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CONFIDENCE and CONNECTIONS Teacher Book

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Adult ESL The Intercambio Way

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Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________


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Confidence and Connections Adult ESL The Intercambio™ Way

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Teacher Book

Intercambio Uniting Communities Š 2019

Confidence and Connections is in copyright. Subject to statutory exception and to the provisions of relevant

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collective licensing agreements, no reproduction of any part may take place without the written permission of Intercambio Uniting Communities.

First Edition 2019

intercambio.org/teachers

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Teacher Book 4 LEFT


CREDITS Level 4 Left Writers Rachel Fuchs, Lee Shainis and Elena Vasileva Editors Rachel Fuchs and Elena Vasileva

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Design and Layout David Olivares Design Interns Arik Burton

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Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Jennifer Kurtz, Rosie Piller, Ingrid Justin, Lee Shainis and Marcie Smith

Thank you to the following organizations and agencies that support our work and made the development of Confidence and Connections possible. 3Metas Argosy Foundation Jacques M. Littlefield Foundation Red Empress Foundation Schocken Foundation Workforce Boulder County intercambio.org/teachers

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SCOPE AND SEQUENCE Title

I’d Like Both

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Were You Speeding?

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Have You Ever Been To Las Vegas?

5

She’s Had a Fever for 2 Days

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Have You Changed The Locks Yet?

7

Could You Pick Up My Mail?

• Review of past, present and future

How you greet someone in different situations and how greetings can be confusing

• Greet others and respond to common greetings using a variety of verb tenses

• Either, neither and both

Likes, dislikes and understanding why someone likes or doesn’t like something

• Talk about different kinds of cars. • Talk about things you like or don’t like using both, either and neither

• Past continuous and simple past with while and when

What’s legal vs. illegal in the US compared to other countries and opinions about laws

• Talk about basic laws in the US and what to do if you get pulled over by the police

• Present perfect (Have you ever…?)

Things you’ve done, haven’t don’t, don’t want to do and want to do

• Talk about things you’ve done before, using the present perfect tense

• Present perfect with for and since / Use of “for” – period of time Use of “since” – specific time

Something you’ve done for a long time • Talk about symptoms and what to do if and something you’ve just started doing you or someone else is sick • Talk about how long you’ve done something or felt a certain way • Be aware of different health care options in the US

• Already and yet

Things you need to do when you move and things you’ve done or would like to change about your current home

• Talk about things you haven’t done yet and things you’ve already done · • Know important information about moving in the US

Borrowing and lending things and what makes a good neighbor

• Ask for things you need to borrow • Ask for help when you go on a vacation • Offer to help others by lending things

• Present Unreal Conditional (What would you do if...)

What you would do in different situations such as spam, robo-calls and whether you have been a victim of scam

•Know about some scams in the US and what to do if someone tries to trick you

• Compound sentences with and, or, so, & but

Opinions on government health care and comparing health care in the US to your native country

• Write a compound sentence using and, or, so, & but with correct punctuation • Use language relating to working parents and childcare

• Present Unreal Conditional (If you could.../What would...)

What you would do in hypothetical situations about jobs, travel and other topics

• Talk about dream jobs, trips, and places

• Agreeing and disagreeing

Your opinions on various topics such as free college tuition, HOA rules, dogs at work, etc.

• Tell people if you agree or disagree and give your opinion

• Borrow vs. lend and polite requests with could

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Review and Progress Check

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Field Trip

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What's Your Opinion?

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What Would You Do?

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If I Could Have Any Job...

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I Disagree!

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And Then I Got Married

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Is It Rude To Show Up Late?

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• It’s + adjective + infinitive Mile stones in life and special memories

• Talk about life events using the “get passive” (got married, got promoted, etc.)

• Wh-questions with need to

• Talk about behaviors that are rude, polite, important

Review and Progress Check

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By End of Lesson, You Can:

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What’s Up?

Conversation

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Grammar

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Differences between what is rude in your native country and in the US


Welcome to Confidence and Connections! The unique emphasis of this series is on using conversation to facilitate meaningful connections. It is as important for you, the teacher, to share your own stories as it is to elicit stories from your students. When you ask students questions, be sure to have them ask you questions, too. In a group setting, use pair work to encourage students to learn about one another. In one-on-one, learn about your student’s family and share about your own.

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About your teacher book:

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Your teacher book is designed to be simple to use and make your classes as engaging and effective as possible. You’ll find a lead page at the beginning of each lesson. This page contains:

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• The learning objectives for the students (Students will be able to…) • Suggested materials to bring to class • Useful notes • Listening transcript

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In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. (NOTE: The answer key does not provide capitalization.) In the first two lessons, we included notes for most activities. After that, you’ll only find notes for activities that benefit from specific instructions. In the back of the book, you’ll find an in depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use. The back inside cover of your Teacher Book has the Color Vowel™ Chart. If you do not already know how to use this tool, please go to intercambio.org/webinars and sign up to attend a pronunciation workshop. This fun, interactive training will help you use this tool, as well as Pronunciation Fun with Pictures (Pro Fun) and learn easy techniques for teaching the many sounds and stress in English.

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In addition, we encourage all teachers and students to use Pronunciation Fun with Pictures and The Immigrant Guide as supplements to their teaching.

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Happy teaching!

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L1 WHAT’S UP? By the end of the lesson, students will be able to: • Respond correctly to common greetings using a variety of different verb tenses

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What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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What to expect? This is the first day so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Use the board, and have them use the board with you. Be careful in a group setting not to gauge your teaching level on one talkative student—especially for the first two lessons.

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Warm-up: Greet students as they enter. Be sure to start class on time (or at least some informal conversation) even if only one or two students are there. You can do a brief icebreaker or use warm-up activity ideas in the back section of this book. Have students write their first name on a name tag or table tent. Do your best to pronounce students’ names the way they say them. It’s okay to ask them to clarify a few times. It is as important for you to know your students’ names as it is for students to know their teacher’s and classmates’ names. Try Conversation Rotation to learn names. Table tents are useful even in 1-1 environments as it can be hard to remember new names. In 1-1, learn the students’ names, children, even pets.

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Listening Track 01

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Marta: Matt? Is that you? Matt: Marta? Hey! What’s up? Marta: Not much. I didn’t know you worked at this supermarket! Matt: Yeah!! I started last weekend. Marta: Awesome! Do you like it? Matt: Yes, I do. It’s busy and exciting. How can I help you? Marta: Umm, I need to buy some hamburger meat. Matt: Sure. How much do you need? Marta: Uh, I need enough for at least 30 people. Matt: Wow! Are you having a party or something? Marta: Yes, this weekend my son Javier is graduating high school. We’re having a big party in the park. What’re you doing this weekend? Matt: Umm, I’m not sure. I’m working in the morning. Marta: You should come! We’ll have enough food. Matt: Okay! I’ll try to come by. Here’s your meat. Marta: Thanks! Hope to see you there.

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WHAT’S UP?

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Pre Read the Pre question aloud, play track, elicit answer. Play the track once all the way through. Ask the warm-up question again to elicit an answer.

VOCABULARY WORDS & PHRASES

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Repeat after your teacher. GREETINGS

RESPONSES

Not much.

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What’s up? What’s going on?

Not a lot.

What’s new?

Same old, same old.

How are you doing?

Great.

How’s it going?

It’s all good. Not bad.

PRONUNCIATION

Circle the uh (schwa) sound.

A

a

amazing

uh-ma-zing

e

celebrate

cel-uh-brate

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A. Clarify that any of the responses in the box are okay for the greetings in the box next to it. As practice, say a greeting and have students give a possible response. EXPANSION: You can also write on the board and teach hug, wave, handshake, bow, kiss on the cheek. See VOCABULARY.

Listening warm-up. Track 01: Do Matt and Marta know each other?

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Pre Pre

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Explore the pictures. Ask What do you see in the pictures? This helps students activate their background knowledge about the topic and vocabulary.

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family

fam-uh-ly

o

anybody

a-ny-buh-dee

u

support

suh-pport

banana

president

succeed

emergency

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Pronunciation Schwa is the sound that unstressed vowels make in most words. It’s the most common sound in English. Use the word amazing to demonstrate. Say amAzing, indicating that the stress vowel sound is GRAY DAY. The unstressed vowel sound at the beginning sounds like “uh” - this is schwa. Demonstrate with additional words. In body the o sounds like o in olive and in anybody it sounds like uh in buddy. The ous in famous can sound like uh or i. It’s similar with face and surface, or age and average.

TIP:

Uh (schwa) is the most common sound in English! If you want to say yes or no using uh try this: yes: uh-HUH no: HUH-uh

famous intercambio.org/students

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Answer Key: Pronunciation: b-uh-nan-uh, pres-uh-dent, suhc-ceed, emer-guhn-cy, fam-uhs

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VOCABULARY PRACTICE

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1. What’s up?

a. Not much, just busy.

b. I’m good.

2. What’s going on?

a. Not a lot, just working.

b. Good, thanks.

3. How are you doing?

a. Not much.

b. Good, and you?

4. How’s it going?

a. Not a lot.

b. Good, you?

5. What’s new?

a. Not much. Same old.

b. Good.

LISTENING

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Listen again to Track 01. Check the things that describe each person. Matt

Marta

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o works at the supermarket

o started a new job last week

o started a new job last week

o needs to buy some hamburger meat

o needs to buy some hamburger meat

o is having a party this weekend

o is having a party this weekend

o has a son named Javier

o has a son named Javier

o works this weekend

o works this weekend

Listen to your teacher and repeat.

TALKING ABOUT THE PAST

When did you start your job?

I started last weekend.

TALKING ABOUT THE PRESENT

What do you do now? Do you like it?

I’m a cook. Yes, I do.

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TALKING ABOUT THE FUTURE

What are you going to do this weekend?

I’m going to a party.

What are your plans for next year?

I’m going to start cooking school. I’ll start cooking school in August.

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C. Play the track without stopping it. Have students discuss their answers in pairs/groups. Ask if they need to listen again. Play it multiple times if needed. Check by asking a student Who started a new job? etc.

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o works at the supermarket

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B. First, have students work individually. Then have them compare their answers in pairs/groups. Monitor and make sure everybody has the correct answer. Finally, have students role-play short dialogs.

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Circle the correct responses. Practice with a partner.

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GG D. FOCUS: Review of simple past tense, simple present tense and “be going to.” Write chart on board. Have students repeat several times using different possible answers. For example, I started last month/ I started 2 years ago, I started in 2016, etc. Write on board What are you going to do this weekend = What are you doing this weekend. And I’m going to start school in August = I’m starting school in August. Underline the form. Starting can mean now or in the future. Native English speakers often omit “going to” when talking about the future.

Answer Key: B. 2. a 3. b 4. b 5. a C. Matt: started a new job, works this weekend; Marta: needs meat, is having a party, has son Javier

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GRAMMAR PRACTICE

2. _____ How is she doing?

b. They’re going to go camping.

3. _____ What does he do on the weekends?

c. Yes, he did.

4. _____ Does she like it?

d. I’m going to a birthday party.

5. _____ When did they go to the party?

e. Yes, she does.

6. _____ Did he start his new job?

f. They went on Saturday.

7. _____ What are they going to do this summer?

g. He plays soccer.

Circle the correct words to complete the conversation. Walt:

Hey Ernesto. Long time no see! How are you (1) doing / do?

Ernesto:

I’m good. How (2) are / was you? How’s your family?

Walt:

We’re all good, too. The kids are (3) start / starting school next week. They were on break for the summer.

Ernesto:

Oh wow! They’re so big. Are they (4) going / go to play any sports this year?

Walt:

They’re not sure. They (5) play / played soccer last year, but this year they think they’ll (6) play / playing tennis.

Ernesto:

That’s great. Will you (7) go / going to all of their matches?

Walt:

I’ll (8) try / tried.

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F. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. EXPANSION: Have students roleplay the dialog.

a. She’s good!

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d Where are you going this weekend? 1. _____

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E. First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together. See GRAMMAR.

Match the questions and the answers.

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They’re good. 1. How are they doing? ____________________________________________ (be good)

2. What are you and Jorge going to do this weekend? _____________________________________ (play soccer) 3. Did he start school? _____________________________________________________ (no / start next week) 4. What does she do now? ____________________________________________________ (work downtown)

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G. A few have several possible correct answers. For example, #2 correct answers can include We’re going to play soccer, We’re playing soccer, We’ll play soccer. #6 answer can start with You or We, but prompt them to use We.

Write answers to the questions. Use the words in parentheses.

5. Where did they go over the break? _______________________________________________ (go camping / lake)

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6. What are we going to do this summer? _________________________________________ (go on vacation / beach) intercambio.org/students

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Answer Key:

E. 2. a 3. g 4. e 5. f 6. c 7. b F. 2. are 3. starting 4. going 5. played 6. play 7. go 8. try G. 2. answers vary 3. answers vary 4. She works downtown or She’s working downtown. 5. They went camping at the lake. 6. We’re going on vacation. intercambio.org/teachers

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REAL LIFE / YOUR LIFE Look at the chart about common greetings in different countries. Answer the questions.

TIBET Stick out your tongue to show that you do not have any bad thoughts.

ITALY Kiss on the cheeks four times – twice on the left and twice on the right.

THAILAND Place your hands together and bow your head slightly.

JAPAN

NETHERLANDS Shake hands and say your last name.

GABON Shake hands with both hands.

H. Have students work in pairs first. Then, go through the answers together.

KJ

“Konnichiwa” – until night “Konbanwa” – in the evening “Oyasumi” – only before going to bed

Bow from the waist.

3. If it is 10 a.m. in Japan, what greeting is most common? ____________________________________

5. If Jon’s full name is Jon Green, where will he introduce himself as “Green”? ____________________________________

CULTURE TIP

2. Where is it common to bow only your head? _____________________________________

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1. Where is it common to give kisses on the cheeks? _____________________________________

4. Why do people in Tibet stick out their tongue when they say hello? ____________________________________ 6. Where is it common to shake hands with both hands? ____________________________________

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Greetings in the US often depend on how well you know the person. When people here meet someone for the first time, they will often shake hands or wave. If they know a person well, they will often hug or give a closer handshake. If you’re not sure how to greet someone, you can wait to see how they will greet you. Is this the same in your native country? Student Book 4 LEFT

Culture Tip Ask How do you greet people in your country? EXPANSION: Talk about and demonstrate different kinds of handshakes here, and talk about how in some cultures it is not appropriate to touch people of the opposite sex.

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KK

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“Ohayu” – from morning to noon

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Answer Key: H. 1. Italy 2. Thailand 3. Ohayu 4. To show they do not have bad thoughts 5. Netherlands 6. Gabon

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1 Read about Rita’s first social event in the United States. My first social event in the US was at my friend Jenny’s home. She invited me to a dinner with some other people that she knows. When I arrived at her home, she introduced me to the people that were there. In my native country, we give a kiss on the cheek when we meet someone new. So when I met her friends, I began to kiss them on the cheeks, but they gave me strange looks and a couple of them tried to shake my hand instead. Jenny explained to me that in the US it’s not so common to kiss someone on the cheek, especially when you first meet them. I apologized, but everyone said that there was no need to apologize, and we all laughed. When I was getting ready to leave, I went to shake everyone’s hands to say goodbye. However, my friend and all of her guests hugged me instead. They told me we were good friends now and could hug. We all laughed again. In the end, it was a very fun evening and we all learned something new!

KJ

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I. Before reading, ask When was the last social event you went to? How was it? First, students discuss it in pairs/groups, then as a whole class. Have students read the text and answer the questions. Ask if there are any new words, provide or act out simple definitions.

Discuss with a partner. 2. How do you think Rita felt at the end of the dinner? 3. What do you think everyone learned?

KK

1. How do you greet someone you are meeting for the first time? o wave o hug o kiss on the cheek o handshake

o other: ____________________

2. How would you greet a friend that you haven’t see in a long time? o wave o hug o kiss on the cheek o handshake o other: ____________________ 3. How do you greet your family members each day? o wave o hug o kiss on the cheek o handshake

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K. Write any new “other” ways they have to greet people on the board

Complete the Greetings Survey below with your opinions.

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J. After they discuss with their partners, ask students to share with the group.

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1. How do you think Rita felt at the beginning of the dinner?

o other: ____________________

4. How do you greet someone that you are seeing for a service? (ex. doctor, hairdresser, bank teller, etc.) o wave o hug o kiss on the cheek o handshake o other: ____________________ 5. How do you greet your neighbors when you see them outside? o wave o hug o kiss on the cheek o handshake

o other: ____________________

6. How surprised were you by how people greet each other in the US? o a lot o a little o not at all

CONNECT WITH CONVERSATION

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Conversation Use answers from Activity K, and brainstorm other questions that the students can ask before starting this activity. Be sure your students ask you questions, too.

Get to know a partner. Talk about: • their answers to the Greetings Survey • if they are ever confused by greetings in the US intercambio.org/students

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Answer Key:

J. Answers will vary. K. Answers will vary.

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HOMEWORK

a. They went to the movies.

2. _____ What does she do now?

b. Same old, same old.

3. _____ What’s he up to these days?

c. He’s going to the gym a lot.

4. _____ What’s new?

d. They’re going shopping.

5. _____ What did they do last weekend?

e. She’s good. She’s very busy!

6. _____ What are they going to do this weekend?

f. She works at the restaurant with me.

Write the correct form of the word. 2. Q: What are they doing tonight?

1. Q: How are you doing? working (work) a lot. A: I’m doing good! I’m ___________

4. Q: What does she do now?

3. Q: Where did he go on Friday? A: He _________ (go) dancing with some friends. 5. Q: When did they do the laundry? A: They _________ (do) it last night.

A: She ______________ (volunteer) at the hospital 6. Q: Did they have what you needed? A: Yes, they ___________ (have) it.

Unscramble the sentences. 1. you? / with / new / What’s

________________________________________ What’s new with you?

2. How / doing? / are / they

________________________________________

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A: They’re ____________ (study) tonight.

Walk through each Pre Preactivity. homework Confirm that students understand each activity by doing examples. Note: #2 in activity M can have different answers: “studying” or “going to study.”

