6 Moving In - Future - English For Results · Have students rephrase the sentences with can’t....

Preview• Holdupyourbookorhavestudentslookattheir

books.Setthecontextbyaskingthepreviewquestions.Youcanalsoask:Where are the people? Why? What do you think the woman is pointing at?

Unit Goals• Setthecontextoftheunitbyaskingquestions

abouthousingandhowtofindaplacetolive,forexample,Where do you live—in a house, an apartment, or somewhere else? How did you find the place where you live?

• Holdupyourbookorhavestudentslookattheirbooks.Readthetitleandaskthepreviewquestionsifyouhavenotalreadydoneso.Youcanalsoask:What do you think will happen next?

• PointtotheUnitGoals.Havestudentsreadthemsilently.

• TellstudentstheywillbestudyingthesegoalsinUnit6.

• Sayeachgoalandexplainunfamiliarvocabularyasneeded,forexample,tenant: a person who rents a house or apartment; lease: a contract between a tenant and a landlord; landlord: the person who owns a house or apartment that tenants are renting.

• Tellstudentstocircleoneormoregoalsthatareveryimportanttothem.Callonseveralvolunteerstosaythegoalstheycircled.

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

T-105 UNIT 6

Moving In

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Expressingexpectationandpermission• Tagquestionswithbe• Tagquestionswithdoasanauxiliaryverb• Reportedspeech

Pronunciation• Intonationintagquestions• Intonationinexclamations

Reading• Readaboutwhypeoplemove• Reading Skill: Distinguishinganauthor’s

mainideasfromdetails

Writing• Writealetterofcomplaint

Life Skills • Interpretalease

6 Classroom Materials/Extra Practice

CD 1Tracks 64–75

WorkbookUnit 6

Interactive PracticeUnit 6

NISHIO_FUTURE4_TE_9780131991576_242 242 4/30/09 1:49:49 PM

UNIT 6 T-106

Lesson 1 Identify tenant responsibilities

c Listentothewholeconversation.How...

• Saytheanswerchoices.Havestudentspantomimethemeaningswithfacialexpressions.

• PlayCD1,Track65.• Surveytheclass.Ask:How many people chose

answer a? answer b? answer c?Confirmthecorrectanswerandask:How did you know? Listthecluesontheboard.Ifnecessary,replaytherecording.

d Readthestatements.Listen...

• PlayTrack65again.Instructstudentstocheckthestatementsastheylisten.

• Readeachstatementandhavestudentsraisetheirhandsiftheycheckedit.

• Discussthestatementsthattheclassdisagreesabout.Ifnecessary,playtherecordingagain.

Communicative Practice 10 minutes

E PAIRS.Doyouthinkparents...

• Haveoneormorestudentssharetheiropinionswiththeclass.

Expansion: Speaking Practice for 2E

• Ontheboard,makeagridconsistingofthreecolumnsandtworows.Acrossthetop,writetheheadingsLive Together, Live Near Each Other,andLive Far Away.Alongtheside,writeAdvantagesandDisadvantages.

• Groupstudentsandhavethemdiscusstheadvantagesanddisadvantagesofeachlivingarrangement.Eachgroupshouldselectatimekeeper,anotetakertocopythegridandtakenotesonthegroup’sideas,andareporter.

• Giveatimelimitfordiscussion.• Havethereporterfromeachgroupsummarize

theadvantagesanddisadvantagesthatthegroupdiscussed.

• Havetheclassvote.Ask:Imagine you are eighteen years old. You have just finished high school. Where would you prefer to live—with your family, near your family, or far away from your family?

• Callonvolunteerstoexplaintheirvote.

Culture Connection

IntheU.S.youngpeopleusuallymoveoutoftheirparents’homeaftertheyfinishhighschool.Iftheygoawaytocollege,theyusuallyliveinadormitorywithotherstudents.Iftheygetajoborgotocollegelocally,theymayrentanapartmentwithroommates.

Controlled Practice 10 minutes

B Readthestatements.Then...

• Havestudentsreadthestatementssilentlyandpredictiftheyaretrueorfalse.

• PlayTrack64again.• Callonstudentstoreadeachitemandsayifitis

trueorfalse.Ifitisfalse,askthestudenttocorrectit.Writetheanswersontheboard.

Getting Started 5 minutes

1 BEFORE YOU LISTEN

CLASS.Whenyourentahouse...

• Writethewordtenantontheboardandcallonastudenttodefineit.

• Readquestion1andlistanswersontheboard.Possible answers: Pay rent on time, put garbage and recyclables in designated cans, keep the hallways clear, report problems with the apartment.

• Callonstudentstoanswerquestion2.Answer: A security deposit encourages renters to take good care of their unit because if they damage it, the landlord can keep all or part of the deposit.

Presentation 10 minutes

2 LISTEN

a Jessicaistalkingtoher...

• Havestudentslookatthepicture.Ask:Who is talking? Who is listening? How does Jessica look?

• PlayCD1,Track64.Havestudentslisten.• Callonstudentstoanswerthequestion.Answer: They are talking about Jessica’s new apartment.


T-107 UNIT 6

Lesson 1 Identify tenant responsibilities


3 CONVERSATION

Jessicaistalkingtohernew...

• PlayCD1,Track66.Havestudentslistenandreadalongsilently.

• Checkcomprehension.Ask:How many parking spaces will Jessica and her roommates have? What does Jessica mean when she saysIguesswe’llhavetotaketurns? Who is we? What is a permit? Where are tenants supposed to park? Where are visitors supposed to park? Why can’t they park in the lot?


4 PRACTICE

a PAIRS.Practicetheconversation.

• Formpairs.Havethempracticetheconversation.Thenhavethemswitchrolesandpracticeagain.

• Walkaroundandlistenasstudentsarepracticing.Providehelpasneeded.

• Askvolunteerstoperformtheconversation.


B ROLEPLAY.PAIRS.Lookatthepictures....

MULTILEVEL INSTRUCTION for 4B

Cross-ability Havethehigher-levelstudentplaytheroleofStudentB.

Culture Connection

RecyclingisbecomingmoreandmorecommonintheU.S.Manyhomesandapartmentsarerequiredtohaveseparatecontainersforgarbage,grassandplantrefuse,andrecyclables.Someplacesrequirepeopletosorttheirrecyclablesintocategories:paper,glass,andmetal.

Expansion: Speaking Practice for 4B

• Havestudentsdiscusstherulesshownintheillustrations.Ontheboard,write:What is the rule where you live? Do you think it is fair?

• Groupstudents.Giveatimelimitfordiscussion.Walkaroundandprovidehelpasneeded.

• Callonvolunteerstosharetheiranswerstothequestions.

