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1 VOCABULARY Personal possessions
04-01 Listen. Then listen and repeat.
a wallet headphones a cell phone
a water bottle sunglasses
keys
an ID badge
a credit card a backpack
a cell phone a purse
GROUPS Which of the things in 1A do you have? Put them on the table. Which group has the most things?
We have 15 things! Three backpacks, one water bottle, two sunglasses …
2 GRAMMAR Questions with whose; Possessive nouns and pronouns
Whose Subject Be This / these Note
• Use whose alone when the meaning is clear.
That’s a nice car. Whose is it?
Whose phone is this?
keys are these?
Possessive
pronouns Singular possessive nouns Plural possessive nouns It’s mine.
yours.
his.
hers.
ours.
theirs.
It’s
John’s.
John’s phone.
Tom and Ann’s.
Tom and Ann’s phone.
It’s the managers’.
the managers’ phone.
They’re They’re
John’s.
John’s keys.
Tom and Ann’s.
Tom and Ann’s keys.
They’re
the managers’.
the managers’ phones.
Tom’s and Ann’s phones.
Tom’s and Ann’s.
>> FOR PRACTICE, GO TO PAGE 133
COACH
LESSON 1
42 UNIT 4
SIMON HARRIS
@SimonH
I should bring a suitcase to these meetings. Got my pens, paper, laptop, coffee …
TALK ABOUT WHO OWNS SOMETHING
UNIT 4 T-42
LESSON 1 TALK ABOUT WHO OWNS SOMETHING
• Read the lesson title aloud. Ask, Do you own a lot of things?
• Read the social media message aloud and ask, Where is Simon going? (to a meeting) Why does Simon think he needs to bring a suitcase to the meetings? (because he has so many things)
1 VOCABULARY
• Focus on the photos and captions. Have Ss listen and repeat.
TEACHING TIP If possible, when you present new vocabulary, use realia. Bring authentic examples of each item to class. As vocabulary items are presented, show the authentic example.
• Put Ss into small groups. Go over the directions and the example. Say, Show us all the items you have with you today. After you check to see which group has the most things, extend the game by seeing which group has the most of each individual item.
OPTION For higher-level Ss, ask Ss to describe why they brought each item with them and what they use it for. Talk about an item you have to get them started. (For example, I have my water bottle because sometimes I get thirsty in class.)
EXTENSION Show Ss other items you have on your desk or in your bag, such as notebooks, the textbook, pens, or a laptop. Challenge Ss to name additional personal possessions. Solicit volunteers to share other words for the personal possessions they have with them in class. Encourage Ss to write any new vocabulary words in their books.
2 GRAMMAR
• To introduce the grammar, show the class one of your possessions, such as a pen, and write on the board:
Whose pen is this? Say, This is a question with whose.
• Then, next to the question, write on the board: It’s my pen. Explain that this is one way to answer a question that begins with whose. Leave the sentences on the board to refer to later.
• Read the Whose questions section of the grammar chart aloud. Under the question you already wrote on the board, write: Whose pens are these?
• Ask, How is the first question different from the second question? (The first uses the singular form of the verb and this. The second uses the plural form of the verb be and these.)
• Draw attention to the Note. Say, You can use whose alone when everyone knows what you are talking about. Hold up your textbook and say, This is a good book. Whose is it? Elicit the answer. (It’s your book.)
• Present the rest of the grammar chart. Say, There are several different ways to answer questions with whose.
All these answers are possessive because someone owns the items. To illustrate the differences, ask and answer questions about possessions in the classroom.
Choose two Ss in the class who have the same possessions (for example, Jin and Li, who both have backpacks). Ask, Whose backpacks are those? Point to the backpacks and elicit answers from Ss. Then write on the board:
They’re theirs.
They’re their backpacks.
They’re Jin’s and Li’s backpacks.
They’re Jin’s and Li’s.
