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Acknowledgments The authors and publisher wish to acknowledge with gratitude the following people who helped in the development of Postcards 2, Second Edition :

Quesllonnaire Respondents Ju nko Arak i, Benesse Kid's English Course Daniela Ara ujo Pulli, All ldiomas Marisa Arras Minchillo Conde, Colegio Anglo-Latino Gis lai ne R. Bertini Zancheta, Gosh Idiomas Vero nica Bezerra da Si lva, Centro Cultural Brasil-Estados Unido s Liliane Cal heiros Basile, Uniao Cultural Brasil-Estados Unidos Yulia Carillo, Centro Electronico de Idiomas Madson Dinlz, Associacao Brasil-America Mara Elman, Colegio Bialik Sueli F. Emrnerick, Colegio Santa Luzia Liane Fernande s de Moraes, Colegio Sao Luis Carla Maria Forlin, Positivo Franquias Ltda , Doreen Ma ria Gaylord, Kariazawa Technical College Carmen Gehrke, Quatrum English Schools Rocio Gonzalez Rozo, Colegio Alvernia Dh esiree Ellery Maggioni, Centro Batista de Unguas Corina celia Mach ado Corre a, Associacao Alumni Cynthia Leticia Marquez, I[tstit uto Guatemalteco Americana Malj ory de Moha Ma rtin, lCBNA Glauce Munhoz Y} a-~ana, Gosh Idiomas Karina Nery, ACBEU-Associa He lena Silvia deSousa, Colegio Santa Luzia Il sa Hel ena Sou za de Castro, Pundacao Escola Tecnica Liberato Salzano Vieira da Cunha Talita Raquel Valente, ESI-Centro de ld iomas Artu ro Vergara Esteban Juan, English Fast Center

Contributors Cha rles Green for writing the Wide ang le on the world and the Focus on culture sections, the Games, and the Projects. Doray Esp inosa and Jim Kahny for writing the suggested unit procedures and extension activities. Mu rray Bailey for writing the Let's get started, Wide angle 011 the world, Focus on culture, Game, and Project procedures. Jill W. O rtman for w riting the tests and Grammar reference.

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SECOND EDITION

TEACHER'S ED TION

Brian Abbs Chris Barker. Ingrid Freebairn with JJ Wilson and Stella Reilly

a.-.IIIIIIW

PEARSON ~ ~iL9Dgi~l fl, .... .:. ~.~- --..:;:._~-

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Postcards 2, Second Ed ition

Authorized adaptat ion from the Un ited Kingdom ed it ion, entitled Snapshot, first ed ition, published by Pearson Education Limited publish ing under its Longman imprint. Copyright @ 1998.

American Englis h adaptation, published by Pearson Education, Inc. Copy right 2008.

Copyright 2008 by Pearson Ed ucat ion , Inc. A II rights reserved. No part o f th is publ ication may be reproduced, stored in a ret rieval syste m, or tra nsmitted in any form or by any means, electron ic. mechanical, photocopying, record ing, or otherwise, without th e prior permission of the publisher.

Pearson Education, III Bank Street, Whill' Plains, NY 10606

Staff credits : Th e p eople who made up the Postcards 2, Second Edition team, representing editorial. pro duction, design, and manufactu r ing, are Ac t in Csigay, Dave Dickey, Nancy Flag-g Olan , Ann France, Geraldine Ceniusa s, Charles Green, Mike Kemper, D,1I1a Klin ck, Ed Larn p rich, Mel issa Leyva, Liza Pleva, a nd Stella Reill y. Cover an d text design: A nn France Text com position : TSI Graphics Text font: 1"1 / 14 palat ine

ISBN-13: 978-0-13-230538-9 rSBN-lO: 0-13-230538-0

234 5678 910-CRK-1 2 11 to 0908

Illustration credits Mark Collin s: p. 2 (top) ; Francois Esca lrnel. p. 23; Tim Haggerty: pp . 18. 74, 86, 111; Peter Gu nther: p. 69: Brian. Hughes : pp . 5, 12; Alan Neide r: p .78; Chris Reed : pp. 19, 40, 54,101 ; Bart Rivers, pr. 50, 81, In; Robert Roper: p. 65; Andrew Shiff: pp. 44, 70, 85;Jim Starr: pp. 22, 106; Anna Veltfort: p . 28.

Text credits p. 2 Source for Harry Potter's fam ily tree: wikipedia .org: p. 20 "Becomi ng a Fat Nation," adap ted from USA TODAY, Februa ry 19, 2002; p. 40 Source of cha rt: If.S, Bureau of the Census; p. 68 "A Modern-day Mozart," ad apted from 60 M inutes' "Prod ig y 12,Compared to Mozart," November 28,2004; p. 76 "A Laughter a Day Keeps the Doctor Awa y," ad apted from "Community Hero: Dr. Madan Kataria" by Wendy Jewell, which appeared on www.Iaughteryoga.org: p. 103 Rules of behavior, adapted from "Teaching Manners in a Manner-less World" by Ellen R Deli sio, which appeared on education-world.corn.

Photo credits All original photography by Stephen Ogilvey; cover (city) David Notan /Getty Ima ges, (button) Dorling Kindersley: borders (globe) Larry Williams/Corbis, (clouds) Royalty-Free /Corbis: p. 2 (friends) Leland Bobbe/Corbis, (classmate s) WizData , Inc.r'Shutterstock. com ; p, 9 And res Rod riguez ./Shutterstock.com : p. 11 (top) Andrew Redington/Getty Images, (bottom) Fabrice Coffrini / Getty Images; p. 14 Shuttersrock.com: p. 15 Shut tcrstock.com: p. 20 (top) BananaStock/age fotostock, (bottom) Mark Richards;'PhotoEd it; p. 26 Pearson Edu cation/Peter Lake; p. 30 Bavaria /Catty Images: p . 32 (top) Da vid Ynung-Wolff/ Photo fxi it, (111 iddle left) Darling Kindersley, (middle right) Dorling Kind ers ley, (bottom left) Crai g J. Brown ITndex Stock Im agery; p. 33 (top) Dorling Kinder sley, (bottom) Dorl ing Kindcrsl ey: p. 36

(biking) mylife photos /age fotostock, (ho ckey) Den n is MacDon a Id/age fotostock, (skateboard ing) Hernera /age fo tostock, (sw im ming) John Cumming/age fotostock, (table tennis) Im age OJ/ age fotostock, (bowling) Jose Maria Riola /age fotostock, (camping) im age100/age foto stock, (running) SuperStock/age fotostock, (rock. climbing) Care Frost /Shuttcrstock.corn , (wa ll cl im bing) S. l'a lazov/Shu tters tock.com: p. 51 Royalty-Frce /Corbis, (lamp) Stev e Ho rrell /Photo Researchers. lnc.: p. 52 (left) Kaz Ch iba/Gett y Images, (right) Tho mas Northcut/ Getty Ima ges; p. 53 Contographcr/Corbis: p. 57 (1) London Featur es International, (2) Idols Licensing and Publicity Ltd ., (3) Rex Features, (4) Big Pictures; p. 58 (left) Bobby Deal /Reallfeall'h oto/ Shutterstock.com, (right) Iupiterimages Corporation; P: 60 (J) [~oya lty-Fr e e /Corbis, (b) Chr istophe Loviny/ Corbis: p. 61 (c) Tom & Dee Ann McCill'thv /Corbis, (d) Ch ri st ine Osborne/Corbis, (e) Nat io~al Gallery Collection by kind permission of the Trustees of the National Gallery, London /Corbis. (f) Frans Lan tin g/Corbi s; p. 66 (left) Ma ry Evan s Picture Libra ry/Alamy, (r igh t) Victoria & Alber t Mu seum, Lond on /Art Resource. N Y: P: 75 Dynamic Graph ics Croup/ Crearaa/Alamy: p. 76 (left) Dr. Madan Kataria, (right) AI' lm agcs: p. 79 (top) Vic Bidder/rhotoEdit, (middle left) Rober t Brenner/ Photo lidit, (m iddle righ t) james Leynsc /Corbis, (bottom right) [ames Connelly / Corbis, (bottom left) FoodPix / Cetly Images: p . 80 (Sao Paulo) Angelo Ca val li/ age foto stock. (New York) Sandra Bake r/Getty Images, (Chicago) Color Day Production / Getty Im ages, (Vancouver) Rob Atkins/Getty Im ages, (Sydney) Ma rt in M ischkuln ig /Gctty Images; P: 84 Mediolmages / Super'Stock: P: 88 (top) Ch ris tie's Images/ Corbis, (middle) Christophe Boisvieu x/Corbis, (bottom) Royalty-Frec/Corbis: p_ 89 Jack Fields/Curbis: p. 93 (left) Gregory Pace/Corbis, (middle) Evan Agosti ni/Getty Ima ges , (right) Punit Paranjpe/Reutcrs/ Corbis. (bottom) Busi ness Wire/Getty Images; p. 94 (top) 2005 Marvel / Corbis, (bottom) Warner B-ros/DC Comicsz'The Kob al Collection; p . 96 (top) Sebastian D'Souza/Getty Images, (bottom) Sherwin Crasto/Reuters /Corbis: p. 99 Im ages; p. lOO Pearson Education /Peter Lake; p. 102 (top to

{ bottom) Grace/zefa /Corbis, Michelle D. Milliman / Shutterstock.com, Pearson Edu cat ion/Peter Lak e, Pearson

