English_Book_2-Teacher_300913
English_Book_2-Teacher_300913 English_Book_2-Teacher_300913
13 CommunicationAsk for permission• You can also use can to ask for permission.A. 19 Listen to the conversation.Robbie:Liza:Robbie:Liza:Can I come in, Liza?Sure.[After 5 minutes] Can I play agame on your computer?Not right now, Robbie. I’m busy.B. PAIRS. Student A, ask if you can borrow oruse one of your classmate’s things. StudentB, say No because you’re using it. Switchroles. This time, Student A, say Yes.14 PracticeA. PAIRS. Compete with another pair. Make alist of questions asking for permission thatare commonly used in class.For example:Can I erase the board?B. Compare your list with that of another pair.Who wrote the most questions?12Unit 1006-013_SB1B_U01_14106.indd 121/17/07 7:26:07 PMPostcards
13 Communication (10 min.)• Tell students that can is also used to ask forpermission. Give some a few examples and writethem on the board—for example, Can I go to therestroom? Can I sharpen my pencil?A.• Have students look at the illustration. Askquestions to set the context, such as Where is Liza?(in her room) Who is knocking on the door? (Robbie)• 19 Tell students to read along as they listen tothe conversation. Play the audio, and then askstudents How does Liza say yes to Robbie’s firstrequest? (Sure.) How does she say no to Robbie’ssecond request? (Not right now, Robbie. I’m busy.)Point out that Liza gives a reason and that this isthe polite thing to do.• 19 To prepare students for Exercise B, play theaudio again and have students repeat.B.• PAIRS. Call on a student to read the directionsaloud. Elicit the question and write it on theboard: Can I borrow/use your ___? Then elicit waysto respond and write them on the board—forexample, Sure, Here you go, OK and No, I’m sorry,I need it or Not right now, I’m using it. Call on avolunteer to model the exercise with you.• Pair students. Have them practice and switch rolesseveral times. Walk around to help as needed. Toconclude the exercise, call on a pair to stand andperform the conversation for the class.14 Practice (5 min.)A.• PAIRS. Read the instructions and example aloudand then elicit several other examples of requestsfor permission. Tell students they have a timelimit of three minutes. Assign competing pairs(sets of two pairs who will compete against eachother) and then tell students to begin. To keep thecompetition exciting, notify students when theirtime is half finished, then when they have thirtyseconds left.B.• Have pairs compare their lists to see who wrotethe most requests. Then ask the “winning” pairsto raise their hands. Elicit classroom requests fromseveral of these pairs. Encourage your students tomake their future classroom requests in English.Have students complete WorkbookExercises 15–16.TEACHER’S NOTEST12:26:07 PMPostcards_splitB_TE1_U01.indd T122/27/07 10:23:43 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 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 38 and 39: TEACHER’S NOTES10 Practice (5 min
- 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
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- Page 87 and 88: 3 Useful expressions42 Listen and r
- Page 89 and 90: Grammar Focusand Discovering gramma
13 Communication (10 min.)• Tell students that can is also used to ask forpermission. Give some a few examples and writethem on the board—for example, Can I go to therestroom? Can I sharpen my pencil?A.• Have students look at the illustration. Askquestions to set the context, such as Where is Liza?(in her room) Who is knocking on the door? (Robbie)• 19 Tell students to read along as they listen tothe conversation. Play the audio, and then askstudents How does Liza say yes to Robbie’s firstrequest? (Sure.) How does she say no to Robbie’ssecond request? (Not right now, Robbie. I’m busy.)Point out that Liza gives a reason and that this isthe polite thing to do.• 19 To prepare students for Exercise B, play theaudio again and have students repeat.B.• PAIRS. Call on a student to read the directionsaloud. Elicit the question and write it on theboard: Can I borrow/use your ___? Then elicit waysto respond and write them on the board—forexample, Sure, Here you go, OK and No, I’m sorry,I need it or Not right now, I’m using it. Call on avolunteer to model the exercise with you.• Pair students. Have them practice and switch rolesseveral times. Walk around to help as needed. Toconclude the exercise, call on a pair to stand andperform the conversation for the class.14 Practice (5 min.)A.• PAIRS. Read the instructions and example aloudand then elicit several other examples of requestsfor permission. Tell students they have a timelimit of three minutes. Assign competing pairs(sets of two pairs who will compete against eachother) and then tell students to begin. To keep thecompetition exciting, notify students when theirtime is half finished, then when they have thirtyseconds left.B.• Have pairs compare their lists to see who wrotethe most requests. Then ask the “winning” pairsto raise their hands. Elicit classroom requests fromseveral of these pairs. Encourage your students tomake their future classroom requests in <strong>English</strong>.Have students complete WorkbookExercises 15–16.TEACHER’S NOTEST12:26:07 PMPostcards_splitB_TE1_U01.indd T122/27/07 10:23:43 AM
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