11 call 911! - future - english for · pdf filet-205 unit 11 preview ... • resume playing...

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-205 UNIT 11

Preview• Setthecontextoftheunitbyaskingquestions

aboutemergencies(forexample,How do you react in an emergency? Are you calm or nervous and scared? Can you think clearly, or do you panic?).

• Holduppage205orshowTransparency11.1.Readtheunittitleandasktheclasstorepeat.

• Ask:What’s the first thing you should do in an emergency?(Call911!)What’s 911?Explain:In the United States and Canada, it’s the telephone number for emergency police, fire, or ambulance services.

• Say:Look at the picture.AskthePreviewquestions:Who are the people?(emergencymedicaltechnicians,orEMTs/paramedics)What is happening?(There’samedicalemergency./Someoneisverysickorhurt,andanambulanceistakingthepersontothehospital.)

• Say:Look at the picture and the unit title. How did the EMTs know to come and help the woman?(Someonecalled911.)

Goals• PointtotheUnitGoals.Explainthatthislistshows

whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandasktheclasstorepeat.Explain

unfamiliarvocabularyasneeded:Procedures:thecorrectwayofdoingsomething

• Tellstudentstocircleonegoalthatisveryimportanttothem.Callonseveralstudentstosaythegoaltheycircled.

Call 911!

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Presentcontinuous:Statementsand

questions• There was / There were• Compoundimperatives

Pronunciation• Stressedsyllables• Thesound/h/atthebeginningofwords

Reading• Readanarticleaboutcausesofhome

injuries• Reading Skill:Identifyingsupportingdetails

Writing• Writeaboutwhatpeoplearedoing• Describeemergencysituations• Writeaboutthesafetyofyourhome

Life Skills Writing• Completeanemployeeaccidentreport

11 Classroom Materials/Extra Practice

CD 3Tracks 33–48

Transparencies 11.1–11.6Vocabulary Cards Unit 11

T

MCAUnit 11

WorkbookUnit 11

Interactive PracticeUnit 11

UNIT 11 T-206

Lesson 1 Vocabulary

Getting Started 10 minutes

1 What DO YOU KnOW?

a CLASS.Lookatthepictures.Which...

• ShowTransparency11.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage207.

• Say:Look at the pictures. Which medical emergencies do you know?Elicitamedicalemergency(forexample,In number 9, he fell.).

• Studentscalloutanswers.Helpstudentspronouncemedicalemergenciesiftheyhavedifficulty.Asneeded,restatestudents’responsestomatchthevocabularyonpage207.

• Ifstudentscalloutanincorrectmedicalemergency,changethestudent’sanswerintoaquestionfortheclass(forexample,In number 4, he’s choking?).Ifnobodycanidentifythecorrectmedicalemergency,tellstudentstheywillnowlistentoaCDandpracticethevocabularyformedicalemergencies.

Presentation 5 minutes

B Lookatthepicturesandlisten.Listen...

• Readthedirections.PlayCD3,Track33.Pauseafternumber9(He fell.).

• Tocheckcomprehension,actoutseveralmedicalemergenciesinrandomorderandaskstudentstocalloutthemedicalemergency(forexample,forchoking,pretendtotakeabiteoffood,thengrabyourneckandtrytospeakwithoutanysoundcomingout).

• ResumeplayingTrack33.Studentslistenandrepeat.

Controlled Practice 20 minutes

2 PRaCtICE

a PAIRS.StudentA,pointtothepictures.Ask...

• Readthedirections.Readeachlineintheexampleandasktheclasstorepeat.

• PlayAandmodeltheexamplewithanabove-levelstudent.Pointtopicture5andask:What’s the emergency?Pointtoanotherpictureandask:What’s the emergency?

• Modelchangingroles.Tellthestudenttopointtoapictureandaskyou:What’s the emergency?

• PairstudentsandtellthemtotaketurnsplayingAandB.

B WORDPLAY.PAIRS.Lookatthelistofmedical...

• Readthedirections.Say:You’re going to look at the list of medical emergencies and decide which ones are happening now and which ones happened in the past. How can you tell?Elicitstudents’ideas.

• Copythechartontotheboardandreadtheexample.Underlineright now,’s,and-ingintheleftsideofthechart.

• PointtoHappened in the pastandask:What is the ending for regular past-tense verbs?(-ed)Remindstudentsthatsomeverbsareirregularinthepasttense.

• Pairstudentsandtellthemtolookateachmedicalemergencyanddecidewheretowriteitinthechart.

• Callonstudentstowritethemedicalemergenciesinthechartontheboard.Correctasneeded.

teaching tip

Actingoutnewvocabularyisespeciallyhelpfulforkinestheticlearners.Callonvolunteerstoactoutamedicalemergencyfortheclasstoguess.

Language note

Pointtotheleftsideofthechartandask:Which emergency isn’t present continuous?WriteShe’s unconsciousontheboard.Underlineunconsciousandask:What part of speech is unconscious?(adjective)Pointtotherightsideofthechartandask:Which emergency had an irregular past-tense verb?(He fell.)What’s the base form of fell?(fall)

T-207 UNIT 11

Lesson 1 Vocabulary

• Tellstudentstothinkofamedicalemergencythatthey,afamilymember,orfriendhad.Ifstudentshavetroublethinkingofsomething,tellthemtothinkofamedicalemergencyfromaTVshowormovie.Tellthemtonoteanswerstothethreequestionsintheirnotebooks.StudentsshouldusethevocabularyonthispageandcanalsoreferbacktoUnit7(pages127,128,and134)formoreideas.

• Showstudentshowtomakethepresentcontinuousmedicalemergenciespasttense.Ontheboard,write:She’s bleeding.Crossout’sandwritewas.

• Formgroupsof3andtelleachstudenttotakeaturnaskingandansweringthequestions.

• Walkaroundandcheckstudents’useofthepasttense.

Learning Strategy: Useyourlanguage• Provideeachstudentwithfiveindexcardsortell

studentstocutupnotebookpaperintofivepieces.• Readthedirections.Ifyouhavestudentswithlow

first-languageskills,pairthemwithmorecapablepeersifpossible.

• Walkaroundasstudentswork.Ifmisspellingsoccur,tellthemtocheckthelistonpage207.

• Say:You can use your language to help you remember new words in English.Remindstudentstousethisstrategytorememberothernewvocabulary.

Communicative Practice 20 minutes

Show what you know!

GROUPSOF3.Haveyouorsomeoneyouknow...

• Readeachquestionandnoteyourownanswersontheboard(forexample, my aunt—fell off her bike, broke her wrist;my uncle—drove her to the ER).

