going places! 2 - worldarcstudio ::: v2.0richmond-elt/files/nextsteptb2sam… · · 2012-08-08the...

TeachingTip

gggggTTT

Aims

Extension activity

Getting around Lesson 1

1 Reading To skim for gist; to confi rm or correct

information

2 Vocabulary To present and practice forms of

transportation

• Think of a member of the Gonzalez family. Students guess who it is by asking yes/no

questions: Is it a man? (No, it isn’t.) Does she like painting? (No, she doesn’t.) Does she play the piano? (Yes, she does.) Is it Lisa? (Yes, it is.)

1 Reading

a • Students look at the photo and the title of the

text. Ask: What city are we going to read about? (Chicago.)

• Look at the list of headings with the class. Ask

students to read the fi rst paragraph of the text

quickly and match it with the correct heading (on

foot). Ask students how they found the answer (the paragraph mentions shoes).

• Students skim the text and match the headings

with the paragraphs. Remind students that it isn’t

necessary to understand every word in the text

in order to complete the task.

Answers: on foot, by train, by bus, by taxi, by bike,

by boat, by car

b • A volunteer reads the fi rst sentence. The class

decides if it is true or false. Ask: How do you know? • Students decide if the rest of the sentences are

true or false, and offer evidence from the text for

their answers.

Answers: 1. True. (The text mentions subways and

elevated trains.) 2. True. (It’s diffi cult to park.)

3. False. (Trips last a minimum of one hour.)

4. False. (Children under seven ride for free.)

2 Vocabulary: transportation

a • Write goes on land, goes on water and goes in the air as headings on the board. Students copy

them in their notebook and sort the forms of

transportation into each category. Ask: Which form of transportation doesn’t go in any category? Volunteers write the answers on the board.

Going places! 2

Unit 2

Answers: goes on land—train, bus, motorcycle,

taxi, skateboard, bike, car; goes on water—ferry,

ship, boat; goes in the air—airplane. Subway doesn’t fi t any category because it goes

underground.

b • Ask a student: How do you get to school? Ask the

class if there is another possible way. Discuss

how some forms of transportation are more

convenient than others, depending on the

distance involved, how many people are traveling,

and so on.

• Put students into pairs to discuss possible ways,

and the best ways, to get to the different places

from their home.

There are many reasons for reading a text in real

life, and we often don’t have to understand every

word. It’s important for students to know why

they are reading a text and to choose their reading

strategy accordingly.

• Students imagine that the local tourist offi ce

wants to publish a brochure about the best ways

to get around the area.

• Students form groups of three. Each member

chooses two forms of transportation in the local

area and writes about them, using the text on

Chicago as a model.

• Students compile their information into a

brochure and give it to other groups to read.

T16

Warm-up activity

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Aims

Grammar Guide

3 Useful English To present and practice language

for buying tickets for public transportation

4 Grammar review and pronunciation

To review the past simple; to practice the

pronunciation of –ed in past simple verbs

• Write a sentence with transportation vocabulary

on paper. Show the sentence to a volunteer, who

mimes it to the class: I go to school by bus. • The student who guesses correctly mimes the next

sentence.

3

Useful English: buying a ticket

a • Tell students they are going to hear four

conversations with people buying tickets.

• Play CD 1 Track 10. Students listen and identify

the forms of transportation.

Answers: 1. bus 2. train 3. taxi 4. boat

b • Students read the sentences and try to guess

the missing words. Play the track again. Students

complete the sentences. Elicit or explain the

meaning of unfamiliar terms.

Answers: 1. One, round 2. adult, child

3. station 4. ten minutes

c • Divide the class into A/B pairs. Students A turn to

page 101. Students B turn to page 105. Students

must not look at each other’s book. Read the

instructions together. Students take turns being

ticket sellers and customers.

Answers: Student A: Total cost for one-way tickets

to Chicago for two seniors, one adult, one child,

one child under two—$115 Student B: Total

cost for round-trip tickets to Boston for one

senior, two adults, two children—$102.

4 Grammar review and pronunciation:

past simple and –ed

a • Students look at the verbs in the box. Ask: What is the past form of each verb?

• Students use the past forms to complete Emily’s

letter and then check their answers in pairs.

Answers: had, went, took, walked, looked, stayed,

didn’t like, did/get

b • Students delete the incorrect rule about the past

simple. Choose students to give examples for

each correct rule.

Answer: The incorrect rule is 3, as we don’t add

–ed to form the past of irregular verbs.

• Write on the board: I had a great birthday. Joey didn’t like it. Did you get my thank-you note?

• Explain:

- We use the past form in affi rmative sentences.

- We use didn’t and the infi nitive in negative

sentences.

- We use did and the infi nitive in questions.

• Ask: - Do we use the past form in questions and negatives?

(No, because did and didn't indicates the past.)

c • Write the phonetic symbols /d/, /t/ and /Id/ on

the board. Pronounce each phoneme and then

explain that the sounds are the three possible

pronunciations of the fi nal –ed in the past simple

form of regular verbs.

• Students read the information in the table. Explain

that unvoiced sounds do not use the vocal chords

and voiced sounds do.

• Play CD 1 Track 11. Students listen and write the

phonemes next to the examples.

Answers: /Id/, /t/, /d/

d • Students predict the pronunciation of –ed in the

seven verbs and write the symbol.

• Play CD 1 Track 12. Students listen and check

their answers.

Answers: /d/, /t/, /Id/, /t/, /Id/, /t/, /d/

• Brainstorm fi fteen regular verbs with the class and

write their past form on the board: visited, asked, loved.

• Students draw a three-by-three grid in their

notebook. In each square, they write /d/, /t/ or /Id/.

• Call out verbs from the list. Students write the

past form in a square with the appropriate symbol.

• The fi rst player to fi ll all the squares wins and

becomes the next caller.

