6 getting a good deal - english for results · • comparison of adjectives ... ask: what kinds of...

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-105 UNIT 6

Preview• Holdupyourbookorhavestudentslookattheir

books.Readtheunittitlealoud.Ask:What does it mean to get a good deal?Callonvolunteersforanswers.Acceptvariousanswersandthenwriteontheboard:get a good deal = get a good product for a good price.

• Setthecontextoftheunit.Askquestionsaboutthepicture:Who are these people? What do you think they are doing? What do you think they are saying?

• Readthepreviewquestionsaloud.• Askvolunteerstoshareanswersabouttheir

experiencesbuyingappliancesorelectronics.Youcanhelpstudentsexplaintheirideasbywritingtheirinformationontheboard,forexample,theapplianceorutilityplantheyaretalkingabout,orthepricestheypaidortriedtonegotiate.

• Youmaywanttosummarizethedifficultiesinbuyingappliancesorinsigningupforacellphoneorinternetplan.Usetheboard.

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

we will be studying in Unit 6.• Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain

unfamiliarvocabularyasneeded.Explainproduct defects:A product defect is when something is wrong or broken on a product you bought.Explainget a good deal:get a good price for a good product.Explainprice and quality:Price = how much, Quality = how good the product is.Explainsales ads and rebates:Sales ads tell you when something is cheaper than usual. Rebates offer you money back after you pay.

• Say:We will come back to this page at the end of the unit. You will be able to write a check next to the goals you learned and practiced in this unit.

Getting a Good Deal

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Nounclauses• Comparisonofadjectives• As . . . aswithadjectives

Pronunciation• Th-sounds• Linkingwordstogether

Reading• Readanarticleaboutsmartshopping• Readsalesadsandrebateforms• ReadingSkill:Formattingclues

Writing• Writeacomparisonparagraph

6 Classroom Materials/Extra Practice

CD 2Tracks 15–27

WorkbookUnit 6

Interactive PracticeUnit 6

Community Building

Ask:What kinds of appliances, electronics, and plans or contracts do you have?Havevolunteerstalkaboutsomeofthethingstheyownandthethingsthatrequireamonthlyusagecontract,likeacellphoneortheInternet.Helpingstudentstalkaboutcommonsituationshelpscreateapositiveclassroomenvironment.

LOCKE_FUTURE3_TE_9780131991538_U204 204 4/23/09 12:27:53 PM

UNIT 6 T-106

Lesson 1 Vocabulary

Controlled Practice 15 minutes

B Lookatthepictures...

• PlayCD2,Track15twice.Thefirsttime,studentslistenandlookatthepictures.Thesecondtime,studentslistenandrepeat.

• Havestudentsreadthewordsinapair,alternating.• Readthewordsaloudandhavestudentsrepeat.

Expansion: Vocabulary Practice for 1B

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

• Pointtopicture1andsay:The plug is bent. It’s dangerous.

• Callonvolunteerstosayoneoftheirsentences.

Learning Strategy: Makeconnections• Readthedirections.Studentscanuseindexcards

orpiecesofpaper.• Modeltheactivitybymakingacardforoneofthe

wordsinExercise1B.• Walkaroundandhelpstudentswritethewords

andproductsthatcanhavethatproblem.• Say:You can remember new vocabulary when you

connect a word to something it can describe.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.

Getting Started 5 minutes

1 WHAT DO YOU KNOW?

Teaching Tip

Havestudentsaddtheirvocabularycardstotheirziplockbagorenvelopewiththeircardsfrompreviousunits.Tellthemtotaketheirbagoutathomeandreviewtheirvocabulary.

Teaching Tip

Encouragefluencybylisteningtostudents’ideasandnotcorrectingtheirmistakes.Encourageaccuracybyrestatingcorrectlywhatastudentsaysandhavingthestudentortheclassrepeat.

• Setthecontextofthelesson.Writeontheboard:refrigerator CD cell phone

• Pointtothewords.Say:What kinds of problems and defects can these things have?

• Callonvolunteerstoanswer.YoucanmodelcorrectEnglishbyrestatingwhatthestudentsaidandhavingthestudentortheclassrepeat.

• Say:Talk to a classmate about the pictures. What is the problem in each picture?

• Statethelessonobjective:We’re learning words that relate to product defects.

Presentation 10 minutes

a Lookatthevocabulary....

• Callonvolunteerstosaywhattheythinkthewordsmean.Askthemforexplanationsorexamplesforeachphrase.

• Sayeachwordandhavestudentsrepeat.


T-107 UNIT 6

Lesson 1 Vocabulary

Interactive Practice pages 62–63

Extra Practice


2 PRACTICE

WORDPLAY.Matcheachsentence...

• Tellstudentsthisexerciseislikeadialogue.Onepersonsaysasentencefromtheleft;anotherpersonrespondswithasentencefromtheright.

• Formpairs.Havestudentsreadthetwosentencestheymatched.

• Walkaroundandprovidehelpasnecessary.Youmaywanttowritewordsanddefinitionsontheboard.

• Callontwostudentsatatimetoreadthesentenceandtheresponse.

Expansion: Speaking Practice for WORD PLAY

• Writeontheboard:A: You got a package, but it’s dented. B: Look inside and see if the merchandise is broken. A: B:

• Havetheclasshelpcreatealongerdialogue.• Formpairs.Studentscreatemoredialoguesusing

thetwosentencesfromeachitem.• Tofinish,callonvolunteerstorole-playoneof

theirconversationsfortheclass.

