.

' THE

Picture
OXFORD

Dictionary
PROGRAM

RENEE WEISS • JAYME ADELSON-GOLDSTEIN • NORMA SHAPIRO

OXFORD
O xford Unive rsity Pre ss lIIustrctions by Ann ie Bissett, David Ca in, Tom New som,
198 Mad ison Avenue Ka ren Pietrobon o , Zina Saunde rs, To m Sperling/Craven
Ne w York, NY 100 16 USA Des ign, Gary lJnck rcu ffler, Anna Veltfort, Nina Wa llace, Table of Contents
Patrick J£ Welsh
Ceear Clarendon Street
O xford O X2 6 DP England Co ve r des ign by Lynne Tor rey
Oxford Ne w Yo rk
Auckl.:md Bangkok Bue nos Aires Cape To wn Chennai Aut hors ' Acknow ledgme nts
Dar es Salaam Delhi Hong Kong /stdnbul Karachi Kolkara The aut hor s wou ld like to offer o ur sincere thanks to the
Kual a Lum pu r Mad rid M elbou rne Mexico City M um ooi O xford Unive rsity Press publish ing team fo r the ir hard v.tOrlc Int rod uct ion vll- x Please, don't cut it too short! 28
N airobi 5.10 Pallia Sh.JnShdi Taipe i Tokyo To ronto on Classic Classroom Acti vities for The Ox ford Picture
Dicrionary, a nd ac kno wledg e our colleagues and fellow Teacher 's notes xi- xxil Wh ich is Better-cSrnall or Large Families? .29
:w'v.p ictured ictiona ry.o rg authors in The Oxfo rd Picture Dictionary pro gram: Ma rjor ie
fu ch s, M.argaret Bonne r, Lor i How a rd, Elizabet h Hanson-
O XFO RD is a trade mark of O dord Univc r; ity Press. Smith. and Evely n fe lla. People Board Game 30-31

ISBN 0- 19-435 186-6 We wo uld e spec ia lly like to thank the follow ing peopl e who People Picture Card Activ ities 32
co ntribut ed thei r uniq ue talen ts and skills to th is book :
Copyr ight 0 1999 Oxford Universily Press
l ibr ary of Congreu Colltaloging-in-Pu blica lion Data
Susan Lancan o. Edito rial ,'.\:Indger, whos e ex pert ise and
sensitivity supponed th is project from concep tio n to birth;
1. Eve ryd a y La ngua ge
ttl Picture Cards ._ 33-36

Lynne Barsky and Shirley Bred , Edito rs, whose kee n minds
w he-e's the pencil? _._ _•.__ 2 Feelings _ 33
Weiss, Renee.
Ctasslc ctassroom activities for the Oxfo rd p icture vigorously an alyzed each activity and whose sympa thet ic ears
d iction a ry I Renee INe i55, ).ayme Adelson-Goldslein. too k us th rou gh each rev ision of man uscr ipt an d art; Heller Hola! np'o1BETI 3 Life Events _.._ _ _._ 34
Norrn.J Shapiro.
p. om Robyn Husser Clemente, se nio r Production Editor, w hose How much w as that ca ll to New York? .._ ..4-5 Age/Physical Description _ _._ 35
ISBN 0- 19-435 186-6 met iculous scrutiny of each page kept us ho nest; sed,
1. English langua ge- Textbooks for foreig n speak ers. Daily RouUnes 36
2. English language-Prob lems. exercises, etc.
Lynne Toney, Design Project Ma nager, who imagined the Nu mbe rs Puzzle 6-7
3. Shapi ro, No rma. O xford rid ure d ict io nary. book as it might be .
I. Adelson.Goldstein. leyme. I . 5hap rio, Norm a, In add ition, Renee wo uld like to tha nk Rheta Gold man , Wha t's in her offic e? 8-9
III. "Ve iss. Renee . Oxfo rd pkture d ictionary. IV. Title. San dra Brown , fr ank Mar sala, and Anne Stumpo-Sanc hez o f
PE1I 28.W4 267 1999 99-13455 l os Angeles Uni fied Schoo l District, fo r the ir gu idance, Scho ol Days 10-1 1
428.2'4-dc2 1 teaching support, and friendship.
All rights reserved. No part of this publication m ay be Is it on sale? _ _ 12 3. Housing
This boo k is lOVingly dedicared to m y incredible husband,
reproduced , stored in a retrieval system, 0' transmitted , in any M.alcolm Loe b, and m y p recious d.aughte r, Soph ie Rose, both
form o~ b y any mea n.s, electronic, mec ~ a n ic~ 1, photoc,:,pying, of w hom are the words and the m usic in my lite . And to m y Learn English at Home or at Sch ool? 13 A Yard Sale ! 38
rec ordin g, or oth erwise, Without the prio r written per mission dear friend Paul, thanks {or stiJrtins me on the path. -RW
of O xfora Un iversilYPress; with the sole e xcept ion of There's no place like home ! 39
photoco pying ca rried OUI und e r the co nd itions desc ribed be low. ToJoan ne Abing , wnose ski/l.sand sense o f humor enlighten
Everyda y Language Board Game 14- 15
ond del igh t. .JAG
This boo k is so ld subjectto the co ndition that it snail not, by Picture Card Activ ities . 16 The Perfect Kitchen! .4~ 1
wa y of rrede or orherwlse, be It>nI, reso ld, hired oUI, o r To Ann a and tsidor Bafllch, wh ose journe y to Ellis Island
ot he rwise circ ulated withoul the publisher 's prior co nsent in continues to in.spire me. -NS Picture Cards . 17- 20 Home and Yard .42-43
ilny form o f b indmg or cove r othe r tha n that in whic h it )s
p ub lished a nd w itho ut a similar co nd ition lnclu d tng this
co nd ition be ing imposed o n the subseq ue nt purchaser. Alphabe t/ Numb ers , 17 You'll love this apartment I 44

~ h (Jto c o p y i n g Classroom/Prepositions 18 An Apartment or a House? ..45

The Pub lisher ~ra n ls permis sion for the ph otoco pying of those
p ages ma rked p hoto copi ,)hle' acc ordi ng \0 the fo llow ing Weath er/S easo ns .................... ...............19 Housing Board Game . ............46- 47
cond ition s. IndlViuu,)1pu rchasers rnav make co pies for the ir
own use or fo r u sc by classes thcy teach. Sch ool purc hase rs Picture Card Activities , , .48
may ma ke copres for use br their staff an d studen ts, hut this
perm ission does not extent to add ilio na l schoo ls o r branche s.
Classroom Verbs . . 20
Picture Cards . .49-52
In no crrcumst ao ces may any pari of this b ook be
pbo rocopied for resale . Living Room/Dining Area/Kit chen 49
Editorial M:m,'ger: Susan Lanzano 2. Peo ple Yard and Housework ._............... . 50
Ed itor: l ynne Darsky
Sen ior Prod uctio n Editor; Robyn F. Cleme nte
Design Project Man ager; Lynne Torrey What kind of people are at the party? 22 Yard Tools/Cleaning Supplies 51
Senio r Art Buyer; Alexandra F. Rockat e llar 111'.
Art Buyer; Don na Go ldbe rg We are an interesting class ! _ 23 Household Problems/Repa ir People 52
Produ cuon Man ager: Abram Hall
Produ ct ion Con troller: Shanta Persaud
What a day ! ; _ _ 24-25
Printing (last d igiti: 10 9 8 7 6 S
Gradu ation Puzzle ... . 26-27
Printed in Ho ng Ko ng

-
<,
iii

b
=
 4. Food 6. . Health .. 8. Tra nsportat ion 10. Plan ts and Animals

What's in the fridge? ........•...•..•.......•...... ........54 Bod y l ang uage . . 86 Traveling on Rou te 66 ' 18 G reenthumbs Nursery ..............................150

What do you want tor dinne r? .•.......•.•..•••.•........• 55 You 're the docIo rl , 87 What's the best way to tra vel? 119 Th e pet store is open. ....•...•....•..••.•...... ........ .... 15 1

How much do I need ? •...........• ..... ........ .......56-57 What's happ ening at WeUnet ? •.......•..•..•.••.•..88-89 A y Skya ir ....... .......•................. .•.........••.•.•.120 - 121 Under the Sea ..... . 152-1 53

Wha t goes where ?.•.•............................. ......58 -59 We lby Community Clinic •...•...•..........•..........9Q-91 Destination San Franc isco! 122-1 23 Animal Kingd om ........ ...................•..........•. 154- 155

Don't forget th e pe stal 60 The doctor 'Hill see you soon .............•..•.•..........92 The Friend ly Skies 124 S unday at the Zoo 156

Home-Cocked Meals or Fast Food ? •.......•.........6 1 Home Ca re or Hospital Care ? ••..•.......••.•.....•......93 Drive a Car or Take Public Transpo rtation? 125 A Dog or a Cat? ...••.....•........•..•..•........•..•.......... 157

Food Board Game .•...........•........ .•....•..•..... ..62-63 Healt h Board Ga me ....... ..•..•..•....•.......•..•......94--95 Transportat ion Board Game 126-127 Plants and Anima ls Board Ga me 156 -1 59

Picture Ca rd Activitie s . ....64 Picture Ca rd Activities 96 Pict ure Car d Act ivities 128 Picture Card Activ ities. .. 160

Picture Cards . .................65-68 Picture Ca rds 97-100 Pictur e Cards ,. . 129-132 Pict ure Card s . ............. 161-1 64

Fru it and Vegetables . .....65 Parts of the Body ... ........97 Tra nsportation People and Vehicles ..129 Pets and Farm Anima ls ........ ..... ...161

Market/P repar ed Foods .. 66 Symptoms and InjurieS/Health Care 98 Car Parts and Maintenan ce .. ...........130 Plant s and Animals ................ .• ..•, , 162

Co ntainers and Packa ged Foods ......•.. ........6 7 Health and ' Persona l Hygiene Verbs 99 Directions and Tra ffic Signs. .......... ........ ..131 Mammals 163

Food Verbs ...•..•..•.....•.....••..........•......•.•...........68 Personal HygieneJHealth Care 100 Tra nsportation Items .........•..........• 132 Anima ls/Animal Parts 164

5. Clothing 7. Community 9. Areas of Study 11. Work

Fa mily Fashio n 70 W elcom e to Cal iforn ia! ...............•.......••.•........... 134 This office is a mess! •.....•.............................•..166
Around the Corner •...•.•••..•.••.•........•..•..•.•.....•.... 102

What's your style? 71 'What d o you lik e to do? .....................••.•........... 135 What ;ab is best for you? 167
Around Town ...................••.•..•.•..•........•...........•103

life at the l aundromat... 72- 73 He did what??l l 136-137 On the Assemb ly line ....•..•............ 168-169
Paradise Hills Mall ........... •..•.....•.......... .... 104--105

, Was h and Wear Oppo sites 74--75 Gover nme nt and Citizensh ip Puzzle ...•.... 138-139 The Perl eet Job for You! . .......•............ 170-1 71
Worldwide Disasters 106-1 07
l acy's Fine Fashions . .76 Time for Clas s . .. 140 Four-Star Hotel . ..172
Order in the court ! . .............108
Schoo! Uniforms-Yes or No? 77 Space Exploration- Yes or No? 141 Work for Yourse lf or Som eone Els e?.... ..173
SIdewalk vendors-eves or No? ... ...109
Clothing Board Ga me ................ ..78-79 Areas of Study Board Gam e 142- 143 W ork Board Gam e ...174- 175
Com munity Board Game L 110-111
Pictu re Ca rd Activities 80 Pict ure Ca rd Activities . ....................•....... 144 Picture Card Activities . . 176
Picture Card Activities ................•........... .•...::.. 112
Pictu re Cards .......•.................•..•... .......... ...••81--84 Pict ure Cards . . 145-148 Picture Cards .... ...............177- 180
Picture Cards : 113-116
~.(
Clot hing A .•.........•......•..•......••. •..._ : : 81 Sha pes .. ..........•...•.......... ........•..•...........•....... 145 OCcupations and Equipm enUSuppties •.......•.177
Co mmunity Place s 113
Des cribing Clothe s 82 Musical Instru ments ........•........•............•.••.. .146 Tools . . 178
Commu nity PeoplelC ommunity Items A .....•114
Clothing B ...............•.....•...•............................B3 School Subjects 147 Work. Verbs .... ....179
Comm unity Verbs ..•........•..•....•.. . 115
Sewing Ite mS/Clothing Accessorie s............•...84 Eart h and Sp ace 148 Work Place SIWork Supp lies......•..•...............•160
Co mmunity Items B 116 f)

Iv
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b L2 2E
v

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 12. Recreation
A Camping Tripi
Checke rs . a nyone?
Com ing Up in Los Ange les!
Holidays and a Pa rty
S~ Many Programs-So Ma ny Choices!.
Le a rn About Re ligious Holidays in School-
Ye s or No? ....•........... ..
Re creation Board Ga me
Picture Card Activilies
Picture Cards . .
Plac es to Go •........
Spo rts Verbs .....
•Team Sports and Individual Sports
Hobbie s and Ga mes
Blan k Gri d •.•.••..••.••.••••.•.•••.....•.......•.••.•••.•••.••197
Acti vity Index
Introduction
..................182
183
Welcome to Classic Classro om Activitie s, it teacher
184-185 resou rce boo k contai ning ove r 130 reproducible activi-
ties wh ich foster meaningful studen t-to-stude nt loterac -
. ...186-187 tion and develop cooperative critical thinking and
pro blem- solvin g skills. The activities, suitable (o r begin.
18B
ning through inte rmediate-leve l adult and vou ng adult
ESL students, inco rporate the topics and vocabul ary
. 189 from The Oxford Picture Dictionary. Each activity
strength ens students' accuracy and fluency in listening
190-1 91 to a nd speaking English as we ll as provides cocornmt-
ties for read ing and wr iting skills at the wo rd and sen-
192
tence level.
193-196 We hope this resource helps you and your stude nts
reach yoor classroom goa ls with a boos t of energy and
..•.193
enjoyment!
. 194
1. WHAT ARE THE PRINCIPLES BEHI"'O CLASSIC
195 CLASSKOOM Aal VITIES?
196 The content and methodo logy iound in Classic
Classroom A ctivities comb ine bo th -ctassrc" and lnnov -
ative approaches and p rincip les in ESL teaching :
) Slude nls benefit fro m communicative activities in
varied gro up configurations.
198-200 Classic Classroom Activities contains activities where
stude nts work individually, in pa irs, in small groups,
and with the whole cla ss. In add ition, many of the
act ivities requ ire students 10 switch from o ne group-
ing to another in orde r to complete an activity.
E5Lst udents have varied needs and interests.
Each activity in ClassicClassroom Activities is ~
conta ined allowing you 10 pick and choose the top-
ics and vocabul ary most relevant 10 your stude nts.
You may also choose to leach the units sequentially.
• Listening, speaking, rea ding ami writing, as well as
, grammar, phonetics and vocabulary should 110t be
lau ght in isolation.
Classic Classroom Activities links essential vocabu-
lary to these four skills. You r students improve the ir
.., lingu istic comp etency as they work cooperatively to
locate and record information, act out a situa tion,
listen 10 and give opi nions, and even play games.
Visua ls hel p students learn new language.
The activity pages feature cleat. engaging art provid-
ing con text that supports interesting stodent-ceme red
tasks. Co ntent-based Picture Cards (64 in eac h unit)
provide hand s-on, manipulative practice .
<,
- n
• Most tea chers need act ivities for multilevel
classroom s.
Classic Classroom Activities devotes a separa te $(."C-
tto n 10 m u ltileve l ap plica tio ns in the TEACH ER'S
NOTES. Spe ci fic suggestions assist te ach e rs who
have one or more Beg inning-low, Beginning-High,
a nd/or Intc rrned iate-low stude nts. These multile vel
a p plica tio ns ena ble yo u 10 ma ke the activi ty e asie r
or more cha llenging and to vary ihe degree of stu-
de nt indepe nde nce.
2, WHAT'S IN TH IS BOOK AN D HOW IS IT
ORGANIZEDl
12 jc plc-uased Units
The topics a nd vocabu lary utilized in Classic
Classroom Activities cor respond to the 12 thematic
units in The Oxfo rd Pictu re Dictionary. These topics
feature practical. essentia l vocabula ry tha t stud en ts
need to le a rn 10( their everyd ay comm unicative tasks
at school, in the workplace, and at home .
11 Teacher's Notes
Teacher's Notes provide essential information for set-
ting up, cord ucnng, and extending each of the 10
act ivity types, as well as for the activities which corre-
spe nd to the Picture Cards. Seo-bv-step instructions
fOf conducling an activity, variations for multilevel
classes, and helpful lips, are included (Of each activity.
10 Activity Types
The 4 activities featured in every unit are :
Roond Table Label Take a Stand
Role Play Goard Game
The rernainlng 6 activities which are rotated
throughout the units are:
Mixer Drawing Dictation
Survey Information Exchange
Picture Differences Double Crossword
7G8 Reproducible Pictu re Cards
Every unit in Classic Classroom Activities contains
four pages of topic-related Picture Cards, with 1b
pictures on each page. These ca rds are preceded by
a Picture Card Activities page, which provides direc -
tions for four activities using the Picture Card pages.
In addition , one page of Picture Cards is used in the
Boa rd Game activity featured in every unit.
A Blan!.: Grid (for use wit h the Picture Cards)
The grid is located on page 197. Directions for using
the grid with the Picture Cards are iound o n the
Picture Card Activities page in every unit.
•
vii
 TEACHER'S NOTES, ROU ND TABLE LABEl
Groups of 4 TEACHER'S NOTES , MIXER '~
- Who le Class

Activity O bject ive : Students co mple te missing info rmation o n a n ac tivity sbeet and 35 mIn utes
25 m in utes ra ndomly ci rculate, as king a nd an swering q ues tio ns using their
activit y sheets as cues. Beginning,
Beg inning ,
In termediate-Low
Inter me diat e-Low Before Class: Dup licate the se lected Mixer activity sheet for eac h
studen t

Q UICK'START
... ~~
.,
Ready•••
..
Draw a n a pple on the board
an d la bel it. Next, dra w a
strawberry on the board a nd
labe l it an orange. Ask your
students to correct your work.
VYhen the y tell you how to
label the picture , ask them
how to spell the wo rd.
Set. .•
Distribu te the activity sheet
and rev iew the d irections.
Model the la beli ng activity
by hav ing one group take
turns passi ng the shee t (tom
stude nt to studen t, writing
the ir names at the lOP of the
paper,
QUICK SIA~h. ~1i
....' . ...
;
~
Go!.. . Ready••• Set. .. Go!. ..
~ Write a y~no quest ion on the Distribute the act ivity sheet and review the Have stude nts circulate
Have one student in each grou p labe l
boa rd, marking a bla nk space for direction lines . Prac tice the first question, 10 com plete the ir activ ity
one item on the sheet a nd pas s it to the
each lcne r in the target word. helpin g students fill in the missing infor- sheets. Enter the mixer
nex t stude nt. Stude nts shou ld help one
Draw a picture cue for the word matron . Have indivi d ual studen ts com plete you rself to moni to r st u-
anot he r, but o nly the stud ent wh o has
and have studen ts fill in the letters. the missing information fo r the rema ining den t's prog ress . Stude nts
the pa per shou ld wr ite on it. The activt-
Askseveral students and write quest ions. Then model the activity by tak- sit down when the ir activ-
ty e nds when all items are label ed.
the ir names uod er "yes" or '"no'" ing turn s asking a nd answering the first ity sheet is comple te .
Groups loo k at the Dictionary to c hec k
their work. when they a nswer. qu estion with one stude nt. ,

STEp·BY·STEP STE P-BY·STEP

1. Draw a n a pple on the boa rd and labe l it. Next, 1. Write a sa mpl e yes/no q uestion o n the board . Make in bo th the yes a nd no boxes? [yes]
Do you use your Dict io na ry to help labe! the pic-
draw a strawbe rry on the board a nd la bel it an a blank line for each lette r of the target wor d, (00 6. Invite two vo lu nte e rs to the front. Studen t A as ks
turesi' lno] Do you write aff the words when you
o range. Ask yo ur stude nts to COrtEXt you r work. you waer g.... ll and have stude nts fill in the the first q uest io n a nd Student B responds. Student
get the paper? [nol Do you pass the paper to the
When the y tell you how to labe l the picture , ask missing leiters . Draw a pictur e cu e for the wo rd. A w rites Student B's first name in the app ropriate
person next to you? Ivesl
them ho w to spe ll the word . Make mistakes and Draw two boxes under the q uesti on a nd write answ er bo x, clar ifying spe lling if necessary. (Katya
6. Have the # l 's la bel one item on the sheet an d
co rrect them . This shows your stude nts how to c hec k thei r accuracy with the ir grou p. Circ ulate to "'yes'" in o ne a nd "no" in the ot he r. _ is the first letter K oren Point ou t that students
he lp o ne a not he r complete the activity sheet. 2. Ask students the q uest ion and . ac cord ing to the ir mus t talk to at least two d ifferent classm ates, if pos-
see if everyone is wor king tog ether.
2. Show students one co py of the act ivity sheet a nd a nswers , wr ite the students ' first nam es in the sible , to complete bo th yes a nd no bo xcs_for eac h
7. Have the group s c o ntin ue labeling and pa ssing the
teJlthem tha t they will be work ing in groups, tak- sheet around the g roup. Monitor the ir progress and approp riate yes and no boxes. ' q ues tion .
ing terns la bel ing the items on the activity sheet. 3. Distribute the acti vity sheet and review the di rec - 7. Have stude nts stand u p a nd ci rculate to find
e nco urag e stud en lS 10 as k the ir group me mbers for
3. Have stud ent s form grou ps of fou r and number off tio ns. Model the activity by helpin g the class com- answe rs for all the q uestions on the ir ac tivity
help if they are unsu re of a wo rd or its spe lling.
within the ir groups, # 1-# 4. plete the first question. Write the missing le tters on sheets. Mon itor studen t practic e by wa lking around
8. Have students c hec k their co mpleted shee ts a ga inst
4 . Have each #1 come to you and pic k up the copy the boa rd. and chec king papers. Stude nts will en joy your par-
the a ppropriate Dictionary pa ges and make any
of the activity she et for his or her group. ne ces sary co rrec tions . 4. Have student s wor k individ ually to complete the tic ipa ting in the mixer yourse lf a nd you can chec k
S. Re view the d irectio ns on the shee t and chec k stu- missing info rmation for the rem a ining q ues tions. the ir ver ba l and spell ing acc uracy di rectly.
9. 0 0 the What's ne xtt activity w ith the c lass.
dents' co mpr e hensi on by ask ing yes/no q uestio ns. 5. Check studen ts' comprehe nsion of the a ctivity by 8. Stude nts ca n sta y "ln the mix" and help others
asking yes/no que stions. 00 you an swer the ques- when their activity shee t is compl ete.
tions your!;Clf? (no J Do you have stude nts write 9. Do the What's ne xt t ac tivity with the class.
. ......,... Be sure students a re silting close e nough to each othe r to inte ra ct the ir names o n your activity sheett Inol 0 0 you fill
an d to pass a nd see the p,aper with ease.
Ho t Tip: Move des ks and c hairs out of the way to create a " mbdng" a rea
in the center of the room. Students a re mo re like ly to talk with a
FO R MULTILEVEl CLASSES grea ter numbe r of people if they have space to wa lk arou nd in.

GROUP 1 - Beginn ing-lo w G ROUP 2 - Beginning - High GROUP 3 _ Inte rmed iate-low
FO R M ULTILEVEl CLASSES
G ROUP1 - Work wit h the teacher a nd label the sce ne o n the o verhead pro jector.
GROUP 1 _ Beginning-low GROUt> 2 - Beginning-High GROliP 3 - Intermediate-low
G ROUP2 - Com plete the ac tivity shee r in small grou ps.
GROUP 3 - Compl ete the activity sheet an d then take turn s writing sen tences about eac h item . Group 1 _ Wor k with the teache r to com plete the activ ity sheet .
Grou p 2 - Co mplete the activity she et indiv id ually .
Gro up 3 _ Com plete the activity and then write several sootence s abou t your clas smates and share thent wilh a
partne r.
Kii xiii
 TEACH ER'S NOTES, SURV EY
Act ivity O bject ive: Student s ask and a nswer classmates ' q uestio ns a bout
Small Gro ups
TEACHER'S NOTES, DRAWING D,lCTATtON
Activ it)' Obj~tive:
-
Stud e nt pairs ta ke tu rns desc rib ing p ictu re s an d d raw ing them
Pa ir.

pe rso na l pre feren ce , th e n wo rk ind ividu a lly to record 35 m inutes 30 minut es

acc ord ing to thei r part ne rs' direc tion s .
the re sults o n a graph .
Beginn Ing, Befo re Clas s: Dupli cate half a cl ass set o f each page of the selected Dra w ing Beginnin g.
Before e !.ass: Dup lic a te the sel ec ted Survey activity sheet for each Int ermed late-Low Dict a tion activity sheets an d collect h alf a cla ss set o f mani la Inte rmed iate-Low
student. fo lders to be used as sc reens.
Q UICKSTART

Re a d y. .. Set. .. Co! ...

Write a pe rson al preference qu e stion on
th e board e .g., Do you pr efer co ffee-or
ted? and a nswer it yourself by mark ing a
ch eck in a c o lumn cha rt. Ask a student
the same questio n: Jorge, do vou P/('fer
coffee or tea? and mark the respo nse .
Rep eat for three mor e stud ents. Tra nsfer
the results of a ll five responses to the bar
graph o n the pag e.
D istribute the activity shee t
a nd review thed irec tions.
Mod e l the survey activity by
having one student read and
answer the li rsl: q uestion and
then ask nine othe r students
the same qu estion . Chart a ll
respo nses o n the bo a rd.
Q UICK START
Have stud e nts first ans we r a ll the sur-
vcy qu est io ns themselves, and then
walk a ro und, intervlewtng n ine other
stud ents to comp let e their ch a rts.
Have students return 10 the ir seats [0
complete the activity sh eet, tran sfer-
ring the info rma tio n on thei r chart to ~
.1 graph. The act ivity ends afte r stu.
de nts d isc uss and w rite about the ir
survey resu lts.
~ ...
. Read y.. •
Place severa l classroo m ob jects o n a
table and d raw a bla nk table on the
board. Ask studenlslo describe the
table items and thei r loca tion so that
you can dra w each one o n the bo ard.
Make intentio nal mistakes and have
stude nts co rrect you . No, the pen ts
next to the notebook.
Se t .. . GoL••
Have students form pairs, and d istrib ute the Ha ve stude nt pai rs take
~ A" a nd ~ B · Draw ing D ictation act ivity
tu rns desc ribing a nd
drawing pic tures. The
sheets and manil a folders . Students set up
the folders between themselves as scree ns. activity ends when both
Review the di rect ions a nd the cla rification p ictu res are co m p lete.
questio ns. Model the Draw ing Dlctatlon by Have pairs remove the
hav ing one stud ent pair desc ribe and d raw screens and compare
one ite m on the activity sheet. their w ork .

STEP BY STEP
1. Write a pe rso nal pre ferenc e q ue stion o n the board, vevnc q ues tio ns. Do you an swe r all the que stion
fo r example, D o yo u p refer coffre or tea? Answ e r it yourself first! [yes] Do you ask another stude nts to
yourself by m arking a check in a co lu mn cha rt. record information on the bargraph? Inol
Then ask a nd record the responses of three mor e 5. Have stud en ts com ple te the survey q ues tio ns the m.
stud ents.
selves . W he n they are fini shed, have the m gel u p
2 . Draw a sample bar gra ph o n the board, ma rking a nd wa lk around, inte rv iew ing nin e oth e r stud en ts
the vert ica l a xis w ith the num be rs 1-S and p la c ing to comple te their grids. Circula te to make sur e stu -
o ne bar sho win g the two separate respo nses to the d en ts a rc ma rking response s COITffl ly.
sample q uestion on the hor izo ntal ax is. Po int out 6. Ha ve stud e nts return to the ir seats to c om p lete th e
tha t there is no pla ce to tran sfe r the no op in ion second half of the acti vity sheet, transferring the .
c o lumn o n the checklist.
info rma tion o n thei r c hart to the ba r g rap h. Remi nd
3. Show student s on e co py o f the a ctivity sheet and stude nts tha t they do no t record the " No o pinion"
te ll them th at they wilt he a sking a nd answering information on the grap h.
opi nion questions ab ou t a to p ic and recording the 7. Walk around, checking students' c o mp leted ba r
re sults o n a c hart a nd on a g ra ph.
grap h res ults aga inst thei r ch a rts, mak ing sure that
4. Review the d irectio ns on the sheet and c hec k stu- the n umbers m atc h.
d e nts ' comprehension o f the a ctivity b y ask ing 8. Do the Wha t's nertf act ivity w ith the clas s .
Ho t Tip: Rev lew a nd p ractice wa ys for stu dents to e xp ress thei r o p in ions
and talk about the ir graph re sults . I prefer to drive a taxi. 7 out o f
10 students prefer driving a truck. ' "loosen up " stude nts and encourage them to hav e fun w hile they le arn.
1. Arrange severa! cla ssroom ob jects o n a table a nd
have studen ts de scribe each item so that you ca n
d raw on lhe boa rd.
2• .Model jhe lang uage and ctadnceucn strategy you
wa nt stud ents to use in the ac tivity. Ask one student
to come to the board and d raw the item s you
desc ribe . Draw a round dinner plate in til{' center.
Now, pu t a napkin on the left side of the plate.
Switch roles and have students tell you wher e to
d raw items. D iscuss d ifferen t clar ification strateg ies,
such a s Did you say on the felt or right? Did)'oo 5.1Y
napkin ?
3. Tell stude nts thatthey will take turns descr ibing and
d raw ing d iffe rent pic,tu res with a partne r.
4. Have stude nts form pairs and a ssign each an "'A~ or
" B ~ ro le . Distribu te o ne man ila fo lde r to ea ch pai r.
Show how to prop the folde rs up between pa rtners a s
a screen. Te ll the pa irs they will take turos d ictating
and dea wtn g.
H ot Ti~ : A perf ect d rawin g is not the goa l. D istributin g ma rkers or c rayo ns may
5. Distribute th e "A" and "B- activity shee ts to the
appr opri ate pa rtne rs. Review the diredioo lines.
Check for com prehension by asking "A" students in
activity it1 , Do you draw a piaure toe your pdl1ner?
[no) Do you ans wer yourpart.ner's questions /lyes)
Ask the "8" students in a ctivity #1 , Do you write the
wo rds you hear in the pic ture? [noJ Do you ask your
partner questions? lvcsl
6. Have one stud e nt pa ir de mon strate the act ivity fo r
the cla ss. On e stude nt describes one ite m in the
dr awi ng wh ile the other listens and draws wha t !io'he
hea rs.
7. Have student pai rs complete activity #1 and then
co mp lete act ivity #2. Mo nitor by walk ing aroun d to
c hec k on stud ents' p rogress an d he lp with clarifica -
tio n que stions.
B. H ave stude nts check the ir completed acttv ity sheets
by removi ng the ir screens and comparing them .
9. Do the Wh at's ned? activity with the class.

