12 saving and spending - future - english for results• write the following terms on the board:...

Preview• Saytheunittitle.Ask:What do you think this unit

will be about? • Holdupyourbookorhavestudentslookattheir

books.Setthecontextbyaskingthepreviewquestions.Youcanalsoask:Do banks look like this in your home country?

Unit Goals• PointtotheUnitGoals.Havestudentsreadthem

silently.• Tellstudentstheywillbestudyingthesegoalsin

Unit12.• Sayeachgoalandexplainunfamiliarvocabulary

asneeded,forexample,budget: a plan for spending money during a particular period of time; income tax: a portion of one’s income that is paid to the government each year.

• Tellstudentstocircleoneormoregoalsthatareveryimportanttothem.Callonseveralvolunteerstosaythegoalstheycircled.

• Writeacheckmark(3)ontheboard.Say:We will come back to this page again. You will write a checkmark next to the goals you learned in this unit.

T-225 UNIT 12

Saving and Spending

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Articles: a, an, the, noarticle()• Futurerealconditionals• Presentunrealconditionals

Pronunciation• Stressincompoundwords• Would you

Reading• Talkaboutstartingabusiness• ReadingSkill:Summarizing

Writing• Writeaboutgivingmoneytoacharity

Life Skills • Interpretandcompleteanincometaxform

12 Classroom Materials/Extra Practice

CD 2Tracks 60–70

WorkbookUnit 12

Interactive PracticeUnit 12

NISHIO_FUTURE4_TE_9780131991576_482 482 4/30/09 2:05:05 PM

UNIT 12 T-226

Lesson 1 Describe bank services

Controlled Practice 5 minutes

B Readthestatements.Thenlisten...

• Writethefollowingtermsontheboard: interest rate, minimum balance, maintenance fee, overdraft,andoverdraft protection. Havestudentsspeakwithaneighborandreviewthemeaningofeachterm.

• Havestudentsreadthequestionsandpredicttheanswers.

• PlayTrack60again.• Callonstudentstoreadthequestionsandanswers.• Ifstudentshavedifficultyansweringaquestion,

playthecorrespondingpartoftherecordingagain.

Expansion: Speaking Practice for 2B

• PairstudentsandhavethempracticereadingtheAudioScriptforExercise2B.

• Answerstudents’questionsaboutthemeaningoftermsorbankprocedures.

Communicative Practice 10 minutes

c GROUPS.Wouldyouopenanaccountat...

• Withtheclass,reviewthetypesofcheckingaccountsofferedatApolloBankandlistthemontheboard(MyMoney account, and interest-free checking).Reviewtherequirementsandbenefitsofeachaccount.

• Formgroups.IfstudentsneedtoconfirmorreinforceinformationaboutApolloBank,havethemlookattheAudioScriptforExercise2B.

• Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundtheroomandprovidehelpasneeded.

• Towrapup,goaroundtheroomandhavestudentssaythekindofcheckingaccountthatwouldworkbestforthem.

Getting Started 10 minutes

1 BEFORE YOU LISTEN

a CLASS.Discuss.Howoftendoyougoto...

• Readthetwoquestions.Withtheclass,brainstormservicesthatareofferedbybanksandwritethemontheboard.(checking account, savings account, loans, ATM, overdraft protection,etc.)

• Havestudentsturntoaclassmateandtaketurnsansweringinpairs.

• Goaroundtheroomandhavestudentssaywhichbankservicesareimportanttothem.Defineservicesnotalreadylistedontheboard.

B GROUPS.Lookattheonlineadvertisement...

• Readthedefinitionsofinterest rateandFDIC.• Asktheclass:Who has a checking account? • Formcross-abilitygroups.Trytoputatleastone

studentwhohasacheckingaccountineachgroup.• Havestudentsreadtheadvertisementlinebyline

anddiscusswhateachitemmeans.• Tellstudentstoplaceamarknexttoitemsthatno

oneinthegroupcanexplain.• Withthewholeclass,explaintheitemsthat

studentsmarked.

MULTILEVEL INSTRUCTION for 1B

Cross-ability Haveabove-levelstudentshelppre-levelstudentswithpronunciationandvocabulary.

Presentation 5 minutes

2 LISTEN

a JohnFoster,acustomerserviceofficer...

• Havestudentslookatthephoto.Ask:Who are the speakers? Where are they?

• Remindstudentstolistenspecificallyfortheanswertothequestion.

• PlayCD2,Track60.• Callonavolunteertoanswerthequestion.


T-227 UNIT 12

Lesson 1 Describe bank services


3 CONVERSATION

Pronunciation Watch• Ontheboard,write:password, online, overdraft,

andwebsite. Ask:What do you notice about the words? (Theyareeachmadeupoftwowords.)

• Say: In each word, one syllable has the strongest stress. Listen. Sayeachword.

• Instructstudentstolistenagainandclaponthemostheavilystressedsyllable.

• Ask:What do you notice about the stress? (Ineachphrase,thefirstsyllableisstressedmostheavily.)

• Explainthateachwordhasauniquemeaningthatisdifferentfromthemeaningofthetwowordsthatmakeupthecompoundword.Twowordsthatcombinetomakeauniquewordarecalledcompoundwords.Compoundmeanscomposed of two or more.

• ReadthePronunciationWatchnote.

a Listentothecompoundwords.Notice...

• PlayCD2,Track61.Havestudentslisten.• PlayTrack61again.Havestudentslistenand

repeat.• Callonstudentstosayeachword.Correctas

needed.


B Underlinethecompoundnoun...

• Havestudentsunderlinethecompoundsandpredictthestress.(Allarestressedonthefirstwordorsyllable.)

• PlayCD2,Track62.Havestudentslistenandchecktheiranswers.

• Callonstudentstoreadeachsentence.Correcterrorsinstress.

c JohnandLingarefinishingtheir...

• PlayCD2,Track63.Havestudentslistenandread.• Checkcomprehension.Ask:Which online services

are offered? Is online banking safe? What is Ling going to do?

4 PRACTICE

a PAIRS.Practicetheconversation.

• Formpairs.Havestudentspracticeatleasttwice.• Takenotesonstudents’pronunciationof

compoundwords.Correcterrorsonthespot.• Askvolunteerstoperformtheconversation..


B ROLEPLAY.PAIRS.Role-playthissituation...