Lesson 1

T17 Unit 2

Warm-up activity

Extension activity

NS2_SB_UNIT2.indd 17 6/3/10 5:46:39 PMTB2U2.indd 6TB2U2.indd 6 8/17/10 4:35 PM8/17/10 4:35 PM

Unit 217

3 Useful English: buying a ticket

a 1.10 Listen to four conversations and decide which form of transportation the people want to take.

b Listen again and complete the sentences.

1. _________ way or _________ trip? 3. Take me to the _________, please.

2. We need one _________ and one _________. 4. The next boat leaves in ___________.

c Work in pairs.

Student A: turn to page 101. Student B: turn to page 105.

4 Grammar review and pronunciation: past simple and –ed

a Complete the postcard with the past form of the verbs.

b Which rule about the past simple is incorrect? Delete it.

1. We use the past form in affi rmative sentences. 3. We add –ed to make the past form of all verbs.

2. We use did and the infi nitive in questions. 4. We use didn’t and the infi nitive in negative sentences.

c 1.11 Listen to the pronunciation of –ed in the examples. Write the correct sound in the table: /d/, /t/ or /Id/.

d 1.12 How is the past form of these verbs pronounced? Listen and write /d/, /t/ or /Id/.

clean ___ cook ___ start ___ fi nish ___ need ___ watch ___ love ___

SEARS TOWER

Lesson 1

Verb Example Sound

Final sound /t/ or /d/ (wait, need)

Unvoiced fi nal sound (look, jump)

Voiced fi nal sound (play, seem, live)

Joey and Mom waited for us.

We looked out on the city.

Joey played a game.

walk take look get stay

not like go have


Unit 2 18

1 Vocabulary: car parts

a Label the parts of the car.

b Complete the sentences about the car in the photo.

1. There are four ___________, four ___________ and two ___________.

2. The ___________ is at the front, and the ___________ is at the back.

3. The ___________ is under the ___________.

2 Reading

a Read the text and label the cars in the photos.

b Whose car do the sentences refer to? Write B (Benz), D (Daimler) or F (Ford).

1. It was a stagecoach with an engine. ___ 3. It had three wheels. ___

2. It was the fi rst car with a gas engine. ___ 4. It had a windshield. ___

Lesson 2 There were only 4,000 cars in the world!

windshield

engine

hood

trunk

steering wheel

tire and wheel

horn

door

THE HISTORY OF CARS

1.

7.

4.

2.

3.

8.6.

5.


Unit 2

TeachingTip

gggggTTT

Aims

There were only 4,000 cars in the world!

1 Vocabulary To present and practice car parts

2 Reading To scan for specifi c information

• Students write fi ve true and false sentences about

what they did and didn’t do last weekend: I played basketball on Saturday. I didn’t go to the movies.

• Students form pairs and share their sentences.

Their partner guesses which ones are true and

false. Every correct guess wins a point.

• Students rotate pairs until everyone has fi ve points.

1

Vocabulary: car parts

a • Start drawing a simple car on the board. Ask while

you draw: What am I drawing? What else does the car need? Take suggestions from students and add

them to the car: doors, seats… • Students label the parts of the car with the words

in the box. Use the drawing on the board to help

with unfamiliar vocabulary.

Answers: 1. hood 2. windshield 3. trunk

4. engine 5. steering wheel 6. horn 7. door

8. tire and wheel

b • Students complete the sentences with car parts.

Answers: 1. tires, wheels, doors 2. hood/engine,

trunk 3. engine, hood

• Write on the board: You use the ______ _____ to turn the car. Ask: What’s the missing word? (steering wheel)

• Students write two similar sentences about parts

of a car. In pairs, students complete their partner’s

sentences.

Collect jokes, proverbs and quotations to spark

students’ interest and provide an opportunity for

learning vocabulary in context. Write one on the

board daily for students to read before class gets

started. Students can also contribute: “Last night I shot an elephant in my pajamas and how he got in my pajamas, I’ll never know!” (Groucho Marx.) “Early to bed and early to rise makes a man healthy, wealthy and wise.” (Unknown, made popular by Benjamin Franklin.)

2

Reading

a • Students look at the photos. Ask: What are the names of these old cars? Students scan the text

quickly to fi nd out.

Answers: the Ford Model T; the Benz Motorwagen

b • Elicit the makers of the three cars mentioned in

the article: Benz, Daimler, Ford. Students read the

sentences and then read the text more carefully

to decide which car they describe.

Answers: 1. D 2. B 3. B 4. F

Materials: dictionaries (one per group of three).

• In groups of three, students fi nd fi ve more car

parts in a dictionary.

• Each group works with another group. In turn,

groups mime a part of the car—such as adjusting

a rearview mirror, fl ipping down a visor or rolling

down a window—for the other group to guess the

car part.

• The class compiles a master list of car parts.

Lesson 2

T18

Warm-up activity

Extension activity


Unit 2

Grammar Guide

Aims

Lesson 2 Who’s that?

3 Grammar To present and practice there was/were 4 Listening For specifi c information

5 Writing To describe a picture using there was/were

• On the board, write: Advantages, Disadvantages. Say:

There are over 600 million cars in the world today. Is this a good thing? Why or why not?

• Elicit opinions and write them under the headings.

3

Grammar: there was/were

a • Students underline examples of there was/there were in the text on the history of cars.

• In pairs, students match the parts of the rules.

Answers: There weren’t any tires, and there wasn’t

even a steering wheel! There were only 4,000 in

the whole world. There was a windshield. By 1927

there were over fi fteen million Model Ts on the

road. 1. singular or uncountable nouns.

2. plural nouns. 3. add not to was/were. 4. invert

was/were and there.

• Copy the examples in 3a on the board. Explain:

- We use there was and there were to describe the

existence, number or location of things in the past.

