12 The World of Work

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-225 UNIT 12

Preview• Setthecontextoftheunitbyaskingquestions

aboutwork(forexample,Do you work? Where do you work? What are your job duties? What are your hours?).

• Holduppage225orshowTransparency12.1.Readtheunittitleandasktheclasstorepeat.

• Asneeded,explain:Theworldofworkmeans all about work.

• Say:Look at the picture.AskthePreviewquestions:Where is the woman?(atwork)What is she doing?(clockingin/out)Asneeded,explain:When you clock in, you record the time you arrived at work. When you clock out, you record the time you left work.

Goals• PointtotheUnitGoals.Explainthatthislistshows

whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandasktheclasstorepeat.Explain

unfamiliarvocabularyasneeded:Policies:similartoproceduresorrules;thewaythingsaredoneataparticularplacePay stub:apieceofpaperthat’sattachedtoyourpaycheck;itshowshowmuchmoneyyouearnedandhowmuchmoneywastakenoutfortaxes,insurance,etc.(Showtheartonpage232.)Cover your hours:toworkforyouwhenyoucan’tcometowork

• Tellstudentstocircleonegoalthatisveryimportanttothem.Callonseveralstudentstosaythegoaltheycircled.

The World of Work

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Expressionsofnecessity:must / have to• Expressionsofprohibition:must not / can’t• InformationquestionswithWho• InformationquestionswithWhat / Which /

When / Where• Can / Couldtoaskpermission

Pronunciation• RisingintonationinYes / Noquestions• FallingintonationinstatementsandWh-

questions

Reading• ReadaFAQabouttheSocialSecurity

program• Reading Skill:Thinkaboutwhatyouknow

Writing• Writeaboutyourresponsibilities• Writeaboutyourlifeafteryouretire

Life Skills Writing• Completeavacationrequestform

12 Classroom Materials/Extra Practice

CD 3Tracks 49–60

Transparencies 12.1–12.6Vocabulary Cards Unit 12

T

MCAUnit 12

WorkbookUnit 12

Interactive PracticeUnit 12

UNIT 12 T-226

Lesson 1 Vocabulary

• Ask:Do you remember these jobs from Unit 8?Ask:Who receives shipments and unloads materials?(awarehouseworker)Who installs computer hardware and helps with computer problems?(acomputersystemadministrator)Who takes care of patients and records patient information?(anurseassistant)Who assists customers and sometimes stocks shelves?(asalesassistant)Pointoutthatsales assistantisthesameassales associate.

• Ask:What are other responsibilities of these jobs?Asktwostudentstoreadtheexample.

• Pairstudents.Ontheboard,write:What are the responsibilities of a ?Say:Student A, ask about the responsibilities of a job from the box. Student B, say at least two job responsibilities from the list on page 227. Then switch roles.

• Walkaroundandhelpasneeded.Tellstudentsthatthereismorethanonecorrectanswer.Encouragestudentstoguessifthey’renotsureabouttheresponsibilitiesofajob.Remindstudentstoswitchroles.

• Writeeachjobfromtheboxasaheadingontheboard.Asktheclass:What are the responsibilities of a computer system administrator?Liststudents’ideasontheboard(forexample:maintain the equipment,ask questions,work as a team).Repeatwiththeotherjobsfromthebox.

B WORDPLAY.GROUPSOF3.Lookat...

• Readthedirections.• Say:Look at the example.Wearauniformis a

job responsibility in the category Weartherightclothing. What’s another job responsibility in this category?(wearlatexgloves/wearsafetygear)

• Formgroupsof3.Ask:What’s a job responsibility in the category Followhealthandsafetyrules?Tellgroupstotalkaboutjobresponsibilitiesforeachcategoryandtochooseonetowriteinthechart.

• Listthecategoriesontheboard.Askonestudentfromeachgrouptowritethegroup’sanswerstotherightofeachcategoryontheboard.Tellthestudentstowriteonlyanswersthatarenotalreadyontheboard.

• Readthecategoriesandjobresponsibilitiesontheboard.Talkabouthowthejobresponsibilitiesfitintothecategories(forexample,say:A uniform is clothing, so wearauniform can go in the Weartherightclothingcategory.).

Getting Started 10 minutes

1 What DO YOU KnOW?

a CLASS.Lookatthepictures.Whatarethepeople...

• ShowTransparency12.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage227.

• Say:Look at the pictures. What are the people doing? Which job responsibilities do you know?Elicitajobresponsibility(forexample,Number 7 is wash hands.).

• Studentscalloutanswers.Helpstudentspronouncejobresponsibilitiesiftheyhavedifficulty.

• Ifstudentscalloutanincorrectjobresponsibility,changethestudent’sanswerintoaquestionfortheclass(forexample,Number 9 is wear a uniform?).Ifnobodycanidentifythecorrectjobresponsibility,tellstudentstheywillnowlistentoaCDandpracticethejobresponsibilitiesvocabulary.

Presentation 5 minutes

B Lookatthepicturesandlisten.Listen...

• Readthedirections.PlayCD3,Track49.Pauseafternumber12(store the equipment).

• Tellstudentstolookatpicture5.Explain:Workasateammeans work together to do a job.

• Tellstudentstolookatpictures11and12.Explain:Maintaintheequipmentmeans take care of the equipment.Storetheequipmentmeans put the equipment away properly.

• Tocheckcomprehension,sayeachjobresponsibilityinrandomorderandaskstudentstopointtotheappropriatepicture.

• ResumeplayingTrack49.Studentslistenandrepeat.

Controlled Practice 20 minutes

2 PRaCtICE

a PAIRS.Whatarethejobresponsibilitiesfor...

• Readthedirections.• Saythejobsfromtheboxandasktheclassto

repeat.

T-227 UNIT 12

Lesson 1 Vocabulary

STEP2.PAIRS.Tellyourpartneraboutthejoband...

• Readthedirections.• Modeltheactivity.Telltheclassaboutyourjob.

Pointtothejobtitleandresponsibilitiesontheboard.Say:I am a teacher. Teachers have to follow directions, ask questions, and work as a team.

• Writeontheboard:I want to be a .Askanabove-levelstudenttotelltheclassaboutajobheorshewantsandtheresponsibilities.

• Pairstudents.Tellthemtotaketurnsdescribingtheirjob’sresponsibilities.

• Towrapup,askafewstudentstotelltheclassaboutthejobhisorherpartnerhasorwants.

Learning Strategy: Learnwordsthatgotogether• Provideeachstudentwithsixindexcardsortell

studentstocutupnotebookpaperintosixpieces.• Readthedirections.• Walkaroundasstudentswork.Ifmisspellings

occur,tellthemtocheckthelistonpage227.• Say:You can remember new vocabulary when you

write words that go together.Remindstudentstousethisstrategytorememberothernewvocabulary.

