M04 SBS TB L04 2538 U04 - Home - Molinsky and Blissmolinskyandbliss.longmanhomeusa.com/assets/Teacher...Who remembers Can anybody tell me Do you know if Tom is in school today? whether

138 UNIT 4

UNIT 4 OVERVIEW: Text Pages 51–64d

FUNCTIONS

ASKING FOR AND REPORTING INFORMATION

Do you knowCan you tell meCould you tell meCould you please tell meCould you possibly tell meDo you have any ideaDo you by any chance know

Who knowsWho can tell meDoes anyone knowWho remembersCan anybody tell me

Do you know if Tom is in school today?whether

I’m wondering if I broke my arm.whether

I don’t knowI don’t rememberI can’t remember where the cheese is.I’ve forgottenI’m not sureI have no idea

Who should I vote for?What was his license number?What does this word mean?What time does the movie begin?When will the bus arrive?Where is the cheese?Why do young people like such loud music?How did Grandma sprain her ankle?How long has Alice been working here?How much do eggs cost this week?How often does the ice cream truck come by?How old is he?Whose dog is this?

What seems to be the problem?

I’m sorry. I don’t know.

GRAMMAR

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where the bank is?

who the third primeminister of Canadawas?

EMBEDDED QUESTIONS:

Where is the bank?Do you know where the bank is?

I don’t know where the bank is.

What is he doing?Do you know what he’s doing?

I don’t know what he’s doing.

Why were they crying?Do you know why they were crying?

I don’t know why they were crying.

WH-QUESTIONS WITH DO/DOES/DID

Where does he live?Do you know where he lives?

I don’t know where he lives.

How often do they come here?Do you know how often they come here?

I don’t know how often they come here.

How did she break her leg?Do you know how she broke her leg?

I don’t know how she broke her leg.

WH-QUESTIONS WITH BE

Is Tom in school today?

Do you know if Tom is in school today?whether

I don’t knowif

Tom is in school today.whether

YES/NO QUESTIONS

Does Mary work here?

Do you know if Mary works here?whether

I don’t know if Mary works here.whether

M04_SBS_TB_L04_2538_U04.qxp 11/9/08 10:04 AM Page 138

UNIT 4 139

NEW VOCABULARY

Verbs

assassinate meanbill obtainbring in reachcheck with reportdispute resultguarantee shipimprove signinvestigate smelljam warrantleak out weigh

Adjectives

above free of chargeanxious improperdamaged limiteddisposable nearfair toll-free

Occupations

bus driver lifeguardconductor real estate agentflight security guard

attendant ticket guardlibrarian usher

History and Civics

capital Second World WarCivil War stateDeclaration of

Independence

Famous People

Abraham LincolnGeorge Washington

Purchases and Warranties

bill of saleconsumerconsumer affairscoveragecredit card statementdealerdefectexchange centerhotlineInternet sales departmentletter of complaintmanufacturermediatormisuse (n)parcel serviceproof of purchase purchaserreturn periodservice center warranty

Products

blenderclock radioelectric toothbrushflat-screen TVplasma televisionvideo player

School

admissions officesurprise quiz

Describing People

birthmarkcharacteristic (n)scar (n)

Places Around Town

medical clinic midtown

Miscellaneous

alteration partAM station plane ticketautomatically policybelt radio stationcar keys relationshipcircumstance replacementdetails restrictiondues restroomsfee “Send” buttonFM station shortlyhose tonsilsice cream truck transportationinstallation TV stationmembership unlessmissing person whetheroffer (n) whoseorganization workmanship

EXPRESSIONS

all the wayat the endby any chanceDo you by any chance know . . . ?Do you have any idea . . . ?I have no idea.I’m wondering . . .lots of peoplesubject totake a seatthe last timeWhy don’t you . . . ?

EXPRESSING UNCERTAINTY

I don’t knowI’m not sure where the cheese is.I have no idea

FORGETTING

I don’t rememberI can’t remember where the cheese is.I’ve forgotten

APOLOGIZING

I’m sorry.

OFFERING ADVICE

You should ask the security guard.

INSTRUCTING

Please take a seat in the waiting room.

EXPRESSING WANT–DESIRE

I’d like to see the doctor, please.

COMPLIMENTING

Very good, class!

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140 UNIT 4

Text Page 51: Unit Opening Page

VOCABULARY PREVIEW

You may want to introduce these words before beginning the unit, or you may choose towait until they first occur in a specific lesson. If you choose to introduce them at thispoint, here are some suggestions:

1. Have students look at the illustrations on text page 51 and identify the words theyalready know.

2. Present the vocabulary. Say each word or phrase and have the class repeat itchorally and individually. Check students’ understanding and pronunciation of thewords.

3. Practice the vocabulary as a class, in pairs, or in small groups. Have studentscover the word list and look at the pictures. Practice the words in the followingways:

• Say a word or phrase and have students tell the number of the illustration.

• Give the number of an illustration and have students say the word or phrase.


UNIT 4 141

Text Page 52: I Don’t Know Where the Cheese Is

RULE: An embedded question is a question that is included in anothersentence. Embedded questions use statement word order, notquestion word order.

EXAMPLES: What was his license number?I don’t know what his license number was.

How long have they been married?I don’t remember how long they have been married.

When is Santa Claus going to come?I have no idea when Santa Claus is going to come.

CLOSE UP

• Embedded Information Questions

FOCUS

Use the sentences in the box at the top ofstudent text page 52 to introduce embeddedquestions. There are four direct questions onthe left and four embedded answers on the right.Introduce and practice each question–answerset separately. For each one:

1. Have students repeat the question and thenthe answer, chorally and individually.

2. Call on pairs of students to practiceconversationally. For example:

A. Where is the bank?B. I don’t know where the bank is.

A. What is he doing?B. I don’t know what he’s doing.

3. Check students’ understanding of embeddedquestions. Point out the different word orderin the direct question as compared to theembedded question. For example:

When can he visit us?

I don’t know when he can visit us.

Where is the bank?

I don’t know where the bank is.

1. Have students look at the model illustration.

2. Set the scene: “A husband and wife aremaking a pizza. He can’t find the cheese.”

3. Present the model.

4. Full-Class Repetition.

5. Ask students if they have any questions.Check understanding of plane tickets.

6. Group Choral Repetition.

INTRODUCING THE MODEL

GETTING READY


142 UNIT 4

Where is it?I’m sorry. I don’t know

where it is.

When is it?I’m sorry. I don’t know

when it is.

Who is it?I’m sorry. I don’t know

who it is.

Which one is it?I’m sorry. I don’t know

which one it is.

What is it?I’m sorry. I don’t know

what it is.

How long is it?I’m sorry. I don’t know

how long it is.

What kind is it?I’m sorry. I don’t know

what kind it is.

1. Scrambled Sentences ★

a. Divide the class into pairs.

b. Write individual sentences out of order on the

board. For example:

don’t the where are. know

keys I

put can’t she the She

directions. where remember

here. how We they’ve aren’t

long living sure been

bus no will from He arrive.

idea when has the Miami

c. Have pairs work together to write each

sentence in its correct order. For example:

I don’t know where the keys are.

d. Have students compare their sentences with

the class.

Variation: Write the words to several sentences

on separate cards. Divide the class into small

groups, and have students work together to put

the sentences into correct order.

2. Match the Conversations. ★

a. Make the following set of matching cards:

b. Distribute a card to each student.