• Ss sometimes struggle with the proper use of the apostrophe + s (’s) versus s + apostrophe (s’). Explain that it is important for Ss to get the apostrophes right
so that other people understand what they mean. Write on the board: the students backpacks Ask, How many students are there? (We don’t know because there is no apostrophe.) Then say, There are three students. Where do I put the apostrophe? (after the s: students’)
OPTION For higher-level ss, explain that with singular nouns ending in -s, you add ’s at the end of the noun. Write on the board: the class’s hours. There are also irregular nouns that take ’s even when they are plural. Write on the board: the children’s books.
• Explain the difference between how possessive adjectives and possessive pronouns are used. Say, We use a possessive adjective, (for example, my), with a noun. We use a possessive pronoun, such as mine, alone. Write examples of this on the board:
That cup isn’t my cup.
Is it your cup?
That cup isn’t mine.
Is it yours?
LANGUAGE NOTE Native English speakers might not answer the questions in the grammar chart in complete sentences. For example, rather than saying It’s mine, someone might just answer with Mine. Or, rather than answering Whose phone is it? with It’s the manager’s phone, a person might just answer The manager’s.
These incomplete sentences are used in spoken language but are not used in formal, written language.
OPTION To practice the grammar points, have Ss hold up different items and ask each other who they belong to.
• For grammar practice, have Ss turn to the grammar activities on page 133.
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5 TRY IT YOURSELF
GAME Work in two groups. Each student puts a personal possession into the bag for his or her group. Don’t let the other group see. Group A: take something from your bag. Group B:
guess who it belongs to. Then switch roles. Continue until both bags are empty.
A: Whose purse is this? B: I think it’s Emi’s. A: Emi, is it yours? C: No, it isn’t!
3 PRONUNCIATION
04-03 Listen. Notice the stress in these compound nouns. Then listen and repeat.
a cell phone an ID badge a backpack homework
04-04 Listen. Circle the item that is not a compound noun. Then listen and repeat the compound nouns.
1. a laptop a newspaper a small phone a shopping bag 2. a water bottle a coffee cup car keys a black pen 3. sunglasses a nice shirt a raincoat a T-shirt 4. a credit card a business card a good book a notebook PAIRS Which items in 3A and 3B do you take to work or school?
4 CONVERSATION
04-05 Listen or watch. Who do the things from the meeting belong to? Complete the chart.
Cup Cell phone
Keys Umbrella Water bottle
Backpack Wallet Credit card Simon
Zoey Lucy
?
04-06 Listen or watch. Complete the conversation.
Simon: phone is this?
Zoey: It’s not . Maybe it’s .
Simon: Oh, OK … And whose keys are these?
Zoey: I think they’re .
Simon: And here’s a water bottle! Is this yours?
Zoey: No. Unbelievable! People keep leaving their stuff!
04-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH
Stress in compound nouns
Sometimes we put two words, often nouns, together to make a compound noun. We usually stress only the fi rst word in a compound noun: a cell phone. We stress both words in an ordinary adjective + noun phrase: a new phone.
ID badge sunglasses a wallet
UNIT 4 43 I CAN TALK ABOUT WHO OWNS SOMETHING.
UNIT 4 T-43
3 PRONUNCIATION
• Read the Note about stress in compound nouns aloud.
• Focus on the list of words. Point out that in some compound nouns, there is a space between the first word and the second word, (for example, cell phone), and in other compound nouns there is no space (for example, backpack).
• Play the audio. Have Ss listen. Then have them listen and repeat.
• Say, Look at each group of words. Guess which words are NOT compound nouns before you listen. Then listen and check. Remind Ss that if the first word of the phrase is stressed, the phrase is a compound noun.
If both words in the phrase are equally stressed, the phrase is not a compound noun, and they should circle it.
• Play the audio. Have Ss listen and circle the words. Play the audio again.
• In pairs, have Ss complete the task. Circulate and help as needed.
EXTENSION Ask Ss to make a list of other compound nouns that are possessions. Write a few on the board to get Ss started. (For example, textbook, football, dishwasher, toothpaste, toothbrush, tablecloth)
EXTENSION For higher-level Ss, give Ss a list of words that build compound words. (For example:
paper, bag, book, note, text, store, news, pencil) Challenge Ss to think of different ways to combine each word with another word to form a compound noun. Give an example. Say, The word book can be combined with note (notebook) or text (textbook).