Communicative Practice 15 minutes

Show what you know!

STEP1.Lookatthelistofjobresponsibilities.Think...

• Readthedirections.• Modeltheactivity.Listtheresponsibilitiesfor

yourjobontheboard(forexample,Teacher: follow directions, ask questions, work as a team).

• Tellstudentstothinkaboutthejobtheyhavenoworajobtheywant.Tellthemtolookatthelistofjobresponsibilitiesandcircletheresponsibilitiesfortheirjob.

• Tellstudentstowritethejobtitleandlisttheresponsibilities.

Interactive Practice pages 134–135

Extra Practice

MULtILEvEL InStRUCtIOn for StEP 2

Cross-ability Thehigher-levelstudentdescribesthejobheorshewantsfirst.Then,asneeded,thehigher-levelstudentcanpromptthelower-levelstudentbyaskingquestions,forexample,Do cooks have to wear a uniform?


UNIT 12 T-228

Ask about policies at workLesson 2

a ListentotheMichelleRivera...

• Readthedirections.• Tellstudentstolookatthepictureandpointto

Michelle.Ask:Who is Michelle talking to?(newemployees)What kind of meeting is this?(anorientation)What is an orientation?(ameetingfornewemployees)Say:At an orientation, new employees learn about company policies, or what they are expected to do and what they are not allowed to do.

• Tellstudentstoreadthedirectionsandanswerchoicessilently.

• PlayCD3,Track50.Studentslistenandchecktheboxesoftopicstheyhear.

• Studentscompareanswerswithapartner.• Ask:What does Michelle talk about?Callon

studentstosaytheanswers.• Writedress codeontheboard.Ask:Which of the

four answers has the same meaning as dresscode?(wearingtherightclothing)Tellstudentstowritedress codenexttowearing the right clothing.

B Listenagain.Completethesentences....

• Readthedirections.• Tellstudentstoreadthesentencessilently.• PlayTrack50again.Studentslistenandwritethe

answers.• PlayTrack50againtoaidcomprehension.

Studentscompareanswerswithapartner.Tellthemtotaketurnsreadingthesentences.

• Callonstudentstoreadthesentences.Writetheanswersontheboard.Tellstudentstochecktheirspelling.

• Ask:What’s an ID badge?TellstudentstopointtoMichelleRivera’sIDbadgeinthepicture.TellstudentstolookatthepictureinBeforeYouListen.Ask:Is the employee wearing his ID badge?(No.)Do you wear an ID badge at your job?

• Optional:Say:Housekeeping and food service are two departments at the Greenville Hotel. What department does Michelle Rivera work in?PlaythebeginningofTrack50again.Tellstudentstolistenforherdepartment.Repeatthequestion.Elicitandwriteontheboard:human resources.Explain:Humanresourcesis the department in a company that deals with employing, training, and helping people. Most people call it H.R.

1 BEFORE YOU LIStEn

a CLASS.Lookatthepictureofacustomerand...

• Readthedirections.Say:Point to the customer. Point to the employee.Ask:Where are they?(attheGreenvilleHotel)

• Ask:What is the employee doing wrong?Elicitstudents’ideasandwritethemontheboard.(Possible answers:He’seating.He’sdrinking.He’stalkingonthephoneandnothelpingthecustomer.Heisn’twearingtherightclothing.Heisn’thelpingthecustomer.)

teaching tip

Ifyounoticethatstudentsarenotusingthepresentcontinuous,doamini-reviewbypromptingstudentstorephraseresponsesinthepresentcontinuous.Forexample,ifastudentsaysHe has food,writeHe’sontheboardandeliciteating.

B CLASS.Whatotherthingsareemployees...

• Say:Employees are usually not allowed to eat, drink, talk on the phone, wear shorts or wild clothing, or not pay attention to customers.

• Ask:What other things are employees usually not allowed to do at work?Elicitstudents’ideasandlistthemontheboard(forexample,chew gum,smoke,text,wear too much jewelry,arrive late,use alcohol or drugs).


2 LIStEn

teaching tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage307astheylistentotheconversations.

Ask about policies at workLesson 2

T-229 UNIT 12

• Copytheconversationontotheboardwithblanks.Readitandwhenyoucometoablank,fillinastudent’snameorinformationfromthesamerowintheboxes.Asyoufillineachblank,saythecoloroftheanswerspaceandpointtothesame-colorphraseyouchoosefromtheboxes.

• Askthestudentwhosenameyouusedandanotheron-levelstudenttopracticetheconversation.

• Tellpairstotaketurnsplayingeachroleandtouseinformationfromthesamerowintheboxestofillintheblanks.

• WalkaroundandcheckthatAusesrisingintonationintheYes / Noquestions.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstoperformfortheclass.


B ROLEPLAY.PAIRS.Makeyourown...

• Readthedirections.Write:Am I allowed to ?andNo, you aren’t. You have to .

asheadingsontheboard.Asaclass,brainstormpairsofphrasestocompletethesentencesandwritethemontheboard(forexample,wear shorts / wear pants,drink in the warehouse / drink in the break room,leave early / talk to a manager).

• PairstudentsandtellthemtopracticetheconversationinExercise4Awiththeinformationontheboardortheirowninformation.

• WalkaroundandcheckthatpairssubstituteinformationcorrectlyandthatAusesrisingintonationintheYes / Noquestions.


EXPanSIOn: Speaking Practice for 4B

• Pairstudents.• Say:What are you not allowed to do at your job?

Tell your partner. If you don’t work, talk about what a family member’s not allowed to do at work.

• Callonseveralstudentstosaysomethingtheirpartner(ortheirpartner’sfamilymember)isnotallowedtodoattheirjob.

Interactive Practice

Extra Practice

3 COnvERSatIOn

a Listentothequestions.Thenlisten...

• ReadthePronunciationWatchnoteandthedirections.

• Tellstudentstolookatthequestions.Ask(withrisingintonation):Are they all Yes/No questions?(Yes.)Say:Listen for the voice to go up at the end of each question. Then practice making your voice go up at the end of each question.

• PlayCD3,Track51.Studentslisten.• ResumeplayingTrack51.Studentslistenand

repeat.


B Monicaisanewemployeeat...

• Readthedirections.Ask:Who’s Monica?(anewemployeeattheGreenvilleHotel)

• TellstudentstoreadtheconversationsilentlyandunderlinetheYes / Noquestions.

• Ask:Which questions did you underline?WriteCan I ask you a question?andAm I allowed to wear sneakers?ontheboardandmarktheintonationwithanarrowasinExercise3A.Tellstudentstomarkthesentencesintheirbooks.Saythequestionsandasktheclasstorepeat.

