Book 11 Unit 01 Part A B11.pdf · 2013. 1. 18. · Workbook p. 2. Lesson Plan Unit 1 Day 2 (Part A)...

Lesson Plan Unit 1 Day 1 (Part A) Face to Face-Book 11

Language Focus &

Functions

*Welcome back! We missed you! Thanks, I missed you, too. *How was (Vietnam)? It was relaxing.

*Greetings and SuggestionsProcedure Activities Materials

Introduction

Warm Up

Before opening the book

Greet the class and review an expression such as ‘Which

season do you like the most’ or another level-appropriate review

question.

Introduce today’s topic by asking students about trips they

have taken. Then explain the target language to the students.

Ask the students questions which get them to use the target

language.

T: “Hi Everyone!” T: “Jane, have you ever taken a trip before?” Jane: ”Yes, I have.” T: “Where did you go?” Jane: “I went to America” T: “Wow! Everyone, how do you think we might greet someone when they return from a trip?” John: “Maybe we can say ‘Welcome back’?” T: “You bet! Great work!” T: “So, how was your trip to America, Jane?” Jane: “It was very interesting!”

Presentation

Open the text books. Listen and Say T: “Open your books to page 4”

Ask questions about the pictures before playing the CD.

-Where do think they are?

Who is the man in the suit?

-Who is the boy with him?

-Does the little boy look happy?

-Why does it look like the boy is thinking of the man’s

suitcases in the car?

T: “Now let’s listen to the CD.”

Play the CD.

Before opening

the book

Student Book

p. 4

After listening to the CD

Ask questions about the dialogue.

- Who went on a trip?

- Where did they go?

- What did Sam say about the trip?

- What does Brian want?

- Is he excited?

- Etc

CD

Main lesson Practice

Practice with your teacher—Talk about the dialogue

1. While continuing to look at the text, ask the students a

number of questions about the dialogue using the

questions on the page and any others you can think of.

2. Have the students read the text again, either

individually, silently, or all together.

3. This time ask the students questions and do not allow

them to use the book to help them.

Variation: For fun, have the students ask each other

question’s about the text. The students asking the questions may

use the book if they wish.

Variation: Turn question asking into a game. Give a point

for correct, unique questions about the text and/or correct

responses.

Point and Say

Focus the students’ attention to Point and say at the top of

the page. Read the target language and go through all of the

examples. Assign the students a part in the dialogue and

practice with the students. Focus on their intonation, speed

and pronunciation.

T: “Everybody, now please look at page 5”

T: “Jim and Laura, please look at the example in number 1.”

T: “Laura, will you begin the dialogue, please?”

Laura: “Yes. Welcome back! We missed you!”

Jim: “Thanks, I missed you too.”

Student Book

p. 4

Student Book

p. 5

Laura: “How was Vietnam?”

Jim: “It was terrible! I got very sick.”

T: “Super work, Laura and Jim! Now who would like to volunteer

to do number 2?”

Listen

A Listen Carefully and Choose the Best Response

Have the students open their books to the correct page.

Make sure they are looking at the proper section and have

their pencils ready. Play the CD and have the students pick

the best response. When they have finished have the

students call out their answers to see if they have done the

exercise properly.

B Dictation – Fill in the Blanks

Again, play the CD. Have the students listen to the CD and fill

in the blanks with the correct answers. Have the students read

out their completed sentences when they have finished.

CD

Homework Homework

Have the students open their workbooks and orally review

the homework. Make sure all the students understand how to

do each part of the assignment. If the students are having

difficulty, the teacher may need to help them complete one

problem during class. The teacher should not assign the

homework until the students are confident in what they must

do.

Workbook p. 2


Language Focus & Functions

*Welcome back! We missed you! Thanks, I missed you, too. *How was (Jeju Island)? It was beautiful.

*Greetings and Suggestions

Procedure Activities Materials

Introduction

Warm Up and Review

Greet the students and ask them for language items that

they remember from the previous lesson. Give as many

hints as the students need. Open the text books and begin

the review activity.

1. Have the students focus their attention on the

correct section.

2. Tell students to stand up and ask them to circulate

the room, asking four of their classmates the

questions in the dialogue.

3. Assure students that even of they have never been

to the places on the page, to imagine what they

think it might be like.

4. Have students record their responses on the page.

VARIATION: Assign each student a partner and have each

pair complete the exercise. Ask the pairs in turn, to present

one or two of their dialogues to the class.

Student

Book p. 6


Make a Conversation and act it out

1. Ask for two volunteer to act out a dialogue.

2. Remind everyone to conjugate the verbs to the past

tense (as in the Grammar Point) when responding.

3. Ask students to applaud their friends and thank the

volunteers for a job well done.

Student

Book p. 6

Complete the sentences

1. Discuss what it means to miss someone/ something.

2. Give a personal example.

3. Have students work independently to complete the

sentences.

4. Ask for volunteers to share their answers with the rest

of the class.

VARIATION: You may prefer to have student work in pairs or

small groups, making the activity into a dialogue. Ex.

Tracey: “Lucy, did you ever miss your cat?”

Lucy: “No, I don’t have a cat!”

Tracey: “Ok, well what about your grandmother?”

Lucy: “Yes, I missed my grandmother when I went to China

last summer.”

Student

Book p. 7

Evaluation/

Consolidation

Self Production

Have the students open their books to the correct page. Ask

everyone to complete the short writing assignment at the

bottom of the page. Walk around the room looking at the

students’ work to ensure they are completing the lesson

properly. Have the students take turns reading out their

answers when they finish if they wish.

Student

Book p. 7

HomeworkHomework

Have the students open their workbooks and orally

review the homework. Make sure all the students

understand how to do each part of the assignment. If the

students are having difficulty, the teacher may need to help

them complete one problem during class. The teacher

should not assign the homework until the students are

confident in what they must do.

Workbook

p. 3

Lesson Plan Unit 1 Day 3 (Part B) Face to Face-Book 11

Language Focus &

Functions

*I want something good to eat. What do you suggest?

