I can pick you up. I can give you a ride. I can help
you move. I can meet you there.
I can teach you how to cook.
c a b
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1 VOCABULARY Verbs for offers; Activities with go + -ing
VERBS FOR OFFERS 05-06 Listen. Then listen and repeat.
go camping go fi shing
go swimming go dancing
go sightseeing go shopping
pick up give help meet teach
PAIRS Complete the conversations. Match the sentences with the correct responses.
1. I want to go swimming, but I don’t know how.
2. Let’s go shopping at the mall tomorrow.
3. I want to go fi shing, but I don’t have a car.
a. Sounds great. I can meet you there at 3 P.M.
b. Don’t worry. I can give you a ride.
c. I can teach you.
Take a poll. See how many people do each activity in 1B. Then talk with your partner about what you learned. Which activities does the class like?
A: I like to go dancing, but no one else likes dancing.
B: Yeah, but everyone really likes going shopping.
2 GRAMMAR Object pronouns
Object pronoun
Preposition Object pronoun
Can you give me a ride? He’s going with them.
I can pick them up. They’re waiting for him.
Notes
• You can use object pronouns in compound objects.
They’re waiting for you and me.
I’m talking to Rob and him tonight.
• We almost always use contractions in speech and informal writing.
Subject pronouns Objectpronouns
I me
you you
he him
she her
it it
we us
they them
>> FOR PRACTICE, GO TO PAGE 136
COACH
ACTIVITIES WITH GO + -ING 05-07 Listen. Then listen and repeat.
LESSON
56 UNIT 5
2
CARLOS MORENO
@CarlosM
Where’s the best place to relax? I say the beach!
PLAN AN ACTIVITY WITH FRIENDS
I can pick you up. I can give you a ride. I can help
you move. I can meet you there.
I can teach you how to cook.
UNIT 5 T-56
LESSON 2 PLAN AN ACTIVITY WITH FRIENDS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, How do you plan your activities with your friends? Do you text them? Call them on the phone?
• Then read the social media message aloud. Ask, Where does Carlos like to relax? (beach) Do you like the beach? Why or why not?
1 VOCABULARY
• Focus attention on the first set of vocabulary words, Verbs for offers. Have Ss listen to the audio. Then ask questions to make sure Ss understand the phrases. For example, Does someone pick you up to go to school?
Do you give anyone a ride to school? Who helps you do your homework? Where do you meet people when you go out? Who teaches you English?
• Have Ss listen again and repeat.
• Write on the board: go + verb + -ing Explain that we use the form go + -ing to talk about many activities.
• Focus Ss’ attention to the pictures and play the audio.
Have Ss listen again and repeat.
OPTION To make sure Ss understand the vocabulary, ask them to write a sentence using each of the phrases. Solicit volunteers to read their sentences aloud.
EXTENSION For higher-level Ss, elicit additional activities with go + -ing. Write them on the board and encourage Ss to add them to their notebooks.
• Say, You have to make three different conversations about plans and activities. To do this, match each sentence with the correct offer or response.
• In pairs, have Ss complete the task. Go over answers as a class.
OPTION Have pairs practice reading the completed conversations aloud. Give them time to switch roles so they practice both sentences and responses (“offers”).
• Conduct the poll. Say, Raise your hand if you like to go shopping. Write Go shopping and the number of students who like shopping on the board. Then repeat this process with the other activities. Ask, Which activity do the most students like?
• Read the example conversation aloud. Have Ss discuss the poll results. Circulate and help Ss if appropriate.
• If time allows, ask Ss to role-play their conversations for the rest of the class.
OPTION Instead of a poll, do conversation circles.
Write each of the activities in 1B on a piece of paper and hang the papers around the room. Have Ss choose an activity that they like to do and then sit in a circle near that piece of paper. Ask group members to answer these questions: Where do you [go shopping]? When do you [go shopping]? Who do you [go shopping] with? Why do you like to [go shopping]? If time allows, let Ss switch groups and repeat the activity.
2 GRAMMAR
• Ask, What is a pronoun? (a word that replaces a noun) Say, In Lesson 1, we talked about subject pronouns. I, you, and we are subject pronouns. But pronouns can be subjects or objects. In this lesson, we are going to learn about object pronouns.
• Ask, What is the subject of a sentence? (the person, place, or thing that is doing or being something) Usually the subject comes at the beginning of the sentence. What is the object of a sentence? (the person, place, or thing that the subject is doing something to)
Write on the board: I like you. Ask, What is the subject pronoun in this sentence? (I) Underline I in the sentence. Ask, What is the object pronoun in this sentence? (you) Circle you.