• Optional:PointoutthatWhat do you want to know?isaninformationquestionandhasdifferentintonation/pronunciation.

• PlayCD3,Track52.Studentslistenandrepeat.• Ask:Are employees at the Greenville Hotel allowed

to wear sneakers?(No.)What do they have to wear?(blackshoes)Say:Look at the picture in Exercise 1A on page 228 again. Is the employee wearing black shoes?(No.)What is he wearing?(sneakers)

4 PRaCtICE

a PAIRS.Practicetheconversation.Thenmake...

• PairstudentsandtellthemtopracticetheconversationinExercise3B.Walkaroundandpayparticularattentiontostudents’intonationintheYes / Noquestions.

• Readthedirections.• Tellstudentstolookattheinformationinthe

boxes.Sayeachphraseandasktheclasstorepeat.

UNIT 12 T-230

Talk about responsibilitiesLesson 3

Expressionsofprohibition:must not / can’t

• CopythebottomgrammarchartontotheboardorshowTransparency12.3andcovertheexercise.

• Readthetwosentencesinthebottomchartandtelltheclasstorepeat.Say:These two sentences have the same meaning: Don’t wear sneakers.

• Ontheboard,write:mustnot/can’t+ base form of a verb.

• Ifyouareusingthetransparency,dotheexercisewiththeclass.


1 PRaCtICE

Completetheconversations.Usemust, must not...

• Readthedirectionsandtheexample.Ask:What is another possible answer?(must go)How do we know to use the verb go?UnderlineAre you goinginA’sline.

• Studentscompareanswerswithapartnerbyreadingtheconversations.Remindstudentsthatthereismorethanonecorrectanswer.

• Therearetwopossibleanswersforeachitem.Elicitbothanswersbycallingontwopairstoreadeachconversation.Foreachitem,writebothpossibleanswersontheboard.

• Optional:Callonpairstoperformthecompletedconversationsfortheclass.


• Say:We’regoingtostudymust,have to,must not,andcan’t.Intheconversationonpage229,Michelleusedthisgrammar.

• PlayCD3,Track52.Studentslisten.Writeontheboard:You have to wear black shoes.Underlinehave to wear.


Expressionsofnecessity:must / have to

• CopythetopgrammarchartontotheboardorshowTransparency12.3andcovertheexercise.

• Readthefirsttwosentencesinthetopchart.Ontheboard,write:have to wear = must wear.Say:These two sentences have the same meaning: Youneedtowearblackshoes.

• Readthefirstandthirdsentencesinthetopchart.Ontheboard,write:have/hasto+ base form of a verb.

• Readthesecondandfourthsentencesinthetopchart.Ontheboard,write:must+ base form of a verb.Explain:Mustdoes not change, and we don’t use to after must.

• Readallofthesentencesinthetopchartandtelltheclasstorepeat.

• ReadtheGrammarWatchnoteandasktheclasstoreadalongsilently.UnderlineHe has to wear black shoesinthetopchart.Asktheclasstomakeitintoaquestion.Elicitandwriteontheboard:Does he have to wear black shoes?

T-231 UNIT 12

Talk about responsibilitiesLesson 3

• Designateanareaoftheclassroomforemployees,students,andparentstomeet.Ifgroupsareverydisproportionate,switchstudentswhoaremembersofmorethanonegrouptothesmallergroups.

STEP2.SAMEGROUPS.Whatresponsibilities...

• Readthedirections.• Tellallstudentstotakeoutonesheetofpaper.

Providegroupswithtape.• Tellgroupstothinkofresponsibilitiesandform

sentenceswithhave toorcan’t.Say:Ask one group member to write each sentence in large print on their sheet of paper. Ask two other group members to check the sentence. Then tape the sheet of paper on the wall for the whole group to see.

• Remindgroupstowriteandpostatleastfivesentences.

STEP3.CLASS.Writethreelistsofresponsibilities...

• Ontheboard,writetheheadings:Your Duties as an Employee,Your Duties as a Student,andYour Duties as a Parent.

• Readthedirections.• Asktwostudentsfromeachgrouptocollectthe

sheetsofpaperandcopytheresponsibilitiesontotheboard.

• Callontwodifferentstudentsfromeachgrouptotaketurnsreadingtheirgroup’ssentences.

• Asktheclass:Which group has the most responsibilities: employees, students, or parents?Countthesentencesandcircletheanswer.

Progress Check

Canyou...talkaboutresponsibilities?Say:We have practiced talking about responsibilities. Now, look at the question at the bottom of the page. Can you talk about responsibilities?Tellstudentstowriteacheckmarkinthebox.

2 PRaCtICE

a READ.Readtheinformation.Answerthequestions.

• Askstudentstoreadtheinformationsilentlyandwriteanswerstothequestions.

• Readtheinformationoutloud.Asktheclassthequestionsandelicitanswers.

B CompletethestatementsaboutJack’s...

• Tellstudentstolookattheinformationagain.Say:Jack is an employee. What are his responsibilities?Readthedirections.

• Writetheexampleontheboard.Pointoutthathave tochangestohas tobecauseJackisthesubject.Ask:How do we know to use the verb be?TellstudentstocircleBeinthefirstreminderinthelistYour Duties as an Employee.Ask:What is another possible answer?(must be)

• RemindstudentstouseverbsfromYour Duties as an Employee.Say:There is more than one correct answer.

C PAIRS.Compareyouranswers.

• Pairstudents.Studentscompareanswersbytakingturnsreadingthesentences.

• Say:If you both have the same answer, talk about the other possible answer. Write the other possible answer to the right of each sentence.

• Callonstudentstoreadthesentences.Elicitbothpossibleanswersforeachitem.


Show what you know!

STEP1.NETWORK.Areyouanemployee...

• Readthedirections.• Askforashowofhandsasyouaskthequestions

fromthedirections:Are you an employee? A student? A parent?

pages 112–113 pages 136–137

Extra Practice


UNIT 12 T-232

Read a pay stubLesson 4


C LookatFrank’spaystubagain.Correct...

• TellstudentstolookatFrank’spaystubagain.Say:Point to the paydate.Asktheclass:What is the meaning of payperiod?(daysyouworkedforthispaycheck)What is the meaning of rateofpay?(amountofmoneyyougetperhour)

• Readthedirections.Writetheexampleontheboard.Ask:Why is the answer oneweek?(becausethepayperiodis10/17–10/23:sevendays)

• Studentscompareanswerswithapartner.• Callonstudentstoreadthecorrectedsentences.


• Ask:Do you work? When you get your paycheck, do you look at the pay stub?(Explainasneeded:Thepaystubis the piece of paper that’s attached to your paycheck.)What information is on your pay stub?(howmuchmoneyyouearnedandhowmuchmoneywastakenoutfortaxes,insurance,etc.)


