Mosaic 1 Te C02 022-041 [PDF]

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Chapter

2 Cooperation and Competition

This chapter reviews the auxiliary verbs be, have, and do. It also provides practice with several verb tenses. The simple present and present continuous tenses are compared and contrasted, expressing future time with will and be going to is explored, and the present perfect and present perfect continuous are compared and contrasted. The review is presented in the context of the theme cooperation and competition. Students will read about and discuss various aspects of this theme, including education style, sports, and social services.

Chapter Opener ❑

Read the proverb aloud to the students. Explain that broth is a clear soup. Ask: Do you have a real-life example of too many cooks spoiling the broth? Can you think of a similar saying or proverb in your language?

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Direct students’ attention to the opening photo on page 39. Ask: What are these people doing? (white-water rafting/paddling) Have you ever done something like this?

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Have students read the Connecting to the Topic questions. Then discuss the questions as a class.

Many hands make light work, but too many cooks can spoil the broth! —Proverb

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Chapter Overview Grammar Structures

Grammar in Context

Verbs (1)

Cooperation or competition in education

Part 1 Auxiliary Verbs and Questions

The student-teacher relationship

Part 2 Embedded Questions

Dealing with exams and grades

Part 3 The Simple Present and Present Continuous Tenses

Sports and teamwork Cooperation and competition on the job

Part 4 Will and Be Going To Part 5 The Present Perfect Continuous and Present Perfect Tenses

Vocabulary Words botany expertise fax proficiency exam proofread teaching assistants

Idioms and Expressions* by and large drop a course every now and again give something back off and on run into someone

Grammar Terms adverbs of frequency affirmative statements auxiliary verbs embedded questions information questions modal auxiliaries negative statements present perfect continuous present perfect simple future simple present

*Expressions that can’t be understood by translating word for word.

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Part 1

Student Book pages 41–53

Auxiliary Verbs and Questions

Introduction Reading

Content Note ■

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Before students read the passage, ask: What is competition? What does it mean to compete? (Accept any answers; these are defined in the reading passage.)

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Say: This reading passage asks and answers these questions.

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Have students read the passage silently.

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Ask: According to the passage, what is competition? What is cooperation?

Discussing Ideas ❑

As a class, briefly discuss the questions.

❑

You may want to list students’ responses on the board.

Setting the Context Previewing the Passage ❑

Discuss these questions as a class or in pairs.

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Ask: In your opinion, is school usually cooperative or competitive?

Reading ❑

Have students read the passage silently.

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Check students’ comprehension by asking information questions such as: What type of interaction do researchers see in classrooms? Which is the most common model in the United States?

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Check students’ understanding of the chart on page 43. Ask: In Mexico, is learning more competitive or cooperative? (competitive) How about in Korea? (cooperative)

Emphasize to students that cooperative learning is common in North America. Find out if students have already had experience with common cooperative learning classroom activities such as peer review, pair work, group work, and so on.

Discussing Ideas ❑

Have students discuss the questions in small groups or in pairs.

Grammar Structures and Practice A. Statements, Yes/No Questions, and Short Responses BEFORE READING THE CHART (2.1) Write on the board: Do you study a lot? He doesn’t study a lot. Ask: What is the main verb? (study) What are the auxiliary verbs? (do, does) What kind of question is Do you study a lot? (A yes/no question) Do you study a lot? (Answers will vary.)

READING THE CHART (2.1) Read the explanation for the verb do aloud. Ask: What are the affirmative statements? (We study a lot./Mario has a lot to do.) What is the negative of these statements? (We don’t study a lot./Mario doesn’t have a lot to do.) Read the yes/no questions in the chart. Ask: What are some other yes/no questions that start with do? Write some on the board. Elicit short answers such as Yes, I do. Ask: What are some other yes/no questions that start with does? Write some on the board. Read the explanation for Be, Have, and Modal Auxiliaries aloud.

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Student Book pages 44–46 Ask: What are some other modal auxiliaries? (must, might, should, etc.)

A: Sorry, I don’t. 3. A: Have you heard from him recently? B: No, I haven’t. Does he still go to the University of Massachusetts?

Practice

1 ❑

Have students close their books.

❑

Read the examples and have students give their answers.

A: No, he doesn’t. He goes to Boston College now. B: Do you have his address? I’d like to write to him.

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Have students do the activity individually.

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In pairs, have one student ask questions while the other gives the full question.

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Then have students change roles.

B: No, I haven’t. Is he still taking classes at the community college?

❑

You may want to model this procedure for the students.

