UNIT

GOALS After Unit 4, you will be able to:

4
2:02

Family

UNIT

1 Identify people in your family. 2 Describe your relatives. 3 Talk about your family.

LESSON 1

Lesson 1
1

Family
2 Pair work
Suggested teaching time: Your actual teaching time: 35 minutes Your actual teaching time:

LESSO LESSON PLAN

GOAL Identify people in your family GOAL Identify people in your family
1 VOCABULARY Family relationships Read and listen. Then listen again and repeat.

Vocabulary
Suggested teaching time: 710 minutes

Give students a minute to look at the family tree before listening. Write on the board: man woman boy girl. Point to people in the pictures in the family tree and ask Is she a woman? Is he a boy? Students can answer yes or no. After students listen twice, ask How many syllables are in each word? Say each word again and have students say the number of syllables. Write the words on the board and draw dots above each syllable (see page 16 of the Students Book for an example). Draw a larger dot above the rst syllable of all the multi-syllabic words. Say The rst syllable has more stress; for example, GRANDmother GRANDfather MOTHer FATHer. Have students chorally practice each word with the proper stress. To check comprehension, ask Is a grandson a boy or girl? (A boy.) Is a daughter a boy or a girl? (A girl.) Is a brother a boy or girl? (A boy.) Is a grandmother a man or a woman? (A woman.) Is a husband a man or a woman? (A man.) Is a wife a man or a woman? (A woman.) Is a grandfather a man or a woman? (A man.) Is a sister a boy or a girl? (A girl.) Is a father a man or a woman? (A man.) Is a son a boy or a girl? (A boy) Is a mother a man or a woman? (A woman.) Is a granddaughter a boy or a girl? (A girl.)

1 grandparents

Model the activity. Point to the mother on the family tree and then point to the daughter. Say She is her daughter. Point to the grandmother and then point to the daughter. Say She is her granddaughter. Say the following sentences and have students point to the pictures of the people in the relationship. Shes his sister. Hes her brother. Shes their granddaughter. Hes her husband. Theyre their children.

2 grandmother

3 grandfather

10 grandchildren 11 grandson 12 granddaughter

4 parents

FYI: Some students may struggle with a feminine possessive adjective before a masculine word (for example, his sister) or a masculine possessive adjective before a feminine word (for example, her brother). In English, the possessive adjective is determined by the possessor (she or he), not the person possessed. To clarify this point for students, point to the picture of the mother [5] and say her and then point to the picture of the son [9] and say son. Repeat with a few other combinations (his wife, his daughter, her brother, his sister, his granddaughter, her father, his mother).

5 mother

6 father

13 wife

14 husband

Move around the room as students are talking and make sure they are using the subject pronouns and possessive adjectives correctly.

Listening comprehension
Suggested teaching time: 510 minutes Your actual teaching time:

7 children*
8 daughter
* one child / two children

9 son

15 sister

16 brother

Option: [+5 minutes] To review subject pronouns and the verb be, have students work in pairs to say or write sentences about the people in the pictures; for example, Shes a grandmother. Hes a grandfather. Theyre grandparents.
Language and culture
In spoken informal English, these words are often used, especially within a family: (grandmother) Grandma; (grandfather) Grandpa, Granddad; (mother) Mom, Ma, Mommy (by young children); (father) Dad, Daddy (by young children). In informal English, many people use the expressions my baby sister or my baby brother for a younger sister or brother and my big sister or my big brother for an older sister or brother. In British English, Mum or Mummy (by young children) are often used for mother and Dad is often used for father.

First listening: Have students look at the pictures and check the correct picture. Second listening: Review answers by asking students to identify the correct picture; for example, Teacher: Number one. Student: Picture two. You may want students to listen again to review the correct information.

2 PAIR WORK Point to two people in the family. Describe their relationship. 3
1
2:03

LISTENING COMPREHENSION Listen to a man identify people in his family. Check the correct photo.
2 3

Shes his daughter.

Option: [+5 minutes] For a challenge, give students a dictation. Say each sentence from the audio twice. Ask students to write the sentence. To review answers, ask various students to write one sentence on the board. Correct any mistakes. Then ask students to repeat each sentence chorally.
AUDIOSCRIPT 1 2 3 4 5 6 The boy? Hes my grandson. Shes my wife. Theyre my sisters. Hes my brother. Shes my daughter. The girls? Theyre my granddaughters.

4 5

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Multimedia Disc

Vocabulary

Flash Cards

28 UNIT 4

T28

LESSON

4 Grammar
Suggested teaching time:

GOAL
810 minutes

2 Wish someone Rhythm and intonation a good holiday

Suggested teaching time: 2 minutes Your actual teaching time:

Your actual teaching time:

4 GRAMMAR Be: questions with Who

Who is he? (Hes my dad.*) Whos Louise? (Shes my mom.*) Who are they? (Theyre my sisters.) Who are Nina and Jan? (Theyre my daughters.)
Contraction Who is Whos Be careful! Who are NOT Whore

LESSON PLAN

CONVERSATION MODEL Write on the board:

Direct attention to the Grammar box and have students study the examples.

4:03

1 is she? Shes my sister. 2 Read and listen Hes my brother, is he? to a conversation about a holiday. 3 are they? Theyre my parents. A: I heard theres going to be a holiday next week. B: the blanks and say We use who to ask questions about in Thats right. The Harvest Moon Festival.
people. A: What kind of holiday is it? Point to each blank and ask Who or What? (Who.) Fill

Have students repeat each line chorally. Make sure students: use falling intonation for Whos that? and And who are 4: 05 they? ypes T stress that of holidays and they in the two questions.

