Go for it 国外版 课外活动拓展.doc

Go for it! 2e Level 1Cultural NotesUnit 1Using first names, or given names, is common among students in English-speaking countries. Notice that their teacher, in contrast, is not introduced by her first name. The preferred title for female teachers and professors is Ms. plus a last name (family name), and Mr. plus a last name for men. Some women still use the older forms of Mrs. or Miss, for married or unmarried women, respectively. The term “last name” causes confusion for some people, such as Korean or Chinese people whose family name is usually given first, or for Spanish speakers who usually have more than one family name. Unit 3Families in many countries have become much more varied than they used to be, and it is not unusual to find families with only one parent, or “blended families” which include step-parents and step-siblings. Many families also include members of different races or different cultural backgrounds. Teachers may want to be prepared to discuss some of this diversity with their students.Unit 6The picture on the first page of Unit 6 shows a food court, a popular feature of large shopping malls. Some of the attractions of a food court are low price, fast service, and variety each person in a group can decide to buy food from a different country and they can still sit down together to eat.Unit 7The price of clothing in most stores is clearly indicated with a price tag attached to the item, but if a piece of clothing has no price tag, its fine to ask the sales clerk about the price. Usually the price is not negotiable.A “sale” is a way to attract customers by offering reduced prices, and items whose prices have been “marked down” are said to be “on sale”.Unit 8The names of months are always capitalized in English, and ordinal numbers (first, second, third) are used to give dates, such as the fifteenth of July, or July fifteenth. Students should learn these ordinal numbers, even though they can be difficult to pronounce! In the United States, the correct way to give dates numerically is month/day/year, for example 3/6/2001 for March 6th, 2001.Unit 9Although films from many countries have become more popular in recent years, Hollywood films are still the most widely distributed movies in the world. Teachers can Copyright 2005 Heinle, a part of the Corporation. page 2take advantage of student interest in these films as well as their easy availability by using movies in the classroom. Many schools have video equipment, and if you need ideas for creating movie-centered language lessons, just visit Daves ESL Caf or another goodteaching site on the Web. Unit 10Extracurricular activities are a common part of life for American students in middle school and high school. The students sometimes belong to several different clubs, and after-school jobs are a popular way to earn money for college or just for spending. Students can also gain valuable skills while helping community organizations by doing volunteer work. Both kinds of experiences school clubs and jobs can make a difference later when students apply to colleges and universities or begin their careers.Unit 12Students may be interested in the academic subjects listed in Unit 12. In the United States, middle school and high school students usually have required subjects, which they must take, along with elective subjects which they choose. Art, music, and foreign languages are usually elective subjects. Some schools also offer vocational electives such as woodworking and sewing. Study Hall is a time period set aside for quiet, individual study.Unit 16Young people are often very interested in animals, whether they are pets, wild animals or farm animals. Language teachers can take advantage of this interest by encouraging discussion and expression of opinions. For example, is it a good idea to give a pet as a gift? Are children responsible for their pets, or should parents make sure the animals stay healthy? And what about the expense of pet ownership? Teachers can also have students compare animals in terms of size, intelligence, or even geographical range, depending ontheir language level. Discussing wild animals, meanwhile, is a good way to approach Word BanksUnit 1 English NamesGirls Names:JulieElizabethPattyBarbaraMargaretCourtneyAshleyTracySamanthaJenniferBoys Names:RobertMarkPatrickIanDavidStevenAdamCharlesMichaelGeorgeUnit 2 The Classrooma blackboardpapera markera chaira tablea bulletin boarda garbage cana lighta light switchUnit 3 The Familyaunt unclegreat-auntCopyright 2005 Heinle, a part of the Cengage Corporation.page 2great-unclegreat-grandmothergreat-grandfathermother-in-lawfather-in-lawdaughter-in-lawson-in-lawstepmotherstepfatherUnit 4 The HouseThe Kitchen:a refrigeratora stovean ovena sinkThe Bedroom:a beda dressera closetThe Living Room:a sofa / a coucha coffee tablea lampUnit 5 Hobbiesplaying sportsplaying tennisplaying baseballplaying volleyballplaying gamesplaying chessplaying video gamesplaying computer gamescollectingcollecting stampscollecting baseball cardscollecting dollsreadingCopyright 2005 Heinle, a part of the Cengage Corporation.page 3reading booksreading comicsreading the newspaperdoing craftssewingpaintingmaking jewelryUnit 6 Eatingbreakfastlunchdinnera snacka main disha side disha platea bowla cupa glassa forka knifea spoonUnit 7 Shoppinga storea sales clerkthe pricemoneya credit cardto pay cashto window shopexpensiveinexpensiveUnit 8 The Calendara daya weeka montha yeara decadea calendara dateCopyright 2005 Heinle, a part of the Cengage Corporation.page 4an appointment bookan electronic organizerUnit 9 The Moviesan actoran actressa