Unit 6 It’s raining!

point to the four pictures. ask students to tell what each person is doing in each picture. for example, this boy is talking on the phone. this man is playing basketball. supply vocabulary words as needed.
play the recording the first time. students only listen.
play the recording a second time. this time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.
correct the answers.
2b    this activity provides listening practice using the target language.
point out the list of names and the list of activities.ask a different student to read each list to the class.
say, now i will play the recording again. this time,please match each name with an activity. write the letter of an activity in front of each name. point out the sample answer for number 1.
play the recording and have students fill in the rest of the answers.                             ,
correct the answers.
2c    this activity provides guided oral practice using the target language.
call attention to the four people in the picture in activity 2a. ask students to say something about each person. guide students to use the words and phrases playing basketball, cooking, ivatching tv, and playing computer games.
point out the sample conversation in the speech bubbles and have a pair of students read it to the class.
say, now please work with a partner. make conversations like this one. talk about the people in the i pictures.                                       as students work in pairs, move around the room monitoring progress and offering assistance, if needed.
ask some pairs to present their conversations to the class.
3a   this activity introduces more key vocabulary.
call attention to the faces. ask students to point to and describe each face using whatever vocabulary they can.help students to identify how each person is feeling. for example, ask a student. look at this face. is it happy? is it unhappy?
then point to the four words. say the words and ask students to repeat each one. use your tone of voice and facial expressions to reinforce the meaning of each. add your own simple explanations of what each one means.for example: not bad. this means something is not very good, but it's also not very bad. it's in the middle.