• Readtheroledescriptions.• Elicitfromstudentsthedifferencesbetween

checkingandsavingsaccounts.• Formsame-levelpairsandhavestudentsplantheir

roleplay.• Writethefollowingconversationopeneronthe

board:B: Hello. Can I help you? A: Yes, I’d like to open a savings account. B: Well, we have two options. Our SaveMore account is . . .

• Havevolunteersperformtheirconversation.


Pre-level Havestudentswriteascriptofaconversationaboutaspecificsavingsaccount.StudentAshouldaskabouttheinterestrate,minimumbalance,andmaintenancefee.Intheend,StudentAshoulddecidewhetherornottoopentheaccount.Above-level Insteadofwritingascript,havestudentsmakeachartwithinformationabouttwokindsofcheckingaccounts.Thenhavethempracticeusingonlytheirnotes.

Interactive Practice

Extra Practice


UNIT 12 T-228

Describe bank services Lesson 2


• Ontheboard,writea, an,andthe.Telltheclass:These words are called articles. Aandanare indefinitearticles.Theis adefinitearticle.In this lesson, we’ll learn when to use each kind of article. We’ll also learn when to use no article.

• Beforeclass,collectasetofobjectsfoundinabankorrelatedtomoney.You’llneedanarrayofitemsthatallowsyoutodemonstratethevariousarticles,forexample,acheckbook,anATMcard,money,cash,adepositslip,andaloanapplication.

• Inclass,elicitthearticlesandnamesofobjects.Holdupanitemandask:What’s this? HavetheclassrespondwithIt’s a/an/[no article] . Listallitemsandarticlesontheboard.

• Todemonstratethe, nameanarticle,thenrefertoitasecondtime.Forexample,askastudent:Do you have an ATM card? Ifthestudentsaysyes,followupwithWhere did you get the card? Writebothquestionsontheboard.Underlinethearticles.


Articles: a, an, the, no article (0/ )• ReadthefirsttwoGrammarWatchnotesandthe

firsttwoexamplesunderIndefinite Articles. Explaintheconceptofspecific:Anounisconsideredspecificifthelistenerandspeakerbothknowwhichnounismeant.Inthefirsttwoexamples,checking accountandassistant arenotconsideredspecificbecausethespeakerisnotreferringtooneparticularaccountorassistant.

• Note:Pointoutthatmeansno article.• Readtheexamplewiththepluralcountnoun.

Explain,first,thataoran isneverusedwithpluralnouns.(Ameansone.)Giveadditionalexamples.

• Explainnoncount nouns. Say:A noun is noncountif you cannot put an indefinite article in front of it. For example, you cannot sayawater,asand,agasoline,etc.Money,cash,andinterestare noncount nouns. Explainfurther:Youcannotuseaoran withnoncountnouns,butitispossibletousetheifthenounisspecificaccordingtothecriteriaexplainedabove.Forexample,Teenager:I’m broke. I need money. Parent:What happened to themoneythat I gave you last week?

• Donotuseanarticlewithgeneralstatements.Forexample,I trust banks meansI trust banks in general.

• ReadthethirdnoteandtheexamplesunderDefinite Articles. Explainthatineachoftheseexamples,theboldfacednounisspecificbecauseit’smodifiedbyanadjectiveclause.Thus,boththespeakerandthelistenerknowwhichnounismeant.

• Readthefourthnote.ExplainthatEnglishspeakersintroduceanounwithaoran. Afterthat,thenounisconsideredknown,soiftheymentionitagain,thearticleswitchestothe.

• Readthefifthgrammarnoteandtheexample.Explainthatpossessivesmakeanounspecific,sothere’snoneedtousethe.

Language Note

Onewaytothinkofspecificnounsisthattheyareunique;thatis,thespeakerandlistenerbothhaveenoughinformationaboutthenounthattheyknowwhichideaorthingismeant.Uniquenouns—requiringthearticlethe—includethefollowing:1.nounsmodifiedbypossessives,ordinalnumbers,superlatives,adjectives,phrases,oradjectiveclauses;2.nounsmentionedforthesecondtime;3.nounsofwhichthereisonlyoneintheworld,forexample,the moon, and the Dead Sea;4.nounswhichareknowntothespeakerandlistenerbyvirtueofpriorknowledge,forexample,I’m going to the store.


1 PRACTICE

Readthebrochureaboutdebitcardsand...

• Readthefirstsentencewiththeclass.• Explainsuchcasesasfrom a credit card company

or bank.Explainthat a pertainstobothcredit card company andbank.

• Havestudentsdotheexerciseinpairs.

Expansion: Grammar Practice

• Bringinanadvertisement,brochure,orothertypeofreadingpassage.Havestudentscirclethenounsandexplainwhytheyuse a, the, ornoarticle.

• RemindstudentsthattherulesintheGrammarWatchdonotexplainallusesofarticlesinEnglish.Encouragestudentstoexplainasmanyastheycan.Skiptheothers.


Describe bank services Lesson 2

T-229 UNIT 12


Show what you know!

GROUPS.Discussthebankservicesbelow....

• Formgroups.Gooverthelistofservices.Havestudentsdefineorexplaineachone.Providehelpasneeded.

• Whendiscussingbusinessloansandmortgages,studentsmayneedthewordcollateral.Defineitasproperty or goods used as security against a loan; if the loan is not repaid, the borrower loses the property. Walkaroundandprovidehelpasneeded.

• Giveatimelimitfordiscussion.• Reviewthediscussionwiththewholeclass.• Optional:Drawacontinuumontheboard.On

theleft,writeeasy.Ontheright,writehard.Havestudentsorganizetheitemsfromeasiesttomostdifficulttoobtain.(savings account➛checking account and debit card➛mortgage and business loan)

Expansion: Speaking Practice for Show what you know!

• Pairstudents.Havethemdiscusswhichoftheservicestheyhave.Instructthemtosayhoweasyorharditwastoobtaineachitem.

• Next,dividestudentsintogroupsaccordingtowhichservicestheyhaveorhavehad.Havethemdiscussallofthestepsinvolvedingettingtheservice,explainingwhichstepswereeasyordifficult.

• Haveeachgroupchooseonestudenttotellthewholeclassaboutthestepsintheprocess.

Progress Check

Canyou...describebankservices?Say:We have practiced describing bank services. Now, look at the question at the bottom of the page. Can you describe bank services? Write a checkmark in the box.

2 PRACTICE

a Completetheadvertisement.Circle...

• Gooverthefirstanswerwiththeclass.• Havestudentsdotheexercise.• Havethemcompareanswerswithapartner.• Callonstudentstosaytheanswers.Correctas

needed.