MULTILEVEL INSTRUCTION for STEP 1

Cross-ability Above-levelstudentshelppre-levelstudentsreadandunderstandthewarranty.Encourageabove-levelstudentstoexplainthequestionsontheboardandshowpre-levelstudentswheretheansweris.

Teaching Tip

Aneffectivewaytoreadreal-lifewritingistobringexamplesintoclass.Bringoraskstudentstobringexamplesofrealwarranties.Takesometimetoputcommonvocabularyfromthewarrantiesontheboard.Makesimpledefinitionsorgiveexamples.

Communicative Practice 15 minutes

Show what you know!

STEP1.GROUPS.Readthewarranty....

• Callonastudenttoreadthedefinitionofwarrantyontheyellowstickynote.Holdupsomeoftheexamplesifyouorthestudentsbroughtthemin.

• Checkforcomprehension.Writeontheboard:What product is this warranty for? Can you get a new product if the product is defective? In what countries is this warranty good? Does this warranty cover second-hand cameras? How long does the warranty last?

• Asgroupsdiscussthequestions,walkaroundandprovidehelpasnecessary.

• Toreviewthisactivity,callonstudentstoanswerthequestions.

• Callonstudentstoreadthesentencewheretheanswerisfound.

STEP2.GROUPS.Whichkindsofproducts...

• Ifstudentsbroughtinanywarranties,havethemsharethemwiththeirgroup.

• Callonstudentstosaywhointheirgroupshavewarrantiesandforwhatproducts.


UNIT 6 T-108

Talk about product defectsLesson 2


B Readthequestions....

• Havestudentsreadthestatementssilently.• PlayCD2,Track16.• Whilestudentsarelistening,writenumbers1

through5ontheboard.• Havestudentscompareanswers.• ThenplayTrack16again.Reviewtheanswers

byaskingvolunteerstowritetrueorfalseontheboard.

Expansion: Writing Practice for 2B

• Tellstudentstheyaregoingtolistenagainsotheycancorrectthefalsestatements.

• PlayTrack16again.Callonstudentstowritecorrectedstatementsontheboard.


1 BEfORE YOU LISTEN

a GROUPS.Whatdoyoudo...

• Writethequestionfromtheexerciseontheboard.• Walkaroundandhelpasnecessary.• Askavolunteerfromeachgrouptosaysomeofthe

thingspeopledoifanapplianceisbroken.

B Matchthepictures...

• Readthevocabularyaloud.• Callonvolunteerstosaywhichwordgoeswith

whichpicture.• Havestudentscopythenewvocabularywordsinto

theirnotebooks.


2 LISTEN

a Listen.EmilioandAna...

• Havestudentsreadthedirectionsandanswerchoicessilently.

• Ask:What is the problem?(EmilioandAnahaveabrokenvacuumcleaner.)What information are we listening for?(Whatwilltheydoaboutit?)

• PlayCD2,Track16.Thenaskavolunteertoanswer.Writethecorrectanswerontheboard.



T-109 UNIT 6

4 PRACTICE

a PAIRS.Practicetheconversation.

• Withanabove-levelstudent,modeltheconversationfortheclass,usingcorrectpronunciationandappropriateemotion.

• Tellstudentstorole-playbothEmilioandAna.• Walkaroundandhelpasneeded.• Callonvolunteerstoreadtheconversationfor

theclass.



3 CONVERSATION

Teaching Tip

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

B ROLEPLAY.PAIRS.Makeasimilar...

• Writeontheboard:air conditioner.• HavestudentssaywhatStudentAthinksmightbe

theproblem.• HavestudentssaywhatStudentBthinksmightbe

theproblem.• Callonvolunteerstoperformtheirroleplays.

MULTILEVEL INSTRUCTION for 4B

Pre-level Havestudentsrole-playStudentB.Above-level Havestudentsrole-playStudentA.

Language Note

Modelthedifferencebetweenvoicedandvoicelesssounds.Putyourfingers,palminward,onyourthroat.Saythink,exaggeratingthebeginningth-sound.Youwillnotfeelanyvibrationonyourfingers.Thisisavoicelesssound.Thevoiceless“th”comesfromyourtongueblowingairthroughyourteeth.Putyourfingers,palminward,onyourthroat.Saythis,exaggeratingthebeginningth-sound.Youwillfeelavibrationonyourfingers.Thisisavoicedsound.Thevoiced“th”comesfromyourthroat.

a Listentothewords...

• PlayCD2,Track17.Studentslistenandread.• ReadthePronunciationWatchnote.• Helpstudentsunderstandvoicedandvoicelessth-

sounds.SeetheLanguageNote.• PlayTrack17again.Havestudentsrepeat.


B Listentothewords....

• Ask:What is the difference between voiced and voiceless sounds?

• PlayCD2,Track18twice.• Toreview,saythewordsaloud,exaggeratingthe

beginningth-sound.

c Listenandread...

• Ask:What do you see in the photo? What is happening?

• Tellstudentstheyaregoingtohearahusbandandwifetalkingaboutaproblem.

• Writeontheboard:What is the problem?Encouragestudentstocovertheconversationintheirbooks.

• PlayCD2,Track19.Callonstudentstosaywhattheythinktheproblemis.

• ThenplayTrack19again.Havestudentsread.Reviewtheanswersontheboard.

