6let’s eat 6let’s eat - english-dashboard.pearson.com

Look at the picture. Who do you see? Where are they?

Let’s Eat6

Talk about vegetables Say what you like and don’t like Say what someone likes and doesn’t like

Ask what someone needs

UNIT GOALS

PREVIEW

Read a menu and order food Read and write about eating Life skills: Read an ad; Make a shopping list

English at work: Do an inventory

103

M06_FUT_SB_37948.indd 103 17/05/19 11:53 AM

T-103 Unit 6

Classroom Materials / Extra Practice

ActiveTeach MyEnglishLab MCA, Team ProjectsWorkbook

MyEnglishLab Workbook

Let’s Eat6Goals• See the list of goals on the facing page

The unit also introduces:

Vocabulary• Vegetables• Fruit• Amounts• Containers• Food on a menu

Reading• Read an ad• Read a menu• Read about eating

Grammar• Like, don’t like• Likes, doesn’t like

Writing• Write shopping lists• Write about eating

Document Literacy and Numeracy• Understand a supermarket ad• Understand a menu• Understand units of measurement

Life Skills• Read an ad• Make a shopping list• Digital skill: Find your favorite supermarket

online and write the names and prices of the foods you need to buy

English At Work:• Do an inventory

Unit Overview Preview1. Set the context of the unit. Say: This unit is

about food.2. Show the Unit Opener. Read the title. Ask the

class to repeat.3. Ask the Preview questions. Say: Look at the

picture. Ask: Who do you see? (a man, two women) Where are they? (at a market, shopping)

Unit Goals1. Point to the Unit Goals on page 103. Say: We will

study these goals in this unit.2. Say each goal. Ask the class to repeat. Show

students the corresponding lesson in the unit. Point out that the goal of each lesson is in the blue banner at the top of the lesson page(s).

3. Point to the next to the first goal. Say: We will come back to this page again. You will write a checkmark next to the goals you learned in this unit.

Unit Wrap-Up1. Review the Unit Goals with students.2. Say each goal. Have students locate the

corresponding lesson in the unit.3. Ask: Can you [talk about vegetables]? Do you need

more practice?

ActiveTeach for Wrap-Up: Team Projects

ActiveTeach for Wrap-Up: Writing Practice

ActiveTeach for Wrap-Up: Letter Sounds

Future 2e TE0 U00-06 32.indd 204 7/12/19 4:02 PM

Look at the picture. Who do you see? Where are they?

Let’s Eat6

Talk about vegetables Say what you like and don’t like Say what someone likes and doesn’t like

Ask what someone needs

UNIT GOALS

PREVIEW

Read a menu and order food Read and write about eating Life skills: Read an ad; Make a shopping list

English at work: Do an inventory

103

M06_FUT_SB_37948.indd 103 17/05/19 11:53 AMFuture 2e TE0 U00-06 32.indd 205 7/12/19 4:02 PM

104 Unit 6, Lesson 1

Lesson

Talk About Vegetables1 Do we need vegetables?

VOCABULARY: VegetablesLook at the pictures. What do you see?

Listen and point. Listen and repeat.

1

A

CONVERSATION Listen. Listen and repeat.

A: Hi. I’m at the store. Do we need vegetables?B: Yes. We need tomatoes and carrots.A: OK. Do we need onions?B: No. We have onions.

Practice the conversation.

WORK TOGETHER. Make new conversations.

A: Hi. I’m at the store. Do we need vegetables?B: Yes. We need and .A: OK. Do we need ?B: No. We have .

Listen and read.

Hi, I’m Pam. It’s time to make vegetable soup! I have tomatoes, onions, peas, and potatoes. I need mushrooms and carrots.

Circle Yes or No.

1. Pam has mushrooms. Yes No2. She needs tomatoes. Yes No3. She has onions. Yes No4. She needs carrots. Yes No

2

A

B

C

D

E

Listen and read. Listen and repeat.

1. tomatoes 2. carrots 3. cucumbers4. onions 5. peppers 6. lettuce7. potatoes 8. mushrooms 9. peas

WORK TOGETHER. Point to a picture. Your partner says the word.

B

C

1

4

7

2

5

8

3

6

9



Lesson

Talk About Vegetables1 Do we need vegetables?

VOCABULARY: VegetablesLook at the pictures. What do you see?


1

A






Listen and read.


Circle Yes or No.


2

A

B

C

D

E


1. tomatoes 2. carrots 3. cucumbers4. onions 5. peppers 6. lettuce7. potatoes 8. mushrooms 9. peas

WORK TOGETHER. Point to a picture. Your partner says the word.

B

C

1

4

7

2

5

8

3

6

9

M06_FUT_SB_37948.indd 104 17/05/19 11:53 AM

Lesson

Unit 6, Lesson 1 T-104

Talk About Vegetables

Do we need vegetables?

1

Correlations

ELPS Level Intro: 1, 2, 3, 7, 8, 9, 10CCRS Level A: SL.1.1, L.1.5, L.1.6CASAS Reading: RDG 1.7, 1.8CASAS Listening: L2.1, 2.3, 4.1, 4.2CASAS Competencies: 0.1.2, 0.1.4, 0.1.5, 0.1.6, 1.2.8Complete standards language available on the Pearson English Portal.

Warm-Up1. Elicit vocabulary students may already know.

Point to the photos. Ask: What are these? What vegetables do you eat? Do you need any vegetables?

2. Repeat students’ answers out loud and have the class repeat chorally. If students don’t know a word, say it and have the class repeat.

3. State the lesson objective: In this lesson, you will learn how to talk about vegetables.

Teaching Tip: Make connections

This lesson introduces nine vegetables, but, of course, there are many more. Help students brainstorm a list of other vegetables they know and eat. Encourage them to name vegetables from their native countries that may not be common in the U.S. Write the list on the board. Students can take a photo of the list or copy it into their notebooks.

1 VOCABULARY

A Look at the pictures. What do you see? Listen and point. Listen and repeat.

1. Tell students to cover the vocabulary box on page 104.

2. Point to the heading. Say: Vegetables.3. Point to the pictures. Ask: What do you see? If

students do not know a word, say it.4. Say the names of the vegetables and have

students repeat chorally.5. Read the directions. Tell students to listen

and point.6. Play the audio. Walk around and check that

students are pointing to the correct pictures.

7. Pause after item 9. Say: Now listen and repeat.8. Resume the audio. Students listen, point,

and repeat.

B Listen and read. Listen and repeat.1. Students uncover the vocabulary box.2. Read the directions. Tell students to point to the

words as they read. Play the audio. Students listen, point, and read.

3. While the audio is playing, walk around and check that students are pointing to the correct words.

4. Pause after item 9. Say: Now listen, read, and repeat.

5. Resume the audio. Students listen, read, and repeat.

ActiveTeach for 1B: Vocabulary Flashcards

ActiveTeach for 1B: Concentration Game

EXPANSION: Writing practice for 1B1. Dictation. Books closed.2. Say a word from the exercise. Have students

repeat.3. Repeat the word and have students write it.4. Write the correct word on the board. Students

circle their errors and write corrections.5. Repeat with several more words.6. Optional: Dictate all the words at one time. Then

write all the words on the board. Have students correct their words. Then read the words a final time.

C WORK TOGETHER. Point to a picture. Your…1. Form cross-ability pairs. Read the directions.

Model the activity with a volunteer.2. Student A points to a vegetable. Student B says

the word. Then students switch roles.

Classroom Communication

If there is a cafeteria in your school, visit the kitchen to see if students can find and identify different vegetables. If not, bring in vegetables from home or have students bring in their favorite vegetables. Students make a stronger connection to new vocabulary if they can relate the words to real-life objects.


105Unit 6, Lesson 1







Listen and read.


Circle Yes or No.


2

A

B

C

D

E

Show what you know!

1. WRITE ABOUT IT. What vegetables do you have at home?

I have .

2. TALK ABOUT IT. Tell your partner.

I have peas and carrots.

I need more practice. I can talk about vegetables.

For more practice, go to MyEnglishLab.

Pam

M06_FUT_SB_37948.indd 105 17/05/19 11:53 AM

T-105 Unit 6, Lesson 1


2 CONVERSATION

A Listen. Listen and repeat.1. Tell students to cover the conversation and look at

the pictures.2. Elicit information about the pictures without

correcting students’ answers. Ask: What do you think? What is the man buying? What is he asking the woman?

3. Play the audio. Tell students to listen. Pause the audio. Ask the questions above again.

4. Resume the audio. Students listen and repeat.5. Students uncover the conversation. Play the audio

again. Students listen and then listen and repeat.