* Try the spaghetti. It’s delicious.

*Greetings and suggestions


Introduction

Warm Up


Greet the class and review an expression such as ‘Are

there any snacks?’ or another level-appropriate review

question.

Introduce today’s topic by asking the students what things they think are important to do. Then present the target language to the students and ask them questions to use the new language.

Presentation

Open the text books.

Read and understand

Read through the message and ask questions about what is

written.

- Where would you find a message in a bottle?

- Why would someone write a message like this?

- How far do you think a message in a bottle could

travel?

Try to concentrate on the vocabulary in the Word Box.

Play the CD.



- Who is the letter from?

- Where is he from?

- What does Abbott suggest?

- What could you wrote back to Abbott?

-

Before opening

the book

Student Book

p. 8

CD


Practice with your teacher—Talk about the passage

1. Ask the students some questions about the passage.

2. Allow the students to use the text book if necessary

and be sure to ask all students at least one question.

3. Have the students read the text again.




question’s about the text. The students asking the questions

may use the book if they wish.

Point and Say





and pronunciation. Have students think of other things that

can be recommended. Have them use the target language

to talk about them in the dialogue.

Listen

A Dictation – Fill in the Blanks

Again, play the CD. Have the students listen to the

CD and fill in the blanks with the correct answers. Have

the students read out their completed sentences when

they have finished.

B Listen to the short conversation and choose the best

answer

Again, play the CD. Have the students listen to the CD

and select the correct answers. Have the students read out

their answers when they have finished.

Student Book

p. 8

Student Book

p. 9

CD

Homework Homework

Have the students open their workbooks and orally review the

homework. Make sure all the students understand how to do

each part of the assignment. If the students are having

difficulty, the teacher should help them complete one problem

during class. The teacher should not assign the homework

until the students are confident in what they must do.

Workbook p. 4



*I want to read a good book. What do you recommend?

*Try “Harry Potter”. It’s very interesting!

*Seasons and Activities


Introduction

Warm Up





Review- Match and Write


correct section.

2. Begin by talking about experts.

3. Ask questions such as, “If you wanted to go on a

trip, who could you ask for a recommendation?”

4. Complete dialogues 1-6 together orally.

5. Ask students to write the correct answers into their

Student Books.

6. Ensure that each student understands all the

words when they finish the exercise.

Ask Your Classmates

1. Tell students to stand up and ask them to individually

circulate the room, asking five of their classmates the

questions in the survey using the dialogue formula.


VARIATION: Assign each student a partner and have

each pair complete the exercise. Ask the pairs in turn, to

present one or two of their dialogues to the class.

Student Book

p. 10

Student Book

p. 10


Look and fill in the blanks

1. Have the students focus their attention on the proper

section.

2. Advise students to read through the Letter in A Bottle

as presented on p. 11. Ask them not to look back to

p.8 for the answers.

3. Ask everyone to fill in the blanks.

4. Read through the completed letter once more

together to ensure that everyone has the correct

responses.

Student Book

p. 11

Evaluation/

Consolidation

Write about yourself

Have the students focus on the proper section. The

students must fill in the Answer to Abbot’s Letter using their

own words. When the students have finished have them

read out their answers to see if they have done the exercise

properly.

Student Book

p. 11

Homework Homework








Workbook

p. 5


Language Focus &

Functions

*Has she eaten lunch yet?

Yes, She has.

*Routines and Special Things


Introduction

Warm Up


Greet the class and review an expression such as ‘Have

you ever seen the movie “Charlie and the Chocolate Factory”

before?’ or another level-appropriate review question.

Introduce today’s topic by asking some other “have

you...” questions using level-appropriate vocabulary. The

students should catch on to this concept quite quickly so

you may wish to move on to asking some corresponding

“how long ago…” questions. This should generate a lively

discussion to begin the day.

Presentation

Open the text books. Listen and Say


-What do you see in the pictures?

-Where are they?

-Who is buying?

-What are they buying?

-Who is selling?

-How many ‘have you’ questions could be asked about

these pictures?

-Etc.

Play the CD.



-Who is waiting for whom?

- How much were the snacks?

-When does the movie start?

-Who is late?

Before opening

the book

Student Book p.

12

CD



1. Ask the students some questions about the dialogue.









Point and Say





and pronunciation.

Listen

A. Listen Carefully and Choose the Best Response

Have the students open their books and focus on the

correct section. Ensure that each student has a pencil.

Play the CD and have the students choose the best

response for each question. When the students have

finished have them call out their answers to see if they

have done the exercise correctly.

B. Listen to the short conversation and answer the

question

Again, play the CD and ensure the students are prepared. Have them complete the sentence by listening to the dialogue.

Student Book

p.12

Student Book

p.13

CD

Student Book p.

13

Homework Homework








Workbook p. 6



*Has he done his homework yet?

No, he hasn’t.



Introduction

Warm Up and Review






correct section.

2. Ask students to complete the review exercise

quietly by themselves, using the example as a

guide. Note: You may wish to illustrate the first

example more clearly on the board before students

begin.

3. Ask for volunteers to call out their answers.

4. Ensure that incorrect answers are corrected.

VARIATION: Ask students to complete the above activity in pairs

or small groups.

VARIATION: Complete the exercise first orally as a class and

then ask students to fill in the blanks.

Student Book

p. 14

Main lesson Practice Survey Your Friends

1. Ask students to stand up and ask them to individually

circulate the room, asking three of their classmates the



VARIATION: Assign each student a partner and have

each pair complete the exercise. Ask the pairs in turn, to

present one of their dialogues to the class.

Student Book

p. 14

Give a quick overview of the Grammar Point as illustrated on

p. 14.

Ask Your Classmates- Write and draw happy or sad

1. Focus the student’s attention on the proper section.

2. Have the students look at the pictures and then read

the sentences that are given. Ask how the dialogues might

be completed. Reward correct answers. (Ensure that

everyone understands that a ‘sad face’ should be drawn if

they have hypothetically missed the event, as in the

example about blowing out the candles).

