Sports and activities - pearsonlongman.com · • Invite students to tell where these languages are...
Transcript of Sports and activities - pearsonlongman.com · • Invite students to tell where these languages are...
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Postcards 3, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
3 Sports and activitiesB.
Extension (5 min. or less)
• Elicitstudents’answerstothesecondquestion(whatsportsoractivitiesarethemostinterestingtowatch).Withstudents’help,createagraphontheboardthatillustrateshowmanystudentssharethesameopinion.
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Postcards 3, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
4 CommunicationB.
Extension
• Forthosestudentswhohavenicknames,findoutwhattheyknowabouttheirnicknamesinEnglish;e.g.,aboynamedRobertomaybecalledBetoinPortuguesebutBob, Bobby,orRobinEnglish.YoumaywishtohelpstudentschooseshortEnglishnicknamestheycanuseinclass.
Cross-curricular activity: social studies• AskwhichlanguagestheteensintheForeign
LanguageClubarestudying.(German,French,Italian,Spanish)
• Invitestudentstotellwheretheselanguagesarespoken.(Forexample,GermanisspokeninGermany,Austria,Liechtenstein,Switzerland,andLuxembourg;FrenchisspokeninFrance,Switzerland,Canada,andmuchofAfrica;ItalianisspokeninItalyandSwitzerland;andSpanishisspokeninMexico,Spain,andmostofCentralandSouthAmerica.)Ifyouhaveaworldmap,askstudentstopointtothecountriesandcontinentstheyname.
• Askstudentstoguesswhichofthesefourlanguageshasthemostnativespeakers.(Spanish)
Grammar Focus and Discovering grammar
Focus on multiple intelligences: this activity focuses on auditory and kinesthetic intelligences.• Tellstudentstostand.Thensaysentences
usingdifferentverbtenses.Tellthestudentstoclaptwicewhentheyhearthesimplepresenttense,toshout,Yes!whentheyhearthepresentcontinuous,andtostandquietlywhentheyhearthepasttense;e.g.,I’m reading a book(studentsshout,Yes!);I eat supper at 6:00(studentsclaptheirhandstwice);Ms. Costa was our teacher last year(studentsstandquietly).Keepabriskpacetoincreasethefunandchallenge.
14 PracticeHome/School connection activity• Havestudentsinterviewafamilymember
orfriendandwritedownfivefactsabouttheperson,similartotheinformationinExercise14.
• Pairstudentsthenextday,andhavethemtradefactsheets.Askthemtocreatetagquestionsbasedonthefactsandthenintervieweachother.Forexample,
Fact:UncleJerrygoesbowlingeveryMondaynight.
Tagquestion:YouruncleJerrygoesbowlingeveryMondaynight,doesn’the?
Expectedanswer:Yes,hedoes.• Callonvolunteerstorole-playtheirinterviews
fortheclass.
17 WritingHome/School connection activity• Tellstudentstoasktheirparents,and
grandparentsifpossible,whattheydidforfunwhentheywereteens.Haveeachstudentmakealistofactivitiesthatwerepopularwithteensinthepast.AskstudentstocompletethelistinEnglish.Encouragethemtouseadictionary.
• Havestudentscomparetheirlistsinsmallgroups.
• Callonamemberofeachgrouptosummarizethemostpopularactivitiesofteensinthepast.
Putting it together: At the partyB.
Focus on values• Writethewordtrustworthyontheboard,and
elicitorprovideadefinition(abletobetrusted).• Dividetheclassintosmallgroups.Askstudents
tothinkaboutthepeopletheytrustmostandtolistthequalitiesthatmakeapersontrustworthy.Thenhavethegroupmembersdiscussanyexperiencesthey’vehadwhenapersondisappointedthem.Wasthatpersonabletoregaintheirtrust?
• Callonamemberofeachgrouptoreaditslisttotheclass.Writethequalitiesontheboard,andputachecknexttothosethatarerepeatedbyanothergroup.
• Askastudenttosummarizethemostimportantqualitiesofatrustworthyperson.