Teaching Tip

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

• Pointtoeachillustrationandask:What do you see? What does the sign say? What does it mean?

• Chooseonesituationandmodelaroleplaywithanabove-levelstudent.PlaytheroleofStudentB,thelandlord.StudentAcanbeginlikethis:Hello, [name]. I forgot to ask you: Is smoking allowed in the hallways?

Interactive Practice

Extra Practice

• Formcross-abilitypairs.• Tellstudentstopracticeoutloudatleasttwice.• Havevolunteersperformtheirroleplay.


UNIT 6 T-108

Identify tenant responsibilitiesLesson 2


• Writethewordresponsibilitiesontheboard.Drawacirclearounditandfourspokesfromtheedgeofthecircleoutward.Oneachspoke,write:am required to, am supposed to, am not allowed to, andam not permitted to.

• Talkaboutyourjobresponsibilities.Forexample,say:In every job, employees have responsibilities. Here are some responsibilities that I have in my job:First, I am supposed to arrive on time. Second, I am required to take attendance at every class. Third, I’m not allowed to photocopy chapters of books. And fourth, I’m not permitted to cancel class without telling my boss.

• Pointtoeachexpressionontheboardasyousayit.• Ontheboard,write:be (not) + (supposed/required/

allowed/permitted) + to + verb. Sayeachexpressionandpointtothecorrespondingpartoftheformula.

• Askstudentstorepeatyourresponsibilities.Pointtoeachspokeonthewheel.

• Say:In this lesson, we will learn how to use these four expressions to talk about tenants’ responsibilities.


Expressing obligation, expectation, and permission• Copythegrammarchartontotheboard• ReadoutloudthefirstGrammarWatchnote.Then

readthefirstexampleonthechart.Say:Tenants are required to recycle glass, metal, and paper. It means that there is a rule that people must follow. Havestudentsrephrasethesentencewithmust.

• Readoutloudthesecondnoteandsecondexample.Explainthatitmeansthatthereisarulethatpeopleshouldfollow.Havestudentsrephrasethesentenceusingshould.

• Readoutloudthethirdnote.Explainthatthenegativeformsof allowed toandpermitted toexpressprohibition,thatis,thatpeoplecan’tdosomething.Readthethirdandfourthexamples.Havestudentsrephrasethesentenceswithcan’t.

• Readthefourthnote.Explainthatmore formal meansthatsomethingisusedmoreofteninwritingratherthaninspeaking.

• Readthelastexample.Havetheclasschangetheothersentencesintoquestions.

• Toconclude,ask:Which sentence talks about obligation? (thefirst)Which one talks about expectation? (thesecond)Which sentences talk about prohibition?(thethirdandfourth)Which one asks about permission? (thelast)

• Remindstudentsthatsubjectsandverbsmustagree.Topractice,pointtoanexamplesentenceontheboard.Changethesubjectandhavestudentscompletethesentencescorrectly.Forexample:T:You . . .Students:are supposed to recycle glass, metal, and paper.T:I . . . Students:am required to pay a security deposit.

Expansion: Grammar Practice

• Ontheboard,writethefollowingincompletesentences:1. Landlords are keep the building clean. (should) 2. Landlords are fix broken plumbing. (must) 3. Landlords are

raise the rent without giving notice. (can’t) 4. Landlords are force tenants to move without notice. (can’t)

Answers: 1. supposed to 2. required to 3. not permitted / allowed to 4. not permitted / allowed to

• Pairstudents.Tellthemtofillintheblankswithexpressionsfromthechart.Theyshoulduseeachexpressiononce.


1 PRACTICE

Readtheapartmentbuildingrules.Circle...

• Readtherulesoutloud.Explainvocabularyasneeded,forexample,stroller: a chair with wheels, used for pushing babies around.

• Ask:Does the first sentence talk about obligation or expectation? (obligation)

• Walkaroundandprovidehelpasneeded.• Checkanswers.Havestudentssaywhichwords

theycircled,underlined,ordoubleunderlined.Havethemsayifthemeaningisobligation,expectation,orpermission.


• FormpairsconsistingofStudentAandStudentB.HaveStudentAreadthefirstapartmentbuildingrule.TellStudentBtorestateitusingshould, must / have to, can,orcan’t.Havestudentsswitchrolesontheseconditem.Continuetakingturnsuntiltheendofthelist.


Identify tenant responsibilitiesLesson 2

T-109 UNIT 6

• Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Toconclude,asktheclass:Which items are unreasonable, in your opinion? Why?


2 PRACTICE

a Completetherules.Usethecorrect...

• Readitem1.Toreinforcethestructure,repeateachwordintheblankandpointtotheformulaontheboard.Thenask:What is the meaning here: Is it obligation, expectation, prohibition, or permission?

• Havestudentscompletetheexercise,workingaloneorinpairs.Walkaroundandprovidehelpwithvocabularyasneeded.Forexample: late fee: a fine or penalty imposed when someone pays his or her rent or a bill late; common areas: in an apartment building, the areas outside of people’s apartments, such as the entryway, lobby, laundry room, garage, etc., that everyone in the building uses; dispose of: throw away; lease term: the length of time that the lease is for.

• Writethenumbers2through10ontheboard.Callupstudentstowritetheanswers.

• Haveotherstudentsreadthesentencesandsayiftheyarecorrectorincorrect.Ifthereisanerror,havestudentscorrectit.

Teaching Tip

Toguidestudentstocorrecterrors,trythefollowingtechniques:1.Pointtothewholeitemcontainingtheerrorandasktheclass,What’s wrong here?2.Pointtothespecificincorrectwordandhavetheclassmakethecorrection.3.Readorsayanitem,stoppingrightbeforetheincorrectword.Thenpause,indicatingtostudentsthatthenextwordistheonetheyneedtocorrect.


B GROUPS.Lookattherules...

• Definereasonableassomething that is fair and that people are usually willing to do.

• Formgroups.• Instructstudentstolookatthelistofitemsin

ExerciseAanddiscusseachoneinturn.Ortosavetime,havestudentstaketurnsdiscussingtheitems.Forexample,Student1discussesitem1,Student2discussesitem2,etc.


Pre-level Havestudentsanswerquestion1only.HavethemreadanitemoutloudandthensayThis is true where I liveorThis is not true where I live.Above-level Havestudentsreadtheitemsandthendiscussquestions1and2together.

Show what you know!

CLASS.Discusstenantresponsibilities...

• Instructtheclasstothinkfromthepointofviewofabuildingmanager.

• Callonstudentstoprovidetenantresponsibilities,andwritethemontheboard.

• Discussasaclasstherelativeimportanceofeachitemontheboard.Encouragestudentstopolitelydisagreeandtosupporttheiropinions.

