Classroom Materials/Extra Practice
CD 4Tracks 38–54
Transparencies 12.1–12.6Vocabulary Cards Unit 12
T
MCAUnit 12
WorkbookUnit 12
Interactive PracticeUnit 12
T-225 UNIT 12
Preview• Setthecontextoftheunitbyaskingquestions
aboutwhatjobstheyhave(forexample,Do you work? Do you have a job? What is your job?).Additionally,askquestionsaboutwhenstudentswork(forexample,Do you work before/after class?).
• Holduppage225orshowTransparency12.1.Readtheunittitle.Ask:What doesHelpWantedmean? (Acompanyhasajobandislookingforsomeonetohire.)Where do you see Help Wanted signs? (instorewindows)Where do you see help wanted ads? (innewspapers)
• Say:Look at the picture. AskthePreviewquestion:What do you see?(awomanonthephone)Ask:What is she doing?(lookingatthehelpwantedadsinthenewspaper/tryingtogetajob/callingaboutajob)
Unit Goals• PointtotheUnitGoals.Explainthatthislistshows
whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandasktheclasstorepeat.Explain
unfamiliarvocabularyasneeded:Wantads:job advertisements in newspapers Bodylanguage:movements you make with your body that show what you are feeling or thinkingWorkexperience:your past jobsJobapplication:a form you complete to get a job
• Tellstudentstocircleonegoalthatisveryimportanttothem.Callonseveralstudentstosaythegoaltheycircled.
Help Wanted
Unit Overview
Goals• Seethelistofgoalsonthefacingpage.
Grammar • Can: Affirmativeandnegativestatements• Can: Yes/no questionsandshortanswers• Pastofbe: Questionsandanswers
Pronunciation• Unstressedcan, stressedcan’t• Stressedcanandcan’tinshortanswers
Reading• Readanarticleaboutmakingagoodfirst
impression
Writing• Writeawantadforajobyouwant• Writesentencesaboutyourjobexperience
andskills
Life Skills Writing• Completeajobapplication
12 Classroom Materials/Extra Practice
CD 4Tracks 38–54
Transparencies 12.1–12.6Vocabulary Cards Unit 12
T
MCAUnit 12
WorkbookUnit 12
Interactive PracticeUnit 12
Future 1 TE_unit12_T225-T244.ind448 448 11/24/08 3:35:38 PM
UNIT 12 T-226
Lesson 1 Vocabulary
Expansion: Speaking Practice for 2A
• Topracticeandreviewvocabularyforplaces,foreachpicture,ask: Where is he/she?
B WORDPLAY.TWOTEAMS.PlayCharades.
• Readthedirections.• Modeltheactivitybyactingoutajobduty(for
example,deliver packages)whiletheclassguessestheduty.
• Formgroupsof4–8.Eachgroupdividesitselfintotwoteams.EachteamelectsaStudentAtobegin.
• WalkaroundandcheckthatStudentAisabletoeffectivelydemonstrateanyjobdutyonpage227.
• Askeachgroupwhichteamwon.• Towrapup,callonafewindividualstudentstoact
outajobdutywhiletheclassguesses.
2 PRACTICE
a PAIRS.StudentA,pointtoapicture.Ask...
• Readthedirections.PlayAandmodeltheexamplewithastudent.
• Say:If your partner says the wrong job duty, say, “No,tryagain.”Modelthiswithanotherstudent.
• Pairstudents.WalkaroundandcheckthatAispointingtoapicturewhileaskingaquestionandthatBisguessingjobduties.CheckthatAispolitelyaskingBtotryagainifBnamesthewrongjobduty.
MULTILEVEL INSTRUCTION for 2B
Pre-level Limiteachactor’schoices(forexample,duties1–4)andtelltheactortoreadallfourchoicestotheguessingteambeforesilentlychoosingonetoactout.Above-level Formlike-abilityteamsandrequiretheactingstudenttoperformtwoduties(forexample,pick up packagesandclean floors).
Communicative Practice 35 minutes
c WRITE.Whatdoyoudoatworkorathome...
• Readthedirectionsandtheexamples.• Toprovideamodel,askafewstudentswhatthey
doatwork,athome,andatotherlocations(forexample,at school, at my grandmother’s house, . . .).Writetheirresponsesontheboard.
• Walkaroundandspot-checkstudents’writingtomakesuretheyarefollowingtheformatoftheexamples.
• Callonafewstudentstowritetheirsentenceontheboard.Asktheclasstocalloutcorrectionstoanyerrors.Fixthemontheboard.
Getting Started 5 minutes
1 WhAT DO YOU KNOW?
a Lookatthepictures.Whichjobdutiescan...
• ShowTransparency12.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage227.
• Readthedirections.Pointtopicture1andreadtheexample.Ask:Which job duties do you know?
• Studentscalloutanswersasintheexample.Helpstudentspronouncejobdutiesiftheyhavedifficulty.
• Ifstudentscalloutanincorrectjobduty,changethestudent’sanswerintoaquestionfortheclass(forexample,Number 2 is use a computer?).
• Ifnobodycanidentifythecorrectjobduty,tellstudentstheywillnowlistentoaCDandpracticethenamesofthethingsintheclassroom.
Presentation 5 minutes
B Listenandpointtothepictures....
• Readthedirections.PlayCD4,Track38.Pauseafternumber12(help people).
• Walkaroundandcheckthatstudentsarepointing.• Tocheckcomprehension,sayeachjobdutyin
randomorderandaskstudentstopointtotheappropriatepicture.
• ResumeplayingTrack38.Studentslistenandrepeat.
Controlled Practice 15 minutes
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T-227 UNIT 12
Lesson 1 Vocabulary
Learning Strategy: Makeconnections• Provideeachstudentwithfourindexcardsortell
studentstocutupnotebookpaperintofourpieces.• Readthedirections.• Ontheboard,writeajobduty(forexample,
fix things).Drawaboxaroundit.Say:Tell me a job where you can fix things.(atelevisionrepairperson)Writearesponseontheboard.Drawaboxaroundit.
• Optional:Askstudentstomatchthejobdutiesonpage227tojobslistedinUnit2.
• Pointtothejobdutyboxandsay:A duty. Pointtotheotherboxandsay:Job for the duty.
• Walkaroundasstudentswork.Ifmisspellingsoccur,tellstudentstocheckthelistonpage227.
• Say:You can make cards to remember new words. Remindstudentstousethisstrategytorememberothernewvocabulary.
Expansion: Graphic Organizer and Vocabulary Practice
• Tellstudentstomakeachartintheirnotebookswiththreetofiveplaceheadings(forexample,At work, At home, At school, At my mother’s house).Askstudentstowriteduties(page227)theyhaveateachplace.
• Brainstormadditionalplace-relatedjobdutiesandwritethemontheboardforstudentstouse.
• Studentscankeepthissheetasavocabularyreminderastheyworkthroughtheactivitiesinthisunit.
Show what you know!
STEP1.CLASS.Walkaroundtheroom...
• Readthedirections.Tellstudentsthatdutiesmeansthingstheyhavetodoeveryday.
• Withacoupleofstudents,practicetheexampleconversationfortheclass.
• Tellstudentstoasktheirpartnerfortheirnameiftheydon’trememberit.
• Tellstudentstostand,mingle,andwritetheirclassmates’informationinthechart.
• Walkaroundandcheckthatstudentsarediscussingparticularplacesandduties.
