top of the Harbor Center Tower this rnorning? Mr No. Actuallr ... l0 minutes . Call on shrdcnts to read the photo captio
Q
CONVERSATION
the words...
Use
5 minLrtes
Suggested teaching timel Your actual teachlng time:
. hrite ycr olreody evcr anJ bcfarc rr rhe orl rrd l(e\ ich \vlrerl. lh.,-e \oli1..rppe.rr :'] r lrrscnt
pcrfect statement or question. Provide or hal'e' students provide examples such as: Vet: Hd-ot Vou s(1i Bi[{ Befi y!t? (at end of question) 'nlrendy:
Yts, I'-oe
|lrcnd!
seen
Biq Bcrr. (bcfore past
participle)
B. 1l4:. (ai end of statement) eLtct: Hat)t rlotl 9!e!bee11 fa Morocco? (before past participle) bifore : Hnae tjau brcti la Moracca l4!lrg? (at end of question) . Tcll students to check the cnd PuncLuation of cach iten to sec if they arc i"'riting a statement or a question. . Have studcnts compare answers with a Partner' yaf: No, i hal)c1if seetl Big '
O"
l'jll]rNc
Suggested teaching
CoMPREHENSToN
tlme:
5 l0
minutes
-
. Before stuclents listen to
tl're conlersati,lns, have them look at the pictures and read thc captions. lf studcnts don't knoti explain that cr'rricftr is lar,r' fish marinatecl in lemon juice, olive oil, and spices. . Alier iistening to th.' convcrsation_s tr,r'ice,.havc pairs (r.mparc,r'r-\ier-. li ne.e.'.'rt..tlloir'tudeni- i., lislerr ag;in lo chc.\ thcir tn.trer'
tttlt-
I
CONVERSATLON lM = Esyptionl Mi Welcome to Egyptl First time here? F: Actually,l've been here twice before. M: Really! Have you taken pictures of the Great
F:
Pyramids? Yes,I have. They're incredible.
CONVERSATION
M:
2
[F :.Joponese]
This is my second time to JaPan.
F: Welcome backl M: 50 far l've been to Tokyo and Osaka. F: Have you gone sightseeing in Kyoto yet? M: No. Do you thlnk I should? F: Absolutely. CONVERSATION 3 [M: Peruvion] F: This is my first time to Peru. M: Rgally? Have you tried ceviche? F: No,I haven't. ls it qood? M:
Excellent.
4
[F
=
Mexicon;
Yes.
When did you arrive? Last week. Have you cllmbed the Pyramid of the sun yet? Actually,l was there yesterday! lt was incredible.
CONVERSATION 5 [M: Chinese; F: Russion] M: Welcome to Beijingl Have you beentoChina before? F: Well, !'ve been to Shanghai and Hong Kong. But this is my first time to Beijing. M: Have you taken a tour of the Forbidden City yet? F: No,l haven't. M: Oh, you realLy shouldl lt's amazing.
t. r( ld the 'Plllt-n(e''rn'l ll.ld'-rllne-l rdr: '1o .1"'.ii'-r.,"- iL "i.,ig,'' z br'rker'; I rp f'r'ot'r'rAP 're'rdlglrl'r' \^nrng ,", -l"l iX.'"'' l'',"a-"i-,". t i"" Lhc p''ta-l'l \( "bs-1 rhe \o''rl'u] r11 . A{ter students comPlete the exercise' have them
.;;;";;;;.,",
t'
rl'rtl- a p'rrtner' rPierr;nq to lhe
conte\t clucs the) underlined
T42
E
www.zabansite.com
Q o lrsreuNc coMPREHENSToN (CD
CONVERSATION 4 M1: Good morning. Wheels Around the World Rentals.
2,Tra(k 28)
This is Clarence. How may I help you today?
M3: Good morning. l'd like to rent a car on Saturday. A luxury car, preferably white ...
Suggested teaching time: You r actual teaching time:
Ml: . First have stLldents listen to the phone conr.ersations with books closed. Then ask '/i/,rLt is Clsrtnce? (an agcnL aL Wheels Around thc World Rentals, a car rcntal agcncy) \Nho islrc talkirLg to? (four cnstomers
}'ho call the agenct') . Have students read the exercise directions and look at the t$'o columns. Then have thcm listen a second time and conplete the activity. . Tf ncctssary havc students listen again to fill in anv information they missed and then conpate answers \\'idr a partner. Language notei Review the way the receptionist answered thc pl'rone ("Good morning. Wheels Around the World Rentals. This is Clarence. How may I help you today?") Explain that this is a polite and common way to answer a p1-rone call at work. It helps callers know where they have called and who they are speaking to. Asking DLt you fitind nty nskirrg yotL yLtru' age? is less direct and more politc than asking Horll old nre tlou? The receptionist asks less directly first, but when the caller doesn't understand, he is more direct and asks the your.rg man hon, old he is.
zr
tttFFr
CONVERSATION I lF : Russionl M1: Good morning. Wheels Around the World Rentals.
F:
This is Clarence. How may I help you today? Good morning. lneed a rental car in La Paz. ln Bolivia? Thatl right. l'm ariving on Tuesday, December I B. At the La Paz E Alto airport? Yes, at 6:30 A.M. And what kind of car do you need? Something with fourwheel drive. Do you rent SUVs?
M1;
Yes,
F: M]:
F:
Ml:
F:
M]:
Fi
we do.
Great.
CONVERSATION 2 M1: Good morning.Wheels Around the World Renta This is Clarence. How may I help you today? M2r Yeah. I need service on my Spazda '1999. lt! sti
s.
under warranty. Wheels Around the World. We're a car rental agency.
M2: Sorry. CONVERSATION 3 British] M1: Good morning. Wheels Around the World Renta
[F:
This is Clarence. How
may
l:
F:
he p you today?
the car on October the 7th at the airport again. What kind of car were you looking for? Something small. A compact.
M1: l\4iami. Let me check... . OK. We have compacts in l4iami. Would you like me to reserve one for you?
Fi
Yes, p ease.
T45
1it.{l].;':i'
r l:
I .,'
M3: M1: M3: M1:
Excuse me? How old are you?
l'm eighteen.
l'm sorry, sir. You have to be twenty five to rent a car
TOP NOTCH
INIERACIION 20 25 minutes
Suggested teaching time: You r
actualieaching timel
STEP 1 . Call on studenLs to suggest
destir.raLions that rvould
recltiire a rental car
. I{avc students read the headings on the notepad. Point ouL that
/10.
is an abbreviation
fot tlutlth(r.
