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Classroom Materials/Extra Practice
CD 4Tracks 38–54 Transparencies and
Vocabulary Cards
T
MCAUnit 12
WorkbookUnit 12
Companion WebsiteUnit 12
MyFutureLabUnit 12
T-105 UNIT 6
Preview• Holdupyourbookorhavestudentslookattheir
books.Readtheunittitlealoud.Ask:What does it mean to get a good deal?Callonvolunteersforanswers.Acceptvariousanswersandthenwriteontheboard:get a good deal = get a good product for a good price.
• Setthecontextoftheunit.Askquestionsaboutthepicture:Who are these people? What do you think they are doing? What do you think they are saying?
• Readthepreviewquestionsaloud.• Askvolunteerstoshareanswersabouttheir
experiencesbuyingappliancesorelectronics.Youcanhelpstudentsexplaintheirideasbywritingtheirinformationontheboard,forexample,theapplianceorutilityplantheyaretalkingabout,orthepricestheypaidortriedtonegotiate.
• Youmaywanttosummarizethedifficultiesinbuyingappliancesorinsigningupforacellphoneorinternetplan.Usetheboard.
Unit Goals• Telltheclass:This list of unit goals shows us what
we will be studying in Unit 6.• Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain
unfamiliarvocabularyasneeded.Explainproduct defects:A product defect is when something is wrong or broken on a product you bought.Explainget a good deal:get a good price for a good product.Explainprice and quality:Price = how much, Quality = how good the product is.Explainsales ads and rebates:Sales ads tell you when something is cheaper than usual. Rebates offer you money back after you pay.
• Say:We will come back to this page at the end of the unit. You will be able to write a check next to the goals you learned and practiced in this unit.
Getting a Good Deal
Unit Overview
Goals• Seethelistofgoalsonthefacingpage.
Grammar • Nounclauses• Comparisonofadjectives• As . . . aswithadjectives
Pronunciation• Th-sounds• Linkingwordstogether
Reading• Readanarticleaboutsmartshopping• Readsalesadsandrebateforms• ReadingSkill:Formattingclues
Writing• Writeacomparisonparagraph
6 Classroom Materials/Extra Practice
CD 2Tracks 15–27
WorkbookUnit 6
Interactive PracticeUnit 6
Community Building
Ask:What kinds of appliances, electronics, and plans or contracts do you have?Havevolunteerstalkaboutsomeofthethingstheyownandthethingsthatrequireamonthlyusagecontract,likeacellphoneortheInternet.Helpingstudentstalkaboutcommonsituationshelpscreateapositiveclassroomenvironment.
LOCKE_FUTURE3_TE_9780131991538_U204 204 4/23/09 12:27:53 PM
UNIT 6 T-106
Lesson 1 Vocabulary
Controlled Practice 15 minutes
B Lookatthepictures...
• PlayCD2,Track15twice.Thefirsttime,studentslistenandlookatthepictures.Thesecondtime,studentslistenandrepeat.
• Havestudentsreadthewordsinapair,alternating.• Readthewordsaloudandhavestudentsrepeat.
Expansion: Vocabulary Practice for 1B
• Formpairs.Say:Use the new vocabulary and talk about the pictures.
• Pointtopicture1andsay:The plug is bent. It’s dangerous.
• Callonvolunteerstosayoneoftheirsentences.
Learning Strategy: Makeconnections• Readthedirections.Studentscanuseindexcards
orpiecesofpaper.• Modeltheactivitybymakingacardforoneofthe
wordsinExercise1B.• Walkaroundandhelpstudentswritethewords
andproductsthatcanhavethatproblem.• Say:You can remember new vocabulary when you
connect a word to something it can describe.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.
Getting Started 5 minutes
1 WHAT DO YOU KNOW?
Teaching Tip
Havestudentsaddtheirvocabularycardstotheirziplockbagorenvelopewiththeircardsfrompreviousunits.Tellthemtotaketheirbagoutathomeandreviewtheirvocabulary.
Teaching Tip
Encouragefluencybylisteningtostudents’ideasandnotcorrectingtheirmistakes.Encourageaccuracybyrestatingcorrectlywhatastudentsaysandhavingthestudentortheclassrepeat.
• Setthecontextofthelesson.Writeontheboard:refrigerator CD cell phone
• Pointtothewords.Say:What kinds of problems and defects can these things have?
• Callonvolunteerstoanswer.YoucanmodelcorrectEnglishbyrestatingwhatthestudentsaidandhavingthestudentortheclassrepeat.
• Say:Talk to a classmate about the pictures. What is the problem in each picture?
• Statethelessonobjective:We’re learning words that relate to product defects.
Presentation 10 minutes
a Lookatthevocabulary....
• Callonvolunteerstosaywhattheythinkthewordsmean.Askthemforexplanationsorexamplesforeachphrase.
• Sayeachwordandhavestudentsrepeat.
LOCKE_FUTURE3_TE_9780131991538_U207 207 4/23/09 12:27:58 PM
T-107 UNIT 6
Lesson 1 Vocabulary
Interactive Practice pages 62–63
Extra Practice
Controlled Practice 15 minutes
2 PRACTICE
WORDPLAY.Matcheachsentence...
• Tellstudentsthisexerciseislikeadialogue.Onepersonsaysasentencefromtheleft;anotherpersonrespondswithasentencefromtheright.
• Formpairs.Havestudentsreadthetwosentencestheymatched.
• Walkaroundandprovidehelpasnecessary.Youmaywanttowritewordsanddefinitionsontheboard.
• Callontwostudentsatatimetoreadthesentenceandtheresponse.
Expansion: Speaking Practice for WORD PLAY
• Writeontheboard:A: You got a package, but it’s dented. B: Look inside and see if the merchandise is broken. A: B:
• Havetheclasshelpcreatealongerdialogue.• Formpairs.Studentscreatemoredialoguesusing
thetwosentencesfromeachitem.• Tofinish,callonvolunteerstorole-playoneof
theirconversationsfortheclass.