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Postcards 3, Second Edition.Copyright © 2007 Pearson Education, Inc. All rights reserved.Permission granted to reproduce for classroom use.
Warm-upFocus on multiple intelligences: this activity focuses on visual and linguistic intelligences.• Haveeachstudentdrawapictureorbringin
aphototomakeapostcardofoneofthelocalplaces,events,orattractionslistedontheboard.
• AskeachstudenttowriteanEnglishmessageonthebackofthepostcardtoafriendorrelativewholivesinanothercity,region,orcountry.Tellstudentstoincludeinformationabouttheplace,event,orattractionintheirpicture.
• Havestudentssharetheirpostcardsingroupsorwiththeclass.
Practicing Grammar 7 Practice
Cross-curricular activity: math• Writethislistontheboard:
Busfareintothecity $1.50Busfarebackfromthecity $1.50Ticketforamovie $6.00Hamburgeranddrink $4.50Pizza $5.00Ticketforamuseum $5.50Ticketforawaterpark $8.50Snack $2.00Hangout free
• Tellstudentsthattheyaregoingtoplanadayinthecitywithapartner.Eachstudenthasonly$15.00tospend,sothepairsmustbecarefulaboutwhattheychoosetodo.Remindthemtoincludetheirbusfare.
• Givepairstimetoplantheirdaytrips.Thengroupeachpairwithanotherpair,andhavestudentscomparetheirplans.
• Toconclude,callonseveraldifferentpairstotellabouttheirdaytripplansandwhytheychosethem.
Grammar Focus and Discovering grammarExtension• Askeachstudenttowritefourpast-tense
statements:twoaffirmativeandtwonegative.Tellthemtousebeintwooftheirstatementsandotherverbsintheothertwo.
• Dividetheclassintogroupsofthree.Havethegroupmembersexchangepapersandaddtagstoeachother’sstatements.Thenhavethempassthepapersagainandwritetheexpectedanswerforeachtagquestion.
• Tocheck,callonstudentstoreadseveraltagquestionsandexpectedanswers.Elicitcorrectionsfromtheclassifneeded.
17 ComprehensionFocus on values• Tellstudentstothinkaboutwhatthey’ve
learnedabouttheAlamo.AskthemtofocusonthecontrastbetweenwhattheAlamowasbuiltfor(achurchmission)andwhattheTexansuseditfor(afort).
• Dividetheclassintosmallgroups.Askstudentstodiscusshowtheyfeelaboutusingviolencetoachieveagoal.Askthemtothinkaboutthesequestions:How is a war between two countries similar to a fight between two friends? How can friends or countries solve their conflicts without violence?
• Haveeachgroupmakeaposterthatillustratesoneormorenonviolentwaystoresolveaconflict.Displaythepostersinyourclassroom.
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Learn to learn
B.
Cross-curricular activity: science• Writeontheboard:the scientific method.Tryto
elicitadefinitionfromtheclass.(Thisisthewayscientistsdotheirresearch,beginningwithahypothesisandendingwithaprovenstatement.)
• Tellstudentsthatscientistsusethescientificmethodinordertostayorganizedwhentheywanttotestanidea.Writethesestepsontheboard,inscrambledorder:state a hypothesis, do an experiment, revise the hypothesis, do another experiment, state a proven idea.Explainthatahypothesisisaguessorideabasedonobservations.
• Havestudentsworkinsmallgroupstoputthestepsontheboardinorder.Thenreviewthecorrectorderwiththeclass.
• Writeontheboard:Girls have to do more kitchen chores than boys.Askthegroupstodiscusshowtheywouldtestthishypothesis.
• Callonamemberofeachgrouptodescribeitsexperiment(s)andpredicttheresults.
12 Your turnFocus on multiple intelligences: this activity focuses on visual and intrapersonal intelligences.• Havestudentspersonalizethedailyplanners
theycreatedinExercise12bydecoratingthem.Encouragethemtousecolorsanddesignsthatrepresenttheirownpersonalitiesandtheirfeelingsaboutthescheduledactivities.
