10 Let’s Eat! - Future - English For Results · 2017. 5. 16. · • Count nouns / Non-count...

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-185 UNIT 10

Preview• Setthecontextoftheunitbyaskingquestions

abouteatinghabits(forexample,Where do you shop for food? Do you try to eat a healthy diet? How often do you eat out?).

• Holduppage185orshowTransparency10.1.Readtheunittitleandasktheclasstorepeat.

• Say:Look at the picture.AskthePreviewquestions:Where are the people?(atthesupermarket)What are they doing?(shoppingforfood/readingalabel)

Goals• PointtotheUnitGoals.Explainthatthislistshows

whattheclasswillbestudyinginthisunit.• Tellstudentstoreadthegoalssilently.• Sayeachgoalandasktheclasstorepeat.Explain

unfamiliarvocabularyasneeded:Quantity:anamountofsomethingthatcanbecountedormeasured(Useitemsinyourclassroomtodemonstrate;forexample,10 paperclips is a quantity. Half a glass of water is a quantity.)Nutrition information:theamountofcalories,fat,cholesterol,etc.,inafoodproduct(Bringinafoodproductorcontainerandpointtothenutritioninformationonthelabel.)Log:arecord;alistofdates,times,andfacts

• Tellstudentstocircleonegoalthatisveryimportanttothem.Callonseveralstudentstosaythegoaltheycircled.

Let’s Eat!

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Countnouns/Non-countnouns• How much / How many• Comparativeadjectiveswiththan• Quantifierswithpluralandnon-count

nouns

Pronunciation• Weakpronunciationofto,the,a,andof

Reading• Readanarticleaboutthenutrientsinfood• Reading Skill:Readabouttheeffectsof

caffeine

Writing• Writeafoodshoppinglist• Writearadiocommercialforafood

product• Keepacaffeinejournal

Life Skills Writing• Completeahealthyeatinglog

10 Classroom Materials/Extra Practice

CD 3Tracks 18–32

Transparencies 10.1–10.6Vocabulary Cards Unit 10

T

MCAUnit 10

WorkbookUnit 10

Interactive PracticeUnit 10

UNIT 10 T-186

Lesson 1 Vocabulary

Getting Started 10 minutes

1 What DO YOU KnOW?

a CLASS.Lookatthepictures.Whichfoods...

• ShowTransparency10.2orholdupthebook.Tellstudentstocoverthelistofwordsonpage187.

• Say:Look at the pictures. Which foods do you know?Elicitafood(forexample,Number 6 has donuts.).

• Studentscalloutanswers.Helpstudentspronouncefoodsiftheyhavedifficulty.

• Say:Look at the pictures. Which containers and quantities do you know?Elicitacontainerorquantityandwriteitontheboard(forexample,Number 4 is “box.” ).

• Ifstudentscalloutanincorrectcontainerorquantity,changethestudent’sanswerintoaquestionfortheclass(forexample,Number 8 is “jar?” ).Ifnobodycanidentifythecorrectcontainerorquantity,tellstudentstheywillnowlistentoaCDandpracticethefoodcontainersandquantitiesvocabulary.

Presentation 10 minutes

B Lookatthepicturesandlisten.Then...

• PlayCD3,Track18.Studentslisten.Pauseafternumber14(pound).

• Tocheckcomprehension,sayeachcontainerorquantityinrandomorderandaskstudentstopointtotheappropriatepicture.

• ResumeplayingTrack18.Studentslistenandrepeat.

Controlled Practice 25 minutes

2 PRaCtICE

a Lookatthepicturesandlisten.Check...

• Readthedirections.Say:For example, when you hear “abagofpotatochips,” write a checkmark in the box under the potato chips.

• Tellstudentstolookatthepicturesandreadthelabelsonthefoodcontainers.

• PlayCD3,Track19.Studentslistenandwriteacheckmarkunderthecorrectitems.

B PAIRS.Checkyouranswers.

• Pairstudentsandtellthemtocomparecheckmarks.

• Optional:Tellpairstolookatthepicturestheydidn’tcheckandidentifythecontainerorquantityandthefood.

• Optional:Ifyouareusingthetransparency,astheclasslistens,checkthepicturesonTransparency10.2.

C WORDPLAY.GROUPSOF3.Whichfoods...

• Readthedirections.• Ontheboard,write:a bag of . . .Ask:Which picture

shows bag?(picture1)What foods are in picture 1?Ontheboard,list:potato chips,rice,oranges.Ask:What other foods come in a bag?Usestudents’responsestoaddtothelistontheboard(forexample,pasta,flour,pretzels,frozen vegetables).

• Formgroupsof3.Walkaroundandcheckspelling.Ifyouseeamisspelledfood,writethewordcorrectlyontheboard.

teaching tip

Tomakesurestudentsareconnectingthenewwordswiththeirmeanings,tellthemtopointtothepicturesastheylisten/listenandrepeat.

T-187 UNIT 10

Lesson 1 Vocabulary

STEP2.GROUPSOF4.Compareyourlists.Circle...

• Readthedirections.• Modeltheactivity.Askthreestudentstoreadyou

theirlists.Aseachstudentreads,checktheitemsthatarealsoonyourlist.Circletheitemsonyourlistthathavethreecheckmarks.

• Formgroupsof4.Studentstaketurnsreadingtheirlists.Groupmemberslistenandchecktheitemsthatarealsoontheirlist.

STEP3.Telltheclassaboutthefoodyourgrouphas...

• Readthedirectionsandtheexample.• Pointtothecircleditemsonyourlistontheboard

andsay:We all have . . .• Tellgroupstocheckthatallmemberscircledthe

sameitems.• Tellgroupstowriteasentencesimilartothe

exampleandpracticetellingtheclassaboutthefoodthegrouphasathome.

• Callononestudentfromeachgrouptoreporttotheclass.

EXPanSIOn: Listening Practice for StEP 3

• AseachgroupreportstotheclassinStep3,tellstudentstolistenandcheckthecircleditemsthatarealsoontheirlist.

• Asktheclass:Are there any foods that everyone in the class has at home?Writetheseontheboard.

Learning Strategy: Drawpictures• Provideeachstudentwithfourindexcardsortell

studentstocutupnotebookpaperintofourpieces.• Readthedirections.Ifyouhavestudentswithlow

first-languageskills,pairthemwithmorecapablepeersifpossible.

• Walkaroundasstudentswork.Ifmisspellingsoccur,tellthemtocheckthelistonpage187.

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

Community Building

Whenstudentsmakecardsforvocabularywords,theycanusethemtoquizeachother.

Communicative Practice 15 minutes

Show what you know!

STEP1.Thinkaboutthefoodyouhaveathome....

• Readthedirections.• Writetheexamplesontheboard.Underlineofin

eachitem.Adda dozen eggstothelist.Pointoutthatweuseofafterallthecontainersandquantitiesexceptdozen.

• Modeltheactivity.Writeyourownlistofseveralfooditemsontheboard(forexample,a box of cereal,a bag of pretzels,a bottle of apple juice,a half-gallon of milk,a dozen bagels).Underlineaandofineachitem.

• Walkaroundandspot-checkstudents’spelling.Remindstudentstouseaandof(exceptwithdozen).