A: No, he isn’t. He works at a bank now.

A: Sorry, I don’t. 4. A: Have you talked to him recently?

B: Do you have his phone number? I’d like to call him. A: Sorry, I don’t.

ANSWER KEY

5. A: Have you called him recently?

1. Are you 2. Did you 3. Did you 4. Do you 5. Are you 6. Do you 7. Have you (or Are you) 8. Have you 9. Have you 10. Do you 11. Do you 12. Are you 13. Did 14. Did 15. Do you 16. Are you

B: No, I haven’t. Is he still writing textbooks? A: No, he isn’t. He’s writing novels now. B: Do you have his address? I’d like to visit him. A: Sorry, I don’t.

Practice

2 ❑

Use Technique 5 (P-C), page viii.

B. Negative Yes/No Questions BEFORE READING THE CHART (2.2) Write on the board: Do you know him?

ANSWER KEY

Ask: How can we make this question negative? (Don’t you know him?)

1. A: Have you seen him recently? B: No, I haven’t. Is he still teaching beginning German?

READING THE CHART (2.2)

A: No, he isn’t. He’s teaching German literature now.

In the Uses column, read the section on Asking for Information aloud.

B: Do you know his schedule? I’d like to make an appointment with him.

Ask a student volunteer to read the Student role aloud.

A: Sorry, I don’t.

Read the Teacher role aloud, modeling the appropriate tone of voice for surprise/anger.

2. A: Have you run into him recently? B: No, I haven’t. Is he still studying accounting? A: No, he isn’t. He’s studying finance now. B: Do you have his email address? I’d like to send him a message.

Practice

3 ❑

Use Technique 4 (P-G), page viii.

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Part X 1

Student Student Book Book pages pages 46–50 xx–xx Using the common question words, create a few questions together. For example, write: How cold ? Have the students finish each question, for example, How cold is the winter in Japan?

ANSWER KEY Negative questions with possible answers to the questions: 1. Aren’t [No, I’m taking a break.] 2. Aren’t [No, they studied last night.] 3. Didn’t [No, I haven’t needed them yet.] 4. Didn’t [No, he always waits until the last minute.] 5. Haven’t [No, it’s going very slowly.] 6. Hasn’t [No, he has been really busy.] 7. Aren’t [No, I have already studied.] 8. Aren’t [They plan to review later.] 9. Haven’t [No, it’s due tomorrow.] 10. Can’t [No, I have to get up early the next day.] 11. Can’t [No, they are going to be out of town.] 12. Can’t [No, he has too much homework.]

Practice

4 ❑

Use Technique 2 (I-G), page viii.

ANSWER KEY 1. What time/When 2. How 3. Which one 4. Where 5. Why 6. How many 7. How often/ When 8. Who/How many 9. How much 10. What 11. How far 12. How long

C. Information Questions Write on the board: When class last semester? Where next year?

Rapid Oral Practice

5

BEFORE READING THE CHART (2.3) you have you live

Ask: What auxiliary verbs are missing from these questions? (did, will)

READING THE CHART (2.3) Read the chart aloud and allow students to volunteer answers to the questions.

❑

Use Technique 1 (I-P), page viii.

ANSWER KEY 1. When?/What day? 2. Where? 3. Who(m)? 4. How long? 5. Where?/Whose house? 6. How often? 7. What time?/When? 8. Which one? 9. How long?/How many hours? 10. How fast? 11. Why? 12. What size? 13. Which one? 14. How old? 15. Which class?

BEFORE READING THE CHART (2.4) Write on the board: W W W W W H Say: Each of these letters stands for a question word like Why. What other words start with W or H and begin questions? Try to quickly elicit as much as possible. For example, if students say How, ask: How what? (How tall, how cold, how many, etc.)

READING THE CHART (2.4) Have students read the chart silently.

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D. Information Questions with Who, Whose, Which, and What BEFORE READING THE CHART (2.5) Ask: Who attends this class? (We do.) Who teaches this class? (You do.)

READING THE CHART (2.5) Have the students read the chart silently. Ask them a few more questions with who, whose, which, and what. Examples: Which class is your easiest? Whose family lives in this city?

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Student Book pages 50–53 Practice

6 ❑

Use Technique 3 (I-C), page viii.

Using What You’ve Learned Understanding Cartoons

9 ❑

Follow the directions in the Student Book.

ANSWER KEY 1. Which (one) 2. Which 3. What 4. Which 5. Which 6. What 7. Who 8. Which 9. Whose 10. What

ANSWER KEY Answers will vary.

