9 partners in education - english for results€¢ past modals: expressing degrees of certainty...

Preview• Saytheunittitleandhavestudentslookatthe

photo.Ask:What doespartnersmean?Who are the partners in this picture? Which other people could be partners in education?

• Readthepreviewquestion.Youcanalsoask:Do you have children? What grades are they in? Have you ever gone to their school? How often do you talk to their teachers? What are some ways that parents can get involved in their children’s school?

Unit Goals• PointtotheUnitGoals.Havestudentsreadthem

silently.• Tellstudentstheywillbestudyingthesegoalsin

Unit9.• Sayeachgoalandexplainunfamiliarvocabulary

asneeded,forexample,personnel: the people who work somewhere; correspond with: communicate with by phone, mail, or e-mail; editor: the person who manages part or all of a newspaper.

• Tellstudentstocircleoneormoregoalsthatareveryimportanttothem.Callonseveralvolunteerstosaythegoalstheycircled.

• 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.

T-165 UNIT 9

Partners in Education

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Adverbclausesofreason• Infinitivesandadverbclausesofpurpose• Adjectiveclauses:Relativepronounas

subjectandobjectoftheclause• Pastmodals:Expressingdegreesof

certaintyaboutthepast• Expressingadviceoropinionsabout

thepast

Pronunciation• Pronunciationofpastmodals

Reading• Talkaboutafter-schoolprograms• ReadingSkill:Distinguishingfactfrom

opinion

Writing• Writealettertotheeditor

Life Skills • Interpretandrespondtoareportcard• Discussschoolsafety

9 Classroom Materials/Extra Practice

CD 2Tracks 27–38

WorkbookUnit 9

Interactive PracticeUnit 9

NISHIO_FUTURE4_TE_9780131991576_362 362 4/30/09 1:58:44 PM

UNIT 9 T-166

Lesson 1 Discuss a student’s progress

B PAIRS.Nowlistentothewholeconversation....

• Explainyes and no.Say:The answeryesandnomeans that the previous speaker said or asked something that was partly right and partly wrong. For example, if a class asks a teacher, Didyoureadourparagraphs? and the teacher answers Yesandno,she might mean that she read some but not all of the paragraphs.

• Playthefirsthalfoftheconversationagain.HavestudentslistenspecificallyforMrs.Adamski’squestionattheend.Asktheclass:What did Mrs. Adamski ask? (Sheasks,College? Monika is only thirteen years old. College is a long way off.)

• HavestudentsguesswhatMr.Bowmanmeantwhenhesaidyes and no.Writetheirguessesontheboard.

• Putstudentsinpairs.Readthedirections.• Playtherestoftheconversation.Askavolunteer

toanswerthequestion.Playtheendoftheconversationagainifnecessary.

Controlled Practice 10 minutes

c Readthestatements.Thenlisten...

• Havestudentsreadthestatementssilentlyandpredictwhethertheyaretrueorfalse.

• PlayCD2,Track28.• Havestudentsdotheexercise.• Checkanswers.Callonstudentstoreadeach

statementandsaywhetheritistrueorfalse.Ifitisfalse,askthestudenttocorrectit.

d PAIRS.Wasyourpredictioncorrect?What...

• Ask:What did Mr. Bowman mean when he said yesandno?

• Havestudentsraisetheirhandsiftheirpredictionwascorrect.

Getting Started 10 minutes

1 BEFORE YOU LISTEN

a GROUPS.InmanyplacesintheU.S.,...

• Writethethreelevelsofschoolinalistontheboard.Havestudentssaywhichgradescompriseeachlevelinyourarea.

• Writethegradesnexttothelevels.Forexample,inmanyplaceselementaryschoolconsistsofkindergartentofifthgrade.Nexttoelementary schoolwriteK–5.

Expansion: Speaking Practice for 1A

• Addtheagesofstudentsateachleveltotheinformationontheboard.Forexample,elementary-schoolstudentsaretypicallyfivetotenorelevenyearsold.

B GROUPS.Thewordgradehastwomeanings....

• Callonstudentstoanswerthequestion.• Asktheclass:How many of you have children in

school? What grades are they in? Goaroundtheroomandhavestudentsanswer.

• Ask:What grade did you get on the last test? Callonvolunteerstoanswer.

Presentation 10 minutes

2 LISTEN

a Mrs.AdamskiistalkingtoMr.Bowman...

• Havestudentslookatthephoto.Say:The woman is Mrs. Adamski. The man is Mr. Bowman. Where are they? (atschool)

• Remindstudentstolistenspecificallyfortheanswertothestatement.Itisnotnecessarytounderstandeveryword.

• PlayCD2,Track27.• Callonavolunteertoanswer.


T-167 UNIT 9

Lesson 1 Discuss a student’s progress


3 CONVERSATION

a Listentothesentences.Notice...

• Ontheboard,writeasentencewithbothstressedandunstressedwords.Forexample,I have a meeting after school with my daughter’s teacher.

• Say:I’m going to read the sentences. Tell me which words are stressed.(Ifnecessary,remindstudentsthatstressedwordsarelouder,higher,andspokenmoreclearlythanunstressedwords.)Readthesentences,stressingthewordsmeeting, school, daughter’s, and teacher.

• Pointtoeachwordandhavestudentstellyouifitisstressedornot.Repeatthesentencesasneeded.

• Readthesentencesagainandhavestudentsrepeat.• Explainthepronunciationruleasfollows:

Important words, such as nouns, verbs, adjectives, and adverbs, are normally stressed. Pronouns, prepositions, and articles are normally short and weak (not stressed). These words often have a very short, quiet vowel sound.

• PlayCD2,Track29.Havestudentslisten.• PlayTrack29again.Havestudentslistenand

repeat.• Callonstudentstosaythesentences.

B Mrs.Adamskiisatamiddle-school...

• PlayCD2,Track30.Havestudentslistenandfollowsilently.

• Checkcomprehension.Ask:Who is Mr. Manning? What do Mrs. Adamski and Mr. Manning talk about? Why? What does Mr. Manning suggest? Does Mrs. Adamski like the suggestion?

c CLASS.Discuss.Whatisa...

• Readthefirstquestionandhavestudentsshareideas.Ifnecessary,askspecificquestionssuchasWhat do teachers do at a parent-teacher conference? What do parents do? (Teacherstalktoparentsabouttheirchild’sprogressorworkatschool.Parentslistenandaskspecificquestionsabouttheirchild’sworkandbehavioratschool.)Writestudents’ideasontheboard.

• Discussthedifferencebetweenthetwoevents.


4 PRACTICE

a PAIRS.Practicetheconversation.

• Formcross-abilitypairsandhavestudentstaketurnsreadingeachrole.

• Takenotesonstudents’pronunciationofstressedandunstressedwords.