B Completetheparagraphabouthomeloans....

• Readtheexamplewiththeclass.Ask:Why is no article needed? (Itisageneralstatement.)

• Havestudentscompletetheexercisealoneorinpairs.

• Havestudentscompareanswerswithapartner.• Goovertheanswerswiththeclass.Havestudents

explainwhytheychosetheiranswer.Correctasneeded.

Expansion: Grammar Practice for 2B

• Copythefollowingconversationontheboard.Say:A customer is talking to a bank officer about getting a home loan.

• Pairstudents.Havethemfindandcorrectsevenerrors.

Customer: Hi.Ijustboughtahouse,andI’dlikeaninformationaboutgettinghomeimprovementloan.

BankOfficer: Congratulations!We’dbehappytohelpyou.Canyoutellmewhatyouplantodowiththeloan?

Customer: Well,windowsinhouseareveryold.I’dliketoreplacethem.

Officer: Andhowmuchamoneydoyouwanttoborrow?

Customer: Fourthousanddollars. Officer: OK.Tobegin,you’llneedtofillout

application. Customer: CanItakeapplicationhomeandfillit

outthere? Officer: Ofcourse.Youcanmailitbackor

returnitinperson.

Interactive Practice pages 134–135

Extra Practice


UNIT 12 T-230

Talk about starting a new business Lesson 3


1 BEFORE YOU READ

CLASS.Discuss.Ifyouwerestarting...

• Readthequestions.Goaroundtheroomandaskeachstudenttoanswer(butlimitthetimeallottedtoeachspeaker).Ifyourclassisverylarge,callonselectedpre-level,on-level,andabove-levelstudentstoanswer.

MULTILEVEL INSTRUCTION for 1

Pre-level HavestudentsanswerjustthefirstquestioninExercise1.Letthemusethefuture,forexample,I will start a donut shop.Above-level Havestudentsanswerallthequestions.Encouragethemtousetheconditional,forexample,I would start a heating and air-conditioning service.


2 READ

Readandlisten.WhatwasJose’s...

• Note:Donotpre-teachtheboldfacedvocabulary.TheitemsarepracticedinExercise4.

• Readthetitlewiththeclass.Ask:Have you ever heard this phrase before? What does it mean? (adreamthatbecomesareality) Askstudentstogiveanexampleoftheappropriateuseofthephrase.Thenask:What do you think thedreammight be?

• Havestudentsreadsilentlywithoutusingdictionaries.Giveatimelimit,butallowmoretimetoreadifnecessary.

• Ask:Which paragraph answers the first question? (2) Which paragraph(s) answer the second question? (3 through 5)

• Callonstudentstoanswerthequestions.• PlayCD2,Track64.Havestudentslistenandread.


T-231 UNIT 12

Talk about starting a new business Lesson 3

4 WORD WORK

Findtheboldfacedwordsinthearticle...

• Doitem1withtheclass.Remindstudentsofthestepsintheprocessofguessing;forexample,studentsshouldreadthewordinitscontextandfigureoutthepartofspeech.

• Havestudentscompletetheremainingitemsandcompareanswerswithapartner.

• Callonstudentstosaytheanswers.


Show what you know!

GROUPS.Discuss.DoyouthinkJoséstarted...

• Formgroups.Trytoputatleastonestudentwhoownshisorherownbusinessineachgroup.

• Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Towrapup,repeatthethirdquestion.Callonstudentswhoraisetheirhands.

Community Building

•Inviteoneormoresmall-businessownerstocometotheclassandspeakaboutstartinganewbusiness.Havestudentspreparealistofquestionsaheadoftime.•InformstudentsabouttheU.S.SmallBusinessAdministration(http://www.sba.gov/),whichprovidesmanyservicesandtoolstopeoplewantingtostarttheirownsmallbusinesses.


3 CHECK YOUR UNDERSTANDING

Reading Skill: Summarizing

• ReadtheReadingSkill.Addthefollowinginformation:A summary is much shorter than the original article. Some summaries are only one sentence long. In addition, summaries are stated or written in the speaker’s or writer’s own words.

• Explainthatonewaytosummarizeanarticleistoincludethemainidea(oftenthelastsentenceofthefirstparagraph)andtheprincipalsupportingdetails,thatis,themainideaofeachsubsequentparagraph.

a ReadtheReadingSkill.Thencheck...

• Remindstudentsthatagoodsummarywillincludethemainideasfromalltheparagraphs.

• Workingaloneorinpairs,havestudentsstatethemainideaofeachparagraph.

• Havethemdotheexercise.• Checkanswers.

Expansion: Speaking Practice for 3A

• Ask:Which summary did you choose? Why didn’t you choose the other one? (It does not include the main ideas from all the paragraphs.)

B Readthearticleagain.Completethe...

• Havestudentsreadthearticleagainandanswerthequestions.

• Havethemcompareanswerswithapartner.• Checkanswerswiththeclass.Ifnecessary,have

studentsreadthesectionofthearticlethatincludestheanswertoanitem.


Extra Practice


UNIT 12 T-232

Prepare a monthly budgetLesson 4


Ask:What is a budget (aweeklyormonthlyplanforhowsomeonewillspendavailablemoney). Thenask:Does your family have a budget? If so, who manages it?

1 BEFORE YOU LISTEN

a PAIRS.Areyougoodatmanaging...

• Writegood at + present participle ontheboard.Define:When you’re goodatdoing something, you are skilled or you have a talent. Giveexamples,forexample,good at writing, andgood at playing soccer.

• Pairstudentsandhavethemanswerthequestions.• Toconclude,asktheclass:Who is good at

managing money? Selectastudentwhoraiseshisorherhandandask:What do you do to manage your money?

B GROUPS.Lookatthebudgetworksheet.It...

• Havestudentslookattheillustration.Ask:How much money do Angela and Ricardo make each month?

• Havestudentsreadthelistofexpenses.Basedontheexamples,askthemtodefinefixed expenses (expenses that are the same every month)andvariable expenses (expenses that change from month to month).

• Formcross-abilitygroups.Giveatimelimitfordiscussingthequestions.

• Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Goovertheanswers.

c PAIRS.Thinkaboutyourownexpenses...

• Note:Studentsmaybereluctanttodiscusstheirpersonalfinances.Tellthosestudentstousetheirimaginationsandpretendtheyaresomeoneelse,suchasapopstarorthemayorofthecity.

• Havestudentsworkalonetomaketheirlists.Instructthemtoincludeatleastfourfixedandfourvariableexpenses.

