8 staying healthy - future - english for results€¦ · picture: what do you see? ... healthy food...
TRANSCRIPT
Classroom Materials/Extra Practice
CD 4Tracks 38–54 Transparencies and
Vocabulary Cards
T
MCAUnit 12
WorkbookUnit 12
Companion WebsiteUnit 12
MyFutureLabUnit 12
T-145 UNIT 8
Preview• Holdupyourbookorhavestudentslookattheir
books.Readtheunittitlealoud.• Setthecontextoftheunit.Askquestionsaboutthe
picture:What do you see? Who is the woman? What is she doing? What kind of food do you see? Is the food healthy? Why do you think so?Callonstudentstoanswerthequestions.
• Readthepreviewquestionsaloud.• Askstudentstosharetheiranswerswithclassmates
sittingnearthem.• Ask:What are healthy eating habits?• Youmaywanttosummarizeyourstudents’ideas
bywritingthemontheboard.
Unit Goals• Telltheclass:This list of unit goals shows us what
we will be studying in Unit 8.• Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain
unfamiliarvocabularyasneeded.Explaineating habits:The way we usually eat.Explainnutritional label:The label on foods that says what’s in them and how much fat, how much protein, etc., the foods have.Explainspecial diet:When someone has a health problem and they have to eat or not eat something to help control the problem.
• Say:We will come back to this page at the end of the unit. You will be able to write a check next to the goals you learned and practiced in this unit.
Staying Healthy
Unit Overview
Goals• Seethelistofgoalsonthefacingpage.
Grammar • Adverbsoffrequency• Verb+gerundasobject• Gerunds
Pronunciation• Do+anotherword• Intonationinquestions
Reading• Readanarticleaboutschoollunches• Readanutritionallabel
Writing• Writeaparagraphcomparingyourdiet
nowwithyourdietinthepast
8 Classroom Materials/Extra Practice
CD 2Tracks 46–59
WorkbookUnit 8
Interactive PracticeUnit 8
Community Building
Ask:Who has a family member who is on a special diet?Havevolunteerstalkaboutfamilymemberswhohavetoeatornoteatsomethingtocontrolacondition.Helpingstudentssharepersonalstorieshelpscreateapositiveclassroomenvironment.
LOCKE_FUTURE3_TE_9780131991538_U284 284 4/23/09 2:47:01 PM
UNIT 8 T-146
Lesson 1 Vocabulary
Controlled Practice 15 minutes
B Lookatthepictures...
• PlayCD2,Track46.• PlayTrack46again.Havestudentsrepeat.
Expansion: Vocabulary Practice for 1B
• Formpairs.Say:Use the new vocabulary and talk about the pictures.
• Pointtopicture1andsay:The young man is having a snack. He might be a teenager. Teenagers eat frequently and many of them like snack food!
• Callonvolunteerstosayoneoftheirsentences.
Learning Strategy: Makeconnections• Readthedirections.Studentscanuseindexcards
orpiecesofpaper.• Modeltheactivitybymakingacardforoneofthe
phrasesinExercise1B.• Walkaroundandhelpstudentswritethephrases
andexamplesoftheactivity.• Say:You can remember new vocabulary when you
make connections between the activity and examples of the activity.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.
Getting Started 5 minutes
1 WHAT DO YOU KNOW?
• Setthecontextofthelesson.Writetwocolumnheadingsontheboard:healthy foodandunhealthy food
• Pointtothewords.Say:Describe some foods that go into these categories.
• Callonvolunteerstowritesomefoodsundertheappropriatecategory.
• Statethelessonobjective:We’re learning words that relate to eating habits.
Presentation 5 minutes
a Lookatthepictures...
• Callonvolunteerstosaywhattheythinkthephrasesmean.Askthemforexplanationsorexamplesforeachphrase.
• Sayeachphraseandhavestudentsrepeat.
Teaching Tip
Ifstudentshavebeenaddingtheirvocabularycardstotheirziplockbagorenvelope,itmightbegettingfull.Suggestcreatingtwobags,onewithvocabularycardsthattheynowknow,andoneforreviewingthewordstheyhaven’tmastered.
LOCKE_FUTURE3_TE_9780131991538_U287 287 4/23/09 2:47:10 PM
T-147 UNIT 8
Lesson 1 Vocabulary
Interactive Practice pages 86–87
Extra Practice
Controlled Practice 15 minutes
2 PRACTICE
Communicative Practice 20 minutes
Show what you know!
GROUPS.Compareyouranswers...
• Whenstudentshavecompletedthetask,callonvolunteersfromeachgrouptowritesomephrasesintheVenndiagramontheboard.
• Toreview,askeachgrouptosayonethingtheywroteandgivetheirreasonwhy.
Expansion: Writing Practice for Show what you know!
• Tellstudentstheyaregoingtowritefivesentencesaboutthephrases.
• Writeontheboard:Buying fresh fruits and vegetables is a healthy habit because fruits and vegetables are very good for you.
• Formpairs.Eachpairchoosesfivephrasestowriteabout.
• Walkaroundandhelpasneeded.• Tofinishthisexercise,callonstudentstoreada
sentenceuntilallthephraseshavebeenused.
Community Building
DuringWordPlay,encouragestudentstosharetheirideasandgivereasonsfortheirchoices.Encouragethemtoaskeachotherfortheiropinions.Writeontheboard:Do you think this word should go here or here? Why do you think that?
WORDPLAY.Lookat...