• Askastudenttoaskyoueachquestionfromthedirections.Answerwithrealinformation.Useyournotesontheboard(forexample,My aunt fell off her bike. She broke her wrist. My uncle drove her to the emergency room.).

Interactive Practice pages 122–123

Extra Practice


UNIT 11 T-208

Call 911 to report a medical emergencyLesson 2

C Listenagain.Whatdoesthe911...

• Readthedirections.PlayTrack34again.Studentslistenandcheckthequestionstheyhear.

• Asktheclass:How many questions did you check?(Studentsshouldhavecheckedfourquestions.)PlayTrack34againasneeded.

• Callonstudentstoreadthequestionstheychecked.

D Listenagain.Whereis...

• Readthedirections.• Explain:Acrossstreetis a street that crosses

another street.Ontheboard,drawandlabelthestreetyourschoolison.Markthelocationoftheschool.Thendrawandlabelthetwonearestcrossstreetsoneithersideofyourschool.Say:[Peach Avenue] and [Cherry Street] are the nearest cross streets to our school.

• PlayTrack34again.• Ontheboard,drawandlabelElmStreetandmark

thelocationofDave’sSportsShop.ThendrawtwostreetscrossingElmoneithersideofDave’s.Ask:What are the cross streets?Labelthecrossstreets:17th Avenueand18th Avenue

• Tellstudentstowritethenearestcrossstreetsfortheirhomeandworkintheirnotebooks.

E Listentothewholeconversation....

• Readthedirectionsandtheanswerchoices.PlayCD3,Track35.

• Asktheclass:How is the man going to get to the hospital?

1 BEFORE YOU LIStEn

READ.CLASS.Readabout911emergencycalls....

• Write911ontheboard.Saynine-one-oneandasktheclasstorepeat.

• Tellstudentstoreadthenoteabout911emergencycallssilently.

• Tocheckcomprehension,ask:When should you call 911?(whenthereisanemergencysituation)How much does it cost to call 911?(It’sfree.)

• Directstudentstolookatthefirstpicture.Asktheclass:What is the situation?(Shefell.Shehurtherknee.)Is it an emergency?(No.)Should you call 911?(No.)

• Repeatwithpictures2–4(2.He’shavingaheartattack.Yes.Yes;3.Sheswallowedpoison.Yes.Yes;4.Hehasacold.No.No.)

Culture Connection

• Say:911 is the emergency telephone number for the U.S. and Canada. It is only for emergencies. For non-emergencies, call the local police or fire station or your doctor’s office.Listlocalpoliceandfirestationnumbersontheboardforstudentstocopy.

• Ask:Is there an emergency telephone number in your home country? What is it?Listcountriesandtheiremergencytelephonenumbersontheboard.

• Optional:Provideadditionalexamples:Australia—000;EuropeanUnion—112;UnitedKingdom—999.


2 LIStEn

a CLASS.Lookatthepicture.Guess:Whatis...

• Readthedirections.Ask:What is happening?• Elicitstudents’guessesandlistthemintwo

columnsontheboardundertheheadingsManandWoman.StudentswilllistenfortheanswerinExerciseB.

teaching tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage306astheylistentotheconversations.

B Listentotheconversation.Wasyour...

• Readthedirections.PlayCD3,Track34.Studentslisten.

• Ask:What is happening?Readtheguessesontheboard.Elicitandcirclethebestanswer.(Themanishavingaheartattack.Thewomaniscalling911.)

Call 911 to report a medical emergencyLesson 2

T-209 UNIT 11


4 PRaCtICE

a PAIRS.Practicetheconversation.

• PairstudentsandtellthemtopracticetheconversationinExercise3C.Walkaroundandhelpwithpronunciationasneeded.Payparticularattentiontostudents’pronunciationofemergencyandlocation.

B ROLEPLAY.PAIRS.Makenewconversations....

• Readthedirections.• Modeltheactivity.Ontheboard,write:

Emergency:Location:Cross streets:

• Fillintheinformationyouwilluseinyourconversation.

• Askanon-levelstudenttoplayAandreadthequestions.PlayBandanswerthequestionsusingtheinformationontheboard.

• Tellstudentstofillintheblanks(inpencil)withanemergency,alocation,andcrossstreetstousewhentheyplayB.Remindstudentstoreferbacktothelistofmedicalemergenciesonpage207.

• Pairstudentsandtellthemtopracticetheconversation.

• WalkaroundandcheckA’spronunciationofemergencyandlocation.CheckthatBcorrectlyprovidesinformationaboutanemergency.

• Callonpairstoperformfortheclass.

Interactive Practice

Extra Practice


3 COnVERSatIOn

a Listentothewords.Noticethestressed...

• ReadthePronunciationWatchnote.• Writeallergicontheboardandpronounceit

slowly.Ask:How many syllables does allergic have?(three)Pronounceallergicagain,exaggeratingthestressonthesecondsyllable.Ask:Which syllable is longer and louder?Markthestressonthesecondsyllable.Pronounceallergicagainandasktheclasstorepeat.

• PlayCD3,Track36.Studentslisten.• ResumeplayingTrack36.Studentslistenand

repeat.

B Listentothewords.Mark(•)the...

• Tellstudentstolistenandmarkthestressoverthevowelinthesyllablethatislongerandlouderthantheothersyllables.

• PlayCD3,Track37.Repeatasneeded.• Writethewordsontheboard.Callonstudentsto

markthestress.Makecorrectionsasneeded.• Pronouncethewordsandasktheclasstorepeat.


C Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage208.

• TellstudentstoreadtheconversationsilentlyandtolookforwordsfromExercises3Aand3Bintheconversationandmarkthestressedsyllables.

• Callonvolunteerstowritethewordsontheboardandmarkthestressedsyllables(emergency,location)

• PlayCD3,Track38.Studentslistenandrepeat.• Walkaroundandcheckthatstudentsarestressing

thecorrectsyllablesinemergencyandlocation.

MULtILEVEL InStRUCtIOn for 4B

Cross-ability Directlower-levelstudentstoplayAfirst.

UNIT 11 T-210

Talk about medical emergenciesLesson 3

• ReadtheGrammarWatchnoteandasktheclasstoreadalongsilently.Tellstudentstorewritetheiraffirmativeandnegativestatementsusingcontractions(forexample,He’s choking. He’s not choking. He isn’t choking.).Ask:When do we use contractions?(inconversationandinformalwriting)

• Fromthetwobottomcharts,readeachinformationquestionanditsanswersandasktheclasstorepeat.