Practice

7 ❑

Use Technique 4 (P-G), page viii.

ANSWER KEY Possible answers 1. What time/When do you usually study? 2. How do you get to school? 3. Why do you study in the library? 4. Where is it? 5. How much is your rent 6. How do you afford it?/Do you have roommates? 7. Which one is Frank? 8. How does he get to school? 9. What does Ben look like? 10. What is that noise? 11. What time is it? 12. Why did you set your alarm?

Error Analysis

8 ❑

Use technique 6 (G-C), page viii.

ANSWER KEY 1. Do I have 2. Does he have 3. Correct 4. Who called 5. Where is he 6. Why don’t you come 7. Correct 8. are you using? 9. Correct 10. Didn’t he/Did he not 11. Where do you 12. is this? 13. did you get 14. Didn’t you/Did you not 15. How long does it take

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Part 2

Setting the Context Previewing the Passage ❑

❑

Use Technique 5 (P-C), page viii.

ANSWER KEY

❑

Read the passage aloud as the students read it silently.

❑

Verify their comprehension by asking questions such as: Is the student-teacher relationship the same in all cultures? At what level is informality most common in the United States?

Discussing Ideas Discuss the questions as a class or in small groups.

Grammar Structures and Practice A. Introduction to Embedded Questions B. Embedded Questions with If and Whether BEFORE READING THE CHART (2.6) Write on the board: Is Mr. Brown here now? Ask: How can I make this question more polite? If students say Excuse me or use other ways of making it polite, tell them that is good and then prompt them with Do you know ? See if students know how to change the word order to put together Do you know if Mr. Brown is here now?

READING THE CHART (2.6) Read the chart aloud, modeling a direct tone of voice for the Yes/No Questions section and a more polite tone for the Embedded Questions.

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Practice

1

Discuss the question as a class or in pairs.

Reading

❑

Student Book pages 54–57

Embedded Questions

Possible answers 1. Could you tell me if (whether) I need to attend every class? 2. I would like to know whether (if) there will be a final test in this class. 3. Could you tell me whether (if) I have to take a proficiency exam? 4. Could you tell me if (whether) it is necessary to study for the proficiency exam? 5. Could you tell me if (whether) I have completed all my assignments so far? 6. I would like to know if (whether) I am missing any work. 7. I would like to know if (whether) I could talk to you about my progress. 8. Do you know if (whether) I am going to pass this course? 9. Could you tell me if (whether) we will have any research assignments? 10. Do you know if (whether) anyone has an extra dictionary?

C. Embedded Questions with Question Words BEFORE READING THE CHART (2.7) Ask in a slightly rude tone of voice: When does Mr. Brown teach today? Ask: How can I say this more politely? (Could you tell me…? or Do you know…?)

READING THE CHART (2.7) Read the Information Questions aloud in a gruff tone. Ask for a volunteer to read the Embedded Questions aloud more politely.

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Student Book page 57 Practice

2 ❑

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Emphasize that students must use the expressions from the list (Can you tell me…? Could you tell me…? etc.) in order to make their questions polite.

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Monitor and correct as needed.

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When Student A has asked all five questions, have Student B ask his or her questions.

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Monitor and correct as needed.

Use Technique 3 (I-C), page viii.

ANSWER KEY Possible answers 1. I would like to know how long the paper should be. 2. Could you tell me how much I should write? 3. I would like to know how many sources I need to use. 4. I wonder what kinds of sources are acceptable. I don’t know if magazines, websites, or books are acceptable. 5. Could you tell me where I could get information on the topic? 6. I don’t know which section of the library I should check. 7. Could you tell me when I could discuss this with you? 8. I wonder where there is a computer lab open late at night. 9. Could you tell me how many drafts you usually do on your papers? 10. I wonder who will edit the first draft of my essay. 11. Could you tell me how you are grading the papers? I don’t know if you will grade them with A, B, C, or Pass/Fail. 12. Do you know when you are going to return our papers?

Best Practice Interacting with Others Information gap activities like that of the above Expansion Activity provide a sheltered interaction opportunity. Students use the structure as they would in a real-life context, but with the guidance they need as they develop mastery.

Using What You’ve Learned Meet the Press!

3 ❑

REPRODUCIBLE

■

Use Technique 6 (G-C), page viii.

EXPANSION ACTIVITY

The aim of this activity is to provide further conversational practice with embedded questions.

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Copy and hand out Black Line Master 4, “Could You Tell Me What Time It Is?” on page BLM 4 of this Teacher’s Edition.