. Then have students make notes. STEP 2 . Beforc students choose a situation to role-play, revlel' the langu;rge undcr NEED HELP? Divide thc class into five groups and assign each group onc of the sentence sets- Tel1 groups to practice readirlg lh*r-r,rl,'utl. lor renlettte -el\ h ll1 L'l;'tl' or clrbi,.., encourage students to complete the sentenccs wiLh
t'ords of their choice. . Circulate and correct stress and intonation. Ilcmind students of the changing stress of particles
ir1
phrasal verbs. . Bring the class Logcthcr and havc volunteers from the different groups read lheir scnLcnces. . Then call on a voluntcer Lo read the two situations. Divide lhe class into pairs and have them choose a situation. Shidents may not want to talk aboui their bad dfi\'ing th.rL rcsulted irr an accident. Suggest that . Time permitting, have students prepare tu'o role plays. Otherwise, have them focus on one situation. Tell students to use the ir.fonnation from Step 1 and to refer to the vocabulary covered in the unit. . Ask pairs to role-play their calls for the class.
s.
F: Hello? This is ngrid Katz. Do you rent cars in the U.S.? M1: Yes, N4s. Katz. Where do you need the car? Fi At the Miami airport. O n October the 4th, retu rning M
night. M1: Well, we do, at S25 an hour for luxury cars, but do you mind my asking you your age?
they talk about someone they know.
I
M1: l'm sorry, sir. You must have the wrong number. This is
Yes?
M3: Do you rent by the hour? I only need it for Saturday
EXTRAS (optional) Workbook: Exercises 10-13 Copy & Go: Activity 15
$ J
JJ JJ JJ JJ J_J -J -J
_J
J JJ
-_J
JJ JJ J J
I
J J JJ www.zabansite.com J
tr4
UNIT
-i
CHECKPOINI
4,o
LISTENING COMPREHENSION (CD 2, Track 30)
l0
suggested teaching time: Your actual teachinq tlme:
15 minutes
. Have students iclcntify tl.re cars in the pictures (SUV' rJ') ! -d ..on\ t-rtinlP,.p,'li',.'r' 'rtmfd't I rr' rl\tr'\ rer icr'r' l.'r lt orip \,'c.thul.rr) n'f." tt.,*rrr r', llrc if
. Have stutlents listcn to the conversiltions whi)e the'y
oictttrc-. H rr e thern li\li lr .'gain and ul lhe ' r'n\ cr''llion\ lo Llle ' Jr' number:_ tt," -uLah . Allow sludents to listen again to confirn their
i,','flr
I'ith
a parLner'
CONVERSATION I
it: iz:
F1:
Good mornlng l'm lv\arta Sinclair I have a reservation' on,yes, tl,ts. si"nclair I have you down for a convertibl'"' Yes. That's correct.
CONVERSATION 2
F2i
M:
F2:
Hetlo. Sunshine Rentals This is Susan Green' Yes. I need a car ln Tampa, FIorida, on May 13th' Tampa. Certainly, sir. What kind of a car will you
M: F2:
be needinq?
A van. . mi"ave'inq wrtn mv wtfe and three kid' you Yes, sir. We'll have ihat car for you- And could please qive me Your droP off date?
CONVERSATION
3
[F3
=
up my rentaL car'
Mv name is Davida Delong
F2: wnat kind ol a cdr !v4 tndt M, D'long?
CONVERSATION 4
M:
F2:
M:
Hello. You have a sports car for me' Yes, sir. Do you have a reservation? M hmm. I'm Randall Fredann' Yes, Mr. Fredann. lsaZ6OK? lt certainlY is.
F2:
M:
F2:
M:
F2:
M:
F2l
M:
ls a Strummer OK?
Perfectl
I
5-10 minutes
. After students comPlete the exercise, have them .',*n.rn .,n-l\l"t- rnlillr a parlnc','tld lhcll I'l(e lLlrns rr';Jrng ih, \r'rl! nlcnt' lnd re5Pon:e'
Q
complete each statement Suggested teaching time:
.'
'
5 minLrtes
Your actual teaching timei
. Tell students io completc the st:rtcments indir"idually' lf thev need heJp, etrcourage thern to revicw thc Voca6ulary on fagt. 40 ancl the picture caPtions on page 41.
. Brirlg the class togethcr and call on students to share thcir ansu'ers.
I
Q
Comptete each statement 5ugqested teachlng time: Your actual teachinq time:
..
'
5 minutes
. Alrer-rLLcle'-tl\(on'plctc h, -enton'r'' hare tlrerr ch*, I llr, ir,tr'n*r- in prrr'bl .'-Ling lid r4' ,r,t.",t.,',tlitttt' ut'rint n t) I i,)t1 i 1111f i1'111"pn-lrp.r-l ,o tinrruu', \tJi!ll't n'riutt"c "r nd lh''t .rrlI (simple pist tel15c) . Call on volunteers to namc thc actions that occLlrrcd and ended. (1. I had an accident;
i. rn.'aia"'t ttop;
'J.
when the accidcnt happcnecl;
5. u,hen the phone ranli)
G'
Top Not(h PoP song (CD 2,Track 31)
Activilies
:
JoPonesel Sunshine Rentals. How may I help you? Do vou do rentals abroad? Yes, sir. Where do You need a car? ln Belem, Brazil. Verve\.iting Yes We(o'qetyo- a(dr thpte' What Lind of car do You need? somethingwithfour-wheeldrive An sUV1think'
CONVERSATION5 lM
I
.. '
Suggested teaching time: Your actual teachlng time:
\ee ' don r
your name here. F3: It waS a lu)(ury Car. F2l ls it po..ibre the cdr wds rpnlad undel someone else's name? F3: I don't think so. lsn't this the Bergdorf Agency? F2l No, ma'am. This is Sunshine Bergdorf's next door' F3: Oh, thanks. Sorryl
F2:
$
u response
French]
F2: Yes, ma'am. F3: Good afternoon. l'm here to pick
M:
choot"
lf.t"
choices before comparing answcrs
I
I
'g'
r-reccssary.