FOR M ULTILEVEl CLASSES FO R MULTILEVEL CLASSES

GROUP 1 - Beg in ning-Low GROUP 2 - Beginni ng-High GROUP 3 _ Intermed ia te-Low GROUP 1 - Begin n ing-L ow G ROUP 2 - Beginninl':-High GROl;P 3 - Intermediate-tow
G rou p 1 - Wo ' k in grou ps o f four, com p leting id e ntica l graph s.
G rou p 1 - Use only the "A" ac tivity sheet and dr aw items tha t the tea cher d esc ribes .
Grou p 2 - Complete the a ctivity sheet and then report the findings in sm a ll lo\ ro u ps .
Gro up 2 - Co m plete the ~ A" a nd "B" activ ity sheets in pairs .
G rou p 3 - Co mp lete the ~ctillit;Y sheet an d then c rea te four mo re surve y questio ns o n the to pic. Arran~e to have Gro u p 3 • De-scribe th e item s to the ir pa rtne rs w itho ut sayi ng the targe t wo rd. You drink cottee or tea from th is.
yo ur studen~ mtevew a not he r clas s and com pa re both clas se s' res ults. LJraw it on the left side ot tre
table. [cup ]
xiv
 -
i - ...
a
TEACHER'S NOTES , PICTURE DIFFERENCES I TEACHER'S NOTES, DOUB LE CRO>SSWORD Pairs
Pairs
Activity O bject ive : Student pairs study two almo st ide ntical scenes toge ther in order Act ivity O bject ive: Student pa irs take turns giving a nd rec eivin g clues in o rder to
30 min utes
to uncove r d ifferenc es between the two pic tures. 30 minute s comple te a c rossword puzzle.
Be fo re Class: Duplica te ha lf a class se t of each page of the se lec ted Do uble Beginn ing.
Before Clas'i: Duplica te ha lf a class set of each page of the selec ted Pic ture Beginning,
tnte rmed l1l1e-low
Differences act ivity sheets. Inte rmed lBte-Low Crossword activity s heets. Col lec t ha lf a class SCI of ma nila fold -

.'
ers to be used as screens.

'"Q UICKSTART"- &

~---r-----""P----"
Read y, •• • Go!...
Draw two sepa ra te p ict ures on the
boa rd sho w ing one d iffere nce , for
example, Picture A: ha pp y fac e w ith
shor t hair/p icture B: sad face with short
ha ir. Ask stude nts, What 's the differ-
ence? an d wr ite their responses unde r
eac h pict ure on the boa rd.
Set ...
Have stude nts form p<li rs a nd distrib-
ute the ap propr iate activity sheets.
Rev iew the directions a nd have su-
dent s find and po int to the sample
pict ure difference on the ir activity
sheets . This diffe rence is written on
both students' chart s.
...
I
Q UICK START
', - '}'
Set ••• Go !.. •
Have student pairs loo k at Ready•••
their p ictures toget he r, search Have studen ts form pairs and distribute the MA" Have stude nts complete
Write a sample clue on the
for the differ ences and com- and MB" Do uble Crossword act ivity shee ts a nd the crossw ord puzz le and
boa rd. Draw blan k squares for
plete their ow n ch a rts. The ma nila folders. Stude nts set up the folders c hec k their an swers by
each le tter in the targe t word
activi ty e nds wh en all 10 pic- between the mselves as scree ns. Review the direc- comparing the ir ac tivity
a nd fill in one le tte r. Ask stu-
ric n lines. Model lhe activity by having one A stu- shee ts.
t ure diffe ren ces have bee n
discovered .
. dents, What's thu word?, and
fill in the lette rs. de nt give a due from the puzz le a nd one B stu-
de nt write the answer on the 8 act ivity sheet.

1. Draw two separate p ictu res on the boa rd showing
one difference. [Pictu re A: a happy face wit h sno rt
ha ir, Picture B: a sad face with shon hair), or use
classroom o bjec ts such as two notebooks, one
open and the other closed. Ask students, Wh at's
the difference? Model the correct la nguage students
will need to do the act ivity. Picture A has a happy
face. Picture 8 has a sed face. Write the ir short
answer res po nses o n the board in two colu mns--
column A : ha pp y face, column B: sad face.
2. Ha ve students form pairs and ass ign each a n MA" or
MB" role. Distribute th e "N and "BN activi ty sheets
to the appropria te part ne rs. Tell students tha t eac h
partner will have a paper wit h an a lmos t identica l
sce ne . Explain that they wi ll be loo king toget he r at
both p ictu res to find a nd record the differences .
3. Re view the d irec tions an d c heck for com pre he n-
s ion of the activity. Ask vevno q uestions such as,
Do yo u loo k at each ocher's piC/utes? [yes] Do you
wr ite your answers on one chart? [no]
4 . Review pre po sitions vocabulary that stude nts m ight
nee d to find the picture d ifferences in the sce nes .
In my picture, there's a sign on the left side . Is
there a sign in your p icture? What's on the top of
your picture?
5. Have students cover the charts on the bottom of
thei r act ivity sheets. Ask the ON students to locate
the sample item in thei r pictures (listed as picture
difference #1 on both the "A" a nd MB" cha rts) Do
you see a laundry basket? VVhert> is it? ts it fuff or
empt y? Ask MB" students the same question.
6. Have all the pai rs exam ine the ir pictu res, d iscuss the
d iffere nces and write the m o n thei r c harts. Mo nito r
by wal king arou nd to c he c k on stud ents ' progr ess
a nd hel p with a ny la nguage diffic ulties.
7. Have stud e nts use thei r Otcuorere s to check thei r
spel ling afte r they hav e finished rec ord ing the p ic-
ture differences.
8. W he n all the pa irs ha ve finished , survey thei r re sults
w ith the class. Elicit the p icture d ifferen ce s the y
have fou nd and w rite them on the bo ard .
9. Do the Wha t's ne xU act ivity with the class.
1. Wr ite a sample clue on the boa rd: You wr ite willi
this. Draw six connected blan k squa res, filling tile
letter a p Min the first squa re. Have a student read you
the clue and fill in the re mai ning letters for~ .
Ask cla rification questions suc h as, Is the fOUflh Jet-
rer a "'c ' or an MSMl
2. Re peat with another clue : You write on this. Have a
vo lunteer student come up and fill in the rem aining
[ette rs for peper.
3. Tell stude nts that they will ta ke turn s giving an d
rec eiving clues for missing words in orde r to com-
ple te the ir c ross word puzzles.
4. Ha ve students form pa irs and ass ign eac h an " AN or
"B" role. DistribulC a ma nila folde r to ea ch pair.
Show how to p ro p the folders up betwee n partners
as screen s.
5. Distribute the MA" and MS" act ivity shee ts \0 the
app ropriate partners. Rev iew the direction lines .
Check for comprehension by ask ing. Do you show
your pa rtner you r P.1per? Inol Do you read all rhe
.-
cfuf"Sto your partner at the same time? [no]
6, Have one student pa ir demonstrate the activity for
the class, with Student A reading the first down clue
for Student B, a nd Student B reading the first across
due for Student A.
7. Have students take turns reading a ll the clues a nd
filling in the words to com plete the ir puzz les.
Monitor student practice by wa lking around to check
on students' progress. Encoorage stud ents 10 ask {or
clar ification if tht'Ydo n't underst and their partners'
clue words or spe lling. Did you say 2 across or 3
acro ss? Was that a B or a V?
B, Have stude nts ch eck their answers by rem ov ing the
sc ree ns a nd compa ring their com pleted c rossword
puz zles. If you' re using a n ove rhead projector, make
transpa rencie s of both the A a nd B activity sheet s.
Hav e "A" stud ents comcu p and fill in the hor izon tal
word s, and "B" stude nts fill in the vertical words.
9. Do the What 's next t activity with the class.

Hot Ti~ · Make tra nspa rencies of MAMand MB" pictures and have student vo lun teers
circle the picture d ifferences. See Using the Overhead Projector, page x.

FOR MUlTI LEVEL CLASSES FO R MULTILEVEL CLASSES

GROUP1 ~ Beginning-low GROUP 2 - Beg inn ing-H igh Gil.OUP 3 _ Intermediate-low GROUP 1 _ Beginning-low GROUP 2 - Beginning-High GI«)UP] - Inter med iate-L ow
Group 1 • Students wor k with the teac he r to find Ihe p ic ture diffe rences. Gro up 1 _Use only the MA" activity sheet and complete the puzz le w ith the teacher.
Group 2 - Student pairs work together to find a nd record the pic ture differe nc es. Group 2 _ Co mplete the "A" and ~B M acti vity sheets in pairs.
Group 3 - Using a ma nila folde r as a screen be tween pairs , stud ents find a nd rec ord the pic ture differences wit h- Grou p 3 _ Co mplete the ac tivity sheet an d w rite add itio nal cl ues for .t~e topic , connecting the new wo rds to the
ou t loo king a t ea c h others ' activi ty sheets. crossword pu zz le. New wo rds may ex te nd bey ond the angi nal pun Ie grid.
xvi wll
-- p

-
TEACHER'S NOTES, INFORMATION EXCHANGE
Activity Oblectlve Stud en t pairs ask an d ans we r questions to comp le te differen t
1-·-------....,
Pairs TEACHER'S NOTES, ROLE PLAY '~
AClivity Obj ect ive: Stud e nts wo rkin g in groups read and assign roles in a top ic-
Sma ll Groups

30 minu tes 60mlnules ....

activi ty sheets. then work toge ther to che ck the accuracy of the rel ated co nversation and act ou t a ro le play.
co mpl eted information.
I J
Befort>Class: Du pl ica te ha lf a cl ass set of each page of the sel ect ed
In{o rmation Exchange ac tivity sheet and co llect ha lf a class se t
I
bat
Beginni ng,
Intermed late-Low
n ;d
Defor e Class: Duplic ate the selected Role Pla y act ivity she e t for each student.
l oo k at the Scrip t to determ ine the ta rget voca bulary req uired to
do the act ivity a nd loo k a t the f!Qp.1 to determ ine wh al items
Beg innt ng-High
tnte rmedia te-Low

of ma nila folder s to be used as sc ree ns. you need to collect.

Q UICK START 'Q'ijiCK START -: J"

Ready•••
Write on ihe board a nd mod d a
sample question or statement
that students will need for the
Se t. •.
Have stlldrn l5 form pa irs. Distribute the
"A" and " B· Informat ion Exchan ge sheets
and manila folders. Students set up the
Co !... ~ ~ Read)'.••
Have stude nts ask each other Wrile the Role Play scene and
questions to fill in the missing
informa tion on the ir activity I characters on the bo ard a nd have
sudcn ts predic t what conversa-
-
Set.. . GaL.
~;
Have students form groups. Dtsmbcte the I Have students choose a
I act ivity sheets and props. Review the direc-
tions, pactice saying one or 1\\'0 lines from the
c ha racter, pract ice the
lines , and act out the

.- -
act ivity. Subst itute vocabulary folders between themselves as sc reens. sheets. They then check thei r tians they might hea r. .. script. and have students iOC'f\tify the spea ke r. Role Play with the group.
students w ill use and practice Practice a sample Question from the " AM accura cy by comparing their
clarificat ion questions. a nd " 8'" sheets w ith the whole class. completed pa pers.

STEP-BY-STEP
1. Review the vocabu la ry stud ents need for the Role sheet by yoursef(/ lno ] Do yo u say the fines out
STEP-BY·STEP
Play. V./rite the Role Play setting. e.g ., a hair salon loud/ I".,I
1. Re view the voc ab ula ry studen ts need for the Sho w students how to p rop the folde rs u p between a nd !'NO characters on the board, e.g., cu stomer and D. Set a time limit (10-15 minutes) for the groups to
Infor mati on Exchange. Write sev era l sen te nces on part ners as sc reens. hai r slylist. \ Vrite a sentence for each ch aracter and read the script and dec ide which character is spea k-
the bo a rd that re late to the topic a nd have students S. D istribute the ~A" a nd "8" activity sheets to the ask stude nts to identify the speaker. ing eac h line . Have students wr ite the characters'
practice answe ring questions a bo ut the words you appropriate pa rtne rs. Re vie w the di rec tio n lines. 2. Have stude nts substitute different vocabulary for ea c h names on the spaces provided on the activity sheet.
underline : M ix two cups of ~ and 1/2 cup Che ck for comp rehe ns ion by asking "A" students a sen tenc e and pra ctice saying the lines. I want!Jd.!i!L Call time an d ask different students to read each line
ra isins . How much flour do you need? How many question that only they will be a ble to a nswer. Do hair. (straight brown wavx e tc.) Ask studen ts to tell a nd ide ntify the spea ke r.
raisins do you use ! the sam e for "B ~ stude nts. you othe r lines tha t the c haracters might say. VJrile 7 . Invite !'NO group me mbers to the fronl. Have the m
2. Ha ve students subs titute d iffere nt voc ab ulary words D. Have one student pair demonstra te the activity for these lines on the board. eac h pick a ljne of dialog from tft,e script a nd ac t it
for the underlined words a nd con tinue ask ing and the class by having A ask B a question a nd 8 wr ite 3. Tell students the y w ill be reading a script, deci ding out for the class . Encourage students to improvise ,
answe ring q ues tions . Discus s d ifferent cl arification the an swe r on the B activ ity sheet. which persons are spe ak ing, and then ac ting out the and c ha nge the words in italics to create new lines.
strategies, suc h as , Excuse me? Did you say one or 7 . HdVC students ask and answer the questions to characters and situation in a grou p. Wrile these lines on the boa rd.
two CUfH ot {/our? How many raisins was that? complete the ir ac tivity sheets. Mon itor stude nt 4. Distribute the Role Play activity sheets to each stu- 8. Have all the groups act o ut the role play in the ir
3. Tell students that they wi ll take turns asking for a nd practice by wa lking around to c heck on stude nts' de nt. Distribute or display the pro ps for the class to gro ups. Monitor st ude nt practice by walki ng a rou nd
giving missing informa tion in orde r to comple te d if- pro gre ss and he lp wi th clar ification qu estions . sec. a nd helping w ith pronunci atio n problems suc h as
ferent ac tivity sheets . 8. Ha ve studen ts c heck the ir answers by re moving 5. Have students form groups of fo ur. [See Gro uping register, stress a nd intonation. Enco urage pa ntom ime
4 , Ha ve stud ent s form pai rs an d assign each a n " A~ or thei r scree ns and comparing activity sheets. Strategies, pages ix-x.] Review the d irection lines. and improvisation .
" B" role . Distribute one ma nila folde r to ea ch pa ir. 9. Do the What's Next! ac tiv ity wi th the cl ass. Check for com prehension of the act ivity by asking 9. 0 0 the What 's ne xU act ivity w ith the class.
questions suc h as, Do you com plete the activity
Pair students wit h d iffe re nt ability le ve ls to promote me ntoring, and with H(rtYil? :~ Cut up re la ted Picture Ca rds for stude nts to usc as cu es in cr eat ing a Role
d iffe re nt la nguage s to e nco u rage students to spea k English . Play. If you hav e access to a video camera, rec o rd the Role Plays a nd
play them back for the students to e njoy a nd e va luate. Ta ke a class vo te
FOR MULTI LEVEL ClASSES o n the funniest, most c reati ve, etc.

G ROUP 1 - Beginn ing-low GROUP 2 - Beginn ing-H igh GROUP3 - Inte rmediate- low FOR MUlTI LEVEl CLASSES
Grou p 1 - Use only the "N activity sheet and wri te in ta rge t vocabula ry as the teac he r d ictates. NOTE: This activity is no t reco mmended GROUP 2 - Beginning-High C ROUP 3 - Inter media te-Low
Group 2 - Complete the ~A ~ an d "8- activity sheets in pai rs. (or CROUP 1 - Beginning-Low
G ro up 2 • Complete the Role Pla y and pe rform the "d ra ma" in small gro ups .
G roup 3 - Complete the activit y sheet. The n wo rk tog e the r 10 c reate an o riginal reci pe , schedu le, or infor mati ona l
flyer us ing the target vocabulary in the activity. G rou p 3 • Co mplete the Ro le Pla y in small groups a nd pe rfor m the "d ra ma" for the w hole class. Other students
ca n help d ra w scenery a nd prop s.

;(viii xix
 •
TEACHER'S NOTES: PICTURE CARD WHAT ELSE CAN I 00 WI TH THESEPICTURE
CARDS! 1. Eve ryday Langua ge
'~
-
ACTIVITIES AND PICTURE CARDS
There are nume rous possib ilities for other Pictu re Card
~1'HA T A RE PICTURE CARDS? act ivities. Here arc some suggestions :
Eac h Classic Classroom Activity unit featur es 64 Pictu re • Flash Cards
Cards arranged on four pages w ith T6 p ictures pe r Flash Ca rds are espec ia lly herp ful to Begin ning studen ts
page. There is a referenced W ord List o n each Picture in impr oving the ir sight-wo rd voca bula ry. D istribute
Card page. The ma jority of the Picture Cards within a one Picture Card pag e to eac h student pair. Stud ents
unit depict words found in the corresponding uni t of can cut up the pictures and write the correspo nd ing
the The Oxford Picture Dict;on ary; in som e cases, how - wo rd on the reverse side of ea ch Pictu re Ca rd. Then
ever, a few wo rds (rom previo us uni ts are de p icted in stud ents can wor k in pairs or gro ups; o ne stude nt ide n-
order to create more mea ningful acti viti es. tifies eac h picture by saying it and spe lling it wh ile the
other look s at the reverse side to verify accuracy.
I-/OW DO I USE Tf IE PICTURE CARDS!
There is a Picture Card Activities Page in ea ch un it, pre-
ceding the fou r pages of Picture Cards. Th is page con-
ta ins (our separate Picture Card activiti es w ith step-by -
• YVord Cards
Word ca rds are useful for lnte rrnedla te students, who
can cut apart the blank grid, write in vocabu lary and
Page (s)
'" . ., ., .
step directions ID help you easily set-up, model, an d
p ract ice each o ne . Choo se an activity, du plica te the
Picture Card page refere nced di rec tly und er th e ac tivity
arrange the words to creat e se nten ces and generate
original stories. Using word ca rds in co njunc tio n with
the Pic ture Card s enables you 10 create act ivities for stu-
2 whe-e's the pen cil?
(Round Table Labell • • ,
title, and fo llow the d irections. There is O IlC ac tivity
(Twin Grids) w hic h req uires a blank grid (pag e 19 7) in
ad d ition to the Picture Cards. This blank grid is u seful,
dents at all level s. Make cop ie s of the b lank grid and a
Picture Card pa ge. Studen ts ca n cu t up both pages,
w rite a word in ea c h blan k sq ua re to match each. pte-
3 Hello! Hola! I1P1I1RET !
(Mixer) •
tu re, and use bot h sets to play How much was that
for both matching activities and creat ing wo rd cards.
matchi ng game s. 4-5 call to New York?
(Informatio n Exchange) • ••••
•
WHAT ARE THE PICTURE CARD ACTIVITfESl • Picture Card Dictionary
The follow ing seven Picture Card act ivities are rotated Students can co mpile sever al Pic ture Card pages (rom
throu ghou t the book : any unit to create a personalized p icture dict iona ry.
Distribute o ne grid POt!':(' o f Pictu re Ca rd s per student.
(Cut o ff the Word li st before d up licating the clas s scu]
6-7
Numbe rs Puzz le
(Double Crossword) •
Act ivity I What is it?
Students can wor k to geth er to label th e pictures of
items they know, then go to thei r Dict io naries to com-
8-9 W hat's in her offic e ?
(Drawing Dictaticnj • • • •
Pick a Pair " IB I mll te hi ng ca rd {JlIme
I
plete the labeli ng and check thei r spe lh ng. O nce the y
have several completed pages , they can a sse mb le the ir
10-11
School Days
• •
I
ow n p icture dictio na ries. An a lternative use for indiv id- (Pictu re Differences)

Twin G rids pairs

ual Picture Card page s is' to have stude nts Ja ber a page
mat ch ing grid game

Pee r Dict atio n pa irs Info rm allon s haring

inde pe nde ntly as a spel ling tes t for a un it. You can also
make an overhead of a Picture Card pa ge to use as
a who le-class labe ling ac tivity or as an eva luation of
12
Is it o n sa le?
(Role Play) •• ••
I learned voc abul ary. learn English at Home
Now an d lhen
Ch ara o:kls sma ll gr oup s
Inf ormatl o n guess i ng
(non-~rbal clues ),
practice wlth past
t en se
• Verb Picture Cards
Use Picture Cards featuring actions as cues for
13 or at School?
(Take a Sta nd;
••
pract icing verb tenses . Stude nts ca n cha nge a pictu re
Everyday l angu age
• • • • • • • • • • • • • • ••
Mixer wnere c la ss infor mat io n sea rch promp t such as, Wash rhe d ishes to Yesrerday I washed
the dishes or Tomorrow I'll wash the dis hes . 14-15 Board Came
Gues. Wlmt ? sma ll gr o ups I in f ormati on g uessi ng
(v e rbal c luo s)
Intermed iate students can create sen te nces w ith moda l
and pa ssive verb forms. I should have was hed the d ish-
(Board Ga me)

Pick and Choose t small g ro up s dec ision m ak ing.

cat eg Ofizi ng
es. The dishes have already been washed.

ENJOY THEACTIVITIES AND REMEMBER:

16-20
Pict ure Card Activities
and Pictu re Cards • • • • ••
O NE PICTURE CARD IS WO RTH A THOUSAND
WO RDS.'

xxii Unit One

•
Where's the penci l?
w

Hello!·tlolil'! IIPYlBETl
-
The Oxford Picture Dictum a1')~ pages 2-3, 13. See page xii for Teacher's Note s. The O,;{oro.Picture D id iOlw ry, page 8. See page xiii for Teach er 's Notes.

• Form gruups of 4 people. ( • W rite th e missing words o n the lines.

• Each perso n in the gro up la kes turns lab eling the classroom items on this pap er. • Walk around the roo m. Ask and answe r the qu estion s.
• After all the pictures have labels, loo k in the Dictionary to check your group's work. • Writ e a differe nt name in eac h bo x.

1. Can yo u say good p . morning in Span ish?

A a CD e: F" G H I J K L 1'1
NOP,"-I\S T UVWXY z.

r )(NO )

)
_ _ _ _ _ __ _ __ _ _ in Chines e?

)
in Russian ?

)
i n Korean?

)
• Wha t's next? Share the d ifferent way s of greeting, tha nking, and apo logizing that you
heard duri ng the activity.

• what's next? Your teacher will d raw a desk with several open d rawers on the
chalkboard . Take turns telling student voluntee rs what to draw on in or under
the desk drawers. ::=:J ~ - -

2 Unit Onp Unit One 3

bd' 5

How much was that ca ll to New York?

-
The Oxford Pictu re Dictionary, pagtls 9, 14-20. S ee page xviii for Th-acher's ~otes.
The Oxford Picture Dictionary, pages 9, 14-20. See page xviii for Teacher's Notes. ~~~"
=,~.~q~ili'rn=.~~~
.c:.~_r...~,'
~~--------------
• • Sit with a par t ner. (Don't show I h-IS pap er to you r par t ne r.'J
• Sit with a par t ner. (Don't sho w thi s paper to your partn er l)
• Ask you r part ner a bout t he missing info rmation o n the phone bill belo w. • Use th e phone bill below to answer your par tner's ques tions.
• You ca n use these quest ions: A ccount Number Sta te ment Dat e
Eliza O xf ord
(914) 555-9678 A}~ t4 .bJ3
When did Eliza call 1" 1234 Elm Ave.
Pelham, NY
"What time did Eliza make the call to 1
BLUE BELL LONG·DISTANCE CALLS
"Ho w long was the call to I' -Do m est ic
Tyoe Rate MInu tes A mount
pale T im e place and Nymber Called
"How much did the call to cossr: (906) 555-6896 Direct nev 2 .52
Mar 13 5:10 PM Fanllelc:l, NJ
Direct Night 6 ,7.
• Write in the missing infor mati on an d read it back to your partner to check your work. 9:30 PM (602) 555-7 145
Scottsdale, AZ.
Mar1 9 E.. 10 1.24
Encino, CA (818) 555-7803 Direct
Mar27 10;57 AM
Eli za Oxford Ac count Number Statement Date
1234 Elm Ave. (914) 555-9678 Apr. 14, 2003 -International
Rate Min ute s Amoy nt
Pelham. NY pale Time Place a n d Numb er Call ed TyPt':
Direc! Day 2 2.12
8:19AM Seoul, Korea (82) 44-555-3446
Mar17 D, y 6 9.44
BLUE BELL LO NG·DISTANCE CALLS Warsaw, Poland (46) 22-555-7863 Direct
-Domestic Mar2S 2:00 PM

p ate TIme p lace an d Nu mber Ca lled Type Rate Min utes A mOu nt
Mar 13 5:10PM Fallfieid, NJ (906 ) 555-6896
~ Ask your partner about the missing information on the pho ne bill below.
Direct 2

Mar 27
9:30 PM SCottsdale,AZ.
Encino, CA
_-=-=-=:-:::::__
(816) 555-7803
Dinoct
Direct
Night
10
.76

-International ·f • You can use these qu est ions:

pate TIme p lace and Number CaJled Type Rate Minytes Am oun t "When did Patrick call r
Mar 17 6:19 AM Seoul, Korea Direct D,y 2.12 PWhat time did Patrick make the call to r:
2:00 PM Warsaw, Polan~dC-;(4~8~1~2~2-~5~55~-~7~8.=3'- Direct s
" How long was the call ra ?H
"How mu ch did rhe caJJ to cossr'
~~--------------
• Use th e phone bill below to answ er your partner 's qu estions. • Write in th e missing information and read it ba ck to your partner to check your work.

IiI/.
Account Number Stat ement Date
Patrick Jen sen A c c o u nt Nu mber Sta te ment Date Pat r ic k J en s en

JiIL (~ 1 &) 555- 7603 A.pr . ],4, 2003

5231. Oak k . (~ :r. 1I) 5 55 - 7~ O3 Apr . ],4, 2003 5231 Oak Dr .
Enc ino. CA Enci no . CA. GTI LONG.DISTANCE CALLS
GTI LONG·DISTANCE CALLS
-nomesrte -Domestic Rate Minutes Amount
Place and Nu mber Ca lle d Tyee
Date TIme Place and Number Called Tyee Rate Minutes Am o unt Date Time

Mar 1.4 b :],O AM PI1 1ha.. , NY ( '],10 555-'1b7! Ji r ect t. y s 2 .11 "1 Mar ],4 &.10AM Pel hoJllI, NY (Cn ll l 555- 'tb 78 Di r ect t.y - - - ---
Mar 1.5 3 : 30 PM Seattl e, IU Direct h y
" - 3-.04-
Mar 31.
3 :30 PI'l
~ : 15 PM
Seatt le, WA
Boul der , CO
(20b) 555·7],1+ 5
( 303J 555-301 2
Di re ct
Di r ect
t. y
t,y
22
3
211 . ],9
3.04 Mar 31 Boulder, CO ( 303) 555- 301.2 H r ect
--- --- .
- Int e rna ti o na l _International Min utes Am o u nt
Pla ce and Number Ca lled Tyee Rate
Dat e TIme Pla ce and N umber Ca lled Ty ee Rate Mi nu tes A mou nt Date - Ti m e
Dire ct h , 5 . 94
Moe 12 ~:).'l AM London, GB (44 ) 171-5 55-7 000 Di re ct t.y 5 .9 4 1I:1'l ""
London, GB ( 11 4) 171. - 555- 7000 - - -
Di r ect Night 9
Moe 11:00 PM Madrid , Spai n (311) 1-555 -6 204 Madri d , Spain
" Di r ect Ni ght 9 7.37 nor 2 ~

• Wha t's next? l oo k at the time zone map on page 17 of the Dictionary. What time \Va.s i~
• What's next! look at the time zone map on page 17 of the Dictionary. What time was it
in each city when Eliza and Patrick made the ir calls? Who do you think they were callin g?
in each city when Eliza and Patrick made the ir calls? Who do you think they were ca lling?
Ul'\il O ne 5
4 Unit One
 •
Numbe rs Puzzle Numbers Puzzl e
-
The Oxford Picture Dictionary, pages 14-15. See page xvii for Teacher' s Note s. The Oxford Picture Dictiona ry, pages H -l!5. See page xvii for Tcach~r'8 Note s.

Sit with a partner. (Don't show this paper to your partner!) • Sit wit h a partner. (Don't show this pa per to your partner!)
• Take t urns giving the clues to complete the puzzle. • Take turns giving the d ues to comp lete the puzzle.
2 down - Roman nu meral three 1 across - Between fourth and sixth
..........., • If your partn er needs help, give one leiter from the a nswer on you r puzzle.
The first letter is I ,
.
The first fetter /5 r.
.
• If your pa rtner needs help, give one letter from the answer on your puzzle.
• J'J.
~

• When both puzzles are complete, compa re your wo rk. • W he n bot h puzzles a re comp lete, com pare your wo rk.

Clues
Clues
2 down - Rom an num eral three
1 ac ross - Between fourth and s~xth
3 down - The person after the fifth person in lin e is the...
• 3 ac ross - Eleven minus five
4 down - Roman n umeral fou r
5 across _ 2.54 centimeters equals o ne of these
6 down - How tall or high something is
7 across - Roman numeral fifty four
8 down - Between seventh and ninth
10 across - Roman numeral six
9 down - Eight p lus two
12 across - Twe lve minus four
f 1 down - Four pl us th ree
1 3 acro ss - Sixth, seventh, eighth:..
In a race of2~ ~eople,' the [ast pe rson is the...
..15 down - Zero plus two
14 ac ross-
16 ac ross- 100 minus 100
rv f'! 1 I J)F &1 F IT HI
f>J 1 ~S 9
I ~S 9
1 X
1 I I&'H r I V
I ~.
~ . 1:lJ I Nl c f'J H rLI V ~
J--
E e--K J
~
~ r 1
'i.Y
~E
S T J2 W- rV J
r;r- l- I--
I--
E G I H J:!
I-
~E JI G H Tl I--
~'l
N I H V T fti.
N I NI T H
i@T E I ~T H jj)T W E N1T I E ~T H
N W
r
'----- I-
0 Fz E R 0

• What' s next! Solve these problems w ith your partner. • Wha t's next? So lve these problem s w ith you r partner. (M+XLl - (C+Dl =? .
LX I + V =? C -Ill =? (VI + Xl - IV =? (M+XU - (C+Dl =? LXI + V ='
c- III =? (VI + X) - IV =?