7. Choral Conversation.

8. Call on one or two pairs of students topresent the dialog.

(For additional practice, do ChoralConversation in small groups or by rows.)

Examples

1. A. Where are the plane tickets?B. I don’t know where the plane tickets

are.

2. A. What was his license number?B. I don’t know what his license number

was.

1. Exercise 1: Call on two students to presentthe dialog. Then do Choral Repetition andChoral Conversation practice.

2. Exercise 2: Same as above.

3. Exercises 3–9: Either Full-Class Practice orPair Practice.

4. Introduce the expressions at the bottom ofthe page. Check understanding of the newexpression I have no idea. Have studentspractice the conversations again, using any ofthese expressions in place of I don’t know.Call on pairs to present their conversationsto the class.

Page 46

WORKBOOK

SIDE BY SIDE EXERCISES


UNIT 4 143

(continued)

c. Have students memorize the sentences on

their cards, and then have students walk

around the room saying their sentences until

they find their match.

d. Then have pairs of students say their

matched sentences aloud to the class.

3. Role Play: Amnesia ★★★

a. Write some or all of the questions below on

the board, or make copies to give to

students.

1. What’s your name?

2. Where are you right now?

3. Where are you from?

4. What’s your address?

5. How long have you lived in ?

6. How old are you?

7. Who is your (husband/wife/mother/

father)?

8. How many people are there in your

family?

9. Where were you last night?

10. What were you doing last night?

11. What day is today?

12. What month is it?

13. Who is your English teacher?

14. Who am I?

b. Set the scene: “You have amnesia. You can’t

remember anything! You aren’t sure what

your name is. You don’t even know where you

are. Someone has taken you to the hospital.

A doctor is asking you some questions.”

c. Divide the class into pairs. Have the

students in each pair role-play the situation:

One student pretends to be a doctor and

asks the questions. The other student

pretends to have amnesia and answers each

question, using the expressions I don’t know,

I don’t remember, I can’t remember, I’ve forgotten,

I’m not sure, I have no idea. Have students take

turns playing each role. For example:

A. What’s your name?

B. I don’t know what my name is.

A. Where are you right now?

B. I’m not sure where I am right now.

A. Where are you from?

B. I can’t remember where I’m from.

4. Guessing Game ★★

a. Write the following question on a card and

give it to one of the students in the class:

Who is Willy Wilson?

b. Have that person then leave the room.

c. While that person is out of the room, give

another student in the class a card with the

answer:

Willy Wilson is Wendy Wilson’s husband.

d. Have the first student come back into the

room. Tell him or her to find out the answer

to the question on the card by asking people

in the class.

e. Write on the board:

I don’t know . . .

I’m not sure . . .

I have no idea . . .

f. The other students in the class (except the

one holding the answer card) won’t know the

answer to the question and can honestly

respond: “I don’t know who Willy Wilson is” or

“I’m not sure who Willy Wilson is” or “I have no

idea who Willy Wilson is:”

g. When the student finds the person with the

correct answer, his or her turn is over and

another student gets a question card and

leaves the room. The student who finds the

correct answer to the question in the fewest

number of tries is the winner of the game.


144 UNIT 4

When was Sally Smith’s sister’s birthday?

Sally Smith’s sister’s birthday was

Sunday, September seventeenth.

Where is Mr. Miller’s money?

Mr. Miller’s money is under his mattress

in Montreal.

How long has Howard Hill been in

the hospital?

Howard Hill has been in the hospital since he

hurt his head in Honolulu.

What were Bob and Betty doing in Boston?

Bob and Betty were baking brown bread

in Boston.

How long have Steven and Stella been

standing in the street?

Steven and Stella have been standing in the

street since they stopped studying.

Other possible questions and answers:


UNIT 4 145

RULE: Direct information questions in the simple present and simple past usethe auxiliaries do, does, or did. In sentences with embedded questions,the word order is changed and the auxiliary is omitted. The base verbis then conjugated.

EXAMPLES: Why did Richard get fired?I don’t know why Richard got fired.

What does this word mean?I don’t know what this word means.

CLOSE UP

• Embedded Questions:Simple Present TenseSimple Past Tense

FOCUS

Use the sentences in the box at the top ofstudent text page 53 to introduce the embeddedquestions in this lesson. There are threequestion–answer sets. Introduce and practicethem separately. For each one:

1. Have students repeat the question and thenthe answer, chorally and individually.

2. Call on pairs of students to practiceconversationally. For example:

A. Where does he live?B. I don’t know where he lives.

A. How often do they come here?B. I don’t know how often they come here.

3. Point out the differences in the formation ofthe direct question and the embeddedquestion. For example:

Where does he live?I don’t know

where he lives.

How did she break herleg?

I don’t knowhow she broke her

leg.

1. Have students look at the model illustration.

2. Set the scene: “These people are waiting inline to see a movie.”



5. Ask students if they have any questions.Check understanding of vocabulary.





INTRODUCING THE MODEL

GETTING READY

Text Page 53: I Don’t Know When the Movie Begins


146 UNIT 4

New Vocabulary

5. ice cream truck7. mean

Examples

1. A. Where does Mr. Webster work?B. I don’t know where Mr. Webster works.

2. A. How much do eggs cost this week?B. I don’t know how much eggs cost this

week.


2. Exercise 2: Same as above.


Culture Note

Exercise 5: Ice cream and other snackfoods are sometimes sold from a parkedtruck. In some neighborhoods, ice creamtrucks drive through at regular times andannounce their arrival with a bell orrecorded music.

4. Introduce the new expressions at the bottomof the page. Have students practice theconversations again, using any of theseexpressions in place of I don’t know. Call onpairs to present their conversations to theclass.

Pages 47–48

WORKBOOK


1. Grammar Chain ★★

a. Start the chain game by saying:

Teacher: Let’s talk about (a celebrity).

(to Student A): When was she born?

b. Student A must answer: “I don’t know when

she was born” and then ask a new question of

Student B, who continues the chain. For

example:

Student A: I don’t know when she wasborn.

(to Student B): Where does she live?

Student B: I don’t know where she lives.

(to Student C): What does her husband do?

Etc.

2. Role Play: In Love ★★★

a. Have students tell you all the question words

they know. Write them on the board.

Where Why

When How

Who How much

What How long

What kind of

b. Set the scene: “Recently you met someone, and

you liked that person immediately. As a matter

of fact, you think you might be in love with that

person. Unfortunately, you don’t know very

much about him or her. A relative of yours is

asking you questions about your new friend. Your

relative is a little worried because you don’t

know anything about the person’s family or

history. You know only his or her name.”

c. Have students role-play the situation in

pairs. One student is in love, and the other

student is worried relative who asks a lot of


UNIT 4 147

information questions about the new

boyfriend or girlfriend. (Have students refer

to the words on the board.) The student who

is in love knows only the person’s name and

answers all of the other questions with I don’t

know, I’m not sure, l’ve forgotten (or similar

expressions) plus an embedded question.

Have students take turns playing each role.

For example:

A. What’s her name?

B. Julie Henderson.

A. Where does she go to school?

B. I can’t remember where she goes to school.

A. Where is she from?

B. I’m not sure where she’s from.

A. Where does her family live?

B. I’ve forgotten where her family lives.

A. What do her parents do for a living?

B. I’m not sure what her parents do for a

living.

