Classroom Materials/Extra Practice
CD 4Tracks 38–54 Transparencies and
Vocabulary Cards
T
MCAUnit 12
WorkbookUnit 12
Companion WebsiteUnit 12
MyFutureLabUnit 12
T-45 UNIT 3
Preview• Holdupyourbookorhavestudentslookattheir
books.Readtheunittitlealoud.• Setthecontextoftheunit.Askquestionsabout
thepicture:What do you see? How old do you think these children are? Where are they? What grade do you think they are in?
• Readthepreviewquestionsaloud.• Askvolunteerstoshareanswersabouttheir
countries.Youcanhelpstudentsexplaintheirideasbywritingtheirinformationontheboard,forexample,agesofschoolchildren,numberofyearsinaschool,whenstudentsgraduate,etc.
• Youmaywanttosummarizesimilaritiesanddifferencesbetweenschoolsystemsinyourstudents’countriesandschoolsystemsintheUnitedStates.Usetheboard.
Unit Goals• Telltheclass:This list of unit goals shows us what
we will be studying in Unit 3. • Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain
unfamiliarvocabularyasneeded.Explainlibrary services:Libraryservices means what we can do at the library, for example, take out books, use a computer, get tutoring, etc.Explaindeal with bullies:Bullies are children who tease or scare other children, especially smaller or younger children. Dealwith means what we can do about it.Explainreport card:Report cards are papers that the teachers send home to tell parents how their child is doing.
• 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.
School Days
Unit Overview
Goals• Seethelistofgoalsonthefacingpage.
Grammar • Separableandinseparablephrasalverbs• Objectpronouns• Simplepastreview:regularandirregular
verbs• Simplepastreview:Wh-questions• ShouldandHave to
Pronunciation• Importantwordstress
Reading• Readanarticleaboutachildren’slibrary• Readareportcard• ReadingSkill:UsingWhatYouKnow
Writing• Writealetteraboutaproblem
3 Classroom Materials/Extra Practice
CD 1Tracks 26–38
WorkbookUnit 3
Interactive PracticeUnit 3
LOCKE_FUTURE3_TE_9780131991538_U84 84 5/13/09 12:54:31 PM
UNIT 3 T-46
Lesson 1 Vocabulary
Controlled Practice 15 minutesGetting Started 10 minutes
1 What DO YOU KnOW?
teaching tip
Encouragefluencybylisteningtostudents’ideasandnotcorrectingtheirmistakes.Encourageaccuracybyrestatingcorrectlywhatastudentsaysandhavingthestudentortheclassrepeat.
• Setthecontextofthelesson.Writeontheboard:children books computers homework tests
• Pointtothewords.Say:Use these words and describe what students do in school. What do they do with books? With computers? What kind of homework do they have? What kinds of tests do they take?
• Callonvolunteerstoanswer.YoucanmodelcorrectEnglishbyrestatingwhatthestudentsaidandhavingthestudentortheclassrepeat.
• Say:Talk to a classmate about the pictures. What is happening in each picture? Decide what the common theme is in all the pictures.
• Ask:What is the common theme?(school)• Statethelessonobjective:We’re learning words that
relate to school.
Presentation 5 minutes
a Lookatthephrasesthatrelate...
• Callonvolunteerstosaywhattheythinkthephrasesmean.Askthemforexplanationsorexamplesforeachphrase.
• Sayeachphraseandhavestudentsrepeat.
teaching tip
Askstudentstouseapenciltowritetheiranswers.Thisallowsthemtoeraseanincorrectanswerandclearlymarkthecorrectanswer.
B Matchthepictures...
• Studentscanworkaloneorinpairs.• Havestudentscompareanswers.
c Listenandcheck...
• PlayCD1,Track26.Havestudentscircleanyincorrectanswers.PlayTrack26againandhavestudentscorrecttheseitems.
• PlayTrack26again.Havestudentsrepeat.
Expansion: Vocabulary Practice for 1C
• Formpairs.Say:Use the new vocabulary and talk about the pictures.
• Pointtopicture1andsay:The student is going online to look for some information.
• Callonvolunteerstosayoneoftheirsentences.
Learning Strategy: Usecontext• Readthedirections.Studentscanuseindexcards
orpiecesofpaper.• Modeltheactivitybymakingacardforoneofthe
wordsinExercise1B.• Walkaroundandhelpstudentswritethephrases
andexamplesentences.• Say:You can remember new vocabulary when you
write example sentences.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.
teaching tip
Havestudentsaddtheirvocabularycardstotheirziplockbagorenvelopewiththeircardsfrompreviousunits.Suggestthattheyreviewvocabularyathome,onthebus,orduringabreak.
LOCKE_FUTURE3_TE_9780131991538_U87 87 4/23/09 12:14:58 PM
T-47 UNIT 3
Lesson 1 Vocabulary
Communicative Practice 15 minutes
Show what you know!
Interactive Practice pages 26–27
Extra Practice
Controlled Practice 15 minutes
2 PRaCtICE
Community Building
Duringgroupdiscussions,encouragestudentstolistentothepersontalkingwithoutinterrupting.Encouragestudentstoraisetheirhandstoshowtheywanttospeak.Writeontheboard:That’s an interesting point. I agree. I understand what you’re saying, but I don’t agree. I think . . . Sayeachsentenceandhavestudentsrepeat.
WORDPLAY.Readtheletter....
• TellstudentstoreadtheletterandcirclephrasesfromExercise1B,page46.Havestudentsunderlineanywordstheyarenotsureof.
• Formpairs.Havestudentstalkaboutthewordstheycircledandunderlined.Havestudentstalkaboutthetermdrop out.
• Walkaroundandprovidehelpasnecessary.Youmaywanttowritewordsanddefinitionsorexamplesentencesontheboard.
• Checkcomprehension.Asktheclass:Why is Jen’s mother worried? What does dropout mean?
