12 help wanted...(looking at the help wanted ads in the newspaper / trying to get a job / calling...

Classroom Materials/Extra Practice

CD 4Tracks 38–54

Transparencies 12.1–12.6Vocabulary Cards Unit 12

T

MCAUnit 12

WorkbookUnit 12

Interactive PracticeUnit 12

T-225 UNIT 12

Preview• Setthecontextoftheunitbyaskingquestions

aboutwhatjobstheyhave(forexample,Do you work? Do you have a job? What is your job?).Additionally,askquestionsaboutwhenstudentswork(forexample,Do you work before/after class?).

• Holduppage225orshowTransparency12.1.Readtheunittitle.Ask:What doesHelpWantedmean? (Acompanyhasajobandislookingforsomeonetohire.)Where do you see Help Wanted signs? (instorewindows)Where do you see help wanted ads? (innewspapers)

• Say:Look at the picture. AskthePreviewquestion:What do you see?(awomanonthephone)Ask:What is she doing?(lookingatthehelpwantedadsinthenewspaper/tryingtogetajob/callingaboutajob)

Unit Goals• PointtotheUnitGoals.Explainthatthislistshows

whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandasktheclasstorepeat.Explain

unfamiliarvocabularyasneeded:Wantads:job advertisements in newspapers Bodylanguage:movements you make with your body that show what you are feeling or thinkingWorkexperience:your past jobsJobapplication:a form you complete to get a job

• Tellstudentstocircleonegoalthatisveryimportanttothem.Callonseveralstudentstosaythegoaltheycircled.

Help Wanted

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Can: Affirmativeandnegativestatements• Can: Yes/no questionsandshortanswers• Pastofbe: Questionsandanswers

Pronunciation• Unstressedcan, stressedcan’t• Stressedcanandcan’tinshortanswers

Reading• Readanarticleaboutmakingagoodfirst

impression

Writing• Writeawantadforajobyouwant• Writesentencesaboutyourjobexperience

andskills

Life Skills Writing• Completeajobapplication

12 Classroom Materials/Extra Practice

CD 4Tracks 38–54

Transparencies 12.1–12.6Vocabulary Cards Unit 12

T

MCAUnit 12

WorkbookUnit 12

Interactive PracticeUnit 12

Future 1 TE_unit12_T225-T244.ind448 448 11/24/08 3:35:38 PM

UNIT 12 T-226

Lesson 1 Vocabulary

Expansion: Speaking Practice for 2A

• Topracticeandreviewvocabularyforplaces,foreachpicture,ask: Where is he/she?

B WORDPLAY.TWOTEAMS.PlayCharades.

• Readthedirections.• Modeltheactivitybyactingoutajobduty(for

example,deliver packages)whiletheclassguessestheduty.

• Formgroupsof4–8.Eachgroupdividesitselfintotwoteams.EachteamelectsaStudentAtobegin.

• WalkaroundandcheckthatStudentAisabletoeffectivelydemonstrateanyjobdutyonpage227.

• Askeachgroupwhichteamwon.• Towrapup,callonafewindividualstudentstoact

outajobdutywhiletheclassguesses.

2 PRACTICE

a PAIRS.StudentA,pointtoapicture.Ask...

• Readthedirections.PlayAandmodeltheexamplewithastudent.

• Say:If your partner says the wrong job duty, say, “No,tryagain.”Modelthiswithanotherstudent.

• Pairstudents.WalkaroundandcheckthatAispointingtoapicturewhileaskingaquestionandthatBisguessingjobduties.CheckthatAispolitelyaskingBtotryagainifBnamesthewrongjobduty.

MULTILEVEL INSTRUCTION for 2B

Pre-level Limiteachactor’schoices(forexample,duties1–4)andtelltheactortoreadallfourchoicestotheguessingteambeforesilentlychoosingonetoactout.Above-level Formlike-abilityteamsandrequiretheactingstudenttoperformtwoduties(forexample,pick up packagesandclean floors).

Communicative Practice 35 minutes

c WRITE.Whatdoyoudoatworkorathome...

• Readthedirectionsandtheexamples.• Toprovideamodel,askafewstudentswhatthey

doatwork,athome,andatotherlocations(forexample,at school, at my grandmother’s house, . . .).Writetheirresponsesontheboard.

• Walkaroundandspot-checkstudents’writingtomakesuretheyarefollowingtheformatoftheexamples.

• Callonafewstudentstowritetheirsentenceontheboard.Asktheclasstocalloutcorrectionstoanyerrors.Fixthemontheboard.

Getting Started 5 minutes

1 WhAT DO YOU KNOW?

a Lookatthepictures.Whichjobdutiescan...

• ShowTransparency12.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage227.

• Readthedirections.Pointtopicture1andreadtheexample.Ask:Which job duties do you know?

• Studentscalloutanswersasintheexample.Helpstudentspronouncejobdutiesiftheyhavedifficulty.

• Ifstudentscalloutanincorrectjobduty,changethestudent’sanswerintoaquestionfortheclass(forexample,Number 2 is use a computer?).

• Ifnobodycanidentifythecorrectjobduty,tellstudentstheywillnowlistentoaCDandpracticethenamesofthethingsintheclassroom.

Presentation 5 minutes

B Listenandpointtothepictures....

• Readthedirections.PlayCD4,Track38.Pauseafternumber12(help people).

• Walkaroundandcheckthatstudentsarepointing.• Tocheckcomprehension,sayeachjobdutyin

randomorderandaskstudentstopointtotheappropriatepicture.

• ResumeplayingTrack38.Studentslistenandrepeat.

Controlled Practice 15 minutes


T-227 UNIT 12

Lesson 1 Vocabulary

Learning Strategy: Makeconnections• Provideeachstudentwithfourindexcardsortell

studentstocutupnotebookpaperintofourpieces.• Readthedirections.• Ontheboard,writeajobduty(forexample,

fix things).Drawaboxaroundit.Say:Tell me a job where you can fix things.(atelevisionrepairperson)Writearesponseontheboard.Drawaboxaroundit.

• Optional:Askstudentstomatchthejobdutiesonpage227tojobslistedinUnit2.

• Pointtothejobdutyboxandsay:A duty. Pointtotheotherboxandsay:Job for the duty.

• Walkaroundasstudentswork.Ifmisspellingsoccur,tellstudentstocheckthelistonpage227.

• Say:You can make cards to remember new words. Remindstudentstousethisstrategytorememberothernewvocabulary.

Expansion: Graphic Organizer and Vocabulary Practice

• Tellstudentstomakeachartintheirnotebookswiththreetofiveplaceheadings(forexample,At work, At home, At school, At my mother’s house).Askstudentstowriteduties(page227)theyhaveateachplace.

• Brainstormadditionalplace-relatedjobdutiesandwritethemontheboardforstudentstouse.