• Formpairsandhavethemsharetheirlists.Giveatimelimitfordiscussion.


2 LISTEN

a PatriciaWong,afinancialexpert,...

• Remindstudentstolistenspecificallyfortheanswertothequestion.Itisnotnecessarytounderstandeveryword.

• PlayCD2,Track65.• Callonavolunteertoanswerthequestion.

Culture Connection

Feesandinterestratesforcreditcardscanvarytremendously.Somecardsdonotchargeamonthlyfee;othersdo.However,allcreditcardschargeaveryhighinterestrateonacardholder’sunpaidbalance.Theinterestowedcanaccumulatedangerouslyinaveryshorttime.Studentsshouldbewarnedtoreadthetermsoftheircreditcardsverycarefullyand,ifpossible,topayofftheircardseachmonth.


B Readthestatements.Thenlisten...

• Havestudentsreadtheitemsandpredictwhethertheyaretrueorfalse.

• PlayTrack65again.• Havestudentsdotheexercise.• Checkanswers.Ifstudentshavedifficulty

answeringaquestion,playthecorrespondingpartoftherecordingagain.


• PairstudentsandhavethemreadtheaudioscriptforExercise2A.

• Writethefollowingquestionsontheboard:Why does Rafael have high interest on one of his credit cards? What advice does Patricia give him for reducing his credit card debt? What other suggestions would you give Rafael? Havestudentsdiscussthequestionsinpairs.

• Askthewholeclass:Have you ever had a problem with credit card debt? What did you do about it? Callonvolunteerstoanswer.



T-233 UNIT 12

c GROUPS.Lookatthebudget...

• Formgroups.Havethemselectatimekeeper,anotetaker,andareporter.Thenotetakershouldwritedownthesuggestionsfromthegroup.

• Giveatimelimit.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Haveeachgroup’sreportersharethegroup’ssuggestions.

d MAKEITPERSONAL.Lookatthebudget...

STEP1.Createyourownbudget.Lookatthe...

• Havestudentscopythecategoriesintotheirnotebooks.Instructthemtowritedowntheirincomefirst,thentheirfixedexpenses,andfinallytheirvariableexpenses.

• Tellstudentstheycanuseimaginaryinformationiftheyprefer.

• Pairstudentsandhavethemdescribetheirbudgetstoapartner.

• Haveoneortwovolunteerswritetheirbudgetsontheboard.Havetheclasslookatthebudgetsandrecommendwaystocutexpenses.

STEP2.GROUPS.Discuss.Haveyouever...

• Formgroups.• Giveatimelimitfordiscussion.Whilestudentsare

talking,walkaroundandprovidehelpasneeded.• Discussthelastquestionwiththewholeclass.

Makealistontheboardofthingsthataredifficulttosavemoneyon.Elicitsuggestionsforsavingmoneyonthosethings.

3 CONVERSATION

PabloandhisfriendLuisaretalking...

• PlayCD2,Track66.Havestudentslistenandread.• Checkcomprehension.Ask:Why doesn’t Pablo

want to go out? How does Pablo manage his money? What does Luis suggest?

4 PRACTICE


• Formpairsandhavestudentstaketurnsreadingeachrole.

• Havestudentsswitchpartnersandpracticeagain.• Walkaroundandlistenasstudentsarepracticing.• Askvolunteerstoperformtheconversationforthe

class.


B ROLEPLAY.PAIRS.Role-playthissituation.


Cross-ability Havethelower-levelstudentplaytheroleofStudentAandaskforadvice.Havethehigher-levelstudentplaytheroleofStudentBandexplainhowtomakeabudget.


Extra Practice

Teaching Tip

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

• Readtheroledescriptions.• Formcross-abilitypairs.• Modelaroleplaywithanabove-levelstudent.Play

theroleofStudentB.StudentAshouldstarttheconversation.Forexample, I really need a new car, but I can never save any money. What can I do?

• Callonpairsofstudentstoperformtheirroleplayfortheclass.


UNIT 12 T-234



• Writeseveralifclausesontheboard.Makethemrelevanttothetopicofmoneyoreventsinthenews.Forexample,If I stop buying coffee at Starbucks every morning . . . ; If the United States doesn’t reduce its dependence on oil . . . ; If I have any extra money next month . . .

• Readeachifclause.Goaroundtheroomandelicitdifferentmainclauseswithwill.Writesomeofthemontheboard.

• Explain:It’s possible that the situations in these sentences will happen in the future. That’s why the form is called the futurerealconditional.


Future real conditionals• Copytheexamplesontotheboardandreadthem.

Underlinetheverbs.• ReadtheGrammarWatchnotes.Emphasizethe

factthattheverbintheifclauseisinthesimplepresent.

• ReviewthecontractedformsI’ll, you’ll, he’ll, etc.Sayeachformandhavetheclassrepeat.

• Saytheuncontractedforms.Havetheclassrespondwiththecontractedones.Thendothereverse.


1 PRACTICE

a Matchtheifclauseswiththecorrectresultclauses.

• Readitem1withtheclass.Ask:What does figureoutmean? (determine) Writethephraseontheboard.

• Havestudentsdotheexercise.Thenhavethemcompareanswerswithapartner.

• Checkanswers.• Writethefollowingidiomsontheboardandelicit

meanings:turn down: reduce; keep track of: be aware; keep yourself informed about something.

B Completetheconversations.Circlethe...

• Doitem1withtheclass.Remindstudentstousethepresenttenseintheifclauseandthefuturetenseintheresult.

• Havestudentscompletetheexerciseandcompareanswerswithapartner.

• Checkanswers.

Expansion: Grammar Practice for 1B

• Haveeachstudentwriteanifclauseonaslipofpaper.Remindstudentstousethepresenttense.Writeoneortwomodelsontheboard,forexample,If I get a raise . . . ; If my wife loses her job . . .

• Collecttheslipsandputtheminaboxorhat.• Callstudentstothefrontonebyone.Haveeach

onepulloutaslip,readtheifclause,andcompletethesentencewithalogicalresultclause.

• Ifyourclassisverylarge,dotheactivityasamixer.Havestudentsstandupandcirculate.Whentheymeetaclassmate,theyshouldreadandcompleteeachother’sslips.Theyshouldthenswapslipsandmoveontotalkwithotherclassmates.



T-235 UNIT 12

STEP2.GROUPS.Discusswaysyoucanspendless...

• FormgroupsandhavestudentssharethesentencestheywroteinStep1.

