Classroom Materials/ Extra Practice
CD 6Tracks 2–24
Transparencies 11.1–11.9Vocabulary Cards Unit 11
T
MCAUnit 11
WorkbookUnit 11
Interactive PracticeUnit 11
Unit Goals
• Identifypartsofthebody• Makeamedicalappointment• Followmedicalinstructions• Identifycommonhealthproblems• Offersuggestionstosickpeople• Call911foremergencies• Readamedicinelabel• Writeaboutgoingtoadoctor
UNIT11 T-178
The body • Make an appointment
Get well soon!11Lesson 1
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Pointtodifferentpartsofyourbodyandask:What part of the body is this?
• GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.
• Repeatstudents’answersfortheclasstorepeat.Writethewordsontheboard.
• Statethelessonobjective:We’re learning the names of parts of the body.
Presentation 15 minutes
a Look at the parts of...
• ShowTransparency11.1orholdupyourbook.Pointtothepictureandsay:Parts of the body.
• PlayCD6,Track2.Pointtoeachpartofthebody.Studentslisten.
• ContinueplayingTrack2.Pointtoeachpartofthebodyagainandhavestudentsrepeat.
Books open.
• PlayTrack2again.Studentslistenandpointtothepartsofthebodyintheirbooks.
• ContinueplayingTrack2.Studentspointastheylistenandrepeat.
Expansion: Vocabulary Practice for A
• Formpairs.StudentApointstoapartofthebody.StudentBsaysthebodypart.Thenstudentsswitchroles.
B Listen and read...
• PlayCD6,Track3.Studentslistenandread.• ContinueplayingTrack3.Askstudentstolisten
andrepeatastheyread.
Expansion: Writing Practice for B
• Askstudentstowriteanywordsinthewordboxthatcanbemadeplural.Say:Ear—we have two of these. Ears.
• Havestudentscomparetheirlistswithaclassmate.Askforanswersandwriteafinallistontheboard.
Classroom Materials/ Extra Practice
CD 6Tracks 2–24
Transparencies 11.1–11.9Vocabulary Cards Unit 11
T
MCAUnit 11
WorkbookUnit 11
Interactive PracticeUnit 11
Future Intro TE_unit11_178–193.i387 387 12/30/08 6:00:45 PM
T-179 UNIT11
Lesson 1 The body • Make an appointment
Presentation 15 minutes
c Listen. Listen and repeat.
• ShowTransparency11.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.
• Elicitinformationaboutthepicture.Ask:What do you think? Who is the man calling? What is he talking about?
• PlayCD6,Track4.Studentslisten.PausetheCD.Askthecomprehensionquestionsagain.
• ContinueplayingTrack4.Askstudentstolistenandrepeat.
• NowshowthedialogonTransparency11.2orhavestudentsreadintheirbooks.PlayTrack4again.Studentslistenandreadsilently.
• ContinueplayingTrack4.Studentslistenandrepeat.
Controlled Practice 15 minutes
d PAIRS. Practice the conversation.
• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.
• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.
• Askvolunteerstorole-playtheconversationfortheclass.
E PAIRS. Make new conversations...
• ShowTransparency11.1orholdupyourbookshowingpage178.Chooseapartofthebody.Saythewordforstudentstorepeatchorally.
• Modelanewconversationwiththenewword.SaythelinesforSpeakerB.TheclasssaysthelinesofSpeakerA.Pointtothepartofthebodyduringthenewconversation.
• Tellstudentstomakethreeorfournewconversations.Havestudentsrole-playSpeakersAandB.
• Walkaroundandhelpasneeded.Thenaskvolunteerstorole-playoneoftheirnewconversationsfortheclass.
Communicative Practice 10 minutes
Show what you know!
GROUPS. Play a guessing game...
• Telltheclasstolookattheillustration.Saythesentenceinthespeechbubbleandhavetheclassrepeatthesentence.
