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Classroom Materials/Extra Practice
CD 4Tracks 38–54 Transparencies and
Vocabulary Cards
T
MCAUnit 12
WorkbookUnit 12
Companion WebsiteUnit 12
MyFutureLabUnit 12
T-165 UNIT 9
Preview• Holdupyourbookorhavestudentslookattheir
books.Readtheunittitlealoud.• Ask:Looking at the picture, what do you think the
title means?• Writeontheboard:On the job = working; at work• Setthecontextoftheunit.Askquestionsaboutthe
picture:What do you see? Where are the people? What are they doing? Who do you think the man behind the woman is?
• Readthepreviewquestionaloud.• Askvolunteerstoshareanswers.Youcanhelp
studentsexplaintheirideasbywritingtheirinformationontheboard.
Unit Goals• Telltheclass:This list of unit goals shows us what
we will be studying in Unit 9.• Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain
unfamiliarvocabularyasneeded.Explainclarification:Comes from the verb clarify, which means to make sure you understand something.Explainexpectations on the job:What our supervisors, our company or our customers want from us.Explainhazards:dangers; dangerous things.Explainfollow instructions:do what is asked.Youmaywanttowritethesetermsontheboard.
• Say:We will come back to this page at the end of the unit. You will be able to write a check next to the goals you learned and practiced in this unit.
On the Job
Unit Overview
Goals• Seethelistofgoalsonthefacingpage.
Grammar • One/Ones• Verb+object+infinitive• Reportedspeech:commandsandrequests
withtell/ask
Pronunciation• Stressandintonationtoshowimportance
Reading• Readanarticleaboutworkingthelateshift• Readsafetyinstructions• ReadingSkill:Skimming
Writing• Writeaparagraphdescribingajob
9 Classroom Materials/Extra Practice
CD 3Tracks 1–11
WorkbookUnit 9
Interactive PracticeUnit 9
Community Building
Ask:Who is working now?Askforashowofhands.Ask:Have you ever had problems understanding something at work?Havevolunteerstalkaboutsomeproblemswithcommunicatingornotunderstandingsomethingatwork.Helpingstudentssharereal-lifecommunicationproblemshelpscreateasupportiveclassroomenvironment.
LOCKE_FUTURE3_TE_9780131991538_U324 324 4/23/09 2:56:56 PM
UNIT 9 T-166
Lesson 1 Vocabulary
Controlled Practice 10 minutes
B Listentothephrases....
• PlayCD3,Track1.Studentslisten.• PlayTrack1again.Studentsrepeat.
c GROUPS.Whatarethepeople...
• Tellstudentstousethephrasestodescribeasmanypicturesaspossible.
• Callonvolunteerstodescribethepictures.
Expansion: Writing Practice for 1C
• Formpairs.Say:Use the new vocabulary and write about the pictures.
• Pointtopicture1.Writeontheboard:The man is giving the woman feedback.ORThe man is giving the woman instructions.
• Remindstudentsthatmorethanoneanswerissometimespossible.
• Callonvolunteerstowritesentencesontheboard.
Learning Strategy: Giveexamples• Readthedirections.Studentscanuseindexcards
orpiecesofpaper.• Modeltheactivitybymakingacardforoneof
thejobskills.Forexample,write:be responsible for something.Askstudentstocalloutajobthatrequiresthatskill.Writeajobonthebackofthecard.
• Walkaroundandhelpstudentswritethephrasesandexamplesentences.
• Say:You can remember new vocabulary when you give examples of the word.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.
Getting Started 10 minutes
1 WHAT DO YOU KNOW?
• Setthecontextofthelesson.Writeontheboard:working with others teaching others something learning something from another worker
• Pointtothewords.Say:Give examples of jobs where you would have to do these things. When might you have to work with others? In what job might you have to teach coworkers something, or learn something from a coworker?
• Callonvolunteerstoanswer.YoucanmodelcorrectEnglishbyrestatingwhatthestudentsaidandhavingthestudentortheclassrepeat.
• Say:Talk to a classmate about the pictures. What is happening in each picture? Are the workers doing any of the activities from the board?
• Callonvolunteerstodescribeapicturewheretheworkersaredoingoneoftheactivitiesfromtheboard.
• Statethelessonobjective:We’re learning words that relate to on-the-job skills.
Teaching Tip
Ifyouareusingziplockbags,remindstudentstoreviewtheirvocabularycardswhentheyhavetime.Tellthemtoremovethewordstheyhavemasteredandcontinuetoreviewthewordstheyarelearning.
Culture Connection
Emotionalandsocialworkskills,calledsoft skills,havebecomeveryimportantinthebusinessworld.Businessesrealizethathowtheiremployeesinteractwithcustomersisimportanttothesuccessoftheirbusiness.
Presentation 10 minutes
a Lookatthepictures...
• Callonvolunteerstosaywhattheythinkthephrasesmean.Askthemforexplanationsorexamplesforeachphrase.
• Sayeachphraseandhavestudentsrepeat.
LOCKE_FUTURE3_TE_9780131991538_U327 327 4/23/09 2:57:07 PM
T-167 UNIT 9
Lesson 1 Vocabulary
Interactive Practice pages 98–99
Extra Practice
Controlled Practice 10 minutes
2 PRACTICE
Communicative Practice 20 minutes
Show what you know!
STEP1.GROUPS.Talkaboutyourbest...
• Say:Think about the job skills you have. If you don’t work now, think about the skills you use at home and at school.
• Asgroupstalkabouttheirjobskills,walkaroundandprovidehelpasnecessary.
• Toreviewthisactivity,askeachgrouptosayoneortwoskillstheydiscussedintheirgroup.
STEP2.PROBLEM-SOLVE.Whatareyour...
