Sara Calvo
frenglish.ru
1 BEFORE YOU READ
PAIRS What do most people have in their wallets? What’s in your wallet?
VOCABULARY 04-22 Listen. Then listen and repeat.
search: try to fi nd something or someone
sign: write your name the way you do on a check
copy: one of many books, magazines, or newspapers that are exactly the same stare at: look at for a long time without moving your eyes
forever: for all of the future
2 READ
PREVIEW Read the title and the fi rst sentence, and look at the photo.
What do you think happens in the story?
04-23 Read and listen to a story about a lost wallet. Who is the owner of the wallet?
A LOST WALLET
In 2014, when Matt Porter was 27 and living in Glendale, California, he found a wallet on the street. Inside the wallet, there was an ID badge, some receipts, a few dollars, and a photograph of a beautiful young woman and an old man. He wanted to return the wallet, but there was no address. He had only the name on the ID badge—Sara Calvo—and the name of the company where she worked. After he found it, he went to the company, but she did not work there anymore. No one at the company knew anything about her. Then he searched on the Internet and found a Sara Calvo in Glendale. Later, he called her, but she had not lost her wallet. He put the wallet away in a box, but he did not forget about it.
Two years later, Matt moved to Seattle for a new job. He took the wallet with him. He was not sure why, but there was something special about the photograph. He couldn’t get it out of his mind.
One day, he went to a bookstore. He saw a poster for an event the next week. A writer named Sara Calvo was coming to the bookstore to sign copies of her fi rst book. Matt stared at the photograph on the poster. It was his Sara Calvo! He could not believe it! The next week, he returned to the bookstore with the wallet. He walked to the desk where Sara Calvo was sitting, and he handed her the wallet.
“Where did you fi nd this?” she asked. She took out the photograph and began to cry. “This is my grandfather. It was my only photograph of him. I thought it was gone forever!” Matt replied, “It’s a long story.
Let’s go have a cup of coffee, and I’ll tell you all about it.”
LESSON
48 UNIT 4
4
SIMON HARRIS
@SimonH
The lost and found department had a busy day today. Made me think of this beautiful story.
READ ABOUT A LOST OBJECT
UNIT 4 T-48
LESSON 4 READ ABOUT A LOST OBJECT
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What does lost mean?
(Something is lost when you want it and you don’t know where it is.) Ask, Have you ever lost anything?
• Then read the social media message aloud. Ask, What is a lost and found department? (a place where people leave things that they find so that the owner can come and get them) Has anyone ever been to a lost and found department? Give Ss time to share their stories.
CULTURE NOTE Many offices, schools, and other public places in the United States have a Lost and Found where lost property is kept. When people lose their belongings, they can go to the Lost and Found and reclaim them.
EXTENSION If your school has a Lost and Found location where lost items are kept, take Ss there to see what items have been turned in. See how many items from the book are in the school’s lost and found. Add any new items to the vocabulary list on page 42.
1 BEFORE YOU READ
• Have Ss discuss the questions in pairs. Then bring the class together and have them share answers. Take a poll to determine the most common items in the class.
Solicit a volunteer and ask, What is one thing you have in your wallet? When the volunteer gives an answer (for example, driver’s license), ask How many other Ss have a driver’s license? Write the item and the number of Ss who have one on the board. Repeat the activity for different items.
OPTION Show Ss what is in your wallet, or solicit a volunteer to show his or her wallet to the class. Elicit a list of items that are commonly found in wallets.
(driver’s licenses, credit cards, photos, cash (bills and coins), and insurance cards)
• Draw attention to the vocabulary words and their definitions.
• Play the audio. Ask Ss to listen and repeat.
OPTION Have Ss cover 1B in their books so that they cannot read the words and their definitions. Then write the vocabulary words on the board. Have Ss locate the words in their context in the reading. Then ask them to guess definitions for the words. Books open, have them check their definitions.
EXTENSION To make sure Ss understand the definitions, ask them to write a sentence using each of the words. Solicit volunteers to write their sentences on the board. Ask them to leave a blank line where the vocabulary word goes. Have the rest of the class guess which words are missing from the volunteers’ sentences.
2 READ
• Read the title and the first sentence aloud. Draw attention to the photo. Ask, What do you see in the photo? (a wallet, a woman walking away) What is in the wallet? (money, credit cards) What do you think happened? (The woman lost her wallet.)