• Finally,havestudentsvoteontheresponsibilitiesandtallythevotesontheboard.Rankthetopfiveaccordingtothevotetally.

Progress Check

Canyou...identifytenantresponsibilities?Say:We have practiced identifying tenant responsibilities. Now, look at the question at the bottom of the page. Can you identify tenant responsibilities? Write a checkmark in the box.

pages 62–63Interactive Practice

Extra Practice


UNIT 6 T-110

Interpret a lease Lesson 3


1 INTERPRET A LEASE

a GROUPS.Whenpeoplerentanapartment...

• Writeleaseontheboard.Ask:What is a lease? (anagreementorcontractbetweenalandlordandatenant) What is the purpose of a lease? (toprotecttherightsofboththetenantandthelandlord)

• Surveytheclass.Ask:How many of you live in an apartment? Do you have a lease?

• Callonstudentswhohavealeasetosaywhatkindsofinformationtheirleaseincludes.Listresponsesontheboard.

Possible answers: The starting and ending dates of the lease, the rent, the security deposit, the landlord’s responsibilities in the building, the building rules that the tenant agrees to follow.


B CLASS.Readthefirstpart...

• Tellstudentstheyaregoingtoreadthefirstpartoftheleasewithoutusingadictionary.Explainthattheyshouldtrytoguessthemeaningofunfamiliarwords.Toillustrate,readthefirstlineoftheagreementoutloud.Asktheclass:What does partiesmean in this case? Does it mean celebration? (no)Does it mean people? (yes) Which people? (VaslavNovakandAnitaCruzorthelandlordandthetenant)

• Havestudentsread.• Refertheclasstotheitemsyoulistedontheboard

inExercise1.Pointtoeachoneandask:Does the lease talk about this? Where? Havestudentsreadthepartoftheleasethatcorrespondstoeachitemontheboard.Havethemdefinepertinentvocabulary,usingthecontextifpossible.


Cross-ability Pairproficientreaderswithweakerreaders.Havestudentstaketurnsreadingsectionsoftheleaseoutloud.Thehigher-levelstudentcanhelpthelower-levelstudentwithreading.

Expansion: Speaking Practice for 2B

• Putstudentsingroups.Makesureeachgrouphasoneormorestudentswhohavesignedaleaseontheirapartment.Havestudentscomparetheleaseintheirbookwiththeiractualleases.Askthefollowingquestions:1. Who is your landlord? 2. When did your lease begin? 3. What is the term of your lease? 4. How much is the rent? When is it payable? 5. How much is your security deposit? What does it cover? 6. If you want to terminate your lease, how far in advance do you need to tell your landlord? 7. If you damage the premises accidentally, are you required to pay for repairs?


2 READ

B Lookattheleaseagain.Complete...

• Again,encouragestudentstoguessthemeaningofwordstheydon’tknow.Theitemsintheexercisecanhelp.Forexample,afterstudentsdoitem2,theyshouldbeabletofigureoutthatatermisaperiodoftime.

• Tellstudentstounderlinethepartoftheleasethatgivestheanswertoeachquestion.

• Havestudentscompletetheitems.Thenhavethemcompareanswerswithapartner.

• Callonvolunteerstosaytheanswers.


T-111 UNIT 6

Interpret a lease Lesson 3

Progress Check

Canyou...interpretalease?Say:We have practiced interpreting a lease. Now, look at the question at the bottom of the page. Can you interpret a lease? Write a checkmark in the box.


3 PRACTICE

a Readthesecondpartofthelease.What...

• Havestudentsreadthewordsincapitalletters.Ask:What does shallmean?(will)What information is in the section that starts Thelandlordshall? (thingsthelandlordisrequiredtodo)What information is in the section that starts Thetenantshall? (thingsthetenantisrequiredtodo)

• Havestudentscontinuereading.• Havestudentsanswerthequestion.Answers: who pays for the utilities, rules about pets, landlord’s responsibilities, and tenant’s responsibilities


B Readthestatements.Write...

• Doitem1withtheclass.Readtheitemandasktheclassifitistrueorfalse.Whenstudentsanswer,ask:How do you know? Havestudentsreadthepartoftheleasethatprovidestheanswer.

• Havestudentscompletetheexercisealoneorinpairs.

• Checkanswers.


c GROUPS.Beforeyousignalease,...

• Pointoutthewordtermsintheinstructions.Itmeansrules.Ask:What did the word termmean in the lease?(aperiodoftime)Remindstudentsthatthesamewordcanhavedifferentmeanings,dependingonthecontext.

• Groupstudents.• Giveatimelimitfordiscussion.Whiletheyare

talking,walkaroundandprovidehelpasneeded.• Gooverthequestionswiththewholeclass.Possible answers: 1. You might not be able to move when you want to. 2. You might not be able to have your friends or relatives live with you. 3. You might be stuck in an apartment because you can’t get out of the lease.

Culture Connection

Whenreadinglegaldocuments,itisimportanttoreadandunderstandeveryword(thisiscalledreading the fine print)beforesigninganything.EvenpeoplewhospeakEnglishastheirfirstlanguagewilloftenhavealawyerreadalegaldocumentandadvisethembeforetheysignit.

MULTILEVEL INSTRUCTION for 3C

Cross-abilityPairproficientreaderswithweakerreaders.Havestudentstaketurnsreadingsectionsoftheleaseoutloud.Thehigher-levelstudentcanhelpthelower-levelstudentwithreading.


Extra Practice


UNIT 6 T-112

Talk about landlord responsibilitiesLesson 4


B Readthestatements.Thenlisten...

• Havestudentsreadthequestionsandpredicttheanswers.

• PlayTrack67again.• Callonstudentstoanswerthequestionsand

correctfalsestatements.

c Listentothesecondcall.Circle...

• Havestudentsreadtheitemsbeforelistening.Answerquestionsaboutvocabularyasneeded.

• Definein effect:describes a condition that is still true.

• PlayCD1,Track68.• Callonstudentstosharetheiranswers.


d GROUPS.Discuss.WhydoesManuel...

• Formgroups,eachwithatimekeeper.• Giveatimelimitfordiscussion.• Towrapup,calloneachgrouptosharethegroup’s

answertothequestion. Answer: If she has done either of these things, the landlord has a right to break the lease.

Expansion: Speaking Practice for 2D

• Askstudentsiftheyhaveeverhadeitheroftheproblemsdescribedbythetwocallers.Ifso,whatdidtheydotoresolvetheproblem?