• Instructstudentstocommentononeanother’sideas.Forexample,theycansayThat’s a good idea. I’m going to try that.

Expansion: Writing Practice for STEP 2

• Havestudentswritesentenceswithifclausesabouthowtheirgroupmemberscanreducespending.Forexample,If Alex takes the subway to work, he’ll save $20 a week.Remindstudentstoaddan-s endingtosingularverbs.

• Collectthesentencesandcorrectthem.Beforeyoureturnthem,makeahandoutwitherrorsfromstudents’sentences.Writethesentenceswitherrorsonanoverheadtransparencyorahandout.

• Havestudentsworkinpairsorgroupstocorrecttheerrors.

• Returnstudents’sentences.

Progress Check

Canyou...prepareamonthlybudget?Say:We have practiced preparing a monthly budget. Now, look at the question at the bottom of the page. Can you prepare a monthly budget? Write a checkmark in the box.

2 PRACTICE

CompleteAliciaandOscar’sconversation...

• Reviewthemeaningofdon’t mind. (If you don’t mind doing something, it doesn’t bother you; it is not a problem for you to do it.)

• Havestudentsdotheexercise.• Havethemcompareanswerswithaclassmate.• Callstudentsuptotheboardtowritethesentences

withifclauses.• Callonotherstudentstoreadthesentencesand

correctasneeded.


Show what you know!

LookatthebudgetyoucreatedonPage276.

STEP1.Thinkofhowyoucancutback...

• Havestudentswriteatleastonesentencewithif.

MULTILEVEL INSTRUCTION for STEP 1

Pre-level Havestudentswriteonesentence.Above-level Havestudentswriteseveralsentences.


Extra Practice


UNIT 12 T-236

Interpret and complete an income tax formLesson 6

Culture Connection

Income-taxformscanbeobtainedonlineatwww.irs.gov.TheyarealsoavailableatInternalRevenueServiceofficesandatpostoffices.


2 PRACTICE

ReadtheW-2formbelow.Howmuchmoney...

• Tellstudentsthattheydon’tneedtounderstandeverywordontheform.Theyshouldscantofindtheanswertothequestion.Havethemraisetheirhandwhentheyhavefoundit.

• Checktheanswer.Ask: What are tips?(giftsofmoneygiventopeoplewhoperformaservicesuchascuttinghairorservingfood) What is othercompensation? (incomethatonereceivesfromasourceotherthanone’ssalary,suchasrentalincome)Ifstudentsdonotknow,providetheanswers.

Culture Connection

TherearethreelevelsoftaxesintheU.S.:federal,state,andlocal.Almostallworkersmustpayfederalincometaxes.Nearlyallstateshaveanincometaxaswell.(TheexceptionsareAlaska,Nevada,SouthDakota,Washington,Texas,Wyoming,andFlorida.)Citiesdonotusuallyhaveincometaxes.Instead,theytaxproperty(forexample,topayforschools)orimposeasalestaxontopofthetaxthatthestatemayalreadyimpose.


• Ask:What is a tax? (moneypaidtothegovernment)What are some different kinds of taxes? (gas,alcohol,sales,income,andproperty)

• Readthelessontitle.Say: In this lesson we’ll read and talk about income taxes. An income tax is a tax on money that you earn from your job.


1 LEARN ABOUT TAX FORMS

Readabouthowincometaxishandled...

• Ifpossible,bringrealW-2and1040formstoclass.• Readtheinformationoutloudwhilestudentsread

silently.• Checkcomprehension.Ask:What document do

workers receive from their employers at the end of the year? (awageandtaxstatement)What is this document called? (W-2)What is the name of the form that workers must fill out when they pay their income tax? (Incometaxreturnor1040forms)

• ShowstudentstheW-2and1040forms.

Expansion: Speaking Practice for 1

• Ask:How many of you paid income taxes last year? Which form did you fill out—the 1040 or 1040EZ?


T-237 UNIT 12


d PAIRS.TurntoPage277andcomplete...

• Havestudentsfillinanimaginarysalaryinline1.• Havethemwrite0inlines2,3,and8a.• Forline7,tellpeopletochooseanumberthatis

roughly25percentofthenumbertheywroteinline1.Thiswillbetheirimaginarytaxpayment.

• Forline10,theycanchoosethesamenumberasline7,asmallernumber(inwhichcasetheywillowetaxes)oralargernumber(inwhichcasetheywillgetataxrefund).

• Pairstudents.Havethemcheckeachother’smath.• Havestudentssharewhethertheywillneedtopay

moretaxorwhethertheywillgetarefund.

Interpret and complete an income tax formLesson 6

3 PRACTICE

a WritetheinformationusingtheW-2...

• Readitem1withtheclass.• Havestudentscompletetheexercisealoneorwith

apartner.• Goovertheanswers.ExplainSocial Security tax:

Social Security is the money people receive from the government each month when they retire, usually at age 65. The Social Security tax is money that workers pay into the fund that is used to pay the retirees. Explain Medicare tax: Medicare is the free health-care program available to people when they retire. Workers pay a portion of their income into the system each month.

B Lookatthesesectionsofthe1040EZform...

• Havestudentslookatthe1040EZform.Foreachitemtobefilledin,askstudentstofigureoutwheretheyneedtolookontheW-2inordertogettheinformation.Forexample,theanswertoitem1onthe1040formcanbefoundinbox1oftheW-2.

• Havestudentsworkaloneorinpairstofillintheinformation.Astheyareworking,walkaroundandprovidehelpasneeded.

• Checkanswers.Explainasneeded.

c CLASS.Atax refund ismoneythatthe...

• Providemoreinformationabouttax refunds.• Helpstudentsfigureouttheanswerifnecessary.

Onthe1040form,havethemsubtractthenumberinline10($5,293.00)fromthenumberinline9($7,541.25).Thedifference($2,248.25)istheamountofFelipe’srefund.

Culture Connection

Aftertaxpayerssubmittheir1040forms(onorbeforeApril15),thegovernmentrecalculatestheirtaxes.Sometimesitturnsoutthatpeoplehaven’tpaidenoughtaxes,andtheyarerequiredtosendthegovernmentmoremoney.Othertimesithappensthatpeoplehavepaidtoomuchtax;inthatevent,theyreceiveataxrefund.

Community Building

•HavestudentswritequestionstheyhaveaboutfillingouttheirW-2formsandpayingtaxes.•Ifpossible,haveanaccountantcometoclassandanswerstudents’questions.

