Level English PRESIDENTE DE LA REPÚBLICA Rafael Correa Delgado MINISTRO DE EDUCACIÓN Augusto Espinosa Andrade Viceministro de Educación Pablo Cevallos Estarellas Viceministro de Gestión Educativa Darío Rodríguez Rodríguez Subsecretaria de Fundamentos Educativos Miriam Chacón Calderón Subsecretario de Administración Escolar Roberto Pazmiño Alvear Directora Nacional de Comunicación Social María Lorena Portalanza Zambrano Equipo técnico Proyecto de Fortalecimiento de Enseñanza de Inglés © Ministerio de Educación del Ecuador, 2013 Av Amazonas N34-451 y Atahualpa Quito, Ecuador www.educacion.gob.ec La reproducción parcial o total de esta publicación, en cualquier forma y por cualquier medio mecánico o electrónico, está permitida siempre y cuando sea autorizada por los editores y se cite correctamente la fuente Impreso por El Telégrafo DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA TEACHER'S BOOK - LEVEL Postcards 2A, Teacher's Book First Edition Authorized adaptation from the United Kingdom edition, entitled Snapshot, first edition, published by Pearson Education Limited publishing under its Longman imprint Copyright © 1998 American English adaptation, published by Pearson Education, Inc Copyright © 2008 Copyright © 2008 by Pearson Education, Inc All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher Pearson Education, 10 Bank Street, White Plains, NY 10606 ISBN-13: 978-0-13-375699-9 ISBN-10: 0-13-375699-8 TO OUR TEACHERS The Ministry of Education aims at providing Ecuador’s students with both the foreign language knowledge and the skills needed to succeed in today’s globalized world as English is the international language that will allow them to access knowledge and information and that will become an instrument of personal and professional empowerment to build a more prosperous, equitable society rst time, the Ministry of Education will provide free English textbooks to students This will contribute to the learning process in a positive manner, for every student will have an additional resource to aid them in their language acquisition process These textbooks as well as the teaching-learning approach adopted are guided by the Common European Framework of Reference for Languages: Learning, Teaching, Assessment, which is an internationally recognized standard for the explicit description of educational objectives, content elaboration, and methods as ection on current educational practices Furthermore, because students will be taught under the Communicative Language exible process, and promotes learner autonomy, teachers and learners are enthusiastically invited to make use of the English language for meaningful communication and as a tool to open windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas and other cultures The Ministry of Education has also created in-service teacher standards aligned to TESOL, establishing the benchmark as to what teachers need to know ciency level for pre-service and in-service English teachers, has also been institutionalized, cient in the language Finally, through a rigorous evaluation procedure and teachers’ development plan, the Ministry of Education will assist current in-service English teachers in improving ciency levels to foster the teaching-learning processes in the classroom We hope that by way of these innovations —new standards, a new curriculum, and new textbooks—students and teachers alike will be more motivated in their classrooms to gain thorough knowledge of English while developing their personal language skills and enhancing their professional abilities, respectively Ministry of Education Contents Teacher’s Edition Scope and Sequence iv Introduction vi Characters UNIT UNIT xvi Let’s get started T2 Meet Alex and his friends T6 Do you have any pizza dough? Progress check Game Project UNIT Are there any chips left? Wide Angle UNIT How often you go rock climbing? Progress check UNIT Game Project Everybody’s waiting for us T14 T21 T22 T23 T24 T32 UNIT What are you going to wear? T52 Progress check Wide Angle T59 T60 Fun with songs 1– T62 Focus on culture 1– T64 Fun with grammar T68 Word list 70 Language Booster answer keys 71 Unit tests 79 Quarterly tests 86 T34 Tests answer key 94 T41 Grammar reference 97 T42 Peer editing checklist 104 T50 T51 Student self-evaluation checklist 105 Certificate of achievement 107 Scope and Sequence Communication Grammar Meet Alex and his friends Describe someone’s personality Review of the simple present Possessive pronouns: mine, yours (sing.), hers, his, ours, yours (pl.), theirs Whose? Do you have any pizza dough? Give and follow instructions Count and noncount nouns Imperatives (Commands) Unit Title Pages 2–5 Let’s get started Pages 6–13 Pages 14–20 Page 21 Progress check Units and Page 22 Page 23 Game 1: Stomp, spin, and spell Project 1: A snapshot of a great snack Are there any chips left? Test-taking tip: Be prepared Make an offer There is / There are with some and any Questions with How much and How many Expressions of quantity: a little, a few, a lot of, not much, not many Pages 24–31 Pages 32–33 Wide Angle 1: International treats How often you go rock climbing? Express preferences: would rather Adverbs of frequency Expressions of frequency How often Gerunds Pages 34–40 Page 41 Progress check Units and Everybody’s waiting for us Test-taking tip: Stay positive and relaxed Talk about what’s going on now The present continuous The simple present contrasted with the present continuous Pages 42–49 Page 50 Page 51 Game 2: Sentence charades Project 2: A snapshot of a special interest What are you going to wear? Talk about clothes Comment and compliment too + adjective; not + adjective + enough Present continuous for future arrangements Be going to + verb for future plans, intentions, and predictions Pages 52–58 iv Page 59 Progress check Units and Pages 60–61 Wide Angle 2: What is beauty? Scope and Sequence Test-taking tip: Keep your eyes on your own paper Vocabulary Skills Learn to learn Pronunciation Personality traits Reading: Identify people from descriptions Listening: Listen for specific information to complete a chart Speaking: Describe people’s personalities; Talk about yourself Writing: Write about your ideal person Expand your vocabulary Linking words in connected speech Foods for various meals Reading: Read for specific information Listening: Listen to determine true and false information Speaking: Give and follow instructions