• TellstudentstolookatthepictureinExercise2Aonpage208andwriteacoupleofinformationquestions.Callonstudentstowritequestionsontheboard(forexample,What is happening? What is the woman / Olivia doing? Who is calling 911?).Makecorrectionsasneeded.Readthequestionsandcallonstudentstoanswerusingthepresentcontinuous.

• Ifyouareusingthetransparency,dotheexercisewiththeclass.


1 PRaCtICE

Completethesentences.Usethecorrect...

• Readthedirectionsandtheexample.Ontheboard,write:choke.Crossouttheeandwrite-ing.Reviewthespellingrulesfor-ingverbsonpage290asneeded.

• Walkaroundandencouragestudentstousecontractions.

• Studentscompareanswerswithapartner,takingturnsreadingthesentences.

• Callonstudentstoreadthesentences.Writetheanswersontheboard.Writeallpossibleanswers(forexample,foritem2:is not breathing,isn’t breathing,’s not breathing).Tellstudentstochecktheirspelling.


• Say:We’re going to study the present continuous. In the conversation on page 209, Olivia used this grammar.

• PlayCD3,Track38.Studentslisten.Writeontheboard:I think a man is having a heart attack.Underlineis having.


Presentcontinuous:Statementsandquestions

• CopythegrammarchartsontotheboardorshowTransparency11.3andcovertheexercise.

• Remindstudents:Use the present continuous for events happening at the present time. Ask:What’s happening in our classroom right now?Elicitafewpresentcontinuoussentencesandwritethemontheboard(forexample,You are talking. We are listening. Wen is looking at the clock.).Underlineam,is,orareinthesentencesand-ing.

• Readthesentencesinthetopfourchartsandasktheclasstorepeat.

• TellstudentstoturntoExercise2Bonpage206andchooseonemedicalemergencyfromtheHappening right nowsideoftheircharts.Ontheboard,write:

Affirmative:Negative:Yes / No question:Short answer:

• Tellstudentstowritetheaffirmativestatement,makeitnegative,useittoformaYes / Noquestion,andwriteshortanswers.Dooneexampleontheboardwithstudents:He is choking. He is not choking. Is he choking? Yes, he is. No, he’s not.Directstudentstochooseanotheremergencyandwritethefourtypesofsentencesintheirnotebooks.

• Tellstudentstoreadtheirsentencestoapartner.Walkaroundandcheckthatstudentsareformingthepresentcontinuouscorrectly.

T-211 UNIT 11

Talk about medical emergenciesLesson 3

STEP2.SAMEPAIRS.Talkaboutyourpictures....

• Asktwostudentstoreadtheexample.• Say:Take turns. Student A, talk about a person in

your picture. Student B, say what the same person is doing in your picture. Then, Student B, talk about a person in your picture. Student A, say what the same person is doing in your picture.

• Say:If you’re not sure which person your partner is talking about, ask what clothes the person is wearing.

• Tellpairstonumberthedifferencesinthepictureastheyfindthem.

• Walkaroundandhelpasneeded.Checkthatstudentsusethepresentcontinuouscorrectly.

• Tocheckanswers,drawaT-chartontheboardwiththeheadingsA’s pictureandB’s picture.Numberfrom1to6.Callonpairstosaydifferences.Writethedifferencesinthechartontheboard.

• Tellpartnerstolookateachother’spictures.

Progress Check

Canyou...talkaboutmedicalemergencies?Say:We have practiced talking about medical emergencies. Now, look at the question at the bottom of the page. Can talk about medical emergencies?Tellstudentstowriteacheckmarkinthebox.

2 PRaCtICE

Completethephoneconversationbetween...

• Readthedirections.• Asktwostudentstoreadthefirsttwolinesofthe

conversation.Writetheexampleontheboard.Circle’sandsay:Remember, we use contractions in the present continuous in conversation.

• Walkaroundandcheckthatstudentsuseisor’sandtheverb+-ing.

• Studentscompareanswersbyreadingtheconversationwithapartner.

• Askapairtoreadtheconversationfortheclass.Writetheanswersontheboard.Tellstudentstochecktheirspelling.

• Optional:Callonpairstoperformfortheclass.


Show what you know!

STEP1.PAIRS.StudentA,lookatthepictureon...

• Asktheclass:Where are the people?(intheemergencyroomofahospital/inanER)

• PairstudentsandassignpartnersrolesofAandB.TellStudentAtolookonlyatthepictureonthispageandStudentBtolookonlyatthepictureonpage247.

• Say:Study your picture. What are the people doing?Tellstudentstoreadtheexampleandwritesixsentencesintheirnotebooks.

pages 102–103 pages 124–125

Extra Practice


MULtILEVEL InStRUCtIOn for StEP 1

Cross-ability InStep1,pairorgrouplower-levelandhigher-levelstudentswiththesamerole.Directthemtoworktogethertowritesixsentencesaboutthepeopleintheirpicture.

UNIT 11 T-212

Understand fire safety proceduresLesson 4


C GROUPSOF3.Whatareotherhomefirehazards....

• Formgroupsof3.• Say:Look at the fire hazards in Exercise 1. What are

other home fire hazards?Elicitacoupleofideas(forexample,a kitchen towel close to the stove,a lighter available to children).

• Say:Look at the fire safety words in Exercise 2A. What can people do to make their homes safer?Elicitacoupleofideas(forexample,have a fire extinguisher on each floor of the house,install smoke alarms).

• TellgroupstotakeouttwosheetsofpaperandwritethetitlesHome fire hazardsandWays to make your home safer.Asktwostudentsineachgrouptoberecorders.Tellgroupstobrainstormandlisttheirideas.

• Directthethirdstudentineachgrouptowriteoneideafromeachlistontheboard.Tellstudentstotrytochooseideasthatarenotalreadyontheboard.

• Readtheideasineachlistontheboard.Correctasneeded.

• Tellstudentstowritedownonethingtheywilldotomaketheirhomesafer.

• Optional:Tellstudentstoranktheideasformakingahomesaferinorderofimportance.


• ListthefollowingwordsfromExercise1ontheboard:lamp,cord,rug,window,heater,curtain.

• Saythewordsandasktheclasstorepeat.• Ask:Do we have any of these objects in our

classroom?Callonstudentstopointouttheobjects.

• Optional:Askvolunteerstowritethewordsoncardsandlabeltheobjectsinyourclassroom.


1 IDEntIFY FIRE haZaRDS

PAIRS.Lookatthepicture.Matchthefirehazards...

• Explain:Hazardsare things that may be dangerous or cause accidents.Firehazardsare things that may cause a fire.