STEP2.Reporttotheclass.
• Callonstudentstoreportwhattheywroteintheircharts(At work, Min-Ji drives a truck. At home, she helps people.).
• Tellstudentstheycanmoveat workandotherplaceexpressionstothebeginningorendofastatement.
Community Building
Brainstormwithyourclassalistofclassroomjobsordutiesthatstudentsperformtokeeptheclassrunningeffectively.Writethemontheboard(forexample,put away the tables).Revieworassignclassroomjobs(forexample,materialsmonitor)tostudentsandmakealistofresponsibilitiesontheboard.
Interactive Practice pages 134–135
Extra Practice
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Getting Started 5 minutes
UNIT 12 T-228
Respond to a Help Wanted signLesson 2
1 BEFORE YOU LISTEN
CLASS.LookatthepictureofDino’sDiner....
• Tellstudentstolookatthepicture.Ask:What place is this?(arestaurant/Dino’sDiner)
• Ask:What do you see? (AHelpWantedsign)
Presentation 20 minutes
2 LISTEN
a Lookatthepicture....Guess:...
• Readthedirections.Ask:Why is he there?• Writetheanswerchoicesontheboardandread
them.• Callonstudentstoguess.
B Listentotheconversation.Was...
• Readthefirstpartofthedirections.PlayCD4,Track39.
• Ask:Was your guess correct?Circlethecorrectanswerontheboard.
Teaching Tip
Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage290astheylistentotheconversation.
Listenagain.Completethesentences.
• Readeachsentenceandtheanswerchoices.• PlayTrack39again.Studentslistenandcomplete
thesentences.• Tocheckanswers,callontwostudentstowritethe
sentencesontheboard.Correctasneeded.Readthemandasktheclasstorepeat.
c Listentothewholeconversation....
• Readthedirections.PlayCD4,Track40.• Ask:What doesthephoneneverstopsmean?(The
phoneringsalot./PeopleoftencallDino’s.)• Callonstudentstosayanswers.Tellstudentsto
makefalsestatementstrue.(2.Assefaisstartinghisnewjobnow.)
• Ask:Why is Dino upset about the phone? (Hecan’tcookbecauseheneedstoanswerthephone.)
• Askstudentsiftheyunderstandwhytheendoftheconversationisfunny.(BecauseAssefastartshisnewjobrightnow.)Elicitanexplanationfromon-levelorabove-levelstudents.
Community Building
CreateHelpWantedsignsforclassroomjobs.Posttheminyourroom.Studentscanreadthesignsand“apply”forajob!
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Respond to a Help Wanted signLesson 2
T-229 UNIT 12
3 CONVERSATION
a Listen.Thenlistenandrepeat.
• ReadthedirectionsandthePronunciationWatchnote.PlayCD4,Track41.Studentslisten.
• Ontheboard,writeafewstatementswithcan(forexample,I can clean floors. He can make pizza.).Circlecaninthesentencesyouwriteandpronounceeachsentence.Asktheclasstorepeat.
• Changecantocan’tinthesentencesontheboardandrepeatthestepabove.
• Ask:Why do we stresscan’t?(Becauseitisdifficulttohearthenegativecontractionifitisunstressed.)
• ResumeplayingTrack41.Studentslistenandrepeat.
B Listentothesentences.Check...
• Readthedirections.PlayCD4,Track42.• Callonstudentstosayanswers.
Expansion: Pronunciation Practice for 3B
• Toreinforceclearpronunciationofcanandcan’t,callastudenttothefrontoftheroom.Onapieceofpaper,writeasentencewithcanorcan’t(forexample,I can clean floors.).Showitonlytothestudent.
• Askthestudenttoreadthesentencetotheclass.Theclassholdsuponefingerforcanandtwofingersforcan’t.Repeatwithotherstudents.
• Formorepractice,pairscanrepeatthisactivity.
Controlled Practice 20 minutes
c Listenandreadtheconversation....
• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage228.
• Say:Listen for the unstressed pronunciation of canand the stressed pronunciation ofcan’t.
• PlayCD4,Track43.Studentslistenandreadalongsilently.
• ResumeplayingTrack43.Studentslistenandrepeat.
• Walkaroundandcheckthatstudentsarestressingcan/can’tcorrectly.
4 PRACTICE
a PAIRS.Practicetheconversation.Thenmakenew...
• PairstudentsandtellthemtopracticetheconversationinExercise3C.
• Then,inExercise4A,introducethenewvocabularyintheboxesbysayingeachjobtitleandaskingtheclasstorepeat.Thenaskwhateachpersondoes[forexample,What does a sales assistant do?(usesacashregisterandtakesreturns)].Asneeded,usethepicturesanditemsintheclassroomtoexplainvocabulary.
• Tocheckcomprehension,tellstudentstoclosetheirbooksand,asabove,askwhateachpersondoesandwhodoeseachtask[forexample,Who takes inventory? (anofficeassistant)].
• Copytheconversationontotheboardwithblanksandreadit.Whenyoucometoablank,fillitinwithinformationfromthefirstrow(a sales assistant,use a cash register,take returns).
• Askapairofon-levelstudentstopracticetheconversationinfrontoftheclass.Remindstudentstosaybothajobanditsskills.
• Tellpairstotaketurnsplayingeachroleandtousetheboxestofillintheblanks.
• Walkaroundandcheckthatstudentsarestressingcanandcan’tcorrectly.
• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.
• Callonpairstoperformfortheclass.
Communicative Practice 15 minutes
B ROLEPLAY.PAIRS.Makeyourown...
• Brainstormadditionaljobsandskills.Ask:What jobs did you have in the past? What jobs do you want? Writethemontheboard.
• PairstudentsandtellthemtotaketurnsplayingAandB.
• WalkaroundandcheckthatAisclearlypronouncingwhatheorshecanandcan’tdo.
Interactive Practice
Extra Practice
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UNIT 12 T-230
Talk about job skillsLesson 3
Getting Started 5 minutes
• Say:We’re going to study statements with can. In the conversation on page 229, Assefa used this grammar.
• PlayCD4,Track43.Studentslisten.WriteI can make great hamburgersandI can’t make pizzaontheboard.Underlinecan makeandcan’t make.
Presentation 5 minutes
Can:Statements
• CopythegrammarchartsontotheboardorshowTransparency12.3andcovertheexercise.
• ReadtheGrammarWatchnote.Readsentencesfromthechartsandasktheclasstorepeat.Remindstudentsthatinstatementscanisunstressedandcan’tisstressed.
• Brainstormwiththeclassalistofskills,whichcanbeacombinationofnewandexistingskillsfrompage227(forexample,drive a truck,sing in Italian,type quickly,andmake pizza).
• Writethemontheboardandaskafewstudentsiftheycandothem.Studentsshouldrespondinfullform(forexample,T:Can you drive a truck?S:Yes, I can drive a truck. / No, I can’t drive a truck.).
• Ifyouareusingthetransparency,dotheexercisewiththeclass.
Controlled Practice 5 minutes
Communicative Practice 20 minutes
B GROUPSOF3.LookatthejobskillsinExerciseA....
• Readthedirections.Withtwostudents,practicethefirstconversation.Say:If you have the same skill as your partner, sayIcan ,too.
• Withtwootherstudents,practicethesecondexample.Say:If you do not have the same skill as your partner, say,Ican’t either.