MULTILEVEL INSTRUCTION for STEP 1
Cross-ability Above-levelstudentshelppre-levelstudentsreadandunderstandthewarranty.Encourageabove-levelstudentstoexplainthequestionsontheboardandshowpre-levelstudentswheretheansweris.
Teaching Tip
Aneffectivewaytoreadreal-lifewritingistobringexamplesintoclass.Bringoraskstudentstobringexamplesofrealwarranties.Takesometimetoputcommonvocabularyfromthewarrantiesontheboard.Makesimpledefinitionsorgiveexamples.
Communicative Practice 15 minutes
Show what you know!
STEP1.GROUPS.Readthewarranty....
• Callonastudenttoreadthedefinitionofwarrantyontheyellowstickynote.Holdupsomeoftheexamplesifyouorthestudentsbroughtthemin.
• Checkforcomprehension.Writeontheboard:What product is this warranty for? Can you get a new product if the product is defective? In what countries is this warranty good? Does this warranty cover second-hand cameras? How long does the warranty last?
• Asgroupsdiscussthequestions,walkaroundandprovidehelpasnecessary.
• Toreviewthisactivity,callonstudentstoanswerthequestions.
• Callonstudentstoreadthesentencewheretheanswerisfound.
STEP2.GROUPS.Whichkindsofproducts...
• Ifstudentsbroughtinanywarranties,havethemsharethemwiththeirgroup.
• Callonstudentstosaywhointheirgroupshavewarrantiesandforwhatproducts.
LOCKE_FUTURE3_TE_9780131991538_U208 208 4/23/09 12:27:58 PM
UNIT 6 T-108
Talk about product defectsLesson 2
Controlled Practice 10 minutes
B Readthequestions....
• Havestudentsreadthestatementssilently.• PlayCD2,Track16.• Whilestudentsarelistening,writenumbers1
through5ontheboard.• Havestudentscompareanswers.• ThenplayTrack16again.Reviewtheanswers
byaskingvolunteerstowritetrueorfalseontheboard.
Expansion: Writing Practice for 2B
• Tellstudentstheyaregoingtolistenagainsotheycancorrectthefalsestatements.
• PlayTrack16again.Callonstudentstowritecorrectedstatementsontheboard.
Getting Started 10 minutes
1 BEfORE YOU LISTEN
a GROUPS.Whatdoyoudo...
• Writethequestionfromtheexerciseontheboard.• Walkaroundandhelpasnecessary.• Askavolunteerfromeachgrouptosaysomeofthe
thingspeopledoifanapplianceisbroken.
B Matchthepictures...
• Readthevocabularyaloud.• Callonvolunteerstosaywhichwordgoeswith
whichpicture.• Havestudentscopythenewvocabularywordsinto
theirnotebooks.
Presentation 10 minutes
2 LISTEN
a Listen.EmilioandAna...
• Havestudentsreadthedirectionsandanswerchoicessilently.
• Ask:What is the problem?(EmilioandAnahaveabrokenvacuumcleaner.)What information are we listening for?(Whatwilltheydoaboutit?)
• PlayCD2,Track16.Thenaskavolunteertoanswer.Writethecorrectanswerontheboard.
LOCKE_FUTURE3_TE_9780131991538_U211 211 4/23/09 12:28:02 PM
Talk about product defectsLesson 2
T-109 UNIT 6
4 PRACTICE
a PAIRS.Practicetheconversation.
• Withanabove-levelstudent,modeltheconversationfortheclass,usingcorrectpronunciationandappropriateemotion.
• Tellstudentstorole-playbothEmilioandAna.• Walkaroundandhelpasneeded.• Callonvolunteerstoreadtheconversationfor
theclass.
Communicative Practice 15 minutes
Presentation 5 minutes
3 CONVERSATION
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
B ROLEPLAY.PAIRS.Makeasimilar...
• Writeontheboard:air conditioner.• HavestudentssaywhatStudentAthinksmightbe
theproblem.• HavestudentssaywhatStudentBthinksmightbe
theproblem.• Callonvolunteerstoperformtheirroleplays.
MULTILEVEL INSTRUCTION for 4B
Pre-level Havestudentsrole-playStudentB.Above-level Havestudentsrole-playStudentA.
Language Note
Modelthedifferencebetweenvoicedandvoicelesssounds.Putyourfingers,palminward,onyourthroat.Saythink,exaggeratingthebeginningth-sound.Youwillnotfeelanyvibrationonyourfingers.Thisisavoicelesssound.Thevoiceless“th”comesfromyourtongueblowingairthroughyourteeth.Putyourfingers,palminward,onyourthroat.Saythis,exaggeratingthebeginningth-sound.Youwillfeelavibrationonyourfingers.Thisisavoicedsound.Thevoiced“th”comesfromyourthroat.
a Listentothewords...
• PlayCD2,Track17.Studentslistenandread.• ReadthePronunciationWatchnote.• Helpstudentsunderstandvoicedandvoicelessth-
sounds.SeetheLanguageNote.• PlayTrack17again.Havestudentsrepeat.
Controlled Practice 10 minutes
B Listentothewords....
• Ask:What is the difference between voiced and voiceless sounds?
• PlayCD2,Track18twice.• Toreview,saythewordsaloud,exaggeratingthe
beginningth-sound.
c Listenandread...
• Ask:What do you see in the photo? What is happening?
• Tellstudentstheyaregoingtohearahusbandandwifetalkingaboutaproblem.
• Writeontheboard:What is the problem?Encouragestudentstocovertheconversationintheirbooks.
• PlayCD2,Track19.Callonstudentstosaywhattheythinktheproblemis.