Ed ucation / Peter La ke; p. 107 (top) R Oil Watrs/Corbis. (middle) Tom Stewart/Corbi s, (bo ttom) Galen Rowe ll / Corbis: p. .1 13 (top ) Bana naStock/age fotos rock, (bottom) Bob Pardue/Alamy; p. 116 (top) Et ienne Ceorgc/Corbis Sygma. (middle) Kazuyoshi Norna clu /Corbis, (bottom) Royalty-Frcc/ Corbis: P: 117 (top) Royalty-Free/Corbis, (bottom) Royalty-Free/Corbis: p. 118 (left to right) Su zan / All Action, Rex Features, Suzi Cibbons /Red fern s, Rex Featu res, David Red fern/Red ferns, JM International! Redferns, Corbis, Peter Aitchisori/All Act ion, Rex Featu res; p. 119 Corbis: P: '120 Aga & Miko Maternc / ....,. Shutterstock.com: p. 122 (top) Nicki Pardo/Getty Image s, (middle) Gett y Images, (bottom ) Arabian Eye / Ge tt y Ima ges; P: 123 (top) Kaz Chiba/Cctty Images. (bottom) Royalty-Free/Corbis: p. 124 Kenneth Garrett/Getty -Images; p. 125 (top) Anne-Marie Weber/Getty Images, (bottom) Reuters/Corbis: P: 126 (lop left) Jeff Greenberg / age fotostock , (top right) Royalty-Frec /Corbis, (bottom left) An ders Rvman z'Corbis, (bottom right) Macduff Everton/Corb is: p . 127 Margaret Courtney-Clarke/Corbis : p. 128 (top) Al-Nakheel/dpa/Corbis. (middle) Dynam ic Ea rth Imaging /Photo Researchers, lnc .: p. J29 (bottom) Stepha nie Kuy kenda l/ Corbis.

Contents Scope and Sequence iv UNIT 8 ,used to dream of... T70 Introduct ion viii Progress check T77 Characters xviii Game 3 T78

Leti getitarted. T2 Project 3 T79

U IT 1 Meet Jllex and his friends. T6 UNIT 9 We were walking home ... T80 Wide Angle 3 T88

UNIT 2 Do !Iou halle an!l pizza dough? Progress check Game 1

n4 T21 T22

UNIT 10 Vou're the best in the JJroup. Progress check

T90 T97

Project 1 T23 UNIT 11 Vou shouldn't be upset. T98 UNIT 3 lire there an!l chips left? T24 Game 4 n06 Wide Angle 1 T32 Project 4 n07

UNIT 4 How often do !J0ugo rock climbing? T34

UNIT 12 I'll teach VOU if !IOU want to learn. T108

Progress check T41 Progress check Wide Angle 4

T115 T116

UNIT 5 lfer!lbody's waiting for us. T42 Fun with songs 1-4 T118 Game2 TSO Focus on culture 1-4 n22 Project 2 Ts1

Fun with grammar n30 UNIT 6 What are !IOU going to wear? T52 Peer editing checklist 134 Progress check T59 Word list 135 Wide Angle 2 T60 language Booster answer keys 137

UNIT 7 Vou were awesome,Jllex! T62 Unit tests 154 Quarterly tests 166 Test answer keys 182

Grammar reference 187 Student self-evaluation checklist 200 Certificate of achievement 201

Scope and Sefluence

Let's get started.

Communication

Pages 6-13

Do you haue any pizza dough~

Describe someone's personality Review of t he simple present Meet Alex and his Possessive pronouns: mine, yours (sinq.), hers, his, friends. ours, yours (pl.) , theirs

Whose?'0" . '

Give and follow instructions Count and noncount nouns Imperat ives (Commands)

Pages 14-20

Page 21 Progress check Units 1 and 2 Test-taking tip: Be prepared. Page 22 Page 23

Pages24-31

Game 1: Stomp, spin, and spell Project 1: A snapshot of a great snack

Make an offerlire there an!} chips left? There isI There are wi t h some and any Questionsw ith How much and How many Expressions of quantity: a li ttle, a few, a lot of, not much, not many

Pages 32-33 Wide Angle 1: International treats

Express preferences: would Adverbs of frequency How often do !Iou go rather Expressionsof frequency

rock dimbin9~ , H.ow,9f ten Gerunds

Pages 34-40

Tal about what'sgoing on The pr!:!sent continuous Euerybody'swaiting now The simple present contrasted with th e forus. present continuous '

Pages 42-49 -----------_..!....-_--------------------~..... Page 50 Game 2: Sentence charades Page 51 Project 2: A snapshot of a special interest

Talk about clothes too + adje ctive; not + adject ive + enough What are you going to Comment and compl iment Present conti nuous for future arrangements wear? Be going to + verb for future plans,

intent ions, and predictions

Pages 52- 58

Page 41 Progress check Units 3 and 4 ' ! est-taking tip: Stay positive and re laxed.

Page 59 Progress check unlts 5 and 6 Test-taking t ip: Keep your eyes on your own paper. .....; Pages 60--61 Wide Angle 2: What is beauty?

iv Scope and Sequence

Vocabulary Learn to learn

=-l- ~:;__----------____._-------~-----Personality t raits

Foods for various meals

Reading: Identify people from descriptions Listening: Listen f or specif ic in format ion to ccrnptete a chart

Speaking : Describe people's personalit ies;Talk about yourself

Writing: Write about your ideal person

Reading: Read for specif ic inf ormat ion Listening: Listen t o determine tru e and false informat ion

Speaking :,Give and fo llow instructions Wrlting.:Ma ke a poster on healthful eati ng tips

Expand you r vocabulary linking words in

Learn words that are often used together (collocations)

connected speech

Using stress and intonation to express st rong feelings

-J1lIt--- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

;:;'11--Foods at th e - - - - - - -

Reading: Read to d iscriminate information - - - - - - - - - - -

Wouldyou Learn collocations with -=-- - - - - -----, - - - - - -

supermarket Listening: Listen to ident ify true informat ion food Speaking: Discuss your reactions to errands; Ta'lkaoout a place described in a reading

Writing: Writ e about a shopping place

Sports and activities .. R,eading: Read a bar graph Learn collocat ions in The sound 101 in soccer Listening: Listen for specific informat ion context

" 'Speaking : Talk about wh at you like and don't like doing when you don 't have school

Writing : Write about what you like and don't like doing ~, !J r i n g your free time

Classroom activities Reading: Read a blog for specifi c information Role-pla y to pract ice Words beginning with Listening: List en to discriminat e information English s + another consonant Speaking : Talk about reasons for running late Writing: Wr!te about what usually happens at school

Clothes Reading: Read for specif ic information Listening: Listen to discriminate information Speaking : Talk about the kind of clothes you i ike; Discuss your opinion

Writing: Write a list of f ashion do's and don'ts

Change nouns to adjectives

The pronunciat ion of going to

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Scope and Sequence v

Stope and Sequente Communication

Express agreement or The simple past of be disagreement The simple past .of regular and ir,regular verbs

Express opinion Conjunctions: and, but, so , used todream of.. . Used to for past hab its

Pages 70-76

Pages 62-69

Page 77 Progress check Units 7 and 8 Test -taking ti p: Write neat ly. Page 78 Game 3: Q & A baseball Page 79 Project 3: A snapshot of my childhood

Talk about the wea ther The past cont inuous We were walking Talk about past act ivit ies Thepast-continuous wit h when and while home ... The simple past and the past con tinuous

Pages 80-87 - ---- - - - - --- -_.........._------'----- - ---"--- - - - - --- -----.....-.

Pages 88-89 Wide Angle 3: A tradit ional story

Talk about preferences The comparat ive and sup erlative forms of . You're the best inthe

adjectives .:group. Making comparisons with as + adjective + as

Pages 90-96

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Will fo r predictions and decisions ~houldIShou!dn 't for advice "Must/Must not fo r rules and obliga t ions

Express decisio ns

- - --- - - - ....;-.- - --....;;...- - - - - - - - - - .....--. Page,97 Progress check Units 9 and 10 ~

Vou shouldn't be upset.

Pages 98-105

Page 106 Game 4: Say and do the opposite Page 107 Project 4: A snapshot of a trip

Talk about summer plans May/Might fo r possibility I'llteach you if you First condit iona l: If clause + will/mightwant to learn.

Pages 108-114

Page 115 Progress check Units 11 and 12 Test-taking tip: Stay f ocused on your work.

Pag es 116-117 Wide Angle 4: Summer camps

VI Scope and Sequence

Vocabulary Learn to learn

Positive and negative Readin g: Read for specif ic inf ormat ion Learn Irregular past Intonat ion in YeslNo and adje ct ives Liftening: listen to discriminate informat ion forms in groups information questions

SP.f~a.king : Talk about a party; Int erview a .Classmate about a reading Writing: Write a summary for a teen magaz ine

- ~...--------------------+-------~------Basic emotions Reading: Read for specif ic informat ion Personalize what you The.pronunciat ion of

Listening: Listen to discriminate informat ion learn in school used 'to Spea,k lng: Talk about what makes you happy and sad or ang ry; Express personal opinions

Writing: Write a paragraph about wh at your classmate used to do

Adjectives for describing Reading: Read f or specif ic information Make pred ict ions The pron unciati on of b ! the weather Listening : listen to discriminate informat ion in walk

Speaking: Talk about stories you like; Discuss simil arit ies and.differences

Writing: Putsen tences in order to write a story

Adject ives of quality Reading: Read for specific informat ion Listen carefullyto the The pronunciation of 1

,ntroduction Dear Teacher,

Welcome to the secon d edition of Postcards , C1 four-l evel language course designed specifically for

. youn g teenagers who are-studying English .