ActiveTeach for 2A: Extra Practice

B Practice the conversation.1. Model the conversation. Say the lines for A. Have

the class say B’s lines chorally.2. Pairs practice the conversation two times. Have

each student practice both roles.3. Call on volunteers to role-play the conversation for

the class.

MULTILEVEL INSTRUCTION for 2BPre-level scaffolding Students practice the conversation while reading along in the book.Above-level expansion Students role-play the conversation from memory with books closed.

C WORK TOGETHER. Make new conversations.1. Read the directions. Model the conversation with

an above-level student. The student is Speaker A. You are Speaker B.

2. Have students practice new conversations in pairs. Remind them to switch roles and play both parts.

3. Ask volunteers to role-play one of their conversations for the class.

D Listen and read.1. Read the directions. Play the audio. Have students

listen, following along with their finger.2. Ask comprehension questions: Is Pam making

soup? Does she need mushrooms? Does she have carrots?

3. Play the audio again.

EXPANSION: Reading practice for 2DForm pairs. Have students take turns reading the story out loud to each other. Ask a volunteer to read the story to the class.

E Circle Yes or No.1. Read the directions. Model the exercise. Read

item 1 with the class. Circle No.2. Students individually read and circle the answers.3. Tell volunteers to read a sentence and say their

answer. Call on students to cite evidence: Have them point to the information in the reading for each answer.

MULTILEVEL INSTRUCTION for 2EPre-level scaffolding Students work with a partner to read the sentences and circle Yes or No.Above-level expansion When finished, students write correct sentences for all the answers with No. For example: 1. Pam has needs mushrooms.

Show what you know!

1. WRITE ABOUT IT. What vegetables do you…

1. Have students name vegetables they have at home.

2. Read the directions.3. Model the activity. Write: I have peas and carrots.4. Have students write their own sentences.

Encourage them to include two or three vegetables.


1. Point to the sentence you wrote on the board and read it out loud: I have peas and carrots.

2. Form cross-ability pairs. Read the directions. Have partners read their sentences to each other.

3. Call on volunteers to share their sentences with the class.

Critical Thinking: List

1. Form cross-ability groups. Tell students to take turns saying the vegetables they eat every day. Have one or two students write the list for each group.

2. Ask the groups for their information. Write the groups’ lists on the board. Talk with students about good eating habits.

Self-Directed LearningPoint out the blue bar at the bottom of the page and the learning objective at the top of the lesson. Read the I can statement. Tell students to check one of the boxes. Assign Extra Practice as needed.

Extra Practice

MyEnglishLab Workbook pp. 62–63


105Unit 6, Lesson 1







Listen and read.


Circle Yes or No.


2

A

B

C

D

E

Show what you know!

1. WRITE ABOUT IT. What vegetables do you have at home?

I have .


I have peas and carrots.

I need more practice. I can talk about vegetables.


Pam



Lesson

Say What You Like and Don’t Like2 Do you like vegetables?


A: Do you like vegetables?B: I like tomatoes. I don’t like onions.

What about you?A: I like peppers. I don’t like carrots.

Listen again. Check (✓) the vegetables they like.

tomatoes onions peppers carrots

Listen again. Check (✓) the vegetables they don’t like.




A: Do you like vegetables? B: I like . I don’t like . What about you?A: I like . I don’t like .

1

A

B

C

D

E

GRAMMAR: Like, don’t like

I like tomatoes. I don’t like onions. I do not like onions.

You like lettuce. You don’t like carrots. You do not like carrots.

Luz and Pavel like potatoes. They don’t like peas. They do not like peas.

John and I like cucumbers. We don’t like mushrooms. We do not like mushrooms.

Complete the sentences. Use like and don’t like.

2

✓

✓

✓

✓



Lesson

Say What You Like and Don’t Like2 Do you like vegetables?


A: Do you like vegetables?B: I like tomatoes. I don’t like onions.

What about you?A: I like peppers. I don’t like carrots.

Listen again. Check (✓) the vegetables they like.


Listen again. Check (✓) the vegetables they don’t like.




A: Do you like vegetables? B: I like . I don’t like . What about you?A: I like . I don’t like .

1

A

B

C

D

E







2

✓

✓

✓

✓

M06_FUT_SB_37948.indd 106 17/05/19 11:53 AM

Lesson


Say What You Like and Don’t Like

Do you like vegetables?

2

Correlations

ELPS Level Intro: 2, 3, 4, 6, 7, 9, 10CCRS Level A: L.1.1CASAS Reading: RDG 1.7, 1.8, 2.10, 3.2CASAS Listening: L3.3, 4.1, 4.2, 4.3CASAS Competencies: 0.1.2, 0.1.5, 0.2.1Complete standards language available on the Pearson English Portal.

Warm-Up1. Point to the pictures of vegetables on page 104.

Ask: Do you like vegetables? Which vegetables do you like? What are vegetables you don’t like? Write students’ answers on the board.

2. State the lesson objective: In this lesson, you will learn how to say what you like and don’t like.

1 CONVERSATION


the picture.2. Elicit information about the picture without

correcting students’ answers. Ask comprehension questions: Where are they? What are they talking about? What do you think?

3. Play the audio. Have students listen. Pause the audio. Ask the questions above again.



Language Note

Explain the meaning of What about you?Tell students that it’s one way of repeating a question that someone just asked them. In this conversation, A asks: Do you like vegetables?Instead of repeating that question, B asks: What about you? It is a way to repeat a question without using the same words.

B Listen again. Check (✓) the vegetables…1. Read the directions. Tell students to listen for I like.

Play the audio. Students listen and read.2. Ask: What do they like? Do they like tomatoes?

Model checking the box for tomatoes.3. Have students compare their answers with a

partner. Check answers as a class.

C Listen again. Check (✓) the vegetables…1. Read the directions. Tell students to listen for I

don’t like.2. Play the audio again. Repeat the steps from

Exercise 1B.

D Practice the conversation.1. Read the directions. Model the conversation from

Exercise 1A. You are Speaker A. The class is Speaker B.

2. Pairs practice the conversation two times. Have each student practice both roles.

3. Call on volunteers to role-play the conversation.

E WORK TOGETHER. Make new conversations.1. Read the directions. Model the conversation with

an above-level student. The student is Speaker A. You are B.

2. Have students practice new conversations in pairs.3. Call on volunteers to role-play one of their

conversations for the class.


107Unit 6, Lesson 2



I need more practice. I can say what I like and don’t like.







2

Show what you know!

1. WRITE ABOUT IT. Write about food you like and don’t like.

I like , , and .I don’t like , , or .

do not = don’t

1. I like cucumbers .

2. Carlos and Susan .

3. We .

4. You .

5. I .

don’t like onions

don’t like lettuce

like peas

like mushrooms

M06_FUT_SB_37948.indd 107 17/05/19 11:53 AM



2 GRAMMAR

ActiveTeach: Grammar Discovery

1. Say: Today, we’re going to learn how to say what we like and don’t like. For example, I like carrots. I don’t like peas.

2. Read the sentences on the left side of the chart and tell students to repeat. Explain: Use the word like for I, you, they, and we.

3. Read the sentences on the right and tell students to repeat. Explain: Add do not or don’t before liketo make a negative statement.

4. Point to the yellow Grammar Note. Write: do not. Below, write: don’t. Show how to place the apostrophe over the missing o in not.

Complete the sentences. Use like and don’t like.1. Read the directions. Show item 1. Ask: What is

the vegetable in the picture? (cucumbers) Read the example.

2. Model item 2. Ask: What is the vegetable in the picture? (onions) Say: The X on the onions means it’s a negative sentence. Elicit the sentence from the class. Write it on the board.

3. Walk around and make sure students are using like and don’t like correctly.

4. Call on students to write the sentences on the board. Correct errors as needed.

EXPANSION: Writing practice for 2Have students rewrite items 2 and 3 with do not.

Show what you know!

1. WRITE ABOUT IT. Write about food you like…

1. Read the directions. Show the sentence frames. Say: Each sentence has three blanks, so you should list three vegetables. Point out the commas between the first two items.

2. Model completing the sentence with three vegetables, and then read it out loud.

3. Walk around and correct spelling and punctuation as needed.

4. Call on students to write their sentences on the board. Elicit corrections as needed.

MULTILEVEL INSTRUCTION for 1Pre-level scaffolding Let students look at the vegetables on page 104 for spelling and vocabulary support.Above-level expansion Tell students to close their books and write independently.

Critical Thinking: Categorize

1. Write: cooked and not cooked. (Introduce the word raw if students ask or are ready.) Point to each word and explain its meaning. Tell the class you are going to talk about cooking and not cooking vegetables.