Unit On e 7
6 Unil O ne
t.
 Wh at{s in her office?
-
What 's in her office?
TIu! Oxford Pictu re Dictionary, pages 2-3, 5, 11, 13. See page xv for Teacher's Notes. ... The Oxford I'ictl.lre Dictiona ry, pages 2- 3, 5, 11, 13. See page xv for Teacher', Notes.

' ~o-----------------
• Sit with a partner. (Do n't show th is pape r to your part ner !)
~Sit with a pa rtn er. (Don't show th is paper to your pa rtner !)
• li sten to your part ner describe the co unselor's office below and dr aw what you hear.
• Describe the co unselo r's oftice below.
..._ _a • Your par tner will draw what you say_
• Answe r yo ur partn er 's question s.
• These questions may help:
"Did you say on the desk or under the desk?"
;"
....
"Next
- --to w hat?"

~
~ 1Fj?
~
.--/

L
~ U
.~-------------
• li sten to your part ner describe the principal's office below and d raw what you hea r.
~>---------------
• Descr ibe the principal's office below.
• These questions may help:
"Did yo u say on the desk or under the dcskfN • Your partn er will d raw what you say.

"Next to wtunt" • Answe r you r part ner's questions.

• When both pict ure s a re complete, compa re your work.
• When both pictures a re com plete , co mpa re your work.

~
~

• What's next? Describe your classroo m 10 your teacher. Yo ur teac he r will d raw what yo~
• W hat's next? l?escribe you r cl assroom to your teacher. Your teacher wi ll dr aw what you
say. Correct your teacher's mistakes. say. Co rrect your teache r's mistakes.

Unit One 9
8 U ni t O ne
 Schoo l Days Schoo] Days
-
T1u Oxfo rd Picture Dictionary, page s 5, 11. See page xvi for Teacher's Notes. The Oxford Pictllre Dict ionory, pages 5. 11. See page xvi for Teacher's Notes .

• Sit with a part ner and look at eac h oth er's pa pers. } • Sit with a par tn er a nd look at each othe r's papers.
• There a re 10 differences between your pict ures. • There ar e 10 differen ces be tween your pictures.
• Wo rk with your partner to find the diffe ren ces. • work w ith yo ur partner to find th e d ifferen ces.

I]JIIlQJ CD CD
roJ)~~~~~::;;:--
mil] CD CD

+ Wr ite the diffe rences you find o n t he chart below.

,...
• Write th e differen ces you find on th e chart below.
.~

2
. ~rst runner in whit e first runner in black
~
1
2
Pir wt; • in " ,h i;- p

I
"'"S;- _.. __ 0_ ' n black

3 3 I
4 4 I
I
5
6
5
6 I
,i
I
7. 7
8 .1 8
I
I
1:·1-------------+-------------
9
10 I 1
I I

• What's next? Compa re your schoo l to the ones in the pictures. What diffe rences are there ? • What's next? Compare your schoo l to the ones in the pictu res. What diffe rences are there?"

Unit On t 11
10 Unit O ne
 Is it on sale? l earn Englisll at Home or at School?
-
Thl' Oxford Picture DiJ:tWfUlT); pages 11-12, 20-21. Se e page xix for Tell.cher's Notes. The Oxford Pictu re Dictionary, pages 5~7 . See page xx for Teache r's Note s.

• Form groups of 4 people. • Think about the reasons to lea rn English at home o r to learn it a t sc hool.
• Practice saying a ll the lines. • Read each sta te me nt on the list .
+ Choose your character a nd decide what you will say. • If the sta te me nt shows that lea rn ing a t home is a go od idea, m ake a .I in that column .
• Think of oth er things your cha rac ter can say. • If th e statement shows th at learning in scho o ! is a goo d ide a, mak e a .I in th at co lum n.
• Act ou t your role play. • For K a nd l , think of two more stateme nts to ad d tol Uis IfJ!.
THE CHARACTERS ,
THE SCENE, I a eeleeclerk STATEMENTS Home Schoo l

lIi!'i ~
a woman
A salc!>Clerk in 8 very THE PROPS,
a man
l7usy ~ ep8rt m e nt etore i :::::'. a teenager
A. Some students live far awa y from a schoo l.
different colored
is tryi n~ to help t hree
51V~aten; (or c ut- OUt B. Vou ca n study at any time of the night or day.
cuetcmere find th e \
I!•
I
right color eweater.
I
pIctures of th em)
e. There are programs on TV that teach Engl ish.
THE SCRIPT,
D. Vou can use the gym, field, and library at school.

Who say s.. . ...these lines? E. Teachers have many different ways of teac hing English,

May I help you? F. Many schoo ls have cou nselors that will help students.
I'd like to return- thissweater.
G. You can buy textboo ks and cassettes to use at home.
Excuse me, I was here first.
t
11f
I'm looking for a bluesweater. H. Many classes have more tha n 30 students.
That's not my style.
I. You have to talk to people in English to lea rn English well.
Can Iexchangethis for a green sweater?
We have some great red and green sweaters j . Most English classes at public schoo ls in the U.S. are free.
on sale.
K.
How much isthis sweater?
It's S15.99 on sale. L.
Will that be cash or charge?
Can I pay bycheck? • Sit wit h a pa rtn er a nd compare pa per s.
• Write yo ur and yo ur pa rtne r 's ideas.

I think it is better to learn English _ because _

My panner think s it is bett er to learn EnBlish because - - -

• You can substitute other vocabulary for the underlined words. • W hat's ne xt? Take a stan d . Your teac he r will tel l yo u wh ere to stand if you support
lea rn ing English at home a nd w here to sta nd if yo u suppo rt lea rning English at school.
• Wha t 's ne xt? Pla n a garage sa le wit h yo ur cla ss. Bring in and put pr ices on o ld books,
cassettes, CD s, clo the s, to ys, and/or kitch e n ite ms. Invite on e o r more classes to shop
a t you r sal e. Vote w ith your classmates o n how to spe nd the mone y from the sale.
12 Unit One Unit One 13
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Put your matters On start. Put Picture
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marker around the board. picture carcis
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cards 1.17 to 1.32.
moves !
one
space
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(face down)

Follow t he dir ections 0/1 t he squares.

-.
Ask YOUr group for help when YOU
don't know the ans wer,

Pick a
WMth er ca rd.

Describe it.
PiCK
the:r ca.ro.

,
8we8

Spell it .

14 Uflit One Unil O ne 13

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22 What kindlabc~eop
of
(Round Table
Ie a re at the part y?

23
We are an int cr est .in g class !
(Mixer)
•
What a day!
24-25 (Pictur e Differen ces)

26-27
G rad uat io n Puzz le
(Double Crossword) •
Please, do n't . short!
28 (Role Play) cut It too

29
Which is Detter . Small or Lar ge Fam ilies?
(Take a Stand) •
People Board Ga
30-31 (Board Gamel me

32 36
Picture Card Activit"
and Picture Car ds res • •••

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20 LJnit O nE'
Unit Tw o 21
 What kind of people are at t he party?
r We are-an interesting cla ss!
-
The Oxford Pieture DU:twtUJry, page 22. See page xii for Teacher's Notes. The Oxford Pict ure Di.ctiO'laty. pa ges 28-29 . See page xlii for Tea chers Notes .

• Form gro ups of 4 peopl e. J • Write th e missing words on the lines.

• Each person in the group takes turns labeling the peop le on th is pap er. • Your tea cher will tell you the dates to writ e (or eac h question.
• After all th e people a re labeled, look in t he Dictionary to check your group's work. • Walk around the room . Ask and an swer the questions .
• Write a d ifferent nam e in each box.

1. Were yo u boen ..-

.. before 19 75

J
2. Did you to d rive after

),
3. D id you a job before

J
4. Did you in

)
5. D id you befo re

)
6 . Did you school after

)(NO J
' - - - -- --
7. Did you before

t1) )
• What's next? Draw a picture of a ch ild, a tee nager, or an adu lt that yo u know. Write a
o
description of your picture. You can use the example below to help you. Rem ember to use
d ifferent words for your descrip tions. This is a picture of m y niece, Ida. She's six years old.
• What's next? Discu ss your answers with you r class.
She's average ~eigh t and average height for her age. Her hair is red and cu rly. She 's J cute
Ii/tie gir l. Share your p icture w ith the cla ss.

Un it Two 23
22 Unit Two
 What a day!
The Oxford Pict ure Dictionary, pages 24-25. 26-27. Sell page xvi for Teacher' s Notes.
T
What· a day!
-
The Oxford Picture Dictiona ry, pages 24---25. 26-27. See page xvi for Teacher's Notes.
• Sit with a pa rtner a nd look at each othe r's pap ers. • Sit with a pa rtn er and look at eac h oth er's pa pers.
• There a rc 10 differences bet ween your pictu res.
• There arc 10 d ifferences bet ween your picture s.
• Work wit h your partner to find the differences.
• Work with your partne r to find the differences.

~~.
~o

~ "

'" I _ . . .
". 10

I.
I
....
I
~ - '~";

[I---------------Ik"~
((

~------~
DD

• Write the differences you find on th e chart belo w.

• Write the differences you find o n the chart below.
~o
-
1. so n is getting up son is not get ti ng up
"G V" 1i ~
1. son is get t ing up son is not get t ing up
2. ! 2
3" ! • 3
I
I
4. _
I,
5. ---+ _ 4
5 I
6.
7.
6 !
I •
:·1
----~
8.
--+- _ I
9. 1 I
10.!=: - ----_._------'
I 10·1
9. I
~_ • o .-lI
• What's next? Talk about your daily routine with your partner . What's the same ?
What's diffe rent? • What 's next? Talk abou t yo ur daily routine w ith yo ur partne r. What's the same ?
Wha t's different ?
24 Unit Two
Unil Two 25
 Gr aduation Puzzle
a
G radua ti'on Puzzl e
-
7'hr Oxford Pic/ure Dict iona ry, pagea 32-33. See page xvii for Teach er 's Not es. The O:rford Picture Dicti vnory, pages 32-33. See page xvi i for Tea cher's Kat es .

• Sit with a partner. (Don't show thi s pap er to your partner!) ( • Sit with a partner. (Do n't show thi s paper to yo ur partner!)
• Take turns giving the clues to complete the puzzle. • Take turns giving the clu es to co mp lete th e pu zzle.
2 across - This is what gradua tes wea r o ver the ir clothes 1 down _ This deco ration sometimes has the word "Cong rstuletions" on it
• If your partn er needs help, give one lett er from the answer on your puzzle. • If yo ur partner needs help, give one lett er from the answer o n your puzz le.
The fir st letter is G. The first lette r is B. j- J. ' .Jtl

• When both puzzles arc complete, compare your work. • Wh en both pu zzles are complete, co mpa re you r wo rk.

Clues Clue s
2 ac ross - This is wh at gradu ates wear ove r their cloth es 1 down _ This decoration sometimes has the word -Co ngratulatlo ns" on it
3 across - This is the paper graduates g~t . 2 down - A person who comes to a party is a ...
4 ac ross - This is what graduates wear on the ir head s 3 down - Another word for disc jockey
8 ac ross - The grad uate w ith the best grade s is the ... 5 down _ A person who prepares food for parties is a...
9 across - Page 32 shows a graduation... 6 down - A person who takes pictures professio nally ~ a.. .
lD across - This is what some peo ple do when the y watch a gradu ation 7 down _ Peop le can have th is to celebrate a birth day or graduation
11 across - A speaker makes this 9 dow n - Another wo rd for "applaud"
13 ac ross- When you hear something funny you do this . 12 do wn _ Friends do this when they sec each other at a party

f1l ~G o WiN ~ fG -1
0D I I r l L 0 M A @D I I A ~
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p
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R I A Nl I--
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twe EIR E M OIN Y fIDe I y ,Q
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Fe R y
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f1Ys P E I E e FH ~ p I FH
FL A U IG H & ~ I H
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'----- I-
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• Wha t's nextt Wo rk with a partner to come up with two more cl ues for oth er wo rds on • What's next? Work with a partn er to co me up with two more clues for other words on .
pages 32 ~nd 33 in the Dictionary. See if the cl ass ca n guess the words from yo ur d ues. pages 32 and 33 in the Dictionary. Sec if the class ca n gue ss the wo rds fro m your clues.
Un it Two 27
26 Unit Two
 Please, don 't cut it too sho rt!
T
Whic h is Bet tes -
-
Small or l a rge Famili es?
The Cb:ford Pictu re Dictionary, page 23. See page xix for Teacher's Notes . .. Tlie Oxford Picture Il ictiono ry , pages 24-25. See page xx for Thache r's Notes .

• Fo rm groups of 4 peopl e. • Think ab out the rea son s to have a sma ll o r lar ge fa mily.
• Practice sa ying all th e Jines. • Rea d each stat em ent on the list.
• Choose your character and decide what you will say. • If the sta tement shows that a small fam ily is a go od id ea, mak e a ./ in that co lum n.
• Think of other things yo ur cha rac ter ca n say. • If (he sta te ment shows that a large fam ily is a good idea, make a ./ in that co lumn .
• Act o ut yo ur role play. O THE PROPS, • For K and L, th ink of two mor e sta te ments t~ add ~...thi !Jdist.
an appointment book
THE CHARACTERS,

I I
'II
THE SCENE,
a small han-eaton
f or men a nd women
II one or t wo mirrors
a comb and a brus h
piCUJrcs of hai r styles;
SJATEMENTS

A. O lder children can baby-sit.

Itt Mi
f rom tnagazines
B. Food, clo thing and medicine are expensive.

C. Children can help their parents at work.

THE SCRIPT:
D. Children in large families sometimes share bedrooms.
Who says... .. .t hes e lines? E. Older children show a good example for their brothers and sisters.

a receptionist F. Relatives help each other with family problems.

What time isyour appointment?
Who is your hair stylist? G. Travel is easier and cheaper for small families.
How short do you want it? (
H . When parents gel old, their children can take care of them.
Please, don't cut it tooshort!
Are you having a ~ ' today? I. Grandparents are very proud of their grandchildren.
What color doyou want?
J. Nobod y understands you as well as your family.
rwant blondehair.
Doyou want a curly or wavy perm? K.
I want lots of curls.
L.
It's too straight!
Trim the sides a little more.
• Sit with a partn er and compa re papers.
Do you like it?
• Wr ite your an d yo ur partn er 's ideas.
It's perfect!
I think fam il ies are better because _

My partner thinks families are better beceusc _

• You can substitute other vocabulary for the underlined wo rd...

• What's next? Take a stand. Your teach er will tell yo u wh ere to stand if yo u support large
familie s and whe re to stand if you support small fam ilies.
• W hat 's ne xt? Talk ab out yo ur experience s w ith hai r stylists.

2U Unil Twu
Unit Two 29
 T "
-
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·~. . . ey no/\ -:J-etn.

.J;;laed /l:? UOG.J;;lQ

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tA:\J.d
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f'~;;lU no" 01' ~e4foA

:J9M9 UV
Use
, FeelingS
Put Picture iii
, picture LO~
I:) cilrcls ~s:
I cards s: 0
~~. here.
2.1 to 2.16. o
moves , ~' <U
III
one ..... ,.... (f ace do wn)
space ,- .

FOllow t he d irectio l19 on the s quares.

As k YOur group fo r help when you
don't knowt h.-.: answer.

¢- '-1
'. .,..H'~ <:r
.,{:;it
Pick a feeling5 ca rd.

l'} - Describe it. . '

l¢<::> {J
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Unil Two 31
30 Unit Two
 People Picture Card Activities
Picture Cards: Feelings
- I tl ·
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NOW AND THEN CHARAD ES (G ro ups) PICK A PAIR (Pairs> t N 1
)
Feelings Picture Cards . pa ge 33
1. Duplicate one picture card page for each grou p
Age/Physica l Dl"Scription Pictur e Cards,
page 35
,
,
,
I

of 4-5 students.
2. G ro up studen ts and give ea ch group one p ictu re
card page . Tell students 10 nu mber off. Have #1
CUI apart the p icture cards . Have #2 !ihuffle the
cards and place them face down on a desk.
I ,
1. Dupli cate half a class set of the picture cards page. , I
2 . Pair students and give each pa ir one pictu re I ,
Gird page .
3. Have the pair cut up the cards, shuffle them, and
p lace them face do w n in four rows of four cards.
,,
,
,,
I

Identify #4 as the recorde r. 4. Have pa rtners take tu rns turn ing over tw o ca rds at I I
3. For the f irst ro und, Stud ent #1 p ick s a card from
the deck, asks How do I (cel l, and pan to mim es
a time, trying to matc h p ictures dep icting op pos ite
c ha rac ter istics at" the same people. W hen the
I
r-
,
•
,,-
the act io n u ntil the gro up can name it. O nce the
group nam e s the ac tio n, for exam ple, You feel
hungry., stud e nt #1 sits down.
c ards match , for ex amp le, you ng wo man/elde rly
woman, the student kee ps the ca rds if she can
t
I
~ I
, " ,,
make a se nte nce: /n this picture, A na is .1 yo ung I I
I
4. The recor de r then asks the group , Ho w did Carlos wo malJ, but in the other picture, slw 's otd. If the I I
fcd ? Group me mbe rs rea ch consensus o n the co r-
reel way to write the sentence, using the Dictionary,
studen t can't say a sent en ce , o r the ca rds do n't
matc h (yo ung woman/thin m .ln) the stude nt turn s
I
I
,
I
,
I

pages 31-32 to ch ec k the correct spell ing. The

recorder w rites the gro up's respo nse on a sheet
the card s back ove r and the ne xt stude nt goe s.
5. The act ivity en ds when a ll the ca rds are go ne.
I
I
I
,
,
I

I
of paper. Carlos fel t h ungry. I I
5. Student #2 picks a card and the act ivity continues . TW IN GRIDS (Pairs)
I ,
, I

n. The ac tivity is over when all the students in the Daily Routin es Pictu re Cards. pa ge 36
,
r-- ---- ---
I
,-
group have had two turns. Recorders can read t" ;: ,
from or tu rn in thei r papers.
Gr id , page 19 7
1. Dupli cate one copy of the grid on page 197 and
, "N

" ,,
MIXER (W ho le Class)
ma rk a time ind icating AM. or P.M . for eac h
squa re. G ive ea ch student one grid and one ,,
I ,
Life Event s Pictu re Ca rds. page 34 p ictu re card page. ,
I

1. Dup licate enough co pies of tho pi ctu re card pa ge

so tha t each student ca n have one ca rd.
2. Have studen ts cu t ap art the ir picture ca rds and
pla ce them spread ou t and face Up. o n thei r desks
, I
I

2. G ive half of the students a life event (verb) car d . ne xt to the grid . I ,
I

These stude nts a re cel e brati ng an importan t Iife

event. Give the other half a document (nou n)
3. Tell stud ents that "Susan" (substi tute any na me,
fictitio us or rea l) wa kes up at 7:00 A. M. Direct
, I
,
I

ca rd . The se studen ts are cler ks in the Dep artme nt stude nts to pla ce the pictu re sho wi ng "wake up" I
t-
,- - - - - - - - - - t
::!l
of Records. Have all the students holding life on the 7 A.M . grid square . Enco urage stude nts to ;:J t
events cards go to one side of the roo m and all
the cler ks ho ld ing docu ment cards go to the other.
a sk clar ificatio n q uestions. Did you $ily Wilke up ?
7 :00 e .m. or p.m.?
,
I
"' I
I
1 -«.
", 1
3. Have students go up to the clerks to get the
corr ect docu ment.
4. Continue te lling stud ents wha t Susa n doc s at
d ifferen t times un til all the grid sq ua res are filled .
,
I I
I ,
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I just had a baby. I need to get an offici.1f Have studen ts compa re thei r grids w ith one ,, I

,,
I
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I
, I

doc um ent . Can you help me?

- Yes. Here's the birth certificate. O R
anothe r as you clarify any discrepa ncies.
5. Next. pair studen ts. G ive eac h pai r a manila folder I
, ,, I

-I'm sorry. f don 't have wha t you need. 1 only

have driver 's licen ses.
to usc as a screen between the pa rtners. Ha ve
sender teU the receiver Susan 's sched ule . (Students , I
,, I ,
I

.. 1- '
do not have to copy you r sentences .l Bo th partners I

- -t1~
4. The activity ends when everyone find s a correct I ..L _

ma tch .
place the ir pictures o n the grids . 'vVhen the grids
are complete, senders and rec eivers compare
1- - - - - - - - - -~

,, I -c

, ~0;
thei r grids.
6. Have the senders and the rec e ivers switch roles.
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Unit Two 33
32 Unit Twu
..
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;: r-- - -- --- r -- - - - - - - - - - -- - "1 - --- -- - - - - -

~ I Word List II IA•.IORIVfNG SCI/DOL
1. _
~ I
1 2,17 have a beb v I ~
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I 2. 18 imm igrate I
I
2.19 team to drive r
I
2.20 get a job
I
2.2 1 beco me a
citiz en
~ - - - - ----- --- - - -- ---- ,~, F,h
2.22 get married
2.23 graduate
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2.24 (ravel
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to
e 2.25 birth
certificate
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~ 2. 26 Re,s ident I , .. . .. "; :
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A ben Card

~ r1ver s
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license I
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2.28 soc ial secu rity .d!S I b.~~
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I 2.29 ccrtficate o f
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I 2.30 ma rriage
I licen se
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na turaliz atio n 1-
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2.3 1 di ploma
2.32 pa sspor t
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r - - -- - -- - r - -
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• Wor d List I I
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I 2.33 yo ung
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2.34 elderly I
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j 2,35 thin
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1.36 heavy-set I 2.33 1 ~ \' 2.34 1 'h l!tt-.. R 2.3 5 I _ _ _ _ _ _ _ _ _ _2.3
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I 2.37 straight
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i• 2.38 c urly I
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2.39 lo ng I I
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! 2.40 sho rt I I I
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2.41 married
2.42 d ivorced

2,43 h o i
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to
2.37 I
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----=-=- =--- - .---=---=-= ..... - - - - - - - - - - - ..... - - - - - - - -

II
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2,45 com fortable I I I \ I
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unco mfor tab lc 'I II II
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I 2,4 7 worried I ' I 1
/1 ) 2 43 I _ _ _ ___ ' ' _ 2 .44
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I 2,48 relieved
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2.41 I \ 2.4 2 I '_ 1 ]..
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Word list ,,
- - - - - - T - - - - ::..::. - - - - - ., - - - - -

r 2.49 w ake up
, I
2.50 get dressed ,,
2.5 1 cat break fast
2.52 drive 10 work ,,
2.50 I
2.53 wo rk - - "-' - - - - - "1

2 .54 c at lunch
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2.55 come ho me (( ,I
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2.56 coo k d inne r
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2.57 have d inner
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2.J 8 d ean the
house
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2.54 I a.
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[ 2 .59 watc h TV
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2.60 go to (he
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o market
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2.61 read the paper I

~ 2 .62 exerc ise ,'~~~l C

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2.64 go to sleep ,,
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 A Ya rd Sale! There 's-no place like home!
-
The Ch(ord P icture Dict ionary , pagu 39, 42, 44-45. See page xii for Tea ch er's Notes. 0 ' The Oxford P id lU'e DictiomJ1)'. page 34. Sec page xiii for Teach er 's Not('ll.

• Form gro ups of 4 people. • Writ e the missing lett e rs (or each word.
• Each person in the group takes turns labeling the items on thi s pap er. • Walk around th e roo m. Ask and answe r the questions.
• After a ll the pictures have labels, look in the Dictionary to che ck your group's work. • Wr ite a differen t name in each box.

f' ."
--l ~__L .m.

~
r. Have you ever l ived on a

(Yes )(NO
J
JL_ _ __ I

~
" . ~~. 1,
2. Have you ever lived in a
," m
:
" , ','
. (~ (Yes )(NO )
3. Have you eve r lived in a sma ll ._t__ _ _ ?

n
(Yes J(NO )
"
4. Have you ever lived in a big JL _ _ _ ?

(Yes J(NO ~)
5. H ave yo u ever lived o n a L - - - _ ?
' - -00-
r,
i, i- I i
,
I

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(Yes J( NO )
m

~
,
..A.., ~', 6. Have you ever lived in a .h,- - _?

', m m ,
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)
7. Have you ever l ived in the ~ - - _ ?

• What 's next? Decide o n a price for each item. Take tu rns be ing the bu yer and sell er at a
I )
)
garage sa le.
• Whafs nex t? Di scuss your answe rs w ith your class.
38 Un!l Three Unit Three 39
 The Perfect Kit che n! The, Perfect Kitchen!
-
The fft:{ord Pict ure Dictionary , page 40. See pa ge xv for Teach er 's Notes. t ... • The Oxford Picture Di ct wlI a ry , pag e 40. See pa ge xv for Teache r's Note s.

.~---------------'-
• Sit with a partn er. (Don' t sho w th is paper to your partner !)
o 1
'?Sit with a partner. (Don't show this paper to your partn er!)
• Descr ibe Rina' s kitchen. • Listen to your partn er describe Rina' s kitchen and draw what you hear.
........... . Your partn er will draw what you say. • These quest ions may help:
" Did you say stove?" "/5 that Oll [he right or on the.lcitl"
• Answe r your partner's qu estions. -- , r
• When bot h pictures are complete, compare your work.
Rina's Kitchen I

I: :: :1 Q ~
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~>----------------
• Listen to your partner describe Sol's kitchen and draw what you hear. ~>--------------
• These qu estions may help: • Describe Sol's kitchen.
..Did you say stover ' " Is that on the right or on the left ?" • Your part ner will draw what you say.
• When both pictur es are complete, compare your work. • Answer your partn er' s question s.

n
U
fE501
I>-.----I lC:JJ::]
~ 1~~~F1P~~ 00
a

+ What's next? Describe a kitch en to yo ur teacher. Your tea cher w ill draw what you say.
• What's next? Describe a kitchen to yo ur teacher. Your teacher will draw what you say.
I -'
Cor rect you r teacher's mi stakes, Correct you r teacher's mistakes.

Unit Three 41
40 Unit Three o l <t<rl( h i"" . U............ly ,.....,. 1Wmo.>C>f1 "' .. lIM 10 't"P< ..... e /or el.awoorn ...., .
 Home and Yard
-==
T Home' and Ya rd
-
Thfl O:o:(orc1 Picture Dictionary, pa ges 38-39. Bee page xvi i for Teacher's Notes . The Oxford Pictu re Dictionary, pages 38-39. See page xvii for Teacher's Not es.

• Sit with a partner. (Don't show th is paper to yo ur partner! ) I) • Sit with a partner. (Oon"t show this pap er to your partner! )
• Take turns giving the clue s to complete the puzzl e. • Take turns giving the clues to complete th e puzzle.
2 across- You open this to enter the house 1 down - You can ear outside here
• If yo ur partner needs help, give one letter (rom t he an swer on yo ur puz zle. • If your par tner need s help, give one lett er from the answe r on your puzzl e.
The second letter is O. The second letter is A. J-'" Q

• \Vhcn both puzzles are com plete, compare you r work . • When both puzzles are complete, comp ar e yo ur wor k.

Clues Clues
2 across - You open th is 10 enter the ho use 1 down - You can eat out side here
5 ac ross - Smoke co mes o ut of here 2 down - This is a woode n palio in the ba ckyard
6 across - Th is is o n top of the house 3 down - You sleep in thi s room
8 ac ross - You can sleep outside in th is 4 dow n - This is the area beh in8 the house
9 across - You cook here b down - You can swe ep leaves with th is
10 across - Yo u can carry a Jot of things in this
r;:;- - 7 down - This goes all aro und the ya rd
13 ac to S5 - You walk up these into the house
l-
. 11 down _ This is long and thin and ca rries water fiJi;
~
15 aero ss - You gel mail here
f--
<J
D 0 10 IR I 12 down - You can see through this
~ "D II I
16 aero 55 - You park you r car here

I" I-
p;-
f"C H I I IM I N E Y I ~)
14 d own - This is in the garde n and comes
in many color
~ .~
u I
E
f'E 1 I I
"'B
E
I

~R 0 0 vF l'l-i §JR
A M M 0 C K
, I-
"F r'" A 0 K ~
f-- l-
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f-- e.6. & c .$
f-- f--
f"'K I T C H E NI f-- ~ J:! I'K I ~
" ,.' E C y
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W~H E E IL IB A R R o FVvI ~; ,
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"5 T E P5I E I "F D
I"M A I L B 0 X Ii> L 0
f-- '-- ~ t'!::! .
I- ~
E
f"G A R AG E f R I
• Wha t's next? Talk with yo ur partner. Are houses in the U.S. the same as houses in your • What's next? Talk with your part ner. Are houses in th e U.S. the same as hou ses in your
country? Wha t's di fferent? cou ntry? What's different?

Unit Three 43
42 Un;! Three
 You'll love this apartm ent !
T
An Apa rtm ent or a House?
-
The Oxford Picture Dictumary , pages .':16-37. See page xix for Teach er's Notes . The OI[ord Pict ure Dictio nary, pages 36--39. See page xx for Teacher's Notes .

• Form groups of 3-4 people. + Th ink about the re aso ns to live in an a pa rtme nt or a house.
• Practice saying a ll the lines. • Read ea c h statement on th e list.
• Choose you r character and deci de wh at you will say. • If th e statement shows tha t living in a n apartment is a good idea, make a v in that column .
+ Think of other things your characte r ca n say. • If the statement shows that livin g in a house is a good idea, make a t/ in that co lumn.
• Act out your role pla y. • Fo r K and L, think o f two more st ate ments to add )2. th~ l ist.
THE CHARACTERS:

:::;....
a la ndl ord
two or three
THE PROPS:
Some papers
STATEMENTS 11 a
'~\I THE SCENE:
possib le rente rs (a lea se and a list of A. People live near each other in an apa rtment.

1\
f WDpeople looking
for an apartment II (They ca n be
husba nd and wife,
apa rtment rUles)
B. An apart ment usual ly re nts for between $400-$900 a mon th.

