Classic Classroom Activities

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THE OXFORD
Picture
Dictionary
PROGRAM
RENEE WEISS JAYMEADELSON-GOLDSTEIN NORMA SHAPIRO
OXFORD
Picture Cards . 17- 20
How much was that call to New York? .._ ..4-5
Picture Card Acti vities . 16
What's in her office? 8-9
..... .......46- 47
People Picture Card Activities 32
Picture Cards ._ 33-36
Feeli ngs _ 33
Life Events _.._ _ _._ 34
Age/Physical Descri ption _ _._ 35
Daily RouUnes 36
Please, don' t cut it too short! 28
Yard Tools/Cleaning Supplies 51
Household Problems/Repair People 52
Living Room/Di ning Area/Kit chen 49
Yard and Housework ._............... . 50
Which is Better-cSrnall or Large Families? .29
People Board Game 30-31
There's no place like home! 39
The Perfect Kitchen! 1
Picture Cards . .49-52
3. Housi ng
Housing Board Game .
Home and Yard .42-43
Picture Card Activities , , .48
You'll love this apartment I 44
An Apartment or a House? ..45
A Yard Sale! 38
ttl
. 26-27
. 20
.................... ...............19 Weather/Seasons
Classroom Verbs .
Alphabet/ Numbers , 17
What a day ! ; _ _ 24-25
Classroom/Prepositions 18
Table of Contents
Learn English at Home or at School? 13
Is it on sale? _ _ 12
2. Peo ple
Everyday Language Board Game 14- 15
whe-e's the pencil? _._ _.__ 2
Heller Hola! np'o1BETI 3
1. Eve ryda y La nguage
What kind of people are at the party? 22
We are an interesting class ! _ 23
Graduation Puzzle ...
Numbers Puzzle 6-7
School Days 10-1 1
Int roduct ion vll- x
Teacher 's not es xi- xxil
lIIustrctions by Annie Bissett, David Cain, Tom Newsom,
Karen Pietrobono, Zina Saunders, Tom Sperling/Craven
Des ign, Gary lJnck rcuffler, Anna Veltfort, Nina Wallace,
Patrick J Welsh
Cover des ign by Lynne Tor rey
Aut hors ' Acknowledgments
The aut hor s wou ld like to offer our sincere thanks to the
Oxford Unive rsity Press publishing team for the ir hard v.tOrlc
on Classic Classroom Acti vities for The Ox ford Picture
Dicrionary, and ac knowledge our colleagues and fellow
authors in The Oxford Picture Dictionary program: Marjor ie
fu chs, M.argaret Bonne r, Lor i Howard, Elizabet h Hanson-
Smith. and Evelyn fe lla.
We wo uld espec ially like to thank the following peopl e who
co ntribut ed thei r uniq ue talents and skills to this book :
Susan Lancano. Editorial ,'.\:Indger, whos e expert ise and
sensitivity supponed this project from concep tion to birth;
Lynne Barsky and Shirley Bred, Editors, whose keen minds
vigorously analyzed each activi ty and whose sympathet ic ears
took us throu gh each revision of manuscr ipt and art;
Robyn Husser Clemente, se nior Production Editor, whose
met iculous scrutiny of each page kept us ho nest; sed,
Lynne Toney, Design Project Manager, who imagined the
book as it might be.
In addition, Renee would like to thank Rheta Goldman,
Sandra Brown , fr ank Mar sala, and Anne Stumpo-Sanchez of
l os Angeles Uni fied School District, for the ir guidance,
teaching support, and friendship.
This book is lOVingl y dedicared to m y incredible husband,
M.alcolm Loeb, and my precious d.aughte r, Sophie Rose, both
of whom are the words and the music in my lite. And to my
dear fri end Paul, thanks {or stiJrtins me on the path. -RW
ToJoanne Abing, wnose ski/l.sand sense of humor enlighten
ond del ight. .JAG
To Anna and tsidor Bafllch, whose journe y to Ellis Island
continues to in.spire me. -NS
Oxford University Press
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:w'v.picturedictiona ry.o rg
OXFORD is a trade mark of Odord Univc r; ity Press.
ISBN 0- 19-435 186-6
Copyr ight 0 1999 Oxford Universily Press
l ibr ary of Congreu Collt aloging-in-Publica lion Data
Weiss, Renee.
Ctasslc ctassroom activities for the Oxford picture
dictionaryI Renee INei55, ).ayme Adelson-Goldslein.
Norrn.JShapiro.
p. om
ISBN 0- 19-435 186-6
1. English langua ge-Textbooks for foreign speakers.
2. English language-Prob lems. exercises, etc.
3. Shapi ro, Norma. Oxford ridure dict ionary.
I. Adelson.Goldstei n. leyme. I . 5haprio, Norma,
III . "Veiss. Renee . Oxford pkture dictionary. IV. Title.
PE1I 28.W4 267 1999 99-13455
428.2' 4-dc2 1
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pborocopied for resale.
Editorial M:m,' ger: Susan Lanzano
Editor: l ynne Darsky
Senior Production Editor; Robyn F. Clemente
Design Project Manager; Lynne Torrey
Senior Art Buyer; Alexandra F. Rockat ellar 111'.
Art Buyer; Donna Goldberg
Producuon Manager: Abram Hall
Produ ct ion Controller: Shant a Persaud
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4. Food
What' s in the f ridge? .......................... ........54
6. . Health ..
Body l anguage . . 86
8. Transportat ion
Traveling on Route 66 ' 18
10. Plants and Animals
Greenthumbs Nursery ..............................150
The pet store is open. .................... ........ ....151
Animal Kingdom........ ..............................154- 155
Sunday at the Zoo 156
A Dog or a Cat? ........................................157
Plants and Animals Board Game 156 -1 59
What do you want tor dinner? ...... ..............55
How much do I need? ........... ..... ........ .......56-57
What goes where?............................... ......58-59
Don't forget the pestal 60
Home-Cocked Meals or Fast Food? ................61
Food Board Game .................... ............ ..62-63
You're the docIo rl , 87
What' s happening at WeUnet ? ...............88-89
Welby Community Clinic ..........................9Q-91
The doctor 'Hi ll see you soon ..........................92
Home Care or Hospital Care? .................... .93
Healt h Board Game ....... ..................... ....94--95
What' s the best way to travel? 119
Ay Skyair ....... ........................ .............120- 121
Destination San Franc isco! 122-123
The Friendly Skies 124
Dri ve a Car or Take Public Transportation? 125
Transportat ion Board Game 126-127
Under the Sea ..... . 152-1 53
Market/Prepar ed Foods .. 66
Containers and Packaged Foods ....... . ........67
Food Verbs .............................................68
Fruit and Vegetables .
Picture Card Act ivities . Picture Card Activities 96
........ ..... ...161
............. 161-1 64
.. 160
Pets and Farm Animals
Picture Card Activities.
Pict ure Cards .
Plant s and Animals ................ . .., , 162
Mammals 163
Animals/Animal Parts 164
..129
...........130
.......... ........ ..131
Transportation People and Vehicles
Directions and Traffic Signs.
Car Parts and Maintenance..
Pictur e Cards ,. .129-132
Pict ure Car d Act ivities 128
Transportation Items ................... 132
........97 Parts of the Body ...
Picture Cards 97-100
Symptoms and Inj urieS/Health Care 98
Health and' Personal Hygiene Verbs 99
Personal HygieneJHealth Care 100
....64
.................65-68
.....65
Picture Cards .
5. Clot hing 7. Community
9. Areas of Study 11. Work
Family Fashion 70
What's your style? 71
life at the l aundromat... 72- 73
, Wash and Wear Opposites 74--75
Around the Corner ..............................102
Around Town ............................................103
Paradise Hills Mall ........... ................. ....104--105
Worldwide Disasters 106-1 07
Welcome to Cal ifornia! ..................................134
'What do you like to do? .................................135
He did what??l l 136-137
Gover nment and Citizensh ip Puzzle .......138-139
This office is a mess! ....................................166
What ;ab is best for you? 167
On the Assembly line ..................168-169
The Perl eet Job for You! . ...................170-1 71
Picture Card Activities 80
l acy's Fine Fashions . .76
Schoo! Uniforms-Yes or No? 77
Picture Cards ............................. .......... ...81--84
~
Clot hing A ......................... ..._ : : 81
Describing Clothes 82
Clothing B ...................................................B3
Sewing ItemS/Clothing Accessories...............84
..173
..172
. 178
.... .... 179
...174- 175
. 176
.... ...............177- 180
Work. Verbs
Tools .
Work PlaceSIWork Supplies.......................160
OCcupations and EquipmenUSuppties........177
Picture Card Act ivities .
Work for Yourself or Someone Else?....
Picture Cards
Work Board Game
Four-Star Hotel .
........................... 144
. 145-148
.. 140 Time for Clas s .
Pict ure Cards .
Pict ure Card Activities .
Space Exploration- Yes or No? 141
Areas of Study Board Game 142- 143
School Subjects 147
Eart h and Space 148
Shapes .. ....................... ............................145
Musical Instru ments................................146
f )
............. 108
...109
. 115 Community Verbs..................
SIdewalk vendors-eves or No?...
Community Items B 116
Order in the court ! .
Community Board Game L 110-111
Picture Card Activities ........................... ....::.. 112
Picture Cards : 113-116
Community Places 113
Commu nity PeoplelCommunity Items A .....114
................ ..78-79 Clothing Board Game
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Picture CardActivilies 192
Recreation Board Game 190-1 91
Checkers . anyone? 183
Drawing Dictation
Information Exchange
Double Crossword
10 Activity Types
The 4 activities featured in every unit are:
Roond Table Label Take a Stand
Role Play Goard Game
The rernainlng 6 activities which are rotated
throughout the units are:
Mixer
Survey
Picture Differences
7G8 Reproducible Picture Cards
Every unit in Classic Classroom Activities contains
four pages of topic-related Picture Cards, with 1b
pict ures on each page. These ca rds are preceded by
a Picture Card Activities page, which provides direc -
tions for four activities using the Picture Card pages.
In addition, one page of Picture Cards is used in the
Boa rd Game activity featured in every unit.
A Blan!.: Grid (for use wit h the Picture Cards)
The grid is located on page 197. Directions for using
the grid with the Picture Cards are iound on the
Picture Card Activities page in every unit.
vii
2, WHAT'S IN THISBOOK AND HOW IS IT
ORGANIZEDl
12 j cplc-uased Units
The topics and vocabulary utilized in Classic
Classroom Activities cor respond to the 12 thematic
units in The Oxford Picture Dictionary. These topics
feature practical. essentia l vocabulary that students
need to learn 10( their everyd ay communicative tasks
at school, in the workplace, and at home.
11 Teacher's Notes
Teacher's Notes provide essential information for set-
ting up, cord ucnng, and extending each of the 10
act ivity types, as well as for the activities which corre-
spend to the Picture Cards. Seo-bv-step instructions
fOf conducling an activity, variations for multilevel
classes, and helpful lips, are included (Of each activity.
Most teachers need act ivities for multilevel
cl assrooms.
Classic Classroom Activities devotes a separate $(."C-
tto n 10 multilevel applica tio ns in the TEACHER' S
NOTES. Spe ci fic suggestions assist teach ers who
have one or more Beginning-low, Beginning-High,
a nd/or Intcrrned iate-low stude nts. These multilevel
applica tions ena ble you 10 make the activi ty easier
or more cha llenging and to vary ihe degree of stu-
de nt indepe nde nce.
Introduction
1. WHAT ARETHEPRINCIPLES BEHI"'O CLASSIC
CLASSKOOM Aal VITI ES?
The content and met hodo logy iound in Classic
Classroom Activities comb ine both -ctassrc" and lnnov-
ative approaches and principles in ESLteaching:
Sludenls benefit from communicative activities in
varied group configurations.
Classic Classroom Activities contains activities where
students work individually, in pairs, in small groups,
and with the whole class. In addition, many of the
act ivities require students 10 switch from one group-
ing to another in orde r to complete an activity.
E5Lst udents have varied needs and interests.
Each activity in ClassicClassroom Activities is
conta ined allowing you 10 pick and choose the top-
ics and vocabul ary most relevant 10 your stude nts.
You may also choose to leach the units sequentially.
Listening, speaking, reading ami writing, as well as
, grammar, phonetics and vocabulary should 110t be
laught in isolation.
Classic ClassroomActivities links essential vocabu-
lary to these four skills. Your students improve their
linguistic competency as they work cooperatively to
locate and record information, act out a situation,
listen 10 and give opi nions, and even play games.
Visuals hel p students learn new language.
The activity pages feature cleat. engaging art provid-
ing context that supports interesting stodent-ceme red
tasks. Content-based Picture Cards (64 in eac h unit)
provide hand s-on, manipulative practice.
Welcome to Classic Classroom Activities, it teacher
resou rce book contai ning over 130 reproducible activi-
ties which foster meaningful student-to-student loterac-
tion and develop cooperative critical thinking and
problem- solving skills. The activities, suitable (or begin.
ning through intermediate-level adult and vou ng adult
ESLstudents, inco rporate the topics and vocabul ary
from The Oxford Picture Dictionary. Each activity
strengthens students' accuracy and fluency in listening
to and speaking English as we ll as provides cocornmt-
ties for reading and wr iting skills at the word and sen-
tence level.
We hope this resource helps you and your students
reach yoor classroom goa ls with a boos t of energy and
enjoyment!
n
)
<,
...186-187
..................182
. 193-196
...193
. 194
Plac es to Go ........
Sports Verbs .....
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..,
TeamSports and Individual Sports 195
Hobbies and Ga mes 196
Holidays and a Pa rty .
ACamping Tripi
Coming Up in Los Ange les! 184-185
Many Programs-So Many Choices!. 18B
Learn About Religious Holidays in School-
Yes or No? ............... .. . 189
Picture Cards .
12. Recreation
Blank Gri d........................197
Acti vit y Index 198-200
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TEACHER'S NOTES, ROUND TABLE LABEl
Groups of 4
TEACHER'S NOTES, MIXER Whole Class
25 minutes
Beg inning,
Inter mediat e-Low
Activity Object ive: Students complete missing information on an activity sbeet and
randomly ci rculate, as king and answering q uestions using their
activit y sheets as cues.
Before Class: Duplicate the selected Mixer act ivity sheet for eac h
studen t
35 mInutes
Beginning,
Intermediate-Low
QUICK'START
.,
...
..
Ready
Set. .
Go!.. .
Draw an apple on the board
Distribute the activity sheet
Have one student in each grou p labe l
and label it. Next, dra w a
and review the directions.
one item on the sheet and pas s it to the
strawberry on the board and
Model the labeli ng act ivity
next student. Stude nts shou ld help one
labe l it an orange. Ask your
by havi ng one group take
anot her, but o nly the stud ent who has
students to correct your work.
turns passi ng the shee t (tom
the pa per shou ld wr ite on it. The activt-
VYhen they tell you how to
stude nt to studen t, writing
ty e nds when all items are label ed.
label the pi cture , ask them
the ir names at the lOP of the
Groups loo k at the Dictionary to check
how to spell the word.
paper,
thei r work.
QUICK
....' .
;...
Ready
Set. .. Go!. ..
Write a quest ion on the
Distribute the act ivity sheet and review the Have stude nts circulate
boa rd, marking a blank space for direction lines . Practice the first question, 10 complete the ir activity
each lcner in the target word.
helpin g students fill in the missing infor- sheets. Enter the mixer
Draw a picture cue for the word
matron . Have indivi dual studen ts complete yourself to moni tor st u-
and have studen ts fill in the letters.
the missing information for the rema ining dent's progress . Stude nts
Askseveral students and write quest ions. Then model the act ivity by tak- sit down when the ir activ-
their names uoder "yes" or '"no'" ing turns asking and answering the first ity sheet is complete .
when they answer. question with one stude nt. ,
STEpBYSTEP
STEP-BYSTEP
in both the yes and no boxes? [yes]
6. Invite two volunteers to the front. Studen t Aasks
the first quest ion and Student B responds. Student
A writes Student B's first name in the app ropriate
answer box, clar ifying spe lling if necessary. (Katya
_ is the first letter Kor en Poi nt ou t that students
mus t talk to at least two different classmat es, if pos-
sible, to complete both yes and no boxcs_for each
question .
7. Have students stand up and ci rculate to find
answe rs for all the quest ions on the ir ac tivity
sheets. Monitor studen t practic e by wa lking around
and chec king papers. Students will enjoy your par-
tic ipa ting in the mixer yourself and you can chec k
the ir ver ba l and spell ing acc uracy di rectly.
8. Stude nts ca n stay "ln the mix" and help others
when their activity sheet is compl et e.
9. Do the What 's next t activity with the class.
1. Write a sampl e yes/no q uestion o n the board . Make
a blank line for each lette r of the target wor d, (00
you waer g.... ll and have stude nts fill in the
missing leiters . Draw a pictur e cue for the wo rd.
Draw two boxes under the questi on and write
"'yes'" in one and "no" in the ot he r.
2. Ask students the quest ion and. ac cord ing to the ir
answers , wr ite the students ' first names in the
appropriate yes and no boxes. '
3. Distribute the acti vity sheet and review the di rec-
tions. Model the act ivity by helpin g the class com-
plete the first question. Write the missing letters on
the boa rd.
4. Have student s wor k individ ually to complete the
missing info rmation for the remaining ques tions.
5. Check studen ts' comprehe nsion of the activity by
asking yes/no que stions. 00 you answer the ques-
t ions your!;Clf? (noJ Do you have students write
the ir names on your act ivity sheet t Inol 0 0 you fill
Do you use your Dict ionary to help labe! the pic-
turesi' lno] Do you write aff the words when you
get the paper?[nol Do you pass the paper to the
person next to you?Ivesl
6. Have the # l 's label one item on the sheet and
chec k thei r accuracy with their grou p. Circ ulate to
see if everyone is wor king together.
7. Have the group s continue labeling and passing the
sheet around the group. Monitor their progress and
enco urage studen lS 10 as k their group members for
help if they are unsure of a wo rd or its spe lling.
8. Have students chec k their co mpleted shee ts aga inst
the appropriate Dictionary pa ges and make any
neces sary co rrections .
9. 0 0 the What 's nextt acti vity with the c lass.
.......,... Be sure students are silting close enough to each othe r to interact
and to pass and see the p,aper with ease.
1. Draw an apple on the boa rd and label it. Next,
draw a strawberry on the board and label it an
orange. Ask yo ur students to COrtEXt your work.
When the y tell you how to labe l the picture , ask
themhow to spe ll the word. Make mistakes and
co rrect them. This shows your stude nts how to
he lp one anot he r complete the activity sheet.
2. Show students one co py of the act ivity sheet and
teJlthem tha t they will be work ing in groups, tak-
ing terns label ing the items on the activity sheet.
3. Have student s form grou ps of fou r and number off
wi thin the ir groups, #1-#4.
4. Have each #1 come to you and pick up the copy
of the act ivity sheet for his or her group.
S. Review the d irections on the shee t and chec k stu-
dents' co mpr ehensi on by asking yes/no questions.
FOR MULTILEVEl CLASSES
Hot Tip: Move desks and c hai rs out of the way to create a " mbdng" area
in the center of the room. Students are mo re like ly to talk with a
grea ter numbe r of people if they have space to wa lk arou nd in.
Kii
GROUP 1 - Beginning-low GROUP2 - Beginning- High GROUP 3 _ Intermed iate-low
GROUP1 - Work wit h the teacher and label the sce ne on the overhead pro jector.
GROUP2 - Com plete the act ivity shee r in small grou ps.
GROUP 3 - Compl ete the activity sheet and then take turns writing sen tences about eac h item.
GROUP 1 _ Beginning-low GROUt> 2 - Beginning-High GROliP 3 - Intermediate-low
Group 1 _ Wor k wi th the teacher to com plete the activity sheet .
Grou p 2 - Complete the acti vity sheet individually.
Gro up 3 _ Com plete the activity and then write several sootence s abou t your clas smates and share thent wilh a
partner.
xiii
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30 minut es
Pair.
Beginnin g.
Intermed iate-Low
Activ it)' Student pairs take turns desc ribing pictu res and drawing them
accord ing to thei r part ners' direction s.
Before Class: Dupli cate half a cl ass set of each page of the selected Drawing
Dict ation activity sheets and collect h alf a cla ss set of mani la
folders to be used as screens.
TEACHER' S NOTES, DRAWING D,lCTATtON
QUICKSTART
....
Ready.. Set .. . GoL
.
Place severa l classroo m objects on a Have students form pairs, and distribute the Have student pai rs take
table and draw a blank table on the and Drawing Dictation act ivity turns describing and
board. Askstudenlslo describe the sheets and manil a folders. Students set up drawing pictures. The
table items and thei r loca tion so that the folders betweenthemselvesas screens. activity ends when both
you can draw each one on the board. Reviewthe di rect ions and the clarification pictures are complete.
Make intentional mistakes and have questions. Model the Drawing Dlctatlon by Have pairs remove the
students correct you. No, the pen ts having one student pair desc ribe and draw screens and compare
next to the notebook. one item on the activity sheet. their work .
Act ivity Object ive: Student s ask and answer classmates' questions about
pe rsonal preferen ce, then wo rk ind ividu ally to record
the results o n a graph .
Before e !.ass: Dup licate the sel ec ted Survey activity sheet for each
student .
TEACHER' S NOTES, SURVEY
Small Groups
35 minutes
Beginn Ing,
Int ermed late-Low
QUICKSTART
Re ad y. ..
Set. ..
Co! ...
Write a personal preference question on
Distribute the activity sheet
Have stud ents first ans we r a ll the sur-
the boarde.g., Do you pr efer co ffee-or and review thed irections.
vcy qu est ions themselves, and then
ted?and answer it yourself by mark ing a
Model thesurvey activity by
walk around, intervlewtng nine other
ch eck in a column cha rt. Ask a student having one student read and
students to complet e their ch arts.
the same question: Jorge, do vou P/('fer
answer the lirsl: question and
Have students return 10 the ir seats [0
coffee or tea?and mark the respo nse.
then ask nine othe r students
complete the activity sheet, transfer-
Repeat for three mor e students. Transfer the same question . Chart all
ring the information on thei r chart to
the results of all five responses to the bar
responses on the board.
.1 graph. The act ivity ends after stu.
graph on the page.
de nts d iscuss and write about the ir
survey resu lts.
STEP BY STEP
1. Write a pe rso nal preference question o n the board,
for example, Do you prefer coffre or tea?Answer it
yourself by marking a check in a column cha rt.
Then ask and record the responses of three mor e
students.
2. Draw a sample bar graph on the board, ma rking
the vert ica l axis with the numbers 1-Sand placing
one bar showin g the two separate respo nses to the
sample question on the hor izo ntal axis. Po int out
tha t there is no place to transfer the no opini on
column o n the checklist.
3. Show student s on e co py of the activity sheet and
tell them that they wilt he asking and answering
opi nion questions ab ou t a topic and recording the
results o n a chart and on a graph.
4. Review the d irections on the sheet and chec k stu-
dents' comprehension of the activity by ask ing
vevnc ques tions. Do you an swer all the question
yourself first! [yes] Do you ask another students to
record information on the bargraph? Inol
5. Have stud ents com plete the survey q uestio ns them.
selves . Whe n they are fini shed, have them gel up
and wa lk around, interviewing nin e oth er stud ents
to compl ete their grids. Circula te to make sur e stu-
dents arc marking responses COITffl ly.
6. Have students return to the ir seats to comp lete the
second half of the activity sheet, transferring the .
informa tion o n thei r chart to the ba r graph. Remi nd
students that they do no t record the "No opinion"
information on the grap h.
7. Walk around, checking students' comp leted bar
graph results aga inst thei r ch arts, mak ing sure that
the numbers match.
8. Do the Wha t's nertf act ivity with the clas s.
1. Arrange severa! cla ssroom objects on a table and
have studen ts describe each item so that you ca n
draw on lhe boa rd.
2 .Model jhe lang uage and ctadnceucn strategy you
wa nt students to use in the activity. Ask one student
to cometo the board and draw the items you
desc ribe . Draw a round dinner plate in til{' center.
Now, pu t a napkin on the left side of the plate.
Switch roles and have students tell you wher e to
d raw items. Discuss different clar ification strategies,
such as Did you say on the feltor right?Did)'oo 5.1Y
napkin?
3. Tell stude nts thatthey will take turns descr ibing and
drawing different pic,tures with a partner.
4. Have students form pairs and assign each an or
ro le. Distribute one manila folder to ea ch pai r.
Show how to prop the folde rs up between partners as
a screen. Tell the pa irs they will take turos d ictating
and dea wtn g.
5. Distribute the "A"and "B- activity sheets to the
appr opri ate partners. Review the diredi oo lines.
Check for comprehension by asking "A" students in
activity it1, Do you draw apiaure toe your pdl1ner?
[no) Do you answer yourpart.ner's questions /lyes)
Ask the "8" students in activity #1, Do you write the
words you hear in the pic ture?[noJ Do you ask your
partner questions?lvcsl
6. Have one student pa ir demon strate the act ivity for
the class. On e stude nt describes one item in the
dr awi ng while the other listens and draws wha t !io'he
hea rs.
7. Have student pai rs complete activity #1 and then
co mplete act ivity #2. Monitor by walk ing aroun d to
check on students' progress and help with clarifica-
tio n que stions.
B. Have stude nts check their completedacttvity sheets
by removi ng the ir screens and comparing them .
9. Do the What's ned? activity with the class.
Hot Tip: Revlew and practice ways for student s to express thei r opinions
and talk about the ir graph results. I prefer to drive a taxi. 7 out of
10 students prefer driving a truck. '
Hot A perf ect drawin g is not the goa l. Distributin g ma rkers or crayons may
"loosen up " stude nts and encourage them to hav e fun while they learn.
GROUP 1 - Beg inning-Low GROUP 2 - Beginni ng-High GROUP 3 _ Intermediate-Low
Grou p 1 - Wo ' k in grou ps of four, com pleting identica l graph s.
Grou p 2 - Complete the activity sheet and then report the findings in small lo\ roups.
Grou p 3 - Co mp lete the sheet and then create four more survey questions on the topic. to have
yo ur mtevew anot her class and com pa re both clas ses' res ults.
xiv
FO R MULTILEVEL CLASSES
GROUP 1 - Beginning-Low GROUP2 - Beginninl':-High GROl;P 3 - Intermediate-tow
Group 1 - Use only the "A" ac tivity sheet and dr aw items that the teacher desc ribes.
Gro up 2 - Complete the and "B" activ ity sheets in pairs .
Group 3 De-scribe the item s to their partne rs witho ut sayi ng the target wo rd. You drink cottee or tea from this.
LJraw it on the left side ot tre table. [cup ]
i - ...
a
-
TEACHER'S NOTES, PICTURE DIFFERENCES
Act ivity Object ive: Student pairs study two almo st identical scenes together in order
to uncover differences between the two pic tures.
Before Clas'i: Duplica te half a class set of each page of the selec ted Picture
Differences act ivity sheets.
I
Pairs
30 minute s
Beginning,
IntermedlBte-Low
TEACHER'S NOTES, DOUBLE CRO>SSWORD
Act ivit y O bject ive: Student pa irs take turns giving and receivin g clues in o rder to
complete a c rossword puzzle.
Before Class: Duplicate half a class set of each page of the se lected Double
Crossword activity sheets. Col lec t half a class SCI of ma nila fold -
ers to be used as screens.
Pairs
30 minutes
Beginning.
tntermed l1l 1e-low
QUICKSTART
I
...
',-'}'
Ready
Set
Go!..
Write a sample clue on the
Have students form pairs and distribute the MA"
Have students complete
boa rd. Draw blank squares for
and MB" Double Crossword act ivity shee ts and
the crossword puzzle and
each letter in the target word
manila folders. Students set up the folders
check their answers by
and fill in one letter. Ask stu-
between themsel ves as scree ns. Review the direc-
compari ng their activity
dents, What's thu word?, and
ricn lines. Model lhe activity by having one A stu- shee ts.
.
fill in the letters.
de nt give a due from the puzz le and one Bstu-
de nt write the answer on the 8 act ivity sheet.
.-
Go!...
Have student pai rs loo k at
their pictures toget her, search
for the differ ences and com-
plete t heir own cha rts. The
activi ty e nds when all 10 pic-
t ure differen ces have bee n
discovered .
Set ...
Have stude nts form p<li rs and distrib-
ute the appropr iate activity sheets.
Review the directions and have su-
dent s find and point to the sample
pict ure difference on the ir act ivity
sheets . This difference is written on
both students' chart s.
Ready,
Draw two separate pict ures on the
boa rd sho wing one difference, for
example, Picture A: ha ppy face with
shor t hai r/picture B: sad face with short
ha ir. Ask students, What 's the differ-
ence? and wr ite their responses under
each pict ure on the boa rd.
'"QUICKSTART"- &
...'
1. Draw two separate pictures on the board showing
one difference. [Pictu re A: a happy face wit h sno rt
ha ir, Picture B: a sad face with shon hair), or use
classroom o bjec ts such as two notebooks, one
open and the other closed. Ask students, Wh at's
the difference? Model the correct language students
will need to do the act ivity. Picture A has a happy
face. Picture 8 has a sed face. Write the ir short
answer res ponses o n the board in two colu mns--
column A: ha ppy face, column B: sad face.
2. Have students form pai rs and ass ign each a n MA" or
MB" role. Distribute the "N and "B
N
activi ty sheets
to the appropriate part ners. Tell students that each
partner will have a paper wit h an a lmost identica l
sce ne . Explain that they wi ll be loo king toget her at
both pictu res to find and record the differences .
3. Re view the directions and c heck for com pre hen-
sion of the activity. Ask vevnoq uestions such as,
Do you look at each ocher's piC/utes? [yes] Do you
wr ite your answers on one chart? [no]
4. Review prepo sitions vocabulary that stude nts might
nee d to find the picture differences in the sce nes .
In my picture, there's a sign on the left side. Is
there a sign in your picture? What's on the top of
your picture?
5. Have students cover the charts on the bottom of
thei r act ivity sheets. Ask the ON students to locat e
the sample item in thei r pictures (listed as picture
difference #1 on both the "A" and MB" cha rts) Do
you see a laundry basket? VVhert> is it?ts it fuff or
empt y? Ask MB" students the same question.
6. Have all the pai rs examine their pictu res, discuss the
differe nces and write them o n thei r charts. Monitor
by wal king arou nd to check on stud ents' progr ess
and hel p with any language difficult ies.
7. Have students use thei r Otcuorere s to check thei r
spel ling after they have finished rec ording the pic-
ture differences.
8. When all the pa irs have finished , survey thei r re sults
with the cl ass. Elicit the picture differences they
have found and write them on the board .
9. Do the What's nexU act ivity with theclass.
1. Wr ite a sample clue on the boa rd: Youwr ite willi
this. Draw six connected blan k squa res, filling tile
letter a p
M
in the first square. Have a student read you
the clue and fill in the remai ning letters
Ask clarification questions such as, Is the fOUflh Jet-
rer a "'c' or an MSMl
2. Repeat with another cl ue: You write on this. Have a
volunteer student come up and fill in theremaining
[etters for peper.
3. Tell stude nts that they will take turns giving and
receiving cl ues for missing words in orde r to com-
plete their cross word puzzles.
4. Have students form pa irs and ass ign eac h an " ANor
"B" role. DistribulCa ma nila folder to each pair.
Show how to pro p the folders up betwee n partners
as screen s.
5. Distribute the MA" and MS" act ivity shee ts \0 the
app ropriate partners. Review the direction lines .
Check for comprehension by asking. Do you show
your partner your P.1per? Inol Do you read all rhe
cfuf"Sto your partner at thesame time? [no]
6, Have one student pair demonstrate the activity for
the class, with Student A reading the first down clue
for Student B, and Student Breading the first across
due for Student A.
7. Have students take turns reading a ll the clues and
filling in the words to complete their puzz les.
Monitor student practice by wa lking around to check
on students' progress. Encoorage students 10 ask {or
clar ification if tht'Ydo n't underst and their partners'
clue words or spe lling. Did you say 2 across or 3
across? Was that a Bor a V?
B, Have stude nts check their answers by removing the
screens and comparing their completed crossword
puz zles. If you' re using an overhead projector, make
transpa rencies of both the A a nd B activity sheet s.
Have "A" students comcup and fill in the hor izontal
words, and "B" students fill in the vertical words.
9. Do t he What 's next t activity with the class.
Hot Make tra nsparencies of MA
M
and MB" pictures and have student volun teers
circle the picture differences. See Using the Overhead Projector, page x.
FOR MUlTI LEVEL CLASSES FOR MULTILEVEL CLASSES
GROUP1 Beginning-low GROUP 2 - Beg inning-High Gil.OUP 3 _ Intermediate-low
Group 1 Students wor k with the teacher to find Ihe picture differences.
Group 2 - Student pairs work together to find and record the picture differences.
Group 3 - Using a ma nila folde r as a screen between pairs , students find and rec ord the picture differences wit h-
out looking at ea ch others ' activi ty sheets.
xvi
GROUP 1 _ Beginning-low GROUP 2 - Beginning-High GI)UP] - Inter med iate-Low
Gro up 1 _Use only the MA" activity sheet and complete the puzz le with the teacher.
Group 2 _Co mplete the "A" and acti vity sheets in pairs.
Group 3 _Complete the ac tivity sheet and write add it io nal cl ues for topic , connecting t he new wo rds to the
crossword puzz le. New wo rds may exte nd bey ond the angi nal punIe grid.
wll
Sma ll Groups
-
TEACHER'S NOTES, ROLEPLAY
p
Pairs
1--------...., TEACHER'S NOTES, INFORMATION EXCHANGE
--
Act ivity Oblectlve Student pairs ask an d ans we r quest ions to complete differen t
activi ty sheets. then work together to check the accuracy of the
compl eted information.
Befort>Class: Dupl ica te ha lf a cl ass set of each page of the sel ect ed
In{o rmat ion Exchange ac tivity sheet and co llect ha lf a class se t
of ma nila folder s to be used as sc reens.
30 minutes
I
Begi nni ng, I
Intermed late-Low
bat n ;d
J
ACl ivity Obj ect ive: Stude nts working in groups read and assign roles in a top ic-
rel ated co nversation and act out a role play.
Defor e Class: Duplic ate the selected Role Play act ivity sheet for each st udent.
l ook at the Scrip t to determine the target vocabulary req uired to
do the act ivity and loo k at the f!Qp.1 to determine wh al items
you need to collect.
60mlnules....
Beg innt ng-High
tnte rmediate-Low
QUICKSTART
Ready
Write on ihe boardand modd a
sample question or statement
that students will need for the
act ivity. Subst itute vocabulary
students will use and practice
clarificat ion questions.
Se t. .
Have stlldrnl5 form pairs. Distribute the
"A" and " B Informat ion Exchange sheets
and manila folders. Students set up the
folders between themselves as screens.
Practice a sample Question from the " AM
and " 8'" sheets with the whole class.
Co !...
Have stude nts ask each other
questions to fill in the missing
information on their activity
sheets. They then check thei r
accura cy by comparing their
completedpa pers.
'Q'ijiCKSTART -:
J"
-
Read)' .
Set. . .
I
GaL.