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e How is she doing? 1. _____

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MM

Match the questions and the answers.

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Lesson 1 • What’s Up?

3. go / When / going / they / are / to work? / to

________________________________________

4. vacation / We’re / going / go / to / next / week. / on ________________________________________ 5. did / When / kids / your / school? / start

JOURNAL PROMPT

________________________________________

How do you normally greet people in your native country? Is it the same or different in the US?

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ 6

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Answer Key:

L. 2. f 3. c 4. b 5. a 6. d M. 2. studying/going to study 3. went 4. volunteers 5. did 6. had N. 2. How’re they doing? 3. When are they going to go to work? 4. We’re going to go on vacation next week. 5. When did your kids start school? 8

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L2 I’D LIKE BOTH By the end of the lesson, students will be able to: • Distinguish when to use both, either, and neither • Talk about different kinds of features in cars, and compare them

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What to bring to class: • Name cards / name tags • Pronunciation Fun to supplement the pronunciation activities • Ads of people selling their cars (optional) • The Immigrant Guide to supplement the culture tip conversation

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Teacher notes: This is the second lesson so do not be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Stay focused on the lesson objectives.

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We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Warranty - a promise/agreement to replace or fix something if it breaks.

Listening Track 02

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section. See HOMEWORK.

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Salesman: Welcome to Cowboy Carl’s Used Cars. What kind of vehicle are you looking for today? Customer: I’m looking for either an SUV or minivan. Salesman: Okay. I have some great deals for you! Which do you prefer manual or automatic? Customer: Either is okay. Salesman: Are you looking for anti-theft or keyless entry? Customer: I’d like both! Salesman: We have this blue minivan here or this black SUV. Both of them are all-wheel drive. Customer: Great – is either of them a hybrid? Salesman: No, neither is a hybrid, but they both are economical. Customer: Okay – let’s go for a test drive. I’d like to try both of them!

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2

I’D LIKE BOTH Pre Pre

Listening warm-up. Track 02: What is the customer looking for?

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Explore the pictures. Ask What do you see in the pictures? This helps students activate their background knowledge about the topic and vocabulary.

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Pre Read the Pre question aloud, play track, elicit answer. Play the track once all the way through. Ask the warmup question again to elicit an answer.

VOCABULARY WORDS & PHRASES Repeat after your teacher.

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AA

SUV

mileage

minivan

used vehicle

warranty

all-wheel drive

economical

anti-theft

keyless entry

hybrid

PRONUNCIATION

Listen and repeat after your teacher. Practice the WHITE TIE sound. Write the words with the WHITE TIE sound in the box.

A

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WHITE TIE

drive 1. ___________________________________

2. ___________________________________ 3. ___________________________________

drive

hybrid

automatic

mileage

warranty

entry

minivan

activity

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A. Have students repeat each word after you multiple times. Be sure to work on word stress (manual, automatic, etc.)

Pronunciation Use the WHITE TIE pages in Pro Fun for more practice.

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4. ___________________________________

Answer Key: Pronunciation: hybrid, mileage, my

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VOCABULARY

BB B. First, go over the words in the box. Have students work individually and then compare their answers in pairs/groups. Finally, go over the answers together.

E

Complete the sentences with words from the box. hybrid

manual

anti-theft

all-wheel drive

mileage

warranty

economical

keyless entry

all-wheel drive 1. The minivan doesn’t drive well in the snow. It doesn’t have _______________________________.

2. His car has _________________________________, so he opens the doors by remote. 3. This car comes with a 1-year ______________________________ that covers repairs. 4. Our car doesn’t use much gasoline because it is a ______________________________.

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5. That SUV is older than this one, but it doesn’t have as much _____________________________. 6. The jeep isn’t automatic. It’s _____________________________.

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7. Hannah likes SUVs, but they are less _____________________________ than most cars.

8. She parks on the street, so she wants an ________________________________ system.

LISTENING 1. The customer is looking at a new cars.

b used cars.

2. She’d like to buy

a both an SUV and a minivan. 3. She’d like the car to have an

a anti-theft system and keyless entry.

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C. Play the track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed.

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Listen again to Track 02. Fill in the bubble with the correct answer.

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CC

b either an SUV or a minivan.

b anti-theft system or keyless entry.

4. The SUV and the minivan are both a

hybrids.

b all-wheel drive.

5. Neither of the cars is a

a hybrid.

G

b all-wheel drive.

LANGUAGE TOOLS

DD

Which can you afford, the minivan or the SUV?

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D. FOCUS: The use of both (of), either (of), and neither (of). Neither and either can be pronounced with the WHITE TIE sound or GREEN TEA. Make sure they pronounce both and not boat or boss.

Listen to your teacher and repeat.

Which do you prefer?

What are you looking for?

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Both of them are good. Either of them works. Neither the minivan nor the SUV. I like both. Either. It doesn’t matter. I don’t like either. Neither of them works for me. I want a car that is both all-wheel drive and economical.

• We use either to indicate one of two things. Either = R or R • We use both for two things together. Both = R and R • We use neither to indicate negative. Neither = S nor S • We can use either for a negative when there’s already a negative in the sentence. (I don’t like either) Negative + Either = S

Student Book 4 LEFT

Answer Key: B. 2. keyless entry 3. warranty 4. hybrid 5. mileage 6. manual 7. economical 8. anti-theft C. 2. b 3. a 4. b 5. a

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2

GRAMMAR PRACTICE Circle the correct word. 1. Q: Which do you want? A: Either is good. I like both / neither.

E. First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together. See GRAMMAR.

2. Q: Which can they afford? A: Neither / Both of them. Now they have to decide which one.

Complete the sentences with both, either or neither. Neither the SUV nor the truck works for her. 1. _______________

2. We want manual or automatic. _______________ is okay.

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FF

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3. Q: Which do you want to buy? A: Both / Neither. I don’t like either of them. 4. Q: Which will she prefer? A: They are both / either great. 5. Q: Does he want the blue one or the black one? 6. Q: Do they want a minivan or an SUV? A: He doesn’t want either / neither. A: Neither / Either the minivan nor the SUV work for them. 7. Q: Which do you want, beans or rice? A: I want both / either of them together. 8. Q: What are you looking for? A: I want a shirt that is both / either green or yellow. 9. Q: Does she want to walk or bike to work? A: She doesn’t want to do either / both. 10. Q: Does Elmer want to work full time or part time? A: Neither / Either of them works for him. He wants a job!

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3. Ben is looking for a car that is _______________ a hybrid and economical.

4. Do you want your car to have _______________ an anti-theft system and keyless entry? 5. _______________ the car nor the minivan works for us.

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6. You can go by bus or car. _______________ way is convenient.

7. Rachel can drive _______________ manual and automatic cars.

GG

G. First, have students Yes, we do! We have these two smaller cars. Both of them work individually. Then are less expensive. Do you want to take them for a test drive? have them compare I don’t think so. They are both really nice, but neither of them is at a pricetheir answers in pairs/ that I can afford. Do you have anything cheaper? groups. Finally, go through the answers together. Would you like to buy either of them? EXPANSION: Have students Yes. I’d like to drive both. Thanks! role-play the dialog.

Put the conversation in the correct order. 1. _________ Cowboy Carl: 2. _________ Abby: 3. _________ Cowboy Carl:

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4. _________ Abby:

1 5. ________ Cowboy Carl: So, Abby. What did you think of the truck and the SUV?

I liked both of them.

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6. _________ Abby:

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Answer Key: E. 2. both 3. neither 4. both 5. either 6. neither 7. both 8. either 9. either 10. either F. 2. either 3. both 4. both 5. neither 6. either 7. both G. 5, 6, 3, 2, 1, 4 12

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REAL LIFE / YOUR LIFE

Wei’s car preferences

Truck #1 for sale at Crazy Carl’s

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• minivan or truck, manual if possible • new or used • all-wheel drive • low mileage: less than 90,000 miles • budget: $13,000

Truck #2 for sale by owner

Minivan #3 for sale by owner

SUV #4 for sale at Crazy Carl’s

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H. Have students work in pairs first. Then, discuss the answers together. Ask Which car do you like? Why? EXPANSION: Bring in ads of people selling their cars and have students discuss which car they would like to buy and why. First, students work in pairs/groups and then as a whole class.

Wei needs help buying a car. Look at his preferences and answer the questions. Discuss with a partner.

• new, all-wheel drive, automatic

• used, all-wheel drive, automatic

• used, manual, vintage van

• used, all-wheel drive, automatic

• anti-theft, keyless entry

• 75,000 miles

• 100,000 miles

• 60,000 miles

• $11,000

• $9,000

• $31,000

• $45,000

• cashier’s check or cash only

• sports rack included

• 6-year warranty

• 5-year warranty • leasing options available

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• leasing options available

Neither of them works. __________________________________________

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1. Which one can he afford, #1 or #4?

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2. Which one can he afford, #2 or #3?

__________________________________________

3. Which truck can he lease?

__________________________________________

4. Which one has the mileage he wants, #2 or #4? __________________________________________ 5. Which one do you think is best for Wei? Why?

CULTURE TIP

When buying a car, it’s a good idea to make a budget first. Don’t forget that after you buy the car, there are other costs you will need to pay such as the registration, license, emissions test and any minor repairs needed. You can ask to take it to a mechanic for a report before you buy the car. Do you drive a car? Is it more expensive to own a car here or in your native country? Why?

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Culture Tip EXPANSION: Use the Immigrant Guide topic “Buying and Registering a Car”. You can also talk about advantages and disadvantages of buying from a dealership or directly from an individual, and how to find a reliable mechanic to inspect it.

__________________________________________

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Answer Key: H. 2. Either of them. 3. Only #1. 4. Both #2 and #4. 5. Answers will vary.

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II

2 Look at the diagram of things people like. Answer the questions using both, either or neither. 1. What does Ana prefer to do in her free time?

_______________________________________ 3. Does Matt like to watch horror movies or comedies? _______________________________________.

country music curry

pizza trucks

Ana Likes

reading

SUVs

comedies

4. Who likes exercising?

rock music

_______________________________________.

gardening

5. What kinds of cars does Ana like? _______________________________________.

Fill out the chart with your likes. Compare with a partner and complete the diagram. MY LIKES

ME

Movies

MY PARTNER

Kinds of cars Music Something else?

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Food Things to do in your free time

J. Provide a personal example on the board. Help students brainstorm other likes and dislikes to write and discuss, such as waking up, camping, exercising, etc.

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JJ

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horror movies

2. Who likes to eat pizza?

I. This could be the first Venn diagram students have ever seen. First walk your students through each rectangle of the chart, explaining that the orange portion is what Matt likes, the purple portion is what Ana likes and the red portion is what they both like. Explain this using both, either and neither.

Matt Likes

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Either gardening or reading. _________________________________________

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CONNECT WITH CONVERSATION

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Get to know a partner. Look at the diagram. Talk about: • things you both like and why • things neither of you like and why • things that you like and your partner doesn’t and why • things that your partner likes and you don’t and why intercambio.org/students

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Conversation Have students work in pairs and use answers from Activity J to discuss their likes and dislikes. Encourage them to use both, neither, and either, but don’t force them to use those words, however, if it sounds unnatural. Have pairs fill out Venn Diagram including things they both like in the middle.

Answer Key: I. 2. Both Matt and Ana. 3. Both horror movies and comedies. 4. Neither like exercising. 5. Either trucks or SUVs. J. Answers will vary.

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HOMEWORK Circle the correct word. 1. Q: Which car can you afford? A: I can’t afford either / neither of them.

2. Q: Which sweater does she prefer? A: She doesn’t like both / either of them.

3. Q: Is there keyless entry or an anti-theft system?

4. Q: Does he like trucks or cars? A: He likes either / neither. He likes SUVs. Q: Which dish do you like: curry or sushi? A: I like them both / either! Q: Do they like rock or country music? A: They don’t like either / both.

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Walk through each A: There’s both / either. homework activity. 5. Q: Which do you want to buy? 6. Confirm that students A: I want to buy both / either a car or an SUV. understand each 7. Q: Do you want beans or rice? 8. activity by doing A: Either / Both is okay. examples. Note: For the journal, if they are more into bikes Complete the sentences with both, either or neither. or motorcycles you L L 1. I need a car that is both economical and safe. can have them write about those instead. both 2. We don’t need __________________. Just one is fine.

PrP

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Lesson 2 • I’d Like Both

A

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3. __________________ the truck nor the SUV have anti-theft systems, but the car does! 4. Rob said __________________movies are interesting to him.

5. He doesn’t like __________________ of those restaurants. He is going to cook at home! 6. She said she’ll listen to __________________ rock or pop music.

7. They don’t want __________________ of those used cars. They want something new. 8. I ate __________________ breakfast and lunch today.

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9. Ricardo speaks French and Spanish. Emily speaks __________________ French nor Spanish.

JOURNAL PROMPT

What kinds of cars do you like? What kind of car do you want to have someday? What would it have?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Student Book 4 LEFT

Answer Key: K. 2. either 3. both 4. neither 5. either 6. both 7. Either 8. either L. 3. Neither 4. both 5. either 6. either 7. either 8. both 9. neither intercambio.org/teachers

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L3 WERE YOU SPEEDING? By the end of the lesson, students will be able to: • Talk about basic laws in the U.S. • Know what to do if pulled over by the police • Talk about the past using past continuous and simple past tenses

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What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • A traffic ticket (optional) • The Immigrant Guide to supplement the culture tip

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Carpool lane - a restricted traffic lane reserved for cars with more than one person in them

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section. Listening Track 03

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Jorge: [worried husband]: You’re so late, Jane. I was worried about you. Is everything okay? Jane: Yeah, I got pulled over while I was driving home. Jorge: Oh no! What happened? Jane: I was turning onto Main street when I heard sirens behind me. Jorge: Were you speeding? Jane: No, I wasn’t. Jorge: So, why did they pull you over? Jane: Well, while I was turning past them, they saw my tail light was out. Jorge: Did you get a ticket? Jane: No, the officer was very nice. I only got a warning. Jorge: That’s good. Let’s fix it tomorrow.

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3

WERE YOU SPEEDING? Pre Pre

Listening warm-up. Track 03: Where was Jane going?

VOCABULARY WORDS & PHRASES

AA

Repeat after your teacher.

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Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer. Play the track once all the way through. Ask the warm-up question again to elicit an answer.

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NOTICE OF VIOLATION

LAST NAME: _____________________________ FIRST NAME: ____________________________________ LOCATION OF VIOLATION:___________________________________________________________________ TIME: ______________________ DATE: ______________________ VIOLATION o speeding o running red light o texting while driving o not wearing seatbelt o reckless driving o littering o driving under the influence (DUI) o driving in carpool lane illegally o broken/fix it: _____________________________________________________________________________

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A. Have students repeat each word after you multiple times. Most of the vocabulary is types of violations, presented in the context of a traffic ticket. Focus on: speeding, running a red light, not wearing a seatbelt, reckless driving, littering, driving under the influence (sometimes referred to as drunk driving), carpool lane, taillight (texting, driving, broken, fix should be review words.) EXPANSION: Have students go through the vocabulary list and put a + if they know the word, - if they don’t know it, and ? if they are not sure. Have them work in groups to ask each other and exchange their knowledge.

MAXIMUM PENALTY FOR VIOLATION: _________________________________________________________ o You must appear at Central Courthouse, 23 Fairview St., or mail in your penalty payment within 30 days.

o You must fix the violation within ____________________________________________________ SIGNED ___________________________________________________ DATE ______________________ OFFICER ___________________________________________________

PRONUNCIATION

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Listen and repeat after your teacher. Practice the d and t sounds.

A

David doesn’t drink and drive but he does dream of dunking a dozen donuts. Tonya was texting on Tuesday when Officer Tim told her to fix her taillight. David and Tonya drove downtown to deliver two dozen tamales to Danny’s Diner.

Pronunciationintercambio.org/students 13 Tongue twisters are hard and can be frustrating. Go slow, keep it light, have fun. EXPANSION: If your students enjoy tongue twisters, have them write their own or have them briefly share one from their native language. See Pro Fun for more practice.

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VOCABULARY

BB

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Look at the pictures. Check all of the violations.

B. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

o speeding P o running a red light o littering o texting while driving o not wearing a seat belt o Driving Under the Influence (DUI) o driving in the carpool lane illegally o reckless driving

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FF

Listen again to Track 03. Circle True or False. 1. Jane was pulled over while driving home.

TRUE

FALSE

2. She was turning onto Apple Street.

TRUE

FALSE

3. She was speeding.

TRUE

FALSE

4. Her taillight was out.

TRUE

FALSE

5. The police officer gave her a ticket.

TRUE

FALSE

LANGUAGE TOOLS Listen to your teacher and repeat. While I was driving,

STATEMENTS WITH WHILE the police pulled me over.

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DD

The police pulled me over while I was driving. When the police pulled me over,

STATEMENTS WITH WHEN I was driving.

I was driving when the police pulled me over.

The past continuous tense shows we were in the middle of something. • I was driving.

If something interrupts us as we are doing an action, we add the simple past tense to the sentence. • I was driving when the police pulled me over.

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When is used before the simple past. • When the police pulled me over, I was driving. While is used before the past continuous. • The police pulled me over while I was driving.

A comma (,) is used if a sentence starts with when or while. • While I was driving, the police pulled me over. Student Book 4 LEFT

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Answer Key: B. littering, texting while driving, not wearing a seat belt C. 2. False 3. False 4. True 5. False 18

Teacher Book 4 LEFT

C. Play the track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed.G G

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LISTENING

D. FOCUS: Statements in the past continuous and simple past tenses using while and when. While can be a tough word. You can also teach the difference between in a while and for a while, GHcommon, which are e.g., He’s coming to New York for a while (He will stay here for a period of time) vs. He’s coming to New York in a while (He will arrive here in a time period that isn’t specific). Sometimes for a while and in a while are used the same “I haven’t seen you in a while/for a while.”


3

GRAMMAR PRACTICE

EE

Add a comma to the sentences that need them. Check the box if the sentence is correct.