* mom and dad = informal for mother and father

Suggested teaching time:

seasonal l historiwork Pair ca religious

5 GRAMMAR PRACTICE Write questions. Use Whos or Who are and he, she, or they.
10 minutes Your actual teaching time:

1 A: 2 A: 3 A:

Whos he
Whos she

? ? ?

4 A: 5 A: 6 A:

Who are they

? ? ?

photos or cell phone pictures can draw a family tree on a Point to your questions on the board. Ask Is a contraction A: Well, have a great Harvest Moon Festival! piece of paper and write in the names of family members. OK in question 1? (Yes.) Is a contraction OK in question 2? (Yes.) Is a contraction OK in question 3? (No.) Write in the B: Thanks! Same to you! Dont stop! Extend the conversation. Before students contractions on the board where possible and cross out 4:04 begin their conversations, tell them to ask additional the Rhythm and intonation Listen again and repeat. questions from the Recycle box. uncontracted forms. (Whos she. Whos he.) Model the conversation with a more condent student. For example: T: Whos that? [pointing to a picture the student is holiday holding] a moon cake S: Thats my brother. 4:06 T: Whats his name? Point out that questions with Who can be answered with Read and listen. Then listen again and repeat. S: His name is Sam. just a name or a relationship; for example, Who is he? My T: How do you spell that? dad. Who are they? My sisters. S: S-A-M. Option: [+5 minutes] Extend the activity by showing photos T: Is your brother a student? of celebrities. Have students work with a partner to ask S: No, he isnt. Hes a banker. and answer questions with Who. T: And whos that? S: Thats my mother. ActiveTeach Inductive Grammar Charts Multimedia Disc T: Whats her occupation?
Point out that the form Who are cannot be with a partner. Then practice the Conversation Model contracted.

Direct attention to the contractions and have students FYI: B: Its a seasonal holiday that takes place in autumn. PeopleStudents may use photos of their family that they have repeat them after you. on their cell phones. Students who do not have family spend time with their families and eat moon cakes.

B: Hes my grandfather. B: Shes my mother.

Whos he

B: Theyre Pats grandparents.

Whos she

B: Shes Eds wife.

Who are they

B: Hes Mr. Fines grandson.

B: Theyre my brother and sister.

Indicate one student and ask Who is she? (Shes [Pamela].) Indicate two or three students and ask Who are they? (Theyre [our classmates].) Say a specic name Ways to commemorate a VOCABULARY and ask Whos Tom? (Hes [my / our classmate].)

NOW YOU CAN Identify people in your family

1
2:04

CONVERSATION MODEL Read and listen.

A: Whos that? B: Thats my father. A: And who are they? B: Theyre my sisters, Mindy and Jen.
2:05

5 Grammar practice
Suggested teaching time: minutes

set off fireworks 35

Your actual teaching time:

Be sure to reinforce the use of the conversation strategy; for example, point to someone the student is not talking march in parades in his or her photo and ask Andpicnics have whos that? to shift about the topic.

RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
(Or write the names of people in your family.) Personalize the conversation with names of your family members. Then change roles. A: Whos that? B: Thats A: And B: .
Be sure to recycle this language.

3 PAIR WORK Bring in family photos.

Read the example aloud. Remind students to make contractions when possible. (Items 4 and 6 cannot be contracted.) To review, have students compare answers in pairs. Then call on pairs to read the conversations aloud to the class. Encourage students to be expressive as they read aloud.

ActiveTeach

Multimedia Disc

Conversation

Pair Work Cards

4 Change partners
Suggested teaching time: 5 minutes Your actual teaching time:

. ?
Dont stop! Talk about occupations. Ask more questions.

To review, ask students about their partners pictures.

pray NOW YOU CAN Identify people in your family send cards

give each other gifts

Conversation model
Suggested teaching time: 23 minutes Your actual teaching time: Workbook: Exercises 15 Copy & Go: Activity 10

This conversation strategy is implicit in the model: Use And . . .? to shift the topic.

Point to the photo album and the woman on the left and say These are photos of her family. To check comprehension after students listen, ask Who remember the dead wish each other well are the people in the photos? (Her father and her sisters.)

Hes / Shes [an engineer]. Theyre [architects]. Whats his / her name? What are their names? How do you spell that?

wear costumes

B Pair work Match the Vocabulary with holidays

and celebrations you know.
UNIT 7 76 T29

Everyone wears costumes on . . .

4 CHANGE PARTNERS Personalize the

conversation again.
29

LESSON LESSON

1 GOAL
4:03

LESSON

GOAL Wish someone a good holiday Describe your relatives

VOCABULARY BOOSTER More adjectives p. 128
4: 05

4
Vocabulary
3 minutes Your actual teaching time:

Listening comprehension
Suggested teaching time: 1015 minutes Your actual teaching time:

LESSON PLAN

VOCABULARY Adjectives to describe people 1 CONVERSATION MODELagain and repeat. Read and listen. Then listen

2:06

Suggested teaching time:

Read and listen to a conversation about a holiday. A: I heard theres going to be a holiday next week. B: Thats right. The Harvest Moon Festival. A: What kind of holiday is it?

Types of holidays seasonal historical religious

Show that good-looking is used for both males and females. Point to the pictures of the man and woman. Say Shes good-looking. Hes good-looking. Theyre goodlooking.

