second edition reference guide · 2006-04-19 · 2 overall teaching strategies there are many...

SECOND EDITION

REFERENCE GUIDE

Steven J. MolinskyBill Bliss

LEVEL1

Side by Side TV, 2nd editionReference Guide Level 1

Copyright © 2001 by Prentice Hall RegentsAddison Wesley Longman, Inc.A Pearson Education Company.All rights reserved.No part of this publication may be reproduced,stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Vice president, director of publishing: Allen AscherEditorial manager: Pam FishmanVice president, director of design and production: Rhea BankerAssociate director of electronic production: Aliza GreenblattProduction manager: Ray KeatingDirector of manufacturing: Patrice FraccioDigital layout specialist: Wendy WolfCover and Interior design: Wendy Wolf

The authors gratefully acknowledge the contribution of Tina Carver in the development of the original Side by Side program.

1 2–5 Personal InformationTo Be: Introduction

2 8–11 Rooms in the HomeTo Be: Subject Pronouns

3 12–13 Places Around TownTo Be: Subject Pronouns

4 16–21 Daily ActivitiesPresent Continuous Tense

5 24–29 Daily ActivitiesTo Be: Short AnswersPossessive Adjectives

6 32–35 Describing People, Places, and Things

AdjectivesYes/No QuestionsShort Answers

7 36–39 WeatherYes/No QuestionsShort Answers

8 42–47 Family MembersPrepositions of LocationPresent Continuous

Tense Review

9 50–52 Describing LocationPlaces Around TownPrepositions of LocationThere Is/There Are

10 53–59 Looking for an ApartmentThere Is/There AreSingular/Plural

11 62–66 ClothingColorsSingular/Plural

12 67–69 ClothingThis/That/These/Those

13 72–77 Daily ActivitiesLanguages and NationalitiesSimple Present Tense

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CONTENTS: Part A

14 80–82 Simple Present Tense:Yes/No QuestionsNegativesShort Answers

15 87 Favorite Types ofEntertainment

Simple Present Tense

16 90–91 Daily ActivitiesObject PronounsAdverbs of FrequencySimple Present Tense

17 92–95 Describing PeopleHave/Has

18 98–99 Feelings and EmotionsSimple Present vs. Present

ContinuousAdjectives

19 100–103 Describing ActivitiesSimple Present vs. Present

Continuous

20 106–109 Expressing AbilityOccupationsCan

21 110–113 InvitationsHave toCan

22 116–120 Plans and IntentionsFuture: Going to

23 121–125 Weather ForecastsTelling TimeFuture: Going toWant to

24 128–133 “Aches and Pains”Past Tense: Regular

and Irregular Verbs

25 136–145 Past ActivitiesPast Tense: Questions,

Short Answers,More Irregular Verbs

26 146–149 Past ActivitiesTo Be: Past Tense

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CONTENTS: Part B

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Education through Entertainment!Side by Side TV is a fictional worldwide televisionchannel that offers a variety of programs designed toprovide language instruction and entertaining viewing tolearners of English. Side by Side TV features anexciting, dynamic, and diverse ensemble cast withimpressive stage, screen, and television credits.

Side by Side TV Level One provides a sequencedprogression of grammatical structures and vocabularythat correspond to Book One of the Side by Side ESLseries. Side by Side TV may be used in conjunctionwith the student textbook or may be usedindependently as a stand-alone video for beginning-level learners.

Side by Side TV presents the language in short, clearlyfocused segments consisting of model conversationsfrom the Side by Side student text, short scenes andsketches, on-location interviews, rap numbers, andmusic videos. Grammatical structures frequentlyappear on the screen to highlight for viewers thegrammatical focus of a lesson.

Grammatical structures and vocabulary are firstintroduced in the model conversations, and are thenreinforced and expanded in follow-up scenes thatinclude comedy sketches, light drama sketches, newsbroadcasts, game shows, commercials, talk shows,and cooking shows. On-location interviews capturetypical people’s thoughts and opinions on a wide rangeof subjects, from favorite books and movies tochildhood memories, plans for the weekend, andopinions about fictitious political candidates. Rapnumbers focusing on English rhythm, stress, andintonation are performed by the GrammarRappers, whomagically appear from time to time throughout theprogram. Side by Side TV also features several spiritedmusic videos produced especially for the series.