P

FF

1.  She was watching TV when her mother called.

2.  While I was eating breakfast I did my homework.

3.  Gino biked to work while it was raining.

4.  I was cooking when the alarm went off.

5.  While he was washing his laundry he read a book.

6.  They checked their email while they were driving to work.

7.  When he repaired her sink she was gardening.

8.  While they were asking for directions they saw an accident.

Circle the correct words to complete the sentences. 2. When / While I was cooking, I listened to music.

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1. The police officer pulled them over when / while they were speeding.

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E. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

3. He was taking the subway to work when / while it broke down. 4. She waited in her car when / while the engine was running. 5. When / While he scored a goal, the crowd was cheering.

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6. Bruce was standing in line at the post office when / while he saw a friend. 7. When / While I was playing games with my family, I baked cookies.

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Write the correct tense of the word in the blank.

1. I _______________________ (drive) recklessly when she pulled me over. was driving

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2. He _______________________ (get) a flat tire while he was driving to work.

3. When they saw the police officer, they _______________________ (go) to the park. 4. He _______________________ (litter) when someone saw him. 5. Deanna _______________________ (head) to work when her boss called. 6. The police officer _______________________ (pull) him over while he was driving. 7. While we _______________________ (bike) home, it started to snow.

GH

Join the sentences using when or while. Add a comma if needed. 1. Chris was walking to work. He saw a friend. ________________________________________________ While Chris was walking to work, he saw a friend. 2. I was eating dinner. My friend called. _____________________________________________________

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H. NOTE: There are 2 possible answers to each item. For example: While Chris was walking to work, he saw a friend. Chris was walking to work when he saw a friend. Make sure to check comma placement if sentence starts with when or while.

3. They saw her in the park. She was littering. ________________________________________________ 4. She was driving. She saw someone run a red light. __________________________________________ 5. The officer saw his broken taillight. He was driving. _________________________________________

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6. She was texting and driving. The police pulled her over. _____________________________________ intercambio.org/students

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Answer Key:

E. 2. breakfast, I… 3. correct 4. correct 5. laundry, he… 6. correct 7. sink, she… 8. directions, they… F. 2. while 3. when 4. while 5. while 6. when 7. while G. 2. got 3. were going 4. was littering 5. was heading 6. pulled 7.were biking H. 2. While I was eating dinner, my friend called. 3. They saw her in the park when she was littering. 4. While she was driving, she saw someone run a red light. 5. The officer saw his broken taillight while he was driving. 6. While she was texting and driving, the police pulled her over. intercambio.org/teachers

19


REAL LIFE / YOUR LIFE

HI

JJ

Read the article below.

I. Before reading, ask Have you ever been pulled over by the police? What did you do? Elicit ideas about what to do if pulled over by the police. Write them on the board. Then have students read the text to check their ideas and do the task. EXPANSION: Bring in a traffic ticket and teach students to read it by asking questions such as Who is the ticket for? What was wrong? etc.

What to Do if Pulled Over by the Police If you’re pulled over by the police while driving, it’s important to stay calm and move slowly. You may get a ticket (fine) or just a warning. Unless you committed a crime or have something illegal in your car, you have nothing to worry about. Follow these steps if pulled over:

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• Safely move to the side of the road. • Roll down your window and turn off your engine. • Keep your hands on the steering wheel, so the officer can see them.

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• Stay in the car. Only get out of the car if the officer tells you to. • At night, turn on the light inside your car. • Wait until the officer asks for your license and registration and then get them. • Be polite. • Sign the ticket. It doesn’t mean you did it. • If you get a fine, make sure to pay it on time.

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• If you get a ticket, don’t argue with the police officer, you can fight the ticket later.

Read what Jenna did when the police pulled her over. Check if she followed the instructions in the article.

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1. While I was driving to work, the police pulled me over. I moved to the side of the road.

o YES P

o NO

2. I rolled down my window while turning off the engine.

o YES

o NO

3. The police officer walked over while I was getting out of my car.

o YES

o NO

4. While I was talking with the officer, I kept my hands on the steering wheel.

o YES

o NO

5. I was arguing with the officer when he gave me the ticket.

o YES

o NO

CULTURE TIP

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Fo

In the U.S., if the police want to look in your car or home, they usually need a search warrant. If you are unsure of your rights, talk to a lawyer. Is this the same in your native country? What can the police do in your native country?

Answer Key: I. 2. Yes 3. No 4. Yes 5. No

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Culture Tip Ask Have you had any experience with the police here? How was your experience? Was it with a city or town police officer, a county sheriff, or state trooper? How were your experiences with police different in your native country?


3 Read the chart. Check the things that are illegal where you live. Circle them if they are illegal in your native country.

J. NOTE: Laws about using marijuana and wearing a helmet differ from state to state. Know what your state’s laws say.

parking in a handicap space without a permit

a. o

b. o

c. o

graffiti on buildings

leaving a pet in your car

drinking in a public place

d. o

e. o

protesting

urinating in public

not wearing a helmet

h. o

i. o

P

f. o

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g. o

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parking on the sidewalk

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DUI

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JJ

using marijuana

hate speech

j. o

k. o

l. o

CONNECT WITH CONVERSATION

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Conversation Have students use answers from Activity J to have conversations about how laws are similar or different in their native country. Go over the word “confusing.” Students often mix up confused with confusing. Give examples, e.g., I am confused. The health care system is confusing. Use The Immigrant Guide to supplement the conversation.

being loud late at night

Get to know a partner. Talk about: • things that are legal and illegal in their native country • what surprised them about laws in the US • what laws in the US they think are unfair or confusing intercambio.org/students

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Answer Key: J. Answers will vary.

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HOMEWORK

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Lesson 3 • Were You Speeding?

Circle the correct words to complete the sentences. 1. They were littering / littered when the police officer saw them.

Walk through each Pre Pre homework activity. Confirm that students understand each activity by doing examples. NOTE: For the journal activity ask them if they have a law in mind to write about.

2. When she was arriving / arrived, they were talking about the traffic jam. 3. Tino was playing / played video games when the popcorn burned. 4. They were driving / drove recklessly when the police pulled them over. 5. He wasn’t driving when Veronica calling / called him. 6. I was watching / watched TV when the doorbell rang.

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7. While he was waiting / waited, he saw someone steal their bag. 8. Jessica was listening / listened to music when she heard someone at the door.

Complete the sentences with when or while.

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when 1. What was he doing _______________ the police pulled him over?

3. They ran a red light _______________ the police officer was watching. 4. She was littering _______________ he saw her. 5. _______________ he arrived, she was cooking dinner.

6. _______________ they were waiting in the park, they saw him riding his bike. 7. Was he speeding _______________ he drove by your house?

JOURNAL PROMPT

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8. We didn’t buy anything _______________ we were shopping.

Write about a law you think is important in the US and why.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Student Book 4 LEFT

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Answer Key:

K. 2. arriving 3. playing 4. driving 5. calling 6. watching 7. waiting 8. listening L. 2. when 3. while 4. when 5. When 6. While 7. when 8. while

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AA

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2. Where was she going _______________ he called?


L4 HAVE YOU EVER BEEN TO LAS VEGAS? By the end of the lesson, students will be able to: • Talk about their experience using the present perfect tense What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Rodeo - a show/competition where people ride horses and catch cows Historical landmark - an important place

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Listening Track 04 Tim: Hey Minna. How are you doing? Minna: Hi Tim. I’m good! I haven’t seen you in a long time. What’ve you been up to? Tim: Not much. I just asked for time off from work. I’m going to Las Vegas for vacation next month. Have you ever been there? Minna: Yes, I have. I went there last year. It’s an interesting place! And you can get great food there. Have you ever eaten at a buffet? Tim: No, I haven’t. I can’t stand buffets. Too many choices and I can’t control how much I eat! I’ve heard that they have great shows there. Have you been to any? Minna: Yeah, I have. The shows are great! Have you ever seen the Grand Canyon? Tim: No, I’ve never seen it. Minna: It’s amazing! You should go while you’re in Vegas. It’s just four hours from there.

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4

HAVE YOU EVER BEEN TO LAS VEGAS? Listening warm-up. Track 04: When is Tim going on vacation?

Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

Repeat after your teacher.

leave (left) your state

meet (met) a famous person

ride (ridden) a roller coaster

PRONUNCIATION A

hear (heard) an orchestra

be (been) to the ocean

go (gone) to a show

visit (visited) the White House

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eat (eaten) at a buffet

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VOCABULARY WORDS & PHRASES

buy (bought) tickets to a show

drive (driven) to a historical landmark

see (seen) a rodeo

Listen and repeat after your teacher. Practice the b and v sounds. Circle the words you hear.

Fo

1. The sky is very / berry blue.

2. We need more volts / bolts for it to work. 3. He gave a vow / bow. 4. It’s their van / ban.

5. She has a vet / bet for tomorrow.

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Pre Pre

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Teacher Book 4 LEFT

b

v intercambio.org/students

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Pronunciation Show students how the mouth is shaped when making the sounds v and b. Let them look in the mirror at their mouths. Read the instructions and then read the sentences using these words: very, volts, bow, van, bet. See Pro Fun for more practice.


VOCABULARY PRACTICE

eaten left

bought been

visited

heard seen

1. Marcus has _______________ four states so far visited on his road trip. 2. He _______________ on Saturday. 3. He has _______________ at a huge buffet.

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4. He has _______________ to the Pacific Ocean.

6. He has _______________ to a rodeo. 7. He has _______________ an orchestra.

LISTENING

CC

Listen again to Track 04. Circle True or False. 1. Tim is in Las Vegas.

TIP:

TRUE

FALSE

2. Minna went to Las Vegas last week.

TRUE

FALSE

3. Tim does not like buffets.

TRUE

FALSE

4. Minna has been to a show in Las Vegas.

TRUE

FALSE

5. Tim has never seen the Grand Canyon.

TRUE

FALSE

beghas / have been seeghas / have seen eatghas / have eaten goghas / have gone rideghas / have ridden meetghas / have met visitghas / have visited driveghas / have driven swimghas /have swum hearghas/have heard leaveghas/have left buyghas/have bought

LANGUAGE TOOLS

DD

Listen to your teacher and repeat.

you

they she

Has

been

Nora

No, Yes,

tried

a buffet?

I they she

have. haven’t. has.

he No,

Nora

hasn’t.

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Yes,

to Las Vegas?

ever

he

G

SHORT ANSWERS

QUESTIONS

Have

F

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5. He has _______________ tickets to the top of the Willis Tower in Chicago.

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D. FOCUS: Q&As using the present perfect tense. Present perfect is used to talk about actions at a nonspecific time in the past. Questions starting with Have you ever can be great conversation starters.

E

Read the postcard. Fill in the blanks to complete the answers about Marcus’s trip.

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C. Play the track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed.

BB

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B. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. Use this as an opportunity to review comprehension of postcards. Ask some basic questions first, like Who wrote the letter? Who is receiving the letter? Where does Barry live?

Answer Key: B. 2. left 3. eaten 4. seen 5. bought 6. been 7. heard C. 2. False 3. True 4. True 5. True intercambio.org/teachers

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4

GG

No, _______________________________________ I haven’t.

2. Has Rosa ever visited the White House?

No, _______________________________________

3. Have we ever eaten at a buffet?

Yes, _______________________________________

4. Have you ever driven to a historical landmark?

Yes, _______________________________________

5. Has he ever gone to a show?

No, _______________________________________

6. Have Marco and Tomas ever seen a rodeo?

Yes, _______________________________________

7. Have you bought tickets to a play?

No, _______________________________________

Write the correct form of the verbs in parentheses.

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1. Have you ever been to California?

E. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. EXPANSION: Have students ask each other these questions and provide true answers.

1. She has never ______________ (be) to been San Francisco.

2. We have ______________ (buy) tickets to a baseball game.

3. Yes, they have ______________ (meet) many movie stars.

4. Has she ever ______________ (hear) an orchestra?

5. Have you ever ______________ (go) to a show?

6. He has never ______________ (leave) the state.

7. Felicia has never ____________ (see) the ocean.

8. I have ______________ (eat) at a buffet before.

9. Have Troy and Talia ______________ (drive) rental cars?

10. Martin has _____________ (leave) home without his wallet.

F. For the correct verb forms, refer students to the Tip on the previous page. First, students work individually, then in pairs/groups. Go through the final answers together and write them on the board.

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FF

Read the questions. Complete the answers.

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EE

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GRAMMAR PRACTICE

Write the question. Use the words in parentheses.

1. ___________________________________________________? ( you / be / California) Have you been to California

2. ___________________________________________________? ( she / ride/ roller coaster) 3. ___________________________________________________? ( we / eat / buffet) 4. ___________________________________________________? ( he/ see / ocean)

5. ___________________________________________________? ( you / been / late for work)

Fo

6. ___________________________________________________? (they / meet / famous person)

7. ___________________________________________________? (Antonio/ buy / concert tickets)

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8. ___________________________________________________? (you/ visit/ the Grand Canyon)

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21

Answer Key:

E. 2. No, she hasn’t. 3. Yes, we have. 4. Yes, I have. 5. No, he hasn’t. 6. Yes, they have. 7. No, I haven’t. F. 2. bought 3. met 4. heard 5. gone 6. left 7. seen 8. eaten 9. driven 10. left G. 2. Has she ridden a roller coaster? 3. Have we eaten at a buffet? 4. Has he seen the ocean? 5. Have you left late for work? 6. Have they met a famous person? 7. Has Antonio bought concert tickets? 8. Have you visited the Grand Canyon? 26

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J

REAL LIFE / YOUR LIFE

H. Encourage students to also use situations not listed here, e.g., “Have you ever been camping?” For 1-1 classes you can ask each other and also ask about student’s friends and family members.

Instructions 1. Everyone stands.

n

Read how to play Have You Ever…? Play in groups.

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HH

2. Person 1 asks a question to the group beginning with, “Have you ever…?” 3. Each person in the group answers.

a. If the answer is yes, say “Yes, I have.” Continue standing.

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b. If the answer is no, say, “No, I haven’t.” Sit down.

4. Person 1 continues asking more “Have you ever…?” questions until everyone is sitting. 5. Continue by having everyone stand again. Person 2 asks “Have you ever…?” questions.

Have you ever?

2 …sung a song out loud in a public place

3 …eaten a hamburger

4 …texted while driving

K

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1 …visited a national park

5 …ridden an animal

6 …walked into a closed door

7 …gotten sick on a roller coaster

8 …seen a wild animal

9 …told your boss you were sick to miss work 10 …borrowed a tool and not returned it

CULTURE TIP

If you visit famous historical landmarks across the US, you may need to buy tickets in advance because these places are very popular. You can check online to see if you can reserve tickets. It’s also a good idea to check the hours the place is open. Some are closed during parts of the year or on certain days of the week.

Fo

Culture Tip Ask Are there any famous places near where you live now? Have you been there? Were there any historical landmarks near where you grew up? What are some of the most famous landmarks that tourists visit in your native country?

Student Book 4 LEFT

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Answer Key: H. Answers will vary.

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27


Look at what Lupita’s classmates have done. Answer the questions.

Deepa

Ahmed

• I’ve lived in India.

• I’ve lived in El Salvador • I’ve lived in Somalia.

• I’ve visited Cuba, Guatemala and Arizona.

• I’ve bought tickets to the ballet.

• I’ve visited Mexico and California.

• I’ve heard an orchestra. • I haven’t been to a rodeo. • I haven’t tried a hamburger.

• I’ve eaten pizza.

• I’ve seen a rock concert. • I’ve been to the Mall of America.

• I’ve had a fancy dinner. • I’ve eaten at a buffet. • I’ve swum in the Gulf of Mexico.

• I haven’t met a famous person.

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• I haven’t been to the Grand Canyon.

1. Has Deepa ever eaten a hamburger?

No, she hasn’t. _______________________________________

2. Has Ronaldo visited Cuba?

_______________________________________

3. Who has lived in Somalia?

_______________________________________

4. Has Blanca ever been to a rodeo?

_______________________________________

5. Who has bought tickets to the ballet?

_______________________________________

6. Has Ahmed ever been to the Mall of America?

_______________________________________

Fill in the chart with your information. PLACES LIVED

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KJ

Blanca

• I’ve lived in Mexico.

PLACES VISITED

ACTIVITIES DONE

FOOD EATEN

Fo

CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • things they’ve done • things they haven’t done but would like to • things they never want to do

WORD BANK why where when intercambio.org/students

Answer Key: I. 2. Yes, he has. 3. Ahmed has. 4. No, she hasn’t. 5. Deepa has. 6. Yes, he has. J. Answers will vary. 28

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Ronaldo

I. Have students work in pairs first. Then, go through the answers together. Ask more questions relating to what these people have and haven’t done.

J. Provide some personal examples. Tell students to write at least 3 things in each column. EXPANSION: For groups, expand this by having students write their experiences on the board. You can ask lots of questions here and bring in review vocabulary and grammar. - Has anyone ever been to ____? Yes Maria has. - Who has eaten at a buffet? No one has. - How many people have seen the ocean before? 8 people have.

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JI

4

23

Conversation Brainstorm possible questions students can ask each other. After they have finished talking in pairs/groups, have them share what they have learned about their partners. Be sure your students ask you questions, too.


HOMEWORK

LK

Lesson 4 • Have You Been To Las Vegas?

Write the correct form of the words in parentheses. gone 1. She has never ________________ (go) to Hanoi.

Pre P

2. We have ________________ (meet) a famous person.

Walk through each homework activity. Confirm that students understand each activity by doing examples.

3. He has ________________ (drive) across the US. 4. Have you ever ________________ (see) a buffalo? 5. Gina has never ________________ (eat) a hamburger. 6. They have never ________________ (ride) a horse.

n

7. We have ________________ (swim) in the ocean before.

ML

Look at the chart below. Answer the questions. THEY HAVE…

Marcos X

met a famous person visited the Pacific Ocean seen a wild animal driven across the country

Tonya

Fidel

X

X

X

X

Ming

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bought tickets to a ballgame

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8. Has he ever ________________ (buy) a used car?

X

X

X

X

A

No, they haven’t. ___________________________________.

2. Have Tonya and Fidel ever bought tickets to a ballgame?

___________________________________.

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1. Have Marcos and Fidel ever driven across the country?