Principles behind the course 1. Postcards immediately captures students'

attention by: Introducing teenage characters with whom

students readily identify Presenting the real-life language that young

spea kers of American English use Focusing on up-to-date situa tions, topics, and

themes that teenagers inherently recogn ize and respond to

Providing stimulating sensory input through engaging photos, illustrations, and realia chosen especially for the teen learner

2. Postcards holds teenagers' attention by: Offering a great variety of lesson formats,

exercises, and activities Personalizing learning through activities that

allow students to talk about themselves, their world, and their ideas

Providing activities that challenge students' minds as well as their linguistic sk ills

Offering extensive communicative practice, cross-cultural exploration, group and individual projects, song activities, games, and competitions

3. Postcards gives all students the opportunity to achieve success and a sense of achievement by:

Giving clear, concise, and easy-to-understand language presentations

Providing carefully sequenced exercises that allow students to ea sily master English grammar and vocabulary

Offer ing level-appropriate communicative activities that enable students to express themselves with the English they've learned

Providing extensive recycling as well as followup reinforcement and practice in the Language Booster Workbook and Grammar Builder

4. Postcards helps students set goals, develop learner independence, and monitor progress by:

Setting clear goals for each un it and section Presenting an inductive approach to grammar Providing explicit instruction and practice in

learning strategies

Offering extensive pair and group work with a focus On cooperative learning and peer feedback

Allowing opportunities for students to regularly monitor their progress through Progre ss ch ecks, Student self-evaluation checklists, and unit and quarter!y tests

Course components Student Book Each Student Book consists of twelve units divided into sections of tVI/O units. Each unit is followed either by Putting it tog ether (a photostory activity) or a Progress check. The pattern is as follows:

,

:Progress : Check

I "-~--j Unit Pages f----l-____+_

I

Each Student Book also contains optional materials that can be done with or after each of the units. Suggestions (I S to when to complete each activ ity are listed in this Teacher's Edition. The optional activities are: Games, Projects, Wide Angle on the world, Fun with songs, Focus on culture, and Fun with grammar.

Language Booster The Language Booster is divided into two parts: A Workbook, and A Grammar Builder containing grammar refe rence

pages and extra grammar practice exercises .

The Workbook section is divided into units that correspond to those in the Student Book. It gives practice in Grammar, Vocabulary, and Communication. It also provides additional practice in reading and writing .

TIle Workbook includes three levels of exercises for each Grammar, Vocabulary, and Communication section : Get started (easy), Move on (medium), and Reach for the top (challenging). Designed for mixed-level and m ixed -ability classes, the Language Booster recognizes that all students will be motivated if the y are given tasks that allow them to su cceed as well as to achieve higher gaols.

Most students will benefit from completing the first two levels of the Workbook exercises, and some mav wish to attempt f\ll three. Students who already ha v'c a basic knowledge of English may find they need to co mp lete only the second and third levels.

viii

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The Skills development section includes addi tional readings and skills practi ce.

The Grammar Builder section provides additional grammar exercises as well as grammar reference pages called Grammar highlights. This section reviews and clarifies structures presented in each uni t of the Student Book.

The Grammar Builder can be used alongside the Workbook units or at a later stage for extra reinforcemen t or review.

The Language Booster is a flexible resource that offers self-access material for students in a wide range of teaching situations. It is not necessary for students to work through all the material, although they can do so if they wish.

Teacher's Edition The Teacher's Edition contains unit by-unit lesson notes interleaved with the relevant Student Book pages. The notes include suggestions on how to teach the material, ideas for extension activities, as well as a ll answer keys and listening audioscripts, Photocopiable unit and quarterly tests are provided at the end of the Teacher's Edition, as well as an extensive Grammar reference section.

All answer keys to the Language Booster and the tests are found at the end of the Teache r's Edition.

Class Audio CDs The Class Audio CDs contain all the recorded material from the Student Book: the Dialogues, the Pronunciation, Useful expressions, and Vocabulary sections, the Listening exercises, the mod els (or the Communication activities, the Readings, and the Putting it together photostories.

Posters Each level has six colorful Posters presenting key grammatical structures, functions, and vocabulary learned in the Student Books. They come with teaching and review activities and can be displayed temporarily or permanently in the classroom .

DVDs The DVD program is a stimulating accompaniment to the Postcards series. The interesting, dramatic action portrayed in the OVO program motivates students and allows them to listen to natural spoken language used by native speakers of American English. A DVD Guidebook contains the videoscripts and teacher's notes, with suggestions for activities that can be used to further enrich the use of the DVD in the classroom.

Placement Test The Placement Test allows you to know exactly which level of Pnstcards is most appropriate for a stu den t.

ExamView Test Generator The Test Generator CD-ROM contains a test generator engine which allows you to create tests from Postcards question banks, customize tests to meet your classroom needs, and crea te your own tests for in-class or Internet usc.

Teaching tips Classroom management Setting up an environment where students feel encouraged, motivated, challenged, and valued is the key to a succ essful class. Some helpful practices include: Maintain class structure. Plan each lesson well.

Maintain a regular routine when beginning and ending class, when doing exercises and practices, when assigning pairs and groups, and wh en checking work; in this way students will have a clear understanding of the structure of the class and what is expected of them.

Personalize. Learn student names at the s tart of the term ; learn about your students' personalities and interests; use this to tailor exercises and content to a particular class. Maintain eye contact with your students as you teach . Let each student know you are interested in his or her progress.

Keep students involved. Limit the amount of time you spend explaining information-instead, elicit information from stude nts by asking simple qu estions in English. Alternate asking questions of the en tire class and calling on individual students to answer; this will ensure all students Me listening, involved, and have an opportunity to participate.

Maintain a fun, challenging pace. Set a time limit for activities so students will know they have a limited amount of time to complete the activity; when most students hav e finish ed an activity, move on to the next stage-this will motivate students to work hard and maintain student interest in the lesson.

Give clear instructions. Always elicit one or more answers at the start of a written exercise or provide (I model (teacher-student, studentstudent, etc .) for pair and group work so that all students understand what to do. If you discover at the start of an exercise that lllcmy students hav e misunderstood the instructions, immediately stop the activity to clar ify ins truc tions and provide another mod el.

Monitor and reward students. Walk around the room as individuals, pairs, or groups are working on an activity. Keep an eye on a ll students so that you know which ones need your help or guidance. Reward students both verbally and non -verbally for their effort and achievemen t as they work. When students have finished an activity, always perform a check for the class and give feedback.

ix

Teaching techniques The choice of teaching techniques obviously depends on the individual classroom situation and your preferred teaching styl e. Below are some suggested techniques:

>-Pair and group work Many of the exercises in Postcards are designed so that students can work in pairs simultaneously. In pair work, students' talking time is increased d ramatically, and students engage in extensive practice in a short period of time. It's important to vary pairings in class so each student gets an opportunity .to work with a variety of others. Vary paIrs by havmg students work with the student on the left, on the right, in front of, or behind them.:0 assig:n pa irs efficiently, give explicit ve rbal Instructions and examples, such as Workwith the partner on your right. (pointing to the student at the end of the row) You 're A. (pointing to the student on his /her right) You're B. (pointing a t the next pair) You're A; you're B. (pointing at the next row) You're A; you're B. Etc.

You can also form random pairs. This works especially well when you have pairs stand to perform the exercise. Say, for example: Standand find a partner you haven't workedwith before. You havefifteen seconds to find a partner. Everybody, standandfind a partner! Students can work in groups when they do discussions, task-based activities, rote-plays, questionnaires, and projects. Croup work is an effective vehicle for encou raging cooperation and independent learning. It also provides shy students the opportunity to open up and participate. You can form groups with students of similar ability so that each student is performing at his/her level . Alternatively, you can form groups of s tude nts with mixed ability so that the more capable students can help others. As with pairs, vary group members so students are exposed to a variety of others. To assign groups efficientl y, give explicit instructions and examples of how students are to form their groups.

Setting up: modeling and time limits When students will be working independently in pairs or groups, follow written or verbal instructions with a model to ensure all students understand how to pro ceed . Depend ing on student level and the complexity of the task, you ma y wish to model in more than one of the following ways to make sure s tuden ts know what to do: Teacher to self (T-T):

T: What's your I1J1me? (r all s(~) I'm Mr. Nlori. Teacher to student (T-S):

T: (pointing to student) What's your name? 5: I'm Taro. Student to teacher (5-T):

T: (pointing to student) Ask me. 5: What's your name? T: I'm Mr. Mori. '

Student to student (5-5): T: (pointing to student) Ask Taro . 51: What's your name? 52: I'm Taro.

Student 1 to Student 2 to Student 3, e tc., in a chain (51-52-53): T: (pointing to student) Taro, ask Miki. Miki, answer and ask Tomo. Tomo, answer andask the next student, and so OIL 51: What' s your name? 52: I'm Miki. What's your name? 53: I'm Torno. What's your name? 54: I'm . . .

To make sure students arc focused and work quickly, set a time limit for the task. Warn students halfway through the task how many minutes they have left. Warn them again one minute or so before the time is up. Monitoring and correction After modeling, it's important to move around the classroom and unobtrusively monitor pairs or groups. Whi le monitoring: Make.sure students are demonstrating tha t

they understand how to do the exercise; if most students have not understood, yOllmay need to do another model.

Make sure that s tuden ts are using the main target language (the grarrunatical or lexical focus of the practice) correctly; if most students are not, you may want to stop to do a quick review and encourage students to pay attention to language usage.

Don't correct minor errors. Just take note of any important ones or ones which would be helpful for the whole class to give feedback on later.

