Unit Goals
• MakechangewithU.S.coins• MakechangewithU.S.bills• Askforlocationofitemsindrugstore• UseWhere is/Where are• Askforandgiveprices• Readareceipt• Writeacheck• Writeaboutshoppingindifferentcultures
Classroom Materials/ Extra Practice
CD3Tracks 2–25
Transparencies 5.1–5.9 Vocabulary Cards Unit 5
T
MCAUnit 5
WorkbookUnit 5
Interactive PracticeUnit 5
Unit Goals
• MakechangewithU.S.coins• MakechangewithU.S.bills• Askforlocationofitemsindrugstore• UseWhere is/Where are• Askforandgiveprices• Readareceipt• Writeacheck• Writeaboutshoppingindifferentcultures
UNIT5 T-80
Make change with U.S. coins
How much is it?5Lesson 1
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Takeoutsomechangeincoins.Holduponecoinatatime.Ask:What’s this? How much (money) is it?
• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.Ifstudentsdon’tknowaword,saythewordandhavetheclassrepeat.
• Statethelessonobjective:We’re learning about U.S. coins.
Presentation 20 minutes
a Look at the coins...
• ShowTransparency5.1orholdupyourbook.Pointtothegroupofpicturesandsay:U.S. coins.
• PlayCD3,Track2.Pointtoeachcoin.Studentslisten.
• ContinueplayingTrack2.Pointtoeachcoinandhavestudentsrepeat.
Books open.
• PlayTrack2again.Studentslistenandpointtothecoinsintheirbooks.
• ContinueplayingTrack2.Studentspointastheylistenandrepeat.
Expansion: Vocabulary Practice for A
• Formpairs.UsetheVocabularyCardsforpage80.StudentApointstoacoin.StudentBsaystheword.Thenstudentsswitchroles.
B Listen and read...
• PlayCD3,Track3.Studentslistenandread.• PausetheCD.Checkcomprehension.Ask:Do you
have a quarter? Do you have a half-dollar? etc.Askstudentstoanswerbyholdingupthecorrectcoins.
• ContinueplayingTrack3.Askstudentstolistenandrepeatastheyread.
Expansion: Writing Practice for B
• Dictation.Booksclosed.Sayandspellthreewordsfromthebox.Studentswritethewordsonapieceofpaper.Thenstudentschecktheirspelling.Repeatthisactivitytwomoretimes.
Classroom Materials/ Extra Practice
CD3Tracks 2–25
Transparencies 5.1–5.9 Vocabulary Cards Unit 5
T
MCAUnit 5
WorkbookUnit 5
Interactive PracticeUnit 5
Future Intro TE_unit05_080–095.i193 193 11/26/08 12:28:05 PM
T-81 UNIT5
Lesson 1 Make change with U.S. coins
Presentation 10 minutes
c Listen. Listen and repeat.
• ShowTransparency5.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.
• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Does the man want to buy something to eat? Does he need change? Does the woman have change?
• PlayCD3,Track4.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.
• ContinueplayingTrack4.Askstudentstolistenandrepeat.
• NowshowthedialogonTransparency5.2orhavestudentsreadintheirbooks.PlayTrack4again.Studentslistenandreadsilently.
• ContinueplayingTrack4.Studentslistenandrepeat.
Controlled Practice 10 minutes
d PAIRS. Practice the conversation.
• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.
• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.
• Askvolunteerstorole-playtheconversationfortheclass.
F Listen and check your answers...
• PlayCD3,Track5.TellstudentstocircleanymistakesintheiranswersinExerciseE.
• PausetheCD.Askstudentstocorrecttheirmistakes.StartTrack5againandhavestudentschecktheiranswersagain.
• ThencontinueplayingTrack5.Havetheclasslistenandrepeat.
Communicative Practice 15 minutes
Show what you know!
GROUPS. Take out your coins...
• Saythesentenceinthespeechbubbleandhavetheclassrepeat.
• First,haveeachstudentcounthisorherowncoinsandtellthegroup.Eachstudentthenwritestheinformationinhisorherownbook.
• Thenaskavolunteertosayhowmanycoinsheorshehas:I have .Writeontheboardhowmanyofeachcointhestudenthas.