Writing: Make a poster on healthful eating tips Learn words that are often used together (collocations) Using stress and intonation to express strong feelings Foods at the supermarket Reading: Read to discriminate information Listening: Listen to identify true information Speaking: Discuss your reactions to errands; Talk about a place described in a reading Writing: Write about a shopping place Learn collocations with food Would you Sports and activities Reading: Read a bar graph Listening: Listen for specific information Speaking: Talk about what you like and don’t like doing when you don’t have school Writing: Write about what you like and don’t like doing during your free time Learn collocations in context The sound /ɑ/ in soccer Classroom activities Reading: Read a blog for specific information Listening: Listen to discriminate information Speaking: Talk about reasons for running late Writing: Write about what usually happens at school Role-play to practice English Words beginning with s + another consonant Clothes Reading: Read for specific information Listening: Listen to discriminate information Speaking: Talk about the kind of clothes you like; Discuss your opinion Writing: Write a list of fashion do’s and don’ts Change nouns to adjectives The pronunciation of going to Scope and Sequence v INTRODUCTION Introduction Dear Teacher, • Offering extensive pair and group work with a focus on cooperative learning and peer feedback • Allowing opportunities for students to regularly monitor their progress through Progress checks, Student self-evaluation checklists, and unit and quarterly tests Welcome to the second edition of Postcards, a four-level language course designed specifically for young teenagers who are studying English Course components Principles behind the course Student Book Each Student Book consists of twelve units divided into sections of two units Each unit is followed either by Putting it together (a photostory activity) or a Progress check The pattern is as follows: Postcards immediately captures students’ attention by: • Introducing teenage characters with whom students readily identify • Presenting the real-life language that young speakers of American English use • Focusing on up-to-date situations, topics, and themes that teenagers inherently recognize and respond to • Providing stimulating sensory input through engaging photos, illustrations, and realia chosen especially for the teen learner Unit Unit Pages Photo Story Unit Unit Pages Progress Check Each Student Book also contains optional materials that can be done with or after each of the units Suggestions as to when to complete each activity are listed in this Teacher’s Edition The optional activities are: Games, Projects, Wide Angle on the world, Fun with songs, Focus on culture, and Fun with grammar Postcards holds teenagers’ attention by: • Offering a great variety of lesson formats, exercises, and activities • Personalizing learning through activities that allow students to talk about themselves, their world, and their ideas • Providing activities that challenge students’ minds as well as their linguistic skills • Offering extensive communicative practice, cross-cultural exploration, group and individual projects, song activities, games, and competitions Language Booster The Language Booster is divided into two parts: • A Workbook, and • A Grammar Builder containing grammar reference pages and extra grammar practice exercises Postcards gives all students the opportunity to achieve success and a sense of achievement by: • Giving clear, concise, and easy-to-understand language presentations • Providing carefully sequenced exercises that allow students to easily master English grammar and vocabulary • Offering level-appropriate communicative activities that enable students to express themselves with the English they’ve learned • Providing extensive recycling as well as followup reinforcement and practice in the Language Booster Workbook and Grammar Builder The Workbook section is divided into units that correspond to those in the Student Book It gives practice in Grammar, Vocabulary, and Communication It also provides additional practice in reading and writing The Workbook includes three levels of exercises for each Grammar, Vocabulary, and Communication section: Get started (easy), Move on (medium), and Reach for the top (challenging) Designed for mixed-level and mixed-ability classes, the Language Booster recognizes that all students will be motivated if they are given tasks that allow them to succeed as well as to achieve higher goals Postcards helps students set goals, develop learner independence, and monitor progress by: • Setting clear goals for each unit and section • Presenting an inductive approach to grammar • Providing explicit instruction and practice in learning strategies Most students will benefit from completing the first two levels of the Workbook exercises, and some may wish to attempt all three Students who already have a basic knowledge of English may find they need to complete only the second and third levels vi The Test Generator CD-ROM contains a test generator engine which allows you to create tests from Postcards question banks, customize tests to meet your classroom needs, and create your own tests for in-class or Internet use The Grammar Builder section provides additional grammar exercises as well as grammar reference pages called Grammar highlights This section reviews and clarifies structures presented in each unit of the Student Book Teaching tips The Grammar Builder can be used alongside the Workbook units or at a later stage for extra reinforcement or review Classroom management Setting up an environment where students feel encouraged, motivated, challenged, and valued is the key to a successful class Some helpful practices include: • Maintain class structure Plan each lesson well Maintain a regular routine when beginning and ending class, when doing exercises and practices, when assigning pairs and groups, and when checking work; in this way students will have a clear understanding of the structure of the class and what is expected of them • Personalize Learn student names at the start of the term; learn about your students’ personalities and interests; use this to tailor exercises and content to a particular class Maintain eye contact with your students as you teach Let each student know you are interested in his or her