movie stara movie / a filma cameraa directorthe dialoguethe plot / the storyUnit 10 Musical Instrumentsthe guitarthe pianothe clarinetthe trumpetthe violinthe cellothe drumsthe bassthe saxophonethe fluteUnit 11 Synonyms (Different ways to say the same thing)get up wake upget to school arrive at schoolrun go joggingeat breakfast have breakfasttake a shower showerget dressed dressdo exercise work outeat dinner have dinnergo to bed go to sleepUnit 12 Schoolworkdo a projectdo an experimentwrite a papertake a test / take an examCopyright 2005 Heinle, a part of the Cengage Corporation.page 5play a musical instrumenttry out for a sportgive a speech / give a presentationUnit 13 World LanguagesFrenchChineseArabicGermanPortugueseIndonesianPolishSwedishVietnameseThaiUnit 14 Taking It Easytalking to friendswatching televisionlistening to musicgoing to the mallplaying video gameswatching a moviesurfing the Web reading a bookUnit 15 Places to Livea housean apartmentan apartment buildinga condominiuma neighborhoodin the cityin the countryin the suburbsUnit 16 Farm Animalsa horsea cowa donkeya mulea chickenCopyright 2005 Heinle, a part of the Cengage Corporation.page 6a turkeya piga goata sheepCopyright 2005 Heinle, a part of the Cengage Corporation.Go for It! One Teachers Edition Photocopiables Worksheet 1 A. 1. Her first name is Anita. 2. Her last name is Moreno. 3. The pencil case and the ruler. 4. His first name is Claudio. 5. His last name is Lopes. 6. The notebook and the cell phone. B. Answers will vary. Worksheet 2 A. 2. Theyre Amandas cousins. 3. Hes Amandas father. 4. Theyre Amandas grandparents. 5. Shes Amandas aunt. 6. Shes Amandas mother. 7. Hes Amandas brother. 8. Hes Amandas uncle. B. 2. No, shes Amandas grandmother. 3. No, shes Susans sister. 4. No, shes Amandas grandmother. 5. No, hes Freds brother. 6. No, hes her father. 7. No, hes her brother. 8. No, hes his father. Worksheet 4 1. sixty-one cents 2. nineteen dollars and ninety-eight cents 3. thirty five dollars 4. fifteen dollars Worksheet 6 Period Time ClassFirst Period 7:55-8:50 EnglishSecond Period 8:55-9:50 scienceThird Period 9:55-10:50 mathFourth Period 10:55-11:50 geographyFifth Period 11:55-12:50 historySixth Period 12:55-1:50 physical educationSeventh Period 1:55-2:50 computer scienceCopyright 2005 Heinle, a part of the Cengage Corporation. page 1 Skillbuilder 4 Article of clothing Price hat $11.00swimming suit $19.00 pants $22.00sweater $18.00socks $3.00Skillbuilder 6 B. 1. gets up 2. 7:30 3. 8:00 4. 2:00 5. goes home 6. 6:30 7. does homework 8. goes to bed 9. 4:30 and 5:30 10. 9:00 and 10:00 Study Skill Template 1 Venn Diagram Use a Venn diagram to compare any two people or things, writing the characteristics they have in common in the overlapping area and unique characteristics in the outer parts of the circles. Venn diagrams can be used on the first day of class as classmates get to know each other and compare themselves to each other, or to reinforce specific language lessons, for example to compare two holidays or two sports. Study Skill Template 2 Word Map Word maps can be powerful study tools for learning vocabulary in association with thematic groups (for example “fruit” as the center word surrounded by the names of specific fruits) or in association with a context such as a reading (for example “healthy living” in the center surrounded by vocabulary from an article on a healthy lifestyle). Study Skill Template 3 KWL Chart Make students more active in their own learning by first activating their previous knowledge (Know), then sparking their curiosity (Want to Know), and finally reflecting on the lesson (Learned). Use the KWL chart before and after teaching any topic or language point. Study Skill Template 4 Personal Dictionary A vocabulary learning log allows students to make a record of new words they want to remember. It also accommodates visual learners by providing a space for a picture to remind the student of the words meaning, and encourages correct usage of the new word by providing a space for a complete sentence. Copyright 2005 Heinle, a part of the Cengage Corporation. page 2 Study Skill Template 5 Make your own word search Have individual students or teams choose sets of 10-15 previously studied vocabulary words. Students should enter their words on the grids horizontally, vertically, or diagonally, either forwards or backwards, then fill in the empty spaces with random letters. The vocabulary words should be listed at the bottom of the page as a key, and classmates can search for the words. Study Skill Template 6 Cluster Diagram To make connections between vocabulary words, start with one word in the center circle, then write related words in the four larger circles surrounding it. Next, for each of those four words, write four more related words, creating a rich set of vocabulary associations. A variation is to use the diagram to make associations with characters in a story or with classmates. Study Skill Template 7 Reporting OutlineUse this template as a pre-writing exercise to help students get ideas on paper before they write. Have students write their main topic in the circle, then ask themselves the Wh- questions and make notes. For example, if the topic is “My Family”, the “Where” question might be answered by writing where the students family lives now or where they emigrated from if they came from another country. “What” could be anything from what the students family means to them to what family members do for a living. Study Skill Template 8 Interpreting or creating a story Students can interpret a story by filling in the categories on the left-hand side of the