• Readthedirections.Pairstudentsandtellthemtolookforwordsfromtheboardinthedescriptions.

• Readeachdescriptionandasktheclasstocallouttheletterofthefirehazard.

• Say:Read the descriptions again. Do you have any of these fire hazards in your home?

• Optional:Tellstudentstocopythefirehazardsintotheirnotebooksandchecktheirownhomesforfirehazards.

2 IDEntIFY FIRE SaFEtY WORDS

a Whatfiresafetywordsdoyouknow?Write...

• Readthedirectionsandthewordsfromthebox.• Tellstudentstomatchasmanyfiresafetywords

andpicturesastheycan.

B Listenandcheckyouranswers....

• Readthedirections.• PlayCD3,Track39.Asneeded,pausetoallow

studentstofillinmissinganswersand/ormakecorrections.

• ResumeplayingTrack39.TellstudentstopointtothepicturesinExercise2Aastheylistenandrepeat.

• Say:Look at the fire safety pictures and words again. Which things does your home have?

MULtILEVEL InStRUCtIOn

Cross-ability Directthetwohigher-levelstudentsineachgrouptobetherecorders.

Understand fire safety proceduresLesson 4

T-213 UNIT 11


3 LEaRn FIRE SaFEtY tIPS

a Listentothefiresafetytips.Then...

• Ask:Do you know what to do in case of a fire?Liststudents’ideasontheboard.

• Tellstudentstoreadthefiresafetytipssilently.• PlayCD3,Track40.Studentslisten.• PlayTrack40again.Studentslistenandcomplete

thetips.• Studentscompareanswerswithapartnerby

readingthesentences.• Callonstudentstoreadthesentences.Writethe

answersontheboard.Tellstudentstochecktheirspelling.

• Askafewcomprehensionquestions:When should you call 911?(afteryouleaveyourhome)What should you take with you?(nothing)What should you do before you open a door?(feelit)Should you open a hot door?(No.)What should you do if you smell smoke?(stayclosetothefloor,coveryourmouthandnosewithawetcloth)

B READ.PAIRS.ReadaboutCarmen.Whichofthe...

• Tellstudentstoreadtheparagraphsilently.• Readthedirections.• Pairstudents.Tellpairstoreadtheparagraphagain

andhighlightthefiresafetytipsCarmenfollowedinonecolorandthemistakesshemadeinanothercolor.

• Asktheclass:Which of the fire safety tips from Exercise 3A did Carmen follow?Callonstudentstoreadthesentencestheyhighlighted(She touched the front door to her apartment, but it was not hot. She opened the door. She didn’t take the elevator. She waited across the street from the building until the firefighters said it was OK to go back inside.).

• Asktheclass:What mistakes did Carmen make?Callonstudentstoreadthesentencestheyhighlighted.Foreachmistake,asktheclasstoidentifythetipshedidn’tfollowandthenreadthetip(forexample,S:First, she called 911.T:Which tip did she not follow?Class:Number 2.T:Don’t stop to call 911 . . .).(Othermistakes:Then she got her wallet and keys . . .—Tip number 1. She smelled smoke so she ran . . .—Tip number 5.)


4 taLK aBOUt FIRE ESCaPE PLanS

PAIRS.LookatthePierrefamilyescapeplan....

• Say:Look at the Pierre family escape plan. It shows how family members will exit the house quickly and safely if there is a fire.

• PairstudentsandtellthemtoanswerthequestionsaboutthePierrefamilyescapeplan.Tellstudentstowritetheiranswers.

• Callonpairstoaskandanswereachquestion.Explaineachanswer.Forexample,foritem1,countonyourfingersasyousay:(1)Mom and Dad’s bedroom,(2)Aunt Fran’s bedroom,(3)Jack and John’s bedroom.Foritem3,pointtothewindowsonthediagramandcount.

• Say:Fire escape plans should have two ways out of each room. They should have a family meeting place away from the home. Do you have a fire escape plan?

EXPanSIOn: Life Skills Practice for 4

• Forhomework,tellstudentstocreateafamilyescapeplanliketheoneshowninExercise4.

• DirectstudentstoexchangepapersandanswerthequestionsfromExercise4abouttheirpartner’sescapeplan.

Progress Check

Canyou...understandfiresafetyprocedures?Say:We have practiced understanding fire safety procedures. Now, look at the question at the bottom of the page. Can you understand fire safety procedures?Tellstudentstowriteacheckmarkinthebox.

Interactive Practice pages 126–127

Extra Practice

UNIT 11 T-214

Describe an emergencyLesson 5


1 BEFORE YOU LIStEn

CLASSLookatthedangeroussituations.Whatare...

• Say:Look at the dangerous situations.Sayeachdangeroussituationandasktheclasstorepeat.

• Ask:What are some other dangerous situations?Writestudents’ideasontheboard(forexample,a fire,a natural disaster [a hurricane,an earthquake,a tornado],a fall,a wild animal).


2 LIStEn

a CLASS.Lookatthepicture.Guess:Whatare...

• Readthedirections.Ask:What are Mr. and Mrs. Novak talking about?

• Writetheanswerchoicesontheboardandreadthem.Callonstudentstoguess.

B Listentotheconversation.Wasyour...

• PlayCD3,Track41.Studentslisten.• Circlethecorrectanswerontheboard.Ask:Was

your guess correct?


C Listenagain.Whichstory...

• Tellstudentstoreadthenewspaperheadlinessilentlyandunderlinethedangeroussituations.

• Sayeachnewspapernameandasktheclasstocalloutthedangeroussituation(a.fire,b.car accident,c.gas explosion,d.bank robbery).

• PlayTrack41again.Studentslistenandcircletheletterofthestorytheyhear.

• Ask:Which story are they talking about?Callonastudenttoanswer.

• Asktheclass:How many people were hurt?(two)

D Listentothewholeconversation.

• Tellstudentsthatthegasexplosioncausedanotherproblem.

• PlayCD3,Track42.Studentslistenandwritetheanswertothequestion.

• Studentscompareanswerswithapartner.• Ask:What problem did the emergency situation

cause?Asktheclasstocallouttheanswer.(Trafficisbad.Alotofstreetsarecloseddowntown.)Writetheanswerontheboard.

EXPanSIOn: Graphic Organizer Practice for 2D

• DrawaWh-questionchartontheboard.IntheWhat?box,writegas explosion.PlayTrack42again.TellstudentstolistenfortheWho? Where? When?andWhy?ofthestory.

• Elicittheclass’shelptocompletethechartontheboard(Who? two people hurt;Where? downtown;When? yesterday;Why? They don’t know yet.)