;1
CONVERSATION 6 F4: Hi. l'm Regina Gillespie ldon't have a reservation' Do you have something small? A compact/ F2r Ab;olutely. How long will you need it for? F4: One week. Do you have weekly rentals? F2: Yes. We have a one week economy package for comPacts.
rOP NOTCH PROJECT
lo.l,l--,,r ll,l\e -luJellt' brirlq'rrri' l'> ..'','r.;.1.n'- Orr th, b,'rrJ v r''le who) whot? wh,? whe,J wucn2 le'l 'tr,lct't' th rt ne\^'P rPer .nJ,,tL.r' tiv to.rn-wel irld-{ qut -lir\'-l' rr hen the\ * irf..i'l ,rt'icl* H.'r,. 'tudenl- rnJNt llIlt'' lbout
ldea: Bri'rc .,1r,,uf
,1," tr1;.r. ,ne1 611,'.,'p 1r'ing lh( qut-sli"ns r' ? guidP lel, thenr to rclor lr, lh, il.l|re'rr rlctr lh' \ dP'' ril'! 1ll' accident to the class
T48 www.zabansite.com .'a|'I
. Aflcr -tud*'rt- iisten.rn,l pr. c{ir,,,,rrl .r .Ludent r,, ro,rJ lhe labcl .n e.tch gn,Ll ul p|r-nrr.rl ,ar. prodrr, lr. lltrr'..,llnn,r -tud"nt to r,,,rJ rr urJ
fiX+;;omethineyou O
CONVERSATION MODEL (CD
3,Tra(k 3)
Suggested teaching time: You r actual
5-10 rninutes
teachinq time:
.lIr\".tuJents lo('l
.lt tltepi.tu c A.(: l\lti'i0t. 111, /,r.,'ri.rr. rin.r -tor,..,l dfltU.lo-l-r Who ort lltcrl? (a cusLomer and a siore clirk) WhdL do
you think thc clttk
it
Llt)irrg? (shorving tht,
cusklmer lvhere something is) . Have students read ancl listen. Then ask: Whnt tlocs tltt custo Hr rao l fo bu.y? (tft)thpdste) Can h? fitld it? (^o) Wiy i.rof? (because there isn't any on thc shelf) Whlt docs lhc clcrk ncan iolrcn ht inys ".fron lfu bnck"? (fiom rhe back of thc itorc, the storagc room)
t--l
ll-
O
number 1 from the first box (a conr&) and word number 1 from tht. second box lsonp;. Ask Wticlr rttr'l tln, ntt n,,r,/.. rrurbt Atti, rt ;tt. -;ic,t1. t:, t,t,It {,ounl noun-) R, mirrJ .lrrtlentr tlr.rl n,,rr ..,rurt nouns c1o not have articies. . H.r\ c..llrd|nl\ li-h.n anrl prn( lt\( dB,lrn. \4,r(t-rrre llt, \ r.pe.rr the indetjniLr,.rrticie, rr ith lrc count nouns. Languagenotes/Point out that sclsso/s is a plural
noun.
Suggested teaching timel Your actual teaching tinre:
5 minutes
. Have sttdcnts rcpe;rt chor.lllv. Make sure they: fl-n.l.rJl:nq rnr,rll. l on tq At' n uct,l,l lft,,,l L'11|rn,]. ', rd p t rtr.5.,,n !,,,tt,it t,- tt,p.,,ti. ,use Iising intonation for Toolhp|stt? pause
after,,t.llally.
put strcss on sorry and !ock. usc the iollor,r,ing strcss pattcrn:
ExcLrse
me. Where would lfind toothDaste?
Ioothpaste? Have a look in aisle two. Actually, i did and there wasn't any. I'm sorry. Let me qet you some from the back.
A:
n
Vo.ulutary Card,
/
Q o lrsreuNc coMpREHENstoN (CD 3,Track 6)
Suggested teachlng time: Your actual teaching time:
10 minutes
r Har e 'hrr leri. re. ,l the pr,,drr. ts irr tho se, orrd .rnd ll-i"d , olUmn.. I n.or.r.rge -tuJent- lo t ld.rn\ \^nrJ\ thc\ dor t re,,,Eni,/c irr ll^o \L,Labul.,rt. lo,nt oul lhU br.]lrJ n.im, \ ir rht- fir:t coll nn . H.rr e -{udents lt-ton . rnJ , heck lhe L ind> ot orodLrct_ li n,\e-\.rr) lut llrem Ii-rer.r..l..un.l tim(.. lh"n l,.Lie students check answers \^,iLh a p.trtner.
. H.rre -tudent.
lirtln .,gairr,rnd writ(,woro\ trom lhv..J th,r -Lrrr.p,e\t whar th*pr,,Juct i,. (l h.rir; 2. lrrrrdr cle.rn. rr...lring uLrr'h,rndr. , ie;n lr.,nrl.; ) -J. protecL l.our skin from the sun; 4. skin drv and r,,rr.ll lrlu rl rnr,'ulhcr sk.n tcpl- dr\ j c I'riShter \^ lriler t*eth:derrt.rl r re,r.n/ ( .tll ,,n -tudcnl. to -h.)rc
their words
STRESS PATTERN
A:
pait,l.,is,rt- lt run,tiunr pnlt-,,r \hurt- llre , f.",/1 i- Seneric. llrr.prn,;lu, 1 -h,,^. L
...r1-o,alled
p.rir rrorJ, ru, h.l5
lerm JrJi'i/r). Ln,rn,rero\,,1 c.tn. \o (-hc label .n1ri,n,rr
Rhythm and intonation practice (CD 3,Track 4)
Tr
lrle,rr)
ztmi?itt?,'i-
r
L M1: Do you want softer, cleaner-smellinq hair every time you wash? Ask for Soring Rain ar vour roro, diug,ro,e or cosmetics store. Or order online at wwwspringrain.com. 2.
F1:
Thanks so much.
Can't get your hands ciean after a day in the garden? with Rose_ you,ll get clean hands fastl
Try washing your hands
Q
o vocnauunv
3.
(CD 3,Tra >
,..
comnlete each sentence
[Ch inese]
The problem with ice cream is I like it too much. When I'm on a diet,lcan't eat it. But that doesn't mean I don't think about it all the time. I do.
iS.
