English_Book_2-Teacher_300913
English_Book_2-Teacher_300913 English_Book_2-Teacher_300913
1 Dialogue57 Cover the dialogue and listen.Brian: Good-bye, Mrs. Gibson. Thanks forhaving me this summer. I really hada great time.Mom: We’re glad you came, Brian. It wasfun for us, too. And you were sogood with Robbie. Say hi to yourparents.Robbie: Uh, Brian. You can have mybaseball. It’s my present for you.Brian: Thank you, Robbie. I left somethingfor you in your room.Joey: And this is from all of us. It’s thefamily picture you took at the picnic.Brian: You’re a great friend, Joey. Andy,you’re cool. Thanks, man.Andy: No problem, dude. Good luck.Liza: We’ll miss you, Brian. Keep in touch.Brian: OK. Oh, I almost forgot. This isfor you, Liza. Joey thought you’dlove this.Liza: Oh, thank you! It’s beautiful.Brian: Bye, everyone.All: Bye. Have a great trip.Take care.Learning goalsCommunicationTalk about the pastSay good-byeTalk about occupationsGrammarThe simple past ofbe (was/were)The simple past ofirregular verbsVocabularySome occupations52 Unit 6052-061_SB1B_U06_14106.indd 521/17/07 7:57:05 PMPostcards
Learning goalsLearning strategy• Keep a list of words and expressionsPronunciation• The pronunciation of was and wereThe following are additional learning goals in this unit:Skills• Look up the meaning of words inan article• Listen for specific information• Talk about past activities• Talk about favorite occupations• Write a story using the simple pastTEACHER’S NOTESWarm-up (5 min.)Cross-curricular activity: foreign languages• In one column on the board, write some wordsthat mean good-bye in different languages. Inthe other column, in random order, write thedifferent languages. You may use the followingwords or some of your own:Au revoir (French)Arrivederci (Italian)Alvidha (Hindi)Do svidaniya (Russian)Sayonara (Japanese)Shalom (Hebrew)• Ask students about the different ways to saygood-bye in their L1. Then tell students thatyou have written on the board words thatmean good-bye in different languages. Havethem work in pairs and match the word withthe language. Elicit the answers and draw“matching” lines on the board.• Tell students that Brian is going to saygood-bye to the Gibsons in today’s dialogue.Have students open their books. Introduce theunit title.Using the large photo (less than 5 min.)• Ask students to look at the picture. Ask Who doyou see in the large photo? (Andy, Joey, Robbie, Mrs.Gibson, Brian, and Liza) Where are they? (in frontof the Gibsons’ house) What do you think ishappening? (Brian is leaving.) What makes you saythat? (Andy is carrying a suitcase, and everyoneis near the car.) Who do you see in the small picture?(Brian and Liza) What is Liza holding? (a box and awatch or bracelet)1 Dialogue and 2 Comprehension (15 min.)• Have students cover the dialogue.(Suggested procedures are continued on thenext page.)T52:57:05 PMPostcards_splitB_TE1_U06.indd T522/27/07 10:21:41 AM
- Page 69 and 70: Using the large photo (5 min. or le
- Page 71 and 72: GRAMMAR FOCUSPrepositions of locati
- Page 73 and 74: Grammar Focusand Discovering gramma
- Page 75 and 76: 12 PronunciationIntonation in Yes/N
- Page 77 and 78: 14 Vocabulary (15 min.)A.• Quickl
- Page 79 and 80: A skateboard contestA. 38 Look at t
- Page 81 and 82: Pictures (5 min.)• Call on a stud
- Page 83 and 84: Teens participate in similar leisur
- Page 85 and 86: Learning goalsLearning strategy•
- Page 87 and 88: 3 Useful expressions42 Listen and r
- Page 89 and 90: Grammar Focusand Discovering gramma
- Page 91 and 92: 8 PracticeA. Complete Brian’s e-m
- Page 93 and 94: Grammar Focusand Discovering gramma
- Page 95 and 96: B. PAIRS. Student A, close your boo
- Page 97 and 98: Learn to learn (10 min.)• Read th
- Page 99 and 100: Units 3 and 4Test-taking tip: Work