3. Has Marcos ever met a famous person?

___________________________________.

4. Who has visited the Pacific Ocean?

___________________________________.

5. Who has seen a wild animal?

___________________________________.

JOURNAL PROMPT

What is something you’ve done that you think your teacher has never done before? Write about what you did, how it made you feel and why you did it.

____________________________________________________________________________

Fo

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key: K. 2. met 3. driven 4. seen 5. eaten 6. riden 7. swum/swam 8. bought L. 2. Yes, they have. 3. Yes, he has. 4. Tonya, Fidel and Ming have. 5. Marcos and Tonya have.

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L5 SHE’S HAD A FEVER FOR TWO DAYS By the end of the lesson, students will be able to: • Talk about symptoms and what to do if they are sick or someone else is sick • Talk about how long they’ve done something or felt a certain way • Find out different health care options in the U.S.

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What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Discharge instructions - what to do when you leave the hospital or doctor Nurse line - a phone number to call for medical help Referral - a letter/recommendation to send a person to another doctor/specialist

Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask What have you done since our last class? Where have you been? Review homework from last lesson. Listening Track 05

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Recorded message: You have called the 24/7 nurse line. If you are calling about a life-threatening condition, please hang up and call 911 or go to the nearest emergency room. Please stay on the line. We will answer your call in the order it was received.

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Nurse: Hello. Children’s 24/7 nurse line. This is Delia. How can I help you? Becky: Hi. My name is Becky and I’m calling because my daughter is sick and I want to know if I should take her to the emergency room. Nurse: What are her symptoms? Becky: She is coughing and she has a fever of 101 degrees. Nurse: How long has she had a fever? Becky: Mmm…she’s had it for about 2 days. Nurse: And how long has she been coughing? Becky: Just a day or two. Nurse: Okay. I recommend you take her to the urgent care. They can examine her and give you a referral if she needs to go to the emergency room. Becky: Okay. We’ll take her to urgent care now. Thank you!

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5

SHE’S HAD A FEVER FOR TWO DAYS Pre Pre

Listening warm-up. Track 05: Who is Becky talking to?

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VOCABULARY WORDS & PHRASES

AA

Repeat after your teacher.

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A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation.

n

Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

emergency room

urgent care

life-threatening

diagnosis

24/7

condition

referral

nurse line

symptoms

PRONUNCIATION

Listen and repeat after your teacher. Practice the PURPLE SHIRT sound. Circle the words with the PURPLE SHIRT sound.

Fo

Pronunciation After the activity, ask if they can list other PURPLE words with the “er” syllable stressed (e.g., her, curb, work, etc.)

examine

discharge instructions

TIP:

emergency room = ER

bird

emergency

urgent

nurse

discharge

for

hurt

first

drive

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A

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Answer Key: Pronunciation: urgent, nurse, hurt, first

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31


VOCABULARY PRACTICE

BB

EE

Fill in the form. Use the words in the box to help. condition

examined

Discharge Instructions Urgent Care Diagnosis

24/7

symptoms

(1) ___________________________________________ And Follow Up Information Discharge Instructions Sunnyvale Urgent Care (423) 555-1589 is available (2)____________ for questions about your care or if your (3)____________________ worsens. Preliminary (4) ________________________________: Strep Throat

n

Treatment/Precautions Take antibiotics as directed. Do not stop taking medication when (5) ____________________________ go away. Take Acetaminophen or Ibuprofen for pain as directed. Gargle with warm salt water multiple times per day. Stay hydrated.

FF

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Follow instructions carefully. If your symptoms do not improve in three days, or worsen, contact your primary care physicianor return to (6) __________________________________. You were (7) ______________________________by: Fredrick Williams, M.D., Internal Medicine ______________________ Date

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Fredrick Williams

__________________________________________________ Physician Signature

o I have read and understand the directions ___________________________________________________________ Patient Signature

______________________ Date

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LISTENING

CC

Listen again to Track 05. Circle True or False. 1. Becky’s daughter is sick.

TRUE

FALSE

TRUE

FALSE

3. Her daughter has a stomachache.

TRUE

FALSE

4. Her daughter’s condition is life threatening.

TRUE

FALSE

5. The nurse recommends they go to the emergency room.

TRUE

FALSE

2. Her daughter has had a fever for four days.

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat.

Fo

DD

QUESTIONS

How long have

been sick?

I’ve

We use for with a period of time. We use since with a specific time.

ANSWERS been sick

for three days. since Tuesday.

Student Book 4 LEFT

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26

you

Answer Key: B. 2. 24/7 3. condition 4. diagnosis 5. symptoms 6. Urgent Care 7. examined C. 2. False 3. False 4. False 5. False 32

Teacher Book 4 LEFT

B. First, go over the words in the box. Have students work individually. Then have them compare their answers in pairs/ groups. Finally, go over the answers together.

C. Play the track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed.

GG

D. FOCUS: Questions starting with How long and answers using for and since in the present perfect tense. Write How long have you been living here? I’ve been living here for 10 years/since 2010. This is the same as How long have you lived here? I’ve lived here since 2010. Write for=period of time, since=a specific point of time in the past. You can demo and practice the different pronunciation of since, sins, science and signs.


5

GRAMMAR PRACTICE

EE

Circle the correct word. 1. I’ve had a cough for / since a week. 2. Daniel hasn’t had a fever for / since Saturday. 3. They haven’t been to the doctor for / since months. 4. Has she had a stomachache for / since a long time? 5. I’ve been on the phone with the nurse line for / since 20 minutes.

FF

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6. Beverly has been sick for / since this morning.

Circle the correct words. 1. Q: How long have they waited?

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E. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

2. Q: How long has she been here?

A: She’s been here since Friday / days.

A: They’ve waited since 10 a.m. / 20 minutes.

4. Q: How long has he had a fever?

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3. Q: How long have you had these symptoms?

A: He has had a fever for two days / Saturday.

A: I’ve had them for about a week / yesterday. 5. Q: How long have you studied English?

6. Q: How long have they lived here? A: They’ve lived here for 2018 / four years.

A: I’ve studied since 2008 / 12 years.

emergency room?

A: She’s worked there since 7 months / Monday.

A: She has been there for 8:00 a.m. / eight hours.

GG

Read the answers. Write the questions.

How long has she been here? 1. ____________________________________________________ She’s been here for two hours.

2. ____________________________________________________ They’ve been sick for a week. 3. ____________________________________________________ He’s played soccer since he was 8. 4. ____________________________________________________ We’ve lived here for 10 years. 5. ____________________________________________________ I’ve played soccer since I was 5.

Fo

G. EXPANSION: Use pictures containing hints (e.g., “for 2 hours,” “since he was 8”) and have students describe each picture with one sentence using the hint and the present perfect tense. Then, have students write questions to these statements.

8. Q: How long has she worked there?

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7. Q: How long has she been at the

6. ____________________________________________________ Marta has had a stomachache for four hours. 7. ____________________________________________________ She’s played video games since 3 p.m.

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Answer Key:

E. 2. since 3. for 4. for 5. for 6. since F. 2. Friday 3. week 4. two days 5. 2008 6. four years 7. eight hours 8. Monday G. 2. How long have they been sick? 3. Since when has he played soccer? 4. How long have you lived here? 5. Since when have you played soccer? 6. How long has Marta had a stomachache? 7. Since when has she played video games? intercambio.org/teachers

33


JJ

REAL LIFE / YOUR LIFE

HH

H. First, go over the chart and make sure students understand the way the information is presented. Have students work in pairs first. Then, go through the answers together.

Look at the chart. Answer the questions. AVERAGE AMOUNT OF TIME A DOCTOR SPENDS WITH A PATIENT 40%

30% 25% 20%

n

15% 10% 5% 0

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Percentage of physicans

35%

5%

22%

29%

33%

11%

Less than 9 minutes

9-12 minutes

13-16 minutes

17-24 minutes

25 or more minutes

1. What percentage of doctors spend 9-12 minutes with their patients?

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Time spent with each patient

__________________________________________________________________________ 22% spend between 9 and 12 minutes. 2. According to the graph, what is the least amount of time doctors spend with a patient?

__________________________________________________________________________ 3. What percentage of doctors spend 12 minutes or fewer?

__________________________________________________________________________

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4. How much time do 33% of doctors spend with each patient?

KK

__________________________________________________________________________

II

Talk with a partner. How long do you think a doctor should spend with a patient? Why?

CULTURE TIP

Fo

If you need to see a doctor right away, you can go to an emergency room (ER) or urgent care center. Urgent care centers are usually cheaper than ERs. The ER is a good place to go for life-threatening symptoms. Both ERs and urgent care centers have phone numbers you can call to describe your symptoms before you go. Is this the same in your native country? Have you been to an urgent care center before? Student Book 4 LEFT

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Culture Tip See The Immigrant Guide section on ER and Urgent care for more information. Ask where they would go for different situations (a broken bone, trouble breathing, a 101 degree fever, twisted ankle, etc.). Ask Where is the ER and Urgent Care center closest to you?

Answer Key:

H. 2. Less than 9 minutes. 3. 22% of doctors spend 12 minutes or fewer. 4. 17-24 minutes. I. Answers will vary.

34

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JJ

Look at the graphic of historic dates in the US. Circle the correct answers.

1964

J. The Civil Rights Act made it illegal to discriminate based on race, color, religion, sex, or national origin. You can ask if voting is mandatory or optional in their native country, or nonexistent. And if it feels appropriate you can ask about whether women can vote and if so when did they gain that right?

1863

2015

gay marriage legalized

Civil Rights Act

Thanksgiving became a holiday

5

1920

US became a country

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1776

n

Women’s right to vote

It has been a holiday for / since over 150 years.

2. How long has the US been a country?

The US has been a country for / since 1776.

3. How long have women had the right to vote?

They’ve had the right to vote for / since 1920.

4. How long has gay marriage been legal?

It has been legal for / since 2015.

5. How long has the Civil Rights Act been a law?

It’s been a law for / since more than 50 years.

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1. How long has Thanksgiving been a holiday?

KK

Fill in the chart with your information. Use complete sentences. HOW LONG … have you studied English?

1.

have you lived in the US?

2.

have you had job/volunteer work?

3.

have you lived in your home?

4.

your idea: how long have you done something?

5.

YOU

Fo

K. For #3, if they don’t have a job outside of their home, encourage them to answer with I’ve been a stay-athome parent/retired/etc. for/since ___. Walk around the class and help students if needed.

CONNECT WITH CONVERSATION

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Conversation Encourage them to talk about more than one thing they have been doing for a long time or started doing recently if time permits. Help students with additional vocabulary they may need by writing words on the board.

Get to know a partner. Talk about: • how long they’ve done some of the things in activity K • if their native country has historic events similar to activity J • something they’ve done for a long time and something they have just started doing intercambio.org/students

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Answer Key:

J. 2. since 3. since 4. since 5. for K. Answers will vary.

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HOMEWORK Complete the conversations with for or since. A: She’s studied English _____________ since 2006. 3. Q: How long have they had these symptoms? A: They’ve had them ______________ about a week. 5. Q: How long have you lived in the US? A: I’ve lived here _____________ about 10 years.

MM

2. Q: How long have you played the piano?

Pre Pre

A: I’ve played the piano _____________ 2014. 4. Q: How long has he worked nights? A: He’s worked nights________________ he was 25. 6. Q: How long has she had a fever? A: She’s had a fever ______________ Saturday.

Read the answers. Write the questions.

n

1. Q: How long has she studied English?

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LL

Lesson 5 • She’s Had A Fever For Two Days

How long have you played soccer? 1. ________________________________________________________ I’ve played soccer for five years.

2. ________________________________________________________ I’ve been here for 30 minutes.

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3. ________________________________________________________ I’ve lived in the US since 1980.

4. ________________________________________________________ I’ve worked as a cook for 25 years. 5. ________________________________________________________ I’ve been sick since Friday.

6. ________________________________________________________ I’ve played tennis since last year.

AA

JOURNAL PROMPT

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7. ________________________________________________________ I’ve volunteered for eight years.

How long have you lived here? What do you like about it? What don’t you like about it?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Fo

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Student Book 4 LEFT

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Answer Key:

L. 2. since 3. for 4. since 5. for 6. since M. 2. How long have you been here? 3. Since when have you lived in the US? 4. How long have you worked as a cook? 5. Since when have you been sick? 6. Since when have you played tennis? 7. How long have you volunteered? 36

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L6 HAVE YOU CHANGED THE LOCKS YET? By the end of the lesson, students will be able to: • Talk about the changes they have done around the house using yet • Find out important info about moving in the US What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Pictures of kitchen appliances, light fixtures, bathtub, sink for Activity J

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: HOA - a group that makes the rules for the neighborhood Fumigate - spray to kill bugs or animals Remodel - to change/update your house or a part of your house

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask What have you done since last week? Review homework from last lesson. Be sure to discuss their answers to the journal section. Listening Track 06

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(ring ring) Fiona: Hello? Dad: Hi honey. How is your new house? Fiona: Hi Dad. It’s really nice. I’m still unpacking. Dad: Have you set up your utilities yet? Fiona: Yes, I did that this morning. Dad: Oh good. How about the locks – have you changed them yet? Friona: No, I haven’t done that yet. I’m still putting things away. Dad: You haven’t changed the locks yet? You really need to do that as soon as possible! Fiona: Okay, okay, Dad. I’ll do it today. Dad: Okay – good. Sorry, but you’re still my little girl you know!

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6

HAVE YOU CHANGED THE LOCKS YET? Listening warm-up. Track 06: Who’s she talking to?

Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

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n

Pre Pre

VOCABULARY WORDS & PHRASES

A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Read the Tip and explain the meaning.

rD up

Repeat after your teacher.

HOA

set up utilities

change the locks

unpack

fumigate

clean the carpets

as soon as possible

remodel

cockroaches

mice

Phrasal Verb: put (things) away

Fo

PRONUNCIATION

TIP:

HOA = Home Owners Association

Listen and repeat after your teacher. Practice the y and j sounds. A

Did Yolanda’s jet arrive yet?

Don’t yell, Janet! Jack is just joking with you.

Joseph thinks that jiggly yellow jelly is just yucky!

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AA

38

Teacher Book 4 LEFT

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31

Pronunciation For longer sentences, don’t start with the whole sentence immediately. Say the first word, have student repeat. Then, say the first two words, have students repeat. Then, the first three words and so on until students can easily repeat the whole sentence. See Pro Fun for more practice.


VOCABULARY PRACTICE

BB

B. Ask What do we need to do when moving to a new house? Have students brainstorm their ideas in pairs/ groups, then discuss together. Point to Activity B and say Marco moved yesterday. This is what he did. Have students do the task and compare. Elicit what “fumigate” means.

E

Use the words in the box to fill in the blanks. cockroaches

HOA

set up utilities

change the locks

unpack

1. Marco moved yesterday. The first thing he did was change the locks. _________________________________________

2. Next, he called to _________________________ and connect the

F

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n

TV and internet.

3. After that, he started to _____________________ and put things away.

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4. While he was putting things away, he saw some _______________________, so he called a company to come and fumigate as soon as possible.

5. Finally, he emailed the ___________ to give them his contact information.

CC

Listen again to Track 06. Check the activities that she hasn’t completed yet.

o moving into her new house

o changing the locks

o unpacking P

o putting everything away

o setting up utilities

o buying food

LANGUAGE TOOLS

DD

H

Listen to your teacher and repeat.

Yes, I’ve already done it.

Fo

D. FOCUS: Q&As with yet in the present perfect. Provide more examples relevant to your students and the topic.

LISTENING

G

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C. Play the track without stopping it. Have students discuss their answers in pairs/groups. Ask if they need to listen again. Play it multiple times if needed.

Have you changed the utilities yet?

Yes, I’ve done it already. No, I haven’t done it yet.

We use already in between the two verbs or at the end of a sentence in positive answers. We use yet at the end of questions, and at the end of negative answers. Student Book 4 LEFT

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Answer Key: B. 2. set up utilities 3. unpack 4. cockroaches 5. HOA C. changing the locks, putting everything away intercambio.org/teachers

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6

GRAMMAR PRACTICE e Has he moved yet? 1. _______

a. No, he hasn’t put everything away yet.

2. _______ Have they changed the locks yet?

b. No, they haven’t done that yet.

3. _______ Have you set up the utilities yet?

c. Yes, I’ve already done it.

4. _______ Has she unpacked yet?

d. Yes, she has unpacked already.

5. _______ Has he put everything away yet?

e. Yes, he has already moved to his new home.

E. First, have students work individually and then compare their answers in pairs/groups. Finally, go through the answers together. F. Have students role-play the dialog while the others are listening attentively and check the speakers. Discuss if there are any differences and go through the answers together.

n

FF

Match the questions to the answers.

Read the conversation. Circle the correct words. Practice with a partner. Nico: Hey, Khan. Congratulations on your new house! Have you moved (1) yet / already?

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Khan: Hi, Nico. Thanks! I’m really excited. No, I haven’t moved (2) yet / already. I’ve (3) yet / already called to set up the utilities, though. I’m moving tomorrow! Nico: Wow! Do you need any help?

G. EXPANSION: Have students play Charades and guess: unpacked, change the locks, remodel, clean the carpets, fumigate. Have them build a question each time they guess a word. NOTE: Draw students’ attention to #5: as soon as possible = asap.

Nico: Sure. I haven’t made any plans (5) yet / already. I can help you! Khan: Great – thank you so much!

Have you unpacked yet? 1. ___________________________________________

No, I haven’t. (unpacked)

2. ___________________________________________

Yes, I did it. (change the locks)

3. ___________________________________________

Yes, they have. (remodel)

4. ___________________________________________

No, he hasn’t. (clean the carpets)

5. ___________________________________________

No, we’ll do it as soon as possible. (fumigate)

Read the questions. Write the answers using yet or already. 1. Has he called the cable company yet?

he has already called them Yes, __________________________________________.

2. Have they set up the utilities yet?

No, __________________________________________.

3. Has she put everything away yet?

Yes, __________________________________________.

4. Has Vinny bought his insurance yet?

No, __________________________________________.