- We use there was with singular or uncountable

nouns.

- We use there were with plural nouns.

• Elicit how negatives and questions are formed with

to be: In negative sentences, we add not. In questions, we invert the subject and to be.

b • Students complete and answer the questions.

Answers: 1. Were; No, there weren’t. (There were

wheels but there weren’t any tires.) 2. Was; No,

there wasn’t. 3. Were; Yes, there were. 4. Was; Yes,

there was.

c • A volunteer reads the example. In pairs, students

compare the Motorwagen with modern cars, using

the photo and the information in the text for help.

Possible answers: There wasn’t a steering wheel

on the Motorwagen. There weren’t any tires.

There weren’t any mirrors. There were only three

wheels. There wasn’t a trunk or a hood. There

weren’t any doors.

4

Listening

a • Students read the poster. Elicit or explain the

meaning of unfamiliar terms and ask what the

photo shows (subway workers).

• Say: Lisa’s talking about her trip to this museum. Play

CD 1 Track 13. Students put a check mark next to

what Lisa mentions.

Answers: Lisa mentions everything except the

special exhibitions.

b • Students read the prompts. Play the track again.

Students circle the correct answers.

Answers: 1. cool 2. student 3. art 4. Other

kids 5. hungry

• Ask: What was your favorite school trip ever? Write

on the board: Where/go? What/do? Who/go with? In pairs, students ask and answer the questions.

Challenge students to continue their conversation

as long as possible.

5 Writing

a • Students turn to page 108. Students study the

picture for one minute.

• With their book closed, students write sentences

with there was/were about the picture. Set a time

limit.

Possible answers: There were fi ve old cars. There

was an old school bus. There were two men.

There was one woman. There were three children.

There was one security guard. There were two

cats. There were three futuristic cars. There was

one car with six wheels. There were four horns

and eight wheels. There were three motorcycles.

b • Students compare their sentences in pairs. Ask:

How many of your sentences are the same? If there

are differences, pairs turn to page 108 to check.

• Find out which student and which pair wrote the

most correct sentences.

Materials: Poster paper (one sheet per group of

four).

• Students form groups of four. Groups choose

a local place of interest they want to visit on a

school trip.

• Using the New York Transit Museum poster as a

model, groups compile a list of activities offered

and design a poster.

• Students vote on the most interesting place.

T19

Warm-up activity

Extension activity

New York Transit Museum


Unit 219

3 Grammar: there was/were

a Find examples of there was and there were in the text. Then match the two parts of the rules.

1. We use there was with add not to was/were.

2. We use there were with invert was/were and there.

3. To make the negative, we plural nouns.

4. To make questions, we singular or uncountable nouns.

b Complete the questions. Then answer them.

1. ______ there tires on the fi rst car? ____________________________________

2. ______ there a steering wheel on the Motorwagen? ____________________________________

3. ______ there four wheels on Daimler’s car? ____________________________________

4. ______ there a windshield on the Model T? ____________________________________

c Work in pairs. Compare the Motorwagen with modern cars. Find as many differences as you can.

There wasn’t a windshield on the Motorwagen.

4 Listening

a 1.13 Listen to Lisa talking about her school trip. Check ( ) what she mentions on the poster.

b Listen again. Circle the correct answer.

1. Lisa said the museum was good / cold / cool.

2. Brad Marshall is a teacher / student / bus driver.

3. They took a class on buses / art / birthdays.

4. Brad / Lisa / Other kids played in the bus.

5. When Lisa got home, she was hungry / bored / angry.

5 Writing

a Turn to page 108. Look at the picture for one minute. Then close your book and write sentences about the picture with there was and there were.

b Work in pairs. Compare your sentences. Then turn to page 108 again and check. Who wrote the most correct sentences?

There were four children.No, there weren’t. There were three children!

Lesson 2

New York Transit New York Transit MuseumMuseum

New York Transit Museum

• Special exhibitions • Movie of the history of New York transportation • Historical buses

• Guided tours • Special classes for schools • Birthday party room • Play bus


Unit 2 20

HomeYour SpaceYour SpaceYour Space: Get out!Your Space: Get out!

a Read the text and take notes.

b Work in pairs. How was your life different from Nyjah’s at age eleven? Ask and answer.

a Read the text and correct the statements.

1. Armando was visiting his grandparents. ____________________________________________

2. TGV stands for “the fastest train in the world.”____________________________________________

3. The fastest speed is 300 km/h. ____________________________________________

b Work in groups. What was your best trip ever? Talk about where you went, what forms of transportation you used and what you did there.

name age hometown famous for current activities

1. Where did you go to school? 3. What did you watch on TV?

2. What sports did you like? 4. What were your hobbies?

This month Your Space reader Armando Marks tells us about his best trip ever!Hi! Last summer when I was visiting my cousins in France, I had the chance to travel on this TGV. TGV stands for “train a grande vitesse” (that’s French for “high-speed train”). It’s the fastest train in the world. It can go as fast as 574 km/h, but it usually travels at around 300 km/h. It was amazing. It was like being in an airplane—comfortable and very fast. How cool is that?

What were you doing when you were eleven? Going to school and doing your homework? We’re pretty sure that you weren’t competing in an international extreme sports competition, right? Well, Nyjah Huston was! Nyjah was the youngest person ever to compete in the X Games, where he fi nished eighth in the men’s skateboard park competition. He also appeared on the cover of Slap, a U.S. skateboarding magazine, when he was only ten. Nyjah was born in 1994 and he’s from Davis, California. These days Nyjah fl ies around the world to go to competitions, fi lm videos and give demonstrations of his great talent.

