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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
4 Household choresB
Extension• Pantomimeachorefromthelistandhave
studentsguesswhichchoreyouaredoing.Invitevolunteerstopantomimeoneortwootherchoresfromthelistfortheizrclassmatestoguess.
Communication2 Saying the right thing
Extension
• Pairstudentsandassigneachpaironeoftheexpressionsinthebox.Havethemcreateadialogueoftwoorthreesentencesusingtheexpression.Calloneachpairtopresenttheirdialoguetotherestoftheclass.
3 OccupationsB.
Extension
• Writethefollowinglistofoccupationsontheboardfollowedbyblanklines: 1.actor 2.driver 3.singer 4.teacher 5.doctor
• Assignpairs.Tellstudentstocopythelist,includingtheblanklines.Explainthattheymustwritetwowordsassociatedwitheachoccupation.Forexample,afterthewordactortheycouldwritetheater and costume.
• Circulatetomonitorandassistpairs.• Toconclude,elicitassociatedwordsforeach
itemfromseveralpairs.
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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
2 Comprehension Cross-curricular activity: social studies• Askstudentswhereearlyimmigrantsto
Californiacamefrom.(Europe,SpainandLatinAmerica,Asia)Theycanreferbacktothereadingpassageifnecessary.
• Displayalargemapoftheworld.Pointoutthesevencontinents(NorthAmerica,SouthAmerica,Africa,Europe,Asia,Australia,Antarctica) andwritetheirnamesontheboard.
• HavestudentsfindCaliforniaandSpain.Askwhichcontinentstheyareon.
• Dividetheclassintotwoteams.Haveeachteammakealistoftencountriesandnotetheircontinents,consultingthemapasneeded.
• Lettheteamstaketurnsgivingeachotheracountrynameandidentifyingthecontinentforthatcountry.Coverthemapwhileteamsareansweringandthenrevealittochecktheiranswers.
Grammar Focus and Discovering grammarFocus on multiple intelligences: this activity focuses on visual intelligence.• Drawascale(straightline)ontheboard.Mark
oneendwithalwaysandtheotherwithnever.Havestudentsdecidewheretoplacetheotherfrequencyadverbsfromyourlist.Thenaskstudentstocreatesimplepresent-tensesentencescontainingthefrequencyadverbs.
A.Focus on multiple intelligences: this activity focuses on linguistic and interpersonal intelligences.• Askonestudenttotakeapartnerandstandin
frontoftheclass.Tellthestudenttochooseaconversationstarterfromthelistontheboardandbeginaconversationwithhisorherpartner.Havethetwostudentsperformaveryshortconversationfortheclass.Thencallonanotherstudent,continuinguntilalloranumberofstudentshaveparticipatedinaconversation.
Putting it together Meeting Jack and DeniseB.
Focus on values• Askstudentstolookatthelasttwoframesof
thephotostory.Pointoutthattwointroductionstakeplace.Asktwostudentstocometothefrontoftheclassandmodeltheintroductionswithyou.Useappropriategesturestoaccompanythewordsfromthephotostory.
• Explainthatitispolitetointroducepeopletoeachotherthefirsttimetheymeet,orto“reintroduce”themafteraperiodoftimeapart.Brainstormwithstudentsalistofpolitephrasesforintroductionsandresponses,suchasI’d like you to meet . . . andNice to meet you.
• Havestudentsworkingroupsofthreetorole-playintroductions.Tellthemtotaketurnsmakingintroductionsandrespondingpolitely.
Learn to learn
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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
Warm-up
Focus on multiple intelligences: this activity focuses on interpersonal intelligence.• OntheboardwriteA Special Dayandthese
prompts:When? Where? Who? What activities? What kind of food? Tellstudentsyouarethinkingaboutawonderfuldaywithyourfamily(adaytrip,picnic,holiday,etc.).Invitestudentstoaskyouquestionsusingtheprompts(Where did you go? Who was with you? What did you eat?).Answerusingthesimplepasttense.