progress • Keep students involved Limit the amount of time you spend explaining information—instead, elicit information from students by asking simple questions in English Alternate asking questions of the entire class and calling on individual students to answer; this will ensure all students are listening, involved, and have an opportunity to participate • Maintain a fun, challenging pace Set a time limit for activities so students will know they have a limited amount of time to complete the activity; when most students have finished an activity, move on to the next stage—this will motivate students to work hard and maintain student interest in the lesson • Give clear instructions Always elicit one or more answers at the start of a written exercise or provide a model (teacher-student, studentstudent, etc.) for pair and group work so that all students understand what to If you discover at the start of an exercise that many students have misunderstood the instructions, immediately stop the activity to clarify instructions and provide another model • Monitor and reward students Walk around the room as individuals, pairs, or groups are working on an activity Keep an eye on all students so that you know which ones need your help or guidance Reward students both verbally and non-verbally for their effort and achievement as they work When students have finished an activity, always perform a check for the class and give feedback The Language Booster is a flexible resource that offers self-access material for students in a wide range of teaching situations It is not necessary for students to work through all the material, although they can so if they wish Teacher’s Edition The Teacher’s Edition contains unit-by-unit lesson notes interleaved with the relevant Student Book pages The notes include suggestions on how to teach the material, ideas for extension activities, as well as all answer keys and listening audioscripts Photocopiable unit and quarterly tests are provided at the end of the Teacher’s Edition, as well as an extensive Grammar reference section All answer keys to the Language Booster and the tests are found at the end of the Teacher’s Edition Class Audio CDs The Class Audio CDs contain all the recorded material from the Student Book: the Dialogues, the Pronunciation, Useful expressions, and Vocabulary sections, the Listening exercises, the models for the Communication activities, the Readings, and the Putting it together photostories Posters Each level has six colorful Posters presenting key grammatical structures, functions, and vocabulary learned in the Student Books They come with teaching and review activities and can be displayed temporarily or permanently in the classroom DVDs The DVD program is a stimulating accompaniment to the Postcards series The interesting, dramatic action portrayed in the DVD program motivates students and allows them to listen to natural spoken language used by native speakers of American English A DVD Guidebook contains the videoscripts and teacher’s notes, with suggestions for activities that can be used to further enrich the use of the DVD in the classroom Placement Test The Placement Test allows you to know exactly which level of Postcards is most appropriate for a student vii INTRODUCTION ® ExamView Test Generator The Skills development section includes additional readings and skills practice INTRODUCTION Teaching techniques • Student to student (S-S): T: (pointing to student) Ask Taro S1: What’s your name? S2: I’m Taro • Student to Student to Student 3, etc., in a chain (S1-S2-S3): T: (pointing to student) Taro, ask Miki Miki, answer and ask Tomo Tomo, answer and ask the next student, and so on S1: What’s your name? S2: I’m Miki What’s your name? S3: I’m Tomo What’s your name? S4: I’m The choice of teaching techniques obviously depends on the individual classroom situation and your preferred teaching style Below are some suggested techniques: ➤Pair and group work Many of the exercises in Postcards are designed so that students can work in pairs simultaneously In pair work, students’ talking time is increased dramatically, and students engage in extensive practice in a short period of time It’s important to vary pairings in class so each student gets an opportunity to work with a variety of others Vary pairs by having students work with the student on the left, on the right, in front of, or behind them To assign pairs efficiently, give explicit verbal instructions and examples, such as Work with the partner on your right (pointing to the student at the end of the row) You’re A (pointing to the student on his/her right) You’re B (pointing at the next pair) You’re A; you’re B (pointing at the next row) You’re A; you’re B Etc To make sure students are focused and work quickly, set a time limit for the task Warn students halfway through the task how many minutes they have left Warn them again one minute or so before the time is up Monitoring and correction After modeling, it’s important to move around the classroom and unobtrusively monitor pairs or groups While monitoring: • Make sure students are demonstrating that they understand how to the exercise; if most students have not understood, you may need to another model • Make sure that students are using the main target language (the grammatical or lexical focus of the practice) correctly; if most students are not, you may want to stop to a quick review and encourage students to pay attention to language usage • Don’t correct minor errors Just take note of any important ones or ones which would be helpful for the whole class to give feedback on later • Move unobtrusively from group to group to help, encourage, and praise students as needed Listen for pairs or groups with typical or interesting conversations—you may wish to call on these to share their work during the check You can also form random pairs This works especially well when you have pairs stand to perform the exercise Say, for example: Stand and find a partner you haven’t worked with before You have fifteen seconds to find a partner Everybody, stand and find a partner! Students can work in groups when they discussions, task-based activities, role-plays, questionnaires, and projects Group work is an effective vehicle for encouraging cooperation and independent learning It also provides shy students the opportunity to open up and participate You can form groups with students of similar ability