This document provides instructions for teachers on how to teach a lesson about time zones using an accompanying article and chart. It includes suggestions to introduce vocabulary, have students read the article silently or aloud, check comprehension through true/false questions, read and discuss the accompanying time zone chart, and do additional practice activities that involve naming locations and converting times between time zones. It also provides a listening script about movie showtimes and instructions for role playing and writing exercises related to the lesson content.
This document provides instructions for teachers on how to teach a lesson about time zones using an accompanying article and chart. It includes suggestions to introduce vocabulary, have students read the article silently or aloud, check comprehension through true/false questions, read and discuss the accompanying time zone chart, and do additional practice activities that involve naming locations and converting times between time zones. It also provides a listening script about movie showtimes and instructions for role playing and writing exercises related to the lesson content.
This document provides instructions for teachers on how to teach a lesson about time zones using an accompanying article and chart. It includes suggestions to introduce vocabulary, have students read the article silently or aloud, check comprehension through true/false questions, read and discuss the accompanying time zone chart, and do additional practice activities that involve naming locations and converting times between time zones. It also provides a listening script about movie showtimes and instructions for role playing and writing exercises related to the lesson content.
This document provides instructions for teachers on how to teach a lesson about time zones using an accompanying article and chart. It includes suggestions to introduce vocabulary, have students read the article silently or aloud, check comprehension through true/false questions, read and discuss the accompanying time zone chart, and do additional practice activities that involve naming locations and converting times between time zones. It also provides a listening script about movie showtimes and instructions for role playing and writing exercises related to the lesson content.
A.M. New Zealand ahead P.M. behind time zone east west hour 1. Have students talk about the title of the article and the accompanying chart. 2. You may choose to introduce the following new vocabulary beforehand, or have students encounter it within the context of the article: 1. Have students read silently or follow along silently as the article is read aloud by you, by one or more students, or on the audio program. 2. Ask students if they have any questions. Check understanding of vocabulary. 3. Check students comprehension by having students decide whether the following statements are true or false: There are 22 time zones. Each time zone is a different hour of the day. The time zone that is west of your time zone is an hour ahead. The time zone to your east is an hour behind. There are four time zones in the United States. When its midnight in London, its 11:00 A.M. in New Zealand. 1. Read the table aloud as the class follows along. Point to each location on the world map as you read the city and country name. Highlight the new vocabulary: USA; Caracas, Venezuela; Buenos Aires, Argentina; England; Lisbon, Portugal; Spain; Italy; Greece; Istanbul, Turkey; Russia; China; Korea; Japan; Sydney, Australia. 2. For additional practice do either or both of the following: a. Tell students to imagine that theyre in New York, and ask: How many hours ahead is Rio de Janeiro? How many hours ahead is Hong Kong? How many hours ahead is Sydney, Australia? How many hours behind is Los Angeles? b. Ask students: Which time zone do we live in? What time is it right now? What time is it right now in (Caracas, Venezuela)? How about in (Lisbon, Portugal)? c. Continue naming places around the world and having students determine the time right now. architect painter carpenter pilot cashier translator farmer waiter lawyer waitress BUILD YOUR VOCABULARY! Occupations FACT FILE READING THE ARTICLE PREVIEWING THE ARTICLE FEATURE ARTICLE Time Zones 310-343_SBSTG1_CH14.qxd 2/13/07 2:53 PM Page 340 SIDE BY SIDE GAZETTE 341 1. Clap in Rhythm Object: Once a clapping rhythm is established, students must continue naming different occupations. a. Have students sit in a circle. b. Establish a steady even beatone-two- three-four, one-two-three-fourby having students clap their hands to their laps twice and then clap their hands together twice. Repeat throughout the game, maintaining the same rhythm. c. The object is for each student in turn to name an occupation word each time the hands are clapped together twice. Nothing is said when students clap their hands on their laps. Note: The beat never stops! If a student misses a beat, he or she can either wait for the next beat or pass to the next student. 2. Miming Game a. Write down on cards the occupations from text pages 126 and 139. b. Have students take turns picking a card from the pile and pantomiming the occupation on the card. c. The class must guess the occupation. Variation: This can be done as a game with competing teams. 3. Associations a. Divide the class into pairs or small groups. b. Call out the name of an occupation and tell students to write down all the words they associate with that occupation. For example: cashier: supermarket, store, money painter: houses, paint, colors pilot: airplanes, travel, uniform c. Have a student from each pair or group come to the board and write their words. Variation: Do the activity as a game in which you divide the class into teams. The team with the most number of associations is the winner. 