• Usingyournotes,correctpronunciationerrors.

MULTILEVEL INSTRUCTION

Cross-ability Havethelower-levelstudentreadthepartofMrs.(orMr.)Adamski.Havetheabove-levelstudentplaytheroleofMr.(orMrs.)Manning.

Communicative Practice 10 minutes

B MAKEITPERSONAL.GROUPS.Discuss...

• Readthedirections.• Groupstudentssothateachgrouphasoneormore

parentsofchildrenenrolledinschool.• Toconclude,haveafewstudentssharetheir

experienceswiththeclass.

Expansion: Speaking Practice for MAKE IT PERSONAL

• Havestudentsrole-playaparent-teacherconference.Therolescanbeasfollows:

StudentA:Youaremeetingwithyourchild’sscienceteacher.Yourchildenjoysdoingthescienceexperiments,butheorshedidn’tdowellonthelastsciencetest.Theteachermakesasuggestion.Askformoreinformation.StudentB:Youareascienceteacher.Youaremeetingtheparentofoneofyourstudents.Thestudentenjoysyourclassbutdidnotdoverywellonthelasttest.Makeasuggestiontotheparent.

Interactive Practice

Extra Practice


UNIT 9 T-168

Talk about parents’ involvement in school Lesson 2


• DefineParent-Teacher Night (alsocalledBack-to-School NightorOpen Houseinsomeplaces).Say:Parent-TeacherNightis an evening when parents can go to their children’s school, see their children’s classrooms, and meet their children’s teachers.

• Ask:How many of you have attended Parent-Teacher Night at your child’s school? Havestudentsraisetheirhands.Selectseveralstudentsandask:Why do you go? Usestudents’answerstocomposesentenceswithbecause.Writethemontheboard.Forexample:I go to Parent-Teacher Night because I want to meet my child’s teacher.

• Explain:In English, the word sincehas the same meaning as because.Modelasentencewithsinceinsteadofbecause.Thenhavestudentsreadthesentences,substitutingsinceforbecause.

• Underlineeachclauseofthesentencesontheboardandcirclethewordsbecauseandsince.Pointtothemainclauseandsay:This part of the sentence is called the mainclauseorindependentclausebecause we can put a period after it. Thenpointtothedependentclauseandsay:This part of the sentence is called an adverbclause.It has a subordinating conjunction followed by a subject and a verb. Say:In this lesson we’ll learn how to make sentences that talk about reasons and results.


Adverb clauses of reason• Copythegrammarchartontotheboard.Readthe

sentences.Pointoutthatbecauseandsincecomeatthebeginningoftheclausethatgivesthereasonorcause.Themainclausegivesaresult,oreffect.

• TellstudentsthatonewaytodeterminewhichclauseisthereasonclauseistoseewhichclauseanswersthequestionWhy?

• ReadtheGrammarWatchnote.Rewriteoneoftheexamplesentencesontheboardwiththeclauseatthebeginningofthesentence.

Expansion: Writing Practice for Grammar

• HavestudentsrewritethesentencesthatwerecreatedinGettingStarted,reversingtheorderoftheclauses,adjustingpunctuation,andinsertingacomma.

• Whilestudentsarewriting,walkaroundandprovidehelpasneeded.


1 PRACTICE

a Readthestatementsfromparentsabout...

• Readitem1.Toreinforcemeaning,ask:What is the reason? (Thespeakerlikesthepersonalcontactwithherchild’steachers.)What is the result? (ThespeakergoestoParent-TeacherNight.)

• Havestudentsdotheexercisealoneorinpairs.Whiletheyareworking,walkaroundandcheckanswers.Providehelpasneeded.

B Readthestatementsfromteachersabout...

• Usingtheexample,modelthesestepsincompletingtheexercise:First,havestudentsidentifythereasonclause(theonethatanswersthequestionWhy?).Then,havethemwritethesentence,insertingbecauseorsincebeforethereason.Finally,havethemcheckthepunctuation,insertingacommaifthereasonclauseisfirst.

• Havestudentsdotheexercise.Whiletheyarewriting,walkaroundandprovidehelpasneeded.

• Callstudentstotheboardtowritethesentences.• Callonotherstudentstoreadthesentencesonthe

boardandmakecorrectionsasneeded.

Expansion: Speaking Practice for 1B

• Havestudentsdiscusstheirreasonsformakingcertaindecisionsregardingtheirortheirchildren’sschooling.Writethesequestionsontheboard:1. Where do your children go to school? 2. Why did you choose to send them there? 3. Have you ever made an appointment to speak to your children’s teacher or the principal of your children’s school? 4. Why? 5. (Forstudentswhodonothavechildren)Why are you attending this school or this class?

• Formgroups.Tellstudentstotaketurnsaskingandansweringthequestions.

• Instructstudentstousebecauseandsinceintheiranswers.

• Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.


Talk about parents’ involvement in school Lesson 2

T-169 UNIT 9

B Usetoorso thattocompleteeachschoolrule.

• Readitem1.• Havestudentsdotheexerciseandcompare

answerswithaclassmate.• Gooveranswers.

Expansion: Speaking Practice for 2B

• Havestudentssaycertainschoolrulesandrequirements.Listthemontheboard.

• Putstudentsinpairsorgroups.Havethemdiscussthepurposeoftherulesandrequirements.Remindthemtousetoorso that.

• Havestudentssharetheirideasandwritesentenceswithtoorso thatontheboard.

• Callonstudentstoreadthesentencesontheboard.Correcterrorsasneeded.


Show what you know!

GROUPS.Discuss.Doyouthinkitisimportant...?

• Formgroups.Trytomakesurethateachgrouphasoneormorememberswhohavechildreninschool.

• Haveeachgroupchooseatimekeeper,anotetaker,andareporter.Thenotetakershouldrecordstudents’answerstothesecondquestion.

• Giveatimelimitfordiscussion.• Callonreporterstosharetheirgroup’sanswerto

thesecondquestion.

Progress Check

Canyou...talkaboutparents’involvementinschool?Say:We have practiced talking about parents’ involvement in school. Now, look at the question at the bottom of the page. Can you talk about parents’ involvement in school? Write a checkmark in the box.


Infinitives and adverb clauses of purpose• Ontheboard,write:I came to class early to talk

with my teacher privately. Readthesentence.Ask:What is the main clause? (Icametoclassearly)Underlineittwice.Thenask:What is the adverb clause? (totalkwithmyteacherprivately)Underlineitonce.

• Say:This sentence is like the sentences you saw on page 168 because it has a main clause and an adverb clause. However, the meaning of this sentence is different. Instead of a reason and a result, this sentence talks about apurposeand a result. A purposeis like a goal.

• Explain:We can use toto signal a purpose.• Ask:Does anybody know another way to say this

sentence? (IcametoclassearlysothatIcouldtalkwithmyteacherprivately.)Pointoutthatso that canalsobeusedtotalkaboutapurpose.