Have students listen and circle the adjective for each person. Then have them listen to con rm their answers.

FYI: Items 1 and 6 on the audio are different from the words on the page, but they have the same meaning. (1 good-looking = handsome; 6 pretty = good-looking.)

Option:

VOCABULARY BOOSTER (+5 minutes)

Language and culture

Pretty is generally not used for men. Cute for children means adorable. Cute for adults means attractive in informal spoken English. In most English-speaking countries, it can be rude to refer to someone directly as old.

To review the answers, ask individual students to say the complete sentences; for example, Number one. Her husband is handsome.
AUDIOSCRIPT CONVERSATION 1 F1: Whats your husbands name? F2: Renaldo. F1: Is he good-looking? F2: Yes, he is. CONVERSATION 2 F: Whos that? M: Oh, thats my daughter. Shes twelve. F: Shes so cute! M: Thank you. CONVERSATION 3 M: Are those your brothers? F: Yup. M: Oh, theyre so young! F: Yeah, Mikes sixteen. And Dons only twelve. CONVERSATION 4 F: Whos that? M: Thats my son. Hes eighteen. F: Hes very tall! M: Yes, he is. CONVERSATION 5 M: Whos that? F: Oh, thats my father. Hes an architect. M: Really? F: Yes. And hes very short. Like me. CONVERSATION 6 F: Who are they? M: Theyre my sisters. F: Oh, theyre so pretty! M: I think so, too.

B: Its a seasonal holiday that takes place in autumn. People spend time with their families and eat moon cakes. A: Well, have a great Harvest Moon Festival! B: Thanks! Same to you!
4:04

1 pretty

2 handsome

ActiveTeach

3 good-looking B Rhythm and intonation Listen again cute repeat. 4 and Then practice the Conversation Model with a partner.

Multimedia Disc

Vocabulary

Flash Cards

5 short

6 tall

7 old

8 young

2 GRAMMAR Be with adjectives / Adverbs very and so

3 PAIR WORK Use the Vocabulary to

describe two people in your class.

2 Grammar
Suggested teaching time: 710 minutes Your actual teaching time:

VOCABULARY

4:06

Describe people with a form of be and an adjective. Shes pretty. Theyre repeat. Read and listen. Then listen again andgood-looking. Hes handsome. Your children are cute.

Ways to commemorate a holiday

a moon cake

Gina and Deborah are very pretty.

The adverbs very and so make adjectives stronger. Theyre very good-looking. Shes so pretty! Hes very handsome. Your children are so cute!
2:07

Direct attention to the rst part of the Grammar box and have students read the examples. To check comprehension, point to the pictures in the family tree on page 28 and make statements. Have students correct your false statements. For example: [Pointing to picture 2] Shes young. (No, shes not. Shes old.) [Pointing to picture 5] Shes handsome. (No, shes not. Shes pretty.] [Pointing to picture 14] Hes pretty. (No, hes not. Hes handsome.] [Pointing to picture 16] Hes cute. (Yes, he is.) Direct attention to the bottom part of the box and have students study the explanation and examples with very and so. Show students that very and so come before the adjective. Point out that very and so are stressed. Have students say the examples chorally. To practice the new adjectives, have students identify famous people who t the adjectives. Say Lets talk about actors and athletes. Who is very handsome? Who is very tall? Who is very pretty? Who is so cute? Whos very old? Whos very young?

LISTENING COMPREHENSION Listen to the conversations. Circle the adjective that describes each person. march in parades son is (tall / good-looking / picnics have short). set off fireworks 1 Her husband is (handsome / tall / old). 4 His
2 His daughter is (tall / good-looking / cute). 3 Her brothers are (tall / good-looking / young). a form of be and an adjective. 5 Her father is (tall / old / short). 6 His sisters are (tall / good-looking / short).

5 INTEGRATED PRACTICE Look at the pictures. Complete each sentence with

ActiveTeach

Multimedia Disc

Learning

Strategies

5 Integrated practice
Suggested teaching time: 4 minutes Your actual teaching time:

pray

send cards

give each other gifts

ActiveTeach

Multimedia Disc

Inductive

Grammar Charts

3 Pair work
Suggested teaching time: 23 minutes Your actual teaching time:

To warm up, have students look at the pictures, listen to your questions, and point to the corresponding people in the pictures. Whos pretty? (Picture 1, Picture 4, and Picture 5.) Whos young? (Picture 2 and Picture 3.) Whos old? (Picture 3 and Picture 5.) Whos cute? (Picture 2 and Picture 3.) Whos short? (Picture 4 and Picture 6.) Whos tall? (Picture 4 and Picture 6.) After students complete the exercises, ask individual students to read their sentences aloud to the class.

B
30 76

remember the dead is 2 Your daughter cute / young ! Pair work Match the Vocabulary with holidays so Everyone wears costumes on . . . and celebrations you know.
UNIT 47 UNIT

are 1 Your sisters pretty good-looking wish each/other well . / young so

is 3 Our grandfather old wear costumes very .

Read the model aloud to the class. Then give an example from your own class.

Option: [+5 minutes] Extend the activity by having students write additional sentences about the people in the pictures.
T30

LESSON

6 1

Integrated practice
45 minutes

Suggested teaching time:

GOAL

Your actual teaching time:

Have Wish someone students write their relatives and words to describe a good holiday them. Model this step. Write on the board:

LESSON PLAN

My husband is MODEL CONVERSATIONvery handsome. Hes tall.