1 REaD a PaY StUB

a PAIRS.LookatFrank’spaystub.Howmuch...

• Writedeductionsontheboard.Tellstudentstolookatthepaystubandfindthedefinitionfordeductions.Ask:What are deductions?(moneytakenout[ofyourpaycheck]topayfortaxesandinsurance)

• Readthedirections.• Pairstudents.Tellthemtoreadthepaystuband

circletheanswerstothetwoquestions.• Ask:How much money did Frank earn?($400)Say:

$400 is hisgrosspay, the amount of money he earns before deductions.

• Ask:How much money did Frank get?($296.80)Say:$296.80 is his netpay, the amount of money he gets after deductions.Netpayis also called take-homepay.

• Ask:How much money was taken out of Frank’s paycheck?($103.20)What did this money pay for?(federaltax,statetax,SocialSecurity,Medicare,andStateDisabilityInsurance)

B LookatFrank’spaystubagain.Match...

• Readthedirections.• Saythedeductionsandasktheclasstorepeat.Do

thesameforthedefinitions.Explainthatsomeonewhoisdisabledhasaphysicalormentalconditionthatcanmakeitdifficultforhimorhertowork.

• Studentscompareanswerswithapartner.• Saythedeductionsandcallonstudentstoreadthe

definitions.• Tellstudentstoclosetheirbooks.Saythe

definitionsinrandomorderandtellstudentstocalloutthedeductions.

teaching tip

EncouragestudentstokeepapersonaldictionarywithEnglishwordsanddefinitionsintheirnotebooks.Whendefinitionsareprovided(aspaystubtermsandkindsofdeductionsarehere),theycancopythewordsanddefinitionsintotheirnotebooks.

Culture Connection

• Ask:What is Social Security?(moneyforolderpeoplenotworkingnow)What is Medicare?(moneyforhealthcareforolderpeople)

• Say:Social Security and Medicare are employment taxes collected by the U.S. government.Ask:Are they state or federal programs?(federal)

• Explain:Social Security and Medicare are social insurance programs. Social Security provides money for retired people, disabled people, and the children of workers who die. Medicare provides health insurance coverage to people who are 65 years old and over.

• Ask:Do older people receive money and health care from the government in your home country? Is money deducted from people’s paychecks to pay for these programs?

Read a pay stubLesson 4

T-233 UNIT 12

2 PRaCtICE

a ReadAlex’spaystub.Answerthequestions.

• Readthedirectionsandnote.Ask:When do you get overtime pay?(whenyouworkmorethan40hoursaweek)Do you get paid more or less for overtime?(more)

• Readtheexample.TellstudentstohighlightorunderlinethepayperiodonAlex’spaystub.Ask:How many weeks of work is this?(twoweeks)

• TellstudentstoreferbacktotheexplanationsofFrank’spaystubonpage232asneeded.

B PAIRS.Checkyouranswers.

• Studentscompareanswerswithapartner.Tellthemtotaketurnsaskingandansweringthequestions.

• Readthequestionsandcallonstudentstosaytheanswers.

• Askadditionalquestions:How many deductions were taken out of Alex’s paycheck?(four)How much did Alex pay the U.S. government in taxes?($114)What are the other deductions on Alex’s pay stub?(statetax,SocialSecurity,andMedicare)

• Explain:Social Security and Medicare taxes are employment taxes collected by the U.S. government. FICA, or Federal Insurance Contributions Act, is the law that requires employees and employers to pay Social Security and Medicare taxes.


C PAIRS.LookatthepaystubinExerciseA.Look...

• Readthenoteaboutovertimepayagain.Ontheboard,write:overtime = 1.5 x regular rate of pay.

• TellstudentstolookbackatFrank’spaystubonpage232.AsktheclasstocalculateFrank’sovertimepayrate.Elicitandwriteontheboard:1.5 x $10.00 = $15.00.

• Readthedirections.• TellstudentstocircleAlex’sovertimeearnings

($180.00).Ask:How many overtime hours did Alex work?(10hours)

• PairstudentsandtellthemtocalculateAlex’sovertimepayrate.Tellthemtoshowtwodifferentwaystocalculateit.

• AsktwostudentstoshowhowtocalculateAlex’sovertimepayrateontheboard:$180/10 = $18.00 per hour; 1.5 x $12.00 = $18.00 per hour.

• Optional:Tellstudentstocalculatetheirownovertimerateofpay.

Progress Check

Canyou...readapaystub?Say:We have practiced reading pay stubs. Now, look at the question at the bottom of the page. Can you read pay stubs?Tellstudentstowriteacheckmarkinthebox.

pages 114–115 pages 138–139

Extra Practice


UNIT 12 T-234

Ask a co-worker to cover your hoursLesson 5


1 BEFORE YOU LIStEn

a READ.Lookatthepicture.Readtheinformation...

• Tellstudentstolookatthepicture.Ask:Where are the people?(atamusicstore)Say:Point to the employee. Point to the customers. How does the employee look?(stressed,tired,upset)How do the customers look?(angry,impatient,annoyed)

• Readthedirections.Tellstudentstoreadtheinformationsilently.

• Ask:Who is the employee in the picture?(Ron)What is his position?(manager)Who is Jim?(oneofRon’semployees)

• Tellstudentstoreadthequestionsandunderlinetheanswersintheparagraph.

• Askthequestionsandelicitanswers.

B GROUPSOF3.Whatshouldemployeesdoif...

• Asktheclass:When does Jim call to say he can’t work his shift?(anhourbeforehisshiftstarts)

• Readthedirections.Formgroupsof3.Tellgroupstoassignarecorder,listener,andreporter.

• Tellgroupstobrainstormandreporterstolisttheirgroup’sideas(forexample,call as soon as they know they will miss work,ask another employee to work their shift,trade shifts with another employee,find another solution for a personal situation to avoid missing work).

• Ask:What should employees do if they are going to miss work?Callonthereporterfromeachgrouptosayoneidea.Toavoidrepetition,tellthelistenerstolookatthegroup’slistandmakecheckmarksnexttoideasothergroupssay.


2 LIStEn

a CLASS.LuisandRachelareco-workers.Look...

• Readthedirections.Directstudentstolookatthepicture.Say:Point to Luis. Point to Rachel. Ask: Are they wearing uniforms?(Yes.)What do you think their job is?(nurseassistants)

• Ask:What are they talking about?• Elicitstudents’guessesandlistthemontheboard.• TellstudentstolookattheschedulebehindLuis

andRachel.Asktheclass:When is Luis working?(onMondayfrom9:30to2:00andonTuesdayfrom2:00to9:00)When is Rachel working?(onTuesdayfrom6:00to9:00)

B Listentotheconversation.Wasyour...