• Pairstudents,andhavethemsharetheirworkwitheachother.Seeifthestudentscanguesswhytheirpartnersusedspecificcolorsandthemes.
15 WritingHome/School connection activity• Tellstudentstointerviewtheirparentsortwo
otheradultrelativesaboutthechorestheyhadtodowhentheywereteens.Askthemifcertainchoreswerealwaysdonebygirlsinthefamily,andothersbyboys.Havestudentsmakeaseparatelistofeachparent’sorrelative’schores.
• Havestudentscomparetheirlistsinclass.Tellthemtolookforpatternsinchoresassignedtogirlsandboys.Thenhavethemdiscusswhetherornotthesegenderdistinctionsstillexistintheirfamilies(e.g.,Dotheboyshavetohelpwiththecookingandcleaning?Dothegirlshavetotakeoutthetrash?).
• Asaclass,discusswhethertherearelogicalreasonsforanychorestobedoneonlybyboysoronlybygirls.Encouragestudentstoletgoofgenderstereotypeswhilemaintainingrespectfortheirfamilytraditions.
Putting it together: Waiting for NicoleB.
Focus on values• Askstudentsiftheythinkpeoplearealways
consideratewhentheyusetheircellphones.Havethembrainstormalistofthingsthatannoythemaboutothercell-phoneusers.
• Pairstudents,andhaveeachpairwritefourrulesforcell-phoneusers(e.g.,Cell phones must not be used in restaurants. Cell phones must be turned off in public places.).
• Callonstudentstoreadtheirrules.Encouragestudentstoagreeordisagreewitheachother’srules.
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3 Useful expressions B.
Focus on values•Writeprioritiesontheboard,andelicitorexplain
itsmeaning.Askstudentswhichoftheusefulexpressionstheycouldusetodescribetheirhighestpriority.([Mom] comes first)MakesurestudentsunderstandthatotherwordscanbesubstitutedforMom (e.g., Family, Homework, School).Giveanexamplefromyourownlifeofatimeyouhadtochoosebetweendoingsomethingyoureallywantedtodoandsomethingyouknewwasmoreimportant.
•Askstudentstothinkabouttheirownprioritiesandhowtheyactonthem.Encouragevolunteerstodescribehardchoicesthey’vemadeandtotellwhetherornotthey’rehappywiththeresults.
7 ListeningCross-curricular activity: foreign languages• Listseverallanguagesontheboard.Inanother
column,inscrambledorder,writethewordforfriendineachlanguage.Usethelistbeloworcreateyourown.
French amiSpanish amigoChinese pengyouPortuguese amigoGerman FreundJapanese tomodachiSwahili rafikiRussian drug(pronounced“drook”)Dutch vriendItalian amico
• Havepairsofstudentsmatcheachwordwithitslanguage.Thenreviewtheanswers.
• Ifstudentsknowthewordforfriendinanyotherlanguages,havethemwritethewordandlanguageontheboard.
9 VocabularyB.
Extension• Elicitorsuggestthenamesofothersports
notalreadymentionedinthelesson.Elicittheequipmentneededforeachone.Addthesesportsandtheirequipmenttoyourlistontheboard.
Focus on multiple intelligences: this activity focuses on linguistic and kinesthetic intelligences.•Dividetheclassintosmallgroupstoplaycharades.
Haveamemberofeachgrouppretendtoplayasport.
Theothergroupmembersmustguessthesportandidentifytheequipmentthestudentisusing.Modelthisactivitybypretendingtoplayyourownfavoritesportandencouragingstudentstoguesswhatitisandwhatequipmentyouareusingtoplay.
D.
Extension
• TellstudentsthatU.S.schoolstypicallyhaveonlyboys’teamsforsomesports(suchasfootballandbaseball)andonlygirls’teamsforothersports(suchasfieldhockeyandsoftball).Theyoftenhaveseparateteamsforboysandgirlsinothersports(suchasbasketball,soccer,golf,swimming).Havestudentsdiscusswhethertheavailabilityofboys’andgirls’teamsforthesesportsisthesameordifferentintheircountry.
