9 On the Job · employer’s instructions. Above-level Have students write down three things they can do if they don’t understand an employer’s instructions. B Look at the words

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-165 UNIT 9

Preview• Holdupyourbookorhavestudentslookattheir

books.Readtheunittitlealoud.• Ask:Looking at the picture, what do you think the

title means?• Writeontheboard:On the job = working; at work• Setthecontextoftheunit.Askquestionsaboutthe

picture:What do you see? Where are the people? What are they doing? Who do you think the man behind the woman is?

• Readthepreviewquestionaloud.• Askvolunteerstoshareanswers.Youcanhelp

studentsexplaintheirideasbywritingtheirinformationontheboard.

Unit Goals• Telltheclass:This list of unit goals shows us what

we will be studying in Unit 9.• Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain

unfamiliarvocabularyasneeded.Explainclarification:Comes from the verb clarify, which means to make sure you understand something.Explainexpectations on the job:What our supervisors, our company or our customers want from us.Explainhazards:dangers; dangerous things.Explainfollow instructions:do what is asked.Youmaywanttowritethesetermsontheboard.

• 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.

On the Job

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • One/Ones• Verb+object+infinitive• Reportedspeech:commandsandrequests

withtell/ask

Pronunciation• Stressandintonationtoshowimportance

Reading• Readanarticleaboutworkingthelateshift• Readsafetyinstructions• ReadingSkill:Skimming

Writing• Writeaparagraphdescribingajob

9 Classroom Materials/Extra Practice

CD 3Tracks 1–11

WorkbookUnit 9

Interactive PracticeUnit 9

Community Building

Ask:Who is working now?Askforashowofhands.Ask:Have you ever had problems understanding something at work?Havevolunteerstalkaboutsomeproblemswithcommunicatingornotunderstandingsomethingatwork.Helpingstudentssharereal-lifecommunicationproblemshelpscreateasupportiveclassroomenvironment.

LOCKE_FUTURE3_TE_9780131991538_U324 324 4/23/09 2:56:56 PM

UNIT 9 T-166

Lesson 1 Vocabulary

Controlled Practice 10 minutes

B Listentothephrases....

• PlayCD3,Track1.Studentslisten.• PlayTrack1again.Studentsrepeat.

c GROUPS.Whatarethepeople...

• Tellstudentstousethephrasestodescribeasmanypicturesaspossible.

• Callonvolunteerstodescribethepictures.

Expansion: Writing Practice for 1C

• Formpairs.Say:Use the new vocabulary and write about the pictures.

• Pointtopicture1.Writeontheboard:The man is giving the woman feedback.ORThe man is giving the woman instructions.

• Remindstudentsthatmorethanoneanswerissometimespossible.

• Callonvolunteerstowritesentencesontheboard.

Learning Strategy: Giveexamples• Readthedirections.Studentscanuseindexcards

orpiecesofpaper.• Modeltheactivitybymakingacardforoneof

thejobskills.Forexample,write:be responsible for something.Askstudentstocalloutajobthatrequiresthatskill.Writeajobonthebackofthecard.

• Walkaroundandhelpstudentswritethephrasesandexamplesentences.

• Say:You can remember new vocabulary when you give examples of the word.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.

Getting Started 10 minutes

1 WHAT DO YOU KNOW?

• Setthecontextofthelesson.Writeontheboard:working with others teaching others something learning something from another worker

• Pointtothewords.Say:Give examples of jobs where you would have to do these things. When might you have to work with others? In what job might you have to teach coworkers something, or learn something from a coworker?

• Callonvolunteerstoanswer.YoucanmodelcorrectEnglishbyrestatingwhatthestudentsaidandhavingthestudentortheclassrepeat.

• Say:Talk to a classmate about the pictures. What is happening in each picture? Are the workers doing any of the activities from the board?

• Callonvolunteerstodescribeapicturewheretheworkersaredoingoneoftheactivitiesfromtheboard.

• Statethelessonobjective:We’re learning words that relate to on-the-job skills.

Teaching Tip

Ifyouareusingziplockbags,remindstudentstoreviewtheirvocabularycardswhentheyhavetime.Tellthemtoremovethewordstheyhavemasteredandcontinuetoreviewthewordstheyarelearning.

Culture Connection

Emotionalandsocialworkskills,calledsoft skills,havebecomeveryimportantinthebusinessworld.Businessesrealizethathowtheiremployeesinteractwithcustomersisimportanttothesuccessoftheirbusiness.

Presentation 10 minutes

a Lookatthepictures...

• Callonvolunteerstosaywhattheythinkthephrasesmean.Askthemforexplanationsorexamplesforeachphrase.

• Sayeachphraseandhavestudentsrepeat.


T-167 UNIT 9

Lesson 1 Vocabulary

Interactive Practice pages 98–99

Extra Practice


2 PRACTICE

Communicative Practice 20 minutes

Show what you know!

STEP1.GROUPS.Talkaboutyourbest...

• Say:Think about the job skills you have. If you don’t work now, think about the skills you use at home and at school.

• Asgroupstalkabouttheirjobskills,walkaroundandprovidehelpasnecessary.

• Toreviewthisactivity,askeachgrouptosayoneortwoskillstheydiscussedintheirgroup.

STEP2.PROBLEM-SOLVE.Whatareyour...

• Say:You’re going to talk about the problems you have on the job and the job skills that you need to improve. If you don’t work now, imagine what problems you might have.