What wweree yoyouu do ng whend i

you were eleven? Going to school and

What wwwereree yoyou u dodoiningg when you were eleven? Going t h l


Unit 2

TeachingTip

gggggTTT

Aims

Extension activity

1 An amazing skateboarder To take notes on a

text; to compare one’s life with a celebrity’s

2 Best transportation To scan for specifi c

information; to talk about a favorite trip

• Students study Poster 2 for two minutes. Cover

the poster.

• Students form pairs and write as many sentences as

they can about the poster using there was and there were: There were three children in the living room. There was a dog on the bed in one of the bedrooms.

1 An amazing skateboarder

a • Ask: Where do people skateboard around here? Do you know about any famous skateboarders? Ask students if they recognize the person in the

picture.

• Students copy the headings from the box into

their notebook and then read the text to take

notes under each heading. Students compare their

answers in pairs.

Answers: name—Nyjah Huston; age—born in

1994 (seventeen in 2011); hometown—Davis,

California, USA; famous for—youngest person

ever to compete in the X Games, fi nished eighth

in men’s skateboard park competition, on cover of

Slap magazine at age ten; current activities—fl ies

around world to compete, fi lms videos, gives

skateboarding demonstrations

b • In pairs, students ask and answer the questions

to fi nd out what they did when they were eleven

years old. They compare their life with Nyjah’s at

the same age.

• Several students talk about their partner’s life at

age eleven.

If a student fi nds it diffi cult to speak about their

partner’s life, encourage other students to ask specifi c

questions: Did David like sports? Did he have any hobbies? Then elicit full sentences from the student:

David liked sports. His hobbies were…

Your Space: Get out!

T20

Warm-up activity

2 Best transportation

a • Students look at the photo and read the title of

the article. Ask: Where did Armando go on his trip? Students scan the article quickly and fi nd out: He went to France.

• Students read the statements and then read the

text more carefully to correct them. Volunteers

give the answers.

Answers: 1. He was visiting his cousins. 2. It means

“high-speed train.” 3. The fastest speed is 574

km/h.

b • Write question words on the board and elicit past

simple questions about a trip: When did you go? Where did you go? Who did you go with? What did you do/visit/see? How long did you stay? How did you get there?

• Students form groups of three and talk about

their best trip ever. Students take turns answering

the questions. The other group members listen

carefully and ask questions to elicit more details.

Materials: Poster paper (one sheet per group of

four).

• Students form groups of four. Write on the board:

Our life at eleven. Under the title, write: school, sports, TV and hobbies.

• Distribute the poster paper. Explain that groups

must use the title and headings on the board and

their answers in activity 1b to design a poster

about their life when they were eleven years old.

They write sentences related to each area.

• Groups illustrate their poster and display it in the

classroom.

Your SpaceYour Space: Get out!


Unit 2

Aims

Warm-up activity

3 Heelys To listen for gist and specifi c information

4 My roller skates To scan for specifi c information;

to write about a favorite possession

• Divide the class into two teams. One member of

each team comes to the board. Write a scrambled

vocabulary term about transportation or car parts

on the board: dhoo.

• The fi rst student to unscramble the word and

write a correct sentence using it wins two points

for the team: hood; The hood is at the front of a car. • Repeat the procedure with other words and

students.

3 Heelys

a • Ask students if they have any of the products in

the picture and if they know what they are called

in English.

• Tell students they are going to listen to a report

on one of the products. Play CD 1 Track 14.

Students listen and put a check beside the

featured product.

Answer: Heelys, the shoes with one wheel at the

back.

b • Read the questions with the class. Play the track

again. Students answer the questions in their

notebook and check their answers in pairs.

Answers: 1. Heelys have one wheel inside the heel

of each shoe. 2. They came out in 2001. 3. They’re

for everybody—children, teenagers and adults.

4. No, they don’t. They look like regular tennis

shoes.

4 My roller skates

a • Students look at the picture. Ask: Can you roller-skate? Do you have a pair of skates?

• Write who and what on the board. Ask: Which questions take who and which take what? (What—1, 3; who—2.)

• Students read the text and answer the questions.

Choose students to ask and answer out loud to

check.

Answers: 1. They gave her a pair of roller skates.

2. Lori goes every day. 3. She’s learning to dance

on her roller skates.

b • Say to a student: Ask me what my favorite possession is. Write the possession on the board. Volunteers

ask you the questions in the book to get more

information. Write your answers on the board.

• Students write a text about their favorite

possession, using the answers on the board and

Lori’s text as a model. Help with vocabulary as

necessary.

• Volunteers read their text to the class.

• In pairs, students write three questions about their

partner’s text about a favorite possession.

• Pairs exchange texts and questions with another

pair, and answer the questions with full sentences.

T21

Extension activity


Unit 221

Support Links ForumAbout NS Contact

a 1.14 Listen to the report and check ( ) which product is described.

b Listen again and answer the questions.

1. How many wheels do Heelys have?

_________________________________

2. When did they fi rst come out?

_________________________________

3. Who are they for?

_________________________________

4. Do they look like roller skates?

_________________________________

Before you take the Next Step, go back to page 16. Can you do everything in Unit 2 Part A?

a Who or what…

1. did Lori’s parents give her? ______________________________________

2. goes roller-skating every day? ______________________________________

3. is Lori learning to do? ______________________________________

b Write a similar text about your favorite possession.

1. When and where did you get it?

2. What does it look like?

3. Why do you like it?

I got these roller skates for my thirteenth birthday and I love them. My parents gave them to me, but I chose them. They are white, with pink wheels and a white brake on the front. I like the colors but it’s hard to keep the skates clean. I go roller-skating every day and I’m learning to dance on

my roller skates.

Lori, 14

I got these rooller sheset tI t th ll


Unit 2 22

1 Listening

a 1.15 Lisa and Kevin are on their way home after visiting cousins in Philadelphia. Listen and choose the correct picture.

b Listen again. Correct the statements in your notebook.