Expansion: Reading Practice for WORD PLaY
• Formpairs.Havestudentstaketurnsreadingthetextaloud.
Expansion: Writing Practice for WORD PLaY
• Tellstudentstheyaregoingtowritetrueandfalsestatementsaboutthetext.
• Writeontheboard:Mrs. Halter is Jen’s mother. Jen’s mother wants the teacher to call her.Havestudentssaywhichistrueandwhichisfalse.
• Formpairs.Eachpairwritestwofalseandtwotruestatementsaboutthetext.Walkaroundandhelpasneeded.
• Thenformgroups.Studentstaketurnsreadingstatementsandsayingiftheyaretrueorfalse.
MULtILEVEL InStRUCtIOn for Show what you know!
Cross-ability Above-levelstudentshelpleadthediscussion.Encouragethemtoincludepre-levelstudentsbyaskingquestionsandincludingtheminthediscussion.
teaching tip
Aneffectivewaytomanagegroupworkistoassigntasks:StudentA:Watchthetime.StudentB:Writethegroup’sideasonapieceofpaper.StudentC:Telltheclassyourgroup’sideas.Otherrolescouldbe:StudentD:Makesureallstudentsparticipate.StudentE:EncourageeveryonetouseEnglish.
GROUPS.Discuss.Whydochildren...
• Ask:What does it mean to fall behind in school?Writeasimpledefinitionontheboard.
• Asgroupsdiscussthequestions,walkaroundandprovidehelpasnecessary.
• Toreviewthisactivity,askeachgrouptosayoneortwoideas.
LOCKE_FUTURE3_TE_9780131991538_U88 88 4/23/09 12:14:59 PM
UNIT 3 T-48
Talk about problems at schoolLesson 2
2 LIStEn
a Listentotheradiotalkshow...
• Ask:What is a talk show interview?(ThehostofaradioorTVprogramasksaguestquestions.)
• Havestudentsreadthedirectionsandtheanswerchoices.
• PlayCD1,Track27.Thenaskavolunteertoanswer.Writethecorrectanswerontheboard.
Controlled Practice 10 minutes
B Readthestatements.Then...
• Havestudentsreadthestatementssilently.• PlayCD1,Track28.Havestudentscompare
answers.• ThenplayTrack28again.Reviewtheanswers
byaskingvolunteerstowritetrueorfalseontheboard.
• Tellstudentstheyaregoingtolistenagainsotheycancorrectthefalsestatements.PlayTrack28again.Saythecorrectinformationandhavestudentschecktheiranswers.
c Listenagain.KendraWilliamstalks...
• Askavolunteertoreadtheanswerchoices.• TellstudentstoraiseahandandsayStop!when
theyhearoneoftheproblems.• PlayCD1,Track28.Stoptheaudiowhenyouseea
hand.Askthestudenttosaywhatheorsheheard.Repeattheinformation.Ask:Is that correct?
• Reviewthisexercisebyaskingtheclasstosaythetwoproblems.PlayTrack28againtoconfirmtheanswers.
Getting Started 5 minutes
1 BEFORE YOU LIStEn
a GROUPS.Discuss.Whatarethreeways...
• Writeontheboard:Three ways parents can help children in school
• Askavolunteerforoneexampleandwriteitontheboard.
• Walkaroundandhelpasnecessary.• Toreview,askavolunteerfromeachgroupto
writethegroup’sanswersontheboard.Reviewtheanswerswiththeclass.
Multilevel Instruction for 1a
Cross-ability Above-levelstudentscanwritethelistforthegroup.Theycanalsohelpmakesurepre-levelstudentsareincludedinthediscussion.
Presentation 15 minutes
B Lookatthevocabulary...
• Readthevocabularyandthedefinitionsaloud.• Callonvolunteerstosaysentencesusingthe
vocabulary.Encouragethemtomakethesentencesaboutschool.
• Writethesentencesontheboard,correctinggrammarasneeded.
• Havestudentscopythesentencesintotheirnotebooks.
Culture Connection
Studentswillhavevariousopinionsaboutwhatdisciplinemeans.GiveexamplesofwhatisnotacceptabledisciplineintheUnitedStates,forexample:hitting,slapping,orbeatingachildorwithholdingfood.GiveexamplesofwhatisacceptabledisciplineintheUnitedStates,forexample:takingawayTVandtelephoneprivileges,groundingthechild,orgivingatimeout.
LOCKE_FUTURE3_TE_9780131991538_U91 91 4/23/09 12:15:07 PM
Talk about problems at schoolLesson 2
T-49 UNIT 3
4 PRaCtICE
a PAIRS.Practicetheconversation.
• Withanabove-levelstudent,modeltheconversationfortheclass,usingcorrectwordstressandappropriateemotion.
• Tellstudentstorole-playbothAandB.• Walkaroundandhelpasneeded.• Callonvolunteerstorole-playtheconversationfor
theclass.
Presentation 5 minutes
3 COnVERSatIOn
a Listentothewords.Notice...
• PlayCD1,Track29.Havestudentsreadthewords.• Tohelpstudentsunderstandthatsyllablesareunits
ofsound,separatethewordsintotwosyllables.Writeontheboard:prac tice, soc cer, Thurs day.
• PlayTrack29again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatchnote.
Expansion: Pronunciation Practice for 3a
• Havestudentssayanywordstheyknowthathavetwosyllables.Writethemontheboard.Reviewthestresspatternforeachword.
Controlled Practice 15 minutes
B Listentothewords....
• PlayCD1,Track30.• Havestudentscompareanswerswithaclassmate.• ThenplayTrack30again.Writetheanswersonthe
boardandhavestudentschecktheiranswers.• Playtheaudioasmanytimesasnecessary.
c Listenandread...
• Ask:What do you see in the photo? What is happening?