• Asgroupstalkabouttheirproblemsandjobskillstheyneedtoimprove,walkaroundandprovidehelpasnecessary.

• Toreviewthisactivity,haveeachgroupwritethreeproblemsontheboardandthreejobskillsthatneedtobeimproved.

• Callonvolunteerstosayhowthesejobskillsmightbeimproved.

Community Building

Duringgroupdiscussions,encouragestudentstothinkofexampleswhentalkingabouttheirbeliefs.Writeontheboard:I think I’m good at being part of a team. For example, when I worked at a restaurant, I had to work with the cooks and the waitresses. We worked really well together.

WORDPLAY.Lookatthejobskills...

• Tellstudentstounderlineanywordstheyarenotsureofastheycompletethetask.

• Formpairs.Havestudentstalkaboutthewordstheyunderlined.Walkaroundandprovidehelpasnecessary.Youmaywanttowritewordsanddefinitionsorexamplesentencesontheboard.

• Checkcomprehension.Asktheclass:Who is good at training other employees? Can you give an example? Who is good at giving someone instructions? Can you give an example?

MULTILEVEL INSTRUCTION

Cross-ability Formcross-abilitypairswithinthegroup.Havetheabove-levelstudentencourageandhelpthepre-levelstudenttoexpresshisorherideas.Tellthepre-leveltoasktheabove-levelstudentforhelp.

Teaching Tip

Aneffectivewaytogetstudentstopracticedifferentskillsistohavethemrotatetasks.Foronegroupdiscussion,StudentA:Watchthetime.StudentB:Writethegroup’sideasonapieceofpaper.StudentC:Telltheclassyourgroup’sideas.StudentD:Askquestionsofeveryonetobesureeveryoneparticipates.StudentE:EncourageeveryonetouseEnglish.Forthenextgroupdiscussion,havestudentsswitchroles.


UNIT 9 T-168

Ask for clarificationLesson 2


2 LISTEN

a Listen.Margoistraining...

• Havestudentsreadthedirections.• Ask:Who are the people in the photo? What

is happening?• PlayCD3,Track2.Thenasktheclass:Does Jason

understand everything? How do you know?• Say:Let’s listen to the conversation again.


B Listenagain.Write...

• Havestudentsreadthestatementssilently.• PlayCD3,Track3.Havestudentscompare

answers.• ThenplayTrack3again.Reviewtheanswers

byaskingvolunteerstowritetrueorfalseontheboard.

• Tellstudentstheyaregoingtolistenagainsotheycancorrectthefalsestatements.TellstudentstoraiseahandandsayStop!whentheyhearthecorrectinformation.

• PlayTrack3again.Stoptheaudiowhenyouseeahand.Askthestudenttosaywhatheorsheheard.Repeattheinformation.Ask:Is that correct?

• Saythecorrectinformationandhavestudentscorrectthefalsestatements.Callonstudentstosaythenewstatements.

• PlayTrack3againtoconfirmtheanswers.

Expansion: Writing Practice for 2B

• Havestudentscorrectthefalsestatementsbywritingnewones.Callonvolunteerstowritethenewstatementsontheboard.Havestudentscopythesentencesintotheirnotebooks.


1 BEfORE YOU LISTEN

a GROUPS.Whatcanyoudoif...

• Writeontheboard:Ask for clarification = make sure you understand something.

• Say:Sometimes an employer tells us to do something and we don’t understand. What can we do?

• Walkaroundandhelpasnecessary.• Toreview,askavolunteerfromeachgroupto

writethegroup’sanswersontheboard.Reviewtheanswerswiththeclass.

MULTILEVEL INSTRUCTION for 1A

Pre-level Havestudentswritedownonethingtheycandoiftheydon’tunderstandanemployer’sinstructions.Above-level Havestudentswritedownthreethingstheycandoiftheydon’tunderstandanemployer’sinstructions.

B Lookatthewords...

• Readthevocabularyandthedefinitionsaloud.• Tellstudentstothinkoftimesorplaceswhenthese

wordsmightbeused.• Callonvolunteerstosaywhenorwherethewords

mightbeused.Writeontheboard.(Answersmightinclude:inventory—inastoreorbusinesswhenyouhavetocounteverythingyouhave;quantity—inastorewhenyouhavetosayhowmanyorhowmuchofsomethingyouhaveontheshelves;supplies—inahospital;vendor—talkingaboutapersonorcompanythatyoubuysomethingfrom.)

• Havestudentscopythewordsandexamplesfromtheboardintotheirnotebooks.

Teaching Tip

GivestudentstimetomakecardsfortheirziplockbagsfromthewordsinExercise1B.



T-169 UNIT 9

4 PRACTICE

a PAIRS.Practicetheconversation.

• Withanabove-levelstudent,modeltheconversationfortheclass,usingcorrectwordstressandappropriateemotion.

• Walkaroundandhelpasneeded.• Callonvolunteerstorole-playtheconversation

fortheclass.


3 CONVERSATION

a Listentotheconversaton....

• HavestudentsreadthePronunciationWatch.• Readthesentencestotheclass.Exaggeratethelast

wordslightly.Ask:Where is the stress?(onthelastword)Why is the stress there?(becauseitshowswhatwe’retalkingabout)

• PlayCD3,Track4whilestudentsreadalong.• PlayTrack4again.Havestudentsrepeat.