Interactive Practice

Extra Practice


UNIT 6 T-110



1 PRACTICE


• Havestudentsclosetheirbooks.• Writeontheboard:clause = a group of words with

a subject and a verb.• Writeontheboard:I’m happy that you’re here. I’m

happy you’re here.• Say:There are two clauses in this sentence. What

are they?Pointoutthedefinitionofclauseontheboard.(I’m happyandyou’re here)

• Ask:I’m happy that . . . what?(thatyou’rehere)• Tellstudentsthatnounclausesoftenanswerthe

questionWhat?abouthowapersonthinksorfeels.• Tellstudentstoopentheirbookstopage110.• Statethelessonobjective:We are going to learn

about noun clauses. We’ll use them to talk about product defects.


Culture Connection

YoucanletstudentsknowthatintheUnitedStates,manycompanieshavetheirowncustomerservicedepartmentsandtechnicians.Sometimesatechnician’sservicescomesaspartofacontract.Sometimesthecustomerhastopayforthetechniciantocometohisorherhouse.

a Readtheconversation....

• Writeontheboard:1. Who are the speakers? 2. What is the problem?

• Firsthavestudentsreadtheconversationtounderstandthecontext.Askvolunteerstoanswerthequestionsontheboard.

• Thenhavestudentsunderlinethenounclauses.Walkaroundandhelpasneeded.

B PAIRS.Compareanswers...

• Havestudentscompareanswerswithaclassmate.• Callonvolunteerstoreadeachsentenceand

identifythenounclause,ifthereisone.Writethenounclausesontheboard.

• Havestudentspracticetheconversation.

Language Note

GivestudentsanopportunitytopracticeI think soandI don’t think so.Writesomequestionsontheboard:Is it cold in here? Is it going to rain tomorrow? Are the windows broken? Is Sandra sick tonight?Practiceasaclass,thenaskindividualstudentstoanswer.

Nounclauses

• Callonstudentstoreadthesentencesinthegrammarboxes.

• Ask,aftereachone:I guess that . . . what? I don’t think . . . what?

• HavestudentsreadtheGrammarWatchsilently.ReadeachsentenceintheGrammarWatchandpointtothegrammarboxestoshowthecorrespondinginformation.

• HavestudentssubstitutetheexpressionsfromtheGrammarWatchfortheexpressionsatthebeginningofthenounclauseexamples.Forexample,I’m afraid that there’s something wrong with it. I’m upset that it’s broken.Askthemtocalloutsomesubstitutions.

MULTILEVEL INSTRUCTION for 1A

Pre-level Studentstaketurnsreadingaloud.Tellthemtoreadtheconversationmorethanonce.Above-level Studentspracticetheconversationonceandthenchangetheinformationtoanotherproblem.


T-111 UNIT 6



Show what you know!

GROUPS.Didyouevertry...

• Say:Sometimes we or someone we know can fix a broken appliance.

• Say:Raise your hand if you try to fix things sometimes.

• Formgroupssothateachgrouphasatleastonepersonwhotriestofixthingssometimes.

• Whilestudentsarecompletingthetask,writetwocolumnsontheboard:Safe to fixandDangerous to fix.

• Callonastudentfromeachgrouptowritethegroup’sideasontheboard.

• Ask:What can we do if it’s dangerous to fix something?(callatechnician,bereallycareful)

Progress Check

Canyou...talkaboutproductdefects?Askstudentstoreviewappliancesandpossibleproblems.Makealistontheboard.Askstudents:Can you check this goal?


2 PRACTICE

a Unscramblethesentences....

• Writeitem1ontheboard.Showstudentshowtocrossoffthephrasesastheyunscramblethesentence.

• Pointoutthatstudentsneedtoaddperiods.• Ifstudentsneedmoresupport,dosentence2

withtheclass.Haveavolunteerwritethecorrectsentenceontheboard.Makenecessarycorrections.

• Havestudentscompareanswerswithapartner.• Callonvolunteerstowritethesentencesonthe

board.Reviewthesentenceswiththeclass.

Expansion: Reading Practice for 1A

• Formpairs.Havestudentstaketurnsreadingthecorrectedsentencesaloud.Walkaroundandcorrectpronunciation,tone,andpaceasneeded.

B Readthesituations....

• Writethewordsintheboxontheboard.Havetheclasshelpcreatethefirstsentence.Pointoutthatthesecondpersonwaschangedtothefirst.

• Havestudentscompareanswerswithaclassmate.• Toreviewthisexercise,askvolunteerstowritethe

sentencesontheboard.Revieweachsentencewiththeclass.Makeanynecessarycorrections.

Expansion: Speaking and Writing Practice for 2B

• Formcross-abilitygroupsof3.• Givestudentstheirtasks.StudentA(pre-level):

Writethelistofappliances.StudentB(at-level):Writethelistofproblemswiththeappliances.StudentC(above-level):Writesentencesabouttheappliancesandtheproblemsusingnounclauses.

• Walkaroundandhelpasneeded.• Thenhavetwogroupscombinetosharetheir

information.


Extra Practice


UNIT 6 T-112

Get a good dealLesson 4

Language Note:

Writeontheboard:Look quickly at an article = Skim

B Lookquicklyatthearticle...

• AskstudentstoreadtheReadingSkillboxsilently.Thencallonavolunteertoreadtheinformationaloud.

• AskstudentstotellyouthethreeformattingcluesmentionedintheReadingSkillbox.Writethemontheboard:boldface type, bullets, color.