• Studentscankeepthissheetasavocabularyreminderastheyworkthroughtheactivitiesinthisunit.

Show what you know!

STEP1.CLASS.Walkaroundtheroom...

• Readthedirections.Tellstudentsthatdutiesmeansthingstheyhavetodoeveryday.

• Withacoupleofstudents,practicetheexampleconversationfortheclass.

• Tellstudentstoasktheirpartnerfortheirnameiftheydon’trememberit.

• Tellstudentstostand,mingle,andwritetheirclassmates’informationinthechart.

• Walkaroundandcheckthatstudentsarediscussingparticularplacesandduties.

STEP2.Reporttotheclass.

• Callonstudentstoreportwhattheywroteintheircharts(At work, Min-Ji drives a truck. At home, she helps people.).

• Tellstudentstheycanmoveat workandotherplaceexpressionstothebeginningorendofastatement.

Community Building

Brainstormwithyourclassalistofclassroomjobsordutiesthatstudentsperformtokeeptheclassrunningeffectively.Writethemontheboard(forexample,put away the tables).Revieworassignclassroomjobs(forexample,materialsmonitor)tostudentsandmakealistofresponsibilitiesontheboard.

Interactive Practice pages 134–135

Extra Practice



UNIT 12 T-228

Respond to a Help Wanted signLesson 2

1 BEFORE YOU LISTEN

CLASS.LookatthepictureofDino’sDiner....

• Tellstudentstolookatthepicture.Ask:What place is this?(arestaurant/Dino’sDiner)

• Ask:What do you see? (AHelpWantedsign)


2 LISTEN

a Lookatthepicture....Guess:...

• Readthedirections.Ask:Why is he there?• Writetheanswerchoicesontheboardandread

them.• Callonstudentstoguess.

B Listentotheconversation.Was...

• Readthefirstpartofthedirections.PlayCD4,Track39.

• Ask:Was your guess correct?Circlethecorrectanswerontheboard.

Teaching Tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage290astheylistentotheconversation.

Listenagain.Completethesentences.

• Readeachsentenceandtheanswerchoices.• PlayTrack39again.Studentslistenandcomplete

thesentences.• Tocheckanswers,callontwostudentstowritethe

sentencesontheboard.Correctasneeded.Readthemandasktheclasstorepeat.

c Listentothewholeconversation....

• Readthedirections.PlayCD4,Track40.• Ask:What doesthephoneneverstopsmean?(The

phoneringsalot./PeopleoftencallDino’s.)• Callonstudentstosayanswers.Tellstudentsto

makefalsestatementstrue.(2.Assefaisstartinghisnewjobnow.)

• Ask:Why is Dino upset about the phone? (Hecan’tcookbecauseheneedstoanswerthephone.)

• Askstudentsiftheyunderstandwhytheendoftheconversationisfunny.(BecauseAssefastartshisnewjobrightnow.)Elicitanexplanationfromon-levelorabove-levelstudents.

Community Building

CreateHelpWantedsignsforclassroomjobs.Posttheminyourroom.Studentscanreadthesignsand“apply”forajob!


Respond to a Help Wanted signLesson 2

T-229 UNIT 12

3 CONVERSATION

a Listen.Thenlistenandrepeat.

• ReadthedirectionsandthePronunciationWatchnote.PlayCD4,Track41.Studentslisten.

• Ontheboard,writeafewstatementswithcan(forexample,I can clean floors. He can make pizza.).Circlecaninthesentencesyouwriteandpronounceeachsentence.Asktheclasstorepeat.

• Changecantocan’tinthesentencesontheboardandrepeatthestepabove.

• Ask:Why do we stresscan’t?(Becauseitisdifficulttohearthenegativecontractionifitisunstressed.)


B Listentothesentences.Check...

• Readthedirections.PlayCD4,Track42.• Callonstudentstosayanswers.

Expansion: Pronunciation Practice for 3B

• Toreinforceclearpronunciationofcanandcan’t,callastudenttothefrontoftheroom.Onapieceofpaper,writeasentencewithcanorcan’t(forexample,I can clean floors.).Showitonlytothestudent.

• Askthestudenttoreadthesentencetotheclass.Theclassholdsuponefingerforcanandtwofingersforcan’t.Repeatwithotherstudents.

• Formorepractice,pairscanrepeatthisactivity.


c Listenandreadtheconversation....

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage228.

• Say:Listen for the unstressed pronunciation of canand the stressed pronunciation ofcan’t.

• PlayCD4,Track43.Studentslistenandreadalongsilently.


• Walkaroundandcheckthatstudentsarestressingcan/can’tcorrectly.

4 PRACTICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3C.

• Then,inExercise4A,introducethenewvocabularyintheboxesbysayingeachjobtitleandaskingtheclasstorepeat.Thenaskwhateachpersondoes[forexample,What does a sales assistant do?(usesacashregisterandtakesreturns)].Asneeded,usethepicturesanditemsintheclassroomtoexplainvocabulary.

• Tocheckcomprehension,tellstudentstoclosetheirbooksand,asabove,askwhateachpersondoesandwhodoeseachtask[forexample,Who takes inventory? (anofficeassistant)].

• Copytheconversationontotheboardwithblanksandreadit.Whenyoucometoablank,fillitinwithinformationfromthefirstrow(a sales assistant,use a cash register,take returns).

• Askapairofon-levelstudentstopracticetheconversationinfrontoftheclass.Remindstudentstosaybothajobanditsskills.

• Tellpairstotaketurnsplayingeachroleandtousetheboxestofillintheblanks.

• Walkaroundandcheckthatstudentsarestressingcanandcan’tcorrectly.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstoperformfortheclass.


B ROLEPLAY.PAIRS.Makeyourown...

• Brainstormadditionaljobsandskills.Ask:What jobs did you have in the past? What jobs do you want? Writethemontheboard.

• PairstudentsandtellthemtotaketurnsplayingAandB.

• WalkaroundandcheckthatAisclearlypronouncingwhatheorshecanandcan’tdo.

Interactive Practice

Extra Practice


UNIT 12 T-230

Talk about job skillsLesson 3


• Say:We’re going to study statements with can. In the conversation on page 229, Assefa used this grammar.

• PlayCD4,Track43.Studentslisten.WriteI can make great hamburgersandI can’t make pizzaontheboard.Underlinecan makeandcan’t make.


Can:Statements

• CopythegrammarchartsontotheboardorshowTransparency12.3andcovertheexercise.

• ReadtheGrammarWatchnote.Readsentencesfromthechartsandasktheclasstorepeat.Remindstudentsthatinstatementscanisunstressedandcan’tisstressed.

• Brainstormwiththeclassalistofskills,whichcanbeacombinationofnewandexistingskillsfrompage227(forexample,drive a truck,sing in Italian,type quickly,andmake pizza).