Expansion: Pronunciation Practice for 3A

• Haveabove-levelstudentswritethreeorfoursubstitutiondialoguesontheboard.Dooneexample.Write:A: Please give me the shirt. B: Which shirt? This one? A: No, that one. The yellow one.Drawadotoverthestressedwords.Havepairspracticethedialoguesfromtheboard.


B Listenandread...

• Ask:Who is having this conversation?(MargoandJason)Ask:Who are they?(thepeopleinthephoto)

• Writeontheboard:How does Jason ask for clarification?Encouragestudentstocovertheconversationintheirbooks.

• PlayCD3,Track5.CallonstudentstosaywhatJasondoestogetclarification.(Heaskslotsofquestions.)

• ThenplayTrack5again.Havestudentslistenandreadsilently.

Teaching Tip

Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andtoscorehowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.

B ROLEPLAY.PAIRS.Makeup...

• FormgroupsofStudentAsandStudentBs.LettheAstalkaboutwhatquestionstheymighthave.

• LettheBsreadandtalktogethertobesuretheyhaveanswerstoanyquestionsStudentsAmighthave.

• PairaStudentAwithaStudentB.• Walkaroundandhelpasneeded.• Callonstudentstorole-playtheirconversationfor

theclass.Teaching Tip

Mimingorhavingstudentsmimeactionshelpswithcomprehension.Workingwithanabove-levelstudent,havethestudentreadtheroleofMargoslowly.Asthestudentreads,mimetheactions.Forexample,pointtothecountertocheckthecupsandpapertowels.Mimecheckinginthecabinetanddrawers.Drawaninventorysheetontheboardtoshowitemandbox.Mimefillingouttheinventorysheet.


Cross-ability Haveabove-levelstudentsrole-playMargo.Havepre-levelstudentsrole-playJason.


Interactive Practice

Extra Practice


UNIT 9 T-170



1 PRACTICE

a Readtheconversation...

• Readtheconversationforcontentfirst.Writeontheboard:What is the customer looking for? Does she buy what she wants?

• Askvolunteersforanswers.(She’slookingforacellphone.Yes,shebuysaphone.)

• Havestudentscompareanswers.• Writetheanswersontheboard.Havestudents

checktheiranswers.

Expansion: Reading Practice for 1A

• Havepairspracticereadingtheconversation.Havethemalternatethepartstheyread.

B Completetheconversation...

• Readtheconversationforcontentfirst.Writeontheboard:What kind of a store is this?(electronics)What does the manager want the clerk to do?(displaysomeDVDplayers)

• Thenhavestudentscompletethetask.Remindthemtodecideifthewordsaresingularorplural.

• Havestudentscompareanswers.• Toreview,readthecorrectconversationandhave

studentschecktheiranswers.Thenhavepairspracticetheconversation.


• Writeavariationofthedialoguefrompage168ontheboard:A: Please give me the shirt. B: Which one? This one? A: No, that one. The yellow one.

• Writeavariationofthisdialogueusingthepluralontheboard:A: Please give me the shirts. B: Which ones? These on the table? A: No, those . The ones on the bed.

• Pointoutthatweuseone,this,andthatforsingular;weuseones,these,andthoseforplural.

• Statethelessonobjective:We are going to learn about using one and ones while we ask for clarification.


One/Ones

• Askstudentstoreadthedialogueinthefirstchart.Say:This is a dialogue about one box.Readthedialogueandhavetheclassrepeat.

• Askstudentstoreadthedialogueinthesecondchart.Say:This is a dialogue about more than one box.Readthedialogueandhavetheclassrepeat.

• Callonanabove-levelstudenttoreadtheGrammarWatch.Pointtothegrammarchartstoshowthecorrespondinginformation.

• Formpairs.Havestudentsreadthetwodialoguesintheboxes.TellthemtoalternatereadingAandB.


T-171 UNIT 9


Show what you know!

• Writeontheboard:aisle.Makesurestudentsunderstandwhatthiswordmeansandhowtopronounceit.

• Havestudentswritetheirconversationssoyoucancheckforaccuracy.

• Walkaroundandhelpasneeded.• Callonstudentstorole-playtheirconversations

fortheclass.


2 PRACTICE

a Crossouttheunderlinedwords...

• Readitem1beforethewordwascrossedout.Thenreaditem1withthewordcrossedoutandchanged.Tellstudentstobecarefulofsingularandplural.

• Havestudentscompareanswers.• Callonvolunteerstowritethenewsentenceson

theboard.• Reviewthesentenceswiththeclass.Make

necessarycorrections.

B Readthesesentences....

• Readthesentencesforcontentfirst.Writeontheboard:Who is talking?(aclerk)Where does this person work?(apharmacyinAtlanta)What is he or she talking about?(batteries)

• Thenhavestudentscompletethetask.Remindthemtothinkaboutwhetherthewordsaresingularorplural.

• Havestudentscompareanswers.• Goaroundtheroom.Onestudentreadsa

sentence,thenextstudentsaysifthesentenceiscorrectorincorrect,andthenextstudentsayswhy.

• Toreview,readthecorrectsentencesaloudtotheclass.


Extra Practice

Culture Connection

Animportantworkskillistheabilitytoaskforclarification.Employersoftensay,If you don’t understand, ask!Askstudentswhatmighthappeniftheydon’taskforclarificationwhentheydon’tunderstandsomething.

