Listening planner 2 (2ed) SB teachers guide (script, answer keys 포함)

Word Dictation A Explain the directions to the students, and make sure they fully understand the exercise.. Thenplay the recording for the students for weaker students, play the recordin

Unit1| Each Day of the Week, I Am Very Busy.

ListeningPlanner 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about daily routines

2 Students will learn about identifying daily activities

3 Students will learn about understanding a class presentation about a weekly schedule

4 Students will understand the meaning of new words and be able to use the words in sentences

5 Students will practice listening comprehension skills –identifying main idea and supporting details

6 Students will learn skills in key points of expressions and vocabulary

Key Words and Phrases:

volunteer work, elderly, assignment, due, available, animal shelter, seem, come

over, algebra, ready, weekly, cycling, race, improve, playground, separate,

garbage, sculpture, eat out, fancy, maniac, organized, successful, scheduled,

Talk It Over

This activity actively engages learners by encouraging them to speak about the unit’s topic usingthe new vocabulary and phrases they have learned After reading the instructions, give thestudents some time to write a few point-form sentences about what they would like to say Thenhave them talk about their ideas with a partner Although the focus of this activity is on speakingand not writing, for higher-level students, teachers can ask students to write out their thoughts

in full sentences before having them talk with their partner

Extra Idea (optional):

Memory Game: Simply write words on the board, the students close their eyes and you eraseone They open their eyes and guess which word is missing by saying it (or you could have themspell it out.)

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Task 3

Learners are exposed to lectures, commercials, interviews, class presentations, announcements,

TV shows, and news reports in order to further strengthen their listening skills

Build Up Background

This section provides learners with background information by asking them to choose the bestdescription of a picture related to the topic They can discuss their answers as a class Ask thestudents what they see in the picture given Encourage brainstorming and try to have thestudents list as many things possible Then have the students select the best description of thegiven picture

Build Up Note-taking Skills

This activity is designed to boost learners’ note-taking abilities, a necessary skill for completinghigher-level listening tasks Thoroughly explain the directions of the exercise to the students.Then play the recording For weaker students you may have to play the recording more thanonce After listening to the recording have the students complete the notes and go over theanswers as a class You may need to have students write their answers on the board to ensurecorrect spelling

Build Up Listening Skills

General listening skills are presented in this section to help learners improve their listeningstrategies Play the recoding for the students again Then have the students complete thelistening comprehension questions When the students have completed, go over the answers as

a class

Your Turn

This section promotes critical thinking by helping learners make connections between the textand themselves At the same time, learners will strengthen their communicative skills as theydiscuss their answers with a partner or present them to their class

Place the students in pairs or groups Have them fill in the blanks when applicable Whenfinished, have the students present their completed work to their partner or group

Extra Idea (optional):

Spell Race: Divide the class into 2 teams, and then have 1 student from each team stand in front

of the board Say a key word or phrase and the first student from each team has to write itcorrectly on the board for their team to gain a point Then the next pair of students take a turnand so on

Workbook

Vocabulary List

Introduce the students to the vocabulary of the unit by playing the recording of the vocabulary.After playing the recording, make sure the students are aware of the meanings of each of thevocabulary words Reinforce student understanding by offering additional explanation for thevocabulary when necessary Then play the recording again, and have the students repeat aloud

Extra Idea (optional):

Yes/No Chairs: Place one chair at each end of the classroom Stick a piece of paper with 'yes'written on it on one of the chairs, and a 'no' on the other Divide the class into two teams, andask a yes/no question For example: "Can pigs fly?" To win a point for his/her team, the studentmust run to the correct chair In this case 'no' and then answer the question correctly: "No, pigscan’t fly." If they get the answer wrong, the other team can answer for the point This game can

be adapted to true/false chairs, where students have to determine the truth of variousstatements Take care, of course, that the statements are within the children's generalknowledge

Word Dictation

A) Explain the directions to the students, and make sure they fully understand the exercise Thenplay the recording for the students (for weaker students, play the recording more than once).B) For this exercise have students write the definition of each vocabulary word in their nativelanguage

Dialogue Dictation

Task 1 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 2 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 3 Monologue: Explain the directions to the students, and make sure they fully understandthe exercise Then play the story for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Situation: Discuss the choices given at the bottom of the page If needed offer studentsexamples and explain the specific differences of each item listed Then have the students selectthe correct situation for the monologue When the students are finished go over the answers as aclass

SCRIPTS &ANSWER KEYS

Unit2| I Have a Round Face, Which Looks Just Like My Sister’s.