• Askstudentswhethertheythinkitisappropriatetoofferdifferentteamsportsforboysandgirls.Whyorwhynot?
14 PracticeExtension
• GROUPS. Askstudentstoraisetheirhandsiftheyplayonasportsteam.Invitethemtonametheirsports.Dividetheclassintosmallgroups,makingsurethatatleastonepersonineachgroupplaysonasportsteam.
• TellstudentstotaketurnsaskingtheteammembersintheirgroupthequestionsfromthechartinExercise14.Demonstratehowtochangethequestionsasneeded(e.g.,How old were you when you started playing tennis?).
• Callonamemberofeachgrouptotelltheclasssomeinformationaboutthegroupmemberswhoplayonsportsteams.
Learn to learn
B.
Home/School connection activity
• Askstudentswhethernewspaperarticlescontainfactsoropinions.Elicitorexplainthatnewsarticlesarestrictlyfactualbutthatotherarticles,callededitorials,giveopinions.Thesearticlesareusuallylabeledandgroupedtogethersoreaderscanidentifythemeasily.
• Tellstudentstofindaneditorialinanewspaperormagazineathome.Thenhavethemreadanddiscusstheeditorialwithaparentorotherrelative,underliningwordsandphrasesthatindicatethatthearticleisnotfactual(e.g.,I think, in my opinion, the best, the worst).
• Dividetheclassintopairs.Havethepartnerssharetheireditorialsandtellwhethertheyandtheirparent/relativeagreeordisagreewiththewriter’sopinions.
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1 VocabularyExtension• Havestudentsmakefourcolumnsonapieceof
paperandlabelthemMain Course, Snack, Drink, and Dessert.
• AskstudentstowriteeachitemfromExercise1inthecorrectcolumn.Pointoutthatsomeitemscouldfitinmorethanonecolumn.
• Reviewtheanswerswiththeclass.Encouragestudentstosuggestallpossiblecategoriesforeachfood.(Possibleanswers:Main Course:hamburgers,hotdogs,spaghetti,salad,roastchicken;Snack:icecreamsundae,chipsandsalsa,chocolatecake,applepie;Drink:bottledwater,soda,orangejuice;Dessert:icecreamsundae,chocolatecake,applepie)
15 VocabularyFocus on multiple intelligences: this activity focuses on linguistic and visual intelligences.•Askstudentstocreateamenuforarestaurant
thatspecializesinakindoffoodtheyliketoeat.Tellthemtoincludesoups,salads,entrées,desserts,anddrinks.Remindthemtodrawappropriatedecorationsontheirmenusandtoputapricenexttoeachitem.
•Dividetheclassintosmallgroups.Havestudentscomparetheirmenusanddiscusstheitemsoffered.Askthegroupmemberstodecidewhethereachrestaurantisexpensiveorinexpensive,casualorformal.
•Displaythemenusintheclassroom.Then“give”studentsaspecificamountofmoneytospendonameal,andhavethempicktherestaurantwherethey’lleatandplaceanorderwiththepersonwhomadethemenuforthatrestaurant.
Cross-curricular activity: health• Dividetheclassintopairs.Provideanexample
ofthelatestfoodpyramidoraskstudentstofinditontheInternet.Havestudentsnoteitscategories.(grains,vegetables,fruits,milk,meat&beans,andfats&oils)Pointoutthatahealthydietconsistsmostlyofwholegrains,vegetables,andfruits.
• HaveeachpairmakeachartwiththefoodpyramidcategoriesandwritethefoodanddrinksfromExercise15inthecorrectcolumns.Asaclass,discusswhichcategoriesarebestandworstrepresented.
• TellstudentstolookbackatthechartinExercise4.DiscusswhichteenfromtheForeignLanguageCluborderedthehealthiestmeal.
• Askstudentstothinkabouttheirnormaldietandwhatimprovementstheycouldmaketostayhealthier.
Home/School connection activity• Tellstudentstolookintheirrefrigeratorsand
cupboardsathomeforfoodsfromeachcategoryofthefoodpyramid.Havethemmakechartsshowingthecategoriesandtheitemstheyfind.