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Cut it in half.

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Pair the students and give each pair one copy of the Student A section and one copy of the Student B section.

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Explain that those people with the Student A page will ask questions first and those people with the Student B page will answer questions first.

ANSWER KEY Answers will vary.

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Part 3

Student Book pages 58–68

The Simple Present and Present Continuous Tenses

Ask: What am I describing? (Morning routine)

Grammar Note ■

Ask: Did you notice the tense of the verbs? (Repeat story as needed) What is the tense? (Simple present)

When students previously studied the present continuous, they may have learned to call it the present progressive; the continuous tenses are also referred to as progressive tenses.

Say: We often use the simple present to describe habits or routines. It has some other uses, too.

READING THE CHART (2.8) Have the students read the chart silently.

Setting the Context

Ask for a few more examples from each of the Uses category. For example, ask: What is a fact about this country? What is something you do every day?

Previewing the Passage ❑

Discuss the questions and photos as a class or in pairs.

Reading ❑

Have the students read the passage silently.

❑

To verify comprehension, ask information questions such as: What is the most popular sport on Earth? What is key in soccer?

Review

1 ❑

Use Technique 5 (P-C), page viii.

ANSWER KEY

Discussing Ideas ❑

In pairs, have students briefly discuss the questions.

Best Practice

/z/

/s/

/iz/

carries

laughs

establishes

replies

bets

watches

goes

collects

boxes

employs

Activating Prior Knowledge

worries

This reading passage links the chapter theme, cooperation and competition, to a sport most students are likely to be familiar with. Including students’ possible personal interests into the curriculum, such as activating their prior knowledge about soccer, is a way to capture their interest and stimulate their participation.

flies does argues stays

EXPANSION ACTIVITY

Grammar Structures and Practice

■

The aim of this activity is to reinforce the spelling of -s endings of the simple present tense.

■

Ask students to close their books and take out a clean sheet of paper for a special spelling test.

A. The Simple Present Tense BEFORE READING THE CHART (2.8) Say: Every day, I get up at 7:00. I make tea, I listen to the news, and I eat breakfast.

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Student Book pages 60–62 ■

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Explain that when they hear each word, they will have 30 seconds to write it as many times as they can. Try carries as an example: Say the word and give students 30 seconds to write it as many times as possible.

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Ask them to count how many times they wrote carries.

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The person who has written it correctly the most times is the winner of that word.

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Proceed as above with these words: does, cries, goes, worries, tries, hurries, watches.

Practice

2 ❑

Practice

4 ❑

Use Technique 6 (G-C), page viii.

ANSWER KEY Possible answers 1. A coach teaches the players. 2. He demonstrates new moves. 3. He gives advice. 4. He sets rules. 5. He makes schedules for practices and games. 6. He watches the players. 7. He looks for mistakes. 8. A coach tries to find ways to improve performance. 9. A player tries alternatives. 10. A coach records game statistics. Answers will vary for the original sentences that students make themselves.

Use Technique 3 (I-C), page viii.

B. Adverbs of Frequency ANSWER KEY Possible answers 1. Omar is Lebanese. 2. He comes from Beirut, Lebanon. 3. He has an American friend. 4. He enjoys several hobbies. 5. He likes writing and traveling. 6. He does a lot of sports, like soccer, tennis, and swimming. 7. He goes shopping a lot 8. He stays out late sometimes. (He sometimes stays out late.) 9. He doesn’t like cafeteria food very much. 10. He doesn’t go to the cafeteria very often. 11. He goes to the swimming pool once or twice a week. 12. He studies at the library now and then. 13. He plays soccer almost every day. 14. He is not a very good student. 15. He misses his family. Practice

3 ❑

Use Technique 1 (I-P), page viii.

Best Practice Organizing Information Chart 2.9 on page 62 of the Student Book allows the students to quickly synthesize the information. With one quick glance, they can determine the shades of meaning of the adverbs of frequency.

BEFORE READING THE CHART (2.9) Write on the board: In this class, we always . We never . Ask students to complete the statements. (Example: We always speak English. We never shout.) Write always at the top of the board and never at the bottom. Ask: How often do we take tests?

ANSWER KEY Answers will vary.

Write students’ answers on the board between always and never. (Possible responses: We sometimes take tests. We often take tests.)

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Part 3

Student Book pages 62–64

READING THE CHART (2.9)

Write on the board: He takes the bus to school.