Move unobtrusively from group to gTOup to help, encourage, and praise students as needed. Listen for pairs or groups with typical or interesting conversations-you may wish to call on these to share their work during the check.

following through: checking After pairs or groups hav e finished an exercise, it is important to check by calling on a few pairs or groups to present their exchanges, ideas, summaries, etc., to the class. This will allow the class to see typical or interesting examples of pair and group work, and provide feedback and closure. For dialogues and exchanges, call on pairs or groups to stand and perform for the class . For discussions, yOtl may wish to call on one person from the pair or group to summarize the conversation .

>-Repetition and choral practice Repetition and choral practice helps students reproduce and remember sounds, words, and structural patterns. Repe ating chorally can also help students gain confidence before they are asked to perform individually. Repetition and choral practice can be used with Dialogues, Putting it together photostories, Grammar focus charts, Pronunciation exercises, Vocabulary lists , Useful expressions, and Communication and Speaking exchanges.

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Opt ions Below are some diff erent pa tterns for repetition and chora l p ractice: Whole class: Everyone, repeat after me/the CD.

Optimal for the first time a d ialo gu e, excha nge, Of vocab ula ry ite m is presented-the who le class repeats after the teac he r or aud io.

Half the class at a time: This halfof the class repeat after A, then this half l?f the classaf ter H. Usefu l for dialogu es or exchanges with tw o roles, or for encouragin g competit ion between two sides of a class for each line of a d ialogue or exchange. This can also be done wi th horizonta l o r vertical rows: (poin ting to the appropriate rows) Euen-numbered rows repeat ajter A, odd-numbered rows repeat { ~rte r B.

Groups: This group repeals af ter A , this groupafter B, and this group aft er C Useful with d ialogues or exchanges involving mu ltiple roles. Milke sure each group gets to repeat after each role once.

Individual checks: Pedro, repeat. Useful for mon itorin g individual pronuncia tion and keep ing all students active ly involved , ind ividual checks can be in tersper sed w ith an y class or group cho ral repetition.

Techniques A good technique for choral practice is "backch ain ing." in which stu de n ts repeat an u tteran ce-usu ally a sen tence- in par ts, starting from the end and b uild ing up to the complete u tte rance; for example: Repeat after me, everybody , . start? . . . movie start? . . . does the movie start?

. .. What time does the mooiestart? The key to effect ive backchaining is to keep intonation con sisten t.

..-,. Ch oral repetition mu st be fas t-paced and cha llenging in order to main tain student inv olvemen t. A good technique for maintaining pace is "ov erlapping." or p resenting the beg inning

- of a new line or phrase just as s tud en ts are finishing repeating the previous one; for exam ple:

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- Teach er: How areyOIl? Class: How an: yOIl ?

Teacher: I'm fine , thanks. (as students are saying you)

Impor tant s tress an d intonation patterns can be em phasized by exaggerating and using body lan guage during choral repetition; for examp le,

- say ing stressed words more loudly an d with ges tures: What TIME does ihe movie STA,RT?

- >-Homework and homework correction The writing exercises in the Student Book and in

- the Language Booster may be given as hom ew ork. It is a good idea to prepare stude nts beforehan d for homework by making sure that instructio ns

- are understood, clarifying any new vocabu lary or exp ressions, and elicitin g one or two exercise item s for each s tep or exercise, -

Homework can be corrected in the following wa ys: Check answ ers to exercises by eliciting the

answers oral ly in class and w ri ting ans w ers on the board as needed .

Have st ud ents correct thei r partner's exercises using a pho tocopied answer key or w ith the teacher reading out the an sw ers.

For written paragraphs and com positions, have s tudents check their partner's work using the Peer ed iting checklis t (page 134 of the Student Book).

Suggested procedures for the Student Book 111e Stu dent Book offers an array of interes ting an d cng ilging material that students will enjoy d oing in class. Belo w are some sugges ted general p roce d ures for each element in the Stu dent Book.

Learning goals The Learning goals highligh t the main points of Commun ication, Grammar, and Vocab ulary in eac h unit. Before starting a lesson, you may want to ha ve studentslook at the Learn ing goals.

Suggested procedures Draw students' a tten tion to the items in the

Communication section; for examp le, Gioe and follow instructions (Unit 2). Ask the class to give examp les, either in English or Ll, of lang uage th at they expect to learn in the unit.

Read or ca ll on a student to read aloud the Grammar goa ls. Don't explain the grammar point at thi s tim e; it is enou gh to introduce s tud ents to the terminology at th is point. Te ll students that they will learn m ore about th e Gram mar po ints in the unit,

Refer s tud ents to the w ord groups listed in the Vocabulary section; for examp le, Foodsf or various menls (Uni t 2). Elicit exam p les of Engli sh words students al ready know in these groups.

Af ter s tu den ts have completed the un it, you may wish to have st ud en ts refer back to the Learn ing goals . Ask them to g ive examp les for each of the goals listed , and to confirm that they have met the goal.

>-Large photographs The large photographs that accompany the presentation material at the beginning of each unit are an important teaching reso urce. They can be us ed for warm-up and to help students predict the scen e of the dialogue or the focus of th e activ ity. They can also be used to elicit key vocabulary or to teach cultural d ifferences between the United States and the s tudents' own culture. After th e lesson, the photographs can also be used to rev iew what the studen ts alrea dy know about the characters , such as their names , age s, and relationships.

Suggested questions for exp loiting the large photographs are given in the teaching notes.

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>-Dialogues and Comprehension exercises The dialogues in Postcards develop the sto ryline and present new structures and functi ons in context. The following guidelines are for handl ing d ialogues in ge neraL Specific suggestions for teaching the d ialogues are given in the lesson notes.

Suggested procedures Before you play the dialogue: Ask questions about the large photograph to

set the scene for the dialogue and help students predict what it will be about.

Have students cover the dialogue with a notebook, a piece of paper, or their hand.

Tell them to look at the Comprehension questions. Read or call on students to read the Comprehension questions aloud. Alternatively, have students read the questions silently. Pretcach any new vocabularv students will need to understand to answer the questions.

Depending on your students' abilities, play the audio once, twice, or three times. After each listening, give your students a moment to complete their answers to the Compreh ension questions. You may want to ask students to ra ise their hands if they would like to listen again. When s tudents have completed the questions: Have students uncover the dialogue. Play the

audio and have students read along to check their answers to the com prehension questions.

Elicit the answers, writing them on the boardif nee ded . If students have difficulty with any of the item s, elicit the line(s) of the dialogue wh ere the answer is given.

Play the aud io again, stopping at in tervals to exp la in or el ici t the meanings of new vocabula ry or expressions, to elicit the unit's grammatical structures, or to give background information (see dialogue Background notes in this Teache r's Edition). Some techniques for teaching new vocabulary are : using real objects in the classroom environment showing flashcards or magazine pictures using sketches and diagrams on the board or

overhead projector miming and acting explaining meanings in simple English having students use dictionaries

Depending on your students' needs and your situation, you may want to either move on to the next exercise at this point, or you may instead want to have students practice the dialogue to further familiarize them with it. Procedures for further practice are: Read or play the dialogue again, pausing after

each sentence or line for students to listen and rep eat chorally and individually. Work on

students' pronunciation, intonation, and stress. Vary the choral repetition pattern for different dialogues (see Options, page xi) and use a variety of techniques (backchainin g. ove rlapping, exaggeration and body language; See Techniques, page xi).

Assign students to pairs or groups, depending on the number of characters in the dialogue, and have them practice reading aloud. Make sure stude n ts sw itch roles so that each student has the chance to read each role at least once.

Time permitting, after the initial pair or group readings, you may want to do one of the following actitities to increase studen ts' fluency and grasp of the language: Have students change partners or groups and

practice each role again; encourage s tudent s to read as quickly and as naturally as they can .

Have studen ts silently read each line, then look up and say it, making eye contact with their partner(s) as they speak.

Have students stand and act out the parts d ramatically, usin g facial expressions and gestures.

After pair or group practice, call on one or two pairs or groups to stand and perform th e dialogue in front of the class.

>-Useful expressions The Useful expressions are a selecte d list of phrases and expressions from the dialogue that are either common collocations or colloquial expressions . The students should learn these as fixed items. Do not attem pt to explain the grammar behind the phrases unless the s tu dents ask specifically for information of this kind. Useful expressions are recycled in appropriate contexts in the rest of the unit and in the subsequent units.

Suggested procedures Check that the students understand the meanings

of the exp ressions by eliciting the meaning or having them give examples of situations when the expressions are used .

Play the audio and ask the students to repeat the phrases chorally. Work on pronunciation, stress, and intonation as needed . Then have students complete the exerci ses .

You may want to keep a list of the Useful expressions presented during the course so that you can use them yourself when interacting w ith students and review them at regular intervals.

Vocabulary Vocabulary is presented in lexical groups and p racticed through exercises and task s linked to the grammatical or communicative focus of th e unit. The illustrations in Postcards have been carefully chosen to help you teach new vocabulary.

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Suggested procedures Play the CD and hav e students practice

p ronouncing the vocabulary items. Pause the audio and help students as needed. Use the illustration or another teaching device to make sure students understand the vocabulary.

Model or elicit the firs t one or two exercise items. Then have studen ts work individually, in pairs, or in groups to complete each exercise. Monitor, help, and praise students as they work. ''\Then most studen ts are finished , ca ll on s tudents to share their answers with the class.

You may want to have students keep a sma ll notebook in wh ich they list new words an d expressions along wi th their definitions .

>-Pron un ciati0 n The Pronunciation exercises isola te and practi ce important so unds, stress and in tonation patterns, as we ll as suprasegmc nta l fea tures (linking, blending, etc .). Suggested procedures Briefly introduce the p ronuncia tion fea ture .