1. Lisa and Kevin are on the bus. 3. Kevin was reading a magazine.

2. They missed the bus because they arrived late. 4. The next bus is in half an hour.

2 Grammar: past continuous

a 1.15 Listen again and complete the sentences from the conversation.

1. What ______________ you doing?

2. I ______________ reading a magazine.

3. ______________ you listening for the announcement?

b Circle the correct options to complete the rules.

1. The past continuous describes actions in progress now / at a time in the past.

2. We form the past continuous with was or were + –ing / did + –ing.

3. In questions with the verb “to be,” the subject goes before / after the verb.

4. We use didn’t / not to make the verb “to be” negative.

c Unscramble the questions in your notebook. Then ask and answer in pairs.

1. you / what / doing / night / were / 8 p.m. / last / at

2. homework / you / doing / at / 9 p.m. / were / your

3. your / were / doing / at / parents / what / 10 a.m. / yesterday

Lesson 3 What were you doing?

Take the Next Step: Unit 2 Part BTalk about actions in progress in the past

Use the past simple and continuous

Use visual information to help listen


Unit 2

Grammar Guide

Aims

1 Listening To listen for gist and to correct

information

2 Grammar To present and practice the past

continuous

Materials: A tray, a cloth.

• Borrow small objects from students, such as a

watch, a pen, a notebook and an earring.

• Arrange the objects on the tray. Everyone studies

the objects for one minute.

• Cover the objects with the cloth. Ask: Who remembers the arrangement? (There was an earring next to a watch.)

• Uncover and check. Then repeat with other

arrangements and objects.

1 Listening

a • Ask: Who are the people in the pictures? (Lisa and Kevin.) Where are they? (A bus station.) What are the differences between the two pictures?

• Tell students they are going to listen to Lisa talking

to her dad on the phone. Play CD 1 Track 15. Ask:

Which picture shows what happened? Answer: Picture 1

b • Students read the sentences. Play the track again.

Students correct the sentences and then check

their answers in pairs. Choose pairs to give the

answers.

Answers: 1. Lisa and Kevin are in the bus station.

2. They missed the bus because they weren’t

listening for the announcement or watching the

departure board. 3. Kevin was playing a video

game. 4. The next bus is in an hour.

• Ask: How does Lisa feel? Does she sound sorry? (She feels sorry and embarrassed.) How does her dad feel? (He feels annoyed and worried.)

2

Grammar: past continuous

a • Read the sentences with the class. Students

predict the missing words. Play CD 1 Track 15

again. Students listen and complete the sentences.

Answers: 1. were 2. was 3. Were

b • Students refer to the example sentences to help

them circle the correct options. Volunteers give

the answers.

Answers: 1. at a time in the past. 2. was or were

+ –ing. 3. after 4. not

• Write the examples in 2a on the board. Explain:

- We use the past continuous to describe actions in

progress at a time in the past.

- We form affi rmative sentences with was or were +

–ing.

• Remind students how questions and negatives are

formed with was/were: - We form negative sentences by adding not to was

and were.

- In questions, was or were comes before the subject.

• Ask: Is the word order always the same? (No.) When is it different? (In questions, the subject and was/were are inverted.)

c • Students unscramble the questions and write

them in their notebook. In pairs, students ask and

answer the questions. Choose several pairs to

read their questions and answers.

Answers: 1. What were you doing last night at

8 p.m.? 2. Were you doing your homework at 9

p.m.? 3. What were your parents doing yesterday

at 10 a.m.?

• Write this question on the board: What were you doing at six o’clock yesterday evening?

• In turn, several volunteers come to the front of the

class and mime what they were doing. The class

guesses: You were washing your hair!

Lesson 3What were you doing?

Warm-up activity

Extension activity

T22


Unit 2

Aims TeachingTip

gggggTTT

Extension activity

Warm-up activity

Lesson 3 She’s a singer.

3 Reading and vocabulary To scan for specifi c

information; to present chat abbreviations

4 Speaking and writing To invent a conversation

based on pictures; to write a chat session

• In pairs, students draw a four-by-four grid on paper.

• They write four activities across the top (chatting,

doing homework, sleeping, writing notes) and four

time expressions down the side (yesterday, at 9

a.m., during the break, in English class).

• Students secretly place three Xs for battleships in

their grid.

• Students take turns asking past continuous

questions to fi nd their opponent’s battleships:

A: Were you chatting in English class? B: No, I wasn’t. You missed. My turn.

3 Reading and vocabulary: chat abbreviations

a • Ask: Who are the people? (Kevin, Lisa and Lisa’s friend Mike.) What’s happening in each picture?

• Students scan the chat session quickly to fi nd out

what time the events in the pictures were taking

place. Ask questions to check the answers: What time were Kevin and Lisa waiting for the bus? What time was Mike talking on the phone? What time were Kevin and Lisa riding on the bus?Answers: 5 p.m., 5–5:30 p.m., 7 p.m., 5:30 p.m.

b • Students match the words with the abbreviations

or symbols in the chat session.

Answers: 1. 4 2. 2 3. & 4. @ 5. u 6. til

• Ask: Do we use capital letters or punctuation in chat sessions? (Not usually, but we can use all capital letters and use question and exclamation marks to show emotions.)

• Elicit more examples of chat abbreviations and

symbols: k for OK, w/ for with, gr8 for great, cos for

because, cm for call me, cu for see you. c • Students read the questions and then read the

text more carefully to answer them. Ask: What are the faces called and what are they for? (Emoticons. They show how the writer’s feeling.)

Answers: 1. He thought that Lisa forgot about

their plans. 2. He was talking to Alessandra for a

long time, so his line was busy when Lisa tried to

call.

If students have diffi culty answering the questions

about the chat session, ask more specifi c questions

to help them: Were Lisa and Mike going to do their homework together? (Yes.) Did they do it together? (No.) Why not? (Lisa was waiting for a bus.) So why was Mike angry? (He thought that Lisa forgot.)

