English_Book_2-Teacher_300913

TEACHER’S NOTES1 Reading (15 min.)A.• Call on a student to read aloud the Reading skill.Tell students that they will be reading about threeworking teenagers. Explain that an importantreading skill is getting meaning from context,which means finding or guessing the meaning ofa new word or phrase from the other words orpictures that are around it.• Have students read the directions andvocabulary items.• Have students read the article, then match thewords and phrases with their meanings.• Check answers as a class.Answer key1. c 2. e 3. b 4. f 5. d 6. aB.• Have students read the questions. Tell students toread the article again, then write short answers tothe questions.• Check by asking volunteers to share their answerswith the class.Answer key1. her first car2. a professional coach3. four (babysitting, pet sitting, yard work, car washing)2 Listening (5 min.)• Tell students they are going to listen to aninterview with Amy, a working teenager. Havethem read through the questions first to help themlisten for specific information in the interview.• 66 Play the audio two or more times as studentslisten and write their answers.• Have students compare their answers witha partner.• 66 Play the audio again as partners listen andcheck their answers. Elicit the answers orally.Answer key1. dog walking and pet sitting2. she loves animals3. not easy/really tiring to walk a dog4. to buy a horseAudioscriptFriend: Hey, Amy. How was your summer?Amy: Nice, thanks. I made a lot of money!Friend: Really? What did you do?Amy: I did dog walking and pet sitting.Friend: Dog walking and pet sitting? Cool! How did youstart doing that?Amy: Well, I just put up some posters around theneighborhood—and a lot of people called!Friend: Now why did you decide to do dog walking andpet sitting?Amy: Simple. I love animals.Friend: I didn’t know that.Amy: Yep.Friend: So what kind of animals did you pet sit?Amy: Dogs, cats, birds—even a turtle!Friend: No!Amy: Yep!Friend: Maybe I should start dog walking or pet sitting.Amy: Well, it’s not easy. Dog walking can be really tiring.Friend: Yeah?Amy: Yeah. Really tiring. Try walking for five hoursa day!Friend: So how much money did you make?Amy: I made about two thousand dollars.Friend: Wow! What do you want to do with all thatmoney?Amy: I’m saving up to buy a horse.Friend: A horse?Amy: Yeah. Like I said, I love animals.Friend: Cool.3 Speaking (15 min.)• PAIRS. Read the instructions and helpful phrasesaloud. Then have volunteers read aloud each jobin the box on page 60 of the Student Book. Elicitthe tasks or responsibilities that go with each;for example, babysitting tasks include feeding thebaby, changing clothes and diapers, playing with orentertaining the baby, putting the baby to sleep.• Model a short conversation with a strong student.• Ask students to work with a partner to talk aboutthe teen jobs listed in the box on page 60 of theStudent Book. Walk around and help studentsas needed. When students have finished, takea class survey on the most popular and leastpopular teen jobs.4 Writing (10 min.)• Using the questions as a guide, have studentswrite a paragraph about a job they would like todo in the summer.• Ask volunteers to read their paragraphs tothe class.Extension• Play a What’s My Job? game. Have students formgroups of five or six. Have each student in thegroup describe a job by talking about the tasksone has to do. The other group members guessthe job.T61Postcards_splitB_TE1_U06.indd T612/27/07 10:21:49 AM052-061_