Pronun(iation Activities
to llke them. thought
they tasted funny. But now,l've turned into a big mango eater. There's really nothing quite like slices of fresh mango. Mrnnt.
in rised lo is oftcn rcduced by native speakcrs of English because it
Language note: The /ttL,/
C--
Pronunciation supplements
Ttr.rsott's t'ooLl
ts S
#
i-t
J
n JJ
JJ JJ + JJ + J
I
www.zabansite.com :J
'l
lFlr
fr*o,,,,ibeuniqueFoods o o ygSlly:,|*t
it+t*tiu..,ntffi "J"l'irii,it
tii",tt
,1lrr,1n,uut,'and
(aburrito) r+lominutesr
'''gcl'ltlcs
whtt is it?
l, ',1
(CD 3,Track 27)
l0
Suggested teachlng time: Your actuaL teaching tjme:
15 minutes
1
[Joponese] rtrnrOJ'aa
rv deli'io"' " (p dnd r'5 rad " \wpel ro LelFbrdtF rL6 'cw vedr' lL'd\le: "orr.o.nvery hewy Asd'l.all6r orfdrlcorre '* u
rtr*tn'
. Brl(,fc 'lLld( nt' ll-'( r'l .rnd pr'r'l''' lrrrntrrer. l'rnl vr'r(( ,l lhr: c:.,t.r, -.rru re.rd rl'l '!tcl '1"''lr''tlon(r''ru"d'n''i'.rn'l '/ .i .i,,J.a,l"r-.. ,:de rl'lr tlt.l'alrl urrrrrerr'nr'!rrr 1,.rr,lr1 1' l'rp' pp' r"/r ' ir,,.,, ;- . n, .,-.1. l,r. r ' Lc u .'r . lr., -c). "l'(e 'l'l: '. Aller.rL,d.nlr 'iii,,' ,,J,, i li-ler 'iTo,:'Pr'l'liie 1" l,e' rv't r" -"1-'r) ",i;. -r/tr/ LprPl.'( l-J -, r' rli l le:l 11l,i,,1r, i1.n1-f -n'r' 'blln'1 Hd"/ r'rnnl'-' iir,,i .rr. 'r,'.,, ,/ ' /. r..,r'ilcl' 5; 'rr'lri (crackcrs)
. fh, rt har r .1g,1q111' li- L 'I .lnrr l r'r' Il' ' '; 'in Ootion: H.'\t- srLr'lc lt' r'lnre J> nl rr\.Jiriel/lrt, ,r rlr;rrl ('f dn\l \\ I l' lnP'r'\\()r(rt thot .'itl"u ',i,,,1..r' lj l.''";"Pa'r: rr-e lrr' \.'''I bul'rrr l"' .i* 1,., r:'rF ' 'r ' crrP\ [ llt" ; r; .i;'r;;l '."o' r .l1t1' n''1
*lli*out .*."i.io ' olJo""pt ","" tastes great. 2.
' to oe vory ' ore'ur rl lhe"r ear
i'
But 't
Isouthern U S I
mv n'otner uqed ro nake rell o in beautiful colors and it comes in lemon' orange' "ii,r.l" * t"ur,t '; ,*"nau*1" dlfferent flavors' Grape'
;.;;;;;
;*'-;,'p
ii.". "i, ...&
"i
lr-u,t
.l'e'ry mo-9o. rlt
,.i^ijtl".,
soft ano coo' and it ' swcal f'on we mdKp it rnlo "rl
W\-pre' conrp
""J, kinds of;alads with fruit
of salad-that we *"'"" lit .hee a lot' lt's a kindubout -I 180 different u'tuullv a'" ih"'" ::i;;; ;";;;;' ot" 'nooe with caobdge 't ' t r .t B.t ".or,
*
rirr""
,
I
I
", and picv "". Ano r'5 nl'e and 'run'hy ycry ^i"i, \ot
pr,onunciati,ln .rnd Lrse l+5-10 minutesl
4 lAu.tro'.orl hone When l over,tnerps o_F tn'nq I lpd'rv ri s abo!l nuff .v v"q".i;. w" "rr grew up;ith the if,y: PY"^lt I bi1 ot I'J"';J' .;;; ;"ri" ;n o o e'e of rodsr' ddd a it'itr'p loo(\ I
€6
Vocabulary cards
S
Learning strategies
g
"
I
v"lJn;te on Ir, ard ".jo\,. lt\ ^'rd or ' dar( redoisn-b'owr colo' "*]ri ",i*,'t ;;i;bl.i,"; v r's verv saltv so;u't-'edrirllebit
CoMPREHENSToN
5
L,;51,l.')G I5
Suggested teaching tinre: Your actual teaching time:
-. Have
o
t
es
tred Lno doru l We ' f you hdven l you 'l be rr"a""'e it nells very badrTndt:wnat lhe
*$ffiu
;.;";-.r;,
_ oao-smerling rofu. B-r I drdnl us" lo
.",'.io". - " 'nti" -fly now l'm crazy about it
/
,
;;;';; ;;;;; I r t1 d nti f h c JLtods ? If so' tt ri h ^':i ontG)? Hirt dil iL (llrcv) tttslc? l\ . 1.).LL5 On ni' llrr. /' A l ts {r ta t ''-/ rr"- '1,r' ntl'Pr loo tl-' \^lr;l rtdenr' PrcLl:r' I r,/,,.' H.rre' ',," .i,, :ii. ini.,1- p,. n ', t ro r- nn lhe h, r'rd ,_," if. . H.r\ - -llrdl-nl- 'i.tPlr lu l t- rle-' rrpl:'rn' r'rd \\ rll lhe li'r.-n i.i,-r. ...n r, '.f lr neL ( '- rr\' I] rr ' 'rr'd"r''' "t a second tir-ne. i e
IChinesel
;,',; ',;,' .'"' ,r.'' .i""tlt*
20 mlnutes
stucler'rts look at the Pictures l] through t
;i '
sore Deop,p thrnl'
c
f
6. y' ir
rhF
avor ,s
quil'
'ila iI mv\e'f
Bur
[Mexicon]
we have a special food called ""a pa; ne, "neans g' asshoope's ar tua'lv But .- n o rnayre re rea'lv good io' vou
it.. o"-"'-,
"ri,ti
nu.
'n.u'e,eallvcloooardL\e1 . .1...(run(ny
'j+
lh.y
'['h'-q'^
o;"irrt"liy,'ia
o'rlrvdo'dsre
. Then have students listen again ancl complcte each ,lo-, riction. l'..inl ' ut lh.rl mlre tll rl'rt ll 'lllt\\Pr 1- l."r er' rnplc ii.,' r..'i".'ii'r. f"r -., "n d' ' "i1'1;" -11' t7 rJl l' 'l'll rorl: rno
t,
i,.iL"* i.lhr 'pr'rl*r ''l'6
tastes great. and then have -. (l,r or er ansll'ers lvith the ltholc cl'rss' to their predictions tlescriptions the ;il.ili"';."-ri;;e earlier.