Mo del mouth position for basic sounds; use the board or geshJres for stress, in tonation, and suprasegmental features . Specia l tips for teaching each pronunciation item are included in the lesson notes for each unit.

Play the audio and have stu dents practice the target sound severa l times. Pause the a udio and help s tudents as needed. When students a....e able to form the correct SOW"l-Commu nication The Communication sect ions focus on the impor tant communicative functions to be practiced in the unit. The communica tion exchanges eithe r develop the gramma r from the un it in a comm unica tive context- for example, Describe people's personalities (Unit 1)-- 0 1' exemplify communicative sentences without emphasis on the underlying grammar- for example, Make an offer (Uni t 3). Suggested procedures Point out the communica tive function to be

p racticed and play the audio. Practice the exchanges chorally, using

backchainin g to help students with overall rhythm and inton ation (see Techniques, page xi).

Read the ins tructions for Exercise B and model the role-play (teacher-student, studen t-stud en t, etc.). Have students practice in pai rs or groups, with each s tudent practicing each role one or more times. To help students in ternalize and gain fluen cy with the language, assign new partners and have studen ts practice again; altern ative ly, have students s tand and practice, changing partners several times (say, for example, Practice with at leas t fourother students).

Call on one or more pairs o r groups to stand and perform for the class . If helpful, you may wa nt to have s tudents write ou t the conv ersation afte r the oral practice.

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>Learn to learn The Learn to learn sections are designed to he lp students become be tter language learners. This section presents general learning strategies as well as specific strateg ies for read ing, listening, speaking, writing, and vocabulary acquisition. Stude nts arc then given a task with which they can practice applying the learning strategy.

Suggested procedures Read the strategy aloud or call on a student

to read it. Elicit or explain how the s tra tegy is helpful.

Tell s tud en ts that they will now practice using the strategy. Read or call on students to read the task instructions. Model or elicit one or more answers if needed. Then have students complete the task.

After checking the task, ask s tud en ts if they found the stra tegy helpful. Elicit when and wh ere they could apply thi s strategy.

Recycle the strategy whenever applicable: recycle a reading stra tcgy in the next reading exercise, recycle a listening strategy in the ne xt listening exercise, etc. Recycle by reminding students of the stra tegy, eliciting how to perform it, and asking students to practice applying it. By repeatedly applying the strategy, s tud en ts will int ernalize it.

>Teen talk The Teen talk sections are designed to let s tud en ts talk about topics of interest in a casual, relaxing manner with little or no teacher intervention. While many of the acti vities in Postcards focus on accuracy, Teen talk focuses primarily on teen-to-teen communication. It giv es stud en ts a ch ance to pay less attention to form and more attention to getti.ng their ideas across in English .

Suggested procedures Read or have students read the instructions, then

quickly ChOIUS the Usefu l language. Follow with a teacher-student or student-student model of the beginning of the discussion .

Assign groups and let students discuss. Walk around and mon itor as s tud en ts work. You may occas ionally need to mediate-for examp le, to encourage shy students to give their opinionsbut avoid correcting or offering language help unless asked .

When students have finished, call on several students to share their thoughts and idea s on the topic with the class.

>Your turn TIle Your tum section personalizes a topic and allows students to apply recently learned language. The activity may be oral or written. f ollow standard proceduresfor pair, group, or writing activities.

>Listening There are a variety of typ es of Listening exercises in Postcards. All include the structures, functions, and vocabulary in focus. Aud ioscripts ma y highlight a telephone conversation, an extract from a radio program, an interview, or a recorded continuation of the stor ylin e featuring the main characters. Each -listening is accompanied by a sim ple task such as complet ing a chart or answering comprehen sion questions. Some tasks ask students to listen tor specific information, while others en courage them to listen for gist rather than at word level.

Suggested procedures Set the context of the Listening. Ask warm-up

questions to generate interest. Make sure that students und erstand the

instructions and task. Alw ays hav e students read over the questions,

chart, etc., before they begin . Elicit or explain any new words in the task.

Play the audio once for stu dents to grasp the general id ea. Ask a few sim ple comprehension questions. Play the audio again once or twice and have students complete the answ ers to the task as they listen. If students still have di fficulty completing the task after a third listening, play the audio once more and stop a t key po int s where students need to record information.

C heck the an swe rs to th e task . Replay th e audio if hel ptul.

>Reading The imparlance of reading cannot be overestimated. It gives confidence and motivates learning. It provides context for new language and serves as a model for wr iting. Most important of all, it is a stim u lus for ideas and discussion . The reading texts in Postcards are varied in type and length an d are often adapted from authentic sources such as brochures, newspaper s, and magazines.

Suggested procedures Ask a few ge neral warm-up qu estions to set the

context of the reading. Elicit the title and ask questions about the photographs. Ask stu d ents to predict what the rending will cover.

Have students read the instructions an d questions or task , explainin g any new vocabulary words therein. Make sure students understand what they are to do .

Have the students read the text si lently once or twi ce to themselves. Alternatively, play the aud io or read the text aloud the first time with the students follow ing along in their books, then let them read the text aga in silently. Encour age stu dents to guess the meaning of new words and expressions as they read .

Have the class do the comprehen sion task, either ind iv id ua lly or in pa irs .

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Check the answers. Elicit or exp la in the m eanin gs of any key vocabulary items. If helpful, have the students do a final confirmation reading of the text.

>-Writing Writing tasks have a twofold purpose: to consolidate the language in focus and to help students produce specific text types. The detailed lesson not es give guidance for handling specific writing tasks.

Suggested procedures There is often a model reading or se t of questions

that will help guide students throu gh the Wliting exercise. Encourage them to consider the model as they think about and then write the ir paragraph(s).

Help students brainstorm about what kind of content they might include in their writing. You may wish to do this as a class , in groups, or in pairs.

Encourage students to make notes or an outline before they begin writing. If helpful, review the relevan t paragraph structure with your students; for example: topic sen tence examples or sup p ort conclusion

If students are performing the Writing exercise in class, circulate to monitor and help them. Encourage them to check a dictionary for the spellings of new words.

After students have finished their writing, have them exchange papers with a partner and mark their partner's work using the Peer editing checklist on page 134. Then have students take back and correct their writing before turning it in to you. You may wish to ha ve st udents use the following correction symbols when marking each others' work: sp = spellin g gr= grammar wo = word order v = vocabulary p =punctuation

~Putting it together Putting it together is CI photostory activity that occurs at the end of odd-numbered units (Units 1, 3151 etc.) . It features the main characters and consolidates previously learned language with a predicting and listening activity. Follow standard listening acti vity procedures.

You may want to extend this section by treating the photostory text FlS a dialogue with chorusing and pronunciation work, pair or group practice, and dramatic enactm en t. The photographs and dialogue can also be us ed to discuss American life and culture and compare it with students' own.

>-Progress checks The Progress checks are found after eve ry two units (Units 21 41 6, etc.). They g ive studen ts a chance to measure their progress on a regular basis.

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Each begins with il Test-taking tip to help students learn strategies for doing their best on tests. The Progress check tasks are divided into three sections: Grammar, Vocabulary, and Communication. There is also a Now I can .. . checklist for students to reflect on what they ha ve learned in the previous two units .

To calculate student scores on the Progress checks, simply total the number of possible points per section (the number of items minus the examp les). Then divide the number of correct responses by the total number of points. For example, on a test with 63 possibl e points, a student answered 46 correctly. Divide 46, the number of correct responses, by 63, the number of possible points. Th e calculation (46 -;63 = .73) results in a score of 73%. Optional Sections The following are optional sections that Can be done with or after units. Suggestions as to teaching procedure and when to complete each activity are listed at .the optional point of use. You may wish to use all of these activities or just a few, depending on your situat ion and student needs.

~Games Games are found after Units 2,5/81 and 11 of the Student Book. The Games are designed to practice relevant grammar and vocabulary in a relaxed and fun forma t. They provide students with the opportunity to consolidate language while having fun .

>-Projects Projects are found after each game. These Projects provide students with the opportunity to produce a piece of work based on their own inpu t and ideas, while at the same time consol idating an d expand ing on the language they have learned. Project w ork fosters creativity, learner independence, and cooperation with other students.

Make sure that you and the students can give sufficient time to each Project. Some may be completed in one or two class hours, while others are longer-term assignments.

~Wide Angle on the world Wide Angle readings come after every third unit. Each expands on a theme from previous units . Wide angle offers add itional integr ated practice in reading, sp eaking, listening. writing, vocabulary development, and learning strategies.

~Fun with grammar Throughout the units, students are referred to the FUll with grammar activities located in the back of the Student Book. These grammar-based competitions are designed to be fun while at the same time allow for review and reinforcement of unit content.

>-Fun with songs The Fun with songs section is found at the end of the Student Book. These son g projects prov ide an opportunity for students .to tak e a br.e~k and rel ax, listen to and discuss music and musicians, and ga in a greater apprecia tion and understanding of English songs.

>-Focus on culture Focus on culture pa ges are found at the end of the. Stude nt Book. These readings allow students to gam cross-cultural unders tanding through the study of other cultures and comparisons with their own. Each Focus on culture spread includes discussion and writing practice.

Special Features In the Teacher's Edition >-Background notes Background notes in this Teacher ' s Edition present in-dep th information on U.S. and ~vorld culture .as touched on in the dialogues, exercises, and read ings presented in the Student Book. .Relevant information from the notes G ill be shared with students to increase their cross-cultu ral understanding.