• Readthedirections.• PlayCD3,Track53.• Ask:What are they talking about?Readtheguesses

ontheboard.Elicitandcirclethebestanswer.(tradingshifts)

teaching tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage307astheylistentotheconversation.

C Listenagain.Answerthequestions.

• Readthedirections.• Tellstudentstoreadthequestionssilently.Ask:

What’s a favor?(somethingthatyoudoforsomeoneinordertohelpthem)

• PlayTrack53again.Studentslistenandanswerthequestions.

• Studentscompareanswerswithapartner.Tellthemtotaketurnsreadingthequestionsandanswers.

• Readthequestionsandcallonstudentstoanswer.• Say:Rachel will cover Luis’s hours on Monday.Tell

studentstowritethischangeonthescheduleinthepicture.

D Listentothewholeconversation....

• Readthedirections.Tellstudentstoreadthequestionandanswerchoicessilently.

• PlayCD3,Track54.Studentslistenandanswerthequestions.

• Readthequestionandanswerchoices.Askstudentstoraisetheirhandsfortheiranswer.

• Optional:Ask:Do you ever ask co-workers to cover your hours? Do you ever cover hours for your co-workers? Who do you like to work with?

Ask a co-worker to cover your hoursLesson 5

T-235 UNIT 12

• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.Writetheredquestionsontheboard.Ask:Rising or falling intonation?Markthefallingintonation.Saythequestionsandasktheclasstorepeat.

• Saythebluephrasesandasktheclasstorepeat.• Readthedirections.• Copytheconversationontotheboardwithblanks.

Readitandusethenameofanon-levelstudentinthefirstblank.Whenyoucometothesecondblank,askwhatcoloritis.Pointtotheboxthat’sthesamecolorandfillintheblankwiththefirstiteminthebox.

• Askthestudentwhosenameyouusedandanotheron-levelstudenttopracticetheconversationontheboardfortheclass.

• Erasethewordsintheblanksandasktwoabove-levelstudentstomakeupanewconversationinfrontoftheclass.

• TellpairstotaketurnsplayingAandB.Tellthemtousetheirnamesandtheinformationintheboxestofillintheblanks.

• Walkaroundandcheckstudents’intonation.• Tellstudentstostand,mingle,andpracticethe

conversationwithseveralnewpartners.• Callonpairstopracticefortheclass.



• Readthedirections.• Brainstormandwriteontheboarddifferentreasons

formissingwork.Begineachreasonwiththebaseformofaverb(forexample,go to my daughter’s parent-teacher conference,go to the doctor,study for a test,stay home and wait for the plumber).Ifpossible,drawablueboxaroundthelist.

• Pairstudentsandtellthemtopracticetheconversation,usinginformationontheboardortheirowninformation.

• Walkaroundandremindstudentstoswitchroles.Checkthatstudentsareusingcorrectintonation.



Extra Practice

3 COnvERSatIOn

a Listentothesentences.Thenlisten...

• ReadthePronunciationWatchnote.• Optional:Ask:What kind of intonation do Yes/No

questions have?(risingintonation)What kind of intonation do information questions and statements have?(fallingintonation)

• Tellstudentstolookatthesentences.Say:Point to the information questions. Point to the statements.

• Writethesentencesontheboardandmarktheintonation.Foreachsentence,ask:What’s the most important word in the sentence?(up,start,study,9:30)

• Readthedirections.Say:Listen for the voice to jump up on the most important word in each sentence and then go down at the end of each sentence.

• PlayCD3,Track55.Studentslisten.• ResumeplayingTrack55.Studentslistenandrepeat.


B Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage234.

• Tellstudentstoreadtheconversationsilently,findtheYes / Noquestions,andmarktherisingintonation.(Can I ask you a favor? Can you take my shift for me?)Tellthemtofindtheinformationquestionsandmarkthefallingintonation(What is

it? What’s up? What time do you start?)• Ontheboard,writethesestatements:I’m on the

schedule for Monday, but I can’t come in. I have to study for a test.Markthefallingintonationandasktheclasstorepeat.Tellstudentstomarktheintonationintheconversation.

• Readthedirections.PlayCD3,Track56.Asstudentsrepeat,listencarefullyforthecorrectintonation.

4 PRaCtICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3B.

UNIT 12 T-236

Ask about work schedulesLesson 6


• Say:We’re going to study information questions with Who. In the conversation you listened to in Exercise 2D on page 234, Rachel used this grammar.

• PlayCD3,Track54.Studentslisten.Writeontheboard:By the way, who’s working that day?Underlinewho’s working.


InformationquestionswithWho

• CopythegrammarchartsontotheboardorshowTransparency12.4andcovertheexercise.

• Tellstudentstolookattheanswersintherightcharts.Pointtoeachanswerandask:Who?Underline:Luis and I,Mary,your supervisor,andJeff.Pointtotheunderlinedpeopleinthefirsttwoanswersandsay:They are subjects.Pointtotheunderlinedpeopleinthelasttwoanswersandsay:They are objects.Labelsubjectsandobjectsontheboard.

• Tellstudentstolookatthequestions.Readthequestionsinthebottomleftchart.Say:When who is the object of the question, use normal question word order.Writeontheboard:Who+ does, do, ordid+ subject + base form of verb.

• Readthefirsttwoquestions.Say:Whenwhois the subject of the question, don’t use does, do, or did. Don’t change the verb, except to make third-person plural verbs singular.Writeontheboard:Who+ verb.Thenwrite:Luis works on Mondays. → Who works on Mondays? / Luis and I work on Mondays → Who works on Mondays.

• ReadthefirstitemintheGrammarWatchnote.Thenreadthequestionsandanswersinthetopgrammarchartsandasktheclasstorepeat.

• ReadtheseconditemintheGrammarWatchnote.Thenreadthequestionsandanswersinthebottomgrammarchartsandasktheclasstorepeat.



1 PRaCtICE

a Putthewordsinorder.Writequestions.Capitalize...

• Readthedirections.• TellstudentstoreadtheGrammarWatchnote

againandunderlineWho+ a verbandWho+ a helping verb + a subject + a verb.

• Writetheexampleontheboard.PointtoWhoandneedsintheanswerandsay:Who + a verb.

• TellstudentstofinditemsintheexercisethathavedoandtomarkthosesentencesObject.Tellthemtoreviewthegrammarchartsastheydotheexercise.

• Walkaroundandspot-checkforcapitalization.Remindstudentstousequestionsmarks.Ifstudentshavedifficulty,suggestthattheycrossoutthewordsastheyusethem.

• Studentscompareanswerswithapartner.Tellthemtotaketurnsreadingthequestions.

• Callonstudentstoreadthequestions.

