English_Book_2-Teacher_300913

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15 ListeningA.26Listen to Doris describe her typical day.Then complete the chart.ActivityGets upBus picks her upSchool startsSchool endsGets homeEats dinnerGoes to bed6 A.M.TimeB. 27 Listen again and complete the sentences.When Doris gets home, she always does thefollowing:1. First, she looks for something to eat .2. Then she .3. After that, she .4. Next, she .5. Finally, she .I am always busy on a school day.I usually get up at six. First,16 WritingWhat’s your typical day or week like? Writeabout it on the paper on the right.Learn to learnPlan your weekly and daily activities.Planning your activities can help you become more effi cient.Create a personal calendar for next week. Write down all deadlines for homework, quizzesand tests, projects, birthday parties, and other activities you usually do.20 Unit 2014-023_SB1B_U02_14106.indd 201/17/07 7:28:04 PMPostcards
15 Listening (15 min.)A.• Read the instructions and items on the chart aloud.Check that students understand picks her up, starts,and ends.• 26 Play the audio two or more times and havestudents fill in the chart. After students havefilled in the chart, elicit answers and write themon the board.Answer keyActivityGets upBus picks her upSchool startsSchool endsGets homeEats dinnerGoes to bedTime6 A.M.7 A.M.7:35 A.M.3:15 P.M.3:45 P.M.7 P.M.10 P.M.B.• 27 Read the instructions and example. Makesure students understand that they are only towrite about what Doris does when she gets home.Point out that students will need to change theverbs from first person to third person.• Play the audio two or more times, pausing aftereach answer is given so that students have timeto write.• To check, call on four students to write theanswers to items 2–5 on the board.16 Writing (10 min.)• Read the instructions and example aloud.Then model writing the first few sentences of aparagraph about your day or week.• As students write, walk around to monitor andhelp.• When students are finished, you may want to havethem exchange papers with a partner and, usingthe Peer editing checklist on page 138, edit eachother’s work. They can then rewrite their passagesbefore turning them in.Learn to learn (15 min)• Read the strategy line and explain or elicit themeaning.• Read the instructions aloud, making sure studentsunderstand deadlines.• Tell students that, as much as possible, theyshould arrange the activities in the order thatthey are supposed to happen. If helpful, modelby helping a student write his or her calendar forMonday on the board.• To conclude this exercise, elicit some deadlinesand activities for different days of the week. Askfor a call of hands from other students with similardeadlines or activities. Point out to students thata personal calendar can help them to think aheadand use their time wisely.TEACHER’S NOTESAnswer key1. First, she looks for something to eat.2. Then she talks to her friends on the phone.3. After that, she does her homework.4. Next, she eats dinner.5. Finally, she watches TV.AudioscriptThere goes my alarm clock—that awful ring that tells meit’s time to get up. It’s 6:00 A.M. I always get up at 6:00.The school bus always picks me up at 7:00. It’s never late.School starts at 7:35 and ends at 3:15.I get home at 3:45. I do the same things when I get homeevery day. First, I look for something to eat. Then I talk tomy friends on the phone. After that, I do my homework.Yeah, honest. I really do my homework every day. Next, Ieat dinner at 7:00. Finally, I watch TV. I usually go to bedat 10:00.T20:28:04 PMPostcards_splitB_TE1_U02.indd T202/27/07 10:22:10 AM
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Level 2English
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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 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 49 and 50: 4 Vocabulary (10 min.)A.• Read th
Page 51 and 52: alwaysusuallyoftensometimesrarely/s
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Page 55: 12 PracticeA. GROUPS. First, write
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
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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 87 and 88: 3 Useful expressions42 Listen and r
Page 91 and 92: 8 PracticeA. Complete Brian’s e-m
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GROUPS. Liza is not happybecause Br
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Grammar Focusand Discovering gramma
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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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