Wrile the Role Play scene and Have students form groups. Dtsmbcte the Have students choose a
characters on the board and have act ivity sheets and props. Review the direc- character, pract ice the
Isudcn ts predic t what conversa- I
tions, pactice saying one or 1\\'0 lines from the lines, and act out the
tians they might hear. .. script. and have students iOC'f\tify the spea ker. Role Play with the group.
.-
-
STEP-BY-STEP
FOR MULTI LEVELClASSES
Pair students wit h different ability leve ls to promote mentoring, and with
diffe re nt languages to e ncourage students to speak English.
sheet by yoursef(/ lno ] Do you say the fines out
loud/ I".,I
D. Set a time limit (10-15 minutes) for the groups to
read the script and dec ide which character is spea k-
ing eac h line. Have students wr ite the characters'
names on the spaces provided on the activity sheet.
Call time and ask different students to read each line
a nd identify the speake r.
7. Invite !'NO group members to the fronl. Have them
each pick a ljne of dialog from tft,e script and ac t it
out for the class . Encourage students to improvise ,
and change the words in italics to create new lines.
Wrile these lines on the boa rd.
8. Have all the groups act out the role play in their
groups. Monitor st ude nt practice by walki ng a round
and hel ping with pronunci atio n problems such as
register, stress and intonation. Encourage pantomime
and improvisation.
9. 0 0 the What 's nexU act ivity with the class.
1. Review the vocabu lary students need for the Role
Play. V./rite the Role Play setting. e.g., a hai r salon
a nd !'NOcharacters on the board, e.g., customer and
hai r slylist. \ Vrite a sentence for each character and
ask stude nts to identify the speaker.
2. Have stude nts substitute different vocabulary for ea ch
sentence and pract ice saying the lines. I want!Jd.!i!L
hair. (straight brown wavx etc.) Ask students to tell
you other linesthat the characters might say. VJrile
these lines on the board.
3. Tell students they will be reading a script, deci ding
which persons are speaking, and then ac ting out the
characters and situation in a group.
4. Distribute the Role Play act ivity sheets to each stu-
de nt. Distribute or display the props for the class to
sec.
5. Have students formgroups of fo ur. [See Grouping
Strategies, pages ix-x.] Review the direction lines.
Check for com prehension of the act ivity by asking
questions such as, Do you complete the activity
Cut up re lated Picture Ca rds for students to usc as cues in cr eat ing a Role
Play. If you have access to a video camera, rec o rd the Role Plays and
play them back for the students to e njoy and evaluate. Take a cl ass vote
o n the funniest, most creati ve, et c.
Show students how to prop the folde rs up between
part ners as sc reens.
S. Distribute the and "8" activity sheets to the
appropriate partne rs. Review the di rectio n lines.
Check for comp rehens ion by asking "A" students a
question that only they will be able to answer. Do
the same for stude nts.
D. Have one student pair demonstrate the activity for
the cl ass by having A ask B a question and 8 wr ite
the answe r on the B activ ity sheet.
7. HdVC students ask and answer the questions to
complete the ir ac tivity sheet s. Monitor st ude nt
pract ice by wa lking around to check on students'
pro gre ss and he lp wi th cl ar ification qu est ions.
8. Have studen ts c heck the ir answers by re moving
thei r screens and comparing act ivity sheets.
9. Do the What's Next! activity wi th the cl ass.
1. Re view t he voc ab ulary students need for the
Infor mati on Exchange. Write severa l sen tences on
the board t hat re late to the topic and have students
pract ice answering questions about the words you
underline : Mix two cups of and 1/2 cup
raisins. How much flour do you need? How many
raisins do you use!
2. Have students subs titute differe nt voc ab ulary words
for t he underlined words and con tinue asking and
answering q uestions. Discus s different cl arification
strategies, suc h as , Excuse me? Did you say one or
two CUfH ot {/our? How many raisins was that?
3. Tell students t hat they wi ll take turns asking for and
giving missing informa tion in orde r to complete dif-
ferent ac tivity sheets .
4, Have stud ent s form pai rs and assign each an or
" B" role . Distribute one ma nila folde r to ea ch pa ir.
STEP-BYSTEP
GROUP 1 - Beginning-low GROUP 2 - Beginn ing-High GROUP3 - Intermediate- low
Grou p 1 - Use only the "N activity sheet and wri te in target vocabulary as the teache r dictates.
Group 2 - Complete the and "8- activity sheets in pai rs.
Group 3 - Complete t he activit y sheet. The n wo rk togethe r 10 c reate an original reci pe, schedule, or infor mati ona l
flyer us ing the target vocabulary in the activity.
FOR MUlTI LEVEl CLASSES
NOTE: This activity is not recommended GROUP 2 - Beginning-High CROUP 3 - Inter media te-Low
(or CROUP 1 - Beginning-Low
Group 2 Complete the Role Play and perform the "d ra ma" in small gro ups .
Grou p 3 Co mplete the Ro le Play in small groups and perfor m the "d rama" for the whole cl ass. Other st udents
ca n help d raw scenery and prop s.
;(viii xix
Everyday Language 1.
Page(s)
'"
..
., .,
..
2
whe-e's the pencil?
(Round Table Labell
,
3
Hello! Hola! I1P1I1RET!
(Mixer)
How much was that
4-5 call to New York?

(Information Exchange)
6-7
Numbers Puzz le
(Double Crossword)
8-9
What's in her office?
(Drawing Dictaticnj
10-11
School Days

(Picture Differences)
12
Is it on sale?
(Role Play)
learn English at Home

13 or at School?
(Take a Stand;
Everyday l anguage

14-15 Board Came

(Board Game)
Pict ure Card Activities

16-20
and Picture Cards
Flash Cards
Flash Ca rds are espec ially herpful to Begin ning studen ts
in impr oving their sight-wo rd voca bula ry. Distribute
one Picture Card page to each student pair. Students
can cut up the pictures and write the corresponding
word on the reverse side of each Pictu re Ca rd. Then
students can wor k in pairs or gro ups; one stude nt ide n-
tifies eac h picture by saying it and spe lling it wh ile the
other looks at the reverse side to veri fy accuracy.
YVord Cards
Word ca rds are useful for lnte rrnedla te students, who
can cut apart the blank grid, write in vocabu lary and
arrange the words to creat e senten ces and generate
original stories. Using word ca rds in co njunc tion with
the Picture Cards enables you 10 create act ivities for stu-
dents at all level s. Make copies of the blank grid and a
Picture Card pa ge. Students ca n cu t up both pages,
write a word in eac h blank squa re to match each. pte-
tu re, and use bot h sets to play
matchi ng game s.
Picture Card Dictionary
Students can co mpile sever al Pic ture Card pages (rom
any unit to create a personali zed picture dict iona ry.
Distribute one grid POt!':(' of Picture Ca rds per student.
(Cut off the Word li st before duplicating the class scu]
Students can wor k together to label the pictures of
items they know, then go to thei r Dict ionaries to com-
plete the labeli ng and check thei r spe lhng. Once the y
have several completed pages , they can assemble the ir
own picture dicti ona ries. An a lternative use for individ-
ual Picture Card pages is' to have stude nts Ja ber a page
indepe nde ntly as a spel ling tes t for a unit. You can also
make an overhead of a Picture Card pa ge to use as
a whole-class labe ling activity or as an evaluation of
learned vocabul ary.
Verb Picture Cards
Use Picture Cards featuring actions as cues for
pract icing verb tenses . Stude nts ca n cha nge a pictu re
prompt such as, Wash rhe d ishes to Yesrerday I washed
the dishes or Tomorrow I'll wash the dishes .
Intermed iate students can create sente nces with modal
and pa ssive verb forms. I should have was hed the dish-
es. The dishes have already been washed.
WHAT ELSECAN I 00 WI TH THESEPICTURE
CARDS!
There are nume rous possibilities for other Picture Card
act ivities. Here arc some suggestions :
ENJOY THEACTIVITIES AND REMEMBER:
ONEPICTURECARD IS WORTHA THOUSAND
WORDS.'
Act ivity I What is it?
Pick a Pair
" IB Imll tehi ng card {JlIme
I
Twin Grids pai rs Imat ch ing grid game
Peer Dict atio n pairs Informallon sharing
Now and lhen
Inf ormatl on guessi ng I
sma ll gr oup s
clues),
Charao:kls
practice wlth past
t ense
Mixer wnere class infor mat io n search
Gues. Wlmt ? small gr oups Iinf ormati on guessi ng
(verbal cluo s)
Pick and Choose t small group s
dec ision mak ing.
cat egOfizi ng
I-/OW DO I USETf IEPICTURECARDS!
There is a Picture Card Activities Page in each unit, pre-
ceding the four pages of Picture Cards. This page con-
tains (our separate Picture Card activiti es with step-by -
step directions ID help you easily set -up, model, an d
pract ice each one. Choose an activity, du plicate the
Picture Card page refere nced di rectly under the ac tivity
title, and follow the directions. There is OIlC ac tivity
(Twin Grids) whic h req uires a blank grid (page 197) in
addition to the Picture Cards. This blank grid is useful,
for both matching activities and creat ing word cards.
ARE PICTURECARDS?
Eac h Classic Classroom Activity unit featur es 64 Picture
Cards arranged on four pages with T6 pictures per
page. There is a referenced Word List on each Picture
Card page. The majority of the Picture Cards within a
unit depict words found in the corresponding uni t of
the The Oxford Picture Dict;onary; in some cases, how-
ever, a few words (rom previous uni ts are de picted in
order to create more mea ni ngful acti viti es.
TEACHER'S NOTES: PICTURECARD
ACTIVITIES AND PICTURE CARDS
WHAT ARETHEPICTURECARD ACTIVITfESl
The following seven Picture Card act ivities are rotated
throughou t the book :
xxii
Unit One
Where's the penci l?

The Oxford Picture pages 2-3, 13. See page xii for Teacher's Notes.
Form gruups of 4 people.
Each person in the gro up lakes turns lab eling the classroom items on this pap er.
After all the pictures have labels, look in the Dict ionary to check your group's work.
(
w
-
Hello!tlolil'! IIPYlBETl
The O,;{oro. Pict ure Did iOlw ry, page 8. See page xiii for Teach er 's Notes.
Write the missing words on the lines.
Walk around the roo m. Ask and answer the questions.
Writ e a different name in eac h bo x.
_ _ _ _ ______ _ _ i n Chinese?
)
)
)
)
i n Korean?
in Russian?
1. Can you say
good morning
in Spanish?
p .
r
)(NO
)
Wha t's next? Share the different ways of greeting, tha nking, and apologi zing that you
heard duri ng the activity.
A a CD e: F" G H I J K L 1'1
NOP,"-I\S T UVWXY z.
what's next? Your teacher will draw a desk wi th several open drawers on the
chalkboard . Take turns telling student volunteers what to draw on in or under
the desk drawers. ::=:J --
2 Unit Onp Unit One 3
Write in the missing infor mati on and read it back to your partner to check your work.
Eliza Oxf ord
Account Number
Sta te ment Dat e
1234 ElmAve.
(914) 555-9678 t4 .bJ3
Pelham, NY
-Do mest ic
BLUE BELL LONGDISTANCE CALLS
pale Time
place and Nymber Called
Tyoe Rate MI nutes Amount
Mar 13 5:10 PM
Fanllelc:l , NJ (906) 555-6896 Direct nev 2 .52
9:30 PM
Scottsdale, AZ. (602) 555-7 145 Direct Night 6 ,7.
Mar1 9
10;57 AM Encino, CA
(818) 555-7803 Direct E.. 10 1.24
Mar27
-International
pale Time
Pl ace an d Number Call ed TyPt':
Rat e Min ute s Amoynt
8:19AM Seoul, Korea (82) 44-555-3446
Direc! Day 2 2.12
Mar17
Mar2S 2:00 PM
Warsaw, Poland (46) 22-555-7863
Direct D, y 6 9.44
-
How much was that call to New York?
The Oxford Picture Dictionary, pages 9, 14-20. See page xviii for Teacher's Notes. ..
h- t 'J
Sit with a par t ner. (Don' t show I IS paper to your par ne r.
Use the phone bill below to answer your par tner's questions.
5
Statement Date
Apr. 14, 2003
Ac count Number
(914) 555-9678
BLUE BELL LONGDISTANCE CALLS
-Domestic
Eli za Oxford
1234 ElmAve.
Pelham. NY
"What time did Eliza make the call to 1
"How long was the call to I '
"How much did the call to cossr:
The Oxford Picture Dictionary, pagtls 9, 14-20. See page xviii for Th-acher's

Sit with a par t ner. (Don' t show thi s paper to your partner l)
Ask your part ner about t he missing information on the phone bill below.
You ca n use these quest ions:
When did Eliza call 1"
bd'

Use the phone bill below to answer your partner 's questions.
Patrick Jen sen Account Nu mber Statement Date
JiIL
5231. Oak k . Apr . ],4, 2003
Encino. CA
GTI LONGDISTANCE CALLS
-nomesrte
Date TIme Place and Number Called Tyee Rate Minutes Amo unt
Mar 1.4 b:],O AM PI1 1ha.. , NY ( '],10 555-'1b7! Ji r ect t . y s 2 .11 "1
Mar 1.5 3:30 PI'l Seatt le, WA (20b) 5557],1+ 5 Di re ct t . y 22 211 . ],9
Mar 31. PM Boul der , CO ( 303J 555-301 2 Di r ect t , y 3 3.04
- Int e rna ti ona l
Dat e TIme Pla ce and Number Ca lled Tyee Rate Mi nutes Amount
Moe 12 AM London, GB (44 ) 171-5 55-7 000 Di re ct t.y 5.9 4
Moe
"
11:00 PM Madrid, Spai n (311) 1-555 -6 204 Di r ect Ni ght 9 7.37
Mar 27
-International
p ate
Mar 13
pate
Mar 17
TIme
5:10PM
9:30 PM
TIme
6:19 AM
2:00 PM
p lace and Number Called
Fallfieid, NJ (906) 555-6896
SCottsdale,AZ. _-=-=-=:-:::::__
Encino, CA (816) 555-7803
p lace and Number CaJled
Seoul , Korea
Warsaw,
Type
Direct
Dinoct
Direct
Type
Direct
Direct
Rate Min utes AmOu nt
2
Night .76
10
f
Rate Minytes Amount
D,y 2.12
s
Ask your partner about the missing information on the phone bill below.
You can use these quest ions:
"When did Patrick call r
PWhat time did Patrick make the call to r:
" How long was the call ra ?H
"How much did rhe caJJ to cossr'
Write in the missing information and read it back to your partner to check your work.
Pat r ic k Jen sen
Account Number
Stat ement Date
IiI/.
5231 Oak Dr .
555- 7603
A. pr . ],4, 2003
Enci no . CA.
GTI LONG.DISTANCE CALLS
-Domestic
Minutes Amount
Time
Place and Number Called
Tyee Rate
Date
Mar ],4 &.10AM
Pel hoJ llI, NY
(Cn ll l 555- 'tb78 Di r ect t.y
- - - - - -
3: 30 PM
Seattl e, IU
Direct h y
"
- - -
Boulder, CO
( 303) 555- 301.2 H r ect
---
3 .04
Mar 31
- - - .
_International
Minutes Amount
Ti me
Pla ce and Number Called
Tyee Rate
Date -
1I:1'l ""
London, GB
( 11 4) 171. - 555- 7000 Direct h ,
5. 94
- - -
nor
Madri d, Spain
Di r ect Night 9
What's next! look at the time zone map on page 17 of the Dictionary. What time was it
in each city when Eliza and Patrick made their calls? Who do you think they were calling?
What' s next? l oo k at the time zone map on page 17 of the Dictionary. What time \Va.s
in each city when Eliza and Patrick made their calls? Who do you think they were calling?
4 Unit One
Ul'\il One 5
Numbers Puzzle
The Oxford Picture Dictionary, pages 14-15. See page xvii for Teacher' s Note s.
Sit with a partner. (Don't show this paper to your par tner!)
Take t urns giving the clues to complete the puzzle.
2 down - Roman numeral three
..........., If your partner needs help, give one leiter from the answer on your puzzle.
The first letter is I ,
When both puzzles are complete, compare your work.
Clues
2 down - Roman numeral three
3 down - The person after the fifth person in line is the...
4 down - Roman numeral fou r

6 down - How tall or high something is
8 down - Between seventh and ninth
9 down - Eight plus two
f 1 down - Four pl us three
..15 down - Zero plus two
rv
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-
Numbers Puzzl e
The Oxford Picture Dictionary, pages H-l!5. See page xvii for Note s.
Sit wit h a partner. (Don't show this paper to your partner!)
Take turns giving the d ues to comp lete the puzzle.
1 across - Between fourth and sixth
If your partner needs help, give one letter from the answer on your puzzle.
. .
The first fetter /5 r. J'J.
Whe n bot h puzzles are complete, compare your work.
Clues
1 across - Between fourth and
3 across - Eleven minus five
5 across _ 2.54 centimeters equals one of these
7 across - Roman numeral fiftyfour
10 across - Roman numeral six
12 across - Twelve minus four
13 across - Sixth, seventh, eighth:..
14 across- In a race [ast person is the...
16 across- 100 minus 100
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FIT HI

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What' s next!
LXI + V=?
Sol ve these problems with your partner.
C -Ill =? (VI + Xl - IV =? (M+XU - (C+Dl =?
What's next?
LXI + V ='
Solve t hese problems with you r partner.
c- III =? (VI + X) - IV =?
(M+XLl - (C+Dl =? .
6 Unil One
t.
Unit One 7
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What{s in her office?
The Oxford I' ictl.lre Dictionary, pages 2- 3, 5, 11, 13. See page xv for Teacher ', Not es.
~ >
Descr ibe the princi pal' s office below.
Your partn er will draw what you say.
Answer you r part ner's questions.
When both pict ures are complete, compare your work.
~ Sit with a partner. (Don't show this paper to your partner !)
li sten to your part ner describe the counselor's office below and dr aw what you hear.
These questions may help:
"Did you say on the desk or under the desk?"
"Next to what?"
...
What 's in her office?
TIu! Oxford Pictu re Dictionary, pages 2-3, 5, 11, 13. See page xv for Teacher' s Notes.
. ~
li sten to your part ner describe the principal's office below and draw what you hear.
"Did you say on the desk or under the dcskfN
"Next to wtunt"
When both pictures are complete , compa re your work.
~ o
Sit with a partner. (Don' t show this paper to your part ner !)
Describe the counselor's oftice below.
...__a Your par tner will draw what you say_
Answer your partn er 's question s.
What 's next? l?escribe your cl assroom to your teacher. Your teacher wi ll dr aw what you
say. Correct your teacher's mistakes.
What's next? Describe your classroom 10 your teacher. Your teacher will draw what y o ~
8 Uni t O ne
Unit One 9
School Days
T1u Oxford Picture Dictionary, pages 5, 11. See page xvi for Teacher's Notes.
Sit with a part ner and look at eac h oth er's papers.
There are 10 differences between your pict ures.
Wo rk with your partner to find the diffe ren ces.
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Schoo] Days
The Oxford Pictllre Dict ionory, pages 5. 11. See page xvi for Teacher's Notes .
Sit with a par tner and look at each other's papers.
There ar e 10 differences between your pictures.
work with your partner to find the differences.