EXPanSIOn: Grammar Practice for 1a

• TellpairstowriteanswerstothequestionsinExercise1A.Tellthemtouseclassmates’names(forexample,Sergio needs extra hours. Ask Minh about sick time.).

• Callonpairstoreadquestionsandanswers.

B WritequestionswithWhotoaskfor...

• Readthedirections.Writeitem1ontheboardandpointtotheanswer.Ask:Why is the answerWhoneedsafavor?(becauseBillisthesubject)Asktwostudentstoreadtheexample.

• Say:Before you write a question, look at the underlined information in B’s response. Decide if it’s the subject or the object.ReadtheGrammarWatchnoteagain.

• Studentscompareanswerswithapartnerbyreadingtheconversations.Walkaroundandspot-checkforcapitalizationandquestionmarks.

• Callonpairstoreadtheconversations.Writethequestionsontheboard.Discussanyerrors.

T-237 UNIT 12


Show what you know!

GROUPSOF3.Lookattheworkschedule.Student...

• Formgroupsof3.• Readthedirections.Ask:What does Student A do?

(choosesoneemployee)Does Student A tell the group which employee?(No.)What do Students B and C do?(guesstheemployee)How?(TheyaskquestionswithWhat,Which,andWhen.)

• Askagrouptoreadtheexample.Ask:Who can it be?(Ivan,Marco,orWill)

• Tellstudentstolookattheworkschedule.Brainstormotherquestionsstudentscanaskandwritethemontheboard(forexample,Which days does he have off? What time does he get breaks? What time does he finish work?).

• TellStudentsBandCtotaketurnsaskingStudentAquestions.

Ask about work schedulesLesson 6


InformationquestionswithWhat / Which / When / Where


• Readthequestionsandanswersinthechartsandasktheclasstorepeat.

• TellstudentstolookbackattheGrammarWatchnoteonpage236.Asktheclass:Which pattern do these questions follow?Ontheboard,write:question word + a helping verb + a subject + a verb.Ask:What are the helping verbs?Listdoes,do,anddidundera helping verb.Ask:What form of the verb do you use?Writebase formundera verb.

• Tellstudentstoclosetheirbooks.Ontheboard,write:Which days,Where,andWhat time.Say:at 3:00 p.m.,the break room,Thursday and Fridayandasktheclasstocalloutthequestionword(s).



2 PRaCtICE

Completetheconversations.Writeinformation...

• Readthedirections.Tellstudentstounderlinethequestionwordsinthedirections.

• Asktwostudentstoreadtheexample.Repeatthequestion.Pointtoquestion word + a helping verb + a subject + a verbontheboard.Asktheclass:What are the question words? What’s the helping verb? What’s the subject? What’s the verb?Asstudentsanswer,writeeachwordorphrasefromthequestionunderitscorrespondinglabel.

• Tellstudentstofirstlookattheresponsesanddecidewhat time,which,orwhere.

• Walkaroundandspot-checkforcapitalizationandquestionmarks.

• Studentscompareanswerswithapartnerbyreadingtheconversations.

• Callonpairstoreadtheconversationsfortheclass.Writethequestionsontheboard.Discussanyerrors.

pages 116–117 pages 140–141

Extra Practice


MULtILEvEL InStRUCtIOn

Pre-level DirectstudentstousethequestionsontheboardwhentheyplayBandC.Pointoutthatalltheemployeesaremen,sotheydon’tneedtomakeanychangestothequestions.above-level DirectstudentsnottolookatthequestionsontheboardwhentheyplayBorC.

EXPanSIOn: Speaking Practice

• Tellpairstochoosetwoemployeeswithdifferenthoursfromtheworkscheduleandtorole-playaskingtheirpartnertocovertheirhours.

Progress Check

Canyou...askaboutworkschedules?Say:We have practiced asking about work schedules. Now, look at the question at the bottom of the page. Can you ask about work schedules?Tellstudentstowriteacheckmarkinthebox.

UNIT 12 T-238

Read about the Social Security programLesson 7


1 BEFORE YOU REaD

a READ.PAIRS.Lookatthepictures.Readabout...

• Readthedirections.• PairstudentsandtellthemtoreadaboutFranand

Alsilently.Tellthemtounderlinethereasonswhytheystoppedworking.

• ReadthesentencesaboutFranandAl.Ask:How old is Fran?(70yearsold)Why did Fran stop working?(Sheretired.)What happened to Al?(Hewasinanaccident.)Why did he stop working?(Heisdisabled.)

• Say:When you stop working because of your age, you . . .Elicitretirefromtheclass.Say:Someone who can’t work because of an injury is . . .Elicitdisabledfromtheclass.Sayretiredanddisabledandasktheclasstorepeat.

B CLASS.SocialSecurityisagovernmentprogram...

• ReadtheReadingSkillnoteandthedirections.• TellstudentstolookbackatExercise1Bonpage

232.Ask:What is Social Security?(moneyforolderpeoplenotworkingnow)

• DrawaK-W-Lchart(athree-columnchartwiththeheadingsKnow,Want to know,andLearned).UnderKnow,list:government program and money for older people not working now.Ask:What else do you know about Social Security?Addstudents’ideastothelistunderKnow(forexample,a federal / U.S. government program,a deduction from your paycheck,for retired people).

• Pointtothesecondcolumninthechartandask:What do you want to know about Social Security?Elicitacoupleofquestionsandwritetheminthechart(forexample,How old do you have to be to get Social Security? Do you have to pay Social Security? Do you have to be a U.S. citizen to get Social Security?).


2 REaD

ReadandlistentotheFAQ...

• Telltheclasstolookatthereading.Ask:Where can you find this information?(online)What is the title? (SocialSecurityFAQ)

• Tellstudentstolookatthedirections.Ask:What is FAQ?(FrequentlyAskedQuestions)Explain:FrequentlyAskedQuestionsis a list of questions that many people ask about a particular topic and their answers.

• Tellstudentstolookatthereading.Ask:What are the Frequently Asked Questions about Social Security?(What is Social Security? How did Social Security start? How does Social Security work? How much do people pay?etc.)TellstudentstolookattheK-W-Lchartontheboard.Ask:Are any of these questions the same as the questions on our chart?

• PlayCD3,Track57.Studentslistenandreadalongsilently.

• Readyourclass’squestionsintheWant to knowcolumnofthechartontheboard.PlayTrack57again.PausetheCDaftereachquestionandanswerandaskifanyanswersweregiventothequestionsinthechart.WriteanswersunderLearnedonthechart.Ask:What else did you learn?Foreachquestionandanswerinthereading,writeonethingstudentslearnedonthechart.

• TellstudentstotaketurnsreadingtheinformationunderLearnedinthecharttoapartner.

Read about the Social Security programLesson 7

T-239 UNIT 12


Show what you know!