Teaching Tip


MULTILEVEL INSTRUCTION for Show what you know!

Pre-level Studentschooseonesingularitemandonepluralitemtotalkabout.Above-level Studentsaddonemoresingularitemandonemorepluralitemtotalkabout.

Progress Check

Canyou...askforclarification?Askstudentstoreviewsomeofthelanguageusedtoaskforclarification.Makealistontheboard.(Answersmightinclude:HowdoIdothat?WhatdoIdonext?Whichones?Whichone?)Askstudents:Can you check this goal?



UNIT 9 T-172

Talk about health in the workplaceLesson 4


1 BEfORE YOU READ

Skimthearticle....

• AskstudentstoreadtheReadingSkillboxsilently.Say:Think about what we look at when we skim an article.

• Usingatransparencyorholdingupthebook,pointtothetitleofthelesson,thetitleofthearticle,thefirstandlastlinesofthearticle,andthebulletedpoints.

• Havestudentsanswerthequestionwithapartner.Callonvolunteerstosaywhattheythinkthearticlewillbeaboutandwhytheythinkthat.

• Statethelessonobjective:We are going to talk about health in the workplace.


2 READ

Listenandread...

• Writeontheboard:shift = schedule at work.• Tellstudentstheyaregoingtolistentoandread

informationaboutstayinghealthywhileworkingirregularornighttimeshifts.Askstudentstothinkaboutthequestionsontheboard.

• PlayCD3,Track6.Studentslistenandreadsilently.

• Checkcomprehension.Ask:What is Jack’s problem?(Heworksatnightanddoesn’tsleepinthedaytime.)What advice does the article give?(getatleastsevenhoursofsleep,becarefulwhatyoueatanddrink,spendtimewithyourfamily)How did Jack change his situation?(Arelativetakescareofhisson;hiswifechangedherhours.)

• Ifstudentswantdefinitionsofvocabularywordsnow,tellthemthatthereisvocabularypracticeonthenextpage.

Expansion: Reading Practice for 2

• Formpairs.Tellstudentstheyaregoingtoreadparagraphbyparagraph,thentalktotheirpartners.

• Tellstudentstoreadaparagraphsilently.Theirpartnerdoesthesamething.Whenonestudentisfinished,havehimorherclosethebookandwaitfortheother.

• Whenbothstudentshavereadtheparagraphandclosedtheirbooks,havethemsayoneortwothingstheyremember.Tellthemtousetheirownwords.Theycanchecktheirinformationbeforemovingontothenextparagraph.

• Toreview,havestudentsclosetheirbooks.Readaparagraphaloud.Callonvolunteerstosayonethingtheyremember.Dothiswiththewholearticle.


Talk about health in the workplaceLesson 4

T-173 UNIT 9


Show what you know!

PROBLEM-SOLVE.GROUPS.Discuss...

• WriteaT-chartontheboard: Situations that can

cause stress or harm What can you do?

• Formgroups.Askstudentstothinkaboutsituationstheyorothershavehadatwork.

• Callonastudentfromeachgrouptowriteoneproblemandonesolutioninthechartontheboard.

• Toreviewthisexercise,haveaclassdiscussiononwhetherornotthesolutionsofferedwouldhelp.


Extra Practice


Community Building

Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutquestionstheydon’tunderstand.Givestudentstheopportunitytotalktoeachotherastheycompleteexercises.


Pre-level Studentswriteoneproblemsituationandonesolution.Above-level Studentswriteasmanyproblemsituationsandsolutionsastheycan.

Progress Check

Canyou...talkabouthealthintheworkplace?Asktheclasstoidentifysomehealthrisksintheworkplace.Asktheclasstoidentifysomesolutionstothesehealthrisks.Makealistontheboard.Askstudents:Can you check this goal?

3 CHECK YOUR UNDERSTANDING

a Readthearticleagain....

• Reviewwhatstudentsknowaboutfindingthemainidea.(Eventhoughastatementistrue,itmightnotbethemainidea;themainideaisthebigpictureorthemainpurposeofthearticle.)

• Tellstudentsthatanotherwayoffindingthemainideaistolookatthebeginningandtheend.

• Callonastudenttosaythemainidea.Reviewwhy:aistrue,butisnotthewholeidea;bistruebutisnotthewholeidea.Themainideainthisarticleincludestherebeingsomethingyoucandoaboutthisproblem.

B WriteT(true)orF(false)....

• Tellstudentstolookatthearticleonpage172tohelpthemdecideifasentenceistrueorfalse.

• Tellstudentstopointtotheparagraphinthearticlethatshowstheanswer.

4 VOCABULARY IN CONTEXT

Lookattheboldfaced...

• Writealistoftheboldfacedwordsontheboard.• Havestudentsreadthestoryagain.Askthemto

payattentiontothesentenceswiththesewords.• Toreview,askvolunteerstoreadthewordsand

theirdefinitionsaloud.Makeanynecessarycorrections.

Expansion: Writing Practice for 4

• Formgroups.Giveeachgrouponevocabularyword.Havethegroupwriteasentenceontheboardusingtheirword.Makeanynecessarycorrections.


UNIT 9 T-174

Write about your jobLesson 5


1 BEfORE YOU WRITE

Teaching Tip

Tohelporganizegroupdiscussions,givestudentstimetowritetheirideasandwhattheywanttosay.Youcanbrainstormwiththeclassandwriteideasontheboard.