USING SIDE BY SIDE TV

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Overall Teaching StrategiesThere are many options for incorporating Side by SideTV into your classroom. Depending upon yourresources, logistics, and time available, you may wish touse the video segments on a regular basis—either dailyor every other day—as a way of introducing orreinforcing each textbook lesson as you cover it. Or, youmay wish to show it periodically (weekly, or perhapsbiweekly) as a supplement—to preview upcominglessons, reinforce current lessons, and review previouslessons.

While watching television is often seen as a passiveviewing experience, our goal is to engage students invery active viewing when they watch Side by Side TV.Every scene is designed to serve as a catalyst forstudent involvement—a springboard for studentinteraction. The listings in this Reference Guide givespecific suggestions for using particular scenes, but weencourage you to try some or all of the following generalteaching strategies whenever you’re using videomaterials with your students.

PredictingWith picture and audio on:• Use the pause control to

stop a scene and havestudents predict what willhappen next.

• Use the pause control tostop after a particular line ofdialog and have studentspredict the next line.

With audio off:• Have students predict the

situation andcharacterizations based onviewing an entire scenewithout the sound.

• Have students predict linesof dialog after viewing anentire scene without thesound.

• Have students predictindividual lines of dialog byusing the pause button tostop the scene.

With picture off:• Have students predict the

situation andcharacterizations bylistening to the soundtrackwithout watching thepicture.

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Viewing ComprehensionYou can check students’understanding of the situationand characters in the followingways:

Before watching:• Give students specific

things to look and listen forbefore they watch a scene.

While watching:• Freeze-frame the scene by

using the pause button andcheck students’understanding.

While watching or afterwatching:• Have students answer

comprehension questionsyou devise such as true-false, multiple choice,matching, fill-ins, scrambledorder of events, who saidwhat, and recall of specificvocabulary or functionalexpressions.

After watching:• Give students cloze scripts

and have them fill in missingwords in dialog lines.

Listening Practice• Have students focus on the

dialog contained in a sceneby listening for particularvocabulary words,structures, or functionalexpressions.

• TV DICTATION: Havestudents write dialog linesas they view them, usingthe pause control to stopthe scene after each line.

• CLOZE SCRIPTS: Asstudents view a scene, havethem fill in missing words ina cloze script you havecreated.

Speaking Practice• ROLE-PLAYS: Have

students role-play a scene,practicing the lines of dialogfor correct intonation andemphasis.

• ON-LOCATIONINTERVIEWS: Havestudents circulate aroundthe classroom and intervieweach other using questionscontained in the videosegment. Students canthen report to the classabout their interviews.

• INFORMATION GAP: Havehalf the class see asegment without audio andthe other half hear it withoutthe picture. Students fromeach half of the class thenpair up, talk about thesituation and characters,and act out the scene.

• STRIP DIALOG SCENES:Write dialog lines onseparate strips of paper,distribute them randomly,and have students recreatethe scene by putting thelines together.

Discussion• Have students discuss the

scene, plot, and characters’actions, thoughts, andfeelings.

• Have students think aboutwhat the characters in the

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scene are thinking but notsaying. Students cancreate these interiormonologs, present them tothe class, and discuss anyvarying opinions aboutcharacters’ inner thoughtsduring the scene.

• Have students tell whichcharacters they identify withand explain why.

Grammar• Have students focus on the

use of particulargrammatical structures.

• Have students write downgrammatical structures thatappear on the screen. Foreach structure, they canwrite down a line ofdialog—from the scene oran original line—thatcontains the grammar point.

Functions• Have students focus on

expressions used to conveyfunctional uses of language,such as apologizing, askingfor information, makinginvitations, or expressingregret.

• Have students write downexpressions that areexamples of a particularfunction of English.(Consider having studentskeep a logbook of functionalEnglish expressions,organized alphabetically byfunction, in which they canwrite down expressions asthey occur in the videos or

in other class materials anddiscussions.)