• BeforestudentscompleteExerciseB,askthemtopointtoexamplesofeachoftheseformattingcluesintheirarticle.

• Asstudentscompletethetask,havevolunteerswritefivetipsontheboard.Thesetipsshouldbe:Do research, Get recommendations, Measure your space, Shop at the right times and go to several stores, Ask the store to price match.

• Ask:Which formatting clue made it easier for you to skim the article for these five tips?(color)

Teaching Tip

Askstudentstobringinwarrantiesandproductdescriptionbooksfromtheirhomes.Writesomequestionsontheboard:What is the product? Is there a warranty? How long does it last? What is one safety tip?Passthebookletsaroundandhavestudentsworkingroupstoanswerthequestions.


1 BEfORE YOU READ

a GROUPS.Whenyoubuy...

• Ask:What does it mean to get a good deal?(togethighqualityandlowprice)

• Tellstudentstowriteontheboardsomeoftheappliancesandelectronicstheyhaveboughtoverthelastyear.

• Ask:Did you get a good deal on these things?• Say:In your groups, talk about how you get

good deals.• Callonastudentfromeachgrouptosayoneway

togetagooddeal.• Statethelessonobjective:We are going to read and

talk about getting good deals.



2 READ

Listenandreadthearticle.

• PlayCD2,Track20.Havestudentslistenwithoutreadingfirst.

• Checkcomprehension.Ask:What is the article about?(howtogetagooddealwhenyoubuyanappliance)

• PlayTrack20again.Havestudentslistenandreadsilently.Askthemtocircleanywordstheydon’tknow.

• Ifstudentswantdefinitionsoftheboldfacedvocabularywordsnow,tellthemthattheywillpracticevocabularyonthenextpage.

Expansion: Reading Practice for 2

• PlayCD2,Track20again.Pauseaftereachparagraph.Havetheclassreadtheparagraphaloudtogether.

Expansion: Vocabulary Practice for 2

• Writecolumnsontheboard:Paragraph 1, Paragraph 2,etc.,uptoParagraph 7andBlue Box.

• Havestudentswriteanywords—exceptboldfacedwords—thattheydon’tunderstandunderthecorrespondingparagraph.

• Formgroups.Passoutdictionariesorhavestudentsusetheirown.Eachgroupworkswithadifferentparagraph.Havethemwritesimpledefinitionsand/orexamplesontheboardnexttothewords.


Get a good dealLesson 4

T-113 UNIT 6

Controlled Practice 15 minutes Communicative Practice 15 minutes


Extra Practice

Community Building

Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutwhattheydon’tunderstand.Allowthemtocompareanswersfrequently.Givestudentstheopportunitytotalktoeachotheraboutmeaningastheyread.

Culture Connection

Insomecountries,onewaytogetagooddealistonegotiate.IntheUnitedStates,thisisgenerallydoneonlyatcardealers,yardsales,fleamarkets,swapmeets,etc.

Show what you know!

Thearticletalksaboutways...

• Callonastudenttoreadthequestionsinthebox.• Formcross-abilitygroups.Tellthegroupstotalk

abouttheirexperiencesgettingagooddeal.Tellthemtotalkaboutwhattipsfromthearticletheythoughtwereusefulandwouldbegoodtotry.

• Walkaroundandhelpasnecessary.• Callonastudentfromeachgrouptosayonething

theytalkedabout.

MULTILEVEL INSTRUCTION for Show what you know!

Cross-ability Above-levelstudentscanhelppre-levelstudentsexpresstheirideas.Havepre-levelstudentsfocusononeortwotips,whileabove-levelstudentscanfocusonmore.

Progress Check

Canyou...getagooddeal?Asktheclasstoidentifysomewaystheyknowofgettingagooddeal.Makealistontheboard.Askstudents:Can you check this goal?

3 CHECK YOUR UNDERSTANDING

a Readthearticleagain....

• Remindstudentstolookatthetitleandparagraphheadingstodecideonthemainidea.

• Tellstudents:1)Themainideaistheoverallpicture,soitincludesotherideas.2)Thoughsomethingmaybetrue,itisnotnecessarilythemainidea.

B Readthearticleagain....

• Tellstudentstofindtheinformationonpage112tohelpthemdecideifasentenceistrueorfalse.

• Havestudentscompareanswers.Tellstudentstopointtotheparagraphthatshowstheanswer.

• Toreview,havevolunteersreadthestatement,saytrueorfalse,andidentifytheparagraphinthearticlethatsupportstheiranswer.

Expansion: Writing Practice for 3B

• Studentsrewritethefalsesentenceswiththecorrectinformation.

4 VOCABULARY IN CONTEXT

Lookbackattheboldfaced...

• Writetheboldfacedwordsontheboard.Havestudentsreadthesentenceswiththewords.

• Asktheclasstogivedefinitionsforthewords.• Toreview,askvolunteerstoreadthecompleted

sentencesaloud.Makeanynecessarycorrections.


UNIT 6 T-114

Talk about problems with cell phone serviceLesson 5


B Listenagaintothefirstpart....

• Havestudentsreadthequestionsandanswerchoicesfirst.

• PlayCD2,Track22.Thenhavestudentscompareanswers.

• Asktheclassfortheanswers.Writethemontheboard.

• PlayTrack22againtoconfirmtheanswers.

c Listenagaintothesecondpart....

