8 let’s go shopping. - english for results8 let’s go shopping. lesson 1 getting started 5...

Classroom Materials/ Extra Practice

CD 4Tracks 24–45

Transparencies 8.1–8.7Vocabulary Cards Unit 8

T

MCAUnit 8

WorkbookUnit 8

Interactive PracticeUnit 8

Unit Goals

• Identifyclothesandshoes• Askaboutclothingsize• UseThis/That These/Those• Identifycolors• Saywhatsomeoneiswearing• Returnclothesandsaytheproblem• Readastoread• Writeaboutthecolorspeoplewearat

funeralsandweddings

UNIT8 T-130

Clothes and shoes

Let’s go shopping.8Lesson 1

Getting Started 5 minutes

Books closed.

• Elicitvocabularystudentsmayalreadyknow.ShowTransparency8.1.Ask:What clothes do you like to wear to school? What clothes do you wear to work?GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.

• Repeatstudents’answersfortheclasstorepeat.Writethewordsontheboard.

• Statethelessonobjective:We’re learning the words for clothes and shoes.

Presentation 20 minutes

a Look at the clothes and shoes...

• ShowTransparency8.1againorholdupyourbook.Pointtothegroupofpicturesandsay:Clothes and shoes.

• PlayCD4,Track24.Pointtoeachitem.Studentslisten.

• ContinueplayingTrack24.Pointtoeachitemandhavestudentsrepeat.

Books open.

• PlayTrack24again.Studentslistenandpointtotheitemsintheirbooks.

• ContinueplayingTrack24.Studentspointastheylistenandrepeat.

Expansion: Vocabulary Practice for A

• Formpairs.UsetheVocabularyCardsforpage130.StudentApointstoanitem.StudentBsaystheword.Thenstudentsswitchroles.

B Listen and read...

• PlayCD4,Track25.Studentslistenandread.• ContinueplayingTrack25.Askstudentstolisten

andrepeatastheyread.

Expansion: Writing Practice for B

• Writeontheboard:singular plural.Formpairs.Askstudentstoputthewordsfromthewordboxintothetwogroups.

• Reviewtheanswersbywritingthemontheboardsostudentscanchecktheirwork.

Classroom Materials/ Extra Practice

CD 4Tracks 24–45

Transparencies 8.1–8.7Vocabulary Cards Unit 8

T

MCAUnit 8

WorkbookUnit 8

Interactive PracticeUnit 8

Future Intro TE_unit08_130–145.i291 291 12/30/08 5:29:05 PM

T-131 UNIT8

Lesson 1 Clothes and shoes


c Listen. Listen and repeat.

• ShowTransparency8.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Is the store having a sale? Are the women going shopping?

• PlayCD4,Track26.Studentslisten.PausetheCD.Askthecomprehensionquestionsagain.

• ContinueplayingTrack26.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency8.2orhavestudentsreadintheirbooks.PlayTrack26again.Studentslistenandreadsilently.

• ContinueplayingTrack26.Studentslistenandrepeat.

Controlled Practice 5 minutes

d PAIRS. Practice the conversation.

• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstoperformfortheclass.


E Listen and read the story.

• PlayCD4,Track27.Studentslistenandreadthestorysilently.

• PlayTrack27again.Studentslistenandunderlinewordstheydonotknow.

• Writethewordsontheboard.Askstudentstoguessthemeaningfromthecontextofthestory.Helpstudentswithanywordtheycan’tguessbydrawingapictureontheboardorbyusingthewordinanothercontext.


F Read the story again...

• Askstudentstoreadthequestionsfirstandthenreadthestoryagain.

• Writeitem1ontheboard.Havestudentspointtotheanswerinthestory.ModelcirclingYes.

• Callonvolunteerstoreadeachsentence.TellstudentstoholduptheirYESorNOcardstoanswer.

Communicative Practice 10 minutes

Show what you know!

GROUPS. Play a game...

• Saythesentencesinthespeechbubblesfortheclasstorepeat.

• Todemonstratethismemorygame,havetwostudentsmodelitwithyou.Youshouldbesecondinline.Haveeachpersonsayhisorhername.

• Haveastudentstart:I need .Thenyousay:[Name] needs . I need .Helpthethirdstudentsay:[Name] needs . [Name] needs . I need .

