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Ateingeson ‘ex bla puodas ayy aweu pue a7iUB0221 0} aige aq « yun au 40 aulo4A 24) ©) payuN Aio3s e aiojdxa pue JaunoSuD « Tm suapms S8AT}DOIGO UOSsOT |tenon 50, @ 067 Listen and say. _5min. P aye students look at the vocabulary on page 69 1 students to listen and repeat after the audio. > ay audio track 067. Make sure the students are owing along and repeating the words. Go to the Expand page and play the aucio Use the Word Game function to provide students with further vocabulary practice. ® 068 Listen and write the letters. Have students take out a pencil or pen. Tall students they should look at the pictures in part A cd write the letter they hear next to each picture, jay audio track 068, There are pauses in the audio ‘ording to give students time to write, but you may want to pause the track to give them additional time if necessary. Review answers, calling on individual students. @'What sar Play the audio and show the answers on the screen, © @ 069 Listen. Then look at the pictures and say. 10 mi Focus the students’ attention on the model sentences in part C. Pay audio track 069 Read each of the sentences and have the students repeat aloud after you «Put students in pais. Tell students to look atthe six ces to describe what is makes a sentence and the images. + Then have students switch rol exercise again Answers 1. The player was running when the referee blew the whistle. 2. The team was losing when the coach screamed. 53, The player was running when the crowd clapped. 44. The team was winning when the player slipped. 5, The crowd was clapping when the referee blew the whistle. 6. The coach was screaming when the player slipped. More practice Assign pages 50 and 51 of the Workbook 25 homework for more practice. Alternatively if time remains, students can start on the Workbook in class. 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SWAP wauy ysisse 0} uleBe ‘orpne au Aeld ueo nok ‘Guoye Burpee: Ayroysip anc hins SuapMys 4] UIeBe 1x23 ajoyM 4p PeBI-21 'SSEID e Sy ‘ula OF rece se2uaiuas 2aitp 10 S22 ug JO woo 3u3 38 APS aA sauge (4038, 3704s 40) 24a Bulop anuyuea 3 S103 ul s1SS@ 0} S@N)> Jensia Bulsn gonDed + 3)d0% GuiBeBua ue ynoge Burusea} 34M Jewiwiei6 pue Azejnge20n 72618) at Jo 8iUOS JUNCUS « sm swaps = SOATOIGO UOSSST gonna es eos 20 9001 8:27 "lou nor ———ne vil jouvofioase%sce) Me) aesfeodthe questions Uden anesthe Read agen, Discuss the questions. @ 072 Listen ag: ‘3 min Play audio track 072 for students to listen to the full conversation with answers included “ell students to listen and check their answers to the louestions from part D Go over answers asa class. and check your answers. ‘oy: Hey, Melissa Nice to see you. Hi Peter. How are you? {im good. Just taking a break from hockey. (Oh, what a fun sport. What other sports do you like to play? Iike alot of sports. Did you know there are a lot of unusual sports and activites in the world? Oh, realy, ike what? Wiel, there's a new sport called quidaltch. Its from a series of books. Which series is quidditch from? Harry Potter Of course. That's cool that there are real quidditch games. And have you ever heard of zorbing? What do people do when they go zorbing? They roll down a hill ina big bal. Haha. That sounds fun and a litle scary Yeah. Ive never done it What's another odd sport? E @taton open nd cectyou cron F wie he name of we spors a ates. Then write tree tings you learned about each one fom the reocing, 2. sochapor led int = t 2. known 9 Ocueh 2, Sonoda heed ha eave teed by ope ing | kes ant —— Le ms Boy: Chess boxing is becoming more popular. Girl: ve never heard of it. Where is chess boxing popular? Boy: It's particularly popular in parts of Europe Girl: They all sound interesting. Good luck with hockey, Peter Boy: Thank, Melissa, Have a great day. B Summary 5 mii o + The summary actity can be done in ciass if time permits, or students can complete it for homework so they are ready to talk about it briefly during the next lesson. + Focus students’ attention on ne bottom of page 72. Tell students to choose two ofthe sports from the text and write three fa each + Encourage students t 1 text on pages 70 and 71 ifthey ra y of the answers + (Optional) Check 2 on the screen More practice Assign page 52 of the Workbook 2s homework for more practice. Alternatively i time remains, students can start on the Workbook in class. 