>-Focus on multiple intelligences Recognizing that students have a vaJ:iety .ofle~ming styles and abilities, teaching suggestlo.n~ ~ tl''I1~ Teacher 's Edition include notes on activities with a strong focus on multiple intelligences. These. . . activities will benefit students with natural affinit ies for specific intelligences and related learning.styles. At the same time, focusing on d ifferent intelligenc es can help all students exp lore and furt~er d~velop a wider range of learning modes. The Intelligences highlighted in the teaching notes are:

Kinesthetic: Students with a strong kinesthetic, or bodily, intelligence will learn w.ellwhe ~l ~I:g(l ging in activities inv olving motor skills. Activities such as hands-on projects, games, total physical response exercises (TPRj, and the acting ou t of dia logues and sc ripts with movement and ges tu res s timulate kinesthet icintelligence,

Visual: A student with visual/ spa cial intelligence responds to visual representations and is good at creating mental images. Making or using pictures, diagrams, graphic organ.izers, maps, symb~ls, photos or videos, etc., WIll be helpful for this type of learner, as will activities involving visualizing.

Auditory: A student with strong auditory /rnusical intelligence is sensitive to sounds and patt.ems ?f rhythm, intonation, and pitch. Students WIth. t~ I.S type of intel ligence will be stimulated .by actJ~l t J eS involving sOllnd-prommciatio~and intonation work, listening exe rcises, songs, Jazz chants, etc.

Logical : A student with developed logical! mathematical intelligence is good at th inking

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log ically, recognizing patt erns, and doin.g . calcu lations. A logical learner will benefit from activities involving deduc tive and inductive thinking, classification, rules, and processes.

Linguistic: Students with a high ~egree of ~inguis ti c intelli gence are talen ted a t extractmg me~lllng from text and using language to express meanlllg. They tend to be good at learn ing langl~ages and gc~e.raUy have an affini ty for writing. reading, summan~ l1~~ , giving speeches, and other language-based activities.

Interpersonal: Students with a high degree of interpersonal intelligence hav e a de veloped . sensitivity to others and learn well through s?Clal interact ions. Pair and group work, collaborative learning, in terviewing, writing dialogue~, a~d reflecting on social situations presented In dialogues are examples of activ ities helpful to an interpersonal learner.

Intrapersonal: A student who is self -reflec tive and sensitive to his or her own feelings tends to hav e a high degree of intrapersonal intelligenc~. Ind ependent work, sel f-a~sessment, s~lf-~efkctJOn, personalizing, journal-writing, and tlllnklllg.abo~t one's personal react ion to situations and topic s will be of benefit to the intrapersonal leamer.

>Foeus on values As the classroom is one of the best places to help yOlUlg people develop values and character, each. unit of the Teacher 's Ed ition includes notes focus ing on values , The characters and situations p resented in the dialogues and photostories (I re modeled ~f~er real teens and thus present numerous opportunities for reflection on appropriate and inappropriate . behavior. Focus on values notes provide suggestlOns on how to help students recogni ze and react to . implicit and explici t values, attitudes, and behavior in dial ogues and photostories.

>-Cross-curricular activities The Teacher 's Edition includes Cross-curricular activity suggestions for each unit of the Student Book. These activities encourage students to use-s-and sometimes expand- their knowledge of social studies, science, literature, and the arts while pr acticing English.

>-Home/School connection Parents playa fundamental role in the educa tion of their children. The more they get involved and encourage their children to work at ho rne, the better results students achieve. For this reason the Teacher's Edition provides Home/School connection suggestions on increasing parental involvement in students' English education.

>-Grammar reference TIle Grammar reference section found at the end of the Teacher 's Ed ition provides in-depth grammatical

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bac kground abou t the struc tures and clements in ach of the grammar charts in the Student Book. The .ra rnmar reference sec tion provides any necessary

gra mmatical information the teacher needs to successfu lly teach the unit grammar. Depend ing on the level and p rior knowledge of students, the teacher may wis h to share or elicit some or all of this extra grammatical information in class.

~Un it and Quarterly tests Pho tocopiable Unit and Quarterly tests (every three un its), as well as their answer keys, are found a t the end of the Teacher's Edition . TI1Canswer keys specify the tota l n umber of possible poi nts for each test: 50 points for Unit tests and 150 points for Quarterly tests . To cal cula te s tuden t scores, simp ly d ivide the number of correct resp onses by the total number of possibl e poin ts. For exam ple, on a tes t w ith 50 possible point s, a stu dent answered 45 correctLy. Divid e 45, the number of correct responses, by 50, the number of possib le poi nts . The calculation (45.;- 50 = .90) results in a score of 90 percent.

~Student self-evaluation checklists A pho tocopiable Student self-evaluation che cklist is found at the end of the Teacher 's Ed ition. You may copy and give this to students after each unit so that they may reflect on and assess their ow n progress.

~Cert ificate of completion The Certificate of completion at the back of th is Teacher's Ed ition may be pho tocopied and given to s tuden ts a t the successf ul completion of this course. The certificate serves as a concre te symbol of the effort and prog ress the s tudent has I;'ad e in his or her Eng lish study.

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1 Personal information Read the information. Then complete the form with your own information.

Last name First name Age Address Tel. no. E-mail .. Hud60n Kathleen 18 61 Park Avenue (212) 555-3586 katI23@mail.com

New York. NY 10303 U.S.A .

2 Relationships Mr. atld Mrs. Potter The fam ily

A. Read the family words.

grandfather and grandmother =grandparents

father and mother =parents son and daughter =children brother uncle Vudley l1ursley HarryPotter sister cousin on/yah. aunt only child

B. PAIRS. Write some of the words from Exercise A in Harry Potter's family tree.

Friends

A. Read the words and look at the pictures.

B. Write names below the pictures where appro priate.

-~:_: '~ ~" -'I 'r- "~~"~ '~~ ~ r

. .. ,~,.

classmates

Let's get started. 2

,iletsgets Vocabulary

1 Personal information (10 rnin.) A. Have s tude nts open their books. Hold up your

book and point to the personal information form for Exercise A. Say Read Kathleen'5 personal injormation .

Have s tud en ts repeat the following, working on pronunciation as needed: Kathleen Hudson L

3. Classroom commands (10 min.) A. Multiple intelligences focus: this activity focuses on kinesth etic intell igen ceo CaB on a studen t to read the instructions aloud.

Then hold up your book. Point to each command, read it aloud, and have the class repeat after yo u .

Say each comm and aga in, have students repeat, then model pe rform ing the command. Ha ve students perform the command after you. (You may want to practice this activity before class so that you have clearl y di fferent gestures for similar commands, such as imagine, think, and guess.) Then say each command again in random order and have students act it out with you. Continue until you feel s tudents ha ve learned the actions thai go w ith each command.

B. PAIRS. Call on a student to read the instructions

aloud. Then assign pairs, indicat ing which student in each pair is Student A and which is Student B. (Pointing, say Vou 'rea pair. You're Siudent A. Vou're Student B.) Model performing the activity with a student. Th en ca li on a pai r to stand and model it for the class.

Have s tudents do the act iv ity in pairs. To check, have the class close their books. Act

out the commands in random order and have the class say them aloud. To make th is more fun and challenging, pick up the speed of your actions as you proceed.

4. Everyday activities (15-20 min.) A. Point to and read the phrases aloud as students

listen an d repeat. Ask students to stu dy the pictures for a minute.

Then have s tudents cover Ihe words an d look at the pictures. Quickly chorus the vocabulary again, repeating difficult items as necessary.

B. PAIRS. Point to and read the instructions aloud.

Then elicit qu estion words and w rite them on the board : for examp le, Do, Does, When, Wllnt time, Whl'l'e, Why. Next, elicit questions s tude n ts could ask with these words and the first ph rase, wake up. (What time do you wake up ? Does your fam ily wake up at 6:00? When does your mother wake up? Why do you wake up at 6:00?)

Mod el the acti vity with a student by aski ng him or her each of the questions.

Assign pairs and encourage students to giv e extended answers when possible. Walk around to monitor and help.

Check by asking qu estions and calling on different students to answer; for example, What time do you wake up on school days, Karen? Whal about you, Luis? Mik, what about you?

Multiple intelligences focus: this activity focuses on Iinguisticl interpersonal inte IIigence, Tell students to close their books. Have students

form a group of four with another pa ir. They will take tu rn s telling the group all they can remember about their partner 's ev eryd ay activities; for example, Suzanne wakes lip at 6:45 and then she takes a shower and brushes her lee/h. Then she . . . Encourage students to go quickly and see who remembered the most details.

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3 Classroom commands A. Look at the pictures and read the commands.

1. Cover. 2. fake turns. g. Peserlbe. f. Kepeat.

5. ViscuS!. 6. ihlnk. 1 Circle. S.I...,ag!tte.

9. Vraw. 10.list. 11. ~uess. 12. Vl'Iderlltle.

B. PAIRS. Take turns. Student A, act out a command from Exercise A . Student B, guess the command. Act out at least three commands each.

4 Everyday activities A. Read the phrases and look at the pictures.

1. wakeup 2.gettip 3. takea shower 4. brush I1\Y teeth 5. have breakfast 6. [eavp, the house

7. go to school S. havelutlch 9.qethOl1\e frol\ll school 10.have dltll'ler t 1. do II1Y hOl1\ework 12. go to bed

-

B. PAIRS. Ask each other questions using some of the phrases in Exercise A. let's get started. 3

Grammar

5 Nouns A. Write two more examples for each

category.