• ThenplayTrack19again.Havestudentsread.Reviewtheanswersontheboard.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U212 212 4/23/09 12:28:03 PM
UNIT 6 T-110
Talk about product defectsLesson 3
Controlled Practice 15 minutes
1 PRACTICE
Getting Started 5 minutes
• Havestudentsclosetheirbooks.• Writeontheboard:clause = a group of words with
a subject and a verb.• Writeontheboard:I’m happy that you’re here. I’m
happy you’re here.• Say:There are two clauses in this sentence. What
are they?Pointoutthedefinitionofclauseontheboard.(I’m happyandyou’re here)
• Ask:I’m happy that . . . what?(thatyou’rehere)• Tellstudentsthatnounclausesoftenanswerthe
questionWhat?abouthowapersonthinksorfeels.• Tellstudentstoopentheirbookstopage110.• Statethelessonobjective:We are going to learn
about noun clauses. We’ll use them to talk about product defects.
Presentation 10 minutes
Culture Connection
YoucanletstudentsknowthatintheUnitedStates,manycompanieshavetheirowncustomerservicedepartmentsandtechnicians.Sometimesatechnician’sservicescomesaspartofacontract.Sometimesthecustomerhastopayforthetechniciantocometohisorherhouse.
a Readtheconversation....
• Writeontheboard:1. Who are the speakers? 2. What is the problem?
• Firsthavestudentsreadtheconversationtounderstandthecontext.Askvolunteerstoanswerthequestionsontheboard.
• Thenhavestudentsunderlinethenounclauses.Walkaroundandhelpasneeded.
B PAIRS.Compareanswers...
• Havestudentscompareanswerswithaclassmate.• Callonvolunteerstoreadeachsentenceand
identifythenounclause,ifthereisone.Writethenounclausesontheboard.
• Havestudentspracticetheconversation.
Language Note
GivestudentsanopportunitytopracticeI think soandI don’t think so.Writesomequestionsontheboard:Is it cold in here? Is it going to rain tomorrow? Are the windows broken? Is Sandra sick tonight?Practiceasaclass,thenaskindividualstudentstoanswer.
Nounclauses
• Callonstudentstoreadthesentencesinthegrammarboxes.
• Ask,aftereachone:I guess that . . . what? I don’t think . . . what?
• HavestudentsreadtheGrammarWatchsilently.ReadeachsentenceintheGrammarWatchandpointtothegrammarboxestoshowthecorrespondinginformation.
• HavestudentssubstitutetheexpressionsfromtheGrammarWatchfortheexpressionsatthebeginningofthenounclauseexamples.Forexample,I’m afraid that there’s something wrong with it. I’m upset that it’s broken.Askthemtocalloutsomesubstitutions.
MULTILEVEL INSTRUCTION for 1A
Pre-level Studentstaketurnsreadingaloud.Tellthemtoreadtheconversationmorethanonce.Above-level Studentspracticetheconversationonceandthenchangetheinformationtoanotherproblem.
LOCKE_FUTURE3_TE_9780131991538_U215 215 4/23/09 12:28:11 PM
T-111 UNIT 6
Talk about product defectsLesson 3
Communicative Practice 15 minutes
Show what you know!
GROUPS.Didyouevertry...
• Say:Sometimes we or someone we know can fix a broken appliance.
• Say:Raise your hand if you try to fix things sometimes.
• Formgroupssothateachgrouphasatleastonepersonwhotriestofixthingssometimes.
• Whilestudentsarecompletingthetask,writetwocolumnsontheboard:Safe to fixandDangerous to fix.
• Callonastudentfromeachgrouptowritethegroup’sideasontheboard.
• Ask:What can we do if it’s dangerous to fix something?(callatechnician,bereallycareful)
Progress Check
Canyou...talkaboutproductdefects?Askstudentstoreviewappliancesandpossibleproblems.Makealistontheboard.Askstudents:Can you check this goal?
Controlled Practice 15 minutes
2 PRACTICE
a Unscramblethesentences....
• Writeitem1ontheboard.Showstudentshowtocrossoffthephrasesastheyunscramblethesentence.
• Pointoutthatstudentsneedtoaddperiods.• Ifstudentsneedmoresupport,dosentence2
withtheclass.Haveavolunteerwritethecorrectsentenceontheboard.Makenecessarycorrections.
• Havestudentscompareanswerswithapartner.• Callonvolunteerstowritethesentencesonthe
board.Reviewthesentenceswiththeclass.
Expansion: Reading Practice for 1A
• Formpairs.Havestudentstaketurnsreadingthecorrectedsentencesaloud.Walkaroundandcorrectpronunciation,tone,andpaceasneeded.
B Readthesituations....
• Writethewordsintheboxontheboard.Havetheclasshelpcreatethefirstsentence.Pointoutthatthesecondpersonwaschangedtothefirst.
• Havestudentscompareanswerswithaclassmate.• Toreviewthisexercise,askvolunteerstowritethe
sentencesontheboard.Revieweachsentencewiththeclass.Makeanynecessarycorrections.
Expansion: Speaking and Writing Practice for 2B
• Formcross-abilitygroupsof3.• Givestudentstheirtasks.StudentA(pre-level):
Writethelistofappliances.StudentB(at-level):Writethelistofproblemswiththeappliances.StudentC(above-level):Writesentencesabouttheappliancesandtheproblemsusingnounclauses.
• Walkaroundandhelpasneeded.• Thenhavetwogroupscombinetosharetheir
information.
Interactive Practice pages 64–65
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U216 216 4/23/09 12:28:12 PM
UNIT 6 T-112
Get a good dealLesson 4
Language Note:
Writeontheboard:Look quickly at an article = Skim
B Lookquicklyatthearticle...
• AskstudentstoreadtheReadingSkillboxsilently.Thencallonavolunteertoreadtheinformationaloud.
• AskstudentstotellyouthethreeformattingcluesmentionedintheReadingSkillbox.Writethemontheboard:boldface type, bullets, color.
• BeforestudentscompleteExerciseB,askthemtopointtoexamplesofeachoftheseformattingcluesintheirarticle.