3. Ask students to talk to their classmates, practicing the

dialogues and writing them in their notebooks.

VARIATION: You may ask for volunteers to role-play the

dialogues.

Student Book

p. 14

Student Book

p. 15

Evaluation/

Consolidation

Write about Yourself


Ask them to read the questions aloud and then complete the

exercise individually. After the students have done the

exercise have them read and compare their answers.

Student Book

p. 15

Homework Homework








Workbook

p. 7


Language Focus &

Functions

*How long have you known your best friend? *I’ve known her/him four five years.

*Routines and Special ThingsProcedure Activities Materials

Introduction

Warm Up


Greet the class and review an expression such as ‘How

much did you pay for your notebook?’ or another level-

appropriate review question.

Introduce today’s topic by asking students about their special things and how long they have had them. You may wish to stimulate the conversation with some examples of your own.

Presentation


Read and understand

Read through the passage once together, play the CD, and

ask questions about what the students have heard and read.

-Who is Molly?

-What are the boy’s favorite things?

-Etc.

Try to concentrate on the vocabulary in the Word Box. You

may try asking students to create sentences of their own using

the words from the word box.

Before opening

the book

Student Book

p. 16

CD



1. Ask the students a number of questions about the

passage.

2. Reward the students who answer fastest (Allow the

students to use the text book if necessary and be

sure to ask all students at least one question.)



Student Book

p. 16





Point and Say





and pronunciation. If you wish, have students think of some

new items and add them to the dialogue.

Listen-

A- Dictation – Fill in the Blanks

Play the CD. Have the students listen to the CD and fill in

the blanks with the correct answers. Have the students read


B- Listen to the short conversation and choose the best

response

Play the CD again, this time listening to the dialogue. Have the

students pick the best response. When they have finished, ask

them to call out their answers to check comprehension.

Student Book

p. 17

Student Book

p. 17

CD

Homework Homework








Workbook p. 8

Lesson Plan

Unit 2 Day 4 (Part B) Face to Face-Book 11


*What’s special about your cat?

*She has long, soft fur.



Introduction

Warm Up and Review






correct section.

2. Review how to conjugate To Have in present and

past tenses.

3. Together, fill in the blanks of the dialogue.

4. Ask for volunteers to come to the front of the room

and role-play the dialogues.

VARIATION: Divide the class into three groups, one for

each dialogue. Give them some time to prepare their role

plays. They may wish to expand upon what is already

written in the examples. Ask each group in turn to come to

the front of the room and show what they have prepared to

the rest of the class. Give points for creativity, correctness,

enthusiasm, good acting, etc. and choose a winning group.

Grammar Point- Give a short review of the Grammar

Point provided on p. 18. You may wish to illustrate with

examples on the board.

Student

Book p. 18


Ask your friends and Write

1- Ask students to stand up and circulate the room.

2- Ask that they try to find someone who plays the

piano, has a computer, etc. and ask the

corresponding questions to fill in their survey.

3- Encourage the use of complete sentences during

the dialogues.

Student

Book p. 19

Evaluation/

Consolidation

Write about Yourself- Answer the Questions:

Focus the student’s attention on the proper section. Ask

them to read the questions aloud and then complete the



Student

Book p. 19

Homework Homework








Workbook

p. 9


Language Focus &

Functions

*Did you see that woman?

Yes, she looked like a movie star.

*Sight and Taste


Introduction

Warm Up


Greet the class and review an expression such as ‘What

do you think the weather will be like tomorrow?’ or another

level-appropriate review question.

Introduce today’s topic by bringing in some random

(abstract) images on paper or drawn on the board. Ask

students what the images look like to them. Ensure that

everyone knows that the exercise is just for fun and that

there are no wrong answers.

VARIATION: Ask students to come up the board and draw an

(abstract) image and have everyone else say what it looks like.

Presentation



-Where are Jane and Betty?

-Why are they doing there?

-What are they looking at?

-Who do the girls think they see?

Play the CD.



-Who wants to go back and find out how much the cake is?

-Does Jane like the cake?

-What does the man look like?

-Do the girls decide to go and ask him if he is a rock

star?

Before opening

the book

Student Book p.

20

CD




dialogue.










Point and Say





and pronunciation. Show the students some different food

flashcards and have them state which container they come

in. In some cases have the students state two or more

different containers that they might come in.

Listen

A Listen to the short conversation and choose the best

answer.



their pencils ready. Play the CD and have the students

pick the best response. When they have finished have the

students call out their answers to see if they have done

the exercise properly.

Student Book p.

20

Student Book p.

21

CD

Homework Homework







Workbook p. 10



*I wonder if she is famous.

Do you want to go back and ask her?

No, that’s okay.

*Sight and Taste


Introduction

Warm Up and Review



hints as the students need.

Open the text books and begin the review activity.


correct section.

2. Go through the Review section together.

3. Require students to ask their classmates the

questions aloud/

4. Ensure that everyone has all responses written

down correctly in their Student Book.

5. Ensure that each student understands the

sentence structure when they finish the exercise.

VARIATION: Have students work individually or in small

groups.

Student Book p.

22


Read, Draw and Answer

1. Ask students to work quietly on this exercise.

2. Provide crayons for everyone.

3. Have each student read the description given about My Pet.

4. Ask everyone to draw the pet in the appropriate section and

answer the questions below in complete sentences.

5. For fun, allow the students to compare drawings once

everyone has finished.

Student Book p.

22

crayons

Note: This is a good opportunity to check reading

comprehension. Ensure that everyone is only looking at their

own papers during the exercise to check accuracy.

Make a Conversation and Act it Out

1. Divide students into pairs.

2. Ask them to work together to complete the

conversation on the page.

3. Once everyone has finished, ask each pair to come to

the front of the room to act out their dialogue.