3. Role Play: Tourists, Parents, andChildren ★★★

a. Divide the class into small groups.

b. Put the following roles on the board:

tourist–stranger

young child–parent

parent–teenager

c. Have the groups write down several questions

that a tourist might ask a stranger on the

street, a young child might ask a parent, and

a parent might ask a teenager. For example:

tourist–stranger

Where is the museum?

When do the banks open?

Where can I buy souvenirs?

child–parent

Why is the sky blue?

Where does snow come from?

What should I be when I grow up?

parent–teenager

Where were you last night?

When did you come home?

Why didn’t you call me?

d. Write the following on the board:

I don’t know . . .

I can’t remember . . .

I don’t remember . . .

I’ve forgotten . . .

I’m not sure . . .

I have no idea . . .

I don’t want to tell you . . .

I’m afraid to tell you . . .

e. Have pairs of students within each group

create role plays, using the phrases on the

board and the questions that the group

generated.

f. Call on pairs to present their role plays to the

class.

(continued)


148 UNIT 4

b. Divide the class into groups of three.

Give each member of the group a

different chart. Have students ask each

other for information to complete their

charts. For example:

Student A (to Student B): What did Mr.

Webster finish yesterday morning?

Student B: I don’t know what he finished

yesterday morning.

(to Student C): Do you know what Mr.

Webster finished yesterday morning?

Student C: Yes. He finished his report.

Students A and B: [write the information

in their charts]

Student A (to Student B): Where did he

finish it?

Etc.

c. The groups continue until everyone has a

complete chart.

d. Have students look at each other’s

charts to make sure that they have

written the information correctly.

4. Information Gap: Do You Know? ★★★

a. Tell students that Mr. Webster had a busy day

yesterday. Write out his activities, dividing the

information between three different charts.

For example:

Chart A:

Place Activity

morning finished

noon ate lunch with

afternoon company had a meeting with

headquarters

evening saw a play

with his daughter

Chart B:

Place Activity

morning in his office finished

noon Four Summers ate lunch with

Restaurant co-workers

afternoon had a meeting with

a new client

evening saw

with his daughter

Chart C:

Place Activity

morning in his office finished his report

noon ate lunch with

afternoon had a meeting with

evening The Majestic saw

Theater with his daughter


UNIT 4 149

RULE: A question can be embedded into another question. The first questionmaintains its question word order. The embedded question changes tofollow the word order of a statement.

EXAMPLES: Do you know . . . ?What is the homework assignment?

Do you know what the homework assignment is?

RULE: Prefacing a direct question with Do you know makes the question morepolite.

CLOSE UP

• Requests with Embedded Questions

FOCUS

Text Pages 54–55: Do You Know What the HomeworkAssignment Is?

1. Say and have students repeat the direct andembedded questions in the box at the top oftext page 54:

Where is the park?Do you know where the park is?

When does the train leave?Do you know when the train leaves?

2. Give other direct questions and havestudents form embedded questions using “Doyou know . . . ?” For example:

Teacher: When is the party?Students: I don’t know when the party is.

Teacher: Where does he live?Students: I don’t know where he lives.

Teacher: Why were they late?Students: I don’t know why they were late.

There are two model conversations. Introduceand practice each separately. For each model:

1. Have students look at the model.

2. Set the scene:

1st model: “Two classmates are talking.”2nd model: “Two customers are talking in an

electronics store.”



Pronunciation Note

The pronunciation focus of Unit 4 isReduced you (text page 64). You maywish to model this pronunciation at thispoint and encourage students toincorporate it into their language practice.

Do you know what the homeworkassignment is?

Do you know how much this computercosts?

INTRODUCING THE MODELSGETTING READY

}







Examples

1. A. Do you know where the restrooms are?B. I’m sorry. I don’t know. You should

ask that security guard. HE can tellyou where the restrooms are.

2. A. Do you know when the train to Bostonleaves?

B. I’m sorry. I don’t know. You shouldcheck with the ticket agent. HE cantell you when the train to Bostonleaves.

1. Exercise 1: Introduce the words restrooms,security guard. Call on two students topresent the dialog. Then do ChoralRepetition and Choral Conversation practice.

2. Exercise 2: Introduce check with, ticketagent. Same as above.


4. Exercise 10: Have students use the modelas a guide to create their own conversations,using vocabulary of their choice. Encouragestudents to use dictionaries to find newwords they want to use. This exercise can bedone orally in class or for written homework.If you assign it for homework, do oneexample in class to make sure studentsunderstand what is expected. Have studentspresent their conversations in class the nextday.

Asking for Information: To ask in apolite and indirect way for information, youcan preface the information question withanother question. The longer the preface,the more polite the request for informationis.

1. Present the expressions.


3. Ask students if they have any questions.Check understanding of the new expressions:Do you by any chance know . . . ? Do youhave any idea . . . ?


5. Have students practice the conversations inthis lesson again, using any of these newexpressions.

6. Call on pairs to present their conversationsto the class.

Pages 49–52

WORKBOOK


150 UNIT 4

New Vocabulary

6. Second World War


UNIT 4 151

{ }?

{ }?

}?{

1. Finish the Sentence ★★

Begin a sentence and have students add

appropriate endings to the sentence. For

example:

Teacher: Ask the doctor. HE can tell you . . .

Students: . . . why your arm hurts.

. . . how many pills you should take.

. . . when you can go back to work.

Teacher: Check with the mechanic. SHE can

tell you . . .

Students: . . . when your car will be ready.

. . . why your car won’t start.

. . . how much the repairs will cost.

Other possible beginnings:

Talk to the teacher.

Ask your lawyer.

Ask that police officer.

Talk to the pilot.

Ask your dentist.

Talk to your landlord.

Ask the waiter/waitress.

Talk to the vet.

Variation: This activity may be done as a class, in

pairs or small groups, or as a game with

competing teams.

2. Requesting Information AboutSchedules ★★

a. Put a schedule, such as a bus, subway, train,

or airplane schedule, on the board or on a

handout for students. You can use a copy of a

real schedule or a simplified version. For

example:

May 14–NORTHERN AIRLINES SCHEDULE

Arrivals

Departed Flight Arrival

From # Time Gate

Chicago 36 9:45 A.M. 1

New York 82 10:00 A.M. 5

Honolulu 101 11:15 A.M. 11

Miami 29 2:05 A.M. 4

Denver 66 4:44 A.M. 3

Departures

Flight Departure

Destination # Time Gate

Atlanta 13 9:05 A.M. 2

New York 74 11:00 A.M. 10

Boston 141 1:30 P.M. 8

Los Angeles 41 2:25 P.M. 6

El Paso 130 6:05 P.M. 1

b. Write these questions on the board:

What time does flight arrive

leave

What time does the flight to arrive

leave

What gate does flight arrive at

leave from

What’s the number of the flight to ?

c. Familiarize students with the schedule by

requesting information about the flights and

having students answer. Students should

refer to the direct questions on the board as

they listen. For example:

Can you tell me what time flight 36 arrives?

Do you know what time the flight to Los

Angeles leaves?

Do you by any chance know what gate flight

141 leaves from?

Could you possibly tell me what the number of

the flight to Atlanta is?

d. Next, call on pairs of students to practice

requesting and giving information about the

schedule. Use Full-Class Practice or Pair

Practice.

Variation 1: Put a schedule on the board and omit

certain information. Students must then

request that information from you in order to

complete the schedule.

(continued)


152 UNIT 4

Variation 2: Have students write five questions

and answers about the schedule.