3 ChECK YOUR UnDERStanDInG

a ReadtheFAQagain.Readthestatements.Circle...

• Readthedirections.• Studentscompareanswerswithapartner.• Readthestatementsandcallonstudentstosay

theanswers.Forfalseitems,callonanotherstudenttoreadthequestionandanswerfromtheFAQthatgivesthecorrectinformation(2.EveryretiredpersonintheU.S.doesnotgetSocialSecuritybenefits.3.YouhavetoworkatotaloftenyearstogetSocialSecuritybenefits.4.U.S.citizensandnoncitizenscangetSocietySecuritybenefits.5.EveryonedoesnotgetthesameSocialSecuritypayment.)

B PAIRS.Lookattheboldfacedquestionsin...

• TellstudentstoreadtheSocialSecurityFAQagainsilently.

• Pairstudents.Readthedirections.Say:Student A, ask your partner the boldfaced questions from the Social Security FAQ. Student B, close your book and answer the questions in your own words. Look at the chart on the board if you need help.

• Modeltheactivity.Askahigher-levelstudent:What is Social Security?Ifthestudentgivesincorrectinformation,changethestudent’sanswerintoaquestion(forexample,Social Security is for people 65 and older?).

• Walkaroundandhelpasneeded.Continuetomodelhowtochangeincorrectinformationintoaquestion.

MULtILEvEL InStRUCtIOn FOR 3B

Cross-ability Directthelower-levelstudenttoaskthequestionsfirst.Whenit’sthelower-levelstudent’sturntoanswerthequestions,directthehigher-levelstudenttoaskmorespecificquestionsasneededtoprompthisorherpartner(forexample,Is it a U.S. government program or a state program? What age do you have to be?).

Culture Connection

• Ask:How old do you have to be to get Social Security?(62yearsold)Explain:You can get some Social Security benefits at 62, but to get full benefits you have to be 67.

• Ask:What is the retirement age in your home country? What age do you have to be to receive retirement benefits?

• Say:In the U.S., older people live on Social Security and also other money they have saved for retirement. There are many types of retirement plans. They allow workers to save money for retirement and pay less in taxes now. The two most popular types of retirement plans are 401Ks and IRAs. You contribute money to a 401K plan through your employer. IRA stands for IndividualRetirementAccount. You can go in to any bank to open an IRA.

• Ask:How do people save for retirement in your home country?

PRE-WRITING.PAIRS.Somedayyouwillretire...

• Readthedirections.Ask:What age do you want to retire at? What year will that be?

• Ask:Are you saving for your retirement? Do you have any retirement accounts? Are there any deductions from your paycheck for retirement? What money will you live on when you retire?

• Modeltheactivity.Say,forexample,I will retire in 2030. I have a 401K. When I’m 62, I’ll get Social Security.

• Pairstudents.Tellpartnerstoaskeachotherthequestions.

WRITE.Writeaboutyourlifewhenyouareretired....Turntopage273andaskstudentstocompletetheactivities.SeepageT-xiiforgeneralnotesaboutWritingactivities.

Interactive Practice pages 142–143

Extra Practice

UNIT 12 T-240

Request a schedule changeLesson 8


1 BEFORE YOU LIStEn

CLASS.Lookatsomereasonsthatpeoplechange...

• Say:Look at some reasons that people change their work schedules.Saythereasonsandasktheclasstorepeat.

• Ask:What are some other reasons that people change their work schedules?Writestudents’ideasontheboard(forexample,I want to work part-time / full-time. My child-care situation changed. I want to be home with my children after school. I need to get a ride with another employee.).

• Optional:Ask:Have you ever asked to change your work schedule? What was the reason?


2 LIStEn

a CLASS.LookatthepictureofLindaandRon....

• Readthedirections.Ask:What’s their relationship?• Writetheanswerchoicesontheboardandread

them.• Callonstudentstoguess.Theywilllistenforthe

answerinExerciseB.

B ListentoLindaandRon’s...

• Readthedirections.PlayCD3,Track58.• Circlethecorrectanswerontheboard.Ask:Was

your guess correct?• Ask:Who is the employee?(Linda)Who is the

manager?(Ron)


C Listenagain.Answerthequestions.

• Readthedirections.• Tellstudentstoreadthequestionssilently.• PlayTrack58again.Studentslistenandwrite

answerstothequestions.• Walkaroundasstudentslisten.Ifstudentshave

incompleteorincorrectanswers,playTrack58again.

• Readthequestionsandcallonstudentstosaytheanswers.Writetheanswersontheboard.

teaching tip

Rememberthatifstudentsneedadditionalsupport,theycanreadtheAudioScriptonpage307astheylisten.

D Listentothewholeconversation....

• Readthedirections.• PlayCD3,Track59.Studentslisten.• Readthequestionagain.Callonastudenttosay

theanswer.• Optional:Ask:Why is Linda taking business classes?

(becauseshewantstobeamanager)What kinds of classes would help you get a better job?


T-241 UNIT 12


3 COnvERSatIOn

Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Aonpage240.

• Readthedirections.PlayCD3,Track60.Studentslistenandrepeat.


4 PRaCtICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3.

• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.Sayeachwordorphraseandasktheclasstorepeat.

• Copytheconversationontotheboardwithblanks.Readthroughtheconversation.Whenyoucometoablank,fillitinwithanon-levelstudent’snameorinformationfromthetoprowintheboxes.Asyoufillineachblank,saythecoloroftheanswerspaceandpointtothesame-colorwordorphraseyouchoosefromtheboxes.

• Askthetwostudentswhosenamesyouusedtoreadtheconversationinfrontoftheclass.

• Tellpairstotaketurnsplayingeachroleandtouseinformationfromthesamerowintheboxestofillintheblanks.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.



Extra Practice



• Readthedirections.• Reviewthereasonsforaskingforaschedule

changeinExercise1onpage240.Saythereasonsandasktheclasstorepeat.Reviewtheadditionalreasonstheclassbrainstormedontheboard.Saythereasonsandasktheclasstorepeat.

• Say:Pretend you need to ask for a schedule change at work.Ontheboard,write:When do you work now? Why do you need to change your schedule? What schedule do you want to change to?(Ifpossible,writethefirstquestioninblue,thesecondingreen,andthethirdinred.)Tellstudentstowritedowntheiranswers.

• Modeltheactivity.Writeyourownanswerstothequestionsontheboard.PlayStudentAandrole-playaconversationwithanabove-levelstudent.SubstituteyouranswersintotheconversationinExercise4A.AtB’sblueblank,promptthestudenttouseyourfirstanswer.

• Pairstudentsandtellthemtopracticetheconversation,substitutingtheinformationtheywroteintotheconversation.

• Walkaroundandremindstudentstoswitchroles.• Callonpairstoperformfortheclass.