+ Wr ite the differences you find on t he chart below. Write the differences you find on the chart below.
,...
"'"S;- _.. __ 0_ ' n black

Pir wt;
in " ,h i;- p
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2
3
4
5
6
7
8
9
10
. runner in whit e
first runner in black

. 1
2
3
4
5
6
7.
8
1:1-------------+-------------
What' s next? Compare your school to the ones in the pictures. What differences are there?
What's next? Compare your schoo l to the ones in the pictures. What differences are there?"
10 Unit One
Unit Ont 11
Is it on sale?
Thl' Oxford Picture DiJ:tWfUlT); pages 11-12, 20-21. See page xix for Tell.cher's Notes.
-
l earn Englisll at Home or at School?
The Oxford Picture Dictionary, pages See page xx for Teache r's Notes.
because _
Sit wit h a pa rtner and compare paper s.
Write your and your partne r 's ideas.
I think it is better to learn English _
Think about the reasons to learn English at home or to learn it at school.
Read each stateme nt on the list .
If the state ment shows that lea rning at home is a good idea, make a .I in that column .
If the statement shows that learning in schoo! is a good idea, make a .I in that column.
For K and l , think of two more statements to add tol Uis IfJ!.
STATEMENTS
Home Schoo l
A. Somestudents live far away from a school.
B. Vou can study at any time of the night or day.
e. There are programs on TV that teach Engl ish.
D. Vou can use the gym, field, and library at school.
E. Teachers have many different ways of teaching English,
F. Many schools have counselors that will help students.
G. You can buy textbooks and cassettes to use at home.
H. Many classes have more than 30 students.
I. You have to talk to people in English to learn English wel l.
j . Most English classes at public schoo ls in the U.S. are free.
K.
L.
1
1f
t
THE PROPS,
different colored
(or cut- OUt
pIctures of th em)
.. .these lines?
THE SCRIPT,
THE CHARACTERS,
a eeleeclerk
a woman
a man
:::::'. a teenager
Who says.. .
May I helpyou?
I'd liketoreturn- thissweater.
Excuse me, I was herefirst.
I'mlookingfor abluesweater.
That's not my style.
Can Iexchangethis for a greensweater?
We havesome great redandgreensweaters
on sale.
How much isthis sweater?
It's S15.99onsale.
Will that becashor charge?
Can I paybycheck?
l'i
THE SCENE, I
A salc!>Clerk in 8 very
i
Ii!
l7usy etore
\
is to help t hree
I!
cuetcmere find the
I
right color eweater.
I
Form groups of 4 people.

Practice saying all the lines.
+ Choose your character and decide what you will say.
Think of other things your character can say.
Act out your role play.
You can substitute other vocabularyfor the underlined words.
My panner thinks it is bett er to learn EnBlish because - - -
What's next? Take a stand . Your teache r will tel l you where to stand if you support
learning English at home a nd where to stand if you support learning English at school.
Wha t 's next? Pla n a garage sale wit h your cla ss. Bring in and put pr ices on old books,
cassettes, CDs, clo thes, toys, and/or kitch en items. Invite on e or more cl asses to shop
at you r sal e. Vote with your classmates on how to spe nd the money from the sale.
12 Unit One Unit One 13
Unil One 13
-
Use
Weqt her
Picture
carcis
1.17 to 1.32.
- .
Put
picture
cards
here.
(face down)
Pick a
WMther card.
Describe it.
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Spell it .
To peg;n..
Put your matters On start.
TaKe t Urn!; Ripping a COin to move Your
marker around the board.
Follow t he dir ections 0/1 t he squares.
Ask YOUr group for help when YOU
don't know the ans wer,
.
moves !
one .';";"
space .

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14 Uflit One
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1.15 under
1.14 on
1.11 behind
1. 12 in front of
1.16 between

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I the left I I 1.6 I 1. 7 I
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I 1.24 smoggy
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1.'1. 7 war m
1.28 hol
1.29 spring
1.30 summer
1.31 fall

1.32 wi nter
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Pagels)
rrrrr:

22
What kind of I
srrsss o ,,'l1 01> .'$' e cs
(Round Table e are a t the part y?
"
23
We are an int .
(Mixer) cr est in g class!
24-25
What a day!
(Pictur e Differences)
26-27
Graduat ion Puzzle
(Double Crossword)
28
Please, don't .
(Role Play) cut It too short!

29
Which is Detter . Small or Lar ge Families?
(Take a Stand)
30-31
People Board Ga
(BoardGamel m e
32 36
Picture Card Activit"
and Picture Car ds res
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We are-an interesting class!
The Oxford Pict ure Di.ctiO' laty. pages 28-29 . See page xlii for Teachers Notes .
Write the missing words on the lines.
Your tea cher will tell you the dates to writ e (or eac h question.
Walk around the room. Ask and answer the questions .
Write a different name in each box.
J
r
What kind of people are at t he party?
The Oxford Pieture DU:twtUJry, page 22. See page xii for Teacher's Notes.
Form gro ups of 4 peopl e.
Each person in the group takes turns labeling the peop le on this paper.
After all the people a re labeled, look in t he Dictionary to check your group' s work.
)
J
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)
J
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J
1975
before
school after
before
in
a job before
to drive after
..
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6. Did you
5. Did you
4. Did you
3. Did you
2. Did you
1. Were you
t1)
o
What's next? Discuss your answers with your class.
What's next? Draw a picture of a ch ild, a teenager, or an adu lt that you know. Write a
description of your picture. You can use the example below to help you. Remember to use
different words for your descriptions. This is a picture of my niece, Ida. She's six years old.
She's average ~ i h t and average height for her age. Her hair is red and curly. She's J cute
Ii/tie gir l. Share your picture with the cla ss.
22 Unit Two
Unit Two 23
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son is get t ing up son is not get t ing up
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TheOxford Picture Dictionary, pages 24---25. 26-27. See page xvi for Teacher's Notes.
What a day!
1.
2
3
4
5
6
: 1 I
9. I I
101 I
o .-l
Sit with a partner and look at each other's papers.
There arc 10 differences bet ween your pict ures.
Work wit h your partner to find the differences.
Write the differences you find on the chart below.

"
I _ . . .
I
I

T
What a day!
... .
((
DD

"G
son is getting up
son is not get ti ng up
!
!
The Oxford Pict ure Dictionary, pages 24-25. 26-27. Sell page xvi for Teacher' s Notes.
Sit with a partner and look at each other's pap ers.
There arc 10 differences bet ween your pictures.

'"
". 10
1.
2.
[
3"
4. _
5. ---+ _
6.
7.
8.
9.
1
--+- _
10.!=: I
- ----_._- -----'
What' s next? Talk about your dai ly routine wit h your partner . What's the same?
What's different ?
What 's next? Talk abou t your daily routine with your partner. What's the same ?
Wha t's different ?
2 4 Unit Two
Unil Two 25
Gr aduation Puzzle
7'hr Oxford Pic/ure Dict ionary, pagea 32-33. See page xvii for Teacher 's Not es.
Sit with a partner. (Don't show thi s paper to your partner!)
Take turns giving the clues to complete the puzzle.
2 across- This is what graduates wear over their clothes
If your partner needs help, give one lett er from the answer on your puzzle.
The fir st letter is G.
When both puzzles arc complete, compare your work.
Clues
2 ac ross - This is what graduates wear over their cloth es
3 across - This is the paper graduates
4 ac ross - This is what graduates wear on their heads
8 ac ross - The graduate with the best grades is the. . .
9 across - Page 32 shows a graduation...
lD across - This is what some people do when the y watch a graduat ion
11 across - A speaker makes this
13 across- When you hear something funny you do this
f1l

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Wha t's nextt Work with a partner to come up with two more cl ues for other wo rds on
pages 32 33 in the Dictionary. See if the cl ass ca n guess the words from your d ues.
26 Unit Two
(
a
-
Graduati'on Puzzl e
The O:rford Picture Dicti vnory, pages 32-33. See page xvi i for Teacher's Kat es.
Sit with a partner. (Don' t show thi s paper to your partner!)
Take turns giving the clues to complete th e puzzle.
1 down _ This deco ration sometimes has the word "Congrstuleti ons" on it
If your partner needs help, give one lett er from the answer on your puzz le.
The first letter is B. j-J. ' .Jtl
When both puzzles are complete, compa re your work.
Clues
1 down _ This decoration sometimes has the word -Co ngratulatlons" on it
2 down - A person who comes to a party is a...
3 down - Another word for disc jockey
5 down _ A person who prepares food for parties is a...
6 down - A person who takes pictures professionally a.. .
7 down _ People can have this to celebrate a birthday or graduation
9 down - Another word for "applaud"
. 12 down _ Friends do this when they sec each other at a party
fG
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What's next? Work with a partner to come up with two more clues for other words on .
pages 32 and 33 in the Dictionary. Sec if the class can guess the wo rds from your clues.
Unit Two 27
Tlie Oxford Picture Il ictionory , pages 24-25. See page xx for Thache r's Notes .
I think famil ies are better because _
Which is Bet tes - Small or l arge Famili es?
-
My partner thinks families are better beceusc _
Think ab out the rea son s to have a sma ll or lar ge family.
Read each st at ement on the list.
If the sta tement shows that a small family is a good idea, make a ./ in that co lumn.
If (he sta tement shows that a large family is a good idea, make a ./ in that column .
For K and L, think of two mor e statements t ~ add ~ ...thi !Jdist.
Sit with a partner and compa re papers.
Wr ite your an d your partn er 's ideas.
SJATEMENTS
Itt Mi
A. Older children can baby-sit.
B. Food, clothing and medicine are expensive.
C. Children can help their parents at work.
D. Children in large families sometimes share bedrooms.
E. Older children show a good example for their brothers and sisters.
F. Relatives help each other with family problems.
G. Travel is easier and cheaper for small families.
H. When parents gel old, their children can take care of them.
I. Grandparents are very proud of their grandchildren.
J. Nobody understands you as well as your family.
K.
L.
T
(
..
O THE PROPS,
an appointment book
one or t wo mirrors
a comb and a brush
piCUJrcs of hai r styles;
f rom tnagazines
.. .t hese lines?
What time isyour appoi ntment?
Who is your hair stylist?
How short doyou want it?
Please, don't cut it tooshort!
Areyouhaving ~ today?
What color doyou want?
rwant blondehair.
Doyou want a curly or wavyperm?
I want lotsof curls.
It's too straight!
Trim the sidesa little more.
Do youlike it?
It's perfect!
THE SCENE,
THE SCRIPT:
I
I a small han-eaton I
'II f or men and women I
Please, don ' t cut it too short!
Who says...
a receptionist
THE CHARACTERS,
The Cb:ford Pictu re Dictionary, page 23. See page xix for Teacher's Notes.
Form groups of 4 peopl e.
Practice saying all the Jines.
Choose your character and decide what you will say.
Think of other things your cha rac ter ca n say.
You can substitute other vocabulary for the underlined wo rd...
What 's ne xt? Talk about your experiences with hai r stylists.
What' s next? Take a stand. Your teacher will tell you where to stand if you support large
families and whe re to stand if you support small families.
2U Unil Twu
Unit Two 29
T
-
.'
Unil Two 31
iii

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Use
FeelingS
Picture
cilrcls
2.1 to 2.16.
,
Put
, picture
cards
here.
(f ace down)
Pick a feeling5 card.
Describe it.
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e ;;l)j!?LlJ en.
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don't knowt h.-.: answer.
.
moves ,
one ..... ,....
space ,- .
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33
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TWIN GRIDS (Pairs)
Daily Routin es Pictu re Cards. page 36
Gr id, page 197
1. Dupli cate one copy of the grid on page 197 and
ma rk a time indicat ing AM. or P.M. for eac h
squa re. Give ea ch student one grid and one
picture card page.
2. Have st udents cut ap art t he ir picture ca rds and
pla ce them spread ou t and face Up. on thei r desks
ne xt to the grid.
3. Tell stud ents that "Susan" (substi tute any name,
fict itious or rea l) wa kes up at 7:00 A. M. Direct
stude nts to pla ce the pictu re showi ng "wake up"
on the 7 A.M. grid square. Encourage stude nts to
a sk clar ification questions. Did you $ily Wilke up?
7:00 e.m. or p.m. ?
4. Continue te lling students wha t Susa n doc s at
differen t times until all the grid squa res are filled .
Have studen ts compa re thei r grids with one
anothe r as you clarify any discrepa ncies.
5. Next. pair studen ts. Give eac h pai r a manila folder
to usc as a screen between thepartners. Have
sender teU the receiver Susan 's sched ule . (Students
do not have to copy your sentences .l Both partners
place the ir pict ures on the grids. 'vVhenthe grids
are complete, senders and recei vers compare
thei r grids.
6. Have the senders and the rece ivers switch roles.
PICK A PAIR(Pairs>
Age/Physica l Dl"Script ion Pictur e Cards,
page 35
1. Dupli cate half a class set of the picture cards page.
2. Pair students and give each pa ir one pictu re
Gird page .
3. Have the pair cut up the cards, shuffle them, and
place them face down in four rows of four cards.
4. Have pa rtners take turns turn ing over two ca rds at
a time, trying to matc h p ict ures dep icting op pos ite
c haracter istics at" the same people. When the
c ards match, for ex amp le, you ng woman/elde rly
woman, the student keeps the ca rds if she can
make a se nte nce: /n this picture, Ana is .1 young
womalJ, but in the other picture, slw's otd. If the
student can' t say a sent ence, or the ca rds do n't
matc h (yo ung woman/thin m.ln) the stude nt turns
t he cards back over and the ne xt stude nt goes.
5. The act ivity en ds when a ll the ca rds are gone.
NOW AND THEN CHARADES (Groups)
Feelings Picture Cards . page 33
1. Duplicate one picture card page for each grou p
of 4-5 students.
2. Group st uden ts and give each group one pictu re
card page . Tell students 10 number off. Have #1
CUI apart the picture cards . Have #2 !ihuffle the
cards and place them face down on a desk.
Identify #4 as the recorder.
3. For the f i rst round, Student #1 picks a card from
the deck, asks How do I (cel l, and pantomimes
the act ion unti l the group can name it. Once the
group name s the action, for example, You feel
hungry., stude nt #1 sits down.
4. The recor de r then asks the group, How did Carlos
fcd ?Group members reach consensus on the co r-
reel way to write the sentence, using the Dictionary,
pages 31-32 to check the correct spell ing. The
recorder writes the group's response on a sheet
of paper. Carlos fel t hungry.
5. Student #2 picks a card and the act ivity continues.
n. The activity is over when all the students in the
group have had two turns. Recorders can read
from or turn in thei r papers.
People Picture Card Activities
MIXER (Whole Class)
Life Event s Pictu re Cards. page 34
1. Duplicate enough co pies of tho pi cture card page
so that each student ca n have one ca rd.
2. Give half of the students a life event (verb) car d .
These stude nts a re cel ebrati ng an importan t Iife
event. Give the other half a document (noun)
ca rd. The se studen ts are cler ks in the Departme nt
of Records. Have all the students holding life
events cards go to one side of t he room and all
the cler ks holding document cards go to the other.
3. Have students go up to the clerks to get the
corr ect document.
I just had a baby. I need to get an offici.1f
doc ument . Can you help me?
- Yes. Here's the birth certificate. OR
-I'm sorry. f don 't have what you need. 1only
have driver 's licen ses.
4. The activity ends when everyone find s a correct
ma tch.
Unit Twu 32
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2.41 married
2.39 long
2.40 short
2.38 curl y
2.37 straight
2,35
1.36 heavy-set
2.21 become a
citizen
2.25 birth
certificate
2.22 get married
2.20 get a job
2.24 (ravel
2.23 graduate
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Word list
2.49 wake up
2.50 get dressed
2.5 1 cat break fast
2.52 drive 10 work
2.53 work
2.54 cat lunch
2.55 come home
2.56 cook dinner
2.57 have dinner
2.J 8 d ean the
house
2.59 watc h TV
2.60 go to (he
market
2.62
2. 64 go to sleep
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Unit Three 39
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7. Have you ever l ived in the ~ - - _ ?
6. Have you ever lived in a m .h, - - _?
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(Yes
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Have you ever lived in a JL_ _ __I
(Yes )(NO
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3.
Have you eve r lived in a small ._t__ _ _ ?
(Yes
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4.
Have you ever li ved in a big JL _ _ _ ?
(Yes
J(NO ~ )
5. Have you ever lived on a L - - - _ ?
(Yes
J( NO
)
There's-no place like home!
Whafs next? Di scuss your answers with your class.
The Oxford Pid lU'e DictiomJ1)'. page 34. Secpage xiii for Teacher 's Not('ll.
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Walk around the room. Ask and answer the questions.
Wr ite a differen t name in each box.
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The Ch(ord Picture Dict ionary, pagu 39, 42, 44-45. See page xii for Teacher's Notes.
Each person in the group takes turns labeling the items on thi s paper.
After all the pictures have labels, look in the Dictionary to che ck your group's work.
What 's next? Decide on a price for each item. Take turns being the buyer and sell er at a
garage sale.
38 Un!l Three
The, Perfect Kitchen!
-
The Oxford Picture Di ct wlI ary , page 40. Seepa ge xv for Teache r' s Notes.
'?Sit with a partner. (Don't show this paper to your partner!)
Listen to your partner describe Rina' s kitchen and draw what you hear.
These quest ions may help:
"Did you say stove?" "/5 that Oll [he right or on the.lcitl"
-- , r
When bot h pictures are complete, compare your work.
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The Perfect Kit che n!
The fft:{ord Pict ure Dictionary, page 40. See pa ge xv for Teacher 's Notes.
Rina's Kitchen I
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Descr ibe Rina' s kitchen.
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Answer your partner's questions.
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Describe Sol' s kitchen.
Your part ner will draw what you say.
Answer your partner' s questions.
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Listen to your partner describe Sol's kitchen and draw what you hear.
..Did you say stover ' " Is that on the right or on the left ?"
When both pictur es are complete, compare your work.
+ What's next? Describe a kitchen to your teacher. Your teacher will draw what you say.
Cor rect your teacher's mi stakes,
I -'
What' s next? Describe a kitchen to your teacher. Your teacher will draw what you say.
Correct your teacher's mistakes.
40 Unit Three o l <t<rl( h i"" . U............ly ,.....,. 1Wmo.>C>f1 "' .. lIM 10 't"P<.....e /or el.awoorn ...., .
Unit Three 41
-==
Home and Yard
Thfl O:o:(orc1 Picture Dictionary, pages 38-39. Bee page xvi i for Teacher's Notes .
Sit with a partner. (Don' t show th is paper to your partner! )
Take turns giving the clues to complete the puzzl e.
2 across- You open this to enter the house
If your partner needs help, give one letter (rom t he answer on your puzzle.
The second letter is O.
\Vhcn both puzzles are complete, compare your work.
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-
Home' and Ya rd
TheOxford Pictu re Dictionary, pages 38-39. See page xvii for Teacher's Not es.
Sit with a partner. (Oon"t show this paper to your partner! )
1 down - You can ear outside here
If your par tner needs help, give one lett er from the answe r on your puzzl e.
The second letter is A. J-'" Q
When both puzzles are complet e, compar e your wor k.
Clues Clues
_ This is long and thin and carries water
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1 down - You can eat out side here
2 down - This is a wooden palio in the backyard
3 down - You sleep in thi s room
4 dow n - This is the area behin8 the house
b down - You can sweep leaves with this
7 down - This goes all around the yard
11 down
12 down
14 down

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5 ac ross - Smoke comes out of here
6 across - This is on top of the house
8 ac ross - You can sleep outside in this
9 across - You cook here
10 across - You can carry a Jot of thi ngs in this
13 acto
15 aero
16 aero
What's next? Talk with your partner. Are houses in the U.S. the same as houses in your
country? What's di fferent?
What 's next? Talk wit h your part ner. Are houses in th e U.S. the same as houses in your
cou ntry? What's different ?
4 2 Un;! Three
Unit Three 43
You'll love this apartment !
The Oxford Picture Dict umary , pages .':16-37. See page xix for Teacher' s Notes .
Form groups of 3-4 people.
Choose your character and deci de what you will say.
+ Think of other things your characte r can say.
T
-
An Apa rtment or a House?
The OI[ord Pict ure Dictionary, pages 36--39. See page xx for Teacher's Notes.
+ Think about t he reasons to live in an apart ment or a house.
Read ea ch statement on th e list.
If th e statement shows t ha t living in an apartment is a good idea, make a v in t hat column.
If the statement shows that living in a house is a good idea, make a t/ in that co lumn.
Fo r Kand L, think of two more st at ements to add)2.
Howmuchis the rent?
The rent is$750* a month.
Howbigis theapartment?
Isit furnished or unfurnished?
It isfurnished.
Does it have air conditioning or aswimmingpool?
It hasair conditioning but no
Whopays for utilities?
Don't worryabout it. You don't haveto pay!
Can we have pets?
Sorry, youcan't havepets.
Aretheneighborsnoisy?
Theneighborsarenoisy but wonderful.
Who sa ys ...
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THE SCENE:
II
f WD people looking
1\ for an apartment
are sitting in t he
!
.j manager's office .
u,
renter #1
THE CHARACTERS:
a landl ord
:::;.... two or three
possib le rente rs
(They can be
husba nd and wife,
two f riends, etc.)
THE SCR IPT:
THE PROPS:
Some papers
(a lease and a list of
apartment rUles)
. .. these lines?

STATEMENTS
11 a
A. People live near each other in an apa rtment.
B. An apart ment usual ly rents for between $400-$900 a month.
C.
Youcan usually change things in a house you own .
D. In an apart ment the landlord has to fix broken things.
E. ln a house you pay for all the electricity and water bills.
F.
You can move out of an apartment with one month's notice.
G. You are responsi ble for the yard and garden in a house.
H. Neighbors usually can't hear you in a house.
I. An apartme nt usually comes with a stove.
J.
Many houses have gardens and yards.
K.
l.
Sit with a partner and compare papers.
Write your and your part ner's ideas.
Right now J think it is bette r to five in a(n) because
Right now my partner thinks it is better to live in a(n)
because _
'You can substitute other vocabu lary for the underlined words.
What 's next? Tel l what happened to you when you re nted a n apartment.
I. .
Wha t' s next? Take a stand. Your tea c her will tell you wh er e to sta nd if you support living
in an apartment and whe re to stand if yo u suppo rt living in a ho use. When you finish,
write four sentences descr ibing your pe rfect ho use or apartme nt.
4 4 Unit Three
Unit Three 45
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Unit Three 47
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Pick a housing
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Describe it,
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Spell it,
To begin
Put your markers on
Take t urns fi ipping a coin t '
marker around t h b 0 move YOur
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moves / . .
one ' . '
.pace ,
Follow th e directlort5 0
Ask YOur grou 1', h n 'the squares,
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46 Uni t Three

Picture Cards: Household Problems/ Repair People
f;y
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52 Unit Three
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4. Food
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54
What's in the fridge?

(Round Table l abel)
What do yOll want

55 for di nner ?
(Survey)
How much do I need?