4 Speaking and writing

a • Divide the class into pairs. Students turn to page

108. Read the instructions and the questions

together.

• Pairs look at the two sets of pictures and discuss

the answers to the questions.

b • Pairs choose one of the situations and invent a

conversation based on the picture. Pairs perform

their conversation for another pair.

• Pairs write a chat session for their conversation,

using Lisa and Mike’s text as a model.

• Pairs give their text to another pair to read.

• Students study Poster 2 for two minutes. Cover

the poster. Students form groups of four. Ask: It was 8:30. What was everybody doing?

• Groups write as much as they can remember

about what the people were doing: A man and a woman were cooking in the kitchen. Three children were watching TV in the living room. They were sitting on the sofa…

• Each group reads their sentences. They win a point

for each sentence that no other group has. The

group with the most points wins.

T23


Unit 223

3 Reading and vocabulary: chat abbreviations

a Read the chat and write the times on the pictures.

b Find abbreviations or symbols for these words in the chat.

1. for _____ 2. to _____ 3. and _____ 4. at _____ 5. you _____ 6. until _____

c Read the chat again and answer the questions in your notebook.

1. Why was Mike angry with Lisa at fi rst? 2. Why was Mike embarrassed later?

4 Speaking and writing

Turn to page 108.

Lesson 3


Unit 2 24

Lesson 4 This is what was happening…

1 Vocabulary: classroom activities

a Find the activities in the picture. What other activities can you see?

b Which activities are common when your teacher is out of the classroom?

We often chat when our teacher isn’t here.

2 Reading

a Read the teacher’s report to the principal. Mark on the picture the students that she reported.

b Which students did these actions when they saw Ms. Bartholomew?Write sentences in the past simple in your notebook.

1. sit down in her chair

2. get quiet

3. put paper in the trash

4. erase the board

5. put the ball away

drawing on the board eating snacks shouting making paper airplanes

chatting telling a joke laughing texting listening to music

The Prospect School

Discipline Report

Date: October 8

Incident: When I entered the classroom, this

is what was happening: Emma and Alice were

dancing on my desk. Charlie and Matt were

drawing on the board. Maddie was playing

basketball. Jody was telling a joke

. Jake and

Susie were eating snacks. John and Rich were

making paper airplanes. Haruki was shouting

something at Jay. Lyn and Moira were texting.

When the students saw me, this is what

happened next: Emma and Alice got off the

desk.

Charlie and Matt cleaned the board. Maddie

stopped playing. Jody sat down. Jake and Susie

stopped eating. John and Rich threw away their

airplanes. Haruki shut up, and Lyn and Moira

put away their cell phones.

Joan Bartholomew


Unit 2

TeachingTip

gggggTTT

Aims

Extension activity

Warm-up activity

1 Vocabulary To present and practice expressions

related to classroom activities

2 Reading To scan for specifi c information

• Students form pairs and look at Poster 2. Each

student secretly chooses one of the people on the

poster.

• In turn, students ask each other past continuous

questions to discover their partner’s identity: A: Were you cooking in the kitchen? B: No, I wasn’t. My turn. Were you…

1 Vocabulary: classroom activities

a • Students look at the picture and read the list of

activities. Students fi nd examples of the activities

in the picture.

• Elicit other activities in the picture.

Possible answers: playing basketball, dancing

on the teacher’s desk, reading comics, writing,

gossiping

b • Students read the example and suggest common

activities when their teacher is out of the

classroom. Encourage them to say if the activities

are appropriate or not.

2 Reading

a • Explain that the picture shows what students in

Ms. Bartholomew’s class were doing when she

came into the room. Ask: Which students did Ms. Bartholomew report? Which ones are they in the picture? What were they doing?

• Students scan the report and label the students in

the picture.

Answers: Emma and Alice (dancing on a desk),

Charlie and Matt (drawing on the board), Maddie

(playing basketball), Jody (telling a joke), Jake

and Susie (eating snacks), John and Rich (making

paper airplanes), Haruki (shouting), Lyn and Moira

(texting)

b • Tell students the picture shows what students

were doing before Ms. Bartholomew came into

the room, but the report also explains what

students did after they saw her. Students match

the actions with students in the report and then

write past simple sentences about what happened.

Volunteers give the answers.

Answers: 1. Jody sat down in her chair. 2. Haruki

got quiet. 3. John and Rich put their paper

airplanes in the trash. 4. Charlie and Matt erased

the board. 5. Maddie put the ball away.

Be consistent in your responses to both

appropriate and inappropriate behavior. Students

respect teachers who give everyone fair and equal

treatment.

Materials: Paper, pictures of people showing

emotion: anger, sadness, happiness, embarrassment,

etc.

• Put students into groups of four. Pass out one

picture and a sheet of paper to each group.

• Groups make up a past for their picture. They write

three or four sentences explaining what the people

were doing before and what happened to the

people to make them feel the way they do in the

picture: She’s crying because she was watching a movie with a sad ending.

• Separate the explanations and the pictures and put

them up around the classroom. Groups read the

texts and match them with the pictures.

Lesson 4This is what was happening…

T24


Unit 2

Grammar Guide

Aims

3 Grammar To contrast the past continuous and

the past simple

4 Pronunciation and speaking To practice the

phoneme /N/; to solve a mystery by asking past

continuous questions

• A volunteer leaves the room. The other students

each choose an action to mime: brushing their hair,

eating a pizza, drinking a soda, etc.

• Call the student into the room while everyone is

miming. The student observes what everyone is

doing for twenty seconds.

• Ask: What was everyone doing? • Students explain what they were doing if the

volunteer doesn’t remember.

3 Grammar: past continuous vs. past simple

a • Point out that the sentences each describe two

actions. Students match the descriptions with the

example sentences.