4. Request that everyone be good listeners but at the

end of each role-play, ask if anyone heard any

mistakes and if they may suggest how to correct them.

Look and Answer the Questions

This exercise can be completed orally as a class. Simply ask

student to call out the answers or raise their hand if they think

they know the correct response. Students should have a fairly

clear understanding of these sentence structures and their

usages by this point.

Student Book p.

23

Student Book p.

23

Evaluation/

Consolidation



Ask them to read the questions aloud and then complete the



Student Book p.

23

Homework Homework








Workbook

p. 11


Language Focus &

Functions

*How do those popsicles taste?

They’re sweet.

*Sight and Taste


Introduction

Warm Up



was your evening?’ or another level-appropriate review

question.

Introduce today’s topic by talking about favorite

foods. Ask students to describe why they like those

foods. Try to get them to use the target language by

asking them to describe their favorite (or least favorite!)

foods.

Presentation


Read and understand

Ask students to first read through Our New Restaurant silently,

to themselves. Then, read through the passage together and

ask questions about what is written. Try to concentrate on the

vocabulary in the Word Box. You may wish to have students

write down the Word Box definitions in their notebooks.

Play the CD.


Ask questions about the passage.

- Why is it difficult for the family to go out for dinner?

- What kinds if foods do each member of the family

like?

- What was the solution to the problem?

- Have you ever been to a buffet?

Before

opening

the book

Student

Book p. 24

CD




2. One by one, go through the questions listed on the

bottom of p.24.

3. Praise students for correct responses and

grammatically correct sentences.

4. Next, ask the same questions, not allowing students

to use the book to help them.




Point and Say





and pronunciation.

Listen- Dictation – Fill in the Blanks


and fill in the blanks with the correct answers. Have the

students read out their completed sentences when they have

finished.]

VARIATION: If you have extra time after completing the activity,

ask students to create their own ‘Fill in the Blanks” dialogue

and worksheet to quiz each other. They may wish to use the

passage on page 24 or create their own.

Student

Book p. 24

Student

Book p. 25

CD

Homework Homework








Workbook

p. 12



*Do you like to eat limes?

No, I don’t.

*Sight and Taste


Introduction

Warm Up and Review





Review- Match and Fill in the Blanks

1. Give a quick review of the meanings of the vocabulary

words listed in the left-hand column.

2. Read through the ‘fill in the blanks’ section and match

the correct answers together.

Talk to your Classmates


correct section.

2. Go through one or two examples in the section

together.

3. Require students to ask their classmates the rest

of the questions aloud.

4. Once everyone has finished, ensure that everyone

has all responses written down correctly in their

Student Book.

5. Ensure that each student understands the

sentence structure when they finish the exercise.

VARIATION: Have students work individually or in small

groups.

Student

Book p. 26

Student

Book p. 26


Ask your Classmates and Write

1. Have the students open the book in the appropriate

section.

2. Have the students read the question and then write

the appropriate answer.

3. When the students have finished place them in pairs.

4. Have one students read out the question and the

other answer using the target language.

5. Ensure that all students have a chance asking and

answering the question.

Student

Book p. 27

Evaluation/

Consolidation

Write About Yourself- Fill in the blanks

1. Ask students to answer the four questions on the

bottom of p. 27.

2. You may wish to circulate the room, checking

responses for accuracy as the students are

completing the exercise.

3. Ask for volunteers to read their answers aloud or

write them on the board.

Student

Book p. 27

Homework Homework








Workbook

p. 13


Language Focus &

Functions

*Look at these paintings.

Which one is the most colorful?

The first painting is the most colorful.

*Making Comparisons


Introduction

Warm Up


Greet the class and review an expression such as ‘I want

something good to eat for lunch today. What would you

recommend?’ or another level-appropriate review question.

Introduce today’s topic by explaining the new terms and

concepts to the students. Use lots of examples of comparisons

and try to get students to use the target language by choosing

the appropriate adjectives to suit the nouns.

Presentation



-Where are the boys?

- What do you think they are doing?

-Etc.

Play the CD.



-Are the boys brothers?

- What are they trying to decide about the stuffed animals?

-What are they trying to find in the store?

-Etc.

Before opening

the book

Student Book

p. 28

CD




dialogue.




Student Book

p.28






Point and Say





and pronunciation.

Listen

A Listen to the conversation and answer the questions




pick the best response. When they have finished have the





and fill in the blanks with the correct answers. Have the

students read out their completed sentences when they have

finished.

Student Book

p. 29

CD

Homework Homework








Workbook p.

14



*Feel these pillows.

Which one is the softest?

This one is the softest.

*Making Comparisons


Introduction

Warm Up





Review

Ask your Partner and check

1. Assign each student a partner and ask them to sit

together.

2. Ask everyone to take turns asking the questions in the

Review section on p. 30.

3. Ensure that everyone not only checks the correct

responses, but also completes the oral dialogues with

their partners.

Student Book

p. 30


Complete the Conversations

Review the Grammar Point and while students are still sitting

with their partners, ask them to complete the conversations.

Once finished, read them together and ensure that everyone

corrects their mistakes.

Survey Your Classmates

1. Ask students to circulate the room asking their

classmates the questions listed on the survey.

2. Ask everyone to try to fill in all of the blanks.

3. Reward the student who completes the survey

correctly the fastest.

Student Book

p.30

Student Book

p.31

Evaluation/

Consolidation

Answer the questions


Using the guide words at the top of the exercise, have the

students use their own words to answer the questions. Have

the students take turns reading out their answers when they

finish to ensure comprehension and correctness.

Student Book

p. 31

Homework Homework








Workbook

p. 15


Language Focus &

Functions

*Yesterday I received the worst grade that I have ever received! Really? That’s strange. *Making Comparisons

Procedure Activities MaterialsIntroduction

Warm Up



are you good at?’ or another level-appropriate review question.

Introduce today’s topic by explaining the new terms to the

students and reviewing the Grammar Point from yesterday

(superlatives).