Model the activity. Write a few sentences on the board about your family. For example:

sister : tall, athlete mother : doctor, short grandfather : old, short

4: 05

4:03

My children are young. Theyre so cute.

Erase your sentences before students begin to write their Read and listen to a conversation about a holiday. own sentences.

A:Have volunteers write one ofbe a holiday nextthe I heard theres going to their sentences on week. B: board. right. The Harvest Moon Festival. Thats

questions about your classmates family? Write students ideas on the board. Students can say: A: What kind of holiday is it? Where is he / she from? NOW YOU CAN Describe your relatives B: Its a seasonal holiday that takes place in autumn. People he / she a [student]? Is time with their model 1 spendConversation families and eat moon cakes. Is he / she good-looking? Is he / she tall? Suggested a great Harvest Moon Festival! 3 Your actual A: Well, have teaching time: minutes teaching time: Model the conversation with a more condent student. B: Thanks! Same to you! Play Role A so that you can ask more questions. For These conversation strategies are implicit in the model: 4:04 example: Use Tell me about . . . to invite someone to talk about a B Rhythm and intonation Listen again and repeat. T: Tell me about your family. topic. Then practice the Conversation Model with a partner. S: Well, my mother is a teacher. Shes very tall. Use Well, to indicate you are deciding how to begin T: Is she pretty? a response. S: Yes, shes very pretty! Use And how about? to ask for more information. T: Ways to commemorate a holiday And how about your father? moon cake VOCABULARY a After students read and listen, check comprehension. To provide feedback as students practice their 4:06 Ask Whats her fathers occupation? (Hes a doctor.) conversations, move around the room and listen in. A Whats her mothers occupation? (Shes a scientist.) Is her Read and listen. Then listen again and repeat. Encourage students to ask additional questions from father short? (No, hes not. Hes very tall.) Is her mother the board. Tell students to make a list of the additional pretty? (Yes, she is. Shes very pretty.) questions they ask in their conversations.

of holidays Extend the conversation. Brainstorm Dont stop! seasonal additional questions students can ask their partners to historical continue the conversation. Ask the class What are more religious

Say My sister is very tall. Shes an athlete and a student. My mother is a doctor. Shes short. My grandfather is very old. Hes Types short.

is 4 His girlfriend tall / good-looking very .

5 His wife

is

so young /

pretty / goodlooking

is so 6 Your brother tall. And his colleague is very short .

6 INTEGRATED PRACTICE Write three sentences about people

in your family. Use adjectives and the adverbs very or so to describe the people.

My brother is very tall.

NOW YOU CAN Describe your relatives

1
2:08

Rhythm and intonation

Suggested teaching time: 2 minutes Your actual teaching time:

Option: [+5 minutes] For a different approach, bring to

class magazines, newspapers, or other print materials that have pictures of people. Have students create conversations describing them.

CONVERSATION MODEL Read and listen.

A: Tell me about your father. B: Well, hes a doctor. And hes very tall. A: And how about your mother? B: Shes a scientist. Shes very pretty.
2:09

Have students repeat each line chorally. Make sure ActiveTeach Conversation Pair Work Cards students: Multimedia Disc use falling intonation for Tell me about your father and march in parades have picnics set off fireworks And how about your mother? 4 Change partners pronounce the language chunk Tell me about your as a single word. Suggested 5 Your actual teaching time: minutes teaching time: pause slightly after Well . . .
510 minutes Your actual teaching time:

RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
conversation. Describe your relatives. Then change roles. A: Tell me about your B: Well, B: . . And . ? A: And how about your .

3 Pair work
Suggested teaching time:

To review, ask students about their partners family. Say Tell me about his / her family. Your students can say, for example, She has a daughter. Shes very cute. Her husband is from . Hes tall and handsome. Hes an engineer.

3 PAIR WORK Personalize the

Review the words for family relationships. Say Tell me all the words for relatives. Write students ideas on the pray send cards board:

give each other gifts

grandparents: grandmother / grandfather parents: mother / father children: daughter / son grandchildren: grandson / granddaughter wife / husband sister / brother

Workbook: Exercises 68 Copy & Go: Activity 11

Dont stop! Ask about other people in your partners family.

wish each other well and celebrations you know.

remember the dead

wear costumes

4 CHANGE PARTNERS Ask about other

classmates relatives.
31

B Pair work Match the Vocabulary with holidays

76 T31 UNIT 7

Everyone wears costumes on . . .

LESSON LESSON

1 GOAL

LESSON

GOALabout your family a good holiday Wish someone Talk

4: 05

1 Grammar
Suggested teaching time: 8 minutes Your actual teaching time:

some numbers on the board and have students identify them.

LESSON PLAN

Have students repeat the numbers chorally as they listen. After listening: Check comprehension. Dictate strings of two or three numbers and have students write them as numerals; for example, 29, 40, 64. Include numbers not presented on this page; for example, 33, 45, 52, etc. Write the numbers on the board for students to check their answers.

1 GRAMMAR Verb have / has: affirmative statements CONVERSATION MODEL

4:03

I A: I heard theres going to be a holiday next week. You He have a brother. has three sisters. WeThats right. The Harvest Moon Festival. She B: They A: What kind of holiday is it?

Read and listen to a conversation about a holiday.

Types of holidays seasonal historical religious

I have one son and one daughter.