Answers: 2, 1

• Write the examples in 3a on the board. Explain:

- We use the past continuous to talk about actions

in progress.

- We use the past simple to talk about actions that

interrupt actions in progress, or actions that follow

each other.

• Ask: What action was in progress when Ms. Bartholomew entered the classroom? (Emma and Alice were dancing.) What action interrupted Emma and Alice? (Ms. Bartholomew entered.) What did Emma and Alice do next? (They sat down.)

b • Students complete the dialogues with the past

continuous or past simple form of the verbs.

Students check their answers in pairs.

Answers: 1. were, doing 2. was chatting

3. came 4. started 5. were, doing 6. was

skating 7. did, do 8. went

4

Pronunciation and speaking: –ing /N/

a • Write the phoneme /N/ on the board. Explain that

it represents the sound at the end of words like

sing or the –ing form of a verb.

• Play CD 1 Track 16. Students listen and mark the

stressed syllables in each line.

• Help students discover that all but the fi rst line

have four stressed syllables. Explain that the

unstressed parts are said more quickly to fi t with

the rhythm. Elicit which words have stressed

syllables (questions words, –ing form, nouns).

• Play the track again, pausing after each line for

students to repeat.

b • Students form pairs and practice saying the rhyme

quickly.

• Volunteers say the rhyme for the class.

c • Divide the class into A/B pairs. Students A turn to

page 101. Students B turn to page 105. They must

not look at each other’s book.

• Read the instructions and the example together.

Students A ask their partner and write the

answers.

• Students B ask their partner and write the

answers.

• Students compare answers to discover who

wasn’t telling the truth and therefore was the

thief.

Answer: The thief was Chuck Grant, because he

said he was doing his homework with Marshall

Brown, but Marshall Brown was really having

dinner with his parents at his neighbors’ house.

• Students form pairs and imagine they are police

offi cers called to the scene on Poster 2 by an angry

neighbor. Using Ms. Bartholomew’s report on page

24 as a model, pairs write a police report about

what was happening when they arrived and invent

what happened after they arrived.

• Pairs read their report to the class.

Lesson 4 That’s my uncle!

T25

Warm-up activity

Extension activity


Unit 225

Lesson 4

3 Grammar: past continuous vs. past simple

a Match the descriptions with the examples.

When I entered the classroom, Emma and Alice were dancing on my desk.

When they saw me, Emma and Alice sat down.

1. This example describes one past action followed by another.

2. This example describes a past action that interrupts another action.

b Write the verbs in the past continuous or past simple form.

4 Pronunciation and speaking: –ing /N/

a 1.16 Listen and repeat the rhyme.

What were we doing last night?I was buying a ring and you were singing a song,He was reading a book and she was reading along,We were watching a movie and they were playing a game,See how none of us were doing the same!

b Now practice saying the rhyme as fast as you can with no mistakes.

c Work in pairs.

Student A: turn to page 101.

Student B: turn to page 105.

Sue: What (1)_____________ you _____________

(do) when your mom got home?

Kathy: I (2)_____________ (chat) online. When

she (3)_____________ (come) into my

bedroom, I (4)_____________ (start)

doing my homework.

Ray: What (5)_____________ you _____________ (do)

at fi ve last night?

Sam: I (6)_____________ (skate) in the park.

Ray: What (7)_____________ you _____________ (do)

after that?

Sam: I (8)_____________ (go) to the mall.


Unit 2 26

Learning English for the future

Using visual information to help you listen

a Look at the signs. Where are they from?

b Answer the questions. Where do you go when you…

1. want to leave the country? _________________________

2. want to fl y in the same country? _________________________

3. are meeting someone from another country? _________________________

4. are meeting someone from the same country? _________________________

c 1.17 Look at the arrivals and departures board. Listen and circle the incorrect information. There are eight mistakes.

d Listen again and correct the information.

e Look at the pictures. What do the signs mean? What language can you hear in these places?

f 1.18 Listen and number the signs above in order.

Arrivals DeparturesFlight From Terminal Flight To GateAir France 876 London Domestic United 453 Sao Paolo 33American 652 Washington DC International Southwest 245 New York 17Lufthansa 753 Frankfurt International Singapore 6754 Beijing 44

Domestic Departures: Gates 1–24International Departures: Gates 25–50

International Arrivals

Domestic Arrivals


Unit 2

TeachingTip

gggggTTT

Aims

Using visual information to help you listen To

scan for specifi c information; to listen for specifi c

information; to interpret the meaning of signs

• Choose two students to sit at the front of the

classroom facing away from the board.

• Write a sentence on the board: I was taking a shower when the telephone rang. The students at the

front must not look at the sentence.

• The rest of the class uses mime, grammatical

explanations and defi nitions to get the volunteers

to say the sentence on the board, word for word,

without looking.

• Repeat the procedure with other students and

sentences.

a • Students look at the signs. Ask: Where can you fi nd these signs? (In an airport.)

b • Students scan the fi rst sign to answer the

questions. Choose students to give the answers.

Answers: 1. International Departures

2. Domestic Departures 3. International Arrivals

4. Domestic Arrivals

c • Students look at the arrivals and departures

board. Explain that some of the information is

incorrect. Play CD 1 Track 17. Pause after the fi rst

fl ight announcement. Ask: What’s wrong with the information? Play the rest of the track. Students

listen and circle the incorrect information.

Answers: Air France doesn’t arrive from London;

it doesn’t arrive at the domestic terminal. The

United fl ight isn’t going to Sao Paolo; it doesn’t

leave from Gate 33. The Southwest fl ight number

is incorrect. The American fl ight doesn’t arrive

at the international terminal. The Lufthansa fl ight

doesn’t arrive from Frankfurt. The Singapore fl ight

doesn’t leave from Gate 44.

d • Play the track again. Students correct the

information.