5. At times, the team practices for two hours. It occasionally practices for shorter or longer. 6. The practices are not always exactly the same length. 7. The team normally plans their next game on Saturdays. 8. The coach commonly talks to the team on Saturdays. 9. By and large, the players do their homework on Saturday. 10. The players typically relax and study on Friday evenings. They usually call home, spend time with friends, do homework, and so on.

Say: He takes the bus most of the time, but not every day. How often does he take it? (usually or often)

Teaching Tip

Have students read the chart silently. Have them practice using some words and expressions from the chart. Ask: What is something you do all the time? How often do you write email messages?

BEFORE READING THE CHART (2.10)

Ask: Where should I put that word? (He usually takes the bus.)

■

Write: He is on time. Say: He is on time every day. He is never late. Ask: What should I put in the sentence? (He is always on time.)

READING THE CHART (2.10) Have students read the chart silently. Ask a few questions to check their understanding and use of the positions of the adverbs. For example, ask: When do we have class? (We always have class on Monday, Wednesday, and Friday.) How often do you cook dinner? (I almost never cook.)

Practice

5 ❑

Use Technique 6 (G-C), page viii.

ANSWER KEY Possible answers 1. The team usually has games at 5:30. It sometimes has games at 5:00. 2. The team generally plays games three times a week. 3. The team typically practices six times a week. 4. As a rule, the team practices Mondays, Wednesdays, Thursdays, and Saturdays.

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There are many differences among the varieties of English spoken around the world. One grammar difference between North American English and British English is the treatment of nouns such as team, family, and committee: nouns that stand for a group of people. British English often treats such nouns as plural: The team are doing well this season. North American English generally treats them as singular: The team is doing well this season.

Practice

6 ❑

Use Technique 5 (P-C), page viii.

ANSWER KEY Answers will vary.

C. The Present Continuous Tense BEFORE READING THE CHART (2.11) Walk around the classroom. Ask: What am I doing right now? (You are walking.) Ask: What am I wearing right now? (Sample answer: You are wearing glasses, black pants, and a brown shirt.)

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Student Book pages 64–66 Say: We use this tense to talk about what is happening right now. It has some other uses, too.

READING THE CHART (2.11) Read the chart aloud. Check students’ understanding and use of the present continuous. Ask questions such as: What are you doing right now? Where are you studying nowadays?

ANSWER KEY Answers will vary.

D. Verbs Not Normally Used in the Continuous Tenses BEFORE READING THE CHART (2.12) Write on the board: Samir and Jack are walking in the park. They are talking about modern history. They love modern history.

Review

7 ❑

Use Technique 3 (I-C), page viii.

Say: One of these sentences is different from the other two. Which one? How? (They love modern history uses the simple present tense love).

ANSWER KEY 1. studying 2. occurring 3. traveling 4. insisting 5. writing 6. opening 7. planning 8. happening 9. beginning 10. changing 11. swimming 12. heating

READING THE CHART (2.12) Have students read the chart silently. While they are reading, write on the board I’m looking at the apple and the apple looks good.

Practice

8 ❑

Use Technique 4 (P-G), page viii.

ANSWER KEY 1. Pierre’s learning a lot in the United States. 2. He’s getting a lot of exercise this semester. 3. He’s playing tennis tonight and tomorrow night. 4. He’s not studying very much. 5. He’s not doing very well in school. 6. He’s failing one course. 7. He’s going out too much. 8. He’s planning to study more next week. Answers will vary for the five sentences students make themselves.

Practice

9 ❑

Ask: Which verb has an active meaning? (I’m looking at the apple.)

Use Technique 1 (I-P), page viii.

Teaching Tip ■

The “nonprogressive” verbs in this section are also known as stative verbs. Though we do not want to burden students with extraneous terminology, it may be worth mentioning this term because of its mnemonic value. Students may remember and understand these verbs better when they notice that these verbs do not have an active meaning but instead describe the state of something. For example, in the sentence The soup tastes salty, the verb tastes describes the state of the soup. In the sentence I am tasting the soup, the present continuous is tasting has an active meaning; in this case it describes an action as opposed to a state.

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Part 3

Student Book pages 66–68

10 Practice ❑

Use Technique 1 (I-P), page viii.

ANSWER KEY 1. costs 2. is having 3. promotes 4. teaches 5. are responding 6. love 7. are 8. raises 9. is contributing 10. is creating 11. doing 12. promotes 13. are also 14. belong 15. are participating 16. is working 17. is not 18. are now giving 19. are 20. firmly believe 21. have 22. is

Using What You’ve Learned 11 Talking About Schedules and Routines ❑

Use Technique 6 (G-C), page viii.