Presentation


Read and understand

Ask students to first read through Peter’s House silently, to

themselves. Then, read through the passage together and ask

questions about what is written. Try to concentrate on the



Play the CD.


Ask questions about the passage.

- Why was there a special dinner?

- Who has the straightest teeth?

- What did they do after dinner?

- Etc.

VARIAITON: Ask students to ask each other questions about the

dialogue.

Before

opening

the book

Student

Book p. 32

CD






3. Have the students read the text again (in unison or

individually).



Point and Say





and pronunciation. Introduce some more food types and

have the students use them to form more dialogues.

Listen

A- Dictation – Fill in the Blanks

Play the CD. Have the students listen and fill in the blanks

with the correct answers. Have the students read out their

completed sentences when they have finished.

B- Listen to the short conversation and answer the

questions

Play the CD again and have the students pick the best

response. When they have finished, have the students call out

their answers to see if they have done the exercise properly.

Student

Book p. 32

Student

Book p. 33

CD

Homework Homework








Workbook

p. 16



* Yesterday I received the best grade that I have ever received! Wow! That is strange.

*Making Comparisons


Introduction

Warm Up and Review






correct section.

2. Divide the class into small groups and ask them to

work together to match the correct responses.

3. Once everyone is finished, ask one member from

each group to pass their book to a member of the

group beside them.

4. .Have the classmates from the other group correct

the answers in a different colored pen.

VARIATION: Ask for volunteers to come to the front of the

room and role-play one or two of the dialogues.

Student

Book p. 34


Number the Pictures

By reading the four sentences and examining the pictures,

have students independently match each sentence with the

corresponding picture. Circulate the room to check reading

comprehension.

Note: There will be four pictures left unnumbered.



classmates the questions listed on the survey.

Student

Book p. 34

Student

Book p. 35

2. Ask everyone to try to fill in all of the blanks.

3. Reward the student who completes the survey

correctly the fastest.

Evaluation/

Consolidation



Have the students read and fill in the text. Ask for volunteers

to take turns reading out their answers when they finish.

Student

Book p. 35

Homework Homework








Workbook

p. 17


Language Focus &

Functions

*Wow! You look great!

Thanks, you look wonderful too.

*School Talent Shows


Introduction

Warm Up



is the best thing you have ever smelled?’ or another level-


Introduce today’s topic by giving compliment to your

students. You may cue them for the appropriate

responses. Then ask everyone to think of one

compliment for one of their classmates. Tell them that

once someone has received a compliment, they cannot be

chosen again so that everyone both gives and receives a

compliment. This should generate a lively discussion and

make everyone feel good to begin the day.

Presentation



-What do you see in the pictures?

-Where are they?

-Why are they dressed that way?

What kinds of clothes are they wearing?

-Etc.

Play the CD.



-What does Betty compliment Sam on?

- How is Betty feeling?

-How does Mike respond when Sam gives him a compliment?

Before opening

the book

Student Book

p. 36

CD



1. Ask the students some questions about the dialogue.









Point and Say





and pronunciation.

Listen

A. Listen to the dialogue and Choose the Best

Answer

Have the students open their books and focus on the

correct section. Ensure that each student has a pencil.

Play the CD and have the students choose the best

response for each question. When the students have

finished have them call out their answers to see if they

have done the exercise correctly.

B. Answer the question about the dialogue.

Again, play the CD and ensure the students are

prepared. Have them complete the sentence by

listening to the dialogue.

Student Book

p. 36

Student Book

p. 37

CD

Student Book

p. 37

Homework Homework








Workbook

p. 18



*What are you going to do for the talent show?

*I’m going to sing a song.



Introduction

Warm Up and Review






correct section.

2. Ask students to complete the review exercise

quietly by themselves, using the pictures as a

guide. Note: You may wish to illustrate the first few

sentences more clearly on the board before the

students begin.

3. Ask for volunteers to call out their answers.

4. Ensure that incorrect answers are corrected.

VARIATION: Ask students to complete the above activity in pairs

or small groups.

VARIATION: Complete the exercise first orally as a class and

then ask students to fill in the blanks.

Student Book

p. 38

Main lesson Practice Give Compliments to your Classmates

1. Ask students to stand up and ask them to individually

circulate the room, asking four of their classmates the



3. Advise the students to compliment someone different than

they did in the Warm Up activity.

Talk to You Classmates

1. Focus the student’s attention on the proper section.

2. Have the students read the sentences that are given.

Ask how the dialogues might be completed. Reward correct

answers.

3. Ask students to talk to two of their classmates,

practicing the dialogues and writing them in their notebooks.

VARIATION: You may ask for volunteers to role-play the

dialogues once everyone is finished.

Student Book

p. 38

Student Book

p.39

Evaluation/

Consolidation



Talk briefly about what it means to pretend or to use one’s

imagination. Read through the scenario together and ask

students to complete the exercise individually. After the

students have done the exercise have them read and

compare their answers.

Student Book

p. 39

Homework Homework








Workbook

p. 19


Language Focus &

Functions

*I’ve lost my earrings. What do they look like? They are small and gold. Ah! I saw them in the drawer yesterday.


Procedure Activities Materials Introduction

Warm Up


Greet the class and review an expression such as ‘Who

can compare two things in the classroom?’ or another level-



phrases. You may wish to use the Word Box and ask for

definitions for the words. Praise or reward students for correct

answers.

Presentation


Read and understand

Ask students to first read through LOST silently, to





Play the CD.


Before

opening the

book

Student

Book p. 40

CD




passage. You may use the questions provided on p.

40 and offer some of your own.




3. Have the students read the text again (in unison or

individually).



VARIAITON: Ask students to ask each other questions about the

dialogue.

Point and Say


the page. Read the target language and go through the

example together. Assign the students a part in the dialogue

and practice with them. Focus on their intonation, speed and

pronunciation.

Listen

A- Listen to the passage and choose the best answer.