• Ask:What is the name of our local newspaper? What were the headlines today?

• Bringinnewspapersortellstudentstolookatthelocalpaperforhomework.TellstudentstochooseastoryaboutadangeroussituationandcompleteaWh-questionchartwithinformationfromthestory.

teaching tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage306astheylistentotheconversations.


T-215 UNIT 11

• Asktwoon-levelstudentstopracticetheconversationontheboardfortheclass.

• TellpairstotaketurnsplayingAandB.Tellthemtousetheinformationintheboxestofillintheblanks.

• Walkaroundandcheckstudents’pronunciationofthe/h/soundatthebeginningofhear,happened,andhurt.Asneeded,pronouncethewordsandaskstudentstorepeat.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstopracticefortheclass.


B MAKEITPERSONAL.PAIRS.Makeyourown...

• Asktheclass:Do you read the newspaper? Where do you get your news?

• Pairstudents.Say:Think about an emergency situation you have heard about. In your notebooks, write down the type of situation and the number of injuries and / or deaths.

• Optional:Bringinnewspapersandtellstudentstolookforstoriesaboutdangerousemergencysituations.Tellthemtowritedownthetypeofsituationandthenumberofinjuries.Tellpartnerstochoosedifferentstories.

• Say:Student A, talk about the information you wrote down. Begin the conversation by saying:Didyouhearwhathappenedyesterday?

• Callonpairstoperformfortheclass.


Extra Practice

3 COnVERSatIOn

a Listentothepairsofwords.Notice...

• Modelpronouncingthe/h/sound.Say:First, open your mouth. Then use your throat to breathe out.Saythe/h/soundandasktheclasstorepeat.

• Readthedirections.PlayCD3,Track43.Studentslisten.

• ResumeplayingTrack43.Studentslistenandrepeat.


B Listentoeachpairofwords.Arethe....

• Readthedirections.PlayCD3,Track44.StudentslistenandwriteSorD.

• PlayTrack44againifstudentshavedifficulty.• Sayeachpairofwordsandasktheclasstocallout

sameordifferent.

C Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage214.

• Tellstudentstoreadtheconversationsilently.Tellthemtofindwordsthatbeginwithhandunderlinetheh(hear,happened,happened,hurt,hospital).Saythewordsandasktheclasstorepeat.

• PlayCD3,Track45.Studentslistenandrepeat.

4 PRaCtICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3C.

• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.

• Saythedangeroussituationsintheblueboxandasktheclasstorepeat.

• Saythesentencesintheredboxandasktheclasstorepeat.Ask:Which two sentences have the same meaning?(No one was hurt. There were no injuries.)

• Copytheconversationontotheboardwithblanks.Readitandwhenyoucometoablank,askwhatcoloritis.Pointtotheboxthat’sthesamecolorandfillintheblankwiththefirstiteminthebox.


Pre-level Tellstudentstowritedownthetypeofdangerousemergencysituation.Tellthemtowriteasentence,similartothesentencesintheredboxinExercise4A,aboutinjuries.DirectpairstousetheirinformationintheconversationinExercise4A.above-level Tellhigher-levelpairstotalkabouttheinformationtheywroteintheirnotebookswithoutlookingattheconversationinExercise4A.

UNIT 11 T-216



• Say:We’re going to studyTherewasandTherewere. In the conversation on page 215, Mr. Novak used this grammar.

• PlayCD3,Track45.Studentslisten.Writeontheboard:There was a gas explosion downtown.UnderlineThere was.


There was / There were

• Ontheboard,drawawordboxwithwasandwere.Side-by-side,write:1. There ___ a gas explosion yesterday. 2. There ___ two car accidents last week.Say:Look at sentence 1. What comes after the blank?(a gas explosion)Look at sentence 2. What comes after the blank?(two car accidents)Which do you think is the answer for number 1, was or were?(was)Why?(becauseexplosionissingular)Which do you think is the answer for number 2, was or were?(were)Why?(becausethewordaccidentsisplural)

• Underlinelast weekandyesterdayinthesentencesontheboard.Say:Use therewas/therewere to talk about the past.

• CopythegrammarchartsontotheboardorshowTransparency11.4andcovertheexercise.

• Readthesentencesinthetoptwochartsandasktheclasstorepeat.

• Pointtosentence1ontheboardandask:How do I make this sentence negative?Tellstudentstolookatthetopleftgrammarchart.Elicitandwriteundersentence1:There wasn’t a gas explosion yesterday. There was no gas explosion yesterday.Repeatwithsentence2andwrite:There weren’t any car accidents last week. There were no car accidents last week.

• Readthesentencesinthebottomtwogrammarchartsandasktheclasstorepeat.

• Pointtosentence1ontheboardandask:How do I make this sentence into a question?Tellstudentstolookatthegrammarchart.Elicitandwriteundersentence1:Was there a gas explosion yesterday?Repeatwithsentence2andwrite:Were there any car accidents last week?

• Elicitaffirmativeandnegativeshortanswerstoeachquestionandwritethemontheboard.



1 PRaCtICE

Completetheconversations.Usethereandwasorwere.

• Readthedirections.Writetheexampleontheboardandpointtotheanswer.Ask:Why is the answer Therewas?(becauserobberyissingular)

• Studentscompareanswerswithapartnerbyreadingtheconversations.

• Optional:Pairstudentsandaskthemtopracticethecompletedconversations.Callonpairstoperformthecompletedconversationsfortheclass.

T-217 UNIT 11

• Asaclass,brainstormquestionsthatBandCcanasktogetmoreinformation.Writethemontheboard(forexample,Was anybody hurt? Were there any injuries? Where / When / How did it happen? Did the police / firefighters / an ambulance come? Was there a lot of smoke / traffic?).

• Modeltheactivity.PlayAandtellaboutanemergencysituationyouhaveheardabout.Saywhereyouheardaboutthesituation,whatthesituationwas,andwhereithappened(forexample,I read the newspaper this morning. There was a robbery at Community Bank on Lincoln Highway.).Callonvolunteerstoaskyouquestionsfromtheboardortheirownquestions.Answerthequestions.

STEP2.Telltheclassaboutanemergencysituation.

• Readthedirections.• Modeltheactivity.Telltheclassaboutthe

emergencysituationyoudescribedinStep1.Begininthesameway(forexample,I read the newspaper this morning. There was a robbery . . .).Includetheinformationelicitedbystudents’questions.

• TellstudentstopracticetellingapartnerabouttheemergencysituationfromStep1.

• Callonstudentstotelltheclassabouttheiremergencysituation.CheckthatstudentsuseThere was / There werecorrectly.