• Studentschooseapartofthebodyfrompage178andtaketurnsactingoutaproblemandsayingwhatitis:Your hurts.
• Circulateandassessstudents’abilitytotalkaboutpartsofthebody.Ifstudentsneedmorepractice,reviewpages178and179.
Interactive Practice Pages 122–123
Extra Practice
Future Intro TE_unit11_178–193.i388 388 12/30/08 6:00:45 PM
UNIT11 T-180
Follow medical instructions • ImperativesLesson 2
Getting Started 5 minutes Presentation 15 minutes
a Your teacher will say and do...
• ShowTransparency11.3orholdupyourbook.Askstudentstolookatthepictures.Pointtothegroupofpictures.Say:Medical instructions.
• Say:Listen.Pointtoeachpicture.Sayeachaction.• Say:Listen. Watch me. Sayeachactionagainand
dothemfortheclass.
Expansion: Vocabulary Practice for A
• Formpairs.UsetheVocabularyCardsforpage180.StudentApointstoacard.StudentBsaystheinstruction.Thenstudentsswitchroles.
B Your teacher will say and do each action...
• Say:Listen. Do the actions with me. Don’t repeat.Encouragestudentstostandupandmovearound.
• Remindstudentsthattheyarenottalkingduringthisexercise.
c Your teacher will say...
• Say:Listen. Do the actions with me and repeat the words.
• Ifnecessary,modeltheexerciseoneortwotimeswithanabove-levelstudent.
Books open.
d Listen and read...
• PlayCD6,Track5.Studentslistenandread.• ContinueplayingTrack5.Askstudentstolisten
andrepeatastheyread.
Expansion: Listening Practice for D
• Saytheactionsinrandomorder.Havestudentsdotheactions.Encouragestudentstohelpeachotherdothecorrectaction.
Culture Connection
Insomecultures,itisimpolitetouseafingertopointataperson.Insteadofpointingtoindicateastudent,youcanuseyouropenhand,withpalmfacingup,toindicatewhichstudentyouarechoosing.
Teaching Tip
TotalPhysicalResponse(TPR)isalanguage-learningactivitywherecommandsandactionsarefirstmodeledandthenperformed.TPRactivitiesaddressthelearningstyleofkinestheticlearners;studentsareinvolvedphysicallyastheylearnandpracticelanguage.ExercisesA,B,andCareTPRactivities.
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Say:I’m at the doctor’s. I’m getting a checkup. The doctor and the nurse are asking me to do different actions. Can you tell me some actions? For example, I have to take off my jacket.
• ActoutsomeoftheactionsinExerciseA.Donotspeakwhiledoingtheactions.
• Elicitwhatstudentsknowwithoutcorrectingtheiranswers.Repeatwhatstudentssayandwritethesentencesontheboard.
• Statethelessonobjective:We’re learning about medical instructions.
Future Intro TE_unit11_178–193.i391 391 12/30/08 6:00:46 PM
Follow medical instructions • ImperativesLesson 2
T-181 UNIT11
Presentation 10 minutes
E Listen. Listen and repeat.
• ShowTransparency11.4orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.
• Elicitinformationaboutthepicture.Ask:What do you think? Are they a doctor and a patient? What is the problem?
• PlayCD6,Track6.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.
• ContinueplayingTrack6.Studentslistenandrepeat.
• NowshowthedialogonTransparency11.4orhavestudentsreadintheirbooks.PlayTrack6again.Studentslistenandreadsilently.
• ContinueplayingTrack6.Studentslistenandrepeat.
Controlled Practice 10 minutes
F PAIRS. Practice the conversation.
• ModeltheconversationinExerciseE.SaythelinesforSpeakerA.AvolunteerisSpeakerB.
• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.
• Askvolunteerstorole-playtheconversation.
Presentation 10 minutes
G Listen and read the story.
• PlayCD6,Track7.Studentslistenandread.• Studentsunderlinewordstheydonotunderstand.