Progress Check

Canyou...interpretandcompleteanincometaxform?Say:We have practiced interpreting and completing an income tax form. Now, look at the question at the bottom of the page. Can you interpret and complete an income tax form? Write a checkmark in the box.


Extra Practice


UNIT 12 T-238

Talk about dreams for the futureLesson 7


Readthelessontitle.Askstudents:What are your dreams for the future?

1 BEFORE YOU LISTEN

CLASS.Discuss.Haveyoueverheardstories...

• Definecame into (received) money. Askstudents:How do people usually come into money?Theyinherit it(receiveitwhensomeonediesandleavesittothem);win it(asinwinningthelottery)orperhaps receive it as a gift.

• Readthequestions.Tellstudentstothinkofbooksthey’veread,moviesthey’veseen,orstoriesthey’veheard.

• Callonstudentswhoraisetheirhandstoanswer.


2 LISTEN

a ChantalandEduardoarefriends...

• Havestudentslookatthephoto.Ask:How old are the people? What might they be talking about?

• Remindstudentstolistenfortheanswertothequestion.Theydonotneedtounderstandeveryword.

• PlayCD2,Track67.• Writeontheboard:Chantal would . . . Have

studentsdiscusstheanswerwithaclassmate.• Checktheanswerwiththewholeclass.Ask

studentswhattheyheardthathelpedthemfindtheanswer.


B Readthequestions.Listen...

• Havestudentsreadthequestionsandpredicttheanswers.

• PlayTrack67again.• Callonstudentstoanswerthequestions.If

necessary,playtherecordingagain.


• PairstudentsandhavethempracticereadingtheconversationfromtheAudioScriptonPage294.

• Havevolunteersreadtheconversationfortheclass.• Asktheclass:Which dream do you prefer, Chantal’s

or Eduardo’s? Why?



T-239 UNIT 12


3 CONVERSATION

Pronunciation Watch

• Speakingatnormalspeedandwithnaturalpronunciation,ask:Where would you like to go on your next vacation? Callonstudentstoanswer(Iwouldliketogoto...)

• Say:I’m going to repeat the question twice, once with slow pronunciation and once with fast, natural pronunciation.

• Repeatthequestion,thenask:What was the question? Writeitontheboard.Underlinewould you.

• ReadthePronunciationWatchnote.Explain:When the two words are joined, the dandycombine to form ajsound. Youis pronounced ya.Wouldyouis therefore pronouncedwood-ja.

a Listentothepronunciationofwould...

• PlayCD2,Track68.Havestudentslisten.• PlayTrack68again.Havestudentslistenand

repeat.


B Listentothesentences.Circlethewords...

• Doaquickminimal-pairdrill.Ontheboard,write1—will you; 2—would you. Ifyousaywill you, studentsshouldholduponefinger.Ifyousaywould you, theyshouldholduptwo.

• PlayCD2,Track69.• Checkanswers.Playtherecordingagainifneeded.

c OmarandLinharetalkingaboutwhat...

• PlayCD2,Track70.Havestudentslistenandread.• Optional: Youmaywanttohaveabove-level

studentslistenwiththeirbooksclosed.• Checkcomprehension.Ask:What would Linh do if

she had a lot of money? What would Omar do?

4 PRACTICE


• Formpairsandhavestudentstaketurnsreadingeachrole.

• Havestudentsswitchpartnersandpracticeagain.• Walkaroundandlistenasstudentsarepracticing.• Askvolunteerstoperformtheirconversation.


B MAKEITPERSONAL.GROUPS.Discuss...

• Ontheboard,writeIf I had a lot of money, I would .

• Modeltheanswerwithyourowninformation.• Formgroups.Haveeachstudentcompletethe

sentence.• Havevolunteerssharetheiranswerwiththeclass.

MULTILEVEL INSTRUCTION for MAKE IT PERSONAL.

Pre-level Restatethequestionusingthesimplefuture.Allowthemtoanswerusingtherealconditional,forexample,If I get a lot of money, I will .Above-level Havestudentsusetheunrealconditional.


• Formpairs.Havethemrole-playtheconversationinExercise3C,substitutingtheirowndreamsfortheonesinthetext.

• Havethempracticeseveraltimes.• Haveeachpairofstudentsperformtheirroleplay

foranotherpairorforthewholeclass.


Extra Practice


UNIT 12 T-240



• Tobegin,asktheclass:Who has a lot of money? Nobody? OK, I want you to use your imagination and answer this question: If you had a lot of money, what would you do? Saythesentenceslowly,emphasizinghadandwould.

• Ontheboard,writeIf I had a lot of money . . . Callontwoabove-levelstudentstocompletethesentence.Writetheirresponses(I would . . .)ontheboard.

• Readthesentences.Pointouttheifclauseandtheresultclause.Thenpointtotheverbsineachphrase.Ask:What’s the form of the verb?(ifclause: past; result clause: would+base form)What’s the time? (present) Are we talking about a real or imaginary situation? (imaginary)

• Say:In English we change the form of the verb to show that we are talking about something imaginary.


Present unreal conditionals• Copythesentencesfromthegrammarchartonto

theboard.Underlinetheverbs.• ReadthefirstGrammarWatchnote.Thenpointto

theifclauseineachexampleandaskifit’strue.Forexample,forthefirstexample,ask:Does the person in the ifclause (you) have a lot of money? (no)In the third example, is the house less expensive? (no)

• Readthesecondandthirdnotes.Pointagaintothethirdexample.PerhapspointoutthatIf that house were soundsfunny,butitiscorrect.

• Readthelastnote.Say:Wouldexpresses willingness or desire. Mightmeans maybe;it’s used to talk about possibility. Couldmeanshavetheabilityorpossibilitytodosomething.

• Pointoutthecontractionofthepronounandwould.

Language Note

Sometimesinconversationpeoplewillusewasinsteadofwereinifclauseswithsingularsubjects,forexample,If that house was less expensive, I’d buy it. InNorthAmericatheuseofwasissocommonthatitprobablydoesnotneedtobecorrectedinspeaking.Inwriting,however,itisincorrect.


1 PRACTICE

a Readtheparagraph.Circletheifclauses...

• Readtheparagraphoutloudwhilestudentsreadsilently.

• Ask:What’s the firstifclause? Havestudentscircleit.Ask:What’s the first result clause? Havestudentsunderlineit.

• Havestudentscompletetheexercisealoneorinpairs.Walkaroundandprovidehelpasneeded.

• Checkanswers.