3. The Information Game ★★

a. Write on the board:

Do you know

Can you tell me

Could you tell me

A. Excuse me. Could you please tell me

Could you possibly tell me

Do you have any idea

Do you by any chance know

B. I’m sorry. .

A. Oh, well. Thank you anyway.

b. Give a student a card with an information

question on it. For example:

c. Have that student ask others the question

on the card, using one of the phrases on the

board. For example: “Excuse me. Could you

tell me where the post office is?”

d. Give the following cue cards to other

students in the class:

Give ONE student in the class a cue card with

the correct answer to the question. For

example:

e. The student with the question card must

keep asking other students for the

information until he or she finally gets to the

person with the correct answer. For example:

Student A: Excuse me. Could you tell

me where the post office

is?

Student B: I’m sorry. I’m not sure

where the post office is.

Student A: Oh, well. Thank you anyway.

(to Student C): Do you by any chance know

where the post office is?

Student C: I’m sorry. I don’t know

where the post office is.

Student A: Oh, well. Thank you anyway.

(to Student X): Excuse me. Could you

possibly tell me where the

post office is?

Student X: It’s on Maple Street, next

to the bank.

Student A: Thank you very much.

f. Continue the game by giving question cards

to other students and having them ask other

members of the class.

The student who finds the correct answer to

his or her question in the fewest number of

tries wins the game.

Sample questions and answers:

?{ }Where is the post office?

You aren’t sure. You don’t know.

You’ve forgotten. You have no idea.

You don’t remember.

It’s on Maple Street, next to the bank.

Where is the train station?

It’s around the corner on Center Street,

across from the Grand Hotel.

When does Bus Number 9 get here?

At 8:15.

What time does the tennis match begin?

It starts at exactly 3:30.


UNIT 4 153

How much do the concert tickets cost?

They cost twenty-five dollars each.

When does our summer vacation start?

It begins on June nineteenth.

How long will Mr. Tyler be out of town?

He’ll be away until next Monday.

4. How Many Questions? ★★★

a. Divide the class into pairs or small groups.

b. Write an answer on the board such as the

following:

You should ask the security guard.

c. Have students create as many questions as

they can think of that might be answered by

that statement. For example:

Do you by any chance know when the building

closes?

Could you please tell me where the elevators

are?

Can you tell me where I can leave this package

for Ms. Brown?

d. The pair or group with the most correct

questions is the winner.

e. Continue the activity with different answer

sentences. For example:

You should ask your mother.

You should ask your supervisor.

You should ask your neighbors.

5. Who Knows the Answer? ★★★

a. Divide the class into two teams.

b. Have each team make a list of ten questions

about the world. For example:

When did the French Revolution start?

What is the capital of Greenland?

How many Hawaiian islands are there?

What is the capital of Finland?

Where is the Grand Canyon?

Who was the last king of England?

c. Have the teams take turns asking their

questions, beginning with “Do you know?”

For example:

Do you know when the French Revolution

started?

Do you know what the capital of Finland is?

d. Each team gets one point for every question

that is correctly asked and one point for

every question that is correctly answered.

The team with the most points wins the

game.


UNIT 4154

Text Page 56

• Embedded Questions

details

Optional: Preview the story by having studentstalk about the story title and/or illustration. Youmay choose to introduce new vocabularybeforehand, or have students encounter the newvocabulary within the context of the reading.

1. Have students read silently, or follow alongsilently as the story is read aloud by you, byone or more students, or on the audioprogram.


3. Check students’ comprehension, using someor all of the following questions:

What happened to Rosemary Smith aboutan hour ago?

Where is she now?What’s she having trouble with?Why?Can she tell the police how tall the man

was? Why not?Can she tell the police how heavy he was?

Why not?Can she tell the police what color hair he

had? Why not?Can she tell the police what color eyes he

had? Why not?Can she tell the police what he was

wearing? Why not?

Can she tell the police what kind of car hewas driving? Why not?

Can she tell the police what color the carwas? Why not?

Can she tell the police what the licensenumber was? Why not?

Can she tell the police how much money wastaken? Why not?

Q & A

1. Call on a pair of students to present themodel.

2. Have students work in pairs to create newdialogs.

3. Call on pairs to present their new dialogs tothe class.

A Good Memory

1. Divide the class into pairs.

2. Have each pair discuss the followingquestions:

What is your first memory as a child?Do you forget things easily?Do you remember details?Do you remember people’s names?When you forget where you put something,

how do you try to remember?How do you memorize new English words?

3. Have the pairs share their ideas with theclass.

CHOOSE

Check understanding of car keys (Exercise 3).

1. b

2. a

3. a

4. b

5. a

6. b

READING EXTENSION

READING CHECK-UP

READING THE STORY

NEW VOCABULARY

FOCUS

READING Rosemary SmithWas Robbed


UNIT 4 155

Text Page 57


Abraham LincolnassassinatecapitalCivil WarDeclaration of IndependenceGeorge Washingtonsign (v)state (n)surprise quiz




Culture Note

U.S. teachers will sometimes give theirstudents a “surprise” (unannounced) quizto see if they have been studying andreading all their assignments.


What is Mrs. Murphy doing today?Why isn’t Jeffrey very happy about it?Why can’t he answer the 1st question? the

2nd question? the 3rd question? the4th? the 5th? the 6th? the 7th? the8th?

Why is Jeffrey upset?

Q & A

1. Make sure students understand theinstructions.

2. Have students work in groups to create newdialogs based on the model.

3. Call on the groups to present their dialogs tothe class.

Surprise Quiz Game

1. Write on the board

A. Do you know ?B. Yes. .

(or)No. We don’t know .

2. Divide the class into two teams.

3. Have each team write ten questions aboutlocal history. The questions must begin withDo you know . . . ?

4. Have teams take turns asking and answeringeach other’s questions.

5. Scoring:

a. When a team answers the questioncorrectly, it gets one point.

b. When a team doesn’t have an answer, theresponse must be grammatically correctand begin with We don’t know . . . If theutterance isn’t grammatically correct, theteam loses a point.

READING EXTENSION

READING CHECK-UP

READING THE STORY

NEW VOCABULARY

FOCUS

READING A “Surprise” Quiz


UNIT 4

• Embedded Yes/No Questions

RULE: In embedded Yes/No questions, the words whether and if areinterchangeable. However, whether is more formal in tone, and if ismore common in spoken English.

EXAMPLES: Is surfing allowed at this beach?Do you know if surfing is allowed at this beach?SHE can tell you whether surfing is allowed at this beach.

Did anybody here find a cell phone?Do you know whether anybody here found a cell phone?HE can tell you if anybody found a cell phone.

CLOSE UP

FOCUS

Introduce embedded Yes/No questions, using thequestions and answers in the box at the top ofstudent text page 58. There are two directquestions, each with a corresponding dialog onthe right. For each dialog:

1. Introduce the question twice: once using if,and again using whether. Have studentsrepeat chorally. For example:

Do you know if Tom is in school today?Do you know whether Tom is in school

today?

2. Introduce the answer twice: once using if,and again using whether. Have studentsrepeat. For example:

I don’t know if Tom is in school today.I don’t know whether Tom is in school today.

3. Call on pairs of students to practiceconversationally. Students can use either ifor whether.

There are two model conversations. Introduceand practice each separately. For each model:

1. Have students look at the model.

2. Set the scene.

1st model: “Two people are talking on abeach.”