• Asstudentscompletethetask,havevolunteerswritefivetipsontheboard.Thesetipsshouldbe:Do research, Get recommendations, Measure your space, Shop at the right times and go to several stores, Ask the store to price match.
• Ask:Which formatting clue made it easier for you to skim the article for these five tips?(color)
Teaching Tip
Askstudentstobringinwarrantiesandproductdescriptionbooksfromtheirhomes.Writesomequestionsontheboard:What is the product? Is there a warranty? How long does it last? What is one safety tip?Passthebookletsaroundandhavestudentsworkingroupstoanswerthequestions.
Getting Started 5 minutes
1 BEfORE YOU READ
a GROUPS.Whenyoubuy...
• Ask:What does it mean to get a good deal?(togethighqualityandlowprice)
• Tellstudentstowriteontheboardsomeoftheappliancesandelectronicstheyhaveboughtoverthelastyear.
• Ask:Did you get a good deal on these things?• Say:In your groups, talk about how you get
good deals.• Callonastudentfromeachgrouptosayoneway
togetagooddeal.• Statethelessonobjective:We are going to read and
talk about getting good deals.
Presentation 15 minutes
Controlled Practice 10 minutes
2 READ
Listenandreadthearticle.
• PlayCD2,Track20.Havestudentslistenwithoutreadingfirst.
• Checkcomprehension.Ask:What is the article about?(howtogetagooddealwhenyoubuyanappliance)
• PlayTrack20again.Havestudentslistenandreadsilently.Askthemtocircleanywordstheydon’tknow.
• Ifstudentswantdefinitionsoftheboldfacedvocabularywordsnow,tellthemthattheywillpracticevocabularyonthenextpage.
Expansion: Reading Practice for 2
• PlayCD2,Track20again.Pauseaftereachparagraph.Havetheclassreadtheparagraphaloudtogether.
Expansion: Vocabulary Practice for 2
• Writecolumnsontheboard:Paragraph 1, Paragraph 2,etc.,uptoParagraph 7andBlue Box.
• Havestudentswriteanywords—exceptboldfacedwords—thattheydon’tunderstandunderthecorrespondingparagraph.
• Formgroups.Passoutdictionariesorhavestudentsusetheirown.Eachgroupworkswithadifferentparagraph.Havethemwritesimpledefinitionsand/orexamplesontheboardnexttothewords.
LOCKE_FUTURE3_TE_9780131991538_U219 219 4/23/09 12:28:15 PM
Get a good dealLesson 4
T-113 UNIT 6
Controlled Practice 15 minutes Communicative Practice 15 minutes
Interactive Practice pages 66–67
Extra Practice
Community Building
Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutwhattheydon’tunderstand.Allowthemtocompareanswersfrequently.Givestudentstheopportunitytotalktoeachotheraboutmeaningastheyread.
Culture Connection
Insomecountries,onewaytogetagooddealistonegotiate.IntheUnitedStates,thisisgenerallydoneonlyatcardealers,yardsales,fleamarkets,swapmeets,etc.
Show what you know!
Thearticletalksaboutways...
• Callonastudenttoreadthequestionsinthebox.• Formcross-abilitygroups.Tellthegroupstotalk
abouttheirexperiencesgettingagooddeal.Tellthemtotalkaboutwhattipsfromthearticletheythoughtwereusefulandwouldbegoodtotry.
• Walkaroundandhelpasnecessary.• Callonastudentfromeachgrouptosayonething
theytalkedabout.
MULTILEVEL INSTRUCTION for Show what you know!
Cross-ability Above-levelstudentscanhelppre-levelstudentsexpresstheirideas.Havepre-levelstudentsfocusononeortwotips,whileabove-levelstudentscanfocusonmore.
Progress Check
Canyou...getagooddeal?Asktheclasstoidentifysomewaystheyknowofgettingagooddeal.Makealistontheboard.Askstudents:Can you check this goal?
3 CHECK YOUR UNDERSTANDING
a Readthearticleagain....
• Remindstudentstolookatthetitleandparagraphheadingstodecideonthemainidea.
• Tellstudents:1)Themainideaistheoverallpicture,soitincludesotherideas.2)Thoughsomethingmaybetrue,itisnotnecessarilythemainidea.
B Readthearticleagain....
• Tellstudentstofindtheinformationonpage112tohelpthemdecideifasentenceistrueorfalse.
• Havestudentscompareanswers.Tellstudentstopointtotheparagraphthatshowstheanswer.
• Toreview,havevolunteersreadthestatement,saytrueorfalse,andidentifytheparagraphinthearticlethatsupportstheiranswer.
Expansion: Writing Practice for 3B
• Studentsrewritethefalsesentenceswiththecorrectinformation.
4 VOCABULARY IN CONTEXT
Lookbackattheboldfaced...
• Writetheboldfacedwordsontheboard.Havestudentsreadthesentenceswiththewords.
• Asktheclasstogivedefinitionsforthewords.• Toreview,askvolunteerstoreadthecompleted
sentencesaloud.Makeanynecessarycorrections.
LOCKE_FUTURE3_TE_9780131991538_U220 220 4/23/09 12:28:16 PM
UNIT 6 T-114
Talk about problems with cell phone serviceLesson 5
Controlled Practice 15 minutes
B Listenagaintothefirstpart....
• Havestudentsreadthequestionsandanswerchoicesfirst.
• PlayCD2,Track22.Thenhavestudentscompareanswers.
• Asktheclassfortheanswers.Writethemontheboard.
• PlayTrack22againtoconfirmtheanswers.
c Listenagaintothesecondpart....
• Havestudentsreadthefourstatementssilently.• PlayCD2,Track23.• ContinueplayingTrack23.Havestudentsraise
theirhandswhentheyheareachanswer.Havestudentsrepeatwhattheyheard.
• Callonvolunteerstoreadthestatementsandsayiftheyaretrueorfalse.
