Text Pages 165–166: Side by Side Gazette
1. Have students talk about the title of the
article and the accompanying photographs.
2. You may choose to introduce the following
new vocabulary beforehand, or have students
encounter it within the context of the article:
ads on top of
advertisements products
advertisers public
airplane sign
billboard sky
carry spend
1. Have students read silently, or follow along
silently as the article is read aloud by you, by
one or more students, or on the audio program.
2. Ask students if they have any questions.
Check understanding of vocabulary.
3. a. Write the following on the board:
Advertisements You Advertisements You
See at Home See on the Way to Work
b. Have students read the article again and
categorize the locations of the
advertisements according to the categories
on the board.
Advertisements You Advertisements You
See at Home See on the Way to Work
mail buses
television taxis
4. Divide the class into small groups. Have
students brainstorm all the places they see
advertisements and then tell their ideas to
the class.
1. Before reading the Fact File, ask students,
“In which countries do you think advertisers
spend the most money?” Have students
name ten countries.
2. Read the table aloud as the class follows
along. Ask students, “Is this list different
from your list? How is your list different?”
3. For additional practice, show the class a
world map. Have students locate each
country from the Fact File on the map. Ask,
“Are these big countries? Why do you think
advertisers spend a lot of money in these
Set the scene: “You’re watching TV and you
hear these advertisements.” Introduce these
new words: sponsor, lozenges, dog’s fur.
Listen and match the products.
ANNOUNCER: And now a word from our sponsors.
WOMAN: I had a problem with my teeth. They
were very yellow, and I was upset. I went to
my dentist, and she recommended Dazzle. So
I went to the store and I bought some. Now I
brush my teeth with Dazzle every day. My
teeth aren’t yellow any more. They’re white.
They’re VERY white! Thank you, Dazzle!
LISTENING And Now a Word
from Our Sponsors!
FACT FILE Countries Where
Advertisers Spend the Most
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ANNOUNCER: Are YOUR teeth yellow? Try Dazzle
TED: Bob! This kitchen floor is beautiful!
BOB: Thanks, Ted.
TED: Is it new?
BOB: Oh, no! This is my old kitchen floor.
TED: But it’s so shiny!
BOB: That’s right, Ted. It IS shiny, because I
bought Shiny-Time!
TED: Shiny-Time?
BOB: Yes. Shiny-Time!
ANNOUNCER: That’s right, Ted. YOU can have a
shiny kitchen floor, too. Use Shiny-Time . . .
every time!
WOMAN: Alan? What’s the matter?
MAN: I don’t know. I jog all the time, but today
I’m really tired. Tell me, Julie, you’re NEVER
tired. You’re always energetic. How do you
do it?
WOMAN: Energy Plus!
MAN: Energy Plus?
WOMAN: Yes, Alan, Energy Plus! Before I bought
Energy Plus, I was always tired like you. But
now I’m energetic all the time!
ANNOUNCER: Tired? Try Energy Plus today! You
can find it in supermarkets and drug stores
PRESIDENT: Thank you. Thank you very much.
ASSISTANT: That was excellent, Mr. President.
PRESIDENT: Thank you, Ron. You know, I have a
terrible sore throat.
ASSISTANT: I can hear that, Mr. President.
Here. Try one of these.
PRESIDENT: What are they?
ASSISTANT: Lucky Lemon Drops.
PRESIDENT : Lucky Lemon Drops?
ASSISTANT: Yes, Mr. President. They’re really
good for a sore throat.
PRESIDENT: Thanks, Ron.
ANNOUNCER: Lucky Lemon Drops. They’re good
for the president! They’re good for you!
WOMAN: My dog’s fur was dull. It was VERY dull,
and my dog was very sad. Then I bought
K-9 Shine! Yes, K-9 Shine. I washed my dog
with K-9 Shine, and now his fur is shiny! It’s
very shiny, and my dog is very happy! Try
K-9 Shine today! YOUR dog’s fur can be shiny,
1. d
2. a
3. e
4. c
5. b
dark – light high – low
fancy – plain long – short
fast – slow neat – messy
good – bad open – closed
heavy – light wet – dry
1. Have students look at the illustrations and
identify any words they already know.
2. Present the vocabulary. Say each word and
have the class repeat it chorally and
individually. Check students’ understanding
and pronunciation of the words.
3. Say a word, and have students identify its
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1. Tic Tac Vocabulary ★★
a. Have students draw a tic tac grid on their
papers and then fill in their grids with the
following adjectives:
plain short
fast neat
bad dry
heavy open
low short
b. Tell students that you’re going to say the
opposites of the words in their grids. So when
they hear a word, they should look for the
opposite of that word and cross it out.
c. The first person to cross out three opposites
in a straight line—either vertically
horizontally, or diagonally—wins the game.
d. Have the winner call out the words to check
the accuracy.