• Say:You’re going to talk about the problems you have on the job and the job skills that you need to improve. If you don’t work now, imagine what problems you might have.
• Asgroupstalkabouttheirproblemsandjobskillstheyneedtoimprove,walkaroundandprovidehelpasnecessary.
• Toreviewthisactivity,haveeachgroupwritethreeproblemsontheboardandthreejobskillsthatneedtobeimproved.
• Callonvolunteerstosayhowthesejobskillsmightbeimproved.
Community Building
Duringgroupdiscussions,encouragestudentstothinkofexampleswhentalkingabouttheirbeliefs.Writeontheboard:I think I’m good at being part of a team. For example, when I worked at a restaurant, I had to work with the cooks and the waitresses. We worked really well together.
WORDPLAY.Lookatthejobskills...
• Tellstudentstounderlineanywordstheyarenotsureofastheycompletethetask.
• Formpairs.Havestudentstalkaboutthewordstheyunderlined.Walkaroundandprovidehelpasnecessary.Youmaywanttowritewordsanddefinitionsorexamplesentencesontheboard.
• Checkcomprehension.Asktheclass:Who is good at training other employees? Can you give an example? Who is good at giving someone instructions? Can you give an example?
MULTILEVEL INSTRUCTION
Cross-ability Formcross-abilitypairswithinthegroup.Havetheabove-levelstudentencourageandhelpthepre-levelstudenttoexpresshisorherideas.Tellthepre-leveltoasktheabove-levelstudentforhelp.
Teaching Tip
Aneffectivewaytogetstudentstopracticedifferentskillsistohavethemrotatetasks.Foronegroupdiscussion,StudentA:Watchthetime.StudentB:Writethegroup’sideasonapieceofpaper.StudentC:Telltheclassyourgroup’sideas.StudentD:Askquestionsofeveryonetobesureeveryoneparticipates.StudentE:EncourageeveryonetouseEnglish.Forthenextgroupdiscussion,havestudentsswitchroles.
LOCKE_FUTURE3_TE_9780131991538_U328 328 4/23/09 2:57:08 PM
UNIT 9 T-168
Ask for clarificationLesson 2
Presentation 5 minutes
2 LISTEN
a Listen.Margoistraining...
• Havestudentsreadthedirections.• Ask:Who are the people in the photo? What
is happening?• PlayCD3,Track2.Thenasktheclass:Does Jason
understand everything? How do you know?• Say:Let’s listen to the conversation again.
Controlled Practice 15 minutes
B Listenagain.Write...
• Havestudentsreadthestatementssilently.• PlayCD3,Track3.Havestudentscompare
answers.• ThenplayTrack3again.Reviewtheanswers
byaskingvolunteerstowritetrueorfalseontheboard.
• Tellstudentstheyaregoingtolistenagainsotheycancorrectthefalsestatements.TellstudentstoraiseahandandsayStop!whentheyhearthecorrectinformation.
• PlayTrack3again.Stoptheaudiowhenyouseeahand.Askthestudenttosaywhatheorsheheard.Repeattheinformation.Ask:Is that correct?
• Saythecorrectinformationandhavestudentscorrectthefalsestatements.Callonstudentstosaythenewstatements.
• PlayTrack3againtoconfirmtheanswers.
Expansion: Writing Practice for 2B
• Havestudentscorrectthefalsestatementsbywritingnewones.Callonvolunteerstowritethenewstatementsontheboard.Havestudentscopythesentencesintotheirnotebooks.
Getting Started 10 minutes
1 BEfORE YOU LISTEN
a GROUPS.Whatcanyoudoif...
• Writeontheboard:Ask for clarification = make sure you understand something.
• Say:Sometimes an employer tells us to do something and we don’t understand. What can we do?
• Walkaroundandhelpasnecessary.• Toreview,askavolunteerfromeachgroupto
writethegroup’sanswersontheboard.Reviewtheanswerswiththeclass.
MULTILEVEL INSTRUCTION for 1A
Pre-level Havestudentswritedownonethingtheycandoiftheydon’tunderstandanemployer’sinstructions.Above-level Havestudentswritedownthreethingstheycandoiftheydon’tunderstandanemployer’sinstructions.
B Lookatthewords...
• Readthevocabularyandthedefinitionsaloud.• Tellstudentstothinkoftimesorplaceswhenthese
wordsmightbeused.• Callonvolunteerstosaywhenorwherethewords
mightbeused.Writeontheboard.(Answersmightinclude:inventory—inastoreorbusinesswhenyouhavetocounteverythingyouhave;quantity—inastorewhenyouhavetosayhowmanyorhowmuchofsomethingyouhaveontheshelves;supplies—inahospital;vendor—talkingaboutapersonorcompanythatyoubuysomethingfrom.)
• Havestudentscopythewordsandexamplesfromtheboardintotheirnotebooks.
Teaching Tip
GivestudentstimetomakecardsfortheirziplockbagsfromthewordsinExercise1B.
LOCKE_FUTURE3_TE_9780131991538_U331 331 4/23/09 2:57:15 PM
Ask for clarificationLesson 2
T-169 UNIT 9
4 PRACTICE
a PAIRS.Practicetheconversation.
• Withanabove-levelstudent,modeltheconversationfortheclass,usingcorrectwordstressandappropriateemotion.
• Walkaroundandhelpasneeded.• Callonvolunteerstorole-playtheconversation
fortheclass.
Presentation 15 minutes
3 CONVERSATION
a Listentotheconversaton....
• HavestudentsreadthePronunciationWatch.• Readthesentencestotheclass.Exaggeratethelast
wordslightly.Ask:Where is the stress?(onthelastword)Why is the stress there?(becauseitshowswhatwe’retalkingabout)
• PlayCD3,Track4whilestudentsreadalong.• PlayTrack4again.Havestudentsrepeat.