• Toreview,playTrack23again.
Expansion: Speaking Practice for 2C
• Formpairs.Havestudentsreadthefalsestatements.Havethemcorrectthestatementstomakethemtrue.
Getting Started 5 minutes
1 BEfORE YOU LISTEN
GROUPS.Haveyouevergotten...
• Callonastudentfromeachgrouptosayonestory.
Presentation 10 minutes
2 LISTEN
Culture Connection
Manycompanieshavehiddencharges—thatis,chargestheydon’ttellyouaboutwhenyousignup.Tellstudentsit’sveryimportanttoaskmanyquestionsbeforetheysignupforsomething.
a Listen.Luisiscomplaining...
• Tellstudentstoreadtheinformationontheyellowstickynote.
• Say:You’re going to listen to two men talking about a cell phone bill.
• Havestudentsreadthethreeanswerchoices.• PlayCD2,Track21.Havestudentsmarktheir
answers.• ThenplayTrack21againandhavestudentsraise
theirhandswhentheyheartheanswer.• Reviewtheanswerwiththeclass.PlayTrack21
againforstudentstoconfirmtheanswer.
LOCKE_FUTURE3_TE_9780131991538_U223 223 4/23/09 12:28:19 PM
Talk about problems with cell phone serviceLesson 5
T-115 UNIT 6
Controlled Practice 10 minutes
3 CONVERSATION
Listenandread...
• PlayCD2,Track24.Havestudentslistenandread.• PlayTrack24again.Havestudentsrepeat.
4 PRACTICE
a PAIRS.Practicetheconversation.
• Havepairsreadtheconversationtogether,alternatingroles.Remindthemtouseemotion!
• Callontwostudentstoreadtheconversationfortheclass.
MULTILEVEL INSTRUCTION for PROBLEM-SOLVE
Cross-ability Above-levelstudentscanhavemorechallengingroles,forexample,writingthegroup’sideasandreportingtotheclass.Pre-levelstudentscanhaveeasierroles,forexample,checkingthewritingandwatchingthetime.Butremindthegroupsthateveryoneshouldcontributeideas.
Communicative Practice 20 minutes
B PROBLEM-SOLVE.GROUPS.Readthesituations...
• DrawaT-chartontheboard.OnonesidewriteSituation 1;ontheothersidewriteSituation 2.Undereachheadingwrite:Solution.UnderSolution,write:Why?
• Callonastudenttoreadthesituationsandthepossiblesolutions.Answeranyquestions.
• Passoutlargenewsprintandmarkers,orhavestudentsusedifferentsectionsoftheboard.
• Assignroles:StudentAwriteshisorherideasontheT-chart;StudentBchecksthewritingtobesureit’sOK;StudentsCandDreporttotheclass,oneforeachsituation.Ifthegroupsarebiggerthanfour,haveStudentEmakesureeveryoneparticipates.StudentFcanwatchthetimeorencourageeveryonetospeakinEnglish.
• Haveeachgrouptapetheirpapersontheboardandreporttotheclass.
• Tofinish,ask:Are there any solutions that each group agreed with?
Expansion: Writing and Speaking Practice
• Formpairs.• Havestudentschooseonesituationandwritea
conversationbetweenVeraorSergioandafriend.TheycanusetheconversationbetweenLuisandManuelforideas.
• Callonsomepairstoreadtheirconversationtotheclass.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U224 224 4/23/09 12:28:19 PM
UNIT 6 T-116
Compare price and qualityLesson 6
Getting Started 5 minutes
• Writeontheboard:tall.• Writeontheboard:Julia is taller than Mari.Say:
This is how we compare two things.• Pointtothewordtall.Say:If the adjective has one
or two syllables, we use -er at the end.• Writeontheboard:expensive.• Askonestudenttoholdupapen.Askanother
studenttoholdupacellphone.Ask:Which is more expensive?
• Writeontheboard:The cell phone is more expensive than the pen. The pen is less expensive than the cell phone.
• Pointtothewordexpensive.Say:If the adjective has three or more syllables, we use more or less plus than.
Presentation 10 minutes
Comparisonofadjectives
• Callonavolunteertoreadthesentencesinthegrammarbox.
• ThenhavestudentsreadtheinformationintheGrammarWatch.Havestudentsturntopage288tolookatthespellingrulesforcomparisonadjectives.Youmaywanttoaskstudentstostudythislistforhomework.
• Pointouttheirregularadjectivesofcomparison.Havestudentswritetheseintheirnotebooks.
• Toreview,say:Let’s review what we now know. How do we compare two things with an adjective like short?(put-erattheend;usethan)How do we compare two things with an adjective like beautiful?(putmoreorlessinfront;usethan)
Controlled Practice 10 minutes
1 PRACTICE
a Lookatthead....
• Havestudentsreadtheadsilently.Answeranyquestionsaboutvocabulary.
• Walkaroundandhelpasneeded.• Callonavolunteertowritethefiveadjectivesof
comparisonontheboard.• Ask:What two things are being compared?
(Pacificcellphoneandthecellphoneprovideryouhavenow)
B Readtheparagraph....
• Writeontheboard:What were some problems this family used to have with their cell phone?
• Firsthavestudentsreadtheparagraphtounderstandthecontext.Askstudentstoanswerthequestionontheboardwithapartner.
• Callonstudentstosaysomeoftheproblems.• Thenhavestudentsfillintheblanks.Walkaround
andhelpasneeded.• Toreview,havestudentscompareanswerswitha
classmate.Thenhavevolunteerssayonesentenceeach.Writeontheboardwhatthestudentssay.Makeanynecessarycorrections.
Expansion: Reading Practice for 1B
• Formpairs.Havestudentsalternatereadingtheparagraphaloud.
LOCKE_FUTURE3_TE_9780131991538_U227 227 4/23/09 12:28:22 PM
T-117 UNIT 6
Communicative Practice 15 minutes
Show what you know!