• Drawthediagramontheboard.Usingpicture1asanexample,ask:Is having a snack an example of an unhealthy habit, a healthy habit, or could it be either?
• Callonvolunteerstosharetheirchoice.Askthemtosaywhytheythinkthat.
• Writehave a snackintheeithersectionofthediagram.Say:I’m going to write this here, because if you have a healthy snack such as carrots or yogurt, then it’s healthy. But if you have an unhealthy snack such as candy, it could be unhealthy.
• Walkaroundandhelpasnecessary.
MULTILEVEL INSTRUCTION for 2
Pre-level Tellstudentstodothehealthyhabitsfirst,thentheunhealthyhabits.Thentheycanthinkaboutwhichonesareleft.Above-level Tellstudentstowriteoneextraexampleofeachcategory.
LOCKE_FUTURE3_TE_9780131991538_U288 288 4/23/09 2:47:12 PM
UNIT 8 T-148
Talk about eating habitsLesson 2
B Readthestatements....
• Readthestatementsaloud.Readlikethis:Skipping meals is . . . good for your health; bad for your health; or neither good nor bad for your health.
• PlayCD2,Track47.• PlayTrack47again.Tellstudentswhofinishedthe
firsttimetowritedownwhattheyhear.• Toreviewthisexercise,playTrack47again.Have
studentsraisetheirhandswhentheyheartheanswer.Saythecompletedstatement.
Getting Started 5 minutes
1 BEFORE YOU LISTEN
Doyoueverskipmeals...
• Readthedefinitionofskip mealsfromthebook.• Say:Sometimes I skip breakfast because I’m busy in
the morning. Then I’m really hungry before lunch.• Readthequestionsinthebook.• Callonstudentstoanswer.
Presentation 15 minutes
2 LISTEN
a Listentotheradioshow...
• Ask:What information are we listening for the first time we listen?(DomostU.S.workershavehealthyorunhealthyeatinghabits?)
• Tellstudentstojotdownwhattheyhearthathelpsthemanswerthequestion.
• PlayCD2,Track47.• Callonastudenttoreadthecompletedstatement.• Askstudentstocalloutanythingtheyheardthat
confirmsthatstatement.
Culture Connection
Accordingtorecentstudies,60%ofadultsintheU.S.areobese.Somestudiesprojecta20%riseinobesityby2030.Schools,healthgroups,andworkplacesareallmakingorganizedeffortstoeducatetheirmembersabouthealthyeatinghabitsandtheimportanceofregularexercise.
LOCKE_FUTURE3_TE_9780131991538_U291 291 4/23/09 2:47:17 PM
Talk about eating habitsLesson 2
T-149 UNIT 8
4 PRACTICE
a PAIRS.Practicetheconversation.
• Withanabove-levelstudent,modeltheconversationfortheclass,usingpronunciationofd’ya.
• Tellstudentstorole-playbothAandB.Walkaroundandhelpasneeded.
• Callonvolunteerstorole-playtheconversationfortheclass.
Expansion: Writing Practice for 4A
• Formpairs.Havestudentschangethequestionsandanswersintheconversation.Callonafewpairstoreadtheirconversations.
Communicative Practice 15 minutes
Presentation 10 minutes
3 CONVERSATION
a Listentothesentences....
• PlayCD2,Track48.Havestudentsreadthesentences.
• PlayTrack48again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch.• Readthesentencesaloud.Havestudentsrepeat.
Expansion: Pronunciation Practice for 3A
• HavestudentssaysomequestionsusingDo . . . ?Startthemoffwith:What do you usually drink in the morning?Writethequestionsontheboard.Readthequestions,stressingd’ya.Havestudentsrepeat.
Controlled Practice 15 minutes
B Listenandread...
• Ask:What do you see in the photo? What is happening?
• PlayCD2,Track49twice.Studentsreadalongsilently.
• Tocheckcomprehension,ask:Does the man eat between meals? What does he usually eat?
Expansion: Speaking Practice for 3B
• Writeontheboard:Does this man have healthy or unhealthy eating habits? What might he do to have better eating habits?(unhealthy—hehaschipsandcookiesforasnack;heshouldeatbreakfastandeatfruitforasnack)
• Formpairs.Havestudentsdiscussthequestions.• Callonvolunteerstosharetheirideas.
Teaching Tip
Tohelporganizethefollowingdiscussion,assignroles.StudentA:Keepatallyofhowmanystudentshaveeachoftheseeatinghabits.StudentB:Writethegroup’sideasabouttheconsequencesofthesehabits.StudentC:Addtothetallyontheboard.StudentD:Sharewhatthegroupsaidtheconsequencesofthesehabitscanbe.
B MAKEITPERSONAL.GROUPS.Lookatthe...
• Writetheeatinghabitsfromtheexerciseontheboard.Showstudentshowtokeepatallybydrawinglinesingroupsoffive.
• Whenstudentshavecompletedthetask,haveStudentCaddtothetallyontheboard.Counthowmanystudentshaveeachhabit.Writethenumbernexttoeachhabit.
• CallonStudentDineachgrouptoshareoneortwoconsequencesofthesehabits.
• Tofinishthisexercise,askwhatapersoncoulddotochangeoneofthehabits.Callonvolunteerstoanswer.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U292 292 4/23/09 2:47:18 PM
UNIT 8 T-150
Talk about eating habitsLesson 3
Controlled Practice 10 minutes
1 PRACTICE
a Underlinetheadverbs...