• Studentstaketurnsreadingtheirlisttothegroup.• Circulateandassessstudents’abilitytoidentifythe
coins.Ifstudentsneedmorepractice,reviewpages80and81.
Critical Thinking Skill: Associating
•Setthecontext.Say:We need coins for many activities. When do you need to use coins? Do you need to carry a lot of coins? •Formcross-abilitygroups.Havestudentsdiscussthequestions.•Askgroupstosaytheirinformation.Writeanswersontheboard.Possibleanswersare:bus fare, pay phones, coin-operated washers/dryers, vending machines, postal stamp machines, parking meters.
MULTILEVEL INSTRUCTION for D
Pre-level Studentspracticetheconversationwithbooksopen.Above-level Studentspracticetheconversationwithbooksclosed.
E Look at the pictures...
• Doitem1withtheclass.Holdupadollarbill.Ask:Do you have change for a dollar?
• Askstudentstocountthechangeinthepicture(threequarters,twodimes,andanickel).Askavolunteertosaythecoins.Theclassrepeatschorally. Interactive Practice Pages 50–51
Extra Practice
Future Intro TE_unit05_080–095.i194 194 11/26/08 12:28:06 PM
UNIT5 T-82
Make change with U.S. billsLesson 2
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Showtheclassseveralbills:$1,$5,$10.Holduponebillatatime.Asktheclass:What’s this? How much is this bill?
• Repeatstudents’answersandhavetheclassrepeatchorally.Writethewordsontheboard.
• Statethelessonobjective:We’re learning to make change with bills (paper money).
Presentation 20 minutes
a Look at the bills...
• ShowTransparency5.3orholdupyourbook.Pointtothegroupofpicturesandsay:U.S. bills.
• PlayCD3,Track6.Pointtoeachbill.Studentslisten.
• ContinueplayingTrack6.Pointtoeachbillandhavestudentsrepeat.
Books open.
• PlayTrack6again.Studentslistenandpointtothepicturesintheirbooks.
• ContinueplayingTrack6.Studentspointastheylistenandrepeat.
Expansion: Vocabulary Practice for A
• Formpairs.UsetheVocabularyCardsforpage82.StudentApointstoapicture.StudentBsaystheword.Thenstudentsswitchroles.
B Listen and read...
• PlayCD3,Track7.Studentslistenandreadsilently.• PausetheCD.Checkcomprehension.Ask:Do you
have a dollar bill? Do you have a ten dollar bill? etc.Studentscananswerbyholdingupthebillstheyhave.
• ContinueplayingTrack7.Askstudentstolistenandrepeatastheyread.
Expansion: Writing Practice for B
• Dictation.Booksclosed.Sayandspellthreewordsfromthebox.Studentswritethewordsonapieceofpaper.Thenstudentschecktheirspelling.Repeatthisactivitytwomoretimes.
Culture Connection
ManypeopleintheUnitedStatesdonotcarryalotofcash;theyoftencarryonlyafewbillsintheirpurseorwallet.Whenpayingforsomethinginastore,peopledon’ttakeoutalltheirmoney.Theytakeoutonlythebillstheyneedatthattime.Tellstudentsthisisalsobecauseofsecurityreasons.
Future Intro TE_unit05_080–095.i197 197 11/26/08 12:28:10 PM
Make change with U.S. billsLesson 2
T-83 UNIT 5
F Listenandcheckyouranswers...
• PlayCD3,Track9.TellstudentstocircleanymistakesintheiranswersinExerciseE.
• PausetheCD.Askstudentstocorrecttheirmistakes.StartTrack9againandhavestudentschecktheiranswersagain.
• ThencontinueplayingTrack9.Havetheclasslistenandrepeat.
Expansion: Speaking Practice for F
• Formpairs.HaveeachstudenttaketurnsaskingandansweringthequestionsinExerciseE.
Communicative Practice 10 minutes
Show what you know!
GROUPS.Taketurns.Ask...
• Youmaywanttouseplaymoneyforthisactivity.• Saythesentencesinthespeechbubblesandhave
theclassrepeat.• Studentstaketurnsasking:Do you have change for
a ? • Studentsanswerbyshowingthechangeandsaying:
Yes, I have . Ifstudentsdon’thavethechange,theyanswer:No, I don’t. Sorry.
• Circulateandassessstudents’abilitytomakechangewithbills.Iftheclassneedsmorepractice,reviewpages82and83.