• Tellstudentstheyaregoingtohearafatherandsontalkingabouthomework.
• Writeontheboard:What is the problem?Telltheclasstolistenfortheproblem.Encouragestudentstocovertheconversationintheirbooks.
• PlayCD1,Track31.Callonstudentstosaywhattheythinktheproblemis.Writeanswersontheboard.
• ThenplayTrack31again.Havestudentslistenandreadsilently.
• Reviewtheanswersontheboard.Correctasnecessary.
MULtILEVEL InStRUCtIOn for 4a
Cross-ability Haveabove-levelstudentsrole-playB.Havethemgivedifferentreasonswhytheboydoesn’twanttodohishomeworknow.
Communicative Practice 10 minutes
teaching tip
Tohelporganizediscussions,youcanuselargeposterpaperornewsprintandmarkersandassignroles:StudentA:Writedownthegroup’sideas.StudentB:Hangthepapertotheboard.StudentC:Reporttotheclass.Studentscanalsowriteontransparenciesortheboard.
B MAKEITPERSONAL.GROUPS.What...
• Writeontheboard:Problems with our schools? How to change?
• Havestudentswritealistastheytalkaboutproblemsandideastohelpfixtheproblems.
• Calloneachgrouptoshareoneortwoproblemsandtheirideasforchange.Writetheinformationontheboard.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U92 92 4/23/09 12:15:08 PM
UNIT 3 T-50
Find ways to help children with schoolLesson 3
Presentation 10 minutes
Inseparablephrasalverbs/Separablephrasalverbs
• Writeontheboard:fall behind, keep up with, hand in
• Pointtoeachphrasalverb.Underlinetheverbandcirclethepreposition.
• Askstudentstolookatthefirstchart.Say:Inseparable verbs can’t be separated. The object, which is new information, comes after the phrasal verb.Sayeachsentenceandhavetheclassrepeat.
• Askstudentstolookatthesecondchart.Say:Separable verbs can be separated. The object, which is new information, comes after or in the middle of the phrasal verb. If the object is a pronoun, it must go in the middle.Readthesentencesaloud.Pointtotheobjects.
Getting Started 10 minutes
• Havestudentsclosetheirbooks.• Writeontheboard:get in, get on, get up, get off • Askstudentstosaythemeaningoftheseverbs.If
studentsneedhelp,demonstratetheverbsorwritesentencesusingtheverbsontheboard.
• Writestudents’answersoryouranswersontheboardtoprovidedefinitions.Confirmthemeaningofeachverbbysayinganexamplesentence.
• Tellstudentsthatwecalltheseverbsphrasal verbs.Pointouttheverbandtheprepositionineachphrasalverb.
• Tellstudentstoopentheirbookstopage46.Havestudentscirclethephrasalverbsinthelist:figure out, go over, hand in, help out, look up, make up.
• Statethelessonobjective:We are going to learn about phrasal verbs. We’ll use them to talk about children and homework.
• HavestudentsreadtheGrammarWatchsilently.ReadeachsentenceintheGrammarWatchandpointtothegrammarchartstoshowthecorrespondinginformation.
• AskstudentstoreadthelistofphrasalverbstotherightoftheGrammarWatch.
• Formpairs.Assignaphrasalverbtoeachpair.Havethepaircreateanexamplesentenceandwriteitontheboard.
• Revieweachsentenceontheboardformeaningandgrammar.Ask:Was the phrase used correctly? Was the phrasal verb used correctly?
Controlled Practice 10 minutes
1 PRaCtICE
Circlethephrasalverbs...
• Say:This is a sign-up sheet. Read the text. What are students signing up for?
• Askvolunteersforanswers.Writetheanswerontheboard:They are signing up for free tutoring at the public library.
• Thenhavestudentslookforphrasalverbsandcirclethem.Havestudentscompareanswers.
• Callonvolunteerstoreadeachsentenceandidentifythephrasalverb,ifthereisone.Writethephrasalverbsontheboard.
Language note
Helpstudentsunderstandwhatanobjectis.YoucanshowstudentshowtoaskthequestionsWhat?orWho?Thistellsyouiftheverbhasanobject.Writeontheboard:hand in,pick on.Ask:Hand in what? You hand in your homework.Ask:Pick on who? You pick on someone.
MULtILEVEL InStRUCtIOn for 1
Pre-level Studentstaketurnsreadingaloud.Tellthemtoreaditmorethanonce.above-level StudentAreadsthetextaloud.StudentBlistensandwritesalistofthephrasalverbsheorshehears.Thentheycheckthelistagainstthetext.
LOCKE_FUTURE3_TE_9780131991538_U95 95 4/23/09 12:15:11 PM
T-51 UNIT 3
Find ways to help children with schoolLesson 3
Communicative Practice 15 minutes
Show what you know!
Controlled Practice 15 minutes
2 PRaCtICE
a Unscramblethesentences....
• Writeitem1ontheboard.Showstudentshowtocrossoffthewordstheyhaveused.
• Pointoutthatstudentsneedtoaddcapitallettersandperiods.
• Ifstudentsneedmoresupport,doitem2withtheclass.Haveavolunteerwritethecorrectsentenceontheboard.Makenecessarycorrections.
• Havestudentscompareanswerswithapartner.• Callonvolunteerstowritethesentencesonthe
board.Reviewthesentenceswiththeclass.
Expansion: Reading Practice for 1B
• Formpairs.Readsentence5aloud.Thenhavestudentstaketurnsreadingthesentencesaloud.Walkaroundandcorrectpronunciation,tone,andpaceasneeded.
B Underlinetheseparableverbs....
• Tellstudentstoreadthroughthesentencesandfindthephrasalverbs.Tellthemtodecideiftheyareseparableorinseparable.Studentscangotopage50tofigureoutifaphrasalverbisseparableornot.
• RemindstudentstoaskWho?orWhat?abouttheverbtodecideifithasanobject.(SeeLanguageNote,pageT-50.)