• Circulateandassessstudents’abilitytosaythewordsforclothesandshoes.Iftheclassneedsmorepractice,reviewpages130and131.

Critical Thinking Skill: Planning

•Setthecontext.Say:You are going on a job interview. What are you wearing to the interview? What clothes do you have? What clothes do you need?•Haveeachstudentwritetheclothesandshoestheyarewearingtotheinterview.Studentscanlookatpage130.•Formcross-abilitypairs.Havestudentssharetheirlists.•Tofinish,askvolunteerstotelltheclasswhattheyareplanningtowearfortheinterview.

Interactive Practice Pages 86–87

Extra Practice


UNIT8 T-132

Clothing size • This/That These/ThoseLesson 2


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Setthecontext.DrawaT-shirtontheboard.Say:I want to buy a T-shirt. What do you think? What sizes can I find?

• Repeatstudents’answersfortheclasstorepeatchorally.Writethewordsontheboard.

• Statethelessonobjective:We’re learning to ask about clothing sizes.


Books open.

a Listen and point...

• Drawfoursizesofshirtsontheboardorhavestudentslookintheirbooks.Pointtothepicturesandsayeachword.Say:These are describing words.

• PlayCD4,Track28.Studentslistenandpoint.• ContinueplayingTrack28.Studentslistenand

repeat.

B Listen. Listen and repeat.

• ShowTransparency8.3orhavestudentslookintheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• PlayCD4,Track29.Studentslisten.PausetheCD.Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Are the people in a classroom? Is the man asking for a size large shirt? Does the store have the pants in size 12?





c PAIRS. Practice the conversation.

• ModeltheconversationinExerciseB.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.


• Askvolunteerstorole-playtheconversationfortheclass.

d PAIRS. Look at the pictures...

• HavetheclasslookatthepicturesforConversation1.Say:What clothes and shoes do you see? Describe them. Writestudents’responsesontheboard.

• Modelanewconversation.TheclasssaysthelinesforSpeakerB.YousaythelinesforSpeakerA.

• Instructpairstosayeachnewconversationtwotimessostudentsrole-playSpeakersAandB.

• Walkaroundandhelppairssaythenewconversations.Thenaskvolunteerstorole-playoneoftheirnewconversations.

Expansion: Writing Practice for D

• Studentswriteoneoftheirnewconversations.

Future Intro TE_unit08_130–145.i295 295 1/22/09 10:46:26 AM

Clothing size • This/That These/ThoseLesson 2

T-133 UNIT8


Show what you know!

PAIRS. Practice the conversations...

• Modelthefirstconversation.Youaskthequestion.Theclasssaystheanswerchorally.

• Tellpairstopracticeeachconversationtwotimessotheycansaybothsentences.Studentscanalsomakeupnewconversations.

• Circulateandassessstudents’abilitytouseThis/That andThese/Those.Iftheclassneedsmorepractice,reviewpages132and133.


E Read the sentences.

• UseTransparency8.3orhavestudentslookatthechartintheirbooks.Coverthedialogonthetransparency.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavestudentsrepeatchorally.

• Pointtothefirstquestion.Circlethis.Explain:We usethiswhen something is close to us. Useyourhandoranobjecttodemonstrateclose.Saythequestionandanswerandhavetheclassrepeat.

• Pointtotheanswer.Circlethat.Explain:We use thatwhen one thing/something is far from us. Useyourhandoranobjecttodemonstratefar.Saythequestionandanswerandhavetheclassrepeat.

• Pointtothesecondquestion.Circlethese.Explain:We usethesewhen there are two or more things close to us.Useyourhandoranobjecttodemonstrateclose.Saythequestionandanswerandhavetheclassrepeat.

• Pointtotheanswer.Circlethose.Explain:We use thosewhen there are two or more things far from us. Useyourhandoranobjectawayfromyoutodemonstratefar.Saythesecondquestionandanswerandhavetheclassrepeat.


F Write this or these.

• Writeitem1ontheboardanddoitwiththeclass.Ask:Do we needthisorthese? (this) Why? (It’sabouta/onejacket.Weneedsingular.)

• Havestudentscompareanswerswithaclassmate.• Toreviewtheexercise,askvolunteerstowrite

thesentencesontheboard.Makeanynecessarycorrections.

G Write that or those.

• Writeitem1ontheboardanddoitwiththeclass.Ask:Do we needthatorthose? (those)Why? (It’saboutsocks.Morethanonemeansweneedplural.)