Interactive Practice pages 110–111

Extra Practice


UNIT 10 T-188

Ask for quantities of foodLesson 2

B Listentotheconversation.Wasyour...

• Readthedirections.PlayCD3,Track20.Studentslisten.

• Ask:What are they talking about?Readtheguessesontheboard.Elicitandcirclethebestanswer.(Answer:whattheyneedfromthegrocerystore)


C Listenagain.WhatdoesAgnesneed...

• Tellstudentstolookatthepictureagain.Say:Point to Agnes. Point to Yuka.Ask:Which roommate is going to the grocery store?(Agnes)

• Readthedirections.• Pointtoeachpictureandasktheclasstocallout

thefooditem(a can of tomatoes,onions,milk)• PlayTrack20again.StudentslistenandwriteAor

Ynexttothepictures.• Toreview,ask:What does Agnes need from the

grocery store?(milk)What does Yuka need?(acanoftomatoesandtwoonions)

D Listentothewholeconversation....

• Readthedirections.• Tellstudentstoreadtheitemandanswerchoices

silently.• PlayCD3,Track21.Studentslistenandcirclethe

letterofthecorrectanswer.• Callonastudenttoreadthesentence.

EXPanSIOn: Vocabulary and listening practice for 2D

• TellstudentstheywillwriteAgnes’scompletegrocerylist.TellthemtofirstwritetheitemspicturedinExercise2C.

• PlayCD3,Track21.• Studentslistentothewholeconversationand

writethreemoreitems.Tellthemtousethefoodcontainersandquantitiesvocabularyfrompage187.

• PlayTrack21asmanytimesasneededtoaidcomprehension.

• Callonstudentstolisttheitemsontheboard(a can of tomatoes,two onions,a jar of mayonnaise,a loaf of bread, a box of cereal).

1 BEFORE YOU LIStEn

CLASS.Wheredoyougofoodshopping?What...

• Telltheclasstolookatthepictures.Sayeachtypeofstoreandasktheclasstorepeat.

• Tocheckunderstanding,askquestions:Which is bigger, a supermarket or a convenience store?(asupermarket)Which one usually has better prices?(asupermarket)Where can you find the freshest fruits and vegetables?(atanoutdoormarket)

• Ask:Where do you go food shopping?Tellstudentstowritedownthenameofthestorewheretheyusuallyshopforfood.Ask:What kind of store is it?Tellstudentstocirclethekindofstore.

• Tellstudentstostand,mingle,andaskeachother:Where do you go food shopping? What kind of store is it?Say:When you find a classmate who shops at the same kind of food store, stay together. Look for other classmates who shop at the same kind of food store. When you’ve formed a small group, sit down and talk about why you shop there.

• Writethethreetypesofstoreontheboardasheadings.Askamemberfromeachgrouptocometotheboardandwriteacoupleofthegroup’sreasonsundertheappropriateheading.

• Readthereasonswhystudentsshopateachkindofstore.Asktheclass:Which type of store is most popular? Why?


2 LIStEn

a CLASS.Lookatthepictureoftworoommates....

• Readthedirections.Ask:What are they talking about?

• Elicitstudents’guessesandlistthemontheboard.StudentswilllistenfortheanswerinExerciseB.

teaching tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage305astheylistentotheconversations.


T-189 UNIT 10

• Tellpairstotaketurnsplayingeachroleandtouseinformationfromthesamerowintheboxestofillintheblanks.

• Walkaroundandcheckthatstudentsusethepluralscucumbers,apples,andoranges whenappropriate.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstoperformfortheclass.


B ROLEPLAY.PAIRS.Makeyourown....

• Readthedirections.• Ontheboard,writeasheadings:some ,a

can of ,andtwo .Brainstormandlistonefooditemundereachheading.

• Tellstudentstolookattheheadingsandexampleandthinkoftheirownthreefooditems.TellthemtowritetheirfooditemsunderthepicturesinExercise4A.Walkaroundandcheckthatthefooditemsstudentschooseworkwithsome,a can of,andtworespectively.

• PairstudentsandtellthemtouseB’sfooditemsintheconversationfromExercise4A.Walkaroundandmakesurepartnerstaketurnsplayingeachrole.


Interactive Practice

Extra Practice


3 COnVERSatIOn

Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Bonpage188.

• Tellstudentstoreadtheconversationsilently.• PlayCD3,Track22.Studentslistenandrepeat.


4 PRaCtICE

a PAIRS.Practicetheconversation.Then....

• PairstudentsandtellthemtopracticetheconversationinExercise3.Walkaroundandhelpwithpronunciationasneeded.

• Readthedirections.• Tellstudentstolookatthepicturesoffooditems.

Asktheclasstocalloutthefoods.Sayeachfoodandasktheclasstorepeat.Usethepluralscucumbers,apples,andoranges.

• Copytheconversationontotheboardwithblanks.Readthroughtheconversation.Whenyoucometoablank,fillitinwithastudent’snameorinformationfromthesamerowintheboxes.Asyoufillineachblank,saythecoloroftheanswerspaceandpointtothepictureinthesame-colorbox.

• Asktwostudentstoreadtheconversationontheboard.AskthestudentwhosenameyouusedtoplayB.

• Asktwoon-levelstudentstopracticeanewconversationinfrontoftheclass.

MULtILEVEL InStRUCtIOn for 4B

Cross-ability Directthehigher-levelstudenttoplayAfirstandmodelbyrepeatingB’sfooditemsinA’ssecondandthirdlines.

UNIT 10 T-190



1 PRaCtICE

a CompletethequestionswithIs / Are there any...

• Readthefirstsentenceofthedirections.Writethefirstlineoftheexampleontheboard.Ask:Why is the answerIsthereany?(becausebreadisnon-count)

• Readthesecondsentenceofthedirections.Writethesecondlineoftheexampleontheboard.Ask:Why is the answerthere’s?(becausebreadisnon-countandtheanswerisaffirmative)

• Tellstudentstolookatthenounineachitem.Remindstudentsthatnounswithpluralendingsarecountnouns.

• Walkaroundasstudentscompletetheexerciseandspot-checkstudents’answers.Ifyouseeanincorrectanswer,askthestudenttocirclethenounintheitemandthenask:Is the answerIsthereanyorArethereany?orIs the answerThere’sorThereare?Iftheerroriswithaffirmative/negative,tellthestudenttocircleYesorNointhesecondline.

B PAIRS.PracticetheconversationsinExerciseA.

• Pairstudentsandtellthemtocompareanswersbyaskingandansweringthequestions.

• Callonpairstoaskandanswerthequestionsfortheclass.Correctasneeded.

EXPanSIOn: Speaking Practice for 1B

• Tellstudentstolookatthefoodsonpages186–187andmakealistoffivecountandfivenon-countnouns.Modelbywritingtheheadingscountandnon-countontheboardandnumberingfrom1to5.Elicitandlistontheboardacoupleofcountnouns(forexample,oranges,eggs)andacoupleofnon-countnouns(forexample,rice,olive oil ).

• Pairstudents.Say:Ask your partner about the food in his or her fridge or cupboard at home. Use ArethereanyorIsthereanyand the foods on your lists.Modelbypointingtoacountnounontheboardandaskinganabove-levelstudent:Are there any [eggs] in your fridge?Thenpointtoanon-countnounandaskthesamestudent:Is there any [rice] in your cupboard?


