2 the english alphabet• to prepare for this activity, prepare name cards of celebrities the...

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Postcards 1, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.

2 The English alphabetA.

Extension

Sayseverallettersinsequence(a,b,c,d)andthenpausetoseeifstudentscansupplythenextletter.Continue,givingfewerandfewerlettersbeforepausing.

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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


• 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.


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.


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.


•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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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


• 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.


•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.

2 the english alphabet• to prepare for this activity, prepare name cards of celebrities the...

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