template, then making notes and drawings as a memory aid for re-telling the story. The template can also be used as a pre-writing activity before students write or tell a story of their own. (The formula also works very well as a way to analyze and discuss movies.) Communicative Game Template 1 Find someone who Use the template as a fun language review that gets students up and moving around. Begin by providing or eliciting appropriate words for the various boxes. Make sure students can ask the necessary questions, such as (“Can you?” or “Do you have?”). Then let students walk around the room asking each other questions and finding classmates who can answer “Yes”. The object is to fill in each box with the name of another student. To keep students moving, you can limit each pair to a question apiece before they must move on and talk to new people. Communicative Game Template 2 Danger on White Water As a pre-reading activity, make enough copies for each student or for small groups. Cut out the comic book cells and give each student or group a complete set, then have themorder the cells as they listen to the story for the first time. Students can then report the story to the class using the comic book cells to jog their memories. After students read and listen to the story, the cells can be used to reinforce the new language. Distribute the cells among students in small groups, and have them write the Copyright 2005 Heinle, a part of the Cengage Corporation. page 3 dialogue for each cell. (It might be helpful to attach the cells to larger sheets of paper togive students more room to write.) After writing, students can order the cells and practice the dialogue. Communicative Game Template 3 Vocabulary Lotto The Vocabulary Lotto template can be used in a number of ways. As a vocabulary review, have students fill in the grid with current vocabulary words from a list, or use dictation to add a listening component to the exercise. The teacher can draw the words from a hat, or read them in random order from a list, as students check off the words on their grids. The first person with four in a row (horizontally, vertically, or diagonally) wins the game. A variation would be to call out several of the words, then have students add up the numerical values of the squares in which they placed those words. The person with the highest number wins. Communicative Game Template 4 Ups and Downs Make enough copies of the template for partners or small groups, and have students number all of the squares except the ones with “Up” or “Down”. The teacher or students make cards with corresponding numbers, and when a player lands on a given square, the card may ask a question which the student must answer, or give a task such as a word to be spelled, or ask the student to make a grammaticality judgement about a sentence. The object is to be the first person to finish, and this goal can be helped by landing on an “Up” square, which allows a student to move ahead, or hindered by landing on a “Down” square, which sends a student backwards. (Dice and place markers are helpful, but selecting numbered pieces of paper from a hat and making distinctive pencil marks on the template can serve the same purpose.) Copyright 2005 Heinle, a part of the Cengage Corporation. PPlaying Language GamesHangman (Words)The teacher or a student stands at the board and draws a “gallows”, along with underlined spaces corresponding to a vocabulary word. Students guess a letter. If they guess correctly, the letter is written in its space. If the word does not contain that letter, a body part is drawn on the gallows a head, a body, two arms, and two legs are usual. If the entire body is drawn before the word is guessed, the person at the board wins. (The game can also be played without a blackboard using a piece of paper.)A variation is to provide clues about the meaning of the word, like “This is a person who works in a hospital.”Hangman (Sentences)For a more advanced version of Hangman, draw lines for the words in a sentence instead of the letters in a word. Have students ask about the different spaces, like “Tell us about the second word”, and provide clues regarding parts of speech and meaning.ConcentrationTo review vocabulary, write words and their definitions separately on index cards or paper squares. Shuffle the cards and arrange them face down on a table in rows to form a grid. Students take turns turning over two cards at a time. They read the cards aloud, and if they have a word/definition match, they keep the cards. If there is no match, the cards are again turned face down. Continue until all the matches have been made. The player with the most cards is the winner.Tic Tac ToeTo practice grammar and vocabulary, draw a 3x3 grid on the board with a word in each square, and divide the class into two teams the “Xs” and the “Os”. Students choose a word, and must use it correctly in a sentence to win an “X” or an “O” for their team. Three in a row wins the game.BINGOGive each student a BINGO card, consisting of a 5x5 grid with the word “BINGO” (or another five-letter word) written across the top to designate the columns. A “free space” is usually given in the center square. Students then fill in the blanks with 24 vocabulary words in any order they choose. The teacher then calls out clues, such as the definition of a word or its opposite. These can be drawn from a bag, or simply called out at random from a list, but its important to keep track of what was said. Students make a mark on the appropriate square. When a student has five in a row vertically, horizontally, or diagonally, she calls out “BINGO!