English_Book_2-Teacher_300913

TEACHER’S NOTES1 Dialogue and 2 Comprehension (continued)A.• Have students look at the Comprehensionquestions. Ask volunteers to read them aloud.Explain or elicit the meaning of choose. Point outthat students should write notes while they listenso that later they can answer the questions orally.• 57 Play the audio two or more times as studentswork independently to make notes to answerthe questions.• Assign pairs and have students take turnsasking and answering the questions orally, usingfull sentences.B.• 58 Have students uncover the dialogue. Playthe audio again as students read along. Checkanswers to Exercise A orally.Answer key1. Brian is going back to Australia.2. Robbie’s present for Brian is his baseball.3. It’s in Robbie’s room.4. The family’s present for Brian is a family picture.5. Joey helped Brian choose a present for Liza.• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as irregularpast verbs (had, left, took, forgot, thought), the pastof be (was, were), Thanks for having me (thanksfor letting me stay at your house), man and dude(when boys or men use man and dude to addresseach other, it means they are friends or arecomfortable with each other), No problem, miss,Keep in touch, and Take care (a shortened version ofTake care of yourself, a common way ofsaying good-bye).• Have the class repeat the dialogue, then havestudents practice in groups of six, changingroles after each reading. Finally, select a group toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.Answer key1. d2. e3. a/c4. b/c5. a/b/d6. a/b/c /dLearn to learn (15 min.)• Read the strategy line and elicit or explain themeaning. Ask if any students currently keep wordlists. Encourage students to do so. Explain thatkeeping a list of common expressions and usingthem regularly will increase their vocabulary andgive them more confidence in speaking English.A.• PAIRS. Tell students that they will be workingwith a partner to make a list of expressions forgreeting and meeting people. Assign pairs. Tellstudents to list the expressions in the appropriatecolumn.• Ask volunteers to share their expressions; writethese on the board and have students add any newones to their list. Encourage students to share anyexpression that is not yet written on the board.B.• PAIRS. Read the instructions and tip. Model theactivity with a student.• Walk around to help as students work. Whenstudents have finished, call on several pairs tomodel an exchange for the class.3 Useful expressions (10 min.)A.• Elicit the meaning of each expression or thesituation in which it is used.• 59 Play the audio, pausing for students to repeateach expression.B.• Read the instructions and elicit the answer forthe first item. Tell students that sometimes morethan one answer is correct. Have students workindividually or in pairs to complete the exercise.• Elicit all possible responses to each expression.T53Postcards_splitB_TE1_U06.indd T532/27/07 10:21:42 AM052-061_