:This is a Yes/No question in the simple past.

• Crossoutin Ecuador.AddWheretothebeginningofthequestion.Rewritethequestion:Where did you grow up?Say:This is an information question in the simple past.

• Callonfourstudentstoreadtheexamplesfromthegrammarcharts.



1 PRaCtICE

a Writequestionsaboutthepast.Usethecorrect...

• Writeitem1ontheboard.Ask:What do you need to add to form a question about the past?(did)Where do you need to add it?(betweenWhat timeandyou/betweenthequestionwordandthesubject)Insertdidintothewordsontheboard.Readtheexample:What time did you get up yesterday?

• Walkaroundandremindstudentstobegintheirquestionswithacapitalletterandendwithaquestionmark.

B PAIRS.Askandanswerthequestionsin...

• TellstudentstolookatExercise1Aandtocircletheverbineachitem.Thensayeachverbandasktheclasstocalloutthepasttenseforstatements(1.get up–got up,2.go–went,3.have–had,4.get–got,5.get–got,6.do–did).

• Asktwoabove-levelstudentstoreadtheexampleoutloud.PromptStudentAtoaskBthenextquestion:Where did you go this morning?

• PairstudentsandtellthemtotaketurnsansweringandaskingthequestionsinExerciseA.

• WalkaroundandcheckthatBisusingthecorrectsimplepastformsoftheirregularverbs.

• Callonapairtoaskandanswereachquestionfortheclass.

EXPanSIOn: Speaking practice for 1B

• Onapieceofpaper,tellstudentstowriteanswerstothequestionsinExercise1Aincompletesentences.

• Thentellthemtotrytofindclassmateswhodidthesamethings.Tellstudentstolookattheiranswersandtrytorememberthequestions.

• Whenstudentsfindaclassmatewhodidthesamething,tellthemtosigntheirnamenexttoeachother’sanswers.

• Callonseveralstudentstoreportwhatboththeyandaclassmatedid(forexample,Daniel and I got up at 6:30 yesterday.).

C Completetheconversations.Readthereplies...

• Readthedirections.• Writeitem1ontheboard.Pointtohis walletand

ask:What,Where,Why,orWhen?WriteWhatontheline.Elicittherestofthequestionandwriteitontheline.Ask:What form of the verb do we use with did?(thebaseform)

• Walkaroundandspot-checkforwordorderandthebaseformoftheverbs.

• Studentscompareanswerswithapartnerbyreadingtheconversations.

• Callonpairstoreadtheconversationsfortheclass.

2 LIFE SKILLS WRItInG

Turntopage261andaskstudentstocompletetheabsencenote.SeepageT-xiiforguidelines.


Extra Practice


T-123 UNIT 6

Show what you know!Review

• Tomodeltheactivity,writeamilestoneinyourlifeontheboard.

• Asaclass,brainstorminformationquestions(forexample,forbeing born:Where were you born? When were you born?).Tellpairstoaskandanswerthequestionstheywrote.

B CompleteNora’sconversationwithher...

• Tellstudentstoalsoreviewthegrammarchartsonpages110(Simplepast:Regularverbs)and116(Simplepast:Irregularverbs).

• Readthedirections.Tellstudentsthatmostoftheverbsareirregular.TellthemtousetheGrammarWatchnoteonpage116andAppendixpage286tocheckpast-tenseformsasneeded.

• Walkaroundandremindstudentstousedidandthebaseformoftheverbtoformquestions.

• Studentscompareanswerswithapartnerbyreadingtheconversation.

• Callontwostudentstoreadtheconversationfortheclass.

EXPanSIOn: Grammar and speaking practice for 1B

• Formcross-abilitypairs.Tellpartnerstowritepast-tensequestionstoasksomeoneabouttheirwedding,babyshower,graduationparty,retirementparty,orasurprisepartygivenforthem.TellthemtousethequestionsinExercise1Basamodel.Tellbothpartnerstowritethequestionsonasheetofpaper.

• Thentellstudentstostand,mingle,andfindaclassmatewho’shadtheeventtheychosebyasking:Did you have a . . . ?Tellthemtoasktheclassmatetheirquestions.

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit6,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

1 GRaMMaR

a Readthereplies.Writequestionsaboutthe...

• Tellstudentstoreviewthegrammarchartsonpages117(SimplepastYes / Noquestions)and122(Simplepast:Informationquestions).Thentellstudentstoclosetheirbooks.

• Writeitem1ontheboard(withouttheanswer).TellstudentstolookattheunderlinedwordinSpeakerB’sanswer.Ask:Is Speaker A’s question a Yes/No question or an information question?(Yes / Noquestion)WriteDidontheline.Ask:What’s the subject in Speaker B’s reply?(I)So, what’s the subject of the question?Writeyouontheline.Ask:What’s the past-tense verb in Speaker B’s reply?(went)What’s the base form of went?Writegoontheline.Elicittherestofthequestionandwriteitontheline.