• ReadtheGrammarWatchnotes.

Language Note

Itisimportanttodistinguishbetweeninfinitivesofpurposeandinfinitivesthatareobjectsofverbsoradjectivephrases(suchasIt’s important to . . .).Infinitivesofpurposecanbeexpandedtoin order;forexample,I need a large pot (in order) to cook this chicken. Sentenceswithinfinitivesofpurposecanalsoberephrasedwith so that, forexample,I need a large pot so that I can cook this chicken.


2 PRACTICE

a Readpartoftheintroduction...

• Afterreadingthedirections,remindstudentsthattheyshouldonlyunderlinetheinfinitivesofpurpose.Theyshouldnotunderlineinfinitivesthatareobjectsofverbsoradjectivephrases.Havestudentslookatthefirstsentence.Itcontainsaninfinitiveofpurpose,whereastheinfinitiveinthesecondsentencedoesnot.

• Havestudentsdotheexercise.• Checkanswerswiththewholeclass. pages 98–99Interactive Practice

Extra Practice


UNIT 9 T-170

Interpret and respond to a report cardLesson 3


Ifnecessary,definereport card asadocument that schools send out several (usually two to four) times a year to inform parents of their children’s progress in academic skills and behavior.


1 REAd A CHILd’S REPORT CARd

a CLASS.Discuss.

• Readeachquestionandcallonstudentstoanswer.Ifstudentsdon’tknowtheanswers,shareinformationfromyourownexperience.

Answers:

1. Two to four times a year (or quarterly).

2. Letter grade, numerical grade, and either pass or fail next to each subject as well as attendance. The report card also includes comments from teachers.

3. See Culture Connection.

Culture Connection

NumerousgradingsystemsareusedintheU.S.Examplesarelettergrades(A, B, C, D, andF),percentagescores,Pass / Not Pass,andcomments(Excellent / Good / Fair / Needs ImprovementorExcellent / Satisfactory / Unsatisfactory).Differentsystemsmaybeusedatdifferentgradelevels;forexample,someschooldistrictsmayuseacommentsystemforelementaryschoolsandlettergradesforhighschool.

a Readthestatements.WriteT(true)or...

• HavestudentsremainwiththeirpartnersfromExercise1Banddotheexercisetogether.

• Checkanswers.Callonstudentstoreadeachstatement,saywhetheritistrueorfalse,andcorrectthefalsestatements.


2 PRACTICE

B PAIRS.ReadpartofManuelMedina’s...

• Readthetitlewiththewholeclass.Ask:What does ReportingPeriod1mean? (thefirstreportcardoftheyear,whichissentoutinlateNovember)

• HavestudentslookattheAssessmentKeyatthebottom.Explain:The key explains the meaning of the grades in the report card.

• Formcross-abilitypairs.Havethemreadtherestofthereportcardtogether.

MULTILEVEL INSTRUCTION for 2A

Cross-ability Havethehigh-levelstudenthelpthelower-levelstudentwithvocabulary.

B PAIRS.Answerthequestions.

• Havestudentsswitchpartnersandanswerthequestions.

• Goovertheanswerswiththewholeclass.

Expansion: Speaking Practice for 2C

• Discusswiththewholeclass.Say:Imagine that Manuel is your child. Do you think it is a problem that Manuel doesn’t participate in groups? Are you worried about his academic skills? Why or why not?


T-171 UNIT 9

Interpret and respond to a report cardLesson 3


Cross-ability Havethelower-levelstudentreadMs.Medina’snoteoutloud.Havethehigher-levelstudenthelpwithpronunciationandvocabulary.

B NowreadMs.Brown’snotetoMs.Medina...

• Formdifferentpairs.Again,havestudentsreadthenoteanddiscussthequestiontogether.

• Discussthequestionwiththewholeclass.

pages 100–101Interactive Practice

Extra Practice


3 PRACTICE

GROUPS.Discuss.Whatshouldaparentdo...?

• Withtheclass,definealow gradeasgenerallya grade lower than a C or a score lower than 70 percent. Defineafailing gradeasa grade of F or a score lower than 60 percent.

• Formgroups.Haveeachgroupselectanotetakerandareporter.Thegroupshouldthinkofvariousactionsaparentcouldtake,forexample,meetwiththechild’steacher,getatutor,talktothechild.Thenotetakershouldwritethemdown.

• Havethereporterfromeachgroupreportonthegroup’sideas.

• Askvolunteerswhattheywoulddoiftheywereinthissituation.

4 REAd

a ReadthenotethatManuel’smothersent...

• Formcross-abilitypairs.Havestudentsreadthenoteanddiscussthequestiontogether.

• Discussthequestionwiththewholeclass.

c Readbothnotesagain.Thenanswerthequestions.

• Havestudentsdotheexercisealone.• Havethemcompareanswerswithaclassmate.• Goovertheanswerswiththeclass.Answers:

1. She should call Ms. Brown to arrange the day and time for the meeting.

2. In the evening, so Ms. Medina doesn’t have to miss work.

3. They’re going to discuss ways to help Manuel read more.

5 WRITE

Writeanotetoyourchild’steacherabout...

• Tellstudentstheirnoteshouldhavetwoparts:adescriptionoftheproblem,andarequestforameeting.

• Ifpossible,havethemwritetheirnotesinclass.Whilestudentsarewriting,walkaroundandprovidehelpasneeded.

• Pairstudentsandhavethemreadtheirnotetotheirpartner.

• Collectthenotes.Correctspellingandpunctuation.

• Havestudentswriteacleandraftoftheirnotes.

Expansion: Writing Practice for 5

• Collectstudents’notes.Mixthemandhandthemoutrandomlytotheclass.

• Haveeachstudentwritearesponsetothenotetheyreceived,usingMs.Brown’snoteasamodel.

Progress Check

Canyou...interpretandrespondtoareportcard?Say:We have practiced interpreting and responding to a report card. Now, look at the question at the bottom of the page. Can you interpret and respond to a report card? Write a checkmark in the box.


UNIT 9 T-172

Talk to school personnelLesson 4


1 BEFORE YOU LISTEN

a Discuss.Ifyouwereenrollingachild...

• Defineenrollingassigning up or registering a child for school.

• Elicitquestionsthatstudentswouldaskandwritethemontheboard.

B GROUPS.Discuss.Insomeschooldistricts,...

• Formgroups.Trytomakesurethereareparentsofschoolchildrenineachgroup.

• Giveatimelimitfordiscussion.• Callonstudentstosharetheiranswerswiththe

wholeclass.

Culture Connection

Inmostcities,schoolsarefundedbypropertytaxes,thatis,taxesthatarepaidbyhomeowners.Childrennormallyattendschoolinthedistrictwheretheylive.


