English_Book_2-Teacher_300913

TEACHER’S NOTESGrammar Focusand Discovering grammar (5 min.)The simple past of be (was/were)☞ See Grammar reference, page 103.• Write on the board Liza was sad to see Brian go. Tellstudents that they use the same word order tomake past Yes/No questions with be as they did tomake present questions. Elicit the Yes/No questionform for the sentence and write it on the board:Was Liza sad to see Brian go?• Ask students for affirmative and negative shortanswers and write these on the board.• Have students look at the grammar chart. Dividethe class into two groups. Say Let’s practice. First,I’ll read aloud the Yes/No question. Then Group 1 willread the affirmative answer. After that, Group 2 willread the negative answer.• Direct students’ attention to the bottom ofthe grammar chart. Tell Group 1 to read eachinformation question aloud and Group 2 to readthe long and short answers.• Have students work individually to complete theDiscovering grammar section. Check orally.Answer key1. before2. afterPracticing grammar6 Practice (15 min.)A.• Read the instructions and elicit the answer for thefirst item. Tell students that they may not have allof the family members in the questions, or maynot know what they were doing, so they may needto make up some answers. Do the last item as anexample—call on a student and say Imagine youdon’t have any cousins or Imagine you don’t knowwhere they were. Make up an answer.Answer keyAnswers will vary.B.• PAIRS. Read the directions and have students saythe example conversation after you. Then call on apair to model this activity for the class using theirown information.• Have students read the directions for gettingpoints. Tell each student to keep theirpartner’s score.• Walk around, monitoring and helping as needed.• To conclude this exercise, ask the student in eachpair who got the highest number of points to raisehis or her hand.Have students complete Workbook Exercises 4–6and Grammar Builder Exercises 3–5.7 Pronunciation (10 min.)A.• Have students read each item. Elicit or explainwhy some be verbs are in boldface. (They arestressed more strongly than the other words.) Tellstudents that they will be listening to how be verbsare pronounced, both normally and when thespeaker wants to emphasize a point.• 60 Play the audio and have students listenand repeat.B.• PAIRS. Assign pairs and tell students to role-playthe conversations, stressing be verbs when theywant to emphasize a point. Tell them to practiceseveral times, changing roles after each round.• As pairs practice, walk around to monitor andhelp with stress.• Call on one or two of the best pairs to performtheir role-plays for the class.T55Postcards_splitB_TE1_U06.indd T552/27/07 10:21:44 AM052-061_