• Say:We’re going to study count nouns and non-count nouns. In the conversation on page 189, Agnes and Yuka used this grammar.

• PlayCD3,Track22.Studentslisten.Writeontheboard:I’m going to the store for some milk;Oh, and I need some onions;andtwo onions.Underlinesome milk,some onions,andtwo onions.


Countnouns/Non-countnouns

• CopythegrammarchartsontotheboardorshowTransparency10.3andcovertheexercise.

• Pointtothetopcharts.Ask:What are the singular count nouns?Underlineanandainan onionanda sandwich.Ask:What are the plural forms of the count nouns?Underlinethepluralendingsinonionsandsandwiches.

• Ask:What are the non-count nouns?(bread,fish,milk,andrice)NexttotheheadingNon-count nouns,writeandthencrossouta,anand-s:

a an -s Say:Do not use a or an with non-count nouns.

Non-count nouns do not have plural forms.• Pointtothebottomcharts.Totheleft,labelthe

toprowplural count nounsandthebottomrownon-count nouns.

• Readthesentencesforthepluralcountnounsacrossthecharts(Are there any onions? Yes, there are some on the counter. / No there aren’t any. Sorry.)andasktheclasstorepeat.Say:Usetherearewith plural count nouns.

• Readthestatementsforthenon-countnounsacrossthecharts(Is there any milk? Yes, there is some in the fridge. / No there isn’t any. Sorry.)andasktheclasstorepeat.Say:Usethereiswith non-count count nouns.

• ReadtheYes / Noquestionsandthenegativeanswersagainandasktheclasstorepeat.Say:Useanyin questions and negative sentences.

• Readtheaffirmativeanswersandasktheclasstorepeat.Say:Usesomein affirmative sentences.

• TellstudentstoreadtheGrammarWatchnotesilently.Tellthemtoturntopages288–289andreadmoreaboutnouns.

• Ifyouareusingthetransparency,dotheexercisewiththeclass.

T-191 UNIT 10



Show what you know!

STEP1.Whatfooddoyouliketotakeonapicnic....

• Readthedirections.Tomodel,elicitacoupleofideasandwritethemontheboard.

• Walkaroundandcheckthatstudentsusepluralcountnounsornon-countnouns(no-s).

• Askseveralstudentstowritethreeitemseachontheboard.Asktheclasstocheckthatthecountnounsendin-sandthenon-countnounsdon’t.

STEP2.GROUPSOF5.Planapicnic.Decide...

• Formgroupsof5.Readthedirections.• Askagrouptomodeltheexample.Assignrolesof

A,B,C,D,andE.A,B,andCreadtheexample.PromptDtosuggestafooditemfromhisorherlist(Let’s take some . . .).PromptEtoask:How much / How many do we need?Say:OK. We have [five chicken sandwiches] and [two bags of potato chips]. What else will we take?

• Say:Every group member should take a turn suggesting a food item to take. You can say:Let’stakesome....Every group member should ask Howmuch/Howmanydoweneed?about another member’s suggestion.

• WalkaroundandmakesureallgroupmemberstakeaturnsuggestingafooditemandaskingHow much / How many do we need?aboutanothermember’ssuggestion.


How much / How many

• CopythegrammarchartontotheboardorshowthechartonTransparency10.3andcovertheexercise.

• Readthesentencesandasktheclasstorepeat.• Ask:Do we useHowmanyorHowmuchwith

plural count nouns likeeggsororanges?(How many)What do we use with non-count nouns likechickenorsugar?(How much)

• Pointoutthatcontainersandquantitiescanbeusedtomakenon-countnounscountable.Optional:Forpracticewiththis,writeontheboard:rice—2,soda—5,yogurt—8,milk—3,meat—1.Tellstudentstousecontainersorquantitiestowritetheamounts(2 bags of rice,5 bottles of soda,8 containers of yogurt,3 gallons of milk,a pound of meat)

• Ontheboard,write:How rice? How bags of rice?Asktheclasstocompletethe

questions.(much,many)


2 PRaCtICE

a Completetheconversation.Underlinethecorrect...

• Readthedirectionsandtheexample.Ask:Why is the answermany?(becausepotatoesisapluralcountnoun)

• Remindstudentstorefertopage289formoreexamplesofnon-countnouns.

• Studentscompareanswersbyreadingtheconversationwithapartner.

• Callontwohigher-levelstudentstoreadtheconversationfortheclass.

B WRITE.WriteBeatriz’sshoppinglist.

• Readthedirections.ReadthefirsttwolinesoftheconversationinExercise2A.Thenpointtotheshoppinglistandread:5 lbs. of potatoes.

• Ontheboard,write:lbs. = pounds, lb. = pound.• CallonstudentstowritetheitemsonBeatriz’s

shoppinglistontheboard.

pages 92–93 pages 112–113

Extra Practice


Progress Check

Canyou...askforquantitiesoffood?Say:We have practiced asking for quantities of food. Now, look at the question at the bottom of the page. Can you ask for quantities of food?Tellstudentstowriteacheckmarkinthebox.

MULtILEVEL InStRUCtIOn for StEP 2

Cross-ability AssignrolesofDandEtohigher-levelstudentsinthegroup.

UNIT 10 T-192

Read nutrition informationLesson 4

• Studentscompareanswerswithapartner.• Sayeachnutrientcategoryandasktheclassto

repeat.• Tellstudentstoclosetheirbooks.Saythegroups

offooditemsinrandomorderandasktheclasstocalloutthenutrientcategories.

EXPanSIOn: Speaking and Vocabulary Practice for 1C

• TellstudentstolookatthefooditemsinExercise1Candunderlinetheonestheyeatoften.Ask:What nutrients do you eat a lot of?

• Ontheboard,write:For a healthy diet, eat foods that are high in . Eat foods that are low in

, , and .Tellstudentstoreadthearticleagainandcompletethesentences(high in fiber;low in cholesterol,sodium, and sugar).

• Pairstudents.Say:Tell your partner what foods you will eat less of and why. Tell your partner what foods you will eat more of and why.Writeontheboard:I will drink / eat less . I will drink / eat more .Modelbytalkingaboutyourowndiet.Say:I will drink less soda because it has a lot of sugar. I will eat more fruits and vegetables because they have a lot of fiber.

EXPanSIOn: Graphic Organizer for 1C

• Drawachartontheboardwiththecolumnheadings:Nutrient,Foods with a lot,What it does,andEat a lot or a little?Usethenutrientcategoriesasrowheadings.

• Tellstudentstoreadthearticleagainandcompletethechart.Tellthemthatsomeinformationwillbemissingfromthechart.

• Tomodel,readtheCarbohydratessectionofthearticleandfillinthefirstrowofthechart:pasta,bread,potatoes;gives you energy.Explaintostudentsthatforcarbohydrates,theycanleavethelastcolumnblank,sincethearticledoesnotprovideinformationabouthowmanycarbohydratestoeat.


• Ask:When you go food shopping, do you read food labels? What nutrition information do you look for?

• Writestudents’responsesontheboard(forexample,calories,sugar,fat,fiber,sodium).


1 REaD FOOD LaBELS

a CLASS.Doyoueatahealthydiet?Howdoyou...