2 LISTEN

a Mr.Lopezistalkingtothesecretary...

• Havestudentslookatthephoto.Ask:Who do you think the speakers are? Where are they? What do you think they are doing?

• Remindstudentstolistenspecificallyfortheanswertothequestion.Itisnotnecessarytounderstandeveryword.

• PlayCD2,Track31.• Callonavolunteertoanswerthequestion.


B Listentothefirstpartofthe...

• PlayCD2,Track31.• Havestudentsdotheexercise.• Callonstudentstoanswerthequestions.

c Readthequestions.Listen...

• Havestudentsreadthequestionsandpredicttheanswers.

• PlayCD2,Track32.Havestudentsanswerthequestions.

• Checkanswers.Ifstudentsareunabletoansweraquestion,playthatsectionoftherecordingagain.


Talk to school personnelLesson 4

T-173 UNIT 9


B ROLEPLAY.PAIRS.Role-playthissituation.

• Readtheroledescriptionsanddefinevocabularyasneeded,forexample,guidance counselor: the person at a school who helps students and parents make decisions about students’ education and their future.

• UsingtheconversationinExercise3asamodel,role-playthecallwithanabove-levelstudent.Playtheroleoftheschoolsecretary.

• Pairstudentsofsimilarability.Havethemchooseasituationandpracticetheirroleplayatleasttwice.

• Callonpairsofstudentstoperformtheirroleplayfortheclass.

3 CONVERSATION

Mr.Lopezcontinuestospeak...

• PlayCD2,Track33.Havestudentslistenandreadalongsilently.

• Optional:Haveabove-levelstudentslistenwiththeirbooksclosed.

• Checkcomprehension.Ask:What is Mr. Lopez’s first question? What does he need to do? What else does he want to do? What day is good for him?

4 PRACTICE


• Formcross-abilitypairsandhavestudentstaketurnsreadingeachrole.

• Walkaroundandlistenasstudentsarepracticing.• Askvolunteerstoperformtheconversation

fortheclass.


Pre-level Havestudentspracticewiththesamepartner.Above-level Havestudentscontinuetheconversationwiththreeorfourmoreexchanges,usingtheirownideas.

MULTILEVEL INSTRUCTION for 4B

Pre-level HavestudentswriteascriptforaconversationthatfollowsthemodeloftheconversationinExercise3.Havethempracticereadingthescriptseveraltimes.Thenhavethemrole-playwithoutusingtheirscript.Above-level HaveStudentA(theparent)choosethereasonforthecallwithoutinformingStudentB(thesecretary).Thiswillmaketheroleplaymoreauthentic.

c MAKEITPERSONAL.GROUPS.Schools...

• Formgroups.Haveeachgroupselectatimekeeper,anotetaker,andareporter.Thenotetakershouldwritedownthegroup’sanswertoquestion3.

• Giveatimelimit.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Haveeachgroup’sreportersharethegroup’sanswertoquestion3.


Extra Practice


UNIT 9 T-174

Talk about improving schoolsLesson 5


• Ontheboard,writethefollowingincompletesentences:1. My children go to a school that . . . , 2. I prefer teachers who . . . , and 3. I love gifts, which I receive from . . .

• Ask:What is special about your or your children’s school? What kind of teachers do you prefer? What kind of gifts do teachers love? Usetheanswersstudentsgivetocompletethesentenceswithadjectiveclauses.

• Underlinetheadjectiveclauseineachsentence.Double-underlinetherelativepronouns.Circlethenounthattheymodify.

• Explain:The underlined parts of the sentence are called adjectiveclauses.Who,that,andwhichare called relativepronouns.Adjective clauses give information about the nouns before them. In this lesson we’ll learn about adjective clauses.


Adjective clauses: Relative pronoun as subject of the clause• Copythesentencesfromthegrammarchartonto

theboard.Writeeachsentencewithjustonerelativepronoun.Readthesentencesaloud.

• Pointtoeachsentenceandask:Whatistheadjectiveclauseinthissentence?Whichnoundoesitmodify?

• ReadtheGrammarWatchnotes.Pointtothefirstsentenceinthegrammarchartandcirclestudents.Say:Students are people. In this sentence, both whoandthatare correct.

• Pointtothesecondexamplesentence.Say:An electric bill is a thing, so we use thatorwhich in the adjective clause.

• Circletherelativepronounsintheexamples.Say:These words are the subjects of the clauses. Pointtothefirstexampleandask:Who needs financial assistance? (students)

• Pointoutthatinsentenceswithadjectiveclauses,theverbintheadjectiveclausemustagreewiththenounthattheclausemodifies:We have a free lunch program for studentswho needfinancial assistance. I brought an electricbillthathasmy name and address on it.

• Pointoutthatanadjectiveclausecanalsocomeinthemiddleofasentence:Parents whoworkduringthedaycan ask for meetings in the evening.

Language Notes

•Adjectiveclausesthatgivedefininginformationaboutthenountheymodifyarecalledrestrictive clauses.Restrictiveclausesarenotsetoffwithcommas,forexample,Our school district is looking for teachers who can teach advanced science courses. Incontrast,clausesthatdonotgivedefininginformationaboutthenountheymodifyarecallednonrestrictive clauses.Theyaresetoffwithcommas,forexample,Mr. Costa, who teaches advanced science courses, is a popular teacher.•InNorthAmericanEnglish,restrictiveclausesthatdescribethingsorideascanbeginwitheitherthatorwhich.However,nonrestrictiveclausescanonlystartwithwhich.•Thatisfarmorecommonthanwhichinrestrictiveclauses.


1 PRACTICE

a Readtheparagraph.Underlinethe...

• Readtheexample.Suggestthatstudentsunderlinetheadjectiveclausesfirst,thencirclethenountheymodify.

• Havestudentsdotheexercise.• Callonstudentstoreadtheclausesthey

underlinedandtosaywhichwordstheycircled.

B Completethesentenceswithwhoorwhich.

• Havestudentsrestatetherulesforusingwho,that, andwhich.

• Readitem1.Havestudentscompletetheexercise.• Checkanswers.Havestudentssaywhichadditional

relativepronounwouldbecorrectineachitem.

Expansion: Speaking Practice

• Havestudentsplayadefinitionsgame.Instructthemtothinkofaperson,place,oranimalandwriteadescriptionofit,usinganadjectiveclause.

• Haveeachstudentreadhisorherdescription.Theclassshouldcallouttheperson,place,oranimalbeingdescribed.


Talk about improving schoolsLesson 5

T-175 UNIT 9

B Readthesentences.Crossouttherelative...

• Readitem1withtheclass.Ask:Can we cut the relative pronoun in this sentence? (no)Why not? (Itisthesubjectoftheclause.Averbcomesafterit.)