,70J www.zabansite.com
1
_
....-.*_i
-NIT 6 CHECKPOINT
O"
Hll).'JG
. Tell studcnts to rcad the context of each situation
coMPREHENSToN
Suggested teaching tinre: Your actual teachinq time:
carcfuily before completing the negalive question. . Go over the ans{'ers as a class. Ask Wllc// /lagdfi-de
. Have sLudents listen to thc' conversations lvith tlreil
ll
(1 inil
Q
restaurant;2. at the man's house) Docs thc 1a11 in Cott-Ltsatiott I /ikc scrrfuod? (no) Dots thc rL,onon i Canursutiatl 2likc pnsta? (1'es) . Have studclrts read the food choices. Revierv tirat hr b. ' n:11 nt "tt' nP.rrl' lu lile I'.'{ .rno r'"t t.r ''ir' {'r means not to likc.
. IJave students
. To revierv the constmction
Listen to the conversations a second
Q
.i-.iorr.. A-' Altittt.'tttt-rJu 'l a' .u'tt ''1 r'J'.trl) 't tt, l tt-t' tt"t 'nr' J '. I-s-lominutesl
M: F: M:
rr r
writing Proce$ Worksheets
$ rOP
PROJECT ^IOTCH
ldea: Write thcse qucstions
or1 the
board for pairs
Lo discLlss.
Wha+ food or heol+h +opic is +he or+icle abou+? V/hat does +he or+icle saY? Do you agree wi+h +he or+icle? Wha+ is ih'z mos+ in+eres+ing poin+ in fhe ctr+icle? Whof etse do you want +o {ind ou+ abaur rh'z +opic?
I'm sorry.
Don't worry aboLlt it. Look. They have steak. taLking.
lAudioscript contjnues on page
5 mlnutes
teaching time:
tlrerr d!5(riDli,'n- ln Il]^'r p lrlllor' "Lrt ''f order' H lrp l\.rrrFr\ cut'\' r'r I'i, h i '.rd i- h, ir-; oe- ribco
shrimp, salrnon-whatever' I guess the truth is I'm just a big meat eater. WeL1, why didn't you say something! We didn't have to come to a seafood restaurant.
!9!v youle
...
. Have students reacl the different foods The'n ask \Nlriclt of lhest foods htlL,e VILL cofcn? Are llrcre nny lbods yuite incr eitcn? lf a studcnt has never eaten a iood, call on another stuclent to share his or her oniniL,n nrcn(otlr'l!. llle'tJJcrl t,' m lHint l\lr.ll tht: t. rrrtl t.rstes lrke. . After stuclcnis conPlete the activitli havc them rc'ad
Hmm. Well,the shrimP looks good Oh,yeah, that looks nice. Hmm,whatelsedo they have? Wel , the clams are really fresh here Howaboutthat? Oh, clams. Hmm. Maybe something eise .. Well,what kind offish do you prefer? They've got salmon, snapper whatever you llke And itl al fresh' Well .. . L . . uh. OK, the truth is I'm just not that big on seafood. Actually, the truth is I iust don't llke it. clams,
OK,
Describe the following foods YoLrr actuaJ
Nice restaurant.
F:
minutes
,lsed t0 in affirmatiye and
Suggested teachlng time:
CONVERSATION I
M:
5
'[V n Lot iu]tctr ask several studenls Ditl yttu i.rsc fo untclt nnttiL's? go fo tltc tTttt tL'erc. yoLngtt? Did tlou usa to . After students complcte the activity, have thern share thcir sentenccs u'ith a partl]er'.
Wt,i
F: M: F:
...
res.rli\i -l.rlcm\"rl', '.rv h/,r'tr I 'p' 'pttttv,' l tt' d'o ,,il.t, rV,t't. Idid" /,,. tnqn1.7t17, 1r1- 1' |[e6
again if neccssarv. . Ask studcnts to comPare answels !!Jith a Parher' Ask W/rlclr lbods on llic list ucrc 49! ttrcnlittttcd itt C'u, ' t-ntL) t /.' 1p r'la..hic! en .' r,l ('lrn''r At"' t-('/-.',,, t,al ttt,itti t'a tut tltt' t iltnt 2 l-l rirrp tlarns, fish, steak) Option: H trc pair- or -mJlr ;rutrp-.li'. rr" th' r- io"d
M: Fi M:
w.it" fiu" senten(es Suggested teaching tlme: Your actual teaching time:
time and comPlete the exercise l,et students Listen
f
i
!c.li ,t it],,t. itl.'t n|tu,t th. p 1A't tttt't1" i' lttt" -r,,'J'l';'r (5\ (1,21 l\/r,'rr tt'.nti., qu' ti. i,' \/,". ttu.t tl1 14.r qaltJ, 'I ltttt 'l), tlt',''i Wlu,h t 't "0'tl' listt rcr to fiirc!? (.3,1)
,t
l0-15 minutes
bo,:rks closec-I. Then ask: Whert tlo tltc cortpcrsctlorrs trrkr plrtcc?
i
T73.1
. Havc pairs present thcir finclings to the class Tell thcm [o prepare a short summalv about the artic]e
Q
Complete a negative yeg / !q question 5 l0 minutes 5uggested teaching timei
..
Your actual teaching tlme:
.
'
and to writ6 a couple of cluestions to get classmatcs' oprnrons-
. Encouratie the class to ask thc presenLers cluestions abolrt the toPjc.
\)pen lhltr'l-.r.,\- r.rd 'l"uJ t'le Joo" '. t ln Il'e hL,.l-o, rr':le dhen?" Ask a student to complete thc negative questiorl. B,
rorc -lrlJt
tl'
.itlraLi.[t in ilem
T72 www.zabansite.com
rour sruqenrs (an say
lContinued from page T72l
CONVERSAIION 2
M:
Everythinq's ready. Why don't we sit down?
F: OK .. . WowlThis food looks terr;ficl M: Pasta with pesto. F: Mmm. Did you make that from scratch? M: Mm hmm. F: l'm pretty much a pasta addict especially
M:
homemade. And we've got grilled chicken. l\,4mm. Look at !hal! You like grilled chi.ken? You've got all my favoritesl And we've got some nice Steamed carrot5.
F:
oh.
M:
What's the matter?