• Modelanegativeexamplewithastudent.Promptthestudenttosayaskillheorshehasthatyoudon’thave(forexample,S:I can speak three languages. What about you? T:I can’t speak three languages.).
• Formgroupsof3.Pre-levelandon-levelstudentsmayneedtimetowritedownorthinkaboutafewskillstheyhavebeforetheybeginpracticing.
• Walkaroundandlistenforstudentsusingcan . . . tooand can’t . . . eithertoagreewiththeirpartner.Alsolistenforappropriatestressofcanandcan’t.
• Towrapup,askonestudenttomakeonestatementaboutsomethingheorshecando.Thenthatstudentturnstothenextstudentandasks,What about you? Thenewstudentanswersandthenmakesanotherstatementandasksthenextstudent,andsoon.
1 PRACTICE
a ReadOlga’sjobskills.Completethesentences...
• Say:This form has a list of many skills. Ask:Which skills does Olga have? Studentscalloutthecheckedskills.
• Ask:Can Olga use a computer? (No.)Can she answer phones and take messages?(Yes.)
• Readtheexampleandsayblankfortheblankspace.Readthesentenceagainandprompttheclasstocallouttheanswertofillintheblank(can).
• Walkaroundandspot-checkstudents’work.Studentscompareanswerswithapartner.
• Callonstudentstosayanswers.Askstudentstorepeatiftheydonotclearlypronouncecanvs.can’t.
MULTILEVEL INSTRUCTION for 1B
Cross-ability Askthehighest-levelstudentineachgrouptoplayAfirstandtohelpthelower-levelpartnersbymodelingaffirmativeornegativeanswersasneeded.
Expansion: Writing and Speaking Practice for 1B
• Askstudentstomakeachartintheirnotebookswithtwoheadings:CanandCan’t.Tellstudentstousealltheskillsandabilitiesvocabularytheylearnedinthisunit(seeExercise1Aonpage230andtheskillslistedonpage227)andwritewhattheycanandcan’tdointheappropriatecolumn.
• Afterstudentshavelistedwhatskillstheyhaveanddonothave,askthemtowriteaffirmativeandnegativesentencesfortheskills(forexample,I can make copies. I can’t use a computer.).
• Pairsstudentsandhavethemdiscusstheirskills.Towarmup,writethefollowingexampleconversationontheboardandpracticeitwithastudent(A:I can make copies. Can you?B:Yes, I can make copies, too. I can also use a computer. Can you?).
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Progress Check
Canyou...talkaboutjobskills?Say:We have practiced talking about job skills. Now, look at the question at the bottom of the page. Can you talk about job skills? Tellstudentstowriteacheckmarkinthebox.
Controlled Practice 5 minutes
T-231 UNIT 12
2 PRACTICE
Lookatthepictures.Completethesentences...
• Readthedirections.Pointtothefirstpictureandask:Can he make furniture? (No.)Say: That’s why the answer iscan’tmake.
• Checkthatstudentsarewritingthebaseformoftheverbs.Remindstudentstousethebaseformofverbswithcan.
• Studentscompareanswerswithapartner.• Callonstudentstowriteanswersontheboard.
Askthesamestudentstoreadtheiransweroutloud.Checktheirpronunciationofcanandcan’t.
Communicative Practice 20 minutes
Show what you know!
PAIRS.Lookatthepicture.Whatcanthepeople...
• Readthedirections.• Withastudent,readtheexample.Pointtoafew
additionalpeopleandasktheclasstocalloutwhattheycanorcan’tdo(forexample,The woman in the green shirt can’t speak Spanish.).
• Pairstudents.• Walkaroundandifpairsarehavingdifficulty
gettingstarted,pointtoapersonandask:What can he/she do? What can’t he/she do?(Some possible answers: Themaninthegreenshirtcan’tfixthelight.Thewomanintheblueshirtcantalkonthephone.Thewomanintheredshirtcanuseacashregister.Thewomaninthepurpleshirtcan’tlifttheheavybox.Themanintheredshirtcanhelpthecustomer.Thewomaninthegreenshirtcan’tspeakSpanish.)
• Towrapup,identifyallthepeopleinthepictureandasktheclasstotellyouwhattheycanandcan’tdo.
Talk about job skillsLesson 3
MULTILEVEL INSTRUCTION
Pre-level Askpairstofocusononehalfofthepicture.Providestudentswithskillvocabularyforpeopleinthatsideofthepicturebywritingsomeskillsontheboard(forexample,lift heavy boxes,speak Spanish,carry heavy things).Above-level Askpairstoidentifytwoormorepeoplewhohave(orlack)thesameskills(forexample,The woman on the phone and the man at the customer service desk can help customers.).
Language Note
Studentsmayhavedifficultyclearlypronouncingthefinal-tincan’t.Tellstudentsthatshakingtheirheadnowhilesayingcan’tinconversationisagoodwaytomakesurethattheyaren’tmisunderstood.
Expansion: Speaking Practice
• Photocopyanddistributeacrowdscenefromamagazineornewspaperpictureandaskpairstodiscusswhatthepeoplecanandcan’tdo.
pages 112–113 pages 136–137
Extra Practice
Interactive Practice
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UNIT 12 T-232
Read want ads Lesson 4
Expansion: Critical Thinking Practice for 1B
• Pairstudentstodiscussthefollowingquestions: 1. Why do want ads use abbreviations? (Because
itistooexpensivetoprintfullwords.) 2. Why do ads sometimes not include some
information, such as a telephone number or the pay rate?(Becausethebusinessdoesn’twantphonecalls.Somebusinessesprefertotalkaboutpayinperson.)
Getting Started 3 minutes
• Ask:What do you read when you look for a job? (wantadsinanewspaperorothersource)
• Explain:When you read information about an available job, you are reading a want ad.
• Ask:Where can you find want ads? (innewspapers,onbulletinboards,inthejobplacementoremploymentcenteratyourschool,ontheInternet,...)
Presentation 10 minutes
1 READ WANT ADS
a PAIRS.Readtheinformation.Talkaboutit....
• Readthenotes.• Askthequestionsinthedirections.Callona
fewstudentstoanswer.Writestudents’responsesontheboardundertheheadingsFull-timeandPart-time(forexample,Full-time: office assistant, 40 hours a week, 8 a.m.–5 p.m.).
• Pairstudents.Tellstudentswhohaveneverworked(orhaven’tworkedinalongtime)thattheycandiscussajobtheywantinthefuture(forexample,I want to be a mechanic. I want a full-time job.).
• Callonseveralstudentstosharetheiranswerswiththeclass.
MULTILEVEL INSTRUCTION for 2A
Pre-level Ontheboard,writeeachadwithoutabbreviations.Say:Look at the full version if you can’t remember all the abbreviations.Above-level Timestudentsandallowthemonlythreeminutestocompletetheactivity.Whentheyfinish,theycanhelpotherstudentsorchecktheirwork.
Communicative Practice 5 minutes
B GROUPSOF4.Talkaboutit.Whataresome...
• Readthedirections.• Brainstormacoupleofadditionalways(for
example,word-of-mouth,on the Internet)andwritethemontheboard.
• Pairstudentsandaskthemtothinkofatleastthreeadditionalwaystofindjobs.
• Callonpairstosharewiththeclass.
MULTILEVEL INSTRUCTION for 1A
Pre-level Formgroupsof4.Askonestudenttoreadaquestionoutloudwhiletheotherstaketurnsanswering.Sitwithgroupstohelp.Above-level Askstudentstoalsodiscussthefollowingquestions:Do you want to change your hours? Do you want to change jobs? Why or why not?
