YUKI OGAWA
@YukiO
Goodbye, New York! I’ll miss you!
in: a month, three months, November of 2019, a year for: two months
on: April 20, 2020 next: year
frenglish.ru
1 VOCABULARY Future time markers
10-15 Look at calendar months. Listen.
Then listen and repeat.
Look at the prepositions in 1A. When do we use in, for, on, and next?
PAIRS What are you going to do in a week? in a month? in six months?
In a week, I’m going to go to see a concert. Then in a month …
2 GRAMMAR Future plans with be going to
Affi rmative statements Negative statements Subject Be Going to Base form
of the verb Subject Be +
not Going to Base form of the verb
I am
going to start college.
I am not
going to get married.
She is She is not
We are We are not
Yes / no questions Short answers
Be Subject Going to Verb an
apartment?
Affi rmative Negative Are you
going to rent
Yes, I am. No, I am not.
they Yes, they are. No, they are not.
Is he Yes, he is. No, he is not.
Wh- questions Answers
Wh- word Be Subject Going to Verb
What are you
going to
do? I’m going to get a job.
Where
is she go? To Costa Rica.
When it start? In a month.
Notes
• We almost always use contractions with subject pronouns + be.
• Don’t use contractions in affi rmative short answers. Yes, she is. NOT Yes, she’s A: Are you going to go back to school? B: Yes, I am.
• In negative answers, you can make a contraction with the pronoun and be. You can also make a contraction with be and not.
A: She’s not going to go to the beach. Is he going to go? B: No, he isn’t.
>> FOR PRACTICE, GO TO PAGE 149
COACH
July 2020 April 2020
20
July 2021 March 2020
February 2020 July 2019
a. now
August 2019
b. in a month
October 2019
c. in three months
November 2019
d. in November of 2019
January 2020
e. next year
f. for two months g. on April 20, 2020 h. in a year i. two years from now
LESSON
118 UNIT 10
3 TALK ABOUT LIFE PLANS AND GOALS
YUKI OGAWA
@YukiO
Goodbye, New York! I’ll miss you!
UNIT 10 T-118
LESSON 3 TALK ABOUT LIFE PLANS AND GOALS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What is a life plan or goal? Make sure Ss understand the difference between life goals and more everyday activities. Ask, Is buying a new sweater a life plan or goal? What about buying a car?
• Focus on the social media message. Read the message aloud. Ask, What city is Yuki leaving? (New York) Ask, Have you ever missed a place you had to leave? Tell us why.
1 VOCABULARY
• Redraw the timeline you drew on the board at the beginning of Lesson 2. Say, Today we’re going to focus on talking about future events.
• Focus on the calendar. Say, Imagine it is July of 2019.
Point to that month on the calendar.
• Play the audio and have Ss follow along. As the audio plays, pause after each vocabulary item and point to the caption in the book. Explain the vocabulary term.
For example, for in a month, say, It is July 10th now, so August 10th is in a month.
• Have Ss listen and repeat.
EXTENSION Show blank calendars showing the current month / year and all the coming months until next year, or draw them on the on the board.
Point to the current month as a starting point. Ask Ss questions to have them apply the future time markers to this calendar.
• In pairs, have Ss complete the task and write down explanations for when we use the different prepositions in future time markers.
• To check answers, write on the board: in a month next month for a month
Say, What do these expressions mean? (In a month and next month both mean “one month from now,”
but we don’t use a after next. For a month means that something will continue during an entire month.) Then write on the board: on April 20. Ask, When do we use on? (for exact dates)
OPTION Test Ss’ understanding of when to use the different prepositions by giving them a short quiz.
Have them complete sentences with future time markers with the correct prepositions. For example:
I’m graduating from college _____ year. (next) I’m graduating from college _____ a year. (in) I’m graduating from college _____ May 20, 2021. (on) I’m studying in Mexico ___ three months: from October to December. (for)
• Go over the directions and the example. Encourage Ss to use only the future time markers mentioned (in a week, in a month, in six months) because they will be discussing more long-term plans later in the unit.
• In pairs, have Ss discuss their future plans, using future time markers. Circulate to help as needed.
2 GRAMMAR
• Write on the board: I am going to graduate from college in two years. Say, We use be going to to talk about future plans. Remind Ss that will (from Unit 5, Lesson 3) can also be used to talk about the future.
Say, The difference between will and be going to is that we use will to make an offer or state a plan made at the moment of speaking. (For example, I’ll pick you up at the station in five minutes.) We use be going to to talk about plans we have had for a long time.
• Focus on the first part grammar chart and read the affirmative and negative statements aloud. Ask, What is the difference between the affirmative and negative statements? (We use not before going to in negative sentences.) Ask, Why does the be verb change? (It depends on the subject.) Say, Notice how the base form of the verb and going to do not change even when the subject of the sentence changes.
• Focus on the yes / no and information questions and answers. Read the examples aloud. Say, We don’t repeat going to and the main verb in short answers.
