English_Book_2-Teacher_300913

TEACHER’S NOTESPutting it togetherAt the costume party (15 min.)Background notesAt a costume party, people dress up in costumes. In theUnited States, costume parties are generally held onHalloween, the night of October 31st.A.• Ask students to look at the first two pictures andguess what is happening. Ask Does Liza look happy?(No, she doesn’t.) What do you think Liza and Joeyare talking about? (They’re talking about Brian.)Who is the person standing behind Joey? (It’s Brian.)• Next, have them look at the last picture and guesswhat is happening. Ask Does Liza look happy now?(No, she doesn’t. She looks embarrassed/upset.)• Read the instructions. In pairs, have studentsdiscuss what costume each character is wearing.Answer keyLiza is dressed as Juliet. Robbie is Superman.Brian is Zorro. Andy is a doctor. Joey is Robin Hood.• 56 Play the audio as students read along.Then check that students understand words andphrases such as what’s wrong, See what I mean?, andannounced.B.• CLASS. Have students look at the last frame. Askstudents’ opinions about why Liza looks the wayshe does and why she says Oh, no!Focus on multiple intelligences: this activityfocuses on visual and linguistic intelligences.• Prepare art materials.• Write the names of a few famous fictionalcharacters on the board—they can be charactersfrom a short story, novel, fairytale, cartoon,movie, or TV show. Elicit the names of otherfictional characters from the class and writethem on the board.• Tell students that they are going to make acomic strip with at least five frames to tell aboutsomething that happened to their character. Inevery frame, their character must have an emptyspeech bubble. Point out the speech bubbles inthe photostory.• Tell students that instead of writing theircharacter’s words in the speech bubbles, theymust write them on another piece of paper.• Draw a frame or two of a comic strip on theboard as a model.• Have students work individually to make theircomic strips and scripts. After students havefinished, have them exchange strips with apartner. Students then look at their partner’scomic strip, guess the story, and write in thespeech bubbles what they think the charactersare saying. Finally, partners share their workand compare the dialogues they have written fortheir comic strip characters.✎ Have students complete the Unit 5 test, page 84.Answer keyAnswers will vary.• To extend work with the photostory, you maywant to have students practice the dialogue. Workon students’ pronunciation as you play the audioor read the dialogue aloud. Then assign groups offour and have students practice, changing roleseach time. Then call on one or more groups toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.ZHaftT49Postcards_splitB_TE1_U05.indd T492/27/07 10:21:20 AM042-051_