2. Ask: What vegetables do you cook? What vegetables do you not cook? Write: I cook ______. I don’t cook ______.

3. Form cross-ability pairs. Ask students to complete the sentence frames with names of vegetables.

4. To finish, ask pairs to report to the class. Students should say: We cook ______. We don’t cook ______.


Extra Practice



107Unit 6, Lesson 2



I need more practice. I can say what I like and don’t like.







2

Show what you know!

1. WRITE ABOUT IT. Write about food you like and don’t like.

I like , , and .I don’t like , , or .

do not = don’t

1. I like cucumbers .

2. Carlos and Susan .

3. We .

4. You .

5. I .

don’t like onions

don’t like lettuce

like peas

like mushrooms



Lesson

Say What Someone Likes and Doesn’t Like3 Does your daughter like fruit?

1 2 3

4 5 6

7 8 9

VOCABULARY: FruitLook at the pictures. What do you see?


1

A


1. apples 2. cherries 3. mangoes4. oranges 5. pears 6. strawberries7. bananas 8. peaches 9. grapes

Write three fruits you like.

WORK TOGETHER. Tell your partner.

I like .

B

C

D


A: Does your daughter like fruit?B: She likes apples. She doesn’t like pears.


GRAMMAR: Likes, doesn’t like

My daughter likes apples. She doesn’t like pears. She does not like pears.

My son likes oranges. He doesn’t like bananas. He does not like bananas.

Tara likes pears. She doesn’t like mangoes. She does not like mangoes.

Complete the sentences.

1. My mother likeslike

grapes.

3. He not / like

apples.

2

A

B

3



Lesson

Say What Someone Likes and Doesn’t Like3 Does your daughter like fruit?

1 2 3

4 5 6

7 8 9

VOCABULARY: FruitLook at the pictures. What do you see?


1

A


1. apples 2. cherries 3. mangoes4. oranges 5. pears 6. strawberries7. bananas 8. peaches 9. grapes

Write three fruits you like.

WORK TOGETHER. Tell your partner.

I like .

B

C

D










grapes.

3. He not / like

apples.

2

A

B

3

M06_FUT_SB_37948.indd 108 17/05/19 11:53 AM

Lesson


Say What Someone Likes and Doesn’t Like

Does your daughter like fruit?

3

Correlations

ELPS Level Intro: 1, 2, 3, 4, 8, 9, 10CCRS Level A: SL.1.1, SL.K.6, L.1.1, L.1.5, L.1.6CASAS Reading: RDG 1.7, 1.8, 2.10, 3.2CASAS Listening: L3.3, 4.1, 4.2, 4.3CASAS Competencies: 0.1.2, 0.1.5, 0.2.1Complete standards language available on the Pearson English Portal.

Warm-Up1. Elicit vocabulary students may already know. Point

to the photos on this page. Ask: What are these? What fruits do you eat?

2. Repeat students’ answers out loud and have the class repeat chorally. If students don’t know a word, say it and have the class repeat.

3. State the lesson objective: In this lesson, you will learn how to say what someone likes and doesn’t like.

Teaching Tip: Make connections

This lesson introduces nine fruits, but there are many more. Help students brainstorm a list of other fruits they know and eat. Encourage students to name fruits from their native countries that may not be common in the U.S. Write the list on the board. Students can take a photo of the list or they can copy it into their notebooks.

1 VOCABULARY

A Look at the pictures. What do you see? Listen and point. Listen and repeat.

1. Tell students to cover the vocabulary box on page 108.

2. Read the heading. Say: Fruit.3. Point to the pictures. Ask: What do you see? If

students do not know the word, say it.4. Say the item again and have students

repeat chorally.5. Read the directions. Tell students to listen and

point. Play the audio.6. While the audio is playing, walk around and check

that students are pointing to the correct picture.7. Pause after item 9. Say: Now listen, point,

and repeat.8. Resume the audio. Students listen, point,

and repeat.

B Listen and read. Listen and repeat.1. Students uncover the vocabulary box.2. Read the directions. Tell students to point to the

words as they read. Play the audio. Students listen and read.

3. While the audio is playing, walk around and check that students are pointing to the correct words.

4. Pause after item 9. Say: Now listen, read, and repeat.

5. Resume the audio. Students listen, read, and repeat.



Language Note

Students may naturally say fruits or fruit. Both words are acceptable and used for the plural. Optional: Point out the spelling of both cherry and strawberry. Explain how the spelling changes to form the plurals.

C Write three fruits you like.1. Model the activity. Write three fruits you like (for

example, apples, pears, and peaches).2. Write a complete sentence: I like apples, pears,

and peaches. Point out the capital I, commas, and period.

3. Tell students to look at the words in Exercise 1B for spelling support.

D WORK TOGETHER. Tell your partner.1. Form cross-ability pairs. Read the directions.

Model the activity. Say the sentence with the fruits you modeled in Exercise 1C.

2. Walk around and help as needed.3. Optional: Ask pairs: Are there fruits that both of

you like? Students can answer: We like ______.


109Unit 6, Lesson 3



I need more practice. I can say what someone likes and doesn’t like.










grapes.

3. He not / like

apples.

2

A

B

3

Show what you know!

1. TALK ABOUT IT. Talk to your classmates. Complete the chart.

I like . I don’t like .

Name Likes Doesn’t Like

2. WRITE ABOUT IT. Write sentences.

Olga likes apples. She doesn’t like pears.

does not = doesn’t

2. My teacher not / like

peaches.

4. She like

bananas.

does not like / doesn’t like

does not like / doesn’t like likes

M06_FUT_SB_37948.indd 109 17/05/19 11:53 AM


2 CONVERSATION


the picture.2. Elicit information about the picture without

correcting students’ answers. Ask: Who are the people? Where are they? What are they talking about?

3. Play the audio. Tell students to listen. Pause the audio. Ask the questions above again.



B Practice the conversation.1. Read the directions. Model the conversation. Say

the line for A. Have the class say B’s line chorally.2. Pairs practice the conversation two times. Have

each student practice both roles.3. Call on volunteers to role-play the conversation.

3 GRAMMAR

ActiveTeach: Grammar Discovery

1. Say: Today, we’re going to learn how to talk about what someone likes and does not like. For example, say: He likes apples. He does not like pears.

2. Point to the yellow Grammar Note and demonstrate how to form the contraction doesn’t.

3. Read the sentences on the left side of the chart and tell students to repeat. Explain: Use the word likes for he, she, it, or the name of a person. Circle the -s endings on the verbs.

4. Read the sentences on the right side of the chart and tell students to repeat. Explain: Add does not or doesn’t before like to make a negative statement.

Complete the sentences.1. Show item 1 and read it aloud. Point to the

example and say: We use likes because the subject is My mother. It is like she.

2. Show item 2. Point to the words not / like beneath the blank line. Ask: Should we use don’t or doesn’there? (doesn’t) Write doesn’t like in the blank.

3. Have students complete the activity individually. To check answers, call on students to write the sentences on the board.

EXPANSION: Reading practice for 3Form pairs. Have students take turns reading the completed sentences out loud.

Show what you know!

1. TALK ABOUT IT. Talk to your classmates…

1. Read the directions. Show the sentence frames and chart.

2. Model the activity. Write your name in the chart, along with one fruit you like and one you don’t like. Then fill in the sentence frames with your information.

3. Have students walk around the classroom and tell their classmates which fruits they like and don’t like. Tell them to write their classmates’ responses in the chart.


1. Read the directions and the examples.2. Have students complete the activity independently.

Walk around and check that they are beginning their sentences with a capital letter and ending with a period.

3. Call on volunteers to write their sentences on the board. Correct errors as needed.

MULTILEVEL INSTRUCTION for 2Pre-level scaffolding Let students look at the vegetables on page 108 for support.Above-level expansion Tell students to close their books and write independently.

Critical Thinking: Interview

1. Tell students to copy the chart from Show What You Know!, Step 1, in their notebooks.

2. Pair students. Say: You will interview your partner about his or her likes and dislikes. Ask about five or more fruits and vegetables.

3. Model the activity. Ask a student: Do you like [fruit or vegetable]? Repeat with several fruits and vegetables. Model filling in the chart.

4. Make new pairs. Instruct students to report on what they learned about their first partner. For example: Pablo likes apples and oranges. He doesn’t like peas.


Extra Practice




109Unit 6, Lesson 3



I need more practice. I can say what someone likes and doesn’t like.










grapes.

3. He not / like

apples.

2

A

B

3

Show what you know!

1. TALK ABOUT IT. Talk to your classmates. Complete the chart.

I like . I don’t like .

Name Likes Doesn’t Like


Olga likes apples. She doesn’t like pears.

does not = doesn’t

2. My teacher not / like

peaches.

4. She like

bananas.

does not like / doesn’t like

does not like / doesn’t like likes



Lesson Do you need anything from the store?