• Havestudentsthinkoftheirownspecialdays.• Dividetheclassintopairs.Havepartners
intervieweachotherabouttheirspecialdaysusingthepromptsontheboard.
4 Vocabulary B.
This is a Home/School connection activity.• Havestudentsinterviewfiverelativesandfriends
toseewhattheythinkisthemostimportantmeansoftransportationavailabletothemandwhy.AskeachstudenttomakeachartthatincludesName, Relationship (e.g.,father,friend,neighbor),Means of Transportation,andReason.
• Drawasamplechartontheboard,fillinginanswersaboutyourself(e.g.,Mrs. Ruiz; teacher; bus; convenientandinexpensive).
• Havestudentsbringtheirchartstothenextclass.Callonindividualstoreporttheirfindings.Encouragestudentstoanalyzeanddiscusswhichmeansoftransportationaremostimportantinyourareaandwhy.
16 Reading Extension• Asahomeworkassignment,youmaywantto
askstudentstovisitthestateofCalifornia’stourismwebsitetolearnaboutadditionaltouristattractionsinCalifornia.
Cross-curricular activity: social studies• Beforeclass,prepareahandoutordrawonthe
boardatimelinelabeledEvents in California History. Includethefollowingevents: 1846 Firstnewspaperispublished 1848 GoldRushstarts 1868 UniversityofCaliforniaopens 1906 Earthquakeandfiredestroymuchof
SanFrancisco 1912 UniversalStudiosopens 1933 SanFranciscoBalletperformsforthe
firsttime
18 Writing Focus on multiple intelligences: this activity focuses on linguistic, interpersonal, kinesthetic, and visual intelligences.• GROUPS. Tellstudentsthattheirgroupswill
nowcreatebrochures.Havethemembersofeachgrouppickaplacefromtheirlistoftouristattractions,thendesignandcreateabrochureaboutthatplace.Encouragestudentstobecreativeandartistic.Thebrochuresshouldbeillustratedwithoriginaldrawingsand/orpicturescutfrommagazines.
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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
4 VocabularyA.
Extension• Askstudentstofindasmanyoftheexpressions
astheycanintheExercise1dialogue.
Grammar Focus and Discovering grammarExtension• Callonastudenttomakeastatementabout
himselforherself(e.g.,I’m a good soccer player).Thenaskanotherstudenttorepeatthestatementinthethirdperson(Maria’s a good soccer player)andturnitintoatagquestion(Maria’s a good soccer player, isn’t she?).Repeatthisseveraltimes,elicitingbothaffirmativeandnegativestatements.
• Havestudentswritestatementsabouttheirclassmatesonslipsofpaper.Askeachstudenttowritefourstatementsusingtheverbbeinthesimplepresentaffirmative,simplepresentnegative,simplepastaffirmative,andsimplepastnegative(e.g.,Teresa is from Los Angeles, Raul isn’t Chinese, David was at the beach yesterday, Carmen wasn’t home last night).
• Collecttheslipsofpaperandhandthemouttodifferentstudents.
• Havestudentsformgroupsofthree.Haveonestudentreadastatement,asecondstudentsaythestatementwiththeappropriatetag,andathirdstudentanswerthequestiontruthfully.
• Tocheck,elicitseveraltagquestionsfromdifferentgroups.
13 Your turnB
Cross-curricular activity: history• Brainstormwiththeclassalistofhistorical
figures(explorers,governmentleaders,scientists,musicians,artists,etc.).
• Dividetheclassintosmallgroups.Haveeachgroupchooseapersonfromthelistthattheyknowsomethingabout.
• Distributepaperandaskeachgrouptowritefivepasttensetagquestionsabouttheirhistoricalfigure.Atleasttwomusthaveaffirmativetagsandtwomusthavenegativetags.Modelbywritingquestionsaboutahistoricalfigureontheboard;e.g.,Frida Kahlo wasn’t a pianist, was she?(No,shewasn’t.Shewasapainter.) She was married to Diego Rivera, wasn’t she? (Yes,shewas.)