• Askthestudentstothinkoffoodsthatarenotintheirkitchensbutthatareneededtoprovideabalanceddiet.Haveeachstudentwriteoutashoppinglistofthesefoods.
• Havestudentscomparetheirchartsandshoppinglistsinsmallgroups.
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9 Dialogue and 10 ComprehensionB.
Extension• Haveeachpairchooseonecharacterfromthe
dialogueandtrytoanswerthePersonalityQuizonpage52asthatcharacterwould.Tellthemtoscoreandratetheirresponsestoseewhichcategorythecharacterfallsinto.
• Havethepartnersdiscusswhetherthisratingseemstofitwhattheyknowaboutthecharacter.
• Askeachpairtotelltheclasswhichcharacterthey“tested”andwhattheresultwas.
Warm-upCross-curricular activity: science• Writeontheboard:extrovertandintrovert. Elicit
definitionsfromtheclassorexplaintheterms.Pointoutthatneithertraitisbetterthantheother;theyaredifferentbutequal.
• Askstudentstothinkabouttheirownpersonalities.Aretheyhappierwhentheyareingroupsorwhentheyarebythemselves?Dotheyenjoytalking,ordotheyprefertolisten?
• Havestudentsdecideiftheyareextrovertsorintroverts.Takeashowofhandstoseewhichpersonalitytraitdominatestheclass.
• Askstudentswhattheyknowaboutthefieldofpsychology.ElicitorshareinformationaboutpersonalitytypesandtheMyers-BriggsTypeIndicator.
7 CommunicationB.
Focus on values•AskstudentswhetherSpeakerBshouldhave
toldthetruthaboutpeoplesometimesfeelinguncomfortablearoundSpeakerA.Takeavotebyshowofhands,andaskvolunteerstoexplaintheirreasons.
•Groupstudents,andhavethemdiscusswhetherit’sbettertoalwaysanswerafriend’squestionstruthfully,orwhetherit’ssometimesbettertoavoidhurtingafriend’sfeelings.
•Askthegroupstobrainstormsomepolitewaysofanswering(ornotanswering)aquestionwithoutlyingorhurtingsomeone’sfeelings.Havegroupmemberssharetheirbestideaswiththeclass.
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18 SpeakingB.
Extension
• Askeachstudenttowriteaparagraphaboutwhatinfluencesgirlsandboyswhentheybuyclothes.Tellthemtostatetheirmainpoint(s)inthefirstoneortwosentencesandthentosupportthepoint(s)withresultsfromtheirownandtheirclassmates’surveys.
Cross-curricular activity: music
• Askstudentstobringinmusicselectionsthatrepresentmusictrendstheyusedtoorstillfollow.
• Playthemusicinclass.Askstudentstonameeachmusictrendanddescribeanyfashiontrendsthatgoalongwithit.
• Invitestudentstodemonstratehowtheydancetothemusic.Askthemtodescribeanydancetrendstheyknowabout.
Putting it together At the animal shelterFocus on values
•Askstudentswhatkindsofpetstheyhavenoworhavehadinthepast.Makealistontheboard.
•Dividetheclassintosmallgroupsandassigneachgroupafewpetsfromyourlist.Havethegroupsdiscusswhattypeofcareeachpetneeds.Thenaskthemtothinkaboutandlistthemostimportantthingsapetownershoulddo.
•Havemembersofeachgroupsharetheirlists.ThenaskWhat should you think about before getting a pet? What should you do if you have a pet? Encouragestudentstodiscusstheresponsibilitiesaswellasthepleasuresofpetownership.
14 VocabularyB.
Focus on multiple intelligences: this activity focuses on linguistic intelligences.•Dividetheclassintosmallgroups.Haveeach
studentchooseapieceofclothingorapersonalitemtodisplay.
•Theownerofeachitemmustsayanadjectivethatdescribesit.Theneverygroupmembermustthinkofadifferentadjectivethatdescribesit.