Reviewthewordsbyactingthemout,givingdefinitions,ordrawingontheboard.
• PlayTrack7again.
H Read the story again...
• Doitem1withtheclass.ModelcirclingYes.• Havestudentscompareanswerswithapartner.• Tocorrectthisexercise,askavolunteertoreadthe
sentences.TellstudentstoholduptheirYESorNOcardstoanswer.
Critical Thinking Skill: Sequencing
•Setthecontext.Ask:What are some medical commands we learned? For example, take off your jacket. Writeanswersontheboard.•Tellstudentstothinkaboutadoctor’svisitandtowriteasmanycommandsastheyremember.Theymayincludesomecommandsnotalreadypresented.•Formgroups.Tellgroupstoprepareonelistofatleastsixcommandsintheorder(sequence)inwhichtheyhappenduringavisit.•Tofinishthisactivity,havegroupswritetheirlistsontheboard.Reviewtheorderofthecommandsineachlist.
MULTiLEVEL inSTrUCTion for H
Pre-level StudentsreadthesentencesandthencircleYesorNo.Above-level StudentswritethecorrectanswerforsentenceswithNo.Forexample: 2. Sonia has a doctor’s appointment on Monday.
Communicative Practice 10 minutes
Show what you know!
GROUPS. Look at page 180...
• Telltheclasstolookattheillustrationofthedoctorandthepatient.Saythesentenceinthespeechbubbleandhavetheclassrepeat.
• Havestudentschooseamedicalinstructionfrompage180.Studentstaketurnsgivingthegrouptheinstructions.Thegroupactsouttheinstructions.
• Circulateandassessstudents’abilitytofollowmedicalinstructions.Ifstudentsneedmorepractice,reviewpages180and181.
Pages 102–103 Pages 124–125
Extra Practice
Interactive Practice
Future Intro TE_unit11_178–193.i392 392 12/30/08 6:00:47 PM
UNIT11 T-182
Common health problems • ShouldLesson 3
B Listen and read...
• PlayCD6,Track9.Studentslistenandread.• ContinueplayingTrack9.Askstudentstolisten
andrepeatastheyread.
Expansion: Vocabulary Practice for B
• Formpairs.UsetheVocabularyCardsforpage182.Studentsworktogethertomatchthepictureswiththewords.
Expansion: Writing Practice for B
• Tellstudentstousethewordsinthewordboxandwritealistofhealthproblemswith-ache.Writethefinallistontheboard.
Controlled Practice 10 minutes
c PAIRS. Take turns. Point...
• StudentApointstothepicturesinExerciseA.StudentBsays:She has .orHe has
.Thenstudentsswitchroles.
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Say:Sometimes classmates don’t come to school or go to work because they don’t feel well. When you are sick or don’t feel well, describe your health problems. For example, do you cough? Showcoughing.
• Repeatstudents’answersfortheclasstorepeat.Writethewordsontheboard.
• Statethelessonobjective:We’re learning about common health problems.
Presentation 10 minutes
a Look at the health problems...
• ShowTransparency11.5orholdupyourbook.Pointtothegroupofpicturesandsay:Common health problems.
• PlayCD6,Track8.Pointtoeachpicture.Studentslisten.
• ContinueplayingTrack8.Pointtoeachpictureandhavestudentsrepeat.
Books open.
• PlayTrack8again.Studentslistenandpointtothepicturesintheirbooks.
• ContinueplayingTrack8.Studentspointastheylistenandrepeat.
Future Intro TE_unit11_178–193.i395 395 12/30/08 6:00:48 PM
Common health problems • ShouldLesson 3
T-183 UNIT11
Presentation 15 minutes
Books closed.
d Listen. Listen and repeat.
• PlayCD6,Track10.Studentslisten.PausetheCD.Askcomprehensionquestions:Does the man have a cold? Should he see a doctor now? Should he drink a lot of liquids?
• ContinueplayingTrack10.Askstudentstolistenandrepeat.