• ProvideaccesstoinformationsourcessuchastheInternet,encyclopedias,orotherreferencebooksifpossible.Havestudentsmakeaseparatelistoftheanswerstotheirquestions.Astheywork,walkaroundtomonitorandhelp.
• Havetwogroupsexchangepapersandanswereachother’squestions.Thenletthemswitchbackandcheckeachother’swork.
• Askeachgrouptoshareoneormoreoftheirquestionswiththeclass.
19 WritingB.
Extension
• AskstudentstoreworkCindy’ssituationintoanewspaperadvicecolumn.TheycansummarizeCindy’squestionintwoorthreesentencesandthenwriteareplyfromanadvicecolumnist.Correcttheiradvicecolumnsandpostthemintheclassroomfortherestoftheclasstoread.
Putting it together A bad startB.
Focus on values•Tellstudentsthatitisimportanttotreatfriends
withconsiderationandtobesensitivetotheirfeelings.AskwhatScottdidthatwasveryinconsiderate.(HecancelledhisdatewithKelly.)
•Dividetheclassintosmallgroups.Haveeachgrouprereadthephotostoryandcircleexamplesofoneteenshowingconsiderationforanother’sfeelings.Forexample,DeniseasksKellyifshewouldratherbealone;JackmakesaspecialdrinkforKellybecauseheknowssheisupset;KellytellsJackit’sOKforMatttohangoutwiththem.
• AskstudentstodiscusswhatotherthingsDeniseandJackcoulddotohelpKellyfeelbetter..
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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
16 Your turn B.
Extension
This is a Home/School connection activity.• Askstudentstogiveexamplesofsuperstitions
(beliefsthatsomethingsareluckyorunlucky).Pointoutthatsuperstitionsarecultural;theyvaryfromcountrytocountry.Forexample,intheUnitedStates,somepeoplebelievethatbreakingamirrorwillbringsevenyearsofbadluck.Tellstudentstolistallthesuperstitionstheyknow.Encouragethemtoasktheirparentsandgrandparentswhatsuperstitionstheyhaveorhaveheardof.
• Askeachstudenttoshareoneortwosuperstitionswiththeclassthenextday.Youmaywanttohavetheclassvotetochoosethestrangestormostinterestingsuperstitionpresented.
17 Speaking B.
Focus on values•Askthestudentstoimaginethattheyhave
hadtoleavetheirhomesandmovetoaforeigncountry.Tellthemthattheyknowverylittleabouttheirnewhomes,areunfamiliarwiththelocalcustoms,andcanbarelyspeakthelocallanguage.
•Dividetheclassintogroups.Askthegroupstodiscusshowtheywouldfeelifnoonehelpedthemandifstudentsattheirnewschoolsignoredthemormadefunofthem.
•Haveeachgroupmakealistofwaysinwhichotherteenagerscouldhelpthemadjusttotheirnewenvironment(e.g.,showthemaroundtheschool,invitethemtotheirhomes,introducethemtotheirfriends,givethematourofthecity).
•Callongroupstosharetheirideaswiththeclass.Thenencouragestudentstoremembertheseideaswhentheymeetnewcomerstoyourcityorschool.
B.
Cross-cultural activity: social studies• Askstudentstolistasmanynationalitygroups
inyourcountryastheycan.• Callonindividualstoreadtheirlists,andwrite
thecountriesoforiginontheboard.Ifyouhaveaworldmap,pointtothecountries.
• Encouragestudentstodiscussthewaysinwhichdifferentnationalitygroupsbecomeapartofandcontributetotheirhostcountries.Askstudentstothinkoffoods,words,music,andotherareasthathavebeeninfluencedbypeoplefromothercountries.Ifstudentsintheclasshappentobefromanothercountry,encouragethemtocontributetheirownculturalknowledgetothediscussion.