Expansion: Writing Practice for 2D

• Withtheclass,brainstormotherlandlord-tenantproblemsthatthey’dliketoaskManuel.Forexample,say:Your kitchen faucet leaks. You called the landlord a week ago and so far no one has come to fix it. You want to know if you can call a plumber yourself and give the bill to the landlord. Listtheideasontheboard.

• Formgroupsofthree.HavethempracticereadingtheAudioScriptonpage289forExercises2A,2B,and2C.

• InstructstudentstowriteaconversationbetweenathirdcallerandManuel.TheycanchooseanideafromtheboardandusetheAudioScriptasamodelfortheirconversation.


1 BEFORE YOU LISTEN

GROUPS.Wherecanyougo...

• Ifpossible,tellaboutatimewhenyouorsomeoneyouknowhadaproblemwithalandlord.Tellwhichperson,agency,ororganizationyouortheycontactedinordertoresolvetheproblem.

• Readthedirections.Defineagencyasa government or private organization that provides a service

• Formgroupsofthreeorfour.Tellthemtoappointanotetakerwhowilllistthegroup’sideas.

• Havearepresentativefromeachgroupcometotheboardandwritethegroup’slist.

• Ask:Which answers were given by more than one group? What is the best way for tenants to get help, in your opinion?

Culture Connection

Mostcitieshaveanagencythatspecializesinresolvinglandlord-tenantconflicts.TofindsuchanagencyontheInternet,typethenameofyourcityandtenant’s rights, resources for tenants, orhousing department. Anotherresourceforlow-incomerentersisthelegalaidsocietyorfoundation.


2 LISTEN

a ManuelRodriguezisaguest...

• Explainradio talk showasradio programs that allow listeners to call in and share their ideas on a particular topic. Ask:Do you enjoy listening to talk shows? Which ones?

• Explaintenant rights lawyerasa lawyer who specializes in helping tenants when they have problems with their landlords.

• PlayCD1,Track67.Remindstudentstolistenspecificallyfortheanswertothequestion.

• Callonstudentstosharetheiranswers.Answer: He answers questions about tenant law in Texas.


Talk about landlord responsibilitiesLesson 4

T-113 UNIT 6


B ROLEPLAY.PAIRS.Role-playthissituation....


3 CONVERSATION

Pronunciation Watch• Ontheboard,writeseveralsentenceswithtag

questions,forexample:You live in a house, don’t you? Ping is married, isn’t she? Samuel doesn’t have a job, does he?

• Readeachsentenceandhavetheclassrepeat.Ask:What does your voice do at the end of the sentence?(Itgoesup.)

• Explain:The question at the end of the sentence is called atag.Questions with tags are calledtagquestions.

• ReadthePronunciationWatchnote.

a Listentothesentences.Notice...

• PlayCD1,Track69.Havestudentslisten.• PlayTrack69again.Havestudentslistenand

repeat.

B LisaMingiscalling...

• PlayCD1,Track70.Havestudentslistenandreadsilently.

• Optional: Haveabove-levelstudentsclosetheirbookswhiletheylisten.

• Checkcomprehension.Ask:What problem does Lisa report? What is the landlord going to do? What is Lisa concerned about?


4 PRACTICE


• FormpairsandhavestudentsreadtheconversationinExercise3B.Havethemswitchrolesandreadagain.

• Walkaroundandlistenasstudentsarepracticing.Providehelpasneeded.

• Havepairsperformtheconversationfortheclass.


Pre-level Havestudentswriteouttheirconversationandpracticeseveraltimes.Above-level Havestudentspracticewithoutwritingascript.Youcanalsotellthemtopracticetwice,switchingrolesthesecondtime.

c MAKEITPERSONAL.GROUPS.Discuss.

• Formgroupsofthreeorfour.Giveatimelimit.• Havevolunteerssharetheiranswerswiththeclass.

Community Building

Askstudentstosharetheirknowledgeaboutcommunityresourcesforhelpingtenantsindisputeswithlandlords.Forexample,askthemforthenamesofanysuchorganizations,wherethey’relocated,whatkindsofproblemstheycanhelpwith,andwhattheycharge.

Teaching Tip


• Readtheroles.Ifnecessary,explainlocksmith:a person who fixes and installs locks.

• Modeltheroleplaywithanabove-levelstudent.PlaytheroleofStudentA.Youcanbeginlikethis:Hello, [name]? This is [name] in apartment [number and letter]. I’m calling because . . .

• Pairstudentsofsimilarability.Tellstudentstopracticeoutloudatleasttwice.

• Havevolunteersperformtheirroleplay.


Extra Practice


UNIT 6 T-114

Check that information is correct Lesson 5


• WritetwosentencesfromLesson4,Exercise3Aontheboard.Forexample:The repairman isn’t there yet, is he? He has to replace the smoke detectors, doesn’t he?Focusattentionontheformoftagquestions.Pointtotheexamplesandexplain:Tag questions consist of a statement and a short question called atag.The tag consists ofbeordoand a subject.

• Demonstratetherisingintonationofthetag.Readtheexamplesandhavestudentsrepeat.Ask:Does your voice go up or down at the end?(up)

• Say:In this lesson, we’ll learn about tag questions withbeanddo.


Tag questions with be; Tag questions with do as an auxiliary verb• Copythegrammarchartsontotheboard• Readthesentencesandhavestudentsrepeat.

(Note:Thislessondealsonlywithtagsthathaverisingintonation.Makesuretopronounceallthetagsconsistently.)

• Fortagswithbe,drawalinefromeachboldfacedverbtothematchingboldfacedauxiliary.Elicittherule.Ask: If the main verb is be, what verb is used in the tag? (be)

• Similarly,drawlinesfromthemainverbstotheauxiliariesinthedochart.Ask:If the verb isn’t be, what verb do we use in the auxiliary? (aformofdo)

• Circlethesubjectsinthestatementsandthesubjectsofthetags.Explainthattheyagreeinnumber.

• ReadthefirstGrammarWatchnote.Rephrase:We use tags in conversation when we think something is true or correct but we want to make sure.

• Readthesecondnote.Illustratebypointingtotheverbsandtagsinthechart.Asyoupoint,remindstudents: Affirmative statement, negative tag. Negative statement, affirmative tag.


• Sayafewstatementsaboutthestudentsintheclass.Usebeanddoandhavetheclassprovidethetags,forexample:José is a gardener . . . (isn’t he?) Amelia has two children . . . (doesn’t she?) Sonya isn’t working now . . . (is she?) Tina and Sandra aren’t sisters . . . (are they?)

• Optional:Havestudentschangethesentencesinthechartfromsingulartoplural.