M: F:
M: F:
Nothing. Don't you like steamed carrots? F: Well,l guess l'm really not a big carrot fan. ButitsOK. M: No problem. l'll hurry and make a salad.
F:
...
A: Why don't ,vou havc strme of the Pad Thai? B: don't carc for Lofu. Do yotL wanl some? A: WeJI, Iin allergic to peanuts. B: Wby dolt't we have
some beef and broccoli instead?
I
A: OK.
A: Don't you want to try some of the Rain Dnrglrnul.) B: \,'. tlr.rnk-. I m ,'n .r drel. I m .r\o'.li rts l. llr 1,.'d-. Be-r,ler Jottelrnttl' d.rn t agree lvith me. A: Well, ther-r irave some vegetablcs. B: I rvilM'm crazy about carrots. A: llcally? I don't care fol them much. A: Do you think ihis meat is spicy? B: I don't know. Don't you like spicy foods? Ar I used to, but thev don't agree wjtl] me anymore. B: lln1ntm. I think it is spicy. I scc hot peppels around the meat. A: Then I'lL pass. I'11have ihe fish.
M:
F:
No, it's
fine. Everythinq looks delicious.
Urur Wnnp-Up 20
Suqgested teaching time: Your actual teaching tirne:
25 minutes
Grammar . Have palrs ltxrk at the buffet table and then r'r'rite five negaiive yes
/ !q
Challenge: Have stticlents role-pJay a conversation betwccn a $'aiter or uraitress and a customer at a restaurant. Tell the cusiomer to select one of the dishes from the buffct and then ask the u,aitcr questions about ihe food. Have the waitcr ans\/er, referring tct the ]lst of ingredients. l+1o minutesl
lndividual Oral Progress Check (optionall . Use thc photographs on pa1;e 73. Encourage str.rdcnts to use the vocabulary, grammar, rhyt}tm, and intonation practiced in ihis unit.
. Ask information questions: Vou .tll.t1ic to nnLl of thcst foods? WhLtt t1o Cornncl Apples Lastc likc?
Arc
questions.
. Encourage students to write questions that check information thel' thjnk is true or to gct agreement or express sLlrpnse. Your students can say
.,.
(They taste s$.ect.) Are Roin DoughtttLLs hnrd or saft? (sofr) Do Arepas ldslc sd/ly? (,ves)
Wnt docs Pid Tluti taste lik.? (spicy) . lnvitc a student to role-plav a convelsation \n,ith Vou.
Isn't this buffet table fantastic? Aren't you allergic
T: This food iooks terrific! s: What's that
to chocolatc? Didn't you make the same dish at your party? Aren't you going to try/ thc meal? Don'f volr love buffets?
behind thc vegetables? T: lt looks like chicken. 5: Tl smells like fish. T: Thcn it must be fish. Ar,.|. l )nu g, ing t,, lr.treanr.' S: N,', l m not a bi" i,r'r i. -t-.rlu'\l T: W"il. I nr L'.rzr ,rb.rt,l
Option: Suggestions. Have studerlts make offers and suggestions using \N|ry don't. . . ? For example, Wlty
dai't I
get voLt sol1le bccf nnd
broccoli? Wllv dat1'I lL'e sit
seafoocl, so I'11 havc some.
,l/d/e? [+5 minutes]
S
Social language . Have studcnts look at the pictures of the selections
$I.:'ii:'f, J"[';]'ili',.,Tf
and rcad the ingredients.
. Then have pairs
.
te1l each othcr their preferences and
describe what one of the dishes tastes like. Beforc stlrdents role play a conversation, refer them to the language listed under NEED HELP? on page 71 for support.
. While following are a couple of exanples of u'hat your students can say, strLdents should be encouraged to answer in their own \{'ay. Language
note:
Red pepper
is cayemte or oiher dried
red hot peppers. Red peppers are whoie or cut up peppers of a red color, either hot or mild.
'17 3
Cumulative vocabulary Activities
;.11;""irndactivitv
Compleie Assessment Package Unit 6 Achievement Test
J JJ JJ JJ J J JJ J J
JJ JJ JJ JJ JJ JJ JJ
JJ JJ J www.zabansite.com +
g " H?IyN(rAnoN Suggested teaching time: Your actual teaching time:
CONVERSATION I F: l'm getting a new car. What color do you think 5 mlnLrtes
. Have students read and listen to the sentences, paying attention to how unstrcssed lo /tu/ reduces to ,/te/ in infinitive phrases. . Then have students listcn again and repeat . Tcll students to practice reading the sentences to a parh-rer Circulale and listen for correct reduction. Pronunciation Activities
o @ -
M: F: M:
I
should get? Well, what about yellow? Yellow? Yeah. Yellow's a happy color
CONVERSAT]ON 2
FI:
Tomorrow's my first day at the new job. What do you
think lshould wear?
F2: F1:
Somethinq cheerful. What about a nice blouse and my blue suit? F2: Just rightl
CONVERSATION 3
M1: Does this red chair come in a different color? M2: Certainly, sir. What color would be better? Ml: Well, something a little calmer Red makes me
vocneuunv
nervouS.
(CD 4,Track 6)
sLrggested teaching time: Your actual teaching time:
{._tr
zrr t:tlFF!
5 mlnutes
. Before students listen ;rnd practice, tell them to look at the pictures and read thc labels underneath . Aftcr students iisten and Practice the adjectives of emotion, ask Whnt do yotr see in Lhe picfutcs? 1,t hedd'ng: a leJm lhJl hds lu-l \^t,n J Edme; childrerr pl.ryrrrg wilh bubble-: r child re..rdrrg: a per-on. 11 ing at .l c|meler\;.t 11 on.rn wh, ' l, u 'Lt
.rd:grrbage Jm.rn biting hi: tinqernail'r . Hd\. 5iuJenl\ li.ten Jnd pracrir e 'rg.tin.
. Ask Wlrrclr uordshizte sirnilqr tnaattitrgs? (hopptl and clrcerful; sad and dcpresslr,q) Have students look at the neg.ititc adjeciir c under e.rr h po'iti\c''ne. A'l Wii,lt uotd- np app".itt:: thapw 'iy' ,rlt11 t1'11011-\ Language note: Point out that for the adjectives ercitiilg ar.d depresslr.q, the ed endhg can be used
instead of the -ing ending to create the adjectives cr, rlrl and drpr, ..ed. Rer iew thdl / 4,,/ cY, iirE (rneanrng I ( du-e e\L ilt,ment.) has I differen{ me, rnlr-tg Lhan / nri, rrli,'d ime.rning I feel e\citemen{).