• Writethemontheboardandaskafewstudentsiftheycandothem.Studentsshouldrespondinfullform(forexample,T:Can you drive a truck?S:Yes, I can drive a truck. / No, I can’t drive a truck.).

• Ifyouareusingthetransparency,dotheexercisewiththeclass.



B GROUPSOF3.LookatthejobskillsinExerciseA....

• Readthedirections.Withtwostudents,practicethefirstconversation.Say:If you have the same skill as your partner, sayIcan ,too.

• Withtwootherstudents,practicethesecondexample.Say:If you do not have the same skill as your partner, say,Ican’t either.

• Modelanegativeexamplewithastudent.Promptthestudenttosayaskillheorshehasthatyoudon’thave(forexample,S:I can speak three languages. What about you? T:I can’t speak three languages.).

• Formgroupsof3.Pre-levelandon-levelstudentsmayneedtimetowritedownorthinkaboutafewskillstheyhavebeforetheybeginpracticing.

• Walkaroundandlistenforstudentsusingcan . . . tooand can’t . . . eithertoagreewiththeirpartner.Alsolistenforappropriatestressofcanandcan’t.

• Towrapup,askonestudenttomakeonestatementaboutsomethingheorshecando.Thenthatstudentturnstothenextstudentandasks,What about you? Thenewstudentanswersandthenmakesanotherstatementandasksthenextstudent,andsoon.

1 PRACTICE

a ReadOlga’sjobskills.Completethesentences...

• Say:This form has a list of many skills. Ask:Which skills does Olga have? Studentscalloutthecheckedskills.

• Ask:Can Olga use a computer? (No.)Can she answer phones and take messages?(Yes.)

• Readtheexampleandsayblankfortheblankspace.Readthesentenceagainandprompttheclasstocallouttheanswertofillintheblank(can).

• Walkaroundandspot-checkstudents’work.Studentscompareanswerswithapartner.

• Callonstudentstosayanswers.Askstudentstorepeatiftheydonotclearlypronouncecanvs.can’t.


Cross-ability Askthehighest-levelstudentineachgrouptoplayAfirstandtohelpthelower-levelpartnersbymodelingaffirmativeornegativeanswersasneeded.

Expansion: Writing and Speaking Practice for 1B

• Askstudentstomakeachartintheirnotebookswithtwoheadings:CanandCan’t.Tellstudentstousealltheskillsandabilitiesvocabularytheylearnedinthisunit(seeExercise1Aonpage230andtheskillslistedonpage227)andwritewhattheycanandcan’tdointheappropriatecolumn.

• Afterstudentshavelistedwhatskillstheyhaveanddonothave,askthemtowriteaffirmativeandnegativesentencesfortheskills(forexample,I can make copies. I can’t use a computer.).

• Pairsstudentsandhavethemdiscusstheirskills.Towarmup,writethefollowingexampleconversationontheboardandpracticeitwithastudent(A:I can make copies. Can you?B:Yes, I can make copies, too. I can also use a computer. Can you?).


Progress Check

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


T-231 UNIT 12

2 PRACTICE

Lookatthepictures.Completethesentences...

• Readthedirections.Pointtothefirstpictureandask:Can he make furniture? (No.)Say: That’s why the answer iscan’tmake.

• Checkthatstudentsarewritingthebaseformoftheverbs.Remindstudentstousethebaseformofverbswithcan.

• Studentscompareanswerswithapartner.• Callonstudentstowriteanswersontheboard.

Askthesamestudentstoreadtheiransweroutloud.Checktheirpronunciationofcanandcan’t.


Show what you know!

PAIRS.Lookatthepicture.Whatcanthepeople...

• Readthedirections.• Withastudent,readtheexample.Pointtoafew

additionalpeopleandasktheclasstocalloutwhattheycanorcan’tdo(forexample,The woman in the green shirt can’t speak Spanish.).

• Pairstudents.• Walkaroundandifpairsarehavingdifficulty

gettingstarted,pointtoapersonandask:What can he/she do? What can’t he/she do?(Some possible answers: Themaninthegreenshirtcan’tfixthelight.Thewomanintheblueshirtcantalkonthephone.Thewomanintheredshirtcanuseacashregister.Thewomaninthepurpleshirtcan’tlifttheheavybox.Themanintheredshirtcanhelpthecustomer.Thewomaninthegreenshirtcan’tspeakSpanish.)

• Towrapup,identifyallthepeopleinthepictureandasktheclasstotellyouwhattheycanandcan’tdo.

Talk about job skillsLesson 3

MULTILEVEL INSTRUCTION

Pre-level Askpairstofocusononehalfofthepicture.Providestudentswithskillvocabularyforpeopleinthatsideofthepicturebywritingsomeskillsontheboard(forexample,lift heavy boxes,speak Spanish,carry heavy things).Above-level Askpairstoidentifytwoormorepeoplewhohave(orlack)thesameskills(forexample,The woman on the phone and the man at the customer service desk can help customers.).

Language Note

Studentsmayhavedifficultyclearlypronouncingthefinal-tincan’t.Tellstudentsthatshakingtheirheadnowhilesayingcan’tinconversationisagoodwaytomakesurethattheyaren’tmisunderstood.

Expansion: Speaking Practice

• Photocopyanddistributeacrowdscenefromamagazineornewspaperpictureandaskpairstodiscusswhatthepeoplecanandcan’tdo.

pages 112–113 pages 136–137

Extra Practice



UNIT 12 T-232

Read want ads Lesson 4

Expansion: Critical Thinking Practice for 1B

• Pairstudentstodiscussthefollowingquestions: 1. Why do want ads use abbreviations? (Because

itistooexpensivetoprintfullwords.) 2. Why do ads sometimes not include some

information, such as a telephone number or the pay rate?(Becausethebusinessdoesn’twantphonecalls.Somebusinessesprefertotalkaboutpayinperson.)


• Ask:What do you read when you look for a job? (wantadsinanewspaperorothersource)

• Explain:When you read information about an available job, you are reading a want ad.

• Ask:Where can you find want ads? (innewspapers,onbulletinboards,inthejobplacementoremploymentcenteratyourschool,ontheInternet,...)


1 READ WANT ADS

a PAIRS.Readtheinformation.Talkaboutit....

• Readthenotes.• Askthequestionsinthedirections.Callona

fewstudentstoanswer.Writestudents’responsesontheboardundertheheadingsFull-timeandPart-time(forexample,Full-time: office assistant, 40 hours a week, 8 a.m.–5 p.m.).

• Pairstudents.Tellstudentswhohaveneverworked(orhaven’tworkedinalongtime)thattheycandiscussajobtheywantinthefuture(forexample,I want to be a mechanic. I want a full-time job.).

• Callonseveralstudentstosharetheiranswerswiththeclass.

