English_Book_2-Teacher_300913
English_Book_2-Teacher_300913 English_Book_2-Teacher_300913
Word listLet’s get started.baby, 4beautiful, 4big, 4black, 2blue, 2board, 3book, 3boy, 4brown, 2crayons, 3desk, 3dime, 4dollar, 4door, 3eraser, 3floor, 3folders, 3girl, 4green, 2handsome, 4man, 4markers, 3nickel, 4notebook, 3notepad, 3old, 4orange, 2pair of scissors, 3pen, 3pencil, 3penny, 4poster board, 3quarter, 4red, 2ruler, 3short, 4small, 4student, 3tall, 4teacher, 3teenager, 4wall, 3week, 2weekend, 2white, 2window, 3woman, 4yellow, 2young, 4Unit 1act, 10borrow, 12break dance, 11can, 6count, 9dance, 10draw, 10drive, 10erase, 12help, 8piano, 11play soccer, 10play the guitar, 10ride a bike, 10rude, 6sing, 10skateboard (v.), 10speak, 10swim, 10Unit 2alarm, 14after that, 14always, 14banana, 14brush teeth, 14cereal, 14check e-mail, 17comb/brush hair, 16do homework, 16early, 17eat or have breakfast, 14eat or have dinner, 16finally, 16first, 14get dressed, 14get home from school, 16get up, 14go to bed, 16go to school, 16late, 14never, 14next, 16nothing much, 16often, 17rarely, 17seldom, 17sleep, 14sometimes, 14start, 14take a shower, 14then, 14usually, 14wake up, 17watch TV, 16Unit 3across from, 26any, 28bank, 25beaches, 24behind, 27between, 26bookstore, 25bus stop, 25dance club, 24dolphins, 26drugstore, 25eat out, 30go shopping, 30go to a party, 30go to the movies, 30hang out, 28mall, 25movie theater, 25museum, 24next to, 27on the corner of, 27paradise, 24park, 24place, 24pool, 26post office, 25restaurant, 24some, 24supermarket, 25there is/are, 24visit, 24watch a DVD, 30waterfalls, 26zoo, 24Unit 4bathroom, 35bathroom scale, 40bedroom, 34bored, 39bothering, 34dining room, 35downstairs, 35garage, 35grumpy, 34kitchen, 35living room, 35oven, 40refrigerator, 40stairs, 35upstairs, 35Unit 5a few minutes ago, 43a month ago, 43a week ago, 43a year ago, 43agree, 44cake, 45costume party, 42decide, 45gossip, 42invite, 42last Monday, 43last month, 43last night, 43last week, 43last year, 43lemonade, 45stop, 44stop by, 44suggest, 42surprise party, 42three days ago, 43want, 42yesterday, 42Unit 6actor, 58animator, 56appliance, 58carpenter, 57dentist, 57doctor, 57driver, 57dude, 52electrician, 57engineer, 58glad, 52hairdresser, 57handymen, 57mechanic, 57nun, 54nurse, 57painter, 54pilot, 57police officer, 58repairmen, 58scientist, 54technician, 58virtual reality, 58web designer, 5770 Word listPostcards_splitB_TE1_BM_62-70.in70 703/22/07 3:33:48 PMPostcards
Grammar referenceThe Grammar reference section presents in-depth information for each of the grammar charts in theStudent Book. It can serve as a quick refresher on grammar, give you ideas for further exploiting thegrammar charts, and help prepare you for student questions. Each Grammar reference item consistsof two parts: an explanation and an example.When preparing for class, review the information in the relevant Grammar reference section. Makenote of any helpful information in the chart that you think your students need to know. Writedown any examples you might want to put on the board. Be careful, however, not to overload yourstudents with information—choose additional points carefully and sparingly.GRAMMAR REFERENCESuggested procedures• After students have read the grammar chart and completed Discovering grammar, introduce thegrammar point you want to share with your students by writing the example on the board. Thenask questions about the example to help students figure out the rule for themselves. For example,for the first Grammar reference point from Unit 1, page 8:(Explanation)Imperative sentences are used to give orders,instructions, and warnings, and to make polite requests.Imperative sentences end with an exclamation mark ora period.(Example)Orders: Close the door!Instructions: Read the first three pages.Warnings: Be careful!Polite requests: Please tell me.• Say We usually use imperative sentences to express four things.• Write the four functions on the board:OrdersInstructionsWarningsPolite requests• Say I’m going to write four sentences on the board. How do we use the imperative in each?