Books open.
• ShowTransparency11.6orhavestudentslookattheirbooks.Coverthepicturesonthetransparency.PlayTrack10again.Studentslistenandreadsilently.
• ContinueplayingTrack10.Studentslistenandrepeat.
E Read the sentences.
• ShowTransparency11.6orhavestudentslookattheirbooks.Coverthesentencesorhavestudentscoverthesentencesintheirbooks.
• Say:Your classmate doesn’t feel well. Look at the pictures. What should your classmate do? Encouragestudentstodescribewhattheysee.
• Pointtoeachpictureandsayeachsentence.Studentslistenandreadthesentences.Pointtoeachpictureandsayeachsentenceagain.Studentslistenandrepeat.
Expansion: Vocabulary Practice for E
• Formpairs.UsetheVocabularyCardsforpage183.StudentApointstoapicture.StudentBsaysthesuggestion.Thenstudentsswitchroles.
Controlled Practice 10 minutes
F PAIRS. Make new conversations...
• ModeltheconversationinExerciseD.SaythelinesforSpeakerA.AskavolunteertosaythelinesofSpeakerB.
• TellstudentstousethesuggestionsinExerciseEtomakenewconversations.Haveeachstudentrole-playSpeakersAandB.
• Askvolunteerstorole-playoneoftheirnewconversationsfortheclass.
Communicative Practice 10 minutes
Show what you know!
GROUPS. Look at the problems on page 182...
• Saythesentencesinthespeechbubblesfortheclasstorepeat.
• Havestudentschooseahealthproblemonpage182.• Thenstudentstaketurnstellingtheirclassmates
theirproblem.Thegroupgivessuggestions.• Circulateandassessstudents’abilitytosaythe
healthproblemsandoffersuggestions.Ifstudentsneedmorepractice,reviewpages182and183.
Critical Thinking Skill: Associating
•Setthecontext.Say:Good habits means good health. We should exercise, eat good food, not smoke, and more.•Formcross-abilitygroups.Writeontheboard:What should we do to have good health? Studentsmakealistofsuggestions.•Talkaboutthesuggestionsasaclass.Writealistontheboard.
Pages 104–105 Pages 126–127
Extra Practice
Interactive Practice
Future Intro TE_unit11_178–193.i396 396 12/30/08 6:00:48 PM
UNIT11 T-184
Call 911 for emergenciesLesson 4
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Ask:What is an emergency? If you have a headache, is that an emergency? When someone can’t get up and walk, is that an emergency? What else is an emergency?
• Repeatstudents’answersfortheclasstorepeat.Writethewordsontheboard.
• Statethelessonobjective:We’re learning to call 911 for emergencies.
Presentation 10 minutes
a Look at the emergencies...
• ShowTransparency11.7orholdupyourbook.Pointtothegroupofpicturesandsay:Emergencies.
• PlayCD6,Track11.Pointtoeachpicture.Studentslisten.
• ContinueplayingTrack11.Pointtoeachpictureandhavestudentsrepeat.
Books open.
• PlayTrack11again.Studentslistenandpointtothepicturesintheirbooks.
• ContinueplayingTrack11.Studentspointastheylistenandrepeat.
Expansion: Vocabulary Practice for A
• Formpairs.UsetheVocabularyCardsforpage184.Studentsworktogethertomatchthepictureswiththesentences.
B Listen and read...
• PlayCD6,Track12.Studentslistenandreadsilently.
• PausetheCD.Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask: 1. Is the man having a heart attack? 2. Is there a train accident? 3. Is there a car on fire? 4. Did someone rob the house?
• ContinueplayingTrack12.Askstudentstolistenandrepeatastheyread.
Expansion: Vocabulary Practice for B
• Formpairs.Studentsworktogethertomatchthepictureswiththeinformation.
Controlled Practice 10 minutes
c PAIRS. Take turns. Point...
• StudentApointstothepictures.StudentBsaystheemergencies.Thenstudentsswitchroles.