56-57
What goes where?
58- 59
(Drawi ng Di ctation)
60
Don't forget the pasta!

(Role Play)
Home-cooked Meals

61 or Fast Food?
[Take a Stand)
Food Board Game

62-63
(Board Game)
Pictu re Card Act ivities

64-68
and Picture Cards
Unit Four 53
What's next ? Your teacher will dra w an open refrigerator on the chalkboard, Take turns
tell ing student voluntee rs what to draw on the shel ves or in the door.
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L.X:-J I;> l(Note: Your chart will not show the "No Op inion" category.)
What do, you-want for dinner? Nil
..
The Oxford Picture Dictionary, pages 52-55, 58, 61. See page xiv fur 'Iuacher'a Notes.
Read the survey questions and mark your answers with a ...... ,
Ask and answe r the questi ons aga in with nine cla ssmates.
Mark your classma tes' answers on the survey.
Ilooo
( DO 'You prefer...
My/",
My Classmates' No
Answ rs Answers Opinion
a. roasted
...toasted or fried chickent
b. fried
...cooked or rawcarrout
a. cooked
b. raw
...mashed orbaked potatoes!
a. mashed
b. baked
c.white or wheat bread!
a. white
b. wheat
..f reshor canned fruiU
a. fresh
b. canned
,,,orange or applejuice?
3. orange
b. apple
What's next? Your teache r will survey the whole class . Write sentences abo ut the
a nswers. Follow the example be low:
More students prefer turkey hot dogs to beef hot dogs.
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What's in the fridge?
The Orford future Dictiorwry, pages 50-56. See page xii for Teacher's Notes.
Each person in the group rakes turns labeling the food on this paper.
After all the pict ures have labels, look in the Dict ionary to check your group' s work.
,1)4 Unil Four
Unit Four 55
HoW) much do I need?
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1/2c. eugar 1/4 c. chopped nut s
1/2 c ehredded coconut
3 106. cocoa .
C
rus h t he vanilla wafers and put 't hem in a large bowl.
1.
2. Add t he cocoa to "the waf ers.
3. Mix in t he coconut, [a m and ChOppedd nuttts
h
m on a plate
Make small ba1l 6 of t he mixture an pu e , . .
; : Cocoa.Coconut.-Berry Ba lls can stay in 'the refnl3
erator
for a week.
The Oxford Picture Did ionary, pages SO, 54-59. See page xvi ii for Teacher's Notes.
' I
Sit with a part ner. (Don' t show this paper to your partner !)
Use the recipe below to answe r your partner 's questi ons.
--------r-
I
.
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Ask your partner about the missing informat ion on the rec ipe below.
You can use these questions :

"How much do I need?" or "How many do / need?"
"What do I do with the ?"
Wril e in the missing information and read it back to your partner to check your work.
"- FRUIT SALAD (serves 6)
I: _ _ grape!> __ pt::aches or peare;
_ _ apples _ _ sliced pineapple
__ yogurt _ _ rsieine
1. Wae;h al/ the f ruit.
2. t he apples.
II
:3. t he peaches or pears.
4. t he pineapple into pieces.
5. Put al/ t he frui t into a large bow/.
6. in the yogurt and the raisins.
7. Refrigerate for 1/2 hour:. Serves six.
l I

3 peaches or pears
115-oz, can sliced pineapple
1/4 c. raisins
How much do I need?
1/2 lb. grapes
3 apples
1/2 c. yogurt
1. Wash all the fruit.
2. Chop the apples.
3. Slice t he peaches or pear s.
4. Cut up the pi neapple into bite-si ze ptecae.
5. Put all the fruit into a large bowl.
6. Mix in the yogurt and add the rsieine.
7. Refrigerate for 1/2 hour. Serves six.
The Oxford Picture DjctiorwTY, pages 60,54-59. See page xviii fer Teacher's Kates .
__ vanilla wafer s _ _ jam
__ powdered Bugar __ chopped nuts
__ cocoa _ _ shredded coconut
1. Crush the vanilla wafere and pu";, t hem in a large bowl.
2. t he cocoa to the waf ers.
3. t he coconut . jam a nd chopped nute.
4. Make email balls of the mixture and put themon a
5. Cocoa-Coconut-Berry Balls can stay in the refri gerator
for a _
COCOA-COCONUT- BERRY BALLS (ma kes 50 oookiee)

Sit with a partner. (Don' l show this paper 10 your partner!)
Ask your par tner about the missing information in the rec ipe below.
You ca n use these questions:
"How much do I need!" or "How many do f need?"
"\;Vhat do I do with the ?"
Wr ite in the missing information and read it back to your par tner to check your work .
FRUIT SALAD (""rv
c
.:e.:.s..:;6. .! ) -1
Use the recipe below to answer your partner ' s questions.

What's next? Dec ide which of these recipes you want to prepare in class. Discuss what .
utensils and ingred ients you wi ll need . Invite other teachers, your principal, or office staff
to sample your reci pe.
What ' s next? Decide which of these recipes you want to prepare in class. Discuss what
utensils and ingred ients you will need . Invite other teachers, your princi pal, or office staff
to sample your recipe.
56 Urril r our
Unit f our 57
What goes where?
The Ox!vrd Pictu re Dictionary, pages 62-63. See page n' for Teacher's Xctee,
. >--- - - - - - - - - - - - - -
Sit with a partner. (Don' t show this paper to your partner!)
Describe the tabl e sett ing at Fifi' s Restaurant.
Your partner will draw what you say.
Answer your partner' s quest ions.
/
~ I \
~ > - - - - - - - - - - - - - - - -
Liste n ( 0 your partner describe a tab le sett ing at Candy's Coffee Shop and
draw what you hear.
These questi ons may help:
"Did you say torkt" "ls that on the left or on the right?"
When both pict ures are complet e, compare your work.
What 's next? Desc ribe a table setting to your teac her. Your teacher will draw what you
~
~
-
What goes where?
Tht Oxford Pict ure DictiQTU1ry. pages 62-63. See page xv for 'Ieacher' e Nct ee,
~ > - - - - - - - - - - - - - - - -
Sit with a partner. (Don' t show this paper to your partner! )
li sten to your partner describ e a table sett ing at HiPs Restaurant and
dr aw what you hear.
These quest ions may help: . .Iq
"Did you say fork ?" ""15 that on the left or on theJ;ight r
~ > - - - - - - - - - - - - - - - -
Descr ibe t he table sett ing at Candy' s Coffee Shop.
Your partner will draw what you say.
Answer your partner's questions.
When both pictur es are complete, compare your work .
What's next? Describe a table selling to your teacher. Your teac her will draw what you
say. Correct your teacher 's mistakes.
58 Unit Four
Unit Four 59
The OrfordPicture Dictionary, pages 50-57. See page xill (or Teacher', Notes.
-
Home-Cooked Meals or Fast Food?
The O#ord Pict ure Dictionary; pages 60-61. See page xx for 'Teacher's Notes.
Think about the reasons to eat home-cooked meals or fast food.
Read each statement on the list.
If the statement shows that eating homecooked meals is a good idea, make a v' in that
col umn .
If the sta tement shows that eating fas. food is a good idea, lSake a in thai column.
For Kand l , trunk of two mor e sta teme nts to add to
Sit with a partner and compare pap ers.
Write your and your partner's ideas.
STATEMENTS
ul'
A. You can make a home-cooked meal for four for less than $ 10.00.
B. You can prepare menIs quickly in a microwave.
C. Dinner is a time when people who live together can talk.
O. Fast food restaurants are adding low-fat foods to the ir menus.
E. Everyone can order a different meal in a restaurant.
F. Fast food restaurants often d ose at 10:00 or t t :00 at night.
G. You can't see what happens in the kitchen in most restaurants.
H. You don't have to cook or clean up whe n you eat in a restaur ant.
J. You have to wear shirts and shoes in a fast food restaurant.
-
J. You often have leftovers when you cook at home.
K.
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... these lines?
We needtogel a loaf of breed".
W.ealso need to pick upsome spagheni.
That's a great ideal l et's get too.
Why don't we boysome rice?
We alreadyhave a box ofrice.
Oh, don't forget carrots./love carrots..
Idon't eat carrots.Ihate them!
Please put candy barsonthe listl
No way.We're not buyingsweets!
l et's put seafood onthe list
You canbuy it, but I won't eat it.
Yech! Why arewebuying that?
a mom
a dad
a teenager
a lit t le kid
THE SCRIPT:
THE CHARACTERS:
Don't forget the pasta!
Who says..
Mom
I II
THE SCENE,
A fami ly is sitt in9
I
'1
in t heir kitchen.
I
1he:y're making
II
th eir grocery list.
I
Choose your chara cter and decide what you will say.
Think of other things your charact er ca n say.
Act out your rol e play.
I think it is beller to eat because _
My partner thinks it is better to eat because _
"'You can subslilule other vocabulary for the underlined words.
What 's next? Plan a dinner that all four of these people will like. Include a salad, a main
dish, a side dish, a de ssert , and a beverage.
f I Wha t's next? Take a sta nd. You r teacher willtel l you whe re to sta nd jf you support
horne -cooked meals, and where to stand if you support fast food .
60 Uni t Four
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rICK A PAIR (Pairs)
Conta iners and Packaged Foods Pict ur e Cards,
page 67
1. Dupl icate 1/2 a class set of the picture car d pages.
2. Pair students a nd give each pai r one pi cture card
page.
3. Have the pair cut up the ca rds, shuffle them, and
4. Have partne rs take t urns turni ng over two ca rds at
a time, t rying to match containe rs with food items.
When the cards match (or e xa mple, bome and
soda, the stude nt keeps the ca rds if she can say the
phras e A bo ttle of soda. If the stude nt can't say the
phrase, or the ca rds don ' t match, the studen t turns
theca rds back over an d the next stude nt goes.
5. The activity ends w_hen a ll t he ca rds are gone.
Food Verbs Pict ure Cards, page 68
1. Duplicate one pict ure card page for eac h group of
4-5 studen ts.
2. Group students and give eac h group one picture
card page. Tell students to number off. Have #1
cut apart the picture ca rds. Have #2 shuffle the
cards and place them face down on a desk.
Identify .ji4 as the recorder.
3. FOf the first round, Studen t #1 picks a card from
the deck , asks Wha t am I doing!, and pan tomimes
the action until the gro up ca n name it. Once t he
grou p name; the act ion : You' re setting the table,
student #1 sits down.
4. The recorder then asks the group, \tVhat did Car/os
do?Group members reach co nsensus on the correct
way 10 put the sentence in the past, using the Verb
Guide on pages 17D--172 in the Dictionerv to check
the correc t past tense form. The recorder writes the
group's response on a sheet of pa per, e.g. , Carlosset
the t,lble.
5. Student 412 picks a card and t he ac tivity co ntinues .
6. The act ivity is over whe n all t he students in the
group have had two turns. The recor de r ca n read
from or turn in the pape r.
r EER DICTATION ( Pai rs)
Fruil and Vegeta bles Pict ure Car ds, page 65
1. Dup licate a class set of the picture ca rd pages and
cut off the Word li st on the sidebar. (Hold on to
these for step 6.)
2. Pai r students and give student A t he pict ure ca rd
page.
3. Direct the B stude nt s 10 loo k OI l page 50 in the
Dictionary an d read off the list of fruits. When the
A studen ts hea r a fruit that is on their picture page
they say, I have that. How do you spell it! Bstu-
de nts spell ou t the word so that the A's ca n write
it under the pict ure.
4, When the A's have written all the fruit words, they
put thei r papers aside. B's then get a picture card
page and listen to A's read t he list (rom page 51.
They reques t the spell ing of the veget abl es and
write t hem under the pictures on the ir pages,
5. Once the B's have finished , have the A's close
thei r di ctionar ies. Partners ca n then work together
to la bel the ir respec tive pages.
6. As a final check for acc uracy, hand out the Word
li sts you put aside in step 1 50 that students can
check thei r spe lling.
Food Pict ur e Card Acti viti es
TWI N GRIDS (raj rs)
Marke(jPrepa red Foods Picture Cards, page 66
Grid, page 197
1. Duplicate one copy of t he grid on page 197 and
write in 16 short names , one name pe r squa re.
(Sam, Tom, Kim, etc.I Give each student one grid
and one pic ture card page.
2. Have students cut apa rt thei r picture cards and
place them face up and spread out, on the ir desks
next to the grid.
3, Tell students that Sam likes chicken. Direct stude nts
to place the picture of ch icken on the grid squa re
wi th Sam's name in it. Encourage stude nts to ask
cla rification questions, for example, Did you .say
Sam?Chicken or cheese?What does he like! etc.
4. Continue telling students who like what until
all the grid squares are filled. Have stude nts
compare thei r grids wit h one anot her as you
clar ify any d iscrepancies.
5. Ne xt, pai r students. Give each pa ir a mani la folder
to use as a screen between the pa rtners. Have the
sender tell the rece iver what Sam likes . (Students
do not have to copy your sentences .I Both part-
ne rs place the ir pict ures on the grids . Wh en the
grids are com plete. senders and receivers com-
pa re lheir grids.
r. . Have send ers and receivers switch roles.
Unit Fnur 64
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telling stude nt volunteers what clothing items to draw on them .
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What's next? You r teache r will survey the whole cl ass. Write sentences abo ut the
a nswers. Follow the example below:
Most students preior long-slee ved shirts to short-sleeved shirts.
Co mplete the graph below. Cha rt only stu dent preferences.
b l (Note: Your'chart will show the "No Opinion " category.)
..... . ,
-
What's your style?

..
:
The Oxford Picture Dictionary, pages 61....(;6, 70-71. See page xiv for Teach er 's Notes,

Read the survey questions and mark your answers wit h a ......
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> Answers Answers Opinion
a. long-sleeved
...long-sleevedor short-sleevedshirts?
b. short-sleeved
...pullover or cardigan sweaters?
a. pullover
b. cardigan
..solid or print Tshirts?
a. solid
b. print

...jeans or slacks?
a. jeans
b. slacks
...jackets or coats?
a. jackets
b. coats
...mittens orgloves?
a. mittens
b. gloves
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Family Fashion
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The Oxford Picture Dictiona ry, pages 64-69, Sec page xii fllr Teacher 's Notes.
.....
Each pe rson in the gro up takes turns labeling the clothing items on this pape r.
After all the pic tures ha ve labels, 1001< in the Dictionary to check your group's wo rk.
... .".....
70 Unit Five
Unit Five 71
life at the Laundromat
The Oxford Picture Did iomIry , page 72. See page xvi for Teacher's Notes.
Sit with a partner and look at each ot her' s papers.
There are 10 differences between your pictur es.
Work with your partn er to find the differences.
ILucky Coin Op laundromat I
, ' . ...-
Life at-dhe laundromat
The Oxford Pictu rr Dictionory ; page 72. See page xvi for Teacher 's Notes ..
Sit wit h a partner and look at each other' s papers.
There are 10 differences between your pictures.
Work with your par tner to find the differences.
I Lucky Coin Op Laun'dromat I
)
Write the differences you find on the chart below. + Write the differences you find on the chart below.
laundry basket on dryer
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72 Unit fi ve
Unit rive 73
Wash and Wear Opposites
TIll! Oxford Pu t ure Dictionury, pages 70-73. See page xvii far Teacher's Not es.
Sit with a partner. (Don't show thi s paper to your partner! )
Take turns giving the dues to complete the puzzle.
1 down-This uniform isn't ironed. It' s....
If you r partner needs help, give one letter from the answer on your puzzle.
The fi rst leuer is
Clues
1 dow" - This uni form isn't ironed. It's...
2 dow" - These shoes aren' t new, They' re .
4 dow" - These jeans aren't baggy. They' re .
6 down - This be lt isn't wide. It's...
7 down - This zipper isn't wo rking. It's...
9 down - This butt on Isn't on the shirt. It' s...
12 down - This blouse isn't plain. It's.__
15 down - These heels aren't high. They' re;..
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What 's next? Find two words that have opposites in the puzzle. Write a sentence using
eac h word.
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Wash and Wear Opposites
The Oxford Picture Dictionary, pages 70-73. See page xvii for Teacher's Notes.
Take turn s giving t he clues to complete the puzzle.
3 across - This jacket isn't heavy. It's. ..
If your partner needs help, give one letter (rom the answer on your puzzle.
The first letter is L. .
Clues
3 ac ross - This jacket isn't heavy. It's .
5 across - This shirt isn't wrinkled. It's .
a across - This dress isn't casual. It's .
10 acro ss- This laundry isn' t wet. It's ..
11 across- This tie isn't narrow. It's .
13 across- These overalls aren't big. They' re...
14 across- This T-shirt isn' t dirty. It's...
15 across- These sleeves aren't short. They're... .
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each word.
74 Unit Five
Unit f ive 75
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Yes or No? School Uttiforms
The Oxford Pictu re Dictionary, puges 70--71. See pag e JUt for Tea cher 's Note s.
+ Think a bout t he reasons to wea r o r not wea r school uniforms.
Read each statement on t he list .
If th e st ateme nt sh ows th ai uniforms a re !!$ood idea , make a v' in th a t column.
If th e sta te ment shows th at unifo rms a re not a good idea, make a v' in th a t co lumn.
dd hi...
Sit with a partner a nd compa re papers.
Write your a nd yo ur pa rt ner' s ideas.
I think it is a idea to wear school uniforms because _
For Ka nd l , Ih ink of two more sta tements to a
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SfATEMENTS
+ -
A. Young people like to wea r the latest fas hion styles.
8. You can save money by shopping at "back to school" sales.
C. Stude nts enj oy wearing specia l schoo l co lors.
D. Some boys and gi rls don't wan t to decide what to wear ea ch day.
E. Gangs identify their member s by special clothes or colors.
F. Some teachers say the ir stude nts act better in formal clothes.
G. Some parent s cannot afford to buy lots of differen t clot hes.
H. Many students don 't like to wear the same style and col or every day.
I. Some kids feel bad if they don ' t have stylish cl othes like the ir friends.
J. Stude nts can wear school clothes outside school.
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clothing items a d
(s h' n EiCCCS50ries
Irt, pants, sweater)
a few sewing items
(tape measure, pin CUshion
needle and t hread)
. ..these line s?
Wherecan Itryonthese jeans ?
Asilverchainwould look nicewith that sweater.
Wechargeextrato sewsill::. clothing.
Doyou havethis striped shin ina large?
Right away. I'll get my tape measure.
That styleis popular now.Allour overallsare baggy.
That jacket looks I can changethat for you.
Thissleeveis tooshort. Canyoelerqthen it?
Sorry. we'reout of stripedshirts. But wehave solidones.
Thefitting roomsareover bythe suits.
I don't repair sale items. Maybe there's another shirt
inyour size.
Thisshirthas a missingbutton.
one or two customers
a salescl er k
a tailor or
a dressmaker
THE CHARACTERS:
THE SCRIPT:
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Who says.. .
a customer
Lacy's Fine Fashions
The Oxford Picture Dictionary, pages 64-71, 73. See page xix for Teacher 's Notes.
l' THE SCENE:
1\\ 1
a men's
I
ana women's
store 'I
Form groups of 3-4 people.
Pract ice saying all the lines.
Choose your character and decide what you will S.ly.
Think of ot her things your character can say_
My partner thinks it is a idea to wear school uni forms because "
You can substitute other vocabulary for the underli ned words.
What's next? Take a sho pp ing trip. look in the Dictionary and make a l ist of ten cl o thing
or acce ssory items you would like to buy.
I '
What's ne xt? Take a stand. Your teacher wi ll te ll you where to stand jf you support school
uniforms a nd where to sta nd if yo u don' t support sc hoo l un ifo rms.
76 Ull il f ive
u nn fi ve 77
Unil five 79 .. ....... _ ........... . _
Use
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Pick a clothing card.
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spell it.
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GU ESSWHAT? (Group s)
Sewing Items/ Clothing Accessories Pict ure Ca rds,
page 84
1. Have stude nts form smal l groups of 2-4 students.
2. Give each group one page of c ut-up picture cards.
Have one student in the group shuffle the cards
and place them face down on the ta ble.
3, Each studen t ta kes a turn picking up the top picture
card on the pile and giving a definition. You use this
to sew. fI is very sharp. (needle) Ca ution students
not to use any part of the word in their definition.
For example you ca n't say, Yau measure clothes
with this. (tape mea sure)
4. The other group me mbers try to guess the word.
The first student to guess the word keeps the
picture card.
5. The activity ends when al l the cards are guessed
co rrectly.
Clothing Pict ure Card Acti vit ies
PICK AND CHOOSE (Groups)
Clothing A Pict ure Cards. pa ge 81
Clothing B Pictu re Cards. pa8c 83
1, Duplicate one of ea ch pict ure ca rd page for each
grou p of 2-4 students.
2. Give eac h group one copy of eac h picture card
page and a piece o( blank paper. Have them cut
apart the pictures and pla ce them in random
rows, face up on the tab le.
3. Draw a la rge empty suitcase on the board and
have one group me mber copy the picture 01'110
the blank paper.
4. Announce the first round of play, indicating a
destinat ion and weather conditions. We're taking
a vacation in Hawaii. The weather isf1QI. We're
going to the beach. Your group has two minutes
to choose eight clothing items. Put them in your
sui/case. Everyone must egreoon the items you pick.
5. Walk arou nd. encouraging studen ts to discuss their
choices and moni tering to make sure everyone has
a chance to "pac k the suitcase."
6. Call time and survey the class to find oUl lhe
most popular clothing items. Conti nue play
using differe nt travel destina tions.
7. To simpl ify the activity, use only one set of picture
cards and limit the suitca se to five items.
TWIN GRIDS (Pai rs)
Clothing A Picture Cards, page 81
Gri d, page 197
1. Duplicate one co py of the grid on page 197 and
wri te in 16 short names, one name per square.
(Sam, Tom, Kim, etc.) Give each studen t one grid
and one picture card page. (If you have an over-
hea d projector, see Ustng the Overhead Projector
in the Picture Cards Teache r's Notes, page x.)
2. I lave students cut apart their pict ure card page
and place them face up and spread out, on their
des ks next to the grid.
3. Tell stude nts that Sam is w(:ari IlX a shirt. Direc t
students to place the pictur e of the shirt on the
grid square wi th Sam's name on it. Encourage
students to ask cla rification quest ions. Did you
say Sam?Shirt or skirr? What 's Sam wearing ?, etc.
4. Conti nue telling students who's wearing what
clothes until all the grid squares are filled. Have
students compare thei r grids with one another's
as you cla rify any discrepancies.
5. Next, pair students. Give each pair a man ila
folder to use as a screen be twee n the partners .
Have the sende r tell the receiver what Kim is
wea ring. (Stude nts do not have to copy your
sentences.I Both part ners place the ir pictures
on the grids. When the !\rids are com plete,
senders and receivers compare their grids.
6. Have sende rs and receivers switch roles.
PICK A PAIR (Pairs)
Descri bing Clot hes Picture Car ds, page 82
1. Pair students and give each pair one picture card
page.
2. Have the pair cut up the ca rds, shuffle t hem and
place them face down in four rows of four ca rds.
3. Have part ners take turns turning ove r two cards at
a time. trying to match the same clothing item but
with opposite desc riptions. When the cards match.
for example: new jeansold jea ns, the student keeps
the ca rds if she can make a sentence comparing
both pictures. The new jeans look nice, but the
old jeans have a rip. If the student ca n' , say the
sente nce or the ca rds don't match, (ne w jeans!
long skirt), the student turn s the cards back over.
4. The act ivity end s when all the ca rds a re gone.
80 Uni t Five
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5.59 backpack
5.60 umbrella
5. 61 ch ain
5. 62 bracelet
5.64 bow tie
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The The Oxford /Jil:tu.TeDictionary, pegea 78-81, 83. See page x ivf Uf Teacher 's Noles. ..
Read the survey questions and mark your answers with a v. P.;'i
Ask and answer the questions again with nine class mates.
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Mark your classmates' answers on the survey form.
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rather../ ;Jy My Classmates' No
Answers Answers Opinion
...take throat lozengesor a. throat lozenees
coughsyrup for a coughi
b. cough syrup
.lake coldtabletsor a. cold tablets
vitamins for a coldi
b. vitamins
...drinkfluids or tab antacids ..fluids
whenyou feel nauseous?
b. antacids
,
.i.usea heatingpad or a. heating pad
an ice packfo r a backache!
b. ice pack
.usenasalsprayor a humidifier a. nasal sorev
for nasal rongestion?
b. humidifier
.walkwithcrutchesor
a. crutches
a cane for a sprained anklet
b. cane
)
T
0)
..
Body language
The The Oxford Pict ure Di4tionary , pagf.'S 74-75. See page xii for Teacher's Notes .
What's next! Your teacher will ask you for your surve y result s. Write sentences about t ~ ~
answers. Follow the example below:
Nine out of ten "doctors" in this cl ass recommend cough syrup for a cough
What' s next! Take turns describing parts of the body to you r group. It's inside your mouth.
It helps you talk. (tongue) Have your c lassmates guess the answe r.
86 Unit Silt
Unit Six 8 7
What 's ha ppening at Wellnet?
The The Oxford Picture lJiction(lr)". pages 79, 82-83 . See pogo xviii for Teacher's Notes.
.
Sit wit h a partner. (Don' t show th is paper to your par tner!)
Ask your partner about the missing informat ion on the cou rse schedule below.
You can use these questions:
"Wha t's the class?" "'What do you Jearn?" N\1!here is it?" "'When is iti'"
Write in the missing information and read it back 10 your partner 10 d eck your work.
WELLNET COMMUNITY HEALTH EDUCATION
+"
SCHEDULE OF CLASSES
. .
. .
First AId
InstructioninCPR andrescue breathing.
Bred Clinic
Session I: 617
Session2: 6114
HeimlichManeuver
Emergencyproceduretor
GoldClinic
Session1:
RoomA-4
PM
Control
Makechanges indiet andexercise.
Na)'O Clinic
619
PM
EMT Certification
Techniques lor drug overdose.
Children's Hospital/ 6110: TBA
.and
West WingRoom44
_ _ _ PM
6124:8 11 AM
Smokingand
New research: locus on teenagers.
SteinClinic
One session: 7116
6:30-9PU
0)
T
)
,
-
What's happeni ng at We llnet?
The The Ox(ol'd Pictu re Dictionary , pages 79, 82--83. Seepuge xviii for Teacher's Notes.
Sit with a par tner. (Don' t show Ihis paper to your partner!)
Use the course schedule below to answer your part ner's questions.
WELLNET COMMUNITY HEALTH f;DijCATION
SCHEDULE OF CLASllES
CLASS J, ........." DESCRIPTION_ .f-
,
... #..-". .-,- ...' <,
Firsl Aid InstructioninCPR and rescuebreathing. Bred Clinic Session 1:617
Room 12 Session2: 6/ 14
9 AM-12 PM
HeimlichManeuver Emefgencyprocedurefor choking. Gold Clinic Session 16114
RoomA4 4- 6PJl
Control Make changesin diet andexerci se. Nayo Clinic 619
BloodPressure AuditoriumA-I 7:30-9 PM
EMT Certification jechotcues for drugoverdose, Children'sHospital/ 6110: TEA
bleeding, anddrowning. West WingRoom 44 6Il7: 5- 8 PM
6124: 8-11 AM
SmolQng and Newresearch: focusOf! teenagers. SteinClinic One session: 7116
Cancer Room IS 6:30-9PM

WELLNET LOW-COST IMMUNIZATION SCHEDULE +
VACCINE"R{. !':;" , t ....... AGE'" ttl .'..-," I
Flu shot Seniors55and ever Shapiro Senior Center - _ __ Free
Adutts21and over NayoClinic West
Infants 6 mo. Children'sHospital $10.00
Room83
Measles. &Rubella(t.! .MR) Children's Hospi tal
18 mos. - 3yrs. RoomA-9
Tuberculosis(TB) screening $5,00
Adults Same
shot Adults21 andover Nayo Clinic East
MO authorized
(.
Use the immuni zation schedule below 10 answer your partner ' s questions
WELLNET LOW-COST I MMUNIZATION SCHEDULE
+
.