Direct attention to the sentence in the speech balloon. Read it aloud to the class. Have students study the examples in the box. To clarify the meaning of have, talk about classroom objects and things (not people). Hold up a book and say I have a book. Indicate a student and say [Steve] has two books. Walk around the room and say sentences to point out different objects students have. To demonstrate the use of have to talk about family members, write family vocabulary on the board: sister,

Language and culture

For the numbers 101, 102, etc. people also say one hundred and one, etc.

B: Its a seasonal holiday that takes place in autumn. People spend time with their families and eat moon cakes. A: Well, have a great Harvest Moon Festival! 2 GRAMMAR PRACTICE Complete the sentences. Use have or has. Then complete the sentence B: Thanks! Same to you! about your own family.
4:04

brother, wife, husband, daughter, son.

Make statements about your own family; for example, I have [one sister]. I have [two daughters]. Call on various students to use have to make a statement about their family. You may want to write their sentences on the board.

Option: [+10 minutes] For a challenge, introduce the language of addition and do math problems with the students. Write the plus sign and say plus. Write the equals sign and say equals. Write examples on the board:

has B 1 Mark Rhythm and two brothers.Listen again and repeat. intonation has 2 My grandmother five grandsons. Then practice the Conversation Model with a partner.

5 Carl and Anna 6 She 7 They

YOU

have

two children.

has have

five sisters. no brothers or sisters. .

3 They 4 We
2:10 4:06

have have

a granddaughter. twelve grandchildren.

VOCABULARY
3

Ways to commemorate a holiday a moon cake VOCABULARY Numbers 21101 Read and listen. Then listen again and repeat.
Read and listen. Then listen again and repeat.
twenty-one

Option: [+5 minutes] For basic practice, do a substitution drill with the class. For example: Teacher: I have a book. Amanda. Student A: Amanda has a book. Teacher: Grace and Dennis. Student B: Grace and Dennis have a book.
ActiveTeach
Multimedia Disc Inductive

(plus) (equals) 23 + 10 = 33 15 + 42 = 57 64 + 16 = 80
Make sure the totals do not add up to over 100. Say twentythree plus ten equals thirty-three. Then ask students to work in pairs to say the other equations.

ActiveTeach

Grammar Charts

Multimedia Disc

Vocabulary

Flash Cards

21 22 23 24
4
2:11

25 26 27

twenty-five

29 30

twenty-nine

40 50 60 70

forty

80 90

eighty

2 Grammar Practice
Suggested teaching time: 24 minutes Your actual teaching time:

Pronunciation
Suggested teaching time: 24 minutes Your actual teaching time:

twenty-two

twenty-six

thirty

fifty

ninety

Do the rst item with the class. Have students compare their answers in pairs. Call on individual students to read their personal sentence to the class.

First listening: Ask students to listen and notice the stress for each number. Second listening: Have students listen and repeat chorally, paying particular attention to where they place the stress in each word.

set off fireworks twenty-three

twenty-seven

march thirty-one 31 in parades

sixty

have picnics hundred 100 one

twenty-four

28

twenty-eight

32

thirty-two

seventy

101

Option: [+5 minutes] For a different approach, write on the board a few correct and incorrect sentences with have. For example:

ActiveTeach

Multimedia Disc

Pronunciation Activities

one hundred one

PRONUNCIATION Numbers Listen

5 PAIR WORK Take turns saying a number from

the chart. Your partner circles the number. give each other gifts send cards

Im have a brother. You have two sisters. She s has three grandchildren. He have one son. They haves two daughters.
Point to each sentence and ask the class Is it OK? If the class says no, invite a student volunteer to come up to the board and correct the sentence.

5 Pair work
Suggested teaching time: 24 minutes Your actual teaching time:

and repeat. Then practice saying the pray numbers on your own.

Model the activity with the class. Say a number and have everyone circle it. Make sure everyone circled the correct number.

13 30 14 40 15 50

17 70 18 80 19 90

23

45

40

18 89 99 54 80

94 90 22 17

21 44 50 66

20 53

14 13

Language and culture

In spoken English, it is common to say I have no brothers ers or sisters and I have no children (instead of I dont have any brothers or sisters and I dont have any children).

58 102 43 30 15 19 47 60 33 95

Option: [+5 minutes] As an alternative, ask various students to say two of their circled numbers and have the class write the numerals down. Then have them write the correct numbers on the board for students to check. Option: [+5 minutes] For additional practice, have students take turns in groups to count backwards from 100; for example, Student A: One hundred; Student B: Ninety-nine; Student C: Ninety-eight, etc.

52 100 77 70

Vocabulary
Suggested teaching time: 35 minutes Your actual teaching time:

16 60 other well wish each

and celebrations you know.
UNIT 4 7

remember the dead 64 78

87 wear costumes31 101 1

B Pair work Match the Vocabulary with holidays

32 76

Everyone wears costumes on . . .

Before listening: Review numbers 020 (Unit 2) by asking students to count aloud. You may want to write

T32

LESSON

6 Grammar
Suggested teaching time:

GOAL
8 minutes

3 Pair work Wish someone a good holiday

Suggested teaching time: 710 minutes Your actual teaching time:

6 GRAMMAR Be: questions with How old

How old are you? How old is he? she? your sister? Hes nineteen years old. Shes thirty-three. Shes twenty. Im three.

Your actual teaching time:

LESSON PLAN

Direct attention to the Grammar box. Call on individual students to read the questions and contractions correctly.