MULTILEVEL INSTRUCTION for 2A

Pre-level Ontheboard,writeeachadwithoutabbreviations.Say:Look at the full version if you can’t remember all the abbreviations.Above-level Timestudentsandallowthemonlythreeminutestocompletetheactivity.Whentheyfinish,theycanhelpotherstudentsorchecktheirwork.


B GROUPSOF4.Talkaboutit.Whataresome...

• Readthedirections.• Brainstormacoupleofadditionalways(for

example,word-of-mouth,on the Internet)andwritethemontheboard.

• Pairstudentsandaskthemtothinkofatleastthreeadditionalwaystofindjobs.

• Callonpairstosharewiththeclass.


Pre-level Formgroupsof4.Askonestudenttoreadaquestionoutloudwhiletheotherstaketurnsanswering.Sitwithgroupstohelp.Above-level Askstudentstoalsodiscussthefollowingquestions:Do you want to change your hours? Do you want to change jobs? Why or why not?


B Wantadsareonewaypeoplefindoutaboutjob...

• Readthedirections.• Ask:What is a want ad?(anadforajob)• Pointoutwheretofindtheabbreviationforfull-

timeinadA.• Callonstudentstowriteanswersontheboard.• Readthewantadsandexplainanyunfamiliar

vocabulary.

2 PRACTICE

a PAIRS.Lookatthewantadsagain.Complete...

• Readthedirectionsandtheexample.• Pairstudents.Foreachad,askstudentstoidentify:

(1)part-timeorfull-time,(2)thepay,and(3)howtoapply.

• Callonstudentstoreadthecompletedsentencesoutloud.

Culture Connection

•Ask:How do people find out about jobs in your home country?(word-of-mouth,jobpostingsatvariousplaces,...)Can you use the same ways in the United States?


F PAIRS.Lookattheadsagain.Answerthequestion.

• Readthedirections.Ask:What information do we need to answer the question? (thepayrateperhourandthenumberofhoursperweek)

• Pairstudents.Walkaroundandcheckthatstudentsarecalculatingtheweeklypayusinginformationfromthewantad.

• Callonseveralstudentstosaytheanswer.Callonastudentwhosaysthecorrectanswertocometotheboardanddothecalculations.

G WRITE.Writeawantadforajobyouwant....

• Readthedirections.Ontheboard,writetheheadingsHours, Pay, andExperiencerequired.Callonstudentstosuggestseveraloptionsforeachheadingandwritethemontheboard.

• Say:Use abbreviations in your ads. Look at the ads on pages 232–233 for ideas.

• Walkaroundandhelpwithspelling.Ifstudents’adsaremissinginformation,suggestwhattoinclude(forexample,What about experience?).


H PAIRS.Talkaboutyourwantads.Whydoyou...

• Readthedirectionsandtheexample.• Pairstudents.Walkaroundandcheckthattheyare

givingreasonsforwantingthejobtheycreated.

i Reporttotheclass.

• Callonstudentstosaythejobtheirpartnerwantsandtosaywhytheirpartnerwantsthatjob.

Progress Check

Canyou...readwantads?Say:We have practiced reading want ads. Now, look at the question at the bottom of the page. Can you read want ads? Tellstudentstowriteacheckmarkinthebox.

Read want ads Lesson 4

T-233 UNIT 12


c PAIRS.Readtheinformation.Talkaboutit....

• Readthefirstsentenceofthedirections.• Readtheinformationtotheclass.• Ask:Which shift do you work? Callonafew

studentstoanswer.• Pairstudents.• Walkaroundandcheckthatstudentsare

discussingshifts.Forstudentswhodonotwork,tellthemtodiscussashifttheywouldliketowork(forexample,I like the afternoon shift. I can go to work after class.).

• Callonstudentstosaywhatshifttheywork.


d NETWORK.Findclassmateswiththesame...

• Readthedirectionsandaskacoupleofstudentsthequestions(T:Do you like your shift? S:Yes, I do. T:Why? S:Because I can go to class in the morning and work in the afternoon.).

• Polltheclassaboutwhichworkshifttheyhave.Assignstudentstositwithotherswiththesameshift.Telleachgrouptoaskthequestionsinthedirections.

• Ifgroupingisnotpossiblebecausenotenoughstudentssharethesameshift,tellstudentstostand,mingle,andaskseveralotherstudentsthequestionsinthedirections.Tellstudentstowritedowntheirclassmates’answerstohelpthemremember.

• Towrapup,callonstudentstoreportaboutwhotheytalkedwith(forexample,Maria likes her shift. She works the day shift at a factory. She picks up her kids after work.).

E Twofriendsaretalkingaboutajob...

• Readthedirections.Previewthewantadswiththeclassbycallingonindividualstudentstoreadeachadoutloud.

• Say:Circle the want ad they are talking about.PlayCD4,Track44.Studentslistenandcirclethead.

• Ask:Which ad are they talking about?(B)How do we know B is the answer?(Becausenoexperienceisnecessary,it’spart-time,andthepayis$7anhour.) Interactive Practice pages 138–139

Extra Practice


UNIT 12 T-234

Talk about hours you can workLesson 5

Listenagain.Whichquestionsdoesthewomanask...

• Readthedirections.Readeachchoiceandasktheclasstorepeat.

• PlayTrack45again.Studentscompletethesentences.

• Explain:Ineedafavormeans that you want someone to help you.

• PlayTrack45againifmanystudentshavedifficultyidentifyingthecorrectanswers.

• Callontwostudentstosayanswers.• Tocheckanswers,callontwostudentstowritethe

sentencesontheboard.Correctasneeded.Readthemandasktheclasstorepeat.

c Listentothewholeconversation....

• Readthedirections.PlayCD4,Track46.• Callonstudentstoaskandanswerthequestions.• Asneeded,explain:Guyas inI’mtheelevator

repairguyis an informal word for man.Elevatorrepairguy is an informal title.

• Ask:Why is the end of the conversation funny? (BecauseDanathinksSamisanemployeebutheisreallytheelevatorrepairperson.)

Expansion: Listening Practice for 2C

• Conductthefollowingdictationactivity:Tellstudentstowritethenumbers1–5onasheetofpaper.Calloutthefollowingworkhours.Repeatonce.

1. 7:00 to 3:00 2. 4:00 to 11:00 3. 6:30 to 12:30 4. 8:30 to 4:00 5. 5:00 to 1:00

• Callonstudentstowritetheanswersontheboard.Correctasnecessary.


1 BEFORE YOU LISTEN

READ.Lookatthepictureoftheclothingstore...

• Readthedirections.Asklower-levelstudents:What do you see in the picture?(awoman,aman,aclothingstore)

• Askhigher-levelstudents:What’s happening in the picture?(Awomanistalkingtoamanabouttheelevator.)

• Ask:Is there a problem?(Yes.)What’s the problem? (Theelevator[isbroken].)What does outofordermean? (brokenornotworking)

• Readtheparagraphwhilestudentsreadalongsilently.Explainanyunfamiliarvocabulary.Thenaskstudentstoreaditagainsilently.