so that each student is performing at his/her level Alternatively, you can form groups of students with mixed ability so that the more capable students can help others As with pairs, vary group members so students are exposed to a variety of others To assign groups efficiently, give explicit instructions and examples of how students are to form their groups Following through: checking After pairs or groups have finished an exercise, it is important to check by calling on a few pairs or groups to present their exchanges, ideas, summaries, etc., to the class This will allow the class to see typical or interesting examples of pair and group work, and provide feedback and closure For dialogues and exchanges, call on pairs or groups to stand and perform for the class For discussions, you may wish to call on one person from the pair or group to summarize the conversation Setting up: modeling and time limits When students will be working independently in pairs or groups, follow written or verbal instructions with a model to ensure all students understand how to proceed Depending on student level and the complexity of the task, you may wish to model in more than one of the following ways to make sure students know what to do: • Teacher to self (T-T): T: What’s your name? (Pause) I’m Mr Mori • Teacher to student (T-S): T: (pointing to student) What’s your name? S: I’m Taro • Student to teacher (S-T): T: (pointing to student) Ask me S: What’s your name? T: I’m Mr Mori ➤Repetition and choral practice Repetition and choral practice helps students reproduce and remember sounds, words, and structural patterns Repeating chorally can also help students gain confidence before they are asked to perform individually Repetition and choral practice can be used with Dialogues, Putting it together photostories, Grammar focus charts, Pronunciation exercises, Vocabulary lists, Useful expressions, and Communication and Speaking exchanges viii Word list Let’s get started aunt, best friend, boyfriend, brother, brush teeth, children, circle, classmates, cousin, cover (v), daughter, describe, discuss, homework, draw, eat or have breakfast/ lunch/dinner, father, friend, get home from school, get up, girlfriend, go to bed, go to school, grandfather, grandmother, grandparents, guess, imagine, leave the house, list, mother, neighbor, only child, parents, pet, repeat, sister, son, take a shower, uncle, underline, wake up, Unit competitive, easygoing, friendly, fun, nickname, outgoing, perfectionist, popular, quiet, serious, 70 Word list shy, smart, strict, studious, Unit bacon, 14 bananas, 14 bread, 14 breakfast, 14 butter, 14 cake, 14 carrots, 14 cereal,14 cheese, 14 chicken, 14 chips, 14 coffee, 14 cookies, 14 dessert, 14 eggs, 14 fish, 14 fruit, 14 ham, 14 ice cream, 14 jam, 14 juice, 14 lunch, 14 maple syrup, 14 meat, 14 milk, 14 nuts, 14 omelet, 14 pancakes, 14 pasta, 14 peanut butter, 16 pears, 14 pie, 14 pizza, 14 pork chop, 14 rice, 14 sandwiches, 14 sausages, 14 seafood, 14 shrimp, 14 snacks, 14 soda, 14 soup, 14 tea, 14 tomatoes, 14 vegetables, 14 water, 14 Unit beans, 26 beef, 26 carrots, 26 cheese, 26 cucumber, 26 doughnut, 26 floating market, 30 lemon, 26 lettuce, 26 loaf, 24 melon, 26 muffin, 26 mushroom, 26 nuts, 26 olive oil, 26 onion, 26 oranges, 26 peach, 26 peas, 26 potato, 26 sell, 30 tomato, 26 yogurt, 26 Unit action sports, 39 baseball, 36 basketball, 36 biking, 36 bowling, 36 camping, 36 couch potato, 34 figure skating, 36 football, 36 golf, 36 gymnastics, 36 hockey, 36 Rollerblading, 36 skateboarding, 36 soccer, 36 sunbather, 38 swimming, 36 table tennis, 36 tennis, 36 track and field, 36 volleyball, 36 Unit arguing, 46 daydreaming, 46 discussing a problem, 46 doing research on the Internet, 46 erasing the board, 46 explaining something, 46 getting into trouble, 46 hiking, 48 homeschooling, 48 paying attention, 46 sleeping in class, 46 spelling a word, 46 taking notes, 46 writing on the board, 46 Unit accessories, 53 belt, 52 baggy, 53 baseball cap, 53 boots, 52 bracelet, 52 comfortable, 53 dress, 52 dressy, 53 earrings, 52 jacket, 52 jeans, 52 necklace, 52 pants, 52 shoes, 52 skirt, 52 sneakers, 52 socks, 52 sweater, 52 top, 52 T-shirt, 52 Your Sun Worshipper Rating 6–9 You are a true sun worshipper You love being at the sea and lying in the sun, but you should try to be more active 3–6 You like the sun, but you don’t just sit or lie down on the beach You like being active 0–3 You hate the sun You also hate going to the beach, especially when there are too many people You don’t mind doing a bit of exercise, but you are definitely not a sun worshipper The Grammar reference section presents in-depth information for each of the grammar charts in the Student Book It can serve as a quick refresher on grammar, give you ideas for further exploiting the grammar charts, and help prepare you for student questions Each Grammar reference item consists of two parts: an explanation and an example When preparing for class, review the information in the relevant Grammar reference section Make note of any helpful information in the chart that you think your students need to know Write down any examples you might want to put on the board Be careful, however, not to overload your students with information—choose additional points carefully and sparingly Suggested procedures • After students have read the grammar chart and completed Discovering grammar, introduce the grammar point you want to share with your students by writing the example on the board Then ask questions about the example to help students figure out the rule for themselves For example, for the first Grammar reference point from Unit 1, page 8: (Explanation) (Example) Use be in the simple present to tell the name, location, or time of something, or to describe something Name: Her name is Michelle Wie Location: The shop is on the corner Time: The play is at eight o’clock Description: Broadway musicals are fantastic • Say We usually use the be verb in simple present to talk about four things I’m going to write four sentences on the board What we use the be verb to talk about in each sentence? • Write the four example sentences on the board: Her name is Michelle Wie New York is on the east coast The play is at eight o’clock Broadway musicals are fantastic • Ask What we use be to talk about in the first sentence? (a name) What we use be to talk about in the second sentence? (a place or location) Elicit usages of be for all the sentences, writing Name, Location, Time, and Description on the board next to the appropriate sentences • Summarize the function of the be verbs by saying The be verb in simple present (am, is, are) is usually used to give the name, location, or time of something It is also used to describe something • Elicit one or two other examples for each usage of be by asking What’s another be sentence that gives a name? A location? A time? A description? 