Ask What Someone Needs

VOCABULARY: Amounts Listen and point. Listen and repeat.

1

4 VOCABULARY: Containers Listen and point. Listen and repeat.

a gallon of milk a loaf of bread a box of cereal

a dozen eggs a bag of rice a can of soup


A: What do we need from the store?B: We need a bag of rice and two dozen eggs.


WORK TOGETHER. Look at the pictures. Make new conversations.

A: What do we need from the store?B: We need and .

Conversation 1 Conversation 2 Conversation 3

3

4

A

B

CCONVERSATION Listen. Listen and repeat.

A: Do you need anything from the store?B: Yes. I need one pound of grapes and two pounds of ground beef.


WORK TOGETHER. Look at the shopping lists. Make new conversations.

A: Do you need anything from the store?B: Yes. I need and .

2

A

B

C

bananas$1.99/lb.

fish$8.99/lb.

chicken$4.39/lb.

ground beef$5.89/lb.

grapes$3.79/lb.

lb. = poundlbs. = pounds

lb. = pound lbs. = pounds

2 lbs. of grapes

1 lb. of bananas

1 lb. of fish

2 lbs. of ground beef2 lbs. of ground beef

3 lbs. of bananas

4 lbs. of chicken

Shopping List 1 Shopping List 2 Shopping List 3



Lesson Do you need anything from the store?


VOCABULARY: Amounts Listen and point. Listen and repeat.

1

4 VOCABULARY: Containers Listen and point. Listen and repeat.









3

4

A

B

CCONVERSATION Listen. Listen and repeat.

A: Do you need anything from the store?B: Yes. I need one pound of grapes and two pounds of ground beef.


WORK TOGETHER. Look at the shopping lists. Make new conversations.

A: Do you need anything from the store?B: Yes. I need and .

2

A

B

C

bananas$1.99/lb.

fish$8.99/lb.

chicken$4.39/lb.

ground beef$5.89/lb.

grapes$3.79/lb.

lb. = poundlbs. = pounds

lb. = pound lbs. = pounds

2 lbs. of grapes

1 lb. of bananas

1 lb. of fish

2 lbs. of ground beef2 lbs. of ground beef

3 lbs. of bananas

4 lbs. of chicken

Shopping List 1 Shopping List 2 Shopping List 3

M06_FUT_SB_37948.indd 110 17/05/19 11:53 AM

Lesson



Do you need anything from the store?

4

Correlations

ELPS Level Intro: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10CCRS Level A: SL.K.6, L.1.1, L.1.5, L.1.6CASAS Reading: RDG 1.4, 1.7, 1.8CASAS Listening: L2.1, 2.3, 3.7, 4.1, 4.2, 4.3CASAS Competencies: 0.1.2, 0.1.5, 1.1.6, 1.2.8Complete standards language available on the Pearson English Portal.

Warm-Up1. Point to the picture. Elicit vocabulary students

may already know. Ask: What is this place?(supermarket) What food items do you see? Write students’ answers on the board.

2. Point to the items on the board. Ask students what they need. For example, Do you need [bananas]? Do you need [chicken]?

3. State the lesson objective: In this lesson, you will learn how to ask what someone needs. For example, Do you need anything at the store?

Language Note

Explain that the abbreviation for pound is lb. It comes from the Latin word libra. In ancient Rome, there was a unit of measurement called the libra pondo, which means “a pound by weight.”

1 VOCABULARY

Listen and point. Listen and repeat.1. Point to the heading. Say: Amounts. Amount

means how much. Point to the yellow Vocabulary Note. Say: We write lb., but we say pound. We write lbs., but we say pounds.

2. Point to each food sign and say the food and price out loud. The class repeats. Say: Say prices as two numbers. The dollars is one number. The cents is a second number. For example, one ninety-nine.That’s one dollar and ninety-nine cents.

3. Play the audio. Students listen and point to the items they hear.

4. Walk around and check that students are pointing to the correct labels.

5. Pause after chicken. Say: Now listen, point, and repeat.

6. Resume the audio. Students listen, point, and repeat.

2 CONVERSATION

A Listen. Listen and repeat.1. Read the directions. Play the audio. Tell students

to listen.2. Pause the audio. Check comprehension. Ask:

Does she need two pounds of grapes? (no) Does she need two pounds of ground beef? (yes)

3. Resume the audio. Students listen and repeat.

B Practice the conversation.1. Read the directions. Say the line for A. Have the

class say B’s line.2. Pairs practice the conversation two times. Have

each student practice both roles.3. Call on volunteers to role-play the conversation.

MULTILEVEL INSTRUCTION for 2BPre-level scaffolding Students role-play the conversation with books open.Above-level expansion Students role-play the conversation with books closed.

Culture Note

Many students may come from countries or cultures where people buy their food daily at a local farm or market. Writing a shopping list may be new for them. Discuss why some people in the U.S. write a shopping list before going to the store. Say: Making a list saves time and money. A list helps you buy only the things you need. A shopping list also helps you remember everything you need. You don’t have to go back for something you forgot.

C WORK TOGETHER. Look at the shopping…1. Read the directions. Say each item in Shopping

List 1. Have the class repeat.2. Model a conversation with Shopping List 1. You

are B. The class reads the line for Speaker A chorally. You respond as Speaker B.

3. Form pairs. Tell students to use Shopping Lists 2 and 3. Walk around and help as necessary.

4. Call on volunteers to role-play one of their new conversations.


111Unit 6, Lesson 4


Singular Pluralbag → bagsbox → boxescan → cansdozen → two dozengallon → gallonsloaf → loaves


I need more practice. I can ask what someone needs.

Show what you know!

1. TALK ABOUT IT. What do you need from the store?

I need .


Ann needs a pound of grapes.

VOCABULARY: Containers Listen and point. Listen and repeat.









3

4

A

B

C

M06_FUT_SB_37948.indd 111 17/05/19 11:53 AM


3 VOCABULARY

Listen and point. Listen and repeat.1. Point to the heading. Say: Containers.2. Point to each food and container and say it out

loud. The class repeats.3. Play the audio. Students listen and point to the

words they hear.4. While the audio is playing, walk around and check

that students are pointing to the correct words.5. Pause after a can of soup. Say: Now listen, point,


and repeat.

Teaching Tip: Vocabulary extension

Read the words in the green box out loud and have students repeat. Then circle the plural endings on each word. Point out the irregular plurals dozen and loaves.

4 CONVERSATION

A Listen. Listen and repeat.1. Play the audio. Tell students to listen. Pause

the audio after two dozen eggs. Check comprehension. Ask: Do they need a bag of bread? (no) Do they need two dozen eggs? (yes) Do they need a gallon of milk? (no)

2. Point out the two ways to ask the same question: What do we need from the store? and Do we need anything from the store? (see Exercise 2A)


B Practice the conversation.1. Model the conversation. The class is B.2. Pairs practice the conversation two times. Have

each student role-play A and B.3. Ask volunteers to role-play the conversation for

the class.

MULTILEVEL INSTRUCTION for 4BPre-level scaffolding Students role-play the conversation for the class with books open.Above-level expansion Students role-play the conversation for the class with books closed.

C WORK TOGETHER. Look at the pictures…1. Read the directions. Model a conversation with the

items in Conversation 1. The class reads the line for Speaker A chorally. You respond as Speaker B.

2. Form pairs. Tell students to use the pictures for Conversations 2 and 3. Walk around and help as necessary.

3. Have volunteers role-play one of their new conversations.

Show what you know!

1. TALK ABOUT IT. What do you need from the…

1. Read the directions. Show the sentence frame. Say the complete sentence out loud. For example, say: I need a pound of grapes.

2. Model the conversation with a student. Ask: What do you need from the store? The student responds: I need ______.

3. Form pairs. Have students make new conversations. Each partner should ask and answer. Circulate and help as necessary.

4. Have volunteers share their conversations with the class.

MULTILEVEL INSTRUCTION for 1Pre-level scaffolding Let students look at the vocabulary on pages 104, 108, 110, and 111.Above-level expansion Tell students to close their books and talk about what they need from the store.


1. Read the directions and the example.2. Have students write their sentences. Then have

them write their sentences on the board. Correct errors as needed.

Critical Thinking: Make connections

1. Ask the class to associate other food items with common containers and amounts. Write frames to prompt students’ thinking: a box of ______, a bag of ______, a can of ______, a gallon of ______, etc.

2. Form cross-ability groups. Tell students to write two items for each container.

3. Tell each group to share its list. Write the ideas on the board.


Extra Practice




111Unit 6, Lesson 4


Singular Pluralbag → bagsbox → boxescan → cansdozen → two dozengallon → gallonsloaf → loaves


I need more practice. I can ask what someone needs.

Show what you know!