• Asktheclasstocalloutanswerstothequestions.


2 LISTEN

a Lookatthepictureagain....Guess:...

• Readthedirections.Writetheanswerchoicesontheboardandreadthem.

• Ask:What is a customer?(apersonwhobuysthings)What is an employee?(apersonwhoworksforsomeone)

• Ask:Who is the woman, a customer or an employee?

• Callonstudentstoguess.

B Listentotheconversation.Was...

• Readthefirstpartofthedirections.PlayCD4,Track45.

• Ask:Was your guess correct? Circlethecorrectanswerontheboard.(Answer:anemployee)

Teaching Tip

Optional: Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage290astheylistentotheconversation.


Talk about hours you can workLesson 5

T-235 UNIT 12



3 CONVERSATION

a Listen.Thenlistenandrepeat.

• ReadthedirectionsandthePronunciationWatchnote.PlayCD4,Track47.Studentslisten.

• Say:The pronunciation ofcanandcan’t in short answers is different from their pronunciation in questions. Ask:How is it different? (Inquestions,canisunstressedandcan’tisstressed.Inshortanswers,canandcan’tarebothstressed.)



B Listenandreadtheconversation....

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage234.

• Say:Listen for the different ways to pronounce canandcan’t.



• Walkaroundandcheckthatstudentsarestressingcan/can’tcorrectly.


Pre-level Tellstudentstowriteanswersintheblanksbeforepracticing.Above-level Aspartoftheirlastline,askstudentsplayingAtogiveareasonwhytheycan’twork(forexample,A: . . . because I can’t. I have a doctor’s appointment. Can you work . . . ?).

Expansion: Vocabulary and Speaking Practice for 4A

• Askwhoworksineachplace(forexample,Who works in a restaurant?)andontheboard,writethejobsstudentssayforeachplace(forexample,restaurant:server,busperson,cook,host/hostess).

• TellpairstocontinuetheirconversationstoincludeamisunderstandingwhereAthinksBisanemployee(forexample,A:Aren’t you the new server? B:No, I’m here to eat lunch. I’m a customer!).



• Readthedirections.Ontheboard,writetheheadingsPlaces,Days,andHours.CallonstudentstosayadditionalvocabularysimilartotheinformationintheboxesinExercise4A(forexample,post office, gas station, Tuesday, from 7:00 to 4:00)andwriteitontheboard.

• PlayAand,withanabove-levelstudent,useinformationfromtheboardandmakeupanewconversation.


• Walkaroundandcheckthatstudentsareusinginformationfromtheboard.

• Callonpairstorole-playfortheclass.

4 PRACTICE


• PairstudentsandtellthemtopracticetheconversationinExercise3B.

• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.Sayeachplace,day,andtimeperiodandasktheclasstorepeat.

• Copytheconversationontotheboardwithblanksandreadit.Whenyoucometoablank,fillitinwithinformationfromtheboxes(forexample,restaurant,tomorrow,6:00–11:00).

• Asktwoon-levelstudentstopracticetheconversationfortheclass.Tellpairstotaketurnsplayingeachroleandtousethewordsintheboxestofillintheblanks.


UNIT 12 T-236

Ask about job skillsLesson 6


• Say:We’re going to study can in yes/no questions and short answers. In the conversation on page 235, Dana and Sam used this grammar.

• PlayCD4,Track48.Studentslisten.Writeontheboard:Can you work this Saturday? andYes, I can.UnderlineCan you workandYes, I can.


Can:Yes/noquestionsandshortanswers


• Readacoupleofquestionsfromtheleftchartandasktheclasstorepeat.Modelrisingintonationforthequestionsandfallingintonationfortheanswers.

• Ask:Why do we use the base form of the verb? (Becauseofcan.)

• Say:To make a short answer, sayyesornoand then use a subject pronoun andcanorcan’t.

• Readshortanswersfromtherightchartandasktheclasstorepeat.

• Askstudentstoclosetheirbooks.Removeanyvisualaidsforthechart.Writethefollowingontheboard(don’twritethewordsinparentheses):

1. Can you the phone? (answer)Yes, I . (can)

2. Can she heavy boxes? (lift) No, she . (can’t)

3. they make copies? (Can)Yes, . (theycan)

• Callonstudentstosaythecorrectanswers.Fillintheblanksontheboard.



• Explain:In the question, putCanfirst. Then put the subject(you),then the verb(work), and then nightsbecause it tells us when he works.

• Ask:How do you know the answer isyes?(BecausethenextsentenceisI’m free every night.)Say:Read and be sure you understand the sentence for line B to know if the answer isyesorno.

• Studentscompareanswerswithapartner.

B Listenandcheckyouranswers.

• PlayCD4,Track49asoftenasneeded.

c PAIRS.PracticetheconversationinExerciseA.

• PairstudentsandtellthemtopracticealltheconversationsasAorBandthentoswitchroles.

• Walkaroundandcheckthatstudentsareusingrisingintonationwhenaskingquestionsandfallingintonationwhenreplying.

• Towrapup,callonpairstoperformfortheclass.

1 PRACTICE

a WRITE.Writequestionswithcan.Usethewords...

• Readthedirectionsandthefirstitem.• Copyitem1ontotheboard.Useittoillustratethe

pointsbelow.

MULTILEVEL INSTRUCTION for 1C

Pre-level Promotefluencybymodelingquestionsandanswersandaskingstudentstorepeatbeforetheypracticeinpairs.Above-level Pairsmakeupnewconversationsbyimprovisingnewresponsestothesamequestions(forexample,1.A:Can you work nights? B:No, I can’t. I take English classes at night.).

Expansion: Writing and Speaking Practice for 1C

• Askstudentstowriteintheirnotebooksfivework-relatedthingstheycando(forexample,I can use a computer.)andfivethingstheycan’tdo(forexample,I can’t lift heavy boxes.).

• Tellthemtowritequestionsforeachoftheirstatements(forexample,Can you use a computer?)onaseparatepieceofpaper.

• Pairstudentsandtellthemtopracticetakingturnsreadingeachother’squestionsandrespondingtothem.


T-237 UNIT 12

• Brainstormwiththeclasstoidentifyadditionalskillsbyaskingstudentstosaytheirvariousskills.Writesomeontheboardforotherstouse.

• Walkaroundandcheckspelling,grammar,andcapitalization.

Show what you know!

STEP1.Thinkofajob.Writethenameofthejob.

• Readthedirections.Tellstudentstheycanwriteanyjob.Reviewjobvocabularyinthisunitbyaskingstudentstocalloutthejobstheyremember.

• Callonseveralstudentstosaythejobtheywrote.Askstudentswhytheychosethatjob.

STEP2.GROUPSOF5.StudentA,say,“Guess...