Flushot
Seniors 55andoyer
Shapiro Senior Center - Room5 Free
Adulls 21andover Nayo ClinicWest
$15.00
pox
Infants 6mo.
Children's Hospital
$10.00
I yr. - 5yrs. RoomB3
Measles, Mumps, & Rubella (MMR)
3-12months
Chilcren's Hospital
$20.00
18 mos. - 3 yrs. RoomA9
Tuberculosis(fB)screening
Chi'dren 6andup
MobileClinic
$5.00
Adults
Same
$100
Allergy shot
Adults 21andover
Nayo Clinic East
$25.00
' MDauthorized
Room4
What's next? Prete nd you are planning a health education class for your neighborhood.
What class would you offer? Work with a partner 10 make a flyer for the class.
Wha t's next? Pretend you are plannin g a hea lth educat ion class for your ne ighbor hood.
What class you offer? Work with a partner 10 make a flyer for the class.
U8 Unil
Uni! Si T{ 89
Welby Community Clinic
The The Oxford Piclure Dictionary pages 84, 86-87. See page svt for Teache r' s Notes.
Sit wit h a partn er and look at eac h other' s paper s.
There are 10 differences betwee n your pictu res.
Work with your partner to find t he differ ences.
0)
)
)
--
We lby 'Community Clinic
The The Oxford Piaure Dicti onary, pages 84, 8tH37. See page xvi for Teacher's Notes.
Sit with a partner and look at eac h oth er' s paper s.
There are 10 differ ences between your pictures.
Work wit h you r partner 10 find the differences.
Write the differerences you find on the chart below.
Write the differerences you find on the chart below.
Wha t' s next? Your teacher will bring in the ye llow pages. Find advertisements for hea lth
cl inics. Li st their services and ask questions with your pa rtner:
When is it open? Can you use an insurance card? What does the clinic do?
v-
I
~
recepkionist is sitkina
receptionisk is skandina
I
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!
. \
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.
Wha t's next ! Your teacher will bring in the yellow pages. Find advertisements for health
clin ics. li st their services and ask questions with your partner:
When is it open? Can y011 use an insurance card? What does the clinic do?
1.
2.
3.
4.
5.
6.
7
8
9
10
( l)
~ ~
receptionist is sittina
I
receptionist is fit andine
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
90 Unit ~
unnSill; 91
My partner thinks care is bener because
1think care is better because _
Home Gare or Hospital Care?
-
The Oxford PidufI: Dictionary, pages 82-83 , 85-87. See page xx for Thacher 's Not es.
Think about the rea sons to choose home ca re or hospit al ca re.
If t he stat ement shows that home care is a good idea, make a ./ in that column,
If th e stat ement shows that hospital care is a good idea, make a ./ in that column.
For Kand l think of two more statements to add to thi fclist.
,
Write your and your partner 's ideas.
h_ hospital
STATEMENTS
care care
A. Hospit al staff is available 24 hours, day an d night.
B. Registered nurses can do blood wo rk at a patient's home.
C. Nurse midwives charge less than a gynecologist for home births.
,
D. Some hos pital voluntee rs ca n translat e different languages.
E. Most people don't sleep we ll in hospita l beds.
F. Dieticians plan healthy mea ls for pa tients.
G. Medical insurance doesn't pay for many home car e expen ses.
H. Fami ly me mber s ca n learn CPRand first aid trea tments .
I. Some e lderly people can ove rdose on dr ugs by accid ent.
J. Few doct ors make house calls any more.
K.
L.
T
Q)
THE PROPS:
a clipboard
an insurance Card
a health form
... these lines ?
Ineeda copy ofyourinsurance card".
Please help mel Iburned myself!
What's that?Wi ll it hurt?
Oh, that's a stethoscope. We use it to listen to
your heart.
No, there'sno historyof dianetes in my family.
See thenursefirst She is going todraw blood.
The doctorsaysyou need stitches on that leg.
Excuseme.. WheredoI pick up myprescription
medicine?
Sorry. There'snosmoking inthewaiting room.
I'llput your walkernext to theexami nation table.
You'll haveto wait to seethe pediatrician.
Here's some information about measles.
Do you haveanyother questions?
THE SCENE:
THE SCRIPT:
-I An ",gent care cflnlc where
I
walk-in pat ients need
immedi ate medical care. A
recept ionis t aeke for and
giyes inform8tion. The nuree
see s patients in the exam room.
The doctor will see you soon.
Who sa ys. ..
a rece ptionist
The The Oxford: Picture DictiU1lary, pageR 79-87, Sl'1! page xix for Tea cher's Notes.
You can substitute other vocabulary for the underlined words.
What's ned? l ook at pa ge 82 in your Dictionary. Discuss what yo u should do in these emer-
ge ncy situat ions'. Your tea cher will write your ideas on the board.
(
What's next? What med ica l problems are best treated a t home ? W hat medica l problems
a re be st treate d in a hospit al! You r teach e r w ill write your ideas o n the board.
92 Unit Six
Unit Six 9 3
Unit Sill 95
Use
Health
Pict/Jre
Carel
s

-se.
Put
picture
cards
here. 1:=::::::::"....---,1
(f ace down)
Pick a healt h card.
Describe it.
I
t
nof\ op
decs JOPUJ=1 1E?tjM

caro.
spell it.
To be9in..
PutYOur markers on stare.
Taketurns a COin to moveYOur
marter around board.
Followthe directions on the squa res.
As k YOur group for helpwhen YOIJ
don't know t he 8rl6\Ver.
O:?JUJP
l:i' U] ;lQS nof\

94 Unit Six
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Pict ure Cards: Parts of t he Body
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TWIN GRIDS (Pa irs>
Personal Hygiene /Health Care Pict ure Cards .
page 100
Grid, page 197
1. Duplicate one copy of tbegrid on page 197 and
number each square 1-16 to create a large discount
drugstore with aisk'S'" to indicate where various
products are located . Give each student one grid
and one picture card page. (If you have an overhead
projector, see Using the Overhead Projector in the
Picture Cards Teacher's tcotcs. page x.)
2. Have students cut apar t the ir pictur e cards and
place them face lip a nd spre ad out, on their desk s
next to the grid.
3. Tell students to put the soap in aisle #4. Direct students
to place the picture of soap on grid squa re #4.
Encou rage students to ask clarification questions.
Did you say soap?t'ut it in aisle 4 or 14(, ere.
4. Continu e tell ing stude nts wh ere to put a ll the
items until all the grid squa res a rc filled. Have
st udents co mpa re thei r grids with one anot her as
you clari fy any discrepa ncies.
5. Next pair students. Give eac h pa ir a man ila folder
to use as a sc reen be twee n the partners. Have one
partner (the manager) tell the other (stoc k clerk)
Put the soap in aisle 7. (Stude nts do not have to
use t he same sentences you used.l Bot h pa rtners
place the ir pict ures on the grids. When the grids
are co mp lete, senders and rec e ivers co mpare
thei r grids.
6. Have the senders (ma nagers) and the recei vers
(clerks ) switch roles.
face down on a des k. Ide ntify #4 as the recorder.
3. For the fil"5t round, Student #1 picks a c ard from
the dec k, asks What am I doing?and pantomimes
the action unti l the group can name it. Once t he
group na mes the act ion, rou're making an
appointment, student #1 sits do wn.
4. The recorde r then asks the group, What did
c.-lflos do?Group members reach con se nsus on
the correct way to put the sente nce in the past,
using the Verb Guide on pages 170-172 in the
Dictionary to chec k the correct past tense form.
The reco rder writes the group's response on a
sheet of paper for example, Carlos made an
appointme nt.
5. Student j2 picks a card and the activity continues.
6. The act ivity is over when all the students in the
group have had two turn s. Reco rders ca n read
from or turn in their papers.
Heal th Care Pict ure Card Activi t ies
PEER DICTATION (Pairs)
Pari s of the Body Pictu re Cards, page 97
1. Duplicate a cl assset of the picture car d pages
and cut off the Word List on the sidebar. (Ho ld on
to these for step 6. )
2. Pair !iludents and givestudent Athe picture card page.
3. Direct the Bstudents to loo k at page 74 in the
Dictionary and read off the names of the body
pails. When the A students hea r a body pa rt that
is on their picture page, they say I have that. How
do you spelf it! B students spe ll out the word so
that the A's can .....rite it under the pictu re.
4. When the A's have writlen all the body pa rts word s.
they pu t their papers aside. B's the n get a pict ure
card page and listen to A's read the li!ilfrom page
75. They request the spell ing of the body parts and
write themunder the pictu res on their pages .
5. Once the 8's have finished, have the A's dose their
di ctionaries. Partners ca n then work together 10
label their respective pages.
6. As a final check for accuracy, hand out the Word
lists you put aside in step 1 so t hat students can
ch ec k thei r spe lling.
MIXER (Whole Class )
Symploms and Injuries/H ealth Care Picture Cards
page 98 '
1. Duplicate eno ugh copies of t he pictur e card page
so that each student can have one card.
2. Give half of the students a symptoms and injury
ca rd. These students are "patients." Give the oth er
half a health ca re picture card. These students are
"p harmaci sts." Have all the "patients" go to one
side of the room and all the "pharmacists" go to
t he oth er.
3. Have pa tient s go up to the pharmacists to find
a remedy .
* 1have a }J(>adac1Je. Can you beto me ?
- res. I recommend pai n reliever.
* I'm sorry. I don't have what you need. I only
have nasal spray.
4 . The act ivity ends when everyo ne finds a
co rrect mat c h.
Healt h and Per son al Hygiene Verbs Picture Ca rds,
page 99
1. Duplicat e one picture card page for each grou p of
4- 5 students.
2. Give each group one pict ure ca rd page. Tell stu-
dents to numbe r off. Have #1 cui apart the pictu re
cards. Have 11 2 shuffle the ca rds and place t hem
1- __
Unil Si. 97
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6. 23 sprained
ankle
6.22 cut
6.24 rash
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s- I I I I I - - t
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I 6.18 stomachache I J I I I
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6. 19 sor e t hroa t I I I I I
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1 6.37 get an
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I 6.39 drill a tooth

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1 6.40 examine eyes
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6.41 take a shower
6.42 brush teeth
6.43 comb hair
6.44 dry ha ir

6.46
6.47 put on
pe rfume
6.48 cut nails
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7. Community
Page (s)
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102
Around the Corner
(Round Table la bel)

Around Town

103
{M ixer)
Para dise Hills Mall
104 105
(Picture Differences)
Worldwide Disaster s
10&-1 07
(Informatio n Exchange)
Order in the court!
108
(Rol e PI,lY)
-
Sidewalk Vendors - Yes or No?
109
(Tolke a Stand)
Community Board Game

110-111
[Board Game)
Pict ure Ca rd Act ivit ies

112- 11&
and Pict ure Cards
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100 Unit Six
Unit Seven 101
J
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- ---- ------'
Did you go to a service at a JL - - - - -.
m. ,or,B- - - - - - - - - lastweekend?
yesterd ay?
.:.-----------,
(Yes
Around Town
-
7. Did you eat breakfast at a ...k- 5 _
thi s morn i ng?
STAMPS =-
1
lID [;n:] lili:
E93
_5 last week?
(Yes ) (L
NO
-'
",--,---,-_--:== 6. Oldyou buy stamps at the - - -
The O.r;(ord Picture DictirJl/ory, pages 88-89, 96-98. See page xiii for Teacher's Notes.
T
C'
) Write the missing letters in the words.
Write a different name in eac h box.

Did you borrow books from _?_ L .:J.. last week?

(Yes
JfNOR> )
2.
Did you use an ATM card at a ...lz..- - - -
last week?
UR
(Yes )(NO )
'" -
3.
Did you exercise at a h, - - - - -
!<- - --
in
the last month?
(Yes )(NO )
4. Did you play socc er at a -J2- - - -
last weekend?
(Yes )(NO
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..-
Did you buy tools at a .h, _ _ - --- -
.. .... 5.
88 B
The Oxford Picture Dictionary, pages 9Q....91. 96. See pnge xii for Teacher' s Notes.
Around the Corner
Each per son in the group takes turns labeling t he items on this paper.
After all the pict ures have labels, look in the Dictionary to cheek you r group's work.
What's next? Wha t's arou nd the corner from your home? Draw a picture and label the
people, places, and things that you sec. Talk about your picture with the class.
Unit Seven
Unit geven 103
Parf;l di se Hills Mall
-
Write the differen ces you find on the chart below.
TIu Oxford Pict ure Dictinna ry. pages 92-93. See page It\-'; for Teacher's Notes.
Sit with a partner and look at eac h other' s papers.
There are 10 differences between your pict ures .
J
)
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Paradise Hill s Mall
The Oxford Picture.Dictionary, pages 92-93. See page xvi for Teacher's Notes.
Sit wit h a partner and look at eac h other' s papers.
There are 10 differences between your pictu res.
Work with your partner to find the differen ces.
Write the differences you find on t he chart below.
104 Unit S e ~ l
Unit Seven 105
i
mus ic store on 2nd floor
- -----'-------'---------- !
J
~
1-music store on 2nd f loor ~ mus jc store on 1st f loor
I
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.
2
3
4
5.
6.
7.
R.
9.
10.
. >--- - - - - - - - - - - - -
Use the headlin es below to answe r your partner' s questions.
August 22-?6,
Explosion in
Chernobyl
mev, U.S.S.R
Nucl ear Power Plant
Radi ation spread
throughout Eastern
andWesternEurope
December 21, 1988
<@?>
'" . - ,
AIRPLANECRASH
11 r
Terrorist Bomb EXplodes
over t cckerble, Scotland
259 on boardPan-Am 747
and.. ll ongroundkllled
Kobe, Kyoto, OsakaHit
$100 billiondamage
Thousands homeless
AROUND
THE GLOBEfir .Times
-
Worlf:l wide Disasters
The Oxford Pictu.reDietionary, pages 102-103. Sec page xviii for Teacher's Notes.
"Wh at happened in r "' What did the dol"
Wri te in the missing informat ion and rea d it back to your part ner to check your work:

Sit with a partner. (Don' t show th is paper to your partner !)
Use the headlines below to answer your part ner' s questio ns.

) Ask your partner about the missing informat ion in the headlines below.
You can use t hese questions:
b
h
',"
HWhen was the r '"'Were was t e _
I
, .
Worldwi de Disasters
The Oxford Pict ure Dict ionary', pages 102-103. See page xviii for Teacher's Notes.
AROUND
InternationalI
Ttt.GLOBE
.1r.l 'II
Times
",: '

. , u.s.
-: t i r.
WEEILY'

21. Explosion in
August 22-26, 1992
7.2
<Ti}).
Chernobyl
.
Hits

i,ii
- --,
Most Costl yHurricane
Kobe. Kyoto., OsakaHit Terrorist BombEXplodes
Nuclear Power Plant
in U.S. History!
$100 billion damage wer lbckerbie. Scotland
spread "Andrew" hits___
Thousandshomeless _ onboard Pan-Am 747
throughout Eastern louisiana. and Bahamas
and.,UongroulKI '1I1ed
andWesternEurope
billiondamage .

Sit with a partner. (Don' t show this pa per to your part ner t)
Ask your partner about the missing information in the headl ines below.
You can lise these questions:
"When was the r ....Where was the r
"' What happened in l
H
"What did the doi"
Write in the missing infor mati on a nd read if back to your partner to chec k your work.
THE !1?URNAL WashingtonReport
Fireand Riot inNewYorlt City!
.- , 1935 1936
.If'- Drought Contmues!
lRJANGLE SHlJITVlAlST FACTORYBURNS
MArkansas,Oklahoma, and TexasWorst Areas
1451'iOmenworkersdie
Oust covers50million acres
'(thc (!3a.zcttc'lor 31. 1889
2l tlantic
FLOOD OVER JOHNSTOWN!
N.arJl ll14.I BBB
Pennsylvania City Dest royed
Bliz2ard Buries 400
2,200 People Dead NewYork, NewIe.-sey. Mmacll:selts CO'I'eIed in5 leet m5:lll1J
Homes and busi nesses washed away
$20 MIlJJON IN DAMAGES
THE !1?URNAL
WashingtonReport
Drought Continues! .
_ _ and Riot inNew YorkCity!
TRIANGLE SHIRTWAIST
_ _ .Oklahoma,and_ _
145 women workersdie
Oust covers 50mill ionacres
l:'hc(!3azcttcM,, __ 2ltlantic
FLOOD OVER JOHNSTOWNl
.lass
Buries 400
Pennsylvania City Destroyed
N!I Yo:k. NeTJe!reJ, Mmadnetts covered m
Homes and businesses washed away
$20 MILLION IN DAMAGES
What's next? Choose one of the d isasters or emergencies. Work with your partner 10 think
of ways to prevent or survive the disaster, Share your ideas with the cl ass.
(
What's next? Choose one of the disasters or emergencies. Work wit h your partner to think
of ways to prevent or survive the disaster. Share your ideas with the class. .
106 Unit Seven Unit Seven 107
...
.,
Sidewalk. Vendors -Yes or No?
-
Sit wi th a partner and compare papers.
Write yo ur and yo ur partner 's ideas.
f think buying from sidewalk vendors is a because - - - --
The Oxford l'ictu re Dictionary, pages 90-91. See pape PI for Tt'3chr-r'll Noles.
STATEMENTS
+ -
A.
Side walk vendo rs usually don' t charge sales tax.
B.
Vendors don 't have space for differen t kinds of items.
C.
People enjoy selling food or cloth es they make themselves.
,
D. Sidewal k vendors usually know the peop le in the neighborhood .
E.
Exchanging things or ret urning them to a sidewalk vendor is difficult.
F.
It's fun to try to get a better dea l by offering a lower price.
G.
Many vendors don't have a license to sell things.
H.
Sidewa lk vendor s move around from corner to corn er.
I.
You usually can' t pay with a check or credit ca rd.
J.
Farms sell fruits and vegetables direct ly to sidewal k vendors .
K.
l.
Th ink about th e reasons to buy from a sidewalk ve ndor.
Read each state ment on the list .
If the state ment shows t hat bu ying from a sid ewalk vendor is a goo d id ea.
make a ,/ in t ha t co lumn.
If th e state ment sho ws t hat buying from a sidewal k vendor is not a good idea,
mak e a ,/ in that column. . ; ....
For K and L, th ink of t wo more state ments to add t o this list .
J OJ
a pen
alega/ pad
sel xt;ed clot hi"
.or accessory 9
Items Used 8S
"evidence"
Couldyouplease stateyour for the court?
I'msurethat'shim. !:!! waswearing abaseball cap.
Wherewereyouonthenight of September15th?
I wasworkingat FriendlyFreeze. I workeduntil
10:00 p. m.
Ithink hada Isawit in hi!> jacket.
Willthe prosecuting attorney please come forward?
Your honor, may r showthis pidure to the court?
That's not my baseball cap. It's toosmall.
If youare e, the jailsentence is 60days.
Whatwas thesuspect wearingduring the robbery?
He was wearing blackpants and a blueshirt.
Icanprove I'minnocent. Askmyboss.
. .. th ese lines?
THE
CHARACTERS:
a jw:ige
an at torney
a &efentfant
a.witne!?6
Who sa ys.. .
a j udge

THE SCRIPT:
Order in the court !
The Oxford Picturf! Diclionary , pages 99- 100. See page s ix for Teacher 's Noles.
Form gro ups of 4 people.
Choose your character and decide what you will say.
Think of other things your character can say.
Ad out your role play.
, THE SCENE: rT
\ A courtroom. A Ad' endant \
Ii i and 8 witness respond
Iil\! to an at 'torney a-
U!- juatje tit a tnaL
My partner thinks buying from sidewafk vendors is a --- - -----
because
* You can substitute other vocabulary for the underlined words.
What's next? Invite one group to come to the front and present their tria l. Thi s group will
lea ve the roo m for two mi nu tes while the classroom "jury me mber s" d iscuss the ca se and
decide on a verdi ct.
108 Unit Seven
What's next? Take a stand . Your teach er will te ll yo u wher e to stand if yo u suppo rt st reet
ve ndo rs a nd where to stan d if you don' t support st reet vendor s.
Unit Sfoven 10 9

-
, ..
.
Unit Seven 111
USe
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I17U
h
ity
PICture
carels
7.1to 7.16.
Put
picture
cards
here.
(face down)
.
Pick a
community card.
Describe it.
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110 Unit Seven
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GUESS WHAT! (Groups)
Communily Items B Picture Cards, p" ge 116
1, Have stude nts form sma ll groups of 24 students.
2. Give each group one pa ge of cut-up pic ture cards.
Have one stude nt in the group shuffle the ca rds
and place them face down on the table.
3. Each stude nt takes a turn picking up the top
picture card on the pile and giving a definition.
need this /0 borrow a book. (library card)
Caution studen ts not to use any pari of the word
in their de finition; for example. t he y ca n't say,
You usc this at the library. (library card)
4. The other group members try to guess the word.
The first stude nt to guess the word keeps the
pict ure ca rd.
5. The activity ends when all the cards a re guessed
correctly.
Community Picture Card Act ivit ies
Community Verbs Picture Cards, page 115
1. Duplicate one picture ca rd page for ea ch group of
4-5 students.
2. Give each group one picture card page. Tell stu-
dents to number off. Have #1 CUi apar t the picture
cards. Have #2 shuffle the cards an d place them
face down on a desk . Identify 1#4 as the recor de r.
3. For the first round , Student #1 picks a ca rd from
the deck, asks What am I doing?, and pantomimes
the action until the group can name it. Once the
group names jhe act ion, fO( examp le, You're push-
ing a stroller, student II 1 sits down.
4. The recorder then asks the group: Whal di d Carlos
do? Group members reach consensus on the cor-
rect way to put the sentence in the past, using the
Verb Guide on pages 170-172 in t he Dictionary
to check the co rrect past te nse form. The rec order
wr ites the group 's response on a sheet of paper.
urIas pusbed the stroller.
5. Student #2 picks a card and the act ivity
6. The activity is over when all the students in the
group have had two turns. Recorders can read
from or turn in thei r pape rs.
TWIN GRIDS (Pair s)
Comm unity Places Pict ure Ca rds, page 113
Grid, page 197
1. Duplicate one copy of the grid on page 197.
Write leiters A-O hor izo ntall y above t he top 4
squa res, and numbers 1-4 vertically next to the
squares on the left side. Give each student one
grid and one picture card page. (If you have an
over head projector, see Using the Overhead
Project or in the Picture Card Teacher's Notes,
page x.)
2. Have students cut apart thei r picture cards and
place the m face up and spread ou t on thei r desks
next to the grid.
3. Tell students that letters A-O represent avenues
and numbers 1-4 represent streets. Practice identi-
fying intersections: Find Avenue A and 1st Sfreet.
Tell Siudents that the post office is located on the
corner of Avenue Band tst Street. Direct students
to place the post office picture on the grid square
that corresponds to Avenue B and lsi Street.
Encourage students to ask clarification questions.
Did you say post office? 1sf or 3rd Street?
thst Avenue B or Cr etc.
4 . Continue telling studen ts where to put what until
all the grid squares are filled. Have students com -
pare their grids with one another as you clarify
any discrepa ncies.
5. Next pair students. Give each pai r a manila folder
to use as a screen betwee n the partners. Have one
part ner (the sender) tell the other (the receiver) Put
the post office Oil Avenue 0 and rsr Street.
[Stude nts do not have to copy your sentences.]
Both partners place their pictures on the grids.
When the grids are co mplete, senders and
receivers compare their grids.
6. Have senders and receiver s switch roles.
PICKA PAIR (Pa irs)
Community People/ Community nems A Pictu re
Ca rds, page 114
1. Pair student s a nd give eac h pai r one picture
card page.
2, Have the pa ir cu t up the cards, shuffle them and
place them face down in four rows of four car ds.
3. Have partners lake turns turning over two cards at a
time, tIying to match communi ty people with related
items. \Vhen thecards match, for example, letter
carrier/packase, the student keeps the cards if she
can make a sentence: The feller carrier dcli\lefS a
package. If the student can't make the sentence or
the cards don't match, (for example, ienercarrier/fire
hydranfl, the student turns the cards hack over.
4. The activity ends when all the cards are gone.
112 Unit Seven
7. 1H florist
7. 19li brary cl cr k
7.20 pol ice offi cer
7.21 firefighte r
7.22 teller
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7.23 street vendor
7. 24 optici an
7.25 package
7.26 handcuffs
7.27 bouquet
7.28 library card
7.29 fi re tr uck
7.30 passbook
7.31 eyeglas ses
7.32 cart
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cross the
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receive a
packa ge
ride a bicycle
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~ I 7.36 rea d a story
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~ 1 7.42 mai l a letter
: 7.43 deliver a
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Unil eight
8. Transportation
Pagels)

Travel ing on Route 66

118
(Round Table Label )
What 's the best way to travel?