Dont stop! Extend the conversation. Prepare students

4: 05

CONVERSATION MODEL they pronounce the answers to the class. Make sure

4:03

Write the following on the board:

Read and listen to a conversation about a holiday.

to continue the conversation by reviewing the questions in the box with them. Model each question in the box Typ students repeat chorally. and have es

Model the conversation with a more condent student. Play Role B so that you can model how to extend the (1. Who, 2. What, 3. How old) B: Its a seasonal holiday that takes place in autumn. People conversation using additional questions from the Dont Point out that the question words and verbs, How old is spend time with their families and eat moon cakes. stop! box. For example: and How old are, cannot be contracted. S: I have one brother. A: Well, have a great Harvest Moon Festival! Language and culture T: Really? How old is your brother? B: Thanks! Same to you! S: Hes 24. In English-speaking cultures, it can be rude to ask adults ts 4:04 T: Whats his name? their age directly. B The question How old is she? may beListen again is repeat. S: Jerry. Rhythm and intonation answered She and Then practice the Conversation Model are correct T: Whats his occupation? twenty years old, She is twenty, or Twenty; all with a partner. S: Hes an engineer. answers. T: Really? Is he an engineer here? In rapid speech (but not in writing), the adjective old and S: the verb be are contracted commemorate VOCABULARY often Ways towhen used with nouns a holiday No. He isnt. Hes in Sydney, Australia.

is she? She my sister. A: 1.I heard theres goingsto be a holiday next week. 2. is her name? Her name is Jane. B: 3. Thats right. The HarvestrMoon Festival. are they? They e 16 and 17. Point to each blank and ask What, Who, or How old? A: What kind of holiday is it?

lidays of practice the questions, ask various students Whats To ho al seas fathers name? or Whats his occupation? or Tell me your on istorical grandparents. Have students answer with h about your religious
their personal information.

How old are

they? Theyre twenty-nine. your parents? Theyre fifty and fifty-two.

7 GRAMMAR PRACTICE Complete the questions. Use How old is or How old are.
1 2 3
How old is How old are How old is

your sister? Matts parents? your grandfather?

4 5 6

How old is How old are How old is

Helens husband? her children? his son?

NOW YOU CAN Talk about your family

1
2:12

CONVERSATION MODEL Read and listen.

4:06

and proper nouns in the question How old is . . . ?; for example,and listen. Then listen again and full form. Read How olds your sister? In writing, use the repeat.

ActiveTeach

Be sure to reinforce the conversation strategy listed with the Conversation Model. Encourage students to say Really? with genuine interest. To provide feedback on student conversations, move around the room and listen in. Make sure each student asks at least one additional question from the Dont stop! box. Have students make a checkmark () next to the question(s) they use.

a moon cake

A: I have one brother and two sisters. B: Really? How old is your brother? A: Twenty. B: And your sisters? A: Eighteen and twenty-two.
2:13

Multimedia Disc

Inductive

Grammar Charts

7 Grammar practice
Suggested teaching time: 35 minutes Your actual teaching time:

Model the rst item for the class.

FYI: Students can use real or imaginary information about their family.
Conversation

RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
Talk about your own family. Then change roles. A: I have A: A: . ? .
Dont stop! Ask more questions. Tell me about your [mother]. And your [father]? How about your [grandparents]? Whats his / her name? What are their names? Whats his / her occupation? What are their occupations?

To review, call on individual students to read the ActiveTeach questions aloud. march in paradesMultimedia Disc set off fireworks

Pair picnics haveWork Cards

3 PAIR WORK Personalize the conversation.

NOW YOU CAN Talk about your family

4 Change partners
Suggested teaching time: 5 minutes Your actual teaching time:

Conversation model
Suggested teaching time: 34 minutes Your actual teaching time:

. ?

B: Really? How old B: And your

This conversation strategy is implicit in the model: Use Really? to show interest or mild surprise.

Have pairs of students volunteer to present their conversation to the class. After the conversation, ask the class comprehension questions, such as How old is [her sister]? Whats [her] occupation? Whats [her] name?

After students listen and read, ask How old is his brother? send cards pray (Twenty.) How old are his sisters? (Eighteen and twenty-two.)

give each other gifts

Rhythm and intonation

Suggested teaching time: 23 minutes Your actual teaching time:

Workbook: Exercises 912 Copy & Go: Activity 12

Have students repeat each line chorally. Make sure students: use slightly rising intonation for one brother and falling intonation for and two sisters. remember the dead wish each other for How old is your brother? wear costumes use falling intonation well use rising intonation for Really? and And your sisters? Pair work intonation for Eighteen and falling intonation Everyone wears costumes on . . . use rising Match the Vocabulary with holidays and celebrations you know. for twenty-two.

4 CHANGE PARTNERS
Personalize the conversation again.
33

76 T33

UNIT 7

1 Extension GOAL
1
2:14

LESSON

More Practice

Wish someone a good holiday

ActiveBook Self-Study Disc

Extension
1

grammar vocabulary listening reading speaking pronunciation

2 Reading comprehension
Suggested teaching time: Your actual teaching time: 34 minutes Your actual teaching time:

Reading
Suggested teaching time: 912 minutes

L E S S O N PLAN LESSON P L A N

READING Read about some famous actors and their families and friends.
4: 05

Who Are They ?

A
4:03

CONVERSATION MODEL

Read and listen to a conversation about a holiday.

A: I heard theres going to be a holiday next week. B: Thats right. The Harvest Moon Festival. A: What kind of holiday is it?