2nd model: “A woman thinks she left her cellphone in a restaurant.”



5. Ask students if they have any questions.Check understanding of new vocabulary:

1st model: Why don’t you . . ?, lifeguard



8. Call on one or two pairs of students topresent the dialog. Have students practicethe dialog using both if and whether.

INTRODUCING THE MODELSGETTING READY

156

Text Pages 58–59: Do You Know If Surfing Is Allowed atThis Beach?


UNIT 4 157


Examples

1. A. Do you by any chance know if/whetherthere’s going to be a science quiztomorrow?

B. I’m not really sure. Why don’t you askMr. Blake? HE can tell you if/whetherthere’s going to be a science quiztomorrow.

2. A. Could you please tell me if/whetherthis bus goes all the way to theairport?

B. I’m not really sure. Why don’t you askthe bus driver? SHE can tell youif/whether this bus goes all the way tothe airport.


2. Exercise 2: Introduce the expressions allthe way, bus driver. Same as above.


4. Exercise 10: Have students use the modelas a guide to create their own conversations,using vocabulary of their choice. Encouragestudents to use dictionaries to find newwords they want to use. This exercise can bedone orally in class or for written homework.If you assign it for homework, do oneexample in class to make sure studentsunderstand what is expected. Have studentspresent their conversations in class the nextday.

Pages 53–54

WORKBOOK


New Vocabulary

3. librarian6. usher7. flight attendant8. conductor


158 UNIT 4

1. Scrambled Sentences ★


b. Write individual sentences out of order on the

board. For example:

parking you if here? Do is

know allowed

whether doctor flu. the tell

have you you The can

begun please has the me you

Could yet? tell if play

we’ll on by Do time? arriving

you chance whether know

any be

c. Have pairs work together to write the

sentences in the correct order. For example:

Do you know if parking is allowed here?

d. Have students compare their sentences with

the class.

Variation: Write the words to several sentences

on separate cards. Divide the class into small

groups, and have students work together to put

the sentences into correct order.

2. Match the Conversations ★★

a. Make a set of matching cards. For example:

b. Distribute a card to each student.

c. Have students memorize the sentences on

their cards, and then have students walk

around the room saying their sentences until

they find their match.

d. Then have pairs of students say their

matched sentences aloud to the class.

3. Have You Heard? ★★★

Write the situations below on cards. Give the

cards to students and have students read the

situations to the class. Then have other

students respond by asking if/whether

questions. The student holding the card

answers any way he or she wishes. For example:

Student A: Have you heard? Tim just bought a

new car.

Student B: Do you know if it’s a sports car?

Student A: I’m not sure what kind of car it is.

Student C: Do you know whether it was

expensive?

Student A: Yes. It was very expensive.

Do you know why this

train hasn’t left?

You should ask the

conductor.

Can you tell me where

I can find books about

dinosaurs?

You should ask the

librarian.

Do you have any idea

why my blood

pressure is so high?

You should ask the

doctor.

Could you please tell

me when the movie

will end?

You should ask the

usher.

Do you by any chance

know when the plane

will take off?

You should ask the

flight attendant.

Can you tell me how I

can get to the bus

station?

You should ask that

police officer.

Do you know how

much our state

government spent on

schools last year?

You should ask your

senator.

Could you please tell

me how many

vacation days we get

a year?

You should speak to

your supervisor.


UNIT 4 159

Situations and possible responses:

Have you heard? Susan had an accident while

she was driving to work yesterday.

Do you know if/whether

. . . she was hurt?

. . . she was taken to the hospital by ambulance?

. . . she’ll be able to work?

. . . anyone has told her boyfriend/husband?

Have you heard? Betsy is leaving tomorrow for

a vacation in Acapulco, Mexico.


. . . she’s going with her family?

. . . she’s going by plane?

. . . she’s been there before?

. . . she speaks Spanish?

Have you heard? The last time I saw Richard he

was planning to move to Texas.


. . . he’s moved yet?

. . . he has a job there?

. . . his children are happy about moving?

. . . he’s ever been there before?

. . . he has relatives there?

Have you heard? The last time I saw Irene she

was planning to ask her boss for a raise.


. . . she got the raise?

. . . her boss is nice?

. . . she’s ever asked for a raise before?

. . . she was nervous about asking for the raise?

. . . she likes working there?

Have you heard the weather report? I think the

weather is going to be very bad tomorrow.


. . . it’s going to rain/snow?

. . . it’s going to get colder/hotter?

. . . there’s going to be thunder and lightning?

Have you heard? A new family has just moved

next door to you.


. . . they have many children?

. . . they have any pets?

. . . they speak English?

. . . they’re nice?

Have you heard? Our English teacher got sick

this morning!

Do you know if whether

. . . he/she has a a fever?

. . . he/she has a stomachache/headache/

backache?

. . . he/she is going to see a doctor?

4. Role Play: Calling for Information ★★★

a. Write the following on the board:

Can you tell me . . . ?

Could you tell me . . . ?

I’d like to know . . .

b. Divide the class into pairs.

c. Write the following situations on cards. Give

Role A to one member of the pair and Role B

to the other.

Role A:

You work at the Ajax Department Store.

Somebody is going to call you. Answer that

person’s questions any way you wish.

Role B:

Call the Ajax Department Store. These are

your questions:

How late are you open tonight?

Does your store accept credit cards?

Do you have any DVDs?

Role A:

You work for Trans Americana Airlines.

Someone is going to call you. Answer that

person’s questions any way you wish.

Role B:

Call Trans Americana Airlines. These are your

questions:

Is Flight 835 expected to leave on time?

Will a meal be served on the flight?

Is there going to be a movie?

What time should I get to the airport?

(continued)


160 UNIT 4

d. Call on pairs to present their role plays to the

class.

5. Role Play: Calling About an Ad ★★★

a. Put the following on the board:

Can you tell me . . . ?

Could you tell me . . . ?

I’d like to know . . .


c. Write the situations below on cards. Give

Role A to one member of the pair and Role B

to the other.

d. Have students create role plays based on the

situation cards, using the key expressions on

the board.

e. Call on pairs to present their role plays to the

class.

Role A:

You’re calling someone about an ad in the paper

for a used car. These are your questions:

How old is the car?

Is the car in good condition?

Does the car have an automatic

transmission?

How many miles has the car gone?

What’s the price?

Three other questions are:

?

?

?

Role B:

You’ve put an ad in the paper to sell your car.

It’s a three-year-old yellow convertible with a

standard transmission. It’s gone about

43,000 miles, and it’s in excellent condition.

You’re asking $15,000 for the car, but you’re

willing to take less money. It’s a wonderful

car. You think the person should come to see

it in person.

Role A:

You’re calling a real estate agent about an

apartment that was advertised in the

newspaper. These are your questions:

Where is the building located?

Does the apartment have a balcony?

Is there parking near the building?

Is it expensive to park there?

How much is the rent?

Three other questions are:

?

?

?

Role B:

You’re a real estate agent. Someone is

calling you about this apartment on East

Boulevard:

It has 5 rooms and a balcony. There’s a large

parking lot behind the building. The rent is

$1500 a month, plus $50 a month for

parking. It’s a really beautiful apartment.

You think the person should come to see it

in person.

6. How Many Questions? ★★★

a. Divide the class into pairs or small groups.

b. Write an answer on the board such as the

following:

Why don’t you ask the teacher?

c. Have students create as many questions as

they can think of that might be answered by

that statement. For example:

Do you by any chance know if we’re going to

have a test this week?