• Havestudentsreadtheparagraphforcomprehensionfirst.Ask:What is Jorge’s problem? Is it OK for him to skip breakfast? Why or why not?(Heskipsbreakfast;noteveryday;hewilleatmoreduringthedayandincreasehisriskforheartdisease.)
• Toreview,havestudentsreadasentenceandsaywhatheorsheunderlinedandcircled.
• Makecorrectionsasnecessary.
B Unscramblethesentences....
• Pointoutthatthesesentencesneedpunctuation.• Callonastudenttoreadthefirstsentence.• Remindstudentstolookbackattheinformationin
thegrammarboxtousecorrectwordorder.• Walkaroundandhelpasneeded.• Callonstudentstowritethesentencesonthe
board.Makecorrectionsasnecessary.
Getting Started 10 minutes
• Writeontheboard:I always drink coffee in the morning.Havestudentsreadthesentencealoud.Ask:How often do I drink coffee in the morning?(always)
• Writeontheboard:We never go out to eat during the week.Havestudentsreadthesentencealoud.Ask:How often do we go out to eat during the week?(never)
• Writeontheboard:We are usually in bed by 10:30.Havestudentsreadthesentencealoud.Ask:How often are we in bed by 10:30?(usually)
• Say:These are adverbs of frequency. They describe how often we do something.
Presentation 10 minutes
Adverbsoffrequency
• Askstudentstolookatthechartofadverbsoffrequency.Say:The percentage line tells how often we do something using that adverb.Readtheadverbsandhavestudentsrepeat.
• Askstudentstoreadthesentencesinthegrammarboxesontheleft.Pointouttheorderinthesentences:Adverbsoffrequencycomebeforemostverbs;adverbsoffrequencycomeaftertheverbbe.
• HavestudentsreadtheGrammarWatchsilently.• Askabove-levelstudentstowritethefirstsentence
ontheboard,usingsometimesandusuallyatthebeginning.(Sometimesweeatabigbreakfast.Usuallyweeatabigbreakfast.)
• Askabove-levelstudentstowritetwosentencesontheboard,usingtheexpressionsonce in a whileandonce a year.(Examples:Onceinawhile,weeatabigbreakfast.Onceayear,weeatatanexpensiverestaurant.)
Language Note
Helpstudentslearnwhereinthesentencethefrequencyadverbcomes.Itusuallycomesaftertheverbbe.Itusuallycomesbeforeotherverbs.
LOCKE_FUTURE3_TE_9780131991538_U295 295 4/23/09 2:47:23 PM
T-151 UNIT 8
Talk about eating habitsLesson 3
Communicative Practice 20 minutes
Show what you know!
STEP1.GROUPS.Writetwoquestions...
• Tellstudentstolookbackatthevocabularyonpages146and147,andtheeatinghabitsmentionedonpages148and149.Tellstudentstousethoseideasortheirown.
• Walkaroundandhelpasneeded.
STEP2.Surveyfiveclassmates....
• Withanabove-levelstudent,modelthequestioningandwritingofnamesonthechart.
• Walkaroundandhelpasneeded.
STEP3.Reportyourresults...
• Callonstudentstotellaboutanotherstudent’seatinghabits.
Expansion: Writing Practice for STEP 3
• Havestudentswritesentencesaboutanotherstudent’seatinghabits.Havethemexchangepaperswithanotherstudent.Tellthemtocheckeachother’spapersfororderoffrequencyadverbs.Callonstudentstoreadsentencesaloud.
Progress Check
Canyou...talkabouteatinghabits?Askstudentstolisthealthyandunhealthyeatinghabits.Callonstudentstowritethelistontheboard.Askstudents:Can you check this goal?
Controlled Practice 10 minutes
2 PRACTICE
a Addadverbsoffrequency...
• Writeitem1ontheboard.Demonstratedrawingarrowstoaddtheadverb.Readthenewsentencealoud.
• Ifstudentsneedmoresupport,doitem2withtheclass.Haveavolunteerwritethesentenceontheboardanddrawthearrow.Makenecessarycorrections.
• Havestudentscompareanswerswithapartner.• Callonvolunteerstowritethesentencesonthe
boardwiththearrows.Reviewthesentenceswiththeclass.
B Readtheparagraph....
• Reviewtherulesaboutorderoffrequencyadverbs.Havestudentsreadthegrammarinformationfrompage150.Havethemtellyoutherules.(Adverbsoffrequencyusuallygobeforeaverb;aftertheverbbe;sometimesandusuallycanbeginasentence.Someexpressionscanbeginorendasentence.)
• Walkaroundandhelpasneeded.• Havestudentscompareanswerswithapartner.• Toreviewthisexercise,askvolunteerstoreadthe
sentencesandcorrectthemistakes.
Expansion: Reading Practice for 2A and 2B
• Formpairs.HavestudentstaketurnsreadingthesentencesinExercise2A.ThenhavestudentstaketurnsreadingtheparagraphinExercise2B.Walkaroundandcheckonplacementoffrequencyadverbs,pronunciation,tone,andpaceasneeded.
Interactive Practice pages 88–89
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U296 296 4/23/09 2:47:24 PM
UNIT 8 T-152
Read a nutritional label and talk about dietsLesson 4
Getting Started 5 minutes
• Bringinsomeboxesorpackageswithnutritionallabels.Examplesofeasythingstobringin:Jell-O,chips,crackers,pilafs,cereals.