- Page 101 and 102: Learning goalsLearning strategy•
- Page 103 and 104: 3 Useful expressionsA. 50 Listen an
- Page 105 and 106: Grammar Focusand Discovering gramma
- Page 107 and 108: GROUPS. Liza is not happybecause Br
- Page 109 and 110: Grammar Focusand Discovering gramma
- Page 111 and 112: GRAMMAR FOCUSThe simple past of reg
- Page 113 and 114: 15 Reading (5 min.)• Have student
- Page 115 and 116: At the costume partyA. 56 First, lo
- Page 117 and 118: Game 2 Add up the questions• Read
- Page 119: A snapshot of a field tripImagine y
- Page 123 and 124: 2 ComprehensionA. Answer the questi
- Page 125 and 126: Grammar Focusand Discovering gramma
- Page 127 and 128: Discovering grammarLook at the gram
- Page 129 and 130: Grammar Focusand Discovering gramma
- Page 131 and 132: 11 WritingA. GROUPS. Write a storyu
- Page 133 and 134: 14 Listening (10 min.)A.• Read th
- Page 135 and 136: Units 5 and 6Test-taking tip: Revie
- Page 137 and 138: Background notesWorking teens: Abou
- Page 139 and 140: 1 ReadingReading skill: Guessing wo
- Page 141 and 142: Fun with songs 1 A poster of a favo
- Page 143 and 144: Fun with songs 2A collage about a f
- Page 145 and 146: Focus on culture 1 Amusement Parks
- Page 147 and 148: 31 ComprehensionA. Write the letter
- Page 149 and 150: Focus on culture 2Teens’ Rooms ar
- Page 151 and 152: 1 ComprehensionA. Whose room is it?
- Page 153 and 154: Fun with grammarUnit 1, 6 Practice,
- Page 155 and 156: Unit 4, 12 Practice, page 39For the
- Page 157 and 158: Grammar referenceThe Grammar refere
- Page 159 and 160: Unit 2, page 16: Sequence wordsUse
- Page 161 and 162: Unit 4, page 36: The present contin
- Page 163 and 164: Unit 6, page 54: The simple past of
- Page 165 and 166: Name Unit: DateLook back over the l
- Page 167 and 168: Certificate of Achievementhas succe
- Page 169 and 170: Illustration creditsDaniel Delvalle
Learning goalsLearning strategy• Keep a list of words and expressionsPronunciation• The pronunciation of was and wereThe following are additional learning goals in this unit:Skills• Look up the meaning of words inan article• Listen for specific information• Talk about past activities• Talk about favorite occupations• Write a story using the simple pastTEACHER’S NOTESWarm-up (5 min.)Cross-curricular activity: foreign languages• In one column on the board, write some wordsthat mean good-bye in different languages. Inthe other column, in random order, write thedifferent languages. You may use the followingwords or some of your own:Au revoir (French)Arrivederci (Italian)Alvidha (Hindi)Do svidaniya (Russian)Sayonara (Japanese)Shalom (Hebrew)• Ask students about the different ways to saygood-bye in their L1. Then tell students thatyou have written on the board words thatmean good-bye in different languages. Havethem work in pairs and match the word withthe language. Elicit the answers and draw“matching” lines on the board.• Tell students that Brian is going to saygood-bye to the Gibsons in today’s dialogue.Have students open their books. Introduce theunit title.Using the large photo (less than 5 min.)• Ask students to look at the picture. Ask Who doyou see in the large photo? (Andy, Joey, Robbie, Mrs.Gibson, Brian, and Liza) Where are they? (in frontof the Gibsons’ house) What do you think ishappening? (Brian is leaving.) What makes you saythat? (Andy is carrying a suitcase, and everyoneis near the car.) Who do you see in the small picture?(Brian and Liza) What is Liza holding? (a box and awatch or bracelet)1 Dialogue and 2 Comprehension (15 min.)• Have students cover the dialogue.(Suggested procedures are continued on thenext page.)T52:57:05 PMPostcards_splitB_TE1_U06.indd T522/27/07 10:21:41 AM
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