MULTiLEVEL inSTrUCTion for C
Pre-level StudentsAandBpointtothepicturesandsaytheemergenciesatthesametime.Above-level StudentApointstothepicturesinExerciseAandcoversthewordsinExerciseB.StudentBsaystheemergencieswithoutreadingthewordsinExerciseB.
Future Intro TE_unit11_178–193.i399 399 12/30/08 6:00:49 PM
Call 911 for emergenciesLesson 4
T-185 UNIT11
Presentation 10 minutes
d Listen. Listen and repeat.
• ShowTransparency11.8orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.
• Elicitinformationaboutthepicture.Ask:Who is the man calling? Why? What is the problem? What information does the man give the woman?
• PlayCD6,Track13.Studentslisten.PausetheCD.Askthecomprehensionquestionsagain.
• ContinueplayingTrack13.Askstudentstolistenandrepeat.
• NowshowthedialogonTransparency11.8orhavestudentsreadintheirbooks.PlayTrack13again.Studentslistenandreadsilently.
• ContinueplayingTrack13.Studentslistenandrepeat.
Controlled Practice 15 minutes
E Listen again...
• Havestudentsreadthesentences.• PlayCD6,Track14.Studentscircletheanswers.• Tocorrectthisexercise,askavolunteertoreadthe
sentences.TellstudentstoholduptheirYESorNOcardstoanswer.
F PAIRS. Practice the conversation.
• ModeltheconversationinExerciseD.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.
• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.
• Askvolunteerstorole-playtheconversationfortheclass.
G PAIRS. Make new conversations...
• Modelanewconversation.Callonavolunteertochooseanemergency.YousaythelinesforSpeakerA,andthevolunteersaysthelinesforSpeakerB.
• Tellpairstotaketurnsrole-playingSpeakersAandBforeachnewconversation.
• Walkaroundandhelpasnecessary.Thenaskvolunteerstorole-playoneoftheirnewconversations.
Communicative Practice 10 minutes
Show what you know!
CLASS. Take turns. Perform...
• Saythesentencesinthespeechbubblesfortheclasstorepeat.
• CallonvolunteerpairstoperformoneoftheirconversationsinExerciseG.
Teaching Tip
Foranyemergency,theresponderswillwanttoknowthecross streetfortheaddress.Thishelpsthemconfirmthelocation.Drawasimplemapshowingthestreettheschoolisonandthenearestcrossstreets.Pointtothecrossstreetandsay:The cross street is the closest street to where you are.
Critical Thinking Skill: Checking
•Tellstudentsthattheyneedtochecktomakesuretheyarereadyiftheyneedtocall911.•Studentsneedtobereadytoanswerfourquestions.Writeontheboard: 1. What’s your emergency? (What happened?) 2. Where’s the emergency? (Give address and
cross street.) 3. Who needs help? (Say age and number of
people.) 4. Are they conscious and breathing? (Talk about
the person who is hurt.)•Formpairs.Instructstudentstolookatpage184forexamplesofemergenciesandpage185forhelpfulvocabulary.Studentstaketurnsaskingandansweringthequestions.•Walkaroundandhelpasnecessary.Helpstudentswithpronunciation.
Pages 106–107 Pages 128–129
Extra Practice
Interactive Practice
Future Intro TE_unit11_178–193.i400 400 12/30/08 6:00:49 PM
UNIT11 T-186
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Ask:When you are sick, do you take medicine? Does medicine help you get well? What medicines do you take?
• Saystudents’answersfortheclasstorepeat.Writethewordsontheboard.
• Statethelessonobjective:We’re learning to read a medicine label.
Presentation 15 minutes
a Listen and point...
• Holdupyourbook.Pointtothegroupofpicturesandsay:Taking medicine when you are sick.
• PlayCD6,Track15.Pointtoeachpicture.Studentslisten.
• ContinueplayingTrack15.Pointtoeachpictureandhavestudentsrepeat.