• Go over the first two Notes. Remind Ss that speakers use contractions with the word be, but they do not use contractions in affirmative short answers. Say, We say Yes, she is, not Yes, she’s.
• Read the third Note aloud. Explain that contractions are more common in negative answers. Draw attention to the fact that while affirmative statements contract the subject and verb (for example, they’re), negative statements can contract either the subject and verb (they’re not) or the verb and not (they aren’t).
EXTENSION Play a memory game. Go around the room and ask each S the question What are you going to do for your next vacation? After everyone answers the question, quiz Ss to see if they remember what their classmates said. Point to a student
and ask, What is [Maria] going to do for her next vacation? Have Ss use be going to in their answers.
(For example, She is going to visit her family.)
• For grammar practice, have Ss turn to the grammar activities on page 149.
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5 TRY IT YOURSELF
MAKE IT PERSONAL What are your plans and goals? Discuss with your partner and ask follow-up questions.
A: In six months, I’m going to start working.
B: Oh, yeah? Where are you going to start working?
A: At a hospital, because …
3 PRONUNCIATION
10-17 Listen. Notice the blended pronunciation of going to. Then listen and repeat.
/gənə/ /gənə/
We’re going to miss you. I’m going to Japan.
What are you going to study?
10-18 Write an X next to the sentences in which going to
cannot have the pronunciation “gonna.” Listen and check your answers. Then listen and repeat the sentences with the blended pronunciation of going to.
1. I’m going to travel around the world.
2. I’m going to Thailand in a month.
3. I’m going to finish school this year.
4. I’m going to visit New York in the fall. 5. I’m not going to college next year. 6. I’m going to start a new job soon. PAIRS Talk about the future plans in 3B. Which statements are true for you?
4 CONVERSATION
10-19 Listen or watch. Complete the sentences. Choose the correct words.
1. Yuki is going home / doing more training tomorrow night.
2. Yuki is going to work as a social media manager / go back to school next year.
3. Carlos is going to get married / move to Greece on July 10.
10-20 Listen or watch. Complete the conversation.
Carlos: What are your plans for the future?
Yuki: Well, next year, back to school.
Carlos: Really? That’s exciting!
Yuki: What about you? What are your plans for the future?
Carlos: Me? married.
Yuki: Oh, yeah. When?
Carlos: On July 10. Then, in August, we’re going to Greece. We’re at the beaches and climb the mountains.
10-21 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
Change the names, activities, and places.
Blending: going to (“gonna”) When we use going to with another verb to talk about the future, we often blend going and to together and say “gonna” /gənə/. We do not use
“gonna” when going to is followed by a noun.
COACH
in two years on April 2 in six months
UNIT 10 119 I CAN TALK ABOUT LIFE PLANS AND GOALS.
UNIT 10 T-119
3 PRONUNCIATION
• Have Ss read the Note about blending going to (“gonna”) silently. Then read the Note aloud. Define blending. (two words said together to form a new word) Say gonna and have Ss repeat. Make sure Ss are pronouncing the blend correctly.
• Focus on the sentences. Point out that in the first column, the sentences include going to with another verb. In the second column, the sentence includes going to with a noun. Say, Notice how we say gonna only when going to is followed by a verb.
• Then have Ss listen and repeat.
• Before they listen, have Ss preview the exercise items and identify the sentences that cannot include gonna. If appropriate, remind Ss that when going
to is followed by a noun, it cannot be pronounced as gonna.
• Then have Ss listen and check their answers. Play the audio again if appropriate.
• Go over the answers as a class. Then listen and repeat.
• In pairs, have Ss talk about their future plans.
• Circulate and check that Ss are pronouncing gonna correctly.
EXTENSION Ask Ss to write other sentences using be going to that are true about themselves. Have Ss include at least one sentence in which be going to is followed by another verb and one sentence that be going to is followed by a noun. Then have them share their sentences with a group or the class.
4 CONVERSATION
• Focus on the video still. Ask, Who are these people?
(Carlos and Yuki) If necessary, have Ss refer back to the conversation between Carlos and Yuki in Lesson 1 on page 115.
• Ask Ss to preview the exercise items to get an idea of the conversation. Ask, What do you think Carlos and Yuki’s conversation will be about?
• Books closed, have Ss listen or watch.
• Books open, have Ss complete the exercise individually.
• Go over the answers as a class. Replay the audio if appropriate.
EXTENSION Give Ss a copy of the video script.
Ask them to highlight the future time markers and examples of be going to.
• Ask Ss to preview the conversation and predict ways the gaps might be filled.
• Then have them listen and fill in the gaps with the words they hear.
• Call on two Ss to read the completed conversation. Go over any questions.
• Focus on the content of the conversation. Ask, What are Yuki and Carlos’s plans for the future? (Yuki is going back to school; Carlos is getting married.)
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation in 4B.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for pronunciation issues. Time permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new conversations using the new words. They should replace the highlighted words in the model with the words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the highlighted words with their own ideas.
