English_Book_2-Teacher_300913

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TEACHER’S NOTES12 Pronunciation (5 min.)A.• Tell students you will ask them a question. Tellthem to listen and decide if your voice is rising(going up) or falling (going down) at the end.Ask a Yes/No question, such as Is there a bookcasein this room? Elicit the fact that your voice is risingbecause you are asking a Yes/No question.• Tell students to listen to a short answer and decideif your voice is rising or falling at the end. Say ashort answer such as Yes, there is. Elicit the fact thatyour intonation is falling.• 33 Play the audio, pausing for students torepeat.B.• 34 Play the audio again. Have students listenand repeat once more, then take turns practicingthe questions and answers. To check, call onseveral pairs to role-play an exchange for the class.B.• GROUPS. Read the instructions aloud. Tell theclass that each student in the group should presentsome information about the town plan. Tell groupsto decide who will talk about the different thingsin their town. Refer students back to the Learn tolearn strategy. Tell students to write short notesabout some of the things they will say.C.• CLASS. Read the instructions and examplelanguage aloud. Remind “town planners” to useThere is/are and prepositions of location in theirpresentations. After the first presentation, have therest of the class ask Yes/No and Where questionsabout the plans.D.• After all teams have presented, ask students tovote for the plan they like best. Elicit reasons whythe winning plan was chosen.Learn to learn (5 min. or less)• Read the strategy line and explain or elicit themeaning. If helpful, discuss the ideas presented inthis section in L1.• GROUPS. Read the instructions aloud. Tellstudents they will practice making notes whenthey do the following exercises.13 Your turn (30 min.)A.• For this activity, prepare art materialsbeforehand—construction paper, crayons, coloredpencils, markers.• GROUPS. Have students make groups of four.Read the instructions aloud and then explain thetask. Say, for example, Each group is a team of townplanners. The government wants you to plan a townthat teenagers will love to live in or visit. As townplanners, you discuss and decide how your town willlook, what buildings and other things you will have,and where they will be located. In the end, you alsodecide the name of your town. Draw your town on a bigpiece of paper. Be sure to make it fun and colorful.• To get students started, brainstorm with the classsome fun places they might want to include intheir town, such as amusement parks, swimmingpools, game parlors, concert halls, etc. Providevocabulary as needed.(5–10 min.)• GROUPS. Read the instructions aloud and thengo over the Useful language with the class. On theboard, write What can you do ? Youcan . Give and then elicit some examples ofthis usage of can, such as What can you do at thezoo? You can see lions and tigers. What can you do atthe amusement park? You can ride the big roller coaster.You may also want to help students practiceemphatic intonation for these phrases: I love it! It’sawesome there.• Model a conversation for this activity with astudent. In addition to using the Useful languagein your model, recycle some language studentshave learned in previous units such as Yes/Noquestions (Is there a . . . ? / Does it havea / any . . . ?), Where questions (Where is it?), Howmany questions (How many pools are there?), Howoften questions (How often do you go there?), andfunctional expressions (Really? Seriously? That’sgreat!). After your model, elicit the questions andexpressions you used and write them on the boardas a guide to help students in their discussions.• As students talk, walk around to monitor. Aftertheir discussions, elicit favorite places from severaldifferent groups.T29Postcards_splitB_TE1_U03.indd T292/27/07 10:22:34 AM024-033_
12 PronunciationIntonation in Yes/No questions and short answersA. 33 Listen to the questions and answers. Notice how the voice falls on the last wordin the short answers.QuestionsAnswersA: Is there a mall in this area? B: Yes, there is.A: Is there a hotel near the mall? B: No, there isn’t.A: Are there any restaurants near your house? B: Yes, there are.A: Are there any stores in your neighborhood? B: No, there aren’t.B. 34 Listen again. Then role-play the conversations.Learn to learnPrepare before a presentation.Prepare for speaking activities by writingdown some of the things you want to say orask.GROUPS. Prepare for part B of Exercise13 by writing down some of the thingsyou want to say in your presentation.Prepare for part C by writing down somequestions.13 Your turnA. GROUPS. Pretend you’re town planners.Your government asks you to plan a newarea in your town for teenagers. Followthese instructions:1. Discuss the places you want to includein your town.2. Make a sketch of your plan on a bigpiece of paper. Make your plans colorfuland fun.3. Name your town.B. GROUPS. Present your town plans tothe whole class. Use There is, There are,and prepositions of location in yourpresentation.C. CLASS. Ask the town planners questionsabout their plans for the town. Ask Yes/No and Where questions. Give commentsabout the plans.For example:Student 1: Is there a . . . ?Presenter: No, there isn’t a . . ./therearen’t any . . .Student 1: Why not?Student 2: Excuse me. I think the publicpool is very small.D. Vote on the plan that you like best. Explainyour choice.GROUPS. Talk about a favoritevacation place or a favorite placein your town or city. Ask yourclassmates about their favorite place.Find out where it is and what you can doand see there.Useful language:• What’s your favorite . . . ?• What can you do there?• My favorite place is . . .• I love it!• It’s awesome there.• It’s in/on . . . (location)• There’s/There are . . .• Let’s go there. (Suggest when to go.)Unit 329:22:34 AM024-033_SB1B_U03_14106.indd 291/17/07 7:30:29 PM
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Level 2English
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Postcards
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Scope and SequenceUnit Title Commun
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INTRODUCTIONDear Teacher,Welcome to
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INTRODUCTIONTeaching techniquesThe
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INTRODUCTION➤ Learn to learnThe L
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INTRODUCTION➤ Fun with songsThe F
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:06:47 PMvi-5_SB1B_LGS_14106.indd v
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TEACHER’S NOTES6 A classroom (10
Page 24 and 25: 9 Words for peopleA. 7 Look at the
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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
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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
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Page 79 and 80: A skateboard contestA. 38 Look at t
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Page 115 and 116: At the costume partyA. 56 First, lo
Page 117 and 118: Game 2 Add up the questions• Read
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Grammar Focusand Discovering gramma
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Discovering grammarLook at the gram
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Grammar Focusand Discovering gramma
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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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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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