ANSWER KEY Answers will vary.

12 Describing Lifestyles ❑

Use Technique 4 (P-G), page viii.

ANSWER KEY Answers will vary.

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Part 4

Student Book pages 68–75

Will and Be Going To

Setting the Context

READING THE CHART (2.13) Read the chart aloud.

Previewing the Passage ❑

Ask the students to make other predictions: Where will you live in 2050? Who in our class will use English the most next year?

In pairs or as a class, briefly discuss the questions.

Reading ❑ ❑

Read the passage aloud, or have students read it aloud. Verify students’ comprehension with information questions such as: What is happening to people around the world? How many children does the average family have in the United States?

Discussing Ideas ❑

As a class or in small groups, have students briefly discuss the questions.

Best Practice Making Use of Academic Content Reading passages like the one on pages 68 and 69 of the Student Book are intended to spark students’ interest. Reading something factual is good preparation for future academic work in English. Additionally, students find satisfaction in working with authentic or near-authentic material; graduating from simplified, fictional textbook readings to referential reading passages is a hallmark of their progress in language study.

Grammar Structures and Practice A. The Simple Future Tense BEFORE READING THE CHART (2.13)

Practice

1 ❑

Use Technique 2 (I-G), page viii.

ANSWER KEY Answers will vary in the discussion portion of this activity. 1. More people will work at home. 2. The number of industries depending on technology will increase. 3. People will pay more attention to protecting the environment. 4. More people will travel overseas. 5. In general, couples will have fewer children. 6. Immigrants will fill many jobs of the future. 7. People will change jobs and careers several times during their lifetime. 8. “Aging” students will fill university classrooms. 9. Universities will offer a wide variety of courses for older people. 10. Many people will earn four or five different college degrees. 11. Many of today’s jobs will disappear. 12. New jobs and new fields will develop.

B. Other Forms Used for the Future BEFORE READING THE CHART (2.14) Ask: Is will the only way to express future time in English? (No. We can also use be going to, the present continuous, and the simple present to express future time.)

Write on the board: I will be at the airport to pick you up.

Ask: Which of these statements sounds more casual?

Ask: What kind of statement is this? (a promise) What is the time frame? (future)

Say: I’m going to call him tonight. I will call him tonight. (The first is more casual, especially if be going to is pronounced gonna.)

Say: We can use will for promises and some other functions.

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Part 4

Student Book pages 71–72

READING THE CHART (2.14)

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Collect the papers, shuffle them, and hand them out to the students, making sure that no one gets his or her paper back.

■

Explain: You are going to write a prediction about the person whose name you see on your paper. Make your prediction positive, use will or be going to, and try to make it personal if you can. For example, I know that Mario hopes to study medicine in the United States. Write on the board: Mario is going to attend medical school in California. He is going to become a wonderful pediatrician.

■

While students write the predictions, monitor and assist as needed.

■

Return each paper to its owner.

Have the students read the chart silently. While they are reading, write on the board: The guests are coming. Ask: What is the time frame of this sentence? (It is unspecified, but probably present because of the present continuous are coming.) Write on the board: The guests are coming at 7:00 tomorrow. Ask: What is the time frame of this sentence? (Future) How do we know? (The time marker at 7:00 tomorrow.)

Pronunciation Note ■

English contains many examples of reduced speech and informal contractions that result from rapid speech patterns. We tend to emphasize the main verb, meaning that the auxiliary expression is reduced: in the sentence I am going to call him, the main verb, call, is generally pronounced more clearly and slightly more slowly than the auxiliary, am going to. Students who will be in contact with native English speakers should become familiar with other examples of reduced speech, such as hafta for have to and wanna for want to. Students may wish to use these informal contractions in their own speech but should commonly avoid using them in written assignments. Most teachers prefer to see be going to, have to, and want to in writing.

Practice

2 ❑

Use Technique 4 (P-G), page viii.

ANSWER KEY Answers will vary.

Practice

3 ❑

Use Technique 3 (I-C), page viii.

ANSWER KEY 1. will be 2. are going to be 3. will need 4. is going to become 5. will bring 6. will increase 7. will become 8. are hopefully going to disappear 9. is going to close 10. will change 11. will improve 12. will not always be

EXPANSION ACTIVITY ■

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The aim of this activity is to provide practice with making predictions using will and be going to. Have students write their names on a piece of paper.