2. Opposites Concentration ★★
a. Write the following adjectives on cards:
b. Shuffle the cards and place them face down in
five rows of 4 each.
c. Divide the class into two teams. The object
of the game is for students to find the
matching cards. Both teams should be able
to see all the cards, since concentrating on
their location is an important part of playing
the game.
d. A student from Team 1 turns over two cards.
If they match, the student picks up the
cards, that team gets a point, and the
student takes another turn. If the cards
don’t match, the student turns them face
down, and a member of Team 2 takes a turn.
e. The game continues until all the cards have
been matched. The team with the most
correct matches wins the game.
Variation: This game can also be played in groups
and pairs.
3. Associations ★★
a. Divide the class into pairs or small groups.
b. Call out the an adjective and tell students to
write down all the words they associate with
that adjective. For example:
fancy: clothes, car, house
neat: room, desk, closet
long: hair, time, visit
c. Have a student from each pair or group come
to the board and write their words.
Variation: Do the activity as a game, in which you
divide the class into teams. The team with the
most number of associations is the winner.
4. True or False Memory Game ★★★
a. Find an advertisement from a magazine and
show it to the class for one minute.
b. Put the advertisement away, and then make
several statements about it using adjectives
from this lesson. The statements may be
true or false.
c. Students have to decide if each statement
is true or false. If the statement is false,
have students correct it. For example:
Teacher: The kitchen in the advertisement
was neat.
Student: True.
Teacher: The door in the kitchen was
Student: False. It was open.
d. Then have students look at the picture to
see if they were right.
light dark
plain fancy
slow fast
bad good
light heavy
low high
short long
messy neat
closed open
dry wet
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1. Have students read silently or follow along
silently as the text is read aloud by you, by one
or more students, or on the audio program.
Check understanding of new vocabulary:
outdoor, market, order, catalog, home shopping
channel, yard sale.
Culture Note
When people wish to sell things they no
longer want or need, they might have a
yard sale. They display everything they
wish to sell in their garage, in their
driveway, or in their yard. They advertise
the sale in the newspaper or on signs they
put around their neighborhood. Many
people like to shop at yard sales because
they might find something they want at a
low cost. Everybody loves a bargain!
2. Have students first work in pairs or small
groups responding to the question. Then have
students tell the class what they talked about.
Write any new vocabulary on the board.
1. Ranking ★★
a. Have students rank the ways to shop from
expensive to cheap, with the first being most
expensive. For example:
1. store
2. catalog
3. Internet
4. home shopping channel on TV
5. outdoor market
6. yard sale
b. As a class, in pairs, or in small groups, have
students compare their lists.
c. Then have students rank the items form easy
to difficult, from takes a long time to takes
little time, and from fun to not fun.
2. Shopping Survey ★★★
a. Have the class brainstorm different items
people buy and write their ideas on the board.
For example:
furniture cars
clothes books
food CDs
b. Have each student choose a different type of
product and then conduct a survey of
students in the class to see how they shop
for that product. For example:
When you want to buy furniture, how do you
By catalog? Over the Internet?
In the store? At yard sales?
c. Have students conduct their surveys by
circulating around the room asking each
other their questions.
d. For homework, have students draw up the
survey results in graph form (for example, a
bar graph or pie chart.) In class, have
students share their graphs and report
their results.
Variation: Instead of interviewing other class
members, have students interview friends, family
members, or students in another English class.
3. Advantages and Disadvantages ★★★
a. Have students draw two columns on a piece
of paper. At the top of one column, have
them write Good, and at the top of the
other column, have them write Bad.
b. Say one of the ways to shop and have
students brainstorm ways in which it is
good and ways in which it is bad. Write their
ideas in the columns and have students
copy the list on their papers. For example:
Yard Sales
Good Bad
Things are cheap. They aren’t new.
You have a good Sometimes you don’t
time. find what you want.
c. For homework, have students write a
paragraph about how they like to shop. In
their paragraphs, have them tell about the
advantages and disadvantages.
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1. Set the scene: “TedG is writing to his
2. Have students read silently or follow along
silently as the message is read aloud by you,
by one or more students, or on the audio
3. Ask students if they have any questions.
Check understanding of vocabulary.
4. Options for additional practice:
• Have students write a response to TedG
and share their writing in pairs.
• Have students correspond with a keypal on
the Internet and then share their
experience with the class.
• Advertising
Have students talk about the people and the
situation, and then create role plays based on
the scene. Students may refer back to previous
lessons as a resource, but they should not
simply reuse specific conversations.
Note: You may want to assign this exercise as
written homework, having students prepare
their role plays, practice them the next day with
other students, and then present them to the
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