• Havestudentscompareanswerswithapartner.• Toreviewthisexercise,askvolunteerstoreadthe
sentencesandsaytheanswers.
c Rewritethesentences...
• Say:Remember if it is a separable verb, the object pronoun can appear between the two parts of the verb.Doitem1withtheclass.
• Callonstudentstoreadthenewsentences.• Writethesentencesontheboardasstudentsread
them.Correctasnecessary.
PROBLEMSOLVE.GROUPS.Talkaboutproblems...
• Writeontheboard:Sometimes one child picks on another child.
• Say:This is a problem children sometimes have in school. To help the child, we could talk to the teacher first and then the principal.
• Askstudentstocheckoffeachphrasalverbintheboxtheyuse.Walkaroundandhelpasneeded.
• Callonastudentfromeachgrouptotalkaboutadifferentproblem.
Progress Check
Canyou...findwaystohelpchildrenwithschool?Askstudentstoreviewwaystohelpchildrenwithschool.Makealistontheboard.Askstudents:Can you check this goal?
Interactive Practice pages 28–29
Extra Practice
Culture Connection
TellstudentsthatintheUnitedStates,itisacceptabletodiscussachild’sproblemswithhisorherteacher.Theseproblemsmightbeemotional,physical,problemsathome,orproblemsatschool.Communicationbetweentheparentandtheteacherisimportantforachild’ssuccessinschool.
LOCKE_FUTURE3_TE_9780131991538_U96 96 4/23/09 12:15:12 PM
UNIT 3 T-52
Talk about library servicesLesson 4
Presentation 20 minutes
2 REaD
Listenandreadthearticle...
• AskstudentstoreadtheReadingSkillboxsilently.Thencallonavolunteertoreadtheinformationaloud.
• Writeontheboard:What is it? Where is it? Why is it special?
• Tellstudentstheyaregoingtolistentoandreadinformationaboutaspeciallibraryforchildren.Askthemtothinkaboutthequestionsontheboard.
• PlayCD1,Track32.Studentslistenandreadsilently.
• Checkcomprehension.Ask:What is the article about?(TheTrove,aspecialchildren’slibrary)Where is this library?(WhitePlains,NY)Why is it special?(variousanswers)
• Ifstudentswantdefinitionsofvocabularywordsnow,tellthemthatthereisvocabularypracticeonthenextpage.
Expansion: Reading Practice for 2
• Writeontheboard:P1:Which famous place does this library look like?P2:Why do children think this library is magical?P3:Can children have their own library card?P4:Why did Sandra Miranda create The Trove?
• Say:We’re going to read the article again.Lookforinformationtohelpyouanswerthesequestions.
• Askstudentstoreadthearticlesilently.Havethemworkwithaclassmatetoanswerthequestionsontheboard.
• Toreview,askvolunteersforanswers.Writetheinformationontheboard.
Getting Started 5 minutes
1 BEFORE YOU REaD
GROUPS.Doyougotothelibrary?...
• Ask:Who goes to the library? Do your children go to the library? How often do you go?
• Extendthediscussion.Ask:Is there a library near your home? Where is it? Do you know where other libraries are located?
• Statethelessonobjective:We are going to talk about libraries and library services.
Language note
Askstudents:What is a paragraph?(agroupofsentenceswithamainidea;youcan“see”paragraphsbecauseofindentation,thesmallspaceatthebeginningoftheparagraph)Encouragestudentstopointtoexamplesofwhereparagraphsstartandendintheirbooks.
LOCKE_FUTURE3_TE_9780131991538_U99 99 4/23/09 12:15:16 PM
Talk about library servicesLesson 4
T-53 UNIT 3
Controlled Practice 20 minutes Communicative Practice 15 minutes
Show what you know!
Interactive Practice pages 30–31
Extra Practice
Community Building
Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutwordstheydon’tknowinsteadofusingadictionary.Givestudentstheopportunitytotalktoeachotheraboutunfamiliarwordsastheyread.
3 ChECK YOUR UnDERStanDInG
WriteT(true)orF(false).
• Tellstudentstolookatthearticleonpage52tohelpthemdecideifasentenceistrueorfalse.
• Havestudentscompareanswers.Tellstudentstopointtotheparagraphinthearticlethatshowstheanswer.
• Toreview,havevolunteerssaytrueorfalseandidentifytheparagraphinthearticlethatsupportstheiranswer.
Expansion: Writing Practice for 3
• Studentsrewritethefalsesentenceswiththecorrectinformation.Callonstudentstowritethenewsentencesontheboard.
4 VOCaBULaRY In COntEXt
Lookattheboldfaced...
• Writealistontheboard:design, performance, check out books, renew books, pay a fine.
• Havestudentsreadthestoryagain.Askthemtopayattentiontothesentenceswiththesewords.
• Asktheclasstogivedefinitionsforthewordsontheboard.Thenhavetheclassdotheexercise.
• Toreview,askvolunteerstoreadthecompletedsentencesaloud.Makeanynecessarycorrections.
teaching tip
Helpstudentspracticeorganizingideasbyusinggraphicorganizers.Showstudentshowtowriteexamplesundereachheading.Tellstudentstheycanrefertothisinformationduringtheirdiscussions.
GROUPS.Whatdoesyourlibraryhave...
• WriteontheboardinaTformat:Our library has Our library doesn’t have;writeanotherTformat:We like We don’t like.
• Callonastudenttoreadtheideasinthebox.• Formcross-abilitygroups.Tellthegroupstotalk
aboutaschoollibrary,alocallibrary,oranotherlibrarytheyhavebeento.Tellthemtothinkoftwoideasforeachcolumnontheboard.Theycanusetheideasintheboxandanyotherideastheyhave.