Learn to learn
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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
15 SpeakingCross-curricular activity: math• Askstudentstotellthenormalspeedlimit
onhighwaysinyourcountry.Thenaskifthisspeedlimitisexpressedinthemetricsystem(kilometersperhour)orthecustomaryU.S.system(milesperhour).
• Tellstudentstheyaregoingtopracticeconvertingkilometersperhourtomilesperhourandvice-versa,sotheycanfollowthespeedlimitinanycountry.
• Writetheconversionformulasontheboard:Toconvertkilometerstomiles,multiplythenumberofkilometersby0.62.Toconvertmilestokilometers,multiplythenumberofmilesby1.6.
• Askstudentstopracticemakingthefollowingconversions.Youmaywishtoassignthisactivityforhomework.
1. Metric➞U.S. 2. U.S.➞Metric a. 100kph= a. 65mph= b. 50kph= b. 50mph= c. 80kph= c. 30mph=
(Answers:1.a.62mphb.31mphc.49.6mph2.a.104kphb.80kphc.48kph)
Putting it together Walk of FameB.
Focus on values• Askstudentshowtheyfeelaboutpeoplewho
brag.Dotheythinkitiseverpoliteforapersontopraisehimselforherself?
• Havestudentssuggestsomethingsthatpeopleshouldneverbragaboutintheirhomeculture(s).(Forexample,inmanyculturesitisconsideredimpolitetobragabouthowmuchmoneyyouearn.)
• Askstudentstolistsomethingsthatteenagerstypicallybragabout(e.g.,cars,boyfriends/girlfriends,clothes,electronics).Encouragethemtotellhowtheyfeelandwhattheydowhentheyhearsomeonebraggingaboutoneofthesethings.
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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
17 SpeakingFocus on values• EncouragestudentstothinkmoreaboutInternet
ethicsbydiscussingplagiarism.Elicitorexplainthedefinitionofplagiarism(stealingsomeoneelse’sworkandpassingitoffasyourown).
• Askstudentstoraisetheirhandsiftheyhaveeverbeenrobbed.Letvolunteersdescribewhathappenedandhowtheyfelt.PointoutthatusingmaterialfromtheInternetwithoutcreditingtheauthorisaformofrobbery.
• Ifpossible,lookatawebsitetogetherandmodelappropriatewaysofusinginformationfromthesiteandcreditingitasasource.
7 Useful expressions C.
Extension• Havethestudentsswitchpartnersand
role-playtheconversationfrommemorytwoorthreemoretimes,makingsureeachtimetofindpartnerswhoknowtheoppositerole.
• Circulateandlistentothestudentsastheyperform.
14 Writing This is a Home/School connection activity.
• Tellstudentstothinkabouttheadvertisementstheyseeeveryday.Reviewthefourtypesofpersuasivelanguage:exaggeration,repetition,triadstructure,andrhetoricalquestion.
• AskstudentstolookforEnglishnewspaper,magazine,orInternetadsthatusethesestrategiestoconvincepeopletotrycertainproductsorservices.Havestudentsbringinexamples.
• Havestudentsreadtheiradstotheclass.Askclassmemberstodecidewhichkindofpersuasivelanguageeachaduses.
• Letstudentsvotetochoosethefivemostconvincingads.Whichkind(s)ofpersuasivelanguagedotheyuse?
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Postcards 4, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
18 SpeakingCross-curricular activity: Science• Elicitorteachthemeaningofbiodegradable
(abletodecaynaturallywithoutharmingtheenvironment).Askstudentswhathappenstotrashthatisnotbiodegradable.(Itremainsintheenvironment,causingpollutionanddamage.)
• Groupstudentsandaskthemtomakelistsofthethingstheythrowaway,dividedintotwocolumns:biodegradableandnonbiodegradable.Thenaskthemtoputastarnexttoitemsthatcouldberecycled.
• Askstudentstothinkofwaystoreducetheamountoftrashproducedbytheirfamiliesandtheschool.Callongroupstosharetheirideaswiththeclass.