• Havestudentsdotheexercisealoneorinpairs.• Goovertheanswers.Havetheclasssayallpossible

waysofformingeachsentence.


• Playthedefinitionsgameagain,butthistimehavestudentsuseadjectiveclauseswithobjectrelativepronouns.Tellthemtouseobjectclausesintheirdefinitions.Forexample,It’s a tool (that) people use to cut hair. It’s an instrument (that) you hang on the wall, and it tells the time.

• Havestudentsreadtheirdefinitions,andhavetheclassguesswhattheitemis.


Show what you know!

GROUPS.Discuss.

• Formgroups.Havethemchooseatimekeeper,anotetakerandareporter.Thenotetakershouldwritedownthegroup’sideas.

• Giveatimelimitforthediscussion.• Havethereporterssharetheirgroup’sideas.Write

themontheboard.• Asafollow-up,pointtoeachideaandhave

studentsraisetheirhandsiftheyhavehelpedorarehelpingtheirchild’sschoolinthisway.

Progress Check

Canyou...talkaboutimprovingschools?Say:We have practiced talking about improving schools. Now, look at the question at the bottom of the page. Can you talk about improving schools? Write a checkmark in the box.


Adjective clauses: Relative pronoun as object of the clause• Copythesentencesfromthegrammarchartonto

theboard.Underlinetheadjectiveclauses.Double-underlinetherelativepronouns.

• Remindstudentsthatinsubjectclauses,whoorthatisthesubjectoftheclause.Itisfollowedbyaverb.Repeatoneoftheexamplesfromthegrammarchart.

• Pointtotheobject-patternexamplesandexplainthat,incontrast,inobjectclauses,therelativepronounisfollowedbyasubjectandaverb.

• Formostclasses,thisdescriptionofthedifferencebetweensubjectclausesandobjectclauseswillsuffice.Ifyourstudentsrequestamoredetailedexplanation,proceedasfollows:

1. Writethefirstexampleastwosimplesentences:1. I need a phone number. 2. I can call it.

2. Say:Sentences with adjective clauses have two clauses. Let’s suppose that they start out as two simple sentences. Notice the object in the second sentence. (Circle it.) To make a sentence with an adjective clause, we combine the two simple sentences into one sentence. In the second sentence, we replace the object it with that or which, and we put the relative pronoun after phonenumber.

3. Repeattheprocesswiththesecondexample.• ReadtheGrammarWatchnote.Havethestudents

lookattheexamplesagainandsayeachsentenceinthreeways.


2 PRACTICE

a ReadthelettertoparentsinWest...

• Readtheexamplewiththeclass.Makesurestudentsunderstandwhattocircle,underline,anddoubleunderline.

• Readtheitemsandclarifyvocabulary.• Havestudentsdotheexerciseindividuallyorin

pairs.• Callstudentsuptotheboardandhavethemmark

theitems.Makecorrectionsasneeded.

Interactive Practice pages 102–103

Extra Practice


UNIT 9 T-176

Read about after-school programsLesson 6


Readthelessontitle.Telltheclassthatinthislesson,theywillreadamagazinearticlethatexpressesthewriter’sopinionaboutafter-schoolprograms.

1 BEFORE YOU REAd

a CLASS.Whatdidyoudoafterschool...

• Goaroundtheroomandcallonstudentstoanswerthequestions.

B GROUPS.After-schoolprogramsneed...

• Ontheboardwritethesentencesfromthereadingcontainingthetargetwords:Because they have to make cuts in the annual budget, local school board officials are discussing whether or not to continue funding for after-school programs, andThere’s no good reason to reduce or eliminate programs that benefit our children. Readthesentencesoutloud.

• Encouragestudentstoguessthemeaningsofthewords.Writetheirguessesontheboard.

• Havethemlookupthemeaningsofthewordsandcomparethemwiththeirguesses.


2 REAd

a Lookatthehighlightedquote.What...?

• Holdupyourbookandshowstudentsthehighlightedquote.Readitaloud.

• Havestudentsguesswhattheauthor’sopinionaboutafter-schoolprogramsis.Writetheirpredictionsontheboard.

B Readandlisten.Wasyourprediction...Note:Donotpre-teachtheboldfacedvocabulary.TheitemsarepracticedinExercise4.• Ask:What is a commentary? (anarticleinwhich

someonecomments,orstateshisorheropinionaboutaquestionorissue)

• Readthetitle.Ask:What do some people want to do?(cutafter-schoolprograms)What does the author want? (nottocutthem)

• Havestudentsreadsilently,withoutusingdictionaries.Giveatimelimit,butallowmoretimetoreadifnecessary.

• Whentimeisup,pointtostudents’predictionsontheboardandask:Was your prediction correct?

• Callonvolunteerstostatetheauthor’sopinion.• Asafinalstep,playCD2,Track34asstudentsread

andlisten.


T-177 UNIT 9

Read about after-school programsLesson 6

4 WORd WORK

Findtheboldfacedwordsinthearticleand...

• Dothefirstitemwiththeclass.Haveastudentreadthesentenceinwhichfundingappears.Tellstudentstoreadthenextsentenceandselectthewordthathasthesamemeaning.(paying)

• Havestudentscompletetheremainingitemsandcompareanswerswithapartner.

• Callonstudentstosaytheanswers.

MULTILEVEL INSTRUCTION

Cross-ability Haveabove-levelstudentsworkwithpre-levelstudentstodefinetheterms.


Show what you know!

GROUPS.Discussanafter-schoolprogram...

• Withtheclass,makealistoftypesofafter-schoolprograms.Forexample,thereareprogramsatschools,incommunitycenters,andatparks.Mostcitiesalsohaveafter-schoolsports.

• Formgroups.Trytoincludeineverygroupapersonwithchildren.

• Giveatimelimitfordiscussion.• Towrapup,havevolunteerssharetheirknowledge

withthewholeclass.

Community Building

Ifpossible,gowithyourstudentstovisitanafter-schoolprogramonyourschoolcampusoratanearbyparkorcommunitycenter.Alternately,havestudentsresearchanafter-schoolprograminyourarea.

3 CHECK YOUR UNdERSTANdING

Reading Skill: distinguishing Fact from Opinion

• ReadtheReadingSkill.• Bringinanewspaperandshowstudentsthe

editorialpage.Explainthattheeditorialpagehaslettersandcommentariesoneventsinthenews.

• Discussthedifferencebetweenafactandanopinion,andgiveexamplesoflanguageassociatedwitheach.Afactissomethingthatcanbeproventobetrue.Factscanbesupportedbyobservation,byscience,orbynumbers.Anopinionissomeone’sbelief.Opinionscanbeidentified,forexample,byverbssuchasbelieve, think, suppose,andimagine;byadjectivalphrasessuchasIt’s important, essential, andcrucial;andbywordsthathavepositiveornegativeconnotations,forexample,anarticulatepoliticianversusaslickpolitician.


a Readthestatements.WriteF(fact)...