• Walkaroundandhelpasnecessary.• Callonastudentfromeachgrouptosaywhat
servicestheydiscussed.• Askstudentsiftheycantalkaboutlibraryservices.
Iftheycan,tellthemtocheckthegoal.
MULtILEVEL InStRUCtIOn for Show what you know!
Pre-level Studentssayonethingtheylikeandonethingtheydon’tlikeaboutalibrary.above-level Studentssayasmanythingsastheycanaboutalibraryandwritetheirinformation.
Progress Check
Canyou...talkaboutlibraryservices?Asktheclasstoidentifysomeservicesthatalibrarytheyknowoffers.Makealistontheboard.Askstudents:Can you check this goal?
LOCKE_FUTURE3_TE_9780131991538_U100 100 4/23/09 12:15:17 PM
UNIT 3 T-54
Write a letter of requestLesson 5
Culture Connection
IntheUnitedStates,itiscommontowritealettertoacompanyoranorganizationtoexpressyouropinionaboutthewaytheydothings.Itisappropriatetoincludenegativeopinionsorthoughtsifusingpolitelanguage.
Getting Started 5 minutes
1 BEFORE YOU WRItE
a GROUPS.Arethereanychangesyouwould...
• Studentscanshareideasaboutanylibrarytheyknow.• Askavolunteerfromeachgrouptosayonechange.• Statethelessonobjective:We are going to write a
letter about a problem.
Presentation 5 minutes
Language note
Therearesixpartstoabusinessletter:1.Theheading(thereturnaddress)andthedate2.Theinside address,whichistherecipient’sname,placeofbusiness,andaddress3.Thegreeting4.Thebodyorcontent5.Theclosing,whichinmostcasesisSincerely6.Thesignature,whichsometimeshasthenametypedunderneath
Controlled Practice 15 minutes
2 WRItE
Writealetter...
• Ifpossible,askforlibrarybookletsfromyourlocalbranchessostudentscanwriteareallettertoarealperson.
• Ifstudentsarenotwritingarealletter,theycanimagineasituationandwritealetter.
3 ChECK YOUR WRItInG
• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper
usingthesesamequestions.• Walkaroundandhelpasnecessary.• Ifstudentshandintheirpaperstoyou,letthem
knowwhatyouwillbelookingatandgivingfeedbackon.Youmaywanttowritethislistontheboard.
B Readtheletter.Whydid...
• Pointoutthevariouspartsofabusinessletter(seeLanguageNoteabove).
• Tellstudentstoreadthelettersilently.• Elicitideasonwhytheletteriseffective.• Alsoinclude:It is polite. It begins in a positive way,
with what she likes. It is clear and to the point.
Expansion: Critical thinking Practice for 1B
• Ask:Who is Amanda Reade? Where is the library? Who is Ramona Matos? What does Ramona like about the library? What does Ramona not like about the library? What do you think Ms. Reade will do when she reads the letter?Discusstheanswers.
teaching tip
Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluatevocabulary,grammar,mechanicsandhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudents.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U103 103 4/23/09 12:15:19 PM
Ask about job skillsLesson 6
T-104 UNIT 12
Deal with bulliesLesson 6
T-55 UNIT 3
Interactive Practice
Extra Practice
Presentation 10 minutes
1 BEFORE YOU LIStEn
GROUPS.Discuss.Sometimeschildren...
• Havestudentsreadtheinformationsilently.• Writeontheboard:bully.Askstudentsfortheir
ideasonwhatitmeans.Writetheiranswersontheboard.Writeabriefdefinitionontheboard:When a person picks on another person and won’t stop. Usually the bully is stronger and the victim is weaker. Bullying can be emotional or physical.
MULtILEVEL InStRUCtIOn for 2C
Pre-level Studentsreadtheaudioscriptastheydiscuss.above-level Studentstalkaboutmoredetails.Writeontheboard:What are some other reasons a child might not want to talk to a parent or a teacher?Havethemsharetheirideaswiththeclass.
Culture Connection
LetstudentsknowthatintheUnitedStates,schooladministratorsconsiderbullyingaseriousissue.Youmaywanttotalkaboutcaseswhereuncheckedbullyingbecameseriousandevenviolent.Aconsequenceofbullyingisthatsometimesvictimsfeeltheneedtoretaliate.Encouragestudentstotalktotheirchild’steacherfirstandthentheprincipal.
c PAIRS.Discussthequestions.
• Note:IfstudentsdidnotdoExercise2B,havethepartnerretellRafael’sstory.
• Callonvolunteerstoanswerthequestions.
2 LIStEn
a Listentotheconversation....
• Havestudentslookatthepicture.Say:Describe how you think the mother and son feel.
• PlayCD1,Track33.CallonstudentstosayhowRafaelfeels(andthemother).
• Toreview,playTrack33again.
Controlled Practice 10 minutes
B Listenagain.Answerthe...
• PlayCD1,Track33.• Callonstudentstosayifstatementsaretrue
orfalse.• Toreview,playTrack33again.
Expansion: Writing Practice for 2B
• Studentsrewritethefalsesentenceswithcorrectinformationontheboard.
Communicative Practice 15 minutes
D MAKEITPERSONAL.GROUPS.Discuss...
• Havestudentsmakealistofsomeofthereasonsachildmightbepickedon.
• Ask:Do boys and girls get picked on for different reasons? Would you deal with the situation differently for your son or daughter?
• Callonastudenttotalkaboutthegroups’ideas.
LOCKE_FUTURE3_TE_9780131991538_U104 104 4/23/09 12:15:20 PM
UNIT 12 T-107
Read about body language in a job interviewLesson 7
UNIT 3 T-56
Deal with bulliesLesson 7
Getting Started 5 minutes
• Writeontheboard:present: I visit my mother on Sundays. I go to class on Mondays.Writeontheboard:past: I visited my mother last Sunday. I went to class last Monday.