•Circulateandassistasneeded.Discouragestudentsfromusingthesameadjectivestodescribeeverypicture.
15 ListeningHome/School connection activity• Tellstudentstolookathomeforoldphotosthat
showhowtheirparentsdressedasteens.Havestudentsdiscussthestyleswiththeirparents.
• Askeachstudenttowriteaparagraphabouthowclothingstylesforteenagershavechanged.
• Encouragestudentstobringphotostoclass,andhavethemcomparetheirpicturesandparagraphsinsmallgroups.
16 ReadingB.
Extension• Ontheboard,listnewvocabularyfromthe
article(e.g.,trend, staggering, cutting edge, vibrant, radical, market, influence).
• Dividetheclassintopairs.Askthepartnerstotaketurnsquizzingeachotheronthenewvocabularywordsbyparaphrasingthem.
• ModeltheactivitybysayingThis word means “shockingly big.”Elicitthecorrectresponse(staggering)orwriteitontheboard.
• Circulateandlistenasthepairsquizeachother.Thenreviewthenewvocabularyasaclass,elicitingoneormoregoodparaphrasesforeachword.
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19 ComprehensionFocus on values•Askstudentsiftheythinkaperson’sappearance
tellswhatheorsheisreallylike.•Dividetheclassintosmallgroupsandhave
themdiscusswhatcanhappenwhenpeopleareclassifiedbyhowtheydress.Askstudentswhattheycanandcannotdeterminefromhairdosandclothing.
•Callonamemberofeachgrouptogivetheclassasummaryofthegroup’sopinions.
Learn to learn
Home/School connection activity• Tellstudentstolookathomeforaneditorialor
opinionarticleinanewspaperormagazine.• Askthemtoreadthearticleandtounderlineat
leasttworeasonsgivenbythewritertosupporthisorherposition.Havethemdecideifthereasonsmakethewriter’sopinionvalid.
• Dividetheclassintosmallgroups.Havethestudentsdiscusstheireditorialsandexplainwhytheythinkthewriter’sopinionisorisnotconvincing.
Cross-curricular activity: social studies• Writethewordprejudiceontheboard,andelicit
ameaningfromclassmembersifpossible(anegativeopinionformedwithoutknowledgeorreason).Listsomesynonymsontheboard(e.g.,bigotry,intolerance).
• Askstudentstogivesomeexamplesofgroupsofpeoplewhohavebeenpersecuted(hurtorpunished)becauseoftheirrace,religion,orappearance.
• Dividetheclassintosmallgroupsandhavethemdiscusswhatcanhappenwhengovernmentsclassifypeopleandthenfavorormistreatparticulargroups.
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Practicing Grammar9 Practice
Cross-curricular activity: social studies• Haveeachstudentchooseacountryanddo
researchtofinditspopulation,itsarea,itsaveragetemperature,anditsaveragerainfall.Makesureeachstudentcollectsinformationaboutadifferentcountry.Youmaywishtoarrangeforclasstimeintheschoollibraryorcomputerlab.
• Dividetheclassintogroupsoffour.Askthemembersofeachgrouptomakeachartcontainingtheinformationabouttheirfourcountries.Drawanexampleontheboard:
Italy Singapore Mexico Egypt
Population
Area
Averagetemperature
Averagerainfall
• Tellthegroupstowritesentencescomparingtheircountries.Eachsentenceshoulduseas . . . as or not as . . . as. Forexample, The population of Singapore is not as large as the population of Mexico. Italy is not as dry as Egypt.
• Displaythechartsandsentences,andallowtimeforthestudentstolookattheirclassmates’work.
11 PracticeCross-curricular activity: literature• Writetall taleontheboard.Explainthattall tales
arestoriesthatusealotofexaggeration.Elicitorprovideexamplesofexaggerationusingthe most andthe least (e.g., He ran right into the most dangerous bear in the forest. or He sat down on the least comfortable rock you can imagine.).