EXPanSIOn: Listening and Writing Practice for StEP 2

• Forhomework,tellstudentstowatchthelocalnewsonTVinEnglish.

• TellstudentstowritetwosentenceswithThere was / There wereaboutthreedifferentemergencysituations.

• Callonstudentstotelltheclassaboutoneemergencysituation.

Progress Check

Canyou...describeanemergency?Say:We have practiced describing emergencies. Now, look at the question at the bottom of the page. Can you describe an emergency?Tellstudentstowriteacheckmarkinthebox.


2 PRaCtICE

a WRITE.Lookatthepicturesofemergency...

• Readthedirections.• Saythewordsfromtheboxandasktheclassto

repeat.• Saythewordsfromtheboxagainandasktheclass

tocalloutsingularorplural.Tellstudentstolookatthefirstnoun.Explain:Alotofsmokeis singular because smoke is non-count. You use Therewaswith alotof and Therewere with lotsof.

• Tellstudentstolookatpicture1.Readtheexample.

• Say:For each picture, use your own idea to write the first sentence and words from the box to write the second sentence. There is more than one correct answer.

B PAIRS.Compareyouranswers.

• Tellpairstotaketurnsreadingtheirsentencesforeachpicture.

• Asktheclass:Were there many differences between your sentences and your partner’s sentences? What situation did you say there was in picture 4? What situation did your partner say there was?

• Callonacoupleofstudentstoreadtheirsentencesforeachpicture.


Show what you know!

STEP1.GROUPSOF3.StudentA,tellabout...

• Readthedirections.• Asktwoon-levelstudentstoreadtheexample.• Askforashowofhands:Did you watch the news

on TV last night? Did you read the newspaper this morning? Did you listen to the news on the radio today or yesterday? Did you read the news online today or yesterday?

• Tellstudentstothinkofanemergencysituationtheyhaveheardabout.Tellthemtowritedownwheretheyheardaboutitandtheinformationtheyremember—thesituation,whereithappened,whenithappened,thenumberofinjuries.

pages 104–105 pages 128–129

Extra Practice


UNIT 11 T-218

Read about causes of home injuriesLesson 7


1 BEFORE YOU REaD

CLASS.Lookatthepicturesofeverydayobjects...

• Say:Look at these pictures of everyday objects.Sayeachobjectandasktheclasstorepeat.

• Ask:Which of these objects can be dangerous?Tellstudentstocirclethewordsfortheobjectstheythinkcanbedangerous.

• Ask:Which objects did you circle?Callonafewstudentstoanswer.


2 REaD

Listen.Readthearticle.Wereyourguesses...

• PlayCD3,Track46.Studentslistenandreadsilently.

• Optional:PlayTrack46again.PausetheCDaftereachcauseofhomeinjuriesandasktheclass:

How many people are injured each year?(1.5million;2.2.3million;3.261,000;4.noinformation)Who is most affected?(1.peopleage65andolder;2.peopleofallages;3.peopleinthekitchen;4.childrenyoungerthanfive)

• TellstudentstoreadthearticleagainandunderlinetheeverydayobjectsfromExercise1thatareinthearticle.(Theyareallmentionedinthearticle.)Ask:Which everyday objects from BeforeYouRead can be dangerous?(allofthem)Were your guesses correct?

• Saythemostcommoncausesofhomeinjuries(falls,poisonings,burns,andchoking)andasktheclasstorepeat.SaytheeverydayobjectsfromExercise1andasktheclasstocalloutthetypeofhomeinjuryitcancause(forexample,T:candy,Ss:choking).

Read about causes of home injuriesLesson 7

T-219 UNIT 11

B GROUPSOF3.Readthesafetytipsforeach...

• Readthedirectionsandtheexample.• Tellstudentstoreadthesafetytipsforeachkindof

homeinjuryagainandtounderlinethethingsthattheydo.

• Say:Each group member should take a turn asking and answering:Whichofthetipsdoyoudo?

• Ask:Which of the tips do you do?Callonafewstudents.


Show what you know!

PRE-WRITING.PAIRS.Howsafeisyourhome...

• Readthedirections.• Tellstudentstolookatthesafetytipstheydidn’t

underlineinExercise3B.Ask:Which of these tips can you follow to make your home safer?

• Tomodeltheactivity,talkaboutsomethingyoucandotomakeyourhomesafer(forexample,I can keep my floors clear of toys. I can ask my kids to clean up their toys when they are finished playing.).

• Pairstudents.Tellpartnerstotaketurnsaskingeachother:What can you do to make your home safer?

WRITE.Writeaboutthesafetyofyourhome....

• Turntopage273andaskstudentstocompletetheactivities.SeepageT-xiiforgeneralnotesaboutWritingactivities.


3 ChECK YOUR UnDERStanDInG

a GROUPSOF3.Lookatparagraphs2,3,and4...

• ReadtheReadingSkillnote.Ask:What are supporting details?(reasons,examples,steps,orotherkindsofinformation)What do they help explain?(themainideas)

• Tellstudentstoreadparagraph1(Falls)inthearticleagain.Readtheexample.Tellstudentstounderlinethemainideasentenceintheparagraph.Ask:Which sentences help explain the main idea?(More than 5 million people are injured by falls each year.andFalls are especially dangerous for people age 65 and older.)Say:These are the supporting details.

• Writetheexampleontheboardandcompleteitwiththetwosentencesabove.

• Readthedirections.• Formgroupsof3.Telleachmembertochoosea

differentparagraph.Tellstudentstofirstunderlinethemainideasentenceintheirparagraph.

• Tellgroupmemberstotaketurnstalkingabouttheirparagraphs.Remindthemtousetheexampleasamodel.

• Callonstudentstosaythemainideaandsupportingdetailsforparagraphs2,3,and4.

EXPanSIOn: Graphic Organizer Practice for 3a

• Ask:Can you guess what the fifth most common cause of home injuries is?(drowning)

• Drawthreeboxesontheboard.Inthetopbox,write:Main idea.Inthemiddleandbottomboxes,write:Supporting detail.

• Say:Pretend we’re going to write a paragraph about drowning. What can the main idea sentence be? To write sentences with supporting details, what do we need to find out?Elicitanswersandwritethemintheboxesontheboard:

Main idea: Drowning is the fifth most common cause of home injuries.Supporting detail: how many people are injured by drowning each yearSupporting detail: who is most affected by drowning

pages 106–107 pages 130–131

Extra Practice


UNIT 11 T-220

Respond to a police officer’s instructionsLesson 8


1 BEFORE YOU LIStEn

a CLASS.Doyouknowwhattodoifyouarepulled...