• Writeitem2ontheboard.TellstudentstolookattheunderlinedwordsinSpeakerB’sreply.Ask:Is Speaker A’s question a Yes/No question or an information question?(informationquestion)Toelicitthequestion,askthefollowingquestionsandwritetheanswersontheline:What’s the question word?(When)What word comes after When?(did)What’s the subject?(John and Ellen)What’s the base form of gotmarried?(get married)

• Tellstudentstoopentheirbooksandcompletetheexercise.Walkaroundandcheckthewordorderofstudents’questionsandthattheyareusingthebaseformoftheverbs.

• Studentscompareanswerswithapartner.Tellthemtotaketurnsreadingthequestionsandanswersoutloud.

• Callonpairstoreadthequestionsandanswersfortheclass.

EXPanSIOn: Grammar and speaking practice for 1a

• Tellstudentstolookatthemilestonesonpage114andtocirclethemilestonesintheirlife.

• Pairstudentsandtellthemtoshoweachotherthemilestonestheycircled.Foreachcircledmilestone,tellstudentstowriteoneinformationquestiontoasktheirpartner.

pages 60–61

Extra Practice

UNIT 6 T-124

Show what you know!expand

2 aCt It OUt

STEP1.CLASS.ReviewtheLesson5...

• TellstudentstoreadtheconversationinExercise3Conpage115silentlyandthenpracticeitwithapartner.

• PlayCD2,Track26.Studentslistenandrepeattheconversation.

STEP2.PAIRS.StudentA,tellyourpartner...

• ReadthedirectionsandtheguidelinesforStudentAandStudentB.

• Telltheclasstolookatthepicturesandatthemilestonesonpage114.Ask:What is the milestone for the baby?(beingborn)What is the milestone for the parents?(havingchildren)

• Telltheclasstolookatthenewparentsinthepicture.Say:Imagine that your partner is the mother or father in the picture. What questions could you ask about this milestone?Ontheboard,write:

A: I had my son. / My son was born.B:

• Asaclass,brainstormafewquestionsforStudentBandwritethemontheboard(forexample,Where did you have your son? When was he born?).

• Tellstudentstonoteafewmilestonesintheirlives.• Pairstudents.Readthedirectionsagain.Tell

StudentAtousethesimplepasttense.TellStudentBtousedidandthebaseformofaverbtoaskYes / Noandinformationquestions.PointoutthatStudentBcanalsousesimplepaststatementsasquestionstocheckStudentA’sinformation.

• Walkaroundandobservepartnersinteracting.Checkpairs’useofthesimplepasttenseinstatements,Yes / Noquestions,andinformationquestions.

• Callonpairstoperformfortheclass.• Whilepairsareperforming,usethescoring

rubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.

• Optional:Aftereachpairfinishes,discussthestrengthsandweaknessesofeachperformanceeitherinfrontoftheclassorprivately.

3 REaD anD REaCt

STEP1.ReadaboutYusef ’sproblem.

• Say:We are going to read about a student’s problem, and then we need to think about a solution.

• Telltheclasstolookatthepicture.Ask:What is Yusef ’s job?(custodian/janitor)What is he doing?(cleaningthefloors)

• Readthestorywhilestudentsfollowalongsilently.Pauseaftereachsentencetoallowtimeforstudentstocomprehend.PeriodicallystopandasksimpleWh-questionstocheckcomprehension.Forexample,What happened?(Thefloorcleaningmachinebroke.)Why is Yusef upset?(Hethinkshebrokethemachine.)

STEP2.PAIRS.WhatisYusef ’sproblem?What...

• Ask:What is Yusef ’s problem?(Hethinkshebrokethefloorcleaningmachine.)What can Yusef do?

• Pairstudents.Readtheideasinthelist.GivepairsacoupleofminutestodiscusspossiblesolutionsforYusef.

• Ask:Which ideas are good?Callonstudentstosaytheiropinionabouttheideasinthelist(forexample,S:I think he can tell his boss, “I’m sorry, I broke the machine.” This is a good idea.).

• Nowtellpairstothinkofonenewideanotinthebox(forexample,He can try to fix the floor cleaning machine.)andtowriteitintheblank.

• Callonpairstosaytheiradditionalsolutions.Writeanyparticularlygoodonesontheboardandaskstudentsiftheythinkitisagoodideatoo(Do you think this is a good idea? Why or why not?).

4 COnnECt

TurntopageT-251fortheStudySkillsActivityandpageT-279fortheTeamProject.SeepageT-xiforgeneralnotesaboutteachingtheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage105.Askstudentstoturntopage105andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

6 In the Past · • Read a biography of a famous person • Reading Skill: Scanning for...

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