• Optional: Playagame.Instructstudentstowritefourpresent-timestatementsonapieceofpaper.Twoshouldbeaffirmativeandtwoshouldbenegative.Encouragestudentstouseavarietyofsubjects(singularandplural).Pairstudentsandhavethemexchangepapers.Studentsshouldreadtheirpartners’sentencesandattachmatchingtags.


1 PRACTICE

a Matchthebeginningsofthesentences...

• Doitem1withtheclass.Toguidestudentstowardthecorrectanswer,ask:Is the main verbbeorsomething else? Will the tag use beordo? Is it present or past?

• Clarifyvocabularyasneeded,forexample,miceis the plural of mouse,leadpaintis paint with lead, a dangerous chemical.

• Instructstudentstoworkaloneorinpairs.• Callonstudentstosaytheanswers.• Readallthesentencesandtagsandhavetheclass

repeatafteryou.Checkthatstudentsareusingcorrectintonation.

B Completethesentences.Circle...

• Readtheexamplewiththeclass.Remindstudentsthatapositivestatementrequiresanegativetagandviceversa.

• Instructstudentstoworkaloneorinpairs.• Callonstudentstoreadthesentences.Havethe

wholeclassrepeateachitem.Checkforcorrectintonationofthetag.

Expansion: Grammar Practice for 1B

• Ontheboard,writetagquestionswitherrors,forexample: The apartment is too cold, doesn’t it? Sam forgot to take out the trash, doesn’t he? You didn’t call the landlord, don’t you? The refrigerator is broken, is it?

• Pairstudentsandhavethemcorrecttheerrors.• Havestudentswritethecorrectedsentencesonthe

board.


Check that information is correct Lesson 5

T-115 UNIT 6


Show what you know!

ROLEPLAY.PAIRS.Role-playthissituation.Ask...


2 PRACTICE

Completetheconversations...

• Doitem1withtheclass.• Havestudentscompletetheremainingitems,

workingaloneorinpairs.• Whilestudentsareworking,walkaroundand

providehelpwithvocabularyasneeded.• PlayCD1,Track71.• Checkanswers.Ifstudentsmissedanyitems,lead

themthroughthestepsofchoosingthecorrecttag.Thatis,ask:Is the main verbbeor something else? Will the tag use beordo? Is it present or past?

MULTILEVEL INSTRUCTION

Pre-level HavestudentsplaytheroleofStudentAandaskthetagquestionstheywroteinthepreviousactivity.Above level HavestudentsplaytheroleofStudentBandanswerthetagquestionsaccordingtotheinformationinthelease.

Progress Check

Canyou...checkthatinformationiscorrect?Say:We have practiced checking that information is correct. Now, look at the question at the bottom of the page. Can you check that information is correct? Write a checkmark in the box.


Extra Practice

Teaching Tip


• Readthedirections,roles,andexample.• Havetheclassturntopages110–111andreread

thelease.Elicitanothersampletagquestionandresponseandwriteitontheboard.

• Formcross-abilitypairsandhavestudentsworktogethertowritethefivetagquestions.

• Instructstudentstopracticetheirroleplayatleasttwice.

• Havevolunteersperformtheirroleplayfortheclass.


UNIT 6 T-116

Read about why people moveLesson 6


1 BEFORE YOU READ

GROUPS.Whataresomereasons...

• Elicitonereasonfromtheclassandwriteitontheboard,forexample,Some people move to find a better job.

• Putstudentsingroupsofthreeorfour.Tellthemtochooseatimekeeper,anotetaker,andareporter.Askthemtobrainstormreasons.Givethematimelimitfordiscussion.

• Callonreporterstogivetheirgroup’sanswers.Listthereasonsontheboard.

Possible answers: to be closer to family or friends, to be closer to place of work, for the climate, for the lifestyle and attractions of the area, etc.


2 READ

Listenandreadthearticle.Does...

• Withtheclass,readthetitleofthearticle.Explainthat on the moveisanidiomthatmeanssomethingismovingorchanging.

• PlayCD1,Track72.Askstudentstolistenandreadalongwiththearticle.

• Tellstudentstolookforthereasonspeoplemove.Tellthemtoplaceacheckmarknexttoreasonsfoundbothontheboardandinthearticle.

• Note:Thispartofthelessonfocusesonmainideas.Donotpreteachtheboldfacedvocabulary.ThewordswillbetaughtinExercise4.

• Whenstudentshavefinishedreading,turntothelistofreasonsontheboard,pointtoeachoneandask: Is this reason in the article? Where?Havestudentsreadoutloudthesentencesinthearticlethatcorrespondtothereasonsontheboard.

• Towrapup,askanddiscuss:Does the article mention any reasons that are not on the board? Are there any reasons on the board that are not in the article?

Teaching Tip

InEnglishwriting,informationisnormallyorganizedfromthegeneraltothespecific.Themostgeneralsentence,whichgivesthemainidea,isoften(butnotalways)thefirstsentenceofaparagraph.Therefore,togetaquickideaaboutthecontentofanarticle,studentsshouldreadthefirstparagraphandthenthefirstsentenceofeachsubsequentparagraph.


T-117 UNIT 6

wordprefixesifyourstudentsarefamiliarwithit).Ask:What does re-mean?(again)What does dis-mean?(oppositeof )Tellstudentsthattheycanuseprefixestohelpthemguessthemeaningsofwordstheydon’tknow.

• Tellstudentstheycanalsousesuffixestohelpthemguess.Suffixestellthepartofspeechofaword.Forexample,inthewordassimilation,the-tionendingidentifiesthewordasanoun.Anouncanbeaperson,place,thing,orconcept.

• Doitem1withtheclass.Havestudentsrereadthefirstsentenceofthesecondparagraph.Ask:Which word in paragraph 1 has the same meaning as relocate?(move)

• Pairstudentsandhavethemdotheexercise.Tellthemnottouseadictionary.Instead,theyshouldfindeachiteminthetext,readthesentenceinwhichitappears,andguesswhatitmeans.

• Havevolunteerssaytheanswersandexplainhowtheyguessedthemeaning.Correctasneeded.

EXPANSION: Vocabulary Practice

• Selectotherwordsfromthetextandhavestudentsusethecontexttoguesswhattheymean.Possiblewordstoselectareresidents, suburbs, andenrich.


Show what you know!

GROUPS.Discuss.

• Ontheboard,createachartwiththeheadingsPositiveandNegative.Tellstudentstodiscussbothpositiveandnegativereasonsformoving.

• Formgroupsofthreeorfour.Haveeachgroupselectatimekeeper,anotetaker,andareporter.Thenotetakershouldcopythechartfromtheboardandtakenotes.

• Giveatimelimitfordiscussion.• Haveeachgroup’sreportersharethegroup’s

positiveandnegativereasonsformoving.