Play the CD, listening to the dialogue. Have the students pick

the best response. When they have finished, ask them to call

out their answers to check comprehension.

B- Dictation – Fill in the Blanks

Play the CD. Have the students listen and fill in the blanks

with the correct answers. Have the students read out their

completed sentences when they have finished.

Student

Book p. 40

Student

Book p. 41

CD

Homework Homework








Workbook

p. 20



*I’ve lost my running shoes. *What do they look like? *They are white with blue laces. *Sorry, I haven’t seen them.



Introduction

Warm Up and Review






correct section.

2. Divide the class into pairs and ask them to work

together to choose an item, describe it to their

partner, and write down their responses.

3. NOTE: This is not the dialogue pattern from page

41. In this exercise the students guess what their

partners are describing.

4. Once everyone is finished, ask the members from

each pair to pass their books to the member of the

group beside them.

5. Have the classmates from the other group try

correct the answers in a different colored pen.

6. Ask for students to read their answers aloud so

that you may correct any mistakes that still may

have been overlooked.

VARIATION: Ask for volunteers to come to the front of the

room and role-play one or two of the dialogues.

Student

Book p. 42



Have the students open their books to the correct page. Have

the students read and fill in the text. Ask for volunteers to take

turns reading out their answers when they finish.

Describe the Objects

Together, talk about how the thee items may be described. Ask

students to write down the correct answers.

VARIATION: You may ask someone to come to the front of the

room and describe anything they see in the room (like “I Spy”).

The other students must try to guess what they are describing.

Student

Book p. 42

Student

Book p. 43

Evaluation/

Consolidation

Write

Make a Flyer

Once more, talk about using the imagination. Ask students to

make a pretend (or real of it applies!) flyer for something they

have lost. Ensure that everyone understands that the more

accurately they describe the item, the better the chance of it

being returned to them! Direct students’ attention to the Helpful

Phrases box to get them started.

Student

Book p. 43

Homework Homework








Workbook

p. 21


Language Focus &

Functions

*Which girl is your sister?

She is the girl playing the violin.

*International Festivals and Ownership


Introduction

Warm Up



long have you had your __?’ or another level-appropriate

review question.


students. Ask someone to volunteer to describe someone else

in the class. You may ask for a second student to draw what

they are hearing on the board. See if anyone can guess who is

being described and drawn.

Presentation



-What are they doing?

-Where are they?

-What is an International Festival?

-How many countries can you name?

-Etc.

Play the CD.




dialogue.






Before opening

the book

Student Book

p. 44

CD




Student Book

p.44


Point and Say





and pronunciation. Ask anyone has more ideas about other

countries than the ones listed and what they might do at an

International Festival.

Listen

Listen to the dialogue and choose the best response.




pick the best response. When they have finished, have

the students call out their answers to see if they have

done the exercise properly.

Student Book

p. 45

Student Book

p. 45

CD

Homework

Homework








Workbook p. 22



*Where is that instrument from?

*It’s from Korea.



Introduction

Review





Ask your Classmates and Write


correct section.

2. Divide the class into pairs.

3. Ask students to complete the dialogues together

orally and then to wrote down their answers.

VARIATION: Have the students close their books and select two

students to come to the front of the class (do not pick a shy

student). Ask pair to role-play a dialogue of their choice,

either from the ones provided or one of their own invention.

The ‘audience’ may select the best ‘actors’ by the ‘clapping

meter’ method (the pair who receives the loudest applause

wins).

Talk With Your Classmates

1. Ask everyone to choose a classmate, pretend

they are their brother or sister, and then write

down and conceal who they have chosen.

2. Ask everyone to circulate the room asking

questions about each others ‘brother or sisters’

using the dialogue guide provided on p. 46.

3. See who can guess correctly the fastest.

Student Book

p. 46

Student Book

p. 46

Main lesson Practice Make a Conversation- Use the Picture

1. This time, ask students to complete the small dialogue

on their own using the picture.

2. After everyone has finished, they may compare

answers.

VARIATION: Do the activity as a class. Select one student to

stand in front of the classroom and have everyone else

engage her/him in the dialogue.

Student Book

p. 47

Evaluation/

Consolidation

Write

Read, Circle, and Answer

Have the students read Swimming Pool and fill in the answers

according to the pictures. This should not be a group activity

as it is designed to let the teacher know how the students are

doing. Circulate around the room and check everyone’s

answers.

Student Book

p. 47

Homework Homework








Workbook

p. 23


Language Focus &

Functions

*Which whistle is Jamie’s?

*It’s the red one with the blue string.



Introduction

Warm Up


Greet the class and review an expression such as ‘Do

you like to eat rice for breakfast?’ or another level-


Introduce today’s topic by talking about what people from

your country may do at an International Festival. Ask

students what people in their country or other places they

have visited may do.

Then introduce the language items through flashcards or

another means.

Presentation


Read and understand

Ask students to first read through The International Festival

silently, to themselves. Then, read through the passage

together and ask questions about what is written. Try to

concentrate on the vocabulary in the Word Box. You may wish

to have students write down the Word Box definitions in their

notebooks.

Play the CD.


Before

opening the

book

flashcards

Student Book

p.48

CD




passage, including those given on p. 48.

2. Praise the students who answer correctly (Allow the



3. Have the students read the text again. This time, you

may choose a volunteer.



Point and Say





and pronunciation. Introduce some more cause and effect

situations and have the students use them to form more

dialogues.

Listen

Fill in The Blanks

Play the CD and ask students to fill in the blanks with what

they hear. You may wish to play the CD two or three times.

Student Book

p. 48

Student Book

p. 49

CD

Homework

Homework








Workbook p.

24



*How long has Jim had his lizard?

*He’s had it about a year.



Introduction

Review Match and Write






correct section.

2. Read out the first dialogue and select a student to

complete it with you.

3. Have the students fill in the missing dialogue orally

and fill in the blanks as you go along.

4. Ensure that each student has completed the

activity properly by checking everyone’s answers.