• Askvolunteerstocomeupandunderlinetheverbs.(visit,go,visited,went)
• Asktheclasstolookatvisitedandwent.Say:What are the simple verb forms?(visit,go)
• Pointoutthatvisitiscalledaregularverbandgoisanirregularverb.Say:We’re going to study regular and irregular verbs in the past tense now.
Presentation 10 minutes
Simplepastreview:Regularandirregularverbs
• Callonavolunteertoreadthesentencesintheboxes.
• Stopaftereachboxandreinforcetheinformation.Ask:How do we make the past tense? What does affirmative mean? What’s the negative past tense?
• ThenhavestudentsreadtheinformationintheGrammarWatchbox.Havestudentsturntopage286tolookatthelistofirregularverbs.Youmaywanttoaskstudentstostudythislistforhomework.
• Toreview,say:Let’s review what we now know. What is the difference between regular and irregular verbs in the past?(Answersshouldincludethefollowing:Regularverbsfollowrules.Irregularverbshavetheirownforms.Regularverbsuse-edattheend.Youhavetomemorizeirregularverbs.)
Controlled Practice 10 minutes
1 PRaCtICE
a Underlineallverbs...
• Tellstudentstheyaregoingtoreadtheparagraphtwotimes.
• Havethemreadthefirsttimetounderstandthestory.Writeontheboard:What is the paragraph about? What was Hao’s problem at school? What solution did Hao come up with?Callonstudentstoanswerthequestions.
• Havestudentsreadtheparagraphagainandunderlinethepasttenseverbs.
• Walkaroundandhelpasnecessary.• Callonvolunteerstoreadonesentenceeachand
sayanypasttenseverbstheyunderlined.
Expansion: Grammar Practice for 1a
• Studentssayifthepasttenseverbtheyunderlinedisregularorirregular.Ifitisirregular,askstudentstosaythesimpleverbform.
B Completetheconversation...
• Writeontheboard:1.Who are the speakers: adults or children?2.What is the problem?
• Firsthavestudentsreadtheconversationtounderstandthecontext.Askvolunteerstoanswerthequestionsontheboard.
• Thenhavestudentsfillintheblanks.Walkaroundandhelpasneeded.
• Toreview,havestudentscompareanswerswithaclassmate.Thenhavevolunteerssayonesentenceeach.Makeanynecessarycorrections.
• Formpairs.Havestudentspracticethecompletedconversation.
LOCKE_FUTURE3_TE_9780131991538_U107 107 4/23/09 12:15:24 PM
Read about body language in a job interviewLesson 7
T-108 UNIT 12T-57 UNIT 3
Communicative Practice 15 minutes
Show what you know!
GROUPS.Talkaboutatime...
• Reviewthetopic.Ask:What is a bully? What are some things bullies might do to other people?Youmaywanttowritetheideasontheboard.
• Setatimelimitforgroupstotalk.Walkaroundandhelpasneeded.
• Thenasktwogroupstojoinandtosharetheirexperiences.
Deal with bulliesLesson 7
Presentation 10 minutes
• TellstudentstherearemanywaystomakequestionsinEnglish.Writeoneexampleofayes/noquestionandoneexampleofaWh-question.Askstudentstoformasmanyquestionsastheycaninfiveminutes.Callonvolunteerstosaytheirquestions.Writeanexampleofeachtypeofquestionontheboard.Note:Thequestionscanbeinanytense.
• CirclealloftheWh-questionsontheboard.Say:We’re going to review forming the past tense with Wh- questions now.
Simplepastreview:Wh-questions
• Callontwostudentstoreadthegrammarinformationfromtheboxinquestionandanswerform.
• HavestudentsreadtheGrammarWatchbox.
MULtILEVEL InStRUCtIOn for Show what you know!
Pre-level Studentsworkinpairstocompletethetask.Whenit’stimetochange,havethemworkwithanotherpre-levelpairtosharetheirstories.above-level TellstudentstoaskasmanyWh-questionsaspossible.Havethemwritealistofthesequestions.
Interactive Practice pages 32–33
Extra Practice
Controlled Practice 10 minutes
2 PRaCtICE
Completetheconversation....
• Tellstudentstheyaregoingtoreadtheconversationfirstforcontext.Ask:What are A and B talking about? Who could A and B be?
• Toreview,askanabove-levelpairtoreadthecompletedconversation.Makeanynecessarycorrectionsandwritethecorrectquestionsontheboard.
Expansion: Speaking Practice for 2
• Formcross-abilitypairs.Havestudentspracticethecompleteconversation.HavestudentsswitchrolessotheyarebothAandB.
Progress Check
Canyou...dealwithbullies?Asktheclasstoidentifysomewaystodealwithbullies.Makealistontheboard.Askstudents:Can you check this goal?
Language note
Who hit you?asksaboutthesubjectwhenyouistheobject.Who did you hit?asksabouttheobjectofyourhitting.OtherexamplesareWho told you?andWho did you tell?
LOCKE_FUTURE3_TE_9780131991538_U108 108 4/23/09 12:15:25 PM
UNIT 12 T-111
Talk about work experienceLesson 8
UNIT 3 T-58
Read a report cardLesson 8
Getting Started 5 minutes
• Writeontheboard:A B C D F 95 85 75 65
• Say:These letters and numbers are used in schools. What are they used for?Letstudentsanswerwithoutcorrectingtheirinformation.Makesurethefollowingareincludedinthediscussion:grades, marks, test.
• Saythelessonobjective:We’re going to talk about school report cards and how to understand the information.
Presentation 10 minutes
1 REaD a REPORt CaRD
a Lookatthechart.Whichgrades...
• Havestudentsreadthechartsilently.Thensayeachgrade(A plus, A,etc.ninety-five to one hundred percent,etc.).Havestudentsrepeat.
• Writeontheboard:pass fail average.Reviewthesewordswiththeclass.