• Havestudentscompareanswerswithaclassmate.• Toreviewtheexercise,askvolunteerstowrite

thesentencesontheboard.Makeanynecessarycorrections.

Critical Thinking Skill: Organizing

•Setthecontext.Say:You’re going shopping for new clothes and shoes. Make a list of five things you want to buy.•Writeontheboard:Clothes Size.HavestudentstellyouthesizesusedintheUnitedStatesandwritethemontheboard,forexample,small,medium,large,extra large,10,12,14,shoe sizes,etc.Tellstudentstowritethesizetheyneednexttoeachitemontheirlist.•Formcross-abilitypairs.Studentstaketurnssayingtheirlists.

Pages 72–73 Pages 88–89

Extra Practice

Interactive Practice


UNIT8 T-134

Colors • Say what someone is wearingLesson 3

B Listen and read...

• PlayCD4,Track31.Studentslistenandread.• ContinueplayingTrack31.Askstudentstolisten

andrepeatastheyread.

Expansion: Writing Practice for B

• Dictation.Booksclosed.Sayandspellthreecolorsfromthebox.Studentswritethewordsonapieceofpaper.Thenstudentschecktheirspelling.Repeatthisactivitytwomoretimes.


c Write your answers.

• Readthequestionsoutloud.Studentsrepeatchorally.• Tellstudentstowritethenamesofthecolors.

d PAIRS. Ask your classmate...

• Modeltheexercise.AskavolunteerthequestionsinExerciseC.Thenstudentstaketurnsaskingandansweringthequestions.

• Askvariousstudents:What’s your favorite color? Does [the color] have a special meaning?

• Tofinishthisexercise,takeapoll.Ask:What’s your favorite color? Writethedifferentcolorsandtotalsontheboard.

Culture Connection

Studentswillhavetheopportunitytodiscusscolorsinthislesson.Studentsshouldbeawarethatcolorshavevariousmeaningsindifferentcultures.Somestudentsmayviewaspecificcolorashavingpositivevalueslikehappiness,goodfortune,andgoodhealth,whileothersseethesamecolorashavingnegativevalueslikesadness,badluck,anddeath.


Books closed.

• Elicitvocabularystudentsmayalreadyknow.ShowTransparency8.4.Ask:What colors do you know? Askvolunteerstopointandsaythecolors.

• Repeatstudents’answersoutloudfortheclasstorepeatchorally.Writethewordsontheboard.

• Statethelessonobjective:We’re learning the names of colors.


a Listen and point to the colors...

• ShowTransparency8.4againorholdupyourbook.Pointtothecolorwheelandsay:Colors.

• PlayCD4,Track30.Pointtoeachcoloronthewheel.Studentslisten.

• ContinueplayingTrack30.Pointtoeachcolorandhavestudentsrepeat.

Books open.

• PlayTrack30again.Studentslistenandpointtothecolorsintheirbooks.



• Formpairs.StudentApointstoacolor.StudentBsaystheword.Thenstudentsswitchroles.


Colors • Say what someone is wearingLesson 3

T-135 UNIT8


E Listen. Listen and repeat.


• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Are the people at a birthday party? Pointandask:Is the woman wearing a black blouse?





F Read the sentences.

• UseTransparency8.5orhavestudentslookatthechartintheirbooks.Coverthedialogonthetransparencyorhavestudentscoverthedialogintheirbooks.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavetheclassrepeat.

• Pointtothefirstsentenceandcirclewhite shirt.Explain:We put the describing word, the adjective, first and the thing, called the noun, second. Saythesentenceandhavestudentsrepeat.

• Pointtothesecondsentenceandcirclered blouse andblack pants.Explain:We put the describing word, the adjective, first and the thing, called the noun, second. Pointtothewordsblack pants.Say:We don’t make the describing word plural. Saythesentenceandhavestudentsrepeat.

• PointtotheconversationonTransparency8.5orhavestudentslookatExerciseEintheirbooks.Askavolunteertocomeupandcirclethegroupsofadjectives+nounsonthetransparencyorhavestudentscircleintheirbooks.


G Look at the pictures...

• Writeitem1ontheboardanddoitwiththeclass.Ask:What color is Rob’s shirt? What color are his pants? What color are his shoes?Topracticethegrammar,havestudentsanswerusingthesentence:He’s wearing [color] [clothing].Writeanswersontheboard.