CONVERSATION 4
F: M: F:
M: Fi
Look at those great shoes. Are you kidding? The purple and green ones? Yup! What's wrong with purple and green? lthink
theyle exciting. kid. vou sLould be wedring something more conselvative,like brown. Yeah. if yor, re a
How depressingl
CONVERSATION PAIR WORK Suggested teachlng time: Your actLral teachinq time:
10 minutes
. Have students rcview the nanes of the colors on
pagc 74 ancl add any other names they know on this page. . Refer students to the Convcrsation Model on page 76 to review discussing col,lr preferenccs. . Role-pla-v the conversation rvith a more confident student. Play the role of Student A and stress falling ? intonation after Ho?ir drorf
J $ JJ :J J JJ .J JJ JJ JJ JJ _.-.1
JJ JJ JJ J J JJ J 'J www.zabansite.com
. Have pairs choose a topic for discussion and
$ S$
role-play conversations.
Vocabulary cards
. Bring
Learning Strategies
$' o lrsreuNc coMPREHENStoN (CD
4,Tra(k 7)
5u99ested teaching time: YoLr actual teaching timel
l0 rninutes
Lhe class together, and havc pairs role play Lheiiconversations for the class. After each conversation, ask What rca ld t'llc ptt'sotr like to do? What is tlt. rcrso|'s color preference?
S
Pair
work cards
EXTRAS (optional) Grammar Booster
Workbook Exercises 4-6 Copy & Go: Adivity 25
. Write the first iiem on the board, and call on several
students to fill in the blanks u'ith a color and adjective of thcir choice. . Tcll students to listen carefully for tire colors and adjectjves in the conversatiolls. . Then have students listen again and fill in the blanks.
. Teil students to check answers with a ParLner.
T77
$
Pronunciation Supplements
tl
, I
)
in
e
Yo u
r
Mdrinal I dln rmorpss"a. Wno-o yorffi aoout the natLlre_nurture controversy? Marina: W€ll, noj mucn. sn,t ilaif about wner6 personality
P e rso n a I itv
t
Frt;*
t t
Q o llsrrrrlNcl0) coMpREHENstoN
f
Whicn i< nqre imporranr ::J:,.f,:..? wn,ch t5.'nafu,e.,,or thp
Suggested teaching time: Your actuaj teachinq time:
5
10 minutes
.@o
.> iook nt rhe pir rure and dp.cribe h har gorng un lo d pdrhr,.r rl ,a.jble,Ir,wt,r: A r)rl)te\\^r rs le(tLr.nnq to d group of univ..,r_iti _rui*",I
$
r:
b E L
,un*,
I
I I T:
b
lL J
DpLween thoughts and e
,
_ Peter: ,.,.
.t
_
o.
comes hom the environmint alrd genetrcs.)
H.r \ e sr
Personaliry is nor behdvior thouql-ts, o. leelina< but raller 6 psr56. q 5,yt" ..:*"y.ri-.riig wjth other peopie. "; 5o if p.Aonality i5 a person I stVre of jnrerd.rih^ wtth [he environment, *h.," doe, o",ronr,iiu, " come from? peterl Do vol, hau" un,O-"ui Welt,l m nol s..rre. My rw'o jsrers and I are verv orfierent. but wF dll (ome lrom tne rane parelL:. And we have had almost the same life We grew up jn rhe sdme.arnity. :]::,i.:.:s. ve put yo,r finger on the two rnost .rou
D..
(l^mp. nr^yo_ rarLinjoUo"t thc--dture
p,r
re
.t
n\tv\ F.r\ rr rth a p,r rrner.. urr, e rnure
stutlcnr, listcn
each word... Q O na"tct 4,Track lo) (CD
Suggested teaching time:
5 rninutes
Your actual teaching time:
irar.c difricuilr, lr.,v. thcm lirten ,o orsctrssron aqait.
rQ
nurture" controversy?
har e
. lI stud.nrr
lile
important places oir personaljty comes from: _lhe chard(tenstics,o..irdrts..vou oFt rrom your two pdren,r. tl" d.ound yo_ ""a rhdryoL"n"l,""ri.i"J_' teaJ. irom: ihe :ve?i,hinq tdmttv. the cuttuJe. a^d voltr tife e\periences.
udenl5 ( om
ll nccc\\.jr).
€i*
gen€,tia5
Marina:
I
i'r.ou-grrt,,
L
Lhen
I
fhar s aftudlly quite good. Thoughrs are like words inside l\,4F,nor;os, wisl-es, pldn, .. . ,hor" dre al rnou9hts. Emotions are feerings _ hate.
sludcnt\ redd thr, -iJlemcni_.rrrd
with a partner
of ou. hedds. Ande.nor;on, :l are more li\e feelings. For era.rrpts tey-. i5 sn e't-otton. Anqer is an emoito.. Jdon I know ttow erse ro e{platn.
r,
minutes
. Then htrp ctLrdcltls ti.l(,n Jgdtn and lr\ tnt\o \t,rre,rent_. r t. t u&r"n"l,o,: tu correcl lhe ;;;_,,;:it;t, ' I. I molion5 lnd lltougltl5.rrr-'not Lhe.,,n]",r.t.., r." leelingr 6nfl thor\ht,.rre Itlttonr thrnk. "like !^ ord\ i;ridc. . r. p'"ople * t nf ,n- "" in n ir,nif u aon , r aj - h,rvc m j l,r r per-nlr.r i I ic5 _ b.Lh ''t g;;;;ii* j, ( n\ rr,,nnlent -ri heJp iorm a persnn;jit). "t"r,onolii1" ";
a
Janet., hey a,. so,
e
10
. After,students check the true statements, have t1tem conlpare answers
.
etse ke Lo
5
|5ren.1g.1tn.
yoLr
rre ihe difterpnce
emot;on,l
wnir wcrh;nk.