Types of holidays seasonal historical religious

Pre-reading: To practice scanning, ask students to read the text quickly and underline the occupations of Gael Garca Bernal, Diego Luna, Abigail Breslin, and Jackie Chan. (All are actors.) Then have students read the text silently. On the board, write Mr. Bernal, Mr. Luna, Ms. Breslin, and Mr. Chan. Pronounce each of the names and have students repeat. Then have students read the descriptions again. To check comprehension, ask the following questions. Encourage students to nd and read the answers from the text: Who is from the United States? (Ms. Breslin.) Who is from Hong Kong? (Mr. Chan.) Who has two brothers? (Mr. Bernal and Ms. Breslin.) Who has a son? (Mr. Chan.) Who is very young? (Ms. Breslin.) Who is handsome? (Mr. Bernal and Mr. Luna.) Who is very cute? (Ms. Breslin.) Ask students to identify each person: His wife is an actress. (Mr. Chan.) His parents are actors. (Mr. Bernal.) Her brother is an actor. (Ms. Breslin.)

To review the answers, call on individual students to read the sentences. Make necessary corrections.

ActiveTeach

Multimedia Disc

Extra

Reading Comprehension Questions

3 Pair work
Suggested teaching time: 57 minutes Your actual teaching time:

B: Its a seasonal holiday that takes place in autumn. People spend time with their families and eat moon cakes. A: Well, have a great Harvest Moon Festival! B: Thanks! Same to you!
4:04

Mr. Chan is an actor and a from the United States. She s very young, singer from Hong Kong. Ways and she s a movie star, too. She has two to commemorate a holiday VOCABULARY His wife is Joan Lin. She is brothers, Ryan and Spencer. Spencer is also 4:06 an actressRead and listen. Then an actor. Miss and repeat. from Taiwan. Her A listen again Breslin lives with her parents, Chinese name is Lin Feng-Jiao. Michael and Kim Breslin, in New York. Her They have a son, JC Chan. He's grandparents, Catherine and Lynn Blecker, an actor and a singer, too. say she s very cute in her movies.

Rhythm and intonation Listen again and repeat. Then practice the Conversation Model with a partner. This is Jackie Chan. This is Abigail Breslin. She s an actress

Have students look at the notepad. Point to each column and ask What are the questions? Students can say Tell me about your family and ask: Whats his / her name? How old is he / she? Whats his / her occupation? And how about . . .? Write the questions on the board. Model the activity with a more condent student. Copy the notepad categories on the board and ask the student questions about his or her family. Complete the notepad on the board with information about the students family. Write clarifying questions on the board to help students communicate with their partners. For example:

This is Gael Garca Bernal, on the left, with his good friend, Diego Luna, on the right. Mr. Garca Bernal is a famous actor a moon cake from Mexico. His parents, Patricia Bernal and Jos ngel Garca, are actors, too. He has one sister and two brothers. Mr. Luna is also an actor. Many people think they are both very handsome.

2 READING COMPREHENSION Read about the people again. Complete the sentences.
1 Jackie Chan is JC Chans 2
Jackie Chan father

is Lin Feng-Jiaos husband.

brother

5 Gael Garca Bernal is Diego friend Lunas .

Option: [+5 minutes] To use the reading for pronunciation practice, play the audio for the description of Abigail Breslin as students read. Pause after each sentence and have students repeat, imitating the pronunciation and intonation. Option: [+1015 minutes] To turn this reading into a
listening activity, draw the following graphic organizer on the board (without the answers) or print out the graphic organizer from the ActiveTeach Multimedia Disc. First listening: Have students listen for and write down the countries people are from with books closed. Help with any spelling questions. Second listening: Have students listen for and write down the occupation and family of each person. Then have students read the text to con rm their answers.
Country Occupation Family

How do you spell that? What? Is she / he your . . . ?

4 Group work
Suggested teaching time: 35 minutes Your actual teaching time:

3 Abigail Breslinsfireworks set off 4 Miss Breslin is Lynn Bleckers

6 Patricia is an actor. march in parades Bernal, Jos ngel Garca, and have. picnics Diego Luna are actors / from Mexico granddaughter .
On your ActiveBook Self-Study Disc: Extra Reading Comprehension Questions

Have students work in groups of three or four. Have students take turns describing their partners family to the group. Encourage students to use their notes.

3 PAIR WORK Interview your partner. Complete the notepad with

information about your partners family.
Relatives name Relationship Age Occupation Description

Option: [+5 minutes] As an alternative, have students write six to eight sentences about their partners family using their notes from their interview.

Doug

brother

14

student

Hes very tall.

Relatives name pray Relationship Age

Occupation send cards

Description

give each other gifts

GRAMMAR BOOSTER Extra practice p. 139

Jackie Chan Abigail Breslin Gael Garca Bernal

Hong Kong actor and / China singer United actor States Mexico actor

wife, 1 son parents, 2 brothers parents, 1 sister, 2 brothers

Language and culture

wish each other well your partners family. know. and celebrations you
UNIT 4 7 UNIT

remember the dead

wear costumes

Abigail Breslins grandfathers name is Lynn. It is a name for both women and men.

4 B Pair WORK Match the Vocabulary with holidays GROUP work Now tell your classmates about
34 76

Doug is Lauras brother. Everyone ... Hes 14. . . . wears costumes on2:15/2:16

Top Notch Pop

Tell Me All About It Lyrics p. 149

ActiveTeach

Multimedia Disc

Graphic organizers Learning Strategies

T34

LESSON

Review

Before the rst activity, give students a few minutes of silent time to explore the photographs and become familiar with them.