5 TRY IT YOURSELF
• Go over the directions. Solicit two volunteers to read the example conversation.
• Give Ss time to work individually to make notes about their plans and goals. Then, in pairs, have them talk about these plans. Encourage Ss to keep the conversation going with questions about their partner’s plans.
• Circulate to help as needed.
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using future time markers
✓ using prepositions in the time markers correctly
✓ using be going to to talk about future plans
✓ pronouncing going to as gonna when appropriate
✓ talking about personal plans and goals
EXIT TICKET Have Ss write answers to this question on a blank card or piece of paper: What are you going to do in five years? Tell Ss to use be going to in their answers. Collect cards as Ss leave. Read the cards to identify areas for review in later lessons and individual Ss who may need additional practice.
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5 TRY IT YOURSELF
MAKE IT PERSONAL What are your plans and goals? Discuss with your partner and ask follow-up questions.
A: In six months, I’m going to start working.
B: Oh, yeah? Where are you going to start working?
A: At a hospital, because …
3 PRONUNCIATION
10-17 Listen. Notice the blended pronunciation of going to. Then listen and repeat.
/gənə/ /gənə/
We’re going to miss you. I’m going to Japan.
What are you going to study?
10-18 Write an X next to the sentences in which going to
cannot have the pronunciation “gonna.” Listen and check your answers. Then listen and repeat the sentences with the blended pronunciation of going to.
1. I’m going to travel around the world.
2. I’m going to Thailand in a month.
3. I’m going to finish school this year.
4. I’m going to visit New York in the fall.
5. I’m not going to college next year.
6. I’m going to start a new job soon.
PAIRS Talk about the future plans in 3B. Which statements are true for you?
4 CONVERSATION
10-19 Listen or watch. Complete the sentences. Choose the correct words.
1. Yuki is going home / doing more training tomorrow night.
2. Yuki is going to work as a social media manager / go back to school next year.
3. Carlos is going to get married / move to Greece on July 10.
10-20 Listen or watch. Complete the conversation.
Carlos: What are your plans for the future?
Yuki: Well, next year, back to school.
Carlos: Really? That’s exciting!
Yuki: What about you? What are your plans for the future?
Carlos: Me? married.
Yuki: Oh, yeah. When?
Carlos: On July 10. Then, in August, we’re going to Greece. We’re at the beaches and climb the mountains.
10-21 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
Change the names, activities, and places.
Blending: going to (“gonna”) When we use going to with another verb to talk about the future, we often blend going and to together and say “gonna” /gənə/. We do not use
“gonna” when going to is followed by a noun.
COACH
in two years on April 2 in six months
UNIT 10 119 I CAN TALK ABOUT LIFE PLANS AND GOALS.
X X
I’m going to go
I’m going to get
going to hang out
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1 BEFORE YOU READ
PAIRS Why is it hard to fi nd your fi rst job?
VOCABULARY 10-22 Listen. Then listen and repeat.
fortunately: happening because of good luck
invite someone over: to ask someone to come to your home a secret: an idea, plan, etc. that you do not tell other people about a kid: a child
have something in common: to have the same interests, etc. as someone else convince: make someone believe something
2 READ
PREVIEW Read the question in the post and the writer’s fi rst sentence. What do you think the writer will talk about?
10-23 Read and listen to a post about fi nding your fi rst job.
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Good Questions
How can you get your fi rst job when you don’t have any experience?
Jobs Jobs Home Jobs Finding a job Finding a job Interviews Interviews Stories Stories Work
Karen S. July 2
It’s all about who you know and connecting with the interviewer.
I grew up as a quiet kid in a noisy house. Fortunately, my parents’
best friend, Mrs. Garcia, lived next door. She often invited me over to do my homework in peace and eat one of her world-famous cookies. She became like a second mom to me and even taught me how to make her cookies.
After I graduated from high school, I moved to another city, got my degree in marketing, and started looking for a job. My mom said I should call Mrs. Garcia to see if she knew of any good jobs.
Mrs. Garcia suggested I email her niece, who was a marketing manager at a cool sunglasses company. A few days later, her niece called me to come in and interview for a market researcher job.
Her fi rst question was, “So, my aunt tells me you’re quiet, really smart, and the only other person in the world who can make her cookies. What’s your secret? I can never make them right.” I laughed, “Well, I went to her house almost every day as a kid. I guess it’s just practice.”
Her niece and I had a lot in common. We talked about Mrs. Garcia, cookies, and sunglasses for about 15 minutes before we even started talking about the job. I left the interview feeling great and, a few days later, she called to offer me the job.
So my advice is to talk to your friends, family, and old neighbors! They can help you fi nd good places to apply and convince a company that you’ll do a good job.
Karen
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LESSON
120 UNIT 10
4
YUKI OGAWA
@YukiO
Check out this very nice advice for fi nding a job. And it’s a fun story