97 GRAMMAR REFERENCE Grammar reference GRAMMAR REFERENCE Unit 1, page 8: Review of the simple present: be Use be in the simple present to tell the name, location, or time of something, or to describe something Name: Her name is Michelle Wie Location: The shop is on the corner Time: The play is at eight o’clock Description: Broadway musicals are fantastic To form simple present affirmative statements with be, use a subject noun or pronoun, the correct form of be, and a complement Subject + be + complement They are students Our school is on First Street To form simple present negative statements with be, use a subject, be, not, and a complement Subject + be + not + complement I’m not a good actor They aren’t at school To form Yes/No questions, begin with be followed by a subject and a complement Be + subject + complement Are you a member of Teen Scene? Begin information questions with the question word (Where, What, Why, When, etc.) followed by be, a subject, and a complement Who questions not need a subject Question word + be (+ subject) + complement Why are they nervous? Who is shy? Unit 1, page 11: Review of the simple present: other verbs Use the simple present to talk about habitual or repeated actions I play tennis I eat lunch in the cafeteria every day For regular verbs, simple present has only two forms, the base form and the base form + -s Add -s to verbs used with he, she, it (third-person singular) I, you, we, they → base form He, she, it → base form + -s When verbs end in a consonant + -y, drop the -y and add -ies for the third-person singular She always tries to win He worries about everything When verbs end in -sh, -ch, -ss, or -x, add -es for the third-person singular She misses me He watches TV alot Irregular verbs such as have and go have different endings in the third-person singular She has a puppy It goes quickly To form negative statements using the simple present, start with a subject followed by don’t/doesn’t and the correct form of the verb Subject + don’t/doesn’t + simple present verb They don’t drive to school She doesn’t walk to school They drive to school She walks to school Unit 1, page 12: Possessive pronouns A possessive pronoun replaces a possessive adjective and a noun That’s her pen → That’s hers Is that my paper? → Is that mine? A noun never follows a possessive pronoun ✕ This is hers book This is hers OR This is her book The verb that follows a possessive pronoun must agree with the noun it stands for His grades are good → His are good Her backpack is heavy → Hers is heavy Use the question word Whose to ask who possesses something Whose pen is that? It’s hers 98 Count nouns are used for things which exist as separate units that can be counted cookie 100 grapes 10 apples sandwiches To make most count nouns plural, add -s or -es Noun + -s apple → apples For singular count nouns in affirmative and negative statements, use the articles a, an, or the, or the number one I ate a cookie I didn’t eat a cookie She bought the book She didn’t buy the book There is one apple left There isn’t one apple left For plural count nouns in affirmative sentences, use a number or quantifiers such as a few, some, several, and a lot of one hundred grapes → a lot of grapes six sandwiches → several sandwiches three cookies → a few/some cookies Use a number, or quantifiers such as any, many, or a lot of in negative sentences with plural count nouns We don’t have three tickets I didn’t ask any questions They don’t like many vegetables She doesn’t have a lot of apples Noncount nouns are used for things which are thought of as a unit that cannot be made plural water (✕ three waters) For noncount nouns in affirmative sentences, use the article the, or quantifiers such as a little, some, and a lot of I bought the sugar She needs a little help They brought some food We spent a lot of money For noncount nouns in negative sentences, use the article the, or quantifiers any, much, and a lot of We didn’t hear the music I didn’t drink any milk today She doesn’t need much rice for the recipe We don’t have a lot of time Noun + -es sandwich → sandwiches rice (✕ six rices) Unit 2, page 18: Imperatives (Commands) Use imperatives to tell people what to do, give orders, give instructions and advice, make requests (with please), and give warnings An exclamation mark is used to indicate a strong warning or command Turn on the TV First, preheat the oven Turn right at the first corner Please cut the lettuce Be careful! Imperatives are formed with the base form of the verb Park the car Please open the door Be careful! The subject of an imperative statement is understood to be you, but the word you is not written or spoken (You) Be careful (You) Open your book Form negative imperatives with don’t Don’t comes before the base form of the verb Don’t turn on the oven Don’t use any butter 99 health (✕ ten healths) GRAMMAR REFERENCE Unit 2, page 15: Count and noncount nouns GRAMMAR REFERENCE Unit 3, page 28: There is/There are with some and any To say that people or things exist or are somewhere, you can use There followed by be, a quantifier, a subject, and a location Use is for singular count nouns and noncount nouns Use are for plural count nouns There + be + quantifier + noun (+ location) There is an apple on the shelf There is some milk in the refrigerator There are five girls in our English class Some is used to mean an (unspecified) amount of It is used with plural count nouns and noncount nouns There are some apples There is some bread To say that people or things not exist, you can use There followed by be, not, a quantifier, a subject, and a location You can use any with plural count and noncount nouns Use the article a with singular count nouns There + be + not + quantifier + noun (+ location) There isn’t any butter on the table There aren’t any cookies in the box There isn’t a store near here Any is used in most Yes/No questions with both plural count and noncount nouns For singular