• Readthequestion.• Tellstudentstolookatthepicture.Ask:What does

it mean to bepulledoverbythepolice?(Apolicecarsignals—usuallywithitslightsanditssiren—thatyoushoulddrivetothesideoftheroadandstop.)

• Repeatthequestion.Elicitstudents’ideasandwritethemontheboard.

B Takethequiz.CheckTrueorFalse.

• Tellstudentstolookatthequiz.Explainunfamiliarvocabulary.Say:Look at numbers 1 and 2. What phrase meansdrivetothesideoftheroadandstop?(pull over)Tellstudentstolookatnumber4.Ifpossible,bringinyourcarregistrationandproof-of-insurancecardtoshowtheclass.

• Readthequiztitle.ReadeachquizitemandaskstudentstoraisetheirhandsforTrueorFalse.

• TellstudentstheywillnowlistentotheCDtochecktheiranswers.


2 LIStEn

a Listentothepoliceofficertalking...

• PlayCD3,Track47.Studentslistenandchecktheiranswers.

• Toaidcomprehension,pausetheCDaftereachsectionsand/orplayTrack47asmanytimesasneeded.

• Asktheclass:Did you change any of your answers? Which ones?Tellstudentstocircletheitemnumberofanyanswerstheychanged.

• PlayTrack47again.Pauseaftereachanswerintherecording,readthequizitem,andelicitthecorrectanswer.

EXPanSIOn: Listening Practice for 2a

• PlayTrack47again.Tellstudentstolistenandcorrectthefalseitemsinthequiz(1,2,and6).

• Studentscompareanswerswithapartner.• Callonstudentstoreadthecorrecteditems:1....

pullovertotheright.2....youshouldstayinyourcar.6.Ifapoliceofficergivesyouaticket,don’tpaythepoliceofficer...

B PAIRS.Discussthequiz.Didanyoftheanswers...

• Say:Look at the item numbers you circled on the quiz. What did you think the answer was? What did you learn?

• Pairstudents.Say:Ask each other the questions from the directions. Tell your partner which answers surprised you and what you learned.

• Towrapup,askafewstudentsthequestionsfromthedirections.

Culture Connection

• Tellstudentstoclosetheirbooksandlistenagaintothepoliceofficertalkingaboutwhattodoifyou’repulledover.PlayTrack47again.

• Say:Now do you know what to do if you are pulled over by the police? Tell a partner what you can remember about what to do.

• Ask:What do you do if you are pulled over by the police in your country? Which things are the same? Which things are different?

Culture Connection

• ExplainthatlawsaboutcarregistrationandcarinsurancevaryfromstatetostateintheU.S.

• Say:In most states, you go to the Department of Motor Vehicles (DMV) to register a car. You show your owner’s certificate, pay a fee, and receive a registration card, license plate(s), and a sticker for your car window that shows your registration is valid for one year.

• Say:Most states require car insurance—to cover the cost of damage, medical expenses, etc. if you are in an accident. Many states require drivers to carry proof of insurance, a card from the insurance company that has your policy number and the dates your insurance is valid.

• Ask:What are the laws about car registration and car insurance in your home country? Are they similar to the laws in the U.S.?


T-221 UNIT 11

3 COnVERSatIOn

a CLASS.Lookatthetrafficviolations.Whatare...

• Tellstudentstolookatthetrafficviolations.Sayeachviolationandasktheclasstorepeat.

• Tocheckcomprehension,say:Look at the violations. Which one means driving too fast?(speeding)Which one means driving too close to the car in front of you?(tailgating)Which one means not stopping?(runningaredlight)

• Asktheclass:What are some other violations you know of?Liststudents’ideasontheboard(forexample,running a stop sign,making an illegal turn,not using car seats for young children,passing a school bus,driving too slowly,talking on a cell phone[insomestates]).


B Listenandrepeattheconversation.

• Readthedirections.PlayCD3,Track48.Studentslistenandrepeat.

• Ask:What did the police officer ask for?(license,registration,andproofofinsurance)Did the driver wait for the police officer to ask for his documents before he got them out?(Yes.)Why did the officer pull him over?(forspeeding)Did he argue with the officer?(No.)

• Asneeded,explainglove compartment.Ask:Where is the glovecompartment in a car?(infrontofthepassenger’sseat)What did the driver from the conversation have in his glove compartment?(registrationandproofofinsurance)What do you have in your glove compartment?

• Optional:PlayTrack48againtoaidcomprehensionandgivestudentsmorepracticesayingthenewvocabulary.

4 PRaCtICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3B.

• Say:Now make new conversations. Use different traffic violations.TellpairstounderlinetheinformationintheconversationinExercise3Bthattheywillneedtochange.Asktheclass:What


Extra Practice

did you underline?(speeding)Pointoutthatstudentsmayalsowanttochangepockettopurse,pocketbook,backpack,etc.

• TellpairstosubstitutetrafficviolationsfromthetopofthepageortheboardforspeedingintheconversationinExercise3B.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.


B MAKEITPERSONAL.GROUPSOF3.Talk...

• Modeltheactivity.Talkaboutatimewhenyouorsomeoneyouknowwaspulledover(forexample,My husband was pulled over for making an illegal turn in San Francisco. There was a sign, but we didn’t see it. We apologized and explained that we weren’t from the city. The police officer didn’t give us a ticket! ).

• Ontheboard,write:. . . was pulled over for . . .Ask:What did you / someone you know do? What did the police officer do?

• Walkaroundandlistentostudents’conversations.Askquestionstoelicitmoreinformation.


above-level Encouragestudentstoelaborateontheirstoriesandaskeachotherquestionstogetmoreinformation.Pre-level Askstudentstonotewhowaspulledoverandwhattheviolationwas.Tellthemtousethisinformationtocompletethepromptontheboard.


UNIT 11 T-222

• Optional:TellstudentstocircleDon’tinthesentences.Say:If Don’t is at the beginning of a sentence, use or.

• Studentscompareanswerswithapartner.Tellpairstotaketurnsreadingthesentences.

• Callonstudentstoreadthecompletedsentences.

B Readtheadviceaboutwhattododuringatraffic...

• Readthedirections.• Writeitem1ontheboard.CrossoutYou should

inbothsentences.Writeandbetweenthetwosentences.Readtheexample.

• Walkaroundandcheckstudents’work.Ifyouseemistakesinitems4and5,writeitem4ontheboard;crossoutYou should notinbothsentencesandwriteorbetweenthesentences.