Presentation 10 minutes
c Listen.Listenandrepeat.
• ShowTransparency5.4orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.
• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Are they in the classroom? Does she need change for a twenty? Does the woman get some singles?
• PlayCD3,Track8.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.
• ContinueplayingTrack8.Askstudentstolistenandrepeat.
• NowshowthedialogonTransparency5.4orhavestudentsreadintheirbooks.PlayTrack8again.Studentslistenandreadsilently.
• ContinueplayingTrack8.Studentslistenandrepeat.
Controlled Practice 15 minutes
d PAIRS.Practicetheconversation.
• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.
• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.
MULTILEVEL INSTRUCTION for D
Pre-level Studentsrole-playtheconversationfortheclasswithbooksopen.Above-level Studentsrole-playtheconversationfortheclasswithbooksclosed.
E Lookatthepictures...
• Doitem1withtheclass.Holdupafivedollarbillandask:Do you have change for a five?
• Askstudentstocountthebillsinthepicture.Saytheanswerandhavetheclassrepeat.
• Toreviewtheexercise,askvolunteerstowriteanswersontheboard.
Critical Thinking Skill: Making Decisions
•Setthecontext.Say:Imagine that every student in our class will now receive a $100 bill. What would you do with the money?•Modelananswer.Forexample,say:I have a hundred dollar bill. I’m going to buy gas for my car and some new shoes.•Tofinishtheactivity,askgroupstosharetheiranswerswiththeclass.
Pages 42–43 Pages 52–53
Extra Practice
Interactive Practice
Future Intro TE_unit05_080–095.i198 198 1/23/09 3:33:37 PM
UNIT5 T-84
Drugstore items • Where is/Where areLesson 3
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Asktheclass:What can you buy at a drugstore? What are the things at the drugstore that you use every day? Writestudents’answersontheboard.
• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.
• Statethelessonobjective:We’re learning to name items from the drugstore.
Presentation 20 minutes
a Look at the drugstore items...
• ShowTransparency5.5orholdupyourbook.Pointtothegroupofpicturesandsay:Items we can buy from the drugstore.
• PlayCD3,Track10.Pointtoeachpicture.Studentslisten.
• ContinueplayingTrack10.Pointtoeachpictureandhavestudentsrepeat.
Books open.
• PlayTrack10again.Studentslistenandpointtothepicturesintheirbooks.
• ContinueplayingTrack10.Studentspointastheylistenandrepeat.
Expansion: Vocabulary Practice for A
• Formpairs.UsetheVocabularyCardsforpage84.StudentApointstoapicture.StudentBsaysthewords.Thenstudentsswitchroles.
B Listen and read...
• PlayCD3,Track11.Studentslistenandreadsilently.
• PausetheCD.Checkcomprehension.Ask:What do you use to take a shower? (soap,shampoo)What do you need to turn on the lights? (lightbulbs)What do you need to shave?(shavingcream,razorblades)
• ContinueplayingTrack11.Askstudentstolistenandrepeatastheyread.
Expansion: Writing Practice for B
• Ask:What drugstore items do you have in your home? Instructstudentstowritedowntheitemsonapieceofpaper.Formpairstocomparelists.
Future Intro TE_unit05_080–095.i201 201 11/26/08 12:28:17 PM
Drugstore items • Where is/Where areLesson 3
T-85 UNIT 5
Presentation 10 minutes
c Readthesentences.
• UseTransparency5.6orhavestudentslookatthechartintheirbooks.
• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavestudentsrepeatchorally.
• Pointtoandcircletheverbis.Explain:Is tells us “one” of something: one bar of soap, one bottle of aspirin.
• Pointtoandcircletheverbare.Alsocirclethe-sinrazor bladesandtissues.Explain:Aretells us “more than one” of something: razor blades, tissues.
• PointtotheconversationonTransparency5.6.Askstudentstocircleisandare.
Controlled Practice 15 minutes
d Writeisorare.
• Writeitem1ontheboard.Ask:Why do we useis?(Shampooisonething.Itissingular.)
• Walkaroundandhelpasneeded.
E Listenandcheckyouranswers...
• PlayCD3,Track12.TellstudentstocircleanymistakesintheiranswersinExerciseD.