• Have Ss predict what happens in the story. Solicit volunteers to share their answers.
• Give Ss time to read the story silently.
• Have Ss read and listen. If appropriate, have them read and listen again. Then in pairs have them answer the question.
• Bring the class together and ask Ss if their predictions in 2A were correct. Remind them that it is okay if their predictions were incorrect. Tell them thinking about the content before reading helps their comprehension, even if they guess incorrectly.
• Answer any questions Ss have about the reading.
OPTION To make sure Ss understand, have them act out what happens in the second paragraph of the reading, when Matt goes to the bookstore. In pairs, have one S play the role of Matt and the other play the role of Sara.
frenglish.ru
3 CHECK YOUR UNDERSTANDING
TOPIC What is the story about?
a. a famous young writer b. two people who fall in love c. a lost object with a lucky ending DETAILS Choose the correct answer.
1. What did Matt fi nd in the wallet?
a. credit cards b. money c. checks
2. Why did Matt move to Seattle?
a. He lost his job in Glendale. b. He wanted to fi nd Sara. c. He got a job in Seattle.
FOCUS ON LANGUAGE Read the sentence. What do the underlined words mean?
He couldn’t get it out of his mind.
a. He thought about it all the time. b. It wasn’t important to him.
READING SKILL Read the Reading Skill. What is the correct order of events in the story? Use time signals to help you.
1. Circle the signal words in the story. 2. Write the numbers (1–9) in the blanks.
Matt found a wallet.
Matt returned to the bookstore.
Matt moved to Seattle. Matt went to Sara’s company. Sara lost her wallet.
Matt called a Sara Calvo in Glendale.
Sara looked at the photo in the wallet.
Matt saw a poster with Sara’s photo.
Matt tried to fi nd Sara.
PAIRS Retell the most important ideas in the story. Use your own words.
The story is about a lost wallet …
4 MAKE IT PERSONAL
Think about something you lost. What happened? Write two sentences using time words.
Time word Sentence
First
PAIRS Now tell your partner about the thing you lost.
A: Did you ever lose something?
B: Oh, yeah. I lost my keys last week!
A: Really? What happened?
3. What was on the poster at the bookstore? a. a photo of a grandfather
b. a photo of Sara Calvo c. a photo of a missing wallet
4. What did Sara do when she saw the photograph? a. She cried.
b. She sat down. c. She left.
READING SKILL Understand time order When you read stories about the past, look for time signal words such as fi rst, then, next, later, before, after. They can help you understand the correct order of events.
Find out what things people lose most often.
UNIT 4 49 I CAN READ ABOUT A LOST OBJECT.
UNIT 4 T-49
3 CHECK YOUR UNDERSTANDING
• If appropriate, review the Reading Skills on finding the topic from Unit 2, page 25, and finding the main idea from Unit 3, page 37, before Ss complete this task.
• Have Ss answer the question individually. Go over the answers as a class.
• Have Ss complete the exercise, referring back to the reading as necessary.
• Go over the answers as a class.
• Read the directions and the sentence aloud. Have Ss complete the task individually and compare answers in pairs.
• Call on volunteers to share something that they can’t get out of their mind. Follow up by asking, Why can’t you get that out of your mind?
• Have Ss read the Reading Skill box silently. Then read it aloud. Explain that paying attention to time words and phrases can help them understand what is happening in a story.
• Have Ss highlight the time words and phrases in the reading on page 48.
• Tell Ss to write 1 next to the event that happened first in the story, 2 next to the event that happened after that, and so on. Explain that Ss can’t do the task correctly by simply writing down the events in the same order they appear in the reading. They have to pay attention to the time words and use common sense. For example, Sara lost her wallet must have happened before Matt found a wallet, even though Matt found a wallet is the first thing Ss will read in the article.
• Do the first item with the class as an example. Then have Ss complete the task.
• Go over the answers as a class.
OPTION To check answers, draw a timeline on the board. Say, This is a timeline. We are going to use it to show what happens in the story. Call Ss to the board to fill in events on the timeline in the correct order.
• Pair Ss to retell the story. Have Ss begin with the example sentence frame. Encourage them to use time order words. They can also rephrase the statements in 4D.
EXTENSION In pairs, have Ss predict what they think happens next in the story. Ask, What happens that night? The next week? The next year? Tell Ss to be as creative as they want. Then have pairs share their predictions with the class. If appropriate, have the class vote on the most convincing, funniest, or most interesting prediction.