C. The Future Continuous Tense BEFORE READING THE CHART (2.15) Say: Right now I am teaching class. What will I be doing tomorrow at this time? (You will be teaching class.)

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Student Book pages 72–75

READING THE CHART (2.15) Read the chart aloud.

Using What You’ve Learned

Check students’ comprehension: Right now, you are sitting in your seats. What will you be doing tomorrow at this time? (We’ll be sitting in our seats.) What will you be doing at this time on Saturday? (Example: We’ll be sleeping in.)

Practice

4 ❑

Role-Playing

7 ❑

Use Technique 5 (P-C), page viii.

❑

Make note of any errors to address later. Do not interrupt the role play.

ANSWER KEY

Use Technique 4 (P-G), page viii.

Answers will vary.

Best Practice

ANSWER KEY 1. We’ll be seeing you 2. Will you be going 3. They’ll be arriving 4. I’ll be calling 5. Imad will be faxing 6. He won’t be coming 7. When will we be having 8. Will Ali be joining 9. John will be writing 10. Brad will be getting 11. Ken will be meeting 12. Terry will be letting 13. They will be waiting 14. I’ll be looking 15. When will you be getting

Cultivating Critical Thinking Role plays and other authentic communication activities help students rehearse the grammar in realistic contexts. Practicing in a somewhat controlled environment is excellent practice for real-life communication.

Predicting the Future

8

Practice

5 ❑

❑

Use Technique 2 (I-G), page viii.

Use Technique 2 (I-G), page viii.

ANSWER KEY ANSWER KEY

Answers will vary.

Answers will vary.

Practice

6 ❑

Use Technique 5 (P-C), page viii.

ANSWER KEY Answers will vary.

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Part 5

The Present Perfect Continuous and Present Perfect Tenses

Setting the Context ❑

❑

As a class or in pairs, discuss this question briefly.

Possible answers

❑

Read the passage aloud.

❑

Verify students’ comprehension with a few information questions such as: What do international students have to learn to get a good start? What do foreign advisors do?

1. A: How has your psychology class been going? What have you been doing in it? B: It’s an interesting class. During the last few days, we’ve been doing experiments with rats. 2. A: How has your economics class been going?

Discussing Ideas

B: It’s confusing. Lately, we’ve been studying World Bank policies.

In groups, have students briefly discuss the questions.

3. A: How has your German class been going lately?

Grammar Structures and Practice

B: It’s a hard class. We’ve been memorizing irregular verbs for weeks.

A. The Present Perfect Continuous Tense

4. A: How has your physics class been going? B: It’s an interesting class. We’ve been learning about Newton for the last few days.

BEFORE READING THE CHART (2.16) Ask: How long have you been studying English? How long have you been sitting in your seats?

5. A: How has your botany class been going? B: It’s an enjoyable class. We’ve been planning a field trip since Monday.

Choose an answer to explore further. For example: You have been studying English since 1990. Ask: When did you start studying? (in 1990) Are you still studying now? (yes) Say: You have been studying English since 1990.

6. A: How has your statistics class been going? B: It’s boring. We’ve been calculating probabilities since the first day of class. 7. A: How has your Chinese history class been going so far?

READING THE CHART (2.16)

B: It’s an informative class. We’ve been reading about the history of the country.

Read the chart aloud. Begin a sentence about your situation and have the students provide the appropriate time marker. Example: We have been reviewing verbs…(since last week.) It has been raining… (for an hour.)

8. A: How has your grammar class been going? B: It’s a fascinating class. We’ve been reviewing verb tenses all week.

Practice

2 ❑

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Use Technique 5 (P-C), page viii.

ANSWER KEY

Reading

❑

Practice

1

Previewing the Passage

Student Book pages 75–83

Use Technique 4 (P-G), page viii.

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Student Book pages 77–79

ANSWER KEY Answers may vary slightly. 1. How long have you been studying? I’ve been studying since 6:30 a.m. 2. How long have you been researching that term paper? I’ve been researching it for three days. 3. How long have you been doing your homework? I’ve been doing it since midnight. 4. How long have you been practicing your presentation? I’ve been practicing it since early this morning. 5. How long have you been memorizing German verbs? I’ve been memorizing them for more than two hours. 6. How long have you been typing that report? I’ve been typing since late last night. 7. How long have you been calculating those statistics? I’ve been calculating them since dinnertime. 8. How long have you been reviewing English grammar? I’ve been reviewing it for over six hours!

Practice

3 ❑

Use Technique 5 (P-C), page viii.