• Have students brainstormdifferent expressionscharacters could use toexpress the same thing.(A challenging activity is tohave students reenact thescene using expressionsthat are different from thosethat occur in the scene, butwhich mean the same.)

Vocabulary• Use the video to introduce

or review vocabulary words.• Ask students to recall

specific vocabulary used ina scene.

• Give students a list ofwords, some of whichappear in the scene andsome of which don’t, andask them to check thewords they hear.

• Give students a list of wordsthat are synonyms orantonyms of words thatoccur in the scene. Havestudents write the correctwords that occur in thescene next to thecorresponding synonyms orantonyms.

• Have students brainstormsynonyms for words used ina scene. Have themreenact the scene usingthese words asreplacements for the originalwords in the scene.

• Do vocabulary enrichmentactivities such as listing allfeatures of the scene’ssetting and all the props,

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and describing the actors’actions and emotions.

Pronunciation• Have students list all words

in a scene that containparticular sounds and thenpractice pronouncing them.

Cultural Apects• Have students discuss how

a scene depicts culturalissues, such as familyrelationships or attitudesand behavior at theworkplace.

• Have students discuss facialexpressions and other non-verbal behavior theyobserve in the characters’performances.

Cross-Cultural Insights• Have students compare

aspects of their culture andU.S. culture, such as howinteractions betweencharacters may occurdifferently.

Media Awareness• Have students discuss and

analyze the varioustelevision and commercialformats and techniquesused in Side by Side TV andtheir effects on viewers.

Writing/Composition• PARAGRAPH WRITING:

Have students write asummary of a scene.

• EXPOSITORY WRITING:Have students write aboutthe characters or an aspect

of the scene that intereststhem, or have them writeabout a subject that istriggered by something inthe scene.

• TV REVIEW: Have studentswrite a newspaper TVreview of a scene orsegment.

• LETTERS: Have studentswrite to the Side by Side TVNetwork or the cast. Theycan write letters to aperformer, comment on aparticular episode, or makesuggestions for an idea ona future show. All letters willreceive a reply. Studentsshould send their letters to:

Side by Side TVPearson Education ESL10 Bank Street, 9th FloorWhite Plains, NY 10606 USA

Script Writing andImprovisation• Have students write a new

TV script based on thescene, or loosely inspired byit, and perform it for theclass.

• Have students improvise asketch based on the sceneand perform it for the class.

TV Production• Using a portable video

camera, record students’new sketches and playthem back for the class, theschool, or anybody whowould enjoy watching!

• Have students use aportable video camera to

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interview other students andpeople in the school orcommunity.

Testing and EvaluationThe following may be used asways to measure students’comprehension of videosegments:• TV DICTATION: Have

students write dialog linesas they hear them. Use thepause control to stop thescene after each line.

• CLOZE SCRIPTS: Havestudents fill in missing

words in scripts as theyview a scene.

• DIALOGRECONSTRUCTION: Havestudents view an entirescene with the sound onand then write the dialoglines from memory afterviewing.

• DIALOG PREDICTION:Have students view anentire scene with the soundoff and then write dialoglines they think occur in thescene.

Using the GrammarRaps and Music VideosThe GrammarRaps and music videos offer studentshighly motivating entertainment that delivers thegrammatical structures and vocabulary through rhythmand music. When the structures and words arecombined with raps and songs, students’ abilities toremember the material and have active command of thelanguage dramatically increase.

Have students watchand listen to theGrammarRaps andmusic videos one ormore times. Thenhave them performthe numbers alongwith the video.Eventually, aftermore opportunitiesto practice, studentswill enjoy performingthem on their own.

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These raps and songs can also serve as motivatingmaterial for cloze exercises and other comprehensionactivities and for focusing on pronunciation, stress, andintonation.

Students may also enjoy writing additional verses forraps and songs and performing them for the class.

The mission of Side by Side TV is to provide students ofEnglish with an exciting, motivating, and enjoyablelanguage learning experience through television. Whileconveying to you the substance of the Side by Side TVseries, we hope that we have also conveyed the spirit:that learning English through video can be dynamic,interactive, . . . and fun!