Expansion: Pronunciation Practice for 3A
• Haveabove-levelstudentswritethreeorfoursubstitutiondialoguesontheboard.Dooneexample.Write:A: Please give me the shirt. B: Which shirt? This one? A: No, that one. The yellow one.Drawadotoverthestressedwords.Havepairspracticethedialoguesfromtheboard.
Controlled Practice 10 minutes
B Listenandread...
• Ask:Who is having this conversation?(MargoandJason)Ask:Who are they?(thepeopleinthephoto)
• Writeontheboard:How does Jason ask for clarification?Encouragestudentstocovertheconversationintheirbooks.
• PlayCD3,Track5.CallonstudentstosaywhatJasondoestogetclarification.(Heaskslotsofquestions.)
• ThenplayTrack5again.Havestudentslistenandreadsilently.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andtoscorehowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
B ROLEPLAY.PAIRS.Makeup...
• FormgroupsofStudentAsandStudentBs.LettheAstalkaboutwhatquestionstheymighthave.
• LettheBsreadandtalktogethertobesuretheyhaveanswerstoanyquestionsStudentsAmighthave.
• PairaStudentAwithaStudentB.• Walkaroundandhelpasneeded.• Callonstudentstorole-playtheirconversationfor
theclass.Teaching Tip
Mimingorhavingstudentsmimeactionshelpswithcomprehension.Workingwithanabove-levelstudent,havethestudentreadtheroleofMargoslowly.Asthestudentreads,mimetheactions.Forexample,pointtothecountertocheckthecupsandpapertowels.Mimecheckinginthecabinetanddrawers.Drawaninventorysheetontheboardtoshowitemandbox.Mimefillingouttheinventorysheet.
MULTILEVEL INSTRUCTION for 4A
Cross-ability Haveabove-levelstudentsrole-playMargo.Havepre-levelstudentsrole-playJason.
Communicative Practice 15 minutes
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U332 332 4/23/09 2:57:16 PM
UNIT 9 T-170
Ask for clarificationLesson 3
Controlled Practice 15 minutes
1 PRACTICE
a Readtheconversation...
• Readtheconversationforcontentfirst.Writeontheboard:What is the customer looking for? Does she buy what she wants?
• Askvolunteersforanswers.(She’slookingforacellphone.Yes,shebuysaphone.)
• Havestudentscompareanswers.• Writetheanswersontheboard.Havestudents
checktheiranswers.
Expansion: Reading Practice for 1A
• Havepairspracticereadingtheconversation.Havethemalternatethepartstheyread.
B Completetheconversation...
• Readtheconversationforcontentfirst.Writeontheboard:What kind of a store is this?(electronics)What does the manager want the clerk to do?(displaysomeDVDplayers)
• Thenhavestudentscompletethetask.Remindthemtodecideifthewordsaresingularorplural.
• Havestudentscompareanswers.• Toreview,readthecorrectconversationandhave
studentschecktheiranswers.Thenhavepairspracticetheconversation.
Getting Started 5 minutes
• Writeavariationofthedialoguefrompage168ontheboard:A: Please give me the shirt. B: Which one? This one? A: No, that one. The yellow one.
• Writeavariationofthisdialogueusingthepluralontheboard:A: Please give me the shirts. B: Which ones? These on the table? A: No, those . The ones on the bed.
• Pointoutthatweuseone,this,andthatforsingular;weuseones,these,andthoseforplural.
• Statethelessonobjective:We are going to learn about using one and ones while we ask for clarification.
Presentation 10 minutes
One/Ones
• Askstudentstoreadthedialogueinthefirstchart.Say:This is a dialogue about one box.Readthedialogueandhavetheclassrepeat.
• Askstudentstoreadthedialogueinthesecondchart.Say:This is a dialogue about more than one box.Readthedialogueandhavetheclassrepeat.
• Callonanabove-levelstudenttoreadtheGrammarWatch.Pointtothegrammarchartstoshowthecorrespondinginformation.
• Formpairs.Havestudentsreadthetwodialoguesintheboxes.TellthemtoalternatereadingAandB.
LOCKE_FUTURE3_TE_9780131991538_U335 335 4/23/09 2:57:20 PM
T-171 UNIT 9
Ask for clarificationLesson 3
Show what you know!
• Writeontheboard:aisle.Makesurestudentsunderstandwhatthiswordmeansandhowtopronounceit.
• Havestudentswritetheirconversationssoyoucancheckforaccuracy.
• Walkaroundandhelpasneeded.• Callonstudentstorole-playtheirconversations
fortheclass.
Controlled Practice 15 minutes
2 PRACTICE
a Crossouttheunderlinedwords...
• Readitem1beforethewordwascrossedout.Thenreaditem1withthewordcrossedoutandchanged.Tellstudentstobecarefulofsingularandplural.
• Havestudentscompareanswers.• Callonvolunteerstowritethenewsentenceson
theboard.• Reviewthesentenceswiththeclass.Make
necessarycorrections.
B Readthesesentences....
• Readthesentencesforcontentfirst.Writeontheboard:Who is talking?(aclerk)Where does this person work?(apharmacyinAtlanta)What is he or she talking about?(batteries)
• Thenhavestudentscompletethetask.Remindthemtothinkaboutwhetherthewordsaresingularorplural.
• Havestudentscompareanswers.• Goaroundtheroom.Onestudentreadsa
sentence,thenextstudentsaysifthesentenceiscorrectorincorrect,andthenextstudentsayswhy.
• Toreview,readthecorrectsentencesaloudtotheclass.
Interactive Practice pages 100–101
Extra Practice
Culture Connection
Animportantworkskillistheabilitytoaskforclarification.Employersoftensay,If you don’t understand, ask!Askstudentswhatmighthappeniftheydon’taskforclarificationwhentheydon’tunderstandsomething.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andtoscorehowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
MULTILEVEL INSTRUCTION for Show what you know!