• Studentscompareanswerswithapartner.Tellpairstotaketurnsreadingthesentences.

• Callonstudentstoreadthesentences.

EXPanSIOn: Grammar practice for B

• Tellstudentstoreadthefiresafetytipsonpage213again.

• Ontheboard,write:If there’s a fire . . .• Pairstudents.Tellthemtochoosetwoaffirmative

imperativesandcombinethemwithand.Tellthemtochoosetwonegativeimperativesandcombinethemwithor.

• Callonpairstoreadtheirsentences(forexample,Leave your house immediately and call 911 from a neighbor’s house. Don’t take anything with you or stop to call 911.).

pages 108–109 pages 132–133

Extra Practice



• Say:We’re going to study compound imperatives, or how to connect two commands. In the conversation on page 221, the police officer used this grammar.

• PlayCD3,Track48.Studentslisten.Writeontheboard:Please turn off your engine and stay in your car.Underlineturn offandand stay.


Compoundimperatives

• Toreview,say:Imperatives are the form of the verb you use when you give someone a command, directions, or advice. To form imperatives, use the base form of a verb or don’t + the base form of a verb.Ontheboard,write:Call 911. Don’t call 911.

• Say:Compound imperatives are two imperatives joined together in the same sentence.

• CopythegrammarchartontotheboardorshowTransparency11.5andcovertheexercise.

• Ontheboard,write:Turn off your engine. Stay in your car.

• ReadthefirstitemfromtheGrammarWatchnote.Writeandbetweenthetwoaffirmativeimperativesontheboard.Readthefirstsentenceinthechartandasktheclasstorepeat.

• Ontheboard,write:Don’t get out of your car. Don’t take off your seat belt.

• ReadtheseconditemfromtheGrammarWatchnote.WriteorbetweenthetwonegativeimperativesontheboardandcrossoutDon’tinthesecondone.Readthesecondsentenceinthechartandasktheclasstorepeat.



PRaCtICE

a Readthedrivingrules.Completeeachsentence...

• Readthedirectionsandtheexample.Ask:Why is the answer and?(becausedrive carefullyandobey all lawsareaffirmative)

T-223 UNIT 11

Show what you know!Review

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit11,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

pages 110–111

Extra Practice

1 GRaMMaR

Completethephoneconversations.Usethecorrect...

• Readthedirections.Tellstudentstoreferbacktothegrammarchartsonpage210(Presentcontinuous:Statementsandquestions)andpage216(There was / There were)asneeded.

• Remindstudentstouseacapitalletterwhenananswerbeginsasentence.

• Studentscompareanswerswithapartnerbyreadingtheconversations.

• Callontwopairstoreadtheconversationsfortheclass.Aspairsread,writethecorrectanswersontheboard.Discussanyerrors.Tellstudentstochecktheirspelling.

• Optional:Callonpairstoperformfortheclass.

2 LIFE SKILLS WRItInG

Turntopage266andaskstudentstocompletetheemployeeaccidentreport.SeepageT-xiiforgeneralnotesaboutLifeSkillsWritingactivities.

UNIT 11 T-224

Show what you know!expand

3 aCt It OUt

STEP1.CLASS.ReviewtheLesson2conversation...

• TellstudentstoreviewtheconversationinExercise3Conpage209.

• Tellthemtoreadtheconversationsilentlyandthenpracticeitwithapartner.

• PlayCD3,Track34.Studentslisten.• Asneeded,playTrack34againtoaid

comprehension.

STEP2.ROLEPLAY.PAIRS.StudentA,yousee...

• ReadthedirectionsandtheguidelinesforAandB.• TellAtothinkofanemergencysituationand

location.SuggestthatAreviewthemedicalemergenciesonpage207andthedangeroussituationsonpage214.TellAtostarttheconversationbypretendingtodial911.

• TellBtohighlightorunderlinequestionsfromtheLesson2conversationthatheshecanask.

• RemindAtousethepresentcontinuousorsimplepastwithamedicalemergency(forexample,She’s bleedingorHe swallowed poison.)orThere was / There werewithadangeroussituation.SuggestthatBcanalsoaskWas anybody hurt?aboutadangeroussituation.

• Walkaroundandobservepartnersinteracting.CheckA’suseofthepresentcontinuous,simplepast,orthere was / there were.

• Callonpairstoperformfortheclass.• Whilepairsareperforming,usethescoring

rubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwelltheycompletethetask.

• Optional:Aftereachpairfinishes,discussthestrengthsandweaknessofeachperformanceeitherinfrontoftheclassorprivately.

4 REaD anD REaCt

STEP1.ReadaboutFahad’sproblem.

• Say:We are going to read about a student’s problem, and then we need to think about a solution.

• Readthedirections.• Readthestorywhilestudentsfollowalongsilently.

Pauseaftereachsentencetoallowtimeforstudentstocomprehend.Periodicallystopandasksimple

Wh-questionstocheckcomprehension(forexample,What happened to Fahad? What did the doctor say? What is Fahad afraid to do? Why?).

STEP2.PAIRS.WhatisFahad’sproblem?What...

• Ask:What is Fahad’s problem?(Fahadcan’tworkforoneweekbecausehehadanaccident.He’safraidtotellhisboss.).What can Fahad do?

• Pairstudents.Readtheideasinthelist.GivethemacoupleofminutestodiscusspossiblesolutionsforFahad.

• Ask:Which ideas are good?Callonstudentstosaytheiropinionabouttheideasinthelist(forexample,S:I think he can report his accident to his boss. This is a good idea.).

• Nowtellstudentstothinkofonenewideanotinthelist(forexample,He can call in sick.)andtowriteitintheblank.Encouragestudentstothinkofmorethanoneideaandtowritethemintheirnotebooks.

• Callonpairstosaytheiradditionalsolutions.Writeanyparticularlygoodonesontheboardandaskstudentsiftheythinkitisagoodideatoo(Do you think this is a good idea? Why or why not?).

MULtILEVEL InStRUCtIOn for StEP 2

Cross-ability Tellstudentstoreadtheideasinthebookandthinkabouttheprosandconsofeach.Directthehigher-levelstudenttosayaproandconofoneideaandthelower-levelstudenttoidentifytheidea(forexample,He can report his accident to his boss.Pro:It’s honest. He can stay home and get well.Con:He might lose his job.).

5 COnnECt

Turntopage254fortheStudySkillsActivityandpage284fortheTeamProject.SeepageT-xiforgeneralnotesaboutteachingtheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage205.Askstudentstoturntopage205andcheckoffthegoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

11 call 911! - future - english for · pdf filet-205 unit 11 preview ... • resume playing...

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