Steven J. MolinskyBill Bliss

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SEGMENT 1 (Text pp. – )Personal InformationTo Be: Introduction

* WHAT’S YOUR NAME?—Model

A teacher asks Maria some questions on the first day ofEnglish class. (Have students practice asking each other thequestions the teacher asks Maria.)

* SBS-TV ON LOCATION—Interviews

People give their names, addresses, telephone numbers, andtell where they are from. (Have students answer the questionsposed by one of the interviewees.)

YOUR NAME, PLEASE?—Sketch

William Chen feels very sick, but his problems get worse whenhe goes to a hospital emergency room. (Have students writedown William Chen’s name, address, telephone number, andsocial security number. Also, students might have fun actingout this scene, using their own personal information.)

SEGMENT 2 (Text pp. – )Rooms in the Home

To Be: Subject Pronouns

WHERE ARE YOU?—Models

People look for others at home.

WHERE’S BOB?—Models

People look for other people and things at home.

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PROGRAM LISTING

PART A

* Black Boxes indicate video versions of lessons in the student text.White boxes indicate video material that expands upon the student text.

SBS-TV ON LOCATION—Interviews

People tell their favorite rooms at home. (Have studentscirculate around the classroom, interviewing each other abouttheir favorite rooms at home, and then report to the classabout the people they interviewed.)

IS EVERYTHING OKAY AT HOME?—Sketch

A mother calls from work to check on her young son, who isvery busy in the kitchen. (Check students’ memories! Canthey remember which family members are in which placesaround the house?)

SEGMENT 3 (Text pp. – )Places Around Town

To Be: Subject Pronouns

WHERE ARE THEY?—Exercises

People are in several places around town.

ALL THE STUDENTS IN MY ENGLISH CLASS ARE ABSENT TODAY—Sketch

Only one student is in English class today. (Have students talkabout their own English class: Which students are in classtoday? Which students are absent? Where are they?)

SEGMENT 4 (Text pp. – )Daily Activities

Present Continuous Tense

WHAT ARE YOU DOING?—Models

People tell what they’re doing.

WHERE’S CHARLIE?—GrammarRap

The GrammarRappers magically appear in Charlie’s kitchen. (Havestudents practice the ch sound in Charlie, kitchen, and lunch.)

WHAT’S EVERYBODY DOING?—Model/Exercises

People ask where others are.

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WHERE’S BETTY?—GrammarRap

The GrammarRappers magically appear in Betty’s bedroom.

SBS-TV NEWS—Afternoon Report

Gary Carter, reporting live from Central Park, interviews theJones family. It’s a beautiful day! (Have students work ingroups and role-play the scene.)

WHERE ARE MOM AND DAD?—GrammarRap

The GrammarRappers magically appear in Mom and Dad’sliving room.


To Be: Short AnswersPossessive Adjectives

I’M FIXING MY SINK—Models

Please call friends and family.

ARE YOU BUSY?—Model/Exercises

Lots of people are busy today.

I’LL CALL BACK—Sketch

A telemarketer calls several people, but they’re all busy. (Havestudents work in groups and create a similar scene, using theirown names and other activities.)

SEGMENT 6 (Text pp. – )Describing People, Places, and Things

AdjectivesYes/No Questions

Short Answers

TALL OR SHORT?—Model

Bob and Bill tell about each other.

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THE AUDITION—Sketch

An actor performs adjectives at an audition. (Viewingalternative: Have students listen without the picture, guessand act out the actions, and then compare their actions withthose performed in the scene.)

TELL ME ABOUT. . .—Models

These people have questions.

EVERYTHING’S FINE, MOM—Sketch

A mother calls her son, who just recently moved to a newtown. (Have students discuss the scene. Who’s calling?Why? What are they talking about?)

WHAT’S THAT WORD?—Game Show

Contestants try to guess opposite adjectives. Host: RichYoung. (Have students work in groups of three and eitherreenact this scene or play another round of What’s That Word?using different adjectives.)

SEGMENT 7 (Text pp. – )Weather

Yes/No QuestionsShort Answers

HOW’S THE WEATHER TODAY?—Sketch

Tim doesn’t know what to wear today. The weather keepschanging! (Play the scene again with the sound off. Havestudents give the weather to the character on the screen.)