Pre-level Studentschooseonesingularitemandonepluralitemtotalkabout.Above-level Studentsaddonemoresingularitemandonemorepluralitemtotalkabout.
Progress Check
Canyou...askforclarification?Askstudentstoreviewsomeofthelanguageusedtoaskforclarification.Makealistontheboard.(Answersmightinclude:HowdoIdothat?WhatdoIdonext?Whichones?Whichone?)Askstudents:Can you check this goal?
Communicative Practice 15 minutes
LOCKE_FUTURE3_TE_9780131991538_U336 336 4/23/09 2:57:21 PM
UNIT 9 T-172
Talk about health in the workplaceLesson 4
Getting Started 5 minutes
1 BEfORE YOU READ
Skimthearticle....
• AskstudentstoreadtheReadingSkillboxsilently.Say:Think about what we look at when we skim an article.
• Usingatransparencyorholdingupthebook,pointtothetitleofthelesson,thetitleofthearticle,thefirstandlastlinesofthearticle,andthebulletedpoints.
• Havestudentsanswerthequestionwithapartner.Callonvolunteerstosaywhattheythinkthearticlewillbeaboutandwhytheythinkthat.
• Statethelessonobjective:We are going to talk about health in the workplace.
Presentation 20 minutes
2 READ
Listenandread...
• Writeontheboard:shift = schedule at work.• Tellstudentstheyaregoingtolistentoandread
informationaboutstayinghealthywhileworkingirregularornighttimeshifts.Askstudentstothinkaboutthequestionsontheboard.
• PlayCD3,Track6.Studentslistenandreadsilently.
• Checkcomprehension.Ask:What is Jack’s problem?(Heworksatnightanddoesn’tsleepinthedaytime.)What advice does the article give?(getatleastsevenhoursofsleep,becarefulwhatyoueatanddrink,spendtimewithyourfamily)How did Jack change his situation?(Arelativetakescareofhisson;hiswifechangedherhours.)
• Ifstudentswantdefinitionsofvocabularywordsnow,tellthemthatthereisvocabularypracticeonthenextpage.
Expansion: Reading Practice for 2
• Formpairs.Tellstudentstheyaregoingtoreadparagraphbyparagraph,thentalktotheirpartners.
• Tellstudentstoreadaparagraphsilently.Theirpartnerdoesthesamething.Whenonestudentisfinished,havehimorherclosethebookandwaitfortheother.
• Whenbothstudentshavereadtheparagraphandclosedtheirbooks,havethemsayoneortwothingstheyremember.Tellthemtousetheirownwords.Theycanchecktheirinformationbeforemovingontothenextparagraph.
• Toreview,havestudentsclosetheirbooks.Readaparagraphaloud.Callonvolunteerstosayonethingtheyremember.Dothiswiththewholearticle.
LOCKE_FUTURE3_TE_9780131991538_U339 339 4/23/09 2:57:26 PM
Talk about health in the workplaceLesson 4
T-173 UNIT 9
Communicative Practice 15 minutes
Show what you know!
PROBLEM-SOLVE.GROUPS.Discuss...
• WriteaT-chartontheboard: Situations that can
cause stress or harm What can you do?
• Formgroups.Askstudentstothinkaboutsituationstheyorothershavehadatwork.
• Callonastudentfromeachgrouptowriteoneproblemandonesolutioninthechartontheboard.
• Toreviewthisexercise,haveaclassdiscussiononwhetherornotthesolutionsofferedwouldhelp.
Interactive Practice pages 102–103
Extra Practice
Controlled Practice 20 minutes
Community Building
Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutquestionstheydon’tunderstand.Givestudentstheopportunitytotalktoeachotherastheycompleteexercises.
MULTILEVEL INSTRUCTION for Show what you know!
Pre-level Studentswriteoneproblemsituationandonesolution.Above-level Studentswriteasmanyproblemsituationsandsolutionsastheycan.
Progress Check
Canyou...talkabouthealthintheworkplace?Asktheclasstoidentifysomehealthrisksintheworkplace.Asktheclasstoidentifysomesolutionstothesehealthrisks.Makealistontheboard.Askstudents:Can you check this goal?
3 CHECK YOUR UNDERSTANDING
a Readthearticleagain....
• Reviewwhatstudentsknowaboutfindingthemainidea.(Eventhoughastatementistrue,itmightnotbethemainidea;themainideaisthebigpictureorthemainpurposeofthearticle.)
• Tellstudentsthatanotherwayoffindingthemainideaistolookatthebeginningandtheend.
• Callonastudenttosaythemainidea.Reviewwhy:aistrue,butisnotthewholeidea;bistruebutisnotthewholeidea.Themainideainthisarticleincludestherebeingsomethingyoucandoaboutthisproblem.
B WriteT(true)orF(false)....
• Tellstudentstolookatthearticleonpage172tohelpthemdecideifasentenceistrueorfalse.
• Tellstudentstopointtotheparagraphinthearticlethatshowstheanswer.
4 VOCABULARY IN CONTEXT
Lookattheboldfaced...
• Writealistoftheboldfacedwordsontheboard.• Havestudentsreadthestoryagain.Askthemto
payattentiontothesentenceswiththesewords.• Toreview,askvolunteerstoreadthewordsand
theirdefinitionsaloud.Makeanynecessarycorrections.
Expansion: Writing Practice for 4
• Formgroups.Giveeachgrouponevocabularyword.Havethegroupwriteasentenceontheboardusingtheirword.Makeanynecessarycorrections.