ListeningPlanner 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about expressions describing people’s appearance

2 Students will learn about identifying people by physical descriptions

3 Students will learn about understanding a shopping mall announcement

4 Students will understand the meaning of new words and be able to use the words in sentences

5 Students will practice listening comprehension skills –identifying main idea and supporting details

6 Students will learn skills in key points of expressions and vocabulary

Key Words and Phrases:

perm, opposite, ponytail, tanned, attractive, smooth, crowd, shortly, describe, It

has been a long time since, pull in, similar, height, freckle, get off, twin,

announcement, carry, item, purchase, disappear, information, contact,

overweight, write down

Talk It Over

This activity actively engages learners by encouraging them to speak about the unit’s topic usingthe new vocabulary and phrases they have learned After reading the instructions, give thestudents some time to write a few point-form sentences about what they would like to say Thenhave them talk about their ideas with a partner Although the focus of this activity is on speakingand not writing, for higher-level students, teachers can ask students to write out their thoughts

in full sentences before having them talk with their partner

Extra Idea (optional):

Word Tennis: Divide the class into 2 teams Write the team names on either side of the board atthe top Leave a space in the middle of the board to write a list of categories Write the firstcategory [for example, animals] Have the students read this to you, if they can't read it yet, youcan read it to them Repeated exposure to the category names will help them recognize them.Point quickly to the first student The student must respond with an animal name within a fewseconds Then the 'ball' bounces to the other team, and the first student quickly gives the name

of another animal Then the second student on the other team answers This game must be donequickly, and without any repetition of vocabulary When a student cannot answer, a point isgiven to the opposing team, and a new category is written on the board The whole process isthen repeated Ideally this game should be a fast review of vocabulary items

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Task 3

Learners are exposed to lectures, commercials, interviews, class presentations, announcements,

TV shows, and news reports in order to further strengthen their listening skills

Build Up Background

This section provides learners with background information by asking them to choose the bestdescription of a picture related to the topic They can discuss their answers as a class Ask thestudents what they see in the picture given Encourage brainstorming and try to have thestudents list as many things possible Then have the students select the best description of thegiven picture

Build Up Note-taking Skills

This activity is designed to boost learners’ note-taking abilities, a necessary skill for completinghigher-level listening tasks Thoroughly explain the directions of the exercise to the students.Then play the recording For weaker students you may have to play the recording more thanonce After listening to the recording have the students complete the notes and go over theanswers as a class You may need to have students write their answers on the board to ensurecorrect spelling

Build Up Listening Skills

General listening skills are presented in this section to help learners improve their listeningstrategies Play the recoding for the students again Then have the students complete thelistening comprehension questions When the students have completed, go over the answers as

a class

Your Turn

This section promotes critical thinking by helping learners make connections between the textand themselves At the same time, learners will strengthen their communicative skills as theydiscuss their answers with a partner or present them to their class

Place the students in pairs or groups Have them fill in the blanks when applicable Whenfinished, have the students present their completed work to their partner or group

Extra Idea (optional):

Pictionary: Divide the class into two teams Call on 1 student at a time to draw on the board.Each student is permitted only to draw on the board in front of the class They cannot use anysymbols, numbers or letters in what they draw The rest of the team should shout out anyanswers that come to mind If the team is able to guess the word within the designated time,they score a point If after two minutes the team has not guessed the word correctly, the otherteam gets one chance to guess the word If they are correct, they score a point and thencontinue with their turn Continue playing until you run out of time or you run out of words Theteam with the higher score at the end of the game wins