A LONG DISTANCE TELEPHONE CALL—Model

Jim calls Jack from Miami. The weather is terrible there.(Have students work in pairs and imagine they are calling fromdifferent cities around the world and describing the weather.)

WORLD WEATHER UPDATE—Weather Report

Meteorologist Maria Hernandez reports weather conditionsaround the world. (Using a large world map displayed on thewall, have students take turns giving a TV weather report.)

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SEGMENT 8 (Text pp. – )Family Members

Prepositions of LocationPresent Continuous Tense Review

MY FAVORITE PHOTOGRAPHS—Model

One co-worker asks another about a photograph on his desk.

FAMILY PHOTOS—Sketch

Two friends look through a photo album of family pictures.(Have students bring in family photographs. Working in pairs,have students talk about the photographs, create a new scenesimilar to this one, and present it to the class.)

PICTURES ON THE WALL—Music Video

A singer sings to his family portraits, and the pictures singback!

SEGMENT 9 (Text pp. – )Describing LocationPlaces Around Town

Prepositions of LocationThere Is/There Are

WHERE’S THE RESTAURANT?—Models

People look for places around town.

IS THERE A LAUNDROMAT IN THISNEIGHBORHOOD?—Model

Someone is new in the neighborhood. (Have students askeach other about places in their neighborhoods.)

I’M NEW HERE—Sketch

A new neighbor asks about the neighborhood. (Have studentsdraw a map showing the locations of places mentioned in thescene. Also, have students work in pairs, imagining how theconversation continues and acting it out.)

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SEGMENT 10 (Text pp. – )Looking for an Apartment

There Is/There AreSingular/Plural

AN APARTMENT FOR RENT—Sketch

One friend tells another about an apartment for rent. (Havestudents work in pairs and improvise a follow-up scene, in whicha landlord shows Maria the apartment she’s interested in.)

IS THERE A STOVE IN THE KITCHEN?—Models

At rental offices, people are asking questions aboutapartments for rent.

HOW MANY BEDROOMS ARE THERE IN THE APARTMENT?—Model

Someone is at a rental office. (Have students ask and answerquestions about the rooms in their homes.)

TELL ME ABOUT THE APARTMENT—GrammarRap

The GrammarRappers magically appear at a rental office.(Have students improvise scenes in a realtor’s office, wherepeople inquire about renting the apartments described in theGrammarRap.)

SEGMENT 11 (Text pp. – )ClothingColors

Singular/Plural

SHIRTS ARE OVER THERE—Sketch

Customers look for clothing in a department store. (Havestudents write down the clothing words in two columns—singular and plural.)

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People tell their favorite colors. (Do a class survey: What aredifferent students’ favorite colors? What are the most popularcolors in the class?)

I’M LOOKING FOR A JACKET—Model

A salesperson helps a shopper who is looking for a jacket.

I’M LOOKING FOR A PAIR OF GLOVES—Model

A salesperson helps a shopper who is looking for gloves.

CLYDE’S CLOTHING—Commercial

Clyde displays clothing that he sells in his store. (Havestudents describe what they imagine Clyde’s Clothing store islike. Do students know of any local clothing store like Clyde’s?Have students discuss where they buy clothing. Students willalso have fun creating original commercials using otherclothing items.)

SEGMENT 12 (Text pp. – )Clothing

This/That/These/Those

EXCUSE ME. I THINK THAT’S MY JACKET—Models

People mistakenly take other people’s things.

LOST AND FOUND—Models

People don’t find their things at this Lost and Found counter.(Have students bring in items to create a class “Lost andFound” collection. Have students work in pairs and role-playconversations based on these scenes.)

I’M TERRIBLY SORRY!—Sketch

Two people bump into each other on the sidewalk and thingsspill everywhere! (Have students make a list of the items thatbelong to each person in the scene. For fun, have studentsimprovise a similar scene: Have them bring in a bag,briefcase, backpack, or other container filled with variousitems, and working in pairs, have them bump into each other,spilling all their items and getting them mixed up on the floor.)