119
(Survey)
Fly Skyair

120-1 21
(Pictu re Differe nces)
Dest inati on San Franci sco!

122- 123
(Information ExchanRe)
The Friendl y Skies

124
(Role Play)
Drive a Car o-r Take Publi c

125
Transportation!
(Take a Stand)
Transportation Boa rd Game

126-127
(Board Game)
Pictu re Card Act ivities

1211-1 32
and Pictu re Cards
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Picture Cards: Community Items B
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Traveling on Route 66
The Oxford Picture Dictionary, pages 104- 105, 106. See page xii for 'I eacher'a Noles.
Form gro ups of 4 people.
+ Each person in the group takes turns labeling the items on this paper.
After all the pictures have labels, look in the Dictio nary to check your group's work.
What's What public transportation do you have in your area? Make a list with your
group and d iSCUSS each one. Use these questions: How much is the farc? Is it safe? Is it fast?
Is the schedule convenienl ?Where do you go? '"
(
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f ,
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)
-
What's t he best way to tr avel?
The Orfurd Piaure Dictionary , page!! 104-106. See page xiv for Teacher's Notes.
Read t he survey questions and mark your answers.
Ask and answe r the questions aga in with nine classmat es.
Mark your classmat es' answer s on the survey form.
...
...My
My Classmates' No
a. olane
...a planeor a train!
b. train
...a sports car or a station
a. sports car
b. station wagon
...a busor asub\l.'dyl
a. bus
b. subway
...a pickuptruckor a convertible!

a. pickup truck
b. convertible
...a minivan or a full-size carl
a. minivan
b. full-size car
...a sports utilityvehicle or a. soo rts utllltv vehicle
a mot orcyclet
b. motorcycle
Complete the graph below. Char t only st udent prefer ences.
Jt b I. (Note: chart wil l no t show the " No opinion " catego ry.)
0
: : : : : :
9
:
8
: : : : : :
7
: :
6
: : : : :
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What's next? Your teacher will ask you {or yo ur survey results. Wri te sen tences abo ut the
answer s. Follow the example bel ow:
Fewer students prefer traveli ng by plane.
118 Unit Eight
l;nit Eight 11
" Fly 5kyai r
. ", .....
The Oxford Picture Dictio7l0'Y. pages 105, 110-111. See pag-e xvi for Teaeher's Not es.
Sit with a partner and look at each other 's papers.
There arc 10 differences bet ween your pictures.
Work with you r partner to find the differ ences.
)
T
Fly Skyair
1M Oxford PictUJ't' Dictiofl4ry. pages 105, 110-111. See page xvi for Team er's Notes .
Sit with a partn er and look at each ot her's papers.
There are 10 differences between your pictu res.
Work with you r partner to find the differences.
.-'
3.
4.
2.
9.
10.
Write the differences you find on the chart be\10:'-
V h k' t no computer on check-i n cauote;'
1. computer on c ec - In calm er t - I
I I
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5. I I I
6. 1 I I
7. \ , :
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----- ---:----- - --:- '
.. (
1. Qn check-i n counter nQcQmputer on check-i n
2. i- - - - - - - - - - - ...L-- - - - - - - - - - I
3 1 +- _
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4. I
5. 1 I
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8. 1 I
9.
10.
120 Uni t Eight
Un;1 Eighl 121
onewtrf
S265.00
Fare
round Irip
$398,00
""' ..,
5129.00
roundtrip
5525.00
san Francisco 5 Hrs.
10:30AM
Chicago 21/2Hrs.
Hl OPM
san Francisco 3 Hrs.
2:05PM
San Francisco 75 Hrs.
12:00AM (arrive8/18)
Prepared lor: S. t aman
TRAVEL OPTIONS, departing 811 5:
Arrive Travel Time
NewYork City
9:00 PM
Intenrak
Railways Line
Slcyair Oirect Chicago
Right 53 1:05 PM

Alr!Ground leave
Skyair Direct NewYcrk City
FtgN l069 11:30AM
SKyairNonstop NewYork City
Flight 244 8:30 AM
Destina\ion San Francisco!
-
The Oxford Picture Dictionary, pages 104, 106. See page xvi ii for Tl'lI.cher's Notes .
Ask your par tner about the missing information on the sightseeing schedule below.
"When does the tour start?"
"Where does the tour leave from?"
..How long is the tour?"
..How much is the tour?"
Wr it e in the mi ssing informati on and read it back to your partner to check your work.
"?Sit with a partner. (Don' t show thi s paper to your partnerl )
Use the t ravel sc hed ule below to answer your partner' s question s.
,)
T
oneway
roundtrip
Fare
roundtrip
oneway
S265.00
I , ,
75 Hrs.
(arrive8118)
sanFrancisco
Chicago
1:00 PM
San Francisco 5 Hrs.
SanFrancisco
Prepared lor.S. Lanzano
TRAVELOPTIONS, departing8nS:
Arrive Travel Time
Dest ination San Francisco !
NewYort City
Chicago
1:05 PM
NewYorkCity
Intertrak
Railways une
Alr/Ground Leave
Skyair Nonstop NewYork City
Flight 244 8 :30 AM
Skyair Dirct l
Flighl1069
Skya'r Direct
Flglt: 53
Oxford Picture Dictiona,,', pages 104, 106. See page xviii for 'Ieecher's Noles.
Write in the missing information and read it hack to your partner to check your work.
"When does Icave?"
" When does arrive ?"
" I-Iow much is the (are on 1"

Sit with a par tner. (Don' t show this paper to your partner!)
As" your partner about the missing information in the t ravel schedule below.
"What 's the travel time on r-

Use the sightseei ng sched ule below to answer your partner' s questions
$3-1.00
1 Hr.
11/2 Hrs
45 Min.
2Hrs.
line_
Broadway/VanNess Une_
LincolnPark NWComer
UnionSquareSECorner
10AM, 12PM, 2 PM, 4 PM
9:30AM,
Embarc aderoli nes - See Al catraz andSan Franciscofromthe Bayl
Ferry Tours- Red Li ne 8AM, , 2AM Pier 17
Blue Line ,12PM, 3PM Pier __
Golden Gale Travel- Ride IheTrolley!
Trainjoors _
Downtown San Franoscc 9AM- 5 PM
BayCityl ines - Bus Tours
BasicTourDmtmtown
DeluxeTour Bay Area
SIGHTSEEING OPTIONS:
TRANSPORTATION
2 Hrs. S29.00
3 ere. $45.00
45Min. $12.00
1 hr. $25.00
11/2 Hrs. $34,00
. .
f,lason/Povtel1 line
BroadwaylVan IIess line
lincoln ParkNWCorner
UnionSquare SEComer
. .
Prepared for: S. l anzano
LEAVE PLACE
10AM, 12PM, 2 PM, 4 PM
9:30 AM, 2:30PM
SIGHTSEEING OPTIONS:
TRANSPORTATION
Bay Cityli nes - Bus Tours
BasicTour Downtown
Deluxe Tour B2y Area
Golden Galetravet - Ride the Trolleyl
TrainTours I EvelY 301.'1'n,
Downtown san Francisco 9AM - 5PM
Embarcadero lines - See AlcaltazandSan Franciscofromthe Bay!
FerryTours-Redline 8AM, 11 AM, 2AM Pier17
Blue Line 9AM, 12PM, 3PM Pier15
What's next? Pretend you are the traveler. Which transpo rtation do you choose for goi ng
to San Francisco and for seei ng the city? Think about money, time and how you like to
travel. Discuss your cho ices wit h your partner.
What' s next! Pretend you are the traveler. Which transportation do you choose for goi ng
to San Francisco and for see ing the city? Think about mon ey, time and how you like 10
travel. Discuss your cho ices with your partner,
122 Unit Eight
Uni t Eight 123
Drive a Ca r or, Take Public Transport at ion?
I think is beNer because - - - - -------- -
-
Sit with a partner and compare pape rs.
Write your and your partn er's ideas.
Oxford Picture Dictionary, pages 104, 106. See page xx for Thacher 's Notes . ttMit i.-
Think about the reasons to drive a ca r or take public tra nspor tation.
Read eac h statement on the list.
If the sta tement shows that driving a car is a good idea , make a ./ in that column.
If th e statement shows that taking publ ic transpor tation is a good idea , make a ./ in
that column.
For Kand L, think of two more statements tp add.)-o
STATEMENTS i.
A.
You can travel any time or place you want to go.
B.
Some companies give a bonu s if you car pool with other workers.
C.
Auto insurance, registration, and gasoline can be expensive.
D.
Trains and subways almost always run on sched ule.
E.
After work, it's eas y to drive to the market, bank or school.
F.
Most traffic accident s are caused by passenger cars.
G.
Senior citizens and commuters save with special bus fares.
H.
Mass transit saves energy and can help reduce air pollution.
I .
You can read a book, have a snack, or sleep on a train or bus.
J.
Station wagons and minivans are great for families.
K.
l.
(I
THE PROPS,
a Small ca,ry80rl ba
a blanket; e
a Small tray
a glass
a napkin
THE CHARACTERS:
a pilot.
a fl ight attenda nt
a ti red "frequent flyer"
a nervcue pas5Cnger
THE SCRIPT:
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The Oxford Picture Dictionary , pages llO-HI See page . T h "XI X ror esc er-a Note s.
The Friendly Skies
Pract ice saying all t he Jines.
Ch.oose your character and decide what you will say.
Thmk of other things your character can say.
THE SCENE:
I I!
, a-t airplane in fli ght
I
"
Who says. ...these lines?
a fl ight attendant
Please put your bag in the overheadcompartment.-
What does this thingon the seat do?
That opensupmy tray table. Don't touch it!
Hey, doyouthinkthisairplane isreally safe?
Sure. It'ssaferup herethan in acar. Justrelax.
Excuse me. Could Ichange myseat ? It's impossi ble
I
to rest next to him!
I'msorry, butthe flight isfull.Would youlikeanother drink?
Captain, the passenger in is very
Have himcome to the cockpit infive minutes.
Please fastenyour seat belts andprepare to land.
land? lief!my passport at the airport,
Thanks forchoosingSkyai r onyour fli ght to Chicago.
My partner thinks is better because - - - - - - - - - -
C l _ ( l>, ...... l!n .. .......... ......... """_
.. You can substitute olher vocabulary(orthe underlinedwords.
What's next! Have the cI h .
and flight to err rows and ask voluntee r pilots
in-flight about where they are' d wh or ta eo. studen ts talk to each ot her
gomg an w at they are gOing to do .
124 Unil Eighl
(
What's next! Take a stand. Your teacher will te ll you where to stand if you support driving
a car and wher e to stand if you support taking pub lic transportation.
U.,il Eight
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GUESS WHAT? (Groups)
Tran sportati on Items Pictur e Cards, page 132
1. Have studen ts form small groups of 3-4 students.
2. Give each group on e page of cu t-up picture ca rds.
Have one student in the group shuff le the card s
and place them face dow n on the table.
3. Each stude nt takes a turn picking up the top pic-
ture card on the pile and giving a definition. The
price of a bus or plane trip. (tare) Caut ion students
to not use any part of the wor d in their def inition.
For e xample. they ca n't S<lY, ha ve these
on their sea ts. (seat belt)
4. The other group mem bers try to guess the word.
The first student to guess the word keeps the pic-
ture card.
5. The act ivity ends when a ll the cards are guessed
correctly.
TWI N GRIDS (Pai rs)
Direct ions and Traffic Signs Picture Cards, page 131
Grid, page 197
1. Duplicate one copy of t he grid on page 197 and
letter each square A-P. Give ea ch student one grid
and one picture car d page. (If you have an over-
head projector, see Using the Overhead Projector
in the Picture Cards Teacher 's Notes, page x.)
2. Have studen ts cut apart t heir pictu re ca rds and
place them face up, on their desks next to the
grid.
3. Te ll stude nts to put the stop sign on Avenue A.
Encourage students to ask clarifi ca tion questions.
Did you say stop sign?Put it on Avenue A or El,
etc.
4 . Conti nue telling stude nts where to put what until
all the grid squares a re filled. Have studen ts com-
pa re thei r grids with one another as you cla rify
any discrepancies .
5. Next pai r students. Give eac h pa ir a man ila folder
to use as a screen bet ween the partners . Have one
partner (the sende r) te ll the ot her (the receiver)
where to put t he diffe rent traffic signs. Put the bus
sfop on Avenue C. (Students do not have to use the
same sentences you used. ) Both partners place the ir
pictures on the grids. When the grids are complete,
senders and rece ivers com pare their grids
6. Have the senders and the rece iver s switch roles .
PICK A PAIR (Pa irs)
Car Par ts and Maintenance, page 130
1. Pair students and give each pair one picture
card page.
2. Have the pair cut up the ca rds, shuffle them ami
place them face dow n in (our rows of four cards.
3. Have pa rtners take turns turning over Iwo cards at
a time, trying to matc h related car parts and ma in-
tenance items. When one of each car d is turned
over, for example, air and tires, the student keeps
the cards if she can ma ke a sentence: Air goes in
the tires. If the stude nt can' t say the sentence or
the cards do n't match (for example, air/gils tank),
t he student turns the car ds back over.
4. The activity ends when all t he ca rds are gone.
MIXER (Who le Class)
Transpor tat ion People a nd Vehi cles, page 129
1. Dupli cate enough copies of the picture card page
so that each studen t can have on e card.
2. Give half of the students picture cards 8.1-B.8.
These students need informatio n about occupa-
tions . Give the other ha lf pictur e ca rds 8.9 -8.16.
These are forms of transportatio n. Have all the
trans portat ion vehicles go to one side of the room
a nd all the dri vers/operators go to the other.
3. Have the students with transportation vehicle s
find the matching driver or operator by asking
this question:
When is this tbus] leaving?
Students holdi ng transport ation occupations
ca n answe r:
- In fi ve minutes. or At 11:00.
- Sorry, I don't know. I'm nor the bus driver.
4. The act ivity en ds when everyone finds a
correct match.
Transport atio n Pict ure Card Act ivities
1ZlJ Unit Eight
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6. Do you like writing -f --- - - -----
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5. Do you like doing _tl. _ _ project s?
--------
4. Do you like do ing _!2... experimenls?
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Wha\ do you like to do?
. dean expert and teach a
What's next? What's your favorite school subject? Preten you ar
one-minute lesson to your classmate s.
_ 8-121 Se "'>o. r:e xiii for Teacher's Note s.
The Oxford Pk ture Dictionary, pages 113-110, 11 . e .._
Write the missing lett ers for each word .
i
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.,
Welcome to Californi a!
The Oxford Picture Dict iona ry, page 117. See page xii for Teacher's Notes.
CALIFORNIA
What 's next? What places in your country are popular for vaca tions? Draw a travel poster
showing a geogra phical area that tour ists would like to see . Descr ibe it to your group.
Each person in the group takes turns labeling the places in the t ravel poster.
After all the places have labels, look in the Oid;onary to check your group's work.
Uni t Ni nl'
Uni t Nine
Writ e in the missing information and read it back to your partner to check your work .
"' When did explore it?,'h
.....---. 'V
H.e did wham!!
Olrist opher Columbus
West Indies
1491
Ponce de Leon
Ronda
150
Spain
Henry Hudson
Canad.
1610
England
Maine
1604
France
Samuel de Olamplain
Alaska
1741
Denmark
Yrtus Bering
Fn.ndsco Coronado
Southwest U.S.
15-10 - 1541
Spain
Greenland
1891
U.SA
Robert Peary
The Oxford Picture lJictieJ/l ar)', pages 114-115, 122- 125. See page xviii for Thacher' s Notes .
~ Ask your partner about the missing informa tion on the cha rt below.
"What did invent?"
"Where did invent itt "
"'When did invent it?" .
Wr itc in th e missing information and read it back to your partnc r to chcck your wo rk.
~ Sit with a pa rtne r. (Don' t show this paper to your par tnc rt)
Usc the chart to answer your partner's questions.
I
,,\
"
He did wham!!
The Oxford Pic ture Dictionary;pages 114- 115, 122 125. See page xviii fur Teacher's Notes.
AMAZING DISCOVERIES
.' , ' .'
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., .
Olrist opher Columbus 1492 Italy
Ponce de leon ISl3
Henry Hudson Canada
Samuel de Olamplaln France
Vit LlS Beri ng 1741
Francisco Coronado Southwest U.S.
Robert Peary 1892 U.S.A.
. >--- - - - - - - - - - - - - - -
Sit with a partner. (Don't show this paper to your partner!)
Ask your part ner about the missing informati on on the chart below.
"' What did explore r
"'Where was from?"
~ >
Use the chart below 10 answe r your partner's questions.
What's next? Work with your partne r to draw an invent ion that will make learning English
easier.
INCREDIBLE INVENTIONS
m:IIl
"
~
I ,'
,
Thomas Edison phonograph 1877 U,S.A,
Guglielmo Marconi radio 189S Italy
Alexander GrahamBell telephone 1876 U, SA,
JohnK. Baird television 1926 England
Hitachi Company CDROM 1985 Japan
Karl Benz automobile 188S Germany
HowardAiken computer 1944 U.S.A,
What's next? Work with your partner to draw an inventi on that will make learning
English easier.
I, I
Thomas Edison
Guglielmo Marconi
Alexander Graham Bell
JohnK. Baird
HitachiCompany
Karl Benz
HowardAi ken
INCREDIBLE INVENTIONS
1876
television
1985
automobile
Italy
U.S.A,
Unit Nine 13
136 Uni t Ni ne
Government and Citizenship Puzzle
TM Oxford Pic/un: Dictirmory, pages 114-115. See page x..-ii for Teacher's Notes.
Sit with a partner. (Don' t show this paper to your pa rtner! )
I down - The people who serve on the Supreme Court
If your partn er needs help, give one lett er from the answer on your puzzle.
Tile second letter is U,
When both puzzles are complete, compa re your work.
Clues
1 down - The people who serve on the Supreme Court
2 down - The branch of lhfgovernment with the senate
4 down - This is where senators wor k
6 down - This is what you do to the law
7 down - The number of years you must be i n the U.S. to beco me a ci tizen
sdown - This is every ci tizen's responsibili ty and right
10 down - The color of the President's house
, .
i
-
1 across _ The branch of the government that includes the Supreme Court
If your partner needs help, give one lett er from the answe r on your puzzl e.
The second fell er is U. . J'''- ~
When both puzzles are complet e, compare your work.
Clues
1 across _ The branch of the government that includes the Supreme Court
3 across - What you pay the government
5 ac ross - This is a senator or a representative
8 ac ross _ Another way to say "be" on a jury
10 across - The first word i n the Constitution
11 across _ The branch of the government that includes the President
12 across _ The head of the United States government
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What's next? Work with your pa rtner to unscramble the letters in the circles 10 find the
wo rd that means a congressman or congresswoman.
000 00000000000
( )
What's next? Work with your partner to unscramble the letters in the cir cl es to find the
word that means a con gressman or congresswoman.
00000000000000
138 Unit Ni ne
Unit Nine 139
idea because _
idea because _
My partner thinks space exploration ;5a - - --- - -
Write your and your par tner's ideas.
I think space exploration is a _
-
Space Ex, pioration-Yes or No?
The Oxford Picture Dictionary, pages 119, 126-127. Seepage XlI: for Teacher's Noles.
Think about the rea sons to explore space.
Read each statement on the list .
If the stateme nt shows that space exp lor ation is a good make a ...... in
that column.
If the stat ement shows that space exploration is not a god idea, make a ...... in
that column. . ; ....
For K and L, think of two more statements to add to this list.
STATEMENTS
+ -
A.
Space stations can do experiments about conditions on other planets.
B.
Many countrie s don't have enough mone y for heal th a nd job programs.
C.
The world's temperature and climate are chang ing bec ause of pollution.
,
D. Most planets are not able to support life.
E.
Some countries have too many peop le living in them.
f.
Countries with space programs are respected by othe r countries.
G. Space programs cost a lot of money.
H. Many people dream of visiting another planet or want to live there.
I.
Satellites can record results showing changes in the earth.
J.
Nobody knows for sure if there is life on othe r planets.
K,
L
THE PROP5,
SOme chalk
a blackl70ard
t hree chai r5
'.
.. .t hese lines?
Todaywe'regoing to talkabout punctuation ,
What time isthis class over?
Iknow that a period comes at theend of a sentence.
Could youexplain againabout colons?
Do youhaveany gum?
Comeupto theboardand underline the punctuation.
Whowould liketocorrect the question?
There's a mistake on the board.There should be a
questionmark.
I'msoconfused!
Take out yourpencil s and paper. I'mgoingto dictate
a sentence.
THE SCRIPT:
THE 5CENE:
'
A classroom where an
Englleh teacher t ri es
I
to explain pun... --tuation to
her class. Three 5tuaent6
ask queetjcne a nd
make comments.
Who says.. .
a tea cher
The 040rd Picture Dictionary, page 113. See page xix for Teacher' s Notes.
Time for Class
Form groups of 4 peop le.
Choose your character and de cide what you will say.
+ Think of oth er things your character can say.

a teacher
::::." a very smart st udent
a confused
a bored
Youcan substitute other vocabulary for the underlinedwords.
sentences with your grou p using all the punctuation from page 113 in
the Dlct,?nary. Write one of yo ur group' s sentences on the board a nd explain the
punc tuation.
( What's next? Take a stand. Your teacher will tell you where to sta nd if you support space
exploration an d where to stand if you do n't support space exploration.
40 Unil Ni _
Unit Ni ne
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Unit Niue 143
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Shapes
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e ..
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3. Te ll students that they will be choosi ng school
subject s that wi ll help peo ple in different jobs.
3. Annoonce the first round of play. The first job is:
lax; driver. Your group has two minutes 10 pick
and choose four school subj ects that provide the
best experience for a taxi driver.
4. Walk around, encou raging studen ts to discuss their
chokes and mon itoring to make sure everyone has
a chance to pick a sc hool sub ject (or the lob.
5. Call time and sUIVCYthe class to find out the most
po pula r schoo l subjects. Continu e pl ay using
different job titles.
6. To vary the act ivity, distribute a page of the
occupations Picture Cards, page 177. Have
studen ts cut up the pictu re card s and try 10 mat ch
school subjec ts with jobs. Put on e or two mod el
sent ences on the board for students to copy. An
.lc/or roods e theater arts class. A carpenter needs
a class in geometry.
PEER DICTATIO N (Pairs)
Earth and Spac e Picture Cards, page 148
1. Duplicate a class set of the picture card pages
and cut off the Wor d Ust on the side bar. IHoid
on to these for step 6.1
2. Pa ir students and give Student A and Student B
each a picture card page. Have Student A put the
page face down until il is his turn.
3. Direct Student B in each pair to look at page 117
in the Die/ion.lr y and read off t he list of
Geo graphy wards. When Student A hears a
wor d that is on his pic ture card page they say I
have that. How do you spell it?Student Bspe lls
out the word so that Stude nt A can wr ite it under
the picture.
4. When Student A has written all the Geograph y
words, he put his papers aside. Bthen gets a
pictur e card page and liste ns to Stude nt A read
off the list of Universe wor ds from page 12 7 in
the Dictio nary. He wrnest he names of the
Universe words unde r those pictures .
5. Both stude nts then write the words for the pictures
not yet labeled (Stude nt A writes downthe Universe
words, Student Bwrites down the Geography
words. ) Theythenco mpare their answers.
6. Distribute the class set Ii the rut Word Ltst and
have Sludcnts check the cor rect spe lling of all the
pictures 0 0 their pages.
Are as of St udy Pict ure Card Acti viti es
TWIN GRIDS (Pa irs)
Shapes Pictu re Car ds. page 145
Grid, page 197
1. Duplicate one copy of the blank grid on page 197.
Write the leue rs A-D ac ross the top of the paper,
and the numbers 1-4 down the left side at the
paper. Give each student one grid and one picture
card page. (If you have a n overhead projector, see
Using the Overhead Projec tor in the Picture Cards
Te ach er 's Noles, page x.)
2. Have students cut apart their picture card pages and
otace them face up. on the ir des ks next to the grid.
3. TeUstude nts to find the t riang le. Direct students to
otace t he picture of the tr iangl e on the grid square
marked B2. Encourage students to ask cl arif icat ion
questions. Did you say triangle or Was that
A 2 or B27
4. Cont i nue tell ing student s wh ere to put what unti l
all the grid squares are filled. Have students com-
pare their grids with one another as you cla rify
any discrepancies .
5. Next pa ir studen ts. Give each pa ir a manila folde r
to use as a screen between the pa rtners. Have one
partner (the sender) tell the other (the receiver),
Pu/ tbe square on C-4. (Students do not have to
copy you r seot ences.r Both partners place thei r
pictures on the grids. When the grids are com -
plete. senders and receivers compare their grids.
6. Have senders and rece iver s switch roles.
PICK A PAIR (Pairs)
Musica l lnstrLl mcnts Picture Ca rds, page 146
1. Pair studen ts and give each pair one picture
card page.
2. Have the pair cut up the cards, shuffle them a nd
place them face down in fou r rows of four cards.
3. Have partners take turns turnin g over two cards at
.1 time, trying to match two musical instruments in
the sa me "family" (strings, brass, c tc.) When the
cards match, for exampl e, violin/guilar, the student
keeps the cards if she can make a sentence com-
paring bot h pictures, Violin and guitar both have
strings. When the student can't say the sentence or
the cards don 't match. (for example, violirVflu/e)
the student turns the ca rds back over.
4. The activity ends when a ll the cards are gone.
PICK AN D CHOOSE (Groups)