Focus on values• TellstudentsthatmanyU.S.schoolsrequire
studentstospendtimeeachsemesteroncommunityservice,workingwithschoolclubsandoutsideorganizations.Asaclass,brainstormalistoflocalclubsandorganizationsthatmightneedhelp.
• Groupstudentsandhavethemdiscusswhetherornottheythinkcommunityserviceshouldbeaschoolrequirement.Askthemtolisttheprosandconsofrequiringstudentstohelpothers.
• Havethegroupssharetheirlistswiththeclass.Thentakeavotetoseewhetherthemajorityofstudentsfavororopposeacommunityservicerequirement.
4 VocabularyB.
Extension
• Havestudentswritesentencesusingthephrasalverbs.Circulateandverifythattheyareusingtheverbscorrectly.
10 PronunciationB
Extension
• Havestudentsworkinpairstomakeupfourmoresentencesaboutimaginarysituationsusingifclausesandwould/could/might.Askthemtoreadthesentencesaloud,checkingeachother’sintonation.Circulateandassistasneeded.
12 WritingB
Focus on multiple intelligences: this activity focuses on linguistic and interpersonal intelligences.• Havestudentschecktheircompleted
paragraphswithapartner.Remindthemtocheckeachother’suseofthepasttenseandmodalsinsentenceswithimaginaryifclauses.Askthemtocometoyouifthereisanythingtheyarenotsureabout.
• Havepartnerspointoutthreegoodqualitiesineachother’swriting.Thenaskthemtosuggesttwowaysinwhichtheirpartnerscouldimprovetheirparagraphs.
• Callonvolunteerstoreadtheircorrectedparagraphstotheclass..
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4 VocabularyC.
Focus on multiple intelligences: this activity focuses on kinesthetic and intrapersonal intelligences.• Pairstudentsandhavethemthinkofasituation
thatwouldproduceeachemotionlistedinthethirdcolumnofthevocabularychart.Havethemwriteasentencedescribingthesituation(e.g.,I would be amazed if my brother pulled a rabbit out of his ear.).Providedictionariesifneeded,andencouragestudentstobecreative.
• Askthepairstopracticeshowingtheemotionusingexaggeratedfacialexpressionsandgesturesastheytaketurnsreadingeachsentence.
• Havepairsperformfortheclass.
16 ComprehensionExtension• Havestudentsdiscussthesequestionsingroups: 1. WhatdoyouadmireaboutAlbertEinstein? 2. DidEinsteindeservetobenamedTime’s
PersonoftheCentury? Whyorwhynot?
• Callonvolunteersfromeachgrouptoshareandexplaintheiranswers.
Cross-curricular activity: social studies
• WriteAllied PowersandAxis Powersontheboard.UnderAllied PowerswriteGreat Britain,andunderAxis Powers write Germany.ElicitorexplainthefactthatmanycountriestooksidesduringWorldWarII,fightingwiththeAlliedorAxisPowers.Seeifstudentscanaddcountriestobothcolumns.(OtherAlliedPowersincludedtheUnitedStates,theSovietUnion,France,Canada,Australia,India,Greece,andNewZealand.OtherAxisPowersincludedJapanandItaly.)
• Havestudentssharewhattheyknowaboutrelationshipsamongthesecountriestoday.
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3 Useful expressionsA.
Focus on multiple intelligences: this activity focuses on auditory and interpersonal intelligences.• Saythephraseoh, nousingseveraldifferent
intonationpatterns.Discusswhatemotioneachintonationpatterncommunicates(e.g.,disbelief,disappointment,anger,orsadness).
• Askstudentstotaketurnssayingoh, nousingdifferentintonationswhiletheirclassmatesguesswhatemotiontheyareexpressing.ThenaskstudentstocontinuethisactivityusingtheUsefulexpressions.
4 VocabularyA.
Extension• WriteI’m all ears ontheboardandaskstudentsto
guesswhatthisidiommeans(I’m very interested in hearing what someone has to say about something).