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AT THE LAUNDROMAT—Music Video

People argue about this, that, these, and those clothes mixedup in different laundry baskets.


Languages and NationalitiesSimple Present Tense

PEOPLE AROUND THE WORLD—Model/Profiles

Host Robert Lynch reports about people and their lives indifferent parts of the world. In this segment: Antonio fromRome, and Boris and Natasha from Moscow. (Have the classcontinue the show, as one student plays the host andinterviews other people around the world.)

COME TO MEXICO!—Model/Commercial

Miguel invites viewers to visit Mexico. (Have students create acommercial for their country and present it to the class.)

PEOPLE AROUND THE WORLD—Continued

Robert Lynch interviews Anna from Athens.

SEGMENT 14 (Text pp. – )Simple Present Tense:

Yes/No QuestionsNegatives

Short Answers

STANLEY’S INTERNATIONAL RESTAURANT—Models

Stanley’s Restaurant is a very special place. Every dayStanley cooks a different kind of food.

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PART B

WE’RE FILMING A COMMERCIAL—Models/Sketch

An interviewer talks to passersby about Stanley’s InternationalRestaurant. (Have students interview each other, asking: Whatkind of food do you like? Which restaurants do you go to?Have students report to the class about their interviews.)

A VERY SPECIAL PLACE—Model/Commercial

An interview with Stanley the chef. (Have students talk aboutTV commercials they’re familiar with: What products andplaces are advertised? In their opinion, what are the best andworst commercials on TV these days? What are commercialslike in their country?)

SEGMENT 15 (Text p. )Favorite Types of Entertainment

Simple Present Tense


People tell their favorite movies, books, music, and sports.(Have students interview each other, asking about favoritemovies, books, music, and sports. Have students report to theclass about their interviews.)

FAMILY FAVORITES—Game Show

A husband and wife try to guess each other’s favorite kinds ofmovies, books, music, sports, and TV programs. Host: RichYoung. (Create a new game show called Classroom Favorites.One student is the host, who poses questions to different pairsof students about their favorite movies, books, etc. Studentswrite down their answers, then compare them, and find outhow much they really know about each other.)

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Object PronounsAdverbs of FrequencySimple Present Tense

THERE’S THE PHONE!—Model/Commercial

Two friends tell about how often they talk to their friends andfamily. (Have students discuss who they talk to on thetelephone, and how often they talk to their friends and family.Also, have students discuss why the people in this commercialhave to use the telephone to talk with members of theirfamilies. Are these families different in any way from yourstudents’ families?)


People tell about when they watch TV. (Do a class survey:When do students watch TV? Also discuss: Do people watchTV too often? Do children watch TV too often?)

SHE USUALLY STUDIES IN THE LIBRARY—Model

Two college friends ask about another.


People tell about things they always, usually, sometimes,rarely, and never do. (Have students make up originalquestions like the ones in these interviews. Have studentsinterview each other and report to the class.)

I ALWAYS GET TO WORK ON TIME—GrammarRap

The GrammarRappers magically appear in an office and rapabout punctuality.

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SEGMENT 17 (Text pp. – )Describing People

Have/Has

DID YOU HEAR THAT?—Model/Sketches

Sound effects give clues about things people have. (Viewingalternative: Pause the tape right after each sound effect andhave students predict the next line of dialog.)

MY SISTER AND I—Reader’s Theater

Two sisters tell how they are different. (Have students workingin pairs create a similar scene called My Friend and I, in whichthey describe how they are similar and different.)

SEGMENT 18 (Text pp. – )Feelings and Emotions

Simple Present vs. Present ContinuousAdjectives

I ALWAYS CRY WHEN I’M SAD—Model

A man cries as he watches a very sad television program.

WE ALWAYS SHIVER WHEN WE’RE COLD—Exercise/Sketch

The heat isn’t working in this apartment.

WHO’S THERE?—Sketch

An unexpected visitor asks a lot of questions.

THE AUDITION—Sketch

An actor acts out feelings and emotions at an audition.(Viewing alternative: Have students listen without the picture,guess and act out the actions, and then compare their actionswith those in the scene.)


