Ask Who Ask What Ask Where Ask When Ask Did Lose a turn
Project 2 A snapshot of a fi eld trip
• If students have access to the computer and the Internet at school or at home, create a message board for the class beforehand. Instruct students on how to use it to post questions, ideas, and opinions. You could also have a short lesson on how to attach photos, if helpful. You may want to assign the actual message writing or posting on the virtual message board as homework.
• If Internet access is not available, you can create an actual class message board on one wall of the classroom where students can pin or tape their suggestions and replies. Alternately, you could have students pass their suggestions to other students in the class for comment.
• Introduce the activity by asking students if they have ever gone on a fi eld trip. Elicit details about their trips by asking questions; for example, Where did you go? How did you get there? What did you see or do there?
• Tell students to think about a place that they want to go for a fi eld trip. They will write a few paragraphs and choose pictures or photos to go with these paragraph. Then each student will post his or her idea for a fi eld trip for everyone else to read and comment on.
• Have students look at the photos in the book.
Elicit or give the word for this particular place (aquarium) and words for the animals shown in the photos (dolphin, frog, shark).
• Ask volunteers to read the instructions and sample paragraphs aloud for each step of the project.
Point out the emoticons and acronyms and review their meanings. Tell students they can choose the emoticons and acronyms that they want to put in their messages and comments.
• Give students time to think about their fi eld trip ideas and make notes. Circulate and help with vocabulary. You may want to set aside class time for students to do research on the Internet or in books and magazines.
• Have students write their fi rst drafts. You may want to assign this as homework and have students do more research at home.
• When students have fi nished, tell them to exchange their fi rst-draft papers with a classmate and edit each other’s work. Have them use the Peer editing checklist on page 138.
• Circulate and assist the students. Help draw students’ attention to serious errors and parts of the text that could be expanded, clarifi ed, edited, or improved.
• In class or as homework, ask students to write a second draft of their paragraphs using the comments and suggestions of their partners. They should also collect the photos they plan to include or make drawings to illustrate their projects.
• Have students post their ideas on the message board. If they are posting it on the Internet, allow time for students to read and reply to their classmates’ ideas. You may want to assign the reading and responding portion as homework. If students are posting their ideas on the message board on the classroom wall, or are passing their suggestions around the room, allow time for students to read their classmates’ ideas, write their comments and replies, and post them.
This is a Home/School connection activity.
• After other students have commented on the fi eld trip ideas, suggest that students share their work with their families. Tell them to read aloud and explain their fi eld trip plans and classmates’
comments.
Postcards_splitB_TE1_U05.indd T51
Postcards_splitB_TE1_U05.indd T51 2/27/07 10:21:21 AM2/27/07 10:21:21 AM
Imagine your teacher wants your ideas on a fi eld trip. Think of a place you’d like to visit with your class. Post your suggestion on an Internet message board—or write it on a piece of paper to share with the class. Choose photos to go with your post. Use the message and steps below as a guide.g
SmartTim writes:
Hey everybody! ☺ Let’s go on a fi eld trip to the National Aquarium in Baltimore! It’s not far from Washington, and it’s way cool!
The National Aquarium has over 500 different fi sh and animals.
They have huge fi sh tanks. You really feel like you’re under water. They have lots of sharks, of course. And there are snakes and dolphins, too. In fact, we can see a dolphin show there!
And right now there’s a special exhibit on frogs. They have some great poison frogs, including an awesome blue poison dart frog.
The aquarium has some great special tours. The best is
“Sleepover with the Sharks.” Does that sound cool? ;-) We can learn all about sharks and sleep right next to the shark tank!
Breakfast is included!
The aquarium is in Baltimore. To get there, we can take the train from Union Station. It just takes about 40 minutes. Then we can take a bus to the aquarium. It’s right next to the Inner Harbor, on the water. Sound good? Let me know! G2G! B4N!
TopCat writes:
Hey SmartTim! Your idea sounds great! Especially the
“Sleepover with the Sharks”!! :-o SmartTim writes:
1. Write your screen name and greet your classmates.
Introduce your fi eld trip idea.
2. Write about the things you can see and do there.
Th i i i B l i T h k h
4. Explain where the place is and how to get there. Ask your classmates to reply, and then sign off.
3. Write about something special your class can see or do.
TopCat writes:
5. Let your classmates post replies to your message.
A snapshot of a fi eld trip
51 Project 2
042-051_SB1B_U05_14106.indd 51
042-051_SB1B_U05_14106.indd 51 7/11/12 9:34 AM7/11/12 9:34 AM
Learning goals
Communication Talk about the past Say good-bye
Talk about occupations Grammar
The simple past of be (was/were) The simple past of
irregular verbs Vocabulary
Some occupations
1 Dialogue
57 Cover the dialogue and listen.
Brian: Good-bye, Mrs. Gibson. Thanks for having me this summer. I really had a great time.