• Ask:Do you eat a healthy diet?Askforashowofhands.

• Askstudentswhoraisedtheirhands:How do you know the foods you eat are healthy? What fresh foods are healthy?(fruit,vegetables,fish,nuts)What packaged foods are healthy?Elicitacoupleofideasandthenask:How do you know?

• Say:To find out what packaged foods are healthy, you can read the nutrition information on the food label.Pointtostudents’responsesfromGettingStartedontheboard.Pointtoeachoneandask:What’s healthy? High [fiber] or low [fiber]?Writehighorlowinfrontofeachresponse.

B Scanthearticle.Whatisanutrient?

• Readthedirections.• Remindstudents:Scanninganarticlemeans

reading it quickly to find specific information. Look quickly at the article to find the wordnutrient.

• Allowaboutaminuteforstudentstoscanthearticle.Askwheretheyfoundnutrient(inthefirstparagraph).

• Ask:What is a nutrient?(Possible answers:what’sinfood;thethingsinfoodthataregoodforyou;thingslikecarbohydrates,cholesterol,fiber.)Writestudents’responsesontheboard.

C Readthearticle.Writethemissingfooditem...

• Directstudentstoreadthearticlesilently.• Readthedirectionsandtheexample.Tellstudents

tofindthepartofthearticlethattalksaboutcarbohydratesandunderlinethefoodsthathavealotofcarbohydrates.

Read nutrition informationLesson 4

T-193 UNIT 10

D Readthenutritionlabelsforagallonofwholemilk...

• Say:Read the nutrition labels for a gallon of whole milk and a gallon of non-fat milk.

• Ask:What nutrient does milk have that makes your body strong?(protein)How many grams of fat does whole milk have?(8grams)How many grams of fat does non-fat milk have?(0grams)

• Say:Greasy, oily foods like French fries, donuts, and butter have a lot of fat. Too much fat is not good for you.Ontheboard,write:For a healthy diet, eat foods that are high / low in fat.Telltheclasstocallouttheanswer.Circlelow.

• Tellstudentstofindcaloriesonthelabels.Explain:Calories are a measure of how much energy a food can produce. People need a certain amount of calories every day to stay healthy. We burn calories through exercise and everyday activities. People gain weight when they eat a lot of calories and don’t burn them.Ontheboard,write:If you aren’t trying to gain weight, eat foods that are high / low in calories.Telltheclasstocallouttheanswer.Circlelow.

• Readtheexample.Tellstudentstofindservingsper containeroneachlabel.Ask:How much milk is in one serving?(onecup)Say:The nutrition information on each label is for one cup of milk.

E PAIRS.Checkyouranswers.

• Studentscompareanswerswithapartner.Tellthemtotaketurnsreadingthesentencesoutloud.

• Tellpairstocorrectthefalsesentences(3.8grams,6.0grams,8.8grams).


2 PRaCtICE

a GROUPSOF3.Lookatthetwonutritionlabels...

• Formgroupsof3.• Say:Look at the two nutrition labels in Exercise D

again. Circle the numbers that are different for each.• Askgroups:Which milk do you think is better

for your health? Why?Say:Take turns completing the example with one reason. Each group member should try to give a different reason.

• Asktheclass:Which milk do you think is better for your health? Why?Elicitandwriteontheboard:It’s lower in calories. It’s lower in fat. It’s lower in cholesterol.

MULtILEVEL InStRUCtIOn for 3a

Cross-ability Directhigher-levelstudentstosayareasonwhynon-fatmilkisbetterforyourhealthfirst,modelingthelanguagetouse.Directlower-levelstudentstosayareasonsecond.

B PAIRS.Lookatthelabels.Circle...

• Readthedirections.• Tellstudentstosilentlyre-readthelastsection

(How do you find out what’s in your food?)ofthearticleonpage192.

• Pairstudentsandtellthemtofindthesentenceinthearticlethattellswhichingredientisthemainingredient.(The first ingredient on the list . . .)Studentscirclethemainingredientoneachlabel.

• Tellstudentstosilentlyre-readtheSugarsectionofthearticle.Thentellpairstofindtheothernamesforsugar(high-maltose corn syrup,high-fructose corn syrup).Studentsunderlinethesugaringredientsoneachlabel.

• Toreview,ask:What’s the main / largest ingredient in the peanut energy bar?(peanuts)What’s the main / largest ingredient in the orange drink?(water)What are the sugar ingredients in the peanut energy bar?(high-maltosecornsyrup,sugar,high-fructosecornsyrup)What are the sugar ingredients in the orange drink?(high-fructosecornsyrup,sugar)

3 LIFE SKILLS WRItInG

Turntopage265andaskstudentstocompletethehealthyeatinglog.SeepageT-xiiforgeneralnotesabouttheLifeSkillsWritingactivities.

Progress Check

Canyou...readnutritioninformation?Say:We have practiced reading nutrition information. Now, look at the question at the bottom of the page. Can you read nutrition information?Tellstudentstowriteacheckmarkinthebox.


Extra Practice


UNIT 10 T-194

Compare information in food adsLesson 5


1 BEFORE YOU LIStEn

CLASS.Lookatthepeople.Readthereasons...

• Readthedirections.Tellstudentstoreadthereasonssilently.

• Readthereasons.Saytheboldfacedwordsandasktheclasstorepeat.

• Writetheboldfacedwordsontheboard,andtellstudentstoclosetheirbooks.Saythefollowingandasktheclasstocalloutawordorphrasefromtheboard:

It doesn’t cost a lot.(price)It’s not frozen or canned.(fresh)It’s easy to prepare.(convenience)It’s good for you.(healthy)I like to eat it.(tastesgood)

• Tellstudentstoopentheirbooks.Ask:What’s important to you when you buy food? Draw a star next to the reason that’s most important to you.Sayeachreasonandaskforashowofhands.Tallytheresponsesontheboardandcirclethemostpopularanswer.


B Listenagain.Checkthewords...

• Readthedirections.• PlayTrack23again.• Asktheclass:How many boxes did you check?Ask

forashowofhands:One box? Two boxes?etc.PlayTrack23againasneeded.

• Callonstudentstosaytheanswers.

EXPanSIOn: Vocabulary Practice for 1B

• TellstudentstonumberthepeopleinExercise1from1to5.

• TellpairstolookattheanswersforExercise2B.Ask:According to the ad, who should buy French’s Chicken?(person2,person4,andperson5).

teaching tip

Optional:Rememberthatifstudentsneedadditionalsupport,tellthemtoreadtheAudioScriptonpage305astheylistentotheconversations.


2 LIStEn

a Listentothefoodcommercial...

• Pointtoeachpictureandasktheclasstocalloutthefooditem(fish,meat,chicken).

• Readthedirections.PlayCD3,Track23.• Ask:What is the commercial for?Asktheclassto

callouttheanswer.


T-195 UNIT 10

• TellpairstotaketurnsplayingAandB.Tellthemtouseinformationfromthesamerowintheboxestofillintheblanks.

• Tellstudentstostand,mingle,andpracticetheconversationwithseveralnewpartners.

• Callonpairstopracticefortheclass.


B MAKEITPERSONAL.GROUPSOF3.Talk...