People tell what they do when they’re nervous, angry, andhappy. (Have students interview each other about what theydo when they’re sad, tired, and embarrassed.)

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I SMILE WHEN I’M HAPPY—GrammarRap

The GrammarRappers rap about feelings.

SEGMENT 19 (Text pp. – )Describing Activities

Simple Present vs. Present Continuous

I’M WASHING THE DISHES IN THE BATHTUB—Model

Someone is very surprised when she sees what her friend isdoing. (Have pairs of students create similar scenes in whichpeople are doing something very unusual and have thempresent their scenes to the class.)

SPARKLE FLOOR CLEANER—Commercial

One friend convinces another to switch from Ordinary Soap toSparkle. (Have pairs of students create similar commercials forother household products, such as a laundry detergent,furniture polish, or window cleaner. One student is using anordinary brand; the other student recommends somethingbetter. Have students present their commercials to the class.)

WHAT ARE THEY DOING?—GrammarRap

The GrammarRappers magically appear in an office, a kitchen,and a backyard.

SEGMENT 20 (Text pp. – )Expressing Ability

OccupationsCan


People tell about things they can and can’t do. (Have studentsinterview each other about things they can do and report tothe class.)

CAN YOU?—Model

Two diplomats meet in front of the United Nations and discusslanguages.

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People tell about languages they can speak. (Have studentstell what languages they can speak.)

OF COURSE THEY CAN—Model

A customer is concerned about a mechanic’s ability to fix his car.

SO YOU’RE LOOKING FOR A JOB—Sketch

A job seeker goes to the Ace Employment Service. (Checkstudents’ memories! Can they remember all the things the jobapplicant can do and can’t do? Divide the class into two ormore teams and see which team remembers more information.Also, have pairs of students improvise a new scene based onthis one, using different occupations and skills. Have pairspresent their scenes to the class.)

SEGMENT 21 (Text pp. – )Invitations

Have toCan

THEY CAN’T GO TO HERBERT’S PARTY—Model/Sketch

Nobody can go to Herbert’s party. (Have students discuss theexcuses that people give for not going to Herbert’s party.Which are good excuses, and which aren’t? Have studentsdiscuss the excuses people generally give for not doing thingsand decide which excuses are good and which aren’t.)

I’M SORRY. I CAN’T—Sketch

Steve, an office worker, refuses several invitations. (Play thescene an additional time and have students create lines forJulie, Fred, and Mom and Dad as they talk with Steve on thetelephone. Pause the tape to give students some time to thinkof their lines. Also, have students discuss: What is Steve’sco-worker thinking as he hears Steve’s telephoneconversations with other people?)

WE CAN’T TALK NOW!—GrammarRap

The GrammarRappers meet on a busy city sidewalk, butthey’re in a rush and don’t have time to stop and talk. (Havestudents practice the different vowel sounds in can’t, talk,have to, catch, call, train, and plane.)

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SEGMENT 22 (Text pp. – )Plans and Intentions

Future: Going to

SBS-TV ON LOCATION—Model/Interviews

Two couples tell what they’re going to do tomorrow.

PLANS FOR THE DAY—Sketch

A college student tells where he’s going today. (Have pairs ofstudents create similar scenes: One person is at home early inthe morning, when a voice suddenly asks about the person’splans for the day. Have pairs present their scenes to the class.)

THEY’RE GOING TO THE BEACH—Model/Sketch

Mr. and Mrs. Brown are getting ready to go to the beach.(Have students tell or write about the Browns’ plans fortomorrow.)

WHEN ARE YOU GOING TO WASH YOURCLOTHES?—Model/Sketch

One roommate is upset because the other doesn’t wash hisclothes. (Have students describe the situation, the characters,and how they think the characters feel about each other. Also,have students discuss which person they are similar to, theneat one or the sloppy one.)

WHEN ARE YOU GOING TO CALL THE PLUMBER?—Model/Sketch

The sink is broken and it’s time to call the plumber.

I’M GONNA BE VERY BUSY!—Sketch

A “fast talker” tells his plans for next week. (Divide the classinto teams. Play the scene a few times and have the teamscompete to see which team remembers the most about eachday’s activities.)