School Subjects Picture Car ds, page 147
1. Have students for m groups of 2-4 stude nts.
2. Give each group one copy of the picture card
page. Have them cu i apa rt the pictures and place
the m in rando m rows , face up on the table.
44 Unil Nilll.'
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9.31 organ
9.30 bass
9.27 drums
9.29 cello
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':J.41 forei gn
language
9.4 2 industrial arts
9.4 3 phys ical
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1) .48 geometry
9.39 English
composit ion
9.44 thea ter arts
9,4 5 biology
9.46 chemistry
9.47 home
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9 .38 economics
9.37 driver' s
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9..14 business
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9.35 chorus
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Gr ccnthumbs Nursery
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The pet sto re is open.
+ +
151
(Survey)
Onde r the Sea
+
152-153
(Picture Diffe,ences)
Animal Kingdom
+
154-155
(Double Crossword)
Sunday at the Zoo
+ + + + +
156
{Role Play}
157
A Dog ora Cat?
(Take a Stand)
Plants and Animals Boar d Ga me
+
158-1 59
(Board Game )
Pictu re Card Activities
++

+ + +
160 164
and Pict ure Car ds
14 Unit Ten
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(Note: Your chart will not show the "No opinion" cate gory.)
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The Oxfurd Picture Dicti onary, PIIgC6 130-13 1, 133. Sec page xlv for Teacher's Not es.
-
The store is .open,
10
9
8
Whal's next? Your teacher will ask you for your survey result s. Write sentences about the
answe rs. Follow the example below:
Seven out of ten students prefer a goIrlfish to a rabbit.
Read the survey questions and mark your answers wit h a t/.
Ask and answe r the questions again wi th nine cla ssmat es.
Mark your classmate s' answers on (he survey for m.
Complete the graph bel ow. Cha rt on ly student preferences.
y OU prefer...
My ; ...
My Classmates' No
Answers Answers Opinio n
...a goldfi shor a rabbit!
a. goldfish
b. rabbit
...a killenor a poppyl
a. kitten
b. puppy
...a cat ora guinea pig?
a. cal
b. guinea pig
...a lizard or a turtle?
a. lizard
b. turtle
...a frogor a mouser
a. frog
b. mouse
...asnake or a parakeetl
a. snake
b. parakeet )
,
., . page XIl for Thacher's Notes.
Greenthumbs Nursery
Th(> Oxford Pict ll T"f' Dict ionll ry, pages 128-129 132 See ns ..
Each person in the group takes turn s label ing the items on this pa
After all the picture s have labels, 1001< in the Dictionary to che ck your gro up' s work. 'r .
What's next? Make a nat ure scrapbook with .
a paper bag. Collee"t samples or draw ' "1 your group. Bring }'OUf not ebook, pencil and
near your school. Assemble you r sera plan ts,. birds and insec ts you find
150 Unit Ten ' p 00 an 5 are YOur dIscoveries with the cla ss.
Uni t Ten
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Uflder-the Sea
Write the differences you find on the chart.
Thl!O:t.{ord Picture Die/iV/wry, pages 130-1 31. See page svi for Teach er's Notes.
sa with a partner and look at each other's papers.
Ther e a rc 10 differences between your pictures.
Work with your partner to find the differences.
}
i
Under the Sea
The Oxford PUt D " . ure IC/lfm(l/j' , pages 130-131 Se .
. e page XVI for Teacher's NQu'8.
Sit with a partner and look at each other 's p
Th apers.
er e arc 10 differ ences between your pictu e
Wk ' h r s.
or Wit your part ner to find the d'
merences.

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+ Write the differences you find on the char t.
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2.
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Unil Ten
Animal Kingdom
-
T1u! Oxford Picture Dictionary, pages 134-135. See page xvii for Teacher'!l Notes.
Sit with a partner. (Don' t show thi s paper to your pa rl ner !)
Take turns giving the clues to compl et e the puzzle.
r across _ 1have a ho rn that grows and grows. It sits on my tremendo us nose.
If your partner needs help, give one lett er from the answer on your puzzle.
The second letter ts H. ; ... . ~
When both puzzles arc complete, compare your work.
)
Animal Kingdom
The Oxford Pirturt Dicti onary. pa ges 134-135. See page xvii for Teacher's Notes.
Take turns giving the dues 10 co mplete the puzzle.
1 down - I have a black mask like a crook. / wash my food, but never cook.
If your partner nee ds help, give one lett er from the answer on your puzzle.
The first letter is R.
When both puzz les are compl et e, compare your work.
Clues
1 down - I have a black mask like a croo k. I wash my food, bur neve r cook.
2 down - I always love to play around. I'm the smartest ape in town.
3 down - I'm like a hairy buffalo. On the western pla ins I go.
4 down - I' m black and white. Mynose is pink. When rget mad, r really stink.
5 down - My nec k's like a camel, my eyes like a doe . I live in the Andes, in
Chile, you know.
6 down - My black spots make me look unique. I'm a cat who' s fast and sleek.
10 down - All day, I' m hanging upside down . At night, I'm flying all around.
Clues
1 across _ 1have a horn that grows and grows. It sits on my tremendous nose.
S across _ King of the jungle is my name. I roar and have a shaggy mane.
7 across _ 1 have antlers by the dozen. Rudolph is my red-nosed cousin.
6 across _ When I hunt, I'm sly and quick. I catch chickens wit h my tricks.
9 across _ Across Australia, see me jump. I have a pouch, but not a hump.
11 ac ross _ I' m the tallest on four feet. I eat leaves. 1don' t eat meat.
12 across _ My tusks are long. My trunk is too . I' m in the ci rcus and the zoo.
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WI.lat's, next? Work with your partner to unscrambl e the letters in the circl es to spell a n
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What's next? Work with your partne r to unsc ramble the letters in the ci rcl es to spe ll an
animal' s name. Clue: Please don't bump into me!
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Unit Ten 155
154 Unil Ten
Sunday at t he Zoo
-
a Cat?
The Oxford Pict ure Did kma ry, page 133. See page xx for Teacher' s Notes .
Think about the rea sons to own a dog or a cat.
Read each statement on the Jist.
If the statement shows that owning a dog is a good idea, make a check in that column.
If the statement shows that owning a cat is a good idea, make a check in that column.
For K and L think of two more stat ement s to add to
r ! ,
Write your and your partner 's idea s.
STATEMENTS dog cat
A. Cats ca n live indoors in sma ll apa rtme nts.
B. Many dogs bark wh en the ir owners a re away from home.
C. You ca n teach a dog to pla y games or tricks, like cat ching a frisbee.
D. Cal food is inexpensive.
E. Some cats like to sc ratc h the ir cl aws on furn iture and doors.
F. A dog can protect your home and family_
G. Cats are independen t a nd don't need a lot of atte ntion.
H. You never have to wa lk a cat.
I. Dogs make good compa nio ns for lonel y people.
J. Wa lking the dog is good exercise.
K.
L.
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THE PROPS,
a 50ft dr ink can
a T-shirt
a 5m.:l!l flowering plant
. ..these lines?
What ere these trees? are beautiful.
Those arewillow trees. Theygrowverywell here.
Can Ipet thebabysheep?
Yousure can. But the pettingzoocloses infive
minutes.
Do youhave anybooks about dolphins?
AU booksare25% off for zoomembers.
I' mlearning about birds inschool.
Lookat this eagle. It has unusual feathers.
Please takeyour soda outside. Nodrinks are al'cwed.
O.K. But can Ibuythis spider T-shirt first?
Wouldyou likeafree plant withyour book?
Ah-choo! No thanks, I'mallergic to
I "
THE SCENE:
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a zoo
I,
a child
Who says..
THE CHARACTERS:
a parent
a child
a tour guide
a gift shop clerk
THE SCRIPT:
TheOrford. Picture DictiOtiary, pages 128-133. Seepage xix {or Teacher's Notes.
Practi ce saying all the lines.
Choose your cha racter and decide wha t you will say.
Think of othe r things your character can say.
I thi nk are good pets because _
My panner thinks _ are good pet s because _
.. Youcan substilute other vocabulary (or the underlined words.
next? with your group to plan a zoo for your city. Deci de which pla nts,
animals and spec ial attractions you want to incl ude. Draw a "map" showing your plan
and present it to the class.
(
What's next ? Take a sta nd . Your teacher will tell you where to stand if you support
owning a dog and where to stand if you support owning a cat.
156 Unil Ten
Unit Ten 157
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Mammals Pict ure Ca rds, page 163
Grid, page 197
1. Dup licat e one copy of the grid on page 197.
Write in 16 numbers, one numbe r per square.
Give eac h student one grid a nd one pi ctu re card
page. (If you have an overhead project or, sec
Using the Ov erhead Projector in the Picture
Cards Teachers' Notes, page x.)
2. Have stude nts cut apart their pictu re ca rds and
place them face up on their desks next to the
grid.
3. Tell students that each numbered box represe nts a n
area (or anima ls in .1ZOO. Direct students to find
thepicture of the lion, and place this pid ure on
the grid square with #1 in it. Encourage stude nts to
ask clarification ouesuoos. Did you say lion or
lIamaf t/llas thar #1 or # Il ?
4 . Conti nue telling stude nts whe re to put what unt il
a ir the grid squares a re (illed. Have students
compare their grids with one another as you
cl ar ify any
5, Next pair students. Give each pa ir a manila folder
to use as a screen between the pa rtners. Have
one partner (the sender ) tell the other (the receiver),
Put the lion in area # 1. [Students do not have to
COpy your sentences. ] Bot" partners place the ir
pictures on the grids. When the grids a re complete,
senders and receivers co mpa re the ir grids.
6. Have senders and rece ivers switch role s.
PICK A PAIR " (Pai rs)
Anima lS/ Anima l Parts Picture Ca rds, page 164
1. Pa ir stude nts and give each pa ir one picture card
page.
1. Have the pa ir cut up the car ds, shume them and
3. Have part ner s take turns turning over two ca rds
.'II a lime, tryi ng to match various a nima ls wi th
thei r co rrespo ndi ng animal part fcame l;hump,
owl/feathcrs, etc.I When the cards match, for
example, camel;1lUmp, the studen t keeps the
cards if she can make a sentence: Camels have i1
hump on their back. Whe n the stude nt can' t say
the sen tence or the cards don' t ma tch. the student
turns the ca rds back over.
4. The ac tivity ends when all the cards are gone.
Plants and Animals Picture Card Act iviti es
PICKAND CHOOSE (Groups)
Pet s and Farm Animals Picture Ca rds, page 161
1. Ha ve students form groups of 2-4 students.
2. Give each group one copy of the picture car d
pages and a pi ece of blank paper. Have them cut
apart the pictures a nd place them ill random
rows, race up on the table.
3. Tell students that they will be choos ing different
ani mal s (Of vari ous si tuations.
3. Announce the fi rst round of pl ay. You have a
farm. Your group has two min utes fa pick and
cnooee (our animals that are best for your farm.
4. Walk around, encouraging students 10discuss
thei r cho ices and moni tor ing to make sure
everyone has a chance to pick an anima l thai
the y fed is the best.
5. Call time and surve y the class to find OUI lhe
most popular animals. Continue play usi ng
different situations such as: 1) best animals for a n
apa rtment 2}best a nimals for a s-vear-olo child
3) sma rtest" anima ls, 4) "no isiest" anima ls, e tc.
6. To vary the activity, have students take turns
picking a picture card from a pi le and ac ting it
out for the grou p. The charade can include a
description of the a nimal or anima l sou nd.
PICK A PAIR I (Pai rs)
PI.lnl s and Animals Picture Cards, page 16 2
1, Pair students and give each pair one pict ure card
page.
2. Have the pair cut up the cards, shuffle them and
place them face down in four rows of fou r cards.
3. Have partners take turns turning over two cards 01 1
a time, trying to match related plants a nd a nimals
(trees, plants, reptiles, mammals, birds, erc.j
\Nhen the cards ma tch, for example, whallY'seal ,
the student keeps the ca rds if she can make a
sentence: Whal es and seals are sea mammals.
When the student can't say the sent ence or the
cards don' t mat ch, the student turns the ca rds
back ove r.
4. The activity ends when all the cards are go ne.
160 Unit Ten
::::-
-
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., " , , , , , I 10. 17 palm tree , , 1 , ,
' '0'" pi ne tree , , , ,I r o.zu :
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, i o.i s "'" ' , .. , ,, - - - - - - - - -f - - - - - , ,
' . , 10.17
1
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' 10.20 da"y , -t _ _ _ 1 , 1 Q.
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' ] D.21 sq uirr e l , I I '-'c::>___ I (t)
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1022 chipmunk I I 0';- . _ , 1 1 ("')
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' to.zi octopus , - ;$'1'-. , , , c,
, , " , , , rn.za ' ,
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e 10 26 seal I _ _ _ _ _ _ '"
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honeybee , , 1 10.27 ' Y?JJ' J
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i I 10.33 bear I
c: , 1
I 10.34 deer I
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l' 1 10.35 dolphin I
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I 10.36 elephant 1
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! I 10.37 giraffe r
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, 10.38 goril1a I
: 10.39 hippopotamus:
i 1 10.40 koala I
, 1 1
I 10.41 leopard I
o , '
I \10,42 lion _
10.43 llama 1
10.44 monkey I
1
10.45 pandn 1
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10.46 tiger I
,
10.47 walrus I
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11. Work
Pagel s)
166
This office is a mess!
(Round Table l abel)
167
What job is best for youJ
(Survey)
168-169
On the Assembly Line
(Picl ure Di fferences)

170-1 71
The Perfect Job for You!

172
Four-Star Hotel
(Rol e Play)
Work for Yourself or
-
173
Someone Else?
(lake a Stand)
174- 17S
Work Board Game

(Board Game)
176-180
Picture Card Activities
and Picture Cards
I
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Picture Cards: Animals/Animal ParIs
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164
Unit Hoven 165
(Note: Your' chart wi ll not show the " No opi nion " category.)
What jsb is -best fo r you?
The Oxford Picture Dictionary, page 140. See page xiv for Thacher' s Note s.
: : : : :
:
: : : : : :
: :
: : : :
: : : : :
,
J
: : : : : :
,
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10
9
7
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5
Complete the gra ph bel ow. Cha ri only st udent prefere nces.
Read the survey questions and mark your answers with a v".
Ask and answer the questions again wit h nine cla ssmates.
Mark your cl assmates' answers on t he survey form.
What's next? Your teacher wil l ask you for your survey result s. Write sentences about the
answers. Fol low the example below: .
Seven oul ot vmstudents would rather drive a truck.
!COUldyou
rat her...
.\1.y Ii .... My Classmates' No
a. truck
. . .drive a truck or a taxi?
b. taxi
work on a car or a computer?
a. car
b. comp uter
..sell thi ngs in a store a. store
or on the phone? b. phone
.take care of plants or children?
a. plants
b. children
. ..use a paintbrush or a hammer?
a. paintbrush
b. hamme r
. . .assist a teacher or a doctor ?
a. teacher
b. doctor
I
I
I .
This office is a mess!
The Orford Pict ure Did /ollary, pages 142---144. See page xi i for Teacher's Notes.
For m gro ups of 4 people.
Each person in the group takes turns labeling the items on this paper.
After all the pictures have labels, look in the Dictionary to check your group' s work.
What 's ~ e x l Test your memory! Your teache r will put 10 office supplies on a de sk. look
at them tor 15 seconds. Close your eyes while your reacher removes one item. Write
down t h ~ missing item. Continue playing as the teache r removes more items. Check
your "office suppl y" li st with your group.
166 Unit ElevM
Unit Eleven 16 7
"',
,..
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I- :N,.Q. ' ". ",d,
Ell ' \ ~
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- ' - '
.
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time clock on wall
no ti me clock on wall
!
I
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On the Assembly Line
Unit uevcn
.". --
1.
2
3
4
5
& I
7.\- - - - - - - - + - - - - - - - -
8.
9.
111.
Write the differences you find on the cha rt.
. . 146-147 S c page xvi for TPllcher's Notes.
The Oxford pictu re Du:t wlIury, pages . e b ~
I
)
1
(j)
,,-
"'G
ti me clock on wall no time clock on wall
i
I
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t
1.
2.
3.
4.
5.
On t he Assembly Li ne
~ : 1
1
---+- _
8.
9.
10. I -1 _
The Oxford Picture DictiOllary, pages 146-147. See page xvi (or Teacher's Notes.
Sit with a partn er and look at each other' s papers.
There are 10 differen ces bet ween your pictures .
Work with your partn er to find the differences.
Write the differences you find on the chart.
1 6 8 Uni t El l"vf"n
............... ..."..-d 10 .., . .............. ct..w'O<Jrn .......
r
Ask your partner about the missing information in the dassifed ads below.
You can use these quest ions:
.J "What experience do you need ?"
"What are the benefits?"
"How do you apply?"
Write in the missing information and read it back to your partn er to check your
, .
.ABE' OCCUP4TJONlU.
STOCKCLERK DELIVERY PERSON GARDENER CASHIER
Castillo l amps Pizza Express Greenthumbs Nursery ChinaGarden
Ml 1 r exp Good mathskills
1year factory exp ne:'lli l raln 1 yr restaurant e_p
Operateforklift t C,ee nO,:ingrecord Hardwcner Frienelly. avail.weekends
HS gradualepre. ea
. . . Gall for application ApplyTues./Thurs., Call 769-2561
709.8436ext. 2 675Mai n, Nel'lbridge Asklor Mr. U
759 Central Ave. Salary +tips Year-roundJOb Flexiblehours- eves.,
2 wks. vacation Paid milealle Goodsalary,apply. noweekends
Overtime
The Perfect. Job for Yo u!
The O:cford Picture Dictionary, pages 136- 139, 140- 141. See page xviii for Teacher's Notes.
'ij[ri bunc1C)ail u l:mplonmcnt <8pportunitics
IHelp Wanted
_"1
IHelpWanted d I
IHelp wa nted
c "'1
IHeip Wanted I
ASSISTANT AUTOMECHANIC HOUSEKEEPERS SALESPERSONS
PediatricOffice AI's Garage RestawayResort Lacy's Fashions
. tune-up Good references expo Min. 1yr. IjXP
Certifiedsmogtester No expo H.s. graduates only GoodwIchildren
Call (914) 68()..8000 application Apply___ .(?' o calls.)
5846Chandler Blvd. For_ _ _ & information Attn: Personnel Dr.Tarica
job
P.O. Box22, ;';.Y., KY.10325
Excel. salary, Goodsalarywlbonuses
& pd. vacation Salary+commission Lnifcrmallowance No weekerds
storediscounl
_.
What's next? Practice a job interview with your partner. Choose job from this r a Iist
D ide who will be the interviewer and applicant. Your teacher will help you a.1s
"'vVhy are you interested in "What are the hours?" Practice asking
and answering the questions. Present your interview to the class.
Sit wit h a partn er. (Don' t show this paper to your partn er !)
Use the job boa rd below t o answe r your part ner's questions.
l
t
t);
The Perfect Job for You !
The Ox/iJrd Picture Did iornJry. pa ges 136- 139, 140-14 L. page xviii for Teacber' s Notes .

Sit with a partner. (Don' t show thi s paper to your partner!)
Ask your partn er about the missing information on the job board below.
"What experience do you need?"
"What are the benefits?"
"How do you apply?"
Write in the missing information and read it bad to your parlner to check your work.
,:
Pl STOCK CLERK " DELIVERY PERSON GARDENER CASHIER i
'. Caslillo Lamps PizzaExpress GrecnthumbsNursery ChinaGarden
.
1vear fa-:: tcry exp.
IwiJllrain Min.
Operate lark/itt
Needowncar
Startimmedialely
_ _ restaurant expo H.S.graduatepret
Cleandlivingrecore
Hardworker
Friendly. avail. weekends
.,
!K
Apply
1
Appl y
Call
7098436ext. 2
675Main, Newbridge
Asklor Mr. U
I ',
759 Central Ave.
Salary +l ips
job
nears - wes.,
p""
I
Goodsalary. apply.
noweekends
I','
Overtjme
1!rribunc I)ailn
:cmplonmcnt <8pportuniticil
IHelp W:.mtrd
I IHelp "'unted -
I IHelp Wallled
IHelp Wanted
I
DENTALASSISTANT
AUTO MECHAMC
HOUSEKEEI'ERS
SALESPERSONS PediatricOffice
AI's Garage
Restaway Resort
Lacy's Fashions
Min. 1yr. expo
Exp, brakes, tune-up
Goodreferences
3 yrs. retail exp. Good wI children
Certifiedsmoglester
exponecessary
H.S. gOOllatesonly
Call for inten-iew
Apply inpelXl n.(NonUn
Call (914) 68()'8CKX1
Send for application Dr. Tarica(310) 695-1344
5846Chandler Blvd.
Forapplication & information
Attn: Personnel
Excel.salary, med/dental
Good salary wlbonuses
Pemlanclll job
P.O. Box 22, N.Y., NY 10325
UniformlllJowance
}, o weekends
Health & pd. vacation
Salary +commission
-
10%SIOfe discount
. >--- - - - - - - - - - - - - - -
Use the classified ads below to answer your partner' s questions.
w hat's next? Practice a job interview with your partner. Choose one job from this page.
Decide who will be the interviewer and appli cant. Your teacher will help you make a list
of questio ns. "Why are you interested in this job?" "w hat are the hours?" Practice asking
and answering the questions. Present your interview to the class.
170 Unit Eleven
Unil Eleven 1 71

I rhink working for is a goodlbad idea because _
Work for Yoarsclf or Someone Else?
The Oxfl!rd Pict ure Dictionary;pages 136-139. See page xx for Teacher 's Notes.
Think about the reasons to work for yourself or work for someone else.
If the statement shows that working for yourse lf is a good idea, make a .I in t hat co lumn.
If the sta teme nt shows that working for someone else is a goo d idea, make a .I in that
column.
. ..
For Kand l think of two more statements to add toJ:fiis list
Sit wit h a partner and compa re papers,
Write your and your partner 's ideas.
r
*'
-0'
STATEMENTS
.j.o ....
.f .1'."
A. Many emplo yers pay for their workers ' healt h insurance.
B. Some companies give two weeks paid vacation.
C. The goverment gives loans to people starti ng small businesses.
D. You can wor k wi th your famil y i n your own business.
E. Nobody can fi re you if you are the boss.
F. More experienced workers can hel p you learn on the job .
G. You have more job securi ty if you work for someone el se.
H. Some jobs pay for cars, uni forms and travel expenses.
/. In your own business, you make your own work schedul e.
,.You can do the kind of work you lik e i n your own business.
K.
l.
)
THE PROPS:
a bell
a key
a h a small Suitcase
andwr it+-- h
t-Cn ok/ bill"
II
THE SCENE:
j
A hotel. Hot el
Ii !
workers are helping
I
several gUC5't5.