• Write the four example sentences on the board in random order:Please, tell me.Read the first three pages.Close the door!Be careful!• Ask How do we use the imperative in the first sentence? (to make a polite request) How do we usethe imperative in the second sentence? (to give instructions) Elicit usages of the imperative for allthe sentences, writing Orders, Instructions, Warnings, and Polite requests on the board next to theappropriate sentences.• Ask What punctuation do you use at the end of an imperative sentence? (a period or an exclamationmark).• Summarize the function of the imperative by saying, We usually use the imperative to give orders,instructions, warnings, and to make polite requests. We end imperative sentences with a period or anexclamation mark.• Elicit one or two other examples for each usage of the imperative by asking What’s another exampleof an imperative sentence for an order? For an instruction? For a warning? For a polite request?97:21:03 AMPostcards_splitB_TE1_GR.indd 972/27/07 10:22:18 AM
- 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 and 120: A snapshot of a field tripImagine y
- Page 121 and 122: Learning goalsLearning strategy•
- 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: Unit 4, 12 Practice, page 39For the
- 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
- Page 171 and 172: :22:22 AMNotes
- Page 173 and 174: Notes
- Page 175 and 176: Notes
- Page 177 and 178: Notes
- Page 179 and 180: Notes
- Page 181 and 182: Notes
Grammar referenceThe Grammar reference section presents in-depth information for each of the grammar charts in theStudent <strong>Book</strong>. It can serve as a quick refresher on grammar, give you ideas for further exploiting thegrammar charts, and help prepare you for student questions. Each Grammar reference item consistsof two parts: an explanation and an example.When preparing for class, review the information in the relevant Grammar reference section. Makenote of any helpful information in the chart that you think your students need to know. Writedown any examples you might want to put on the board. Be careful, however, not to overload yourstudents with information—choose additional points carefully and sparingly.GRAMMAR REFERENCESuggested procedures• After students have read the grammar chart and completed Discovering grammar, introduce thegrammar point you want to share with your students by writing the example on the board. Thenask questions about the example to help students figure out the rule for themselves. For example,for the first Grammar reference point from Unit 1, page 8:(Explanation)Imperative sentences are used to give orders,instructions, and warnings, and to make polite requests.Imperative sentences end with an exclamation mark ora period.(Example)Orders: Close the door!Instructions: Read the first three pages.Warnings: Be careful!Polite requests: Please tell me.• Say We usually use imperative sentences to express four things.• Write the four functions on the board:OrdersInstructionsWarningsPolite requests• Say I’m going to write four sentences on the board. How do we use the imperative in each?• Write the four example sentences on the board in random order:Please, tell me.Read the first three pages.Close the door!Be careful!• Ask How do we use the imperative in the first sentence? (to make a polite request) How do we usethe imperative in the second sentence? (to give instructions) Elicit usages of the imperative for allthe sentences, writing Orders, Instructions, Warnings, and Polite requests on the board next to theappropriate sentences.• Ask What punctuation do you use at the end of an imperative sentence? (a period or an exclamationmark).• Summarize the function of the imperative by saying, We usually use the imperative to give orders,instructions, warnings, and to make polite requests. We end imperative sentences with a period or anexclamation mark.• Elicit one or two other examples for each usage of the imperative by asking What’s another exampleof an imperative sentence for an order? For an instruction? For a warning? For a polite request?97:21:03 AMPostcards_splitB_TE1_GR.indd 972/27/07 10:22:18 AM
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