HAPPY NEW YEAR!—Sketch

Two people meet at a New Year’s party and discover they havevery similar plans for the coming year. (Interior monologs:Have students discuss what each person is thinking as thescene progresses. Also, have pairs of students talk about theirplans for next year.)

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SEGMENT 23 (Text pp. – )Weather Forecasts

Telling TimeFuture: Going to

Want to

WORLD WEATHER FORECAST—Weather Report

Meteorologist Maria Hernandez gives the weather forecast forplaces around the world. (Using a large world map, havestudents take turns giving a TV weather forecast.)

WHAT’S THE FORECAST?—Model

Two college students talk after class.


People tell the time.

WHAT TIME IS IT?—Model

A wife is upset that she and her husband are going to be latefor a movie.


People give information about schedules. (Have pairs ofstudents think of additional locations around town and createsimilar conversations about schedules and times. Have pairspresent their scenes to the class.)

IT’S TIME FOR BED—Sketch

An elderly man falls asleep in front of the TV.

TO BE WITH YOU—Music Video

A singer promises to be faithful through all the seasons,months of the year, and other time expressions.

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SEGMENT 24 (Text pp. – )“Aches and Pains”

Past Tense: Regular and Irregular Verbs

HOW DO YOU FEEL TODAY?—Sketch

Bob, an office worker, feels worse and worse as he eatsthroughout the workday. (Play the scene an additional timewith the sound off and have students provide the characters’lines.)

SBS-TV ON LOCATION—Model/Interviews

People tell about their ailments.


People tell what they did yesterday.

WHAT’S THE MATTER?—Model

A mother is concerned about her daughter’s husband.


People tell why they aren’t feeling well. (Have studentsimagine they don’t feel well and interview each other abouttheir ailments and the reasons they feel that way.)

WE WORKED AT HOME ALL DAY—GrammarRap

The GrammarRappers were very busy today.

SEGMENT 25 (Text pp. – )Past Activities

Past Tense:Questions

Short AnswersMore Irregular Verbs

I BRUSHED MY TEETH—Model/Sketch

A mother greets her two children at the breakfast table beforeschool. (Have students discuss the situation, the characters,and their opinions about this family.)

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People tell what they did over the weekend. (Have studentsinterview each other about what they did last weekend andreport to the class.)

ON THE GO!—Model/Sketch

A busy family talks about their busy day. (Ask students whatthey think about this family’s lifestyle.)


People tell what they did yesterday. (Students might enjoywriting their own poems about their busy day and sharingthem with the class.)

PRESTO VITAMINS—Model/Commercial

Presto Vitamins changed the lives of everybody in this family.

PRESTO PET FOOD—Commercial

A Presto Pet Food user tells why her pets are happy now.(Have students discuss whether pets are common in theircountry. Which pets? What are some common names givento different kinds of pets?)

PRESTO PRODUCTS—Model/Commercial

People tell why they like Presto Products. (Explain to studentsthat the commercials for Presto Products are testimonials:people who have used the product tell why they like it.Discuss why such commercials are effective. Ask students ifthey know of similar testimonial commercials for real products.For fun, have students create their own testimonialcommercials for real or fictitious products.)

SEGMENT 26 (Text pp. – )Past Activities

To Be: Past Tense

WERE YOU AT THE BALLGAME LAST NIGHT?—Model/Sketch

A young boy is upset because he thinks nobody in his familysaw him play in a baseball game. (Have students discuss: Whywas Tommy sad? What do you think about Tommy’s family?)

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Side by Side, Book One Side by Side TV, Level OneChapter Segment

1 12 2, 33 44 55 6, 76 87 9, 108 11, 129 13

10 14, 1511 16, 1712 18, 1913 20, 2114 22, 2315 2416 2517 25, 26

Textbook-Video Correlation Key

DID YOU. . .?—Models/Exercises

Some people did. Some people didn’t.

I REMEMBER—Sketch

An elderly couple reminisces about the time they were young.(Have students summarize what they actually know about theday Gertrude and Harold met.)

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second edition reference guide · 2006-04-19 · 2 overall teaching strategies there are many...

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