Working Hard English Language Worksheet - Unit 3 Page 6
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13Language in Action
OBJECTIVES
Warm-Up
Give each student a Picture Card. Say: Pretend these are the activities you have to
do today. Have students take turns saying what they have to do today. Model:
I have to make my bed. Then play a memory game. Can they remember which
9
Listen and read. Say.
activities the other students have to do? Ask: Who has to walk the dog?
Amy:
Hey, Betsy, do you want to go
Using Page 30
skating after school today?
9
Listen and read. Say.
A30
Betsy: Sorry, but I can’t today. I have
Explain the lesson objective—students will read, listen to, and practice
Key Vocabulary
INVOLVE
dialogues about chores and other activities.
to go to my piano lesson.
Verbs:
Tell students they will listen to Amy and Betsy talk about making plans. Play
Amy:
Piano lesson?
Audio Track A30 twice. The first time, have students listen and read silently.
The second time, pause the audio so that students can repeat what they hear.
Betsy: Uh-huh. I always have a piano
Use questions to check for understanding. Ask: What does Amy want to do
Adverbs:
lesson on Tuesday afternoons.
after school? (go skating) What does Betsy have to do after school? (go to her
MONITOR
21st Century Skills
piano lesson) When will Amy and Betsy go skating? (tomorrow after school)
Amy:
Oh, OK. How about tomorrow?
Replay the audio. Use simple language to explain unfamiliar words.
ASSIST
Betsy: Sure. Sounds great!
Materials
10
Practice the dialogue in 9 with a partner. Use the activities on pages
26–27.
Assign pairs the roles of Amy and Betsy and ask them to read the dialogue
10
Practice the dialogue in
9
with a partner. Use the activities on
aloud. Then have partners switch roles and read the dialogue again.
pages 26–27.
Walk around the room and listen for correct pronunciation and intonation.
MONITOR
As you notice errors, say words or sentences correctly and have students
ASSIST
WB
repeat after you.
Invite students to revise the dialogue to include activities shown on page 27.
11
CHALLENGE
Listen and stick.
Have students extend their dialogues. Say: Pretend that Betsy
is always busy. She has to do a different activity every day of the
week. How might Amy feel? Allow partners to practice their
extended dialogues and then share them with the class.
Monday
Tuesday
Wednesday
Thursday
Friday
11
Listen and stick.
A31
Have students locate the stickers for page 30. Say: What activities do these
show? (play soccer, walk or feed a dog, play the piano, study, play video games)
Read the direction line aloud. Say: This chart shows Jeff ’s week. Listen for clues
about what Jeff does each day. Play Audio Track A31. Repeat as needed.
As students work, check that they place the stickers on the correct days.
(Answers: Monday—soccer, Tuesday—dog, Wednesday—piano, Thursday—study,
MONITOR
Friday—video games)
st
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Initiative Explain that the calendar shows Jeff ’s week. Point out that a
TEACHING TIP
calendar can help people remember what they have to do and they can help
Idioms
people organize their time. Ask: Why is it a good idea to pay attention to your
schedule?
Assign Workbook page 25 and direct students to digital activities.
how about
Application and Practice Activity
Have pairs ask and answer questions based on Jeff ’s activities shown in the
What game should we
completed sticker calendar for Activity 11. Model: What does Jeff have to do on
play? How about
Monday? He has to go to soccer practice.
soccer? What time
Listen for correct vocabulary and syntax.
should we meet? How
MONITOR
about 4:00?
T30
30 Unit 3
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