Controlled Practice 15 minutes
B Wantadsareonewaypeoplefindoutaboutjob...
• Readthedirections.• Ask:What is a want ad?(anadforajob)• Pointoutwheretofindtheabbreviationforfull-
timeinadA.• Callonstudentstowriteanswersontheboard.• Readthewantadsandexplainanyunfamiliar
vocabulary.
2 PRACTICE
a PAIRS.Lookatthewantadsagain.Complete...
• Readthedirectionsandtheexample.• Pairstudents.Foreachad,askstudentstoidentify:
(1)part-timeorfull-time,(2)thepay,and(3)howtoapply.
• Callonstudentstoreadthecompletedsentencesoutloud.
Culture Connection
•Ask:How do people find out about jobs in your home country?(word-of-mouth,jobpostingsatvariousplaces,...)Can you use the same ways in the United States?
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F PAIRS.Lookattheadsagain.Answerthequestion.
• Readthedirections.Ask:What information do we need to answer the question? (thepayrateperhourandthenumberofhoursperweek)
• Pairstudents.Walkaroundandcheckthatstudentsarecalculatingtheweeklypayusinginformationfromthewantad.
• Callonseveralstudentstosaytheanswer.Callonastudentwhosaysthecorrectanswertocometotheboardanddothecalculations.
G WRITE.Writeawantadforajobyouwant....
• Readthedirections.Ontheboard,writetheheadingsHours, Pay, andExperiencerequired.Callonstudentstosuggestseveraloptionsforeachheadingandwritethemontheboard.
• Say:Use abbreviations in your ads. Look at the ads on pages 232–233 for ideas.
• Walkaroundandhelpwithspelling.Ifstudents’adsaremissinginformation,suggestwhattoinclude(forexample,What about experience?).
Communicative Practice 10 minutes
H PAIRS.Talkaboutyourwantads.Whydoyou...
• Readthedirectionsandtheexample.• Pairstudents.Walkaroundandcheckthattheyare
givingreasonsforwantingthejobtheycreated.
i Reporttotheclass.
• Callonstudentstosaythejobtheirpartnerwantsandtosaywhytheirpartnerwantsthatjob.
Progress Check
Canyou...readwantads?Say:We have practiced reading want ads. Now, look at the question at the bottom of the page. Can you read want ads? Tellstudentstowriteacheckmarkinthebox.
Read want ads Lesson 4
T-233 UNIT 12
Presentation 5 minutes
c PAIRS.Readtheinformation.Talkaboutit....
• Readthefirstsentenceofthedirections.• Readtheinformationtotheclass.• Ask:Which shift do you work? Callonafew
studentstoanswer.• Pairstudents.• Walkaroundandcheckthatstudentsare
discussingshifts.Forstudentswhodonotwork,tellthemtodiscussashifttheywouldliketowork(forexample,I like the afternoon shift. I can go to work after class.).
• Callonstudentstosaywhatshifttheywork.
Controlled Practice 15 minutes
d NETWORK.Findclassmateswiththesame...
• Readthedirectionsandaskacoupleofstudentsthequestions(T:Do you like your shift? S:Yes, I do. T:Why? S:Because I can go to class in the morning and work in the afternoon.).
• Polltheclassaboutwhichworkshifttheyhave.Assignstudentstositwithotherswiththesameshift.Telleachgrouptoaskthequestionsinthedirections.
• Ifgroupingisnotpossiblebecausenotenoughstudentssharethesameshift,tellstudentstostand,mingle,andaskseveralotherstudentsthequestionsinthedirections.Tellstudentstowritedowntheirclassmates’answerstohelpthemremember.
• Towrapup,callonstudentstoreportaboutwhotheytalkedwith(forexample,Maria likes her shift. She works the day shift at a factory. She picks up her kids after work.).
E Twofriendsaretalkingaboutajob...
• Readthedirections.Previewthewantadswiththeclassbycallingonindividualstudentstoreadeachadoutloud.
• Say:Circle the want ad they are talking about.PlayCD4,Track44.Studentslistenandcirclethead.
• Ask:Which ad are they talking about?(B)How do we know B is the answer?(Becausenoexperienceisnecessary,it’spart-time,andthepayis$7anhour.) Interactive Practice pages 138–139
Extra Practice
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UNIT 12 T-234
Talk about hours you can workLesson 5
Listenagain.Whichquestionsdoesthewomanask...
• Readthedirections.Readeachchoiceandasktheclasstorepeat.
• PlayTrack45again.Studentscompletethesentences.
• Explain:Ineedafavormeans that you want someone to help you.
• PlayTrack45againifmanystudentshavedifficultyidentifyingthecorrectanswers.
• Callontwostudentstosayanswers.• Tocheckanswers,callontwostudentstowritethe
sentencesontheboard.Correctasneeded.Readthemandasktheclasstorepeat.
c Listentothewholeconversation....
• Readthedirections.PlayCD4,Track46.• Callonstudentstoaskandanswerthequestions.• Asneeded,explain:Guyas inI’mtheelevator
repairguyis an informal word for man.Elevatorrepairguy is an informal title.
• Ask:Why is the end of the conversation funny? (BecauseDanathinksSamisanemployeebutheisreallytheelevatorrepairperson.)
Expansion: Listening Practice for 2C
• Conductthefollowingdictationactivity:Tellstudentstowritethenumbers1–5onasheetofpaper.Calloutthefollowingworkhours.Repeatonce.
1. 7:00 to 3:00 2. 4:00 to 11:00 3. 6:30 to 12:30 4. 8:30 to 4:00 5. 5:00 to 1:00
• Callonstudentstowritetheanswersontheboard.Correctasnecessary.
Getting Started 5 minutes
1 BEFORE YOU LISTEN
READ.Lookatthepictureoftheclothingstore...
• Readthedirections.Asklower-levelstudents:What do you see in the picture?(awoman,aman,aclothingstore)
• Askhigher-levelstudents:What’s happening in the picture?(Awomanistalkingtoamanabouttheelevator.)
• Ask:Is there a problem?(Yes.)What’s the problem? (Theelevator[isbroken].)What does outofordermean? (brokenornotworking)
• Readtheparagraphwhilestudentsreadalongsilently.Explainanyunfamiliarvocabulary.Thenaskstudentstoreaditagainsilently.
• Asktheclasstocalloutanswerstothequestions.
Presentation 25 minutes
2 LISTEN
a Lookatthepictureagain....Guess:...
• Readthedirections.Writetheanswerchoicesontheboardandreadthem.
• Ask:What is a customer?(apersonwhobuysthings)What is an employee?(apersonwhoworksforsomeone)
• Ask:Who is the woman, a customer or an employee?
• Callonstudentstoguess.
B Listentotheconversation.Was...
• Readthefirstpartofthedirections.PlayCD4,Track45.
• Ask:Was your guess correct? Circlethecorrectanswerontheboard.(Answer:anemployee)
Teaching Tip
Optional: Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage290astheylistentotheconversation.
Future 1 TE_unit12_T225-T244.ind467 467 11/24/08 3:35:54 PM
Talk about hours you can workLesson 5
T-235 UNIT 12
• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.
• Callonpairstoperformfortheclass.
3 CONVERSATION
a Listen.Thenlistenandrepeat.
