1 a This activity introduces the key vocabulary.
Read the instructions. Say, Look at the items on the list. Some of these things only parents usually ask and some of the items only teenagers usually ask.
Ask students to complete the writing on their own, Remind the students to write parents after each thing parents ask teenagers to do, and write teenagers after each thing teenagers ask their parents to do. Point out the sample answer.
Correct the answers.
1b This activity provides guided oral practice using the target language.
Point out the sample conversation ,Ask two students to read it to the class.
Say, Now work with a partner. Make your own conversations about the items in activity 1a.
Then have students work in pairs. As they talk ,move around the room checking their work. Offer language and pronunciation support as needed.
Ask several pairs to say one or more of their conversations to the class.
2a This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions.
Point to the items in activity la. Say, Listen to the conversation between Sandy and her morn. Please check each item they talk about. You can put your checkmark in front of each phrase they use.
Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, ask students to put a check in front of each item in activity la that Sandy and her morn talk about.
Correct the answers.
2b This activity gives students practice in and writing the target language.
Read the instructions. Say This time you will be writing what the three people are going to do. Point out the sample answer.
Play the recording. You may wish to pause the recording or play it more than once if students need extra time to write down the words.
Correct the answers
2c This activity provides guided oral practice using the target language.
Read the instructions. Tell students they will be working with a partner.
Point out the sample conversation. Ask two students to read it to the class.
Then point to the phrases in the box. Say, Use these phrases to make a conversation. First one student has the party and asks for help. Then the partners change places.
Say, Now work with a partner. Ask each other for help with your party.
Have students work in pairs. As they talk, move around the room checking their work.
After a few minutes, ask several different pairs of students to say questions and answers to the class.
Correct any incorrect questions or answers.

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