It,y,,nougnt-i, ,rKe word\ rn.:de
anger, love, fea
|
L L
Nol. bad, Edward. Woutd someone
gr'"ri.9, sryre ot oenav;or. f^"lt::-r dno emot,on5. Who" can tell
L:\-'
I
. H,t\
ddd 5ometning to wnat ldward saio., Ma,ira. Marina: Welr. I thi"k it iwi-,t Edward >aicl. bur ir s !ow u:lally d.t, nor how you d( t jusr onF rinre. )/:u son o] d._ a. a parrern a 5ryle _of bFhdvior. :' : I.varyDody hds one. lts wndt rrakes ona person different from anoth-"r T: Thatt excellen! Marina. yes. personality is
k!-s
SLrggested teaching time:
Good mo,ni4g. ctudent\. dnd welcome to our ltrst teature aboul personalrty. LFt.5 5tdrt witn a ques odsl( on. Wnnr i\ nF^rndlity) Edward )
ad""td, y"ll. ,:.,^lo*,yo, o.t ** yo, rrehave_ t(now What lird ot pelon you dre. _
.
Your actual teachinq time:
Learning Strategies
T:
Listen again .. Tra(k 1 t)
(CD 4,
.:i::,1:91'i,.
ri,.' \lLdenl. dre li\tening;n.1 talir,g rr,.t*r.7 . Ha^r,e-:rudent: ii-ten lo ihe djc.lr-.ron u jlh iJtpir uuoKs cro\cd nnJ identif\ lhe _11!iqc1 tp"r_,.n,,|it,, . AskWhnt corLrsa tjo rlou fhink tlis rs? (psychoiogy)
i5
t verybody s arwdys di:.ussing rhdr. 1 .rghr. tndt s i." And we stil don L redfty fnJw the answer, but everyone has an opiniJn.
j.".:lr
,.,.
(CD 4,Track
-,
_generics,
env;ronment, wnich
. Then have them compare answers with
,n"
a partner.
Vocabutary cards
olscusslorrt SLrggested teaching time:
I0 minutes
Your actual teaching time:
.gl_ff." b".rg \\ritc natu.e nu,ru.e. IIreanur8ot fhc-e l.nn.. retcrring t{er iew the to l_..ercirei. illl "' p"r'ona[ity i' ]nother r.r o.,l'ror :Ti:lts "p/rrrc gencn(-,rrd lrirltirr rs arroLhcr * or.l tn.enriio,,rrr"nf.7 ' Dit ioe the.cl..r-, intu groilp- ui iou r or lir e. and har e \ l_u-d\-rl l\ di\cU\s the_q"u"riion. Fn..,urrge studcrrt_
to " f;?;;:: ;;: ;'l;,: [:; f,;i.Tf : ol .:,,i,,,,? i i i,:,;,,' . licn br ing.the cl,r.j tototl.tcr. and har e .hrdcnr: ,l
share their ideas. AsLr" Is.y-our
pers,onallty sitjilar ta that of other TteopLe in _uoto JnuLilv: lf yes, lmu) t1:r.: dl't!.:t l.hittA .ottt ttttttr.,utt"ttt inlltrc,t.rd your petsonntltV.
www.zabansite.com T80
JNIT 7 CHECKPOINT
Q o lrsrerurNc coMpREHENstoN SLrggested teaching time: Your actual teaching tinre:
Suqgested teaching time:
5 l0 minutes
. After students corrplcte each statement, ha\-e then-r c'rrn.tre An-\^, -r r, itl'.r p rrlr.,.r. lr rrc,c--;rt rCier 5lu\lert- l,' u,rqe,6J ,n .2 ,.. lrrlp
students listcn to Lhe convcrsations,"vith thcir b.,.J - (,o-r'J.Ild.ll., n,nrnlr,te d\ In..n\ -r. tcnrp,tr\ . - Ihe\ (, 1. Rcnr; ,d - ,d-nt- tlr,rt mnrr- 1t1.1n p,.,, .rdt,. l'\e n.r\ h,- p.r-rinle,..f -(\m(-\l.ttenl,.ltL:
Q
Lr\l. -, udent. l -t, rr ,rg,rirr drJ , omnt, rl. llre,1, ti\.t\ I,l)t-tt h. \, p,lrtnr".,,,ml\ltearr-rrr-r-. \,.l (,r\_, rJi-. r.-- .rnr di ti. u ti,., -iu.lert. ltaci. I
OK. What kind?
How about some hip hop?
to make me feel good.
CONVERSATION 2 Ml: Hey, why so down in the dumps? M2: 'T not .-,e. T iu.t re" rng blLe. 'r weather.
ru(l
5-10 minutes
. Il"\ i,.h t'r, n.,.rrrr;,'i thc hullltpd rrnrJ-. r,./f ',r/t. / r p"r-nl1 r,r \r,,'iti, ,2..s him.cll or her., ll ,)tt..i.nr .: trrLl Ii,,.r.rI: ,,.,/. ir .rrtt_ti,;,.il . 11ri,..r,./l I llpr-,, 1 \^1.,, i- or L;,,ir'; ,1 ,,t.10.,t.t. r per-un rrlrc r- .l.t'cl: ,, /. ..r: n rr.r rn.r(er Uei,p1. ,.,,,*n. '-' ' '', / .umFon. rr'omc,,r.,. lrn blca.- rrr. rrrlc-r R.i..;
CONVERSAT]ON I M: Lett Jisten to some music. No way. I want something
wnlrrruc SLrggested teaching timei Your act!al teaching tirnel
zirllillil?iFl-r F: M: F:
5 minutes
Your actual teaching time:
.llave
.
Complete each statement . ..
Q
(CD 4,Track 13)
.tirLJerr, i,, p.rsr-- bl .,n,l q) rr tner h.Lreditii rrltr . H. r, 'lud* rt, dc. id- r^ nn tlrcr rr ,l r,r ,ite.rb,,r,t. rl- m;r ree m,,r,.r,,,lt,,ir. b,c,t,.,iintr --tuJ, ip'i,'n- LJt .,,mp,,r, ,rr,.\ I J.*, rr,,r,r.*",1 r.,ih.r
be lh \ grdy
th,tn ,,i thrDtsch
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CONVERSATION 3 fF = Sponishl F: l'm going on a trip to Nepal. M: Nepal! l've always wanted to qo there. F: Me tool lcan't waitl
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Writing erocess Worksheets Iop /Votctr Pop Song {CD 4,Track 14)
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Graphic organizers
www.zabansite.com T84
LESSON
Discuss Your Favorite Artists
. Have str,rdents listen to both parts of the biographv . ttd . t-r,r, r ll_c.'p'tr on,1rr1-1lor1 . As a class, check if any infonnation listed on the board rvas mcr-rtioncd-in the article.
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scnlcncc in r:ach pair of scntences expands on the meaning of the expression. Have pairs create additional scntenccs to cxplain the
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