!
a re sitting in t he two f riends, etc.)
.j manager's office . C. You can usually change things in a ho use you own .
u, D. In an apart ment the landlord has to fix bro ken things.
THE SCR IPT:
E. ln a house you pay for all the electricity and water bills.
Who sa ys ... ...these lines? F. You can move ou t of an apartme nt w ith one month's notice.
renter #1 Howmuch is the rent? G. You are responsi ble for the yard and garden in a house.
The rent is$750* a month. (i~
H. Neighbors usually can't hear you in a ho use.
Howbigis the apartment?
Is it furnished or unfurnished? I. An apartme nt usua lly com es with a stove.
It isfurnished.
J. Many ho uses have gardens and yards.
Does it have air conditioning or a swimming pool?
It hasair conditioning but no ~, K.
Who pays for utilities?
l.
Don't worryabout it. You don't have to pay!
Can we have pets?
• Sit with a partner and compare papers.
Sorry, you can't havepets.
• Write your and you r part ner's id eas.
Aretheneighborsnoisy?
Right now J think it is bette r to five in a(n) because
The neighborsarenoisy but wonderful.

Right now my partner thinks it is better to live in a(n) ----------~--

because _

'You can substitute other vocabu lary for the underlined words. I. .
• W ha t' s next? Ta ke a stand. You r tea c he r w ill te ll you wh er e to sta nd if you support living
in an a partment and w he re to stand if yo u su p po rt living in a ho use. W hen you fin ish,
• What 's next? Tel l what happened to yo u w hen you re nte d a n apa rtment. write four se ntences de scr ib ing your pe rfect ho use or apa rtme nt.

Unit Three 45
44 Unit Three
 up,
I -
\2£JGJ\Jc/J \} ", (~C:J\JJ)CB
~~ ,"

'I\,.,

1i'4M iUOGJod
J !f?d ~.J E? 1I f"::J nor
or .rc :l-1~gJnOr g6u !4~
.l!E?d~J oa :;J~!1 no" D(]

To begin
Put your markers on s~~
~
Put
~.
Take t urns fiipping a coin t '
ma rker around t h b move YOur
pictu re
0
I)) (,~
~~
o'
"... ', c ' acd, ca rds
here.
~
moves / ..
one ' . '
.pace ,••
(face down)

Follow th e directlort5 0
_._.. ,.... . ,,, ~
",~,_ ".,. ,

Ask YOur grou 1', h n 'the squares,

don't k p or elp when you
now the a nswer.

iIJ!=o:"",",~
,,,,·"';"'""""'
;:=''··'''-''' ~''·'-''' -''''~=c''-'''''''-. -''''''~.JIf

Pick a housin g
,
• card.

Describe it,
ficK a
housing
care.\.

Spell it,
l:'#l~JYb ~
~ ~ . ,'

~~
Unit Three 47
46 Uni t Three o 1 ')'1~ O xhxcl U n''''''';I,. Poc,.; Pe rmi" ion lir" nled 1<1 " ·I',oduc.. In' d a",,)<)m u;c .
~----------T

Picture Cards: Hou sehold Problems/ Repair People

4. Food
-
f;y

Pagers) c
"
54 What's in the frid ge?
(Round Table l abe l) •• ••••
What do yOll want
55 for di nner ?
(Survey)
••• • •
•• •••
I
I
I
I
56-57
How much do I need?
(Information Exchange) •
I
I
I

4=ff,~,d{;
58- 59
Wh at goes where?
(D raw ing Di ctation) •
I
I
I
60 Don't forget the pasta!
(Role Play) •• • •• • •
I
Home-cooked Meals

I
~-- --

I \
)-
61 or Fast Food?
[Take a Stand) ••
I
I
I 4'<:',<",,",
I
62-63 Food Board Game
(Boa rd Game) •• • •• • •• •• ••
I
64-68
Pictu re Card Act ivities
a nd Picture Ca rds • • • •• • •• • • •

-~
:.:; ~ .~
a.
-5
.~
~
"" " " 8~
~
c-
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u
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is.
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u 0 .~ ~ ~
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"0 .£ ..c e
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u .... -"
<'i a. .... ..0 .... ..c
0
'" N M v r-, ec
"' "' "''"
~
": 0 N M e-
'0
'" '0
"' "! -s» "! "! "!

52 Unit Three
C 1'1"" thlrlo<t U " i--..ly I"r(>lS
"""""";S'I_ ~~""-..:l k l "·I"<"luu 10« 1........."" use. Unit Fou r 53
 What's in the fridge?
The Orford fu ture Dictiorwry, pages 50-56. See page xii for Teache r's Notes.
T
What do, you -want for dinner?
- ..
Nil.' .
The Oxford Picture Dictionary, pages 52-55, 58, 61. See page xiv fur 'Iuacher'a Notes.
• Form groups o f 4 peo ple.
• Read the surve y qu estions and mark your answers with a ......,
• Each person in the group rakes turn s lab eling th e food on this paper. • Ask and answe r the questions aga in with nine cla ssmates.
• After all th e pict ures have labels, look in the Dictionary to ch eck your group' s work. • Mark your classma tes' answers on the su rvey.
Ilooo
( DO 'You prefer... My/",
A nsw rs
~ My Classma tes'
Answers
No
Opinion
a. roasted
]] ...toasted or fried chickent
b. fried

...cooked or raw carrout a. cooked

-,
b. raw

...mashed or baked potatoes! a. mashed

b. baked

c.white or wheat bread! a. white

b. wheat

..f reshor canned fruiU a. fresh

b. canned
3. orange
,,,orange orapple juice?

l] b. app le

I r 0)

• Co mple te th e graph be low. Chari only studenl prefere nces.

L.X:-J I;> l(Note: Your cha rt will not show the "No Op inion" category.)
10
: : : : : :
9 :
: :
•, : : : : : :
:
6
: :
5
: : : : :
4
:
3
: : : : : :
2
1
: : : : : :
0
1l
~ "" :> ~ ~ ..
-e
~ ] 1 1l
~ s
g; ;:.
§ E JI
• "
(,
• What's next? Yo ur teach e r w ill su rvey the whole class . W rite sentences abo ut the
• What's next ? Your teacher will dra w an open refrigerator on the cha lkboard, Take tu rns
tell ing student voluntee rs what to draw o n the shel ves o r in the do or. a nswers. Fo llow the example be low :
More students prefer turkey hot dogs to beef hot dogs.

,1)4 U nil Four

Unit Four 55
 --------r-
How much do I need?
The Oxford Picture DjctiorwTY, pages 60,54-59. See pa ge xviii fer Teach er's Kates .
I
Ho W) much do I need?
-
The Oxford Pictu re Did ionary, pages SO, 54-59. See page xviii for Teacher's Notes.

~~-------------- ' I ~---------------

• Sit with a partner. (Do n' l show this pap er 10 your partner!)
• Sit with a part ner. (Don' t show this pape r to your partner !)
• Ask yo ur par tner abou t the missing inform ation in the rec ipe belo w.
• Use the recipe below to answe r your partn er 's questi on s.
• You ca n use these questio ns:
"How much do I nee d!" or "How many do f need?"
COCOA-COCONUT~~( ":,~~1I.,50
"\;Vhat do I do with the ?" - - ,-----
2 c. vanilla wafere
. '"
3 Tb6. j am
oookiesL _

• Wr ite in the missing inform a tion and read it back to your par tner to check your work .
1/2 c. powd~ret:l eugar 1/4 c. chop ped nut s
3 106. cocoa 1/2 c . ehredded coconut
COCOA-COCONUT- BERRY BA LLS (m a kes 50 oookiee)
1. Crus h t he vanilla wafers a nd put 't hem in a large bowl.
__ vanilla wafer s _ _ jam
2. Add t he cocoa to "the wafers.
_ _ powdered Bugar _ _ chopped nuts 3 . Mix in t he coconut, [a m and ChOppedd nuttts m on a plate
_ _ cocoa _ _ shredded coconut Make small ba1l6 of t he mixture an pu h· e , . .
; : Cocoa.Coconut.-Berry Ba lls can stay in 'the refnl3erator
1. Crush the vanilla wafere and pu";, t hem in a large bowl.
2. t he cocoa to the wafers.
for a week.
3. t he coco nut . jam a nd chopped nute.
4. Make email balls of th e mixtu re and put them on a p~ U::.
5 . Cocoa-Coconut-Berry Balls ca n stay in the refri gerator ~ .
for a _ 0) 'J
• Ask you r partner about th e missing informat ion on the rec ipe below.
• You ca n use th ese questions :
"Ho w much do I need?" or "How many do / need?"
~~-------------- "What do I do with the ?"
• Use the recipe below to answe r you r partner ' s questions.
• Wrile in the missing info rmation an d read it back to your partner to check your work.

FRUIT SALAD (""rvc.:e.:.s..:;6.)! -1"- FRUIT SA LA D (serves 6)

1/2 lb. grapes
3 apples
3 peaches or pears I: _ _ grape!>
_ _ apples
__ pt::aches or peare;
_ _ sliced pineapple
115-oz, can sliced pineapple
1/2 c. yogurt 1/4 c. raisin s _ _ yogurt _ _ rsieine
1. Wash a ll the fruit. 1. Wae;h al/ the f ruit.
2 . Chop the app les. 2. t he apples.
3. Slice t he peac hes or pear s.
4. Cut up the pineapple into bite-size ptecae.
II :3. t he peaches or pears.
4. t he pineapple into bite ~ e;ize pieces.
5. Put all the fruit into a large bowl. 5. Put al/ t he fruit into a larg e bow/.
6. Mix in the yogu rt and add the rs ieine. 6. in the yogurt a nd the raisins.
7. Refrigerate for 1/2 hour. Serves six.
7. Refrigerate for 1/2 hour:. Serves six.
l I ~
• Wh at 's next? Decid e wh ich of the se recipes you want to prep a re in class. Discuss w hat • What's nex t? Dec ide whic h of these recipes you wan t to prep are in cla ss. Discuss what .
utensils and ingred ients yo u will need . Invite other teachers, yo ur p rinci pa l, or office staff ute nsils a nd ingred ien ts yo u wi ll need . Invite other tea chers, you r principal, o r office staff
to sample your recipe .
to samp le your reci pe .
56 Urril r our
Unit f our 57
 What goes where?
The Ox!vrd Pictu re Dictionary , pages 62-63. See page n' for Teacher's Xctee,
Wha t goes whe re?
-
Tht Oxford Pict ure DictiQTU1ry. pages 62-63. See page xv for 'Ieacher' e Nctee,

. >--- - - - - - - - - - - - - - ~>----------------
• Sit with a pa rtner. (Don' t show th is paper to yo ur partner!) • Sit with a partn er. (Don' t show this paper to your pa rtner! )
• Describe th e tabl e sett ing at Fifi's Restaurant. • li sten to you r partn er describ e a table sett ing at HiPs Restau rant and
• You r pa rtner will d raw what you say. dr aw what you hear.
• Answer you r partn er' s q uest ions. • These q uest io ns ma y help : . .Iq
"Did you say fork ?" ""15 that on the left or on theJ;ight r

/
~I\
~>---------------- ~) ((~
• Liste n ( 0 your partne r desc ribe a tab le sett ing at Candy's Coffee Shop and
draw what you hear. ~>----------------
• These questions may help: • Descr ibe t he tab le setting at Candy's Coffee Shop.
"Did you say torkt" "ls that on the left or on the right?" • Your pa rtne r will d raw what you say.
• Answ er your pa rtn er's questions.
• When both pict ures are complete, co mpare your work.
• When both pictur es are co mplete, compare you r work .

• What 's next? Desc ribe a table setting to you r teac her. Your teacher will draw wh at you
say. Correct your teac he r's m istakes.
• • What's next? Describe a table selling to your teacher. You r teac he r will draw what you
say. Co rrect your teach er 's mistakes.

58 Unit Four
U nit Four 59

The Orford Picture Dictionary , pages 50-57. See pa ge xill (or Teacher', Notes.
• Form groups of 4 people.
• Practice saying all the lines.
• Choose your chara cter and decide what you will say.
• Think of other thin gs your ch aract er ca n say.
• Act o u t your rol e p lay.
I II TH E SCENE,
A fami ly is sitt in9
'1I in t heir kitchen.
1he:y're making
th eir grocery list.
II
Who says.•.
Mom
Don't forget th e pasta!
T
Ho me-Cooked Meals or Fast Food?
-
" The O#ord Picture Dictionary; pages 60-61. See page xx for 'Teacher's Notes.
• Think about the reasons to eat hom e-cooked meals or fast food.
• Read each statement o n the list.
• If the statement shows that eating home·cooked meals is a goo d idea, make a v' in that
col umn .
• If the sta te ment shows th at eating fas. food is a good idea, lSake a ~ in thai co lumn.
TH E CHARACTERS : • For K and l , trun k of two mor e sta te me nts to add to ~is-list.
a mom
a dad STATEMENTS "'o~~~
ul' 't~
a teenager
a lit t le kid A. You ca n make a home-coo ked mea l for four for less than $ 10.00 .
I B. You can pre pare men Is quickly in a microwave.
I
C. Dinner is a time when peop le who live together ca n talk.
THE SCRIPT:
O. Fast food restau rants a re adding low-fat foods to the ir men us.
... these lines?
E. Everyo ne can order a different meal in a restau rant.
We needto gel a loaf of breed".
F. Fast food restauran ts often d ose at 10:00 or t t :0 0 at night.
W.e also need to pick up some spagheni.
That's a great ideal l et's get ~ too. G. You can't see what happens in the kitchen in most restaura nts.
~)
Why don't we boysome rice?
H. You do n't have to cook or clean up whe n you eat in a restaur ant.
We alreadyhave a box ofrice.
Oh, don't forget carrots./love carrots.. J. Yo u have to wear shirts and shoes in a fast food restaurant.
I don't eat carrots. Ihate them!
J. You often have leftovers when you coo k at home.
-
Please put candy barson the listl
No way.We're not buying sweets! K.
let's put seafood on the list
l.
You can buy it, but I won't eat it.
Yech! Why are we buying that?
• Sit with a partner and compare pap ers.
• Write your and yo ur partner's ideas.
I think it is beller to eat because _

M y partner thinks it is better to eat because _

"'Yo u can subslilule other vocabu lary for the u nderlined words.
f I • W ha t's next? Take a sta nd. You r teac he r willtel l yo u w he re to sta nd jf yo u su pport
horne -c oo ked mea ls, a nd where to stand if you support fast food .
• What 's next? Plan a din ner that a ll fo ur o f these people will like. Include a salad, a ma in
d ish, a side dish , a de ssert, and a beverage.

60 Unit Four
u nn Four 61
 ·~g1~ 1?L/..i :94:1-
/../1 GUO!':J.:JQ9 Q

aU/IE!N
,
t/',YM t!:;f?lJ<q
f?u !ddoyg :J!-:).9 -eld .ro
.eded J;;Ip ..ld nor 00
,>

To begin
;,ut YOur markers on st~~ 1
,
~
Put
ak~ tu rns fi ipping a COin t'
marker .arO!md th b 0 mo-e your if picture LO~
-s:
fP"I!'~
..,. ' ne aacd,
I
cards s: 0
<:l
moves
one
,..~
' ," 9'l" he re. <ll
III ,
spa ce "".<'" , (face down) a
"

. ,, ~

<ll
.. . ~"

E
til
Z
Pick a fru it
and vegeta bles card.

Describe it.
Pick. a
fruit .i3no.
vegetables caro..

Spell it . I !

Uni t f our 63
62 Unil Four
""e
T Pictu re Carns: Fru it and Vegetables
-
··
Food Pict ur e Card Acti vities
~ 'T- - - - --- - -N' -- --
-..c- t
r---- - -- - ;;r
r EE R D ICTATIO N ( Pai rs)
Fruil and Vegeta bles Pict ure Car ds, page 65
rICK A PAIR (Pairs)
Conta ine rs and Packaged Foo ds Pict ure Cards,
1
1 "' 1
", 1
": 1
~ ,
": 1
~,

~o
page 67 1 1 1
1. Dup licate a class set of the picture ca rd pages and

ca
1 1
1 1 1
cut off the Word li st on the sidebar. (Ho ld on to 1. Dupl icate 1/2 a clas s set of the p icture car d pa ges. 1 .. 1
1
these for step 6 .) 2. Pair students a nd give ea ch pai r o ne pi cture ca rd 1 . .. . . 1
1
1
1
1
1 1
2. Pair students and give student A the pict ure ca rd page. 1 1
1 1 1
page. 3. Have the pair cut up the ca rds, shuffle them, and 1 1
1 1 1
3 . Direc t the B stude nts 10 loo k OIl page 50 in the place them face dow n in fou r row s of four ca rds. 1 1
1 1 1
Dictionary an d read off the list of fruits. W hen the 4. Have pa rtne rs take turns turni ng over two ca rds at 1 1
1 " '....."" \ 1 1
A studen ts hea r a fruit that is o n their picture page a time, trying to match containe rs w ith food items. 1
1 1
they say, I have that. How do you spell it! B stu- When the cards match (or e xa mp le, bome and 1
r -- - -- - -
1
t-
1
;- - -- - - - - - .., - - I

.
de nts spell ou t the word so that the A's ca n w rite soda, the stude nt keep s the ca rds if she can say the
:; 1 ~ t :;: 1 :ll
it und er the pict ure.
4 , W hen the A's have written all the fruit words, they
phras e A bo ttle of soda. If the stude nt can't say the
phrase, or the ca rds don 't match, the studen t turns
1
1 1
1
1
1
1
1
"I 1
put thei r papers aside . B's then get a p ictu re card the ca rds back over an d the next stude nt goes. 1 1
1 1

\D
1 1
page and listen to A's read the list (rom page 51.
They req ues t the spell ing of the vegetabl es and
5. The activity ends w_hen a ll the ca rds are gone.
1
1
.'.".. 1
1
1
1
1
1 1
1

w rite the m under the pictures on the ir pages, '

1 1 1'
5. O nce the B's have finished , ha ve the A's close
thei r di ctionar ies . Partners ca n then work together
NOW AND THEN C HARAD ES (Groups)
Food Verbs Pict ure Ca rds, p age 68
1
1
1
'. :' 1
1
1
1
1
1
1
1
1
to la bel the ir respec tive pages. 1. Duplicate one pict ure card page for eac h group of 1 1 1
1 1
4-5 studen ts. 1 1
6 . As a final check for acc uracy, hand ou t the Word 1 1
1
, - ----- - -

··
- I
li sts you put as ide in step 1 50 that studen ts can 2. Group studen ts and give eac h group o ne picture r------- t- - ~
~I ;! ,
~ t
check thei r spe lling. card page. Tell students to nu mber off. Have # 1
cut apart the picture ca rd s. Have # 2 shu ffle the
1
1
"I
N

1 1 "I 1
"I 1
cards and place them face down on a d esk. 1
TWI N GRIDS (rajrs) 0) 1 1

co
Identify .ji4 as the rec o rder. 1 1 1
1 1
Marke(jPrepa re d Foods Picture Ca rds, page 66 1 1 1
3 . FOf the first round, Studen t #1 p icks a card from

...
1
Grid, page 19 7
1. Duplicate o ne copy of the grid on p age 197 and
the deck , asks Wha t am I doing!, and pan tom imes
1
1 , '
1 1
1
1
1
1
1
the action until the gro up ca n name it. Once the 1 1
w rite in 16 sho rt names , one name pe r squa re . 1 1 1
grou p name; the act ion : Yo u' re setting the table, 1 1
(Sam, Tom, Kim, etc.I G ive each studen t one grid 1 1 1
student #1 sits dow n. 1 1
1 1
and one pic ture card page. 4. The recorder the n asks the group, \tVhat did Car/os 1 1 1
1 1 1
2. Have students cut apa rt thei r pictu re cards and do?Group members reach co nsensus on the correct 1 1 -I
place them face up and spread out, on the ir d esks way 10 put the sentence in the past, using the Verb r ----- - - - r- -t
:; 1
-t M
-I
next to the grid.
3 , Tell students that Sam likes chicken . Direct stude nts
Guide on pages 17D--172 in the Dictionerv to check
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 Family Fashion
The Oxford Picture Dictiona ry, pages 64-69, Sec page xii fllr Teacher 's Notes. ,,
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What's your style?

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The Oxford Pictu re Dictionary , pages 6·1....(;6, 70-71. See page xiv for Teach er 's Notes,
• Form groups of 4 people. ~~,-
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• Read the su rvey questions and mark yo ur answers wit h a ......
• Each pe rso n in the gro up take s turns labeling the cloth ing ite ms on this pape r.
• Ask a nd answer the qu estio ns again wit h nine class ma tes.
After all the pic tures ha ve labels, 100 1< in the Dictionary to check your group's wo rk.
• Mark your class ma tes' answers on the survey for m. b?'
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~YOU prefer,.,
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a. long-sleeved
...long-sleeved or short-sleeved shirts?
b. short-sleeved

..... ...pullover or card igan sweaters? a. pullover

b. cardigan

•..solid or print T·shirts? a. solid

b. print •
...jeans or slacks? a. jeans
b. slacks

...jackets or coats? a. jackets

b. coats

...mittens orgloves? a. mittens

0) b. gloves
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• Co m plete the graph below. Cha rt only stu de n t preferences.

~ b l (Note: Yo ur'chart w ill n~t sho w the " No Op inion " category.)
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+ What 's next? Your teacher w ill draw se ve ral stick figu res on the chalk boar d . Take tu rns • W hat's next? You r tea ch e r w ill survey the w hole cl ass. Write sentences abo ut the
telling stude nt volunteers w ha t clothing items to draw o n them . a nswers. Follow the example below :
Most students preior long-slee ved shirts to short-sleeved shirts.
70 Unit Five
Unit Five 71
 ,' . ...-
life at the Laundromat Life at-dhe laundromat
The Oxford Picture Did iomIry , pa ge 72. See page xvi for Teach er's Note s. The Oxford Pictu rr Dictionory ; page 72. See page xvi for Teacher 's Notes ..

• Sit with a partner a nd look at eac h ot her's papers. • Sit wit h a partner and look at each other' s papers.
• There are 10 differences between your pictur es. • There are 10 differen ces between yo ur pictures.
• Work with your partn er to find the differences. • Work with your par tner to find the differences.

ILucky Coin· Op laundromat I I Lucky Coin· Op Laun'dromat I

• Write the differences you find on the chart below.

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+ Write the diffe rences you find on the chart below.

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" laundry basket on floo r I
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72 Unit fi ve Unit rive 73
 Wash and Wear Opposites
f
Wash and We ar Opposites
-
TIll! Oxford Pu t ure Dictionu ry, pages 70-73. See page xvii far Teacher's Notes. The Oxford Picture Dictionary , pa ges 70-73. See page xvii for Teacher's Notes.

• Sit with a partner. (Don't show this paper to your partner! ) • Sit with a partn er. (Don' t show this paper to your partner!)
• Take turns giving the dues to complete the puzz le. • Take turn s giving the clues to complete the puzzle.
1 down-This unifo rm isn 't ironed. It's.... 3 across - This jacket isn 't he avy. It's...
• If you r partner needs help, give one letter from the answe r on your puzzle . • If your partner needs help, give one letter (rom the answer on your puzzle.
The fi rst leuer is ~ The first letter is L. . J-... . . ~
• When both puzzles are complete, compare your work. • When both puzzles are complete, compare your work.

Clues Clues
1 dow" - This uniform isn't ironed. It's... 3 ac ross - This jacket isn't heavy. It's .
2 dow" - These shoes aren 't new, They're . 5 ac ross - This sh irt isn't w rinkled. It's .
4 dow" - These jeans aren't baggy. They're . a a cross - This dress isn't casual. It's .
6 down - This be lt isn't wide. It's... 10 acro ss- This laund ry isn't wet. It's ..
7 do w n - This zip per isn 't wo rking. It's... 11 across - This tie isn't narrow. It's .
9 do wn - This button Isn't on th e shirt. It's... 13 ac ross- These overalls aren't big. They're...
12 down - This blouse isn't plain. It's.__ 14 ac ross- This T-shirt isn't dirty. It's...
15 down - These heels aren't high. They' re;.. 15 across- These sleeves aren't short. They're ... .

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eac h word. eac h word.
Unit f ive 75
74 Unit Five
 Lacy's Fine Fashions
The Oxford Picture Dictionary, pages 64-71, 73. See page xix for Teacher 's Notes.
T
School Uttifo rms
The Oxford Pictu re Dictionary , puges 6~6 ,
-
Yes or No?
70--71. See pag e JUt for Tea cher 's Note s.

• Form groups of 3-4 people.

} + Th ink a bou t t he rea so ns to wea r o r not w ea r sch o o l uniforms.
• Pra ct ice saying all the lines.
• Read each statement o n t he list.
• Choose your character a nd decide what you will S.ly.
• If th e stateme nt sh o ws th ai uniforms a re !!$ood ide a , make a v' in th a t colu m n.
• Think of ot her things your cha rac ter can say_ : i ."
• If th e sta te men t sho ws th at unifo rm s a re no t a goo d idea , m ak e a v' in th a t co lumn.
• Act out yo ur role play.

Q If.' hi...
• For K a nd l , Ih ink o f two m ore sta temen ts to a dd I st.

l' THE SCENE:

THE CHARACTERS:
one or two customers
THEPROPS:
clothing items a d
(s h' n EiCCCS50rie s
SfATEMENTS + -
a salescler k
1 1\\ Irt, pants, sweater) A. Young peo ple like to wea r the latest fas hion styles.
a me n's a ta ilor or
I ana women's
cloth t~ store 'I
'T -, a dress maker
a few s ewing items
(tape meas ure, pin CUshion 8. You can save money by shopping at "back to school" sales.
needle a nd t hread ) •
C. Stude nts enj o y wearing specia l schoo l co lors.
THE SCRIPT:
D. Some bo ys and girls don 't wan t to d ecide wh at to we ar ea ch day.
Who says... ...these line s? E. G angs iden tify their me mber s by special clothes or co lors.
a customer F. Some teac he rs say the ir stude nts act better in fo rmal clothes.
Where can Itryon these jeans· ?
A silverchain would look nice with that sweater. G. Som e parent s cannot afford to buy lo ts of differen t clot he s.
We charge extra to sewsill::. clothing.
Doyou havethis striped shin ina large?
0) H. Many students don 't like to wear the sam e style and col or every day.
Right away. I'll get my tape measure. I. Some kids feel bad if they don 't ha ve stylish clothes like the ir friends.
That styleis popular now.All our overallsare baggy.
J. Stude nts can we ar school clo thes ou tside scho ol.
That jacket looks ~. I can change that for you. -
Thissleeveis too short. Canyoelerqthen it? K.

Sorry. we're out of stripedshirts. But we have solidones. L.

The fitting roomsare over by the suits.
I don't repair sale items. Maybe there's another shirt • Sit with a partner a nd co m pa re papers.
in your size.
• Write your a nd yo u r pa rt n er' s ideas.
This shirthas a missing button.
I think it is a idea to wear schoo l uniforms because _

My partner thinks it is a idea to wear school uniforms because "

• You can substitute other vocab ula ry for the underli ned words.
• What's ne xt? Take a stand. Your teach er wi ll te ll you wh ere to stand jf you support school
I ' uniforms a nd where to sta nd if yo u don 't su pport sc ho o l un ifo rms.
• W hat's next? Take a s ho pp ing trip. look in th e Dictionary and make a l ist of ten clo th ing
or acce ssory items yo u wou ld like to buy.

76 Ullil f ive
u nn fi ve 77
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Pick a clothing ca rd.

Describe it.

fick 8 clothing C8ra.

spell it.

• ~I- .. ....... _ ........... . _ Unil five 79

r.=: : lIlIlI- - - - - -==- - - - T - I
Clothing Pict ure Ca rd Activit ies Picture Ca rds : Cloth ing A

TW IN GRIDS (Pai rs)

Clothing A Picture Cards, page 8 1
Grid, page 197
PICK AND CHOOSE (G ro ups )
Clothing A Pict ure Cards. pa ge 81
Clo thing B Pictu re Cards. pa8c 83
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grid sq uare wi th Sam's name on it. Encourage 1 ,
a vacation in Hawaii. The weather is f1QI. We 're
stud ents to ask cla rificatio n questio ns. Did you going to the beach. Your group has two minutes , I
:(--
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say Sam ?Shirt or skirr? W hat 's Sam we aring ?, etc.
4. Co nti nue telling students who's we aring what
to choose eight clothing items. Put them in your ,,
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sui/case. Everyone must egreo on the items you pick.
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clothes until a ll the grid squares are filled. Have

students compare thei r grids with o ne another's
5. Walk arou nd. encouraging studen ts to disc uss their , , . . ,
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as you cla rify any discrepancies.

choices and moni tering to make sure everyone has
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a chance to "pac k the suitcase." I
5. Nex t, pair students. G ive each pair a man ila 6. Call time an d survey the class to find oUl lhe I _ _ _ _ _ -t - - - "'1-
folder to use as a screen be twee n the partners . most popu lar clo th ing items. Continue play
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Have the sende r tell the rec e iver w hat Kim is
wea ring. (Stude nts do not have to copy you r
using differe nt travel destina tions.
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sen tences.I Both part ners place the ir pictures
7. To simpl ify the activ ity, use o nly o ne set of picture
cards and limit the suitca se to five items. I))
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on the grids. When the !\rids are com plete,
sende rs and rec e ivers co mpare the ir grids. , , I
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6. Have sende rs and rec eivers switch ro les.
Sew ing Items/ Clo thing Accessories Pict ure Ca rds, ,I

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PICK A PAIR (Pairs)
Describ ing Clothes Pictu re Car ds, page 82
page 84
1. Have stude nts form sm al l groups of 2-4 students. ,I
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1. Pair students and give each pair one picture card

2. G ive each group one page of c ut-up picture cards.
Have one student in the grou p shuffle the cards
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page. t- ;::! I
and place them face d own on the ta ble . I ~ t
2. Have the pa ir cut up the ca rds, shuffle them and
plac e them face do wn in four rows of four ca rds.
3, Each studen t ta kes a turn p ick ing up the top picture ,1
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card on the pile and giving a definition. You use this
3. Have part ners take turns turn ing ove r two cards at
a time. trying to match the same clothing item but
to sew. fI is very sharp. (needle) Ca ution stude nts
not to use an y part of the word in the ir definition.
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w ith opposite desc riptions. Wh en the cards match.

for example: new jeansold jea ns, the student keeps
For example you ca n't say, Yau measure clothes
with this. (tape mea sure)
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the ca rds if she can make a sentence comparing
both p ictures. The new jeans look nice, but the
4. The other group me mbers try to guess the word.
The first stud ent to guess the word keeps the
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old jeans have a rip. If the stude nt ca n', say the
sen te nce or the ca rds don 't match, (ne w jeans!
picture card. , ,
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long skirt), the student turn s the cards bac k over. 5. The activity ends wh en al l the ca rds are gues sed I _ L ~ - -- -- - ~

4. The act ivity end s wh en all the ca rds a re gone.

co rrectly.
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5. 61 ch ain
5. 62 bracelet
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Yo u're th e doctor!
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The The Oxford Pict ure Di4tionary , pagf.'S 74-75. See page xii for Teacher's Notes .
The The Oxford /Jil:tu.TeDictionary, pe gea 78-81, 83. See page x iv f Uf Teacher 's Nole s. . .
• Fo rm gro ups of 4 peo ple.
0) ) • Read the surv ey q uestions and mark your a nswers with a v . P.;'i
• Each per son in the group takes turn s lab eling t he par ts o f t he body.
• After all the pictures ha ve labels, look in th e Dictionary 10 check you r gro up 's wor k.
• Ask and answer the question s again with nine class mates.
• Mark your classmates' answers on the su rvey form.
~>"

r-c:w oU1tl yOU

rather../ ;Jy My Classmates' No
t.oi.
Answers Answers Opinion

...take throat lozenges or a. throat lozenees

coughsyrup for a coughi b. cough syrup
••.lake coldtablets or a. cold tablets
vitamins for a coldi b. vitamins
...drinkfluids or tab antacids
when you feel nauseous?
.. fluids
b. antacids ,
.i.use a heating pad or a. heating pad
an ice pack fo r a backache! b. ice pack
•.•use nasalspray or a humidifier a. nasal sorev
for nasal rongestion? b. humidifier
••.walkwith crutchesor a. crutches
O) } a cane for a sprained anklet b. cane

• Complete th e grap h belo w. Chart o nly student prefere nces.