count nouns, use the article a Is /Are + there + quantifier + noun Are there any sandwiches left? Is there any milk? Is there a recipe for salad dressing? Answer Yes/No questions with Yes followed by there are (some) for plural count nouns, there is (some) for noncount nouns, and there is for singular count nouns No is followed by there aren’t (any) for plural count nouns, there isn’t (any) for noncount nouns, and there isn’t for singular count nouns Plural count: Yes + there are (+ some) Noncount: Yes + there is (+ some) Singular count: Yes + there is Plural count: No + there aren’t (+ any) Noncount: No + there isn’t (+ any) Singular count: No + there isn’t Some is often used to make an offer It is often used with Would you like Use some with plural count and noncount nouns Would you like + some + noun Would you like some dessert? Would they like some cookies? There are many polite answers to offers with Would you like some ? Yes, please No, thanks / thank you Sure, I’d love some Unit 3, page 29: Questions with How much and How many How much and How many are used to ask questions about quantity Much is used with noncount nouns, and many is used with count nouns How much butter we have? How many eggs you need? Quantifiers can be used to answer a How much/many question Use a lot of for both plural count and noncount nouns Use a few or not many with plural count nouns Use a little or not much with noncount nouns You can also use measure, number, or container quantifiers to answer the question Plural count/noncount: a lot of Plural count: a few, not many Noncount: a little, not much We need at least a pound of cheese Drink a quart of orange juice every day Get two bags of chips and a pint of milk 100 Adverbs of frequency are used to give a general idea of how often something happens 100% always usually often sometimes seldom 0% never I always stay up late I usually stay up late I often stay up late I sometimes stay up late I never stay up late Adverbs of frequency usually come after be verbs and before other verbs Be verbs He is often late Other verbs I usually play tennis in the morning The adverbs usually, often, and sometimes can also come at the beginning or end of a sentence Sometimes I play soccer I’m busy sometimes Expressions of frequency usually give more specific information about how often something happens: every day/week/month/year; once a day/week/month/year; (number of times) a day/week/month/year; all the time We go bowling once a month I track and field every day They play basketball three times a week She studies all the time Answers to How often questions can be short or long How often you go bowling? Never I never go bowling Every Thursday night I go bowling every Thursday night Unit 4, page 38: Gerunds after verbs like, love, hate, (don’t) mind, prefer A gerund is a verb that acts as a noun Gerunds are formed with a verb + -ing I like watching TV Gerunds often come after verbs such as like, love, hate, enjoy, (don’t) mind, and prefer Subject + verb + gerund She loves swimming He prefers sleeping late They enjoy going out To ask Yes/No questions using these verbs and a gerund, begin the question with Do/Does followed by the subject, the verb, and a gerund Do/Does + subject + verb + gerund Do you enjoy swimming? Does she like bowling? Information questions usually begin with a Wh- word followed by do/does, a subject, verb, and gerund Wh- word + do/does + subject + verb + gerund Why does she prefer dancing? Who questions are formed with Who, the third-person singular form of the verb, and a gerund Who + verb + gerund Who likes skateboarding? Gerunds can also be used as the subject of a sentence The gerund is treated as a singular noun Bowling is fun 101 GRAMMAR REFERENCE Unit 4, page 37: Adverbs of frequency GRAMMAR REFERENCE Unit 5, page 44: The present continuous Use the present continuous to talk about something that is happening now I’m wearing a jacket today (right now) Use the present continuous to talk about something that is happening right now and continuing into the future I am living in Hawaii now We are learning French this year To ask Yes/No questions in the present continuous, begin with Is/Are and follow with a subject and a verb ending in -ing Be + subject + verb -ing Is she watching TV? Are they playing soccer today? To ask most information questions begin with a Whword followed by a subject, be, and a verb ending in -ing To ask a general question, use doing What + be + subject + verb -ing What is he reading? What are you doing? To answer a general What question, you can use just the verb + ing What are you doing? I’m cooking OR Cooking Unit 5, page 45: The simple present contrasted with the present continuous Use the simple present to talk about something you on a regular basis I always wear jeans (habitual behavior) Use the simple present to talk about likes and dislikes I love fresh fruit He doesn’t like math Use the simple present to talk about facts Jeans are popular all over the world Use the simple present to talk about schedules The train leaves at ten o’clock in the morning Use the present continuous to talk about something that is happening now I’m wearing a sweater today (right now) Use the present continuous to talk about something that is happening right now and continuing into the future She is studying English this year He is playing in the band this semester Never use the present continuous to talk about likes and dislikes ✕ I am liking chocolate ice cream ✔ I like chocolate ice cream 102 Too before an adjective means more than is needed It is usually used in a negative context Too + adjective This test is too hard To make too stronger, add much, far, or way This test is much too hard The music is far too loud That song is way too long Use not enough with an adjective to show an insufficient degree of something It also is used in a negative context Not + adjective + enough This coat isn’t big enough Both too + adjective and not + adjective + enough can be followed by an infinitive They are too young to go The coat isn’t big enough to fit me Unit 6, page 56: Present continuous for future arrangements You can use the present continuous to talk about very definite future arrangements He’s moving to Italy We’re playing soccer on Wednesday A time marker is often used with present continuous so that the future sense is clear I’m going to a concert tomorrow They’re having a party next week Unit 