OPTION Ask, What do you think people lose most often? Elicit suggestions and write them on the board.
Then focus attention on the box to the right of 3E. Say, We are going to find out what people lose most often.
Have Ss complete the research task during class or for homework. Then ask Ss to share what they learned.
Put Ss in small groups and have them talk for a few minutes about their search results. Ask, Were your guesses correct?
4 MAKE IT PERSONAL
• Have Ss complete the chart with the first thing they did and then the next thing they did when they lost something. Remind them to use the time signal words in the Reading Skill box.
• Go over the directions. Have two Ss read the example conversation aloud.
• In pairs, have Ss complete the task.
• Circulate to provide feedback on language as Ss discuss. If appropriate, review the past forms of irregular verbs.
EXTENSION Bring in a picture of a person and a picture of an object. In pairs, have Ss write a short story about the person and how they lost the object.
Require Ss to include at least three events in their story. Remind Ss to use time signal words. Then have volunteers share their stories with the class.
EXIT TICKET To practice the Reading Skill in this lesson and time signal words, write these sentences on the board:
I used my roommate’s phone to call my own number.
I lost my phone.
My phone rang, and I found it under my bed!
I looked for it everywhere.
I borrowed my roommate’s phone.
Say, Write these sentences in the correct order. Add a time signal word to each sentence. If appropriate, give Ss the first sentence to start them off: First, I lost my phone. Collect Ss’ papers and check to see if they have correctly ordered the sentences and used time signal words to indicate in which order their sentences happened. (For example, First, I lost my phone. Then I looked for it everywhere. Later, I borrowed my roommate’s phone. Next, I used my roommate’s phone to call my own number. Then my phone rang, and I found it under my bed!) Identify areas for review in later lessons and individual Ss who may need additional practice.
frenglish.ru
3 CHECK YOUR UNDERSTANDING
TOPIC What is the story about?
a. a famous young writer b. two people who fall in love c. a lost object with a lucky ending DETAILS Choose the correct answer.
1. What did Matt fi nd in the wallet?
a. credit cards b. money c. checks
2. Why did Matt move to Seattle?
a. He lost his job in Glendale.
b. He wanted to fi nd Sara.
c. He got a job in Seattle.
FOCUS ON LANGUAGE Read the sentence. What do the underlined words mean?
He couldn’t get it out of his mind.
a. He thought about it all the time. b. It wasn’t important to him.
READING SKILL Read the Reading Skill. What is the correct order of events in the story? Use time signals to help you.
1. Circle the signal words in the story. 2. Write the numbers (1–9) in the blanks.
Matt found a wallet.
Matt returned to the bookstore.
Matt moved to Seattle.
Matt went to Sara’s company.
Sara lost her wallet.
Matt called a Sara Calvo in Glendale.
Sara looked at the photo in the wallet.
Matt saw a poster with Sara’s photo.
Matt tried to fi nd Sara.
PAIRS Retell the most important ideas in the story. Use your own words.
The story is about a lost wallet …
4 MAKE IT PERSONAL
Think about something you lost. What happened? Write two sentences using time words.
Time word Sentence
First
PAIRS Now tell your partner about the thing you lost.
A: Did you ever lose something?
B: Oh, yeah. I lost my keys last week!
A: Really? What happened?
3. What was on the poster at the bookstore?
a. a photo of a grandfather b. a photo of Sara Calvo c. a photo of a missing wallet
4. What did Sara do when she saw the photograph?
a. She cried.
b. She sat down.
c. She left.
READING SKILL Understand time order When you read stories about the past, look for time signal words such as fi rst, then, next, later, before, after. They can help you understand the correct order of events.
Find out what things people lose most often.
UNIT 4 49 I CAN READ ABOUT A LOST OBJECT.
2 6 1 9 8 4 5 7 3
frenglish.ru
1 BEFORE YOU WRITE
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Read the ads again. Fill in details about the headphones in each of the circles.
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New Headphones
Used Headphones
PAIRS Which headphones are better? Why?
A: I think the used headphones are better.
B: Really? Why?
A: Well, …
LESSON
50 UNIT 4
5
SIMON HARRIS
@SimonH
I’m buying headphones online.
Here are the two I’m thinking about. Which should I get?