5. Have you and Sara talked to the HOA yet?

Yes, __________________________________________.

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HH

Read the answers. Write the questions using yet. Practice with a partner.

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GG

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Khan: Hmmm. I’ve (4) yet / already packed, but I can use some help to unpack and put things away if you’re free tomorrow.

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33

H. NOTE: For the “yes” answers already can be in two places: Yes, he has already called them. or Yes, he has called them already. Draw attention to the example and say that they can use it or them to replace the word, e.g., #2 can be No, they haven’t set them up yet. Or No they haven’t set up the utilities yet. #3 can be put everything away or put away everything. (This grammar topic is addressed fully in a different lesson.)

Answer Key:

E. 2. b 3. c 4. d 5. a

F. 2. yet 3. already 4. already 5. yet G. 2. Have you changed the locks yet? 3. Have they remodeled yet? 4. Has he cleaned the carpets yet? 5. Have you fumigated yet? H. 2. No, they haven’t set them up yet. 3. Yes, she has already put everything away. 4. No, he has not bought it yet. 5. Yes, we already talked to them. 40

Teacher Book 4 LEFT


REAL LIFE / YOUR LIFE I. Show how to fold the page in half. Model examples.

Partner 1: Have you checked the appliances yet?

Partner 2: Have you set up the utilities yet?

Partner 2: No, I haven’t checked them yet.

Partner 1: Yes, I’ve already set them up.

PARTNER 1: MOVING CHECKLIST

o

Check that appliances work

o

Check that appliances work

o

Set up the utilities in your

o

Set up the utilities in your name for billing

Hire a moving company

o

Fumigate

o

Pack boxes

o

o

Hire a moving company

o

Fumigate

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o

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name for billing

Pack boxes

Change your mailing address

o

Change your mailing address

o

Change the locks

o

Change the locks

o

Clean kitchen and bathrooms

o

Clean kitchen and bathrooms

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o

K

CULTURE TIP

When you move, don’t forget to update your address with the post office. You can do this in person or online at usps.com. It is also important to update your new address with businesses that have your personal information, like banks, credit unions, doctors offices, and credit card and loan companies.

Fo

Culture Tip Ask Who else should you inform when you move? (Your English school, your kid’s school, etc.). When was the last time you moved? How was it? Did you move a lot in your native country or stay in one home?

PARTNER 2: MOVING CHECKLIST

n

II

J

Fold this page in half. Partner 1, look at your list and Partner 2, look at your list. Ask your partner if they have done the items on the list yet.

Student Book 4 LEFT

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Answer Key: I. Answers will vary.

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6 JJ

Trisha wants to remodel her home. Look at her Project List of things she wants to remodel. Answer the questions.

J. Use pictures to preteach/revise: kitchen appliances, light fixtures, bathtub, sink.

HOME REMODELING PROJECT LIST o change kitchen appliances P o get new light fixtures o remodel bathtub and sinks o paint P

n

o replace floors

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o replace windows P

No, she hasn’t remodeled the bathroom yet. 1. Has she remodeled the bathroom yet? __________________________________________________

2. Has she gotten new light fixtures yet? __________________________________________________

4. Has she replaced the floors yet?

_________________________________________________

5. Has she replaced the windows yet?

_________________________________________________

6. Has she painted yet?

_________________________________________________

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__________________________________________________

Make a list of things you’ve done in your home and things you’d like to do someday.

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KK

3. Has she changed the appliances yet?

THINGS I’VE DONE:

THINGS I WANT TO REMODEL/CHANGE:

P o P_____________________________________ o P_____________________________________ o P_____________________________________

o _____________________________________

o _____________________________________

o _____________________________________ o _____________________________________ o _____________________________________

Fo

CONNECT WITH CONVERSATION

Get to know a partner. Talk about: • what things they want to change or remodel in their home • things they’ve already done in their home • where they live and if they like it • what their dream home is like • their favorite home they’ve lived in

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K. Monitor the activity while students are writing. Help with new vocabulary if needed.

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Conversation Other questions can include How was your experience when you moved into your first home in the U.S.? What was most challenging? How was it moving out of your native country to come here?

Answer Key: J. 2. No, she has not gotten new light fixtures yet. 3. Yes, she has already changed the appliances. 4. No, she has not replaced the floors yet. 5. Yes, she has already replaced the windows. 6. Yes, she has already painted. K. Answers will vary. 42

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HOMEWORK

LL

Lesson 6 • Have You Changed The Locks Yet?

Read the questions. Write the answers using yet or already. 1. Has Maria talked to the HOA yet?

she has already talked to them. Yes, _______________________________________

2. Have you unpacked yet?

No, _______________________________________

3. Has he set up the utilities yet?

Yes, _______________________________________

4. Have we received our first bill yet?

No, _______________________________________

5. Has Frank reserved a moving truck yet?

Yes, _______________________________________

Pre P

6. Have you and Khan checked the appliances yet? Yes, _______________________________________

Complete the conversation using yet or already.

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MM

No, _______________________________________

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7. Has she fumigated the house yet?

yet Steve: Hey Kiran! Our utilities are due tomorrow, have you paid them (1) ______________(yet / already)? Kiran: Oh, thanks for reminding me! I haven’t (2) _______________ (yet / already). I’ll do it tonight. Steve: Great, thanks. I’m going to the store tonight, do you need anything?

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Kiran: Hmmmm, I (3) _______________ (yet / already) went yesterday, but I think we need milk. Can you get some?

A

Steve: Sure! No problem. Also, when you have time, can you pay me for the groceries from last week? Kiran: Oh no! I forgot! I can’t believe I haven’t paid you (4) _______________ (yet / already). Steve: No problem. Are you going camping with us this weekend?

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Kiran: No. I’ve (5) _______________ (yet / already) made plans to go on a date at Wilson’s restaurant. I’m nervous. Steve: Oh wow! Did you make reservations (6) _______________ (yet / already)? Kiran: Yeah. I’ve (6) _______________ (yet / already) made them for 6 p.m. Steve: Nice. Have fun this weekend! Kiran: You too.

JOURNAL PROMPT

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Write about when you moved to the US. What kinds of things did you have to do? Was it stressful?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Student Book 4 LEFT

Answer Key:

L. 2. No, I haven’t unpacked yet. 3. Yes, he has already set up utilities. 4. No, we haven’t received our first bill yet. 5. Yes, he has already reserved a moving truck. 6. Yes, we have already checked the appliances. 7. No, she hasn’t fumigated the house yet. M. 2. yet 3. already 4. yet 5. already 6. yet 7. already intercambio.org/teachers

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L7 COULD YOU PICK UP MY MAIL? By the end of the lesson, students will be able to: • Talk about preparation for going on vacations • Ask for things using borrow or lend What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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Teacher notes: Read ahead for Lesson 8: Review and Progress Check. Prepare how you will lead the Review and give the Progress Check. Consider assigning the self-reflection in the Student Book as homework in addition to the regularly assigned homework at the end of lesson 7.

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Prepare for Field Trip Lesson 9: • Where will you go? How will you prepare? Words, phrases, logistics. • If you are not going out, consider arranging the classroom as a place and have them role play. • Consider hosting a guest speaker or a former student to share stories about how they learned English. We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Polite - having good manners; being nice

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask Have you done your homework yet? Review homework from last lesson.

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Listening Track 07 Benoit: Oh hi Lyle. What’s up? Lyle: I’m going on vacation to see my family in Texas next week. Could you do me a couple of favors? Benoit: Sure, what do you need? Lyle: Could you put away my trash can next Wednesday after the garbage truck comes? Benoit: Sure, no problem. What else? Lyle: Could you feed my cat and change her water every day? Benoit: uuuuhm, Okay, I can do that. Anything else? Lyle: Could you pick up my mail and shovel the driveway if it snows? Benoit: Well…..uhh…..I guess so. Lyle: Thanks so much for keeping an eye on everything. You are the best neighbor ever! Benoit: Yes – I am – (very confidently)

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7

COULD YOU PICK UP MY MAIL? Pre Pre

Listening warm-up. Track 07: How do they know each other?

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VOCABULARY WORDS & PHRASES

AA

borrow

lend

I guess so

lawn mower

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Pronunciation We typically stress the major content words (e.g., nouns and verbs)—not the function words (e.g., the, and, on). Clap out the words with stress. In the example clap on Jane, lend, and car. NOTE: in take out and turn down the stress is only on the prepositions: out, down. EXPANSION: Write two dialogs, read them aloud and ask students which words are stressed: A. “I’d like 3 salads”. “Oh I thought you said 2 salads.” B .I’d like 3 salads. Oh, I thought you said 3 sandwiches. Then practice in pairs where one person emphasizes 3 or salads and the partner responds with the answer in A or B.

Repeat after your teacher.

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A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation.

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Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

take out my trash

impolite

water my plants

shovel the driveway

turn down your keep an eye on music

feed my cat

polite

Phrasal Verbs: turn down, take out

PRONUNCIATION

Fo

Listen and repeat after your teacher. Underline the stressed words in each sentence. 1. Hey Jane. Could you lend me your car? 2. Could they keep an eye on our house? 3. Could you take out my trash? 4. Could they turn down their music? 5. Could she shovel the driveway?

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A

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Answer Key:

Pronunciation: 2. Could they keep an eye on our house? 3. Could you take out my trash? 4. Could they turn down their music? 5. Could she shovel the driveway?

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45


VOCABULARY PRACTICE Read the sentences. Fill in the blanks with words from the box.

lend

borrow 1. Could I ___________________ your lawn mower tomorrow?

take out

2. We need to __________________________ the trash. It’s full! 3. We got a lot of snow this morning. Can you help me ___________________ the driveway?

shovel I guess so

4. It’s ______________________ to play loud music late at night.

keep an eye on

5. Could you __________________ me your car tomorrow? I need to go downtown.

borrow

6. Jerry is going to _____________________________ our house while we’re on vacation.

impolite

FF

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7. Could I borrow your car? Yeah, ________________________________.

Listen again to Track 07. Circle True or False. TRUE

2. The garbage truck comes on Mondays.

TRUE

3. Lyle wants his neighbor to water the plants.

TRUE

4. If it snows, the neighbor will shovel his driveway.

TRUE

5. Benoit’s a good neighbor.

TRUE

LANGUAGE TOOLS

DD

TIP:

Listen to your teacher and repeat.

keep an eye on

Fo

Could

FALSE FALSE FALSE

(please)

I

lend me borrow use

FALSE

Could you lend me your phone? = Could I borrow your phone?

QUESTIONS you

FALSE

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1. Lyle is going on vacation next week.

ANSWERS

my place?

your phone? your car?

Sure! No problem.

Sorry, I can’t. (+ reason) Sure! No problem. No. I’m sorry. (+ reason)

We use could for polite requests. Student Book 4 LEFT

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Answer Key:

B. 2. take out 3. shovel 4. impolite 5. lend 6. keep an eye on 7. I guess so C. 2. False 3. False 4. True 5. True

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Teacher Book 4 LEFT

C. Play theGG track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed.

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LISTENING

CC

EE B. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go over the answers together.

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BB

GH D. FOCUS: Polite requests with could, and replies. Students have practiced with could before in other levels. In this level they focus on community, talking with neighbors and making polite requests using could. NOTE: Only lend is used with an indirect object (me).


7

GRAMMAR PRACTICE E. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

EE

F. EXPANSION: Have students role-play the dialog expressing different emotions (e.g., joy, anger, disappointment, surprise, boredom). Have the class guess the emotion.

FF

a I can’t pick up my mail next week. 1. ______

a. Could you please pick it up for me?

2. ______ She needs to run errands, and she doesn’t have a car.

b. Could you turn down your music please?

3. ______ We need to mow the lawn tomorrow.

c. Could I borrow some? d. Could Dan lend her his car?

5. ______ That’s so loud!

e. Could you shovel my driveway?

6. ______ I don’t have any sugar.

f. Could we borrow your lawn mower?

n

4. ______ It snowed a lot this morning.

Complete the conversation with borrow or lend. Practice with a partner.

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borrow Rita: Hey, Evan. I need to mow the lawn tomorrow. Could I (1) _____________ your lawnmower?

Evan: Oh, I’d be happy to (2) _____________ you mine, but I let my brother (3) _____________ it last weekend, and he hasn’t given it back to me yet. Rita: Oh, okay. Thanks anyway. Do you know anyone else that could (4) _____________ me one?

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Evan: I think George has a lawn mower. I’m sure he’d be happy to (5) _____________ you his. Rita: Great idea! I’ll call him now and ask him if I can (6) _____________ it. Thanks, Evan!

Change the sentences to polite requests using could. 1. Shut up.

Could you please be quiet? __________________________________________________________

2. Give me your car.

__________________________________________________________

3. Turn down your music.

__________________________________________________________

4. Water my plants.

__________________________________________________________

5. Put away my trash can.

__________________________________________________________

6. Keep an eye on my cat.

__________________________________________________________

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GG

GH

Change the questions using borrow or lend.

1. Could I borrow your phone?

Could you lend me your phone? _____________________________________________

2. Could you lend me $10?

_____________________________________________

3. Could you lend me your husband’s car?

_____________________________________________

4. Could Mary borrow your jacket?

_____________________________________________

5. Could you lend me your mixer?

_____________________________________________

6. Could we borrow your ladder?

_____________________________________________

7. Could I borrow a pencil?

_____________________________________________

intercambio.org/students

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H. EXPANSION: Turn this into Charades. Have students mime the action that is being asked in the question. For example, a student would mime talking on a phone, and other students would ask the question “Could I borrow your phone?”

Match the sentences to the requests.

39

Answer Key:

E. 2. d 3. f 4. e 5. b 6. c

F. 2. lend 3. borrow 4. lend 5. lend 6. borrow G. 2. Could you give me your car? 3. Could you turn down your music? 4. Could you water my plants? 5. Could you put away my trash can? 6. Could you keep an eye on my cat? H. 2. Could I borrow $10? 3. Could I borrow your husband’s car? 4. Could you lend Mary your jacket? 5. Could I borrow your mixer? 6. Could you lend me your ladder? 7. Could you lend me a pencil? intercambio.org/teachers

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REAL LIFE / YOUR LIFE

HI

IK

Read about ways to be a good neighbor. Check the three you think are the most important. Discuss with a partner. WAYS TO BE A GOOD NEIGHBOR o Only mow your lawn between 8:00 a.m. and 7:00 p.m.

o Cook a meal for a sick neighbor. o Put away your neighbor’s trash can.

o Don’t park cars in front of your neighbor’s driveway. o Drive slowly in your neighborhood.

o Offer to help an elderly neighbor.

o Tell neighbors before you have a party.

o Offer to walk your neighbor’s dog.

o Don’t play loud music after 10:00 p.m.

Complete the text messages for you and Raul. Practice with a partner. Raul: Hey __________________! U around this weekend? You: ___________________________________________

You: ___________________________________________ Raul: Could you feed the cat and water my plants?

You: ___________________________________________

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Raul: Could you also put away the trash on Saturday?

J. This is a challenging activity. Model for students how to read the questions from Raul to determine what their text message should say. For EX: I’m going to Utah on a road trip. Could you keep an eye on my house? What question would the student ask Raul J Ltext this response? for him to

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Raul: I’m going to Utah on a road trip. Could you keep an on my ?

n

o Keep your yard clean.

o Bake cookies for new neighbors.

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HJ

o Say hello to your neighbors.

I. Before the activity, have students work in pairs/groups and brainstorm 5 tips on how to be a good neighbor. Collect all the ideas from the class and put them on the board. Then, have students do the task and compare it with the ideas on the board. Ask students which ones they had in common with the text in the student book. Which are different? Are there any you don’t agree with?

You: Sorry, _____________________________________ Raul: No problem. I’ll ask Dolores. You: Sounds good.

CULTURE TIP

Student Book 4 LEFT

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Fo

Before you go away, let someone know. You can ask a friend to keep an eye on your house. It’s a good idea to make it look like someone is home. You can put lights on timers. You can put a hold on your mail. Visit usps.com for more information about putting mail on hold.

Answer Key:

I. Answers will vary. J. Answers will vary.

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Culture Tip You can also discuss posting your vacations on social media while you’re away and why that can be dangerous.


Partner 1: Hi ______, I’m going away for a long weekend. Could you please water my plants on Saturday? ROUND ONE Partner 1 You are going away for a long weekend. Ask your partner for these favors: • water the plants on Saturday • feed and walk the dog twice a day • mow the lawn by Sunday • pick up the mail every day

ROUND TWO – CHANGE ROLES

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• Sure. • No problem. • Sorry, I can’t… • I guess so. • Anything else?

JL

ROUND ONE Partner 2 Partner 1 is going away for a long weekend and has favors to ask. Respond. Use phrases such as: • Sure. • Anything else? • No problem. • Sorry, I can’t… • I guess so.

ROUND TWO – CHANGE ROLES

You are going away for a week. Ask your partner for these favors:

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Partner 2 is going away for a week and has favors to ask. Respond. Use phrases such as:

Partner 2: No problem. Anything else?

n

K. Show how to fold the page in half. Model examples.

Fold the page in half. Round 1: Partner 1 is traveling and asks Partner 2 for favors. Partner 2 responds. Round 2: reverse roles.

tio

IK

7

• water the lawn

• take out the trash on Wednesday and put away the trash cans on Thursday • pick up the Sunday newspaper • take in the package that will arrive on Tuesday

Pretend you’re going away. Write the favors you could ask a neighbor. o __________________________________________________________________________________ o __________________________________________________________________________________ o __________________________________________________________________________________ o __________________________________________________________________________________ o __________________________________________________________________________________

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Fo

Conversation Do you borrow things a lot from other people? Are you good about returning stuff? Do you lend people stuff frequently?

CONNECT WITH CONVERSATION

Get to know a partner. Talk about: • if it’s hard for them to ask people for favors • who they ask for help from when they go away • what makes a good neighbor intercambio.org/students

41

Answer Key:

K. Answers will vary. L. Answers will vary.

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49


HOMEWORK

KM

Lesson 7 • Could You Pick Up My Mail?