Workbook

Vocabulary List

Introduce the students to the vocabulary of the unit by playing the recording of the vocabulary.After playing the recording, make sure the students are aware of the meanings of each of thevocabulary words Reinforce student understanding by offering additional explanation for thevocabulary when necessary Then play the recording again, and have the students repeat aloud

Extra Idea (optional):

Bingo: Give your students a blank bingo boards and ask them to put the review words into thesquares randomly You should have some strategy for choosing the words to call and then whichyour students will mark on the cards You can write the words on cards and choose themrandomly from the deck or simply put small slips of paper into a hat to draw randomly Once youhave chosen the word do not read it Instead, give the definition of the word to your class Eachperson must then determine if he has the word that corresponds to the definition on their bingoboard When anyone gets five squares in a row, they should shout, “Bingo!” Warn your studentsnot to clear their boards until you have checked the winner’s words to make sure they did nothave an incorrect answer Give the winner of each round a prize or allow them to call the wordsfor the next round though you may need to supply the definitions

Word Dictation

A) Explain the directions to the students, and make sure they fully understand the exercise Thenplay the recording for the students (for weaker students, play the recording more than once).B) For this exercise have students write the definition of each vocabulary word in their nativelanguage

Dialogue Dictation

Task 1 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 2 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 3 Monologue: Explain the directions to the students, and make sure they fully understandthe exercise Then play the story for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Situation: Discuss the choices given at the bottom of the page If needed offer studentsexamples and explain the specific differences of each item listed Then have the students select

the correct situation for the monologue When the students are finished go over the answers as aclass

SCRIPTS &ANSWER KEYS

Unit3| To Say Yes, We Move Our Head Up and Down.

ListeningPlanner 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about different gestures

2 Students will learn about identifying different cultures

3 Students will learn about understanding a lecture about cultural differences

4 Students will understand the meaning of new words and be able to use the words in sentences

5 Students will practice listening comprehension skills –identifying main idea and supporting details

6 Students will learn skills in key points of expressions and vocabulary

Key Words and Phrases:

cautious, from side to side, tour guide, to culture, dining etiquette, Muslim, Hindu,

religion, worship, filthy, else, messy, host, pay for, meal, lecture, cultural,

handshake, firm, forearm, greeting, curtsy, slightly, consider, maintain

Talk It Over

This activity actively engages learners by encouraging them to speak about the unit’s topic usingthe new vocabulary and phrases they have learned After reading the instructions, give thestudents some time to write a few point-form sentences about what they would like to say Thenhave them talk about their ideas with a partner Although the focus of this activity is on speakingand not writing, for higher-level students, teachers can ask students to write out their thoughts

in full sentences before having them talk with their partner

Extra Idea (optional):

Charades: Divide your class into two teams Individuals will take turns acting out one of thewords from the cards that you have prepared They will choose this card randomly on their turnsand will have 2 minutes to get their team to guess the word without using books or notes Theactor cannot use any sounds but must communicate only through actions The rest of the teamshould shout out any answers that come to mind If the team is able to guess the word within thedesignated time, they score a point If after two minutes the team has not guessed the wordcorrectly, the other team gets one chance to guess the word If they are correct, they score apoint and then continue with their turn Continue playing until you run out of time or you run out

of words The team with the higher score at the end of the game wins

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Task 3

Learners are exposed to lectures, commercials, interviews, class presentations, announcements,

TV shows, and news reports in order to further strengthen their listening skills

Build Up Background

This section provides learners with background information by asking them to choose the bestdescription of a picture related to the topic They can discuss their answers as a class Ask thestudents what they see in the picture given Encourage brainstorming and try to have thestudents list as many things possible Then have the students select the best description of thegiven picture

Build Up Note-taking Skills

This activity is designed to boost learners’ note-taking abilities, a necessary skill for completinghigher-level listening tasks Thoroughly explain the directions of the exercise to the students.Then play the recording For weaker students you may have to play the recording more thanonce After listening to the recording have the students complete the notes and go over theanswers as a class You may need to have students write their answers on the board to ensurecorrect spelling