Expansion: Speaking Practice for 1A

• CopythefollowingclausesbasedonExercise1Aontheboard:If I had more money, If I worked less, If I had more time, I might take college classes if, I could get a better job if.

• Putstudentsinsmallgroups.Instructthemtotaketurnscompletingeachsentence.Whilestudentsaretalking,walkaroundandcheckverbforms.Makesuretheyareusingtheconditional.

• Callonvolunteerstocompleteeachclausewiththeirideas.

B Completethesentences.Circlethecorrect...

• Doitem1withtheclass.Thensay:Raise your hand if this sentence is true for you. Askfollow-upquestionssuchasWhat kind of business would you start?

• Havestudentscompletetheexercise.• Checkthegrammar.Havestudentsreadthe

sentences.Correcterrorsasneeded.• Pairstudentsandhavethemshareanddiscussthe

statementstheychecked.Encouragethemtoaskfollow-upquestions,suchasWhat kind of business would you start? Where would you get the money? Who would your customers be? Where would you have your office? What kind of equipment would you need to buy? What kind of license would you need to get? How much would you charge?



T-241 UNIT 12

STEP2.GROUPS.Compareyouranswers.

• Formgroupsofsimilarability.Instructstudentstosaytheirsentencestotheirgroupmembers.Asyouwalkaround,focusonthelower-levelstudentsandhelpthemsaytheirsentencescorrectly.

• Asasecondstep,havestudentscheckandrestateoneanother’ssentences.Havestudentssitinagroupandpasstheirpaperstothepersonontheirright.Thatpersonreadsthesentencesandcheckstheconditionalformsandthecomma.Iftheyfindanerror,theyshouldpointitouttothewriter.

• Next,studentsshouldrestateoneormoreofthesentences,timepermitting.Forexample,If David had a lot of time, he’d volunteer more at his church.

• Circulateandlistenasstudentsaretalking.Checktomakesuretheyareusingthepastinifclausesandpronouncingwouldorthe’dcontractionintheresultclause.

STEP3.CLASS.Presentyourideastotheclass...

• Ifpossible,goaroundtheroomandhaveeachstudentsayoneofhisorhersentences.Takenotesonstudents’ideas.

• Usingyournotes,concludebytellingtheclasswhichideasseemtobemostpopular.Asktheclasstosuggestwaystomakethosedreamscometrue.

Progress Check

Canyou...talkaboutdreamsforthefuture?Say:We have practiced talking about dreams for the future. Now, look at the question at the bottom of the page. Can you talk about dreams for the future? Write a checkmark in the box.

2 PRACTICE

Underwhatconditions,ifany,wouldyou...

• Explainthattheitemsintheexerciseexpressresults.Theybelongintheresultclausewithwould, could ormight.

• Readitem1.Elicitseveralotherifclausesthatfitthesentences,forexample,If I lost my job, If I needed to buy a new car, If I had another baby.

• Havestudentsdotheexerciseinpairs.First,theyshoulddiscusstheitems,thenwrite.

• Choosestudentstowritetheirsentencesontheboard.

• Haveotherstudentsreadthesentencesandcorrecterrorsasneeded.


Show what you know!

STEP1.Writesentencesaboutdifferentthings...

• Havestudentsworkontheirown.Whiletheyarewriting,walkaroundandprovidehelpasneeded.Checkstudents’sentencesforcorrectuseoftheunrealconditional.

• Ifstudentsarehavingdifficulty,havethemfollowthemodelsentencesintheirbookorontheboard.Showthemhowtosubstitutedifferentsubjectsandverbsbutkeepthesameverbforms.

MULTILEVEL INSTRUCTION for STEP 1

Pre-level Havestudentswriteaboutthetopicsinthebox,usingthesentencesfromthelessonasmodels.Above-level Havethemwriteaboutwhattheywoulddoiftheyhadmoremoney,time,orpower.Encouragethemtowriteoriginalsentences.


Extra Practice


UNIT 12 T-242

Write about giving money to a charityLesson 9

c PAIRS.Answerthequestions.

• Formpairs.• Whilestudentsaretalking,walkaroundand

providehelpasneeded.• Goovertheanswerswiththewholeclass.For

question2,havestudentsreadthesentencescontainingfactsandexamples.

Answers:

1. Which organization would I choose? It would be Doctor’s Without Borders.

2. This organization believes every person in the world has a right to medical care. It provides all kinds of medical care, from surgery and nutrition programs to mental health care and doctor training. It helps victims of war, sickness, hunger, and natural disasters.

3. The writer feels this organization needs help more than any other organization in the world.

Writing Tip: Asking and Answering Questions• ReadtheWritingTip.Explainthatit’scommon

forwriterstostartparagraphswithquestions,butit’simportantnottooverdothisdevice.Ifoneiswritingamultiparagraphpiece,forexample,itwouldnotbegoodwritingtostarteachparagraphwithaquestion.

d Rereadtheparagraph.Underlinethewriter’s...

• Havestudentsworkalone.Thenhavethemcompareanswerswithaclassmate.

Expansion: Writing Practice for 1D

• Havestudentsfocusontheorganizationoftheparagraph.PointoutthatthequestionsinExerciseCprovideanoutlineoftheparagraphcontent.

• Say:You are going to write a paragraph about a charity. What information will you include?


• Discussthewordcharitywiththeclass.Youcouldsay,forexample,Charities are organizations that collect money and provide services to help people in need. Giveexamples:TheAmericanRedCross,UnitedWay,localsoupkitchens.

• Askstudentstonamecharitiestheyknowabout.• Ontheboard,writecharity = noun; charitable =

adjective.• Ask:Do you think Americans are charitable people?

1 BEFORE YOU WRITE

a GROUPS.Readthefactsaboutcharitable...

• Readthedirections.Thenreadthefacts.• Ontheboard,writethefollowingadditional

discussionquestion:Do any of the facts about charitable giving surprise you? If so, which one(s)? Why do they surprise you?

• Formgroups.Giveatimelimitfordiscussion.• Gooverthequestionswiththewholeclass.Repeat

thequestionandcallonvolunteerstoanswer.Listreasonsforvolunteeringontheboard.

• Repeatthequestionaboutsurprisingfacts.Havearepresentativefromeachgroupsharetheiranswers.

• Optional:Followuponthequestionofwhypeoplewithlowerincomesaremorecharitablethanpeoplewithhigherincomes.Whydostudentsthinkthisisthecase?


B Readthewritingmodel.Whatis...