• Ifpossible,readtotheclassaboutPecosBill,amythicalcowboywhowrestledwithacyclone,orPaulBunyan,amythicallumberjackwho
couldcutdownawholeforestwithonestrokeofhisax.YoumayfindtalltalesaboutthesecharactersontheInternet.Pointoutthatsuchstoriesarefuntotellandhear,butnoonereallybelievesthem.
• Listsomecharacteristicsofatalltaleontheboard:
•Therearealotofexaggerationsinthestory.•Theheroorheroinehassuperhumanabilities.•Thecommunityhasaproblem.•There’salotofaction.•Theheroorheroineaccomplishesa
superhumandeedtosolvetheproblem.• Havestudentswriteandillustratetheirowntall
tales.• Invitestudentstoreadtheirtalltalestotheclass.
Learn to learn
Home/School connection activity• Askstudentstobringinbrochuresaboutplaces
theyhavevisited.Encouragethemtotalkwiththeirfamiliesastheychooseaplaceandlocateabrochure.Remindstudentsthatiftheydon’thaveabrochureathome,theycanvisitalocalmuseumorevenashoppingmallandpickupabrochureforthisactivity.
• Havestudentsstudytheirbrochuresandmakeupfivequestionsthatcanbeansweredusingtheinformationandmapinthebrochure(e.g.,Whereistheplanetarium?Whatistheadmissionprice?).
• Dividetheclassintopairsandhavethemreadeachother’sbrochuresandanswereachother’squestions.
• Iftimepermits,invitestudentstoshowtheirbrochurestotheclassanddescribetheirvisitstotheseplaces.
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18 SpeakingFocus on values•Askstudentstothinkaboutwhattheycandoto
helpothers.•Asaclass,discussvariousactsofkindnessthe
studentshaveperformedinthepast.•AskWhat acts of kindness will you try to do in the
future? Elicitsuggestionsanddiscussionfromtheclass.
•HaveeachstudentwriteapledgethatbeginswiththewordsFrom now on I will . . . Provideamodelontheboard.
•Askstudentstokeeptheirpledgesandlookatthemregularlysotheydon’tforgettocontinueperformingtheseactsofkindness.
Focus on multiple intelligences: this activity focuses on intrapersonal, interpersonal, and linguistic intelligences.• Askstudentstokeepakindness log.Tellthemto
writedownanysmallactsofkindnesstheyseeduringa24-hourperiod.Havethemputastarnexttotheirownactsofkindness.
• Dividetheclassintosmallgroups.Havethegroupmembersshareanddiscusstheirlogs.
Warm-upHome/School connection activity• Askstudentsiftheyknowwhotocallincaseof
anemergency.Isthereanumbersimilarto911inyourcity?Ifnot,havestudentsworkwiththeirfamiliestopreparealistofemergencynumbersthatincludesanambulanceservice,firedepartment,police,oranyothernumbersthattheymightneedtocallinanemergency.Havethembringtheirliststoclassthenextday.
• Dividetheclassintogroupsandhavestudentscomparetheirlists.Tellthemtoaddtotheirlistsanyimportantnumbersthatothergroupmembersincluded.
• Discusswiththeclasswherestudentsshouldposttheirlistsintheirhomes.Talkaboutwhichnumberstheyshouldmemorizeorkeepintheirwalletsorbackpacks.
9 VocabularyB.
Cross-curricular activity: art and health• Dividetheclassintosmallgroupstomake
postersthatencouragesafety.Haveeachgroupfocusononetypeofsafetysuchasin the home, in sports,orin driving.
• Havethegroupssharetheirposterswiththeclassandtellwhytheychosetheirtopics.
• Displaythepostersintheclassroom.
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Practicing grammar5 Practice
Extension
Focus on multiple intelligences: this activity focuses on kinesthetic and linguistic intelligences.•Askeachstudenttowriteapresent-tenseactive-
voicesentenceonaslipofpaper.Collectthepapersandputtheminabag.
•Dividetheclassintotwoteams.Setatimerforfiveminutes.Haveamemberofeachteamdrawaslipofpaperandthenruntotheboardandrewritethesentenceinthepassivevoice.Theirteammatesmustbepreparedtogoupandcorrectanyerrors.Whenateamissatisfiedwithitspassivesentence,anotherteammembermaydrawasentence.Eachteamshouldworkasquicklyaspossible.