Controlled Practice 10 minutes
B Studentsusuallygetareportcard...
• Havestudentsreadthereportcardsilently.Pointouttheheadings.PointoutthatQ means one quarter.
• Say:In art class, the teacher’s last name is Jones. Joey got a B. His teacher said he is a good student.
• Formpairs.HavestudentssaysentencesabouthowJoeyisdoingineachclass.Walkaroundandhelpasnecessary.
Culture Connection
MostschoolsintheUnitedStatesusereportcardstoletfamiliesknowhowtheirchildrenaredoinginschool.Otherinformationincludedonreportcardsmayinclude:E(excellent),S(satisfactory),U(unsatisfactory),N(needswork),andE(emerging).
LOCKE_FUTURE3_TE_9780131991538_U111 111 4/23/09 12:15:28 PM
Talk about work experienceLesson 8
T-112 UNIT 12
Read a report cardLesson 8
T-59 UNIT 3
Interactive Practice pages 34–35
Extra Practice
MULtILEVEL InStRUCtIOn for 2
Cross-ability Studentstalkabouttheanswer,butabove-levelstudentswritetheanswersfirst.Thenpre-levelstudentscancopytheanswersintotheirbooks.
2 PRaCtICE
PAIRS.Answerthequestions...
• Callonstudentstoreadthequestions.• Callonotherstudentstosaytheanswers.
Presentation 5 minutes
3 LIStEn tO a tELEPhOnE RECORDInG
a GROUPS.Discuss.Whydoparentssometimes...
• Haveeachgroupwritealistofreasons.Thenaskeachgrouptosayoneortworeasons.Writetheinformationontheboard.
B Listentoatelephonemessage...
• Tellstudentstheyaregoingtohearatelephonemessageforaschool.
• Havestudentsreadchoicesa,b,andctogetready.• PlayCD1,Track34.Askavolunteertosaywhathe
orsheheard.• PlayTrack34againforstudentstoreview
theanswers.
Controlled Practice 15 minutes
c Youareaparent...
• Tellstudentstheyaregoingtolistentothemessageagain.Theyneedtolistenfortheinformationaboutwhotospeakto.
• Havestudentsreaditems1through5togetready.
• PlayCD1,Track34.Thenhavestudentscompareanswers.
• PlayTrack34againforstudentstoreviewtheiranswers.
Communicative Practice 15 minutes
4 PRaCtICE
teaching tip
Whilepairsareperformingroleplays,usethespeakingrubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andtoscorehowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
ROLEPLAY.PAIRS.PretendJoey’sparent...
• TellstudentstolookatJoey’sreportcardonpage58astheyspeak.
• Callonvolunteerstoperformtheirroleplayfortheclass.
MULtILEVEL InStRUCtIOn for 4
Cross-ability Pre-levelstudentsplayStudentB(theparent).Above-levelstudentsplayStudentA(theteacher).Youcanalsoformgroupsof3andhavetwopre-levelstudentsplaytherolesofparents.
LOCKE_FUTURE3_TE_9780131991538_U112 112 4/23/09 12:15:28 PM
UNIT 12 T-115
Talk about work experienceLesson 9
UNIT 3 T-60
Help children continue their educationLesson 9
Getting Started 5 minutes
1 BEFORE YOU LIStEn
Controlled Practice 15 minutes
B Listenagain...
• Havestudentsreadthequestionsandanswerchoicesfirst.
• PlayCD1,Track35.Thenhavestudentscompareanswers.
• Asktheclassfortheanswers.Writethemontheboard.
• PlayTrack35againtoconfirmtheanswers.
c Listentothesecondpart...
• Say:In the United States, if you want to get into a college, you need to take high school classes for a certain amount of time.Explainthatasemesterishalfofaschoolyearandthereareusuallytwosemestersperyear.
• Doitem1withtheclass.PlayCD1,Track36andpausetheaudioaftercomputer science.
• ContinueplayingTrack36andhavestudentswritetheanswers.Playtheaudioasoftenasnecessary.
• Toreview,havevolunteerswritetheiranswersontheboard.Makeanynecessarycorrections.
Community Building
Ifyourclassincludesteenagers,youngadults,andolderstudents,youcanvarythegroups.Forexample,mixtheagegroupsormakegroupsaccordingtoagegroups.Eitherway,studentslearnabouteachotherandlearnfromeachother.
GROUPS.Whatthingscanparentsdo...
• Writeontheboard:What can parents do to help their children continue their education?
• Calloneachgrouptosayoneortwoideas.
Presentation 10 minutes
2 LIStEn
Culture Connection
IntheUnitedStates,schoolcounselorstalkwithparentsabouttheirchildren’sacademicprogress,behavior,andfuturegoals.Encouragestudentstomakethiscontactatthebeginningofeachschoolyear.Schoolswillprovideatranslatororyourstudentscanbringanadulttotranslate.Encourageyourstudentstofindoutatthebeginningoftheyear.
a Listentoaconversation...
• Tellstudentstoreadtheinformationinthenoteaboutschoolcounselors.
• Say:You’re going to listen to a mother talking to a school counselor.Havestudentsreadthethreeanswerchoices.
• PlayCD1,Track35.Havestudentsmarktheiranswer.
• ThenplayTrack35againandhavestudentsraisetheirhandswhentheyheartheanswer.
• Reviewtheanswerwiththeclass.PlayTrack35againforstudentstoconfirmtheanswer.
Culture Connection
Schoolsandcollegesdividetheschoolyearindifferentways.Semester:one-halfofaschoolyearandthesummermonths.Trimester:one-thirdofaschoolyear.Quarter:one-fourth.Anyofthesetimeperiodscanbecalledaterm.
LOCKE_FUTURE3_TE_9780131991538_U115 115 4/23/09 12:15:32 PM
Talk about work experienceLesson 9
T-116 UNIT 12
Help children continue their educationLesson 9
T-61 UNIT 3
Controlled Practice 15 minutes
3 COnVERSatIOn
a Listentothephrasalverbs...