• ReadthedirectionsandthePronunciationWatchnote.PlayCD4,Track47.Studentslisten.
• Say:The pronunciation ofcanandcan’t in short answers is different from their pronunciation in questions. Ask:How is it different? (Inquestions,canisunstressedandcan’tisstressed.Inshortanswers,canandcan’tarebothstressed.)
• ResumeplayingTrack47.Studentslistenandrepeat.
Controlled Practice 15 minutes
B Listenandreadtheconversation....
• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage234.
• Say:Listen for the different ways to pronounce canandcan’t.
• PlayCD4,Track48.Studentslistenandreadalongsilently.
• ResumeplayingTrack48.Studentslistenandrepeat.
• Walkaroundandcheckthatstudentsarestressingcan/can’tcorrectly.
MULTILEVEL INSTRUCTION for 4A
Pre-level Tellstudentstowriteanswersintheblanksbeforepracticing.Above-level Aspartoftheirlastline,askstudentsplayingAtogiveareasonwhytheycan’twork(forexample,A: . . . because I can’t. I have a doctor’s appointment. Can you work . . . ?).
Expansion: Vocabulary and Speaking Practice for 4A
• Askwhoworksineachplace(forexample,Who works in a restaurant?)andontheboard,writethejobsstudentssayforeachplace(forexample,restaurant:server,busperson,cook,host/hostess).
• TellpairstocontinuetheirconversationstoincludeamisunderstandingwhereAthinksBisanemployee(forexample,A:Aren’t you the new server? B:No, I’m here to eat lunch. I’m a customer!).
Communicative Practice 15 minutes
B ROLEPLAY.PAIRS.Makeyourown...
• Readthedirections.Ontheboard,writetheheadingsPlaces,Days,andHours.CallonstudentstosayadditionalvocabularysimilartotheinformationintheboxesinExercise4A(forexample,post office, gas station, Tuesday, from 7:00 to 4:00)andwriteitontheboard.
• PlayAand,withanabove-levelstudent,useinformationfromtheboardandmakeupanewconversation.
• PairstudentsandtellthemtotaketurnsplayingAandB.
• Walkaroundandcheckthatstudentsareusinginformationfromtheboard.
• Callonpairstorole-playfortheclass.
4 PRACTICE
a PAIRS.Practicetheconversation.Thenmakenew...
• PairstudentsandtellthemtopracticetheconversationinExercise3B.
• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.Sayeachplace,day,andtimeperiodandasktheclasstorepeat.
• Copytheconversationontotheboardwithblanksandreadit.Whenyoucometoablank,fillitinwithinformationfromtheboxes(forexample,restaurant,tomorrow,6:00–11:00).
• Asktwoon-levelstudentstopracticetheconversationfortheclass.Tellpairstotaketurnsplayingeachroleandtousethewordsintheboxestofillintheblanks.
Future 1 TE_unit12_T225-T244.ind468 468 11/24/08 3:35:54 PM
UNIT 12 T-236
Ask about job skillsLesson 6
Getting Started 5 minutes
• Say:We’re going to study can in yes/no questions and short answers. In the conversation on page 235, Dana and Sam used this grammar.
• PlayCD4,Track48.Studentslisten.Writeontheboard:Can you work this Saturday? andYes, I can.UnderlineCan you workandYes, I can.
Presentation 10 minutes
Can:Yes/noquestionsandshortanswers
• CopythegrammarchartsontotheboardorshowTransparency12.4andcovertheexercise.
• Readacoupleofquestionsfromtheleftchartandasktheclasstorepeat.Modelrisingintonationforthequestionsandfallingintonationfortheanswers.
• Ask:Why do we use the base form of the verb? (Becauseofcan.)
• Say:To make a short answer, sayyesornoand then use a subject pronoun andcanorcan’t.
• Readshortanswersfromtherightchartandasktheclasstorepeat.
• Askstudentstoclosetheirbooks.Removeanyvisualaidsforthechart.Writethefollowingontheboard(don’twritethewordsinparentheses):
1. Can you the phone? (answer)Yes, I . (can)
2. Can she heavy boxes? (lift) No, she . (can’t)
3. they make copies? (Can)Yes, . (theycan)
• Callonstudentstosaythecorrectanswers.Fillintheblanksontheboard.
• Ifyouareusingthetransparency,dotheexercisewiththeclass.
Controlled Practice 15 minutes
• Explain:In the question, putCanfirst. Then put the subject(you),then the verb(work), and then nightsbecause it tells us when he works.
• Ask:How do you know the answer isyes?(BecausethenextsentenceisI’m free every night.)Say:Read and be sure you understand the sentence for line B to know if the answer isyesorno.
• Studentscompareanswerswithapartner.
B Listenandcheckyouranswers.
• PlayCD4,Track49asoftenasneeded.
c PAIRS.PracticetheconversationinExerciseA.
• PairstudentsandtellthemtopracticealltheconversationsasAorBandthentoswitchroles.
• Walkaroundandcheckthatstudentsareusingrisingintonationwhenaskingquestionsandfallingintonationwhenreplying.
• Towrapup,callonpairstoperformfortheclass.
1 PRACTICE
a WRITE.Writequestionswithcan.Usethewords...
• Readthedirectionsandthefirstitem.• Copyitem1ontotheboard.Useittoillustratethe
pointsbelow.
MULTILEVEL INSTRUCTION for 1C
Pre-level Promotefluencybymodelingquestionsandanswersandaskingstudentstorepeatbeforetheypracticeinpairs.Above-level Pairsmakeupnewconversationsbyimprovisingnewresponsestothesamequestions(forexample,1.A:Can you work nights? B:No, I can’t. I take English classes at night.).
Expansion: Writing and Speaking Practice for 1C
• Askstudentstowriteintheirnotebooksfivework-relatedthingstheycando(forexample,I can use a computer.)andfivethingstheycan’tdo(forexample,I can’t lift heavy boxes.).
• Tellthemtowritequestionsforeachoftheirstatements(forexample,Can you use a computer?)onaseparatepieceofpaper.
• Pairstudentsandtellthemtopracticetakingturnsreadingeachother’squestionsandrespondingtothem.
Future 1 TE_unit12_T225-T244.ind471 471 11/24/08 3:35:56 PM
T-237 UNIT 12
• Brainstormwiththeclasstoidentifyadditionalskillsbyaskingstudentstosaytheirvariousskills.Writesomeontheboardforotherstouse.
• Walkaroundandcheckspelling,grammar,andcapitalization.
Show what you know!
STEP1.Thinkofajob.Writethenameofthejob.
• Readthedirections.Tellstudentstheycanwriteanyjob.Reviewjobvocabularyinthisunitbyaskingstudentstocalloutthejobstheyremember.
• Callonseveralstudentstosaythejobtheywrote.Askstudentswhytheychosethatjob.
STEP2.GROUPSOF5.StudentA,say,“Guess...
• Readthedirections.Withfourstudents,practicetheexampleconversation.
• Formgroupsof5.Say:When you think you know the job, ask, Areyoua...? Wait for your turn to ask.
• Walkaroundandparticipatewiththevariousgroupstomonitorstudents’comprehension.
• Towrapup,playthegameasawholeclass.
Expansion: Writing and Speaking Practice
• Askstudentstocreatetheirownwantadforajobtheywanttohave.Togetthemstarted,askstudentstothinkaboutexactlywhattheywant(forexample,part-time, 20 hours a week, mornings, M–F, some filing, answering phones).