Complete the crossword puzzle. Use the words in the box. 1 2 4

l

a

w

n

m

o

w

e

3

r

6

n

5

8

plants

lend

shovel

borrow

ACROSS

mail

trash can

DOWN

4. I need a __________ to cut my grass.

1. Can you water my _____________?

5. Could I borrow your ________? There’s a lot of snow in the driveway.

2. Did you put away the ________________?

8. Can you ________ me your phone?

Write the polite requests.

3. Could you pick up my _____________? 6. Could I ____________ your drill?

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7. Can you ___________ to my house tonight?

LN

come over

lic a

lawnmower

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7

Could you keep an eye on my place? 1. _________ ______________________________________

I’m going on vacation next week.

2. _________ ______________________________________

I need to mow the lawn tomorrow.

3. _________ ______________________________________

My cat is alone this weekend.

JOURNAL PROMPT

Fo

Write about a good neighbor. Is this person here or in your native country? Why are they a good neighbor?

____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ 42

Student Book 4 LEFT

Answer Key:

M. 1. plants 2. trash can 3. mail 5. shovel 6. borrow 7. come over 8. lend N. Answers will vary.

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Teacher Book 4 LEFT


L8 REVIEW & PROGRESS CHECK What to bring to class: • Dice (or use an app on your phone) - one per pair Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow for enough time for your students to work uninterrupted on the Progress Check. • Adapt lesson 8 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the review in one class and the progress check in another.

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Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole test with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions and that this is a time to see what they have learned.

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A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the progress check at their own pace. You’ll pull students out for the oral section individually. • Explain to the students that you will play the listening only 3 times (no exceptions). If in a group, you will all listen together for 3 times. For 1-1 classes, only play the track 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson.

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Listening: Track 08 Male: Hey Jen, could you lend me a tennis racket? I’m going to play with a friend today and mine is broken. Jen: Sure, do you want this one, or I have another one that’s a little heavier. Male: Either one works for me. Thanks! Jen: So, how’d your racket break? Male: Well, my kids left it on the garage floor the other day. And while I was leaving for work, I accidentally drove over it. Jen: Oh no! Are you going to get a new one? Male: Nah, they’re fixing it at the shop, but it isn’t ready yet. Jen: (jokingly) Well, you are welcome to use either of mine. Just make sure not to leave it on the garage floor! Male: Ha ha. Will do. Thanks a lot!

Fo

G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer OR answer did not make sense for question

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GRADING & SCORING After grading, write the correct number out of 100 at the top of your student(s)’ progress check. Be sure to review any incorrect responses together before moving on to lesson 10. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING

25 Total pts 1st pg.

Note: When grading, do not count examples as correct. Skip them.

25 Total pts 2nd pg

At bottom of each progress check page is a point scale. Write the number of correct answers (e.g. 22 / 25 points)

x2

Multiply number of correct answers by 2 for final score out of 100

100 Total points possible intercambio.org/teachers

51


8

REVIEW & PROGRESS CHECK Check the items you can do. Review the items you can’t. I can… o greet and respond to common greetings from others in different verb tenses (lesson 1)

n

o talk about things I like and don’t like using either, neither and both (lesson 2) o talk about basic laws in the US and what to do if I get pulled over by the police

o talk about health symptoms and how long I and others have had them or felt a certain way (lesson 5)

Answer the questions.

This should have been completed as homework. Pair students to share their responses.

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o ask others politely for help using could (lesson 7)

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o talk about my dream home and things I’d like to do in my home (lesson 6)

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(lesson 3) o talk about things I have and haven’t done before (present perfect tense) (lesson 4)

1. What is one thing you can do now?

_____________________________________________________________________________________ 2. Write five words you know now.

_____________________________________

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_____________________________________ _____________________________________ _____________________________________

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_____________________________________

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E

REVIEW & PRACTICE

AA

clothes

set up

turn down

BB

Circle the correct word. 1. He has lived here for / since five years. 2. They have already / yet left for work .

tio

n

put away

F

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A. Encourage students to draw lines connected to each verb oval and write words that go with the verb. Students can write words that they haven’t learned in the lessons. You could expand on this by drawing similar ovals and lines for other verbs they have learned. For these verbs, some examples could be: put away: clothes, toys, books, papers, the dishes, food, etc. set up: utilities, an account, a computer, etc. turn down: the radio, the TV, the music, etc.

Draw lines and write as many words as you can think of for each verb. Compare with a partner.

3. Liliana would like to buy the red dress and the blue dress. She loves either / both of them. 4. They’ve had a dog for / since many years.

5. We haven’t been to a rodeo already / yet.

6. Could you lend / borrow me your lawnmower?

CC

Complete the sentences. Use the words in parentheses.

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1. While she was cooking dinner, _____________________________________________ (her mom / call). 2. The police arrived while __________________________________________________ (he / work out). 3. When _____________________________________ (we / ride the roller coaster), it was raining. 4. ______________________________________ (I / get a flat tire) while I was driving home from work. 5. While __________________________________(the kids / watch TV), I made dinner.

DD

Write the correct form of the words in parentheses to complete the sentences.

has never gone 1. She _________________________________________ (never / go) to the White House.

Fo

2. Dan and Ron _________________________________________ (want) a new car for more than a year. 3. We _________________________________________ (not / be) to urgent care yet this year. 4. I _________________________________________ (already / clean) the house. 5. _________________________________________ (he / ever / ride) a horse before? Student Book 4 LEFT

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Answer Key:

A. Answers will vary.

B. 1. for 2. already 3. both 4. for 5. yet 6. lend C. 1. her mom called 2. he was working out 3. we were riding the roller coaster 4. I got a flat tire 5. the kids were watching TV D. 2. have wanted 3. have not been 4. have already cleaned 5. Has he ever ridden intercambio.org/teachers

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8 All of the sentences below have a mistake. Find the mistake and write the correct sentence on the line. 1. Could you borrow me a sweater, please? Could you lend me a sweater, please? ____________________________________________________________________

2. Have he already done his homework? ____________________________________________________________________ 3. Has she ate at a buffet before?

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____________________________________________________________________

____________________________________________________________________ 5. I like neither of the shirts, but I can only afford one.

Match the activity with the thing or place. e 1. _______ see a doctor

a. the locks

2. _______ hear

b. a rollercoaster

3. _______ drive

c. an orchestra

4. _______ eat

d. my cat

5. _______ ride 6. _______ feed

e. at the emergency room f. at a buffet

g. a minivan

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7. _______ change

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____________________________________________________________________

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4. We’ve lived in our house since 10 years.

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Answer Key:

E. 2. Have Has he already done his homework? 3. Has she ate eaten at a buffet before? 4. We’ve lived in our house since for 10 years. 5. I like neither both of the shirts, but I can only afford one. F. 2. c 3. g 4. f 5. b 6. d 7. a 54

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GG

Review Game. Play with a partner or in a small group. Put a marker on START. Roll the dice. Move your marker the correct number of spaces. Answer the question.

G. To provide for as much student talk time as possible, pairing students is preferable to having them work in small groups.

START

What is a favor you could do for your partner?

Have you ever visited a historical landmark?

What’s a place you have visited?

A

Have you ever been to the emergency room?

How long have you lived here?

B

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What is something you could borrow from your partner?

Do you wear a seatbelt in the car?

What were you doing at Have you ever shoveled 7 a.m. this morning? your driveway?

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Do you like rice or potatoes?

Do you like manual or automatic cars?

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Have you ever met a famous person?

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How’s it going?

C

What were you doing last Saturday night?

Do you like minivans or SUVs? Why?

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END

What’s new in your life?

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8

PROGRESS CHECK Total: 50 x 2 = 100

TRUE

FALSE

2. He only wants to borrow the heavier one.

TRUE

FALSE

3. His racket broke while he was playing tennis.

TRUE

FALSE

4. He’s going to buy a new one soon.

TRUE

FALSE

5. He’ll take good care of Jen’s racket.

TRUE

FALSE

Answer Key: 2. false 3. false 4. false 5. true

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1. Jen is lending him a tennis racket.

Fill in the blank with the correct form of the verb. (1 point each) been 1. Have you ever __________ (be) to a concert?

3. Blake has never __________ (eat) at a buffet. 5. She’s never ___________ (see) snow before! 7. Veronica and I have ___________ (do) our homework.

2. We’ve ___________ (buy) a lot of food for the party.

4. Have they ever __________ (ride) a roller coaster?

6. Bill and Rita have already __________ (meet) their new neighbors

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8. Have you ____________ (make) dinner yet?

B. Say, Now you will work alone.

Answer Key: 2. bought 3. eaten 4. ridden 5. seen 6. met 7. done 8. made

Complete the sentences. Use the words in parentheses. (2 points each) when she fell 1. She was riding her bike _________________________________ (fall).

C. Answer Key: 2. they got a flat tire 3. Could you pick up 4. has been sick 5. Have they finished 6. He was talking

2. While they were driving to their friend’s house, ______________________________ (get a flat tire). 3. ______________________________________ (you / pick up) my mail for me while I’m on vacation?

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4. She ___________________________________ (be / sick) for five days. I hope she feels better soon. 5. ____________________________________________________ (they / finish) their homework yet? 6. _____________________ (He / talk on the phone) when the firefighters arrived.

________/ 25

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A. Say, I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing.

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LISTENING Track 08. Read the sentences. Listen to the conversation. Circle True or False. (2 points each)

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AA

My score________/ 100

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DD

1

3

2

4

1. They’ve had that _____________ minivan for / since five years. 2. She’s been at the ______________ for / since early this morning.

Answer Key: 2. emergency room (since) 3. building/ company (since) 4. ocean/beach (for)

3. He’s worked in that ______________ for / since 2010.

E. Answer Key: 2. either 3. either 4. Neither 5. both 6. either 7. both 8. Neither 9. Neither 10. either

Circle the correct word. (1 point each) 1. Vera likes the big house and the small house. She likes both / either.

2. Both of the computers are too expensive. We can’t afford both / either. 4. Neither / Both Greg nor Jan can work on weekends.

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3. I like both of the restaurants. We can go to either / neither.

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4. We’ve visited the ______________ every summer for / since many years.

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5. Brenda can’t decide which one she wants. She likes neither / both!

6. We didn’t go to both / either of the emergency rooms. We went to urgent care.

7. We need internet and cable. We have to set up both / either.

8. They have two children, but they are adults now. Neither / Either goes to school.

9. Either / Neither of the cars is automatic. They’re both manual.

10. He doesn’t want a car with keyless entry or all-wheel drive. He doesn’t need neither / either.

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STOP. Wait for your teacher. (2 points each) Score

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Teacher Notes

1. 0

1

2

2.

0

1

2

3. 0

1

2

4. 0

1

2

5. 0

1

2

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F. Say Activity F is about speaking English. I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below.

Write the names of the things in the pictures. Circle for or since. (2 points each)

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D. NOTE: Here, we are looking for vocabulary they learned in the lesson, but you can accept any answers that make sense for the pictures.

Lesson 3: Lesson 4: Lesson 2: Lesson 6: Lesson 7:

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________/ 25

1. What were you doing yesterday at 6 p.m.? (Lesson 3) 2. What is something you have never done? (Lesson 4) 3. Do you like ice cream or pizza? (Lesson 2) Before question 4 say Now you will ask me questions. Example: Ask me what my name is. See if students respond and say “What’s your name?” If they don’t, help them before asking the next two questions. 4. Ask me if I’ve already made plans for the weekend. (Lesson 6) 5. Ask me to lend you my lawnmower. (Lesson 7) intercambio.org/teachers

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L9 FIELD TRIP Lesson 9 in every Confidence and Connections book is a field trip. The goal for the field trip is to provide your students with the opportunity to engage in the community in English and, in some instances, connect to resources of which they may not be aware. Take your students to a location that will be helpful for them in the long run. Here are some tips for a successful field trip:

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• Visit the location ahead of time. Anticipate any challenges that may come up. Speak with the appropriate person at the site to let them know what is going on (if appropriate). If someone will be talking with your students, give them information about the students’ levels and tips for effectively communicating with English language learners. • Make sure students are aware of where and when class will meet on field trip day. Bring a map to class for lesson 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • Consider meeting students at the field trip location, or taking public transportation together. • Once everyone has arrived, give an overview of the visit. It is up to you how you want to structure it and what other activities—games, conversation, etc.—you want to include. • Check to see that your students have their books and pens. • Spend time with the students before the field trip (in class or as homework) or at the beginning of the day of, filling out the first portion of the field trip lesson in the student book (Important Words and Phrases I Want to Use, Questions I Plan to Ask). • Make sure your students are prepared to interact in English. You may want to create a list of questions or practice through role play beforehand. • Before you have students work with the book, briefly review the activities. As students work, make yourself available for questions. You may want to pair or group students. • Although the purpose of the field trip is largely to allow students to experience English in a real-world setting and recording “correct” answers is not the focus, you may want to complete the activities yourself so that you can check their answers later. At the end of the visit, discuss the experience. Use the second half of the field trip lesson in the student book (Things I Saw or Found, People I Talked To, Notes) for this reflection. Have students discuss their findings in pairs or small groups before having a class discussion.

Fo

After the discussion, assign homework. Remind students of the day and time of the next class. It is also a good idea to review the field trip at the start of the next lesson. If leaving the classroom is not possible, create a virtual field trip in the room or bring in a guest speaker to share information about a local resource. Prep the speaker with information about your class and any tips they need to communicate effectively with English language learners.

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There are a few suggested places to visit listed at the top of Field Trip page in the student book. Or consider somewhere else: a grocery store (practice vocabulary, apply for a store card, scavenger hunt), library (get a tour, apply for a library card), department or hardware store, rec center, urgent care center, bus station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market or outdoor festival).

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9 Before you start

Pick a location or activity: A Car Dealership An Urgent Care Center A New Restaurant My Idea _______________________________________ Address: _________________________________________________

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Date and time to meet: _____________________ _______a.m. / p.m.

IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

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QUESTIONS I PLAN TO ASK

Things I’m going to look for or find:

_____________________________________________________________________________________

DURING THE FIELD TRIP People I talked to

Notes

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Things I saw or found

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59


HOMEWORK: FIELD TRIP REPORT Something that I learned on the field trip: ______________________________________________________________________________________

Pre Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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______________________________________________________________________________________

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Something that was difficult:

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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______________________________________________________________________________________

Field Trip Feedback o a lot

2. I learned:

o a lot

o a little

o not at all

o a little

o not a lot

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1. I talked in English:

3. I thought this field trip was: o good

o not good

why? ______________________

why? ______________________

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why? ______________________

o okay

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AA


L10 WHAT WOULD YOU DO? By the end of the lesson, students will be able to: • Identify different kinds of fraud and scams in the U.S. • Talk about hypothetical unreal events using the unreal conditional What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Pictures of different scams for Activity G (optional)

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Scam - a trick to get money; someone lies to steal money Suspicious - strange; something that makes you think something is wrong Victim - the person who is hurt/robbed/injured

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Warm-up: Talk about the Field Trip using the present perfect if possible. Talk about the Review and Progress Check, and celebrate student progress. Ask students to share what they have learned. Listening Track 09

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Jared: Hey Jennifer. I have a question for you. Jennifer: Hey Jared. Sure – what’s up? Jared: I got an email that seems suspicious. Jennifer: Oh really, what does it say? Jared: It says I won a million dollars and I need to give them my bank account and password, so they can transfer the money to me. Jennifer: That definitely sounds like a scam! Jared: Yeah, that’s what I thought too. What would you do if you got an email like that? Jennifer: I’d report it to my bank and email provider, and then I’d block the account that sent it. Jared: That’s a good idea. I think I’ll report it now. It would bad if someone else fell for this.

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10

WHAT WOULD YOU DO? Pre Pre

Listening warm-up. Track 09: What’s the problem?

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Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

VOCABULARY WORDS & PHRASES Repeat after your teacher.

a stranger

scam

victim

trick

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AA

suspicious

report

rob

verify identity

file a complaint

fake

seem

block

Phrasal verb: fall for, hang up (phone)

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PRONUNCIATION

s sound

Listen and repeat after your teacher. Practice the s sound. Circle the words with the s sound. scam

robs

gives

suspicious

she

price

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Answer Key: Pronunciation: seem, suspicious, price

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sip seem

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A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation.

Pronunciation The distinction between s and z can be challenging. Show students that the tongue position is the same for each sound but the difference is that z is produced using the vocal chords (we call this a “voiced” sound). Have students touch their throat to feel the difference in vibration for these two sounds. See Pro Fun for more practice.


VOCABULARY PRACTICE

BB

E

Complete the conversation with the words in the box. scam A: Did you hear about the latest (1) _______________?

B. Before the activity, ask Do you know any popular phone scams? Point at Activity B and say: Now you will read about one more scam. Have students complete the dialog first individually, then check answers in pairs.

stranger

B: No, what is it?

trick

A: A (2) _______________ calls you and says “hello Grandma.” When you respond with a name, they pretend they’re your grandchild and need money. B: Hummm. That’s (3)_____________.

verify the identity robbed scam

A: Yes. They say they’re traveling and someone (4) ____________ them and they need money to get home.

hang up suspicious report

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B: So what happens? A: They ask for your credit card.

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B: If I got a call like this, first, I would (5) _______________________________ of the caller. Next, I’d (6) ______________ it to the police.

F

LISTENING

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A: If I got a call like this, I’d tell them to try this (7) _____________ on someone else and (8) ________________ the phone.

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C. C C Listen again to Track 09. Circle the correct words. Play the track 1. Jared received a suspicious email / phone call. without stopping it. Have students 2. It sounds like fake / a scam. discuss their 3. Jennifer would block / reply to the account that sent the email. answers in pairs/ groups. Ask if they 4. Jared is going to complain about / report it. need to listen again. Play it multiple times if needed. LANGUAGE TOOLS

DD

Listen to your teacher and repeat.

I’d = I would

QUESTION

What would you do

if someone robbed your house?

If someone robbed my house,

you’d he’d / she’d we’d

ANSWERS

I would report it

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D. FOCUS: Unreal conditional which is used for hypothetical situations. Provide more examples relevant to your students and the topic.

G

if someone robbed my house.

they’d

I would report it.