• Readthemodeloutloudasstudentsreadsilently.• Havestudentsreadagainsilently.Tellthemto

underlinethesentenceorsentencepartsthatstatethewriter’smainpoint.(Providethefollowinghint:The main point can be stated in more than one sentence.)

• Withtheclass,discussthemainpoint.Encouragethemtostateitasanunrealconditional(If someone gave me $1,000, I would choose to give it to Doctors Without Borders.)

Community Building

GototheDoctorsWithoutBorderswebsiteathttp://www.doctorswithoutborders.org/.UnderField News, clickonSlideshowsorVideos.Ifpossible,viewthesewithyourstudents.


Write about giving money to a charityLesson 9

T-243 UNIT 12


2 THINKING ON PAPER

a BRAINSTORM.Lookatthelistof...

• Writethecategoriesinthestudents’bookontheboard.Elicitnamesandexamplesofeachcategoryandlistthoseaswell.(YoumightwishtoaddthecategoryofanimalwelfareorganizationssuchastheHumaneSociety.)

• Haveeachstudentsaywhichcharityheorshewouldliketowriteabout.Findoutifstudentshaveenoughinformationabouttheircharitiesoriftheyneedtoobtainmorefacts.Inthecaseoflargecharities,directstudentstothecharity’swebsite.Forsmaller,localcharities,studentsmightneedtovisitthecharityandobtainabrochureonsite.

B Completethequestion-and-answerchart.

• Copythegraphicorganizerontheboard.Chooseacharitywithwhichyouarefamiliaranddemonstrate,usingtheorganizer,toplanaparagraphaboutyourcharity.

• Baseyourquestionandansweronthemodelparagraphonpage242.

• Trytoincludeatleastfivefactsandexamples.Asneeded,addmoreboxesforsupportingdetailstoyourorganizer.

• Trytoselectamixoffactsandexamplesforyoursupportingdetails.

• Havestudentsplantheirownparagraphs.


Pre-level Plantheparagraphwiththestudents.Selectawell-knowncharityandbringininformationaboutit.Readtheinformationwiththemandhavethemunderlinedetailsandexamplestheycanuseintheirparagraphs.Havethemfillintheirorganizersandshowthemtoyoubeforetheybeginwriting.Above-level Suggestthat,attheendoftheirparagraphs,studentsincludetheirpersonalexperiencewiththecharitytheychosetowriteabout.Dotheyperhapsvolunteertherefromtimetotime?Weretheyormembersoftheirfamilyevertherecipientsofaidfromtheorganization?

c Circlethemostconvincingfacts,examples,...

• Explaintostudentsthatiftheyincludemanyfactsandexamplesintheirgraphicorganizer,theyneedtoselectthemostconvincingonestoincludeintheirparagraph.

• DemonstratewithyourorganizerfromExercise2B.Parethelistofdetailsdowntothree.

• Studentswhoincludedonlythreefactsorexamplesintheirorganizercanskipthisstep.


3 WRITE

Writeaparagraphaboutacharitythatyou...

• Reviewparagraphformat.Remindstudentstogivetheirparagraphatitle,indentthefirstline,begineachsentencewithacapitalletter,anddouble-spacethelines.

• HavestudentsreadthequestionsinExercise4.• Havestudentswriteinclass.

4 CHECK YOUR WRITING

• Havestudentsreadtheirparagraphsandcheckthequestionsinthechecklist.Havethemreviseaccordingtotheitemsinthechecklist.

Expansion: Writing Practice for 3

• Havestudentsrewritetheirparagraphs.• Pairstudentsandhavethemreadtheirparagraphs

toeachother.• Havevolunteersreadtheirparagraphstotheclass.

Community Building

Havetheclassselectacharityandworktogethertocontributetoitinsomeway.Forexample,theycanvolunteertoworkatalocalfoodbankorshelterorholdacarwash.

page 144Interactive Practice

Extra Practice


UNIT 12 T-244

Show what you know!Review &Expand

MULTILEVEL INSTRUCTION for 2

Pre-level Havestudentswriteouttheirdialogue.TheycanstartwiththesuggesteddialogueinExercise2,thencontinuewithoneortwosuggestionsforfindingthemoneythatStudentAneeds.Above-level Havestudentspracticewithoutnotes.HaveStudentBsuggestatleastthreesourcesofmoneyforstartinganewbusiness.HaveStudentAchoosetheideaheorshelikesbestandagreetotrythatonefirst.

1 REVIEW

Turntopage256fortheGrammarReview.

2 ACT IT OUT

STEP1.Reviewtheconversations...

• PlayCD2,Tracks65and66.Ifnecessary,directstudentstothescriptforTrack65onpage294andforTrack66onpage233.

STEP2.ROLEPLAY.PAIRS.Role-playthis...

3 READ AND REACT

STEP1.GROUPS.Readtheproblem.

• Formgroups.Havestudentsstudythebudgettogether.Instructstudentstofigureoutthecouple’smonthlyincomeandtheirtotalexpenses.

STEP2.Discussasolution.Howcan...

• Havegroupsselectanotetakertowritedownthegroup’sideasforsavingmoney.Havethemwritedowntheexpensestobecutandtheamountthatcanbesaved.AlsoaskgroupstoconsiderwaysthatOksanaandIvanmightincreasetheirincome.

• HaveeachgroupcreateanewbudgetforOksanaandIvan.

• Havearepresentativefromeachgrouptelltheclassabouttheirgroup’sproposednewbudget.

4 CONNECT

Turntopage262fortheSelf-EfficacyActivityandpage274fortheTeamProject.SeepageT-xiforclassroommanagementtipsfortheseactivities.

Progress Check

Whichgoalscanyoucheckoff?GobacktoPage225.AskstudentstoturntoPage225andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

Go to the CD-ROM for more practice.

Ifstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit12,encouragethemtoreviewtheactivitiesontheCD-ROM.

Teaching Tip

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

• Havestudentslookattheillustration.Ask:What is the woman thinking? What is her dream?

• Readtheroledescriptions.• Withtheclass,reviewpossiblesourcesofmoney

forapersonwantingtostartanewbusiness.• Modeltheroleplaywithanabove-levelstudent.

PlaytheroleofStudentB.The conversation could start like this:StudentA:If I had a lot of money, do you know what I would do? StudentB:What? StudentA:Start my own grocery store. StudentB:Really? What’s stopping you? StudentB:I don’t have enough money. . . .

• Havevolunteersperformtheirrole-play.


12 saving and spending - future - english for results• write the following terms on the board:...

Documents