• Readthedirections.Tellstudentstothinkaboutaproducttheylike.Tellthemtodrawasimplepictureoftheproductthatshowsthebrandname.Dothesameontheboard.

• Modelaconversationwithanabove-levelstudent.Askanabove-levelstudenttoreadA’slinesfromExercise4A,substitutingyourbrandandproductinthefirstline.RespondwithB’slinesfromExercise4A.ForB’slastline,giveyourowntworeasons.

• Pairstudentsandtellthemtopracticetheconversation.TellAtoaskabouttheproductinB’sdrawing.TellBtogivetworeasonsforlikingtheproduct.

• Walkaroundandremindstudentstoswitchrolesandpracticebothparts.



Extra Practice


3 COnVERSatIOn

a CLASS.LookatthepictureofLucyandher...

• TellstudentstocoverExercise3C.Readthedirections.Ask:What is Estela holding?(acanofcoffee)Ask:What are they talking about?

• Elicitstudents’guessesandlistthemontheboard.

B Listentotheconversation....

• Readthedirections.PlayCD3,Track24.Studentslisten.

• Ask:What are Lucy and her mother talking about?Readtheguessesontheboard.Elicitandcirclethebestanswer.(reasonstobuythebrandofcoffee—bettertaste,lowerprice)

C Listenandrepeattheconversation.

• TellstudentstouncoverExercise3Candreadtheconversationsilently.Ask:What brand of coffee does Estela buy?(Franklin)Why?(Ittastesgreatandit’snotexpensive.)

• PlayCD3,Track25.Studentslistenandrepeat.

4 PRaCtICE

a PAIRS.Practicetheconversation.Thenmakenew...

• PairstudentsandtellthemtopracticetheconversationinExercise3C.

• Then,inExercise4A,tellstudentstolookattheinformationintheboxes.Sayeachwordorphraseandasktheclasstorepeat.

• Readthedirections.• Copytheconversationontotheboardwithblanks.

Readthroughtheconversation.Whenyoucometoablank,askwhatcoloritis.Pointtotheboxthat’sthesamecolorandfillintheblankwiththefirstiteminthebox.

• Asktwoon-levelstudentstopracticetheconversationontheboardfortheclass.

• Erasethewordsintheblanksandasktwoabove-levelstudentstomakeupanewconversationinfrontoftheclass.


Pre-level Directstudentstowritedowntworeasonswhytheyliketheirproduct.above-level Tellpairstotalkaboutafewproducts.

EXPanSIOn: Listening and Graphic Organizer Practice for 4B

• Drawasix-columnchartontheboardwiththeheadings:Brand and product,Convenient,Tastes good,Low price,Healthy,andFresh.

• Asstudentslistentoclassmates’conversations,tellthemtowritethebrandandproductinthefirstcolumnofthechart,thencheckthereasonstheyhear.

UNIT 10 T-196



• Say:We’re going to study comparative adjectives with than. In the conversation on page 195, Estela used this grammar.

• PlayCD3,Track25.Studentslisten.Writeontheboard:I think it’s better than all the other brands.Underlinebetter than.


Comparativeadjectiveswiththan

• Ontheboard,write:fresh,tasty,andexpensive.• ReadthefirstitemfromtheGrammarWatch

note.Pointtoandsay:fresh.Ask:How many syllables does fresh have?(one)How do we form the comparative?Add-ertofreshontheboard.Sayfresherandasktheclasstorepeat.

• ReadtheseconditemfromtheGrammarWatchnote.Pointtoandsay:tasty.Ask:How many syllables does tasty have?(two)Drawalinebetweentaandsty. Does it end in -y?(Yes.)How do we form the comparative?Ontheboard,changetheyintastytoiandadd-er.Saytastierandasktheclasstorepeat.

• ReadthethirditemfromtheGrammarWatchnote.Pointtoandsay:expensive.Ask:How many syllables does expensive have?(three)Drawlinesbetweenexandpenandpenandsive.How do we form the comparative?Writemoreinfrontofexpensiveontheboard.Saymore expensiveandasktheclasstorepeat.

• TellstudenttoreadthefourthitemfromtheGrammarWatchnotesilently.Say:There are no rules for forming irregular comparatives. You have to study and practice them.

• Tellstudentstoturntopage289formoreexamplesofspellingrules.

• CopythegrammarchartontotheboardorshowTransparency10.4andcovertheexercise.

• Readthesentencesinthegrammarchartandasktheclasstorepeat.Pointoutthatthefirstsentenceineachpairdescribesonething—this coffee—andthesecondcomparestwothings—this coffeeandthe other brands.



1 PRaCtICE

a Writethecomparativeformswith-erormore.

• Readthedirectionsandtheexample.• Tellstudentstosaytheadjectivesandcountthe

syllables.Walkaroundandpronounceadjectivesforstudentsasneeded.

• Studentscompareanswerswithapartner.• Callonstudentstowriteanswersontheboardand

correctasneeded.Saythecomparativeadjectivesandasktheclasstorepeat.

• Optional:Drawafour-columnchartontheboardwiththeheadings:one syllable: add -er; two syllables ending in -y: y→i, add -er; 2+ syllables:more ; irregular.Askstudentswhocometotheboardtowriteanswersintheappropriatecolumn.Saythecomparativeadjectivesineachcolumnandasktheclasstorepeat.

B Completethesentences.Writethecomparative...

• Readthedirectionsandtheexample.• Tellstudentstolookattheiranswersandcheck

thattheyallincludethan.• Studentscompareanswerswithapartner.Tell

themtotaketurnsreadingthesentences.• Callonstudentstoreadthecompletedsentences.

Askstudentswhoreaditems4and8tospelltastierandeasier.

EXPanSIOn: Grammar Practice for 1B

• TellstudentstousetheanswersfromExercise1Binnewsentences.

• Modelbywritingyourownsentencewithsweeter thanontheboard(forexample,Ice cream is sweeter than yogurt.).

• Pairstudents.Say:Student A, read your sentences to your partner. Student B, say whether you agree or disagree with each statement.Ontheboard,write:I agree,I disagree.

T-197 UNIT 10

STEP2.WRITE.SAMEGROUPSOF3.Write...

• Readthedirectionsandtheexample.• PlayCD3,Track23,thecommercialforFrench’s

Chicken,again.• TellgroupstousetheirsentencesfromStep1ina

radiocommercial.

STEP3.Readyourcommercialtotheclass....

• Readthedirections.• Tellstudentstotaketurnsreadingtheir

commercialintheirgroups.Tellthemtochooseonegroupmembertoreadthecommercialtotheclass.

• Asstudentsreadtheircommercials,writethebrandnameandproductontheboard.Whenallgroupshaveread,sayeachbrandandproductandaskstudentstoraisetheirhandsforthebestone.

• Circlethebestproduct.Asktheclass:Why did you like this product?


2 PRaCtICE

a PAIRS.Comparethefoodinthesupermarketad....

• Readthedirections.Saytheadjectivesintheboxandasktheclasstocalloutthecomparatives.

• Optional:Directstudentstowritethecomparativeformsnexttotheadjectivesinthebox.

• Readtheexample.Tellstudentstolookatthesupermarketad.Ask:How much is a small salad?($2.99)How much is a large salad?($4.99)Elicitanothercomparisonfromtheclass(forexample,The potato chips are saltier than the pretzels.).