We use would + (base form of verb) + (if + simple past) to talk about situations that are not true now. When we start the sentence with if, we use a comma between the two parts of the sentence. Student Book 4 LEFT

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Answer Key: B. 2. stranger 3. suspicious 4. robbed 5. verify the identity 6. report 7. trick 8. hang up C. 1. email 2. a scam 3. block 4. report it intercambio.org/teachers

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10

GRAMMAR PRACTICE

EE

Read the conversations. Circle the correct word.

E. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

1. Q: What would you do if you gets / got an email from a stranger? A: I wouldn’t open / opens it. 2. Q: What would you do if a woman ask / asked for help with her bag? A: If the situation didn’t seem suspicious, I’d help / helped her. 3. Q: What would you do if your bank calls / called and wanted your account password? A: I’d hang / hung up the phone and call the bank.

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4. Q: What would you do if a stranger comes / came to your door? A: If they looked suspicious, I wouldn’t open / opens the door!

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5. Q: What would you do if someone gives / gave you a fake check? A: I’d report / reported it to the police.

Add commas where necessary.

,

1. If the man at the door seemed suspicious I wouldn’t help him. 2. If she got a call from someone asking for her PIN she’d hang up. 3. I wouldn’t answer the email if it seemed like a scam. 4. The police would help if the victim called them to report it. 5. I would know if it was a trick. 6. If he got a fake check he’d report it.

Look at the pictures. Write what they would do.

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G. EXPANSION: Use more pictures/sentence starters to provide more practice.

1. If there was an emergency,

he’d call 911 __________________________________________________________________. Hi, I’d like to file a complaint…

2. If she was a victim of a scam,

__________________________________________________________________.

Fo

3. If a stranger called to ask him for his PIN,

__________________________________________________________________.

4. If the email seemed suspicious,

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__________________________________________________________________. intercambio.org/students

Answer Key: E. 2. asked/help 3. called/hang 4. came/open 5. gave/report F. 2. PIN, she’d… 3. correct 4. correct 5. correct 6. check, he’d… G. Answers will vary. 64

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REAL LIFE / YOUR LIFE

HH

J

Read this story. Answer the questions. Discuss your answers with a partner. Tano received a message on Facebook claiming he and others had won $150,000. At first he didn’t believe it. Moments later his friend, Carlos, who he hadn’t spoken to in several months, sent him a Facebook message about winning $150,000. Carlos wrote that he had won, and that he had seen Tano’s name on the list of winners. Carlos also said that he had collected the money easily. Because he trusted his friend, Tano began the process for accepting the prize money, which required: • paying a small up-front fee of $250 • providing bank account details to accept payment

H. Before the activity, ask Have you ever heard of scams on Facebook? Point to Activity H and say: Read about a scam on Facebook and answer the questions below.

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1. Do you think the Facebook message about winning $150,000 that Tano received was real? __________________________________________________________________________

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2. What would you do if you received a message saying you had won money?

__________________________________________________________________________ 3. Do you think that the message Tano received was really sent by his friend, Carlos?

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__________________________________________________________________________ 4. What would you do to confirm that a message was really from a friend?

CULTURE TIP

There are many scams where people say they are the IRS (Internal Revenue Service). The IRS doesn’t contact people by phone, email or social media. The IRS does not call to demand immediate payment, or ask you to pay by debit card, credit card or wire transfer. Generally, the IRS first mails a bill to you with a contact phone number to call to resolve your issues. What kinds of scams are currently going around in your community? Were there scams in your native country?

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Culture Tip Share a personal experience and ask students if they or people they know have ever gotten suspicious phone calls or emails.

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__________________________________________________________________________

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Answer Key: H. Answers will vary.

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Look at the situations below. What would you do if they happened to you? 1. What would you do if someone tried to break into your home? I’d lock my door and call the police. ____________________________________________________

____________________________________________________

2. What would you do if you received a letter saying you’d won a prize? ____________________________________________________

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____________________________________________________

I. EXPANSION: Write possible scams, one per card (e.g., a suspicious phone call, a letter saying you’d won a prize, etc.). Have students work in small groups. Student A takes a card and builds a question (e.g., What would you do if someone called you and wanted your account password?). The other student answers using a sentence with the unreal conditional structure. Make sure you model the activity first. Walk around the class while students are playing, and write down mistakes you hear to address them at the end of the activity.

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JI

10

3. What would you do if you got a warning about a virus on your cell phone?

____________________________________________________

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____________________________________________________

4. What would you do if someone stole your car?

____________________________________________________

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____________________________________________________

5. What would you do if you got an email to reset your bank username and password? ____________________________________________________ ____________________________________________________

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CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • what they would do in the situations above • if they get spam emails or fake (robo) calls and what they do about it • if they know anyone who has been a victim of a scam and what happened

Answer Key: I. Answers will vary.

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Conversation Brainstorm possible questions students can ask each other about the experience with scams in the U.S. or abroad. Be sure your students ask you questions, too.


HOMEWORK

MK

c 1. ______ If the man at the door seemed suspicious,

a. he’d report it.

2. ______ If she got a call from someone asking for her PIN,

b. it was a trick.

3. ______ If he got a fake check,

c. I wouldn’t let him in.

4. ______ I wouldn’t answer the email

d. if it seemed like a scam.

5. ______ The police would help if the victim

e. called them to report it.

6. ______ I would know if

f. she’d hang up.

Correct the mistake in each sentence. 1. What would you do if someone rob your house? 2. I would report it if someone stoled my identity. 3. If a stranger were outside my house, I call the police.

robbed ______________________

______________________ ______________________

_______________________

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4. I’d file a complaint, if suspicious numbers were calling me.

ML

Pre P

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NOTE: In Activity L review the rule about using commas with students. When the sentence starts with if, add a comma between the two parts.

Match the parts of the sentence.

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LJ

Lesson 10 • What Would You Do?

Read the sentences. Add commas if necessery.

A

,

1. If a fake check came in the mail I’d tear it up.

2. I’d file a complaint if someone called to verify my identity. 3. If a suspicious number kept calling me I would block it.

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4. If someone stole my car I would report it to the police. 5. I’d delete the email if it looked like a scam.

JOURNAL PROMPT

What would you do if you saw someone stealing a car or robbing someone?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key:

J. 2. f 3. a 4. d 5. e 6. b

K. 2. I would report it, if someone stoled stole my identity. 3. If a stranger were outside my house, I would call the police. 4. I’d file a complaint, if suspicious numbers were calling called me. L. 2. correct 3. me, I would… 4. car, I would… 5. correct intercambio.org/teachers

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L11 WHAT’S YOUR OPINION? By the end of the lesson, students will be able to: • Write compound sentences with correct punctuation • Express their opinion on working parents, childcare, and minimum wage What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Look up what the federal minimum wage is and what it is in your state to discuss in the vocab section

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Minimum wage - the lowest amount of money that employers can legally pay their workers Bonus - money you are paid above your regular paycheck.

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask What kinds of scams do you know? Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Listening Track 10 Woman A: Hi, Sandra, you look tired. Sandra: I am. My son is sick, so I didn’t sleep last night. Tomorrow I have an important meeting, but I can’t leave my son at home alone. Woman A: That’s tough. What about your husband? Can he help? Sandra: He wants to, but he can’t. He makes minimum wage, so he has two jobs. Sometimes my mom helps out, but she’s out of town right now. Woman A: Hey, I have the day off tomorrow, and I can help take care of your son if you want. Sandra: Thanks, that’d be great! Woman A: When I was growing up, most mothers stayed at home with the kids, but these days a lot of mothers are working full time. Sandra: Yeah, it’s hard to survive on just one person’s income in today’s world—especially when you are making minimum wage. Woman A: That’s for sure!

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11

WHAT’S YOUR OPINION? Pre Pre

Listening warm-up. Track 10: What is Sandra’s problem?

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Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Each state has its own minimun wage. Discuss what it is in your state and the current federal rate.

Repeat after your teacher.

minimum wage

income

working parent

bonus

survive

babysitter

daycare

expenses

help out

out of town

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AA

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VOCABULARY WORDS & PHRASES

Phrasal verb: help out

PRONUNCIATION

Listen and repeat the sentences after your teacher. Mark where your voice rises and falls.

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A

1. Do you want to go to the beach, or do you prefer the mountains? 2. Does she want to work, or does she want to be a stay-at-home mom? 3. Does he want to work weekends or weekdays? 4. Will her mom watch the kids, or will they go to daycare?

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Pronunciation Intonation rises on the first alternative and falls on the last one. Avoid starting with the whole sentence immediately. First, practice saying the first part of the sentence using the rising intonation. Then, practice saying the second part using falling intonation. After that you can read the whole sentence using both intonation patterns.

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Answer Key: Pronunciation: 2. work (voice rises), mom (voice falls) 3. weekends (rise), weekdays (fall) 4. watch the kids (rise), go to daycare (fall)

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VOCABULARY PRACTICE

EE

Complete the sentences with the words in the box. minimum wage survived

income babysitter

working parent daycare

helps out bonus

expenses paycheck

working parent 1. My mom was a _________________________. She took care of us and worked full time.

2. We spend more than $1,000 a month on ___________________ for our three kids. 3. Wow! What a crazy day. I can’t believe I ____________________. 4. My son just got a raise. Now he is making more than ______________________. 5. We are looking for ways to increase our _________________________. We have a lot of expenses. 6. My friends invited me to the movies, and I want to go, but I don’t have a _______________ for my kids. 7. William got a second job to cover the extra health care ____________________.

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8. I’m so thankful for my husband. He really __________________ with the children so I can go to school. 9. Paul gets a regular _________________ every two weeks.

10. Every Christmas, the company gives employees a ______________. That extra money is really helpful!

Listen again to Track 10. Circle the correct answer. 1. Does Sandra’s husband want to help with childcare? a. No, not really.

a. He has two jobs. b. He makes a good salary.

3. Who usually helps out Sandra?

a. her mom

4. Who will take care of Sandra’s son tomorrow?

a. her mom

b. her friend

b. her friend

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DD

b. Yes, but he can’t.

2. Why can’t Sandra’s husband help with her son?

LANGUAGE TOOLS

Listen to your teacher and repeat. SENTENCE I have the day off tomorrow My son is sick Sometimes my mom helps out Her mom can help

CONNECTING WORD , and

SENTENCE I can help you.

, so

I didn’t sleep last night.

, but

she’s out of town now.

, or

her friend can help.

Fo

A complete sentence has a subject, a verb, and is a complete thought. When we use the words and, or, so and but to connect two complete sentences together, we use a comma. So gives a reason (cause and effect). And gives additional information. But connects surprising, contrasting or opposite thoughts. Or gives alternatives.

D. FOCUS: Compound sentences with connectors and, so, but, or. Point out how we use commas with connectors.

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C. First, have students attempt the task without listening to the track to see what they remember. Have students discuss their answers in pairs/ G play groups. GThen, the track so they can check their work. Ask if they need to listen again. Play it multiple times if needed.

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LISTEN

CC

B. Go through the words in box and pre-teach/ review “paycheck”. Have students work individually. Then have them compare their answers in pairs/ groups. Go through F F together. the answers

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BB

Answer Key:

B. 2. daycare 3. survived 4. minimum wage 5. income 6. babysitter 7. expenses 8. helps out 9. paycheck 10. bonus C. 2. a 3. a 4. b 70

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11

GRAMMAR PRACTICE

EE

Read the sentences. Circle the correct connecting word. 1. I’ve worked at my company for 12 years, and / or I still love it! 2. I love it, but / or my income is not enough. 3. I plan to look for a second job, so / or ask my boss for a raise when we meet next week. 4. I hope my boss says yes, and / so I don’t have to work two jobs. 5. If my boss says no, I could work two jobs, so / or I could look for a new job. 6. I will have to practice what I’m going to say to my boss, and / so I can convince her!

FF

Read the sentences. Add so, or, and or but.

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so he never has free time. 1. He’s a working parent of four kids, ________

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E. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

2. He did a great job on that project, ________ he got a bonus in his last paycheck.

3. We need to decide if we will pay for daycare, ________ if we’ll bring our baby to work.

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4. When I travel for work, our neighbor helps out by walking the dog, ________ my sister helps out by taking the kids to school . 6. I’m looking for someone to help out, ________ everyone is busy tonight.

7. I need a job with a higher wage, ________ I’m going on lots of interviews. I really hope I get a new job soon!

GG

Complete the sentences. Use the words in parentheses and a connecting word.

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G. Read the instructions. Point out the words in parentheses.

so I always eat it 1. My favorite meal is breakfast,___________________________________________________________. ( always eat it)

2. I haven’t visited the Grand Canyon yet, ___________________________________________________. (plan to go next year.)

3. My car insurance policy is very complicated, _______________________________________________. (need someone to explain it to me)

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4. I’m going out of town on Wednesday, ____________________________________________________. (go next week)

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5. I just got a raise, ______________________________________________________________________. (be very happy)

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Answer Key:

E. 2. but 3. or 4. so 5. or 6. so F. 2. so 3. or 4. and 5. but 6. but 7. so G. Answers will vary. intercambio.org/teachers

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II

REAL LIFE / YOUR LIFE

HH

Look at the chart and answer the questions.

Division of Labor in Households with Two Full-Time Working Parents % of parents in households where both parents are employed full time saying... Father does more

Taking care of children when they’re sick

6%

47%

Handling household chores, responsibilities

31%

39%

6%

47%

9%

59%

20%

17%

61%

Playing or doing activities with children

22%

13%

64%

a. women

b. men

c. share equally

2. When children are sick, what percentage of families share equally? b. 6%

c. 47%

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a. 61%

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Disciplining children

1. Who has more responsibilities with children in most homes?

n

54%

Share equally

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Mother does more Managing children’s schedules/activities

H. First, explain how to read the chart. Have students do the task in pairs. If students are struggling with the chart itself, do this activity together.

JJ

3. What do most families share equally? a. managing kids’ schedules

b. taking care of sick children

c. playing with children

4. According to the chart, what do fathers do more than mothers? a. play with children

CULTURE TIP

b. discipline children

c. nothing

Fo

In the US, leaving children home alone can be considered child neglect. Child neglect is a serious crime. There is no federal law in the US about the minimum age a child must be to stay home alone, but some states have their own laws. For example, in Illinois children must be 14, and in Maryland children must be 8. • When do you think it is appropriate to leave a child home alone? • What are the laws like about that in your hometown? Student Book 4 LEFT

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Answer Key:

H. 1. a 2. c 3. c 4. c

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Culture Tip Have you heard of any news stories about child neglect? What happened?


II I. Before the activity, ask What’s the minimum wage in this state? Is it enough to live on here? Then, point to Activity I and say Read the two opinions about the minimum wage and answer the questions below. Have students discuss their answers in pairs, then check them together.

11 Read the opinions of Sandra and Tonya. Discuss the questions with a partner. Tonya

Sandra

1. Who thinks minimum wage should be higher?

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I don’t think the government should raise the minimum wage. Some small companies can’t afford to pay their employees more, so they would decrease their hours, and prices would go up. What I’m saying is that a higher minimum wage does not mean more money or more income. Maybe the government should provide more support for working parents and help out with daycare costs.

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I think the government needs to make the minimum wage higher, but the politicians won’t discuss it. It’s unrealistic for moms and dads to take care of a family with such a low income. I think the minimum wage should be higher, and the government should provide more funding for childcare. The government needs to support families more, so parents can raise successful kids instead of working all the time. I’ve worked two jobs for three years to pay for daycare, so I don’t have enough time to spend with my kids.

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2. Who thinks the government should help with childcare? 3. What is one advantage of a higher minimum wage?

4. What’s one disadvantage of a higher minimum wage?

J. Tell students they can just jot down their ideas. They don’t have to write whole sentences.

What’s your opinion on these topics? TOPIC:

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NOTES:

minimum wage

working parents childcare

sharing responsibilities in the house

government support for working parents

CONNECT WITH CONVERSATION

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Conversation EXPANSION: If students have opposite opinions on the same topic, divide the class in two groups and have a debate. Make sure you allow students some time to prepare for the debate.

Get to know a partner. Talk about: • their opinions on the topics in activity J • their opinion on government health care • if people in their native country share opinions with each other or not • when they think people shouldn’t share their opinions intercambio.org/students

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Answer Key:

I. Answers will vary. J. Answers will vary.

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HOMEWORK

MK

Lesson 11 • What’s Your Opinion?

Complete the sentences with or, so and but and commas. Don’t use and.

Pre Pre

, but 1. Janice volunteers at the animal shelter on Tuesdays __________ this week she can’t.

2. My doctor told me I’m at high risk for diabetes __________ I need to start exercising daily. 3. I’m happy in the US __________ I still miss my native country very much. 4. I might make chicken for dinner tonight __________ I might go to a restaurant.

6. The state is voting on increasing the minimum wage in November __________ I am volunteering for the election. 7. I like to garden __________ I never have time to do it.

ML

Combine the two sentences with and, or, so and but and commas. 1. She is looking for a job. She wants to apply.

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She’s looking for a job, and she wants to apply. ____________________________________________________________________________

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8. I’m tired of living with a roommate __________ I’m looking for an apartment I can rent by myself.

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5. I survived the first week of school __________ I’m not sure how I’ll survive the whole term!

2. Marcela needs to pay for daycare. She needs to stay home with her baby.

____________________________________________________________________________

AA

3. Jay’s the best worker at the factory. He got a raise and a bonus last year.

____________________________________________________________________________ 4. Paula wanted to go out with her friends last night. She had to work late.

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____________________________________________________________________________ 5. Lucy is a working mom. Her husband is a stay-at-home dad.

_____________________________________________________________________________ 6. He is sick. He’ll stay home from work today.