• Toreviewthisexercise,havestudentswritesentencesontheboard.Makecorrectionstothesentencesasnecessary.


Show what you know!

CLASS. Take turns. Say what one classmate...

• Saythesentencesinthespeechbubblesandhavetheclassrepeat.

• Writeontheboard:Who is it?Modeltheactivitybydescribingwhatonestudentiswearingandask:Who is it? Thenaskavolunteertodescribeanotherstudent.Makesurestudentsusethecorrectwordorder,adjective+noun.

• Circulateandassessstudents’abilitytosaywhatsomeoneiswearing.Iftheclassneedsmorepractice,reviewpages134and135.

Critical Thinking Skill: Designing

•Setthecontext.Say:You are going to a friend’s big birthday party. What special clothes are you wearing? What color are the clothes? Draw a picture of the clothes and say what color they are.•Formcross-abilitygroups.Studentsshowtheirdrawingsanddescribetheclothesandtheircolors.Makesurestudentsareusingthecorrectwordorder,adjective+noun.


Extra Practice



UNIT8 T-136

Return clothes and say the problemLesson 4


Books closed.

• Setthecontextandelicitvocabularystudentsmayalreadyknow.Say:Your brother buys you a jacket for your birthday. But there is a problem with the jacket. What do you think the problem is? Is it too big, too small, the wrong color?


• Statethelessonobjective:We’re learning to return clothes to the store and say the problem.


a Listen and point...

• ShowTransparency8.6orholdupyourbook.Pointtothepicturesandsay:Problems with clothes.

• PlayCD4,Track33.Pointtoeachproblem.Studentslisten.

• ContinueplayingTrack33.Pointtoeachproblemandhavestudentsrepeat.

Books open.

• PlayTrack33again.Studentslistenandpointtotheproblemsintheirbooks.



• Formpairs.StudentApointstoaproblem.StudentBsaysthewords.Thenstudentsswitchroles.


B Listen for the problem...

• Writeitem1ontheboard.PlayCD4,Track34.PausetheCD.Studentslistenandread.Modelcirclingb.

• ContinueplayingTrack34.Tellstudentstocirclethecorrectanswers.

• Havestudentscompareanswerswithapartner.ThenplayTrack34againsostudentscancheckanswersonemoretime.

• Toreviewthisexercise,writetheanswersontheboard.Youmaywanttoplaytheaudiotwoorthreetimesforstudentstoconfirmthecorrectanswers.


c Listen. Listen and repeat.


• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Are the people in a market? Is the man returning the suit? Are the shoes too big?






d Listen again...

• PlayCD4,Track36.Havestudentslistenandcircletheanswers.PlayTrack36again.Havestudentschecktheiranswers.

• Tocorrectthisexercise,askavolunteertoreadthesentences.TellstudentstoholduptheirYESorNOcardstoanswer.

E PAIRS. Practice the conversation.

• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.


• Askvolunteerstorole-playtheconversationfortheclass.


Return clothes and say the problemLesson 4

T-137 UNIT8

Critical Thinking Skill: Critiquing

•Setthecontext:Say:Many people like to give clothes as gifts. Do you ever give clothes as gifts? Do you receive clothes as gifts? What do you do if there is a problem?•Formcross-abilitygroups.Havegroupstalkaboutthereasons.•Tocompletetheactivity,havegroupssaywhattheydecidedandwhy.Youmaywanttowritesomeofthereasonsontheboardandreviewthevocabulary.

F PAIRS. Look at the pictures...

• TalkaboutthepictureforConversation1withtheclass.Ask:What are the problems? Writestudents’answersontheboard.

• Makeanewconversationforpicture1withtheclass.YouareStudentA.TheclassisStudentB.Thenhavepairspracticethenewconversation.

• HavepairsworkonConversation2.Walkaroundandhelpasnecessary.

• Askvolunteerstorole-playtheirnewconversationsforbothpicturesinfrontoftheclass.


Show what you know!

GROUPS. Take turns. Point to...

• Talkaboutthefirstpicturewiththeclass.Saythesentenceinthespeechbubble.Havetheclassrepeat.

• Studentstaketurnssayingtheproblemsinthepictures.Theycanmakealist.

• Circulateandassessstudents’abilitytosaytheproblemwithclothes.Iftheclassneedsmorepractice,reviewpages136and137.

