English_Book_2-Teacher_300913

TEACHER’S NOTES10 Practice (5 min.)A.• GROUPS. Read the instructions aloud and thencall on three students to role-play the example. Asa model, have the same group play the game withtheir own information. Tell them to keep going,adding an ability to the list, until all three studentshave reported an ability. Then have each membersay their own and the other two classmates’abilities.• Assign groups of four. As student practice, walkaround to monitor and encourage students.B.• Have students choose a group representative. Callon the representative for each group to tell theclass what the group members can do.Have students complete Workbook Exercises 9–14and Grammar Builder Exercises 5–7.11 Pronunciation (5 min.)A.• Write can and can’t on the board, underlining thea. Tell students that these words have the /æ/sound. Tell students that to pronounce the /æ/sound they need to open their mouth, spread theirlips, and push their tongue down and to the front.Model this for the class, and then say the soundand have students repeat it.• 17 Play the audio, pausing for students torepeat.B.• 18 Play the audio again. Have students listenand repeat once more, then take turns practicingthe questions and answers.12 Your turn (15 min.)A.• Have students read the directions. Read number1 and elicit the question Can you play the piano?Then read the other items and have studentsrepeat. Elicit or explain the meaning of newvocabulary such as whistle and cook.• Tell students to stand and interview classmates tofind a student who can do each activity. Tell themthey need to write one name in the blank next tothe activity. Model with several students if helpful.B.• Ask the class Who can play the piano? Elicitresponses from several volunteers. Do the samefor the other activities.Learn to learn (15 min.)• Read the strategy line and explain or elicit themeaning. If helpful, discuss the ideas presented inthis section in L1.A.• Read the instructions and the first item. Ask Whocan speak some English? Raise your hands. Make sureall students have raised their hands, then say Checkthe box.• Have students work individually to check theboxes. Walk around to monitor and encourage acan-do attitude as students work.B.• PAIRS. Read the instructions and example. Elicitsome other ideas for how students can help eachother improve their speaking ability, using L1 ifneeded. Use this as a platform to teach the classsome English terms that will be helpful in theirdiscussion.• Have students form pairs and discuss. Walkaround to monitor, help, and offer suggestions.• To conclude this exercise, go through the list ofEnglish skills and elicit ways students can helpeach other improve their abilities.Cross-curricular activity: science• Write on the board octopus, parrot, cat, and owl.Using pictures, have students identify eachanimal. Say the animal names and have studentsrepeat them.• Tell students Take a piece of paper. On the left, writeTrue, and on the right, write False. Model this onthe board. Say I will say a sentence about one of theanimals. If it’s true, write the animal name underTrue. If it’s false, write the name under False.• Read each of the following sentences aloudtwice, pausing for students to mark their papers.1. An octopus can change color. [True. It canturn blue when angry or white when scared.]2. A parrot can learn 20 words. [True. It canmimic the human voice.]3. A cat can taste sweet things. [False. Catsdon’t like candy because they can’t tastesweet things.]4. An owl can’t hear well. [False. It can hear amouse from a kilometer away.]• Pair students and have them compare answers.Then go over the answers with the class. AskWho thinks it’s true? Raise your hand. Who thinksit’s false? Raise your hand.T11Postcards_splitB_TE1_U01.indd T112/27/07 10:23:42 AM006-013_