4. Ranking a. Have students rank these the occupations from very interesting to not interesting, with the first being very interesting. b. As a class, in pairs, or in small groups, have students compare their lists. c. Then have students rank the items from make a lot of money to dont make a lot of money, and from work a lot of hours to dont work a lot of hours. 5. Survey a. Have students conduct a survey by circulating around the room and asking each other, What do you do? or, if students are not yet employed, What occupation do you want to have? b. Have students take notes and report back to the class. c. For homework, have students draw up the survey results in graph form (such as a bar graph or pie chart.) In class, have students share their graphs in small groups before submitting them to you for review. Variation: Instead of interviewing fellow class members, have students interview friends, family members, or students in another English class. 6. Advantages and Disadvantages a. Have students draw two columns on a piece of paper. At the top of one column, have students write Good. At the top of the other column, have them write Bad. b. Dictate the name of an occupationfor example: farmer. c. As a class, have students brainstorm the advantages and disadvantages of that occupation. Write their ideas in columns on the board and have students copy on their papers. For example: Good Bad work outside work a lot fun doesnt make a lot of money (continued) 310-343_SBSTG1_CH14.qxd 2/13/07 2:53 PM Page 341 342 SIDE BY SIDE GAZETTE d. For homework, have students write a paragraph about any occupation they like. In their paragraphs, have them discuss the advantages and disadvantages of that occupation. e. Have students discuss their paragraphs with each other. 1. Have students read silently or follow along silently as the text is read aloud by you, by one or more students, or on the audio program. Check understanding of new vocabulary: on time, appointment. Culture Note The expression on time represents an important concept in U.S. culture. In the United States people are generally expected to arrive on time (at the invited or appointed time). 2. Have students first work in pairs or small groups, responding to the questions. Then have students tell the class what they talked about. Write any new vocabulary on the board. Set the scene: Youre listening to a recorded message at the Multiplex Cinema. Listen and match the theaters and the movies. Thank you for calling the Multiplex Cinema! The Multiplex Cinema has five theaters with the best movies in town! Now showing in Theater One: The Spanish Dancer, a film from Spain about the life of the famous dancer Carlos Montero. Show times are at one fifteen, three thirty, and seven oclock. Now showing in Theater Two: When Are You Going to Call the Plumber?, starring Julie Richards and Harry Grant. In this comedy, a husband and wife have a lot of problems in their new house. Show times are at two thirty, four forty-five, and seven fifteen. Now showing in Theater Three: The Fortune Teller. In this film from Brazil, a woman tells people all the things that are going to happen in their lives. Show times are at five oclock, seven forty-five, and ten fifteen. Now showing in Theater Four: The Time Zone Machine, the exciting new science fiction movie. Professor Stanley Carringtons new machine can send people to different time zones around the world. Show times are at five fifteen, eight oclock, and ten thirty. Theres also a special show at midnight. Now showing in Theater Five: Tomorrow Is Right Now. In this new drama, a truck driver from Australia falls in love with a businesswoman from Paris. Where are they going to live, and what are they going to tell their friends? See it and find out! Show times are at six oclock, eight thirty, and ten forty-five. The Multiplex Cinema is on Harrison Avenue, across from the shopping mall. So come and see a movie at the Multiplex Cinema. Youre going to have a good time! Thank you, and have a nice day! Answers 1. c 2. e 3. a 4. d 5. b LISTENING SCRIPT LISTENING Thank You for Calling the Multiplex Cinema! AROUND THE WORLD Time and Culture 310-343_SBSTG1_CH14.qxd 2/13/07 2:53 PM Page 342 SIDE BY SIDE GAZETTE 343 Describe a Movie! 1. Divide the class into pairs. 2. Have each pair create a description for each of these movie titles: The English Lawyer The Application College Days Late for Love The Accident 3. Have students share their descriptions with the class. 1. Set the scene: JulieP is writing to her keypal. 2. Have students read silently or follow along silently as the message is read aloud by you, by one or more students, or on the audio program. 3. Ask students if they have any questions. Check understanding of Sunday school. 4. Options for additional practice: Have students write a response to JulieP and share their writing in pairs. Have students correspond with a keypal on the Internet and then share their experience with the class. Have students talk about the people and the situation, and then create role plays based on the scene. Students may refer back to previous lessons as a resource, but they should not simply reuse specific conversations. Note: You may want to assign this exercise as written homework, having students prepare their role plays, practice them the next day with other students, and then present them to the class. Making Predictions FOCUS WHAT ARE THEY SAYING? GLOBAL EXCHANGE 310-343_SBSTG1_CH14.qxd 2/13/07 2:53 PM Page 343