LOCKE_FUTURE3_TE_9780131991538_U340 340 4/23/09 2:57:27 PM
UNIT 9 T-174
Write about your jobLesson 5
Getting Started 4 minutes
1 BEfORE YOU WRITE
Teaching Tip
Tohelporganizegroupdiscussions,givestudentstimetowritetheirideasandwhattheywanttosay.Youcanbrainstormwiththeclassandwriteideasontheboard.
GROUPS.Talkaboutajob...
• Callonastudenttoreadthewordsinthebox.Havestudentsreadtheparagraphandunderlinethewordsfromthebox.
• Thenhavestudentsdiscuss.Walkaroundandhelpasneeded.
• Statethelessonobjective:We are going to write a paragraph about a job.
MULTILEVEL INSTRUCTION for 1
Pre-level Havestudentstalkabouttwogoodthingsandtwobadthingsaboutajob.Above-level Havestudentstalkaboutasmanygoodandbadthingsaboutajobtheycanthinkof.
Presentation 10 minutes
• Writeontheboard:What is good about the job? What is bad about the job?
• Tellstudentsyouaregoingtoreadthemaparagraphaboutajob.Tellthemtothinkaboutthequestionsontheboardwhileyou’rereading.
• Readaloudtheparagraphaboutthesupermarketjob.
• Callonvolunteerstowriteanswerstothequestionsontheboard.
• Toreview,havestudentsopentheirbookstopage174.Havestudentsreadtheparagraphsilently.
• Havestudentsaddorcorrectideasontheboard.
Controlled Practice 10 minutes
2 WRITE
Writeaparagraph...
• Walkaroundandhelpstudentsasneeded.• Checktobesuretheyarewritingbothgoodpoints
andbadpointsaboutthejob.
3 CHECK YOUR WRITING
• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper
usingthesesamequestions.• Walkaroundandhelpasnecessary.
Expansion: Reading Practice for 3
• Afterpairshavecheckedeachother’spapersandmadeanynecessarycorrections,havethemreadtheirparagraphsaloudtotheirpartners.
Teaching Tip
Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluatevocabulary,grammar,mechanicsandhowwelltheycompletethetask.Youmaywanttoreviewthecompletedrubricwiththestudents.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U343 343 4/23/09 2:57:31 PM
Talk about expectations on the jobLesson 6
T-175 UNIT 9
Getting Started 5 minutes
1 BEfORE YOU LISTEN
CLASS.Whatdoemployersexpect...
• Say:Imagine that you are the boss. You have a new employee coming in today. What do you think he or she should do? How do you think he or she will act?Callonsomestudentstosharetheirideas.
• Ask:What do you think is most important at a job?• Callonstudentstosharetheiranswers.
Culture Connection
YoucanletstudentsknowthatintheUnitedStates,itisimportanttoknowwhatyouremployerexpectsofyou.Youmaywanttotalkabouthowtofindthisout.Tellstudentstheycanaskquestionsbeforetheyarehired.Remindstudentsthataskingforclarificationbeforeaproblemarisesisimportant.
Controlled Practice 10 minutes
B Readthequestions.Thenlisten...
• Studentsreadthestatementsbeforelistening.• PlayCD3,Track7.• Ask:Who are the men?(Carl,Tony,another
employeeandBill,theboss)• PlayTrack7again.Reviewtheanswers.
c Readthequestions....
• IfmorethanadaypassesbetweendoingExercises2Band2C,havestudentsretellCarl’sstorytotheirpartner.
• HavestudentsanswerthequestionsbeforelisteningtotheCDagain.
• Callonvolunteerstoanswerthequestions.• Toreview,playCD3,Track7.
Communicative Practice 10 minutes
MULTILEVEL INSTRUCTION for 2D
Cross ability Assignanabove-levelstudenttheroleofmakingsureallstudentshavetheopportunitytoexpresstheiropinions,ideasandexperiences.
Presentation 10 minutes
2 LISTEN
a Listen.Carlworks...
• Callonastudenttoreadthedirectionsaloud.Ask:What are we listening for?(DoCarlandhisbosshaveagoodrelationship?Howdoweknow?)
• PlayCD3,Track7twice.Callonstudentstoanswerthequestions.
Culture Connection
TheUnitedStatescanbeaninformalculture.Manypeoplemayprefertobecalledbytheirfirstnames:bosses,teachersandprofessors,pastors,doctors,anddentists.
D MAKEITPERSONAL.GROUPS.Discuss...
• Callonavolunteerfromeachgrouptosaywhatthestudentsinthatgrouparemostcomfortablewith.
• Ask:How might you ask for clarification about what your boss wants to be called?
• Callonvolunteerstalkabouttheirgroup’sideas.
Interactive Practice
Extra Practice
LOCKE_FUTURE3_TE_9780131991538_U344 344 4/23/09 2:57:32 PM
UNIT 9 T-176
Talk about expectations on the jobLesson 7
Getting Started 5 minutes
• Writeontheboard:Verb + infinitive: I need to finish cleaning the kitchen.Verb + object + infinitive: I need you to finish cleaning the kitchen.
• Askvolunteerstoreadthesentencesandsaywhatthedifferenceinmeaningis.
• Asktheclasstogiveonemoreexampleforeachgroup.Chooseagoodexamplewithoutanobjectandwriteitinthecorrectcolumnontheboard.Changeittoincludeanobjectandwriteitinthecorrectcolumnontheboard.
• Pointoutthataverbplusaninfinitivemeansthesubjectisdoingtheaction.
Presentation 10 minutes
Verb+Object+Infinitive
• Callonavolunteertoreadthesentencesinthegrammarbox.
• Stopaftereachsentenceandreinforcetheinformation.Ask:Who is going to do the action?
• ThenhavestudentsreadtheinformationintheGrammarWatch.
• Toreview,say:Let’s review what we now know. What is the difference between saying Iwanttodosomething and Iwanthimtodosomething?(Answersshouldinclude:Iamdoingtheactioninthefirstsentence.Heisgoingtodotheactioninthesecondsentence.)