MUlTilEVEl inSTrUCTiOn

Cross-ability Above-levelstudentslistentothegroup’sideasandwritethelists.


Extra Practice



UNIT8 T-138


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Holdupadepartmentstoreadoryourbookandpointtothead.Ask:What is this? Do you read store ads? Why?


• Statethelessonobjective:We’re learning to read store ads.


Books open.

a Read the store ad.

• Holdupyourbook.Pointtotheclothes.Ask:What clothes do you see?

• Tellstudentstoreadtheadandunderlinewordstheydon’tknow.

• Askstudentsfortheirwords.Toexplainthewords,giveanexampleordrawontheboardtohelpstudentsunderstand.Saythewordsandhavetheclassrepeat.

Life Skills • Read a store adLesson 5


B Read the ad again...

• Doitem1withtheclass.Ask:When is the sale? Havestudentspointtotheadtoshowtheanswer.

• Havestudentscompareanswerswithapartner.• Toreviewthisexercise,askstudentstoreadthe

questionsandanswers.

Expansion: Speaking Practice for B

• Formcross-abilitypairs.Havestudentswritethreemorequestionsaboutthead.

• Studentstaketurnsaskingandansweringthenewquestions.Encouragestudentstopointtotheadtoshowtheanswers.

• Havevolunteersasktheclasstheirnewquestions.Tellstudentstopointtotheadtoshowtheanswers.


T-139 UNIT8

Lesson 5 Life Skills • Read a store ad


c Listen and read the ad...

• Tellstudentstheyaregoingtolistenandreadtheadsilently.Pointouttheblanksandaskthemtolistenforthisinformationaswell.PlayCD4,Track37.Studentsshouldnotbewritingyet.

• Tellstudentstheyaregoingtolistenagainandwritethemissinginformation.PlayTrack37again.Studentswrite.Playtheaudiotwoorthreetimes.

• Havestudentscompareanswerswithapartner.• Toreviewthisexercise,askstudentstosaythe

answerforeachpicture.Youmaywanttoplaytheaudioagainsostudentscanreviewthecorrectanswers.


d Read the ad again...

• Reviewitem1withtheclass.Askstudentstopointtotheanswerinthead.

• Havestudentscompareanswers.• Toreviewthisexercise,havestudentsreadthe

questionsandhavetheclassholduptheirYESorNOcardstoanswer.

MUlTilEVEl inSTrUCTiOn for D

Pre-level StudentsreadthesentencesandcircleYesorNo.Above-level StudentswritethecorrectinformationforalltheNoanswers.Useitem1asanexample:The sale starts on February 16.

Interactive Practice Pages 94–95

Extra Practice


UNIT8 T-140


Books closed.

• Elicitstudents’ideas.ShowTransparency8.7orholdupyourbook.Pointtopicture2.Say:This woman is getting married. She is called a bride. She is wearing a wedding dress.

• Ask:Who is married? Who has a friend who is married? What did the bride wear on her wedding day? Describe her dress.

• Writestudents’answersontheboard.Youmaywanttowritethenameofthestudents’countrynexttotheiranswers.

• Statethelessonobjective:We’re listening to Yun, a young woman. She’s talking about what she should wear for her wedding.


a CLASS. Look at each picture...

• ShowTransparency8.7orholdupyourbook.Pointtoeachpictureandask:What do you see?

• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.

• Writewordsorphrasesontheboardaboutthepictures.

Books open.

B Listen to the story.

• PlayCD4,Track38.PointtoeachpictureonTransparency8.7orhavestudentslookattheirbooks.Studentslisten.

• Checkcomprehension.ShowTransparency8.7orholdupyourbook.Ask:

1. What is her name? Is she young or old? 2. When is her wedding? What does she want

to wear? 3. In Yun’s country, what color are funeral clothes? 4. In Yun’s country, what colors are wedding

clothes? 5. What do Yun’s mother and grandmother say? 6. Does Yun know what to do?

• PlayTrack38again.Askstudentstolistenandlookatthepicturesintheirbooks.

• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.

Yun’s storyLesson 6


T-141 UNIT8

Lesson 6 Yun’s story


c Listen again and read.

• PlayCD4,Track39.Havestudentslistenandreadthestoryintheirbooks.

• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.

Expansion: reading Practice for C

• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.


d Read the story again...

• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.

• Toreviewanswers,askvolunteerstoreadasentenceandsaytheanswer.

E GROUPS. Read the questions...

• Modelthediscussion.Askvariousstudentssomequestionsaboutwhatpeoplewearatsadeventsandwhatpeoplewearathappyevents:What color do people wear at funerals? What are the colors that people wear during sad times? What color dress does a woman wear at her wedding? What are the colors that people wear for good luck and happy times?

• Writeontheboardtherolesforthegroup: Student 1: Read each question out loud.

Student 2: Make sure each student talks. Student 3: Tell the class the group’s answers.

• Walkaroundandencourageeachstudenttoparticipateinthediscussion.Tofinishtheactivity,askeachgrouptoshareitsinformation.


G GROUPS. Take turns. Read...

• Formcross-abilitygroups.Encourageabove-levelstudentstohelpastheysharetheirinformation.

MUlTilEVEl inSTrUCTiOn for F

Pre-level StudentscopyYun’sstoryinExerciseConapieceofpaper.Above-level Studentswritetheirownstoriesaboutclothesforweddingsorfuneralsonapieceofpaper.ExerciseCisthemodel.

Critical Thinking Skill: Problem Solving

•Setthecontext.Say:You are going to act out Yun’s problem. Student A is Yun. Student B is Yun’s mother. Student C is Yun’s grandmother. Student D is Yun’s new husband.Studentsmayfeeluncomfortablewithplayingafemalepartiftheyaremaleorplayingamalepartiftheyarefemale.Changegroupsorassignedpartsasnecessary.•Formcross-abilitygroupsof4.Studentsactouttheproblem,andthentaketurnsofferingideasonhowYuncansolveherproblem.•Tofinish,askeachgrouptosharetheirideas.Weretheyabletosolvetheproblem?Writetheirsolutionsontheboard.

F Write about clothes for funerals and weddings.

• UseinformationabouttheUnitedStatesoraboutyourfamilyandmodelwritingthesentences.

• Walkaroundtheroomandhelpasnecessary.

Pages 78–79 Page 96

Extra Practice



UNIT8 T-142

1 THE SOUnDS OF S AnD SH

language note

Thesoundsofsandsharevoicelesssounds.Thethroatdoesnotvibrateforthesesounds.Tomakethessound,putyourfrontteethtogether.Pushairoutoveryourtongue.Practicethesoundwiththewordsuit.Tomaketheshsound,putyourfrontteethtogether.Yourlipsformacircleasyoupushairout.Practicethesoundwiththewordshoes.Saysuitandshoestofeelthedifferenceinhowthetwosoundsareproduced.

MUlTilEVEl inSTrUCTiOn for F and G

Pre-level StudentscopythewordsinExercisesAandConapieceofpaper.Haveaclassmatecheckthespelling.Above-level Studentswritefivemorewordswithsandsh.Theycanuseanywordstheyknow.Formpairs.Havestudentssharetheirwords.

E Listen. Write s or sh...

• Explainthatstudentswillcompleteeachwordwithsorsh.

• Dothefirstitemwiththeclass.Writeontheboard:1. ize.Saytheword.Haveavolunteercomeupandwritethecorrectletter.

• PlayCD4,Track42.Youmaywanttoplaytheaudiotwotimes.

• Havestudentschecktheiranswerswithapartner.

F DICTATION. PAIRS. Student A...

• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask

thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.

• Encouragestudentstocheckspellingaftereachword.

G DICTATION. SAME PAIRS. Student B...

• Telltheclasstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.

• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.

a Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• IfyoudemonstratedtheinformationintheLanguageNote,encouragestudentstopayattentiontotheplacementoftheirtongueandlips.Walkaroundandprovidehelpasneeded.

B Listen and repeat.

• PlayCD4,Track40.Studentslistenandrepeattoself-correct.

• Walkaroundandcheckstudents’pronunciationofs.• Playtheaudiotwoorthreetimes.

c Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• IfyoudemonstratedtheinformationintheLanguageNote,encouragestudentstopayattentiontotheplacementoftheirtongueandlips.Walkaroundandprovidehelpasneeded.

d Listen and repeat.

• PlayCD4,Track41.Studentslistenandrepeattoself-correct.

• Walkaroundandcheckstudents’pronunciationofsh.• Playtheaudiotwoorthreetimes.