• Explainthatinthiscase,Fmeansfact,notfalse.• Readitem1withtheclass.• Havestudentsdotheexercise.• Checkanswers.Askstudentshowtheyknow

whetherthestatementisafactoranopinion.

B Completethesentences.

• Havestudentscompletethesentences.• Checkanswers.

c GROUPS.Discuss.Thetitleofthereading...

• Explainthatthewordcostcanrefertomoney,butitcanalsomeanharmful effects.

• Havestudentsgothroughthereadingandunderlinethebenefitsofafter-schoolprograms.

• Putstudentsingroups.Instructthemtodiscusswhatharmfulthingswouldhappenifthebenefitstheyunderlinedweretakenaway.

Expansion: Writing Practice

• Havestudentsrewriteeachoftheauthor’smainpoints(thebenefitsofafter-schoolprograms,accordingtotheauthor)intheirownwords.


Extra Practice


UNIT 9 T-178

Discuss school safety Lesson 7


Readthelessontitle.Asktheclass:Does your children’s school have a safety plan? What do you know about it?

1 BEFORE YOU LISTEN

CLASS.Whatmakesaschoolsafe?Whatcan...

• Readthefirstquestionandhavestudentsshareideas.Ifnecessary,asksuchspecificquestionsas:What makes a school safe physically? (fences,firealarms,etc.)What role does communication play in making a school safe? (Forexample,intheeventofadisaster,theschoolshouldhaveaplaninplaceforcontactingparents.)

• Readthesecondquestion.Ifnecessary,askstudentstothinkaboutspecificareasofsafetysuchasplaygroundsafety,accidentprevention,disasterprevention,antiterrorism,drugprevention.Youmaywanttolistthesetopicsontheboard.


2 LISTEN

a TheWestApolloElementarySchool...

• Havestudentslookattheillustration.Askthemtopointouttheschoolprincipal.Informstudentsthattheotherpeopleinthepicture—theparents,teachers,andcommunityleaders—areanadvisorycommittee, agroupwhosejobistoworkwiththeprincipaltomaketheschoolsafer.Note:Anadvisorycommitteeadvisessomeone—inthiscasetheprincipal—butdoesnothavetheauthoritytoactuallymakechanges.

• PlayCD2,Track35.• Havestudentsanswerthequestion.Iftheycan’t,

tellthemtolistenfortheword assist,whichmeanshelp.Playtherecordingagain.


B Readthequestions.Listen...

• PlayTrack35again.Havestudentslistenfortheanswerstothequestions.

• Checkanswers.Playtherecordingagainifnecessary.



T-179 UNIT 9


3 CONVERSATION

Pronunciation Watch

• Ontheboard,write:1. We should have left earlier. 2. We shouldn’t have stayed out late. 3. We could have taken the bus. 4. I couldn’t have met you last night. and 5. It must have rained.

• TellstudentstheywilllearnthegrammarofpastmodalsinLesson8.Fornow,quicklyexplaintheimpliedmeaningsofthesentences:1. We didn’t leave early. 2. We stayed out late. 3. We didn’t take the bus. 4. It was not possible for me to meet you last night. and5. I guess that it rained (probably because the streets are wet.)

• ReadthePronunciationWatchnote.Explainthatthefirstwordofthemodalisstressed.

• Readthesentencesontheboard.Tellstudentstofocusonthepronunciationofthepastmodals.

a Listentothesentences.Notice...

• PlayCD2,Track36.Havestudentslisten.• PlayTrack36again.Havestudentslistenand

repeat.


B Listentothesentences.Circle...

• PlayCD2,Track37.Havestudentslistenandfillinthemissingwords.

• Checkanswers.• Playtherecordingagainasneeded.


• Havestudentssaythesentencesaloudtoapartneraftertheyfillthemin.

c Twoparentsonthesafetyadvisory...

• PlayCD2,Track38.Havestudentslistenandreadalongsilently.

• Checkcomprehension.Ask:Why was Parent A disappointed? What does the playground need, according to the parents? What happened on the playground last week? What did the teachers do?

4 PRACTICE


• Formcross-abilitypairs.Havethempracticetheconversationtwice.

• Correctmispronunciationsofpastmodals.• Askvolunteerstoperformtheirconversation.


Cross-ability Havethelower-levelstudentreadthepartofParentB.Havethehigher-levelstudentreadtheroleofParentAandtakecaretopronouncepastmodalscorrectly.

Community Building

Inviteaguestspeakertotalktoyourclassaboutasafetyissuethatconcernsthestudentsinyourclass.Inhigh-crimeareas,forexample,thespeakermighttalkaboutwaystokeepsafewhiletravelingtoandfromschool.


B MAKEITPERSONAL.GROUPS.Imagineyou...

• Formgroups.Tellstudentstodiscusswhytheitemsonthechecklistareimportant.Havethemaddotheritems.

• Goovertheitemswiththewholeclass.Callonstudentstosaywhytheyareimportant.

• Askstudentswhichitemstheycheckedandaddedtothechecklist.(Theseitemswilldifferaccordingtothelocationofyourschool.Forexample,schoolsinCaliforniamustallhavesafetyproceduresincaseofearthquakes.)


Extra Practice


UNIT 9 T-180



• Drawacontinuumontheboard.LabelitDegrees of Certainty.Fromlefttorightortoptobottom,write 50%, 95%, and100%. Nextto(orunder)50%,writemay (not) have, might (not) have, could have;nextto(orunder)95%, write must (not) have;andnextto(orunder)100%, write cannot have, could not have.

• Writeoneortwoexamplesontheboard.Forexample,1.You must have heard about the plan. 2. Your children might have talked to you.Underlinethepastmodalsandsay:These are past modals. In this lesson, we’ll learn how to use them to talk about degrees of certainty about the past. For example, in the first sentence, the speaker is almost sure you heard about the plan. In the second sentence, the speaker thinks it is possible, but not certain, that your children talked to you.

• Helpstudentsnoticetheformofpastmodals:modal(+optionalnot)+have+pastparticiple.Writetheformulaontheboard.


Past Modals: Expressing degrees of certainty about the past

• Copytheaffirmativeformsofthesentencesfromthegrammarchartontotheboard.

• Readthefirst,second,andfourthsentencesaloud.Saythenegativeformofeachsentenceaswell.Pointto50%ontheillustrationontheboardandreadthefirstGrammarWatchnote.Reiteratethatmay have, might have, andcould havearesimilarinmeaning.However,could not havedoesnotmean50percentcertainty.(Itmeans100percent).

• Readthethirdexample (They must (not) have . . .) Pointto95%ontheillustrationontheboardandreadthesecondandthirdnotes.Explainthat95%meansalmost certain.