• Studentsthenpracticeinterviewingeachotherforeachposition.
Progress Check
Canyou...askaboutjobskills?Say:We have practiced asking about job skills. Now, look at the question at the bottom of the page. Can you ask about job skills? Tellstudentstowriteacheckmarkinthebox.
Ask about job skillsLesson 6
2 PRACTICE
a Lookatthewantad.Writejobinterviewquestions...
• Readthedirectionsandthewantad.• Asneeded,explainfiles(papersyoukeepina
folderandusuallyputinacabinet).• Say:Choose information from the ad and ask a
question about it. For example, what question can you ask about the work hours?(Canyouworkfull-time?)WriteCan you work full-time?ontheboard.
• Say:Write questions withcanfor four other pieces of information in the ad.
• WalkaroundandcheckthatstudentsarewritingCan you infrontoftheadinformation.
• Studentscompareanswerswithapartner.• Callonstudentstowritetheirquestionsonthe
board.Telltheclasstocalloutcorrections.Correctasneeded.
B PAIRS.StudentA,askthequestionsinExerciseA...
• Readthedirectionsandtheexampleconversation.• Pairstudentsandtellthemtotaketurnsasking
thequestionstheywroteinExerciseA.Ifstudentswish,theycananswerwithmade-upinformation.
• Say:Student B, to add more information, talk about a skill that is similar to the one Student A asks you about. Toreinforce,reviewtheexampleconversationandsay:Taking messages and answering the phone go together.
• Towrapup,callonpairstoperformfortheclass.Eachpaircanaskjustacoupleofquestions.
MULTILEVEL INSTRUCTION for 2B
Pre-level Firstpracticewithpairsbyhavingthemaskyouaquestion(forexample,S:Can you work full-time? T:Yes, I can.).Above-level Partnersbeingaskedgiveoneortwonegativeresponsesbutthensaysomethingelsetheycando(forexample,A:Can you organize files? B:No, I can’t. I don’t know how to file, but I can use a computer.).
Communicative Practice 30 minutes
c WRITE.Inyournotebook,writefivesentences...
• Readthedirections.TellstudentstowriteanswerstothequestionsinExerciseA.
pages 114–115 pages 140–141
Extra Practice
Interactive Practice
Future 1 TE_unit12_T225-T244.ind472 472 11/24/08 3:35:56 PM
UNIT 12 T-238
Read about body language in a job interviewLesson 7
Getting Started 20 minutes c Aperson’sbody languageisonethingthathelps...
• Readthedirections.• Say:Body language is part of communication.
People learn what you are thinking or feeling from how you are moving your body and your face.
• Readthesentenceineachbox,thendemonstrateeachactionfortheclass.
Expansion: Listening Practice for 1C
• Callpairstothefrontoftheclassandissuebodylanguagecommandstothem(forexample,Shake hands firmly and smile.).
1 BEFORE YOU READ
a Readtheparagraph.Thencompletethesentence.
• Readthedirections.• Readtheparagraphwhiletheclassfollowsalong
silently.• Readthefinalsentence,stopattheblank,andhave
theclasscallfirsttocompleteit.
B PAIRS.Talkaboutit.Thinkaboutsomeone...
• Readthedirectionsandtheexample.• Brainstormvariousadjectivestodescribefirst
impressions(forexample,nice,friendly,funny,serious,smart,...)andwritethemontheboard.
• Asafunwarm-up,asktheclasstotalkabouttheirfirstimpressionofyou,theteacher.
• Pairstudents.Tellthemtoeachtaketurnsdescribingtheirfirstimpressionofsomeonetheyknowfromworkorschool.Encouragestudentstousetheadjectivesontheboard.
• Walkaroundandcheckthatstudentsareusingadjectivestodescribepeople.Iftheyhavedifficulty,modelexpressionsforthemtorepeat(forexample,He’s really smart. He’s really funny.).
Teaching Tip
Demonstrate“bad”bodylanguagebynotmakingeyecontact,shakinghandsweakly,standingtooclosetosomeoneasexamplesofwhatnottodo.Studentsmayfindithumorous,whichmayhelpreinforcegoodbodylanguagehabits.
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Read about body language in a job interviewLesson 7
T-239 UNIT 12
c CLASS.Talkaboutit.Whataresomeotherways...
• Askstudentstocalloutotherwaystomakeagoodfirstimpressioninajobinterview.Writethemontheboardincompletesentences.
• Ifstudentshavedifficultythinkingofideas,givethemexamplesofwaysnottobehaveandaskthemhowtocorrectthisbehavior(forexample,T:Is it good to wear shorts and a T-shirt? Ss:No! T:Then what should you wear?Ss:Nice/Business clothes.).Writetheirsuggestionsontheboard.
• Askstudentstocopythelistontheboardintotheirnotebooks.Towrapup,callonstudentstoreaditemsfromthelistontheboardandtosuggestanyotherwaystomakeagoodfirstimpression.
Communicative Practice 15 minutes
Show what you know!
PAIRS.Role-playajobinterview.Usegood...
• Readthedirections.Pairstudentsandaskthemtothinkofajob.
• Askeachpartnertowritethreetipsheorshewilluseintheinterview(forexample,stand three feet away,shake hands,make eye contact).
• Telltheinterviewertoaskquestionsusingcan.Telltheintervieweetoanswerthequestionsandtodemonstratethreebodylanguagetips.
• Callonpairstoperformfortheclass.Providefeedbackaboutbodylanguageandclarityofspeech.
Presentation 10 minutes
2 READ
Listen.Readthearticle.
• Ask:What is the title? Say:Look at the picture. What is happening in the picture? What does it say under the picture?(Agoodjobinterview...)
• PlayCD4,Track50.Studentslistenandreadalongsilently.
• Optional:PausetheCDaftereachparagraphandaskthefollowingquestions:
Firstparagraph:Why is body language important? (Becauseyoumakeanimpressionwithyourbodylanguage.)Secondparagraph:What should you do when you meet the interviewer?(shakehandsfirmly,makeeyecontact,...)Thirdparagraph:How can you be a good listener? (situp,leanforward,don’ttouchyourface,...)Fourthparagraph:When the interview is over, what should you do? (shakehands,smile,thanktheinterviewer,...)
• Ifstudentshavedifficultyfollowingalong,playTrack50againandpauseasneeded.
• Askstudentsiftherearewordstheydonotunderstandandexplainthem.
Controlled Practice 10 minutes
3 ChECK YOUR UNDERSTANDING
a CLASS.Readthearticleagain.Whatisthemain...
• Readthedirections.Allowtimeforstudentstoreadthearticleagain.Remindstudents:The main idea is the most important point in the article.
• Callonafewstudentstosaytheiranswer.Someanswersmayvaryslightly.
B PAIRS.Giveeachothertipsongoodbodylanguage...
• Readthedirectionsandtheexampleconversation.• Tellstudentstofirstlookbackatthearticleandto
writethreetipstheylike.• Pairstudents.Tellthemtotalkaboutthetips.• Towrapup,callonseveralstudentstosayseveral
tips.Writeanygoodnewonesontheboard.