• Havestudentsreadthefourstatementssilently.• PlayCD2,Track23.• ContinueplayingTrack23.Havestudentsraise

theirhandswhentheyheareachanswer.Havestudentsrepeatwhattheyheard.

• Callonvolunteerstoreadthestatementsandsayiftheyaretrueorfalse.

• Toreview,playTrack23again.

Expansion: Speaking Practice for 2C

• Formpairs.Havestudentsreadthefalsestatements.Havethemcorrectthestatementstomakethemtrue.


1 BEfORE YOU LISTEN

GROUPS.Haveyouevergotten...

• Callonastudentfromeachgrouptosayonestory.


2 LISTEN

Culture Connection

Manycompanieshavehiddencharges—thatis,chargestheydon’ttellyouaboutwhenyousignup.Tellstudentsit’sveryimportanttoaskmanyquestionsbeforetheysignupforsomething.

a Listen.Luisiscomplaining...

• Tellstudentstoreadtheinformationontheyellowstickynote.

• Say:You’re going to listen to two men talking about a cell phone bill.

• Havestudentsreadthethreeanswerchoices.• PlayCD2,Track21.Havestudentsmarktheir

answers.• ThenplayTrack21againandhavestudentsraise

theirhandswhentheyheartheanswer.• Reviewtheanswerwiththeclass.PlayTrack21

againforstudentstoconfirmtheanswer.


Talk about problems with cell phone serviceLesson 5

T-115 UNIT 6


3 CONVERSATION

Listenandread...

• PlayCD2,Track24.Havestudentslistenandread.• PlayTrack24again.Havestudentsrepeat.

4 PRACTICE

a PAIRS.Practicetheconversation.

• Havepairsreadtheconversationtogether,alternatingroles.Remindthemtouseemotion!

• Callontwostudentstoreadtheconversationfortheclass.

MULTILEVEL INSTRUCTION for PROBLEM-SOLVE

Cross-ability Above-levelstudentscanhavemorechallengingroles,forexample,writingthegroup’sideasandreportingtotheclass.Pre-levelstudentscanhaveeasierroles,forexample,checkingthewritingandwatchingthetime.Butremindthegroupsthateveryoneshouldcontributeideas.


B PROBLEM-SOLVE.GROUPS.Readthesituations...

• DrawaT-chartontheboard.OnonesidewriteSituation 1;ontheothersidewriteSituation 2.Undereachheadingwrite:Solution.UnderSolution,write:Why?

• Callonastudenttoreadthesituationsandthepossiblesolutions.Answeranyquestions.

• Passoutlargenewsprintandmarkers,orhavestudentsusedifferentsectionsoftheboard.

• Assignroles:StudentAwriteshisorherideasontheT-chart;StudentBchecksthewritingtobesureit’sOK;StudentsCandDreporttotheclass,oneforeachsituation.Ifthegroupsarebiggerthanfour,haveStudentEmakesureeveryoneparticipates.StudentFcanwatchthetimeorencourageeveryonetospeakinEnglish.

• Haveeachgrouptapetheirpapersontheboardandreporttotheclass.

• Tofinish,ask:Are there any solutions that each group agreed with?

Expansion: Writing and Speaking Practice

• Formpairs.• Havestudentschooseonesituationandwritea

conversationbetweenVeraorSergioandafriend.TheycanusetheconversationbetweenLuisandManuelforideas.

• Callonsomepairstoreadtheirconversationtotheclass.


Extra Practice


UNIT 6 T-116

Compare price and qualityLesson 6


• Writeontheboard:tall.• Writeontheboard:Julia is taller than Mari.Say:

This is how we compare two things.• Pointtothewordtall.Say:If the adjective has one

or two syllables, we use -er at the end.• Writeontheboard:expensive.• Askonestudenttoholdupapen.Askanother

studenttoholdupacellphone.Ask:Which is more expensive?

• Writeontheboard:The cell phone is more expensive than the pen. The pen is less expensive than the cell phone.

• Pointtothewordexpensive.Say:If the adjective has three or more syllables, we use more or less plus than.


Comparisonofadjectives

• Callonavolunteertoreadthesentencesinthegrammarbox.

• ThenhavestudentsreadtheinformationintheGrammarWatch.Havestudentsturntopage288tolookatthespellingrulesforcomparisonadjectives.Youmaywanttoaskstudentstostudythislistforhomework.

• Pointouttheirregularadjectivesofcomparison.Havestudentswritetheseintheirnotebooks.

• Toreview,say:Let’s review what we now know. How do we compare two things with an adjective like short?(put-erattheend;usethan)How do we compare two things with an adjective like beautiful?(putmoreorlessinfront;usethan)


1 PRACTICE

a Lookatthead....

• Havestudentsreadtheadsilently.Answeranyquestionsaboutvocabulary.

• Walkaroundandhelpasneeded.• Callonavolunteertowritethefiveadjectivesof

comparisonontheboard.• Ask:What two things are being compared?

(Pacificcellphoneandthecellphoneprovideryouhavenow)

B Readtheparagraph....

• Writeontheboard:What were some problems this family used to have with their cell phone?

• Firsthavestudentsreadtheparagraphtounderstandthecontext.Askstudentstoanswerthequestionontheboardwithapartner.

• Callonstudentstosaysomeoftheproblems.• Thenhavestudentsfillintheblanks.Walkaround

andhelpasneeded.• Toreview,havestudentscompareanswerswitha

classmate.Thenhavevolunteerssayonesentenceeach.Writeontheboardwhatthestudentssay.Makeanynecessarycorrections.

