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EXTRAIT UNIT 1 I Am Sommaire Unit Presentation Quick Unit Planning Connections and Related Content Quick Project Planning Preparation Carrying Out Extra Carrying Out Integration/Reinvestment Suggested Procedures for Projects Audio CD Script

2A 2B 2C 2D 2 6 14 19 19A 19D

© 2011, Éditions Grand Duc, une division du Groupe Éducalivres Inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone : 514 334-8466 ႛ Télécopie : 514 334-8387 Tous droits réservés. Nous reconnaissons l’aide financière du gouvernement du Canada par l’entremise du Fonds du livre du Canada (FLC) pour nos activités d’édition. Gouvernement du Québec – Programme de crédit d’impôt pour l’édition de livres – Gestion SODEC L'usager qui a acquitté les frais de ce document À reproduire se voit accorder par les Éditions Grand Duc l’autorisation d’adapter le présent document et de le reproduire sous sa forme originale ou adaptée un nombre de fois qui ne dépasse pas le nombre d'élèves dans sa classe, et ce, seulement aux fins d'utilisation dans sa classe.

CODE PRODUIT 70013392 ISBN 978-2-7655-0973-8 Dépôt légal – 1er trimestre, 2005 Bibliothèque et Archives nationales du Québec, 2005 Bibliothèque et Archives Canada, 2005

EXTRAIT Comment utiliser le PDF enrichi

Ce PDF enrichi est un document reproductible.

Contenu du document PDF •

1re partie : Teacher’s Book En cliquant sur le symbole du microphone, vous démarrez la lecture de la capsule sonore. Pour fermer la fenêtre de lecture, cliquez sur son coin supérieur droit.

2e partie : Handouts – Units and Projects Dans cette seconde partie du PDF, vous trouverez l’intégralité des fiches reproductibles se rapportant à ce chapitre ainsi que les corrigés.


Step 2 The Phone-in Show



45 min.

Materials needed: Track 2, Audio CD Script, p. 19D

Reproducible document: Step 2, p. 1-15

In this activity, students will be made aware of different soft accents in English. They will listen to different texts about various leisure activities and practise writing about what they like and don’t like.

Before Listening 1. and 2. Ask students to report on the pictures by saying the name of each teen and each activity. If necessary, introduce the vocabulary “to spend time.” Make sure that students notice that each teen comes from a different country. 3. For each activity, ask students to raise their hand if they do it too.


Pay Attention To Sometimes, students incorrectly use the expression “to pass time” instead of “to spend time.” Model the following structure on the blackboard: “He/she spends time + present participle.” Example: Philip spends time playing rugby.

4. Tell students that because each teen is living in a different country, he or she has a different accents. Tell them not to be overly anxious about accents; everybody has one. The important thing is to be understood. If necessary, imitate some of the accents on the CD before you play it. Play track 2 of the CD once. 5. Ask students to identify the speakers by name and the order in which they speak on the radio show. Teach the Pay selective attention strategy on p. 184. 6. and 7. Play the CD again. Press “pause” after each caller. Ask students to identify each accent. Ask them if they can imitate the accents. Ask students which accent was the easiest and which was the most difficult to understand. Answer Key 2. Mark spends time surfing or playing with his dog. Le corrigé des activités est réservé aux5. 1) Shamini Sandra spends time on her computer. 2) Mark enseignants et n'est pas visible sur le feuilleteur. Philip spends time playing rugby/football. 3) Billy Joe Billy Joe spends time horseback riding. Shamini spends time dancing. Yoko spends time diving/swimming/doing synchronized swimming at the pool.


Unit 1 • I Am

4) Yoko 5) Philip 6) Sandra


After Listening 8. Point out to the students that the pictures in their book serve as visual reminders of what teenagers from The Phone-in Show like or dislike doing. Ask students which of these activities they like or dislike. 9. Ask students about their e-pal, if they already have one. Ask them which of the teens from The Phone-in Show they would choose as an e-pal. Ask them to explain why, using an example on the blackboard: I would choose Billy Joe because I also like horseback riding.