• Writeontheboard:They could not have noticed the problems.Pointto 100%andreadthelastnote.Reiteratethat100%meansyou are certain something did not happen because it is impossible.


1 PRACTICE

a Readtheconversationbetweenastudent...

• Readtheexample.• Havestudentsdotheexercise.• Checkanswers.Havestudentsreadtheclausesthey

underlined.

B Completethesentences.Use may have,...

• Clarifythedirections:Studentsshoulduseeachmodalonce.

• Remindstudentstousemay haveormay not have ifthespeakerisuncertain,must haveifthespeakerisalmostcertain,andcouldn’t haveifthespeakeriscertain.

• Havestudentsdotheexerciseinpairs.• Callonpairstoreadtheitems.Writetheanswers

ontheboard.Correctasneeded.

Expansion: Grammar Practice

• Writethefollowingconversationsbetweentwofamilymembersontheboard.1. A: Where’s my library book? It’s not here. B: Hmm. I’m not sure. Mom returned it to the library. 2. A: Why doesn’t Annie answer her phone? I’ve been trying to call her all day. B: She remembered to take her cell phone with her. 3. A: Where’s the car? B: It’s not here? Your brother taken it. 4. A: We’re out of milk. B: Mom gone to the store yet. 5. A: I just called Dad’s office. He’s not there. B: Well, it’s only four o’clock. He left yet.

• Havestudentsfillintheblankswithallpossiblemodals.Discussthemeaningsofthedifferentpossibilities.(Bestanswers:1.may/might/could have2.must not have3.must have4.must not have 5.couldn’t/can’t have)

• Pairstudentsandhavethempracticeeachconversationtwice,switchingroles.

Teaching Tip

Could haveandcouldn’t havearepotentiallyconfusingbecausetheaffirmativeformhasthemeaningof50percentcertainty,whilethenegativeformhasthemeaningof100percent.



T-181 UNIT 9


Show what you know!

STEP1.ReadaboutTuan’sproblem.

• Havestudentswriteasentenceusingeachofthepastmodalsmust have, may have, andmight have.

STEP2.PAIRS.DiscussTuan’sproblem.Use...

• Pairstudents.• Haveapersonfromeachpairwriteonepossible

causeontheboard.• Havetheclassreadthesentencesontheboard.Tell

studentstowritedownasmanysentencesastheycantellingwhatTuan’sparentsshouldhavedone.

• HaveastudentfromeachpairwriteonesentenceontheboardexpressinganopinionaboutwhatTuan’sparentsshouldhavedone.

STEP3.GROUPS.Shareyourideas.


Expressing advice or opinions about the past • Copythegrammarchartontotheboard.• Readthefirstsentence.Ask:Did the teacher stop

the fight? (no)ReadthefirstGrammarWatchnote.Say:Advisableinthepastmeans something was a good idea, but it didn’t happen. Shouldhaveshows that the speaker is sorry the action did not happen.

• Readthesecondsentenceandthesecondnote.Say:Notadvisableinthepastmeans the action was not a good idea, but it happened, and the speaker is sorry it happened.


2 PRACTICE

Somechildrenbehavedinunsafeways...

• Readitem1.Ask:How does the speaker feel about the children’s action? (Thespeakerdisapprovesorthinksitwasabadidea.)

• Havestudentscompletetheexercise.• Callstudentstotheboardtowritetheanswers.• Haveotherstudentsreadthesentencesonthe

boardandsayiftheyarecorrect.

Expansion: Grammar Practice

• Ontheboardwritethefollowingconversationbetweentwoparentsoruseanoverheadtransparency.Havestudentsfillintheblankswithpastmodals.A: The lighting in this parking lot is so much better. They installed new lighting. B: Looks like it. I think they made some other changes, too. A: Really? Like what? B: Well, I heard they have two teachers monitoring the playground at all times. I think some parents

complained that there wasn’t enough supervision. A: That’s a good change. They done it a long time ago, actually. B: I know. But it’s good that they’re fixing things now.(Answers:must have, may / might have, must have / might have / may have, should have)

• Havestudentsfillintheblanksinallpossibleways.Discusstheirchoices.

• Havestudentspracticereadingtheconversationinpairs.Callonvolunteerstoperformtheconversationfortheclass.

Culture Connection

InjuriescausedbycarryingheavybackpacksareagrowingproblemamongAmericanschoolchildren.Problemsincludepainintheshoulders,neck,andback;fatigue;incorrectposture;improperdevelopmentofbackmuscles;andevenfracturesofthespine.Expertsrecommendthatchildrenshouldcarrynomorethan15percentoftheirbodyweightintheirbackpacks,butstudieshaveshownthatmanychildrencarryasmuchas25pounds(possibly40to50percentoftheirbodyweight)ofbooksandsuppliestoandfromschool.

Progress Check

Canyou...discussschoolsafety?Say:We have practiced discussing school safety. Look at the question at the bottom of the page. Can you discuss school safety? Write a checkmark in the box.


Extra Practice


UNIT 9 T-182

Write a letter to the editorLesson 9

c PAIRS.Answerthequestionsabouttheletter.

• Readquestion1.Asaclue,tellstudentstolookforawordthatmeansadvantage (benefit).

Answer: Students benefit from the work their teachers do during in-service.

• Readquestion2.Askstudentstopredictwheretheywillfindtheanswer(following the word However)

Answer: Some parents do not have money to pay for babysitters on those days.

• Pairstudentsandhavethemanswerquestions1and2.Thenhavethemdiscussquestion3.

Answers will vary.

• Discussquestion3withthewholeclass.Youcanalsoaskstudentsiftheyagreewiththewriter’ssuggestedsolutions.

Writing Tip: Keeping Similar Information Together

• ReadtheWritingTip.• Ask:How did the letter writer organize the

information? • Elicitanswersandwritethemontheboardin

theformofanoutline.Forexample:I. Statement of the problem; II. Why it is a problem(thedisadvantages);III. Solutions; IV. The writer’s plan of action / recommendation.

• Note:Inthewritingmodel,boththeproblemandsolutionsarediscussedinthesecondparagraph.Youmaywanttosuggestthatstudentswritefourshortparagraphs,discussingthedisadvantagesinthesecond,andthesolutionsinthethird.

• Havestudentscopytheoutlineintotheirnotebooks.TellthemtheywillneeditwhentheydoExercise3.

Expansion: Writing Practice for 1C

• ReiteratetheinformationintheWritingTip.Thenpointoutthatoften,thedifferentsectionsofapieceofwritingareseparatedbytransitions.

• HavestudentsgothroughtheletterandcirclethetransitionsHowever, One possible solution, andA second possible solution.


• Ifnecessary,definea letter to the editorasa letter that a newspaper reader can send to the newspaper in which he or she expresses an opinion about issues in the news.