• Pairstudents.Walkaroundandcheckthatstudentsareusingthecorrectcomparativeformsandthan.

B Onaseparatepieceofpaper,writesixsentences...

• Readthedirections.TellstudentstousetheexampleinExercise2Aasamodel.

• Toprovideanadditionalmodel,callonapairtosayacomparison.Writethesentenceontheboard.Correctasneeded.

• Tellpartnerstoexchangepapersandcheckeachother’ssentences.Tellstudentstocheckthatthesentencesaretrue,thatthecomparativeformsarecorrectandcorrectlyspelled,andthatthesentencescontainthan.

• Callonstudentstowritesentencesontheboardwitheachoftheadjectivesfromthebox.Readthemandcorrectasneeded.


Show what you know!

STEP1.GROUPSOF3.Youaretheownersof...

• Readthedirections.• Formgroupsof3.Tellgroupstodecideona

productandinventabrandname.Say:Each group member, think of one reason why your product is better than other brands. Groups, write three sentences.PointoutthatstudentscanuseadjectivesfromtheboxinExercise2A.

• Walkaroundandcheckthatgroupswritethreecompletesentenceswithcorrectcomparativesandthan.


Cross-ability Makesurethereisatleastonehigher-levelstudentineachgrouptohelpwritethecommercial.InStep3,directthehigher-levelstudenttoreadthecommercialfirst,modelingforothergroupmembers.

EXPanSIOn: Listening and Writing Practice for StEP 3

• Forhomework,tellstudentstolistentoradioorTVcommercialsinEnglish.

• Forfivecommercials,tellthemtowritedownthebrandname,product,andonereasonwhytheproductisbetterthanotherbrands.

Progress Check

Canyou...compareinformationinfoodads?Say:We have practiced comparing information in food ads. Now, look at the question at the bottom of the page. Can you compare information in food ads?Tellstudentstowriteacheckmarkinthebox.


Extra Practice


UNIT 10 T-198

Read about the effects of caffeineLesson 7


1 BEFORE YOU REaD

a CLASS.Whatdoyouknowaboutthedrug...

• Ask:What do you know about the drug caffeine?Elicitstudents’responsesandwritethemontheboard(forexample,It’s in coffee. It helps you wake up / stay awake. Pregnant women shouldn’t have too much.).

• Ask:How does it make people feel?Elicitstudents’responsesandwritethemontheboard(forexample,awake,energetic,focused,nervous,shaky).

• Askforashowofhands:Is it good for you? Or bad for you?Askstudentswhoraisedtheirhandsforgood for you:Why?Askstudentswhoraisedtheirhandsforbad for you:Why?

B Lookattheproducts.Checktheproducts...

• Tellstudentstolookattheproductsbutcoverthewords.Ask:Can you name the products?Pointtoeachpictureandasktheclasstocallouttheproduct.

• Ask:Which products do you think have caffeine? Write a checkmark next to them. Which product do you think has the most caffeine? Circle it.

• Asktheclass:Which product do you think has the most caffeine?Askforashowofhandsforeachproduct.Writethemostpopularguessontheboard.

C Listenandcheckyouranswers.Areyou...

• Readthedirections.• PlayCD3,Track26.Tellstudentstolistenanduse

adifferentcolortocheckandcircletheproductsinExercise1B.

• Asktheclass:Which products have caffeine?(cola,coffee,tea,chocolate,headachemedicine)Were your guesses correct? Which product has the most caffeine?(coffee)Pointtotheguessontheboardandask:Was our guess correct?

• Ask:Are you surprised by this information? Is there a product that you didn’t know had caffeine?


2 REaD

Listen.Readthearticle.

• PlayCD3,Track27.Studentslistenandreadsilently.

• PlayTrack27again.PausetheCDafterthefirstparagraphandask:What percentage of Americans has caffeine every day?(90percent)

• ResumeplayingTrack27.• PausetheCDaftertheWhat are the effects of

caffeine?sectionandask:What is caffeine?(achemicalfoundincoffeebeans,tealeaves,cocoabeans,andotherplants)How does caffeine make people feel?(Yourheartbeatsfaster.Youhavemoreenergy.Youfeelmoreawake.Youfeelhappier.)How do they feel several hours later?(tiredandsad)

• FinishplayingTrack27.Ask:Is some caffeine bad for you?(No.)Is too much caffeine bad for you?(Yes.)Why? What can it do?(canmakeyoufeelnervousandirritable,cangiveyouaheadacheoranupsetstomach,canmakeitdifficulttosleep)How can you find out whether products have caffeine?(readthelabels)Explaintostudentsthatsomeproductlabelsdonotincludeinformationaboutcaffeine.Brainstormwiththeclassalistofadditionalcaffeine-containingproducts(forexample,energy drinks,some bottled water,green tea).

Read about the effects of caffeineLesson 7

T-199 UNIT 10

C PAIRS.Checkyouranswers.

• Studentscompareanswerswithapartner.TellpartnerstotaketurnsreadingthesentencesinExercise3B.Say:If you and your partner have a different answer, refer back to the article.

• CallonstudentstoreadthesentencesinExercise3B.


Show what you know!

PRE-WRITING.PAIRS.Iscaffeinebadforyou....

• Readthedirections.TellstudentstoreadtheIs caffeine bad for you?sectionofthearticleagain.

• Pairstudentsandtellthemtoreaditems4–6inExercise3B.

• Ontheboard,writethequestions:How much coffee is it OK to drink?(2–3cupsaday)When is caffeine harmful?(whenyouhavetoomuch)What are the bad effects of caffeine?(Itcanmakeyoufeelnervousorirritable,oritcangiveyouaheadacheoranupsetstomach.)Tellpairstotalkabouteachquestion.

• Askpairs:Is caffeine bad for you?Tellpairstowriteafewsentencesexplainingtheiranswer(forexample,It’s OK to drink two to three cups of coffee a day. Too much caffeine is bad for you. It can make you feel irritable, can give you an upset stomach, or can make it difficult to sleep.).

• Callonpairstoreadtheiranswers.

WRITE.Keepacaffeinejournal.Seepage272.Turntopage272andaskstudentstocompletetheactivities.SeepageT-xiiforgeneralnotesaboutWritingactivities.


3 ChECK YOUR UnDERStanDInG

a Lookatthewordsinboldinthearticle.Guess...

• ReadtheReadingSkillnoteasstudentsreadalongsilently.

• Readthedirections.Saythewordsandasktheclasstorepeat.

• Tellstudentstofindthewordcontaininthearticle.Tellthemtoreadthesentencebeforethesentencewithcontain,thesentencewithcontain,andthesentenceafterthesentencewithcontain.

• Tellstudentstoreadthedefinitionsandfindtheoneforcontain.

• Readthesentencesaroundcontain,fromAfter work . . . to consumes caffeine.Ask:What does contain mean?(havesomethinginsideit)

• Tellstudentstofindeachwordinthearticle,readthesentencesaroundtheword,andchoosethedefinition.

• Studentscompareanswerswithapartner.• Callonstudentstoreadthedefinitionsforthe

words.• Optional:Writethewordsontheboard.Tell

studentstoclosetheirbooks.Readthedefinitionsinrandomorderandasktheclasstocalloutthewords.