GOAL

Wish someone a good holiday Writing

Suggested teaching time: 810 minutes Your actual teaching time:

Review
PAIR WORK
1 Ask and answer questions about the
people. For example:

Pair work 1 CONVERSATION MODEL

4:03 Suggested teaching time:

Have students work individually to write their sentences.

In pairs have students read their sentences aloud to a 4: 05 Type make any necessary corrections before partner and s A Read and listen to a conversation about a holiday. submitting ys writing to you. of holida their Say the names of each person in the photographs and seasonal Possible rical A: I heard theres going to be a holiday next week. have students repeat. histo responses . . .
710 minutes Your actual teaching time:

Have two studentsThe Harvest Moon Festival. B: Thats right. read the conversation aloud. Ask Whos Meg? Have them point to the picture of Meg. Move around the room to listen in and make sure B: Its a seasonal holiday that takes place in autumn. students are forming questions correctly.

A: What kind of holiday is it?

Possible responses . . .

spend time with their families and eat moon cakes.

A: Whos Pia? B:aShes Amy and Mikes daughter. A: Is Pia Well, have great Harvest Moon Festival! A:
old? B: No, she isnt. to you! B: Thanks! Same A: How old is she? B: Shes about 3

Myreligious grandparents are old. They are 82. Theyre from Chicago. Their names are Jim and Sara Parker. My parents are doctors. My mothers name is Sandra Allen. My fathers name is Jules Parker. My mother is very short. My father is People tall. My mother is from New York. I have two brothers. very They are 20 and 17 years old. Their names are Jules and Jimmy. They are students.

A: Whos Meg? B: Shes Sues mother. A: Is Dora Megs daughter? B: No, shes not. Mike has two children. Pia is his daughter.
Meg Sue

2 Take turns making statements about

the family relationships. For example:

Chuck

DESCRIPTION Choose a photo.

Use adjectives to describe the people in the family. For example:

ActiveTeach

or 4. A: Is Pia Eddies sister? B: Yes, she is. A: Is Pia Beths 4:04 daughter? B: No, she isnt. Shes Beths granddaughter. A: Is Rhythm and intonation Shes cute. Pia handsome? B: No, she isnt. Listen again and

Multimedia Disc

Writing

Process Worksheets

Dora

Option: [+5 minutes] For a different approach, organize a repeat. Then practice the Conversation Model with a partner. student dictation. In groups of three, have students take
turns saying two statements about their families. Other students write what they hear.

Pia is very cute.

WRITING Write ten sentences to

describe the people in your family. For example:

Pair work 2
4:06

Suggested 57 Your actual Option: commemorate a holiday Oral progress checka moon cake VOCABULARY minutes Ways totime: teaching time: teaching

students point to Then the picture. and the A Have Read and listen.Mike inlisten again Read repeat. example to the class.

Point to two other people in the pictures and call on students to make sentences with has or have.

Option: [+57 minutes] As an alternative, have students

work together to write statements instead of making them orally.

Use the illustration on page 35. Test listening comprehension: Say Point to the correct person; for example, say I am Beth. She is my daughter. (Student points to Amy.) Say They are my grandchildren. (Student points to Eddie and Pia.) Say He is my husband. (Student points to Sam.) Test speaking: Point at one of the photos. Say Tell me about the family.

My grandparents are very good-looking.

Herb

Carter

Evaluate students on intelligibility, uency, correct use Option: [+5 minutes] For a different approach, form groups of target grammar, and appropriate use of vocabulary. of three and have students play a guessing game. Student A describes a person in one of the pictures. Students B and ActiveTeach Oral Progress Assessment Charts C try to identifyoff fireworks march in parades have picnics set the person. Then students switch roles. Multimedia Disc

Possible responses . . .
Herb is a grandfather. / His wife is Meg. / He has a daughter. / Her name is Sue. / Herb has two grandchildren. / Their names are Dora and Carter. / His grandchildren are very cute.

Option:

GRAMMAR BOOSTER (+20 minutes)

Description
Suggested teaching time: 5 minutes Your actual teaching time:

Complete Assessment Package Weblinks for Teachers: pearsonlongman.com/topnotch/

And on your ActiveTeach Multimedia Disc: Top Notch Pop Song Activities pray give each other gifts send cardsTop Notch TV Video Program and Activity Worksheets Review the adjectives students have learned in this unit. Supplementary Pronunciation Lessons Students can do this activity in pairs as a speaking Audioscripts activity or individually as a writing activity. Unit Study Guides

Possible responses . . .
Shes pretty. / Hes handsome. / Shes cute. / Hes tall. / Shes short. / Hes old. / Theyre old. / Theyre goodlooking. / Shes young. / Hes [16]. / Shes [76].

NOW I CAN
Identify people in my family. Describe my relatives. Talk about my family.

Option: [+5 minutes] Have students compete in teams of

three to write as many sentences as possible about one remember the dead wish each other well wear costumes person in the photos. Set a ve-minute time limit. Then B have teams take turns reading sentenceswith holidays Pair work Match the Vocabulary from their list Everyone wears costumes on . . . aloud to the class. Every correct sentence gets a point. and celebrations you know.

T35 76

UNIT 7

Mike

Amy

Pia

Beth

Sam

ie di Eddie

35