• Read the questions and statements in the grammar chart aloud. Point to the columns for Prepositions + Object pronouns. Say, Sometimes, we need to add a preposition in front of the object pronoun in a sentence. We do this when the verb in the sentence is
intransitive. That means it does not take a direct object.
For example, wait is an intransitive verb. You can’t wait someone. You have to wait FOR someone.
• Point out the list of subject and object pronouns. To reinforce understanding, write on the board: Can you give us a ride? Ask, How can we replace the subject pronoun in this sentence? Elicit answers and write them on the board. (For example, Can she give us a ride?) Then ask, How can we replace the object pronoun? Elicit answers and write them on the board.
(For example, Can you give him a ride?)
Repeat with sentences that include prepositions, such as He’s going with me. They’re waiting for her.
• Read the Notes and example sentences aloud. Explain, A compound object is two or more objects together.
Compound objects can come after prepositions. Elicit other examples of compound objects. (For example, They’re waiting for him and me.)
• For grammar practice, have Ss turn to the grammar activities on page 136.
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5 TRY IT YOURSELF
MAKE IT PERSONAL Plan an activity with your partner.
A: Do you want to go fishing tomorrow?
B: I’d love to! But how are we getting there? Do you have a car?
A: Yes. I can give you a ride.
B: Great!
3 PRONUNCIATION
05-09 Listen. Notice the different vowel sounds and their spellings. Then listen and repeat.
/aɪ/ /ɪ/ /i/
ride pick teach
05-10 Listen. Below each word, write the word
from 3A (ride, pick, or teach) with the same vowel sound.
Check your answers with a partner. Then listen and repeat.
meet give drive hiking
teach
fishing sightseeing beach swimming
PAIRS Make three sentences. Use a word with /aɪ/, /ɪ/, or /i/ in each sentence.
I like to go sightseeing in the city.
4 CONVERSATION
05-11 Listen or watch. Check all the correct answers.
1. Who wants to go the beach?
Carlos Ray Leo 2. What do they want to do at the beach?
go swimming go fishing go shopping 3. How are they getting to the beach?
by car by train by bus
05-12 Listen or watch. Complete the conversation.
Carlos: We’re going to Long Beach Island on Saturday. Do you want to come ? Leo: Yeah! I’d love to go !
Carlos: I can’t wait to go swimming.
Leo: And I want to go fishing!
Carlos: I can pick you up on Saturday morning, around 8:00. Sound good?
Leo: Great.
05-13 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH Sounds and spelling:
the vowels /aɪ/, /ɪ/, and /i/
The letter i usually spells the sound /ɪ/ (sit) or /aɪ/ (like).
The letter i by itself does not usually spell the sound /i/ (see).
The sound /i/ (see) usually has a spelling that includes the letter e.
go sightseeing go shopping give you a ride
UNIT 5 57 I CAN PLAN AN ACTIVITY WITH FRIENDS.
UNIT 5 T-57
3 PRONUNCIATION
• Read the Pronunciation Note aloud. Explain that understanding English words can be challenging when you listen because sounds do not always match the spelling.
LANGUAGE NOTE The sound /i/ is spelled with the letter i in a few words, like machine and police, but i is not a common spelling for this sound. The letter i usually spells the sound /aɪ/ or the sound /ɪ/.
• Focus on the words in the chart. Tell Ss that each of these words has a different vowel sound, even though two of them have the same spelling.
• Ask Ss to repeat the words with vowel sounds after you. Emphasize the difference between the long /aɪ/ and /ɪ/ vowel sounds and the short vowel sounds by making the vowel sounds longer. For example, say riiiiiiide or teeeeeeach.
• Play the audio. Then have Ss listen and repeat.
• Have Ss preview the exercise items before they listen.
Point out that they should focus on how the underlined syllable in each word is pronounced.
• Play the audio and pause after the first word. Ask, Which vowel sound do you hear? (/i/) Point to the example answer. Say, So we write the example word for /i/ from the chart in 3A on the line. (teach)
• Have Ss listen and write the answers.
• Go over the answers as a class. Then listen again.
• Read the example sentence aloud. Tell Ss to write similar sentences with words from page 56 and to say them aloud. The words must include the vowel sounds in the pronunciation box.
• Circulate as Ss work. Listen to make sure Ss are pronouncing the vowel sounds correctly.
4 CONVERSATION
• Have Ss look at the video still. Ask Who are these people? (Carlos, Leo, and another man named Ray) If necessary, have Ss refer back to Lesson 1 to remind Ss who the people are.
• Ask Ss to preview the exercise to get an idea of the conversation. Ask, What do you think Carlos, Ray, and Leo are talking about? (going to the beach)
• Books closed, have Ss listen or watch.
• Books open. Remind Ss that more than one answer can be correct for each question. Have them complete the exercise individually.
• Go over the answers as a class.