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Students tread the auestons and make nots tthe answers inthe chart in tat stants dont nee to write ful sentences that words or pvases are enough at ths stage ciate and mortar te sade, provdg ast Show the students an example of @ completed Charon te sreen wrap up the unit, ask students to turn to page 90 in Workbook ke sure students have a pen or pencil fect students’ attention to the words at the top of the joe, Ask students to check all of the words they know. ‘Look at the words. Check the words you know." pik around the class to briefly gauge the words that dents have difficulty with, If you see the same words ‘ecked by many of the students, review these words. ect the students back to the pages that contain ages of these words. xi, direct students’ attention to the ! can sentences on second half of the page. ‘out each sentence one by one, asking students to eck the sentence if they can do it. Make sure that all dents understand each sentence before moving on to next Ican sentences: Speaking 1 [can talk about sports games and say what was happening at a specific time 2. I;can say what | was doing at different times, Reading 6. |can ead a that happene: Writing 7. Lean write a few sent and when actions hapo: Writing Assign page 89 of the Workbook ¢ ‘complete the writing activity. Ths ce homework or in clas. Portfolio writing sample answer 1 school team game last a ming up at 2 if were los in the second halt. L during ove were winning when the referee blew the whistie, More practice Assign page 53 of the Workbook as homework for more practice. Alternatively if time remains, students can start on the Workbook in class. 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Hing on ierson a8 pm 4 thoveGGmpsn a bdo ver nc, £5 Sojng fe comets a ox comertabe SS) srg oa aa « 5 ow team neGQvtwn heoeHohe whole, bia G Read and circle the mistake. Then write the correct word. Focus students’ attention on part C on page 75 Read each sentence out loud, Tell students that there is a mistake in each one Ask students to identify the mistake in item 4 (ever) and to circle it. Then have students write the correct word on the blank space (never). Now tell students to read each sentence by themselves, circle the mistake, and write the correct word on the blank space Monitor and provide assistance if necessary. Give students 2-3 minutes to complete the activity. Go over answers as a class, Starting with sentence 2 choose a student and ask him / her to read out the corrected sentence for each item, Make sure all students have circled the mistake. © Look and rad. rite Yee or No 5 Thy aretoting por n ecanzert _ 1 Amanisrcsvig orophy —e D Look and read. 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Tura to poge ns. Lok athe picture and tlk with © porter ——— © 075 Listen and say. 5 min D Focus students’ attention on the vocabulary lst at the cotter of page 78 Tal students to listen and repeat after the audio. Listen to the words. Look atthe pictures and say the words,” lay audio track 075, Make sure the students are ‘lowing along and repeating the words. HOptionai Play the aucio track again to give students 20 extra chance to practice, especially if students have bificulty with the pronunciation. Go to the Introduction page and play the audio. Use the Word Game function to provide students with further vocabulary practice © 076 Look at the pictures. Listen and write the letters. 5-10 min’ Play audio track 076. Have students listen to the Bentences and write the corresponding letters in the ‘icles on the picture. @Listen to the sentences for the 7 word, Waite the letter next to the picture" Review answers as a class. Cal outa letter starting with and ask one student to say what the key word is Btudents don't have to remember the whole sentence, st the key Word To review key vocabulary, use the Key Words and Flash Cards functions. Repeat the activity with drag-and-drop labels D@ 07Chant. 10min O + Tall students to tur to page 115 where they will see the lyrics to the chant. @'Lets listen to a chant. Turn to page 115." * Play audio track 077, and have students just listen the first time + Assign half of the class to read role 1 and the other half to read role 2 + Play the auco track again. Tis tne tel the students to read along to ther pat out ou BBD show the animation and yrs tothe chant to encourage students to chant along, a What do you do for your community? | donate clothes. She said that she donated clothes, What do you do for your community? | help the homeless, He said that he helped the homeless What do you do for your community? lisit elderly people. She said that she visited elderly people, What do you do for your community? | hold bake sales He said that he held bake sales. What do you do for your community? I clean up beaches, She said that she cleaned up beaches. What do you do for your community? | organize food drives. He said that he organized food drives, B Look at the pictures and talk with a partner. 5-10 min: + Tell students to look at the dialog box (part E) on page 79. + Put students in pairs. @Sit with a partner” Have them practice by reading the sentences in the box GBH show students model sentences on the screen Select from the eight key words to change the ‘example dialog, Have students repeat after the audio each time. + Have students look atthe pictures on page 79 and Continue to make sentences using the key vocabulary from the main picture. @‘Look at the pictures. Talk about them with your partner.” + Choose two or three students ang have make a sentence for the class. 