Unit 11 Invitations pages2 Getting Ready Vocabulary accept plans Td love to, refuse invitation sounds great ‘Maybe some other time, 1. Refuse 2. Accept 3. Accept Refuse 5. Refuse 6. Accept 7. Refuse Listening 1 co2.Tacki2 Vocabulary comeover playing instead rent my place ib Ra 3a ab 5a a pages Listening 2 c02,Tack 13 Vocabulary actually be out befree stay home Task 1 Skil: Listening for details boa Bb ab Ba Ga 2 Unit 11 Taka Skil Listening fr details 2 Falee 3, Flee S.Tue 6. False Optional Activity Have each student write four invitations. Then put students in pairs and have them take turns giving and receiving invitations. Students should receive two invitations and decline two, For acceptances, students must suggest a second activity For refusals, students should apologize and give an excuse. page s4 Listening 3 Coa Tack 4 Vocabulary afterward bowling Task 1 Listening for details False, Tue, False, False 2. True, Tive, False, False 3. False, False, False, Tue A, False, True, False, Tue bunch (of flowers) soprano Task 2 Skil: Listening for details DSS Ee a p 2b xb ao Optional Activity ‘Write these questions on the board: 1, Where will everyone meet? 2. Where is the Japanese restaurant? 3. When will Aunt Betty call back? 4. Where will everyone meet? lay the recording again, stopping after each announcement so the students can ‘write the answers to the questions on a plece of paper: Elicit the correct answers and write them on the board 1. AtDavids place 2. Inthe mall 3. Tonight 4, Atthe Holiday Bowling Lanes pageas Pronunciation co a.Tiack 15 ‘The focus ofthis pronunciation lesson {is the reduction Do you and Are you in ‘everyday speech. The obyectave of ths lesson isto make students aware ofthis ‘common pronunciation, thereby improving their listening comprehension stalls, Dictation (cD 2,Track 16 Task 1 ‘re you fee 2. Do you like 3. Do you want 4. tickets for Friday Conversation '* Write Invitations, Accept and Refuse con the board, Elicit invitations and phases to accept or refuse them from the students and write them under the appropriate category ‘+ Model offering an invitation and accepting it forthe students, Elicit follow up questions to the invitation, eg. when and where to meet, et. ‘Write student responses on the board. + Pur the students in pairs and have them complete the activity. Students ‘may use the sample language on the board for support.Unit 12 Campus Life page 46 Getting Ready Vocabulary cafeteria campus bookstore classroom eym professor's office Listening 1 2 Tacki7 Vocabulary appointment ogo Be right back. lockers check (a book) out neat crowded sean esy stationery front ow student ID grade ‘Skill: Listening for gist 1b 2a 3b 4b 5b ee page? Listening 2 02, Tack Vocabulary at history gaenice biology lab call not erazy about chemistry (Gomething) discussion group semester draft (of a paper) state~oFthe-art experiment Task 1 Skil: Listening for gist AS Bs ct De £2 Task 2 Stil: Listening for details 1fose 2Tue 3, fale A Tue 5. Fakse 6. False page 4s Listening 3 c02,Tack19 Vocabulary atractive modern boring schedule campus sleeping in competitive overcrowded lectures uniiendly 1. campus: positive teachers: negative schedule: negative students: positive 2, campus: negative ‘gym: positive teachers: postive schedule: positive 3. classes: negative students neyative clubs: positive ‘campus: positive A. teachers postive ‘campus: negative schedule: negative students: positive Task2 Skill: Listening for details he za ad ab page 49 Pronunciation 0 2,Trck20 ‘This pronunciation lesson focuses ‘on the rising intonation used for the first words ina series and the falling {intonation used for the last word in @ series. The objective of this lesson is 1 familiarian studente with common Intonation patterns in everyday speech. and improve their speaking and listening ‘comprehension skill. Dictation €D2,Track2 Task 1 1. dont lke other 2. campus 3. teachers 4, students 5. food. 6. clubs 7. pool 8. don't really ike Conversation ‘Write Like and Diste on the board. ‘Ask the students what they lke and dislike about thelr school. Write stunt responses un ie bused + Model the activity for the students using the language on the board. + Pur the students in pairs and have them complete the activity Students ‘may use the sample language on the board for support Unit 12 3