• Explainthatalllettersareread,thoughonlyafewgetpublishedinthepaper.

• Bringinacopyofanewspaperandshowstudentstheletterstotheeditorpage.

1 BEFORE YOU WRITE

a GROUPS.Parentssometimesdisagree...

• Tohelpfocusstudents’thinking,provideexamplesofrecentdecisionsthatyourlocalschoolboardhasmade.Askstudentsiftheyapproveordisapproveofthesedecisions.

• Formgroups.Havethemchooseatimekeeper,anotetaker,andareporteranddiscussanswerstothequestion.

• Giveatimelimit.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Towrapup,havethereporterfromeachgroupsharethegroup’sideas.


B Manynewspapersencouragetheirreaders...

• Readtheletteroutloudasstudentsreadsilently.• PointoutthesalutationLetter to the Editor.• Tellstudentstolookfortheadjectivesthatdescribe

thewriter’sfeelings.(surprised, upset, concerned)• Havestudentsreadtheletteragainsilently.• Callonstudentstosaywhichwordsthey

underlined.Ask:Do these words show the writer’s positive or negative feelings? (negative)


Write a letter to the editorLesson 9

T-183 UNIT 9


2 THINKING ON PAPER

a BRAINSTORM.Thinkaboutadecision...

• Copythebrainstormingchartontotheboard.• Chooseadecisionthatwasrecentlymadeinyour

schoolordistrict.Usethisdecisionasamodel.(Ifyouareunfamiliarwitharealexample,chooseahypotheticalone.Examplescouldbeadecisiontorequirestudentstowearuniforms,tobancellphonesfromcampus,toclosethecafeteria,toremovejunkfoodfromvendingmachines).

• Withstudents,brainstormandtakenotesonthepositiveandnegativeresults.Writeideasinthechart,notfullsentences.

B Choosethenegativeresultthatisthe...

• FollowthroughwiththeexampleyouintroducedinExercise2A.Forexample,iftheproblemisthedecisiontobancellphones,thebiggestnegativeresultmightbethatstudentsandparentsareunabletoreachoneanother.

• Copythegraphicorganizerontotheboard.Writethemodelprobleminthecenter.Withtheclass,brainstormasmanysolutionsaspossible.(Itcanbemoreorfewerthanfour.)Forexample,studentsmightbeallowedtocarrycellphones,butifthephoneringsduringclassateachercanconfiscateit.Anothersolutionmightbetorequirestudentstoleavephonesinlockers.Athirdmightbethatstudentsmustdepositphonesinabasketontheteacher’sdeskatthebeginningofeachclass.

• Formpairsorgroups.Havestudentsdiscusstheprosandconsofeachsuggestedsolution.Havethemchoosethetwobestsolutions.

• Callonvolunteerstosaywhichtwosolutionstheychose.Havethemexplaintheirreasons.

• Havestudentsselecttheirownproblemandbrainstormtheirownsolutions,usingthegraphicorganizer.

• Havethemsharetheirideaswithapartnerorpartners.


3 WRITE

Writeyourownlettertotheeditor...

• HavestudentstakeouttheoutlineyoudidofthemodelletterintheWritingTipafterExercise1C.

• Say:Use the outline to write your letter. It’s OK to change or add ideas while you are writing.

• ReadthechecklistitemsinExercise4.Tellstudentstousethemasaguidewhiletheyarewriting.

• Encouragestudentstousetheunitgrammar:adverbclausesofreasonandpurpose;infinitivesofpurpose;adjectiveclauses;andpastmodals.

• Havestudentswriteinclass.

MULTILEVEL INSTRUCTION for 3

Pre-level Givestudentstheoptionofprovidingjustonesolutiontotheproblemtheychose.Theycanshortenoromittheadvantagesordisadvantages.Above-level Havestudentswritefourparagraphs.Theyshouldincludetheadvantagesanddisadvantagesofthedecisionaswellastwoormoresolutions.

4 CHECK YOUR WRITING

• Havestudentsreadtheirparagraphsandchecktheboxesinthechecklist.Alternately,havethemrevisetheirparagraphsaccordingtotheitemsinthechecklist.

• Collectpapers.Makecorrectionsasneededinparagraphformat,grammar,andtheitemsinthewritingchecklist.

Expansion: Writing Practice for 4

• Havestudentsrewritetheirparagraphs.• Pairstudentsandhavethemreadtheirparagraphs

toeachother.• Havevolunteersreadtheirparagraphstotheclass.

page 108Interactive Practice

Extra Practice


UNIT 9 T-184

Show what you know!Review &Expand

1 REVIEW

Turntopage253fortheGrammarReview.

2 ACT IT OUT

STEP1.Reviewtheconversation...

• PlayCD2,Track30.Ifnecessarydirectstudentstothescriptonpage167.

STEP2.ROLEPLAY.PAIRS.Role-play...

STEP2.GROUPS.Discuss.Whatarethe...

• Formgroupsofthreeorfour.Haveeachgroupchooseatimekeeper,anotetaker,andareporter.Thenotetakershouldwritedownthereasonsandactionsthatthegroupproposes.

• Giveatimelimitfordiscussion.Walkaroundandprovidehelpasneeded.

• Havethereporterfromeachgroupsharethegroup’sideas.Listthesolutionsontheboard.

• Havestudentsvoteonthebestsolution.

Expansion: Speaking Practice for STEP 2

• Askstudentsiftheyhavehadasimilarexperienceandhowtheydealt(oraredealing)withit.

4 CONNECT

Turntopage261fortheSelf-EfficacyActivityandpage271fortheTeamProject.SeepageT-xiforclassroommanagementtipsfortheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage165.Askstudentstoturntopage165andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

Go to the CD-ROM for more practice.

Ifstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit9,encouragethemtoreviewtheactivitiesontheCD-ROM.

Teaching Tip

Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudents.

• Havestudentslookattheillustration.Ask:Who are the people? Where are they? What are they talking about?

• Readtheroledescriptions.• Withtheclass,brainstormaboutsomesolutionsto

theproblem.Listthemontheboard.• Modeltheroleplaywithanabove-levelstudent.

Playtheroleoftheteacher.Youcanbeginlikethis:Thank you for coming to see me, [name]. I wanted to talk to you about [child’s] grades. Includeoneormoreofthesolutionssuggestedbythestudents.

• Remindstudentstotrytousetheunitgrammarintheirroleplay.

• Tellstudentstopracticeoutloudatleasttwice.• Havevolunteersperformtheirrole-play.

3 REAd ANd REACT

STEP1.Considertheproblem.

• Readtheproblemoutloudwhilestudentsreadsilently.

• Tocheckcomprehension,ask:What is going to happen next Friday evening? What is the problem?


9 partners in education - english for results€¢ past modals: expressing degrees of certainty...

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