• PausetheCD.Askstudentstocorrecttheirmistakes.StartTrack12again.Studentschecktheiranswersagain.
• ThencontinueplayingTrack12.Havetheclasslistenandrepeat.
F Readthesign.
• ShowTransparency5.6.Havetheclassreadthesign.Ask:What’s the name of the drugstore? What is a directory?
• ThenpointtothepictureonTransparency5.6.Pointtothenumbers2–5attheendoftheaisles.Say:Each one is an aisle. Pointandsay:Aisle 2, Aisle 3, etc.Havetheclassrepeat.
Expansion: Vocabulary Practice for F
• Formpairs.Studentstaketurnssayinganaislenumberandpointingtothepicture.
Communicative Practice 10 minutes
Show what you know!
GROUPS.Readthedirectory...
• Saythesentencesinthespeechbubblesandhavetheclassrepeat.Writeontheboard:Where is ? Where are ?
• StudentstaketurnsaskingaboutdrugstoreitemsinExerciseF.Tellstudentstousethequestionformsontheboard.
• Circulateandassessstudents’abilitytoaskaboutandanswerwheredrugstoreitemsarelocated.Ifstudentsneedmorepractice,reviewpages84and85.
Critical Thinking Skill: Planning
•Setthecontext.Say:You are going on a trip. What drugstore items do you need? What will you buy at the drugstore?•Studentscanlookatthevocabularyonpage84.Theycanalsousedrugstoreitemsnotcoveredinthislesson.•Formcross-abilitygroups.Askonestudenttowritethelistforthegroup.•Tofinishtheactivity,askgroupstosharetheirlistswiththeclass.
Pages 44–45 Pages 54–55
Extra Practice
Interactive Practice
Future Intro TE_unit05_080–095.i202 202 1/23/09 3:33:37 PM
UNIT5 T-86
Ask for and give pricesLesson 4
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Encouragestudentstomakeupprices.Holdupapen.Ask:I need a new pen. How much is a pen? Holdupabook.Ask:I need a new book. How much is a book?
• Repeatstudents’answersoutloudandhavetheclassrepeatchorally.Writethepricesontheboard.
• Statethelessonobjective:We’re learning to say prices.
Presentation 5 minutes
Books open.
a Listen and point...
• Writeontheboard:cents = ¢.Drawpicturesofcoinsontheboard.Foreachcoinsayandwritetheamount:A penny is 1¢. A nickel is 5¢. A dime is 10¢. A quarter is 25¢. A half-dollar is 50¢. Havetheclassrepeat.
• PlayCD3,Track13.Studentslistenandpoint.ContinueplayingTrack13.Asktheclasstolistenandrepeat.
Expansion: Speaking Practice for A
• Formpairs.Studentstaketurnsreadingthepricetagsoutloud.
Controlled Practice 5 minutes
B Listen. Write the prices.
• Writeontheboard:dollars = $.Telltheclassthatwhentheywritethedollarsymbol,$,thentheydon’twritethecentssymbol,¢.Writeontheboard: $1.50.Pointoutthedecimalpoint.Explain:The numbers to the left of the decimal are dollars. The numbers to the right of the decimal are cents.
• PlayCD3,Track14twotimes.Studentslistenandwritethepricestheyhear.
• Formpairs.Studentscompareanswers.• Askvolunteerstowritetheanswersontheboard.
ThenplayTrack14againandhavetheclasschecktheanswers.Makenecessarycorrections.
Presentation 5 minutes
c Listen and point...
• PlayCD3,Track15.Studentslistenandpoint.• ContinueplayingTrack15.Asktheclasstolisten
andrepeat.
Expansion: Speaking Practice for C
• Formpairs.Studentstaketurnsreadingthepricetagsoutloud.
Controlled Practice 10 minutes
d Listen. Write the prices.
• PlayCD3,Track16twotimes.Studentslistenandwritethepricestheyhear.
• Formpairs.Studentscompareanswers.• Askvolunteerstowritetheanswersontheboard.
ThenplayTrack16againandhavetheclasschecktheanswers.Makenecessarycorrections.
E PAIRS. Point to an item...
• StudentApointstotheitems.StudentBsaysthepriceofeachitem.
• Thenstudentsswitchroles.