, Category>' :,.,:, 'l:.-,' I ExaJ1lple',,'n 'r"

mont hs January, days of the week Sunday, classroom objects board,

red, Spa in, kitchen.

colors

countries

rooms of a house

places in a tow n park, teacher,occupati ons

B. What words begin with capital letters in Exercise A? Give one more example for each.

India1. places: 2. things: ~computer,

Mr. Sandler3. people:

6 Pronouns A. Fill in the missing object pronouns.

Su~ed I O~ed me

You

He

I She It it

We

You you They

B. Write the subject pronouns from Exercise A in the correct column.

First person Second person Third person I

7 Adjectives Look at the adjectives. Match them with at least two nouns from the box.

game girl hair house magazine mall man movie park test

beautiful girl1. beau tiful: 2. big: 3. boring: 4. easy: 5. expensive: 6. interesting: 7. long: 8. short: 9. tall:

10. young:

8 Verbs Fill in the past form.

Base form I Simple past form be

bring

come

da nce

do

eat

getup

go have/has

put

sing

take

tell

walk

write

-,.....

4 Let's get sta rted.

Grammar

5 Nouns (5 min.) A. I Read. the instructions aloud. Have stud en ts look at

the chart . Read each category and example aloud and have studen ts repeat.

I Elicit or explain the d ifference between a common noun (places, people, or things-these usu ally sta rt wi th a small letter) and a proper noun (the name of a particular pla ce, person, or thing- these usually start with a capital letter).

B. Read the instructions aloud. Elicit other examples

of proper nouns for pla ces, things, and people. I Have students work individually. Check by

eliciting several answers for each category.

6 Pronouns (S rnin .) A. I Read the instructions. Elicit or explain the

mean ing of pronoun (a word that can s tand for a noun that was already men tioned or un derstood ).

Exp lain that some pronouns are used as the subject of a sentence (T. you, he, n,etc.), an d that some are used as the object of a sen tence (me, you, it, etc .). Write the following on the board and tell students to refer to it if necessary when completing the object pronouns: They like _ _ .

I Have studen ts work ind ividually to fill in the object pronouns. Check by callin g on different studen ts. Write the answers on the board.

Answer key l- rne, You-you, He-him, She-her, It - it, We-us, You-you, They-them

B. I Read the instructions. Elicit or explain the

meaning of first-, second-, and third-person pronouns. Elicit one answer for each colum n.

I Have students compare their lists with a partner before you elicit the answ ers .

Answer key First person: I, w e Second person: you Thi rd person : he, she, it. t~ ey

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7 Adjectives (10 min.) I Read the instructions. Elicit or explain the

meaning of adjective (a wo rd used to describe a noun). Tell students that adjectives usu ally come before nou ns.

Elicit the mean ings of an y ad jectives that might be unfam iliar. Point to the example and tell stu dents that there are several poss ible answe rs. Elicit several answers for number 1.

Have s tuden ts w ork indi vidually to complete the exercise. Check by elicitin g several answers for each item.

Answer key Answers w ill vary.

8 Verbs (10 min .) I Read the instructi ons. Elicit or exp lain the

meaning of simple pas!form (the verb form used to talk about completed actions). Elicit the past tense form s of be (was/were) and bring (brought) and wri te them on the board .

I Have students work individually before compari ng their an sw ers with a partner.

I Elicit the simple past tense form s from indi vidual s tuden ts and. wri te them on the board.

I Chorus the base form and past tense for ms. Tell stu den ts to study the past tense forms for a minu te. Then tell studen ts to close their books and qui ckly elicit the past tens e form s at random; for example, Take? (took) Eat? (ate) Do? Be sure to keep up the pace by overlappin g as you go through the verbs.

Answe r key be-was/were br ing-brought come-ca me dan ce-danced do-did eat - at e get up- got up go-went have/has-had put-put sing - sang take-took tell-told wa lk-walked writ e-wrot e

A.

B.

9 Prepositions of location (10 min .)

Ask students to dose their books. Write the following on the board:

A: Where _ _ the book? B: The book __ on the table.

A: Where __ the books? B: The books __ on the d esk.

Elicit tile correct form of be and fill in the blanks. Cross out The book and The books from the answer s and elicit the subject pronouns. (It , They)

Elicit or explain the meaning of preposition. (a word that shows where it noon is in relation to another noun or nouns)

Ha ve students look at the pictures as you chorus the questions and answers.

PAIRS. Read the instructions and example aloud. Elicit item s in the classroom that students could ask about and write them on the board. (Try to make sure there are both singular and plural nouns.)

Ask two s tud en ts to stand and mod el the activity using items on the board .

Assign pa irs and have students practice. Remind them that they need to be careful with is/are and it/they.

To check, call on several pairs to ask and answer abou t items in the classroom. You mav also want to describe wh ere items are andthen have students guess the items; for example, say It 's on the wall. It's above the board.

10 This/These; That/Those (10 min.) A. Read the instruct ions, Have students look at the

pictures as you chorus the statem ents. Elicit or expl a in that this/these are used to refer to item s near the speake r and that/those refer to things that are farther away. Provide further exam ples and chorus with the class; for exa mple, This is my pen. These are my pens. That's a window. Those are windows.

B. PAIRS. Read the instructions and chorus the

example with the class. Model with a student, takin g A's role . Be sure to

show switching roles. Ask and have the student ask about items that are both near and far away.

Assign pairs and have s tuden ts practice. Remind them that they need to be careful with this/the:::e and that/thos/

'10 check, have a student ask about an item in the classroom and call on students who are nearby aud farther away to answer.

Communication

II Ask and answer questions (5 min.) A. / A2 Read the instructions aloud and pla y the

aud io. Hav e s tud en ts repeat . B. PAIRS. Read the instructions. If help ful, rev iew

months and ordinal numbers by writing dates on the board; for exa mple: 1(1 (January first), 2/2 (February second), 3/3 (March third), 4/4 (April fourth) , 5/5 (May fifth) . . . up to 12/12 (December twelfth). Elicit and chorus the dates, wo rking on syllable stress and pronunciation.

CaLL on a pair to model asking and answering. Have students ask and an swer in pa irs. Walk

around to monitor. To check, call on different pairs to perform each

exchange.

12 Say goodbye (S min.) A. Read the instructions aloud. Then chorus each of

the express ions, eliciti ng the meanings of any that might be unfamiliar.

B. Read the instructions. Elicit possib le responses

from individual students. Write these on the board and have students use them to fill in the blanks.

, Answer key 1. Thanks. vYou, too. I Bye. ! See you. 2. Bye. ! See you .

. 3. Sure. I You, too. I See you.! Bye. 4. Thanks. I You, too. I See you. I Bye.

: S. You, t oo.] See you . I Bye. I Thanks.

Have studen ts stand and practice saying goodbye with several other students. Encour age them to use several different expressions, responses, and gestu res.

Be sure to encourage students to use the se exp ressions at the end of thi s class and following classes!

TS

9 Prepositions of location A. Read the sentences and

look at the pictures.

Where's the balloon? It 's under the table. It's behind the computer.

Where are the CDs? They're in the bag. They're on the bag.

Where's the balloon? It's above the table. It's in front of the TV.

B. PAIRS. Take turns. Ask where four classroom objects are. Use prepositions of location in your answers. A: Where are your books? B: They're in my bag. Where' s the tea cher's

bag? A: It's . ..

10 This/These; That/Those A. Read the sentences and look at the

pictures.

This is my book. These are my books.

That's an apple. Those are apples.

B. PAIRS. Point to two things that are near you and two things that are far from you. Ask your classmate what the objects are. Switch roles. For example:

A: What's this? B: It 's a ruler. A: What are those on the tea cher's table? B: Those are dictionaries. Your turn.

Communication

11 Ask and answer questions A. A2 Listen to the questions and the

answers.

A: Wha t' 5 today's da te? B: It's February 13th. A: Wh at time is it? B: It 's twelve o'clock. A: What day is it? B: It's Wednesday. A: What year is it? B: H's 2010. A: When's your birthday? B: It's on November 8th.

B. Take turns. Ask and answer the questions in Exercise A . Give true answers.

12 Say go dbye A. Read the expressions

below. 1. Good luck.

Thanks .

2. Goodbye.

3. Keep in touch.

4. Have a great weekend/day/trip.

5. Take care.

B. Write the appropriate response below each expression in Exercise A . A response can be used to respond to several expressions in Exercise A.

Sure. Bye.lSee you. Th anks./Thank you . You, too.

Let's get sta rted. 5

eading ~A3 ,'-" Read along as you listen to Alex and his friends.

Hi. My name's Alex Romero. I'm 15 years old. I'm a member of Teen Scene, a dt-ama and music group. I play the gUita r.

I'm easygoing, and I'm not shy!

Communication Describe someone's personality

Grammar Review of the simple present Possessive pronouns: mine,

yours (sing .), hers, his, ours, yours (pl.), theirs

Whose? Vocabulary Personality traits

Hi. I'm Joseph Sanders, but my nickname's Joe. I'm also 15 . Diane, my sister, says I'm a bookworm because I enjoy reading. I love books. Alex and I are best fr iends, but; we're opposites. He's easygoing. but I'm a lit t le serious. Alex is prett y popular wit h girls.

Ietlll ......... The following are additional learn ing goals in this unit:

Skills Describe people's personalities Identify people from descriptions Talk abou t yourself

Write about your ideal person complete a chart

Listen for specif ic information to

Using the large photo (5 min. or less) Hold up your book, point to the pictures, and

ask questions about them, For example, ask How many people are there! (six) How many guys are there? (three) How many gid...? (three) One guy is 1I0 t II student, Which one do y OIJ think he is? (th e man on the right, Paul Chan)

You may wa nt to have students preview the ad jec tives tha t the characters use to describe themselves. Po int to the picture of Alex and ask Whiltadjectives does Alex use to describe himselfor hi: personality? (easygoing, not shy) Write these words on the board under the heading adjectives. You may want to teach or elicit the meanings of these words now. Alternately, you may want to wa it until af ter students hav e had a chance to read the p aragraphs and make gu esses as to their meanings.