Ask Ss to read their words aloud and check that they are using the correct stress.
4 CONVERSATION
• Focus on the video still. Ask, Who are these people?
(Simon and Zoey) What do you think is happening?
(Simon found something. He is asking Zoey about it.) Explain that Ss will hear Simon talking to Zoey about possessions they found after a meeting.
• Have Ss preview the chart. Encourage them to listen for the objects in the chart headings.
• Have Ss listen or watch. Give them time to complete the chart.
• 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.
• Focus on the content of the conversation. Ask, Whose phone is it? (They don’t know.) Whose keys are they?
(Zoey thinks they’re Janet’s.)
• 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, replacing the highlighted words in the model with the words with the same color. Point out that even though sunglasses is one object, it is plural:
Whose sunglasses are these?
• 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
• Read the directions aloud. Call on three volunteers to read the example conversations. Divide the class into two groups and have each group place their possessions into a bag.
• Model the game by pulling an object from one of the bags, such as a phone. Ask, Whose phone is this? Have Ss try to guess whose phone it is, using possessive nouns and pronouns.
• Have the groups play the game. Tell Ss to keep playing until they figure out who each item belongs to.
Circulate and 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 personal possessions vocabulary
✓ asking questions with whose
✓ using possessive nouns and pronouns
✓ using apostrophes correctly
✓ stressing compound nouns correctly
EXIT TICKET At the end of the class, have Ss stop on their way out and show you one of their personal possessions. Have them say it’s their item in two different ways. (For example, This is my backpack. It’s my backpack.) Identify areas for review in later lessons and individual Ss who may need additional practice.
frenglish.ru
5 TRY IT YOURSELF
GAME Work in two groups. Each student puts a personal possession into the bag for his or her group. Don’t let the other group see. Group A: take something from your bag. Group B:
guess who it belongs to. Then switch roles. Continue until both bags are empty.
A: Whose purse is this? B: I think it’s Emi’s. A: Emi, is it yours? C: No, it isn’t!
3 PRONUNCIATION
04-03 Listen. Notice the stress in these compound nouns. Then listen and repeat.
a cell phone an ID badge a backpack homework
04-04 Listen. Circle the item that is not a compound noun. Then listen and repeat the compound nouns.
1. a laptop a newspaper a small phone a shopping bag 2. a water bottle a coffee cup car keys a black pen 3. sunglasses a nice shirt a raincoat a T-shirt 4. a credit card a business card a good book a notebook PAIRS Which items in 3A and 3B do you take to work or school?
4 CONVERSATION
04-05 Listen or watch. Who do the things from the meeting belong to? Complete the chart.
Cup Cell phone
Keys Umbrella Water bottle
Backpack Wallet Credit card Simon
Zoey Lucy
?
04-06 Listen or watch. Complete the conversation.
Simon: phone is this?
Zoey: It’s not . Maybe it’s .
Simon: Oh, OK … And whose keys are these?
Zoey: I think they’re .
Simon: And here’s a water bottle! Is this yours?
Zoey: No. Unbelievable! People keep leaving their stuff!
04-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH
Stress in compound nouns
Sometimes we put two words, often nouns, together to make a compound noun. We usually stress only the fi rst word in a compound noun: a cell phone.
We stress both words in an ordinary adjective + noun phrase: a new phone.
ID badge sunglasses a wallet
UNIT 4 43 I CAN TALK ABOUT WHO OWNS SOMETHING.
✓
✓ ✓
✓
✓
✓ ✓
✓
Whose mine
Janet’s
Yuki’s
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lose
1 VOCABULARY Verbs used with personal possessions
04-08 Listen. Then listen and repeat.
PAIRS Talk with your partner about the things you lose, fi nd, give, take, borrow, and lend.
A: What things do you lose?
B: I lose my keys a lot. How about you?
2 SPEAKING
04-09 Notice how we ask for permission, give or refuse permission, and respond.
Then listen and repeat.