• Passaroundtheboxes.Havestudentslookatthelabels.
• Writeontheboard:What information are we given on the labels?Answerswillinclude:calories,fat,cholesterol,protein,ingredients,etc.Explainvocabularyasnecessary.Giveexamples.
• Saythelessonobjective:We’re going to read nutritional labels and learn about special diets.
Presentation 10 minutes
1 READ A NUTRITIONAL LABEL
a GROUPS.Whenyoubuyfood...
• Havestudentsreadtheinformationontheyellowstickynote.
• Askstudentstoraisetheirhandsiftheyreadnutritionallabelsbeforebuyingfood.
• Callonafewstudentswhoraisetheirhandstosaywhytheyreadlabels.
Culture Connection
In1994,theU.S.FoodandDrugAdministrationregulatedthelabelingofnutritionalinformationtoincludeconsistent,standardized,usefulinformationfortheconsumer.
B CLASS.Lookatthetwolabels...
• Writequestionsontheboard:What are the names of the two foods we are comparing?(FiestachipsandFritterchips)Which one contains cheese?(Fritterchips)Which bag of chips is bigger?(Fritterchips)How much total fat is in a serving of each one?(10gramsand5grams)
• Talkwiththeclassaboutwhatthefollowingabbreviationsmean:oz.(ounce),g.(gram),mg.(milligram).
• Explain% Daily Value.(Thisisbasedona2,000-calorieintakeforadultsasrecommendedbytheU.S.FoodandDrugAdministration.)
Controlled Practice 5 minutes
2 PRACTICE
Completethestatements...
• Callonstudentstoreaditem1.Pointtotheinformationonthenutritionallabels.
• Havestudentscompareanswers.• Callonstudentstoreadthecompletedstatements
andpointtotheinformationonthenutritionallabels.Makenecessarycorrections.
LOCKE_FUTURE3_TE_9780131991538_U299 299 4/23/09 2:47:28 PM
Read a nutritional label and talk about dietsLesson 4
T-153 UNIT 8
Controlled Practice 20 minutes
B Readthestatements....
• Callonstudentstoreadthestatementsaloud.• PlayCD2,Track50asmanytimesasnecessaryfor
moststudentstoanswerthequestions.• Toreviewthisexercise,playTrack50again.Pause
attheanswers.Askstudentstosaywhattheyheard.Writeitontheboard.Thensaythecorrectanswer.
• PlayTrack50againforstudentstoconfirmtheanswers.
Progress Check
Canyou...readnutritionallabelsandtalkaboutdiets?Askstudentstolistsomeofthecategoriesonnutritionallabels.Callonstudentstowritethelistontheboard.Askstudentstonamesomediseasesthatrequirespecialdiets.Writethenamesofthediseasesontheboard.Askstudents:Can you check this goal?
Interactive Practice pages 90–91
Extra Practice
Presentation 20 minutes
3 TALK ABOUT DIETS
a PAIRS.Sometimespeoplecan’t...
• Doitem1withtheclass.Remindstudentsthatthefatcontentisperserving,notperbag.
• Reviewitemsbyaskingvolunteerstosharetheiropinionswiththeclass.
MULTILEVEL INSTRUCTION for 3
Cross-ability Above-levelstudentshelppre-levelstudentsfindtheinformationonthenutritionallabel.
Expansion: Critical Thinking Practice for 3
• Writeontheboard:What are some illnesses that require special diets?Formpairstoanswer.Callonstudentstonamesomeillnesses.Writetheillnessesontheboard:heart disease, obesity, diabetes, allergies, digestive problems, cancer, stroke, allergy-induced asthma
• Ask:What special dietary needs do you think these diseases have?Acceptvariousanswersthatmakesense,forexample,lowfat,highfiber,stayingawayfromwhatyou’reallergicto.
4 LEARN ABOUT DIABETES
a Listentotheannouncement...
• Askstudentswhattheyknowaboutdiabetes.Writesomethingsontheboard.(It’swhenyoursugarlevelsgettoohigh;it’swhenyoudon’thaveenoughinsulin;itcancauseblindness.)Tellstudentsthatsomehealthproblemsruninfamilies.Thismeansyouinherittheproblem.
• PlayCD2,Track50.• PlayTrack50again.Havestudentswriteimportant
factstheyhear.• Callonvolunteerstoanswerthequestion.
LOCKE_FUTURE3_TE_9780131991538_U300 300 4/23/09 2:47:29 PM
UNIT 8 T-154
Talk about family healthLesson 5
Controlled Practice 15 minutes
B Readthequestions....
• Havestudentsreadthequestionsandanswerchoicesbeforelistening.
• PlayCD2,Track52.Thenhavestudentscompareanswers.
• Asktheclassfortheanswers.Writethemontheboard.
• PlayTrack52againtoconfirmtheanswers.
c Readthestatements....
• Havestudentsreadthestatementsbeforelistening.• Doitem1withtheclass.Askstudentstoraisetheir
handswhentheyheartheanswer.• PlayCD2,Track53.Pausetheaudiowhen
studentsraisetheirhands.Havethemsaywhattheyheardandansweritem1.
• ContinueplayingTrack53andhavestudentswritetheanswerstotherestofthestatements.
• Toreview,playTrack53again.Askstudentstoraisetheirhandswhentheyheartheanswer.Pausetheaudiowhentheyraisetheirhands.Havethemsaywhattheyheard.Thensaythecorrectanswer.
• Toconfirmtheanswers,playTrack53again.