Build Up Listening Skills

General listening skills are presented in this section to help learners improve their listeningstrategies Play the recoding for the students again Then have the students complete thelistening comprehension questions When the students have completed, go over the answers as

a class

Your Turn

This section promotes critical thinking by helping learners make connections between the textand themselves At the same time, learners will strengthen their communicative skills as theydiscuss their answers with a partner or present them to their class

Place the students in pairs or groups Have them fill in the blanks when applicable Whenfinished, have the students present their completed work to their partner or group

Extra Idea (optional):

Stand and Spell: Make list of words for students to spell Write students' names on the board.Give each student one letter to be and write it next to their names Call out a word to be spelled.Students stand next to each other to spell the word

Workbook

Vocabulary List

Introduce the students to the vocabulary of the unit by playing the recording of the vocabulary.After playing the recording, make sure the students are aware of the meanings of each of thevocabulary words Reinforce student understanding by offering additional explanation for thevocabulary when necessary Then play the recording again, and have the students repeat aloud

Extra Idea (optional):

Back Writing: Have students sit in a circle for a smaller class or make team lines for a largerclass Choose a letter or word from the unit’s key words and phrases and have children trace it inthe air together Next, have students trace the letter onto the back of the person in front ofthem Observe the students and correct where necessary Repeat using new letters Use words

or sentences for higher levels

Word Dictation

A) Explain the directions to the students, and make sure they fully understand the exercise Thenplay the recording for the students (for weaker students, play the recording more than once).B) For this exercise have students write the definition of each vocabulary word in their nativelanguage

Dialogue Dictation

Task 1 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 2 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 3 Monologue: Explain the directions to the students, and make sure they fully understandthe exercise Then play the story for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Situation: Discuss the choices given at the bottom of the page If needed offer studentsexamples and explain the specific differences of each item listed Then have the students selectthe correct situation for the monologue When the students are finished go over the answers as aclass

SCRIPTS &ANSWER KEYS

Unit4| My Favorite Country I Have Traveled

to Is France.

ListeningPlanner 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about travel experiences

2 Students will learn about facts about famous places

3 Students will learn about understanding a radio commercial about a vacation in New Caledonia

4 Students will understand the meaning of new words and be able to use the words in sentences

5 Students will practice listening comprehension skills –identifying main idea and supporting details

6 Students will learn skills in key points of expressions and vocabulary

Key Words and Phrases:

occasion, anywhere, abroad, get back, harbor, performance, jealous, safari,

Outback, take a photo of, sunset, lighting, be made of, universal, exposition, offer,

enthusiastic, traveler, (be) located, be proud of, order, coral reef, bay, lighthouse,

Talk It Over

This activity actively engages learners by encouraging them to speak about the unit’s topic usingthe new vocabulary and phrases they have learned After reading the instructions, give thestudents some time to write a few point-form sentences about what they would like to say Thenhave them talk about their ideas with a partner Although the focus of this activity is on speakingand not writing, for higher-level students, teachers can ask students to write out their thoughts

in full sentences before having them talk with their partner

Extra Idea (optional):

Blackout: Prepare six flashcards (numbered 1-6) for each group Each flashcard should have apicture/clue on it Give each player a paper cup, a standard die, and 6 chips/pieces of the samecolor (squares of paper, etc.) Students place the die in their cup, shake it up and roll the die Ifthey roll a 1, they place their marker on card #1 Students must say the word indicated by theflashcard If they are answer correctly, they leave their chip on the card The first player to have

a chip on all 6 flashcards is the winner Have more advanced students say a full sentence usingthe structure or vocabulary indicated on the flashcard Make a dialog with 6 lines and haveflashcards represent lines 1-6

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Task 3

Learners are exposed to lectures, commercials, interviews, class presentations, announcements,