THE SCRIPT
THE CHARACTERS:
a happy guest
an unhappy gucs.t
a desk clerk
a bell captain
:;' ::'.
Four-Star Hotel
The OX{Qrd Picture Diet ioflo ry, page 145. See pege xix for Teacher 's Notes.
Form grou ps of 4 people.
Practice saying all the Jines.
Choose your cha racter and dec ide what you will
.
Think of other things your character ca n say.
Ad out your role play.
Who says . ..
.. .these Jines?
an unhappyguest
Can I changerooms?Theheater' doesn't work.
We don't change reservations. The can
help you.
This place is It hasthree pools!
Is it possibletoslayone more night?
Yes,wecanchange your check-out time. Howabout
1...E:!!!: ?
Meet you at the gihshop. Ineed to buysome postcards.
Your total forroom service is$25.50.
What?I didn't order dinner inmy room!
I lost a brown bag. Canyoucheckthe luggage cart?
I' ll call the bell hop. He'll be here in1\vominutes.
Here's a key for guest room#225. It'sdownthehall
onthe right
- ----- - - --- - - ---".
is a good/bad idea
Youcan substitute other vocabulary for the underlined words.
Wha t's next? Pretend you are openi ng a new ho I ' .
from your teacher. Work with your g 1 . te In your CIty. Get paper and mark ers
traveler s. Draw your ideas and sh,rero' h
up
to eh"gh
n
a hote l (or both families and business
, em wu I e class.
My pa rtner th in ks work i ng for _
because . _
What 's next? Take a stand. Your teacher w ill iell yo u where to stand if you support worki ng
for yourself and where to stand if yo u sup port worki ng for someone else.
17 2 Unit E1t' vM
Unit Flcven 1i3
Unil Eleven 175
Us e
TOOl
Picture
c
qras
11.17t
0
1
1.32.
Put
picture
cards
here.
(face down) 't=::::::::".. _
Pick a toO/5 card.
Describe it.
,p' -";
if\4Mi U.lg:l1
01 no"
rlnoN. II!)\S l.o f 'l.-e' 4fv\
Forlow the dir,.;cUo.'15
A5KYOUr group for h-/ ' the
don't knoW.h p when you
'" ,e anSWer.
'.' "
'g';U!ll1

sqo( 9
' ''SPUOQag
9t u/
------
174 Unit Eleven
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: Wo rd List : /": - - - - - - ; - - - - - - - - - - - ; - - - - - - - - - - - i
, l ' " 1.17 hammer . l u I I
I I I .,/ I I
I 11. 18 ax I I 1 0.. I I
: 11. 19 han dsaw : ,';' : " : : if :
I t I I t
I 11. 20 plier s I 11 I I
I . , 17 1 11.
18
1 11.19 , I
11.21 screwdri ver r - "'t - - - - - - - - - - - 1" _ _ _ _ _ _ 11.2U I
I I J
I 11.22 wrench I I 1 I I
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I 11. 23 plunger I I I I 00
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r 11.24 extension , I I I '_I
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tape measure I I 0 I : I
I I 11.211 11 21 1 . I
J 11. 26 electric drill I-- -+ ' _ -+ I 11.24 I (""')
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1 11.27 flashl ight 1 1 I I I .,
I I I 1 I
11.28 battery I J I (]
1129 pa intbrush : : : : g
11.30 pa int pan I I : I 1 iii"
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11.31 nail s I 11251 I I I
l- .1 l 11.27 I 11.28 I
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s I 11,33 asse mble ' ,II I
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] I 11.34 me asure I I
1 I wood I I
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.. I 11.35 liW bricks I l or ./ .- - - ' 11.36 I
_ I r _ _ ,J.'--,,_ _ _ ' - - '"1
l I 11.36 pa int a fence I I
I :11.37 drive a forklift :
1 11.38 cl imb a I
1 I ladder 1
I I
i I 11.39 wai t on I fQ)
c, 1 customers I
i , I ::::::;-- -.., 11
I :11. 40 fax a lette r - - - - .- - - - - - -
111.41 make cop ies I
1 11.42 take a -
I message
I
I 11.4 3 plant a
I garden
I
I ".44 milk a cow
: ' 1.45 se ll cars
I 11.46 bab ysit
I children
I
I 11.47
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12. Recreation
.,
0 ;:: OJ
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,
Page(s)
A Ca mping Trip!
182
(Round Table label )
Checkers, anyone?
183
(M ixer)
Coming Up in
184-1 85 los Angeles!

Holidays and a Party

186-187
(Dou ble Crosswo rdj
So Ma ny Programs
188 So Ma ny Choic.cs!
(Rol e Play)
l earn About Religious
Holidays in School-
189
Yes or No?
(Take a Stand )
Recreation Board

190-191
Game

(Board Ga me )
Pict ure Card Activit ies

192-1 96
and Picture Cards
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- - - - - -
- - - - -
-
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- - - - .1.
Pict ure Cards : Work Places/ Work Supplies
1
1
1
1
1
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1
1
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1
1
1
I
1
1
1
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Unil [I e vt"ll 180
o 1'1' 1'1(h,1onf Un'..... .. l y .........
lJni l Twel ve t81
)
1- .
Doyou
play checkers?
)(NO
'-- - - -
7. Do you J? . _
. ~
cn e l'i:;k ers,
1.
Do you play _ _ _ _ _ _ ___
(Yes )( No
)
2. Do yo u play ~ ___
- -g-- - -
(Yes )(NO
)
3.
Do you -.9_ _ ___ ?
(Yes )(NO
)
b m
- _ ?
4. Da you _ ____
- ---
( Yes
)(NO
. )
Checkers, anyone?
5. Do you have a ~ . _ ~ _
(Yes )(NO )
k ,
6. Do you .
(Yes
The Oxford Pict ure Dictionary , page s 162-163. See page xiii for Thacher's Notes .
Write the missing lett ers for eac h word.
Walk aro und the room. Ask and answer t he questio ns.
A Camping Trip!
The Oxford Picture Dit.tionary, page 1M . See paS!;'xii for Teacher 's Notes.
Form groups of 4 peopl e.
Each person in the group takes turn s labeling the items on this paper.
After all the pictur es have label s, 1001< in the Dictionary to chec k your gro up's work.
00,
Whal's next? Pretend you are going on a camping trip but ca n only take three items. Take
turns felli ng your group wh ich three items you woul d choose and why.
1112 Unit Twelve
What's next! Discuss your answers with your class.
Unit Twelve 183
Sit with a partner. (Don' t show this paper to your partner !)
Ask your partner about the missing information in the calendar section of
the newsl)aper below.
You can use these que stions:
What is happening at ? What hours ;s it open ?
How much does it cost for a to go there?
How much is parking at the ?
Write in the missing informati on and read it back 10 your partner 10 check your work.
-
...
Coming'.,up in Los Angel es!
The Oxford Pictu.re /J U: tiOIIO'J ', puge 152. gee page xviii for Teacher's Notes.
Sit with a partn er. (Don' t show this paper t o your parlner !)
Ask your partner about the missing information in the calendar section of
the newspaper below,
What is happening at ? Wh at it open?
How much does it cost (or a go there?
How mu ch ts parking at the ?
Write in the missing informat ion and read it back to your par tner to check your work.
t
1
..
I " I
Coming Up in Los Angeles!
The O1"!ord Pict ure Dictionary, page 152. See page xviii for Teacher's Noles.
sunRIDGEPARK
OGTOBER _ _

Parking: __
DODGER
STADIUM
DODGERSVS.
GIANTS
OCT. _
Game time: _
General Admi ssion: $_
Parki nlj: $_
Adults: 58.25
Children: $3.25
Seniors:$5.25
Paf1r; ing:Free
See Oho the
Baby Panda!!
Arri vingSept. 28th!
Dally10am-5pm
,
WorlO's Largest County Fairl
Sept
- __ - - _ _
Mon.-Tnur. _ _ - _ _ $_ _
Fri. _ _ - __ Sa!" __- _ _ Children: $__
S'" _ _ - __ Parlung: S_ _
CALENDAR OF EVENTS
MATI NEE TODAY!
ShermanOaks Movie Theater Seniors: $4.50
Spy MY Spy Ma!inee: $UXl
Sun. _ Thur. 1:00. 4:00, 7:00, 10:00 Parkillg
VAll.EY INDOOR
5WAPMEET

Over400BooUls!
HalloweenCostumes
Too!
Thle weekend,
Oct ober_
Frl., Sat.,sun. _ - -
AdmisSion$__
ChildtU andSenioll:_ _
Parkinl :_ _
October
Tues.- Sun.
IOJ Oani'" 4,30pm
Admission:
Adttts:S7.50 Studmts:$-I.OO
Seniors:$6.00 Parking: Free
Il
l OS ANGELES
6 coum ART
MUSEUM
Picasso - His Early
Sept. 30 - Oct.21st
tll!I!LfM
Tue$.-Thurs.10am- Spm
Fri. l 0am- 9pm
Sat, Sun.l l am 6pm
rmm:rnmJ
AdultsS6.00 senioo$4.00
Students $4.00
, Parking: SS.oo
SUNRIDGE PARK
OCTOBER31st
7- 10pm
Admission: $1.00
Parking: Free
DODGER
STADIUM
DODGERSVS.
GIANTS
OCT. 12t h
Game lime:7:35pm
General AdmIssion: $6.00
Patti ng: $5.00
Adults: $ _
Children: $__
Seniors: $ _
Parking: $- - -
SeeOho the
Baby Panda!!
Arriving _
Daily__- __
CALENDAR OF EVENTS
MATINEETODAY! M"'" s_
, S
ShermanOaks M OVi e Theater Seniors: $-
SPY MY SPY ...,"",S=
SIIII.- Thlll . _ _ ___ _ __ Pal k'ng:_
Fri., SaL,Sun. 1Dam- 6pm
Admin lan$1.00
thildren andSeniors: Free
Parking: Free
World '& Largest County Fairl ...

Sept. 11-28
AdmiSSion: $9.00
Scniors:$7.00
Fn. l l am- l1pm Ch:ldren:S5.00
SlIl. 9am -1 0 pm Parkin; :
foolros AllGELES
6 coum ART

Picasso - HisEarlyWork
S,pl._ - Ocl. _
Turs.- Thuf$. _ - _
Fri . _ _ -_
Sat.,Sun. _ _ - __
IJmiI!I:J
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StodentsS_ _
Parking: $_ _
The Hunli ns l on
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Admission:
." dullS: 5_Students:S_
Seniors; $_ Parking:_ _
7'..rses!
f1f.lm
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October_----:....-..
Tucs..
next? Work with a partner. Make a list of those places you would like to go if you
VISIt Los Angeles. lis t only those places both you and your partner agree on.
What's next? Work with a part ner. Make a list of those places you would l ike to go if you
visit l os Angeles. li st only those places both you and your partner agree on.
Unit Twelve 185
184 unn Twelve
-
Holi davs and a Party
TM Orford Pictur e Dictionary , pages 168-169. See page xvi i for Teache r's Notes.
Sit with a partner. (Don' t show this paper to your partner !)
2 down - To use your voice to make music
If your partner needs he lp, give one letter from the answer on your puzz le.
The second letter is L. , r : 1t1:
When both puzzles arc complete, compare your wo rk,
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Holidays and a Party
The Oxford Picture Dicliollaf)', pages 168-169. See page xvii for Teacher's Notes .
Sit with a partner. (Don't show this paper to your partnerf)
Take turns giving the clues to co mplete the puzz le.
t across - This hol iday is on the fi rst day of the year
........ If your par tner needs help, give on e lett er from the answe r on your puzzl e.
The seco nd letter is E.
Clues Clues
1 ac ross - This holiday is on the first day of the year
4 across - A holiday in Novembe r when people give thanks
5 across - Child ren wear cos tumes on this holiday
7 across - A holiday on December 25th
11 across - The hol iday when people watch firewor ks
12 across - This shape means, "I Jove y?u. "
14 across - Ma ny ci ties have one of these on July 4th
16 ac ross - A hol iday in February about love
2 down - To use your voice 10 make music
1 down _ What you do when the door bell rings
6 down _ Peo ple... a wish whe n the y blowout the ca ndles.
8 down _ To think about everythi ng you need to do for the party
9 down - What you do to candles to make them burn
10 down _ What you do to the house to make it pretty
13 down _ What peop le do at the beginning of a surpri se party
15 down _ What people do to a present before they give it
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Unil Twelve 187
-
In School-Yes
to learn about religious holidays in school
My partner thinks it is _
because _
..,.,
learn About Religious Holidays
--- - - - ---- ----- - --.
J think it is to learn about religious holidays in school because
The Oxford Picture Dictiona ry; page 168. See page xx for Teach er '6 Notes
Think about the reaso ns to lea rn about religious holidays in school.
If the statement shows that lea rning about religious holidays in school is a good idea,
make a .I in that co lumn.
If the stat ement shows tha t learning about religious hol idays in school is not a good idea,
make a ,/ in that column. . J-"'-. ."*
For Kand l , think of two more statements to add to thi s list.
Sit wit h a partner and compare papers.
Wri te your a nd your pa rtner's ideas.
STATEMENTS + -
A. Re ligious holi days can be fun .

B. Rel igious ho lidays have spec ial foo ds.
e. People learn abo ut each other by learning about their holidays.
,
O. In the Un ited States, church and government a re separat e.
E. There is not e no ugh time 10 learn academic subjects like read ing and math.
F. Students are ab sent somet imes bec aus e of re ligious holidays.
G. Religious holidays a re serious for some people.
H. Everyone celebrates religious holidays diffe rent ly.
I. Some parents do not wan t their children learn ing about othe r re ligions at schoo l.
). Re ligion can be a n important part of life.

K.
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THE CHARACTERS'
a Senior
a
;.l
a teenager
a child
( living in the
Mme apartment)
. .. these lines?
O.K.everyone. whatdo you want to watch tonight7
Isthere a good .. on1
let's watcha soapopera. allthe movies are old.
I love a goodscience fictionstory.
Please, nothingwith I get nightmares!
Jet's watch
We alwayswatch Can't wewatch something
else?
ismyfavorite.
Not please. They're boring.
I reallydon't like anythingbut gameshows.
Nature programsare interesting.
Let's watchthis newcomedy. Love Me Tonight!
Can't we watch I neverget towatch
THE SCRIPT:
III
THE SCENE,
/1
A living room in a
house ora pa :-..ment
ith one t elevision set
So Many Programs -so Many Choices!
Who says. . .
THEPROPS,
t he 1Y listings
froma newspaper
some chalre if
a senior
The Oxford Picture Dictiona ry, pages 166-167. See page xix for Teache r's Notes.
Prac tice sayi ng all the lines.
Ch,oose your character and de cide what you will say.
Thi nk of other things your charact er can say.
Act out your role pla y.
.. You can substilute otner vocabulary for the underlined words.
What 's next? Tell what happens when eo J
programs on television. P p e In your home wa n! 10 watch different
What's next? Wr ite fo ur se ntences on how yo u celebra te a special ho lida y.
188 Uni t rwctve
Unit Twelve 189
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Unit Twelve 191
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Follow t he directions on the squ,Brcs.
As k YOur groupfor help whenyou
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one "..... ,....
space .
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1 90 Unit Twel\"l.'
Recreation Pict ure Card Activities
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Unit Twelve 193
GUESS WHAH (Groups)
Hobbies and Games Picture Cards, page 196
1. Have stude nts form sma ll grou ps of 2-4 studen ts.
2. Give each grou p one page of cut-up picture
ca rds. Have one student in the group shuffle the
card s and place them face down on the table.
3. Each student take s a turn pick ing up the top pic-
ture ca rd on the pi le and giving a de finition . You
use this to rake a picture. It uses film.
4. The ot her grou p me mbers try to gue ss the word.
The first student to guess till! word keeps the
picture card.
5. The activity ends when all the ca rds are guessed
correctly.
writes dow n the group's response on a sheet of
pap er. Carlos kicked the ball.
5. Student 112 picks a card and the adivity continues.
6. The activity is ove r when all the students in the
group have had two tur ns. Recorders can read
from their papers or turn t hem in.
PEER DICTATION (Pairs)
Team Sports a nd Individua l Sports Picture Car ds,
page 195
1. Dup licate a c lass set of the pict ure card pages
and cui off the Word l ist on the sidebar. (Hold
on to these for step 6.)
2. Pa ir students and give Student A a nd Student B
each a picture ca rd page. Have Stude nt A put he r
page face down until it is her turn.
3. Direct Student B in each pa ir to look at pa ge 158
in t he Dictionary and read off the list of Team
Sports. When Studen t A hea rs a Team Sport that
is on her pict ure page, she says I have that. How
do you spell it?Stude nt B spells out the wor d 50
tha t Studen t A can write it unde r the picture.
4. When Student A has written all of the learn
sports. she puts her pa pe - aside. Student Bthen
get s a picture car d page and liste ns to Student A
read the list of Individua l Sports from page 159
in the Dictionary. Stude nt B writes the names of
the individua l spo rts und er those pictu res.
5. Both students then write the words for the pictures
not yet labelled (Stude nt A writes down the
Individua l Sports, Stude nt Bwrites down the
Team Sports). They then compa re thei r answers.
6. Distribute the cla ss set of the cut Word li st and
have students check the co rrect spe lling of all the
pictu res on thei r pages.
TWIN GRIDS (Pairs)
Places to Go Picture Cards, page 193
Gri d, page 197
1. Dupli cate one copy of the grid, page 197 and
wr ite in the names of stude nts in the class, one
name per square. (You can put in other names if
you don' t want use the names of your students.)
Give eac h studen t one grid and one pict ure card
page. (If you have an overhead projector, see
Using the Overhead Projector in the Picture
. Cards Teacher's Notes, rage x.,
2. Have sludents cut apar t their picture ca rds and
place t hem face up on the ir desks next to the ir
grid.
3. Te ll students, ffena went to the art museum last
weekend. Direct students to place the pi cture of
the art museum on the squa re with Elena' s name.
Encourage students 10 ask d ar/(jcalion questions.
Wh o went? Did you say the art museum?
4 . Continue te lling students where a ll the students
we nt until a ll the grid squares are filled. Have
studen ts compare the ir grids with on e another.
5. Pair studen ts and give each pa ir a manila folder
to use as a screen between the partners. Have
one partner (the sender) tell the other (the receiver).
.,---,-_--,-_ went to the _
(Students do not have to copy your scntences.)
Both partners place thei r pictures on the grids.
Wh en the grids are complete , senders and
receivers compare their grids.
6. Have senders and rece ive rs swi tch roles.
Sports Ve rbs Picture Cards, page 194
1. Duplicate on e pic ture card page for each group
of 4- 5 stude nts.
2, Group stude nts and give each group one picture
ca rd page. Tell students to number off. Have #1
cut apa rt the picture ca rds. Have #2 shuffle the
ca rds and place them face down on a desk.
Identi fy ~ as the recorder.
3. For the first round, Stude nt # 1 picks a ca rd from
the deck and pantomimes the ac tion, asking,
What am I doing?She continues pa ntomiming
until a student from the group can name the
acti on. You are kicking a ball.
4. The recorde r t hen asks the grou p, What did
Ca rlos do?Gro up members reach consensus on
the co rrect wa y to write the sentence . (The y may
use the Verb Guide on pages170-172 in the
Dictionary to check the spelling.' The recorder
19 2 Unit Twt'lve
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Activity Index
Round Tabl e Label
Where's t he penci l? . . . .. ...... . 2
What kind of people are at the party? 22
A Yard Sale!. 38
Around the Corner . . . . . . . _. , . 102
Traveling on Route 66 ..... ..... .. 118
Wek::ome 10California! .. ... ... . . 134
Greenthumbs Nursery ... .. . . ... 150
This office is a mess! . . __ 166
We are an interesti ng class! . . . . . . . . 23
Ther e's no place like home! . . . ... . . . 39
Around Town ... .. . ...... . .. .. . 103
What do you like to do? .. .. . ... ... 135
Checkers, anyone ? ..... . . _. . . . . 183
. 190- 191 Recreation . . .
Communny . . . . . . . . . _.. _. 110--111
Transportation .. .. .... .. . 12&- 127
Areas of Study . . . . ... . ... . . . 142- 143
Plants and Animals . . . . . . . . . 158-1 59
'rtOfk ~ . . .. , . . . . . _174- 175
Picture Card Activi ties
A-Z
AlphabeVNumber Cards _ 17
PICK A PAI R
ClassroomJPrepositions
Picture Cards , . ... . .. ...... 16
AgelPhysical Description Picture Cards .. 35
Yard and Housework Picture Cards . . . 50
Yard Tools/Cleaning Supplies
Picture Cards. . . , , . . . . 51
Contai ners and Packaged Foods
Pict ure Card s. .. .. .. . . . . . . ..... 67
Describing Clothes Picture Cards ... 82
Community People/
Community ltems A Picture Cards . . . 114
Car Parts and Maintenance
Pictur e Cards .. ....... . 130
Musical Inst ruments Picture Cards 146
Plants and Animals Picture Cards 162
Animals/ Animal Parts Picture Cards 164
Occ upations and Equipment/
Supplies Picture Car ds 177
TWIN GRIDS
Weat her/Seasons Picture Cards . . . . . 19
Daily Rout ines Picture Car ds . .. . . .. 36
l iving RoomlDining Area!
Kitchen Picture Car ds . . . .. 49
MarkeVPrepared Foods Picture Cards . . 66
. . . . . 140
. .. . 156
.. . 172
.. .. . 46-47
. . 62--63
.. 78-79
. . . . 94-95
Clothing . . . .
Health
Food .
Housing .. .. _ . .. .. ...
Time For Class.
Sunday al the Zoo ..
Four-Star Holel . . .
So Many Programs-
So Many Choices ! ..... . .. . .... . 188
Board Game
everyday language . ... ... 14- 15
People . _. . . . . . . . . ... _.. 30-31
Take a Stand
learn English at Home or at School? . . . 13
Which is e ener-,
Small or l arge Families? . . . . 29
An Apartment or a House? . . . 45
Home-cooked Meals or Fast Food? . , .. 61
School Uniforms-Yes or No? .. . .. . . 77
Home Care or Hospital Care? . ... ... 93
Sidewalk Vendors-Yes or No? . .... 109
Drive a Car or Take Public
Transportat ion? . .. .. .. . .. .. ~ 125
Space Exploration-Yes or No? . . . . 141
ADog or aCat ? , 157
Work for Yourself or Someone Else? .. 173
Learn Abou t Religious Holidays
in School-Yes or No? 189
l acy's Fi ne Fashions . . . ...... 76
The doctor will see you soon. . . . _. .. 92
Order in the court! .. . . . . . . . . . .. 108
The Friendly Skies 124
.. .. 42--43
. . 74-75
. 106- 107
. . 122- 123
... .... 44
. .. 60
. . . . . , 24-25
. .. . . 72- 73
. . . .. 9 ~ 9 1
. 104- 105
. 120-121
. _.. . 168-169
What a day! . . . . .
Life at the laundromat .
Welby Communi ty Cli nic .
Paradise Hills Mall .. . .
Fly Skyai r . . . .... . . .
Home and Yard . . .
Wash and Wear Opposites.
On t he Assembly Line.
Worldwide Disasters ..
Dest ination San Francisco!
You' ll love this apartment !
Don't forget the pasta! .
He did what ??11 . . . . .. . _. .... 13&-1 37
The Perfect Job for You! . . .... 170--171
Coming Up in l os Angeles ! . " . . 184-185
Under the Sea ... .. ....... . 152- 153
Government and Cijizenship Puzzle . . 138-1 39
Ani mal Kingdom 154- 155
Holidays and a Party ... 18&-1 87
Picture Differences
School Days . .. . . .. . ..... . 10-11
Doubl e Crossword
Numbers Puzzle...... . . . . .. .... &- 7
Graduation Puzzle . . . . .. . .. 2&-27
Informati on Exchange
Howmuch was that call to New York? .. 4-5
How much do I need? . . . . . , ... 56-57
What's happening at WeUnet? . . . 88-89
Role Play
Is it on sale? ... . ..... . .... ..... 12
Please. don't cut it too short ! . . . . . . . . 28
..... .. . 54
. . .. " . 70
.. .. .. .. 86
....... 8-9
. . . 40-41
. . 58-59
. . . . . . . . 182
.. .... .. .. . 3
What' s in the fridge?
Family Fashion ...
Body Language . .
A Camping Trip! . ....
Mixer
Hello! Hotat II P;r,BET !
Drawing Dict ation
What's in her office? . '"
The Perfect xtt chenl . . . . .
What goes where? .
Survey
What do you want lor dinner? . . . . 55
What' s your style? . . . . . . . . 71
You' re the doct or! . 87
What's Ihe best way to travel? .... .. 119
The pet stor e is open.... . ...... . 151
What job is best for you? .. . . ... . 167
199
19"
200
Clothing A Picture Cards 81
Personal Hygiene/Healt h Care
Picture Cards . . . . . . , . . . . . .. 100
Community Places Picture Cards .. . . 113
Directions and Traffic Signs
Picture Cards . ....... .. . . .. . . 131
Shapes Picture Cards .. ... .. 145
Mammals Picture Cards . . . . . . . . . . 163
Tools Picture Cards ... . . . .... . . . 178
Places to Go Picture Cards .. . . .... 193
PEER DICTATION
Fruit and Vegetable Picture Cards 65
Parts of the Body Picture Cards 97
Earth and Space Picture Cards . .. . . 148
Team Sport s and Individual
Sports Picture Cards .. . . ... ... . 195
NOW AND THEN CHARADES
Classr oom Verbs Picture Cards 20
Feelings Picture Cards .. ......... 33
Food Verbs Picture Cards . _... . . 68
Health and Personal Hygiene Verbs
Picture Cards. . ... .. ... . ... . . .. 99
Community Verbs Picture Cards . . ... 115
Work Verbs Picture Cards 179
s ports Verbs Picture Cards 194
MIXER
lile Events Pict ure Cards . . . . . . . . 34
Household Problems/
Repair Peopl e Picture Cards . . . . . . . . 52
Symptoms and Inj uries!
Health Care Picture Cards . ..... _. _96
Transportation People and Vehicles
Picture Cards . . . . . . . . . . . . . . . 129
GUESS WHAT?
Yard and Housework Picture Cards ... . 50
Yard ToolS/Cl eaning Supplies
Picture Cards .. ... . . . . . . . . .. . 51
Sewing ItemSIClothing Accessories . .. B4
Community Items B Pictur e Cards . . . 116
Transportation Items Picture Cards. __. 132
Work Placesl\Vork Suppl ies
Picture Cards .. . .. . ... . .. 180
Hobbies and Games Picture Cards. . 196
PICK AND CHOOSE
Clothi ng A Picture Cards . . . . . . . . . . . 81
Clot hing B Picture Cards . .... ... .. 83
School Subjects Picture Cards . . . . .. 147
Pets and Farm Animals Picture Cards . 161

Classic Classroom Activities

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Classic Classroom Activities

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Where's the penci l?

4 down - Roman numeral fou r

first runner in black

Form groups of 4 people.

_ __ - - - - . - - T".:::::. ....- . -:...- , :- .- , -; .- - "T..- ..T R ':....17 ;- -n-:-:::""

(Role Play) cut It too short!

Comple te the graph be low. Chari only studenl preferences.

You can use these questions :

What's your style?

r - - - -: - --T - - - -- - -- - - - ,- - - - - - ----- , - - - -- -- - - __,

I 6.39 drill a tooth

(Round Table la bel)

...a pickuptruckor a convertible!

c I ---- -- - - T- - - - - --- - --i- - - - - - - - - -- -

- _._------ --- - - - - ----- --

PICK AN D CHOOSE (Groups)

Picture Cards: Earth and Space

(Picl ure Di fferences)

184-1 85 los Angeles!

World '& Largest County Fairl ...

A. Re ligious holi days can be fun .

). Re ligion can be a n important part of life.

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