Controlled Practice 15 minutes
1 PRACTICE
a Readtheconversation....
• Tellstudentstheyaregoingtoreadabriefconversationbetweenabossandanemployeetwotimes.
• Havethemreadtheconversationfirsttoanswer:Who is Fei Yen? Who is John? Why do you think John wants to make a phone call?
• Havestudentsreadtheconversationagainandcompletethetask.
• Walkaroundandhelpasnecessary.• Callonvolunteerstoreadasentenceandsayifit’s
trueorfalse.
Expansion: Grammar Practice for 1A
• Studentschangethefalsesentencestobetrue.Havethemwritethetruesentencesontheboard.Reviewwiththeclass.
B Completetheconversation....
• Tellstudentstheyaregoingtoreadaconversationbetweentwoemployees.
• Completethefirstitemwiththeclass.Elicitideasfromstudents.Showthemhowtocrossoutthewordstheyuse.Thencallonastudenttoreadthesentence.
• Toreview,havestudentscompareanswerswithaclassmate.Thencallontwostudentstoreadtheconversation.Makeanynecessarycorrectionsbywritingtheanswersontheboard.
• Formpairs.Havestudentspracticethecompletedconversation.
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T-177 UNIT 9
Communicative Practice 15 minutes
Show what you know!
PROBLEM-SOLVE.GROUPS.Discussthesituations....
• Reviewthetopic.Ask:What are the expectations in item 1? What are the expectations in item 2?Youmaywanttowritetheideasontheboard.
• Setatimelimitforgroupstotalk.Walkaroundandhelpasneeded.
• Thenasktwogroupstojoineachotherandsharetheiradvice.
Talk about expectations on the jobLesson 7
Presentation 5 minutes
Interactive Practice pages 104–105
Extra Practice
Progress Check
Canyou...talkaboutexpectationsonthejob?Asktheclasstoidentifysomeexpectationsthatemployershave.Makealistontheboard.Asktheclasstoidentifysomeexpectationsthatemployeeshave.Makealistontheboard.Askstudents:Can you check this goal?
MULTILEVEL INSTRUCTION for Show what you know!
Pre-level Studentsworkinpairstocompletethetask.Whenit’stimetochange,havethemworkwithanotherpre-levelpair.Above-level Tellstudentstoaddacoupleofexpectations.Whenit’stimetochange,havethemworkwithanotherabove-levelgroup.
• Writeontheboard:I have to be on time for my class. I have to keep attendance records for my class.Ask:What does my school district expect of me?
• Elicitanswersfromtheclass.Writecorrectanswersontheboard:The school district expects you to be on time for your class. The school district expects you to keep attendance records.
• Ask:What does your boss or spouse or child expect of you?
• Callonvolunteerstosaysentences.Writethesentencesontheboard.
Controlled Practice 10 minutes
2 PRACTICE
Readthecomplaints...
• Tellstudentstheyaregoingtoreadtheconversationforcontextfirst.Ask:Who are these people? What are they talking about?
• Thenhavestudentsreadtheconversationagainandwritetheanswers.
• Toreview,havestudentswritecompletedsentencesontheboard.Makeanynecessarycorrections.
Expansion: Reading Practice for 2
• Formpairs.Havestudentspracticereadingthecomplaintsaloud.
Language Note
Whenusingaverb+anobject+aninfinitive,wecanuseanounorapronounastheobject.Forexample,wecansayThe teachers expect thestudents to be on time OR The teachers expect them to be on time.Thepronounruleapplies:Youcanuseapronounwhenyoualreadyknowthenounyou’rereferringto.
LOCKE_FUTURE3_TE_9780131991538_U348 348 4/23/09 2:57:37 PM
UNIT 9 T-178
Identify safety hazards at workLesson 8
Culture Connection
In1970,CongressenactedtheOccupationalSafetyandHealthAct(OSHAct)toprovideworkingmenandwomenwithsafeandhealthfulworkingconditions.TheactestablishedtheU.S.OccupationalSafetyandHealthAdministration(OSHA)andauthorizedittoissueandenforceworkplacesafetyandhealthstandards.
Getting Started 5 minutes
• Writeontheboard:safety hazards = dangerous things at work.
• Say:What safety hazards might you see at different workplaces? Havestudentstalkinpairsorsmallgroups.
• Walkaroundandhelpasnecessary.• Callonvolunteerstosayoneortwosafetyhazards.• Statethelessonobjective:We’re going to read about
safety hazards and safety rules.
Presentation 10 minutes
1 READ SAfETY INSTRUCTIONS
CLASS.Readthesafetyposter....
• Readtheinformationaloudfromtheyellowstickynote.Tellstudentsdisplaymeanstoputsomethingupwhereeveryonecanreadit.
• Havestudentsreadthepostersilently.• Thenreadeachbulletedpointaloud.Have
studentsrepeat.• Askvolunteerstowriteontheboardwordsthey
don’tunderstand.Reviewthesewordswiththeclass.Giveexamplesorbriefdefinitions.Usetheboard.
Controlled Practice 15 minutes
2 PRACTICE
a PAIRS.Whatisthemainidea...
• Remindstudentsthatthemainideaisthemainormostimportantpointofapieceofwriting.
• Havestudentschoosetheiranswers.• Revieweachanswerchoicewiththeclass.Say:
Does the poster want people to b) put away all equipment?(No;itdoesn’tsaythatanywhereontheposter.)
• Say:The poster wants workers to a) be careful of machinery, but is that all it says?(No.Italsosaystowearnon-slipshoes,tocleanup,etc.)
• Say:So, the final letter, c, is the best answer. The purpose of the poster is to prevent accidents and injuries.