Expansion: Reading Practice for 1B

• Formpairs.Havestudentsalternatereadingtheparagraphaloud.


T-117 UNIT 6


Show what you know!

Compare price and qualityLesson 6


2 PRACTICE


Extra Practice

Progress Check

Canyou...comparepriceandquality?Askstudentstoreviewsomecategoriesofcomparisonwithappliancesorplans.Makealistontheboard.Askstudents:Can you check this goal?


Cross-ability Above-levelstudentscanwritedowninformationforthetwoplans.Pre-levelstudentscanrefertothewritteninformationtotalk.

Language Note

Writeontheboard:LCD = Liquid Crystal Display Say: This is a technology that is popular in flat screen computers and TVs.

a Readtheads....

• Tellstudentstheyaregoingtoreadtheadsfirstforcontext.Writeontheboard:How much is each TV?($499.99,$299.99)How many inches wide is each TV?(26inchesand19inches)What are some differences between the two TVs?(thesize,thebrightness)

• Callonastudenttoreaditem1.• Havestudentscomparetheiranswerswitha

classmatewhentheyarefinished.• Toreview,askvolunteerstowritethesentenceon

theboard.Readthesentencesaloudwiththeclass.Makeanynecessarycorrections.

Expansion: Reading Practice for 2A

• Havestudentspracticereadingthesentenceswithapartner.Havebothstudentsreadallsentences.

B Readtheads....

• Tellstudentstheyaregoingtoreadtheadsfirstforcontext.

• Callonstudentstosaywhatinformationtheyaregivenintheads.Answersshouldinclude:price,nameofcompany,descriptionofperformance,howlongthewarrantyisgoodfor,howmuchthevacuumcleanerweighs.

• Walkaroundandhelpasnecessary.• Callonstudentstowritesentencesontheboard.• Readthesentencesaloudwiththeclass.Makeany

necessarycorrections.


• Havestudentspracticereadingtheirsentenceswithapartner.

Teaching Tip

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

ROLEPLAY.PAIRS.Youarebothshopping...

• Reviewthetopic.Ask:What are some things we look for in a cell phone plan?Youmaywanttowritetheideasontheboard.

• Tellstudentstheyaregoingtorole-playtheconversationtheywouldhavewhileshopping.

• Tellstudentstowritetheirideasdown.• Callontwostudentstorole-playtheir

conversation.


UNIT 6 T-118

Read sales ads and rebatesLesson 7


• Bringinorhavestudentsbringinnewspapersalesads.

• Formsmallgroups.Writeontheboard:What information are we given in these newspaper ads?

• Callonstudentstosaysomeoftheinformationgiven.Writewhatthestudentssayontheboard.Someoftheseanswersmayinclude:nameofproduct;costofproductbeforeandaftersale;descriptionofproduct,includingsizeandothermeasurements,dependingonproduct;datesofsale.

• Say:Look at your ads. Do you see anything about a rebate?Writerebateontheboard.Ifstudentsseeinformation,askthemtoreadittotheclass.Eitherway,tellthem:A rebate is money you can get back if you mail something to the company.

• Saythelessonobjective:We’re going to learn to read newspaper ads and rebates.


1 READ A NEWSPAPER SALES AD

CLASS.Lookatthenewspaper...

• Callonastudenttoreadthedefinitionofrebateontheyellowstickynote.

• Tellstudentstowriteontheboardanywordsfromtheadthattheydon’tunderstand.Reviewthesewordswiththeclass.


2 PRACTICE

Readthestatements....

• Havestudentscompareanswers.• Callonstudentstoreadthesentencesandthe

answers.Makecorrectionsasnecessary.• Havestudentscompletethetaskofcorrectingthe

falsestatements.• Callonstudentstowritethenewstatementson

theboard.• Toreview,callonstudentstoreadthestatements

fromtheboard.Makecorrectionsasnecessary.

Culture Connection

Companiescanaffordtoofferrebatesbecausemanypeopledon’ttakeadvantageofthem.Tellstudentsthattheymustenclosetheexactinformationthecompanyasksforandbythedatethecompanystates.Ifpossible,studentsshouldkeepacopyofeverythingtheysend,sotheycanfollowupiftherebatecheckdoesnotarrive.


Read sales ads and rebatesLesson 7

T-119 UNIT 6


Extra Practice



Pre-level Callonpre-levelstudentstoreadthequestions.Above-level Callonabove-levelstudentstoreadtheanswers.

Language Note

TheUPC,orUniversalProductCode,issometimescalledabarcode.Itappearsonmostproducts.Itisacomputerized,standardizedwayofidentifyingthemanufacturerandtheproduct.

Teaching Tip

Ifyoucontinuealessononthefollowingday,havestudentstellyouwhattheyrememberfromthepreviousclass.Youmaywanttowritewordsandideasontheboard.

3 COMPLETE A REBATE fORM

Togetarebate...

• Tellstudentstheyaregoingtoreadarebateform.• Havestudentsreadtheform.Havethemwritethe

wordstheydon’tunderstandontheboard.Reviewthewordswiththeclass.

• Callonabove-levelstudentstoreadtherebateformsentencebysentence.Revieweachsentenceformeaningwiththeclass.

• Askcomprehensionquestions:Who is the customer?(AndrewHernandez)What is his address?(10GaviotaAvenue,LongBeach,CA90813)Where is he mailing the rebate form?(ElPaso,Texas)

• Callonastudenttosaythemodelnumberandpointtowheretowriteit.