EXPanSIOn: Vocabulary Practice for 3a

• TellstudentstousethewordsfromExercise3Aintheirownsentences.

• Modeltheactivitybyaskingtheclasstocomposeasentencewithcontain(forexample,Milk contains protein.).

• Studentscomparesentencesinsmallgroups.

B Readthearticleagain.Completethestatements.

• Readthedirections.• Writeitem1ontheboard.Ask:What does

consume mean?(eatordrinksomething)Elicittheanswertoitem1andcompletethesentenceontheboard.

Interactive Practice pages 118–119

Extra Practice

UNIT 10 T-200

Order food in a restaurantLesson 8


1 BEFORE YOU LIStEn

CLASS.Lookatthemenu.Whichfoods...

• Tellstudentstolookatthemenu.Ask:What’s the name of the restaurant?(Mom’sCafé)How much are the main dishes?($9.95)What do the main dishes come with?(ahousesaladandoneside)Say:Point to the sides. Do you have to pay extra for the salad or the sides?(No.)

• Sayeachmaindish,side,anddrinkandasktheclasstorepeat.

• Ask:Which foods do you know?Tellstudentstowriteacheckmarknexttothefoodstheyknow.

• Ask:Which foods do you not know?Callonstudentstonamefoodstheydon’tknow.Describethesefoodsorelicitdescriptionsfromotherstudents(forexample,S:I don’t know macaroni and cheese.T/classmate:It’s pasta with cheese sauce. My kids love it!).

• Ask:Which foods look good?Callonafewstudentstoanswer.Thenaskquestionswithcomparatives:Which looks better, the hamburger or the fish sandwich? Which looks tastier, the French fries or the mashed potatoes?

EXPanSIOn: Speaking Practice for 1

• Formgroupsof3.Askgroups:If you’re trying to eat a healthy diet, what can you order at Mom’s Café?Tellgroupstotalkaboutthemaindishes,sides,anddrinksandchoosethehealthiestoneineachgroup.Ask:Which foods and drinks are not healthy? Why? Why is the food or drink you chose healthier than the others?

• Say:Talkaboutonechoiceandexplainyourchoicetoyourgroup.Provideanexample:Mixed vegetables are healthy. Vegetables have fiber. French fries and onion rings have more sodium (also more calories, fat, and cholesterol) than mixed vegetables.


2 LIStEn

a ErnestoandAngelaareordering...

• Readthedirections.

• Tellstudentstolookattheguestcheck.Ask:What drinks did Ernesto and Angela order?(icedteas)What sides did they order?(mixedvegetablesandonionrings)What’s missing from the guest check?(themaindishes)

• PlayCD3,Track28.Studentslistenforthemaindishesandwritethemontheguestcheck.

• Callonstudentstosaytheanswers.• Tellstudentstopointtothepicturesofmeatloaf,

mixed vegetables,hamburger,andonion ringsinExercise1.

B Listentothewholeconversation....

• Askastudenttoreadthedirectionsandanswerchoices.

• PlayCD3,Track29.Readthequestionagain.Callonastudenttosaytheanswer.

EXPanSIOn: Speaking Practice for 2B

• Ontheboard,write:Angela: I’d like the .Waitress: And what would you like with that?Angela: .

• PairstudentsandtellpartnerstotaketurnsorderingforAngela.

Culture Connection

• Tellstudentstofillinthepricesontheguestcheck.Assignapriceforthedrinks,suchas$1.50each.Writethesalestaxforyourstateontheboard.Tellpairstocalculatethetaxandtotal.

• Elicitthetotalandwriteitontheboard.Ask:How much should Ernesto and Angela leave for a tip?ExplainthatintheU.S.atipisnotincludedinthebill(exceptforlargegroups).PointoutthatserversintheU.S.areusuallypaidalowwagebecauseit’sexpectedthattheywillreceiveatipfromeverytable.

• Nexttothetotalontheboard,write:15–20% tip. Say:Tip 15% for normal service. Tip 20% for really good service.Askpairstocalculatea15%tipanda20%tipforErnestoandAngela’swaitress.

• Ask:Do servers usually receive tips in your country? Is the tip / service included in the bill? How much do customers generally tip?


T-201 UNIT 10

3 COnVERSatIOn

a Listentothesentences.Notice...

• ReadthePronunciationWatchnote.• Readthedirections.PlayCD3,Track30.Students

listen.• ResumeplayingTrack30.Studentslistenand

repeat.

B Listentothesentences.Complete...

• Readthedirections.PlayCD3,Track31.• Writetheitemsontheboard.Callonstudentsto

writetheanswers.• Readthesentenceswiththeweakpronunciationof

a,to,the,andof.Asktheclasstorepeat.• Tellstudentstotaketurnsreadingthesentences

toapartner.Tellthemtopracticetheweakpronunciationofa,to,the,andof.Walkaroundandlisten.Modelasneeded.


C Listenandrepeattheconversation.

• Note:ThisconversationisthesameonestudentsheardinExercise2Aonpage200.

• Tellstudentstolookatthepicture.Say:Point to the waitress. Point to Ernesto. What is Ernesto’s wife’s name?(Angela)

• Tellstudentstoreadtheconversationsilently.Tellthemtounderlineto,the,a,andof.

• Readthedirections.PlayCD3,Track32.• Asstudentsrepeat,listencarefullyfortheweak

pronunciationofto,the,a,andof.

4 PRaCtICE

a PAIRS.Practicetheconversation.

• PairstudentsandtellthemtopracticetheconversationinExercise3C.Remindthemtopracticetheweakpronunciationofto,the,a,andof. Interactive Practice

Extra Practice


B ROLEPLAY.GROUPSOF3.Makeyourown...

• Readthedirections.• Modelaconversationwithtwoabove-level

students.PlayC(thewaiterorwaitress).TopromptAandB,writeI’d like the ontheboard.Ask:Are you ready to order? And what would you like with that? And for you?RepeatA’sandB’sordersbacktothem.Endtheconversationbysaying:I’ll be right back with your salads.

• TellstudentstolookattheconversationinExercise3Candunderlinelanguagetheycanusewhenthey’rethewaiterorwaitress(Are you ready to order? And what would you like with that?).Brainstormandwriteontheboardhowtoaskforthesecondcustomer’sorder(forexample,And for you? What would you like? What can I get for you?).

• Tellstudentstolookatthemenuonpage200andcirclethetwomaindishesandtwosidestheywillorder.Say:You’ll play a customer twice. What will you order each time?

• Formgroupsof3.Tellgroupsthateachmembershouldtakeaturnplayingthewaiterorwaitress.

• WalkaroundandcheckthatCtakesA’sandB’sorders.Listenfortheweakpronunciationofto,the,a,andof.

• Callonpairstoroleplayfortheclass.• Optional:Aspairsroleplay,tellstudentstolisten

andwritedowntheirorders.


Pre-level DirectstudentstocrossoutthefoodinErnesto’slinesinExercise3Candwriteinnewfoods.above-level Directstudentstoalsotaketheircustomers’drinkorders.Providelanguageasnecessary:What would you like to drink? Can I get you (started with) some drinks?