GROUPS.Talkaboutajob...

• Callonastudenttoreadthewordsinthebox.Havestudentsreadtheparagraphandunderlinethewordsfromthebox.

• Thenhavestudentsdiscuss.Walkaroundandhelpasneeded.

• Statethelessonobjective:We are going to write a paragraph about a job.

MULTILEVEL INSTRUCTION for 1

Pre-level Havestudentstalkabouttwogoodthingsandtwobadthingsaboutajob.Above-level Havestudentstalkaboutasmanygoodandbadthingsaboutajobtheycanthinkof.


• Writeontheboard:What is good about the job? What is bad about the job?

• Tellstudentsyouaregoingtoreadthemaparagraphaboutajob.Tellthemtothinkaboutthequestionsontheboardwhileyou’rereading.

• Readaloudtheparagraphaboutthesupermarketjob.

• Callonvolunteerstowriteanswerstothequestionsontheboard.

• Toreview,havestudentsopentheirbookstopage174.Havestudentsreadtheparagraphsilently.

• Havestudentsaddorcorrectideasontheboard.


2 WRITE

Writeaparagraph...

• Walkaroundandhelpstudentsasneeded.• Checktobesuretheyarewritingbothgoodpoints

andbadpointsaboutthejob.

3 CHECK YOUR WRITING

• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper

usingthesesamequestions.• Walkaroundandhelpasnecessary.


• Afterpairshavecheckedeachother’spapersandmadeanynecessarycorrections,havethemreadtheirparagraphsaloudtotheirpartners.

Teaching Tip

Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluatevocabulary,grammar,mechanicsandhowwelltheycompletethetask.Youmaywanttoreviewthecompletedrubricwiththestudents.


Extra Practice


Talk about expectations on the jobLesson 6

T-175 UNIT 9


1 BEfORE YOU LISTEN

CLASS.Whatdoemployersexpect...

• Say:Imagine that you are the boss. You have a new employee coming in today. What do you think he or she should do? How do you think he or she will act?Callonsomestudentstosharetheirideas.

• Ask:What do you think is most important at a job?• Callonstudentstosharetheiranswers.

Culture Connection

YoucanletstudentsknowthatintheUnitedStates,itisimportanttoknowwhatyouremployerexpectsofyou.Youmaywanttotalkabouthowtofindthisout.Tellstudentstheycanaskquestionsbeforetheyarehired.Remindstudentsthataskingforclarificationbeforeaproblemarisesisimportant.


B Readthequestions.Thenlisten...

• Studentsreadthestatementsbeforelistening.• PlayCD3,Track7.• Ask:Who are the men?(Carl,Tony,another

employeeandBill,theboss)• PlayTrack7again.Reviewtheanswers.

c Readthequestions....

• IfmorethanadaypassesbetweendoingExercises2Band2C,havestudentsretellCarl’sstorytotheirpartner.

• HavestudentsanswerthequestionsbeforelisteningtotheCDagain.

• Callonvolunteerstoanswerthequestions.• Toreview,playCD3,Track7.


MULTILEVEL INSTRUCTION for 2D

Cross ability Assignanabove-levelstudenttheroleofmakingsureallstudentshavetheopportunitytoexpresstheiropinions,ideasandexperiences.


2 LISTEN

a Listen.Carlworks...

• Callonastudenttoreadthedirectionsaloud.Ask:What are we listening for?(DoCarlandhisbosshaveagoodrelationship?Howdoweknow?)

• PlayCD3,Track7twice.Callonstudentstoanswerthequestions.

Culture Connection

TheUnitedStatescanbeaninformalculture.Manypeoplemayprefertobecalledbytheirfirstnames:bosses,teachersandprofessors,pastors,doctors,anddentists.

D MAKEITPERSONAL.GROUPS.Discuss...

• Callonavolunteerfromeachgrouptosaywhatthestudentsinthatgrouparemostcomfortablewith.

• Ask:How might you ask for clarification about what your boss wants to be called?

• Callonvolunteerstalkabouttheirgroup’sideas.


Extra Practice


UNIT 9 T-176



• Writeontheboard:Verb + infinitive: I need to finish cleaning the kitchen.Verb + object + infinitive: I need you to finish cleaning the kitchen.

• Askvolunteerstoreadthesentencesandsaywhatthedifferenceinmeaningis.

• Asktheclasstogiveonemoreexampleforeachgroup.Chooseagoodexamplewithoutanobjectandwriteitinthecorrectcolumnontheboard.Changeittoincludeanobjectandwriteitinthecorrectcolumnontheboard.

• Pointoutthataverbplusaninfinitivemeansthesubjectisdoingtheaction.


Verb+Object+Infinitive

• Callonavolunteertoreadthesentencesinthegrammarbox.

• Stopaftereachsentenceandreinforcetheinformation.Ask:Who is going to do the action?

• ThenhavestudentsreadtheinformationintheGrammarWatch.

• Toreview,say:Let’s review what we now know. What is the difference between saying Iwanttodosomething and Iwanthimtodosomething?(Answersshouldinclude:Iamdoingtheactioninthefirstsentence.Heisgoingtodotheactioninthesecondsentence.)


1 PRACTICE

a Readtheconversation....

• Tellstudentstheyaregoingtoreadabriefconversationbetweenabossandanemployeetwotimes.