Future Intro TE_unit05_080–095.i205 205 11/26/08 12:28:21 PM
Ask for and give pricesLesson 4
T-87 UNIT 5
Critical Thinking Skill: Comparing
•Asktheclasstosaysixitemstheyusuallybuyatthedrugstore.Writetheitemsontheboard.•Formcross-abilitygroups.Giveeachgrouptheweeklyadvertisingpagesfromlocaldrugstores.Telleachgrouptofindthepricesfortheitemsontheboard.Onestudentwritesthegroup’slist,includingthestore’sname.•Remindstudentstoask: Is it on sale? How much is it?•Tofinishtheactivity,askeachgrouptowritetheirpricelistontheboard.Theclasscanreadthedifferentlistsandcompareprices.
Presentation 15 minutes
F Listen.Listenandrepeat.
• ShowTransparency5.7orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.
• Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.Ask:What do you think? Are they at school? What is the woman buying?
• PlayCD3,Track17.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.
• ContinueplayingTrack17.Askstudentstolistenandrepeat.
• NowshowthedialogonTransparency5.7orhavestudentsreadintheirbooks.PlayTrack17again.Studentslistenandreadsilently.
• ContinueplayingTrack17.Studentslistenandrepeat.
G Listenagain...
• Asktheclasstoreadthetwosentencessilently.• PlayCD3,Track18.Instructstudentstolistenand
read.ThentheycircleYesorNo.• Tocorrectthisexercise,askavolunteertoreadthe
sentencesandsaytheanswers.
H PAIRS.Practicetheconversation.
• ModeltheconversationinExerciseF.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerB.
• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.
Controlled Practice 5 minutes
i PAIRS.Lookatthepictures...
• InstructtheclasstolookatthepicturesinExerciseE.Chooseanitemtomodelanewconversation.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.
• TellthepairstotaketurnsasSpeakersAandB.• Thenaskvolunteerstorole-playtheirnew
conversationsfortheclass.
Communicative Practice 10 minutes
Show what you know!
GROUPS.Writeanewprice...
• Saythesentencesinthespeechbubblesfortheclasstorepeat.Tellstudentstheyaregoingtowritethepricesforeachdrugstoreitem.Askfordifferentsoapprices:How much is soap? Writethepricesontheboard.
• Studentstalkingroups.Theyneedtodecideonapriceforeachitemandthenwritethepricesinthechartintheirbooks.
CLASS.Walkaroundtheroom...
• Tellstudentstowalkaroundtheroom.Theyneedtoasksixstudentsabouttheirdrugstoreitemsandprices.
• Circulateandassessstudents’abilitytoask/answerthequestionaboutthepricesofdrugstoreitems.Ifstudentsneedmorepractice,reviewpages86and87.
Pages 46–47 Pages 56–57
Extra Practice
Interactive Practice
Future Intro TE_unit05_080–095.i206 206 1/23/09 3:33:38 PM
UNIT5 T-88
Getting Started 5 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Say:You go to the store. You buy something. The cashier gives you a piece of paper. What is it? (receipt)
• Drawapictureofareceiptontheboard.Ask:Why do stores give you a receipt? Givestudentsanopportunitytoofferideas.Possibleanswersare:A receipt tells the customer how much to pay. It is proof of payment. It can be used to return something you bought. You can hand it in at work for reimbursement. It is for the store’s sales records.etc.
• Statethelessonobjective:We’re learning to read a receipt.
Presentation 10 minutes
Books open.
a Read the receipt.
• Youmaywanttocopythereceiptontotheboard.Havestudentsreadthereceipt.Tellstudentstocirclewordstheydon’tunderstand.Writethewordsontheboard.
• Askstudentstoguessthemeaningofthenewvocabulary.Tohelpstudentsunderstand,pointtothereceiptsotheyhaveacontext.
Life Skills • Read a receipt, write a checkLesson 5
Controlled Practice 10 minutes
B Read the receipt again...
• Havestudentsreadtheitemsandthenreadthereceiptagain.
• Copyitem1ontotheboard.Asktheclasstolookforthewordshampooonthereceiptandreaditsprice.Modelwritingthepriceinthesentence.
• Havestudentscompareanswerswithapartner.• Callonvariousstudentstoreadthesentences.
c Read the receipt again...
• Havestudentsreadtheitemsandthenreadthereceiptagain.