• Callonastudenttosaytheserialnumberandpointtowheretowriteit.

Expansion: Reading Practice for 3

• Formpairs.Havestudentsalternatereadingtherebateform.Alternatively,bringinorhavestudentsbringinrebateforms.Havestudentspracticereadingtheseformsinpairs.

Expansion: Writing Practice for 4A

• Havestudentswriteanswerstothequestionsontheboard.Reviewwiththeclassandmakecorrectionsasnecessary.


B GROUPS.Storessometimesgive...

• Whenstudentshavecompletedthetask,callonarecordertowritethegroup’sideasontheboard.

• Callonareportertosummarizethegroup’sideasfortheclass.

Progress Check

Canyou...readsalesadsandrebates?Asktheclasstoidentifyinformationtheymightfindinanewspaperad.Makealistontheboard.Asktheclasstoreviewtherulesforgettingarebate.Makealistontheboard.Askstudents:Can you check this goal?


4 PRACTICE

a PAIRS.Discussthequestions.

• Callonastudenttoreadallthequestionsbeforeansweringthem.

• Walkaroundandhelpasnecessary.• Havepairscomparewhattheysaidwith

otherpairs.


UNIT 6 T-120

Make an exchangeLesson 8


1 BEfORE YOU LISTEN

Lookatthepicture...

• Writeontheboard:Have you ever made an exchange in a store?

• Tellstudentstotalktoclassmatessittingaroundthem.Callonstudentstosaywhattheyexchanged,andwhattheyrememberabouttheexperience.

• Havestudentscompletethetask.• Callonastudenttoreadthecompletedstatement.

Ask:Why do you think that?Discusstheanswerwiththeclass.

• Say:Let’s listen to the conversation between the clerk and the customer.


2 LISTEN

a Listentotheconversation...

• Say:You’re going to listen to a clerk talking to a customer.

• PlayCD2,Track25.Ask:Were you right with your guess from 1?

• Reviewtheanswerwiththeclass.PlayTrack25againforstudentstoconfirmtheanswer.


B Readthequestions....

• Havestudentsreadthequestionsandanswerchoicesfirst.

• PlayCD2,Track25.Thenhavestudentscompareanswers.

• PlayTrack25again.Readthefirstquestion.PlayTrack25.Tellstudentstoraisetheirhandswhentheyheartheanswertoquestion1.PausetheCD.Havestudentsrepeatwhattheyheard.Reviewalltheanswersinthisway.

• PlayTrack25againtoconfirmtheanswers.

Community Building

Ifstudentshaveanyelectronicsproducts,askthemtoshowtheclass.Havestudentstelltheclassaboutthefeaturestheylike.Theycancomparecellphones,iPods,MP3players,electronicdictionaries,PalmPilots,etc.Studentswhohavethesethingsusuallyliketotalkaboutthem;studentswhodon’thavethesethingscanaskquestionsabouthowtheywork,whattheylike,andtheexpenseofhavingthem.


Make an exchangeLesson 8

T-121 UNIT 6



Pre-level Havestudentspracticereadingmorethanonce.Above-level Havestudentspracticesubstitutingotherproductsintheconversation.


3 CONVERSATION

a Listentothesentences....

• PlayCD2,Track26.Havestudentslistenandread.• PlayTrack26again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch

silently.Readthetextaloud.• PlayTrack26again.Stopaftereachsentence.

Exaggeratethepronunciationpointandhavestudentsrepeat.

B Listenandread...

• PlayCD2,Track27.Studentslistenandreadsilently.

• Ask:Who is probably having this conversation?(aclerkandacustomer)

4 PRACTICE

a PAIRS.Practicetheconversation...

• Havepairsreadtheconversationtogether,alternatingroles.

• Callontwostudentstoreadtheconversationfortheclass.

Teaching Tip


B ROLEPLAY.PAIRS.Pretendyouare...

• Whenstudentshavecompletedthetask,callonpairstorole-playtheirconversationfortheclass.

MULTILEVEL INSTRUCTION for 4B

Cross-ability Pre-levelstudentscanplayStudentA,thecustomer.Above-levelstudentscanplayStudentB,theclerk.HavetheclerkstrytosellthecustomerstheSimsungphone.


Extra Practice


Compare shopping experiencesLesson 9

UNIT 6 T-122


• Writeontheboard:1.Our house is as big as your house.Underlineas big as.Ask:Are these two houses different or the same?(same)

• Writeontheboard:2. Our kitchen isn’t as big as your kitchen.Underlineas big as.Ask:Are these two kitchens different or the same?(different)Ask:How are they different?(Oursissmallerthanyours;yoursisbiggerthanours.)

• Say:In Lesson 6, we learned one way to compare things or people. Now we’re going to learn another way to compare things or people.

• Statethelessonobjective:We’re going to use as with an adjective plus as while we compare shopping experiences.


As . . . aswithadjectives

• HavestudentsreadtheGrammarWatchboxsilently.

• Callonastudenttoreadthetwosentencesinthegrammarbox.

• Say:In the first sentence, the two stores are the same. In the second sentence, the first store is dirtier than the second store.


1 PRACTICE

a Readthestatements...

• Havestudentsreadforcomprehensionfirst.Ask:What two stores are we comparing?(TregoandArchway)

• Callonvolunteerstoreadthestatementsandsayiftheyaretrueorfalse.