Compare price and qualityLesson 6
Controlled Practice 20 minutes
2 PRACTICE
Interactive Practice pages 68–69
Extra Practice
Progress Check
Canyou...comparepriceandquality?Askstudentstoreviewsomecategoriesofcomparisonwithappliancesorplans.Makealistontheboard.Askstudents:Can you check this goal?
MULTILEVEL INSTRUCTION for Show what you know!
Cross-ability Above-levelstudentscanwritedowninformationforthetwoplans.Pre-levelstudentscanrefertothewritteninformationtotalk.
Language Note
Writeontheboard:LCD = Liquid Crystal Display Say: This is a technology that is popular in flat screen computers and TVs.
a Readtheads....
• Tellstudentstheyaregoingtoreadtheadsfirstforcontext.Writeontheboard:How much is each TV?($499.99,$299.99)How many inches wide is each TV?(26inchesand19inches)What are some differences between the two TVs?(thesize,thebrightness)
• Callonastudenttoreaditem1.• Havestudentscomparetheiranswerswitha
classmatewhentheyarefinished.• Toreview,askvolunteerstowritethesentenceon
theboard.Readthesentencesaloudwiththeclass.Makeanynecessarycorrections.
Expansion: Reading Practice for 2A
• Havestudentspracticereadingthesentenceswithapartner.Havebothstudentsreadallsentences.
B Readtheads....
• Tellstudentstheyaregoingtoreadtheadsfirstforcontext.
• Callonstudentstosaywhatinformationtheyaregivenintheads.Answersshouldinclude:price,nameofcompany,descriptionofperformance,howlongthewarrantyisgoodfor,howmuchthevacuumcleanerweighs.
• Walkaroundandhelpasnecessary.• Callonstudentstowritesentencesontheboard.• Readthesentencesaloudwiththeclass.Makeany
necessarycorrections.
Expansion: Reading Practice for 2B
• Havestudentspracticereadingtheirsentenceswithapartner.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
ROLEPLAY.PAIRS.Youarebothshopping...
• Reviewthetopic.Ask:What are some things we look for in a cell phone plan?Youmaywanttowritetheideasontheboard.
• Tellstudentstheyaregoingtorole-playtheconversationtheywouldhavewhileshopping.
• Tellstudentstowritetheirideasdown.• Callontwostudentstorole-playtheir
conversation.
LOCKE_FUTURE3_TE_9780131991538_U228 228 4/23/09 12:28:23 PM
UNIT 6 T-118
Read sales ads and rebatesLesson 7
Getting Started 4 minutes
• Bringinorhavestudentsbringinnewspapersalesads.
• Formsmallgroups.Writeontheboard:What information are we given in these newspaper ads?
• Callonstudentstosaysomeoftheinformationgiven.Writewhatthestudentssayontheboard.Someoftheseanswersmayinclude:nameofproduct;costofproductbeforeandaftersale;descriptionofproduct,includingsizeandothermeasurements,dependingonproduct;datesofsale.
• Say:Look at your ads. Do you see anything about a rebate?Writerebateontheboard.Ifstudentsseeinformation,askthemtoreadittotheclass.Eitherway,tellthem:A rebate is money you can get back if you mail something to the company.
• Saythelessonobjective:We’re going to learn to read newspaper ads and rebates.
Presentation 10 minutes
1 READ A NEWSPAPER SALES AD
CLASS.Lookatthenewspaper...
• Callonastudenttoreadthedefinitionofrebateontheyellowstickynote.
• Tellstudentstowriteontheboardanywordsfromtheadthattheydon’tunderstand.Reviewthesewordswiththeclass.
Controlled Practice 10 minutes
2 PRACTICE
Readthestatements....
• Havestudentscompareanswers.• Callonstudentstoreadthesentencesandthe
answers.Makecorrectionsasnecessary.• Havestudentscompletethetaskofcorrectingthe
falsestatements.• Callonstudentstowritethenewstatementson
theboard.• Toreview,callonstudentstoreadthestatements
fromtheboard.Makecorrectionsasnecessary.
Culture Connection
Companiescanaffordtoofferrebatesbecausemanypeopledon’ttakeadvantageofthem.Tellstudentsthattheymustenclosetheexactinformationthecompanyasksforandbythedatethecompanystates.Ifpossible,studentsshouldkeepacopyofeverythingtheysend,sotheycanfollowupiftherebatecheckdoesnotarrive.
LOCKE_FUTURE3_TE_9780131991538_U231 231 4/23/09 12:28:27 PM
Read sales ads and rebatesLesson 7
T-119 UNIT 6
Interactive Practice pages 70–71
Extra Practice
Presentation 10 minutes
MULTILEVEL INSTRUCTION for 4A
Pre-level Callonpre-levelstudentstoreadthequestions.Above-level Callonabove-levelstudentstoreadtheanswers.
Language Note
TheUPC,orUniversalProductCode,issometimescalledabarcode.Itappearsonmostproducts.Itisacomputerized,standardizedwayofidentifyingthemanufacturerandtheproduct.
Teaching Tip
Ifyoucontinuealessononthefollowingday,havestudentstellyouwhattheyrememberfromthepreviousclass.Youmaywanttowritewordsandideasontheboard.
3 COMPLETE A REBATE fORM
Togetarebate...
• Tellstudentstheyaregoingtoreadarebateform.• Havestudentsreadtheform.Havethemwritethe
wordstheydon’tunderstandontheboard.Reviewthewordswiththeclass.
• Callonabove-levelstudentstoreadtherebateformsentencebysentence.Revieweachsentenceformeaningwiththeclass.
• Askcomprehensionquestions:Who is the customer?(AndrewHernandez)What is his address?(10GaviotaAvenue,LongBeach,CA90813)Where is he mailing the rebate form?(ElPaso,Texas)
• Callonastudenttosaythemodelnumberandpointtowheretowriteit.