(Note: You r ch art will not show the " No opin ion " category)

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• What's next! Take turns describing parts of the body to you r gro up. It's inside your mouth. • What's next! Your te ache r will ask you for your surve y result s. Write sen te nces about t~~
It he lps you talk. (tongue) Have your c lassma tes guess the answe r.
answers. Follow the examp le below :
Nine out of ten "doctors" in this cl ass recom mend cough syrup for a cough
86 Unit Silt
Unit Six 87
 Wh at 's ha ppening a t Wellnet?
The The Oxford Picture lJictio n(lr)". pages 79, 82-83 . See pogo xviii for Teache r's Notes.
T
What's hap peni ng a t We llnet?
The The Ox(ol'd Pictu re Dictionary , pages 79, 82 --83 . See puge xviii for Teacher's Notes.
-
.~--------------- )
• Sit wit h a partner. (Don't show th is pa per to yo ur par tner!)
• Sit with a par tner. (Don' t show Ihis pape r to your partner!)
• Ask your pa rtner about the missing inform at ion on the cou rse sched ule below. • Use the co urse schedule below to answe r your part ner's question s.
• You can use these questions:
"Wha t's the class?" "'W hat do you Jearn?" N\1!here is it?" "'W hen is iti'" WELLNET COMMUNITY HEALTH f;DijCATION
• Write in the missing informa tion and read it back 10 your partner 10 d eck your work . SCHEDULE OF CLASllES
CLASS :'olt-~<,
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... -' LO CATI ON~ #..-". .-,- TIME-""I" "' ~ ...'

J, ........." DESCRIPT ION·_ .f- ~

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WELLNET COMMUN ITY HEALTH EDUCATION Firsl Aid Instruction in CPR and rescue breathing. Bred Clinic Session 1:617
SCHEDULE OF CLASSES Room 12 Session2: 6/14

First AId
. .
Instructionin CPR andrescue breathing.
. . HeimlichManeuver Emefgencyprocedure for choking. Gold Clinic
9 AM-12 PM
Session 16114
Bred Clinic Session I: 617 Room A·4 4 - 6 PJl
Session2: 6114 Control Make changesin diet and exercise. Nayo Clinic 619
BloodPressure Auditorium A-I 7:30-9 PM
Heimlich Maneuver Emergencyproceduretor Gold Clinic Session 1:
RoomA-4 EMT Certification jechotcues for drug overdose, Children'sHospital/ 6110: TEA
PM
Control bleeding, anddrowning. West Wing Room 44 6Il7: 5- 8 PM
Makechanges in diet andexercise. Na)'O Clinic 619 6124: 8-11 AM
PM SmolQng a nd New research: focus Of! teenagers. Stein Clinic One session: 7116
EMT Certification Techniques lor drug overdose. Children's Hospital/ 6110: TBA Cancer Room IS 6:30-9PM

Smokingand
.and

New research: locus on teenagers.

West Wing Room44

SteinClinic
_ _ _ PM
6124:8 11 AM
One session: 7116
6:30-9PU
0) ,
~>---------------
• Use the immuni zation sched ule below 10 answe r you r partner 's questions

Flushot
WELLNET LOW-COST IMMU NIZATION SCHEDULE

• . +
• ~
WELLNET LOW-COST IMMUNIZATION SCHEDULE

VACCINE"R{. !':;" , t ~:. ~~....... :.~

+
AGE'" ttl ~ .'..-," ~.;; I LOCATION "~~l :-~"""t- ~;!~COST:'''"'' .I"~~
Seniors 55andoyer Shapiro Senior Center - Room5 Free Flu shot Seniors55 and ever Shapiro Senior Center - _ _ _ Free
Adulls 21andover Nayo Clinic West $15.00 Adutts21 and over Nayo Clinic West
Chi c~en pox Infants 6 mo. Children's Hospital $10.00 Infants 6 mo. Children'sHospital $10.00
I yr. - 5 yrs. Room B·3 Room 8·3
Measles, Mumps, & Rubella (MMR) 3-12months Chilcren's Hospital $20.00 Measles. •& Rubella(t.!.MR) Children's Hospital
18 mos. - 3 yrs. RoomA·9
18 mos. - 3 yrs. RoomA-9
Tuberculosis(fB) screening Chi'dren 6 andup Werr~et Mobile Clinic $5.00 Tuberculosis (TB) screening $5,00
Adults Same $100 Adults Same
Allergy shot Adults 21and over Nayo Clinic East $25.00 shot Adults 21 and over Nayo Clinic East
' MD authorized Room4
(. •MO authorized

• Wha t's next? Pretend you are plannin g a hea lth educat ion class for yo ur ne ig hbor hood. • What's next? Prete nd you are planning a hea lth ed ucation class for your neighborhood.
Wha t class wo~ ld yo u offer? Work with a partne r 10 make a flye r for the class. What c lass wo uld you offer? Work with a partner 10 make a flyer for the class.
U8 Unil S i~
Uni! SiT{ 89
 We lby Community Clinic We lby 'Co m mu nity Clinic
--
The The Oxford Piclure Dictionary pa ges 84, 86-87. See page svt for Teache r's N ote s. The The Oxford Piaure Dicti onary, pages 84, 8tH3 7. See page xvi for Tea cher's Notes .

• Sit with a partn er and look at eac h oth er's pap er s. ) • Sit with a partner and look at eac h oth er' s paper s.
• There are 10 differences betw ee n your pictu res. • There are 10 differ enc es between yo ur pictures.
• Work with your partner to find t he differ ences. • Wo rk wit h you r partner 10 find th e differences .

0) )

• Write the differerences you find on the chart belo w. • Write the d iffererences yo u find on th e chart be low.

1.
~
receptionist is sittina rec eptionist is fit a ndine
~
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v- recepkionist is sitkina I receptionisk is skandina
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• Wha t's next ! Your teacher will bring in the yellow pages. Find advertiseme nts fo r he alth
• W ha t's next? Yo ur teacher w ill bring in the ye llow pages. Find advertisem ents fo r hea lth
cl inics. Li st their services and ask questions with your pa rtner: clin ics. li st the ir services and ask que stions with your partner:
When is it ope n? Can y011 use an insurance card? What does the clinic do?
When is it open? Can you use an insurance card? What does the clinic do?
unn Sill; 91
90 Unit S i~
 The doctor will see you soon.
The The Oxford: Picture DictiU1lary, p a geR 79-87, Sl'1! page xix for Tea cher's Notes.
T
Home Gare or Hospital Care?
-
The Oxford PidufI: Dictionary , pa ges 82-83 , 85-87. See page xx for Thacher 's Not es.

• Think about th e rea sons to ch oose home ca re or hospit al ca re.

• Read each stateme nt on the list.
• If t he statement shows that home care is a goo d idea, make a ./ in that colu mn,
• If th e stat ement shows that hospital care is a good idea, make a ./ in that column.
• For K and l , think of two more stateme nts to add ~ to. thi fclist.
THE SCENE: THE PROPS :
-I An ",gent care cflnlc where
walk-in pat ients need
a clipboard
an ins ura nce Card
STATEMENT S
h_
care
hospital
care

I
immediate medic a l care. A a health form A. Hospit al staff is available 24 ho urs, day an d night.
recept ionis t aeke for and
giyes inform8tion. The nuree
B. Registered nurses can do blood wo rk at a patient's home.
see s patients in th e exam room.
C. Nu rse midwives charge less than a gynecologist for ho me births.
TH E SCRIPT:
,
D. Som e hos pital vo lu ntee rs ca n translate different languages.
Who sa ys... ... these lines ? E. Most people don 't sleep we ll in hospita l beds.
a rece ptionist F. Dieticians plan healthy mea ls for pa tien ts.
Ineed a copy ofyourinsurance card".
Please help mel Iburned myself!
G. Med ica l insuranc e doesn't pa y for man y hom e car e exp en ses.
What's that?Will it hurt? Q)
Oh, that's a stethoscope. We use it to listen to H. Family me mber s ca n learn CPR and first aid trea tments .
your heart. I. Some e lderly people ca n ove rdose o n dr ugs by accid ent.
No, there's no historyof dianetes in my family.
See thenursefirst She is going to draw blood. J. Few doct ors make house calls any more.

The doctorsaysyou need stitches on that leg. K.

Excuse me.. Wheredo I pick up myprescription
L.
medicine?
Sorry. There's no smoking in the waiting room.
• Sit with a pa rtner and compa re pap ers.
I'llput your walkernext to the examination table.
• Write your and your partner 's ideas.
You'll haveto wait to seethe pediatricia n.
Here's some information about measles. 1think care is better because _
Do you haveanyother questions?

M y partner thinks care is bener because ~

~ You can substitute other vocabu lary for the unde rlined words.
• What's n ext? Wh at med ica l p roblem s are be st treated a t home ? W hat med ica l prob lems
• Wha t's ned ? l ook at pa ge 82 in your Dictionary. D iscuss what yo u should do in the se emer- ( a re be st treate d in a hospit al! You r te a ch e r w ill w rite you r ideas o n the board.
ge ncy situat io ns'. Your tea cher will w rite yo u r ideas on the board.

92 Unit Six
Unit Six 93
 O
:?JUJP jI?:?JP~LU
l:i' U] ;lQS nof\
6u!4-::~LUOS

i~'3 n nof\ op
decs JO PUJ=1 1E?tjM

Use

To be9in ..•
Health
Put YOur markers on stare. Put Pict/Jre
Taketurns flippi~ a COin to move YOur
marter a round th~ board . picture Carels
t
cards 6.17to6~
-se.
here.
(f ace down)
1:=::::::::"....---,1
Follow the d irections on the squa res.
As k YOur group for help when YOIJ
don't know t he 8rl6\Ver.

Pick a healt h ca rd.

Describe it.
rick~
hoa \~h caro.

spell it. I

94 Unit Six Unit Sill 95

 -
Health Care Pict ure Card Activi ties
- --------: -------- --r==-
Pict ure Ca rd s: Parts of t he Body

PEER DICTATION (Pa irs )

Pari s of the Body Pictu re Cards, page 97
1. Duplicate a cl ass set of the picture car d pages
and cut off the Word List o n the sidebar. (Ho ld o n
to these for step 6. )
face down on a des k. Ide ntify #4 as the recorder.
3. For the fil"5t round , Stud ent # 1 pic ks a c ard from
the dec k, asks W hat am I d oing? and pantomimes
the action unti l the group can name it. O nce the
group na mes the actio n, rou're making an
)
r
,
1
1
1
1
1
~~

: ,: ":J:§j
:
I
, _ : ,
I
~

~
-~~

1
1
-~-:

I
1

?'\~~!
2. Pair !iludents and give student A the picture card page.

!
1
3. Direct the B students to loo k at page 74 in the
Dictionary and rea d off the names of the body
appointment, studen t #1 sits do w n.
4. The rec orde r then asks the gro up , W hat d id 1
.j <:»
I ~I
1
pa ils . When the A students hea r a body pa rt tha t c.-lflos do? Group members reach con se nsus on
1
is on their picture pa ge, they say I have that. How the correct way to put the sente nce in the past, 1 I
do you spelf it! B students spe ll out the word so using the Verb Gu ide on p ages 170-172 in the 1
t- - - - ____ __ ~------ - - ~--- -- - -- -~- - -- -- ---- 1
that the A's ca n .....rite it under the pictu re. Dictionary to chec k the correct pa st ten se form. , !"'l r-, I tI'l l

4 . When the A's have writlen all the body pa rts word s.
they pu t their papers as ide. B's the n get a p ict ure
The reco rder writes the group's response on a
sheet of pa per for example, Carlos m ade an
appointme nt.
:/ ~: ~: ~: ~;:
iJ :~\ \~
I ,i
card page and listen to A's read the li!ilfrom page
75. They request the spell ing of the body parts and 5. Stude nt j2 picks a card and the activ ity con tinues.
write them under the pictu res on the ir pages . 6. The activity is over when all the students in the

~
5. Once the 8's have finished, have the A's dose their group ha ve had two turn s. Reco rde rs ca n read
from or turn in their papers.
dictionaries. Partners ca n then work tog ether 10
label their respective pages. <, 1
, - ,
I
I
1 1
I

6. As a final check for accuracy, han d out the Word TW IN G RIDS (Pa irs> 1
I 1 1 1
lists you pu t aside in step 1 so that studen ts can 1 ~_ _ ~ ~- - I
Person al Hygien e /Health Care Pic ture Ca rds .
ch ec k thei r spe lling. pa ge 10 0 t-
N 1 \ 1 ;::. 1 ~I

:\
o,D
..i ..i

: ~~\ ~ ~Y< i
Grid, page 1 97
MIXER (Whole Class ) 1. Dup lica te one copy of tbe grid on page 197 and
Symp lom s and In juries/H ealth Care Picture Cards number each square 1-16 to create a large discount I
pa ge 98 ' drugstore w ith · aisk'S'" to ind icate where various

, ~, : ~:
1
1. Duplicate eno ugh cop ies of the pictur e card page prod ucts are located . Give ea ch stude nt one grid 1
so that each student ca n have one card. and one picture ca rd page . (If yo u have an overhea d , 1 1 1 I
projecto r, see Using the Overhead Projec tor in the 1
2. Give half of the stud en ts a symptoms and in jury 1 I 1 ~ ,
Picture Ca rds Teacher's tcotcs. page x.) 1

,, I1 ~'1
ca rd . These students are "pa tients." G ive the oth er
half a he alth ca re pic ture card. These students are 2. Have students cut a par t the ir pictur e cards and 'I0 '
1
place them face lip a nd spre ad out, o n their desk s
"p harmaci sts." Have all the "patie nts" go to one
t--- -- -- -- ~ -- --- --- -~ ~ ~ - - - - - - ~- 1·
side o f the room and all the "pha rmacists" go to
the oth er.
3. Ha ve pa tient s go up to the ph arm acists to find
next to th e grid.
3. Tell studen ts to put the soap in aisle #4 . Direct students
to place the picture of soap o n grid squa re #4.
,
1
,
-0 :
1
-0:
1
~,
1\
1
~,
I

1
~I ~'
a remedy . Encou rage stude nts to ask clarification qu estions.
Did you say soap? t'ut it in aisle 4 or 14(, ere. 1 1 1
* 1 have a }J(>adac1Je. Can you beto me ? ,
~
1 1 )' 1
- res. I recommend p ain reliever. 4. Co ntinu e tell ing stude nts wh ere to put a ll the
items until all the grid squa res a rc filled . Have
, 1 : : 5' :
* I'm sorry. I don't have what you need. I only
students co mpa re thei r grids w ith one anot he r as 1 1 , 1
have nasal spray.
4 . The act ivity ends when everyo ne find s a
yo u clari fy any discre pa ncies.
5. Next pair studen ts. Give eac h pa ir a man ila folder
,
1
:~ , : :
co rrect matc h. 1 , I 1
to use as a sc reen be twee n the partners. Have on e *

~---- -- ---~ ----- - -- - ~j~

pa rtner (the manager) tell the other (stoc k clerk) 11 1.. _ _
NOW AND TH EN CHARADES (Groups) Put the soap in aisle 7. (Stude nts do not have to
Health and Per son al Hygien e Verbs Picture Ca rds, use the same sentences yo u used.l Bot h pa rtners ,
1

page 99 place the ir pict ures o n the grid s. W hen the grid s
are co mp lete, senders and rec e ivers co m pare 1 ,
1. D uplicat e one p icture card page for ea ch grou p of ' 1;; 1
their grids. -c c
4- 5 students. l :::;j
6. Have the senders (ma nagers) and the receivers •"
.s:
E
u
1
2. Give each gro up one pict ure ca rd page. Tell stu-
(clerks ) switch roles. '1: ::
1

: ~
dents to nu mbe r off. Have #1 cui apa rt the pictu re N 1
cards. Have 112 shu ffle the ca rds and place them
1- __
'" '" --'
Unil Si. 97
~
co
c r - - - - - ~ --r - --- - - - - - -- l-- - - - - -- -- -1 - - - -- --- -- - 1 --- - - - - - - --I
~ I Wo rd List ~ I \: "v I I I I
s- I I I I I -- t
I 6.17 headache I I I I r
I I I r 1 I
I 6.18 sto machache I J I I I
1 I I I I I

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6. 19 sor e throa t

6.20 ~~~~estion
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6 .21 cold r
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6 .22 cut I Q.
I
6. 23 sprain ed I
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ankle I -<

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6.24 rash I "C
~ : 6.25 pai n reli ever ~ 1_J ~~J _\J_ _ !,.:.' ~ ~.~ ~ ~ ~ _~.:! ~ ~ __6":4~ o
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•9 6 . 26 an ta c 'd
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c I 6.27 throat I -, J ~:" ' I I I ::l
~ I lozenges I I :.A4•· • I I [
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I 6.28 nasal spray
I 6.29 adhesive
ban dage
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g 1I 6.30 co ld tablets 11. 6.25 .1I 6.26 J.I 6.27 .1I 6.28 ..JI ~
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bandage
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6 .32 ointment
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I 6.34 check blood
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r 6 .35 take
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tem peratu re

1 6.3 6 listen to heart

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1 6 .37 get an
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I 6 .38 cle an teeth
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6.39 drill a tooth
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I 1 6.4 0 examine eyes
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6.41 take a show er
6.4 2 brush teeth
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6.43 com b ha ir
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6.44 dry ha ir
-e
6.4 .~ ".:.
6.46
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6.47 put on
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pe rfume ':r
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6 .48 cut nails '"
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 Picture Cards: Personal Hygiene/Health Care
- --- --1
T
7. Community
- '.t',
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Page (s) c
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102 Around th e Co rner
(Round Table la be l) •
,,, • •••
10 3 Around To wn
{M ixe r)

-- - -- --1
~,
104 105
Para d ise Hills Mall
(Picture D ifferences) •
'" ,' Wo rldwide Disaster s
I 10&-1 0 7
(Informa tio n Exchange)
•
,,
I

iWlIH'P''''7I '
108 Order in the court!
(Rol e PI,lY)
•• - ,I
,
,
I
109
Side walk Vendors - Yes or No ?
•
I
(Tolke a Stand)

- - -- ., - - -- - - - - I
<; ,
'"',,
110-111
Com munity Board Ga me
[Board Game) • • • •• • •• •• •
,,, • • •• • •
Pict ure Ca rd Act ivit ies
112- 11&
and Picture Cards

, I

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----- - - - - - - '"-
10 0 Unit Six - - - - -'
Unit Seven 101
 Around the Corner
T Around Town
-
The O.r;(ord Picture DictirJl/ory, pag es 88-89, 96-98. See page xiii for Teach er's Notes.
The Oxford Picture Dictionary, pages 9Q....91. 96. See pnge xii for Teach er's Notes.

• Form gro ups of 4 peo ple. C' ) • Write the missing lette rs in the words.
• Walk aro und the room . Ask and answer the qu estions.
• Each per son in the group takes turn s lab eling t he items on this paper.
• Write a d ifferent name in eac h box .
• After all the pict ures have labels, look in th e Dictionary to cheek you r group's wo rk.
Did yo u borrow books from Ihe l- l- ~ .r... _?_ L .:J.. last w eek ?

~1.
~~~1:';" ~[ (Yes JfNO
R> )
last week?
2. Did you use an ATM card at a ...lz..- - - -
88 B (Yes )(NO )
UR '" -
~I~\ 3. Did you exercis e at a h, -
the last month?

(Yes
- - - -

)(NO
!<- - --

)
in

4. Did you play socc er at a -J2- - - - last weekend ?

)(NO
~
• .. , ' - I (Yes J
(~, )
::;:-. ;.
..-
L' "
.h, _ _ - - - - -
.J.~. .. . . · 5 . Did you buy tools at a
~ _5 last week?

~ (Yes ) (LNO -'J

" , --,---,-_--:== 6. Old you buy stamps at the ~ p- - - -
STAMPS =-
1 ~ yesterd ay?
lID [;n:] lili: .:.-----------,
~ E93 ~
(Yes J (~NO ~J
7. Did you eat breakfast at a ...k- 5 _

thi s morn i ng?

- - - -- ------'
)(NO J
Did you go to a service at a JL - - - - -.
m. ,or,B- - - - - - - - - lastweekend?

• What's next? Wha t's arou nd the corner from yo ur ho me ? Draw a picture and labe l the
peo ple , places, and things that yo u sec. Talk about your picture w ith the class.

Unit geven 10 3
Unit Seven
 Parad ise Hill s Mall
T Parf;ldi se Hills Mall
-
TIu Oxford Pict ure Dictinna ry. pages 92-93. See page It\-'; for Teacher's Notes.
The Oxford Picture.Dictionary, pages 92-93. See page xvi for Teacher's Notes.

• Sit wit h a partner and look at eac h oth er' s papers. ) • Sit with a partner and look at eac h oth er' s papers.
• The re are 10 difference s between your pictu res. • There a re 10 d ifferences betwee n your pict ures .
• Wo rk with your partner to find the differen ces. • Work wit h your partner to find the differen ces.

Q) , J

• Write the differen ces yo u find o n t he cha rt below. • Write the differen ces you find on the chart below.

2
~
m us jc store o n 1st f loor 1-
I
mus ic store on 2 nd f loor ~ mus ic store on 2 nd floor

3 I
4 I
5. I
6. ;
7. I i
R. ,
9. , I I.
10.
- -----'-------'------ -- -- J
!
Unit Seven 105
104 Unit Se~l'"
 Worldwide Disasters Worlf:l wide Disasters
-
The Oxford Pict ure Dict ionary', pages 102-103. See page xviii for Tea cher's Notes. , . The Oxford Pictu.re Dietionary, pages 102-103. Sec page xviii for Teacher's Notes.

~>--------------- I ~~--------------
• Sit with a pa rtner. (Don' t show th is pa per to your part nert) • Sit with a partner. (Do n' t show th is paper to yo ur partner !)
• Ask your partner about the missing informatio n in the headlines below. • Use the hea dlines below to answe r yo ur part ner' s q uestio ns.
• Yo u can lise these questions:

AROUND ,=allntern;~ictnalrr==~.,
"When was the r . . W here was the r
"'What happened in l "What did the doi"
THE GLOBE fir .Times
H

• Write in th e missin g infor mati on a nd re a d if back to yo ur partner to c hec k yo ur wo rk.

AROUND InternationalI December 21, 1988 Explosion in August 22-?6, 199~

.1 r.l 'II Times .",: , 'u.s. ~ <@?>

'" .
Chernobyl
Ttt.GLOBE - , ~ mev, U.S.S.R•
Ja~u,rY~
-: t i r. ~pril 2~! AIRPLANE·CRASH
Nuclear Power Plant
WEEI«LY ' Kobe, Kyoto, Osaka Hit
~ ~- 11 r
Terrorist Bomb EXplodes Radiation spread
21. Explosion in . August 22-26, 1992 $100 billion damage over tcckerble, Scotland throughout Eastern
7.2 Earthqua~e <Ti}). Chernobyl Thousands homeless 259 on board Pan-Am 747
and..l l ongroundkllled
and WesternEurope
j~~
Hits Ja~a ril i,ii -Nuclear
--,Power Plant Most Costly Hurricane
I~f~" in U.S. History!
Kobe. Kyoto., OsakaHit Terrorist Bomb EXplodes
$100 billion damage wer lbckerbie. Scotland spread "Andrew" hits _ __ • ~.---------------
Thousandshomeless throughout Eastern lo uisiana. and Bahamas
_ onboard Pan-Am 747
and WesternEurope ) • Ask you r partn er about the missing info rmat ion in the head lines below.
and.,UongroulKI '1I1ed _ ~$?O. 6 billion damage .
• You ca n use t hese qu estion s:
HWhen was the r '"'Were
b was the _ ',"
. >--- - - - - - - - - - - - - "Wh at happen ed in r "'W hat did the do l"
• Use the headlin es below to answe r your partner's questions. • Write in the missing informat ion an d rea d it back to you r part ner to check your wo rk:

THE DA~~! !1?URNAL WashingtonReport THE D~~! !1?URNAL Washington Report

~ Drought Continues! .
.- , 1935·1936
Fireand Riot inNewYorlt City!
lRJANGLE SHlJITVlAlST FACTORYBURNS
1451'iOmenworkersdie
M
.If'- Drought Contmues!
Arkansas,Oklahoma, and Texas Worst Areas
Oust covers50million acres
_ _ and Riot in New York City!
TRIANGLE SHIRTWAIST
145 women workersdie ~
~ _ _ .Oklahoma,and _ _
Oust covers 50millionacres
Wo~tAreas

'(thc (!3a.zcttc 'lor 31. 1889 2ltlantic ~o s t l:'hc (!3azcttcM,,__ 2ltlantic ~os t
FLOOD OVER JOHNSTOWN! N.arJl ll·14.I BBB FLOOD OVER JOHNSTOWNl
.lass
Pen nsy lvan ia City Destroyed Bliz2ard Buries 400 Pennsylvania City Destroyed
Buries 400
2,200 People Dead NewYork, New Ie.-sey. Mmacll:selts CO'I'eIed in5 leet m5:lll1J N!I Yo:k. NeT Je!reJ, Mmadnetts covered m
Homes and businesses wash ed away $20 MIlJJON IN DAMAG ES H omes and businesses washed away $20 MILLION IN DAMAGES

(
• Wha t's next? Choo se on e of the d isaste rs or e mergenc ies . Work with your partner 10 th ink • What's next? Choose one of the d isasters or e mergencies. Work wit h yo ur partner to think
of ways to preven t o r survive the d isaster, Share your ideas with the cl ass. of ways to prevent o r survive the d isaste r. Share your ideas with the class. .

106 Unit Seven Unit Seven 107

 Order in th e court!
The Oxford Picturf! Diclionary , pages 99- 100. See page s ix for Teacher 's Noles.
Sidewalk. Vendors -Yes o r No?
-
The Oxford l'ictu re Dictionary, pages 90-91. See pape PI for Tt'3chr-r'll Nole s.

• Form gro ups of 4 people. • Th ink about th e reasons to buy from a sidewa lk ve nd or.
• Pract ice saying all the lines. • Read each sta te men t on the list .
• Choose your cha racte r a nd decide what you will say. • If the sta te ment sho w s tha t bu yin g from a sid ewalk vendor is a goo d id ea.
m ak e a ,/ in tha t co lum n.
....,
• Think of oth er things your character can say.
• If th e state ment sho ws t ha t b uy ing fro m a sidewal k vend o r is not a good id ea ,
• Ad out your ro le play. ~-'-----, mak e a ,/ in th at co lum n. . ; .... ~
THE
CHARACTERS: a pen • For K a nd L, th ink o f two more state ments to a d d to th is list .
, THE SCENE: rT a jw:ige
alega/ pad
+ -
\~! A cou rtroom. A Ad'endant \
an at torney
a &efentfant selxt;ed clot hi"
.or accessory 9
STATEMENTS
Ii i and 8 witness respond a. witne!?6
to an at 'torney ~nd a-
Items Used 8S
Iil\! A. Side walk vendo rs usually do n't c ha rge sa les ta x.
U!- juatje tit a tnaL
I_~':.:..----l.;...o.
"evid ence"
B. Vend ors don 't have space for differen t kinds of items.
,
THE SCR IPT: C. People enjoy sellin g food or cloth es they make themse lves.
D. Sidewal k vendors usua lly know the peop le in the ne ighbo rhood .
Who sa ys.. . ...th es e lines ?
a j udge
E. Exchan ging things or returning th em to a sidewalk ven dor is d ifficult.
Couldyou please state your ~ * for the court?
I'm surethat'shim. !:!! was wearing a baseball cap. F. It's fun to try to get a better dea l by offering a lower price.
Where wereyou on thenight of September15th? OJ J G. Many vendo rs do n't have a lice nse to sell th ings.
I wasworkingat Friendly Freeze. I workeduntil
10:00 p. m. H. Sidewa lk vendor s move arou nd fro m corne r to corn er.

Ithink ~ hada ~. Isaw it in hi!> jacket. I. You usually can't pay w ith a check o r cred it ca rd.
Willthe prosecuting attorney please come forward?
J. Farms se ll fruits and vegetables dire ct ly to sidewalk vendors .
Your honor, may r show this pidure to the court?
That's not my baseball cap. It's too small. K.
If you are e, the jailsentence is 60 days.
l.
Whatwas thesuspect wearingduring the robbery?
He was wearing blackpants and a blueshirt.
• Sit wi th a pa rtner a nd compare papers.
Ican prove I'm innocent.Ask my boss.
• Write yo u r and yo u r partne r 's id e as.

f think buying from sidewalk vendo rs is a because - - - - -

My partner thinks bu ying from sidewafk vendors is a - -- - - - -- - because

* You can substitute other vocabulary for the underlined words.

• What's ne xt? Ta ke a stand . Your te a ch er will te ll yo u w her e to sta nd if yo u su ppo rt street
• Wha t's ne xt? Invite one gro u p to come to the fro nt a nd p resent their tria l. This g ro u p will
le a ve the roo m fo r two mi nu tes wh ile th e classroom " ju ry me mber s" d iscu ss th e ca se a nd ve nd o rs a nd w he re to stan d if yo u don' t su pport street vend or s.
d ecid e on a ve rdi c t.
Unit Sfoven 10 9
108 Un it Seven
 ~~~~~-T

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Put PICture
picture carels
cards
7.1 to 7.16.
here.
(fa ce down)

. ~.