• Readthedirections.Withfourstudents,practicetheexampleconversation.

• Formgroupsof5.Say:When you think you know the job, ask, Areyoua...? Wait for your turn to ask.

• Walkaroundandparticipatewiththevariousgroupstomonitorstudents’comprehension.

• Towrapup,playthegameasawholeclass.

Expansion: Writing and Speaking Practice

• Askstudentstocreatetheirownwantadforajobtheywanttohave.Togetthemstarted,askstudentstothinkaboutexactlywhattheywant(forexample,part-time, 20 hours a week, mornings, M–F, some filing, answering phones).

• Studentsthenpracticeinterviewingeachotherforeachposition.

Progress Check

Canyou...askaboutjobskills?Say:We have practiced asking about job skills. Now, look at the question at the bottom of the page. Can you ask about job skills? Tellstudentstowriteacheckmarkinthebox.

Ask about job skillsLesson 6

2 PRACTICE

a Lookatthewantad.Writejobinterviewquestions...

• Readthedirectionsandthewantad.• Asneeded,explainfiles(papersyoukeepina

folderandusuallyputinacabinet).• Say:Choose information from the ad and ask a

question about it. For example, what question can you ask about the work hours?(Canyouworkfull-time?)WriteCan you work full-time?ontheboard.

• Say:Write questions withcanfor four other pieces of information in the ad.

• WalkaroundandcheckthatstudentsarewritingCan you infrontoftheadinformation.

• Studentscompareanswerswithapartner.• Callonstudentstowritetheirquestionsonthe

board.Telltheclasstocalloutcorrections.Correctasneeded.

B PAIRS.StudentA,askthequestionsinExerciseA...

• Readthedirectionsandtheexampleconversation.• Pairstudentsandtellthemtotaketurnsasking

thequestionstheywroteinExerciseA.Ifstudentswish,theycananswerwithmade-upinformation.

• Say:Student B, to add more information, talk about a skill that is similar to the one Student A asks you about. Toreinforce,reviewtheexampleconversationandsay:Taking messages and answering the phone go together.

• Towrapup,callonpairstoperformfortheclass.Eachpaircanaskjustacoupleofquestions.


Pre-level Firstpracticewithpairsbyhavingthemaskyouaquestion(forexample,S:Can you work full-time? T:Yes, I can.).Above-level Partnersbeingaskedgiveoneortwonegativeresponsesbutthensaysomethingelsetheycando(forexample,A:Can you organize files? B:No, I can’t. I don’t know how to file, but I can use a computer.).


c WRITE.Inyournotebook,writefivesentences...

• Readthedirections.TellstudentstowriteanswerstothequestionsinExerciseA.

pages 114–115 pages 140–141

Extra Practice



UNIT 12 T-238

Read about body language in a job interviewLesson 7

Getting Started 20 minutes c Aperson’sbody languageisonethingthathelps...

• Readthedirections.• Say:Body language is part of communication.

People learn what you are thinking or feeling from how you are moving your body and your face.

• Readthesentenceineachbox,thendemonstrateeachactionfortheclass.

Expansion: Listening Practice for 1C

• Callpairstothefrontoftheclassandissuebodylanguagecommandstothem(forexample,Shake hands firmly and smile.).

1 BEFORE YOU READ

a Readtheparagraph.Thencompletethesentence.

• Readthedirections.• Readtheparagraphwhiletheclassfollowsalong

silently.• Readthefinalsentence,stopattheblank,andhave

theclasscallfirsttocompleteit.

B PAIRS.Talkaboutit.Thinkaboutsomeone...

• Readthedirectionsandtheexample.• Brainstormvariousadjectivestodescribefirst

impressions(forexample,nice,friendly,funny,serious,smart,...)andwritethemontheboard.

• Asafunwarm-up,asktheclasstotalkabouttheirfirstimpressionofyou,theteacher.

• Pairstudents.Tellthemtoeachtaketurnsdescribingtheirfirstimpressionofsomeonetheyknowfromworkorschool.Encouragestudentstousetheadjectivesontheboard.

• Walkaroundandcheckthatstudentsareusingadjectivestodescribepeople.Iftheyhavedifficulty,modelexpressionsforthemtorepeat(forexample,He’s really smart. He’s really funny.).

Teaching Tip

Demonstrate“bad”bodylanguagebynotmakingeyecontact,shakinghandsweakly,standingtooclosetosomeoneasexamplesofwhatnottodo.Studentsmayfindithumorous,whichmayhelpreinforcegoodbodylanguagehabits.


Read about body language in a job interviewLesson 7

T-239 UNIT 12

c CLASS.Talkaboutit.Whataresomeotherways...

• Askstudentstocalloutotherwaystomakeagoodfirstimpressioninajobinterview.Writethemontheboardincompletesentences.

• Ifstudentshavedifficultythinkingofideas,givethemexamplesofwaysnottobehaveandaskthemhowtocorrectthisbehavior(forexample,T:Is it good to wear shorts and a T-shirt? Ss:No! T:Then what should you wear?Ss:Nice/Business clothes.).Writetheirsuggestionsontheboard.

• Askstudentstocopythelistontheboardintotheirnotebooks.Towrapup,callonstudentstoreaditemsfromthelistontheboardandtosuggestanyotherwaystomakeagoodfirstimpression.


Show what you know!

PAIRS.Role-playajobinterview.Usegood...

• Readthedirections.Pairstudentsandaskthemtothinkofajob.

• Askeachpartnertowritethreetipsheorshewilluseintheinterview(forexample,stand three feet away,shake hands,make eye contact).

• Telltheinterviewertoaskquestionsusingcan.Telltheintervieweetoanswerthequestionsandtodemonstratethreebodylanguagetips.

• Callonpairstoperformfortheclass.Providefeedbackaboutbodylanguageandclarityofspeech.


2 READ

Listen.Readthearticle.

• Ask:What is the title? Say:Look at the picture. What is happening in the picture? What does it say under the picture?(Agoodjobinterview...)


• Optional:PausetheCDaftereachparagraphandaskthefollowingquestions:

Firstparagraph:Why is body language important? (Becauseyoumakeanimpressionwithyourbodylanguage.)Secondparagraph:What should you do when you meet the interviewer?(shakehandsfirmly,makeeyecontact,...)Thirdparagraph:How can you be a good listener? (situp,leanforward,don’ttouchyourface,...)Fourthparagraph:When the interview is over, what should you do? (shakehands,smile,thanktheinterviewer,...)

• Ifstudentshavedifficultyfollowingalong,playTrack50againandpauseasneeded.

• Askstudentsiftherearewordstheydonotunderstandandexplainthem.


3 ChECK YOUR UNDERSTANDING

a CLASS.Readthearticleagain.Whatisthemain...

• Readthedirections.Allowtimeforstudentstoreadthearticleagain.Remindstudents:The main idea is the most important point in the article.