• Havethemreadtheconversationfirsttoanswer:Who is Fei Yen? Who is John? Why do you think John wants to make a phone call?

• Havestudentsreadtheconversationagainandcompletethetask.

• Walkaroundandhelpasnecessary.• Callonvolunteerstoreadasentenceandsayifit’s

trueorfalse.

Expansion: Grammar Practice for 1A

• Studentschangethefalsesentencestobetrue.Havethemwritethetruesentencesontheboard.Reviewwiththeclass.

B Completetheconversation....

• Tellstudentstheyaregoingtoreadaconversationbetweentwoemployees.

• Completethefirstitemwiththeclass.Elicitideasfromstudents.Showthemhowtocrossoutthewordstheyuse.Thencallonastudenttoreadthesentence.

• Toreview,havestudentscompareanswerswithaclassmate.Thencallontwostudentstoreadtheconversation.Makeanynecessarycorrectionsbywritingtheanswersontheboard.

• Formpairs.Havestudentspracticethecompletedconversation.


T-177 UNIT 9


Show what you know!

PROBLEM-SOLVE.GROUPS.Discussthesituations....

• Reviewthetopic.Ask:What are the expectations in item 1? What are the expectations in item 2?Youmaywanttowritetheideasontheboard.

• Setatimelimitforgroupstotalk.Walkaroundandhelpasneeded.

• Thenasktwogroupstojoineachotherandsharetheiradvice.




Extra Practice

Progress Check

Canyou...talkaboutexpectationsonthejob?Asktheclasstoidentifysomeexpectationsthatemployershave.Makealistontheboard.Asktheclasstoidentifysomeexpectationsthatemployeeshave.Makealistontheboard.Askstudents:Can you check this goal?


Pre-level Studentsworkinpairstocompletethetask.Whenit’stimetochange,havethemworkwithanotherpre-levelpair.Above-level Tellstudentstoaddacoupleofexpectations.Whenit’stimetochange,havethemworkwithanotherabove-levelgroup.

• Writeontheboard:I have to be on time for my class. I have to keep attendance records for my class.Ask:What does my school district expect of me?

• Elicitanswersfromtheclass.Writecorrectanswersontheboard:The school district expects you to be on time for your class. The school district expects you to keep attendance records.

• Ask:What does your boss or spouse or child expect of you?

• Callonvolunteerstosaysentences.Writethesentencesontheboard.


2 PRACTICE

Readthecomplaints...

• Tellstudentstheyaregoingtoreadtheconversationforcontextfirst.Ask:Who are these people? What are they talking about?

• Thenhavestudentsreadtheconversationagainandwritetheanswers.

• Toreview,havestudentswritecompletedsentencesontheboard.Makeanynecessarycorrections.


• Formpairs.Havestudentspracticereadingthecomplaintsaloud.

Language Note

Whenusingaverb+anobject+aninfinitive,wecanuseanounorapronounastheobject.Forexample,wecansayThe teachers expect thestudents to be on time OR The teachers expect them to be on time.Thepronounruleapplies:Youcanuseapronounwhenyoualreadyknowthenounyou’rereferringto.


UNIT 9 T-178

Identify safety hazards at workLesson 8

Culture Connection

In1970,CongressenactedtheOccupationalSafetyandHealthAct(OSHAct)toprovideworkingmenandwomenwithsafeandhealthfulworkingconditions.TheactestablishedtheU.S.OccupationalSafetyandHealthAdministration(OSHA)andauthorizedittoissueandenforceworkplacesafetyandhealthstandards.


• Writeontheboard:safety hazards = dangerous things at work.

• Say:What safety hazards might you see at different workplaces? Havestudentstalkinpairsorsmallgroups.

• Walkaroundandhelpasnecessary.• Callonvolunteerstosayoneortwosafetyhazards.• Statethelessonobjective:We’re going to read about

safety hazards and safety rules.


1 READ SAfETY INSTRUCTIONS

CLASS.Readthesafetyposter....

• Readtheinformationaloudfromtheyellowstickynote.Tellstudentsdisplaymeanstoputsomethingupwhereeveryonecanreadit.

• Havestudentsreadthepostersilently.• Thenreadeachbulletedpointaloud.Have

studentsrepeat.• Askvolunteerstowriteontheboardwordsthey

don’tunderstand.Reviewthesewordswiththeclass.Giveexamplesorbriefdefinitions.Usetheboard.


2 PRACTICE

a PAIRS.Whatisthemainidea...

• Remindstudentsthatthemainideaisthemainormostimportantpointofapieceofwriting.

• Havestudentschoosetheiranswers.• Revieweachanswerchoicewiththeclass.Say:

Does the poster want people to b) put away all equipment?(No;itdoesn’tsaythatanywhereontheposter.)

• Say:The poster wants workers to a) be careful of machinery, but is that all it says?(No.Italsosaystowearnon-slipshoes,tocleanup,etc.)

• Say:So, the final letter, c, is the best answer. The purpose of the poster is to prevent accidents and injuries.

B Answerthequestions....

• Havestudentscompareanswers.• Callonstudentstowritetheanswersontheboard.• Toreview,havestudentsreadthestatements

andexplainwhytheyaretrueorfalse.Makeanynecessarycorrections.


• Formpairs.Havestudentsalternatereadingthesafetytipsaloud.