Pick a
community card.

Describe it.
PicK a
munl ''tvJ ca rd.
com

Spell it.
•
110 Unit Seven Unit Seven 111
 Comm unity Picture Card Act ivit ies
T -
r
TW IN GRIDS (Pair s) NOW AND THEN CHARADES (G ro up s) I
Comm un ity Places Pict ure Ca rds, page 113 Community Verb s Picture Cards, page 11 5 " I
G rid, pag e 197 I
1. Duplicate one picture ca rd page for ea ch group of
1. Duplicate o ne co py of the grid on page 19 7. I
4-5 students.
Write leiters A-O hor izo ntall y above the top 4
squa res, and numbers 1-4 vertically nex t to the
2. Give each grou p one picture card page. Tell stu-
I
I
.""
dents to number off. Have #1 CUi apar t the picture
squares on the left side . G ive each student one I
cards. Have #2 shuffle the cards an d p lace them
grid an d one picture card page. (If you have an I
face dow n on a desk . Identify 1#4 a s the recor de r.
over head projector, see Using the Overhead I
3. For the first round , Student #1 pic ks a ca rd from I
Project or in the Picture Card Teacher's Notes,
the deck, asks W hat am I doing?, and panto mimes I
page x.)
the action until the group can name it. On ce the t-
2. Have students cut apart thei r picture cards and group names jhe action, fO( examp le, You're push- I
place the m face up and spread ou t on thei r desks ing a stroller, student II 1 sits down. I
next to the grid.
4. The recorder then asks the group: Wha l did Carlos I
3 . Tell students that letters A-O represent avenues do? Group members reach consensus on the cor-
and numbers 1-4 rep rese nt streets. Prac tice identi- rect way to put the sentence in the past, using the
fying intersections: Find Avenue A and 1st Sfreet. Verb Guide on pages 170-172 in the Dictionary
Tell Siudents that the post office is located on the to check the co rrect past te nse form. The rec order
corner of Avenue B and tst Street. Direct students wr ites the group 's respo nse on a sheet of paper.
to place the post office picture on the grid square urIas pusbed the stroller.
that corresponds to Avenue B and lsi Street.
5. Student #2 p icks a card and the act ivity con~ nu es .
Encourage students to ask clarifica tion q uestio ns.
Did you say post office? 1sf or 3rd Street? v.~s
6. The activity is over when all the students in the
thst Avenue B or Cr etc. group have had two turns. Recorders can read
from or turn in thei r pape rs.
4 . Co ntinue telling studen ts where to put what until
all the grid squares are filled. Have students com -
pare their grids with one another as you clarify G UESS WH AT! (Groups)
any d iscrepa ncies. Commun ily Items B Picture Cards, p" ge 1 16
5. Next pair students. Give each pai r a man ila fo lder 1, Have stude nts fo rm sma ll groups o f 2·4 studen ts.
to use as a screen betwee n the partn ers. Have o ne 2. Give each group o ne pa ge of cut-up pic ture cards.
p art ner (the sender) tell the other (the receiver) Put
Have one stude nt in the group shuffle the ca rds
the post office Oil Avenue 0 and rsr Street. and pla ce them fa ce down on the tab le.
[Stude nts do not have to copy yo ur sente nce s.]
3. Each stude nt takes a turn picking up the top
Both partners place their p ictu res on the grids.
picture card o n the pile and giving a definition.
W hen the grids are co mplete, senders and
~'ou need this /0 borrow a b ook. (library card )
rece ivers co mpare the ir grids.
Cau tion studen ts not to use an y pari of the word
6. Have se nde rs and receiver s switch role s. in their de finition; for example. the y ca n't say,
You usc this a t the library. (library card)
PICK A PAIR (Pa irs) 4 . The other group members try to guess the word.
Community People/ Community nem s A Pictu re The first stude nt to guess the word keep s the
Ca rds, pag e 114 pict ure ca rd. I
5. The activity ends wh en all th e ca rds a re guessed
1. Pair stu dent s a nd give eac h pai r on e picture
card pa ge .
2, Have the pa ir cu t up the cards, shuffle them and
correctly. :ffiB
I
p lace them face down in fou r rows of four car ds. «nn
I- eo
3. Have partn ers lake turns turning over two cards at a c
I :§
time, tIying to match communi ty peop le with re lated
items. \Vhen the cards match, for example, letter
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carrier/packase, the studen t keeps the cards if she '0 0
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ca n make a sentence: The feller carrier dcli\lefS a
package. If the studen t can't make the sentence or
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the cards don't match, (for example, ienercarrier/fire
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hydranfl, the student turns the cards hack over. -: ~

4. The activity ends when all the cards are gon e.

I;:::
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- - - - - -'
Unit S("1/en 113
I) 1 '1'1~ (ftlonl u'we....ty Pfn\ ~ ...... W.'..... IO ,epooduo:.. lor. 1.0,""""" ,""'.
112 Unit Seven
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7. 1H flo rist

7.19li brary cl cr k
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7.20 pol ice o fficer "r>

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7.2 1 firefighte r
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7.22 teller
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7.23 street ve ndor o
7. 24 optician
3
3

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7.25 packag e J:
e 7.26 handcuffs
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! 7 .27 bouquet "tl
i 7.28 library card
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I: 7.29 fi re tr uck
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r 7.30 passbook
3
7.3 1 eyeglas ses
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7.32 cart

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[ 1 7.33 hold
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3 I 7.34 feed
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~ 1 d iaper s

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I 7.36 rea d a story
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7.37 rock -.
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1 7.39
tie a shoe
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1 7.41 address an n
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~ 1 7.42 mail a letter 3
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: 7.43 delive r a :l
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1 7 .44 rece ive a
1
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pa cka ge
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1 7 .45 ride a bicycle
1
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I 7.46 d rive a bu s
1
l 7 .47 park a car
I 7.48 cross the
1 street
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 Picture Ca rds: Com munity Item s B
~ - - -- - --- ~ ~"",-~-~~
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- - :c"'! "TI - - - - - - - - ~, ~I- - - - - - - - -"1'~-'I 8. Transportation
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118 Travel ing o n Route 66
(Round Table Label ) •••
I I r I r
What 's the best way to travel?
J
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(Survey)
• •
~ - -- -- - - - - ~-- - - - - - - - 1 - - -- - - - - - 4_ _ _, Fly Skya ir
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Dest inati on San Franci sco!
(Info rmation ExchanRe)
• •
1 1 , 1
The Friendl y Skies
1
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(Ro le Play)
••
1 1 Drive a Ca r o-r Take Publi c
1 1 1 12 5
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Tran sporta tion !
(Take a Stand) • •
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1 1 1 Tran sportation Boa rd Game
1 1 1 1 126-127
(Board Game)
1 1 1 1
1 1 1 1
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1211-1 32
Pictu re Ca rd Act ivities
and Pictu re Ca rds • •• •
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 Travelin g on Route 66
The Oxford Picture Dictionary, pages 104- 105, 106. See page xii for 'I eacher'a Noles.
'1
What's t he best way to tr avel?
-
The Orfurd Piaure Dictionary , page!! 104-106. See pa ge xiv for Tea cher's Notes.
• Form gro ups of 4 peop le.
( ) • Read t he survey q uestions and mark you r answers.
+ Each person in the gro up takes turn s lab eling the items on this pape r.
• Ask and answe r th e qu estion s aga in with nine cla ssmat es.
• After a ll the pictures have labe ls, look in the Dictio nary to che ck your gro up's wo rk. • Mark yo ur cla ssmat es' answer s on the survey form.

~ouprefer... ...·My My Classmates' No

~ Answe rs Answe rs O pinion
a. olane
...a planeor a train!
b. train
a. sports car
...a sports car or a station wagon~
b. station wagon

...a busor a sub\l.'dyl a. bus

b. subw ay
•
a. pickup truck
...a pickup truck or a convertible!
b. co nvertible

...a minivan ora full-size carl a. minivan

b. full-size car
...a sports utility vehicle or a. soo rts utllltv vehicle
(I) a motorcyclet b. moto rcycle

• Comp lete the graph below. Char t only st udent prefer en ces.

Jt·a·~·.: b I. (N ote: You~ c ha rt wil l no t show the " N o o pinion " ca teg o ry.)
0
: : : : : :
9
:
8
: : : : : :
7
: :
6
: : : : :
,
5
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• Wha t's next~ What pu blic transportatio n do you have in yo ur area? Ma ke a list with you r
'a,
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group and d iSCUSS each o ne. Use these questions: Ho w muc h is the farc? Is it safe? Is it fast?
Is the schedule con venienl ? Where do you go? '" f,
• W ha t's next? Your teacher will ask yo u {or yo ur survey results. Wri te sen tences abo ut the
answer s. Follow the e xa m ple below :
Fewer students prefer traveli ng by p lane.
1 18 Unit Eight
l;nit Eight 11~
 .....
T " Fly 5kyair
. ",

Fly Skyair
The Oxford Picture Dictio7l0'Y . pages 105, 110-1 11. See pag-e xvi for Tea eher's Notes.
1M Oxford PictUJ't' Dictiofl4ry. pages 105, 110-111. See page xvi for Team er's Notes .

• Sit with a partn er and look at each ot he r's pa pe rs. ) • Sit with a partner an d look at each other 's pa pers.
• There are 10 differen ces between your pictu res. • There arc 10 differen ces between your pictures.
• Wo rk with you r partner to find th e differences. • Work with you r partn er to find the differ en ces.

• Write the differen ces you find on the cha rt below. • Write the differences you find on the cha rt be\10: ' - ~

1. ~~puter Qn check-i n co unter nQ cQmputer on c heck-i n cQun~ 1.

Vcomputer on check' - In
t
calm er t no- comp uter on check-i n cauote; 'I
2.
3· 1
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10. 10. .-'
Un;1 Eighl 12 1
120 Unit Eight
 Dest ination Sa n Francisco !
T Destina\ion San Fran cisco!
-
Th~ Oxford Picture Dictiona,,', pages 104, 106. See page xviii for 'Ieecher's Noles. I •• , ,
The Oxford Picture Dictionary, pages 104 , 106. See page xviii for Tl'lI.cher's Notes .

~~----------------
• Sit with a par tner. (Don' t show this paper to your partner!) "?Sit with a partner. (Don' t show thi s pap er to yo ur pa rtn erl )
• As" your partner about the missing information in the travel sched ule below. • Use th e t ravel sc hed ule below to answe r your partner' s question s.
• You can use these qu estions:
"W hat's the travel time on r-
Prepared lor: S. t aman

~--
"When does Icave ?" TRAVEL OPTIONS, departing 811 5:
" When does arrive ?" Arrive Travel Time Fare
Alr!Ground leave
SKyairNonstop NewYork City san Francisco 5 Hrs. round trip
" I-Iow much is the (are on 1"
• Write in th e missing information a nd read it hack to your partner to check you r wo rk.
Flight 244
Skyair Direct
FtgN l06 9
8:30 AM
NewYcrk City
11:30 AM
10:30AM
Chicago
Hl OPM
21/2Hrs. ""' ..,
5525.00

5129.00

Slcyair Oirect Chicago san Francisco 3 Hrs. one wtrf

Prepared lor.S. Lanzano 2:05 PM S265.00

Right 53 1:05 PM

Alr/Ground
~Leave
TRAVEL OPTIONS, departing 8nS :
Arrive Travel Time Fare
Intenrak
Railways Line
New York City
9:00 PM
San Francisco
12:00 AM
75 Hrs.
(arrive 8/18)
round Irip
$398,00
Skyair Nonstop NewYork City San Francisco 5 Hrs. roundtrip
Flight 244 8 :30 AM
Skyair Dirct l
Flighl1069
New YorkCity Chicago oneway ~ Ask yo ur par tn er about the missing inform ation o n the sightseeing schedule below.
1:00 PM
• You ca n use th ese questions:
Skya'r Direct Chicago San Francisco one way ,)
Flglt: 53 1:05 PM S265.00 "W hen does the tour start?"
Intertrak NewYort City san Francisco 75 Hrs. round trip "Where does the tou r lea ve from?"
Railways une (arrive 8118) ..How long is the tour?"

~>-------------------- ..How much is the tour?"

• Use th e sightseei ng sched ule belo w to a nswer your partner' s qu estio ns• • Wr it e in th e mi ssing inform ati on and read it ba ck to your partner to check you r work.

SIGHTSEEING OPTIONS:
TRANSPORTATION
Bay City li nes - Bus Tours
BasicTour Downtown
Deluxe Tour B2y Area
.. ..
Prepared for: S. l anzano SIGHTSEEING OPTIONS :
LEAVE PLACE TRANSPORTATION
Bay Cityl ines - Bus Tours
10 AM, 12 PM, 2 PM, 4 PM LincolnPark NWComer 2 Hrs.
10AM, 12 PM, 2 PM, 4 PM lincoln Park NWCorner 2 Hrs. S29.00 BasicTour·Dmtmtown
9:30 AM, 2:30 PM Union Square SEComer 3 ere. $45.00 Deluxe Tour Bay Area 9:30AM, UnionSquareSECorner

Golden Galetravet - Ride the Trolleyl Golden Gale Travel- Ride IheTrolley!
TrainTours
Downtown san Fran cisco
I
EvelY 301.'1'n ,
9 AM - 5 PM
f,lason/Povtel1 line
BroadwaylVan IIess line
45Min. $12.00
Train joors
Downtown San Franoscc
Eye~'

9 AM- 5 PM
_ Mason /Powe~line_
Broadway/Van Ness Une_
45 Min.

Embarcadero lin es - See Alcaltazand San Francisco fromthe Bay! Embarc adero li nes - See Alcatraz and San Franciscofromthe Bayl
1 Hr.
FerryTours-Redline 8 AM, 11 AM, 2AM Pier17 1 hr. $25.00 Ferry Tours- Red Line 8 AM, , 2 AM Pier 17
1 1/2 Hrs $3-1.00
Blue Line 9AM, 12PM, 3 PM Pier15 1 1/2 Hrs. $34,00 Blue Line ,12 PM, 3 PM Pier _ _

• Wh at's next? Pretend you are the trave ler. Whic h transpo rtation do yo u c hoose for goi ng • What's next! Pretend you are the traveler. Which transportation do you choo se fo r going
to Sa n Franc isco and for seei ng the city? Think a bou t mon ey, time a nd how you like to to San Franc isco and for see ing the city? Think abo ut mon ey, time and how yo u like 10
travel. Discuss your cho ices wit h your partner. trave l. Discuss your cho ices with you r partner,
Unit Eight 123
122 Unit Eight
 The Friendly Skies Drive a Ca r or,Take Public Tra nspo rt at io n?
-
7~IC Oxford Picture Dictionary, pages 104, 106. See pa ge xx for Thacher 's Notes . ttMiti.-
The Oxford Pictu re Dictionary , pages llO-HI • See page"XI.X •ror Tesc her-a
• Note s.

(I • Think abo ut the reasons to drive a ca r o r take p ublic tra nspor tation.
• Form gro ups of 4 peop le.
• Pract ice saying all t he Jines. • Read eac h stateme nt on the list.
• Ch.oose your characte r and d ecid e what yo u w ill say.
• If the sta teme nt shows that driving a car is a good idea , ma ke a ./ in th at column.
• Thmk of o the r things your character can say.
• If th e stateme nt shows that tak ing publ ic transpor ta tion is a good idea , make a ./ in
that column.
• For K and L, think of two more sta tements tp add.)-o lh~list.
• Act o ut you r role play. THE PROPS,
a Small ca,ry 80rl ba
e
• THE S CENE: I I!
THE CHARACTERS:
a pilot.
a bla nket;
a Small tray STATEMENTS ~ i.
, a-t airpla ne in flight I afl ight attenda nt
a ti red "frequent flyer"
a glass
a napkin A. You can travel any time or place you want to go.
" a nervcue pas5Cnger
.:::",' B. Some co mpanies give a bonu s if you car pool with other workers.

THE SCRIPT: C. Auto insuranc e, registration, and gasoline ca n be expensive.

D. Tra ins and subways almost always run on sched ule .

W ho says.•• ...these lines?
E. After work, it's eas y to drive to the market, bank or schoo l.
a flight attendant Please put your bag in the overheadcompartment.-
What does this thing on the seat do? F. Most traffic accident s are caused by passenger cars.
That opensup my tray table. Don't touch it! G. Senior c itizens and comm uters save with spec ial bus fares .
Hey, do you think thisairplane is really safe?
Sure. It's saferup here than in a car. Justrelax.
H. Mass transit saves energy and can help reduce a ir pollution.
I
Excuse me. Could Ichange my seat ? It's impossible I. You can read a book, have a snack, or sleep on a train o r bus.
to rest next to him!
J. Station wagons and minivans are great for families.
I'msorry, butthe flig ht is full.Would youlikeanother drink?
Captain, the passenger in ~ is very ~ . K.
Have himcome to the cockpit infive minutes.
l.
Please fastenyour seat belts andprepare to land.
land? lief!my passport at the airport, • Sit with a pa rtner and co mpare pape rs.
Thanks forchoosing Skyair onyour fli ght to Chicago. • Write your and your partn er's ideas.
I think is beNer because - - - - - - - - -- -- -

My partner thinks is better because - - - - - - - - - -

.. You can substitute olher vocabulary(or the underlined words.

• Wh at's next! Take a stand. Your teacher w ill te ll you where to stand if you support driving
( a car and wher e to stand if you support tak ing pub lic transpo rtation.
• What's next! Have the cI h .
and flight a~endants to pr:~~ ::r:;;s~~n err s:~ts in~o ai~lane rows a nd ask voluntee r pilots
in-flight about where they ar e ' d wh or ta eo. ~ ave studen ts talk to each ot her
• gom g an w at they a re gOing to do .
U.,il Eight
124 Unil Eighl C l_ ( l>,...... l!n ............ ~ ~"'-..'CIlo ft.".,Jdu·"'lnr (u.. ......... """_
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Trans
portation
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Descri be it.

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126 Unil n ght

+4atJ Unit Eight 12
e lm Q>./onl lJ ni......v.y 1''t'5.
 Tra nspo rtatio n Pict ure Ca rd Activities
f ....
Picture Ca rds: l,anspo rtatio n Peop le and Vehicles
- - ..c- t

MIXER (W ho le Class) TWI N GRIDS (Pai rs)

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Tran spor tat ion People a nd Vehi cles, page 129
1. Du pli cate enoug h copies o f the picture card page
Direct ion s and Traffic Signs Picture Cards, pag e 131
Grid, page 19 7 ,,, ,,, ,,
so that each studen t can have on e card . 1. Dup licate o ne copy of the grid on page 19 7 and
,, , ,,,
2. Give half of the students picture ca rds 8.1-B.8. letter each square A-P. Give ea ch student one grid
,
,
,,,
These studen ts need informatio n about occupa- and one p icture car d page. (If you ha ve an over-
tions . Give the othe r ha lf pictur e ca rds 8.9 -8.16 . head pro jec tor, see Using the Overhead Projector
, ,
These are forms o f transportatio n. Have all the in the Picture Ca rds Tea cher 's Notes, page x.)
, ,
trans po rtat ion veh icles go to one side of the room 2. Have studen ts cut apart their pictu re ca rds and , , ,
a nd all the dri vers/operators go to the other. place them face up, on their desks next to the , -1- -,
3. Have the studen ts w ith transportatio n vehicle s
find the matching d river o r operator by asking
this questio n:
grid .
3. Te ll stude nts to put the stop sign on Ave nue A.
Enco urage students to ask clarifi ca tion questions.
,r---
,
--- -
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W hen is this tbu s] leaving? Did you say stop sign ? Put it on Avenue A or El,
etc. ,-, - - -.--- - ,, ,,
Students holdi ng transport ation occupations
4 . Conti nue telling stude nts where to put what until
'-""",,==SL!L_ - , ,,
ca n ans we r:
- In fi ve minutes. or At 11:00. all the grid sq uares a re filled . Have studen ts com -
pa re thei r grids with one another as you cla rify
,
. ,,
,,,
- Sorry, I don't know. I'm nor the bus driver.
any discrepancies . \
4. The act ivity en ds when everyo ne finds a
5. Next pair stude nts. G ive eac h pa ir a man ila folder ,
correct match . ,
to use as a screen between the partners . Have one
partner (the sende r) te ll the ot her (the receiv er) -1- -,
::: ,
PICK A PAIR (Pa irs ) where to put the diffe rent traffic signs. Put the bus
sfop on Avenue C. (Stud ents do not have to use the . ,,
0' , 05 ,
,,,
Car Par ts and Maintena nce, page 13 0
same sentences you used. ) Both partners place the ir

,,,
1. Pair students and give eac h pair one picture
pictu res on the grids. When the grids are complete,
card page.
2. Have the pair cut up the ca rds, shuffle them ami
se nders and rece ivers com pare their grids
,,
place them fac e dow n in (our rows of four c ards.
3. Have pa rtners take turns turning over Iwo cards at
6. Have the senders and the rece iver s switch roles .
,, ,,
,,,
a time, trying to matc h related car parts and ma in- GUESS W HAT? (Groups)
,
tenance items. When one of each car d is turned
o ver, for examp le, air and tires, the student keeps
Tran spo rtati on Item s Pictur e Ca rds, page 13 2
,
the cards if she can ma ke a sen tence: Air goes in
1. Have studen ts form small groups of 3-4 students.
-1- -,
::,
the tires. If the stude nt can' t say the sen te nce or
2. Give each group on e page of cu t-up p icture ca rds.
Have one stud ent in the gro up shuff le the card s :1, 05 ,
the cards do n't match (for examp le, air/gils tank),
,,
,,,
and plac e them face dow n on the tab le.
the student turns the car ds back over.
3. Each stude nt takes a turn picking u p the top pic-
4. The activity en ds when all the ca rds are gone.
ture card on the p ile and giving a defin ition. The
p rice of a bus or pla ne trip. (tare) Caut ion stu de nts , ,,,
,,,
to not use any part of the wor d in their def initio n.
For e xample. they ca n't S<lY, A irplalJe.~ ha ve these
on their sea ts. (seat belt)
,,
4. The other group mem bers try to guess th e word .
The first student to guess the w ord keeps the pic-
,, ,,
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5. The act ivity ends when a ll the cards are guesse d
correctly. ,
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Wha\ do you like to do? !Ai .
Welcome to Californi a! _ 8-121 Se "'>o.r:e xiii for Teacher's Note s.
The Oxford Picture Dict iona ry, page 117. See page xii for Teache r's Notes. ., ,f "
The Oxford Pk ture Dictiona ry, pages 113-110, 11 . e .._

• Write th e missing lette rs for each word .

• Form groups of 4 people.
• Walk around th e room . Ask and answer the questions.
• Each person in the group takes turns la beling the places in the t ravel poster.
• Write a differe nt name in each bo x.
• After all the pla ces have labels, look in the Oid;onary to c heck your group's work.

1. Do yo u like so IVLOg
· mat",
lICIS
_ ;,:-:
.h, problems?

CALIFORNIA ~CATIONS )
Q. 1
2. Do yo u like listening to an

J
3. Do yo u like ' '''orking with -~ - - - - - - -- - ?
(Yes
4. Do yo u like do ing _!2... expe rime nls?
i
( Ye s

5. Do you like do ing _tl. _ _ project s?

--------)

6. Do you like w riting -f - - - - - - - -- - ~

( Yes )(N O )

7. Do you like read ing abo ut R_ - - - - _ ?

J
. d e a n expert and teac h a
• What 's next? What places in your co untry a re pop ular for vaca tions? Draw a trave l poster • What's next? What's your favo rite schoo l subjec t? Preten you ar
showing a geogra phical area that tour ists would like to see . Descr ibe it to your group. one-m inute lesson to yo ur cla ssmate s.

Uni t Ninl'

U nit Nine
 'V ---.
.....

He d id wham!! H.e did wham !!

The Oxford Picture lJictieJ/l ar)', pag es 114-115, 122- 125. See page xviii for Thacher's Notes .
The Oxford Pic ture Dictionary; pages 114- 115 , 122 125 . See page xviii fur Teacher's Notes.
"
. >--- - - - - -
• Sit with a partner. (Don't show th is paper to your partner!)
- - - - - - - - - ,,\
~ Sit with a pa rtne r. (Don' t show this paper to your par tnc rt)
• Usc th e chart to answer your partner's qu estions.
• Ask your part ner about the missing informati on o n the chart below.
• You ca n use these question s:
"'W hat did explore r
"'W here was from?"
"'When did explo re it?,'h West Indies 1491
Olrist op her Columbus
150 Spain
• Write in the missing information and read it back to your partn er to check your work . Ponce de Leon Ro nda
1610 England
Hen ry Hudson Canad.
France
AMA Z ING DISCOVERIES Maine 1604

.
Samuel de Olamplain

. ' , ' . ' • , . 'D'lI Yrtus Bering Alask a

Southwest U.S.
1741
15-10 - 1541
De nmark
Spain
Olrist o pher Columbus 1492 Italy Fn.nd sco Coronado
1891 U.SA
Robert Peary Greenland
Ponce de leon ISl3
Henry Hudson Canada
Samue l de Olamplaln France
~ Ask your partner abo ut th e missing info rma tion on the cha rt below.
Vit LlS Beri ng 1741
I • You ca n use these qu estio ns:
Francisco Co ron ado Southwest U.S.
"What did invent?"
Robert Peary 1892 U.S.A.
"Where did invent itt "
"'When did invent it?" .
~>-----------------
• Use th e chart below 10 answe r your partner's questions. • Wr itc in th e missing informatio n and read it back to your partnc r to chcc k your wo rk.

INC REDIBLE INVE NTIO NS INCREDIBLE INVENTIONS

m:IIl I ,' , '~
"
Thomas Ed ison phonograph 1877 U,S.A, Thomas Edison
Italy
Guglielmo Marconi radio 189S Italy Guglielmo Marconi
Alexander Graham Bell telephone 1876 U, S A, 1876
Alexand er Graham Bell
John K. Baird television 1926 England JohnK. Baird television
Hitachi Company CDROM 1985 Japan 1985
HitachiCompany
Karl Benz automobile 188S Ge rmany Karl Benz automobile
U.S.A,
Howard Aiken computer 1944 U.S.A, Howard Aiken
I, I
• W hat's next? Work with your partner to draw an invention that w ill make learnin g • What's next? Work with yo ur partne r to d raw a n invent ion that will make lea rning English
English easie r.
easier.
Unit Nine 13
1 36 Unit Ni ne
 Gov ernment and Citizenship Puzzle
TM Oxford Pic/un: Dictirmory, pages 114-115. See page x..-ii for Teacher's Notes.
• Sit with a partner. (Do n' t show this paper to your pa rtner! )
• Take turns giving the clues to complete the puzzle.
I down - The peo ple who serve on the Supreme Court
• If yo ur partn e r needs help, give one lett er from the answer on you r pu zzle.
Tile second letter is U,
• When both puzzles are complete, compa re your work.
i -
, .
• Sit with a partn er. (Do n't show this paper to your pa rtner!)
• Take turns giving the clues to co mplete the puzzle.
1 across _ The branch of the governmen t that includes the Supreme Court
• If your partn er needs help, give one lett er from th e answe r on yo ur puzzl e.
The second feller is U. . J'''- .""~
• When both puzzles a re complet e, compare your work.

Clues Clues
1 across _ The branch o f the go vernment that includes the Supreme Court
1 down - The people who serve on the Supreme Court
2 dow n - The branch of lhf government with the senate 3 across -
5 ac ross -
What you pay the governmen t
This is a senator or a representative
4 down - This is where sena tors wor k
6 down - This is what yo u do to the law 8 ac ross _ Another way to say "be" on a jury
7 down - The numb er of years you must be in the U .S. to beco me a ci tiz en 10 across - The first wo rd in the Constitution
sdown - This is every ci tizen's responsibili ty and right 11 across _ The branch of the government that include s th e President

10 down - The co lo r of the President's ho use 12 across _ The head of the United States governm ent

t!'J I ~L F I "5 'J" U A 'L

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wo rd that means a congressman or congressw oman. ( ) wo rd that means a con gressman or congresswoman .

000 00000000000 00000000000000

Unit Nine 139
13 8 Unit Nine
 Time for Class Space Ex,pio ratio n-Yes o r No?
-
The 040rd Picture Dictionary, page 113. See page xix for Tea cher's Notes.
'. The Oxford Picture Dictionary, pages 119, 126-127. Seepage

• Think about th e rea sons to explore space.

XlI: for Teacher's Noles.

• Form gro ups of 4 peop le.

• Pract ice saying all the lines.
• Choose your character and de cide what yo u w ill say.
+ Think of oth er th ings your cha racter can say.
• Act out yo ur ro le play.
~ TH E C H A RA CTE R5:
~ a teacher
::::." a very smart st udent
a confused 5 ~&ent
a bored stud~t
Who says.. .
a tea cher
• Read each statement on the list.
• If the stateme nt shows that space exp lor ation is a good i~ make a ...... in
that colum n.
• If th e stat ement shows that space explo ration is not a ¥god idea, make a ...... in
~;::;:=========~:::) th at colum n. . ; ....
• THE 5 CENE: THE PROP5, • For K and L, think of two more statements to add to th is list.
A clas sroom where an
Englle h teacher t ri es
to explain pun...--tuation to
SOme chalk
a blackl70ard
t hree chai r5
STATEMENTS + -
I
her class. Three 5tuaent6
ask queetjcne a nd A. Space statio ns can do experiments about co nditions on other planets.
' make comments.
B. Many countrie s don't have enough mone y for heal th a nd job progra ms.
,
THE SCRIPT: C. The world's temperature and clima te are chang ing bec ause of pollution.
D. Most planets are not ab le to support life.
.. .t hese lines?
E. Some countries have too many peop le living in them .
Today we're going to talk about punctuation· ,
f. Countries with space programs a re respected by othe r countries.
What time isthis class over?
Iknow that a period comes at theend of a sentence. G. Space programs cost a lot of money.
Could you explain again about colons? H . Many peo ple d ream of visiting another planet o r want to liv e the re.
Do youhave any gum?
Comeup to the boardand underline the punctuation. I. Satellites can rec ord results showing cha nges in the earth.
Whowould liketo correct the question? Nobody knows for sure if there is life o n othe r planets.
J.
There's a mistake on the board.There should be a
question mark. K,

I'm so confused! L
Take out yourpencils and paper. I'm goingto dictate
a sentence. • Sit with a partne r and compa re papers.
• Write your and your par tner's ideas.
idea because _
I think space exploration is a _

idea because _
My partner thinks space ex ploration ;5 a - - - -- - -

• You can substitute other vocabulary for the underlined words.