1. TALK ABOUT IT. What do you need from the store?

I need .


Ann needs a pound of grapes.

VOCABULARY: Containers Listen and point. Listen and repeat.









3

4

A

B

C



Lesson

READING Listen and read.

1

A

WRITINGLook at the pictures. Write the shopping lists.

2

A

How much is bread?

Life Skills: Read an Ad 5

Circle the answer.

1. How much is bread?

$1.79 a loaf $1.79 a pound

2. How much is one dozen eggs?

99¢ $1.29

3. How much is chicken?

$1.99 each $1.99 a pound

4. How much is a can of tomato soup?

$1.79 79¢

5. How much is cereal?

$4.25 a box $4.25 a pound

6. How much are two pounds of bananas?

98¢ $1.49

B

Loaf of bread One dozen eggs

Chicken

Tomato soup

Buy one,get one free

Cereal Bananas



Lesson

READING Listen and read.

1

A


2

A

How much is bread?

Life Skills: Read an Ad 5

Circle the answer.

1. How much is bread?

$1.79 a loaf $1.79 a pound

2. How much is one dozen eggs?

99¢ $1.29

3. How much is chicken?

$1.99 each $1.99 a pound

4. How much is a can of tomato soup?

$1.79 79¢

5. How much is cereal?

$4.25 a box $4.25 a pound

6. How much are two pounds of bananas?

98¢ $1.49

B

Loaf of bread One dozen eggs

Chicken

Tomato soup

Buy one,get one free

Cereal Bananas

M06_FUT_SB_37948.indd 112 17/05/19 11:53 AM

Lesson


Life Skills: Read an Ad

How much is bread?

5

Correlations

ELPS Level Intro: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10CCRS Level A: RI/RL.1.1, RI.1.4, RI.1.7, W.1.7, W.1.8CASAS Reading: RDG 1.4, 1.7, 1.8, 2.1, 2.2CASAS Listening: L2.1, 2.3, 2.4, 4.1, 4.2CASAS Competencies: 0.1.2, 0.1.5, 1.1.6, 1.2.8, 7.4.4, 7.7.3Complete standards language available on the Pearson English Portal.

Language Note

Explain that specials is another way to say sale. Ads might use the words specials or weekly specials to show what items are on sale.

Warm-Up1. Elicit vocabulary students may already know. Ask:

When we buy food, how can we save money?Elicit ideas (for example, read ads, making shopping lists, buy food on sale, buy large size packages).

2. Repeat students’ answers aloud and have the class repeat chorally. Write the ideas on the board.

3. State the lesson objective: In this lesson, you will learn how to read an ad.

1 READING

Document Literacy: Store advertisement

Context and purpose: This is a supermarket ad showing weekly specials and sales.Key Words: weekly specials, loaf, dozen, lb.

Culture Note

Explain that many supermarkets offer buy one, get one free sales. Say: This means that when you buy one, the store gives you a second one for free.Point out the soup ad on this page. Say: When you buy one can of soup, you get another one free. You pay for one and get two.

A Listen and read.1. Explain context and purpose. Say: This is a

supermarket ad showing weekly specials. Ask about key words: What words do you see on the form? (weekly specials, loaf, dozen, lb.) Ask students to circle any words they don’t understand. Write the words on the board and explain their meaning.

2. Read the directions. Tell students to listen and read, following the words with their finger. Play the audio.

3. While the audio is playing, walk around and check that students are following along with their finger.

B Circle the answer.1. Read the directions. Model the exercise. Show

item 1 and read the question out loud.2. Point to the bread in Exercise 1A and ask: Is the

bread $1.79 a loaf? (yes) Is the bread $1.79 a pound? (no) Model circling $1.79 a loaf.

3. Have students individually complete the exercise.4. Check answers. Have volunteers read a question

and answer out loud. Tell students to cite evidence. Have them point to the information in the ad for each answer.

EXPANSION: Reading practice for 1BForm pairs. Have students take turns reading the information in the ad out loud. If necessary, play the audio for Exercise 1A again and have students listen and repeat.


113Unit 6, Lesson 5


2

A


I need more practice. I can read an ad.


WORK TOGETHER. Read your lists to your classmate.

GO ONLINE.

1. Find food prices on your favorite supermarket’s website or app.2. Write the foods you need and the prices you see.

Food Price

B

C

2 dozen eggs1 pound of chicken2 cans of soup

1 dozen eggs

3 pounds of fi sh

2 cans of soup

2 boxes of cereal

1 gallon of milk

1 pound of bananas

1 bag of rice

2 pounds of ground beef

2 tomatoes

M06_FUT_SB_37948.indd 113 17/05/19 11:53 AM


Teaching Tip: Formative assessment

Use this exercise to assess students’ mastery of food vocabulary, amounts, and containers. Make sure students recognize the difference between amounts and containers and use each appropriately. Also check for students’ understanding of how to abbreviate pound and pounds.

2 WRITING

A Look at the pictures. Write the shopping lists.1. Read the directions. Tell the class to look at the

thought bubble in the first picture. Ask: What foods do you see? Then ask: What does he need to buy? Point to the shopping list. Read it aloud and have students repeat.

2. Have students look at the second picture. Ask: What foods do you see? How much? What does she need to buy? Elicit items and write them on the board. Tell students to make a shopping list with the items.

3. As students work on the third and fourth pictures, walk around and help as needed.

ActiveTeach for 2A: Life Skills Support

B WORK TOGETHER. Read your lists to your…1. Read the directions. Form pairs. Remind partners

that their lists should be the same.2. Have students check each other’s lists.

EXPANSION: Writing and speaking practice for 2B

1. Instruct students to write a shopping list of food items they need to buy today.

2. On the board, write: What do you need to buy today?

3. Form small groups. Tell them to ask each other the question on the board. Students should answer by reading the items on their lists.

C GO ONLINE.1. Read the directions. Model the activity. Make a list

of three foods you want to buy at a supermarket. Use your phone or other device to visit a local supermarket’s website. Find the foods on the site and list the price of each (including the amount and appropriate container).

2. Have students perform an online search for another supermarket’s website. Alternatively, give students the URL to a different site.

3. Have students make a list of three foods, find them on the store’s website, and write the prices.

4. Ask volunteers to share their lists and prices with the class.

Digital Skills for 2C

Some store websites only list the prices of items that are currently on sale. They do not list every item they sell. Demonstrate how to find and open the current weekly sale advertisement or listing on the store’s website.


Extra Practice

MyEnglishLab Workbook p. 70



113Unit 6, Lesson 5


2

A


I need more practice. I can read an ad.


WORK TOGETHER. Read your lists to your classmate.

GO ONLINE.

1. Find food prices on your favorite supermarket’s website or app.2. Write the foods you need and the prices you see.

Food Price

B

C

2 dozen eggs1 pound of chicken2 cans of soup

1 dozen eggs

3 pounds of fi sh

2 cans of soup

2 boxes of cereal

1 gallon of milk

1 pound of bananas

1 bag of rice

2 pounds of ground beef

2 tomatoes



Lesson

VOCABULARY: Food on a menu Listen and point. Listen and repeat.

1

A

Are you ready to order?

Read a Menu and Order Food6 CONVERSATION Listen. Listen and repeat.

A: Are you ready to order?B: Yes. I’d like a tuna fi sh sandwich, a green salad, and an iced tea.A: Anything else?B: No, thank you.


2

A

B

WORK TOGETHER. Say a food. Your partner points to the picture.B

juice co ee tea

a tuna fi sh sandwich

a green salad

pancakes

a chicken sandwich

a fruit salad

eggs and toast

a cheeseburger

French fries

cereal

a baked potato

rice

iced tea



Lesson

VOCABULARY: Food on a menu Listen and point. Listen and repeat.

1

A


Read a Menu and Order Food6 CONVERSATION Listen. Listen and repeat.



2

A

B

WORK TOGETHER. Say a food. Your partner points to the picture.B

juice co ee tea

a tuna fi sh sandwich

a green salad

pancakes

a chicken sandwich

a fruit salad

eggs and toast

a cheeseburger

French fries

cereal

a baked potato

rice

iced tea

M06_FUT_SB_37948.indd 114 17/05/19 11:53 AM

Lesson


Read a Menu and Order Food


6

Correlations

ELPS Level Intro: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10CCRS Level A: SL.1.4CASAS Reading: RDG 1.7, 1.4CASAS Listening: L2.1, 2.3, 2.4, 4.2CASAS Competencies: 0.1.2, 0.1.5, 1.1.6, 0.2.1, 2.6.4Complete standards language available on the Pearson English Portal.

Warm-Up1. Elicit vocabulary students may already know. Ask:

Do you eat in restaurants? What foods do you eat at a restaurant? What is your favorite restaurant?

