English_Book_2-Teacher_300913

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AffirmativeLook who’s here!GRAMMAR FOCUSImperativesNegativeDon’t look!Uses of the imperativeLook out! (for exclamations and warnings)Be quiet! (for orders)Please help me. (for polite requests)Pull the door, then lock it. (for instructions)Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. An affirmative imperative starts with a(verb / noun).2. (Do / Don’t) comes first in a negativeimperative.3. Use the (past tense / base form) of a verbin an imperative.Practicing grammar5 PracticeA. Write five affirmative classroom commands.Use a period or an exclamation point (!).1. Open your books!2.3.4.5.6.B. Underline the verbs in Exercise A.C. Rewrite the commands in Exercise A asnegative commands.1. Don’t open your books!2.3.4.5.6.D. PAIRS. Student A, give a commandfrom Exercise A. Student B, act out thecommand. Take turns giving and acting outcommands.6 PracticeGROUPS. Have a competition! Go to page 68.A. GROUPS. Talk about school.Discuss these questions: Is yourschool a friendly place? Do you likebeing at school? Explain your answer.Useful language:• Umm, not really./Maybe.• Well, it’s OK.• I like/don’t like school.• Because of the homework.• Because I see my friends at school.• Because some students aren’t nice.• Yeah.B. GROUPS. Make a list of ten Dos andDon’ts for students and teachers tomake your school a better and moreenjoyable place. Share your list withthe class.1. Be nice to everybody.2. Don’t be rude.3.4.5.6.7.8.9.10.8 Unit 1006-013_SB1B_U01_14106.indd 81/17/07 7:25:47 PMPostcards
Grammar Focusand Discovering grammar (15 min.)Imperatives☞ See Grammar reference, page 98.• Explain the uses of imperatives by modeling. Tellstudents Listen and do what I say. Open your book topage 48. (give instructions) Stand up. (give orders)Tell a student Please give me your pencil. (make apolite request) Point behind the class and say Lookout! (give a warning) For each ask What did I askyou to do? How did I say it? Write the phrases onthe board. State the function (for example, giveinstructions) of each phrase.• Have students look at the grammar chart as youread each example aloud.• Have students work individually to complete theexercise. Check answers orally.Answer key1. verb2. Don’t3. base form• Use the board to elicit other key points aboutthe grammar chart, such as the fact that mostimperatives begin with the base form of the verband that negative imperatives usually begin withDon’t. (See the Grammar reference.)Practicing grammar5 Practice (15 min.)A.• Have students read the directions and example.Elicit several examples of affirmative commands;for example, Read the dialogue, Raise your hand,Please listen. Write them on the board.• Have students work individually or in pairs tocomplete the exercise. Walk around, helpingstudents as needed.• Check by calling on several volunteers to tell theclass one of their imperatives.Answer key: A, B, CAnswers will vary.B.• Read the instructions aloud, and then ask studentsWhat’s the verb in number one?• Have students underline the verbs in thecommands they made for Exercise A.C.• Read the instructions aloud, and then ask studentsWhat’s the negative command in number one? How doyou make it negative? (begin with Don’t)• Have students work individually to write outnegative commands.• Ask several volunteers to share their negativecommands.D.• PAIRS. Read the instructions and call on a pair tomodel giving and following a few commands forthe class.• To conclude this exercise, call on a pair to givecommands to the whole class.6 Practice• GROUPS. Turn to page 68 and let students have acompetition.Have students complete Workbook Exercises 3–8and Grammar Builder Exercises 1–4.(10 min.)A.• GROUPS. Read the instructions aloud and writethe two questions on the board. Chorus the Usefullanguage with the class. Then model the beginningof a discussion with one or more students.• Assign groups and have students discuss.B.• GROUPS. Read the instructions. Write on theboard Dos and Don’ts. Tell students that they willwrite rules to make the school a better place. Tellthem that Dos are rules in the affirmative, whileDon’ts are in the negative.• Read the first example aloud. Ask Is this a Do ora Don’t? (a Do) Write this under Do on the board.Elicit another example of a Do rule from studentsto write on the board. Then elicit two Don’texamples to list under Don’t.• Assign groups of three or four students.As students are working, circulate to helpwith vocabulary.• Call on several groups to share their lists with theclass. Discuss the lists by asking the class WhatDos and Don’ts are on many lists? What are the mostimportant? What are the most interesting?TEACHER’S NOTEST8:25:47 PMPostcards_splitB_TE1_U01.indd T82/27/07 10:23:40 AM
Page 1 and 2: Level 2English
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Page 6 and 7: Scope and SequenceUnit Title Commun
Page 8 and 9: INTRODUCTIONDear Teacher,Welcome to
Page 10: INTRODUCTIONTeaching techniquesThe
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Page 36 and 37: Affirmative statementsI can speak E
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Page 40 and 41: 13 CommunicationAsk for permission
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Teens participate in similar leisur
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Learning goalsLearning strategy•
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3 Useful expressions42 Listen and r
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Grammar Focusand Discovering gramma
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8 PracticeA. Complete Brian’s e-m
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B. PAIRS. Student A, close your boo
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Learn to learn (10 min.)• Read th
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Units 3 and 4Test-taking tip: Work
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GROUPS. Liza is not happybecause Br
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GRAMMAR FOCUSThe simple past of reg
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15 Reading (5 min.)• Have student
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At the costume partyA. 56 First, lo
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Game 2 Add up the questions• Read
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A snapshot of a field tripImagine y
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2 ComprehensionA. Answer the questi
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11 WritingA. GROUPS. Write a storyu
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Units 5 and 6Test-taking tip: Revie
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Background notesWorking teens: Abou
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1 ReadingReading skill: Guessing wo
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Fun with songs 1 A poster of a favo
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Fun with songs 2A collage about a f
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Focus on culture 1 Amusement Parks
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31 ComprehensionA. Write the letter
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Focus on culture 2Teens’ Rooms ar
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1 ComprehensionA. Whose room is it?
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Fun with grammarUnit 1, 6 Practice,
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Unit 4, 12 Practice, page 39For the
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Grammar referenceThe Grammar refere
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Unit 2, page 16: Sequence wordsUse
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Unit 4, page 36: The present contin
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Name Unit: DateLook back over the l
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Certificate of Achievementhas succe
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Illustration creditsDaniel Delvalle
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:22:22 AMNotes
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