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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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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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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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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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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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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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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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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.