Student

Book p. 50


Write

For vs. Since

1. Explain that all of the words in the center column are

used either with ‘for’ or ‘since’. The Students learned

the concept in Chapter 2and now it is time to reinforce

the grammar rule. Talk about being specific or

unspecific.

2. Allow students to talk through the exercise without the

teacher interjecting. Since the material has already

been covered, most of the students should be able to

contribute and understand the discussion.

3. Quickly run through the correct answers after

everyone has finished.

Student

Book p.50


1. Ask students to work in pairs (assign them if necessary).

2. Tell everyone to circle one of the items (not a group of

items) and pretend that it is theirs.

3. Each pair of students will work through the dialogues,

filling in the blanks with the target language.

Student

Book p. 51

Evaluation/

Consolidation

Write

Fill in the Blanks

Have the students look at the pictures and fill in the

blanks. Select different students to do each line. Then orally

review the activity once more.

Student

Book p. 51

Homework Homework








Workbook

p. 25


Language Focus &

Functions

*I’ll trade my lunch for your lunch.

I don’t know. I like my lunch.

*Trading Items


Introduction

Warm Up



was the best meal you ever had?’ or another level-appropriate

review question.


concepts to the students. Use lots of examples of how things

can be traded. Suggest to a student that you trade something

with them (Ex. Your pencil for hers/his). Try to get students to

use the target language by using cues from you.

Presentation



-Where are the boys?

- What do you think they are doing?

-Etc.

Play the CD.


Before opening

the book

Student Book p.

52

CD




dialogue, using both the question provided in the Talk

About the Dialogue section and others that you can

think of.

2. Reward the students who answer correctly. (Allow the


Student Book p.

52








Point and Say





and pronunciation.

Listen

Listen to the dialogue and choose the best answer




pick the best response. When they have finished, ask

them to hand in their books so that the teacher may

quickly check for correctness.

Student Book p.

53

CD

Homework Homework








Workbook p. 26



*I’ll trade my lunch for your lunch.

I don’t know. I like my lunch.

*Mine is a homemade hamburger with yogurt for dessert.

Ok, it’s a deal.

*Trading Items


Introduction

Warm Up





Review

Fill in the Blanks and Match

1. Work through this section as a class.

2. Explain that each different necklace, book, etc is a

potential trade item.

3. The object is to promote the value of the item by

describing it so that a successful trade can be made.

4. As answers are giving, write them on the board and

ask students to fill in the blanks in their Student Books.

Student Book

p. 54


Write About Yourself

1. Ask students to imagine something else that they

might trade with a friend. Have them create and write

down the dialogue in the bottom section of p. 54.

2. Ask for volunteers to share their responses with the

class.



classmates to trade one item.

2. Ensure that everyone understands that they will get

Student Book

p. 54

Student Book

p. 55

everything back by the end of the exercise.

3. Ask everyone to try and trade 6 different things and to

fill in all of the blanks with what, why, and with whom

they traded.

Evaluation/

Consolidation

Write Make a Conversation



students use their own words to answer the questions in a

paragraph form. Have the students take turns reading out

their answers when they finish, ensuring comprehension

and correctness.

Student Book

p. 55

Homework Homework








Workbook

p. 27


Language Focus &

Functions

*My best friend and I were tired of our clothes.

Did you go shopping?

*No, we decided to trade clothes.

*Trading Items


Introduction

Warm Up


Greet the class and review an expression such as “I lost

my ring yesterday.” “Has anyone seen it?” or another level-

appropriate review question. Introduce the day’s topic by talking a bit more about

trading. Ask students what things are possible to trade

and what are impossible to trade. Try to generate the

discussion using the target language and the expressions

from yesterday.

Presentation


Read and understand

Ask students to first read through Trading Families silently, to





Play the CD.

Before opening

the book

Student Book

p. 56

CD




passage.






Point and Say





and pronunciation.

Listen

A Listen to the dialogue and answer the questions




write down the answers to the questions. Make sure the

students write in complete sentences. When they have

finished have the students call out their answers to see if

they have done the exercise properly.

Student Book

p. 56

Student Book

p. 57

CD

Homework Homework








Workbook p.

28



*My best friend and I were tired of our clothes.

Did you go shopping?

*No, we decided to trade clothes. I wore her clothes for one day and

she wore mine.

Did you enjoy wearing each others clothes?

*No, her clothes were too tight.

*Trading Items


Introduction







correct section.

2. Read out the first question and select a student to

respond by filling in the blanks.

3. Have the students match the pictures with the

dialogues and fill in the blanks as you go along.



VARIATION: Have the students close their books and play

Charades. Whisper a trade item, such as ‘teddy bear’, into

one student’s ear and get the rest of the students to

formulate the proper sentence. Divide the class into teams

and have a competition, if you so desire.

Student Book

p. 58



1. Read the questions aloud and answer the questions

yourself to give the students some examples.

2. Give the students a chance to write down their

answers (in complete sentences). They can use the

box on the bottom right to guide their responses.

3. Then have the students read their answers to the rest

of the class.


1. Ask students to survey four of their classmates to try

and find differences between their families.

2. Advise students to use the sentence structure of the

example and the Helpful Ideas box to guide their

discussions and written answers.

Student Book

p. 58

Student Book

p. 59

Evaluation/

Consolidation

Write




students use their own words to answer the questions in a

paragraph form. Have the students take turns reading out

their answers when they finish, ensuring comprehension

and correctness.

Student Book

p. 59

Homework Homework








Workbook

p. 29


Language Focus &

Functions

*What did she do before she watered the garden?

She pulled the weeds before she watered the garden.

*Farm Activities


Introduction

Warm Up


Greet the class and review an expression such as ‘Have

you ever seen the ocean?’ or another level-appropriate review

question.


students. Then ask the students what they did before and after

they went to school this morning. Give examples from your

own day. Then ask the students about activities on a farm.

Select one student to write down all the activities his or her

classmates can think of on the board.