Reinvest 10. Ask students to fill in the handout in order to reinvest in the leisure activities they heard about on the radio show.

Evaluation Cues Teacher’s Observations 2

Reinvests understanding of texts


Evidence of comprehension of texts

During the Reinvest task, students establish a personal connection to the content of The Phone-in Show, showing clearly which teen activities they like and dislike. 3

Use of communication and learning strategies

Students use Pay selective attention to what they discover by looking at the pictures (the teens’ names and their activities). When they listen to the radio show, they use their prior knowledge and tolerate the ambiguities in the conversations.

Unit 1 • I Am






Handouts – Units and Projects • Handouts • Optional handouts • Project handouts • Competency observation grid

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Step 2 2

Unit 1, pp. 8-9


The Phone-in Show

1. Listen to each of the callers on The Phone-in Show. 2. In the boxes, write the order in which each caller speaks on the phone. Use numbers 1 to 6 to indicate the order. Mark I like surfing. That is what I like to do on sunny days. I also love to picnic on the beach, and play Frisbee with my dog Max.

Billy Joe Skateboarding is my passion. I live on a ranch and I spend a lot of time horseback riding.

Sandra I spend most of my leisure time online. I love to chat and play online computer games.

Yoko I love water and swimming. I spend most of my leisure time training.

Shamini I like to practise Indian dances. I like to watch Bollywood movies. I like cooking. My specialty is curries.

Philip Rugby is my passion. I’m the captain of my rugby team, the Lions.

3. a) Read the descriptions of these teens’ activities. b) Underline the activities you prefer. c) Circle the activities you don’t like. 4. Write about two of these teens’ activities that you like, and two you dislike.

© authorized © Éditions Grand Duc ■ HRW Reproduction Reproduction authorized

Unit Handout



Pedagogical Notes and Answer Key


Unit 1, pp. 8-9

Presentation In the Step 2 activity on pages 8 and 9, students will be made aware of different soft accents in English. Students will listen to different texts about various leisure activities. This handout gives students a summary of each caller’s participation on The Phone-in Show. They will practise writing about what they like, and about what they don’t like in these teens’ activities.

Procedure • Ask students to look at the pictures on pages 8 and 9 of their Student Book. Tell them the pieces of dialogue appearing on their handout, p. 1-15, are related to these pictures. • Ask them to indicate in the boxes the order in which they heard each teen on The Phone-in Show. • Help the students to read through the summaries of each piece of dialogue, identifying what they like or don’t like among the activities mentioned by the teenagers. • Ask them to write short sentences about two activities they like, and two activities they dislike.

Le corrigé des activités est réservé aux enseignants et n'est pas visible sur le feuilleteur.


© Thank you for not photocopying

Reproduction authorized © Éditions Grand Duc ■ HRW







Unit 1 – Step 3 Enrichment

The Colour of Your Personality [OPTIONAL HANDOUT ]

1. Read these idiomatic expressions related to colours. 2. Circle the appropriate definition for each idiomatic expression. a) To see red

• to be angry. • to have sore eyes. • to like the colour red.

b) Mellow yellow

• not sure, hesitating. • tired, exhausted. • relaxed, calm.

c) To feel blue or to have the blues

• to be quiet. • to feel sad. • to dream when looking at the sky.

d) To have a green thumb

• to be lucky. • to be good with plants. • to be Irish.

e) To use purple speech • to talk slowly, to murmur. • to use bad language. • to compliment someone. f) Blackout

• a black dress. • a baseball term. • a power cut or failure (electricity).

© authorized © Éditions Grand Duc ■ HRW Reproduction Reproduction authorized

Unit Handout


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E X T R A IT UNIT 1 I Am © 2011, Éditions Grand Duc, une division du Groupe Éducalivres Inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Télépho...

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