•Whenthetimergoesoff,thegameisover.Checktheteams’sentencesandelicitanynecessarycorrections.
•Theteamwiththemostcorrectsentenceswins.
7 VocabularyB.
Home/School connection activity• Tellstudentstokeeptrackofwhattheirfamilies
watchonTVonedayfromthetimetheygethomefromschooluntiltheygotobed.Havethemwritedownthenamesoftheshowsandwhattypeeachoneis.(reality,news,etc.)
• Dividetheclassintogroupstosharetheirdata.Askthegroupmemberstoanalyzewhichkindsofshowswerethemostpopular,andwhichkindsweretheleastpopular.
• Askamemberofeachgrouptosharefindingswiththeclass.
12 ListeningFocus on values•AskstudentshowNicoleshowsthatsheisa
goodfriend.(SheridestothehospitalwithStacyandlendsStacyhercellphone.)
•Dividetheclassintosmallgroups.Askstudentstodiscussatimetheyshowedsupportforafriendorafriendsupportedthem.
•Askseveralstudentstosharestorieswiththeclass.
16 SpeakingCross-curricular activity: art• Askstudentstotellwhattheyknowabouthow
cartoonsaremade.(Artistscreatehundredsofdrawingswithtinydifferencestoshowmovement.Everysecondoffilmconsistsofabout24separatedrawingsshownquickly,oneafteranother.)
• Haveeachstudentcut10smallsquaresofpaperandstaplethemtogetheralongoneside.Showstudentshowtocreateananimatedcartooncalledaflip book bydrawingthesamepersonoranimalwithtinydifferencesoneachpage.
• Showstudentshowtomaketheirdrawingsappeartomovebyholdingthebookinonehandandquicklyflippingthroughthepageswiththethumboftheotherhand.
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Cross-curricular activity: all subjects• Writethesesentencesontheboard: is cool.
I enjoy . I’m good at . • Askstudentstochooseasubjecttheylikein
schoolandtowriteitatthetopofapieceofpaper.Thenhavethemthinkaboutwhat’scoolaboutthatsubject,whattheyenjoyaboutit,andwhatthey’regoodat.
• Modeltheactivityusingtheseoryourownexamples:
MathUsing a calculator is cool.I enjoy solving equations.I’m good at multiplying fractions.
• Havethestudentscopythesentencesfromtheboard,fillingineachonewithagerundorgerundphrase.
• Pairstudentsandhavethemreadtheirsentencestoeachother.
• Inviteafewvolunteerstosharetheirsentenceswiththeclass.
8 ListeningFocus on values•Askstudentswhatitmeanstobe popular.Then
askiftheythinkeveryschoolhasstudentswhoareconsideredpopularandunpopular.Brieflydiscusshoworwhystudentsbecomepopularorunpopular.
•Dividetheclassintosmallgroups.Haveeachgroupmakealistofthequalitiesoftheaveragepopularstudent.TellthemtothinkabouttheTVshowsandmoviesthey’veseenaboutteensandtodescribethepopularstudents(e.g.,good-looking, athletic, well-dressed).Thenhaveeachgrouplistthequalitiesthatmakeagoodperson(e.g.,kind, loyal, generous).Askthemtocomparetheliststoseehowmanyqualitiesarethesame.
•Bringtheclassbacktogethertodiscusswhetherthemostpopularstudentsaretheonestheywantasfriends.
11 WritingHome/School connection activity• Havestudentsworkwithaparentorother
familymembertomakealistoflocalcharities,shelters,andvolunteergroups.Encouragethemtousethephonebookand/orInternetiftheyneedhelp.
• Dividetheclassintosmallgroups.Havethegroupmemberscomparetheirlistsanddiscussdifferentwaystheycouldhelpoutinthecommunity.
• Callonamemberofeachgrouptotelltheclassonewaythatstudentscanhelpoutinyourcommunity.