Do you know what tomorrow’s homework

assignment is?

Can you tell me what this word means?

Do you have any idea why English is so

complicated?


UNIT 4 161

d. The pair or group with the most correct

sentences is the winner.

e. Continue the activity with additional answers

on the board. For example:

You should ask your doctor.

You should ask your boss.

You should ask that police officer.


162 UNIT 4

Text Page 60

• Embedded Yes/No Questions

anxious midtownlots of patientlymedical clinic tonsils





What does Frank want to know?What does Mrs. Wilkins need to know?What does Arnold want to find out?What is Mrs. Parker wondering?What is Dan hoping to find out?What is Linda going to ask the doctor?What does Edward expect to find out?What is Vicki anxious to know?

Q & A

1. Call on a pair of students to present themodel. Check undestanding of the wordsreceptionist, shortly.

2. Have students work in pairs to create newdialogs.

3. Call on pairs to present their new dialogs tothe class.

Medical Questions

1. Divide the class into pairs or small groups.

2. Call out a medical condition and tell studentsto write down all the questions a person withthat medical condition might want to ask adoctor. Have all the questions be embedded.For example:

PregnantDo you know if it’s a boy or a girl?Can you tell me when the baby is due?I’m wondering whether I can drink coffee.I’m anxious to know whether I’m gaining too

much weight.

3. Have a student from each pair or group readaloud their questions.

Variation: Do the activity as a game inwhich you divide the class into teams. Theteam with the most number of questions isthe winner.

CHOOSE

1. b

2. a

3. a

4. b

5. b

6. a

READING EXTENSION

READING CHECK-UP

READING THE STORY

NEW VOCABULARY

FOCUS

READING At the MidtownMedical Clinic


UNIT 4 163

Text Page 61

Listen and decide where the conversationis taking place.

1. A. Could you please tell me if this book is onsale?

B. Yes, it is.

2. A. Can you tell me where the bananas are?B. Yes. They’re in the next aisle.A. Thanks very much.

3. A. Do you know how much this shirt costs?B. I’m sorry. I don’t work here.

4. A. Do you know who composed thissymphony?

B. I think Beethoven did.

5. A. Do you by any chance know whetherwe’ll be arriving soon?

B. Yes. We’ll be arriving in ten minutes.A. Thank you.

6. A. Who knows how their heart works?B. I do.A. Please tell us.

7. A. Do you know how much longer I’ll haveto stay here?

B. Just a few more days.A. Oh, good.

8. A. Do you have any idea when the bus fromDetroit arrives?

B. I’m not sure. You should ask the man atthe ticket counter. He’ll know when thebus arrives.

Answers

1. a

2. b

3. b

4. a

5. b

6. a

7. b

8. a

1. Introduce the two situations.

2. Ask students if they have any question.Check understanding of the words real estateagent, admissions office.

3. Divide the class into pairs. Have studentsbrainstorm more questions using thedifferent expressions for asking forinformation.

4. Have students present their conversations tothe class.

Mystery Conversations ★★★

1. Divide the class into pairs.

2. Write locations such as the following on cards

and give one to each pair of students:

3. Have each pair create a short dialog using some

of the expressions on student text page 61. The

dialogs should be appropriate for the locations

the students have on their cards.

4. Have each pair present their dialog to the class.

Then have the other students guess where the

people are. For example:

A. Excuse me. Could you tell me whether the

monkeys have been fed yet?

B. No, they haven’t. They’re always fed at

10:00.

[a zoo]

INTERACTIONSLISTENING

a zoo a hospital

a health club a beach

a fire station a laundromat

a beauty parlor a police station


164 UNIT 4

Text Pages 62–63


1. Introduce the Police Department MissingPerson Information Sheet.

a. Read each question and have studentsrepeat.

b. Check understanding of new vocabulary.

2. Questions 1–13:


b. Have students pretend that someone inthe class is missing. Students then role-play a telephone conversation with apolice officer who is asking for informationabout the missing person. The policeofficer asks questions 1-13, using the cueson the Missing Person Information Sheet.The other student can answer using anyinformation he or she wishes. Encouragestudents to be imaginative and playful intheir answers.

c. Have the students in each pair reverseroles and practice the role play again.

d. Call on pairs to present their role plays tothe class.

Pages 55–56

WORKBOOK

ROLE-PLAY ACTIVITY

FOCUS

ROLE PLAY I Want to Reporta Missing Person

New Vocabulary

2. missing person6. weigh7. scar

birthmarkcharacteristic

8. the last time11. relationship13. reach


UNIT 4 165

Text Page 64

Reduced you: In spoken English, theword you is reduced to [y ].

Focus on Listening

Practice the sentences in the left column. Sayeach sentence or play the audio one or moretimes. Have students listen carefully andrepeat.

Focus on Pronunciation

Practice the sentences in the right column.Have students say each sentence and then listencarefully as you say it or play the audio.

If you wish, have students continue practicingthe sentences to improve their pronunciation.

Have students write their journal entries athome or in class. Encourage students to use adictionary to look up words they would like touse. Students can share their written work withother students if appropriate. Have studentsdiscuss what they have written as a class, inpairs, or in small groups.

Answers1. where the dog is2. when the train arrives3. how Sally twisted her ankle4. if/whether anyone here found5. if/whether talking is allowed

MULTILEVEL VARIATION ★★★

Challenge above-level students to cover thegrammar boxes as they complete the grammarexercises.

GRAMMAR FOCUSPRONUNCIATION Reducedyou

e


LIFE SKILLS ENRICHMENTLIFE SKILLS ENRICHMENTLIFE SKILLS ENRICHMENT LIFE SKILLS ENRICHMENT

166 UNIT 4166

• Explaining problems to store personnelText Page 64aLIFE SKILLS

1. Have students look at the photo. Ask: “Whereare they?” (They’re in a store, at a returncounter.) “What’s the customer doing?” (He’sreturning something he bought.) Introducethe new vocabulary: AM station, blender, clockradio, electric toothbrush, FM station, hose,leak out, and smell.

2. Model Conversation 1 with a studentvolunteer. For example:

A. I’d like to return this toaster.B. What’s the matter with it?A. It burns the bread.B. Would you like to exchange it?A. No, thanks. I’d like a refund please.B. All right. Do you have your receipt?A. Yes. Here you are.

3. In pairs, have students practice theconversations as you circulate around theclassroom.

4. Call on pairs of students to present theirconversations to the class.

TEAMWORK

Have students brainstorm their ideas in pairsand then share their ideas with the class. Writethem on the board. Have pairs practice the newconversations and then present them to the class.

1. Have students look at the photo. Ask:“Where are they?” (They’re in a store, at areturn counter.) “What’s the customerdoing?” (He’s explaining a problem with theproduct.) Introduce the new vocabulary:jam (v), “Send” button, and warranty.

2. Model Conversation 1 with a studentvolunteer. For example:

A. May I help you?B. Yes. I bought this notebook computer

here, and it’s broken.A. What seems to be the problem?B. Some of the keys get stuck.A. I see. Do you have your receipt?B. Yes. Here it is. Will there be a charge for

the repair?A. No. It’s still under warranty because you

bought it less than a year ago.or

Yes. The warranty has expired becauseyou bought it more than a year ago.

3. In pairs, have students practice theconversations as you circulate around theclassroom, helping students as necessary.

