UNIT 4 T-42
LESSON 1 TALK ABOUT PARK RULES
• Read the lesson title and the social media message aloud. Ask, What are some national parks that you have heard of? Let Ss search online for answers if they can’t think of any. Say, Oscar went hiking in a park. Ask, What other activities can you do in a park? Accept any reasonable answers.
• Ask, How is Oscar feeling? (He is angry.) Ask, Why is he feeling this way? (Other hikers were not taking care of nature.) Have you ever felt the same way as Oscar? Do you feel park rules should be followed?
CULTURE NOTE The most visited national parks in the United States include the Great Smoky Mountains, the Grand Canyon, Zion, the Rocky Mountains, Yosemite, Yellowstone, Acadia, Olympic, Grand Teton, and Glacier. National parks in the United States are maintained by the National Park Service. Park rangers are the people who work to care for the parks and make sure park rules are being followed.
EXTENSION Have Ss find photos of famous national parks and hold a discussion to see if Ss have visited or want to visit any of them.
1 VOCABULARY
• Ask, What do you see in the pictures in 1A? Have Ss describe the pictures without using the vocabulary words. For example, The first picture shows someone throwing trash on the ground.
• Ask, What is a rule? (an instruction about how you should behave at a particular place) Say, These are all rules that people need to follow at parks. Ask, What is the difference between the top row with the red circles and the bottom row with the green circles? (The top row shows things people cannot do; the bottom row shows things people must do.)
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
EXTENSION Have Ss make a list of rules that the school, their home, or their job has. Pair them to talk about their list. Another suggestion is to play a game of charades. Put Ss in small groups or play as a whole class. Have Ss act out one of the park rules. Challenge the other Ss to guess which rule it is.
• Tell Ss they will hear some short conversations. Say, In each conversation, a rule is being broken. Ask, What does it mean to break a rule? (not follow it) Tell them to choose the rule that is being broken.
• Play the audio. Invite volunteers to share their answers.
TEACHING TIP For lower-level Ss, play the audio more than once or pause after each conversation to make the exercise more manageable.
• Pair Ss to discuss the question. Give a few examples.
Say, A forest fire could start if people leave a fire unattended. You can get lost if you do not stay on the trails.
• Have Ss write their ideas on the board.
EXTENSION Give Ss time to look up a local, state, regional, or national park and find a list of rules for that park. Ask, Do they include the rules that are in our book?
What other rules do the parks have? Schedule time for Ss to report on their park and the rules they found.
2 GRAMMAR
• Write on the board: I am supposed to start class at 9:00 a.m. Then write: You are supposed to be in class at 9:00 a.m. Underline am supposed to and are supposed to. Say, We use be supposed to plus a verb to talk about rules and expectations.
• Ask Ss to look at the grammar chart. Read the statements in the chart aloud using the present tense am, are, is. Do not read the not column aloud at this time. Make sure Ss understand that the be verb changes. Read the sample statements again using was or were. Point out that these statements always use the base form of the verb.
• Ask Ss to look at the column labeled (Not). Ask, Why is not in parentheses? (If the sentence isn’t negative, the not is not included.) Read the statements again including the not. Read them in both the present and past tenses.
• Draw attention to the first explanation in the Notes.
Say, Only simple present or simple past can be used with this grammar form.
• Focus on the last two Notes. Read the examples.
• Revisit the sentences on the board. Rewrite the first sentence to show that this didn’t happen. Have Ss determine what these mean before you add the parenthetical explanation to the board. I was supposed to start class at 9:00 a.m. (But I didn’t; I started early!) Then write a new sentence to make a negative statement. You weren’t supposed to be in class at 8:30 a.m. (But you were! I like it when you’re early!) EXTENSION Have Ss write their own sentences about rules of the classroom. Then have them ask a partner, Did this happen or not?
UNIT 4 T-43
3 PRONUNCIATION
• Direct Ss’ attention to the pronunciation note. Ask, What is a blend in pronunciation? (when two words sound like one word) Say, The expression we studied, supposed to, can be pronounced in two ways. Copy the two possible pronunciations on the board.
• Play the audio and point to the different pronunciations when each is said.
EXTENSION Review or teach other common blends in English, for example: going to = gonna; want to = wanna; have to = hafta; has to = hasta.
• Read the instructions.
• Play the audio. Have Ss listen, and then listen and repeat.
OPTION Have Ss read the statements from 3B aloud with a partner. Circulate to check their pronunciation.
• Read the instructions aloud. Pair Ss to talk about the rules at home, school, or work. Require them to use be supposed to in their answers.
• Call on volunteers to say their rules aloud.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Oscar and Elena) What is their relationship?
(co-workers) Where are they? (at the office) If necessary, have them review Elena’s information on page 4 or play her video again.
• Ask, Can you tell how Oscar is feeling from his facial expression or body language? (Yes, he is upset.) How does his face or body convey this message? (His mouth is turned down and he is frowning.)
• Ask, What do you think they are talking about?
• Have Ss listen or watch. Ask, Were your predictions correct?
LANGUAGE NOTE In the conversation, Oscar says, Well, the mountains were really beautiful, but some of the people there really made me mad. He emphasizes or stresses the second really more than the first. When a word is stressed, it shows the speaker feels this word is more important and it can also convey emotion.
• Tell Ss to listen or watch again, and answer the questions about the video. Give them time to preview the questions.