• Callonastudenttosaytheserialnumberandpointtowheretowriteit.
Expansion: Reading Practice for 3
• Formpairs.Havestudentsalternatereadingtherebateform.Alternatively,bringinorhavestudentsbringinrebateforms.Havestudentspracticereadingtheseformsinpairs.
Expansion: Writing Practice for 4A
• Havestudentswriteanswerstothequestionsontheboard.Reviewwiththeclassandmakecorrectionsasnecessary.
Communicative Practice 15 minutes
B GROUPS.Storessometimesgive...
• Whenstudentshavecompletedthetask,callonarecordertowritethegroup’sideasontheboard.
• Callonareportertosummarizethegroup’sideasfortheclass.
Progress Check
Canyou...readsalesadsandrebates?Asktheclasstoidentifyinformationtheymightfindinanewspaperad.Makealistontheboard.Asktheclasstoreviewtherulesforgettingarebate.Makealistontheboard.Askstudents:Can you check this goal?
Controlled Practice 10 minutes
4 PRACTICE
a PAIRS.Discussthequestions.
• Callonastudenttoreadallthequestionsbeforeansweringthem.
• Walkaroundandhelpasnecessary.• Havepairscomparewhattheysaidwith
otherpairs.
LOCKE_FUTURE3_TE_9780131991538_U232 232 4/23/09 12:28:28 PM
UNIT 6 T-120
Make an exchangeLesson 8
Getting Started 5 minutes
1 BEfORE YOU LISTEN
Lookatthepicture...
• Writeontheboard:Have you ever made an exchange in a store?
• Tellstudentstotalktoclassmatessittingaroundthem.Callonstudentstosaywhattheyexchanged,andwhattheyrememberabouttheexperience.
• Havestudentscompletethetask.• Callonastudenttoreadthecompletedstatement.
Ask:Why do you think that?Discusstheanswerwiththeclass.
• Say:Let’s listen to the conversation between the clerk and the customer.
Presentation 10 minutes
2 LISTEN
a Listentotheconversation...
• Say:You’re going to listen to a clerk talking to a customer.
• PlayCD2,Track25.Ask:Were you right with your guess from 1?
• Reviewtheanswerwiththeclass.PlayTrack25againforstudentstoconfirmtheanswer.
Controlled Practice 15 minutes
B Readthequestions....
• Havestudentsreadthequestionsandanswerchoicesfirst.
• PlayCD2,Track25.Thenhavestudentscompareanswers.
• PlayTrack25again.Readthefirstquestion.PlayTrack25.Tellstudentstoraisetheirhandswhentheyheartheanswertoquestion1.PausetheCD.Havestudentsrepeatwhattheyheard.Reviewalltheanswersinthisway.
• PlayTrack25againtoconfirmtheanswers.
Community Building
Ifstudentshaveanyelectronicsproducts,askthemtoshowtheclass.Havestudentstelltheclassaboutthefeaturestheylike.Theycancomparecellphones,iPods,MP3players,electronicdictionaries,PalmPilots,etc.Studentswhohavethesethingsusuallyliketotalkaboutthem;studentswhodon’thavethesethingscanaskquestionsabouthowtheywork,whattheylike,andtheexpenseofhavingthem.
LOCKE_FUTURE3_TE_9780131991538_U235 235 4/23/09 12:28:32 PM
Make an exchangeLesson 8
T-121 UNIT 6
Communicative Practice 15 minutes
MULTILEVEL INSTRUCTION for 4A
Pre-level Havestudentspracticereadingmorethanonce.Above-level Havestudentspracticesubstitutingotherproductsintheconversation.
Controlled Practice 15 minutes
3 CONVERSATION
a Listentothesentences....
• PlayCD2,Track26.Havestudentslistenandread.• PlayTrack26again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch
silently.Readthetextaloud.• PlayTrack26again.Stopaftereachsentence.
Exaggeratethepronunciationpointandhavestudentsrepeat.
B Listenandread...
• PlayCD2,Track27.Studentslistenandreadsilently.
• Ask:Who is probably having this conversation?(aclerkandacustomer)
4 PRACTICE
a PAIRS.Practicetheconversation...
• Havepairsreadtheconversationtogether,alternatingroles.
• Callontwostudentstoreadtheconversationfortheclass.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
B ROLEPLAY.PAIRS.Pretendyouare...
• Whenstudentshavecompletedthetask,callonpairstorole-playtheirconversationfortheclass.
MULTILEVEL INSTRUCTION for 4B
Cross-ability Pre-levelstudentscanplayStudentA,thecustomer.Above-levelstudentscanplayStudentB,theclerk.HavetheclerkstrytosellthecustomerstheSimsungphone.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U236 236 4/23/09 12:28:32 PM
Compare shopping experiencesLesson 9
UNIT 6 T-122
Getting Started 5 minutes
• Writeontheboard:1.Our house is as big as your house.Underlineas big as.Ask:Are these two houses different or the same?(same)
• Writeontheboard:2. Our kitchen isn’t as big as your kitchen.Underlineas big as.Ask:Are these two kitchens different or the same?(different)Ask:How are they different?(Oursissmallerthanyours;yoursisbiggerthanours.)
• Say:In Lesson 6, we learned one way to compare things or people. Now we’re going to learn another way to compare things or people.
• Statethelessonobjective:We’re going to use as with an adjective plus as while we compare shopping experiences.
Presentation 5 minutes
As . . . aswithadjectives
• HavestudentsreadtheGrammarWatchboxsilently.
• Callonastudenttoreadthetwosentencesinthegrammarbox.
• Say:In the first sentence, the two stores are the same. In the second sentence, the first store is dirtier than the second store.
Controlled Practice 10 minutes
1 PRACTICE
a Readthestatements...
• Havestudentsreadforcomprehensionfirst.Ask:What two stores are we comparing?(TregoandArchway)
• Callonvolunteerstoreadthestatementsandsayiftheyaretrueorfalse.