4. Call on students to present theirconversations to the class.

THINK & SHARE

Introduce the new word policy. Call on astudent volunteer to read the questions aloud.Have students discuss their ideas with the class.

MULTILEVEL VARIATION ★

To ensure that below-level students participate,have everyone take a few minutes to write downtheir own response to the question. Then, as aclass, discuss the question. Be sure to call onthe below-level students for their ideas.

Explaining Problems with ProductsLife Skills Worksheet 23Make copies of Life Skills Worksheet 23 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents compare their answers in pairs.

CONVERSATION Requesting Product Repair Services

CONVERSATION Returning & ExchangingDefective Products


Number Practice: Estimating CostsLife Skills Worksheet 24Make copies of Life Skills Worksheet 24 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents compare their answers in pairs.

1. Disappearing Dialog ★

Write Model Conversation 1 or 2 on the board

and ask for two student volunteers to read the

conversation. Erase a few of the words from

the dialog and have two different students read

the conversation. Erase more words and call on

two more students to read the conversation.

Continue erasing words and calling on pairs of

students until everyone has had a turn and the

dialog has disappeared.

2. Telephone ★★

Have students sit in a circle or semicircle.

Describe a faulty product using vocabulary from

this lesson and whisper it to the first student.

For example:

This blender is broken. The switch doesn’t work,

the motor gets very hot, and the container leaks.

The first student whispers what he or she heard

to the second student, who whispers it to the

third student, and so forth. When the message

gets to the last student, that person says it

aloud. Is it the same message you started

with? Give each student in the class a chance

to start his or her own message.

3. Discussion ★★

a. Write the following questions on the board:

Have you ever had trouble returning

a product to a store?

What happened?

b. Divide the class into pairs. Have students

respond to the questions.

c. Then call on pairs to share their experiences

with the class.

4. Find the Answer! ★★★

a. Have the class brainstorm the names of

stores in their community they like.

b. Students should then write out a list of

questions they would ask about the store’s

return policy. For example:

What is your return policy?

How long do you accept returns?

If the item doesn’t work, can I return it?

Do I need the receipt to return it?

Do I need the tag to return it?

Do you return cash or credit?

What is your exchange policy?

c. Students should then research answers to

their questions by visiting a store and

asking the questions.

d. When students have collected answers to

their questions, have them report their

findings to the class.

UNIT 4 167


168 UNIT 4


• WarrantiesText Page 64b LIFE SKILLS READING

1. Point to the three different warranties onstudent text page 64b. Ask: “What arethese?” (They’re warranties.) “When does aperson get a warranty?” (When he or shebuys a new product.) “What are warrantiesfor?” (They make sure a customer can return a badly made product or have itfixed.) Have students read the title of thewarranties and ask: “What are thesewarranties for?” (A video player. A vacuumcleaner. A television.)

2. Introduce the new vocabulary: above (adj),alteration, belt, bill of sale, circumstance,coverage, dealer, defect, disposable, exchangecenter, fee, free of charge, guarantee (v),improper, installation, limited, misuse (n),near (adj), obtain, part, proof of purchase,purchaser, replacement, restriction, result (v),ship (v), subject to, toll-free, transportation,unless, video player, warrant (v), andworkmanship.

Have students work individually to writeanswers to the questions and then compareanswers in pairs, small groups, or as a class.


Have below-level students work on the readingand questions in pairs to provide each otherwith more support.

Answers1. Ultrasonic will exchange the DVD player for a

new one without charge.2. You should contact an Edison Factory service

center to arrange a repair. Bring the televisionand proof of purchase to the repair center.

3. You should return the vacuum cleaner withproof of purchase to Miller Appliances or to aMiller Service Center.

4. The warranty will pay for parts.5. Take it or ship it to an Ultrasonic Warranty

Exchange Center. Ultrasonic will exchange itfor a new one without charge.

6. The warranty will not cover the vacuumcleaner because it doesn’t cover damagescaused by accidents.

7. You can exchange the DVD player for a fee.

Warranty VocabularyLife Skills Worksheet 25Make copies of Life Skills Worksheet 25 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents compare their answers in pairs.

Number Practice: Interpreting Charts and PricesLife Skills Worksheet 26Make copies of Life Skills Worksheet 26 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents compare their answers in pairs.

Warranty CardLife Skills Worksheet 27Make copies of Life Skills Worksheet 27 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents compare their answers in pairs.


UNIT 4 169

1. Scrambled Words ★

a. Choose words from the warranties on

student text page 64b and write them on

the board or on a card with the letters

scrambled out of order. For example:

a n r y r w t a

b. Have students take turns guessing what

the word is. [warranty]

Variation 1: Do the activity in pairs or small

groups, with students taking turns scrambling

words for others to guess.

Variation 2: Do the activity as a class game with

competing teams.

2. Labeling Warranties ★

a. Have students look at all three warranties

on student text page 64b and either point

to or put a C next to the part in each

warranty that explains what the warranty

covers.

b. Have students look at all three warranties

and either point to or put an X next to the

part in each warranty that explains what the

warranty doesn’t cover.

c. Have students look at all three warranties

and either point to or put an H next to the

part in each warranty that explains how to

get the warranty services.

3. True or False? ★★

Make statements about the warranties on

student text page 64b and have students

decide whether the statements are true or

false. If a statement is false, have students

correct it. For example:

All three warranties require the customer to

show a proof of purchase. [True.]

The Edison Warranty covers the cost of parts

for 90 days. [False. It covers the cost of

labor for 90 days and the cost of parts for

one year.]

Ultrasonic will charge to replace a product

between ninety-one days and one year from

the date of purchase. [True.]

The Miller Warranty covers repairs done by any

repair center. [False. It only covers repairs

done by Miller Service Centers.]

Variation: Do the activity as a game with

competing teams.

4. Role Play ★★★


Can you please explain this warranty

to me?

b. Divide the class into pairs. Tell students

they have ten minutes to develop a role play

between a customer and a customer service

representative based on one of the

warranties on student text page 64b.

c. After ten minutes, call on a few pairs to

perform their role plays for the class.

Variation: Have students write their dialogs

instead of performing them.


170 UNIT 4


• Consumer complaintsText Page 64c NARRATIVE READING

MAGAZINE ARTICLE Know Your Consumer Rights!

1. Have students read the title of the articleand ask: “What do you think this article willtell you?” Write students’ ideas on the board.

2. Introduce the new vocabulary: at the end,automatically, bill (v), bring in, consumer,consumer affairs, credit card statement,damaged (adj), dispute (v), dues, fair,flat-screen, hotline, improve, Internet salesdepartment, investigate, letter of complaint,manufacturer, mediator, membership,offer (n), organization, parcel service, plasmatelevision, radio station, repair department,return period, and TV station.

3. Have students read the article silently.Check their comprehension. For each storyask: “What problem did the consumer have?How did the consumer solve the problem?”

4. Have students share their consumerproblems and solutions with the class.


Have below-level students work on the readingin pairs to provide each other with moresupport.

Consumer Complaint FormLife Skills Worksheet 28Make copies of Life Skills Worksheet 28 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents share their forms in pairs.

1. True or False Definitions ★

a. Say a word from the magazine article on

student text page 64c and give a definition

of that word. The definition may be true or

false. For example:

credit card statement—a credit card bill

[True.]

consumer—a person who sells products

[False. A consumer is a person who

buys products.]

dispute—to disagree [True.]

damaged—in perfect condition [False.