• Readitem1withtheclass.ThenmodelcirclingNo.• Tocorrectthisexercise,askavolunteertoreadthe
sentences.TellstudentstoholduptheirYESorNOcardstoanswer.
Future Intro TE_unit05_080–095.i209 209 11/26/08 12:28:24 PM
T-89 UNIT5
Lesson 5 Life Skills • Read a receipt, write a check
Presentation 15 minutes
Books closed.
• Elicitvocabularystudentsmayalreadyknow.Say:You go to the store. You buy something. How do you pay?
• Givestudentsanopportunitytoofferideas.Possibleanswersare:cash, check, credit card, payment plan.Drawpicturesontheboardtohelpstudentsunderstandeachanswer.
• Statethelessonobjective:We’re learning to write a check.
Books open.
d Read the check.
• ShowTransparency5.8.Discusswiththeclass: What is a check? When do people write checks?
• Firsthavestudentsreadthecheckindividually.Tellstudentstocomeuptothetransparencyandcirclewordstheydon’tunderstand.Writethewordsontheboard.
• Askstudentstoguessthemeaningofthenewvocabulary.Tohelpstudentsunderstandthewords,pointtothecheckeachtimesostudentshaveacontext.
Controlled Practice 20 minutes
E Read the check again...
• Readitem1withtheclass.Modelcirclinga.• Tocorrectthisexercise,havestudentscompare
theiranswerswithapartner.Thencallonvariousstudentstoreadthesentencesandsaytheanswers.
F Write a check for...
• ShowTransparency5.8orcopythecheckontotheboard.Readtheinstructionsforthisexerciseoutloud.
• Pointtothecorrespondingplacesonthecheck.Ask:Where do we write $33.45 in numbers? Where do we write $33.45 in words? Where do we write today’s date? Where do we sign our name?
• Circulateandassessstudents’abilitytowriteacheck.Ifstudentsneedmorepractice,reviewpages88and89.
• Tocorrectthisexercise,askavolunteertofillinthecheckonthetransparencyorontheboard.Makenecessarycorrections.
Expansion: Writing Practice for F
• Drawsomeblankchecksontheboardorre-usethetransparency.Writetheamountundereachcheck.Havevolunteerscomeupandfillinthechecks.Chooseothervolunteerstocomeupandreviewthechecksforaccuracy.
Interactive Practice Pages 58–59
Extra Practice
Future Intro TE_unit05_080–095.i210 210 11/26/08 12:28:24 PM
UNIT5 T-90
Edna’s storyLesson 6
Getting Started 5 minutes
Books closed.
• Asktheclass:Where do you go shopping? Name some stores you like.
• Writestudents’answersontheboard.Youmaywanttoprovideashortreviewofpronounsbywriting: We shop at . He shops at . They shop at . I shop at .
• Statethelessonobjective:We’re listening to Edna, a young woman. She’s talking about shopping.
Presentation 20 minutes
a CLASS. Look at each picture...
• ShowTransparency5.9orholdupyourbook.Pointtoeachpictureandask:What do you see?
• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.
• Writewordsorphrasesaboutthepicturesontheboard.
Books open.
B Listen to the story.
• PlayCD3,Track19.PointtoeachpictureonTransparency5.9orhavestudentslookintheirbooks.Studentslisten.
• Checkcomprehension.ShowTransparency5.9orholdupyourbook.Ask:
1. What is her name? Where does she shop in her country?
2. In Edna’s country, what do sales people talk about?
3. In her country, does Edna get a good price? 4. In the United States, where does Edna shop? 5. Does Edna talk to the sales people about price? 6. How does Edna get good bargains?
• PlayTrack19again.Askstudentstolistenandlookatthepicturesintheirbooks.
• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.
Future Intro TE_unit05_080–095.i213 213 11/26/08 12:28:27 PM
T-91 UNIT 5
Lesson 6 Edna’s story
Presentation 10 minutes
c Listenagainandread.
• PlayCD3,Track20.Havestudentslistenandreadthestoryintheirbooks.
• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.
Expansion: Reading Practice for C
• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.
Controlled Practice 15 minutes
d Readthestoryagain...
• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.
• Toreviewanswers,askvolunteerstoreadasentenceandsaytheanswer.
E GROUPS.Readthequestions...