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You be Mateo, and you be Jenny.” «Tell students to ind fve other students. Explain that they should ask each classmate one ofthe questions from part A and check the box depending on ther classmates answer. Make sure that students are asking fve different Classmates and taking about a variety of activites, Use the model dialog to demonstrate the answer / question exchange, and how to complete the activity in B «Give students si or seven minutes to finish the actiity + Have students sit back down and choose a student to report back on one of the classmates that he / she interviewed. Repeat with several other students. Assign pages 56 and 57 of the Workbook as homework for more practice. Alternatively, if time remains, students can start on the Workbook in class. 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SninD «Have students look atthe vocabulary 0n page 83 1 Tellstudents to listen and repeat after the audio + Play audio track 079. Make sure the students are following along and repeating the words. {Go to the Expand page and play the audio. (Com) Use the Word Game function to provide Students with further vocabulary practice B@ 080 5 isten and write the letters. min! + Have students take out a pencil or pen. + Tell students they should look at the pictures in part A and write the letter they hear next to each picture. « Play audio track 080. There are pauses in the audio recording to give students time to write, but you may ‘want to pause the track to give them additional time if necessary. «+ Review answers, calling on individual students. @.“What isa? Play the audio and show the answers on the screen. © @ 081 Listen. Then took at the pictures. Talk witha partner. 10 min. « Focus the students’ attention on the model dialog in part C. Play audio track O81 wo halves, A and B. Instruct group A ter you. Then have group after you. Have groups res, Put students in dent Aand the other student t make a sentence based on picture 1 Student B reports the sentence how an example ofthe dialog for each of the images. «Then have students switch roles and run through the exercise again. ‘Answers A 1. | changed a tie this morning. -+ He said that he hac changed tre this morning 2. | put up a picture two days ago. ~* He said that he had put up a picture two days ag. 5: llenta textbook yesterday.» He said that he had tent a textbook yesterday 4. shoveled snow last winter. He said that he had shoveled snow last winter 5, washed a car lat weekend. ~ He said that he had washed a cat last weekend. 6. cared bags last week = He sad that he had carried bags last week. More practice [Assign pages 58 and 59 of the Workbook as homework for more practice. Alternatively, if time remains, students can start on the Workbook in class. 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It said many people who live in urban communities don’t own cars. @ Summary _ 5 min. Boy 1: How do people get around in urban + The summary activity can be done in class if time permits, ‘communities with no cars? or students can complete it for homework so they are Boy 2: They walk and take public transportation, ready to tale about it briefly during the next lesson. Boy 1: That's cool. Still, | like living in a suburban + Focus students’ attention on part F at the bottom of page community. 86, Tell students to think of two facts about each type of Boy 2: do, too. There is alot to do. | wish there were ‘community using information from the reading fewer cars in the suburbs though. + Encourage students to skim over the text on pages 84 Boy 1: Why are there alot of carsin the suburbs? and 85 if they have ditfculty with any of the answers. Boy 2: People need to drive to work + (Optional) Check answers as a class. Boy 1: Right. That makes sense if adults need to get to Eee ate eee one ecrear the city for work. et Boy 2: Have you ever spent time in a rural community? Boy 1: ve driven through the countryside with my More practice parents, but 've never lived in a community like ‘Assign page 60 of the Workbook as homework ) ‘that. What about you? for more practice. Alternatively, if time remains, 1 Boy 2: My grandparents live on a farm. They love living students can start on the Workbook in class. Workbook in a rural community because it's quiet answers are on page 109, et 7a ee saumoid aun ye ynoge pane aneu fain nun Buneware anunuo> swaps + OM Jequinu auntaid 40) souaiuas e yew @ wepMIS oN." 2 a1moid 40) 2oUa UES e SByeU! g USPMS UAL + =~ Puodsai ‘a wapmis au0 sequunu aintaid Joy aouaqUss e ayes ‘y epMs. “Taumad uo paseg 2ousIUEs eye Ye “a wapms 2q o1 wepmis ein0 aun ue ¥ 39 01 uepnis suo UBISse pue sited UIs 3 ued or suapmys aug + spiom 160 ye 40} wapnis quaiayip e wm yeedoy « PION auf 3124 “NAY UO. 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