Damaged means in poor or broken

condition.]

dues—fees a person pays to be a member of

a club [True.]

hotline—a phone line a person can call with

questions [True.]

manufacturer—a company that buys

products [False. A manufacturer is a

company that makes products.]

mediator—a person who fights [False. A

mediator is a person who tries to create

an agreement.]

b. Students have to decide if the definition is

true or false. If a definition is false, have

students correct it.


competing teams.

2. True or False? ★★

Make statements about the magazine article on

student text page 64c and have students

decide whether the statements are true or

false. If a statement is false, have students

correct it. For example:

Mr. Chang received a damaged TV. [True.]

The National Parcel Service took responsibility

for the damage. [False. Big Buy Electronics

store took responsibility.]

Mr. Chang got help with his consumer problem

when he called the consumer hotline. [True.]

The computer Ms. Cruz bought never worked.

[True.]


UNIT 4 171

The computer store said Ms. Cruz was too late

to return the computer. [True.]

Ms. Cruz got help with her consumer problem

when she called her credit card company.

[False. Ms. Cruz got help from the Better

Business Bureau.]

Ms. Nelson joined a health club and then

changed her mind one month later. [True.]

The dues at Ms. Nelson’s health club are 50

dollars a month. [False. They’re 75 dollars

a month.]

The credit card company never gave Ms. Nelson

a refund. [False. She received a refund of

150 dollars.]


competing teams.

3. Retell Their Consumer Stories ★★

Divide the class into groups of three and have

each student retell one consumer story from

student text page 64c.

4. Poster Contest: Know Your ConsumerRights! ★★

a. Bring poster board, markers, old magazines,

and glue sticks to class.

b. Divide the class into pairs. Have each pair

make a poster with consumer rights

information they have learned from this unit.

c. Have a poster contest. Award each poster

with a prize. For example:

the most colorful poster

the most informative poster

the most artistic poster

d. Have students hang their posters up on

classroom walls and school hallways so

other students may learn about consumer

rights.

5. Find the Answer! ★★★

a. Have students brainstorm questions they

have about consumer rights and write these

questions on the board. For example:

What is the telephone number of the

Better Business Bureau in

our community?

What is the telephone number of the

consumer hotline in our

community?

What is the telephone number on a

credit card that a consumer can

call with a consumer complaint?

b. Have pairs of students choose one question

they would like to learn more about.

c. Students should then research answers to

their questions by speaking with others,

looking at appropriate print sources, or by

checking a relevant website on the Internet.

d. When students have collected answers to

their questions, have them report their

findings to the class.


172 UNIT 4

CHECK-UP TEST

Have students do the check-up test and thenreview the answers as a class.

Answers1. D 6. C

2. B 7. D

3. C 8. A

4. A 9. C

5. B 10. B

SKILLS CHECK

Words:

Explain to students that this is a list of wordsthey learned in the unit. Have students taketurns reading each item aloud to the class.Have students put a check next to the item ifthey feel they have learned it. Encouragestudents to get a small notebook where they canwrite down words that are difficult for them.

I can:

Explain to students that this is a list of skillsthey have learned in the unit. Read each itemaloud to the class. Ask individual students orpairs of students to demonstrate the skill. Forexample:

Teacher: I can ask questions using “Do youknow . . . ?”

Student A: Do you know what the homeworkassignment is?

Student B: Do you know when the train toChicago leaves?

Teacher: I can explain problems to storepersonnel.

Student A: May I help you?Student B: Yes. I bought this notebook

computer here, and it’s broken.Student A: What seems to be the problem?Student B: Some of the keys get stuck.

Have students put a check next to the item ifthey feel they have learned it. Use thisinformation to determine which lessons you maywant to review or reinforce for the entire classor for particular students.

1. Do You Remember the Words? ★

Check students’ retention of the vocabulary

depicted on the opening page of Unit 4. Have

students open their books to student text page

51. Call out a number and have students tell you

the word and then use it in a sentence.

2. Finish the Sentence! ★★

Divide the class into two teams. Begin

sentences such as the following and have

students from each team take turns finishing

them with appropriate endings. For example:

A conductor . . . drives a train.

A flight attendant . . . takes care of airplane

passengers.

A librarian . . . organizes books and information.

A lifeguard . . . works at a beach or pool.

A mediator . . . resolves disputes.

A customer service representative . . . helps

customers with their purchases.

A service center . . . repairs and services

products.

The Better Business Bureau . . . makes sure

businesses take care of consumers.

A proof of purchase . . . shows you bought

something.

A real estate agent . . . sells homes.

The team with the most correctly completed

sentences wins the game.

3. Consumer Question Prompts ★★

Activity Master 14

a. Make enough copies of Activity Master 14 for

half the class. Cut them into cards and

distribute one set to each pair of students.

b. Have students put them into two piles face

down—narrow cards and wide cards. Have

students take turns picking up a card from

each pile and combining the two into a correct

question. For example:

• Check-up test• Self-evaluation checklists

Text Page 64dASSESSMENT


UNIT 4 173

Can you tell me . . .?

“What is the return policy?”

Can you tell me what the return policy is?

Variation: Students can write their complete

sentences and then compare their answers

with other pairs.

4. Board Game ★★

Activity Master 15

You will need a die and markers for this activity.

(If students use a coin as a die, the class should

decide which side of the coin will indicate a move

of one space and which will indicate a move of

two spaces.)

a. Make multiple copies of Activity Master 15.

Divide the class into small groups and give

each group a copy of Activity Master 15

along with a die and markers.

b. Have students place their markers on Start.

The group should decide who goes first. That

student begins the game by rolling the die or

flipping the coin and moving his or her

marker. If the student responds to the

question or task correctly, he or she may

take one more turn. If the student doesn’t

respond correctly, the next student takes a

turn. No one may take more than two turns

at a time.

Option 1: The first person to reach Finish is the

winner.

Option 2: The game continues until each

student reaches Finish. This way everybody is a

winner.

5. Key Word Role Play! ★★★


Do you by any chance know . . . ?

I don’t know what the problem is.

I’d like to return this.

I’m not really sure.

The warranty has expired.


c. Tell each pair to create a role play between a

sales associate and a customer, using the

expressions on the board.

d. Call on pairs to present their role plays to

the class.

6. What’s Wrong? ★★★

a. Write several sentences such as the

following on the board or on a handout that

you give to students. Some of the

sentences should be correct and others

incorrect. For example:

Do you have your receipt?

Can you tell me if will there be a charge

for the repair?

Do you have any idea why there are no

doctors available?

Do you know does this stove come

with a warranty?

I have no idea who will be the next

president.

I’d like to know if they did ship the

TV yet?

I’m wondering where you did leave

the report.

I’ve forgotten where did I leave

the keys.

She can tell you how often he has

been here.

What does seem to be the problem?

Would you like exchange it?

You should ask the usher whose seats

are those.

(continued)


174 UNIT 4

b. Divide the class into pairs. The object of the

activity is for students to identify which

sentences are incorrect and then correct

them. Have students compare their

answers in small groups.


competing teams. For each team’s turn, write

one sentence on the board and have the team

decide whether the sentence is correct or not.

If it isn’t correct, the team must correct it.

Every time a team is right, that team receives

one point. The team with the greatest number

of points wins.

MULTILEVEL VARIATION ★For below-level students, underline the errors

and have the below-level pairs focus only on

correcting them.


UNIT 4 175


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