• PlayCD1,Track37.Havestudentslistenandread.• PlayTrack37again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch
silently.Readthetextaloud.• PlayTrack37again.Stopaftereachsentence
andpointoutthematchinginformationinthePronunciationWatch.
B Listenandread...
• PlayCD1,Track38.Havestudentsreadsilently.• PlayTrack38again.Havetheclassreadaloudwith
theaudio.
4 PRaCtICE
a PAIRS.Practicetheconversation.
• StudentstaketurnsplayingAandB.• Callonpairstorole-playtheirconversationfor
theclass.
Interactive Practice
Extra Practice
Communicative Practice 15 minutes
B MAKEITPERSONAL.GROUPS.Discuss...
• Haveeachgroupmakealistofideas.• Haveeachgroupwritetheirlistontheboardand
reporttotheclass.Encourageeachstudenttoparticipateinthereport.
• Tofinish,ask:Are there any ideas that each group talked about?
MULtILEVEL InStRUCtIOn for MaKE It PERSOnaL
Cross-ability Pre-levelstudentshaveeasierroles,forexample,keepingtrackoftime,makingsureeachpersonspeaks,orencouragingeveryonetospeakinEnglish.Above-levelstudentswritethelistofideas,writeontheboard,andreporttotheclass.
LOCKE_FUTURE3_TE_9780131991538_U116 116 4/23/09 12:15:33 PM
Help children continue their educationLesson 10
UNIT 3 T-62
Getting Started 5 minutes
• Writeontheboard:1. You should see a doctor. 2. You have to see a doctor.
• Say:Sentence 1 is an idea, a suggestion about what I think. Sentence 2 means there is a problem and it’s important you see a doctor.
• Statethelessonobjective:We’re going to use should and haveto while we talk about helping children continue their education.
Presentation 10 minutes
ShouldandHave to
• Callonvolunteerstoreadthequestionsandanswers.
• HavestudentsreadtheGrammarWatchboxsilently.HavestudentssaythesentencesinthegrammarchartthatmatcheachitemintheGrammarWatchbox.
• WorkwiththeclasstocreatenewexamplesforeachitemintheGrammarWatchbox.Writethemontheboardandmakeanynecessarycorrections.Pointoutthatcontextplaysanimportantroleinusingshouldorhave to.
Controlled Practice 10 minutes
1 PRaCtICE
Julioistalking...
• Havestudentscompareanswerswithaclassmate.• Callonvolunteerstoreadtheadviceandthe
answers.
LOCKE_FUTURE3_TE_9780131991538_U119 119 4/23/09 12:15:35 PM
T-63 UNIT 3
Controlled Practice 15 minutes
2 PRaCtICE
Communicative Practice 20 minutes
Show what you know!
Interactive Practice pages 36–37
Extra Practice
Language note
By 8:00meansanytimebefore8:00.
a Completethesentences...
• Writeontheboard:SAT: Scholastic Assessment Test PSAT: Preliminary Scholastic Assessment Test.
• Say:High school students take the SAT test if they are interested in going to college. Colleges want to see their score. The PSAT is a practice SAT test.
• TellstudentsthereadingisaboutrulesandsuggestionsfortakingthePSAT.
• Havestudentscompareanswerswithaclassmate.Thenwriteeachanswerontheboardandhavestudentschecktheirwork.
B Readthequestions...
• Havestudentscompareanswerswithaclassmate.• Toreview,havetwostudentsreadeach
conversationaloud.
Community Building
It’simportantforstudentsworkingingroupstoexpresstheirideas,aswellastolistentoothers’ideas.Writealistontheboard:I have an idea. I think your idea is good, but I have a different idea. What do you think? [Name], what do you think?Sayeachsentenceandhavetheclassrepeat.Askstudentstousethemduringtheirgroupwork.
GROUPS.Shouldchildrencontinue...
• Havegroupsmakealistoftheirideas.• Haveeachgroupsayoneortwooftheirideas.
Writetheideasontheboard.
Progress Check
Canyouhelpchildren...Asktheclasstoidentifysomewaystohelpchildrencontinuetheireducationaftertheyfinishhighschool.Makealistontheboard.Askstudents:Can you check this goal?
Help children continue their educationLesson 10
LOCKE_FUTURE3_TE_9780131991538_U120 120 4/23/09 12:15:36 PM
UNIT 3 T-64
Show what you know!
1 REVIEW
ForyourGrammarReview...
• Havestudentsturntopage247toreviewthegrammarforthisunit.
• Answeranyquestionsstudentsmayhave.
2 aCt It OUt
STEP1.CLASS.Listentotheconversation...
• Writeontheboard:The conversation is about .
• PlayCD1,Track38.• Havestudentsworkwithaclassmatetofillin
theblank.Thenhavevolunteerssaywhattheconversationwasabout.
STEP2.PAIRS.Role-playaconversation...
• 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,usethescoringrubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
3 REaD anD REaCt
STEP1.TanyaisfromRussia...
• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Who is Tanya? Who is
Alex? Where do they live? What is the problem?
STEP2.GROUPS.Discuss...
• Tellstudentstosummarize,withoutreading,theproblemsAlexishaving.
• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayonething
theywouldtellTanya.
4 COnnECt
ForgeneralteachingnotesabouttheSelf-EvaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.
Progress Check
Whichgoalscanyoucheck...Tellstudentstoturntopage45(thefirstpageofUnit3).Havethemreadthegoalsandchecktheonestheybelievetheycando.Havethemtalktoapartneraboutthegoalstheychecked.
Go to the CD-ROM for more practice.
Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit3,encouragethemtoreviewtheactivitiesontheCD-ROM.
Review &Expand
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U123 123 4/23/09 12:15:40 PM