• MakealistofalltheEnglishidiomsthestudentscanthinkof.Writethemontheboardasstudentscallthemout.
• Haveeachstudentchooseanidiomfromthelistandwriteasentenceusingit.
5 PracticeThis is a Home/School connection activity.
• Writeontheboard:Franklin D. Roosevelt said, “The only thing we have to fear is fear itself.” Askstudentstointerpretthisquotation.(Rooseveltwaswarningpeoplenottoallowfeartoparalyzethem.)
• Haveastudentvolunteercometotheboardandwritethequotationasreportedspeech.(FranklinD.Rooseveltsaid[that]theonlythingwehadtofearwasfearitself.)
• AskstudentstolookforthreemoreEnglishquotationsathome.Theycanfindtheseinbooksandmagazines,ontheInternet,orbyaskingfriendsandfamily.
• Tellthestudentstowritetheirquotationsasbothquotedandreportedspeech.
• Havestudentsreadtheirquotationstotheclassanddiscussthemeaningsofthequotations.
9 CommunicationB.
Focus on values• Askstudentstodemonstratewhattheysaywhen
theymakeaphonecallandhowtheyanswerthephoneathome.Writeontheboardsomeappropriateoptions,suchas: Hello, is Miguel there? Hi. Is Miguel home? Hello. May I please speak with Miguel?
• Tellstudentsthatwhentheyanswerthephone,theyshouldn’tbechewinggumorfood.TheyshouldaskWho’s calling, please?andoffertotakeamessageifthepersonbeingcalledisnothome (May I take a message?).Theyshoulduseapleasantvoiceeveniftheyareannoyedattheinterruptionorupsetaboutsomething.
• Pointoutthatit’sOKtospeakcasuallywithsomeonetheyknow(e.g.,Sorry, she’s not here right now. What’s up?),butremindthemtobemoreformalwithstrangers(e.g.,I’m sorry, she can’t come to the phone right now. May I take a message?).Tellstudentstoavoidgivingoutpersonalinformationtostrangersandnevertosaythattheyarehomealone.
• Remindstudentsthatwhentheytakeamessage,theyshouldwritedownalltheinformationthatthepersonbeingcalledwillneedtocallbackortofollowinstructions.
• Askapairofvolunteerstomodelapolitetelephoneconversationbetweentwopeoplewhodonotknoweachother.
Practicing grammar10 Practice
Focus on multiple intelligences: this activity focuses on auditory, kinesthetic, and linguistic intelligences.• Saysentencesusingdirectandreportedspeech.
Tellstudentstoraisetheirhandswhentheyheardirectspeechandtostandupwhentheyhearreportedspeech.Maintainabriskpacetoincreasethefunandchallengeoftheactivity.
16 WritingB.
This is a Home/School connection activity.• Havestudentsasktheirparentsorgrandparentsfor
helpincollectinginformationtomakeafamilytree.Tellthemtoincludeasmanygenerationsastheycan.
• Askthestudentstodrawtheirfamilytreesonposterboard.Tellthemtoputasymbolsuchasastaroranairplanenexttothenamesoffamilymemberswholivefaraway.
• Invitestudentstosharetheirposterswiththeclass.
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• Askstudentstoanalyzetheirdataforarelationshipbetweenpeople’sagesandopinions.Havethemgrouptheirrespondentsbyage(e.g.,15andunder,16–29,and30andolder)andcountthevotesforeachanswerwithinthesegroups.
• Havestudentscomparetheirgraphsinsmallgroupsanddiscussanypatternstheysee.
17 CommunicationB.
Focus on values• Askstudentstodescribetheirfeelingswhen
theyloseacompetition,dopoorlyonanexam,orsuffersomeotherkindofdisappointment.
• Writethewordsympathizeontheboardandaskstudentstoexplainwhatitmeans.Iftheyneedhelp,writesomesynonymsontheboard(e.g.,understand, identify with, have the same feelings).