• Play the audio again. Have Ss complete the exercise individually and then compare their answers in pairs.
Replay the audio if appropriate.
• To review, read the questions aloud. Have volunteers give their answers.
• Direct Ss’ attention to the Discuss sidebar. Read the question aloud. In small groups, have Ss share their opinion about whether Oscar will go hiking again.
Challenge them to support their answer with a reason.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
• Review answers as a class.
• In pairs, have Ss practice the conversation. Monitor.
Listen for the correct pronunciation of supposed to as Ss practice. Have Ss swap roles and practice again.
TEACHING TIP Have Ss mark where they think words could be stressed in the conversation to show emphasis or emotion. Encourage them to read it aloud.
5 TRY IT YOURSELF
• Tell Ss to think about a time when they saw a person break the rules in a park or another outdoor area.
Make a list of other types of outdoor areas: swimming pools, playgrounds, barbeque areas, school grounds, etc. Tell them to take notes on what the person did.
• Ask, Have you ever talked to a friend when you saw someone else breaking a rule? In pairs, have Ss role-play talking as friends and use their notes from 5A. Student B should ask questions of Student A. For lower-level Ss, let them write a script rather than just role-playing.
Remind them to use the conversation in 4C as a model.
• Monitor. Provide help with vocabulary as necessary.
• Ask each pair to summarize their partner’s stories.
• Make a list of experiences on the board. Take a class vote to see which S had the worst experience. Tally up which rules were broken most often.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to talk about park rules
✓ using be supposed to to talk about rules and expectations
✓ blending the two words supposed to
EXIT TICKET Ask, What rules do you think we should have for our English class? Give Ss time to write down their ideas. Then ask them to take turns sharing their rules. Give two examples: I think students are supposed to come to class on time. I think we should study grammar every day. As Ss discuss, listen and take notes on areas for review and extra practice.
3 PRONUNCIATION
04-03 Read and listen to the pronunciation note.
04-04 Listen. Notice how
supposed to is pronounced. Then listen and repeat.
/səpoʊztə/ /spoʊztə/
You’re supposed to stay on the trails. You’re supposed to leave before dark.
You’re not supposed to litter. You’re not supposed to feed the animals.
PAIRS Talk about rules at home, school, or work. Use supposed to.
4 CONVERSATION
04-05 Listen or watch. What are Oscar and Elena talking about?
04-06 Listen or watch again. Answer the questions.
1. Where did some hikers leave their trash?
2. What are hikers supposed to do with their trash?
3. What did Oscar see at the end of the trail?
4. What made the whole trip worthwhile for Oscar?
04-07 FOCUS ON LANGUAGE Listen or watch. Complete the conversation.
Elena: Hey, Oscar. I heard you went hiking last weekend. How was it?
Oscar: Well, the mountains were really beautiful, but some of the people there really made me mad.
Elena: What do you mean?
Oscar: Well, this other group of hikers went off into a conservation area to take selfies.
You’re to stay on the .
Elena: I guess they weren’t aware of the rules.
Oscar: Yeah, or they just didn’t care. There were signs everywhere telling people to keep out, but they went in anyway.
Supposed to
Supposed to is pronounced /səpoʊztə/. Informally, it can also be pronounced as a blend: /spoʊztə/. The first vowel is dropped and the verb sounds like a one-syllable word: /spoʊz/.
5 TRY IT YOURSELF
THINK Think of a time when someone broke the rules in a park or other outdoor area.
What did the person do? Take notes.
PAIRS Student A: Tell your story about someone who broke the rules. Use the information in 5A. Student B: Ask questions. Use the conversation in 4C as an example.
REPORT Tell the class about your partner’s story. Who had the worst experience? What rules were broken more often than others?
Do you think Oscar will go hiking again?
43 UNIT 4 I CAN TALK ABOUT PARK RULES.
Answers may vary. Possible answer: Oscar and Elena are talking about Oscar’s hiking trip.
Some hikers left their trash on the mountain.
Hikers are supposed to carry their trash out of the park with them.
Oscar saw a huge lake.
Swimming and hanging out at the lake made the whole trip worthwhile for Oscar.
supposed trails
1 VOCABULARY Outdoor activities
04-08 Listen. Then listen and repeat.
04-09 Listen. Which activity is the speaker describing? Write words from 1A.
1. 3. 5. 7.
2. 4. 6. 8.
PAIRS Which activities in 1A would you try? Which wouldn’t you try? Why?
2 GRAMMAR Future continuous
We use the future continuous to talk about actions that will be in progress at a specifi c time in the future.
Statements
Time phrase Subject Will / won’t Be Present participle
Next week, I will / won’t
be soaking in a hot spring.
they will / won’t
Questions
Will Subject Be Present participle Time phrase
Will you
be soaking in a hot spring next week?
What will she doing next week?
Notes
• The future continuous is often used to talk about future plans and intentions.
• Only action verbs can be used as the present participle in the future continuous:
walking, running, snorkeling, riding, etc. NOT: be, know, sound, belong, like, etc.
>> FOR PRACTICE, GO TO PAGE 135 soak in a hot spring
zipline through a rain forest
bike along mountain cliffs
snorkel along a coral reef
raft on the rapids
ride horseback on the beach
paddleboard along the shore
take a boat to a waterfall
LESSON
44 UNIT 4
2
OSCAR BLANCO
@OscarB
Some of my co-workers take such adventurous vacations. I need to make time for things like that.