1 Reading (5 min.) (~ 3 Pointing to Alex's in trod uction, say Read aJo::.g as you listen to Alex and his friends. Encoura ge students to guess the me an ing of new words as they read . Play the a udio.

Have students read the profiles aga in silently.

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learning strategy Expand your vocabulary

Pronundation Linki ng words1n connecte d speech

Background notes Many communities in the United States have organizations that give young people a chance to put on musical and dance performances. Membership in such groups is usually limited to a certain age range, such as ages nine to thirteen or fourteen to eighteen. These groups are often sponsored bylocal religious or philanthropic associations, college outreach programs, or social service agencies. Under the gu idance of an older supervisor, the teens take charge of all aspects of the performances: they sing, act, play inst rument s, make costumes, build stage sets, make advertising posters, and sell tickets. Group memb ers typically put on two or three shows a year. These young people also take trips to see professional performances and enjoy other social activities together. Community groups give teenagers something exciting and mean ingful to do with th eir free time.

Warm-up (!i min.) Introduce yourself to the class. Write these

sentence starters on the board: My name's . . . . 1 like . . . .l don't like . , . Use these sentence starters to tell s tuden ts some personal things about you; for exa m ple, Hi/Hello. My name's . .. [like pizza. 1don't like loud music. Point out that Hi is more casual than Hello . Have students say these sentence s ta rters aft er you as a whole class or in groups .

Ask ea ch student to stand and introduce h im/ herse lf to you. In addition to their nam es, have students tell you at least one thing they like and one thing they dislike.

Have s tudents open their books. Tell them that the characters in Postcards will introduce themselves today. Read the unit title aloud.

2 Comprehension (5 rnin .) A. Hold up your book, point to the di rections, and

read them aloud. Read the first item and elicit or explain the meaning of director. Callan a student to read the answer. Tell stu de nts to try to answer these questions w ithou t looking back at the text. Elicit the answer to the second item from the class.

Ha ve studen ts work individ ually or in pairs to com plete the exercise.

B. A4 Read the directions alo ud or call on a student

to read them. Play the aud io as students read the introductions again and check their answers .

Elicit the answers by reading the sentence clu es aloud and calling on students to give the names of the characters. As you elicit the answers, 0eck un~erstanding of oth er vocabulary in the introductions, such as drama group, nickname, bookworm, opposites, pretty, popular, performing, Broadway, click, and challenging. Also teach the meanings of the personali ty adjectives if you have not yet done so.

Answer key 1. Paul Chan 2. Joseph (Joe) Sanders 3. Karen Jackson 4. Diane Sanders 5. Ale x Romero 6. Lori

3 Vocabulary (20 min.) A. Call on a student to read the directions. As k

studen ts to read through the adjectives and de finitions. Then ask the class which words are new to them; elicit or exp lain their meanings.

Call on.a student to read the first word and its definition . Then read the second word aloud and elicit its definition.

Have students work in pairs to com plete the exe rcise.

Elic!t answers by reading each adjective and calling on a student to give the definition.

Answer key 1.b 2.c 3.g 4.e 5.f 6. h 7. i 8. k 9. j 10. d 11. a

B. PAIRS. Tell studen ts that they will work with

a partner in th is exe rcise. Read the instructions aloud. Holding up your book, point to the

e ~ample exchange an d say You and your partner W Ill take turns talking about uour personalities. One of yuu will be Student A and the other Student B. Read the exam ple exchange aloud and hav e students repeat it after YOll.

Model the acti vity wi th a strong student. Say I'm Student A and you're Student B. Let's talk about ourselves using the adjectives ill Exercise 3. With the student, go down the list and take turns explaining ho w each ad jective applies (or doesn't apply) to you; for examp le, I'm kind of serious. but I'm not very quiet. How about you?

Pair s tudents. You may want to give exp licit -instructions; for example, say Maria,workwith Jose.

Maria, you're A; jose, you' re B. To check, cal l on one or more pairs to perform in

front of the class. c. GROUPS. Read the di rections aloud . Group

s tuden ts. You can do this by telling two student -p air~ in Exercise B to get together; for example,

Marta and [ose.form agroup with Lauraand Ken. You might also as k students to form random groups of four or five by themselves.

Model the a,ctivity; for example, say She's outgoin:;: andfun . She $ not very quiet and not shy at all. Who is she? Ask the class to guess w ho this student is.

Wal k aroun d, encouraging s tud en ts and helping LIS needed.

To conclude the exercise, have a group present in front of the class and ask other students to gu ess who the group memb ers are describing.

Have students complete Workhool< Exercises 1-3 .

H old up your book and p oint to the Learn to learn section. Explain, in L1 if necessary, that learning strategies help s tuden ts learn faster and more easily. Read the strategy line and exp lain or elicit the meaning.

CaU on students to read the directions and adjectives aloud. Elicit the opposites pa ir studious and lazlj . Make sure YOlthave enough dictionaries for students to u s~. Alte~latel y, preteach the meanings of lazy, talkaiioe, boring, and the prefix - un.

Have students work individually or in pairs to complete the activity.

Elicit answers by saying a word and asking students for its opposite.

Answ er key 1. b 2. f 3. 9 4. a S. d 6. e 7. c

T7

2 Comprehension A. Write the names of the

characters.

1. He's the director of Teen Scene.

Paul Chan

2. Alex is h is best friend.

3. She's from Los Angeles.

4. She's Joe's sister.

S. He plays the guitar.

6. She's in Green Fire wi th Diane and Karen.

B. A4 ' Read along as you list en aga in . Check you r answers.

I'm Paul Chan, the director of Teen Scene. I'm 26. I enj oy working wit h teenagers. They're fun, but t hey're a lso challenging.

I'm ser ious, but I'm not strict . I'm j ust a perfect ionist ]

3 Vocabulary Personality traits

A. Match each personality trait with the correct definition. 1. popular _ b_ a. mak es a lot of ru les to be followed 2. easygoing __ b. liked by a lot of people 3. quiet _ _ c. not easily upset; usua lly not worried 4. st udious __ d. enjoyab le or en tertaining 5. smart _ _ e. spends a lot of time studying 6. serious __ f. intell igent 7. outgoing _ _ g. very calm; not noisy or loud 8. shy _ _ h . very sensible; usually works ha rd 9. compe titive _ _ 1. enjoys meeting new people

10. fun j. determ ined to be better th em other_ _ people

11. strict _ _ k. uncom for table around other people

B. PAIRS. Which of the adjectives in Exercise A describe you? Talk w ith a classmate.

For example: A: I'm pretty easygoing, but I'm also shy. Whilt abo ut you? B: I' m not shy at all. I'm very outgoing.

C. GROUPS. Form groups of four. Choose adjectives from Exercise A that describe one of your classmates. Describe that person to the members of your group and have them guess the person's name.

Expand your vocabulary. When you learn a new adjective, try to learn its opposite, too. This will doub le your vocabulary.

Match the adjectives with their opposi tes. Use a dicti onary if you need to.

1. studious a. shy 2. fr iendly b. lazy 3. fun c. str ict 4. outgoing d. unpopular 5. popular e. talkat ive 6. quiet f. unfr iendly 7. easygoing g. boring

GRAMMAR Focus Affirmative statements I'm 15. Diane is outgoing. Lori and Diane are friends. We're in Green Fire.

Yes/ No questions Are you in Teen Scene? Is Diane outgoing? Are Alex and Joe best friends?

Information questions Who is she? How old are you ? Where are they?

Review of the simple present: be Negative statements I'm not in Teen Scene. Diane's not shy. / Diane isn't shy. They're not sisters. / They aren't sisters. We're not in Green Fire. / We aren't in Green Fire.

Affirmative answers Yes, I am. Yes, she is. Yes, they are .

Short answers My teacher. Fifteen. At school.

Negative answers No, I'm not. No, she's not.lNo, she isn 't. No, th ey're noU No, they aren't.

long answers She's my teacher. I'm 15. They're at school.

Discovering grammar Look at the grammar chart. Answer the questions. 1. What are the sirnple affirmative present

forms of the verb be? _

2. What words do Yes/No questions with be begin with? _

3. What are some examples of question words used in information questions?

Practicing grammar 4 Practice A. Write affirmative (+) and negative (-)

statements, describing each person. Use the verb be and the adjectives you have learned.

1. Alex: (+) Alex i5 popula r with g irl s . (_) He's not shy.

2. Lori:

(+)--- - - - --(-) - - ---- -

8 Unit 1

3. Paul:

(+) - ------ - (-) --- - - - -

4. Karen and Diane:

(+) - - - - - - - - (-) - - - - - - - -

5. Joe:

(+) - - --- ---(-) ----- - --

6. Diane:

(+) - - ---- - -(-) - - - - ---

B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are.

5 Practice PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates' names.

1. shy A: Is Ann shy? B: No, she's not./Yes, she is.

2. outgoing 3. talkative 4. competitive 5. serious

~.': Grammar Focus and Discovering grammar (10 min. or less)

Review of the simple present: be

IJE See Grammar reference, page 188. Tell students that you will review some

gwtrunatical tenus. Write on the board I 'm shy. Next to i t, write I'm not shy. Ask Which one is a negative statement? (the second sentence) What doyou mil the othersalience? (an affirmative statement)

Hold up your book and point to the grammar chart. Point to the boldfaced subhead ings 4f!irl/lative statements and Negatii: statements, read them aloud , and have students rep eat after you.

Point to the grammar chart and say I'll read the affirmalive statements aloud and you read the negative statements aloud. Go through the