MULTILEVEL INSTRUCTION
Pre-level Aftereachpairhasthoughtofajobtointerviewfor,sitwithstudentsandhelpthemcreateappropriatequestionsforthatjob.Above-level Askstudentstoincludeinformationaboutscheduleandavailabilityintheirconversations.
pages 116–117 page 142
Extra Practice
Interactive Practice
Future 1 TE_unit12_T225-T244.ind476 476 11/24/08 3:35:59 PM
UNIT 12 T-240
Talk about work experienceLesson 8
Getting Started 5 minutes
1 LISTEN
a Lookatthepicture....Guess:...
• Readthedirections.• Ask:Where are Bao and Hanh? Why are they in the
newspaper?• Callonstudentstoguess.Writetheirguesseson
theboard.
Presentation 5 minutes
B ListentotheGreenvilleNewsRadio...
• Readthedirections.PlayCD4,Track51.• Explain:Isthisyourfirstrestaurant?meansIsthis
thefirstrestaurantthatyouhaveowned?• Ask:Was your guess correct? Writethecorrect
answerontheboard.• Ask:Where is the restaurant? (Rightacrossfrom
thenewFoodsmartSupermarket.)
d Completethenewspaperarticle.Usewordsfrom...
• Readthedirections.Readthearticlewiththeblanksasstudentsfollowalong.
• PlayTrack51againandtellstudentstofillintheblankswiththemissinginformation.Pausethetrackafterthefirstanswerisrevealed.ResumeplayingtheCDtoallowtheclasstocompletetheexercise.
E PAIRS.Compareanswers.
• Pairstudents.Studentsshoweachothertheircompletedarticles.
• Tocheckanswers,callonstudentstotaketurnsreadingthecompletedarticle.
Controlled Practice 20 minutes
c Listenagain.Completethesentences....
• Readthedirections.• Readtheplacesinthewordboxwhiletheclass
repeats.• PlayTrack51again.Studentslistenandthen
completethesentences.• PlayTrack51asmanytimesasnecessarytoaid
comprehension.• Tocheckanswers,readeachsentenceandtellthe
classtocallouttheanswer.
Culture Connection
•Say:Many people in the United States like to start their own business. •Ask:Do you want to start your own business? What kind of business would you like to have? (restaurant,store,...)
Teaching Tip
CompletionactivitiessuchastheoneinExercise1Dareagreatopportunityforstudentstodemonstratetheirreadingcomprehension.
Ifpossible,meetwithstudentsindividuallyandaskthemseveralcomprehensionquestionsaboutthearticletogaugetheircomprehension—forexample,Who owns the Saigon restaurant? (BaoTranandHanhLe)Who was their first teacher? (EmilyReed)
Ifindividualmeetingsarenotpossible,sendstudentshomewithalistofquestionsaboutthereadingandhavethemwriteanswersforhomework.
Teaching Tip
Optional: Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage290astheylistentotheconversation.
Future 1 TE_unit12_T225-T244.ind479 479 11/24/08 3:36:01 PM
Talk about work experienceLesson 8
T-241 UNIT 12
Controlled Practice 20 minutes
2 CONVERSATION
a Whenapersonissuccessfulatsomething...
• Writesuccessfulontheboard.Ask:What doestobesuccessfulmean?(Some possible answers: tobehappy,tohavemoney,tohaveabusiness)
• Readthedirections.Askstudentstocarefullyreadtheconversationsilently.
• Ask:Why does Ayantu say “Congratulations!” to Ivan?(BecauseIvanhashisfirstcafé.)
B Listenandreadtheconversation....
• PlayCD4,Track52.Studentslistenandreadalongsilently.
• ResumeplayingTrack52.Studentslistenandrepeat.
MULTILEVEL INSTRUCTION for 3A
Pre-level Tofocusonfluency,modeltheintonationofeachlineintheconversation,substitutingnewinformation,andaskstudentstorepeatbeforepracticingwithapartner.Above-level Telltheinterviewerstoasktheirpartnerwhyheorshestartedabusiness(forexample,A:Why did you start your own café? B:Because I wanted to be successful and happy.).
Communicative Practice 10 minutes
B ROLEPLAY.PAIRS.Makeyourown...
• Readthedirections.Ontheboard,writetheheadingsPlaces, Jobs, andTimes.CallonstudentstosayadditionalvocabularysimilartotheinformationintheboxesinExercise3A(forexample,restaurant, cook, two years)andwriteitontheboard.
• PlayAand,withanabove-levelstudent,useinformationfromtheboardandmakeupanewconversation.
• PairstudentsandtellthemtotaketurnsplayingAandB.
• Walkaroundandcheckthatstudentsareusinginformationfromtheboard.
• Callonpairstorole-playfortheclass.• Towrapup,ontheboardwritesomeoftheerrors
youheardduringtheroleplays.Askstudentstocorrectthemistakes.Gooverthecorrectionsbysayingthewordsorsentencescorrectlyandaskingtheclasstorepeat.
3 PRACTICE
a PAIRS.Practicetheconversation.Thenmakenew...
• PairstudentsandtellthemtopracticetheconversationinExercise2B.
• Then,inExercise3A,askstudentstolookatthepicturesandsaywhattheyare.Hair stylistisnewvocabulary,soask:What is a hair stylist? (someonewhoworksinahairsalonwhocutsandstyleshair)
• Copytheconversationontotheboardwithblanksandreadit.Whenyoucometoablank,fillitinwithinformationfromtheboxes(forexample,hair salon,hair stylist,three).
• Asktwoon-levelstudentstopracticetheconversationinfrontoftheclass.
• Tellpairstotaketurnsplayingeachroleandtousethepicturestofillintheblanks.
• Walkaroundandcheckthatstudentsarestressingimportantwordsandusingrisingintonationforquestions.
• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.
• Callonpairstoperformfortheclass.
MULTILEVEL INSTRUCTION for 3B
Cross-ability Thelower-levelstudentscanreadfromcuecardswithinterviewquestionswrittenonthem.Partnersworktogethertowritethequestionsonthecardsbeforepracticing.
Interactive Practice
Extra Practice
Future 1 TE_unit12_T225-T244.ind480 480 11/24/08 3:36:02 PM
UNIT 12 T-242
Talk about work experienceLesson 9
Getting Started 5 minutes
• Say:We’re going to study simple past questions and answers with be. In the conversation on page 241, Ivan used this grammar.
• PlayCD4,Track52.Studentslisten.WriteHow long were you there? ontheboard.UnderlineHow long were.
Presentation 5 minutes
Pastofbe:Questionsandanswers
• CopythegrammarchartsontotheboardorshowTransparency12.5andcovertheexercise.
• Readthequestionsfromtheleftchartwhiletheclassrepeats.
• Readtheaffirmativeshortanswersfromtherightchartwhiletheclassrepeats.
• Askspecificquestionsfromtheleftchart(forexample,Was he successful?)andcallonindividualstudentstogiveanappropriateaffirmativeshortanswer(Yes, he was.).
• ReadtheGrammarWatchnote.Saythenegativeshortanswerswhiletheclassrepeats.
• Continueaskingindividualspecificquestionsbuttellstudentstoanswernegatively(forexample,T:Was it full-time? S:No, it wasn’t.).
• Ifyouareusingthetransparency,dotheexercisewiththeclass.
Controlled Practice 10 minutes
Communicative Practice 10 minutes
c PAIRS.StudentA,youareamanager.StudentB,...
• Readthedirectionsandtheexample.Foreachfieldintheapplication,saythenameandaskstudentstocalloutthewritteninformation(forexample,T:Company. What is the company? Ss:Sam’s Department Store.).