B Answerthequestions....
• Havestudentscompareanswers.• Callonstudentstowritetheanswersontheboard.• Toreview,havestudentsreadthestatements
andexplainwhytheyaretrueorfalse.Makeanynecessarycorrections.
Expansion: Reading Practice for 1
• Formpairs.Havestudentsalternatereadingthesafetytipsaloud.
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Identify safety hazards at workLesson 8
T-179 UNIT 9
Interactive Practice pages 106–107
Extra Practice
Communicative Practice 15 minutes
c GROUPS.Lookattheworkplaces...
• Writetheworkplacecategoriesincolumnsontheboard.
• Encourageeachstudenttotakenotesforeachworkplace.
• Callonvolunteerstowritetheirgroup’sideasundertheheadingsontheboard.
• Discusseachworkplacewiththeclass.
Expansion: Speaking Practice for 3C
• Ingroups,havestudentstalkaboutwhatsafetyrulesshouldbefollowedfortheworkplacehazards.
Progress Check
Canyou...identifysafetyhazardsatwork?Asktheclasstoidentifysomesafetyhazardstheymightfindinvariousworkplaces.IfmorethanoneclasssessionhaselapsedsinceyoudidExercise3B,writethesehazardsontheboard.Askstudents:Can you check this goal?
Controlled Practice 15 minutes
3 IDENTIfY SAfETY HAZARDS
a PAIRS.Matchthedanger...
• Callonstudentstoreadthedangers.Givebriefdefinitionsorexamplesofanywordsstudentsdon’tknow.
• Callonpairstoreadthedangerandthematchingpotentialaccident.
MULTILEVEL INSTRUCTION for 3A
Cross-ability Above-levelstudentshelppre-levelstudentsunderstandthevocabulary.
B CLASS.Talkaboutthesafetysigns....
• Callonastudenttoreadtheinstructionsandanotherstudenttoreadthesigns.
• Say:Let’s write sentences about what might happen if you’re not careful.
• Writethetextofsign1ontheboard:Watch your step. You might fall if you’re not careful.
• Givestudentsafewminutestowritesentencesintheirnotebooks,andthencallonthemtosayasentence.Writetheirsentencesontheboard,makingcorrectionsasnecessary.
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UNIT 9 T-180
Respond appropriately to correctionLesson 9
Getting Started 5 minutes
1 BEfORE YOU LISTEN
Community Building
Yourstudentswillbeinterestedtoknowthatyoumayhavehadsimilarexperiences.Youmaywanttostartoffdiscussionsbytellingafunny,embarrassing,orsensitivestoryaboutyourself.Forexample,tellastoryaboutatimewhenyoumadeamistakeatwork.Studentswilllearnsomethingaboutyouandmightfeelmorecomfortablesharingtheirownstories.
Controlled Practice 15 minutes
B Readthestatements....
• Havestudentsreadthestatementsfirst.• PlayCD3,Track8.Thenhavestudentscompare
answers.• Callonstudentstoreadthestatementsandsayif
theyaretrueorfalse.• PlayTrack8againtoconfirmtheanswers.
Expansion: Writing Practice for 2B
• Havestudentschangethefalsestatementstotrue.Callonstudentstowritethenewstatementsontheboard.
c PAIRS.Discussyouropinion....
• Say:There are good superviors and bad supervisors, and good employees and bad employees. What do you think about Margo and Jason?
• Ifstudentsneedtolistentotheconversationagainforthistask,playCD3,Track8.
• Toreview,havepairssitwithanotherpairandcompareopinions.
• Callonafewpairstosharetheirideas.
Haveyouevermadeamistake...
• Shareastoryofyourown.• Formpairs.Havestudentsanswerthequestions.• Callononeortwovolunteerstoshareabriefstory.
Presentation 10 minutes
2 LISTEN
a Listen.Margo,theofficemanager...
• Tellstudentstolookatthepicture.Ask:Do you remember these two people from pages 168 and 169? Who are they? What are their jobs?
• Say:You’re going to listen to Margo talking to Jason about a problem. What is it?Tellstudentstheproblemhastwoparts:1)thecopymachinenexttoMr.Ruiz’sofficeisnotworking,and2)Jasonissupposedtocheckallthemachinesinthemorningwhenhecomesin.
• PlayCD3,Track8.Askstudentstoraisetheirhandsiftheyknowtheproblem.
• Ifamajorityofstudentsdonotraisetheirhands,playTrack8again.Thencallonastudenttosaytheproblem.
• Reviewtheanswerwiththeclass.PlayTrack8againforstudentstoconfirmtheanswer.
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Respond appropriately to correctionLesson 9
T-181 UNIT 9
Controlled Practice 15 minutes
3 CONVERSATION
a Listenandread...
• PlayCD3,Track9.Havestudentslistenandread.• PlayTrack9again.PausetheCDaftereachline
andhavestudentsrepeat.
4 PRACTICE
a PAIRS.Practicetheconversation.
• StudentstaketurnsplayingMargoandJason.• Callonpairstorole-playtheirconversationfor
theclass.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andtoscorehowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
B ROLE-PLAY.PAIRS.Makeconversations...
• Haveeachpairwritedowntheirsituationsandapologies.
• Walkaroundandhelpasneeded.• Besurestudentsalternateroles.• Callonstudentstoperformtheirroleplaysfor
theclass.
Communicative Practice 15 minutesTeaching Tip
Remembertoreviewwhatyoucoveredinthepreviousclassbeforeyoubeginanewexercise.Askquestionsaboutconversations,vocabulary,orgrammarpoints.Thishelpsstudentsreviewaswellasprepareforthenextlesson.
MULTILEVEL INSTRUCTION for 4B
Pre-level Havestudentschooseonesituationforbothofthem.Theycanalternateroles.Above-level Havestudentschoosedifferentsituations.Theycanalsowriteconversationsforgoodsupervisorsandemployeesandbadsupervisorsandemployees.