Getting Started 5 minutes
1 BEFORE YOU LISTEN
GROUPS.Discuss.Whatcanparentsdo...
• Writeontheboard:What can parents do to help their children have a healthy lifestyle?
• Passoutlargenewsprint.Haveonestudentrecordthegroup’sidea.Haveanotherstudenttapethenewsprintup.Haveanotherstudentsharethegroup’sideas.
• Circletheideasthatarethesameonallthegroups’papers.
Presentation 10 minutes
2 LISTEN
Culture Connection
TheCentersforDiseaseControlandPrevention,knownastheCDC,isawidelyrespectedarmoftheU.S.DepartmentofHealthandHumanServices.Theiraimistohaveaneducatedandhealthypopulation.Theyresearchanddisseminateinformationaboutnumeroushealthissues.
a Listentotheinformation...
• TellstudentstheyaregoingtolistentoarepresentativeoftherespectedhealthorganizationreferredtoastheCDC:theCentersforDiseaseControl.
• AskstudentswhatinformationtheyarelisteningfortoseeiftheirideasfromBeforeYouListenarementionedinthereport.
• PlayCD2,Track51.• ThenplayTrack51again.Haveanabove-level
studentwritetheideasontheboard.
LOCKE_FUTURE3_TE_9780131991538_U303 303 4/23/09 2:47:33 PM
Talk about family healthLesson 5
T-155 UNIT 8
Controlled Practice 10 minutes
3 CONVERSATION
a Listenandread...
• PlayCD2,Track54.Havestudentslistenandread.• Checkcomprehension.Ask:Who is talking? What
do you think their relationship might be?(AnaandMaya;couldbefriends,neighbors,sisters)Ask:What is Maya’s problem?(hersonneedstoloseweightandhewon’tdiet)Ask:What is Ana’s advice to Maya?(changethewayshecooks)
• PlayTrack54again.Havestudentsrepeat.
4 PRACTICE
a PAIRS.Practicetheconversation.
• Havepairspracticetheconversation,role-playingbothAandB.
• Callonvariouspairstorole-playtheconversationfortheclass.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
B ROLEPLAY.PAIRS.Makesimilarconversations.
• Havepairswriteouttheirconversation.• Callonpairstorole-playtheirconversationfor
theclass.
MULTILEVEL INSTRUCTION for 4B
Pre-level Underlinethephrasesstudentscanchange,forexample,my son;low-fat ingredients.Tellstudentstosubstitutenewphrasesfortheoldtochangetheconversation.Above-level Tellstudentstogivemoreinformation,forexample,theillnessthatthefamilypersonhasandwhatthedietaryrequirementsare.
c MAKEITPERSONAL.GROUPS.Discuss...
• Haveeachgroupmaketwolistsonpaper.• Havethemcomparetheirlistswithanothergroup.• Tofinish,ask:What are some unhealthy and
healthy foods that both groups had on their lists?
Communicative Practice 20 minutes
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U304 304 4/23/09 2:47:34 PM
UNIT 8 T-156
Talk about family healthLesson 6
Getting Started 5 minutes
• Writeontheboard:A gerund is an -ing form of a verb used as a noun.
• Say:Sometimes gerunds can be used as subjects.Write:Eating breakfast is important.
• Ask:What is the gerund?(eating)What is the subject?(eating)
• Say:Sometimes gerunds can be used as objects.Write:We like having salad for lunch.
• Ask:What is the gerund?(having)What is the object?(having)
• Erasethesentencewiththegerundasasubject.Say:We’re going to learn about using gerunds as objects.
Presentation 15 minutes
Verb+gerundasobject
• Callonavolunteertoreadtheexamplesentences.• Callonavolunteertoreadtheinformationinthe
GrammarWatch.• Askvolunteerstosayanexamplesentenceusing
theverbsintheGrammarWatchandagerundasanobject.Writethesentencesontheboard.Examplesmightinclude:I can’t stand dieting. Please keep trying to lose weight.Makenecessarycorrections.
• Toreview,ask:What is a gerund?(the-ingformofaverbusedasanoun)Ask:Is the gerund a subject or object in these sentences on the board?(object)
Controlled Practice 15 minutes
1 PRACTICE
a Underlinetheexamples...
• Tellstudentstheyaregoingtoreadtheparagraphtwotimes.
• Writeontheboard:What is the paragraph about? What was Lu Yi’s problem? What solution did Lu Yi come up with?
• Havethemreadthefirsttimetounderstandthestory.Callonstudentstoanswerthequestions.
• Havestudentsreadtheparagraphagainandunderlinetheverbsandgerunds.
• Walkaroundandhelpasnecessary.• Callonvolunteerstoreadthesentencesandsay
theverbsandgerundstheyunderlined.
B Completethesentences...
• Callonastudenttoreadsentence1.Elicitideasfromtheclass.Completesentence1withtheclass.
• Walkaroundandhelpasneeded.• Callonstudentstowritethecorrectwordon
theboard.• Callonstudentstoreadthesentencescompleted
withthewordsfromtheboard.• Makecorrectionsasnecessary.
Expansion: Reading Practice for 1B
• Formpairs.Havestudentsalternatereadingthecompletedsentencesaloud.
Community Building
Ifyourclassincludesparentsandnon-parents,mixthegroups.Thesetwogroupsofstudentscanlearnfromeachother.
