English_Book_2-Teacher_300913

More documents

Recommendations

Info

4 VocabularyDaily routinesA. Number the activities 1 to 12 according toyour routine on school days.B. PAIRS. Compare your routines.GRAMMAR FOCUSSequence wordsFirst, the alarm rings. Then I turn it off. After that,I get up.First, she takes a shower. Next, she gets dressed.Then she has breakfast. After that, she brushes herteeth. Finally, she leaves the house.Discovering grammarLook at the grammar chart. Answer thequestions.take a shower go to school1. What are some common sequence words?, , ,,2. What punctuation can you use after somesequence words?1 get up eat or have breakfastPracticing grammar5 Practiceeat or have dinner do homeworkWrite three more things Brian does after hewakes up on a school day.1. First, Brian takes a shower.2.3.4.brush my teeth get home from school6 Your turnPAIRS. Tell your classmate three things you doafter you wake up on a school day.For example: First, I take a shower.16 Unit 2watch TV comb/brush my hairgo to bed get dressed7 CommunicationTalk about your routinesA. 25 Listen and read.A: What do you do on Sundays?B: Nothing much. First, I check my e-mail.Then I text my friends. After that, I callup my best friend. How about you?B. PAIRS. Talk about what you do on Sundays.014-023_SB1B_U02_14106.indd 161/17/07 7:27:51 PMPostcards
4 Vocabulary (10 min.)A.• Read the instructions aloud. Then read the labelson the pictures and have students say them afteryou. Point out that either eat or have can be used totalk about meals and snacks.• As a model, call on a student to tell the classwhat he or she does first, second, and third. Thenhave students work individually to number theactivities. Number the pictures to match your ownroutine in preparation for Exercise B.B.• PAIRS. Read the instructions aloud and modelthis activity with a student. Put your book next tothe student’s book. Model talking about how yourroutines are the same and different.• Have students form pairs. Walk around to monitoras students talk.• To conclude this activity, call on severaldifferent students to tell the class ways in whichways their routine was the same or different fromtheir partner’s.Extension• Have students play a memory game in small orlarge groups. Tell them that they are to build upa string of sentences about daily routines fromthe beginning of the day to the end. Student Asays, I wake up. Student B says, I wake up. I getup. Student C says, I wake up. I get up. I take ashower. Students continue adding sentences untila student makes a mistake or can’t remembera sentence. Then the group must begin again.Model this for the class before assigning groups.Have students complete Workbook Exercises 1–3.Grammar Focusand Discovering grammar (10 min.)Sequence words☞ See Grammar reference, page 99.• Direct students’ attention to the grammar chart.Call on students to read the sequences aloud.Make sure students understand that first andfinally come at the beginning and end of thesequence, but that then, after that, and next areinterchangeable.• Read the instructions and questions aloud;explain common and punctuation if needed. Thenhave students work individually to complete theexercise. Check answers orally.Answer key1. first, then, after that, next, finally 2. , (a comma)• Use the board to elicit other key points aboutthe grammar chart, such as when to use thesimple present and which sequence words can befollowed by a comma.Practicing grammar5 Practice (5 min.)• Read the instructions and first sentence aloud. Tellstudents that they need to write any three thingsBrian does in the morning and that they need to bein order. Tell them not to look back at the reading.• When students have finished writing, let themlook back at the reading to check their answers.Ask students to raise their hands if their answerswere correct. Elicit answers from several students.Have students complete Workbook Exercises 4–8and Grammar Builder Exercises 1–2.6 Your turn (5 min.)• PAIRS. Read the instructions and example aloud.Model the activity with a student. Then assignpairs and tell students to begin.• To check, ask a few volunteers to share what theydo with the class. Ask for a show of hands of otherstudents who do the same sequence of events.7 Communication (10 min.)A.• 25 Play the audio as students read along. Checkthat students understand Nothing much, check mye-mail, text my friends, and call up. Play the audioagain, pausing for students to repeat.B.• PAIRS. Read the instructions aloud. Call on apair to model. Then have students form pairsto discuss their routines. Circulate and monitor,helping with vocabulary as needed. Check bycalling on several students to tell you what theydo on Sundays.Cross-curricular activity: science• Select a simple natural process that studentsare very familiar with, such as the life cycle of afrog, butterfly, or plant. Elicit from the class thedifferent steps in this process. Let students useL1 if needed, and help them translate the stepsinto <strong>English</strong>. Alternately, have them work ingroups with a dictionary before elicitingthe steps.• Write the steps on the board.• Have students form groups and make a posterof the process by drawing each step and labelingit, using sequence words in their sentences.Have students complete Workbook Exercises 15–17.TEACHER’S NOTEST16:27:51 PMPostcards_splitB_TE1_U02.indd T162/27/07 10:22:08 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 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 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 91 and 92: 8 PracticeA. Complete Brian’s e-m
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:
Learning goalsLearning strategy•
Page 103 and 104:
3 Useful expressionsA. 50 Listen an
Page 105 and 106:
Grammar Focusand Discovering gramma
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:
Learning goalsLearning strategy•
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?