Mom: We’re glad you came, Brian. It was fun for us, too. And you were so good with Robbie. Say hi to your parents.
Robbie: Uh, Brian. You can have my baseball. It’s my present for you.
Brian: Thank you, Robbie. I left something for you in your room.
Joey: And this is from all of us. It’s the family picture you took at the picnic.
Brian: You’re a great friend, Joey. Andy, you’re cool. Thanks, man.
Andy: No problem, dude. Good luck.
Liza: We’ll miss you, Brian. Keep in touch.
Brian: OK. Oh, I almost forgot. This is for you, Liza. Joey thought you’d love this.
Liza: Oh, thank you! It’s beautiful.
Brian: Bye, everyone.
All: Bye. Have a great trip.
Take care.
52 Unit 6
052-061_SB1B_U06_14106.indd 52
052-061_SB1B_U06_14106.indd 52 1/17/07 7:57:05 PM1/17/07 7:57:05 PM
T52
TEACHER’S NOTES
Using the large photo
(less than 5 min.)• Ask students to look at the picture. Ask Who do you see in the large photo? (Andy, Joey, Robbie, Mrs.
Gibson, Brian, and Liza) Where are they? (in front of the Gibsons’ house) What do you think is happening? (Brian is leaving.) What makes you say that? (Andy is carrying a suitcase, and everyone is near the car.) Who do you see in the small picture?
(Brian and Liza) What is Liza holding? (a box and a watch or bracelet)
1 Dialogue and 2 Comprehension
(15 min.)• Have students cover the dialogue.
(Suggested procedures are continued on the next page.)
Warm-up
(5 min.)Cross-curricular activity: foreign languages
• In one column on the board, write some words that mean good-bye in different languages. In the other column, in random order, write the different languages. You may use the following words or some of your own:
Au revoir (French) Arrivederci (Italian) Alvidha (Hindi)
Do svidaniya (Russian) Sayonara (Japanese) Shalom (Hebrew)
• Ask students about the different ways to say good-bye in their L1. Then tell students that you have written on the board words that mean good-bye in different languages. Have them work in pairs and match the word with the language. Elicit the answers and draw
“matching” lines on the board.
• Tell students that Brian is going to say good-bye to the Gibsons in today’s dialogue.
Have students open their books. Introduce the unit title.
Learning strategy
• Keep a list of words and expressions
Pronunciation
• The pronunciation of was and were
Skills
• Look up the meaning of words in an article
• Listen for specifi c information
• Talk about past activities
• Talk about favorite occupations
• Write a story using the simple past
Learning goals
The following are additional learning goals in this unit:Postcards_splitB_TE1_U06.indd T52
Postcards_splitB_TE1_U06.indd T52 2/27/07 10:21:41 AM2/27/07 10:21:41 AM
T53
TEACHER’S NOTES
1 Dialogue and 2 Comprehension
(continued)A.
• Have students look at the Comprehension questions. Ask volunteers to read them aloud.
Explain or elicit the meaning of choose. Point out that students should write notes while they listen so that later they can answer the questions orally.
• 57 Play the audio two or more times as students work independently to make notes to answer the questions.
• Assign pairs and have students take turns asking and answering the questions orally, using full sentences.
B.
• 58 Have students uncover the dialogue. Play the audio again as students read along. Check answers to Exercise A orally.
Answer key
1. Brian is going back to Australia.
2. Robbie’s present for Brian is his baseball.
3. It’s in Robbie’s room.
4. The family’s present for Brian is a family picture.
5. Joey helped Brian choose a present for Liza.
• To extend work with the dialogue, select key vocabulary, structures, and communicative phrases to discuss more fully, such as irregular past verbs (had, left, took, forgot, thought), the past of be (was, were), Thanks for having me (thanks for letting me stay at your house), man and dude (when boys or men use man and dude to address each other, it means they are friends or are comfortable with each other), No problem, miss, Keep in touch, and Take care (a shortened version of Take care of yourself, a common way of
saying good-bye).
• Have the class repeat the dialogue, then have students practice in groups of six, changing roles after each reading. Finally, select a group to perform for the class. For further extension ideas, see the Dialogues and Comprehension notes in the Introduction, page x.