( • Wh at's next? Take a stand. Your teacher will tell you where to sta nd if yo u support space
• What~s ~exH Writ~ sentenc es w ith you r grou p using a ll the punctuation from page 113 in exp loration an d w here to stan d if you do n't support spa ce exploration.
the Dlct,?nary. Write one of yo ur group's sen tences on the board a nd explain the
punc tuation.
Unit Nine
40 Un il Ni _
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Pick a shapes
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Describe it.

•
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Unit Niue 14 3
142 lJnil Ninr- ., l 'JQ'l O,f",d Uni,~~;ty 1'"".
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TWIN G RIDS (Pa irs) ~l ~l
1
, 1 '" I '" '
Shapes Pictu re Car ds. page 14 5
Grid, page 197 3. Te ll students tha t they will be choosi ng school • 1
1
1
1
I 1
1
1
1
1
1
sub jects that will help peo ple in different jobs.
,
OJ)
1. Duplicate one copy of the blank grid on page 197 . 1 1 1
1 1
Write the le ue rs A-D ac ross the top of the paper, 3. Annoonce the first round of p lay. The first jo b is: I
1
1 1

J
and the numbe rs 1-4 dow n the left side at the lax; driver. Your group has two minutes 10 pick 1
1 1
pa per. Give each student one grid a nd one picture 1 I 1
and choose four school subj ects that provide the 1 1
1 1
card page . (If you have a n overhead pro jecto r, see best experienc e for a taxi d river. 1 1
1 J 1
Using the Overhead Projec tor in the Picture Ca rds 1 1 1
Te ach er 's Noles, page x.)
2. Have stude nts cu t apart their picture card pages and
4 . Walk around, encou raging studen ts to d iscuss their
chokes and mon itoring to make sure everyone has
1
1
,
I
1
-t .,-
1 1
- 1
a chance to pick a sc hoo l sub ject (or the lob. r - ~ I
otace the m face u p. on the ir des ks nex t to the grid. t- 1

3. TeU stude nts to find the triang le. Direct students to

5. Call time and sUIVCY the class to find ou t the most
po pula r schoo l subjects. Continu e pl ay using
I
1
~ l
1
'"
~ ,

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1
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otace t he picture of the tr iangle on the grid square different job titles . 1 1
marked B·2. Encou rage stude nts to ask cl arif icat ion ,
I
1
,I 1

<J
6. To vary the act ivity, d istribute a page of the 1 1

<D
questions. Did you say triangle or .1n~lcd Was that 1
A ·2 or B·27
occupation s Picture Cards, page 177 . Have 1 1
, ,
1 1 1
1
4. Co nt inue tell ing student s wh ere to put what unti l
studen ts cut up the pictu re card s and try 10 mat ch
school subjec ts w ith jo bs. Put on e or two mod el
I
1 I
1
, 1
1
all the grid squa res are filled . Have stud ents co m-
pare th eir grids w ith one another as you cla rify
sent ences o n the board for studen ts to co py. A n
.lc/or roods e thea ter arts class. A carpenter needs
1
1
,
1
1
1
I
1 1
1

any discrepa ncies . a class in geometry. 1 1

5. Next pa ir studen ts. Give each pa ir a manila folde r
to use as a screen between the pa rtners. Have one
1
1
t- - - - r
1
-t
1
., -1
- --I
;! I
PEER DICTATIO N (Pairs) ~I ° 1
pa rtne r (the sender) tell the other (the receiver),
Pu/ tbe square on C-4. (Studen ts do not have to Earth and Spac e Picture Cards, page 148
1 ;;l l
, '" , 1
do ,
'" ' 1

CID\ ~
I
copy you r seot ences.r Both partners place thei r 1. Duplicate a class set of the picture ca rd pages 1 1 1
1
p ictures on the grids. When the grids are com -
plete. senders and receivers co mpare their grids.
and cut off the Wor d Ust on the side bar. IHo id
on to these for step 6.1
1
1
I
1 1
1
1
,
6 . Have senders and rece iver s switch roles. 2. Pa ir students and give Student A and Stud e n t B 1 1 1
1 1
1

PICK A PAIR (Pairs)

each a picture card page. Have Student A put the
page face down until il is his tu rn. ,1
1
1
1
1
1
1
3. Direct Student B in ea ch pair to look at page 117 I 1 1
Musica l lnstrLl mcnts Picture Ca rds, page 146 1 1
1 1
in the Die/ion.lr y and read off the list of 1
., -
",'"'
1. Pair studen ts an d give each pair one picture 1 - I
Geo graphy wards. W hen Stude nt A hears a I -t
card page . t- t-
wor d that is on his pic ture card page they say I
2. Have the pair cut up the cards, shuffle them a nd have that. How do yo u spell it? Stud ent B spe lls I ;1 "1 1
~, ""
~ ,

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place them face do w n in fou r row s of four cards. 1 1
1 1
o ut the word so that Stud e nt A can wr ite it unde r 1
1
1 1

4)
3. Have partn ers take turns turnin g o ver two card s at the picture . 1 1
1 1
.1 time, trying to match two musical instruments in
the sa me "fam ily" (strings, brass, c tc.) Wh en the
4. When Student A has written all the Geo graph y
wo rds, he put h is papers aside. B then ge ts a
I
1 I I
1
,
1
1

ca rds match, for exampl e, violin/guilar, the student

keeps the ca rds if she can make a sentence com-
pictur e card page and liste ns to Stude nt A read
o ff the list o f Universe wor ds from page 12 7 in
1
1
1
I 1
1
,
,
1
1
1
,
I 1 1 1
pa ring bot h pictures, Violin and guitar both have the Dictio nary. He wrnes the names of the 1 1 1
strings. W hen the student can't say the sentenc e or Un iverse wo rds unde r those p ictures . 1 I 1
1 1 1 1
the cards don 't match. (for example, violirVflu/e) 5. Both stude nts the n write the wo rds for the pictures 1

~1.c
I 1 _ _ _ _ _ _ _ .L _ _
the student turns the ca rds back over.
4. The activity ends when a ll the cards are gone.
not yet labeled (Stude nt A writes down the Universe
words, Student B writes down the Geography
... - ~
~
-. "
words.) They then co mpare their answers.
1 ~
.s
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u ~
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PICK AN D C HO OSE (G ro ups) Distribute the class set Ii the rut Word Ltst and "
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6. "0 0 0 1
1 Oil ~
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School Subjects Picture Car ds, page 147 have Sludcnts check the cor rect spe lling of all the 1-:;; ~
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pictures 0 0 their pages. l ::i -s, ~ "-
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1. Have students for m groups of 2-4 stude nts. Sf '5 ~
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a u 0-
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2. Give ea ch grou p one copy o f the p icture card 0 N ~
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page. Have them cu i apa rt the pictures and place
the m in rando m rows , fac e up on the table. 1 _
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Unit Nine 14

44 Unil Nilll.'
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11 9 .19 clerlnct
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1 9 .20 sax op ho ne
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1 9 .22 gu it aT
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9.23 trombo ne , " 1 Co
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9 .24 tuba
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, 9.24 '
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9 .2 5 tru mpet
9.26 French ho rn
9.27 drum s

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9.28 tam bou rine
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9.30 bass ,
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9.32 electric 'I , 1 ' .27, _ _ _ _ _ _ "'

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•[ 9 .3 3 art

I• 9..14 business
educatio n

I 9.35 chorus

~ 9.36 computer -0
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a 9.37 driver' s
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9 .38 econom ics .,
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1, 9 .39 English
compos ition
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9 .40 h tstorv
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':J.41 foreign
language 9-
9.4 2 ind ustria l arts
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9.4 3 phys ical ~\j!jL
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9 .44 thea ter a rts "'

9,4 5 bio logy
9 .46 chemistry
9.47 home
econo mics

1) .48 geom etry

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 Pictu re Cards: Earth and Space
i
10. Plants and Animals
., -
.
Pagels)
" -c •
Gr ccnthumbs Nu rsery
lS0
(Round Table l abe l) ++ +
151 The pet sto re is o pen.
(Su rvey) + +
Onde r th e Sea
{--
0
152-153 (Picture D iffe,enc es) +
-->L+ Animal Kingdom
\' 154-155 (Double Crosswo rd) +
:f-. '. + +
• 0
.+
156 Sunday at the Zoo
{Role Play} ++ + ++
A Dog ora Cat?
157 (Take a Stan d)

Plants an d Anima ls Board Ga me

158-1 59 (Board Game ) +
Pictu re Card Activities
160 164
a nd Pict ure Car ds ++ • ++ +

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U nit Ten 14
 Greenthumbs Nurse ry
, The ~t sto re is .ope n,
-
Th(> Oxford Pict ll T"f' Dict ionll ry, pages 128-129 132 See ns
• . page
..
XIl for Thacher's Note s. ., The Oxfurd Picture Dicti onary, PIIgC6 130-13 1, 133. Sec page xlv for Teacher's Not es.
• Form gro ups of 4 peop le.
• Read the survey questions and mark your answers wit h a t/.
• Each person in the gro up tak es turn s label ing the items on this pa
• Ask and a nswe r the q uestion s again with nine cla ssmat es .
'r . • Afte r all th e picture s have labels, 1001< in the Dictionary to che ck you r gro up' s work.
• Mark your classmate s' answ ers o n (he survey for m.

~ y OU prefer...
·My ; ... My Classmates' No
Answers Answers Opinio n
a. goldfish
...a goldfish or a rabbit!
b. rabbit

...a killenor a poppyl a. kitten

b. puppy

...a cat ora guinea pig? a. cal

b. guinea pig

...a lizard or a turtle? a. lizard

b. turtle

...a frogor a mouser a. frog

b. mouse

...a snake or a parakeetl a. snake

) b. parakeet

• Co mplete the g raph bel ow. Cha rt on ly stude nt preferences.

a (Note : Your chart will no t show the "No opinion" cate gory.)

10
: : : : : :
9
:
8
: : : : : :
7 :
: : : : :
5
: : : :

: : : : : :
:
1
: : : : : :

~ ~ • ~ s ~
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• What's ne xt? Ma ke a nature scrapbook with .

a paper bag. Collee"t samples or d raw ' "1 your grou p. Bring }'OUf noteb ook, pen c il an d • Wh al's next? Your tea cher will as k you for yo ur survey result s. Write sentences abo ut the
near your schoo l. Assemb le you r sera P~( u~cs ~f t~eesJ plan ts,. birds a nd insec ts you find a nswe rs. Fo llow the exa mple below:
15 0 Unit Ten ' p 00 an 5 are YOur dIscoveries with the cla ss. Seven out of ten students p refer a goIrlfish to a rabbit.
Uni t Ten
 The Oxford PUt ure D IC/lfm(l/j'
"
Unde r the Sea
i Uflder-the Sea
- It ' · .
. , pages 130-131 . See page XV I. for Tea cher's NQu'8. Thl!O:t.{ord Picture Die/iV/wry, pa ges 130-1 31. See page svi for Teach er's Notes.
, • II'

Sit with a partner and look at ea ch o ther 's papers.

• Th • sa with a partner and look at each o the r's pap ers.
• er e arc 10 differ ences betw een your pictu e • Ther e a rc 10 d ifferences between yo ur p ictures.
Wk ' h r s.
• or W it your part ner to find the d'«merenc es. • Work with your partner to find the differen ces.

u~.
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+ Write th e diffe rences you find on the char t.

- .--------.I. - -
• Write the differen ces you find on the cha rt.

~
1.
2.
3.
~
one swordfish I,
•
I
t wo swordfish

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1. •
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t;--~ -- - one swordfi sh
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t wo swordfis h

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6. j I I
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8. , II I
9. I
10. I.
-- -- -- -

Unil Ten Unit Ten 15

 Animal Kingdom
Anim al Kin gdo m
-
T1u! Oxford Picture Dictiona ry, pa ges 134-135. See page xvii for Teacher'!l Notes .
The Oxford Pirturt Dicti onary. pa ges 134-13 5. See page xvii for Teacher's N otes.

) • Sit w ith a partner. (Don' t show thi s pap er to yo ur pa rl ner !)

• Sit w ith a partner. (Don' t sho w th is paper to your partn er!)
• Take turns giving the clu es to compl et e the puzzle.
• Take turns giving the dues 10 co mplete the puzzle .
r across _ 1 have a ho rn that grows and grow s. It sits on my tremen do us nose .
1 dow n - I have a black mask like a crook. / wash my food, but never cook.
• If your partner needs h elp, give on e lett er from the answer on your puzzle.
• If your partn er nee ds help, give one lett er from the answer on your puzzle.
The first letter is R.
The second letter ts H. ; ... . ~
• When both puz zles arc complete, co mpare you r work.
• When both pu zz les are compl et e, compare your work.

Clues Clues
1 across _ 1 have a ho rn that grows a nd grows. It sits on my tremendous nose.
1 down - I have a b lack mask like a c roo k. I wash my food, bur neve r coo k.
S across _ King of the jungle is my nam e . I roar and h ave a shaggy ma ne .
2 down - I always love to play aro und. I'm the smartest ape in tow n.
7 across _ 1 have a ntlers by the do zen. Rudolp h is my red-nosed co usin.
3 down - I'm like a hairy buffalo. On the western pla ins I go.
6 across _ When I hunt, I'm sly and qu ick. I catch chickens with my tricks.
4 down - I'm blac k and white. My no se is pin k. When r get mad, r really stink.
9 across _ Across Australia, see me jump . I have a pou ch, but not a hump.
5 down - My nec k's like a camel, my eyes like a doe . I live in the Andes, in
Ch ile, yo u know. 11 ac ross _ I'm the ta llest on four feet. I eat leave s. 1d on' t eat mea t.
6 down - My black spots mak e me loo k unique. I'm a ca t who's fast and sleek. 12 across _ My tusks are long. M y trunk is too . I'm in the circus and the zoo.

10 down - All day, I' m hang ing upside down . At n ight, I'm flying all arou nd.

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• What's ne xt? Work w ith you r partn e r to unsc ramb le the letters in the ci rcl es to spe ll an
• WI.lat's, next? Work with yo ur pa rtner to unscrambl e the lette rs in the circl es to spell a n
( anima l's name . Clue: Please don't bump into me!
an ima l s na me. Clue: Please don 't bump into me!

000000000 00000000 0
Unit Ten 15 5
15 4 Unil Ten
 Sunday at the Zoo
The Orford. Picture DictiOtiary, pages 128-133. See page xix {or Teacher's Notes.
T
A~ Do g ' or a Cat?
The Oxford Pict ure Did kma ry, page 133. See pa ge xx for Tea cher's Notes .
-
• Fo rm groups of 4 peo ple.
• Practice saying all th e lines. (jJ I • Think about the rea sons to own a do g or a cat.
• Read each statement on the Jist.
• Choose you r cha ra cter and d ecide wha t you will say.
• Think of othe r thin gs your character ca n say.
• If the statement shows that owning a dog is a good idea, make a check in that co lumn.
• Act o ut your role play. • If th e stateme nt shows that ow ning a ca t is a goo d idea, make a check in that column.
• Fo r K and L think of two more stat em ent s to add to
! , thi~ st.
,
I" THE SCENE:
r

THE CHARACTERS:
Iii :1
a parent
a c hild
a zoo
I, THE PROPS,
a 50ft dr ink can
STATEMENTS dog cat

a tou r guide a T-shirt A. Cats ca n live indoors in sma ll apa rtme nts.
a gift sho p clerk a 5m.:l!l flowering plant
B. Man y dogs bark wh en the ir ow ners a re a way from hom e.
THE SCR IPT:
C. You ca n teach a dog to pla y games or tricks, like cat ching a frisbee.

Who says•..
...these line s? D. Cal food is inexpe nsive .
a child
What ere these trees? The ir~e:s · are beautiful. E. So me cats like to sc ratc h the ir cl aws on furn iture and doors.
Those are willow trees. They grow verywell here. F. A dog can protect yo ur ho me and family_
Can I pet the babysheep?
Yousure can. But the petting zoo closes infive G. Cats a re independ en t a nd don't need a lot of atte ntion.

minutes.
J H. You neve r have to wa lk a cat.
Do youhave any books about dolphins?
I. Dogs mak e goo d compa nio ns for lo nel y people.
AU~ booksare25% off for zoo members.
I'm learning about birds in school. J. Wa lking the dog is good exercise .
Lookat this eagle. It has unusual feathers.
K.
Please take your soda outside. Nodrinks are al'cwed.
O.K. But can Ibuy this spider T-shirt first? L.
Would you like a free ~ plant with your book?
Ah-choo! No thanks, I'm allergic to ~ • Sit with a partn er a nd comp are papers.
• Write your and your partner 's idea s.
I thi nk are good pets because _

My panner th inks _ are good pets because _

.. Youca n substilute other vocabulary (or the underlined words.

• Wha t's next ? Take a sta nd . Your tea cher will tell you whe re to stand if you support
• W~at's next? W~rk w ith your group to pla n a zoo for you r city. Deci de w hic h pla nts,
(
own ing a dog and w here to sta nd if you support ow ning a cat.
a nimals and spec ial attraction s you want to incl ude. Draw a "ma p" show ing your plan
and present it to the cla ss.

15 6 Unil Ten
Unit Ten 15 7
 - III
I!

lnoA' uny '11 Ue:;J

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or l ~lU!U E? ~1:'4M "%
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Us e "9...
A.nimal
To beg in Picture
PutYOur markers on start
'" Put
Take t urns flipping a coin rc cqrc/s
marker around"h b mov~ YOu r picture
t)
fI"'+~
...-o , . oa,d. ca ra5 10 1
. to 10.16.
move. :~...
he re.
one
5pace ....... ' (face down)

f ollOWth d ' .
e lrectrons on th
Ask YOUrgroup t h e square".
don't. know th or elp when y ou
e answer.

Pick an animal card.

Describe it.

Unit Ten 1 59
158 Uni l Tt'll
 1
Plants a nd Animals Picture Card Act ivities Picture Cards: Pets and Farm Animals
PICK AN D CHOOS E (G ro u ps)
Pet s and Farm Animals Picture Ca rds, page 161
1. Ha ve students form groups of 2-4 students.
2. Give each group one co py of the picture car d
TWI N GR IDS (Pa irs)
Mam mals Picture Ca rds, page 16 3
Grid, page 197
1. Dup licat e one co py of th e grid on page 19 7.
, r - - -- ----:; r
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- - -- - ---"N 1 -
cit
- I
I
- <D-

ci-
t
l
I
r
pag es an d a pi ece o f blank paper. Have them cut
apart the pictu res a nd place them ill random
Write in 16 numbers, one numbe r pe r sq uare.
Give eac h student one grid a nd o ne pi ctu re card
I
I ,
I I
I
,,
I
I
rows, race up on the table . I I r
page. (If yo u have an o verh ead project or, sec I
3. Tell students that they w ill be choos ing different I I
Using the Ov erhead Projector in the Pictu re

3.
ani ma ls (Of various situations .
Announce the fi rst round of play. You have a
Ca rds Tea chers' Notes, page x.)
I
I
I
,
,
I
1 ,, I

Have stude nts cut apart their pictu re ca rds an d

farm. You r group has two min utes fa pick and
2.
place the m face up on their d esks next to the
I
I ,
I
I ,
4.
cnooee (our animals that are best for you r farm.
Walk arou nd, enco uraging stude nts 10 d iscuss
grid.
3. Tell students tha t ea ch numbe red box represe nts a n
r-
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~
t- -- -- - --- -::,,- ---- -- - -'" , -I
0'
thei r cho ices an d moni tor ing to make sure
eve ryone has a chan ce to pick an anima l thai
are a (o r anima ls in .1 ZOO. Direct studen ts to find I
,
I r.:::.:::::::31:= :i et
I

the y fed is the best.

the picture of the lion, and place this pid ure on
the grid squa re w ith #1 in it. Encourage stude nts to
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5. Call tim e and surve y the class to find OUI lhe ask clarification ouesuoos. Did you say lion or I I I
most popu lar animals. Con tinue play usi ng
different situations such as: 1 ) best animals for a n
lIamaf t/llas thar #1 or # Il ? I
, I I
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apa rtment 2} best a nimals for a s-vear-olo child
4. Conti nue telling stude nts w he re to put w hat unt il
a ir the grid sq uares a re (illed. Have students , I
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3) · sma rtest" anima ls, 4) "no isiest" anima ls, e tc. compare their grids with one another as you
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6. To vary the activity, have students take turns
pickin g a picture card from a pi le and ac ting it 5,
cl ar ify any di sc~ep.1 nc k'S .
Next pair students. Give each pa ir a manila folde r
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out for the grou p. The charade can include a to use as a screen between the pa rtners. Have t- -
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description of the a nimal or anima l sou nd. I 0 1 - I
one partner (the sender ) tell the other (the rec eiver),
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Put the lion in area # 1. [Students do not have to
PICK A PAIR I (Pai rs )
PI.lnl s and Animals Picture Ca rds, page 16 2
COpy your se ntences.] Bot" pa rtne rs place the ir
pictures on the grids. When the grids a re complete,
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senders and receivers co mpa re the ir grids. I I

1, Pair students and give each pair o ne pict ure card
page. 6. Ha ve senders and rece ivers switch ro le s. I
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2. Have the pair cut up the ca rds, shuffle them and I I

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p lace them face down in fou r rows of fou r cards.
PICK A PAIR " (Pai rs) I I I
Anima lS/ Anima l Parts Picture Ca rds, pa ge 164 I I
3. Have partners take turns turn ing over two cards 011 I
, ,
a time, trying to match related plants a nd a nimals
(tree s, plan ts, reptiles, mammals, birds, erc.j
1. Pa ir stude nts and give each pa ir o ne picture ca rd
page .
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\Nhen the cards ma tch , for example, whallY'seal,
the student keeps the ca rds if she ca n make a
1. Have the pa ir cut up the car ds, shume them and
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sentence: Whal es and seals are sea ma m mals.

When the student can't say the sentence or the
cards don't mat ch, the student turns the ca rds
back ove r.
place them fac e do w n in four rows of four cards.
3. Have part ner s take turn s turn ing ov er two ca rds
.'II a lime, tryi ng to ma tc h various a nima ls wi th
thei r co rrespo nding animal part fca me l; hump,
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ow l/fea thcrs, etc.I W hen the cards match, fo r
4. The activity ends when all the card s are go ne. example, camel;1lUmp, the studen t keeps the
cards if she can make a sen tence: Cam els hav e i1
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hump on their back. W he n the stu de nt can' t say I
the sen tence or the ca rd s don ' t ma tch. the student I _ _ _ _ _ _ _ _ IL .1. _

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turns the ca rds back over. I-
4 . The ac tivity ends when all the cards are gone. I
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Uoit Ten 161
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(Ro und Ta ble l abel) ••
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(Su rvey) •
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168-169
On the Assemb ly Line
••
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(Piclure Di fferences)

~~ •••
The Perfect Job for You!
170-1 71

! !/
(Inform atio n Exchange)

i Four-Star Hote l
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172
(Rol e Play)

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t- - - - -- - - -- t- __ ____ I ~ I
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Someone Else?
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(lake a Stand )

174- 17S
Work Board Game
(Board Game) •• • • •• •• •• •
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Picture Card Activities
a nd Picture Ca rds • •• •• •
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This office is a me ss!
The Orford Pict ure Did /ollary, pages 14 2---144 . See page xi i for Tea cher's Notes.
W hat jsb is -best fo r you?
The Oxford Picture Dictiona ry, page 140. See page xiv for Thach er' s Note s.
• For m gro ups of 4 peop le.
• Read the survey q uestion s and mark your answers w ith a v".
• Each pe rson in the group takes turns la beling the items on this paper.
• Ask and a nswer the qu estion s aga in w it h n ine cla ssm ates.
• After all the pictures have lab els, look in the Dictionary to check your group ' s work.
• Mark yo u r classmate s' a nswers on the survey fo rm .

!CO
U
ld yo u
rat he r... .\1.y Ii .... My Classmates' No
Answers Answers Op inion
a . truck
...drive a truck or a taxi?
b. taxi

•••work on a car or a computer?

a. ca r
b. comp uter
.•.sell things in a store a. store
or on the phone? b. phone

••.take care of plants or children ? a. plants

b. children
a. paintbrush
. ..use a paintbrush or a hammer?
b. hamme r

...assist a teacher or a doctor ? a. teacher

b. doctor

• Co mp lete th e gra ph bel ow. Cha ri o nly student p refere nces.

(Note: Your' cha rt wi ll not show the " No opi nion " category.)

10
: : : : :
9
:
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,7
:
:
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• What 's ~exl? Test your memory! Yo ur tea che r will pu t 10 o ffice sup p lies on a de sk. look §
t i f 2
.5
a
E

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~

at them tor 15 seconds. Close your eyes while your reacher removes on e item. Write
do wn th~ missing item. Continue playing as the teache r removes more items. Check
I. I
you r "office supply" li st w ith your group. • What's next? Your teacher w il l ask you for your survey result s. Write sentences about the
answers. Fol low the e xa mple below : .
1 66 Unit ElevM
Seven oul ot vm stude nts would rather drive a truck.

Unit Eleven 16 7
 1 On the Assembly Line
.". --
On the Assembly Li ne . . 146-147 S c page xvi for TPllcher's Notes.
The Oxford p ictu re Du:t wlIury, pages .•e b~
The Oxford Picture DictiOlla ry, pages 146-147. See page xvi (or Teacher's Notes.

• Sit with a partn er and look at each other's pap ers. (j)
• There are 10 differen ces bet w een yo ur pictures .
• Work with your partn er to find th e differences. "',

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• Write the differences you find on the cha rt.

• Write the differences you find on the chart.

,,- time clock on wall no time clock on wall

"'G 1.
fY time clock on wall \ no time clock on wall
~
1.
!
2. i 2
I
3. I 3
I
4. I t 4
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8. 8.
9.
I 9.

168
10. I

U ni t Ell"vf"n
-1 _ 111.

............... ..."..-d 10 .., . ..............

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Unit ue vcn ..
,
 r

The Pe rfect Job for You !