TV shows, and news reports in order to further strengthen their listening skills

Build Up Background

This section provides learners with background information by asking them to choose the bestdescription of a picture related to the topic They can discuss their answers as a class Ask the

students what they see in the picture given Encourage brainstorming and try to have thestudents list as many things possible Then have the students select the best description of thegiven picture

Build Up Note-taking Skills

This activity is designed to boost learners’ note-taking abilities, a necessary skill for completinghigher-level listening tasks Thoroughly explain the directions of the exercise to the students.Then play the recording For weaker students you may have to play the recording more thanonce After listening to the recording have the students complete the notes and go over theanswers as a class You may need to have students write their answers on the board to ensurecorrect spelling

Build Up Listening Skills

General listening skills are presented in this section to help learners improve their listeningstrategies Play the recoding for the students again Then have the students complete thelistening comprehension questions When the students have completed, go over the answers as

a class

Your Turn

This section promotes critical thinking by helping learners make connections between the textand themselves At the same time, learners will strengthen their communicative skills as theydiscuss their answers with a partner or present them to their class

Place the students in pairs or groups Have them fill in the blanks when applicable Whenfinished, have the students present their completed work to their partner or group

Extra Idea (optional):

Team Spelling: Put the class into teams The teacher shows a team a picture of one of the keywords, and the team must each write down one letter of that word (without showing theirteammates), depending on their position The leftmost student writes down the first letter, thenext student the second letter, etc (ex The teacher shows a group of five students a picture of

an apple The leftmost student writes down "a", the next student "p", the next student "p", thenext "l" and the rightmost student "e".) Give the students a time limit (depending on theirEnglish level) and then have them all reveal the letters they wrote Award one point if the word iscorrectly spelled, then move on to the next group

Workbook

Vocabulary List

Introduce the students to the vocabulary of the unit by playing the recording of the vocabulary.After playing the recording, make sure the students are aware of the meanings of each of thevocabulary words Reinforce student understanding by offering additional explanation for thevocabulary when necessary Then play the recording again, and have the students repeat aloud

Extra Idea (optional):

Speed Game: Prepare small cards with key words and related words in advance Divide the classinto two teams (ex Team A and Team B), and have each team choose a captain Each team isgiven a turn; when it is Team A’s turn show the card to Team A’s captain (make sure none of theother students see it) The team captain is given a time limit to describe each thing on the cardusing only English The captain cannot say the words on the cards After the time has expiredeach team is awarded points according to how many correct guesses their team made

Word Dictation

A) Explain the directions to the students, and make sure they fully understand the exercise Thenplay the recording for the students (for weaker students, play the recording more than once).B) For this exercise have students write the definition of each vocabulary word in their nativelanguage

Dialogue Dictation

Task 1 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 2 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 3 Monologue: Explain the directions to the students, and make sure they fully understandthe exercise Then play the story for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Situation: Discuss the choices given at the bottom of the page If needed offer studentsexamples and explain the specific differences of each item listed Then have the students selectthe correct situation for the monologue When the students are finished go over the answers as aclass

SCRIPTS &ANSWER KEYS

Unit5| I Believe It Brings Me Good Luck!

ListeningPlanner 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about personal lucky charms

2 Students will learn about fortune telling by tarot cards

3 Students will learn about understanding a podcast about dream interpretation

4 Students will understand the meaning of new words and be able to use the words in sentences

5 Students will practice listening comprehension skills –identifying main idea and supporting details

6 Students will learn skills in key points of expressions and vocabulary

Key Words and Phrases:

pick up, come one’s way, prepared, lucky charm, confidence, equation, rare,

event, apply, university, actually, be into, be famous for, determine, select,

judgment, hermit, healthy, goal, slow down, common, chase, control, struggle,

Talk It Over

This activity actively engages learners by encouraging them to speak about the unit’s topic usingthe new vocabulary and phrases they have learned After reading the instructions, give thestudents some time to write a few point-form sentences about what they would like to say Thenhave them talk about their ideas with a partner Although the focus of this activity is on speakingand not writing, for higher-level students, teachers can ask students to write out their thoughts

in full sentences before having them talk with their partner

Extra Idea (optional):