2. Repeat students’ answers and have the class repeat chorally.

3. State the lesson objective: In this lesson, you will learn how to read a menu and order food.

Culture Note

Explain that in the U.S., some restaurant menus have pictures of the food and some do not. Sometimes menus only show pictures of some of the items. When reading a menu, you need to pay attention to the price of each item. Also, see if there are any additional costs. Many restaurants charge for sides or additional toppings. For example, a sandwich may cost $4.00, but cheese and other toppings might cost extra and make the final price higher.

1 VOCABULARY

A Listen and point. Listen and repeat.1. Point to the pictures. Ask: What do you see? If

students do not know a food, name it.2. Read the directions.3. Play the audio. Students listen and point.4. Walk around and check that students are pointing

to the correct pictures.5. Pause the audio after tea. Say: Now listen, point,


and repeat.

Language Note

Tell students that when they order one item, they use a or an. When they order more than one item, they use the number and the plural form. Write:

a chicken sandwich 2 chicken sandwichesa cheeseburger 3 cheeseburgersan iced tea 4 iced teas

B WORK TOGETHER. Say a food. Your partner…1. Read the directions. Model the activity with

a volunteer.2. Form cross-ability pairs. Student A says a food.

Student B points. Then students switch roles.



Classroom Communication

If there is a cafeteria or restaurant in your school, borrow a menu if it has one. If not, bring in menus from a local takeout restaurant. Have students look at the menu and identify their favorite items and what they cost. Students might make a stronger connection to the new vocabulary and conversation if they can relate it to a real-life scenario.


115Unit 6, Lesson 6


Show what you know!

1. WRITE ABOUT IT. Look at the menu. Write foods you’d like.

I’d like , , and .


I need more practice. I can read a menu and order food.




2

A

B

2. TELL THE CLASS. Order food from the menu.

I’d like a cheeseburger, a fruit salad, and juice.

Breakfastpancakes $4.50eggs and toast $4.00cereal $3.00

Lunch and Dinnercheeseburger $4.50chicken sandwich $4.00tuna fish sandwich $5.00

French fries $3.75baked potato $2.50rice $2.25green salad $3.50fruit salad $4.00

Drinksjuice $3.00coffee $2.25tea $2.25iced tea $2.00

M06_FUT_SB_37948.indd 115 17/05/19 11:53 AM


Language Note

Write: I’d like. Explain that the speaker here isn’t saying what he or she likes. Rather, the speaker is making a polite request. I’d like a ______ is a polite way to say Can I have a ______?

2 CONVERSATION

A Listen. Listen and repeat.1. Play the audio. Tell students to listen. Pause the

audio. Ask: Is she ready to order? Does she order a tuna fish sandwich? (yes) Does she order french fries? (no)


B Practice the conversation.1. Read the directions. Model the conversation. You

are Speaker A. The class is Speaker B.2. Pairs practice the conversation two times. Have

each student practice both roles.3. Call on volunteers to role-play the conversation for

the class.

EXPANSION: Speaking practice for 2B1. On the board, write: Are you ready to order?2. Form cross-ability pairs. Student A is a server in

a restaurant and asks the question on the board. Speaker B orders 2 or 3 items from page 114. Then students switch roles.

3. Tell students they can use the conversation in Exercise 2A as a model.

4. Walk around while students practice.5. Call on several pairs to role-play one of

their conversations.

Show what you know!

1. WRITE ABOUT IT. Look at the menu. Write…

1. Read the directions. Remind students that I’d like pancakes is another way of saying Can I have pancakes? It is not the same as I like pancakes.

2. Show the sentence frame. Point out that the sentence has three blanks, so students should write three foods from the menu.

3. Model completing the sentence with three different foods, and then read it aloud.

4. While students are working, walk around and correct spelling and punctuation as needed.

5. Call on students to write their sentences on the board. Elicit corrections from the class as needed.


1. Read the directions. Pair students and have them read their sentences from Step 1 to each other.

2. Have students stand up and say their sentences to the class. They should pretend that they are ordering food from a menu in a restaurant.

Critical Thinking: Survey

1. Form small groups. Have students use the menu on page 115 and pretend to order their two favorite foods (for example, I’d like pancakes and coffee.).

2. Have one student in each group make a list of what everyone orders. Then ask a student in each group to share the results with the class.

3. Keep a tally on the board of what each student orders. By the end, you should have the results of the class’s favorite foods from the menu!


Extra Practice




115Unit 6, Lesson 6


Show what you know!

1. WRITE ABOUT IT. Look at the menu. Write foods you’d like.

I’d like , , and .


I need more practice. I can read a menu and order food.




2

A

B


I’d like a cheeseburger, a fruit salad, and juice.







Lesson

LISTENINGLook at each picture. What do you see?

1

A

This is Tran.

Read and Write About Eating7

3

5

4

1 2

Listen to the story.BB

READING Read and listen.

This is Tran. In his native country, most people eat with chopsticks.Many children eat with their hands.This is Riko. In her native country, many people drink soup.In the United States, most people eat with a fork, knife, and spoon.They eat sandwiches and French fries with their hands.

Circle Yes or No.

1. Tran eats with chopsticks. Yes No2. In Tran’s native country, many children eat with their hands. Yes No3. In Riko’s native country, people eat soup with a spoon. Yes No4. In the United States, most people use a knife and fork. Yes No5. In the United States, people eat sandwiches with chopsticks. Yes No

WRITINGMAKE CONNECTIONS. Talk about eating in your native country.

1. Do people eat with chopsticks?2. Do people eat with their hands?3. Do people eat with a knife, fork, and spoon?


1. In my native country, most people eat with .2. Children eat with .3. In the United States, most people eat with .

WORK TOGETHER. Read your sentences.

2

A

B

3

A

B

C



Lesson

LISTENINGLook at each picture. What do you see?

1

A

This is Tran.

Read and Write About Eating7

3

5

4

1 2

Listen to the story.BB



Circle Yes or No.







2

A

B

3

A

B

C

M06_FUT_SB_37948.indd 116 17/05/19 11:53 AM

Lesson


Read and Write About Eating

This is Tran.

7

Correlations

CCRS Level A: RI/RL.1.1, RI.1.2, RI.1.3, SL.K.2, SL.K.3CASAS Reading: RDG 1.8, 3.2CASAS Listening: L2.1, 2.4, 4.2CASAS Competencies: 0.1.2, 0.1.5, 2.7.9Complete standards language available on the Pearson English Portal.

Warm-Up1. Elicit vocabulary students may already know. Use

the board to draw simple pictures of a fork, a knife, a spoon, and chopsticks. Name each item. Point to each picture and ask: How do you eat? Do you use [a fork] to eat?

2. State the lesson objective: You will read and write about eating. You will listen to and read a story about Tran.

1 LISTENING

A Look at each picture. What do you see?1. Read the directions.2. Point to each picture and ask: What do you see?

Elicit information without correcting students’ answers. If students have difficulty expressing an idea, try to say it for them.

3. Write the words or phrases on the board.

B Listen to the story.1. Play the audio. Tell students to point to each

picture as they listen.2. Check comprehension. Point to each picture. Ask: Picture 1: What is his name? How do people eat in

his native country? Picture 2: In Tran’s native country, do children

sometimes eat with their hands? Picture 3: In Riko’s country, how do people

eat soup? Picture 4: In the United States, what do people

eat with? Picture 5: When do people in the U.S. eat with

their hands?3. Play the audio again. Pause after each picture

and ask the above questions again. Help students answer the questions.

EXPANSION: Vocabulary practice for 1BForm cross-ability groups. Have students show or tell one another how they eat in their native countries. If appropriate, ask each group to demonstrate or role-play for the class.


117Unit 6, Lesson 7




Circle Yes or No.







2

A

B

3

A

B

C


I need more practice. I can read and write about eating.

M06_FUT_SB_37948.indd 117 17/05/19 11:53 AM


2 READING

A Read and listen.1. Read the directions. Tell students to listen and

read, following along with their finger. Play the audio.

2. While the audio is playing, walk around and check that students are following along with their finger.

3. Ask students to identify any words they don’t understand. Write the words on the board and encourage students to guess the meanings.

4. Have students identify any words they want to practice pronouncing. Repeat the words until students are satisfied with their pronunciation.

ActiveTeach for 2A: Vocabulary Practice

EXPANSION: Reading practice for 2AForm cross-ability pairs. Students take turns reading the story out loud. Walk around and correct pronunciation as needed.

B Circle Yes or No.1. Read the directions. Model the exercise. Read

item 1 with the class. Circle Yes.2. Students individually read and circle the answers.3. Tell volunteers to read a sentence and say their

answer. Tell students to cite evidence: Have them point to the information in the reading with each answer.