Read about why people moveLesson 6


3 CHECK YOUR UNDERSTANDING

Reading Skill: Distinguishing an Author’s Main Ideas from Details

• ReadtheReadingSkill.• Ask:Which sentence gives the main idea?(Whyare

somanyAmericansonthemove?)Pointoutthatinanarticlewithseveralparagraphs,themainideaisusuallyinthefirstparagraph.Themainideaisthendevelopedintheparagraphsthatfollow.

• Tellstudentstocircletheconnectingwordsthatintroduceeachreason(one of the biggest reasons, another reason, a third reason).Explainthatwritersuseconnectorslikethesetohelpreadersrecognizeandrememberthedetailsthatsupportthemainidea.

PAIRS.Readthearticleagain.Answer...

• Formcross-abilitypairs.Theabove-levelstudentshouldhelpthepre-levelstudentwithvocabulary.

• Havestudentswritetheiranswerstothequestions.Forquestion1,studentsshouldrewritethequestionasastatement.Forquestion2,theyshouldlistthethreereasonsintroducedbytheconnectingwordstheycircledabove.Forquestion3,theyshouldchooseonedetailwithineachofthethreeparagraphsthatprovidethereasonswhyAmericansmove.

• Haveeachpairofstudentscompareanswerswithanotherpair.

• Gooveranswerswiththewholeclass.

MULTILEVEL INSTRUCTION FOR 3

Pre-level Forquestion3,havestudentsunderlinethedetailsinthetextonpage116.Above-level Forquestion3,havestudentstakenotesonthedetailsinthespaceonpage117.Thenhavethemaddonemoredetailthattheyknowaboutfromtheirexperience.

4 WORD WORK

Findtheboldfacedwords...

• Ontheboard,writere-anddis-.Askstudentstosaywordsthatbeginwiththesesyllables(usethe


Extra Practice


UNIT 6 T-118

Discuss problems with neighborsLesson 7


B Readthestatements.Thenlisten...

• Tellstudentstoreadthestatementssilentlyandpredicttheanswers.

• PlayTrack73again.Havestudentscircletheanswers.

• Writethenumbers1through 6ontheboard.Callonstudentstoreadthestatementsandsaythecorrectanswers.Havethemexplainhowtheychosetheiranswers.

• Ifnecessary,playtherecordingagain.Havestudentsraisetheirhandswhentheyheartheanswertoaquestion.Stoptherecordingandaskstudentstorepeatwhattheyheard.


c GROUPS.Discuss.Whatshould...

• Putstudentsinsmallgroups.Tellthemtochooseatimekeeper,anotetaker,andareporter.

• Pointtothelistofsolutionsalreadyontheboard.Remindstudentstheycanchooseoneofthesesolutionsorthinkofsomethingdifferent.

• Giveatimelimitfordiscussion.• Whilestudentsaretalking,walkaroundand

providehelpasneeded.• Havereporterssharetheirgroup’ssolution(s).Add

anynewsolutionstothelistontheboard.

Expansion: Speaking Practice for 2C

• Readeachsolutionontheboardandhavestudentsvoteonthebestone.Thencallononeormorestudentstoexplainwhythesolutionwiththemostvotesisindeedthebest.

d MAKEITPERSONAL.PAIRS.Haveyouever...

• Trytopairstudentssothateachpaircontainssomeonewhohashadaproblemwithneighbors.

• Havestudentsdiscusstheirexperiences.Circulateandprovidehelpasneeded.


1 BEFORE YOU LISTEN

GROUPS.Discuss.

• Modelanswerstothequestions.Tellaboutaproblemyouorsomeoneyouknowhadwithaneighborandwhatyouortheotherpersondidaboutit.

• Formgroups.Giveatimelimitfordiscussion.• Haveseveralvolunteerssharetheiranswers.Write

themontheboardundertheheadingsTypes of ProblemsandSolutions.

Possible answers: 1. People have problems when neighbors make noise frequently, when they don’t keep the property neat and clean, when they’re nosy, etc. 2. You should talk to your neighbor to make him or her aware of the problem. If that doesn’t work and if the neighbor is breaking a building rule, you can talk to your building manager or landlord. If those things don’t work, you may want to move out!


2 LISTEN

a OscarandMartalive...

• Holdupyourthebookandpointtothepictureorhavestudentslookintheirownbooks.Ask:Who are the speakers? Where are they? How do they look? (annoyedorupset)Why? Can you guess what the conversation will be about?

• PlayCD1,Track73.• Ask:What is the problem with the neighbors? Was

your guess correct? Callonvolunteerstoanswer.Answer: The problem is that their neighbors are noisy.



T-119 UNIT 6


B ROLEPLAY.PAIRS.Role-playthissituation....


3 CONVERSATION

Pronunciation Watch

• Beforeclass,locateseveralfactsthatwillevokeastrongreactionfromtheclass.Forexample,gotothewebsitefortheGuinnessBookofWorldRecordsandfindsomefactsthere.ThepointistoelicitexpressionssuchasWow! orThat’s amazing!fromthestudents.

• Writetheexpressionsontheboard.Repeatthemandask:What does my voice do?Elicitthefactthatitrisesquitehighandthenfalls.

• ReadthePronunciationWatchnote.Explainthatstrong feelingcanbepositiveornegative,forexample,surprise,joy,shock,ordisgust.

a Listentothesentences.Notice...

• PlayCD1,Track74.Havestudentslisten.• PlayTrack74again.Havestudentslistenandrepeat.

B Twoneighborsaretalking.Listen...

• Writethewordexterminatorontheboard.Ask:What does an exterminator do? (killsinsectsandotherpests)Say:This word is in the conversation. What do you think the conversation will be about?

• PlayCD1,Track75.Havestudentslistenandreadalongsilently.

• Checkcomprehension.Ask:What did Maria see? Where did she see it? Where did it come from? Who is she going to call?


4 PRACTICE


• FormpairsandhavestudentsreadtheconversationinExercise3B.Tellthemtotaketurnsreadingeachrole.

• Walkaroundandlistenasstudentsarepracticing.Noticetheirpronunciationofexpressionsofstrongfeeling(Oh, no! That’s horrible!)Correctifneeded.

• Askvolunteerstoperformtheconversationfortheclass.

Teaching Tip


• Readtheroledescriptions.Discusswiththeclass:How can Student B find out who has been parking in his or her space? (knockontheneighbors’doorsandaskthemiftheyknowwhoownsthecar;getthelicensenumberandcalltheDMVtofindoutwhotheowneris;orreporttheproblemtothelandlord)

• Formcross-abilitypairs.• Tellstudentstopracticeoutloudatleasttwice.• Havevolunteersperformtheirroleplay.

c PROBLEM-SOLVING.