• Pairstudents.TellAtowriteafewquestionsfirstwhileBreviewstheinformationintheapplication.
• Walkaroundandaskinterview-stylequestionsasyouvisiteachpair.
• Towrapup,ontheboardwritesomeoftheerrorsyouheardduringtheroleplays.Askstudentstocorrectthemistakes.Gooverthecorrectionsbysayingthewordsorsentencescorrectlyandaskingtheclasstorepeat.
MULTILEVEL INSTRUCTION for C
Pre-level Writepossiblequestionsforeachfieldonasheetofpaper(forexample,What company did you work for?)andhandthemoutasareferenceforstudentstousewhiletheypractice.Above-level Inadditiontothequestionsabouttheinformationintheapplication,askeachinterviewertoaskoneortwoquestionsmore.
Expansion: Vocabulary and Critical Thinking Practice for C
• Withtheclass,brainstormadditionalreasonsforleavingajobandwritethemontheboard(forexample,change in work schedule,conflict with school schedule).
• Askstudentstodiscusswhichreasonsaregoodandwhicharenotgood(forexample, bad boss—It’s not good to say badbossbecause it shows that I might not like the new boss.).
PRACTICE
a WRITE.Writequestions.Usewasorwere.
• Readthedirectionsandtheexample.Ask:Where do you put was?(afterWhat)
• Say:If you see a Wh-word, use a form of beafterit. If there is no Wh-word, use the form of befirst.
B Listenandcheckyouranswers.
• PlayCD4,Track53.Studentslistenandchecktheiranswers.
• Callonstudentstosayanswers.
pages 118–119 pages 143–145
Extra Practice
Interactive Practice
Future 1 TE_unit12_T225-T244.ind483 483 11/24/08 3:36:04 PM
T-243 UNIT 12
Show what you know!Review
STEP2.WritethreesentencesaboutthejobinStep1.
• Readtheexamplesentences.• Createacoupleofsentencesfrominformationon
theboard(ifany)fromStep1.Oraskastudenttotellyousomeinformationfromhisorherapplicationthatyoucanusetomakeasentence.
• Walkaroundandcheckthatstudentsarecapitalizingthefirstletterofthefirstword,usingthepasttenseofbe,andusingproperpunctuation.
• Towrapup,callonseveralstudentstoreadtheirsentencesoutloud.Writethemontheboard.
1 GRAMMAR
Eun-YoungLimisinterviewingforajobasa...
• Readthedirectionsandtheexample.• Tellstudentstoreferbacktothegrammarcharts
onpages230and236(can/can’t)and242(were/was)asneeded.
• Studentscompareanswerswithapartner.• Readtheconversationsandcallonindividual
studentstosayanswers.• Optional:Pairstudentsandaskthemtopractice
theconversations.Callonpairstoperformthecompletedconversationsfortheclass.
Expansion: Writing and Speaking Practice for 1
• Askpairstorewritetheconversationusingdifferentinformation(forexample,SpanishinsteadofKorean).
• Thenaskeachpairtoperformthenewconversation.
2 WRITING
STEP1.Completetheinformationaboutajob...
• Readthedirections.Tellstudentstheycanmakeupinformationiftheydon’twanttousetrueinformation.
• Tellstudentstolookbackattheapplicationonpage242forideas.
• Walkaroundandcheckthatstudentsarewritingappropriateanswers.Ifmanystudentsfailtounderstandsomefieldsintheapplication,writethemontheboardandbrainstormvariousappropriateanswers.
3 LIFE SKILLS WRITING
Turntopage264andaskstudentstocompletethejobapplication.SeepagesTxi–TxiiforgeneralnotesabouttheLifeSkillsWritingactivities.
CD-ROM Practice
Go to the CD-ROM for more practice.
Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit12,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.
Teaching Tip
Studentscanfirstpracticewritingsentencesintheirnotebooksbeforetransferringthemtothetextbookpage.
pages 120–121
Extra Practice
Future 1 TE_unit12_T225-T244.ind484 484 11/24/08 3:36:04 PM
UNIT 12 T-244
STEP2.PAIRS.TalkaboutJin-Su’sproblem.What...
• Pairstudents.Ask:What is Jin-Su’s problem?(Hiscousinwantsajob,butsheisn’tagoodworker.)What can Jin-Su do?
• Readtheideasinthelist.Ask:Which ideas are good? Callonstudentstosaytheiropinionabouttheideasinthebox(forexample,S:I think he can give Min-Ji a job because he can train her to get better.).
• Pairsstudents.Tellthemtothinkofonenewideanotinthebox(forexample,He can tell Min-Ji to take a job skills class.)andtowriteitintheblank.Encouragestudentstothinkofmorethanoneideaandtowritethemintheirnotebooks.
• Callonpairstosaytheiradditionalsolutions.Writeanyparticularlygoodonesontheboardandaskstudentsiftheythinkitisagoodidea,too(Do you think this is a good idea? Why or why not?).
Show what you know!expand
4 ACT IT OUT
STEP1. Listentothejobinterview.
• PlayCD4,Track54.Studentslisten.• Asneeded,playTrack54againtoaid
comprehension.
STEP2.Chooseaplaceandajob.Makealistof...
• Pairstudents.ReadthedirectionsandtheguidelinesforAandB.Foreachpicture,ask:What is this place? (restaurant/store/office)What jobs are available? (cooks,waiters,salesassistants,...).Brieflybrainstormwhatskillsareassociatedwitheachjob(forexample,T:What skills do you need to be a sales assistant? S: You need to help customers.).
• TellstudentsplayingAtopreparetheirinformationfirstbywritingalistofquestionstoask.TellstudentsplayingBtowritedowntheirskillsandexperience.
• Aspairsprepare,tellthemtoreverserolestopracticebothpositions.
• Whilepairsareperforming,usethescoringrubriconpageTxivtoevaluateeachstudent’svocabulary,grammar,fluency,andhowwelltheycompletethetask.Iftimepermits,askpairstoswitchrolesanddoasecondperformance.
• Optional: Aftereachpairfinishes,discussthestrengthsandweaknessesofeachperformanceeitherinfrontoftheclassorprivately.
5 READ AND REACT
STEP1.ReadaboutJin-Su’sproblem.
• Say:We are going to read about a student’s problem, and then we need to think about a solution.
• Readthedirections.• Readthestorywhilestudentsfollowalongsilently.
Pauseaftereachsentencetoallowtimeforstudentstocomprehend.PeriodicallystopandasksimpleWh-questionstocheckcomprehension—forexample,What is Jin-Su’s job? (Heisasupervisorinalargestore.)Who needs a job?(Jin-Su’scousin)
MULTILEVEL INSTRUCTION for STEP 2
Pre-level Sitwithstudents,sayeachideainthelist,andaskstudentstoexplainwhytheylikeordon’tlikeeachsolution(forexample,A:He can’t say there are no openings because it is not true.).Above-level Pairsdiscusstheproblemswitheachidea(forexample,A:If he gives her a job, maybe she will do badly.).
6 CONNECT
Turntopage252forguidelinesfortheGoal-settingActivityandpage272fortheTeamProject.SeepagesTxi–Txiiforgeneralnotesaboutteachingtheseactivities.
Progress Check
Whichgoalscanyoucheckoff?Gobacktopage225.Askstudentstoturntopage225andcheckoffthegoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.
Future 1 TE_unit12_T225-T244.ind487 487 11/24/08 3:36:07 PM