MULTILEVEL INSTRUCTION for 2BPre-level scaffolding Students work with a partner to read the sentences and circle Yes or No.Above-level expansion When finished, students write correct sentences for all the answers with No. For example: 3. In Riko’s native country, people eat soup with a spoon drink soup.

3 WRITING

A MAKE CONNECTIONS. Talk about eating in…1. Read the directions. Read the questions in the

book aloud.2. Model the discussion. Give your answers to

the questions.3. As needed, write related questions to get students

to elaborate. For example: Do people use chopsticks in your native country? What do they use? Do people use their hands to eat? What do they eat with their hands?

4. Write the roles for the group: Student 1: Read each question out loud. Student 2: Make sure each student talks. Student 3: Tell the class the group’s answers.5. Form groups of 3. Review the roles. If there

are more than 3 students in a group, they can share roles.

6. Walk around and encourage each student to participate in the discussion. To finish the activity, ask each group to share its information.

B Complete the sentences.1. Model writing the sentences. Ask a volunteer to

say his or her information. Complete the sentences on the board.

2. Walk around the room and help as needed.

MULTILEVEL INSTRUCTION for 3BPre-level scaffolding Students copy Tran’s story in Exercise 2A on a piece of paper.Above-level expansion Students write their own stories on a piece of paper. Have them use Tran’s story as a model.

C WORK TOGETHER. Read your sentences.Form cross-ability pairs. Encourage students to help each other as they read their writing.

Critical Thinking: Problem solve

1. Set the context. Say: Tran’s boss invited him to a company dinner at a big restaurant. Tran wants to go, but he is nervous. At big dinners, there are two forks, two spoons, and two knives to use. He doesn’t know how to use them. What can you tell him to do?

2. Form cross-ability groups. One student writes the group’s suggestions.

3. To finish the activity, ask groups to share their ideas. Write the ideas on the board.


Extra Practice




117Unit 6, Lesson 7




Circle Yes or No.







2

A

B

3

A

B

C


I need more practice. I can read and write about eating.



Lesson

READING Sara is a cook.She works in a restaurant.She does an inventory with Carlos.

CONVERSATION AT WORKComplete the conversation. Write the correct words.

Carlos: ground beef?

Sara: Yes, we need of ground beef.

Carlos: OK, got it. What about vegetables? What do we need?

Sara: Let’s see. carrots, potatoes, and lettuce.

Carlos: Anything else?

Sara: Oh! We need three of milk.


Role-play the conversation with new information.

1

2

A

B

C

Sara is at work.

English at Work: Do an Inventory8

I need more practice. I can do an inventory.


Do you like Do we need

four gallons four pounds

We need She needs

gallons loaves

Sara

Carlos

Do we need

four pounds

We need

gallons



Lesson

READING Sara is a cook.She works in a restaurant.She does an inventory with Carlos.

CONVERSATION AT WORKComplete the conversation. Write the correct words.

Carlos: ground beef?

Sara: Yes, we need of ground beef.

Carlos: OK, got it. What about vegetables? What do we need?

Sara: Let’s see. carrots, potatoes, and lettuce.

Carlos: Anything else?

Sara: Oh! We need three of milk.


Role-play the conversation with new information.

1

2

A

B

C

Sara is at work.

English at Work: Do an Inventory8

I need more practice. I can do an inventory.


Do you like Do we need

four gallons four pounds

We need She needs

gallons loaves

Sara

Carlos

Do we need

four pounds

We need

gallons

M06_FUT_SB_37948.indd 118 17/05/19 11:53 AM

Lesson


English at Work: Do an Inventory

Sara is at work.

8

Correlations

ELPS Level Intro: 2, 3, 7, 9CASAS Reading: RDG 1.7, 1.8, 3.2CASAS Listening: L2.1, 2.3, 4.1, 4.2, 4.3CASAS Competencies: 0.1.2, 0.1.5Complete standards language available on the Pearson English Portal.

Warm-Up1. Point to the picture and ask: What do you see?

Point to Sara. Ask: Who’s that? Where is she? What is she doing? Point to Carlos. Who’s that?What is Carlos doing? Elicit information without correcting students’ answers. If students have difficulty expressing an idea, try to say it for them.

2. Write the words or phrases on the board.3. State the lesson objective: In this lesson, you will

learn some English at work. You will learn how to do an inventory. An inventory is a complete list of things a store or restaurant has for sale.

1 READING1. Read the subtitle of the lesson: Sara is at work.2. Read the sentences as students follow along with

their finger.3. Check comprehension. Ask: Where is Sara? (in a

restaurant) What is her job? (cook) What are she and Carlos doing? (They are doing an inventory.) Explain the word inventory: When workers count a business’s supplies and make a list of what they need to order.

Career Awareness: Cook

Cooks work in all kinds of restaurants. They work in the kitchen and prepare the food people order. Cooks usually have specialized education or training in food preparation and food safety.

2 CONVERSATION AT WORK

A Complete the conversation. Write the…1. Say: Sara and Carlos are doing an inventory at

their restaurant.2. Tell students to cover the word boxes. Read the

conversation with the words missing. Invite the class to guess what the words might be.

3. Read the directions. Students uncover the word boxes. Model the first item. Circle Do we need.

4. Students complete the conversation individually or in pairs.

5. Check answers. Invite two volunteers to read the completed conversation.

B Practice the conversation.1. Pairs practice the conversation two times. Have

each student practice both roles.2. Have volunteers role-play the conversation.

C Role-play the conversation with new…1. Model the conversation. Say Carlos’s lines. Have a

volunteer say Sara’s lines.2. Have students practice new conversations in pairs.3. Call on volunteers to role-play one of

their conversations.

ActiveTeach for 2C: Role-Play Support

Workplace Culture

Say: In the U.S., many people work in a restaurant’s kitchen. There is a head cook or chef who has the most experience. He or she is the boss. There are other cooks who help make the food. Everyone helps to do an inventory. They make sure the restaurant always has enough food or ingredients.

Critical Thinking: Make connections

1. Discuss. Ask: Do you work in a restaurant? What do you do? What are the different kinds of jobs in a restaurant?

2. Encourage students to think of other responsibilities for restaurant workers. Have them share stories of their own experiences.

Self-Directed Learning1. Point out the blue bar. Ask students if they can do

the lesson learning objective or if they need more practice. Tell them to check one of the boxes. Assign Extra Practice as needed.

2. Ask students to turn to page 103. Go to the Unit Wrap-Up teaching notes on page T-103.

Extra Practice

Workbook p. 73


119Unit 6, Vocabulary Review

VOCABULARY REVIEW

Look at the picture. Write the foods.A

Circle the word that does not belong in each group.

1. apples cucumbers pears2. lettuce carrots oranges3. chicken ground beef lemons4. rice bread apples5. mushrooms milk onions6. cherries eggs grapes7. cereal potatoes tomatoes8. peas mangoes strawberries

WORK TOGETHER. Write one word for each quantity.

1. a pound of 2. a bag of 3. a box of 4. a loaf of 5. a dozen

B

C

cucumber

carrot

onion

pepper

grapes

lettuce

orange

banana

M06_FUT_SB_37948.indd 119 17/05/19 11:53 AM

T-119 Unit 6, Vocabulary Review

VOCABULARY REVIEW

A Look at the picture. Write the foods.1. Have students study the photograph and name

as many of the fruits and vegetables as they can. There are a few foods in this picture that were not introduced in this unit. If students ask, provide the words cabbage, broccoli, corn, garlic, grapefruit,and pomegranate.

2. Read the directions. Point to the cucumber and ask: What is this? Elicit the answer. Model writing cucumber on the line.

3. Students finish labeling the fruits and vegetables.4. Pair students and have them compare answers.5. To check answers, point to the foods and have

students call out their names.

Teaching Tip: Categorizing

Show an example of grouping on the board. Write: apple, orange, onion. Ask: Which word is different? Why? (onion; it is a vegetable and the other two are fruits)

B Circle the word that does not belong in each…1. Read the directions. Do item 1 with the class. Ask:

Why is cucumbers the answer? (because it is a vegetable and the other two are fruits)

2. Have students complete the exercise individually. Then have them compare answers with a partner.

3. Go over the answers with the class. Make any necessary corrections.

C WORK TOGETHER. Write one word for each…1. Have students review quantities and containers on

pages 110 and 111.2. Read the directions. With the class, read each item

and elicit one answer per item.3. Form pairs. Have students complete the

exercise with at least one word for each quantity or container.

4. To check answers, call on pairs for their answers and make a list on the board.

Self-Assessment: Retrieval practice

1. Tell students to close their books. Give them 3 minutes to write all the words they can remember from this review lesson.

2. Have students share their words with the class. Write each word on the board as they speak, so students can check their spelling.