LOCKE_FUTURE3_TE_9780131991538_U307 307 4/23/09 2:47:40 PM
T-157 UNIT 8
Communicative Practice 15 minutes
Show what you know!
PROBLEM-SOLVING.GROUPS.Talkabouthow...
• Reviewthetopic.Ask:What are some lifestyle habits that we have that affect our family’s health?Youmaywanttowritetheideasontheboard.
• Pointoutthatgroupswillbetalkingabouttwothings:1)howhabitscanmakeyourlifestylehealthyorunhealthy,and2)howtobehealthier.
• Setatimelimitforgroupstotalk.Walkaroundandhelpasneeded.
• Thenasktwogroupstojoineachotherandsharetheirsuggestions.
• Tofinish,askgroupstosayanysuggestionstheyboththoughtof.
Talk about family healthLesson 6
Controlled Practice 10 minutes
2 PRACTICE
Completetheconversations....
• Tellstudentstoreadeachconversationforcontextfirst.
• Doitem1withtheclass.Completetheconversationbywritingtheanswerontheboard.
• Whilestudentsarecompletingthetask,walkaroundandhelpasnecessary.
• Toreview,writetheanswersontheboardandreviewthegrammarwiththeclass.Makeanynecessarycorrections.
• Ask:What are all of these conversations about?(changingeatinghabitstobehealthier)
Expansion: Speaking Practice for 2
• Formcross-abilitypairs.• Havestudentspracticeallfivecompleted
conversations.• HavestudentsswitchrolessotheyarebothA
andB.
Interactive Practice pages 92–93
Extra Practice
Progress Check
Canyou...talkaboutfamilyhealth?Asktheclasstoidentifyhealthylifestylechanges.Makealistontheboard.Askstudents:Can you check this goal?
MULTILEVEL INSTRUCTION for Show what you know!
Pre-level Havestudentschoosetwotopicsintheboxtotalkabout.Above-level Havestudentsaddanothertopictotheboxoflifestylehabits.
LOCKE_FUTURE3_TE_9780131991538_U308 308 4/23/09 2:47:41 PM
UNIT 8 T-158
Talk about school lunchesLesson 7
Getting Started 5 minutes
1 BEFORE YOU READ
GROUPS.Discuss.Whatkindsoffood...
• Ask:Who has children? Do they eat lunch at school? What do they eat?
• Extendthediscussion.Ask:Do schools in your country offer lunches to the children? Do you think it’s a good idea to have schools offer lunches? Why or why not?
• Statethelessonobjective:We are going to talk about school lunches.
Community Building
Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutwordsandideastheydon’tunderstand.Givestudentstheopportunitytotalktoeachotherastheyreadandcompleteexercises.
Presentation 20 minutes
2 READ
Listenandreadthearticle....
• Ask:What information are we listening for the first time we listen?(whattheproblemwithschoollunchesis)
• PlayCD2,Track55.Studentslistenandreadsilently.
• Checkcomprehension.Ask:What is the problem with school lunches?(Somepeoplethinkschoollunchesarenothealthy.)
• Ifstudentswantdefinitionsofvocabularywordsnow,tellthemthatthereisvocabularypracticeonthenextpage.
Expansion: Reading Practice for 2
• Writeontheboard:P1:Why did the U.S. government start the National School Lunch Program? How many children does it feed?P2:What foods do schools often serve? Why do some people think this is a problem?P3:What have California schools done to deal with fat and sugar levels in school lunches?
• Say:We’re going to read the article again. Look for information to help you answer these questions.
• Askstudentstoreadthearticlesilently.Havethemworkwithaclassmatetoanswerthequestionsontheboard.
• Toreview,askvolunteersforanswers.Writetheinformationontheboard.
LOCKE_FUTURE3_TE_9780131991538_U311 311 4/23/09 2:47:45 PM
Talk about school lunchesLesson 7
T-159 UNIT 8
Interactive Practice pages 94–95
Extra Practice
4 VOCABULARY IN CONTEXT
Lookattheboldfaced...
• Writealistontheboard:school districts satisfied nutritious pass laws administrators affordable appetizing
• Havestudentsreadthestoryagain.Askthemtopayattentiontothesentenceswiththesewords.
• Asktheclasstogivedefinitionsforthewordsontheboard.Thenhavetheclassdotheexercise.
• Toreview,askvolunteerstoreadthewordsandthecorrespondingdefinitions.Makeanynecessarycorrections.
Communicative Practice 15 minutes
Show what you know!
GROUPS.Whatfoodsshouldschools...
• WriteaT-chartontheboard: Foods schools Foods schools
should serve should not serve
• Walkaroundandhelpasnecessary.• CallonstudentwriterstowritetheirT-charton
theboardandtosummarizetheirgroup’sideas.
MULTILEVEL INSTRUCTION for Show what you know!
Cross-ability Pre-levelstudentswriteaboutandreportonthefoodthatschoolsshouldandshouldnotserve.Above-levelstudentswriteaboutandreportonwhoshoulddecidewhatfoodtoserveinschools.
Controlled Practice 20 minutes
3 CHECK YOUR UNDERSTANDING
a PAIRS.Readthearticleagain....
• Ask:What are some of the ways we have learned to look for the main idea?(lookatthetitle,thinkofthe“bigpicture,”don’tconfusethetruedetailswiththeoverallmainidea)
• Havestudentsreadthearticlewithapartneranddecidewhatthemainideais.
• Callonafewstudentstowritewhattheythinkthemainideaisontheboard.
