Part 4 deals with standardized test questions that require students to state a preference.
Chapter Opener
t Point out the chapter title, “Remarkable Individuals.”
As a class, brainstorm the kinds of individuals people often consider remarkable and list them on the board.
Some examples include artists, political leaders, scientists, and athletes. Ask students if they think everyday people, such as their parents and teachers, can also be remarkable.
t Direct students’ attention to the photo. Then divide the class into groups to discuss the “Connecting to the Topic” questions. Call on groups to share their information and ideas with the class.
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CHAPTERRemarkable
Individuals
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Features
Celebrity Profi le: Lance Armstrong, Uphill Racer
Learning Strategy: Listening for Chronological Order
Language Function: Expressing Likes and Dislikes, Pleasure and Displeasure
Listening
Listening for time and sequence words as clues to chronological order
Listening to sort events in a person’s life into general chronological time periods and to complete a timeline
Listening for expressions of likes and dislikes, pleasure and displeasure Listening for consequences of choice of expressions of likes and dislikes, pleasure and displeasure, and tone of voice
Speaking
Sharing opinions about types of remarkable feats
Sharing stories about remarkable feats Collaborating to complete a Venn diagram of remarkable feats
Collaborating to put story parts into chronological order
Collaborating to complete a timeline of life events
Telling a story in chronological order
Reaching consensus on ways to express likes and dislikes, pleasure and displeasure in real world situations
Discussing likes and dislikes, pleasure and displeasure regarding goals and interests Critical-Thinking Skills
Comparing/contrasting and ranking remarkable feats
Using a Venn diagram to show things groups have in common
Using time and sequence words as clues to chronological order
Tuning in to the logic of chronological order Putting story parts into chronological order Using a graphic organizer to sort events into general chronological time periods Using a timeline to sort events into narrow chronological time periods
Choosing appropriate ways to express likes and dislikes, pleasure and displeasure Vocabulary Building
Pooling knowledge with classmates to match words to defi nitions
Using new vocabulary to answer contextualized questions
Focus on Testing
Expressing preferences on standardized tests
! chemotherapy
! fluke
! undisciplined
Idioms
! be riding high
! from scratch
! hit-and-run
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Building Background KnowledgeStudent Book pages 110–112
Did You Know?
tGive students time to read the information about the Tour de France or read the information aloud as students follow along.
1 What Do You Think?
tDivide students into pairs to discuss the questions.
tCall on pairs to report their ideas to the class.
Sharing Your Experience
2 What Makes an Accomplishment Remarkable?
tAs a class, go over the strategy describing the Venn diagram.
tDivide the class into small groups and go over the directions. Have all group members take notes on their group’s discussion.
tGive each group a large piece of poster paper and markers.
t Have the groups work together to copy the Venn diagram from the book onto the poster paper, transfer their discussion notes to the diagram in a readable fashion, and illustrate the poster with drawings.
tHave the groups tape their posters to the walls and walk around the room to look at their classmates’ posters.
tConduct a class discussion of the posters focusing on common elements among the remarkable accomplishments listed on the posters.
Expansion Activity
tThe goal of this activity is for students to pursue the theme of remarkable individuals through Internet research outside of class and to practice speaking in front of the class.
tAs a follow-up to the “gallery walk” in Activity 2, have students choose a famous person mentioned in the posters whom they don’t know much about.
REPRODUCIBLE
tPhotocopy and distribute Black Line Master 17
“Researching a Remarkable Person” on page BLM 17 of this Teacher’s Manual.
tInstruct students to research their remarkable person using the Internet.
tCall on students to give brief reports about the person they researched.
Vocabulary Preview
3 Sharing Defi nitions
tPoint out that the vocabulary words in the list may have more than one meaning, but the meanings here defi ne the words as they are used in the listening.
tDivide students into pairs to match the words and defi nitions. Go over answers as a class.
ANSWER KEY
1. b 2. e 3. l 4. k 5. f 6. h 7. a 8. j 9. d 10. i 11. g 12. c
4 Using Vocabulary
Best Practice
Activating Prior KnowledgeThis activity requires students to bring into play their personal experiences. In this way, students activate their prior knowledge and make connections between what they already know and the new vocabulary they need to learn, which helps them to understand and remember it.
tThe questions in this activity contain the vocabulary words in context, which helps students make connections and process the new words.
tDivide students into pairs to take turns asking and answering the questions. Answers will vary.
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Listening for Chronological OrderStudent Book pages 113–117
Note: Students frequently confuse during and while due to similar meaning, but during only functions as a preposition, and while functions primarily as a conjunction.
3. The following expressions are adverbs or adverbials, which function in various sentence positions:
afterward formerly recently at that time long ago soon
eventually now then
fi nally presently Examples
She will move to Texas soon.
Now, she is living in Idaho.
4. Other expressions in the list have more than one possible grammatical function:
Examples
Present day scientists do not believe this theory. (used as an adjective)
In the present day, fossils of these huge animals can be found all over the world. (used as a noun)
Strategy
Tuning In to the Logic of Chronological Order
tExplain to students that tune in means to pay close attention to something in order to better understand it.
tExplain that although time and sequence words are helpful clues, listeners can also use a number of other clues to determine the sequence of events.
tAsk for volunteers to read the bullet points describing ways to tune in to chronological order.
tReinforce the points by listing them in brief form on the board.
Strategy
Using Time and Sequence Words as Clues to Chronological Order tGo over the introductory information
about chronological order.
tAsk students if they can think of other instances when simple chronological order is used. For example, when telling a story.
tPoint out that sequence refers to the order of events—what happens fi rst, next, and so on. Expressions that indicate sequence enable clarity when a speaker doesn’t follow simple chronological order.
tGive students a chance to look over the list and ask about any time and sequence words that are new to them or that they are unsure of. Provide examples and explanations as needed.
Content Note
tThe expressions listed in the “Time and Sequence Words” table fall into different grammatical categories.
1. The following words can function as prepositions, which are followed by nouns:
after during before until Example
We went out for ice cream after the movie.
2. The following words can function as conjunctions, which connect clauses:
after until before while Examples
They carried their equipment while they were riding.
Until the rain stopped, we did not leave our tent.
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