119Unit 6, Vocabulary Review

VOCABULARY REVIEW

Look at the picture. Write the foods.A

Circle the word that does not belong in each group.

1. apples cucumbers pears2. lettuce carrots oranges3. chicken ground beef lemons4. rice bread apples5. mushrooms milk onions6. cherries eggs grapes7. cereal potatoes tomatoes8. peas mangoes strawberries

WORK TOGETHER. Write one word for each quantity.

1. a pound of 2. a bag of 3. a box of 4. a loaf of 5. a dozen

B

C

cucumber

carrot

onion

pepper

grapes

lettuce

orange

banana


120 Unit 6, Grammar Review

GRAMMAR REVIEW

Complete the sentences. Write like or likes.

1. I like carrots.2. Tara peas.3. Tom and Sue apples.4. We bread.5. Jim milk.6. They vegetable soup.7. Kara pancakes.

Complete the sentences. Write don’t like or doesn’t like.

1. Bob and Tran don’t like juice.2. I onions.3. Kate eggs.4. We bananas.5. Jack eggs.6. They grapes.7. She bread.

Complete the conversations. Write I like or I’d like.

1. A: Do you like fruit? B: Yes. I like apples.2. A: Are you ready to order? B: Yes. pancakes.3. A: Do you like vegetables? B: peas.4. A: Are you ready to order? B: a cheeseburger, please.

A

B

C

likes

don’t like

like

doesn’t like

like

don’t like

like

don’t like

likes

doesn’t like

likes

doesn’t like

I’d like

I like

I’d like


120 Unit 6, Grammar Review

GRAMMAR REVIEW

Complete the sentences. Write like or likes.

1. I like carrots.2. Tara peas.3. Tom and Sue apples.4. We bread.5. Jim milk.6. They vegetable soup.7. Kara pancakes.

Complete the sentences. Write don’t like or doesn’t like.

1. Bob and Tran don’t like juice.2. I onions.3. Kate eggs.4. We bananas.5. Jack eggs.6. They grapes.7. She bread.

Complete the conversations. Write I like or I’d like.

1. A: Do you like fruit? B: Yes. I like apples.2. A: Are you ready to order? B: Yes. pancakes.3. A: Do you like vegetables? B: peas.4. A: Are you ready to order? B: a cheeseburger, please.

A

B

C

likes

don’t like

like

doesn’t like

like

don’t like

like

don’t like

likes

doesn’t like

likes

doesn’t like

I’d like

I like

I’d like

M06_FUT_SB_37948.indd 120 17/05/19 11:53 AM

Unit 6, Grammar Review T-120

GRAMMAR REVIEW

A Complete the sentences. Write like or likes.1. Read the directions. Remind students that we use

like with I, you, we, and they. We use likes with he, she, it, and a person’s name.

2. Show item 1. Say: We write like because the subject is I.

3. Students complete the sentences individually.4. Walk around and provide help as necessary.5. Call on students for the answers. Write them on

the board.

B Complete the sentences. Write don’t like or…1. Read the directions. Remind students that we use

don’t like with I, you, we, and they. We use doesn’t like with he, she, it, and a person’s name.

2. Show item 1. Say: We write don’t like because Bob and Tran is like they.

3. Students complete the sentences individually.4. Walk around and provide help as necessary.5. Call on students for the answers. Write them on

the board.

Self-Assessment: Dictation

1. Dictation. Books closed.2. Say a complete sentence from the exercise.

Have students repeat.3. Repeat the sentence and have students write it.4. Write the correct sentence on the board.

Students circle their errors and write corrections.5. Repeat with several more sentences.6. Optional: Dictate all the sentences at one time.

Then write all the sentences on the board. Have students correct their errors. Then read the sentences a final time.

C Complete the conversations. Write I like or…1. Read the directions. Remind students that I’d like

means they are making a request.2. Play B and model item 1 with an above-level

student.3. Form pairs. Students complete the conversations.4. Check answers. Call on volunteers to read the

conversations out loud. Show the correct answers on the board.

Self-Assessment: Read aloud

1. Have students read their sentences together in pairs.

2. As they read, they may become aware of errors. Remind students that they can review the unit for grammar and spelling help.


121Unit 6, Conversation Review

CONVERSATION REVIEW

ROLE-PLAY.

Student A Student BYou are a server. You are the customer.Ask for the customer’s lunch order. Look at the menu.Write the order. Order lunch.

A: Are you ready to order?B: Yes. I’d like , , and .A: Anything else?B: .

Switch roles.B: Are you ready to order?A: Yes. I’d like , , and .B: Anything else?A: .





M06_FUT_SB_37948.indd 121 17/05/19 11:53 AM

T-121 Unit 6, Conversation Review

CONVERSATION REVIEW

Warm-UpHave students prepare for this activity by studying the menu and reviewing the vocabulary and prices.

ROLE-PLAY.

1. Form cross-ability pairs.2. Read the roles for Student A and Student B. Point

to the first conversation with blanks. Say: You will complete the conversation. Point to the second conversation. Read: Switch roles. Say: This time, Student B talks first.

3. Model a role-play with an above-level student. You are A. The student is B.

4. Walk around and help while students practice.5. Call on various pairs to perform one of their

conversations for the class.

EXPANSION: Writing and speaking practice1. Have students write complete conversations on

their own. They can use the sentence frames on this page as models.

2. Have students read their conversations aloud to the class.

Self-Assessment: Retrieval practice

1. Tell students to look at the menu but cover the conversation model. Tell them to write one complete conversation.

2. Walk around the room and help as necessary. Check for correct spelling, contraction of I’d, capitalization, and punctuation.

MULTILEVEL INSTRUCTION for Self-AssessmentPre-level scaffolding Allow students to look at the conversation model for support.Above-level expansion Tell students to write two conversations.


121Unit 6, Conversation Review

CONVERSATION REVIEW

ROLE-PLAY.

Student A Student BYou are a server. You are the customer.Ask for the customer’s lunch order. Look at the menu.Write the order. Order lunch.

A: Are you ready to order?B: Yes. I’d like , , and .A: Anything else?B: .

Switch roles.B: Are you ready to order?A: Yes. I’d like , , and .B: Anything else?A: .






122 Unit 6, Life Skills and Writing Review

LIFE SKILLS: Make a shopping list Listen. Complete the shopping list.

1

A

LIFE SKILLS AND WRITING REVIEW

WRITE ABOUT YOURSELFComplete the sentences.

1. I shop for fruits and vegetables at .2. I shop for bread at .3. I shop for meat at .4. I also buy .5. My favorite restaurant is .

I like there.

2

Unit Review: Go back to page 103. Which unit goals can you check o� ?

____________________ of rice

____________________ eggs

a pound of _________________

_________________ of chicken

MAKE CONNECTIONS. What do you need? Write a shopping list.B

a bag

a dozen

ground beef

two pounds


122 Unit 6, Life Skills and Writing Review

LIFE SKILLS: Make a shopping list Listen. Complete the shopping list.

1

A


WRITE ABOUT YOURSELFComplete the sentences.

1. I shop for fruits and vegetables at .2. I shop for bread at .3. I shop for meat at .4. I also buy .5. My favorite restaurant is .

I like there.

2

Unit Review: Go back to page 103. Which unit goals can you check o� ?

____________________ of rice

____________________ eggs

a pound of _________________

_________________ of chicken

MAKE CONNECTIONS. What do you need? Write a shopping list.B

a bag

a dozen

ground beef

two pounds

M06_FUT_SB_37948.indd 122 17/05/19 11:53 AM

Unit 6, Life Skills and Writing Review T-122


Warm-UpPoint to the shopping lists on page 110. Say: These are shopping lists people wrote. Then point to the images on this page. Say: You will write your own shopping lists.

1 LIFE SKILLS

A Listen. Complete the shopping list.1. Read the directions. Point to the blank lines

and say: Some words are missing. You need to complete each item.

2. Play the audio. Students listen and write the words they hear.

3. To check answers, play the audio again and pause after each item. Students check their answers and make necessary corrections.

B MAKE CONNECTIONS. What do you need?…1. Read the directions. Do the first item with the

class. Ask: What do you need? Call on a volunteer to answer. Write the student’s answer on the shopping list.

2. Remind students that they can use the list in Exercise 1A as a model.

3. Form pairs. Students can use real or made-up information.

4. Have pairs share their lists with the class.

2 WRITE ABOUT YOURSELF

Complete the sentences.1. Review vocabulary needed for this activity. Ask:

Where do you shop for food? What do you buy? What is your favorite restaurant?

2. Model on the board. Use your information. Encourage students to look at the model as they write.

3. Walk around the room and help as needed.4. Have students write their sentences on the board.


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