Identify safety hazards at workLesson 8

T-179 UNIT 9


Extra Practice


c GROUPS.Lookattheworkplaces...

• Writetheworkplacecategoriesincolumnsontheboard.

• Encourageeachstudenttotakenotesforeachworkplace.

• Callonvolunteerstowritetheirgroup’sideasundertheheadingsontheboard.

• Discusseachworkplacewiththeclass.

Expansion: Speaking Practice for 3C

• Ingroups,havestudentstalkaboutwhatsafetyrulesshouldbefollowedfortheworkplacehazards.

Progress Check

Canyou...identifysafetyhazardsatwork?Asktheclasstoidentifysomesafetyhazardstheymightfindinvariousworkplaces.IfmorethanoneclasssessionhaselapsedsinceyoudidExercise3B,writethesehazardsontheboard.Askstudents:Can you check this goal?


3 IDENTIfY SAfETY HAZARDS

a PAIRS.Matchthedanger...

• Callonstudentstoreadthedangers.Givebriefdefinitionsorexamplesofanywordsstudentsdon’tknow.

• Callonpairstoreadthedangerandthematchingpotentialaccident.


Cross-ability Above-levelstudentshelppre-levelstudentsunderstandthevocabulary.

B CLASS.Talkaboutthesafetysigns....

• Callonastudenttoreadtheinstructionsandanotherstudenttoreadthesigns.

• Say:Let’s write sentences about what might happen if you’re not careful.

• Writethetextofsign1ontheboard:Watch your step. You might fall if you’re not careful.

• Givestudentsafewminutestowritesentencesintheirnotebooks,andthencallonthemtosayasentence.Writetheirsentencesontheboard,makingcorrectionsasnecessary.


UNIT 9 T-180

Respond appropriately to correctionLesson 9


1 BEfORE YOU LISTEN

Community Building

Yourstudentswillbeinterestedtoknowthatyoumayhavehadsimilarexperiences.Youmaywanttostartoffdiscussionsbytellingafunny,embarrassing,orsensitivestoryaboutyourself.Forexample,tellastoryaboutatimewhenyoumadeamistakeatwork.Studentswilllearnsomethingaboutyouandmightfeelmorecomfortablesharingtheirownstories.


B Readthestatements....

• Havestudentsreadthestatementsfirst.• PlayCD3,Track8.Thenhavestudentscompare

answers.• Callonstudentstoreadthestatementsandsayif

theyaretrueorfalse.• PlayTrack8againtoconfirmtheanswers.

Expansion: Writing Practice for 2B

• Havestudentschangethefalsestatementstotrue.Callonstudentstowritethenewstatementsontheboard.

c PAIRS.Discussyouropinion....

• Say:There are good superviors and bad supervisors, and good employees and bad employees. What do you think about Margo and Jason?

• Ifstudentsneedtolistentotheconversationagainforthistask,playCD3,Track8.

• Toreview,havepairssitwithanotherpairandcompareopinions.

• Callonafewpairstosharetheirideas.

Haveyouevermadeamistake...

• Shareastoryofyourown.• Formpairs.Havestudentsanswerthequestions.• Callononeortwovolunteerstoshareabriefstory.


2 LISTEN

a Listen.Margo,theofficemanager...

• Tellstudentstolookatthepicture.Ask:Do you remember these two people from pages 168 and 169? Who are they? What are their jobs?

• Say:You’re going to listen to Margo talking to Jason about a problem. What is it?Tellstudentstheproblemhastwoparts:1)thecopymachinenexttoMr.Ruiz’sofficeisnotworking,and2)Jasonissupposedtocheckallthemachinesinthemorningwhenhecomesin.

• PlayCD3,Track8.Askstudentstoraisetheirhandsiftheyknowtheproblem.

• Ifamajorityofstudentsdonotraisetheirhands,playTrack8again.Thencallonastudenttosaytheproblem.

• Reviewtheanswerwiththeclass.PlayTrack8againforstudentstoconfirmtheanswer.


Respond appropriately to correctionLesson 9

T-181 UNIT 9


3 CONVERSATION

a Listenandread...

• PlayCD3,Track9.Havestudentslistenandread.• PlayTrack9again.PausetheCDaftereachline

andhavestudentsrepeat.

4 PRACTICE

a PAIRS.Practicetheconversation.

• StudentstaketurnsplayingMargoandJason.• Callonpairstorole-playtheirconversationfor

theclass.

Teaching Tip


B ROLE-PLAY.PAIRS.Makeconversations...

• Haveeachpairwritedowntheirsituationsandapologies.

• Walkaroundandhelpasneeded.• Besurestudentsalternateroles.• Callonstudentstoperformtheirroleplaysfor

theclass.

Communicative Practice 15 minutesTeaching Tip

Remembertoreviewwhatyoucoveredinthepreviousclassbeforeyoubeginanewexercise.Askquestionsaboutconversations,vocabulary,orgrammarpoints.Thishelpsstudentsreviewaswellasprepareforthenextlesson.

MULTILEVEL INSTRUCTION for 4B

Pre-level Havestudentschooseonesituationforbothofthem.Theycanalternateroles.Above-level Havestudentschoosedifferentsituations.Theycanalsowriteconversationsforgoodsupervisorsandemployeesandbadsupervisorsandemployees.


Extra Practice


Follow instructionsLesson 10

UNIT 9 T-182


• Writetwocolumnsontheboard:Direct SpeechandReported Speech

• UnderDirect Speechwrite,usingquotations,“Please close your books.”