• Callonafewstudentstosaytheiranswer.Someanswersmayvaryslightly.

B PAIRS.Giveeachothertipsongoodbodylanguage...

• Readthedirectionsandtheexampleconversation.• Tellstudentstofirstlookbackatthearticleandto

writethreetipstheylike.• Pairstudents.Tellthemtotalkaboutthetips.• Towrapup,callonseveralstudentstosayseveral

tips.Writeanygoodnewonesontheboard.

MULTILEVEL INSTRUCTION

Pre-level Aftereachpairhasthoughtofajobtointerviewfor,sitwithstudentsandhelpthemcreateappropriatequestionsforthatjob.Above-level Askstudentstoincludeinformationaboutscheduleandavailabilityintheirconversations.

pages 116–117 page 142

Extra Practice



UNIT 12 T-240

Talk about work experienceLesson 8


1 LISTEN

a Lookatthepicture....Guess:...

• Readthedirections.• Ask:Where are Bao and Hanh? Why are they in the

newspaper?• Callonstudentstoguess.Writetheirguesseson

theboard.


B ListentotheGreenvilleNewsRadio...

• Readthedirections.PlayCD4,Track51.• Explain:Isthisyourfirstrestaurant?meansIsthis

thefirstrestaurantthatyouhaveowned?• Ask:Was your guess correct? Writethecorrect

answerontheboard.• Ask:Where is the restaurant? (Rightacrossfrom

thenewFoodsmartSupermarket.)

d Completethenewspaperarticle.Usewordsfrom...

• Readthedirections.Readthearticlewiththeblanksasstudentsfollowalong.

• PlayTrack51againandtellstudentstofillintheblankswiththemissinginformation.Pausethetrackafterthefirstanswerisrevealed.ResumeplayingtheCDtoallowtheclasstocompletetheexercise.

E PAIRS.Compareanswers.

• Pairstudents.Studentsshoweachothertheircompletedarticles.

• Tocheckanswers,callonstudentstotaketurnsreadingthecompletedarticle.


c Listenagain.Completethesentences....

• Readthedirections.• Readtheplacesinthewordboxwhiletheclass

repeats.• PlayTrack51again.Studentslistenandthen

completethesentences.• PlayTrack51asmanytimesasnecessarytoaid

comprehension.• Tocheckanswers,readeachsentenceandtellthe

classtocallouttheanswer.

Culture Connection

•Say:Many people in the United States like to start their own business. •Ask:Do you want to start your own business? What kind of business would you like to have? (restaurant,store,...)

Teaching Tip

CompletionactivitiessuchastheoneinExercise1Dareagreatopportunityforstudentstodemonstratetheirreadingcomprehension.

Ifpossible,meetwithstudentsindividuallyandaskthemseveralcomprehensionquestionsaboutthearticletogaugetheircomprehension—forexample,Who owns the Saigon restaurant? (BaoTranandHanhLe)Who was their first teacher? (EmilyReed)

Ifindividualmeetingsarenotpossible,sendstudentshomewithalistofquestionsaboutthereadingandhavethemwriteanswersforhomework.

Teaching Tip

Optional: Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage290astheylistentotheconversation.



T-241 UNIT 12


2 CONVERSATION

a Whenapersonissuccessfulatsomething...

• Writesuccessfulontheboard.Ask:What doestobesuccessfulmean?(Some possible answers: tobehappy,tohavemoney,tohaveabusiness)

• Readthedirections.Askstudentstocarefullyreadtheconversationsilently.

• Ask:Why does Ayantu say “Congratulations!” to Ivan?(BecauseIvanhashisfirstcafé.)

B Listenandreadtheconversation....




Pre-level Tofocusonfluency,modeltheintonationofeachlineintheconversation,substitutingnewinformation,andaskstudentstorepeatbeforepracticingwithapartner.Above-level Telltheinterviewerstoasktheirpartnerwhyheorshestartedabusiness(forexample,A:Why did you start your own café? B:Because I wanted to be successful and happy.).



• Readthedirections.Ontheboard,writetheheadingsPlaces, Jobs, andTimes.CallonstudentstosayadditionalvocabularysimilartotheinformationintheboxesinExercise3A(forexample,restaurant, cook, two years)andwriteitontheboard.

• PlayAand,withanabove-levelstudent,useinformationfromtheboardandmakeupanewconversation.


• Walkaroundandcheckthatstudentsareusinginformationfromtheboard.

• Callonpairstorole-playfortheclass.• Towrapup,ontheboardwritesomeoftheerrors

youheardduringtheroleplays.Askstudentstocorrectthemistakes.Gooverthecorrectionsbysayingthewordsorsentencescorrectlyandaskingtheclasstorepeat.

3 PRACTICE


• PairstudentsandtellthemtopracticetheconversationinExercise2B.

• Then,inExercise3A,askstudentstolookatthepicturesandsaywhattheyare.Hair stylistisnewvocabulary,soask:What is a hair stylist? (someonewhoworksinahairsalonwhocutsandstyleshair)

• Copytheconversationontotheboardwithblanksandreadit.Whenyoucometoablank,fillitinwithinformationfromtheboxes(forexample,hair salon,hair stylist,three).

• Asktwoon-levelstudentstopracticetheconversationinfrontoftheclass.

• Tellpairstotaketurnsplayingeachroleandtousethepicturestofillintheblanks.

• Walkaroundandcheckthatstudentsarestressingimportantwordsandusingrisingintonationforquestions.




Cross-ability Thelower-levelstudentscanreadfromcuecardswithinterviewquestionswrittenonthem.Partnersworktogethertowritethequestionsonthecardsbeforepracticing.


Extra Practice


UNIT 12 T-242



• Say:We’re going to study simple past questions and answers with be. In the conversation on page 241, Ivan used this grammar.

• PlayCD4,Track52.Studentslisten.WriteHow long were you there? ontheboard.UnderlineHow long were.


Pastofbe:Questionsandanswers


• Readthequestionsfromtheleftchartwhiletheclassrepeats.

• Readtheaffirmativeshortanswersfromtherightchartwhiletheclassrepeats.

• Askspecificquestionsfromtheleftchart(forexample,Was he successful?)andcallonindividualstudentstogiveanappropriateaffirmativeshortanswer(Yes, he was.).

• ReadtheGrammarWatchnote.Saythenegativeshortanswerswhiletheclassrepeats.

• Continueaskingindividualspecificquestionsbuttellstudentstoanswernegatively(forexample,T:Was it full-time? S:No, it wasn’t.).




c PAIRS.StudentA,youareamanager.StudentB,...

• Readthedirectionsandtheexample.Foreachfieldintheapplication,saythenameandaskstudentstocalloutthewritteninformation(forexample,T:Company. What is the company? Ss:Sam’s Department Store.).