UNIT 10 T-202


• Say:We’re going to study quantifiers with plural nouns and non-count nouns. In the conversation on page 201, Ernesto used this grammar.

• PlayCD3,Track32.Studentslisten.Writeontheboard:Oh, and could we have some sugar?Underlinesome.


Quantifierswithpluralnouns

• CopythetopgrammarchartsontotheboardorshowthetopchartsonTransparency10.5andcovertheexercise.

• Readeachaffirmativesentence,andthenitscorrespondingnegativesentence(We have many apples,We don’t have many apples,etc.).

• Ask:Which quantifiers for plural nouns can you use in the affirmative and the negative?(many, a lot of )Which ones can only be used in the affirmative?(some, a few)What do some and afew change to in the negative?(any)

Quantifierswithnon-countnouns

• CopythebottomgrammarchartsontotheboardorshowallthechartsonTransparency10.5andcovertheexercise.

• Readtheaffirmativesentenceswithpluralnounsandwithnon-countnouns.Ask:Which quantifiers can you use with plural nouns and non-count nouns?(a lot of, some)Say:a lot of apples,a lot of sugar,some apples,some sugar.

• Ask:Whichquantifierscanonlybeusedwithpluralnouns?(many,a few)Say:many apples,a few apples.

• Ask:Which quantifier can only be used with non-count nouns?(a little)Say:a little sugar.

• ReadthesentencesunderQuantifiers with non-count nouns.Readeachaffirmativesentenceandthenitscorrespondingnegativesentence(We have a lot of sugar,We don’t have a lot of sugar,etc.).

• Ask:Which quantifier for non-count nouns can be used in the affirmative and the negative?(a lot of )Which ones can only be used in the affirmative?(some, a little)What does some change to in the negative?(any)What does alittle change to in the negative?(much)

• TellstudentstoreadtheGrammarWatchnotesilently.



PRaCtICE

a Underlinethecorrectwords.

• Readthedirectionsandtheexample.Ask:Why is the answer alotof?(becausethesentenceisaffirmativeandsugarisnon-count)

• Studentscompareanswerswithapartner.Tellthemtotaketurnsreadingthesentencesoutloud.

• Callonstudentstoreadthesentences.

B Completetheconversations.Morethanone...

• Readthedirections.• Writeitem1ontheboard.Readtheconversation.

Pointto:I eat only eggs a week.Ask:Is the sentence affirmative or negative?(affirmative)Is eggs a plural noun or a non-count noun?(apluralnoun)Pointtothetopleftchart.Ask:What are the possible answers?(many,a lot of,some,a few)Readtheconversationagainandask:What is the best answer?(a few)

• Walkaroundandspot-checkstudents’answers.Ifyouseeanincorrectanswer,askquestions(Affirmative or negative? Plural or non-count?)tohelpthestudentdeterminethecorrectcharttochooseananswerfrom.

• Studentscompareanswerswithapartnerbyreadingtheconversations.

• Callonpairstoreadtheconversations.


Extra Practice


T-203 UNIT 10

Show what you know!Review

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit10,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

1 GRaMMaR

a Completetheconversation.Underlinethecorrect...

• Readthedirections.Tellstudentstoreferbacktothegrammarchartsonpage190(Countnouns/Non-countnouns),page191(How much / How many),andpage202(Quantifierswithpluralnounsandnon-countnouns)asneeded.

• Studentscompareanswerswithapartnerbyreadingtheconversation.

• Callonanabove-levelpairtoreadtheconversationfortheclass.Discussanyerrors.

• Optional:Tellstudentstoreadtheconversationagainandwritetheshoppinglist.

B Comparetwofoods.Writefoursentences.Use...

• Readthedirections.Tellstudentstoreferbacktothegrammarchartonpage196(Comparativeadjectiveswiththan)asneeded.

• Tellstudentsthattheycanusedifferentfoodsineachsentenceiftheywish.

• Walkaroundandspot-checkstudents’sentencesforcorrectcomparativeformsandthan.Remindstudentstostartsentenceswithacapitalletterandendwithaperiod.

• Tellstudentstoreadtheirsentencestoapartner.Studentssaywhetherornottheyagreewitheachoftheirpartner’ssentences.Ontheboard,write:I agree,I disagree.

• Foreachadjectiveinthebox,callonafewstudentstoreadasentence.Discussanyerrors.

pages 100–101

Extra Practice

UNIT 10 T-204

Show what you know!expand

2 aCt It OUt

PAIRS.Readthenutritionlabels.Compare...

• Readthedirections.Ask:Which chicken do you think tastes better? Which chicken do you think is better for your health?

• Pairstudents.Tellthemtosaywhichbrandtheywouldbuyandtosayatleasttworeasonswhyeach.Remindpairstousethecomparativeformsoftheverbsintheboxandthan.

• Walkaroundandobservepartnersinteracting.Checkpairs’useofcomparativesandthan.

• Callonpairstoperformfortheclass.• Whilepairsareperforming,usethescoring

rubriconpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwelltheycompletethetask.

• Optional:Aftereachpairfinishes,discussthestrengthsandweaknessofeachperformanceeitherinfrontoftheclassorprivately.

3 REaD anD REaCt

STEP1.ReadaboutAmalya’sproblem.

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

• Readthedirections.• Readthestorywhilestudentsfollowalongsilently.

Pauseaftereachsentencetoallowtimeforstudentstocomprehend.PeriodicallystopandasksimpleWh-questionstocheckcomprehension(forexample,How many hours a week does Amalya work? What does she have to do after work? What does she not have time to do? Why doesn’t she buy fresh fruit and vegetables?).

STEP2.PAIRS.WhatisAmalya’sproblem?What...

• Ask:What is Amalya’s problem?(Shedoesn’thavetimetoprepareahealthydinnerforherfamily,andfruitsandvegetablesareexpensiveinherneighborhood.)What can Amalya do?

• Pairstudents.Readtheideasinthelist.GivepairsacoupleofminutestodiscusspossiblesolutionsforAmalya.

• Ask:Which ideas are good?Callonstudentstosaytheiropinionabouttheideasinthelist(forexample,S:I think she can ask her family to help with shopping, cooking, and washing dishes. This is a good idea.).

• Nowtellstudentstothinkofonenewideanotinthelist(forexample,She can prepare healthy meals on the weekend and freeze them.)andtowriteitintheblank.Encouragestudentstothinkofmorethanoneideaandtowritethemintheirnotebooks.

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


Pre-level Ask:Which ideas save time? Which ideas save money?Pairlower-levelstudentsandtellthemtodrawatwo-columnchartwiththeheadingssave timeandsave money.Tellpairstowritetheideasfromthebookandtheboardinthechart.above-level Tellpairstocomparetwoideasforsavingtimeandtwoideasforsavingmoney.Tellthemtowritetwosentences(forexample,Asking her family to help is easier than preparing meals on the weekend. Buying frozen vegetables is cheaper than shopping at a farmer’s market.).

4 COnnECt

Turntopage253fortheCommunity-buildingActivityandpage283fortheTeamProject.SeepageT-xiforgeneralnotesaboutteachingtheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage185.Askstudentstoturntopage185andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

10 Let’s Eat! - Future - English For Results · 2017. 5. 16. · • Count nouns / Non-count...

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