• UnderReported Speech,write:Our teacher told us to . . .

• Elicittherestofthesentencefromtheclass.Helpthembyasking:The teacher told who?(us)The teacher told us what?(tocloseourbooks)

• Statethelessonobjective:We’re going to learn about reported speech and following instructions.


Reportedspeech:commandsandrequestswithtell/ask

• HavestudentsreadtheGrammarWatchsilently.Pointoutthatinreportedspeechthereisaverbplusanobjectplusaninfinitive.AskstudentstocirclethisintheGrammarWatch.

• Tellstudentstoimaginethatyouarethemanager.Readthedirectspeechfromthebox.

• Callonstudentstoreadthereportedspeechforeachcommandyouread.

• Askstudentstosaytheverbplustheobjectplustheinfinitiveandcircleit.

• Answeranyquestions.


1 PRACTICE

a Readandlisten...

• PlayCD3,Track10.Studentslistenandread.• Callonastudenttoreadthethreeanswerchoices.• PlayTrack10again.• Callonastudenttosaythecorrectanswer.

B Unscramblethesentences....

• Writenumbers1through6ontheboard.• Doitem1withtheclass.Remindstudentsto

payattentiontothedifferencebetweenasubjectpronounandanobjectpronoun.Remindstudentstocrossoffthewordstheyuse.Writesentence1ontheboard.

• Walkaroundandhelpasneeded.• Havestudentswritesentencesontheboard.Make

correctionsasnecessary.


T-183 UNIT 9


2 PRACTICE


Extra Practice

Language Note

Quotationmarksidentifyexactwordsthatsomeonesaid.

Follow instructionsLesson 10

Readthequestions...

• Writeontheboard:“Restock the batteries.”• Ask:These exact words came from who?(Mr.Lan)

Who was he talking to?(Alex)• Readtheanswerforitem1.• Havestudentscompareanswerswithaclassmate.• Callonstudentstosaythenewstatements.

Writewhatthestudentssayontheboard.Makecorrectionsasnecessary.


Show what you know!

STEP1.GROUPSOF3.Chooseaworkplace...

• Havegroupsmakealistofsomeworkplacestheyknowabout.

• Haveeachgroupsayoneortwoplacestheycantalkabout.

STEP2.ROLEPLAY....

• Givestudentstimetowritedownsomeideasintheirnotebooks.

• Walkaroundandhelpasneeded.• AskStudentAsandBstoreadStudentCs’

sentencesandbesuretheyarecorrect.

STEP3.StudentC:Reporttotheclass....

• CallonStudentCstoreportbacktotheclass.Community Building

It’simportantforstudentstodrawfromtheirownexperiencewhenrole-playingordiscussing.Writeontheboard:A:I know about this workplace. I had a job in a hospital once. B:Oh, you did? What are some common instructions for a hospital?

MULTILEVEL INSTRUCTION

Cross-ability Haveon-levelstudentsrole-playthemanager.Havepre-levelstudentsrole-playtheemployee.Haveabove-levelstudentsbeStudentsCandreporttotheclass.

Progress Check

Canyou...followinstructions?Asktheclasstoidentifysomeinstructionstheymighthearinaworkplace.Tellthemtousereportedspeech.Forexample:In a hospital, a supervisor might tell me to wear a mask when I am around patients.Writesomesentencesontheboard.Askstudents:Can you check this goal?


UNIT 9 T-184

Show what you know!

1 REVIEW

ForyourGrammarReview...

• Havestudentsturntopage253toreviewthegrammarforthisunit.

• Answeranyquestionsstudentsmayhave.

2 ACT IT OUT

STEP1.CLASS.Reviewtheconversation...

• Writeontheboard:The conversation is about .

• PlayCD3,Track10.• Havestudentsworkwithaclassmatetofillin

theblank.Thenhavevolunteerssaywhattheconversationwasabout.

STEP2.ROLEPLAY.PAIRS.Role-playthesituation...

• Haveeachpairreadtheirroleplayinformation.Checkcomprehension.Ask:Who are the people? What is the problem?

• Asktheclasstosaytheirideas.Writetheinformationontheboard.Answeranyquestionsstudentsmayhave.

• Aspairsrole-playaconversation,walkaroundandhelpstudentswithvocabulary,pronunciation,andgrammar.

• Askvolunteerstorole-playtheirconversationfortheclass.

Teaching Tip

Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.

3 READ AND REACT

STEP1.GROUPS.ReadaboutMaya....

• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Who is Maya? What is

her problem?

STEP2.GROUPS.Discuss.Whatistheproblem...

• Tellstudentstosummarize,withoutreading,theproblemsMayaishaving.

• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayonething

heorshewouldtellMaya.

4 CONNECT

ForgeneralteachingnotesabouttheSelf-evaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.

Progress Check

Whichgoalscanyoucheck...Tellstudentstoturntopage165(thefirstpageofUnit9).Havethemreadthegoalsandchecktheonestheybelievetheycando.Havethemtalktoapartneraboutwhichgoalstheychecked.

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit9,encouragethemtoreviewtheactivitiesontheCD-ROM.

Review &Expand


Extra Practice


Documents

9 On the Job · employer’s instructions. Above-level Have students write down three things they can do if they don’t understand an employer’s instructions. B Look at the words