Books open.
• PlayTrack15again.Studentslistenandpointtothepicturesintheirbooks.
• ContinueplayingTrack15.Studentspointastheylistenandrepeat.
Expansion: Vocabulary Practice for A
• Formpairs.StudentApointstothepicturesandStudentBsaysthewords.Thenstudentsswitchroles.
Life Skills • Understand a medicine labelLesson 5
Controlled Practice 15 minutes
B Listen for the information about...
• Tellstudentstheyaregoingtolistentotwoconversations.
• PlayCD6,Track16forConversation1.Studentslisten.PausetheCDsothatstudentscanreadandcircleaorbtocompleteitems1and2.
• ContinueplayingTrack16forConversation2.Askstudentstocompleteitems3and4.
• PlayTrack16again.Havestudentslistenandchecktheiranswers.
• Askvariousvolunteerstoreadthesentencesandsaytheanswers.
Future Intro TE_unit11_178–193.i403 403 12/30/08 6:00:50 PM
T-187 UNIT11
Lesson 5 Life Skills • Understand a medicine label
Presentation 10 minutes
c Read the directions on the label.
• Telltheclass:Every medicine has directions. It is very important to read the label before you take the medicine. Be sure you follow the directions exactly.
• Instructstudentstoreadthelabelsilently.Theyshouldunderlineanywordstheydon’tunderstand.
• Helpstudentsunderstandthewordsbydrawingontheboardorgivingdefinitions.
• Readthedirectionsonthelabeltotheclass.
Controlled Practice 15 minutes
d Read the directions again...
• Studentsreadthedirectionsagainsilently.• Doitem1withtheclass.Askstudentstopoint
totheinformationonthelabelthatanswersthequestion.Modelcirclingbastheanswer.
• Havestudentscompareanswers.Thensaytheanswersandhavestudentschecktheirwork.
Expansion: Writing Practice for D
• Havestudentswritethecompletesentencesonaseparatepieceofpaper.
Pages 108–109 Pages 130–131
Extra Practice
Interactive Practice
Future Intro TE_unit11_178–193.i404 404 12/30/08 6:00:51 PM
UNIT11 T-188
Getting Started 5 minutes
Books closed.
• Elicitstudents’ideas.Asktheclass:Do you ever see a doctor? Do you have a health problem? Why do you see a doctor? For emergencies? For accidents? For a high fever?
• Saythestudents’answerscorrectlyfortheclasstorepeatchorally.Writethewordsontheboard.
• Statethelessonobjective:We’re listening to Mariam. She’s talking about her health.
Presentation 20 minutes
a CLASS. Look at each picture...
• ShowTransparency11.9orholdupyourbook.Pointtoeachpictureandask:What do you see?
• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.
• Writewordsorphrasesontheboardaboutthepictures.
Books open.
B Listen to the story.
• PlayCD6,Track17.PointtoeachpictureonTransparency11.9orhavestudentslookattheirbooks.Studentslisten.
• Checkcomprehension.ShowTransparency11.9orholdupyourbook.Ask:
1. What is her name? How old is she? 2. In Mariam’s country, do sick people see a doctor? 3. How old is Mariam’s daughter? 4. What does her daughter want Mariam to do? 5. How is Mariam’s health now? 6. Does Mariam want to go to a doctor?
• PlayTrack17again.Askstudentstolistenandlookatthepicturesintheirbooks.
• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.
Mariam’s storyLesson 6
Future Intro TE_unit11_178–193.i407 407 12/30/08 6:00:52 PM
T-189 UNIT11
Lesson 6 Mariam’s story
Presentation 5 minutes
c Listen again and read.
• PlayCD6,Track18.Havestudentslistenandreadthestoryintheirbooks.
• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.
Expansion: reading Practice for C
• Formpairs.Studentstaketurnsreadingthestoryoutloudtoeachother.
Controlled Practice 20 minutes
d Read the story again...
• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.
• Toreviewanswers,askvolunteerstoreadasentenceandsaytheiranswer.
E GROUPS. Read the questions...
• Modelthediscussion.Askvariousstudentssomequestionsabouthowpeopletakecareoftheirhealthintheircountryorculture:How often do people go to a doctor? Does it cost a lot of money? Do people go to a doctor every year? Why do they go to a doctor? What kind of health problems do people have? Do children get checkups?
• Writeontheboardtherolesforthegroup: Student1: Read each question out loud.
Student 2: Make sure each student talks. Student 3: Tell the class the group’s answers.
• Walkaroundandencourageeachstudenttoparticipateinthediscussion.Tofinishtheactivity,askeachgrouptoshareitsinformation.
Communicative Practice 10 minutes
G GROUPS. Take turns. Read...
• Formcross-abilitygroups.Encourageabove-levelstudentstohelpastheysharetheirinformation.
MULTiLEVEL inSTrUCTion for F
Pre-level StudentscopyMariam’sstoryinExerciseConapieceofpaper.Above-level Studentswritetheirownstoriesonapieceofpaperaboutgoingtothedoctorintheircountry.ExerciseCisthemodel.
Critical Thinking Skill: inferring Consequences
•Setthecontext:Say:Mariam does not want to see a doctor. She’s not sick, so she doesn’t want to spend money to see a doctor.Askstudents:Why should she see a doctor for regular checkups?•Ask:What can happen if you don’t see the doctor each year? Talkaboutdifferenthealthproblemswiththeclass.Encouragestudentstoseeadoctororvisitaclinic.
F Write about going to a doctor.
• Modelwritingthesentencesontheboard.UseinformationabouttheUnitedStates.
• Walkaroundtheroomandhelpasnecessary.
Interactive Practice Page 132
Extra Practice
Future Intro TE_unit11_178–193.i408 408 12/30/08 6:00:52 PM
UNIT11 T-190
Language note
Thesoundsofe (sleep)andi (in)arevowelsounds.Thiseisalongsound.Openyourmouthalittle.Youwilllooklikeyouaresmiling.Practicethesoundwiththewordsleep.Thisiisashortsound.Openyourmouthalittle.Relaxyourmouthandtongue.Practicethesoundwiththewordin.
MULTiLEVEL inSTrUCTion for F and G
Pre-level HavestudentscopythewordsinExercisesAandConapieceofpaper.Haveaclassmatecheckthespelling.Above-level Studentswritefivemorewordswitheeandi.Theycanuseanywordstheyknow.Formpairs.Havestudentssharetheirwords.Checkforthechoiceofwordstomakesuretheymatchthesameeandisoundsoftheseexercises.
E Listen. Write e or i...
• Explainthatstudentswillcompleteeachwordwitheeori.
• Dothefirsttwoitemswiththeclass.Writeontheboard:1. g ve 2. kn . Sayeachword.Haveavolunteercomeupandwritethecorrectletter.
• PlayCD6,Track21.Youmaywanttoplaythetracktwotimes.
• Havestudentschecktheiranswerswithapartner.
F DICTATION. PAIRS. Student A...
• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask
thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.
• Encouragestudentstocheckspellingaftereachword.
G DICTATION. SAME PAIRS. Student B...
• Tellstudentstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.
• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.
a Read the words out loud...
• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.
• Walkaroundandprovidehelpasneeded.
B Listen and repeat.
• PlayCD6,Track19.Studentslistenandrepeattoself-correct.
• Walkaroundandcheckstudents’pronunciationofe.• Playtheaudiotwoorthreetimes.
c Read the words out loud...
• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.
• Walkaroundandprovidehelpasneeded.
d Listen and repeat.
• PlayCD6,Track20.Studentslistenandrepeattoself-correct.
• Walkaroundandcheckstudents’pronunciationofi.• Playtheaudiotwoorthreetimes.