ANSWER KEY Answers may vary slightly. 1. How long have you been jogging? 2. How long have you been living in Cambridge? 3. How long has it been raining? 4. How long have you been playing? 5. How long has he been doing it? 6. How long have you been working on it?

Explain that the past + the present = the present perfect.

READING THE CHART (2.17) Read the chart aloud. Say: We met two months ago. We still know each other now. We have known each other… (for two months) We have known each other since…(month).

Practice

4 ❑

Use Technique 6 (G-C), page viii

ANSWER KEY 1. Tenses: have lived present perfect; have begun present perfect; is simple present Time frames: present perfect, past, and present time; simple present, present time Time expression: for a while now 2. Tenses: have been giving present perfect continuous; started simple past Time frames: present perfect continuous, past, and present time; simple past, past time Time expressions: since classes started Difference of time expression in terms of meaning and structure: The present perfect continuous in this sentence describes an action that began at a specific time in the past (since classes started).

EXPANSION ACTIVITY

B. The Present Perfect Tense

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The aim of this activity is to improve accuracy in using for and since with the perfect tenses.

■

Write on the board in two columns:

BEFORE READING THE CHART (2.17) Write on the board: I met my friend Andrew two years ago. + We still know each other now. = We each other for two years. Ask the students to complete the equation. (We have known each other for two years.)

Length of Time ■

Point in Time

Ask: How long have you been inside this classroom today? (Sample answer: One hour.) Is that a length of time or a point in time? (a length of time)

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Part 5 ■

Write one hour in the Length of Time column.

■

Ask for more examples of lengths of time and points in time and place them in the appropriate columns.

■

Copy and hand out Black Line Master 5, “For and Since,” on page BLM 5.

■

Read the directions aloud.

■

Ask: Which word do we use with a length of time? (for) Which do we use for a point in time? (since)

■

Student Book pages 79–81 Using What You’ve Learned REPRODUCIBLE

Circulate and assist as students work individually.

Practice

5 ❑

Answers will vary.

Practice

6 ❑

Use Technique 6 (G-P), page viii.

ANSWER KEY 1. haven’t had 2. have seemed 3. have not been 4. have been considering 5. haven’t decided 6. have really enjoyed or have really been enjoying 7. have not minded or have not been minding 8. have always hated 9. have begun 10. has been 11. have been studying or have studied 12. have learned or have been learning 13. have not understood 14. has given or has been giving 15. have appreciated or have been appreciating 16. has changed or has been changing 17. have been 18. have 19. been doing 20. have 21. been going 22. have thought or have been thinking

40

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The aim of this activity is to help students prepare for Activity 7. Students can make notes from their research as a way to organize their ideas for the brief reports they will make.

■

Copy and hand out Black Line Master 6, “Researching Colleges and Universities,” on page BLM 6 of this Teacher’s Edition.

■

Have students explain the vocabulary to you. Clarify any new terms.

■

Require them to submit these notes when they give their reports.

Use Technique 1 (I-P), page viii.

ANSWER KEY

EXPANSION ACTIVITY

Researching Colleges and Universities

7 ❑

Follow the directions in the Student Book.

ANSWER KEY Answers will vary.

Best Practice Scaffolding Instruction Sample test items measure students’ progress while acquainting them with common test formats. The Focus on Testing section below reinforces the grammar they have learned and provides an opportunity to become familiar with various types of test questions.

Chapter 2

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Student Book pages 82–83 Focus on Testing The Focus on Testing sections are designed to help students practice their test-taking skills with grammar in context. Each section reminds students of common challenges and mistakes. It also gives students practice in using multiple choice formats. ■

Explain that the Focus on Testing section in this chapter will only test the grammatical structures taught in Chapter 2.

■

Allow students time to work on the test individually. Try to make the classroom environment as much like a testing environment as possible (no talking, etc.) so that students become more comfortable with it.

■

Go over the answers as a class. Answer any questions that students may have by referring back to the charts and practice in the chapter.

ANSWER KEY 1. T 2. F 3. F 4. I 5. I 6. C 7. many 8. Whose 9. What 10. d 11. c 12. d 13. D 14. A 15. A and/ or B

Self-Assessment Log ❑

Read the directions aloud and have students reflect on the statements listed for the grammar and content they learned in the chapter. How prepared are the students to use the structures described? Have students check the best box for their level of understanding (needs improvement, good, or great).

❑

Put students in small groups. Ask students to find information or an activity related to each grammar point in the chapter. Alternatively, you may have them individually focus only on the grammar points they felt were their weakest. Mosaic 1 Grammar

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