5 LIFE SKILLS WRItInG

Turntopage267andaskstudentstocompletethevacationrequestform.SeepageT-xiiforgeneralnotesaboutLifeSkillsWritingactivities.


UNIT 12 T-242


B PAIRS.StudentA,askforpermissiontodo...

• Readthedirections.• Say:Look at the first idea in the box. What question

can Student A ask?Ontheboard,write:A: Can / Could I use your dictionary?B:

• TellstudentstostudythegrammarchartsandExerciseA.Ask:How can Student B answer?Listideasontheboard(forexample,Sure. Of course. Yes, you can. No problem. I’m sorry, but you can’t. Go ahead.).Saytheresponsesandasktheclasstorepeat.

• Pairstudents.Tellstudentstotakeouttheirsuppliessotheirpartnercanseewhattheyhave.

• WalkaroundandcheckthatstudentsformquestionswithCan / Couldcorrectly.


EXPanSIOn: Grammar Practice for B

• Writethefollowinglistofpeopleontheboard:a manager,a co-worker,a police officer,a waiter or waitress,your child’s teacher,a doctor,a sales associate,a family member,your teacher,a celebrity.

• Pairstudents.Say:Copy the list of people. Ask each person for permission to do something. Write a question with Can or Could.

• Tellstudentstochangepartnersandcomparetheirquestions.

pages 118–119 pages 144–145

Extra Practice



• Say:We’re going to study ways to use Can/Could to ask permission. In the conversation on page 241, Linda used this grammar.

• PlayCD3,Track60.Studentslisten.Writeontheboard:Can I speak to you for a minute?and Could I change to evenings?UnderlineCan . . . speakandCould . . . change.


Can / Couldtoaskpermission


• ReadtheGrammarWatchnote.• Ontheboard,write:Can I speak to you?andCould

I speak to you?Ask:Which one is more formal?(Could I speak to you?)Which one would you use probably use with your manager?(Could I speak to you?)Which one would you probably use with a co-worker?(Can I speak to you?)PointtotheanswerYes, you canandask:Which one is this an answer for?(both)

• Readthequestionsandanswersinthechartsandasktheclasstorepeat.



PRaCtICE

a Completetheconversations.Writequestionswith...

• Readthedirectionsandtheexample.Ask:What is the other possible question?(Could I take a break now?)PointoutthatbothCan I take a break now?andCould I take a break now?arecorrect.

• Optional:Tellstudentstolookattheresponses.Say:If it sounds like a manager, use Could. If it sounds like a co-worker, use Can.


• Callontwopairstoreadeachconversation,onewithCanandonewithCould.

T-243 UNIT 12

Show what you know!Review

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit12,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

pages 120–121

Extra Practice

1 GRaMMaR

a Completetheconversation.Usecan,can’t,could...

• Readthedirections.Tellstudentstoreferbacktothegrammarchartsonpage230(Expressionsofnecessity:must / have to)andpage242(Can / Couldtoaskpermission)asneeded.

• TellstudenttoreadtheSafetyReminder.• Studentscompareanswerswithapartnerby

readingtheconversation.• Callonapairtoreadtheconversation.Where

canandcouldarebothcorrect,elicitthealternateanswerfromtheclass.

B Completetheconversations.Writeinformation...

• Readthedirections.• Tellstudentstoreferbacktothegrammarcharts

onpage236(InformationquestionswithWho)andpage237(InformationquestionswithWhat / Which / When / Where)asneededastheyfillintheblanks.


• Callonpairstoreadtheconversationsfortheclass.Discussanyerrors.

UNIT 12 T-244

Show what you know!expand

2 aCt It OUt

STEP1.CLASS.ReviewtheLesson2conversation...

• TellstudentstoreviewtheconversationinExercise3Bonpage229.

• Tellthemtoreadtheconversationsilentlyandthenpracticeitwithapartner.

• PlayCD3,Track52.Studentslisten.• Asneeded,playTrack52againtoaid

comprehension.

STEP2.ROLEPLAY.PAIRS.StudentA,youare...

• ReadthedirectionsandtheguidelinesforAandB.• Pairstudents.TellA:Ask if you are allowed to do

something and if you have to do something.TellBtoanswerwithwhatemployeesmust do,have to do,must not do,orcan’t do.

• Walkaroundandobservepartnersinteracting.Checkpairs’useofexpressionsofnecessityandprohibition.

• Callonpairstoperformfortheclass.• Whilepairsareperforming,usethescoring

rubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwelltheycompletethetask.

• Optional:Aftereachpairfinishes,discussthestrengthsandweaknessofeachperformanceeitherinfrontoftheclassorprivately.

3 REaD anD REaCt

STEP1.ReadaboutIvan’sproblem.

• Say:We are going to read about a student’s problem, and then we need to think about a solution.

• Readthedirections.• Readthestorywhilestudentsfollowalongsilently.

Pauseaftereachsentencetoallowtimeforstudentstocomprehend.PeriodicallystopandasksimpleWh-questionstocheckcomprehension(forexample,What is Ivan’s job? When did Ivan start? What does Ivan need? What did the new employees get? Why is Ivan upset?).

STEP2.PAIRS.WhatisIvan’sproblem?Whatcan...

• Ask:What is Ivan’s problem?(Thenewemployeesgetalotofovertimehours,butIvanalmostnevergetsovertime.).What can he do?

• Pairstudents.Readtheideasinthelist.GivepairsacoupleofminutestodiscusspossiblesolutionsforIvan.

• Ask:Which ideas are good?Callonstudentstosaytheiropinionabouttheideasinthelist(forexample,S:I think he can offer to cover other employees’ hours. This is a good idea.).

• Nowtellstudentstothinkofonenewideanotinthelist(forexample,He can apply for a job in another department.)andtowriteitintheblank.Encouragestudentstothinkofmorethanoneideaandtowritethemintheirnotebooks.

• Callonpairstosaytheiradditionalsolutions.Writeanyparticularlygoodonesontheboardandaskstudentsiftheythinkitisagoodidea,too(Do you think this is a good idea? Why or why not?).

MULtILEvEL InStRUCtIOn for StEP 2

Pre-level Sitwithstudents,sayeachideainthelist,andaskstudentstoexplainwhytheylikeordon’tlikeeachsolution,forexample,foridea1,A:I like this idea. Maybe the boss doesn’t know that Ivan wants more hours.above-level Pairsdiscusstheproblemswitheachidea(forexample,A:He can’t get a second job because commuting to two jobs is hard.)

4 COnnECt

Turntopage255fortheGoal-settingActivityandpage285fortheTeamProject.SeepageT-xiforgeneralnotesaboutteachingtheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage225.Askstudentstoturntopage225andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

Documents

12 The World of Work