STEP1.Readtheproblem.Think...

• Readthesituationandclarifyvocabulary.• Instructstudentstothinkabouttheproblemby

themselvesandmakealistofsolutions.

STEP2.GROUPS.Discusstheproblem...

• GroupstudentsandhavethemsharethesolutionstheywrotedowninStep1.

• Havearepresentativefromeachgrouptelltheclasswhichsolutionthegroupvotedthebest.Listallsolutionsontheboard.

• Havetheclassvoteonthebestsolutionamongthoseontheboard.

Expansion: Speaking Practice for STEP 1

• AskifanyonehaseverhadaproblemsimilartoPedro’sandwhattheydidtosolveit.


Extra Practice


UNIT 6 T-120



• Askasimplequestion,forexample,When did you move to [name of city]?

• Callonseveralstudentstoanswerthequestion.Writetheanswersontheboardinquotationmarks,forexample,“ImovedlastMarch.”

• Next,write[name of student] said . Ask the class: What did [name of

student] say? ([name of student] said he moved to [name of city] last March.) Writethissentenceontheboardwithoutquotationmarks.

• Pointtothefirstresponse.Say:This kind of answer is called directspeech.When we write it, we use quotation marks.

• Pointtothesecondresponse.Say:This kind of response is calledreportedspeech.When we write it, we don’t use quotation marks.

• Say:In this lesson, we’ll learn about the differences between direct speech and reported speech, and you’ll practice using reported speech.


Reported speech

• Copythegrammarchartontotheboard.• Readthesentences.Ask:Do the sentences with

direct speech repeat the speaker’s exact words? (yes)What about the sentences with reported speech?(no)

• ReadthefirstGrammarWatchnote.Pointtothetwosidesofthegrammarchartandsay:The information in the two types of statements is the same, but the words are not exactly the same.

• Pointtotheverbssaidandtoldintheexamples.Ask:What comes after said? What comes after told?(Toldisfollowedbyanobject.)ThenreadthesecondGrammarWatchnote.

• ReadthefirstandsecondexamplesintheDirectSpeechcolumn.Foreachsentence,asktheclass:What is the time of the direct statement? (present)What is the time of the reported statement? (past)Makesurestudentsnoticethetensechange.ThenreadthethirdGrammarWatchnote.Pointoutthatthefirsttwoexamplesinthechartfollowtheruleforformal,orwrittenEnglish.

• Readthethirdexample.Circleanddrawalinefrom’llinthedirectstatementtowouldintheindirectone.Explain:’llchanges towouldin indirect speech when the reporting verb is in the past.

• Readthefourthnote.Pointoutthatinthefirstexample,thedirectyouchangestotheindirectthey.Inthesecondexample,thedirectyourchangestotheindirecthis.Inthethirdexample,thedirectIchangestotheindirecthe.

• Pointoutthatinreportedspeech,thethatbeforethereportedstatementisoptional.


• Makeafour-columnchartontheboard.Inthefirstcolumn,writeseveralnouns,suchasThe teacherandMy mother. Inthesecondcolumn,writesayandtell.Inthethirdcolumn,writeme, him, andthenamesoftwostudents.Inthefourthcolumnwritetwoorthreesentenceswithverbsinthepresentorpasttense,forexample,He was late /I am too noisy.

• Pointtoelementsfromeachcolumnandhavestudentsbuildreportedstatements,forexample,The teacher told Miguel he was late. / My mother said I am too noisy.


1 PRACTICE

a Readtheadvicecolumnquestions...

• TellstudentsthatQmeansquestion.ArealadvicecolumnwouldalsohaveanA,meaninganswer.

• Readtheexample.• Havestudentscompletetheexercise.• Checkanswers.

Culture Connection

AdvicecolumnsareverypopularintheU.S.Mostnewspapershaveanadvicecolumntohelppeoplewiththeirpersonalproblems.TherearealsomanyadvicecolumnsontheInternet.Someofthemarespecialized,forexample,advicecolumnsthatdealwithmedicalquestions,homeimprovement,finance,etc.

B Completethestatements.Use...

• Readthefirstthreesentences.Remindstudentsthattoldisfollowedbyanobject.

• Havestudentsworkaloneorinpairs.• Havestudentsreadthecompletedsentences.

Correcterrorsasneeded.



T-121 UNIT 6


Show what you know!

PAIRS.Talkaboutaproblem...

• Modeltheactivity.Talkaboutaproblemyouhadwithaneighborandwhatyoudidorsaid.Alsosayhowyouresolvedtheproblem.

• Pairstudents.Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Callonvolunteerstosharetheiranswerswiththeclass.

Expansion: Speaking Practice

• Tellpairsofstudentstochooseoneoftheproblemstheydiscussedandrole-playaconversationaboutit.

Progress Check

Canyou...discussproblemswithneighbors?Say:We practiced discussing problems with neighbors. Now, look at the question at the bottom of the page. Can you discuss problems with neighbors? Write a checkmark in the box.


2 PRACTICE

a Readthetenants’problems.Rewrite...

• Readthedirections.RemindstudentsthatininformalEnglish,theydon’tneedtochangetheverbsinthereportedstatementtothepast.

• Doitem1withstudents.• Havestudentscompletetheexercise.Thenhave

themcompareanswerswithapartner.• Writethenumbers2through5ontheboard.Call

onstudentstowritetheirsentencesontheboard.• Haveotherstudentsreadthesentencesonthe

boardandsayiftheyarecorrect.Ifthereareerrors,havestudentstrytocorrectthem.

B Completetheparagraphabout...

• Readthedirections.RemindstudentsthatinformalEnglish,theyneedtochangetheverbsinthereportedstatementtothepast.Alsoremindthemthatwillchangestowouldinreportedspeech.

• Dotheexamplewithstudents.• Havestudentscompletetheexercise.Thenhave

themcompareanswerswithapartner.• Havestudentsreadthesentenceswiththeverbs

filledin.Writethemontheboard.Correcterrorsasneeded.


Extra Practice


UNIT 6 T-122

Write a letter of complaintLesson 9


Writing Tip: Writing a ComplaintReadtheWritingTip.Emphasizethatyouhaveamuchbetterchanceofgettingyourproblemsolvedifyouaskforasolutionthanifyoujustcomplainabouttheproblem.

c Readthewritingmodel.Underline...

• Instructstudentstoreadthebodyoftheletter,underlinethecomplaint,andcirclethesolution.Explainthatthecomplaintistheproblemthatthewriterwantsthelandlordtofixorresolve,andthesolutionistheactionthatthewriterwantsthelandlordtotake.

