English_Book_2-Teacher_300913

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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_
10 PracticeA. GROUPS. Play a memory game with fourclassmates.For example:A: I can play the drums.B: Maria can play the drums. I can ride abike.C: Maria can play the drums. Trish can ridea bike. I can dance the samba.B. Have a representative tell the class whateach of your group members can do.11 PronunciationThe /æ/ sound in can and can’tA. 17 Listen and repeat.can can’t actrap dance addA: Can you rap? B: Yes, I can.A: Can you dance? B: No, I can’t.A: Can you act? B: Yes, I can.A: Can you add 1 / 2 and 1 / 4 ? B: No, I can’t.B. 18 Listen again. Then practice theconversations.12 Your turnA. Find someone who can do these activitiesby asking, “Can you . . . ?” Write thestudent’s name next to the ability.1. play the piano2. break-dance3. whistle a tune4. skate5. cook6. sing a song in a foreign languageLearn to learnHave a can-do attitude.Think positively. Say “I can,” not “I can’t.”A. Think about your English skills. What canyou do in English? Check (✔) the boxes.❑ I can speak some English.❑ I can understand audiotapes in English.❑ I can pronounce English words well.❑ I can understand simple readings inEnglish.❑ I can speak in front of the class.❑ I can write simple sentences in English.B. PAIRS. Compare your results. Chooseone skill you didn’t check. What can youdo to help each other improve that skill?For example:We can practice speaking English together.7. rap8. do the moonwalk9. swim10. do a belly danceB. Share your findings with the class.Unit 111:23:42 AM006-013_SB1B_U01_14106.indd 111/17/07 7:26:05 PM
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
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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 28 and 29: 1 Dialogue11 Cover the dialogue and
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 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•
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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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Learning goalsLearning strategy•
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3 Useful expressionsA. 50 Listen an
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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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Learning goalsLearning strategy•
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2 ComprehensionA. Answer the questi
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Discovering grammarLook at the gram
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11 WritingA. GROUPS. Write a storyu
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14 Listening (10 min.)A.• Read th
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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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Unit 6, page 54: The simple past of
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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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