Presentation



-What are they doing?

-Are they in the same house?

-Who might be on a farm?

-What kind of animals do you see in the pictures? etc.

Play the CD.



-How many things did Jake do today?

-When is Jane going to go to the farm?

-How does Jane feel about giving the dogs a bath? etc.

Before opening

the book

Student Book p.

60

CD


Point and Say





and pronunciation. Introduce some more farm activities and

have the students use them to form more dialogues.

VARIATION: Have the students go back to Listen and Say

now that they have learned the target language. Divide the

class into groups of two and have them change the

dialogue between Jane and Jake. Each group should then

read their dialogue to the rest of the class.

Listen

Listen Carefully and Choose the Best Response




pick the best response. When they have finished, have

the students call out their answers to see if they have

done the exercise properly.

Student Book p.

60

Student Book p.

61

CD

Homework

Homework








Workbook p. 30



*What did she do before she watered the garden?

She pulled the weeds before she watered the garden.

*Farm Activities


Introduction

Review

Number the pictures and answer the questions






correct section.

2. Read out the verbs and have the students tell you

what accompanies the verbs.

3. Then have the students number the pictures

according to the order of the verbs at the top of the

page.

4. Then ask the students questions using the target

language…What did she do before/after she…

5. Go around the room and have each student ask a

question about the picture.

VARIATION: Have the students close their books and select a

student to come to the front of the class (do not pick a shy

student). The class should pretend that this student was on

a farm yesterday and make up a story as to what this

student did.

Make a conversation Have the students work in partners. One student

interviews the other and writes down this response;

then the process is repeated with the interviewer

becoming the interviewee. Circulate around the room

to ensure the students have done the activity correctly.

Student Book

p. 62


Fill in the schedules

1. Have the students fill in the top schedule without

discussing or showing anyone their answers. They

may fill in the schedule any way they would like, as

long as it makes sense.

2. Then have the students partner up; make sure they

understand to keep their schedules secret.

3. One partner must discover what is on the other

partner’s schedule by asking questions, such as the

questions suggested in the box.

4. This person continues to ask questions until he or she

has discovered the other student’s schedule. Then

this person reads what he or she has discovered

aloud to make sure it is correct.

5. Have the students reverse roles and repeat the

activity.

VARIATION: Do the activity as a class. Select one student to

stand in front of the classroom at a time and have the others

discover his or her schedule.

Student Book p.

63

Evaluation/

Consolidation

Write Answer the questions

Have the students read the questions and fill in the

answers according to the pictures. This should not be a

group activity as it is designed to let the teacher know how

the students are doing. Circulate around the room and

check everyone’s answers.

Student Book

p. 63

Homework Homework








Workbook

p. 31


Language Focus &

Functions

*Why did her dog run away?

She forgot to close the door, so her dog ran away.

Right! Her dog ran away because she forgot to close the door.

*Cause and Effect


Introduction

Warm Up



did you do before you did your homework last night?’ or

another level-appropriate review question.

Introduce today’s topic by telling the students a cause an

effect story from your own life. For example, “When I was eight

years old, I got bitten (show the action) by a dog. It was my

neighbor’s dog. My neighbor forgot to close his gate, so his

dog ran over to my house and bit me.”

Then introduce the language items through flashcards or

another means.

Presentation


Ask questions about the picture before playing the CD.

-Where do you think these kids are?

-Why is this boy reading a piece of paper?

-What are the other students doing?

-Do you think he might be giving a speech?

-Look at the title; what do you think his speech is about?

etc.

Play the CD.



-How long ago was his bad day?

-Where is his best friend moving to?

-What do you think was the worst part of his day? etc.

Before opening

the book

flashcards

Student Book

p. 64

CD









Variation: Have a ‘worst day’ contest. Have each student share

a fictional ‘worst day’ moment as if it actually happened.

Allow the students to judge the winner. (If you have a real

‘worst day’ contest, you might have a student cry or upset

the students.)

Point and Say

Focus the students’ attention to Point and say at the top of the

page. Read the target language and go through all of the


practice with the students. Introduce some more cause and

effect situations and have the students make more dialogues.

Listen

A Listen to the dialogue and answer the questions


Play the CD and have the students write down the

answers to the questions. Make sure the students write in

complete sentences. When they have finished have the




Again, play the CD. Have the students listen to the CD and fill

in the blanks with the correct answers. Have the students read


Student Book p.

65

CD

Homework Homework







Workbook p. 32



*Why did her dog run away?

She forgot to close the door, so her dog ran away.

Right! Her dog ran away because she forgot to close the door.

*Cause and Effect


Introduction







correct section.

2. Read out the first question and select a student to

answer it.

3. Have the students match the questions with the

answers and fill in the blanks as you go along.



VARIATION: Have the students close their books and play

Charades. Whisper an action, such as you woke up late,

into one student’s ear and get the rest of the students to

form the proper sentence. Divide the class into teams and

have a competition, if you so desire.

Student Book p.

66



1. Read the questions aloud and answer the questions

yourself to give the students some examples.

2. Give the students a chance to write down their

answers (in complete sentences).

3. Then have the students read their answers to the rest

of the class.

Grammar Point

Have the students read the examples and then get them

to come up with further examples as a group. Write these

examples on the board and have the students practice

switching from ‘so’ to ‘because.’

Fill in the Blanks

Have the students look at the pictures and fill in the

blanks. Select different students to do each line. Then orally

review the activity once more.

Student Book p.

66

Student Book

p. 67

Evaluation/

Consolidation

Write Make a story with your classmates

Have the students read the questions and write a

paragraph together. Help the students to make a good story

by making the paragraph cohesive. Make sure each student

contributes at least one thing to the story.

Student Book

p. 67

Homework Homework








Workbook

p. 33

Book 11 Unit 01 Part A B11.pdf · 2013. 1. 18. · Workbook p. 2. Lesson Plan Unit 1 Day 2 (Part A)...

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