6, page 57: Be going to + verb for future plans, intentions, and predictions The most common structure for talking about the future is be going to While present continuous is often used to talk about very definite arrangements, be going to is used to talk about general future plans, intentions, and predictions Be going to future: Plan: We’re going to see a show tonight Intention: I’m going to take French next year Prediction: Our team is going to win To make affirmative statements, begin with a subject followed by be going to and the base form of the verb (plus a complement if needed) Subject + be going to + base form of verb (+ complement) I’m going to eat dinner with Sandra We’re going to go to the party next week To make negative statements, use not after be Subject + be + not + going to + verb I’m not going to bring my coat To ask Yes/No questions, start with Be followed by a subject, going to, and the verb Be + subject + going to + verb Is he going to play tonight? Are you going to meet us on Friday? To give short answers to Yes/No questions, you only need to use the subject and be verb (plus not for negative answers) Yes/No + subject + be (+ not) Yes, I am No, we aren’t To ask most information questions, start with a Wh- word followed by be, a subject, going to, and a verb Wh- + be + subject + going to + verb Where are you going to eat? What is she going to next year? 103 GRAMMAR REFERENCE Unit 6, page 54: Too + adjective; Not + adjective + enough Peer editing checklist Is the first letter of each sentence capitalized? Are proper nouns capitalized? she is a student She is a student Our director’s name is paul Our director’s name is Paul He lives in new york He lives in New York Is there a period (.) or exclamation mark (!) at the end of each sentence? I like Michele Wie I like Michele Wie She’s awesome She’s awesome! Is there a question mark (?) at the end of each question? What is your name What’s your name? Is the vocabulary correct? Nicole Kidman is very high Nicole Kidman is very tall Is the spelling correct? That’s a beautiful necklece That’s a beautiful necklace Do sentences and questions have the correct word order? You are a student? Are you a student? Are the verbs and their tenses correct? I be fine I am fine He like rock climbing He likes rock climbing Did you went out yesterday? Did you go out yesterday? Are sequence words such as first, next, or after that used if needed? Toast the bread Spread the butter First, toast the bread Next, spread the butter Are the paragraphs clear and easy-to-understand? I like school I meet my friends there I don’t sometimes like school I get up early We have a lot of fun 104 Peer editing checklist I like school because I meet my friends there We have a lot of fun But sometimes, I don’t like school because I have to get up early Name Unit: Date STUDENT SELF-EVALUATION Student self-evaluation Look back over the last unit Think about what you learned Answer these questions: For me, everything in this unit was: easy OK difficult [If you checked “difficult,” answer this question:] How can I learn the material in this unit? The grammar was: easy OK difficult [If you checked “difficult,” answer this question:] How can I learn the grammar in this unit? The vocabulary was: easy OK difficult [If you checked “difficult,” answer this question:] How can I learn the vocabulary in this unit? My favorite words in this unit are: , , , and My favorite useful expression in this unit is: Lately, I think I am improving my: speaking listening pronunciation Lately, I think I need more practice with: speaking listening pronunciation Lately, I am… always …attending class regularly …speaking English only in class …studying at home …completing all assignments …asking the teacher or other students for help Copyright © 2008 by Pearson Education, Inc Permission granted to reproduce for classroom use 105 sometimes not so often Copyright © 2008 by Pearson Education, Inc Permission granted to reproduce for classroom use This certificate is hereby awarded this _ day of _, in the year _ demonstrated satisfactory proficiency in the English language has successfully completed Postcards Level 2A and has Certificate of Achievement Illustration credits John Amoss; Dave Carleson; Mark Collins; Dave Coulson; Renee Daily; Francois Escalmel; John Faulkner; Adam Gordon; Peter Gunther; Tim Haggerty; George Hamblin; Michael Hortens; Brian Hughes; Laura Hartman Maestro; Dan Martinetti; Alan Neider; Dusan Petricic; Barbara Pollak; Fred Pusterla; Chris Reed; Bart Rivers; Robert Roper; Lauren Scheuer; Andrew Shiff; Jim Starr; Dan Tesser; George Thompson; Anna Veltfort; Deborah White; Ron Zalme Text credits p Source for Harry Potter’s family tree: wikipedia.org; p 20 “Becoming a Fat Nation,” adapted from USA TODAY, February 19, 2002; p 40 Source of chart: U.S Bureau of the Census Photo credits All original photography by Stephen Ogilvey; Borders (globe) Larry Williams/Corbis, (clouds) RoyaltyFree/Corbis; Page (friends) Darrin Henry/Fotolia, (classmates) Sergey Novikov/Shutterstock; p CandyBox Images/Shutterstock; p 11 (top) Andrew Redington/ Getty Images, (bottom) Fabrice Coffrini/Getty Images; p 14 (breakfast) Danny Hooks/Fotolia, (rice) oriori/ Fotolia, (ice cream) picsfive/Fotolia, (cake) Corinna Gissemann/Fotolia, (fruit) Denis Vrublevski/ Shutterstock; p 20 (top) BananaStock/age fotostock, (bottom) Mark Richards/PhotoEdit; p 26 Peter Lake/ Pearson; p 30 Bavaria/Getty Images; p 32 (top left) Richard McDowell/Alamy, (middle left) Dorling Kindersley, (bottom left) Mary Lane/Fotolia, (middle right) Dorling Kindersley; p 33 (top) Dorling Kindersley, (bottom) Dorling Kindersley; p 36 (biking) mylife photos/ age fotostock, (hockey) Dennis MacDonald/age fotostock, (skateboarding) Hemera/age fotostock, (swimming) John Cumming/age fotostock, (table tennis) Image DJ/ age fotostock, (bowling) Jose Maria Riola/age fotostock, (camping) image100/age fotostock, (running) SuperStock/ age fotostock, (rock climbing) Cate Frost/Shutterstock, (wall climbing) S Palazov/Shutterstock; p 51 (top) Royalty-Free/Corbis, (middle right) Royalty-Free/Corbis, (lamp) Steve Horrell/Photo Researchers, Inc., (bottom left) Royalty-Free/Corbis, (bottom right) Baloncici/ Shutterstock; p 52 (left) Kaz Chiba/Getty Images, (right) Thomas Northcut/Getty Images; p 53 Presselect/Alamy; p 57 (1) Dee Cercone/Newscom, (2) infusny-05/42/Dara Kushner/INFphoto.com/Newscom, (3) Janet