• Pairstudents.TellAtowriteafewquestionsfirstwhileBreviewstheinformationintheapplication.

• Walkaroundandaskinterview-stylequestionsasyouvisiteachpair.

• Towrapup,ontheboardwritesomeoftheerrorsyouheardduringtheroleplays.Askstudentstocorrectthemistakes.Gooverthecorrectionsbysayingthewordsorsentencescorrectlyandaskingtheclasstorepeat.

MULTILEVEL INSTRUCTION for C

Pre-level Writepossiblequestionsforeachfieldonasheetofpaper(forexample,What company did you work for?)andhandthemoutasareferenceforstudentstousewhiletheypractice.Above-level Inadditiontothequestionsabouttheinformationintheapplication,askeachinterviewertoaskoneortwoquestionsmore.

Expansion: Vocabulary and Critical Thinking Practice for C

• Withtheclass,brainstormadditionalreasonsforleavingajobandwritethemontheboard(forexample,change in work schedule,conflict with school schedule).

• Askstudentstodiscusswhichreasonsaregoodandwhicharenotgood(forexample, bad boss—It’s not good to say badbossbecause it shows that I might not like the new boss.).

PRACTICE

a WRITE.Writequestions.Usewasorwere.

• Readthedirectionsandtheexample.Ask:Where do you put was?(afterWhat)

• Say:If you see a Wh-word, use a form of beafterit. If there is no Wh-word, use the form of befirst.

B Listenandcheckyouranswers.

• PlayCD4,Track53.Studentslistenandchecktheiranswers.

• Callonstudentstosayanswers.

pages 118–119 pages 143–145

Extra Practice



T-243 UNIT 12

Show what you know!Review

STEP2.WritethreesentencesaboutthejobinStep1.

• Readtheexamplesentences.• Createacoupleofsentencesfrominformationon

theboard(ifany)fromStep1.Oraskastudenttotellyousomeinformationfromhisorherapplicationthatyoucanusetomakeasentence.

• Walkaroundandcheckthatstudentsarecapitalizingthefirstletterofthefirstword,usingthepasttenseofbe,andusingproperpunctuation.

• Towrapup,callonseveralstudentstoreadtheirsentencesoutloud.Writethemontheboard.

1 GRAMMAR

Eun-YoungLimisinterviewingforajobasa...

• Readthedirectionsandtheexample.• Tellstudentstoreferbacktothegrammarcharts

onpages230and236(can/can’t)and242(were/was)asneeded.

• Studentscompareanswerswithapartner.• Readtheconversationsandcallonindividual

studentstosayanswers.• Optional:Pairstudentsandaskthemtopractice

theconversations.Callonpairstoperformthecompletedconversationsfortheclass.

Expansion: Writing and Speaking Practice for 1

• Askpairstorewritetheconversationusingdifferentinformation(forexample,SpanishinsteadofKorean).

• Thenaskeachpairtoperformthenewconversation.

2 WRITING

STEP1.Completetheinformationaboutajob...

• Readthedirections.Tellstudentstheycanmakeupinformationiftheydon’twanttousetrueinformation.

• Tellstudentstolookbackattheapplicationonpage242forideas.

• Walkaroundandcheckthatstudentsarewritingappropriateanswers.Ifmanystudentsfailtounderstandsomefieldsintheapplication,writethemontheboardandbrainstormvariousappropriateanswers.

3 LIFE SKILLS WRITING

Turntopage264andaskstudentstocompletethejobapplication.SeepagesTxi–TxiiforgeneralnotesabouttheLifeSkillsWritingactivities.

CD-ROM Practice

Go to the CD-ROM for more practice.

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

Teaching Tip

Studentscanfirstpracticewritingsentencesintheirnotebooksbeforetransferringthemtothetextbookpage.

pages 120–121

Extra Practice


UNIT 12 T-244

STEP2.PAIRS.TalkaboutJin-Su’sproblem.What...

• Pairstudents.Ask:What is Jin-Su’s problem?(Hiscousinwantsajob,butsheisn’tagoodworker.)What can Jin-Su do?

• Readtheideasinthelist.Ask:Which ideas are good? Callonstudentstosaytheiropinionabouttheideasinthebox(forexample,S:I think he can give Min-Ji a job because he can train her to get better.).

• Pairsstudents.Tellthemtothinkofonenewideanotinthebox(forexample,He can tell Min-Ji to take a job skills class.)andtowriteitintheblank.Encouragestudentstothinkofmorethanoneideaandtowritethemintheirnotebooks.

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

Show what you know!expand

4 ACT IT OUT

STEP1. Listentothejobinterview.

• PlayCD4,Track54.Studentslisten.• Asneeded,playTrack54againtoaid

comprehension.

STEP2.Chooseaplaceandajob.Makealistof...

• Pairstudents.ReadthedirectionsandtheguidelinesforAandB.Foreachpicture,ask:What is this place? (restaurant/store/office)What jobs are available? (cooks,waiters,salesassistants,...).Brieflybrainstormwhatskillsareassociatedwitheachjob(forexample,T:What skills do you need to be a sales assistant? S: You need to help customers.).

• TellstudentsplayingAtopreparetheirinformationfirstbywritingalistofquestionstoask.TellstudentsplayingBtowritedowntheirskillsandexperience.

• Aspairsprepare,tellthemtoreverserolestopracticebothpositions.

• Whilepairsareperforming,usethescoringrubriconpageTxivtoevaluateeachstudent’svocabulary,grammar,fluency,andhowwelltheycompletethetask.Iftimepermits,askpairstoswitchrolesanddoasecondperformance.

• Optional: Aftereachpairfinishes,discussthestrengthsandweaknessesofeachperformanceeitherinfrontoftheclassorprivately.

5 READ AND REACT

STEP1.ReadaboutJin-Su’sproblem.

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

• Readthedirections.• Readthestorywhilestudentsfollowalongsilently.

Pauseaftereachsentencetoallowtimeforstudentstocomprehend.PeriodicallystopandasksimpleWh-questionstocheckcomprehension—forexample,What is Jin-Su’s job? (Heisasupervisorinalargestore.)Who needs a job?(Jin-Su’scousin)

MULTILEVEL INSTRUCTION for STEP 2

Pre-level Sitwithstudents,sayeachideainthelist,andaskstudentstoexplainwhytheylikeordon’tlikeeachsolution(forexample,A:He can’t say there are no openings because it is not true.).Above-level Pairsdiscusstheproblemswitheachidea(forexample,A:If he gives her a job, maybe she will do badly.).

6 CONNECT

Turntopage252forguidelinesfortheGoal-settingActivityandpage272fortheTeamProject.SeepagesTxi–Txiiforgeneralnotesaboutteachingtheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage225.Askstudentstoturntopage225andcheckoffthegoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.


12 help wanted...(looking at the help wanted ads in the newspaper / trying to get a job / calling...

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