• Toreview,askstudentstoexplaineachstatement.(Number1meansthatthetwostoresarethesame,sooneisnotcleanerthantheother.Number2meansthatifArchwayisnotasbig,itissmaller,whichmeansthatTregoisbigger.Number3meansthelinesatTregoarelonger.)

B Completethesentences...

• Beforereading,reviewwhatdot commeans.Forexample,aroisthenameoforanabbreviationforastore;dotmeansaperiodandmustbepartofanInternetaddress;commeanscommercialandmeansitisabusiness.

• Pointoutthewordsunderthelines.• Walkaroundandhelpasnecessary.• Callonstudentstowritethecompletedsentences

ontheboard.Makecorrectionsasnecessary.

Language Note

ItisgoodpracticeforstudentstoreadInternetaddresses.Practicereadingthemaloudwiththeclass.Includeorganizations,governmentsites,andschools.


Show what you know!

GROUPS.Compareshoppingfor...

• Havegroupsmakealistoflargepurchases.Thenhavethemcompareshoppingexperiences.

• Callonastudenttoreportaboutoneproductfortheirgroup.


Pre-level Writeontheboard:washing machine, car, computer.Havestudentscompareshoppingforthesethings.Above-level Havestudentsmakealistofatleastsixthingstocompare.

Progress Check

Canyou...compareshoppingexperiences?Asktheclasstoidentifythingsthatareimportantwhenchoosingastoretoshopat.Makealistontheboard.Ask:Can you check this goal?


Extra Practice


T-123 UNIT 6


1 BEfORE YOU WRITE

Culture Connection

Manyofthehugedepartmentstoresarecalled“bigbox”stores.Somecommunitieswantthem,whilesomecommunitieshaveorganizedtokeepthemout.Elicitstudents’ideasonwhythismightbe.

Teaching Tip

Reviewtherulesforcomparisons.Writeexamplesentencesontheboardforcomparativeadjectivesandas . . . . asconstructions.

Write about shopping experiencesLesson 10

a GROUPS.Comparetwostores...

• Tellstudentstheycansharetheirideasaboutanytwostoresthatsellthesametypeofmerchandise.

• Askavolunteerfromeachgrouptosaywhatstorestheytalkedabout.

• Askanothervolunteerfromeachgrouptosayonethinggroupmemberslikedandonethingtheydidn’tlikeaboutthestores.

• Ask:Which stores do you like better?Statethelessonobjective:We are going to write a paragraph comparing two stores.


Pre-level Havestudentschooseeitheranelectronicsstoreora“bigbox”store.Above-level Havestudentscomparetwoelectronicsstoresandtwo“bigbox”stores.


B Readtheparagraph.Whatare...

• Tellstudentstoreadtheparagraphsilently.• Callonstudentstowriteareasonwhytheauthor

likestheArcadiastorebetter.


• Formpairs.Havestudentsalternatereadingtheparagraphaloud.


2 WRITE

Writeaparagraph...

• Readtheideasintheboxaloud.Askstudentstoexplain,define,orgiveexamplesofeach.

• Remindstudentstousetheparagraphin1Basamodel.

• Walkaroundandhelpasnecessary.

3 CHECK YOUR WRITING

• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper

usingthesesamequestions.• Walkaroundandhelpasnecessary.• Ifstudentshandintheirpaperstoyou,letthem

knowwhatyouwillbelookingatandgivingfeedbackon.Youmaywanttowritethislistontheboard.

Teaching Tip

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


Extra Practice


UNIT 6 T-124

Show what you know!

1 REVIEW

ForyourGrammarReview...

• Havestudentsturntopage250toreviewthegrammarforthisunit.

• Answeranyquestionsstudentsmayhave.

2 ACT IT OUT

STEP1.CLASS.Reviewtheconversation...

• Writeontheboard:The conversation is about .

• PlayCD2,Track27.• Havestudentsworkwithaclassmatetofillin

theblank.Thenhavevolunteerssaywhattheconversationwasabout.

STEP2.PAIRS.Role-playanexchange...

• Haveeachpairreadtheirroleplayinformation.Checkcomprehension.Ask:Who are the people? What does the customer want? What does the salesperson want?

• Asktheclasstosaytheirideas.Writetheinformationontheboard.Answeranyquestionsstudentsmayhave.

• Aspairsrole-playaconversation,walkaroundandhelpstudentswithvocabulary,pronunciation,andgrammar.

• Askvolunteerstorole-playtheirconversationsfortheclass.

Teaching Tip


3 READ AND REACT

STEP1.Readtheproblem.

• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Where does the

Sanchez family live? What do they need? What is the problem?

STEP2.GivetheSanchezfamilyadvice....

• Tellstudentstosummarize,withoutreading,theproblemstheSanchezfamilyhas.

• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayonething

heorshewouldtelltheSanchezfamily.

4 CONNECT

ForgeneralteachingnotesabouttheSelf-EvaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.

Progress Check

Whichgoalscanyoucheck...• Tellstudentstoturntopage105(thefirstpageof

Unit6).• Havethemreadthegoalsandchecktheonesthey

believetheycando.• Havethemtalktoapartneraboutwhichgoals

theychecked.

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit6,encouragethemtoreviewtheactivitiesontheCD-ROM.

Review &Expand


Extra Practice


6 getting a good deal - english for results · • comparison of adjectives ... ask: what kinds of...

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