English_Book_2-Teacher_300913

More documents

Recommendations

Info

1 Dialogue11 Cover the dialogue and listen.Andy: Look who’s here! Hi, Joey.Joey: Is this a bad time to come?Andy: No, no. It’s OK. What time is it?Joey: One o’clock. Are you guys going out?Liza: Well, yeah.Andy: Be quiet, Liza! Don’t be rude.Brian: Joey! It’s good to see you!Joey: Thanks.Brian: Hey, why’s your name Joey?Joey: It’s short for Josephine.Brian: Oh, cool. Andy, what time does themovie start?Joey: What movie? Can I come, too?Liza: Joey, we can’t all fit in the car!Andy: Don’t listen to her, Joey.Liza: Oh, all right. Hurry up.2 ComprehensionLearning goalsCommunicationTalk about abilitiesAsk for permissionGrammarImperativesCan to talk about abilitiesVocabularyClock timesA. Circle the correct answers.1. Liza is (happy / not happy) to see Joey.2. Brian (likes / hates) the name Joey.3. Joey (wants / doesn’t want) to go to themovies.4. Andy (is nice / isn’t nice) to Joey.5. Liza (is nice / isn’t nice) to Joey.B. 12 Read along as you listen again. Checkyour answers.6 Unit 1006-013_SB1B_U01_14106.indd 61/17/07 7:25:31 PMPostcards
Learning goalsLearning strategy• Have a can-do attitudePronunciation• The /æ/ sound in can and can’tThe following are additional learning goals in this unit:Skills• Predict missing lines• Listen for specific information• Talk about abilities and talents• Ask permission to borrow something• Write commandsTEACHER’S NOTESBackground notes (5 min.)A nickname is a shortened form, or a pet name, for aperson. For many <strong>English</strong> names, the shortened form istaken from the first syllable—for example, Tim for Timothy.This is the case for the characters Andy (for Andrew) andRobbie (for Robert). Liza is a common nickname that comesfrom the middle of the name Elizabeth. The name Briandoes not have a common nickname.Warm-up (5 min.)• Have students review cardinal numbers by skipcounting by 5s. Write 5, 10 on the board. Elicitfrom the class the numbers in the pattern, through55, and write them on the board. Practice skipcounting together as a whole class.• Pair students. Tell them to alternate turns andpractice counting by 5s to 100. When they’vefinished, have them switch roles so thatStudent B begins.• Tell students that they will practice more withnumbers today—they will practice telling time.Have students open their books. Introduce theunit title.Using the large photo (5 min.)• Have students look at the picture. Ask Who do youknow in the picture? (Andy, Liza, Brian, and Joey)Where are they? (in front of their house) Do Andyand Brian look happy? (yes) Who looks unhappy?(Liza)1 Dialogue and 2 Comprehension (15 min.)• Tell students to cover the dialogue.A.• Tell students to silently read the directions andComprehension items for Exercise A. Ask themto raise their hands if they need help with thedirections or items.• 11 Play the audio two or more times.B.• 12 Tell students to uncover the dialogue. Playthe audio while students review their answers. Asyou check the answers, ask students How do youknow that Brian likes Joey? (He says Joey! It’s good tosee you! He also says Joey’s name is cool.) How isAndy nice to Joey? (He tells Liza Be quiet! Don’t berude. He tells Joey Don’t listen to her, Joey.)Answer key1. not happy2. likes3. wants4. is nice5. isn’t nice• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as Look who’shere, a bad time to come, going out, Well, Be quiet,Don’t be rude, short for, and Hurry up.• Have the class repeat the dialogue, then havestudents practice in groups of four, 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.Focus on valuesDiscuss friends and friendship with the class. Hereare some ideas to start.• Refer to the dialogue. Ask Is Liza happy to seeJoey? (no) Why not? (maybe she is jealous or doesnot like her) Write jealous on the board. Say Whenyou’re jealous, you’re unhappy because someone hassomething you want, or you think someone will takesomething away from you—for example, love.• Ask How does Liza sound when she says, Well,yeah? (unfriendly) Ask Does Andy like the wayLiza talked to Joey? (No, he tells Liza to stop it.)• Ask Who would you choose as a friend, Liza or Joey?Why? What do you do when someone is not friendlyto you? Elicit positive strategies for responding torudeness; for example, be friendly in return, askthe person if he or she is angry.T6:25:31 PMPostcards_splitB_TE1_U01.indd T62/27/07 10:23:37 AM
Page 1 and 2: Level 2English
Page 4 and 5: Postcards
Page 6 and 7: Scope and SequenceUnit Title Commun
Page 8 and 9: INTRODUCTIONDear Teacher,Welcome to
Page 10: INTRODUCTIONTeaching techniquesThe
Page 14 and 15: INTRODUCTION➤ Learn to learnThe L
Page 16 and 17: INTRODUCTION➤ Fun with songsThe F
Page 19 and 20: :06:47 PMvi-5_SB1B_LGS_14106.indd v
Page 22 and 23: TEACHER’S NOTES6 A classroom (10
Page 24 and 25: 9 Words for peopleA. 7 Look at the
Page 26 and 27: TEACHER’S NOTESGrammar12 Some par
Page 30 and 31: TEACHER’S NOTES3 Useful expressio
Page 32 and 33: AffirmativeLook who’s here!GRAMMA
Page 34 and 35: TEACHER’S NOTESUsing the large ph
Page 36 and 37: Affirmative statementsI can speak E
Page 38 and 39: TEACHER’S NOTES10 Practice (5 min
Page 40 and 41: 13 CommunicationAsk for permission
Page 42 and 43: 5TEACHER’S NOTESPutting it togeth
Page 44 and 45: 1 Reading21Read along as you listen
Page 46: TEACHER’S NOTES2 Comprehension (1
Page 49 and 50: 4 Vocabulary (10 min.)A.• Read th
Page 51 and 52: alwaysusuallyoftensometimesrarely/s
Page 53 and 54: 10 Practice (10 min.)• Turn to pa
Page 55 and 56: 12 PracticeA. GROUPS. First, write
Page 57 and 58: 15 Listening (15 min.)A.• Read th
Page 59 and 60: Units 1 and 2Test-taking tip: Do ea
Page 61 and 62: Game 1 Race track• Read or call o
Page 63 and 64: A snapshot of a classmateMake an or
Page 65 and 66: Learning goalsLearning strategy•
Page 67 and 68: 2 ComprehensionWrite True or False
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:
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:
Page 103 and 104:
3 Useful expressionsA. 50 Listen an
Page 105 and 106:
Page 107 and 108:
GROUPS. Liza is not happybecause Br
Page 109 and 110:
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:
Page 123 and 124:
2 ComprehensionA. Answer the questi
Page 125 and 126:
Page 127 and 128:
Discovering grammarLook at the gram
Page 129 and 130:
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
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
show all

English_Book_2-Teacher_300913

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?