Show what you know!Review
1 THE SoUnDS oF E (SLEEP) AnD I (IN)
Future Intro TE_unit11_178–193.i411 411 12/30/08 6:00:53 PM
Show what you know!Review
T-191 UNIT11
2 VoCABULArY
a Listen. Listen and repeat.
• PlayCD6,Track22.Havestudentslistenandread.• ContinueplayingTrack22.Havestudentslisten
andrepeatchorally.• Checkcomprehension.Sayeachwordintheword
box.Havestudentsgiveadefinitionordrawapictureontheboard.OrshowTransparency11.1andhavestudentscomeupandpointtotheitems.
B PAIRS. Point to each part...
• Formlike-abilitypairs.Havestudentstaketurnspointingtoandsayingthepartsofthebody.
• Walkaroundandhelpasneeded.Helpstudentswithpronunciation.
3 SPEAKinG
The doctor asks: What’s the problem...
• Havestudentsreadthesituationandanswerchoicesintheirbooks.
• Say:Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritethecorrectansweron
theboard.
CD-roM Practice
Go to the CD-ROM for more practice.
Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit11,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.
Pages 110–111 Page 133
Extra Practice
Interactive Practice
Future Intro TE_unit11_178–193.i412 412 12/30/08 6:00:53 PM
Show what you know!expand
UNIT11 T-192
Teaching Tip
Topreparestudentsfortheactivity,showTransparency11.3orreviewthemedicalinstructionsonpage180.
a Listen. A doctor is talking...
• Setthecontext.Say:A doctor is telling a patient what to do.
• PlayCD6,Track23.Havestudentslisten.Ask:What did the doctor ask? Writetheanswersontheboard.
• PlayTrack23again.Havestudentschecktheanswersontheboard.
B GROUPS. Review the actions...
• Reviewthemedicalinstructionsonpage180withtheclass.
• Telleachgrouptochooseonepersonasthedoctorandtheothertwoaspatients.
• Havethe“doctor”studentsaythedirectionandtheotherstudentsdotheaction.
• Havestudentsswitchrolesuntileachstudenthasrole-playedthedoctor.
1 FoLLoW MEDiCAL inSTrUCTionS 2 TALK ABoUT HEALTH ProBLEMS
Teaching Tip
Topreparestudentsfortheactivity,reviewhealthproblems.ShowTransparency11.5orreviewpage183.
a Listen. Two friends are talking about...
• Setthecontext.Say:Listen to the two people talk about their health problems.
• PlayCD6,Track24.Havestudentslisten.Ask:What problems did they say? Writetheanswersontheboard.
• PlayTrack24again.Havestudentschecktheanswersontheboard.
B ROLE PLAY. PAIRS.
• Formcross-abilitypairs.• HavestudentslookattheinformationforRolePlay1,
StudentA.Modeltheroleplaywithanabove-levelstudent.
• TellstudentstodoRolePlays1and2.• Walkaroundandhelpasnecessary.Askpairsto
performoneoftheirconversationsfortheclass.
Future Intro TE_unit11_178–193.i415 415 12/30/08 6:00:54 PM
Show what you know!expand
T-193 UNIT11
3 UnDErSTAnD A MEDiCinE LABEL
a Read the directions on the label.
• Readeachlineofthelabelandhavetheclassreadsilently.
• Askquestionsaboutthelabel:What is the name of the medicine? Is it for children? etc.
• Readeachlineofthelabelandhavetheclassrepeat.
B Read the directions again...
• Writeitem1ontheboardanddoittogetherwiththeclass.Writetheanswerontheboard.
• Havestudentsworkindividually.Thenhavethemcompareanswerswithaclassmate.
• Havevolunteerswritetheiranswersontheboard.Makeanynecessarycorrections.
4 ConnECT
For your Team Project...
• GotopageT-xiforthegeneralteachingnotesfortheprojects.
Future Intro TE_unit11_178–193.i416 416 12/30/08 6:00:54 PM