• Modelthediscussion.Askvariousstudents:In your country, do people shop at markets or in big stores? Do people ask about the prices? Do people get good bargains?
• Writeontheboardtherolesforthegroup: Student 1: Read each question out loud.
Student 2: Make sure each student talks. Student 3: Tell the class the group’s answers.
• Walkaroundandencourageeachstudenttoparticipateinthediscussion.Tofinishtheactivity,askeachgrouptosharetheirinformation.
F Writeaboutshopping.
• Modelwritingthesentences.Askavolunteertosayhisorherinformation.Writethesentencesontheboard.
• Walkaroundtheroomandhelpasnecessary.
MULTILEVEL INSTRUCTION for F
Pre-level StudentscopyEdna’sstoryinExerciseConapieceofpaper.Above-level Studentswritetheirownstoriesonapieceofpaper.ExerciseCisthemodel.
Communicative Practice 10 minutes
G GROUPS.Taketurns.Read...
• Formcross-abilitygroups.Encourageabove-levelstudentstohelpastheysharetheirinformation.
Critical Thinking Skill: Problem Solving
•Setthecontext.Say:Edna wants to buy a car. She needs to save money. She buys things on sale, but she needs to save a lot of money. What can you tell her to do?•Formcross-abilitygroups.Onestudentwritesthegroup’ssuggestions.•Tofinishtheactivity,askgroupstosharetheirideas.Writealltheideasontheboard.Askstudentstosaywhichideasarethesame/commonforeachgroup.Circlethem.
Pages 48–49 Page 60
Extra Practice
Interactive Practice
Future Intro TE_unit05_080–095.i214 214 1/23/09 3:33:38 PM
UNIT5 T-92
1 ThE SOUNDS OF G AND C
Language Note
Thesoundsofgandcaremadewiththesamemouthposition.Tomakethegsound,putthebackofyourtonguetothebackofyourmouth.Useyourvoicetosaythesoundasyoumoveyourtongueaway.Practicethesoundwiththewordgo.Tomakethehardcsound,putthebackofyourtonguetothebackofyourmouth.Thenpushtheairoutofyourmouthquicklyasyoumoveyourtongueaway.Donotuseyourvoice.Practicethesoundwiththewordcoin.
MULTILEVEL INSTRUCTION for F and G
Pre-level StudentscopythewordsinExercisesAandConapieceofpaper.Haveaclassmatecheckthespelling.Above-level Eachstudentwritesfivemorewordswithgandc.Theycanuseanywordstheyknow.Formpairs.Havestudentssharetheirwords.
d Listen and repeat.
• PlayCD3,Track22.Studentslistenandrepeattoself-correct.
• AskstudentstopointtoeachwordinExerciseCastheylisten.
• Walkaroundandcheckstudents’pronunciationofc.• Playtheaudiotwoorthreetimes.
E Listen. Write g or c...
• Explainthatstudentswillcompleteeachwordwithgorc.
• Dothefirstitemwiththeclass.Writeontheboard:1. o.Say:Go.Haveavolunteercomeupandwritethecorrectletter.
• PlayCD3,Track23.Youmaywanttoplaythetracktwotimes.
• Havestudentschecktheiranswerswithapartner.
F DICTATION. PAIRS. Student A...
• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask
thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.
• Encouragestudentstocheckspellingaftereachword.
G DICTATION. SAME PAIRS. Student B...
• Tellstudentstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.
• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.
a Read the words out loud...
• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.
• Encouragestudentstoputtheirhandontheirthroattomakesurethereisavibrationwhenpronouncingtheginthewords.
• Walkaroundandprovidehelpasneeded.
B Listen and repeat.
• PlayCD3,Track21.Studentslistenandrepeattoself-correct.
• AskstudentstopointtoeachwordinExerciseAastheylisten.
• Walkaroundandcheckstudents’pronunciationofg.• Playtheaudiotwoorthreetimes.
c Read the words out loud...
• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.
• Tellstudentstoputtheirhandontheirthroattomakesurethereisnovibrationwhenpronouncingthecinthewords.
• Walkaroundandprovidehelpasneeded.
Show what you know!Review
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Show what you know!Review
3 SPEAKING
Yourclassmateasks...
• Havestudentsreadthesituationandanswerchoicesintheirbooks.