• Volunteers write the corrected arrivals and

departures on the board.

Answers: The Air France fl ight from Paris arrives

at the international terminal. The United fl ight to

Rio de Janeiro leaves from Gate 36. The Southwest

fl ight number is 345. The American fl ight arrives at

the domestic terminal. The Lufthansa fl ight arrives

from Berlin. The Singapore fl ight leaves from Gate

43.

e • Students look at the picture. Ask: What do these signs mean? (Buy your tickets here. This is where you pay. This is the way out.)

• Ask: What language can you hear in each place? Elicit ideas: How much is a one-way ticket? I’d like two adults and one child, please. That’s eight dollars. Thank you. Your change is two dollars. Where’s the way out?

f • Play CD 1 Track 18. Students listen and number

the signs in order.

Answers: 3, 1, 2

• Play the track again, pausing after each line for

students to repeat.

• Students form pairs and write three similar

dialogues using the transcript of Track 18 on page

121 as a model.

• Several pairs perform their dialogue. The class

guesses where the dialogue is taking place.

When doing role plays, some students benefi t

from a framework to follow, as well as a short list of

useful vocabulary and expressions.

• Put students into groups of four. Groups prepare a

short skit using the departure and arrivals board.

• Assign roles: two students work at the information

desk and two are travelers asking for information.

• Encourage students to use expressions on Track 17

and in the Useful English activity on page 17.

• Groups present their skit to the class.

Learning English for the future Learning English for the future

T26

Warm-up activity

Extension activity


Unit 2

Aims

Future travel To predict the contents of a text; to

scan for specifi c information; to draw and write a

description of a car of the future

MaterialsPoster paper (one sheet for every four students)

• Lead a class discussion about forms of

transportation. Ask: Are cars the best way to get around today? What are the good and bad things about different forms of transportation?

• Elicit the most common forms of transportation

used by students and list them on the board.

• Students form pairs and compare the forms of

transportation: Bicycles are cheaper than the bus. Taking the bus is quicker than walking. Cars are very convenient.

a • Students look at the picture of the car. Ask: What do you think this car can do?

• Students read the list of features. Answer any

vocabulary questions. Students check the boxes

next to the features they think the car has.

b • Students scan the article to check their

predictions. Students form pairs to check their

work.

Answers: The car of the future tells you the best

route, becomes smaller in traffi c and turns off

home appliances by remote control.

• Ask: Were you surprised by any of the features? c • Ask: What are the most important features of a car

of the future? Students rank the list of features in a

from the most important to the least important.

d • Students form groups of three to compare their

rankings. Encourage students to give reasons for

their answers.

• Ask groups: What other features are important for a car of the future? Groups add at least two more

features. Help with ideas as necessary: Think about technology, the environment, performance, size and so on. Groups reach a consensus on the top fi ve

features of their car of the future.

e • Groups design their car of the future and write a

description using the article as a model. Help with

vocabulary as necessary.

• Distribute poster paper. Groups mount their

drawings and a fi nal version of their description to

display in the classroom.

• Students read all the descriptions. Take a class

vote on the best design and the car with the best

features. Discuss which features people look for in

a car and if tastes are changing.

Future travel

You and your world: Fairness

Materials: A large drawing or clipart image of

Justice, blindfolded and carrying scales; poster

paper (one per group of four)

• Put up the drawing of Justice. Ask: What does this person represent? (Justice.) Why is Justice blindfolded? (She sees all people as equal.) Why is she carrying scales? (She is fair and balanced.)

• Emphasize that justice and fairness have similar

meanings. Write fairness on the board. Ask what

it means: treating people reasonably and equally, without letting your personal opinion affect your judgment; playing by the rules.

• Role-play a typical family situation: a younger brother/sister wants to stay out just as late as an older brother/sister. Give out roles: parents, older

and younger brothers/sisters. Students debate the

problem. The parents decide what to do.

• Students discuss these questions: Is treating everyone equally always fair? What about allowing for differences in age, physical strength or abilities? Are all fair decisions popular ones? Why not?

• Students think of unfair situations at school.

Groups of four design a poster or create a

computer presentation answering the question:

How can we be fair at school?

Project

T27

Warm-up activity

Project


Unit 227

ProjectProject

a What features do you think the car below has? Check ( ) the boxes.

has a top speed of 300 km/h tells you the best route

reminds you of important events shows movies

becomes smaller in traffi c drives by itself

tells you where to buy cheap gas runs on water

turns off home appliances by remote control fl ies over traffi c

b Read and check.

c What are the most important features of a car of the future for you? Number the features above in order (1 = the most important).

1. runs on water

d Work in small groups. Compare your answers. Add more features.

e Draw your car of the future and write a description of the test drive. Then read other students’ descriptions and choose the best car.

Before you take the Next Step, go back to page 22. Can you do everything in Unit 2 Part B?

Future travel

The Car of the Future

Welcome to the car of the future! I had the chance to test drive this

fantastic car, and it was like being in a movie. As soon as I turned the key, the car started telling me the route to my destination. And as I pulled out of the garage, it was already talking about tra c problems on the road ahead. Uh-oh! I forgot to turn o the bedroom light... But that s no problem for this car, which can turn o all the

lights and appliances at home by remote control. And the best part? At the touch of a button, the car gets smaller, so you can always nd a parking spot downtown. Amazing! It also

runs on electricity, so it s good for the environment and

cheap to drive, too!

elcomehad the

fantastic carmovie. As soon asstarted tellindestination. garage, it watra c proble Uh-oh! I fo U

droom ligbedrohis car, for thisfo

ghts alighrem tgad

rungood f

cheap to drich


going places! 2 - worldarcstudio ::: v2.0richmond-elt/files/nextsteptb2sam… · · 2012-08-08the...

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