• Giveatimelimitforreading.• Callonstudentstosaywhichpartsoftheletter

theyunderlinedandcircled.Answers: Underline: my stove is broken Circle: The oven needs to be fixed or replaced.

Expansion: Parts of a Formal Letter

• Withtheclass,lookattheletterofcomplaintandnamealltheparts,beginningwiththewriter’snameandaddressatthetopandconcludingwiththewriter’snameandsignatureatthebottom.

• Goovereachbodyparagraph.Askstudents:What is this paragraph about?

• Readthelastsentenceoftheletterandtheclosing.Pointoutthatthesepartsofthelettershouldbeformalandverypolite.


1 BEFORE YOU WRITE

a CLASS.Whenatenant...

• Asktheclass:What does complainmean, as in the sentenceIcomplainedtomylandlordaboutmynoisyneighbors?Explainthata letter of complaintisaletterinwhichyouformallycomplainaboutaproblemandaskthattheproblembecorrected.

• Readthedirections.• Callonvolunteerstoanswerthequestion.List

students’reasonsontheboard.Possible answer: It’s good to write a letter because then you have a record of your complaint.

B GROUPS.Haveyoueverwritten...

• Askstudentstoraisetheirhandsiftheyhavewrittenaletterofcomplaint.(Itislikelythatfew,ifany,studentswillhavewrittensuchaletter.)Havetheotherstudentsformgroupswiththosestudents.Thestudentswhohavewrittenlettersshouldtellabouttheirexperience.Theothermembersofthegroupshouldaskquestions.

• Giveatimelimitfordiscussion.• (Note:Ifjustoneortwostudentshavewrittena

complaintletter,havethewholeclassinterviewthem.Ifnostudenthaswrittensuchaletter,telltheclassaboutarealletterthatyouhavewrittenordescribeanimaginaryone.Explainwhattheletterwasabout,whyyouwroteit,andwhatkindofresponseyougot.)


Write a letter of complaintLesson 9

T-123 UNIT 6

MULTILEVEL INSTRUCTION for 3

Pre-level Havestudentswriteonesentenceabouttheproblemandonesentenceaboutthesolution.Above-level Havestudentsincludemorethanonesolutionorwriteseveralsentencesaboutonesolution.

4 CHECK YOUR WRITING

Teaching Tip

Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluateeachstudent’svocabulary,grammar,mechanicsandhowwellheorshehascompletedthetask.Youmaywanttoreviewthecompletedrubricwiththestudents.

• Readthequestionsinthechecklist.• Havestudentsreadtheirparagraphsandcheckoff

thequestionsinthechecklist.• Collectpapersandcorrectthem.Makecorrections

asneededinparagraphformat,content,andtheitemsinthewritingchecklist.

Expansion: Writing Practice

• Havestudentsrewritetheirlettersinclass,incorporatingyourcomments.Thenpairstudentsandhavethemreadtheirletterstoeachother.

page 72Interactive Practice

Extra Practice


2 THINKING ON PAPER

a BRAINSTORM.Thinkaboutproblems...

• Brainstormoneortwoproblemswiththeclassandwritethemontheboard.

• Havestudentschoosetwootherproblemsandwritethemintheirbooks.Iftheydon’thaverealproblems,tellthemtowriteinventedones.

• Havestudentssharetheirlistswithoneortwoclassmates.

B Chooseoneproblem.Think...

• Copythediagramontotheboardandmodelthetask.Askonestudenttonameaproblem.Asktheclasstoprovidesolutions.Writetheclass’sideasonthediagram.Pointoutthatthediagramshouldcontainideas,notcompletesentences.(Note:Itisnotnecessarytoincludefoursolutions.Includeasmanyastheclasssuggests.)

• Allowstudentstoworkalone,inpairs,oringroups.Giveatimelimit.

• Asstudentsareworking,circulateandhelpthemthinkofsolutions,ifnecessary.

• Haveseveralvolunteerscopytheirdiagramsontheboard.Pointtoeachdiagramandasktheclass:How many have had a similar problem? Did you try one of these solutions? Did it work?


3 WRITE

Writeyourownletterofcomplaint.Focus...

• Remindstudentstoincludeaproblemandoneormoresolutions.

• Havestudentsincludethefirstparagraphofthewritingmodelonlyifitistrue.Otherwise,theycanbegintheirletterwiththesecondparagraph.

• Whilestudentsarewriting,walkaroundandprovidehelpasneeded.Makesurethattheyarefollowingcorrectletterform.


UNIT 6 T-124

STEP2.GROUPS.WhatisGustavo’sproblem?...

• Putstudentsingroupsofthreeorfour.Tellthemtochooseatimekeeperandareporter.

• Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Whentimeisup,callonthereporterstosharetheirgroup’ssolution.Writeallsolutionsontheboard.

Show what you know!Review &Expand

1 REVIEW

Turntopage250fortheGrammarReview.

2 ACT IT OUT

STEP1. CLASS.Review...

• PlayCD1,Track75.Havestudentslistenastheyreadthescriptonpage119.

• Tellthemtoreadtheconversationwithapartner.• Havevolunteersperformtheconversationforthe

class.

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

MULTILEVEL INSTRUCTION for STEP 2

Pre-level Whileotherstudentsconductadiscussionoftheprosandconsofeachsolution,havepre-levelstudentslisten.Thenhavethemvoteonthebestone.Above-level Havestudentsconductadiscussionoftheprosandconsofeachsolutionandwritetheprosandconsontheboard.Thenhavetheclassvoteonthebestsolution.

4 CONNECT

Turntopage259fortheSelf-EvaluationActivityandpage268fortheTeamProject.SeepageT-xiforteachingtipsfortheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage105.Askstudentstoturntopage105andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit6,encouragethemtoreviewtheactivitiesontheCD-ROM.

Teaching Tip


• Havestudentslookattheillustration.Ask:Where is the woman? What is the problem? What should she do?

• Withtheclass,discuss:What are some ways that the building manager might respond? (Hecouldagreetofixtheproblemimmediately;hecouldsaythathewillsendsomeonetofixit;hecouldrefusetothefixtheproblembecauseitwascausedbythetenants’carelessness;orhecouldsaythattheproblemisnothisresponsibilitybecauseitisnotcoveredinthelease.)

• Pairstudents.Instructthemtochooserolesandpracticeatleasttwice.

• Whilestudentsarepracticing,walkaroundandprovidehelpasneeded.

• Callonpairstoperformfortheclass.

3 READ AND REACT

STEP1.ReadaboutGustavo’sproblem.

• Readtheproblem.TellstudentstothinkaboutasolutiontoGustavo’sproblem.


6 Moving In - Future - English For Results · Have students rephrase the sentences with can’t....

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