• 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 does Carlos want to do? (go swimming) What does Leo want to do? (go fishing) Who is picking up Leo?
(Carlos)
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• 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
• Solicit two volunteers to model the example conversation.
• In pairs, have Ss plan an activity together. Encourage them to switch roles and to practice using a variety of offers to transport people and activities.
• For lower-level Ss, have them turn back to the vocabulary presentation on page 56. Encourage them to use the offer phrases in the speech bubbles and the go + -ing phrases in their conversations.
EXTENSION Turn back to Carlos’s social media message on page 56. Ask, What do you think is the best place to relax? Ask Ss to respond to Carlos’s message on blank cards or a piece of paper, and then collect them. Then read each social media message aloud and ask Ss to guess who wrote it.
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 verbs for offers
✓ talking about activities using go + -ing
✓ using subject and object pronouns
✓ pronouncing /aɪ/, /ɪ/, /i/ vowel sounds correctly in words with different spellings
EXIT TICKET Stand by the door as Ss leave and ask each of them to invite you to do something with them. For example, Do you want to go shopping at the mall with me this weekend? Then respond, I’d love to! But how are we getting there? Have Ss respond appropriately. (For example, I can give you a ride.) 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 Plan an activity with your partner.
A: Do you want to go fishing tomorrow?
B: I’d love to! But how are we getting there? Do you have a car?
A: Yes. I can give you a ride.
B: Great!
3 PRONUNCIATION
05-09 Listen. Notice the different vowel sounds and their spellings. Then listen and repeat.
/aɪ/ /ɪ/ /i/
ride pick teach
05-10 Listen. Below each word, write the word
from 3A (ride, pick, or teach) with the same vowel sound.
Check your answers with a partner. Then listen and repeat.
meet give drive hiking
teach
fishing sightseeing beach swimming
PAIRS Make three sentences. Use a word with /aɪ/, /ɪ/, or /i/ in each sentence.
I like to go sightseeing in the city.
4 CONVERSATION
05-11 Listen or watch. Check all the correct answers.
1. Who wants to go the beach?
Carlos Ray Leo 2. What do they want to do at the beach?
go swimming go fishing go shopping 3. How are they getting to the beach?
by car by train by bus
05-12 Listen or watch. Complete the conversation.
Carlos: We’re going to Long Beach Island on Saturday. Do you want to come ? Leo: Yeah! I’d love to go !
Carlos: I can’t wait to go swimming.
Leo: And I want to go fishing!
Carlos: I can pick you up on Saturday morning, around 8:00. Sound good?
Leo: Great.
05-13 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH Sounds and spelling:
the vowels /aɪ/, /ɪ/, and /i/
The letter i usually spells the sound /ɪ/
(sit) or /aɪ/ (like).
The letter i by itself does not usually spell the sound /i/ (see).
The sound /i/ (see) usually has a spelling that includes the letter e.
go sightseeing go shopping give you a ride
UNIT 5 57 I CAN PLAN AN ACTIVITY WITH FRIENDS.
pick ride
with you
with us pick
ride teach
ride pick
✓
✓
✓
✓
✓
✓
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1 VOCABULARY Problems with plans
05-14 Listen. Then listen and repeat.
05-15 Listen. What problems do the people have? Number the photos in 1A in the order you hear each problem mentioned.
PAIRS Which problems from 1A do you have often? Which problems do you never have?
A: I’m stuck in traffi c all the time.
B: Me too!
2 GRAMMAR Will for future intention
Affi rmative statements Negative statements Yes / no questions Short answers
Subject Will Verb Subject Will + not Verb Will Subject Verb Affi rmative Negative I
We will wait. I
We will not wait. Will he come? Yes, he will. No, he won’t.
Wh- questions Short answers
Wh- word Will Subject Verb
When will I see you? After work.
What time he get here? At 10:00.
Notes
• You can use will + the base form of a verb to make an offer or state a plan made at the moment of speaking.
A: I don’t have a ride. A: I’ll be back in a minute.
B: I’ll pick you up. B: Hurry! The movie is starting.
• We almost always contract the subject pronoun + will in speaking and informal writing.
I will ➞ I‘ll they will ➞ they‘ll it will not ➞ it won’t we will not ➞ we won’t
• Use contractions in negative short answers only.
A: Will he call us back? B: Yes, he will. / No, he won’t. NOT Yes, he’ll.
>> FOR PRACTICE, GO TO PAGE 137
COACH
The train is late.
I’m stuck in traffi c.
I’m running late.
I have the wrong address. I have an emergency.
I can’t fi nd you.
I missed the bus.
I’m lost.
LESSON
58 UNIT 5
3
CARLOS MORENO
@CarlosM
Finally, time to go to the beach!
It’s going to be a great day!