• Tellstudentsthatitisimportantforthemtosympathizewithfriendsandrelativeswhohavesufferedadisappointmentorsetback.Itisalsoimportanttoshowencouragementwhensomeoneissadordisappointed.AskstudentstofindlinesintheCommunicationconversationthatshowsympathyandencouragement.
• Haveeachstudentthinkofsomethingthatdisappointedhimorher(e.g.,I didn’t win the school election).Pairstudentsandaskthemtobrieflydiscusstheirdisappointments,thensympathizewithandencourageeachother.
• Circulatetomonitortheconversations.
19 ComprehensionExtension
• HavestudentssearchtheWebforpicturesandmoreinformationoneachoftheislandsmentionedinthearticle.Alternately,youmaywanttosearchforimagesoftheislandsbeforethelessonandshowthesetotheclassafterthereading.
4 VocabularyB.
Extension• Askeachstudenttowritethreeoriginal
sentencesillustratingthemeaningsofthreestrongadjectivesfromExercise4.Tellthemtoleaveblankspacesfortheadjectives.
• Havestudentsexchangesentenceswithapartnerandfillinthemissingadjectives.
• Letstudentscheckeachother’swork.Invitevolunteerstosharetheirsentenceswiththeclass.
7 PracticeThis is a Home/School connection activity.• Askstudentstoraisetheirhandsiftheyareold
enoughtodrive.Discussthelegaldrivingageinyourstate,province,orcountry.Askafewstudentsiftheythinkthisageiscorrect,tooyoung,ortooold.Recordthequestionandtheiranswersinachartontheboard.Forexample:
Do you think the legal driving age in our state is correct, too young, or too old?
Respondent Driving Age
Name Age Correct Too Young Too OldYvonne 14
Benny 15
• Tellstudentstocopythechartonapieceofpaper.Instructthemtosurveyatleasttenfamilymembersandfriends,fillingineachperson’sname,age,and“vote”onthechart.
Cross-curricular activity: math• Callononestudenttocompleteyourcharton
theboardbyfillinginnames,ages,and“votes”aboutthelegaldrivingage.Thencountthevotesanddrawasimplebargraphshowingthetotalnumberofvotesforeachcategory.
• Haveeachstudentmakeasimplebargraphshowingtheresultsofhisorhersurvey.
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3 VocabularyA.
Extension• Havestudentslistanddefinetheenvironmental
termsintheirvocabularynotebooks.• Providedictionariesasneeded.Remindstudents
torecordthepartofspeechforeachword.
B.
Focus on multiple intelligences: this activity focuses on interpersonal, logical, and linguistic intelligences.• Askstudentstoconsidertheworstpossible
outcomesofignoringenvironmentalproblems.Brainstormafewtogether,suchasWater shortages could lead to wars over water rights.
• Dividetheclassintosmallgroups,assigningeachoneanenvironmentalproblem.Givethegroupstimetoresearchanddiscusstheirissues.
• Haveeachgroupwriteanewsbroadcastdescribingadisasterthathasoccurredasaresultoftheirenvironmentalproblem.Askeachgrouptochooseonemembertobethereporterwhoreadstheaccountoftheincident.
• Havethereporterspresenttheirreportstotheclass.Allowtimeaftereachreportfortheothergroupmemberstoanswerquestionsfromtheclass.
This is a Home/School connection activity.• Tellstudentstotakeaten-minutewalkaround
theirownyardsandneighborhoods.Encouragethemtoinviteaparentorsiblingtogoalongandtotakeapieceofpaperandapencil.
• Tellstudentstowritedownalltheenvironmentalproblemstheysee(e.g.,dry soil, trash in the street).Askthemtoalsolistthepositivefactorstheysee(e.g.,people using trash cans, well-tended gardens and parks).
• Askstudentstosharetheirlistsinclassthenextdayandtodescribethestateoftheirneighborhoods.