The Ox/iJrd Pictu re Did iornJry. pa ges 136- 139, 140-14 L. S~ page xviii for Teacber's Notes .
The Perfect. Job for Yo u!
The O:cford Pictu re Dictionary, pages 136- 139, 140- 141. See page xviii for Teacher's Notes. , .
~>-----------------
~ Sit wit h a partn er. (Don't show this paper to your partn er !)
• Sit with a pa rtner. (Don' t show thi s paper to your partn e r!) l
• Ask your partn er about the missing inform ation on the job board below.
• You can use these questions: • Use the job boa rd below to answe r your part ner's question s.
"What experience do you need?"
"What are the bene fits?" .ABE' OCCUP4TJONlU. C~~i'ER ~;~MPLOY.MiNT.~~O~TVN JiiE~,'"
"How do you app ly ?" • STOCK CLERK •• DELIVERY PERSON GARDENER CASHIER •
Castillo l amps Pizza Express Greenthumbs Nursery China Garden ~
• Write in the missing information and read it bad to your parlner to check your wo rk.
1 year factory exp ~o ~xp ne: 'lli l raln
~ Ml 1 r exp
Sta~ I~medlatety
Good math skills
1 yr restaurant e_p
O,:ingrecord
,:ABE:'!~etlPJlT!ONM. iEN:rER~;MPloYl'tIENT oPPoJiTUNlTiE~f
Operate
H forklift t.
S gradualepre C,ee
ean Hardwcn er Frienelly. avail.weekends •
. . . Gall for application Apply Tues./Thurs., Call 769-2561
Pl STOCK CLERK " DELIVERY PERSON • • GARDENER • • CASHIER • i
~~~y~~ ip~on 709.8436 ext. 2 675 Main, Nel'lbridge Asklor Mr. U

.
'. Caslillo Lamps
1 vear fa-::tcry exp.
PizzaExpress
IwiJllrain
GrecnthumbsNursery

Min.
China Garden 759 Central Ave.
2 wks. vacation
Overtime
Salary + tips
Paid milealle
Year-roundJOb
Good salary,apply.
Flexiblehours- eves.,
noweekends
Operate lark/itt Need own car
H.S.graduate pret Startimmedialely _ _ restaurant expo
Apply
Cleandliving recore Hard worker Friendly. avail. weekends .,
!K Apply Call

~ Ask your partner about the missing information in the dassifed ads below.
709·8436 ext. 2 675 Main, Newbridge
759 Central Ave. Asklor Mr. U
I ', Salary + l ips job F1e_i~le nears - wes.,
p""
Overtjme
1 I
Good salary. apply. no weekends I',' t);
.J
• You can use these questions:
"W hat experience do you need ?"
"W hat are the benefits?"
.• Use
>--- - - - - - - - - - - - - - -
the classified ads below to answer your pa rtner' s questions. "How do you apply?"
• Write in the missing inform ation and read it back to your partn e r to check your ",or~

1!rribunc I)ailn ~Cmil :cmplonmcnt <8pportuniticil

IHelp W:.mtrd I IHelp "'unted - I IHelp Wallled ~I
'ij[ribunc1C)ailu ~Cmil l:mplonmcnt <8pportunitics
IHelp Wanted I
DENTA LASSISTANT
PediatricOffice
AUTO MECHAMC HOUSEKEEI'ERS SALESPERSONS
IHelp Wanted _·"1 IHelpWanted d I IHelp wa nted c "'1 IHeip Wanted ~. ' I
AI's Garage Restaway Resort
Min. 1 yr. expo Lacy's Fashions D E~TA L ASSISTANT AUTO MECHANIC HOUSEKEEPERS SALESPERSONS
Exp, brakes, tune-up Goodreferences Pediatric Office AI's Garage Restaway Resort Lacy's Fashions
Good wI children 3 yrs. retail exp.
Certifiedsmoglester ~o exponecessary
Call for inten-iew H.S. gOOllates only Min. 1 yr. IjXP . tune-up Good references expo
Apply in pelXln.(No nUn Call (9 14) 68()'8CKX1 Good wI children Certifiedsmogtester No expo H.s. graduates only
Dr. Tarica (310) 695-1344 5846 Chandler Blvd. Send for application
Forapplication & information Attn: Personnel Apply_ __ .(?'o calls.) Call (914) 68()..8000 application
Excel. salary, med/dental Good salary wlbonuses
Uniform lllJowance Pemlanclll job P.O. Box 22, N.Y., NY 10325 Dr. Tarica 5846 Chandler Blvd. For_ _ _ & information Attn: Personnel

-
},·o weekends Health & pd. vacation P.O. Box 22, ;';.Y., KY.10325
Salary + commission Excel. salary, Good salarywlbonuses job
10% SIOfe discount _.
Lnifcrm allowance No weekerds & pd. vacation Salary + commission
store discounl

• w hat's ne xt? Practice a job inte rview with your partner. Choose one job from this page.
Decide who will be the interviewer and applican t. Your teacher will he lp you make a list • What's next? Practice a job interview with your partner. Choose ~ne job from this r a Iist
D ide who w ill be the inte rviewe r and applica nt. Your teacher will help you ~ ake a.1s
ot~uestions_ th~s job~H
of questio ns. "Why are you interested in this job?" "w hat are the hours?" Practice asking t
and answering the questions. Present your intervie w to the class. "'vVhy are you inte rested in "What are the hours?" Pra ctice asking
and answering the questions. Presen t your interview to the class.

170 Unit Eleve n

Unil Eleven 1 71
 .~

Four-Star Ho tel
The OX{Qrd Picture Dietioflo ry, page 145. See peg e xix for Teacher 's Notes.
Work for Yoarsclf or Someone Else?
The Oxfl!rd Picture Dictionary; pages 136-139. See page xx for Teacher 's Notes.
• Form grou ps of 4 people.
• Practice say ing all the Jines. ) • Think about the reasons to work for yourself or work for someone else.
• Choose your cha racter and dec ide wha t you w ill • Read each statement on th e list.
. ~~
• If the statement shows that working for yourse lf is a good idea, make a .I in t hat co lumn.
• Think of other things your character ca n say.
• Ad out your role play.
column.
• For K and l r think of two more statements to add toJ:fiis list
. ..
• If the sta teme nt shows that wo rking for someone else is a goo d id ea, make a .I in that

j
THE SCENE:
THE CHARACTERS:
a happy guest
an unhappy gucs.t
II A hotel. Hot el
workers are helping
THE PROPS:
a bell
STATEMENTS
1f'~4,
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*' i:l\~"#:."
lf~'l;
-0'
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several g UC5't5.
a desk clerk Ii!
I a key
A. Ma ny emplo yers pay for their workers ' healt h in surance.
a bell captain ~! a h a small Suitcase
:;' ::'. andwr it+-- h
t-Cn ok/ «bill"
B. Some companies give two w eeks paid vacatio n.
THE SCRIPT·
C. The goverme nt gives loans to people starti ng small businesses.

Who says ... D. You can wor k wi th your famil y in your ow n business.
.. .these Jines?
an unhappy guest E. No body can fire you if yo u are the boss.
Can I change rooms?The heater' doesn't work.
We don't change reservations. The ~ can F. More expe rienced workers can hel p yo u learn on the job .
help you.
G. You have mo re jo b securi ty if yo u w ork for someo ne else.
This place is ~ r It hasthree pools!
Is it possible to slay one more night? H. Some jo bs pay for cars, uni form s and travel expenses.
Yes,we can change your check-out time. How about
/. In your own busine ss, you make your ow n w ork schedul e.
1...E:!!!:?
Meet you at the gih shop. Ineed to buysome postcards.
,. You can do the kind of w o rk you lik e in yo ur own busin ess.

Your total forroom service is $25.50.

K.
What? I didn't order dinner inmy room!
I lost a brown bag. Can youcheck the luggage cart? l.

I'll call the bell hop. He'llbe here in 1\vo minutes.

Here's a key for guest room#225. It'sdownthehall • Sit wit h a partner and compa re papers,
on the right • Write your and your partner 's idea s.
I rhink working for is a goodlbad idea because _

- - -- -- - - - -- - - - - - ".
My pa rtner th in ks w o rk ing fo r _ is a good/bad idea
• You can substitute other vocabulary for the underlined word s. beca use . _

• Wha t's next? Pretend yo u are openi ng a new ho I ' .

fro m your teacher. Work with you r g 1 . te In your CIty. G et p ape r a nd m ark e rs • What 's ne xt? Take a stan d. Your teach er w ill iell yo u where to stand if you support work ing
up
' h to ~ eh" ghn a hote l (or bo th familie s a nd b usiness
trave ler s. Draw your id eas and sh,rero for yourself and where to stand if yo u sup port worki n g for someone e lse.
, em wu I e cla ss.
17 2 Unit E1t'vM

Unit Flcven 1 i3
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Put Picture
picture cqras
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card s
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here.
(face down) 't=::::::::".. _
Forlow the d ir,.;cUo.'1 5 O~
A5K YOUr group for h-/ ' the 5q:.rar~5.
don't knoW.h ~ p when yo u
'" ,e anSWer.

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Pick a toO/5 card.

,
•
Describe it.

,p ' -";

Unil Eleven 1 75
174 Unit Eleven
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 Picture Cards : Work Places/ Work Supplies
1 2. Rec reatio n
-
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Page(s) ., ~ 0 ;:: OJ
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182 A Ca m ping Trip!
(Round Table label) •
183 Checkers, anyone ?
(M ixer) •
1 Com ing Up in
1
1
1
184-1 8 5 los Ang eles !
(Info rmation Exchange ) •
1 QJ) Holida ys a nd a Party
I
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186-187 (Dou ble Cros swo rd j
••
1 So Ma ny Pro gram s
1
1
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188 So Ma ny Choic.cs!
(Rol e Play )
•
1
1
l earn About Religious
1
I
1
189
Holidays in School-
Yes or No?
(Take a Stand )
•
1
1
Recre ation Board
1
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190-191 Game
(Board Ga me ) • • • • •• • • •• •• ••
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Pict ure Card Activities
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 A Camping Trip!
The Oxford Picture Dit.tiona ry, page 1M . See paS!;'xii for Teacher 's Notes .
Checkers, any one?
The Oxford Pict ure Dictionary , page s 162-163 . See pag e xiii for Thacher's Notes .
• Form gro ups of 4 peopl e.
• Each person in the group takes turn s lab eling th e items on this paper. • Write the missing lett ers for eac h wo rd.
• After all the pictur es have label s, 1001< in the Dictionary to chec k you r gro up's wo rk. • Walk aro und the room. Ask and answer t he questio ns.
• Write a d ifferent name in each box. Doyou
play checkers?

1. Do you play _cn

_ _ e l'i:;k
_ _ _e_
r_s_,
(Yes )( No )
2. Do yo u play ~ __ _ - -g- - - -
(Yes )(NO )
3. Do you -.9_ _ _ _ _ ?

(Yes )(NO )
4. Da you _b _ _ _ _
00, -m - - - - _ ?

( Yes )(NO . )
5. Do you have a ~ .£_ ~ _
(Yes )(NO )

6. Do you k ,.

(Yes
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7. Do yo u J? .£ _
,.------~
• Wha l's next? Pretend you are going on a cam ping trip but ca n o nly take three ite ms. Take
turn s felling you r group wh ich three items you would choose and why.
)
1 112 Unit Twelve • What's next! Discuss your answers w ith your c lass.
Unit Twelve 18 3
 Coming Up in Los Angeles !
1 ...
Coming'.,up in Los Angel es!
-
The O1"!ord P ict ure Dictionary, page 152. See page xviii for Tea cher's Nole s. I " I .. The Oxford P ictu.re /J U: tiOIIO'J ', pug e 152. ge e page xviii for Teacher's Notes.

• Sit with a partn er. (Don't show this pap er t o you r parln er !)
• Sit with a partner. (Do n' t show th is pap er to yo ur pa rtner!) t
• Ask your partner abo ut the missing information in the ca lendar section of
• Ask yo ur pa rtne r about the missing info rma tio n in the calendar section of
th e newspape r below,
the newsl)aper below.
• You ca n use th ese qu estions:
• You can use these que stions:
Wh at is happening at ? Wh at ho~rs..Ji it open ?
What is happening at ? What hours ;s it open ?
How much does it cost (or a ~o go there?
How much does it cost for a to go there?
How mu ch ts parking at the ?
How mu ch is parking at the ?
• Write in th e missing informat ion and read it back to your par tner to check your work .
• Write in the missing informati on and read it back 10 your partner 10 ch eck your wo rk.

CALENDAR OF EVENTS
CALENDAR OF EVENTS
VAll.EY INDOOR DODGER
l OS ANGELES
fool ros
6 coum
AllGELES
ART
MUSEUr~
DODGER
STADIUM Il 6 coum
MUSEUM
ART

Picasso - His EarlylVo ~

5WAPMEET

I§ ~~~ See Oho th e

STADIUM

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Picasso - HisEarlyWork
SeeOho the Sept. 30 - Oct.21st Over400 BooUls! Baby Pan da!!
S,pl._ - Ocl. _ HalloweenCostumes DODGERSVS.
Baby Panda!! tll!I!LfM Arriving Sept. 28th!
~ DODGERS VS. Tue$.-Thurs.10 am- Spm
Too!
GIANTS
Turs.- Thuf$. _ -_ Arriving _ Thle weekend, Dally10am-5pm
Fri.l0am- 9 pm
Fri. _ _ - _ Daily_ _ - __ GIANTS Sat, Sun.l l am~ 6 pm Oct ober_ OCT. _
Sat.,Sun. _ _ - _ _
OCT. 12t h Adults: 58.25 Game time: _
IJmiI!I:J Fri., SaL,Sun. 1Dam- 6pm Adults: $ _ rmm:rnmJ Frl., Sat.,sun._ - -
AdmisSion $ _ _ Children: $3.25 General Admission: $_
AduftsS_Seniors S_ Children: $_ _ Game lime:7:35pm AdultsS6.00 senioo$4.00
ChildtU andSenioll:_ _ Seniors: $5.25 Parkinlj: $_
Adm in lan$1.00 Students $4.00
Stodents S_ _ thildren and Seniors: Free Seniors: $ _ General AdmIssion: $6.00 Parkinl:_ _ Paf1r;ing:Free
Parking: $_ _ Patti ng: $5.00 , Parking: SS.oo

,
Parking: Free Parking: $- - -

Th e Hu n li n s lo n
Llb r ary Boh n i u l World '& La rgest County Fairl . ~... ••• WorlO's Largest County Fairl
- ,,~'": S _ _
Gard en s p Sept • __ - - Adml~IOII

Sept. 11-28 AdmiG.~"

SSion: $9.00 Mon.-Tnur. _ _ - _ _
Fri. _ _ - _ _ Sa!" _ _ - _ _
S~nlors: $_ _
Children: $_ _
tl ~n_ - Thuf. 1I am- l 0 p m Scniors:$7.00
7'..rses! Fn. ll am- l1 pm Sa1. 91~ -1 1pm Ch:ldren:S5.00
S'" _ _ - __ Parlung: S_ _
~ses! f1f.lm SlIl. 9 am -1 0 pm Parkin; : ~.OO
'1\pses! sun RIDGEPARK
October_----:....-..
MATINEE TODAY! M"'" s_ SUNRIDGE PARK
October 1 5~ 25
Tues.- Sun.
MATI NEE TODAY! ::~"~;~ OGTOBER _ _
Tucs..~§un. , C h~d ren: S
Sherman Oaks Movie Theater Seniors: $4.50
Sherman Oaks M OVi e Theater Seniors: $- OCTOBER 31st IOJ Oani'" 4,30pm Sp y MY Sp y Ma!inee: $U Xl ~;~
7 - 10pm
Admission: SPY MY SP Y ...,"",S= Admission: $1 .00
Admission: Sun. _ Thur. 1:00. 4:00, 7:00, 10:00 Parkillg· F1 ~ Parking: _ _
SIIII.- Thlll. _ _ •_ _ •_ _ • _ _ Palk'ng:_ Adttts:S7.50 Studmts:$-I.OO
." dullS: 5_ Students: S_ Parking: Free
Seniors; $_ Parking:_ _ Seniors:$6.00 Parking: Free

• What's next? Work with a part ner. Ma ke a list of tho se places yo u wou ld l ike to go if you
• ~~at's ne xt? Work with a partne r. Make a list of those places you wo uld like to go if you visit l os Angeles. li st o nly those places both yo u and your partner agree on.
VISIt Los Ange les. lis t on ly those pla ces both you and your partner agree on.

Unit Twelve 185

184 unn Twelve

 I -
Holidays a nd a Pa rty
The Oxford Picture Dicliollaf)', pages 168- 169. See page xvii for Teacher's Notes . ., :1
Holi davs and a Party
TM Orford Pictur e Dictionary , page s 168-169. See page xvii for Teache r's Notes.

• Sit with a partn er. (Don' t show this pap er to your partner !)
• Sit with a partner. (Don't sho w this paper to you r partnerf) ~)
• Ta ke turns giving the clu es to co mplete the puzz le. • Take turns giving th e clues to co mplete th e pu zzle.
t across - This hol iday is on the fi rst da y of the year 2 do wn - To use your voice to make m usic
........ • If yo u r p ar tn er needs help, give on e lett er from th e answe r on your puzzl e. • If yo ur partner needs he lp, give one letter from the answer o n yo ur pu zz le.
The seco nd letter is E. The second letter is L. , r: 1t1:

• When bo th puz zles are complete, compa re your work. • Wh en both puzzles arc comp lete, compare you r wo rk,

Clues Clues
1 ac ro ss - This ho liday is o n the first day of the yea r 2 down - To use you r voic e 10 make music
4 across - A holiday in Nove mbe r when peo ple give thanks 1 down _ W hat yo u do when the door bell rings
5 across - Child ren wear cos tumes on this holiday 6 down _ Peo ple ... a wish whe n the y blowout the ca ndles.
7 across - A holiday o n Dece mbe r 25th 8 down _ To think a bo ut everythi ng you need to do for the pa rty
11 across - The holiday wh en people watch firewor ks 9 down - What yo u do to candles to make them burn
12 a cro ss - This shape me ans, "I Jo ve y?u. " 10 down _ What you do to the house to m ake it pretty
14 a cro ss - Ma ny ci ties have o ne of these on Ju ly 4th 13 down _ Wh at peop le do at the beginning of a surprise party
16 ac ross - A hol iday in February about love 15 down _ What people do to a present before they give it

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Unil Twelve 187
18 6 Ullit Twelve
 So Many Programs -so Many Choices!
The Oxford Pictu re Dictiona ry , pages 166-167. See page xix for Teache r's Notes.
I
learn About Religious Holidays
..,.,
In
-
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The Oxford Picture Dictiona ry; page 168. See page xx for Teach er '6 Notes
• Fo rm groups of 4 peop le.
• Prac tice sayi ng all the lines. • Think about the reaso ns to lea rn about religious holidays in sc hool.
• Read eac h statemen t on the list.
• Ch,oos e your character and de cide what yo u will say.
• Think of other thin gs your charact er ca n sa y. • If the statement shows that lea rning about religious holidays in sc hool is a good idea,
make a .I in that co lumn.
• Act out your role pla y.
THE CHARACTERS' • If the stat em ent shows tha t learning about religious hol ida ys in school is not a good idea,
THE SCENE, a Senior mak e a ,/ in that column. . J-"'-. ."*
THE PROPS, A living room in a a rn iddle -ai2~ • For K and l , th ink of two more state ments to add to thi s list.
;.l ~rsOM

t he 1Y listings
from a newspaper II house or a pa :-..ment
ith one t elevision set
a teenager
a child STATEMENTS + -
some chalre if /1 ( living in the
Mme apartment)
~

•
A. Re ligious holi days can be fun .

B. Rel igious ho lida ys have spec ial foo ds.

THE SCRIPT:
e. People learn abo ut e ach other by learning about their ho lidays.
,

Who says... O. In the Un ited States, church an d go ve rnmen t a re sepa rate.

... these lines?
a s enior
O.K.• everyone. whatdo you want to watch tonight7
E. There is not e no ugh time 10 learn ac ademic subjects like read ing an d ma th.
Is there a good ~ .. on1 F. Students are ab sent sometimes bec aus e of re ligio us ho lidays.
le t's watch a soapopera. allthe movies are old. (J! CI G. Religious ho lidays a re serious for som e people.
I love a good science fiction story.
Please, nothing with ~ I get nightmares! H. Everyo ne celeb rate s religio us holid ays d iffe rent ly.
A~, Jet's watch a~ !
I. Some paren ts do not wan t their child ren learn ing about othe r re ligions at schoo l.
We alwayswatch ~ Can't we watch something
~

else? ). Re ligio n can be a n impo rtant part of life.

~ is my favorite.
K.
Not a ~, please. They're boring.
I really don't like anythingbut game shows. l.
Nature programsare interesting.
• Sit wit h a partner and compare papers.
Let's watch this new comedy. Love Me Tonight!
• Wri te your a nd your pa rtner's ideas.
Can't we watch a~? I neverget to watch ~!
J think it is to learn about religious holidays in school because

- -- - - - - - -- - -- -- - - - .
M y partner thinks it is _ to learn abo ut religious holidays in scho ol
because _
.. You can substilute otner vocabulary for the underlined words.

• Wh at 's nex t? Te ll what happens when eo J • • What's next? Wr ite fo ur se ntences on ho w yo u c eleb ra te a s pecial ho lida y.
pro grams on televisio n. P p e In yo ur hom e wa n! 10 w atch different

188 Unit rwctve

Unit Twelve 18 9
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spell it.

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Unit Twelve 19 1
1 90 Unit Twel\"l.'
 TWIN GRIDS (Pairs)
Recreation Pictu re Card Activities
writes dow n the group's respon se o n a sheet of
Picture Cardse Places to Go
-
Pla ces to Go Picture Card s, page 193 pap er. Carlos kicked th e ball.
Grid, page 197 5. Studen t 112 p icks a ca rd and the adivity continues. )

1. Duplicate one copy of the grid , page 197 and
wr ite in the names of stude nts in the class, o ne
name per square. (Yo u can put in othe r names if
you don' t w ant use the names o f your students.)
Give eac h studen t one grid and one p ict ure card
page. (If you have an overhead projector, see
Using the Overhe ad Pro jector in the Picture
. Cards Teache r's No tes, rage x.,
2. Have sludents cut apar t their p icture ca rds and
place them face up on the ir desks next to the ir
grid.
3.Te ll studen ts, ffena went to the art museum last
weekend. Direct students to place the pi cture of
the art museum on the squa re w ith Elena's name.
Enco urage students 10 ask d ar/(jcalion q uestions.
Wh o went? Did you say the art museum?
4 . Co ntinue te lling students where a ll the students
we nt until a ll the grid sq uares are filled. Have
studen ts compare the ir grids w ith on e another.
5. Pair studen ts and give ea ch pa ir a manila folder
to use as a sc reen between the partners. Have
one partne r (the sender) tell the other (the receiver).
.,---,-_--,-_ wen t to the _ get s a picture car d page and liste ns to Stud ent A
(Stude nts do not have to copy you r scn tences.)
Both partne rs place thei r pictures o n the grids.
Wh en the grids are com plete , se nders and
receivers compare their grids.
6. Have senders and rec e ive rs switch roles.
NOW AND THEN CHARADES (G roups)
Spo rts Ve rbs Picture Cards, page 194
1. Duplicate on e pic ture card page for each group
of 4- 5 stud e nts.
2, G roup stude nts an d give each group one picture
ca rd page. Tell students to n um ber off. Have #1
cut apa rt the p icture ca rds. Have #2 shuffle the
ca rds and place them face down on a desk.
Identify #~ as the recorder.
3. For the first ro und, Stude nt # 1 picks a ca rd from
the de ck and pantomimes the ac tio n, asking,
W hat am I doing ?She continues pa ntomiming
until a student from the group can name the
acti o n. You are kicking a ball.
4. The rec orde r then asks the grou p, What d id
Ca rlos do? Gro up members reach consensus on
6. The activity is ove r when all the students in the
group have had two tur ns. Recorders can read
fro m their papers or turn them in.
PEER DICTATION (Pa irs)
Team Sports a nd Ind ividua l Sp orts Picture Car ds,
page 195
1. Dup licate a c lass set of the p ict u re card pag es
and cui off the Word l ist on the sideba r. (Hold
on to these for step 6 .)
2. Pa ir students and give Student A a nd Student B
each a p icture ca rd page. Have Stude nt A put he r
page face down until it is her turn.
3. Direct Student B in each pa ir to loo k at pa ge 158
in the Dictio nary and rea d o ff the list of Team
I '
Sports . When Studen t A hea rs a Team Sport that
I
is on her pict ure page, she says I have that. How
:: I
do you spell it? Stude nt B spells out the wor d 50 ~: I ,
tha t Studen t A can write it unde r the picture. ~~
4. W hen Student A has w ritten all of the learn
spo rts. she pu ts her pa pe - aside. Stud en t B then
read the list of Individua l Sports from page 159
in the Dictionary. Stude nt B writes the names of
the individua l spo rts und er those pictu res.
5. Both students then write the words for the p ictures
not yet labelled (Stude nt A writes down the
Ind ividua l Sports, Stude nt B writes down the
Team Sports). They then co m pa re thei r answ ers.
6. Distribute the cla ss set of the cut Word li st and
have students check the co rrect spe lling of all the
pictu res on thei r pages.
GU ESS WHAH (Groups)
Hobbies and Games Picture Ca rds, p age 196
1. Have stude nts form sma ll g rou ps of 2-4 studen ts.
2. Give ea ch grou p one pa ge of cut-up p icture
ca rds. Have one student in th e group sh uffle the
card s and place them face down on the table.
3. Each student take s a tu rn pick ing up the top pic-
ture ca rd on the pi le an d giving a de finition . You
use th is to rake a picture . It uses film.
- ~
4. The ot her grou p me mbers try to gue ss the word.
The first student to gue ss till! word keeps the E C .
p icture card.
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the co rrect wa y to write the se ntence . (The y may 0
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Unit Twelve 193
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 Activity Index
l acy's Fi ne Fashions . • •. . .••..... •• 76 Commu nny . . . . • . . . . • . _.. _••. 110--111
Round Table Label Picture Differen ces
The doctor will see you soon•. . . . _.• .. 92 Transportation .••. •.. .... .. .• 12&- 127
Where's the penci l? . • . . .. ......• . 2 School Days .• .••. . . .. . ..•... .• 10-11
O rder in the co urt! .. . . • . . . . • • . . . .. 108 Areas of Stu dy • . . . . ... . ... . . . 142- 143
What kind of peop le are at the party? 22 What a day! • . . . . . . . . . . , 24-25
Th e Frie ndly Skies 124 Plants and Animals . . . • . . . . • . . • 158-1 59
A Yard Sale !. 38 Life at the laundromat • . . .. . . 72- 73
Tim e For C lass . . . . . . 140 'rtOfk .~ . . .. , . . . . . _174- 175
What's in the fridg e ? ..... .. . 54 Welby Com muni ty Cli nic . . . . .. 9 0~91
. .. . 156 Rec reation . . . . 190- 191
S unday al the Zoo ..
Family Fashion ... . . .. " . 70 Paradise Hills Mall .. . . . 104- 105
Four-Star Holel . . •. .. . 172
Body Language . . .. .. .. .. 86 Fly Skyair •. . . .... . . . . 120-121 Picture Card Activities
So Ma ny Programs -
Around the Corn er •. . • • . . . . . _. • , • . 102 Under the Sea ...• .. ..•..... . 152- 153 A-Z
So Many Cho ices ! ••..... . .. . .... . 188
Trave ling on Route 66 ..... ..•... .. 118 . _ .. . 168-169 Alpha beVNumbe r Cards _ 17
On the Assembly Line.
PICK A PAI R
Wek::ome 10California! • .•.• ... ... . . 134 Take a Stand
Doubl e Crossword ClassroomJPrepositions
Greenthumbs Nurs ery •... .. . . ..••. 150 learn Eng lish at Hom e or at Schoo l? . . . 13
Numbers Puzzle ...... . . . .• •.. .... &- 7 Picture Ca rds , . .•.. . .. ...... 16
This office is a mess! . •. __ 166 Wh ich is e ener-,
Grad uation Puzz le . . . . •• ..• .•• .. 2&-2 7 AgelPhysical Description Picture Cards .. 35
A Camp ing Trip! .• .... . . . . . . . • . 182 S mall or l arge Fam ilies? • . . . . 29
Home and Yard . . . .. .. 42--43 Yard and Housework Picture Ca rds . . .• 50
An Apartm ent or a House? . . . 45
Mixer Wash and Wear Op posites. . . • 74-75 Yard Tools/Cleaning Supplies
Ho me-cooked Mea ls or Fast Food? . , .. 6 1
Picture Ca rds .• . . , ,.. . . 51
Hello! Hotat II P;r,BET ! .. .... .. .. . 3 Government and Cijizenship Puzzle . . 138-1 39

We are an interesti ng class! . . • . . . . . • . 23 Animal Kingdo m 154- 155 • School Un iforms-Yes or No ? .. . .. •. . 77

Home Care or Hospital Ca re? . ..•. ... 93

Ther e 's no place like home ! . . . ... . . • . 39
Around Town ... .. . ...•... . .. ..• . 103
What do you like to do? .. .. . ... ..•. 135
Checkers, anyone ? .•.... . . _. . . . • . 183
Survey
What do you want lor dinne r?
What's your style? . . . . . .
You're the doct or! . 87
What's Ihe best wa y to travel? •.... .. 119
The pe t stor e is ope n.... . ......• •. 151
What job is best for you? .. .• . .•.. •. 167
Drawing Dic t ation
What's in her office ? . '"
Containers and Packaged Food s
Pict ure Card s . .. • .. .. . .• . .• . . ..... 67
Holid ays and a Party .•.. 18&-1 87 Sid ewalk Vendors-Yes or No? •. .... 109 Describing Clothes Pictu re Cards ••...• 82
Drive a Car or Take Pub lic
Info rmati on Exch an ge Co mmunity People/
Transpo rtat ion? . .•. .. .•. . .. •.. ~ •• 125 Community ltems A Picture Ca rds . . •. 114
How much was that call to New York? .. 4-5
Space Exploration-Yes or No? . . • . . 141 C ar Parts and Mainte nance
How muc h do I nee d? . . . . . , ..•.• 56-57
ADog or aCat ? , 157 Pictur e Cards .. ..•..... . 130
What's happ ening at W eUnet? . .•• . 88-89
Work for Yourself or Someone Else ? .. 173 Musical Instruments Picture Card s 146
. . . . 55 Worldw ide Disasters .. . 106- 107
Learn Abou t Religious Ho lidays P lants an d Animals Picture Ca rds 162
. . 71 Destination Sa n Fran cisc o! . . 122- 123 in Scho ol-Yes or No ? 189 Anim als/ Animal Parts Picture Cards 164
He did what ??11 . . . . .. • . _. .... 13&-1 37
Occ upations and Equipment/
The Perfect Job for You! •• . . .... 170--171 Board Game
Supplies Pictu re Car ds 177
Com ing Up in l os Angeles ! . " . . 184-185 e veryda y languag e .• • ...••• .•.. 14- 15
TW IN GRIDS
People . _. • . . . . . . • • . . • •... _..• 30-31 W eather/Seas ons Picture Cards . . • . . . • 19
Role Play Housing .. .. _• . ..• .. ... .. .. . 46-47 Daily Rout ines Picture Car ds . .. •. .• .. 36
Is it on sale? ... . ..... .•• .... ..... 12 Food . . . 62--63
l iving Room lD ining Area!

Th e Perfect xtt chen l . . . . .

What goe s where ? .

....... 8-9
. . . 40-41

. . 58-59
Please. don't cut it too sho rt ! . . . . . . . • . 28

You'll love this a partm ent !

Don't forget the pasta!

... .... 44

. . .. 60
• Clothing . .

Health
. . .. 78-79
. . . . 94-95
K itchen Picture Car ds . .

MarkeVPrep ared Food s Picture Cards . . 66

. .. 49

199
19"
 Clothing A Picture Cards
Personal Hygiene/Health Care
Picture Cards •. . . . . •. , • . . . • • . . .. 100
Commu nity Places Picture Cards .•. . . 113
Directions and Traffic Signs
Picture Cards . ..•...•.. .•. .• . .. . . 13 1
Shapes Picture Cards ..• ••• ... • • .. 145
Mammals Picture Cards . . . . . . . . • • . . 163
Tools Picture Cards ... . •. . .... . . .• 178
Places to Go Picture Cards .. . . .... • 193
PEER DICTATION
Fruit and Vegetable Picture Cards
Parts of the Body Picture Cards
Earth and Space Picture Cards • . .. . . 148
Team Sports and Individual
Sports Picture Cards •• .. . .• ... ... . 195
NOW AN D THEN CHARADES
Classr oo m Verbs Picture Ca rds
Feelings Picture Cards .. .•..•....•.. 33
Food Verbs Picture Cards •. • _•...• . . 68
Health and Personal Hygiene Verbs
Picture Cards •. . ..•. .. ... . .•.. . . .. 99
Com munity Verbs Picture Cards . . • ... 115
Work Verbs Picture Cards
s ports Verbs Picture Cards
200
81 MIXER
lile Events Pict ure Cards . . . . . . . . 34
Household Problems/
Repair People Picture Cards . . . • . . . . . 52
Symptoms and Injuries!
Health Care Picture Cards . • .•.... _. _96
Transportation People and Vehicles
Picture Cards . . . . • . • . . • • • . . . . . . . . 129
GUESS WHAT?
Yard and Housework Picture Cards ... . 50
Yard ToolS/Cleaning Supplies
Picture Cards .. •• ... . . . . . . • . . • • .. . 51
65
Sewing ItemSIClothing Accessories . •.. B4
97
Comm unity Items B Pictur e Cards . . .• 116
Transportation Items Picture Cards. __ . 132
Work Placesl\Vo rk Supplies
Picture Cards .•••. .• .•.•• . ... . .. • 180
Hobbies and Games Picture Cards. ••. 196
20
PICK AND CHOOSE
Clothi ng A Picture Cards . . . • . . . . . . . . 81
Clothing B Picture Cards •. .... .•.. .. 83
School Subjects Picture Cards •. . . . .. 147
Pets and Farm Animals Picture Cards . 161
179
194