Word Find: Prepare small cards with words and their meanings (separately) in advance Put allthe cards in a small bowl or a hat and have all of the students stand up and pull one card out

each Optionally, you can ask the students who get words on one side of the room and studentswho get meanings on the other side Tell the students that the objective of the game is for them

to find the student whose card matches the one they have Prizes and penalties can be given tothe first and last pairs to finish

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Close-up Listening

Learners listen for more detailed information in order to gain a better understanding of thedialogue Thoroughly explain the directions to the students before playing the recording asecond time After hearing the recording again, have the students complete the exercises Then

go over the answers as a class

Task 3

Learners are exposed to lectures, commercials, interviews, class presentations, announcements,

TV shows, and news reports in order to further strengthen their listening skills

Build Up Background

This section provides learners with background information by asking them to choose the bestdescription of a picture related to the topic They can discuss their answers as a class Ask thestudents what they see in the picture given Encourage brainstorming and try to have the

students list as many things possible Then have the students select the best description of thegiven picture

Build Up Note-taking Skills

This activity is designed to boost learners’ note-taking abilities, a necessary skill for completinghigher-level listening tasks Thoroughly explain the directions of the exercise to the students.Then play the recording For weaker students you may have to play the recording more thanonce After listening to the recording have the students complete the notes and go over theanswers as a class You may need to have students write their answers on the board to ensurecorrect spelling

Build Up Listening Skills

General listening skills are presented in this section to help learners improve their listeningstrategies Play the recoding for the students again Then have the students complete thelistening comprehension questions When the students have completed, go over the answers as

a class

Your Turn

This section promotes critical thinking by helping learners make connections between the textand themselves At the same time, learners will strengthen their communicative skills as theydiscuss their answers with a partner or present them to their class

Place the students in pairs or groups Have them fill in the blanks when applicable Whenfinished, have the students present their completed work to their partner or group

Extra Idea (optional):

Fly Swatter: Write the unit’s key words and phrases on the board in any random order Place twochairs in front of the board with a fly swatter on each chair Divide class into two equal teams.Have one student from each team sit in the chairs with their backs to the board Say one of thevocabulary words on the board Students stand and find the word on the board Students get oneswat and the first student to hit the word with their fly swatter gets one point for their team Ifneither student hits the right word, the next students are up and no points are awarded Repeatuntil everyone has had at least one turn Use pictures for young students who haven't learnedthe alphabet

Workbook

Vocabulary List

Introduce the students to the vocabulary of the unit by playing the recording of the vocabulary.After playing the recording, make sure the students are aware of the meanings of each of thevocabulary words Reinforce student understanding by offering additional explanation for thevocabulary when necessary Then play the recording again, and have the students repeat aloud

Extra Idea (optional):

Dictionary Guess: The teacher selects a word from the dictionary that students are sure not toknow On slips of paper, students write what they think is the definition of the word The teacherwrites the real definition on a slip, then mixes up all the slips After reading and talking about allthe definitions, students guess which ones they think are correct Students get a point forguessing the correct definition, and also get a point if someone else picked the definition theywrote

Word Dictation

A) Explain the directions to the students, and make sure they fully understand the exercise Thenplay the recording for the students (for weaker students, play the recording more than once).B) For this exercise have students write the definition of each vocabulary word in their nativelanguage

Dialogue Dictation

Task 1 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 2 Dialogue: Explain the directions to the students, and make sure they fully understand theexercise Then play the dialogue for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Task 3 Monologue: Explain the directions to the students, and make sure they fully understandthe exercise Then play the story for the students (for weaker students, play the recording morethan once), and have them fill in the blanks After the students have completed their dictation goover the answers as a class, or call on individual students to present their answers You maywant to write the answers on the board to ensure that the students have spelled the wordscorrectly

Situation: Discuss the choices given at the bottom of the page If needed offer studentsexamples and explain the specific differences of each item listed Then have the students selectthe correct situation for the monologue When the students are finished go over the answers as aclass