13 VocabularyB.
Extension
• Havestudentsbroadentheirvocabularybydescribingthepicturesinfurtherdetail.Put
studentsingroupsofthreeandassigneachgrouponeortwoofthepictures.Givestudentsthreeminutestowriteasmanywordsastheycanthatdescribewhat’sintheirpicture.Forexample,Desert: cactus, rocks, hills, dry grass,etc.Encouragestudentstousetheirdictionaries.
• Elicitwordsfromeachgroupandlistthemontheboard.Encouragestudentstoaddanynewwordstotheirvocabularynotebook.
Cross-curricular activity: social studies• Showstudentsaphysicalmapofyourcountry.• Tellstudentsthataphysicalmapshowsthe
geographicalandenvironmentalfeaturesofanarea.Pointtothemaplegendandelicitthefactthatsymbolsareusedtorepresentfeaturessuchasrivers,lakes,forests,anddeserts,whilecolorsareoftenusedtoshowdifferentelevations,includingmountains.
• Dividetheclassintogroupstomakephysicalmaps.Youmayhaveallthegroupsmakeamapofthesamecountry,orleteachgroupchooseacountrythatintereststhem.Provideresourcesasneeded.
• Firsthavethegroupmemberscreatealegendwithcolorsandsymbolstorepresentmountains,oceans,forests,etc.Studentsshouldincludefeaturesfromthelistofvocabularywordsaswellasotherssuchasriversandvolcanoes.
• Askgroupstodrawtheirmapsonposterboard.• Displaythemapsintheclassroomandallow
timeforstudentstolookatanddiscussthem.
Putting it together Getting over ScottB.
Focus on values• AsktheclasstodiscusswhatScotthasdone
rightandwrongthroughouttheunits.• Writeontheboard:
Recognize your mistakes. Take responsibility for your mistakes.
• DividetheclassintogroupsandaskthemtodiscusswhetherScottrecognizeshismistakesandtakesresponsibilityforthem.(Herecognizeshismistakes,buthedoesn’ttakeresponsibilityforthem.Heblameshisbehavioronhowhewasbroughtup.)
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1 Dialogue and 2 ComprehensionB.
Extension• Askstudentstoparaphasethedialogue.Assign
eachstudentoneortwolinesandgivethemtwominutestoprepare.Thenreviewtheentiredialoguebyhavingstudentsparaphrasethelinesinorder.
3 Useful expressionsB.
Focus on values
• Askstudentstonamesituationsinwhichtheymightexpresstheirthankstosomeone(e.g.,forhelpingthemwithhomework,forinvitingthemtodinner).Askstudentsiftheyusedifferentexpressionstothanksomeonetheirownageandtothankanadult.Elicitexamples.
• ExplainthatmostAmericansfeelfreetoexpresspersonalfeelingsandemotionspublicly.(Studentsfromotherculturesmayfindthisstrangeorembarrassing.)
• Tellstudentsthattherearemanywaystoshowgratitudebesidessayingthank you.Brainstormsomeideas(e.g.,writingaletter,sendingflowers).
7 VocabularyB
Extension
• Havestudentsaddthepersonalitytraitstotheirvocabularynotebooks.Remindthemtowritethepartofspeechandmeaningofeachword..
Cross-curricular activity: computer art• Writeemoticonsontheboardandseeifanyone
knowswhatthewordmeans.Elicitorexplainthatemoticonsarethesymbolsthatpeopleaddtoe-mailsandinstantmessages.
• Invitevolunteerstodrawsomeemoticonsontheboard.Elicitordemonstratethemeaningsoftheseandothercommonemoticons:
asmile
afrown
asmilewithawink
• Askstudentstolistthreeorfouradjectivesthatdescribedifferentmoodsandtodesignanddrawanemoticonforeachadjective.Thenhavestudentssharetheirworkinsmallgroups.
17 SpeakingExtension• Inviteinterestedstudentstolearnmoreabout
HelenKellerusingthelibraryortheInternet.Askstudentstotakenotesandsharewhattheylearninshortpresentationstotheclass.