• Readtheideasontheboard.AsktheclassIs the idea short and precise? Are you sure it isn’t a true detail? Does it give the overall idea, the “big picture” of the article?
• Takeapoll.Askstudentstovotewhichideaontheboardistheanswer.
• Themainideashouldinclude:ThereisamovementintheUnitedStatestogettheschoolstoofferhealthyschoollunches.
B Readthestatements...
• Writeontheboard:Angelina Jolie is the ideal woman! Angelina Jolie is married to Brad Pitt.
• Ask:Which statement is an opinion?(first)Which statement is a fact?(second)
• CallonastudenttoreadtheReadingSkillbox.• Callonastudenttoreaditem1.Ask:How do you
know this is a fact?(becauseitissomethingtrue,somethingyoucanprove)
• Callonstudentstoreadthestatementsandsayiftheyareopinionsorfacts.Askwhyforeach.
Expansion: Writing Practice for 3B
• Studentswritetwoopinionsandtwofacts.• Askvolunteerstoreadtheirstatements.Havethe
classsaywhichstatementsarefactsandwhichareopinions.Discusswhy.
LOCKE_FUTURE3_TE_9780131991538_U312 312 4/23/09 2:47:46 PM
UNIT 8 T-160
Talk about dental healthLesson 8
Getting Started 10 minutes
1 BEFORE YOU LISTEN
Matchthewordswiththepictures....
• Writeontheboard: What kinds of problems can we have with our teeth? What can we do to have good dental health?
• Callonvolunteerstoanswerthequestions.Writesomeideasontheboard.
• Havevolunteerswritethecorrectletterontheboard.
• Saytheanswers,andhavestudentsrepeattheword.
Culture Connection
MostdentistsintheUnitedStatesrecommendacleaningeverysixmonthsandX-raysperiodically.
Presentation 15 minutes
2 LISTEN
a Listen.Hoisat...
• Havestudentslookatthepicture.Ask:Who are these people? What do you think they are talking about?
• Havestudentsreadthethreepossibilities.• PlayCD2,Track56.• Callonstudentstosaywhatthepeopleare
talkingabout.• Toreview,playTrack56again.
B Readthequestions....
• Havestudentsreadthestatementssilently.• PlayCD2,Track56.• Callonstudentstoreadthestatementsandsayif
theyaretrueorfalse.• Toreview,playTrack56again.
Expansion: Writing Practice for 2B
• Studentsrewritethefalsesentenceswithcorrectinformation.Havestudentswritethenewstatementsontheboard.
LOCKE_FUTURE3_TE_9780131991538_U315 315 4/23/09 2:47:54 PM
Talk about dental healthLesson 9
T-161 UNIT 8
Controlled Practice 15 minutes
3 CONVERSATION
a Listentothesentences....
• PlayCD2,Track57.Havestudentslistenandread.• PlayTrack57again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch
silently.Readthetextaloud.• PlayTrack57again.Stopaftereachsentence
andpointoutthematchinginformationinthePronunciationWatch.
B Listenandread...
• PlayCD2,Track58.Havestudentslistenandreadsilentlybeforecompletingthetask.
• PlayTrack58again.Havestudentsdrawthearrows.
• Havestudentswritethesentenceswitharrowsontheboard.
• Toreview,playTrack58again.Checkthearrowsontheboard.
c Listenandread...
• PlayCD2,Track59.Havestudentslistenandreadsilently.
• PlayTrack59again.Pauseaftereachlineandhavestudentsrepeat.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
MAKEITPERSONAL.PAIRS.Lookatthequestions...
• Encouragestudentstosetuptheirconversationasaroleplay.
• Walkaroundandhelpasnecessary.• Toreview,callonpairstoreadaquestionandsay
whattheiransweris.
4 PRACTICE
PAIRS.Practicetheconversation.
• Havepairsreadtheconversationtogether,alternatingroles.
• Callontwostudentstoreadtheconversationfortheclass.
Communicative Practice 15 minutes
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U316 316 4/23/09 2:47:55 PM
Talk about dental healthLesson 9
UNIT 8 T-162
Getting Started 5 minutes
• Writeontheboard:I like eating spicy food.• Ask:Do you remember from Lesson 6 what a
gerund is?Writeontheboard:Gerund = -ing form of a verb used as a noun.
• Writeontheboard:1. Eating breakfast is important. 2. We like having salad for lunch.
• Say:We can use gerunds as subjects or objects. In these two sentences, which one is a subject?(Eating)
• Say:In Lesson 6 we studied gerunds as objects.Pointtosentence2. Thensay:Here we’re going to learn about using gerunds as subjects.Pointtosentence1.
• Statethelessonobjective:We’re going to use gerunds as subjects while we talk more about dental health.
Presentation 5 minutes
Gerunds
• Callonvolunteerstoreadthesentences.• Pointoutthatthegerundsaresubjects.
Controlled Practice 10 minutes
1 PRACTICE
B Rewriteeachsentence...
• Writesentence1ontheboard.Circlethephrasethatbecomesthegerundandsubject.Drawanarrowtoshowthatitbeginsthesentence.Writethenewsentenceunderit.
• Writesentence2ontheboard.Circlethephrasethatbecomesthegerundandsubject.Drawanarrowtoshowthatitbeginsthesentence.Callonastudenttocometowritethenewsentence.
• Writetheremainingsentencesontheboard.Havestudentscometotheboard,circlethephrasethatbecomesthegerundandsubject,andwritethenewsentenceunderit.