Mayer/ Splash News/Newscom, (4) Everett Collection/Newscom; p 58 (left) Bobby Deal/RealDealPhoto/Shutterstock, (right) Jupiterimages Corporation; p 60 (a) Royalty-Free/ Corbis, (b) Christophe Loviny/Corbis; p 61 (c) Tom & Dee Ann McCarthy/Corbis, (d) Christine Osborne/Corbis; (e) PRISMA ARCHIVO/Alamy, (f) Anders Ryman/ Alamy; p 62 (Mars) Everett Collection Inc/Alamy, (Swift) ZUMA Press, Inc./Alamy, (Perry) MARKA/Alamy, (man singer) Hitdelight/Shutterstock, (girl singer) NAS CRETIVES/Shutterstock, (man guitar) Wallenrock/ Shutterstock, (band illo) Vectomart/Shutterstock; p 63 MANDY GODBEHEAR/Shutterstock; p 64 (top) Nicki Pardo/Getty Images, (middle) Robert Adrian Hillman/ Alamy, (bottom) Arabian Eye/Getty Images; p 65 (top) Kaz Chiba/Getty Images, (bottom) Royalty-Free/Corbis; p 66 Kenneth Garrett/Getty Images; p 67 (top) AnneMarie Weber/Getty Images, (bottom) Reuters/Corbis; p 76 Peter Lake/Pearson; p 77 Myrleen Ferguson Cate/ PhotoEdit; p 80 (1) Lori Sparkia/Shutterstock, (2) Mike Tolstoy/photobank.kiev.ua/Shutterstock, (3) Peter S./ Shutterstock, (4) Neamov/Shutterstock, (5) Jefferey Collingwood/Shutterstock, (6) Kenneth William Caleno/ Shutterstock, (7) monticellllo/Fotolia, (8) Olga Lyubkina/ Shutterstock, (9) antpkr/Fotolia, (10) Marc Dietrich/ Shutterstock; p 81 (1) JustASC/Shutterstock, (2) Andi Berger/Shutterstock, (3) Giovanni Cancemi/Fotolia, (4) RJ Lerich/Shutterstock, (5) M.studio/Fotolia, (6) Dan Peretz/ Shutterstock, (7) Boleslaw Kubica/Shutterstock, (8) Scott Rothstein/Shutterstock, (9) David P Smith/Shutterstock; p 82 Lsantilli/Fotolia; p 85 Meliha Gojak/Fotolia; p 86 (1) spaxiax/Fotolia, (2) Jovan V Nikolic/Shutterstock, (3) ajt/Shutterstock, (4) Sandra Caldwell/Shutterstock, (5) Gabriela Trojanowska/Shutterstock, (6) Massimiliano Pieraccini/Shutterstock, (7) GeoM/Shutterstock, (8) Piotr Majka/Shutterstock; p 89 Michael Krasowitz/Taxi/Getty Images; p 92 Norebbo/Shutterstock; p 94 (1) Lorraine Swanson/Fotolia, (2) Fukuoka Irina/Shutterstock, (3) Maxim Petrichuk/Shutterstock, (4) Jill Yang/ Shutterstock, (5) nadianb/Fotolia, (6) yanlev/Fotolia, (7) Galina Barskaya/Shutterstock, (8) Riddle Photography/Shutterstock; p 98 PhotoDisc, Inc.; p 106 Stephen Ogilvey; p 112 Peter Michael Dills/Getty Images; p 117 Will & Deni McIntyre/Stone/Getty Images; p 127 Jon Bradley/Stone/Getty Images [...]... TEACHER’S NOTES 9 Prepositions of location Communication (10 min.) A • Ask students to close their books Write the following on the board: A: Where the book? B: The book on the table A: Where the books? B: The books on the desk • Elicit the correct form of be and fill in the blanks Cross out The book and The books from the answers and elicit the subject pronouns (It, They) • Elicit or explain the meaning... concrete symbol of the effort and progress the student has made in his or her English study xv Vocabulary 1 Personal information Read the information Then complete the form with your own information Last name Hudson First name Age Address Tel no E-mail Kathleen 13 61 Park Avenue New York, NY 1 030 3 U.S.A (212) 555 -35 86 kat1 23@ mail.com 2 Relationships The family A Read the family words • grandfather and... examples) Then divide the number of correct responses by the total number of points For example, on a test with 63 possible points, a student answered 46 correctly Divide 46, the number of correct responses, by 63, the number of possible points The calculation (46 ÷ 63 = 73) results in a score of 73% Suggested procedures • There is often a model reading or set of questions that will help guide students through... ( 13 years old) What’s her street address? (61 Park Avenue) What city does she live in? (New York) What state does she live in? (New York) What’s her zip code? (1 030 3) What’s her phone number? (212-555 -35 86) What’s her e-mail address? (kat1 23@ mail.com) • Say Now complete the form with your own information Model the activity by writing your (real or fictitious) personal information on the board • Have... check their partner’s work using the Peer editing checklist (page 104 of the Student Book) Suggested procedures for the Student Book The Student Book offers an array of interesting and engaging material that students will enjoy doing in class Below are some suggested general procedures for each element in the Student Book ➤Learning goals The Learning goals highlight the main points of Communication,... Elicit answers by saying a word and asking students for its opposite Answer key 1 b 2 c 3 g 4 e 5 f 6 h 7 i 8 k 9 j 10 d 11 a Answer key 1 b T7 2 f 3 g 4 a 5 d 6 e 7 c 2 Comprehension 3 Vocabulary A Write the names of the characters Personality traits 1 He’s the director of Teen Scene Paul Chan 2 Alex is his best friend 3 She’s from Los Angeles 4 She’s Joe’s sister 5 He plays the guitar A Match each personality... in your book Then assign pairs and have students work with a partner to label Harry Potter’s family tree Walk around to monitor as students work • Check by calling out names from the family tree and asking the person’s relationship to Harry; for example, ask Who’s James Potter? (Harry Potter’s father) Who’s Vernon Dursley? (Harry Potter’s uncle) A • Have students open their books Hold up your book and... birthday? B: It’s on November 8th B Take turns Ask and answer the questions in Exercise A Give true answers 12 Say goodbye A Read the expressions below 1 Good luck Thanks 2 Goodbye 3 Keep in touch This is my book These are my books That’s an apple Those are apples B PAIRS Point to two things that are near you and two things that are far from you Ask your classmate what the objects are Switch roles For... other vocabulary in the introductions, such as drama group, nickname, bookworm, opposites, pretty, popular, performing, Broadway, click, and challenging Also teach the meanings of the personality adjectives if you have not yet done so Answer key 1 2 3 4 5 6 Paul Chan Joseph (Joe) Sanders Karen Jackson Diane Sanders Alex Romero Lori 3 Vocabulary (20 min.) A • Call on a student to read the directions Ask... • Have students work in pairs to complete the exercise • Elicit answers by reading each adjective and calling on a student to give the definition Have students complete Workbook Exercises 1 3 Learn to learn (5 min.) • Hold up your book and point to the Learn to learn section Explain, in L1 if necessary, that learning strategies help students learn faster and more easily Read the strategy line and explain