• Toreview,askstudentstoexplaineachstatement.(Number1meansthatthetwostoresarethesame,sooneisnotcleanerthantheother.Number2meansthatifArchwayisnotasbig,itissmaller,whichmeansthatTregoisbigger.Number3meansthelinesatTregoarelonger.)
B Completethesentences...
• Beforereading,reviewwhatdot commeans.Forexample,aroisthenameoforanabbreviationforastore;dotmeansaperiodandmustbepartofanInternetaddress;commeanscommercialandmeansitisabusiness.
• Pointoutthewordsunderthelines.• Walkaroundandhelpasnecessary.• Callonstudentstowritethecompletedsentences
ontheboard.Makecorrectionsasnecessary.
Language Note
ItisgoodpracticeforstudentstoreadInternetaddresses.Practicereadingthemaloudwiththeclass.Includeorganizations,governmentsites,andschools.
Communicative Practice 15 minutes
Show what you know!
GROUPS.Compareshoppingfor...
• Havegroupsmakealistoflargepurchases.Thenhavethemcompareshoppingexperiences.
• Callonastudenttoreportaboutoneproductfortheirgroup.
MULTILEVEL INSTRUCTION for Show what you know!
Pre-level Writeontheboard:washing machine, car, computer.Havestudentscompareshoppingforthesethings.Above-level Havestudentsmakealistofatleastsixthingstocompare.
Progress Check
Canyou...compareshoppingexperiences?Asktheclasstoidentifythingsthatareimportantwhenchoosingastoretoshopat.Makealistontheboard.Ask:Can you check this goal?
Interactive Practice pages 72–73
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U239 239 4/23/09 12:28:35 PM
T-123 UNIT 6
Getting Started 5 minutes
1 BEfORE YOU WRITE
Culture Connection
Manyofthehugedepartmentstoresarecalled“bigbox”stores.Somecommunitieswantthem,whilesomecommunitieshaveorganizedtokeepthemout.Elicitstudents’ideasonwhythismightbe.
Teaching Tip
Reviewtherulesforcomparisons.Writeexamplesentencesontheboardforcomparativeadjectivesandas . . . . asconstructions.
Write about shopping experiencesLesson 10
a GROUPS.Comparetwostores...
• Tellstudentstheycansharetheirideasaboutanytwostoresthatsellthesametypeofmerchandise.
• Askavolunteerfromeachgrouptosaywhatstorestheytalkedabout.
• Askanothervolunteerfromeachgrouptosayonethinggroupmemberslikedandonethingtheydidn’tlikeaboutthestores.
• Ask:Which stores do you like better?Statethelessonobjective:We are going to write a paragraph comparing two stores.
MULTILEVEL INSTRUCTION for 1A
Pre-level Havestudentschooseeitheranelectronicsstoreora“bigbox”store.Above-level Havestudentscomparetwoelectronicsstoresandtwo“bigbox”stores.
Presentation 5 minutes
B Readtheparagraph.Whatare...
• Tellstudentstoreadtheparagraphsilently.• Callonstudentstowriteareasonwhytheauthor
likestheArcadiastorebetter.
Expansion: Reading Practice for 1B
• Formpairs.Havestudentsalternatereadingtheparagraphaloud.
Controlled Practice 15 minutes
2 WRITE
Writeaparagraph...
• Readtheideasintheboxaloud.Askstudentstoexplain,define,orgiveexamplesofeach.
• Remindstudentstousetheparagraphin1Basamodel.
• Walkaroundandhelpasnecessary.
3 CHECK YOUR WRITING
• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper
usingthesesamequestions.• Walkaroundandhelpasnecessary.• Ifstudentshandintheirpaperstoyou,letthem
knowwhatyouwillbelookingatandgivingfeedbackon.Youmaywanttowritethislistontheboard.
Teaching Tip
Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluatevocabulary,grammar,mechanicsandhowwelltheycompletethetask.Youmaywanttoreviewthecompletedrubricwiththestudents.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U240 240 4/23/09 12:28:36 PM
UNIT 6 T-124
Show what you know!
1 REVIEW
ForyourGrammarReview...
• Havestudentsturntopage250toreviewthegrammarforthisunit.
• Answeranyquestionsstudentsmayhave.
2 ACT IT OUT
STEP1.CLASS.Reviewtheconversation...
• Writeontheboard:The conversation is about .
• PlayCD2,Track27.• Havestudentsworkwithaclassmatetofillin
theblank.Thenhavevolunteerssaywhattheconversationwasabout.
STEP2.PAIRS.Role-playanexchange...
• Haveeachpairreadtheirroleplayinformation.Checkcomprehension.Ask:Who are the people? What does the customer want? What does the salesperson want?
• Asktheclasstosaytheirideas.Writetheinformationontheboard.Answeranyquestionsstudentsmayhave.
• Aspairsrole-playaconversation,walkaroundandhelpstudentswithvocabulary,pronunciation,andgrammar.
• Askvolunteerstorole-playtheirconversationsfortheclass.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
3 READ AND REACT
STEP1.Readtheproblem.
• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Where does the
Sanchez family live? What do they need? What is the problem?
STEP2.GivetheSanchezfamilyadvice....
• Tellstudentstosummarize,withoutreading,theproblemstheSanchezfamilyhas.
• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayonething
heorshewouldtelltheSanchezfamily.
4 CONNECT
ForgeneralteachingnotesabouttheSelf-EvaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.
Progress Check
Whichgoalscanyoucheck...• Tellstudentstoturntopage105(thefirstpageof
Unit6).• Havethemreadthegoalsandchecktheonesthey
believetheycando.• Havethemtalktoapartneraboutwhichgoals
theychecked.
Go to the CD-ROM for more practice.
Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit6,encouragethemtoreviewtheactivitiesontheCD-ROM.
Review &Expand
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U243 243 4/23/09 12:28:39 PM