• Thenhavestudentsdotheexerciseintheirbooks.
Interactive Practice pages 96–97
Extra Practice
Language Note
Writeontheboard:wipe = rub softly.Askstudentstowriteontheboardanywordsfromtheparagraphtheydon’tunderstand.Writesimpledefinitionsorgiveexamplesofthesewords.
a Readaboutdentalcare...
• Havestudentsreadforcomprehensionfirst.• Writeontheboard:What is the main idea? Name
two things we can do for babies to help with their dental health. Name two things we can do for young children to help with their dental health.
• Havestudentsanswerthequestionswithapartner.• Toreview,havestudentsreadasentenceandsay
whatheorsheunderlined.
Community Building
It’simportantforstudentstoworkwithdifferentpeople.Changegroupsfrequently,andtellstudentstoaskeachother’snamesbeforetheybegintheirtask.
Communicative Practice 10 minutes
Show what you know!
GROUPS.Talkabouthowtokeep...
• Havegroupsmakealistoftheirideas.• Haveeachgroupsayoneortwooftheirideas.
Writetheideasontheboard.Makesurethestudentsareusinggerunds.Iftheyarenot,stopandaskthemtotranslatetheirideastogerunds.
Progress Check
Canyoutalkaboutdentalhealth?Asktheclasstoidentifyhealthyandunhealthydentalhabits.Makealistontheboard.Askstudents:Can you check this goal?
LOCKE_FUTURE3_TE_9780131991538_U319 319 4/23/09 2:47:59 PM
T-163 UNIT 8
Getting Started 5 minutes
1 BEFORE YOU WRITE
a GROUPS.Isyourdietdifferent...
• Givestudentsafewminutestowritedownsomeideasabouttheirdietsintheirnativecountriesandtheirdietshere.
• Callononeortwostudentstosaysomedifferencesbetweennativedietsanddietshere.
• Statethelessonobjective:We are going to write a paragraph comparing our diets in our native countries with our diets here.
Presentation 10 minutes
Language Note
Pointouttheorganizationoftheinformationtothestudents.ThewritertalksaboutherdietinMexicofirstandthenherdietintheU.S.Shedoesn’tmixtheinformation.
Describe your eating habitsLesson 10
B ReadVera’sdescription...
• Tellstudentstoreadthelettersilently.• Ask:How do you know Vera is going to compare
two things?(I’mfromMexico.My...aredifferenthere.)What word lets you know that Vera is going to talk about breakfast here in the U.S.?(Now)
• Ask:How did Vera organize her paragraph?(Shetalkedaboutherhabitsinhercountry;thenshetalkedaboutherhabitshere;sheusedexamples.)
• Alsosay:She decided to talk only about breakfast. She didn’t tell us about every meal or about snacks.
Expansion: Critical Thinking Practice for 1BWriteontheboard:What can Vera do to eat a healthier breakfast here?Havestudentstalktogether.Elicitideas.(Answersshouldinclude:Shecancookeggsmore.Shecanbuyhealthycerealandwhole-grainbread.)
Controlled Practice 15 minutes
2 WRITE
Writeaparagraph...
• Walkaroundandhelpasnecessary.
3 CHECK YOUR WRITING
• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper
usingthesesamequestions.• Walkaroundandhelpasnecessary.
Teaching Tip
Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluatevocabulary,grammar,mechanicsandhowwelltheycompletethetask.Youmaywanttoreviewthecompletedrubricwiththestudents.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U320 320 4/23/09 2:48:00 PM
UNIT 8 T-164
Show what you know!
1 REVIEW
ForyourGrammarReview...
• Havestudentsturntopage252toreviewthegrammarforthisunit.
• Answeranyquestionsstudentsmayhave.
2 ACT IT OUT
STEP1.CLASS.Reviewtheconversation...
• Writeontheboard:The conversation is about .
• PlayCD2,Track54.• Havestudentsworkwithaclassmatetofillin
theblank.Thenhavevolunteerssaywhattheconversationwasabout.
STEP2.ROLEPLAY.PAIRS.Role-play...
• Haveeachpairreadtheirroleplayinformation.Checkcomprehension.Ask:Who are the people? What is the problem? What are some solutions?
• Asktheclasstosaytheirideas.Writetheinformationontheboard.Answeranyquestionsstudentsmayhave.
• Aspairsrole-playaconversation,walkaroundandhelpstudentswithvocabulary,pronunciation,andgrammar.
• Askvolunteerstorole-playtheirconversationfortheclass.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
3 READ AND REACT
STEP1.ReadaboutAna.
• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Who is Ana? Who are
her children? Why is Ana worried?
STEP2.GROUPS.Discuss....
• Tellstudentstosummarize,withoutreading,theproblemsAnaishaving.
• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayone
thingAnaneedstodoandonethingAnaneedstostopdoing.
4 CONNECT
ForgeneralteachingnotesabouttheSelf-EvaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.
Progress Check
• Tellstudentstoturntopage145(thefirstpageofUnit8).
• Havethemreadthegoalsandchecktheonestheybelievetheycando.
• Havethemtalktoapartneraboutwhichgoalstheychecked.
• Remindthemthatiftheydidn’tcheckagoal,theycanreviewwithExtraPractice.
Go to the CD-ROM for more practice.
Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit8,encouragethemtoreviewtheactivitiesontheCD-ROM.
Review &Expand
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U323 323 4/23/09 2:48:06 PM