LESSON

2 GOAL Discuss someone’s behavior

A 1:07 GRAMMAR SPOTLIGHT ●

Pre-listening: Have students read the names and choices.
Suggested 10 Your actual
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First listening: Pause after each description to allow
teaching time: minutes teaching time: students to choose the correct answer(s). Point out that
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Ask students to look at the photos of the four people. Call more than one item may be checked.
on volunteers to read the names, ages, and cities where ●
Second listening: Have students listen again to check their
they live. Tell students that they will read how these work. Go over the answers as a class.
people describe other people’s behavior. Option: [+5 minutes] Have students listen again and
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Have students listen to the people speaking as they read write down a supporting sentence for each correct answer.
along. Have them compare answers with a partner. Bring the class
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To check comprehension, ask Which two people describe together and call on volunteers to present their supporting
positive behavior? (Sarah Beth and Cindy) Which two sentences to the class. (1. workaholic: She works around the
people describe negative behavior? (Martina and Richard) clock, comes in early and stays late, a team player ; 2. tyrant
and pain in the neck: never lets up, not exactly easygoing,
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Continue with the following questions: always asks me to work faster ; 3. pain in the neck: jokes
Why does Sarah Beth say her manager Chris is a sweetheart? aren’t funny, wants people to think he’s smarter than he is,
(because he looks after his employees and wants them really annoying)
to be successful; and he’s kind and understanding) What
problem does Martina have with her roommate Erika? (She D GRAMMAR
goes to school and has a part-time job, so she doesn’t
Suggested 5–10 Your actual
help out with chores.) What kind of a person is Cindy’s teaching time: minutes teaching time:
colleague Lily? (She’s outgoing and enjoys meeting face-
to-face with her clients. She is also a team player and likes
●
Write the title of the grammar chart on the board: Verbs
to help her colleagues.) Why was Richard’s drama teacher That Require a Noun or Pronoun Before an Infinitive.
Mr. Mellon a tyrant? (He was very strict about learning Tell students to look back at Exercise A, Grammar
lines, and students hated him for that.) Spotlight, and underline each main boldfaced verb.
(Sarah Beth: wants, encourages, permits; Martina: asks;
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Have students listen to the people speaking again,
Cindy: invites; Richard: force, forbid, warn) Focus students’
noticing the spotlighted grammar. Ask What form do you
attention on the noun or pronoun + infinitive that follows.
recognize in the spotlighted grammar? (infinitives)
For example, for Sarah Beth, wants is the main verb; all
LANGUAGE NOTE To pull one’s weight means to do one’s of us is the pronoun, and to succeed is the infinitive that
fair share of work that is being done together by a group follows.
of people. To take the fun out of something means to make ●
Have students read the Remember note at the top of the
something not enjoyable. chart. To review active and passive voice, focus on the
first example sentence under Active and the first example
sentence under Passive. For the active statement, ask Who
B RELATE TO PERSONAL EXPERIENCE ordered us to leave? (he) For the passive statement, ask
Suggested 5 Your actual Who ordered us to leave? (it’s unknown)
teaching time: minutes teaching time:
●
Call on volunteers to read the rest of the example
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Have a volunteer read the phrases in the box. Tell students sentence pairs.
they will scan the descriptions for these words. Say You ●
On the board, write I was invited to give a speech.
don’t have to read the whole article again, just look for the Then write The University invited . . . a speech. Elicit the
words. missing form. (me to give)
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Ask the class Do any of these six phrases describe you? ●
Call on a student to read the note on negative infinitives
Invite volunteers to share. in the purple box. Point to the second example sentence
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Divide the class into pairs and have students talk about under the Active / Passive heads in the main grammar
people they know with these characteristics. Have them chart to illustrate the placement of not in each sentence.
provide examples. ●
Ask students to read the next explanation in the grammar
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Time permitting, bring the class together and elicit one chart. Have volunteers read the sentence pairs aloud. For
example for each of the labels. each sentence ask Is the focus on the speaker? If not, whom
is the focus on?
Vocabulary-Building Strategies
●
Write Lisa needs to go to the store. versus Lisa needs
C 1:08 LISTEN TO CLASSIFY you to go to the store. Elicit the difference. In the first
sentence, Lisa will be going to the store; in the second
Suggested 5 Your actual
teaching time: minutes teaching time: sentence, she will be asking you to go to the store.

UNIT 1 LESSON 2 T6