Interactive Practice
Extra Practice
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Follow instructionsLesson 10
UNIT 9 T-182
Getting Started 5 minutes
• Writetwocolumnsontheboard:Direct SpeechandReported Speech
• UnderDirect Speechwrite,usingquotations,“Please close your books.”
• UnderReported Speech,write:Our teacher told us to . . .
• Elicittherestofthesentencefromtheclass.Helpthembyasking:The teacher told who?(us)The teacher told us what?(tocloseourbooks)
• Statethelessonobjective:We’re going to learn about reported speech and following instructions.
Presentation 10 minutes
Reportedspeech:commandsandrequestswithtell/ask
• HavestudentsreadtheGrammarWatchsilently.Pointoutthatinreportedspeechthereisaverbplusanobjectplusaninfinitive.AskstudentstocirclethisintheGrammarWatch.
• Tellstudentstoimaginethatyouarethemanager.Readthedirectspeechfromthebox.
• Callonstudentstoreadthereportedspeechforeachcommandyouread.
• Askstudentstosaytheverbplustheobjectplustheinfinitiveandcircleit.
• Answeranyquestions.
Controlled Practice 15 minutes
1 PRACTICE
a Readandlisten...
• PlayCD3,Track10.Studentslistenandread.• Callonastudenttoreadthethreeanswerchoices.• PlayTrack10again.• Callonastudenttosaythecorrectanswer.
B Unscramblethesentences....
• Writenumbers1through6ontheboard.• Doitem1withtheclass.Remindstudentsto
payattentiontothedifferencebetweenasubjectpronounandanobjectpronoun.Remindstudentstocrossoffthewordstheyuse.Writesentence1ontheboard.
• Walkaroundandhelpasneeded.• Havestudentswritesentencesontheboard.Make
correctionsasnecessary.
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T-183 UNIT 9
Controlled Practice 10 minutes
2 PRACTICE
Interactive Practice pages 108–109
Extra Practice
Language Note
Quotationmarksidentifyexactwordsthatsomeonesaid.
Follow instructionsLesson 10
Readthequestions...
• Writeontheboard:“Restock the batteries.”• Ask:These exact words came from who?(Mr.Lan)
Who was he talking to?(Alex)• Readtheanswerforitem1.• Havestudentscompareanswerswithaclassmate.• Callonstudentstosaythenewstatements.
Writewhatthestudentssayontheboard.Makecorrectionsasnecessary.
Communicative Practice 20 minutes
Show what you know!
STEP1.GROUPSOF3.Chooseaworkplace...
• Havegroupsmakealistofsomeworkplacestheyknowabout.
• Haveeachgroupsayoneortwoplacestheycantalkabout.
STEP2.ROLEPLAY....
• Givestudentstimetowritedownsomeideasintheirnotebooks.
• Walkaroundandhelpasneeded.• AskStudentAsandBstoreadStudentCs’
sentencesandbesuretheyarecorrect.
STEP3.StudentC:Reporttotheclass....
• CallonStudentCstoreportbacktotheclass.Community Building
It’simportantforstudentstodrawfromtheirownexperiencewhenrole-playingordiscussing.Writeontheboard:A:I know about this workplace. I had a job in a hospital once. B:Oh, you did? What are some common instructions for a hospital?
MULTILEVEL INSTRUCTION
Cross-ability Haveon-levelstudentsrole-playthemanager.Havepre-levelstudentsrole-playtheemployee.Haveabove-levelstudentsbeStudentsCandreporttotheclass.
Progress Check
Canyou...followinstructions?Asktheclasstoidentifysomeinstructionstheymighthearinaworkplace.Tellthemtousereportedspeech.Forexample:In a hospital, a supervisor might tell me to wear a mask when I am around patients.Writesomesentencesontheboard.Askstudents:Can you check this goal?
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UNIT 9 T-184
Show what you know!
1 REVIEW
ForyourGrammarReview...
• Havestudentsturntopage253toreviewthegrammarforthisunit.
• Answeranyquestionsstudentsmayhave.
2 ACT IT OUT
STEP1.CLASS.Reviewtheconversation...
• Writeontheboard:The conversation is about .
• PlayCD3,Track10.• Havestudentsworkwithaclassmatetofillin
theblank.Thenhavevolunteerssaywhattheconversationwasabout.
STEP2.ROLEPLAY.PAIRS.Role-playthesituation...
• Haveeachpairreadtheirroleplayinformation.Checkcomprehension.Ask:Who are the people? What is the problem?
• Asktheclasstosaytheirideas.Writetheinformationontheboard.Answeranyquestionsstudentsmayhave.
• Aspairsrole-playaconversation,walkaroundandhelpstudentswithvocabulary,pronunciation,andgrammar.
• Askvolunteerstorole-playtheirconversationfortheclass.
Teaching Tip
Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.
3 READ AND REACT
STEP1.GROUPS.ReadaboutMaya....
• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Who is Maya? What is
her problem?
STEP2.GROUPS.Discuss.Whatistheproblem...
• Tellstudentstosummarize,withoutreading,theproblemsMayaishaving.
• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayonething
heorshewouldtellMaya.
4 CONNECT
ForgeneralteachingnotesabouttheSelf-evaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.
Progress Check
Whichgoalscanyoucheck...Tellstudentstoturntopage165(thefirstpageofUnit9).Havethemreadthegoalsandchecktheonestheybelievetheycando.Havethemtalktoapartneraboutwhichgoalstheychecked.
Go to the CD-ROM for more practice.
Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit9,encouragethemtoreviewtheactivitiesontheCD-ROM.
Review &Expand
Interactive Practice
Extra Practice
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