Show what you know!Review


Show what you know!Review

T-143 UNIT 8

2 VOCABULARY

a Listen.Listenandrepeat.

• PlayCD4,Track43.Havestudentslistenandread.• ContinueplayingTrack43.Havestudentslisten

andrepeatchorally.• Checkcomprehension.Sayeachwordintheword

box.Havestudentsgiveadefinitionordrawapictureontheboard,orshowTransparencies8.1and8.4andhavestudentscomeupandpointtotheitems.

B PAIRS.Lookatthepicture...

• Writeontheboard:I’m wearing .Haveavolunteercomeuptotheboard.Ask:What are you wearing? Pointtotheboardtohelpthestudentanswer.Makesurethewordorderintheanswerisadjective+noun.

• Asktwoorthreemorevolunteerstocomeuptothefronttosaywhattheyarewearing.Writeanswersontheboard.

• Pointoutthatitems1and4areexamples.• Formcross-abilitypairs.Tellstudentstowork

togethertocompletetheexercise.• Toreviewthisexercise,havestudentswrite

theiranswersontheboard.Makeanynecessarycorrections.

3 SPEAKING

Asalesassistantasks...

• Havestudentsreadthesituationandanswerchoicesintheirbooks.

• Say:Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritethecorrectansweron

theboard.

CD-ROMPractice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit8,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

Pages 80–81 Page 97

ExtraPractice



1 ASK ABOUT ClOTHinG SiZE AnD COlOr

Show what you know!expand

UNIT8 T-144

Teaching Tip

Topreparestudentsfortheactivity,reviewwordsforcolors,sizes,andclothes.Pointtoitemsintheroomandask:What color is this? What color is that?Indicatevariousstudentsandask:What is he wearing? What is she wearing? Studentscanalsolookatthevocabularyonpages130,132,and134.

a Listen. A sales assistant...

• Setthecontext.Say:A sales assistant is helping a customer in a store. What does the customer want?

• PlayCD4,Track44.Havestudentslisten.Writeanswersontheboard.

• PlayTrack44again.Checktheanswers.

B ROLE PLAY. PAIRS.

• Preparestudentsfortheactivitybypointingtothepictureandasking:What do you see? Addanyinformationnotmentionedbythestudents.

• Writeontheboard:Do you have a ? Do you have sizes ?

• Formcross-abilitypairs.Modelaroleplaywithanabove-levelstudent.

• Walkaroundandhelpasnecessary.EncouragestudentstoplaybothStudentsAandB.

• Havevolunteersrole-playoneoftheirconversationsfortheclass.


Show what you know!expand

T-145 UNIT8

2 ASK A SAlES ASSiSTAnT FOr HElP B PAIRS. Look at the pictures...

• Preparestudentsfortheactivitybyasking:What do you see in the pictures?Ifnecessary,reviewthis/that/these/those.

• Formcross-abilitypairs.Modelaskingaboutsizesandcolorsofclotheswithanabove-levelstudent.

• Createapossibleconversationtogetherwiththeclass.Writeitontheboard.

• Walkaroundandhelpasnecessary.Studentsmaywanttofirstwritetheirdialogonaseparatepieceofpaper,checktheirwork,andthenwriteitintheirbooks.

c CLASS. Take turns. Role-play your...

• Askvolunteerstopresenttheirconversationsinfrontoftheclass.

• Trytoencouragelessconfidentstudentstocomeupandperform.

3 COnnECT

For your Team Project...

• GotopageT-xiforthegeneralteachingnotesfortheprojects.

Teaching Tip

Topreparestudentsfortheactivity,reviewwordsforcolors,sizes,clothes,andthis/that/these/those.Pointtocolorsintheroomandask:What color is this/that? Indicatevariousstudentsandask:What is he/she wearing? Studentscanalsolookatthevocabularyonpages130,132,133,and134.

a Listen. A customer and a sales assistant...

• Setthecontext.Say:A customer is asking for help. What does the customer want?

• PlayCD4,Track45.Havestudentslisten.Writeanswersontheboard.

• PlayTrack45again.Checktheanswers.

Community Building

Trytomixupthepairsandhavedifferentstudentsworkwitheachother.Thiswaystudentshaveachancetotalkwitheveryoneintheclass.


8 let’s go shopping. - english for results8 let’s go shopping. lesson 1 getting started 5...

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