• Say:Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritethecorrectansweron
theboard.
CD-ROM Practice
Go to the CD-ROM for more practice.
Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit5,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.
T-93 UNIT 5
2 VOCABULARY
Teaching Tip
Toreviewthewordsforcoins,putseveralcoinsofeachdenominationintoacontainer.Walkaroundtheclassandaskforvolunteerstotakeoutacoinandsaytheamount.
a PAIRS.Pointtoacoin...
• ShowTransparency5.1orholdupyourbook.Pointtothefirstcoin.
• Ask:How much (money) is this coin?WritethecorrectansweronTransparency5.1orontheboard.
• Formcross-abilitypairs.StudentApointstoacoinandStudentBsaystheamount.Thenstudentsswitchroles.
Teaching Tip
Toreviewthewordsforbills,putseveralbillsofeachdenominationintoacontainer.Walkaroundtheclassandaskforvolunteerstotakeoutabillandsaytheamount.
B PAIRS.Pointtoabill...
• ShowTransparency5.3orholdupyourbook.Pointtothefirstbill.
• Ask:How much (money) is this bill? WritethecorrectansweronTransparency5.3ortheboard.
• Formcross-abilitypairs.StudentApointstoabillandStudentBsaystheamount.Thenstudentsswitchroles.
Pages 50–51 Page 61
Extra Practice
Interactive Practice
Future Intro TE_unit05_080–095.i218 218 1/23/09 3:33:39 PM
1 ASK WhERE ThINGS ARE IN A STORE
Show what you know!expand
UNIT5 T-94
Teaching Tip
Reviewdrugstoreitemsandaislesonpages84and85,orshowTransparencies5.5and5.6.
a Listen. A customer is...
• Setthecontext.Say:A customer is shopping. She is asking where things are in the store.
• PlayCD3,Track24.Havestudentslisten.
B PAIRS. Ask where the item is...
• Holdupyourbook.Pointtoeachitemandhavetheclasssaythewords.
• Studentstaketurnsaskingandanswering:Where is the ?
• Walkaroundtheroomandprovidehelpasneeded.
2 ASK FOR AND GIVE ChANGE
Teaching Tip
Ifnecessary,reviewthecoinsandbillsonpage93.
a Listen. Someone is asking...
• Setthecontext.Say:A person is asking for change.• PlayCD3,Track25.Havestudentslisten.• Ask:How much change did the person want?
B ROLE PLAY. PAIRS.
• Modeltheroleplayswithanabove-levelstudent.Askthestudentforchangeforaquarter.Thestudentcandrawthecoinsforchangeontheboardandsay:Yes, I have .
• Walkaroundandhelpasnecessary.Tellstudentstheycanfirstdrawthecoinsandbillstheyneedtomakechange,andthenspeak.
• Askvariouspairstoperformoneoftheirconversationsfortheclass.
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Show what you know!expand
T-95 UNIT5
3 READ A RECEIPT, WRITE A ChECK 4 WRITE ABOUT YOURSELF
Write about yourself...
• Reviewvocabularyneededforthisactivitywiththeclass.Ask:What is your name? Where do you shop? What do you buy? How do you pay?
• Writeamodelontheboard.Useyourinformation.Encouragestudentstolookatthemodelontheboardastheywrite.
• Walkaroundtheroomandhelpasneeded.• Formcross-abilitypairs.Say: Read your classmate’s
sentences. Are they complete?
5 CONNECT
For your Team Project...
• GotopageT-xiforthegeneralteachingnotesfortheprojects.
Teaching Tip
Copythereceiptandthecheckontotheboardsothatyoucanpointtothemasyoureview.
a Read the receipt...
• Ask:How much is the total? Studentswritetheanswer.
• Thenreviewtheotheritemsonthereceipt.Ask:How many items are on the receipt? How much is the tax? How did the customer pay? Did the customer get change? How much is the total?
B Write a check...
• ShowTransparency5.8orholdupyourbook.Pointtothevariouspartsofthecheck.Saytheinformationthatisnecessaryforeachpart.Youcanaskquestions,forexample, What is the date? Who is the check for? How much is the check? Who is writing the check?
• Toreviewtheactivity,drawablankcheckontheboard.Askastudenttofillitin.Makeanynecessarycorrections.
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