____________________________________________________________________________

JOURNAL PROMPT

Fo

Which is better for the family: Having two working parents or a stay-at-home parent? Why?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ 62

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Answer Key:

K. 2. diabetes, so 3. US, but 4. tonight, or 5. school, but 6. November, so 7. garden, but 8. roommate, so L. 2. Marcela needs to pay for daycare, but she needs to stay at home with her baby. 3. Jay’s the best worker at the factory, so he got a raise and a bonus last year. 4. Paula wanted to go out with her friends last night, but she had to work late. 5. Lucy is a working mom, and her husband is a stay-at-home dad. 6. He is sick, so he’ll stay home from work today. 74

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L12 IF I COULD HAVE ANY JOB... By the end of the lesson, students will be able to: • Talk about hypothetical situations and dreams using the unreal conditional What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Hand mirror to show mouth shapes

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Crime scene investigator - detective; a person who solves crimes and finds the guilty person

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask students’ opinion about some current affairs discussed in the media. Review homework from last lesson. Be sure to discuss their answers to the journal section. Listening Track 11

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Sayed: If you could have any job, what would it be? Darin: Hm. Let’s see. If I could have any job….I’d be a professional soccer referee! Sayed: Really, why? Darin: I love soccer and that way I could watch games all the time. Sayed: Yeah but the players complain a lot, right? Darin: They do, but I wouldn’t put up with it. I’d just give them a red card! (Both laugh) Sayed: If I could have any job, I’d be a pilot. Darin: Oh, yeah? Why? Sayed: I love to travel and that way I’d get paid to do it. Darin: Nice!

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12

IF I COULD HAVE ANY JOB‌ Pre Pre

Listening warm-up. Track 11: What jobs do they both want?

Repeat after your teacher.

professional athlete

pilot

entrepreneur

veterinarian

PRONUNCIATION

scientist

A. Have students repeat each word multiple times. Work on stress and pronunciation. EXPANSION: athlete vs athletic, lawyer/ liar, scene/seen (same pronunciation). Vet can be short for veterinarian or veteran (someone who was in the military).

Crime Scene Investigator = CSI Veterinarian = Vet

lawyer

crime scene investigator

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AA

TIP:

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VOCABULARY WORDS & PHRASES

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Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

writer

referee

rock star

Pronunciation The WOODEN HOOK sound: Your lips are slightly rounded. Draw your tongue towards the back of your mouth. Let students look in the mirror at their mouths. See Pro Fun for more practice.

Listen and repeat after your teacher. Put the words with the WOODEN HOOK sound in the box.

A

Fo

WOODEN HOOK

could 1. _________________________

could

flood

2. _________________________

would

food

job

too

culture should

book

won

stood

3. _________________________ 4. _________________________

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5. _________________________

Answer Key:

Pronunciation: book, would, should, stood

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VOCABULARY PRACTICE

BB B. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

E

Complete the sentences with the words from the box. rock star veterinarian

entrepreneur

scientist

professional athlete

referee crime scene investigator

rock star 1. I’d like be a ___________________________, but I don’t sing very well.

2. I played football in college because I wanted to be a_______________________________.

n

3. A ______________________________________ works in a laboratory. 4. I like to solve crimes. My dream job would be a _____________________________________________.

F

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5. He doesn’t want to work for anyone, so he would like to be an _________________________________. 6. The _______________________ calls the penalties. He has a big impact on who wins.

7. If you love animals, you might want to become a _________________________________.

LISTENING

CC

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C. Play the track twice and have students discuss their answers in pairs. Ask if they need to listen again.

Listen again to Track 11. Comple the conversation with the words you hear. would Sayed: If you could have any job, what (1)____________ it be?

Darin: Hm. Let’s see. If I (2)__________ have any job….I’d be a professional soccer referee! Sayed: Really, why?

G

Darin: I love soccer and that way I (3)___________ watch games all the time.

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Sayed: Yeah but the players complain a lot, right?

Darin: They do, but I (4)_______________ put up with it. I’d just give them a red card! (Both laugh)

Sayed: If I (5)____________ have any job, I’d be pilot. Darin: Oh, yeah? Why?

Sayed: I love to travel and that way (6)______ get paid to do it. Darin: Nice!

LANGUAGE TOOLS

DD

Listen to your teacher and repeat.

QUESTIONS If you could live anywhere, where would you live?

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D. FOCUS: Unreal conditional using could. The mistake to watch out for is students saying “if you would” live anywhere.

If you could have any job,

what would you be?

If he won a million dollars,

what would he do?

ANSWERS I He

live in Thailand. would

be a pilot. open a restaurant.

We use this question and answer to talk about things that are not true now. In this two-part structure, we use if + simple past and in the other part we use would + verb.

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Answer Key:

B. 2. professional athlete 3. scientist 4. crime scene investigator 5. entrepreneur 6. referee 7. veterinarian C. 2. could 3. could 4. wouldn’t 5. could 6. I’d

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12

GRAMMAR PRACTICE

E. Draw students’ attention to the use of If I were.

1. If I loved science,

a. he’d be a CSI.

2. If he wanted to solve crimes,

b. she would become a lawyer.

3. If they liked flying,

c. I would work from home.

4. If I were a writer,

d. I’d be a scientist.

5. If she went to law school,

e. they’d be pilots.

6. If you didn’t like animals,

f. you wouldn’t be a verterinarian.

Complete the sentences with the correct form of the verb in parentheses. lived 1. If you __________________ (live) in Colorado, you would wake up to great mountain views.

2. If he _________________________ (make) a lot of money, he’d retire early. 3. If she _______________________ (ask) for time off, her boss would give it to her.

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4. If they _______________________ (go) to work by bus, they’d save money.

5. If we __________________________ (exercise) more, we’d be in better shape. 6. If Lee and Marcella __________________ (eat) out, they’d need a babysitter.

Complete the conversations with could, would, I’d, you’d, she’d, he’d, we’d or they’d. could 1. Q: If you_____________ have any job, what would it be? I’d be a rock star. A: _________

2. Q: If Maria won a million dollars, what _________ she do? A: __________ go to school to become a writer.

3. Q: If you ___________ have a super power, what would it be? A: __________ want to have x-ray vision.

4. Q: If he passed his flight test, what ____________ he do? A: __________ become a pilot.

5. Q: If we had to cook for 20 people, what ________________ we make? A: _________ make ribs.

6. Q: If Domingo ________________ have any job, what would he be? A: ____________ be a veterinarian

7. Q: If Dawa and Prem owned an RV, where ________________ they go? A: _________________________ go camping at all the national parks.

8. Q: If you ___________ have any car, what would it be? A: It ___________________ be a luxury SUV.

G. After students have completed the task, have them role-play the dialogs using the contractions.

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GG

F. EXPANSION: To make this task more challenging, write the sentences on the board without the words in parenthesis. Provide a word box with these words in random order. Students complete the sentences on a separate piece of paper instead.

n

FF

Match the parts of the sentence.

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EE

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Answer Key:

E. 2. a 3. e 4. c 5. b 6. f

F. 2. made 3. asked 4. went 5. exercised 6. ate G. 2. would/She’d 3. could/I’d 4. could/He’d 5. would/ We’d 6. could/He’d 7. could/They’d 8. could/would

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REAL LIFE / YOUR LIFE

HH H. Before the activity, ask What are the most popular dream jobs? Then, say Read about more dream jobs and find a perfect match for Leonardo. Have students work in pairs. EXPANSION: Cooperate sounds like cu-wah-per-ate (4 syllables, olive sock). Mutual – 1st u sounds like you, t sounds like ch

J

Read about Leonardo and four dream jobs. Which dream jobs do you think would be a good fit for Leonardo? Why? Which job is most interesting to you? Discuss with a partner. Leonardo needs help picking his dream job. He’s a fun and outgoing person. He is a creative thinker and loves working with people. He loves sports and is in great health.

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Crime Scene Investigator 4+ year college degree Attention to detail Good problem-solving skills Salary range $55,000+

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Professional Pilot Some airlines require a minimum of 2 years of college Good communication skills Excellent health, specifically vision 2–3 years and 1,500 logged flying hours Salary range $100,000+

Professional Referee Each state and sport association has their own requirements The ability to cooperate with others Make mutual decisions with colleagues Physical stamina Salary range $27,000 – 205,000

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Veterinarian 7–9 years of college Sensitivity Complex problem solving using science to solve problems Strong reading comprehension $52,000 – 150,000

CULTURE TIP

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Culture Tip Brainstorm questions students can ask each other about their work experience.

In the US, companies usually pay workers a salary or hourly wage. If you receive a salary, you get the same amount every pay period. If you receive an hourly wage, you get paid for the number of hours you work. If an hourly employee works more than 40 hours in a week, they usually need to receive time and a half, or one and a half times the hourly rate for the extra time they worked. Is this the same or different in your native country? Have you ever not been paid for work you did?

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Answer Key:

H. Answers will vary.

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JI

12 Read about entrepreneurs and employees. Complete the chart with ideas from the article and your own ideas.

I. Before reading, ask Is it better to be an entrepreneur or an employee? Why? Say Read the text and collect pros and cons of both activities. Add your own ideas.

Entrepreneurs vs. Employees

n

Entrepreneurs love to create new products and services. They see problems and develop ideas to solve them. Entrepreneurs are risk-takers. They are willing to work many hours, day and night. The money they can make if their work is successful is much more than working for a company. Many entrepreneurs are driven by the possibility of making a lot of money and the freedom to control everything.

ENTREPRENEUR

EMPLOYEE

Cons

Pros

Cons

Fo

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Pros

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Employees apply their skills and knowledge to work for someone else. They enjoy a steady paycheck, benefits, a comfortable work environment and a regular schedule, although many companies now try to provide more flexibility in terms of hours, days and where the employee can work. Employees want to earn a good salary but may not be driven by money. They may want to work for a company or organization that provides products or services that they find interesting. Many employees have a lot of responsibility at work.

CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • if they could be an entrepreneur, would they do it? Why or why not? • where they would travel if they could go anywhere • what superpower they would like to have if they could do anything

Answer Key:

I. Answers will vary.

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HOMEWORK

LJ

Lesson 12 • If I Could Have Any Job...

Complete the missing part of the question.

Pre P

If you could live anywhere 1. Q: __________________________________________________, where would you live? A: I’d live in Portland, Oregon. 2. Q:___________________________________________________, what would you be? A: I would be a veterinarian. 3. Q: __________________________________________________, where would she go?

n

A: She’d go to Egypt.

A: We’d live in the mountains.

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4. Q: If your family could live anywhere, ______________________________________________?

5. Q: If they could have any job, ____________________________________________________?

MK

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A: They would be professional athletes.

Answer the questions in complete sentences.

I’d live in London 1. If you could live anywhere, where would you live? __________________________________________. 2. If you could travel anywhere, where would you go? _________________________________________. 3. If you bought a pet, what would it be? ____________________________________________________.

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4. If you could eat with a famous person, who would it be? ____________________________________ . 5. If you could drive any car, what would it be? _______________________________________________.

JOURNAL PROMPT

What was your dream job as a child? What is your job now? Do you think you’d be happier doing your childhood dream job? Why or why not?

____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key:

J. 2. If you could have any job 3. If she could go anywhere 4. where would you/they live 5. what would it/they be K. Answers will vary.

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A


L13 I DISAGREE! By the end of the lesson, students will be able to: • Respectfully engage in debates on different topics What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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n

Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Point of view - a way of looking at a situation; a person’s perspective/opinion Rule - a statement that tells you what you can and can’t do Permission - allowing someone to do something; consent

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section. Listening Track 12

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Laura: Hi Gene. What do you think about the new HOA rule? Gene: What rule? Laura: Visitors can’t park overnight. Gene: What??? Laura: Not without an overnight permit. Gene: Oh, well, I agree with that. I don’t think people should park overnight without permission. Laura: I see it differently. I think I shouldn’t have to tell the HOA when I have company staying over. Gene: Well, then do you think it’s okay for people to leave cars on the street for days at a time? Laura: Yeah. I think parking isn’t a big deal. Gene: Well, I guess we can agree to disagree.

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13

I DISAGREE! Pre Pre

Listening warm-up. Track 12: What HOA rule are they discussing?

A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation.

Repeat after your teacher.

opinion

point of view

respectful

disrespectful

illegal

be banned

mandatory

rule

permission

permit

PRONUNCIATION

Fo

Pronunciation The stress stays the same in the negative forms unless we are emphasizing the prefix (It’s not respectful, it’s disrespectful vs. Your behavior is disrespectful). This is a good place to point out the different prefixes we use to form the negative form of the word.

VOCABULARY WORDS & PHRASES

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AA

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n

Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer. Remind students HOA stands for Home Owners Association.

Listen and repeat after your teacher. Underline the stress in the pairs of words.

respectful

disrespectful

available

unavailable

legal

illegal

agree

disagree

understand

misunderstand

possible

impossible

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A

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Answer Key:

Pronunciation: legal/illegal or illegal, understand/misunderstand or misunderstand, available/unavailable or unavailable, agree/disagree or disagree, possible/impossible or impossible

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VOCABULARY PRACTICE

BB

Complete the sentences with the correct word from the box. opinion a big deal

banned mandatory

point of view illegal

respectful rules

for days at a time permit

illegal 1. Smoking in restaurants used to be common, but now it’s _________________ in many cities in the US.

2. In fact, smoking is now ____________________________ in many public places. 3. Many communities have strict _____________________________ on where people can buy alcoholic beverages.

B. EE First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

5. Congratulations! Getting a promotion is ________________________________________!

7. We disagree. His _______________________________ is different from mine. 8. You need a ____________________________________ to do construction in your home. 9. She doesn’t drive ___________________________________. She prefers to bike.

LISTENING

CC

Listen again to Track 12. Circle the correct answer. 1. Who made a new rule about parking?

a. the police

b. the HOA

a. Gene

b. Laura

3. Who thinks they shouldn’t have to tell the HOA when they have visitors?

a. Gene

b. Laura

4. Do Laura and Gene agree about parking?

a. yes

b. no

LANGUAGE TOOLS

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2. Who thinks visitors should have a permit to park?

DD

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10. It’s okay to disagree, but we need to be ________________________and kind to each other.

“What do you think?” sounds like “Waddaya think?”

QUESTIONS

What do you think about … What’s your opinion on …

free college education? allowing dogs at work?

We use a noun or gerund (verb + ing) after “think about” and “opinion on” RESPONSES

Fo

I think college is too expensive. Bringing dogs to work makes the office a happy place to be.

I disagree (with it). I think going to college is a choice, and people value it more if they pay for it. I don’t agree (with it). I think too many people have allergies. I see it differently.

I think technical colleges should be free, but we should pay for other colleges. I think it depends on the dog.

D. FOCUS: Questions about personal HH responses. opinion and We want students to learn to give a reason for why they agree or disagree with something. After think about and after opinion on, we use a noun or a gerund (verb+ing).

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C. Play the track again and have students G G answers discuss their in pairs/groups. Ask if they need to listen again.

TIP:

Listen to your teacher and repeat.

I agree (with it).

FF

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6. Some communities are making vaccinations __________________________. They are requiring them.

n

4. In my___________________________________________, that movie was excellent.

Answer Key:

B. 2. banned 3. rules 4. opinion 5. a big deal 6. mandatory 7. point of view 8. permit 9. for days at a time 10. respectful C. 1. b 2. a 3. b 4. b 84

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13

GRAMMAR PRACTICE Match the questions and the answers. b What do you think about schools 1. _____ giving kids a lot of homework?

2. _____ I think smoking should be banned. 3. _____ What’s his opinion on mandatory vaccinations? 4. _____ Do they agree with their friends? 5. _____ What does Karen think about the new HOA rule?

a. No, they don’t. They have different opinions. b. I disagree with it. Children need time to play outside. c. She agrees with it. She thinks it is a good idea for the neighborhood. d. No, we disagree. We liked casual Fridays. e. I agree. Smoking is bad for your health. f. He disagrees. He thinks it’s a personal choice

n

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6. _____ Do you and Brianna agree with the new dress code at work?

1. Her doctor thinks she should eat more agrees vegetables. She ________________with his advice. She’ll eat more.

2. They think she’s disrespectful. We don’t _______________. We think she’s funny.

3. They think it’s too challenging to go skiing. I _____________________. I think it’s fun!

4. She thinks the weather is beautiful. He ___________________. He thinks it’s great too!

5.They think smoking should be banned. We ___________________. We think it should be banned, too!

6. We think it should be illegal to eat meat. We _______________. We think it is a personal choice.

Circle the correct form of the word to complete the sentences.

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GG

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F. Students often say I am agree instead of I agree. This activity will help overcome this common mistake.

Complete the responses with the correct form of agree or disagree. Practice with a partner.

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FF

1. I agree with require / requiring car seats for children under 7. 2. His opinion on permitting gay marriage / permit gay marriage is different than mine. 3. Joe’s opinion on leave / leaving children alone is different from mine. We disagree. 4. Paula agrees with take / taking public transportation to work. It’s better for the environment. 5. Our opinion on climate change / change the climate is the same as his.

HH

Put the words in the correct order to make sentences. Ask a partner if they agree or disagree with these statements.

1. too much / spend / phones. / People / on / their / People spend too much time on their phones ___________________________________________________________________________________. 2. important / more / money. / than / Time / is ___________________________________________________________________________________. 3. Rainy days / than / sunny days. / better / are ___________________________________________________________________________________. 4. sport. / Soccer / best / the / is ___________________________________________________________________________________.

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H. First, have students work individually. Then have them compare their answers in pairs/ groups. Monitor to make sure they have the correct answers. Have students exchange their opinions in pairs/groups and then discuss as a whole class.

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Answer Key:

E. 2. e 3. f 4. a 5. c 6. d

F. 2. agree 3. disagree 4. agrees 5.agree 6. disagree G. 2. permitting 3. leaving 4. taking 5. climate change H. 2. Time is more important than money. 3. Rainy days are better than sunny days. 4. Soccer is the best sport. intercambio.org/teachers

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REAL LIFE / YOUR LIFE

II

JK

Read the suggestions for respectfully disagreeing.

How to Disagree with Someone Respectfully 1. Focus on the facts Your argument will be stronger if you use logic and not just your emotions.

2. Don’t get personal Especially at work, don’t attack the other person or their argument. Instead, explain how you feel.

3. Find something good

If you pay attention to the other person’s ideas, you may come up with an even better solution. Don’t just think about what you’ve said. Listen to the other person.

5. Use I, not you

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Don’t say things like, “You always…” and ”You never…”. Try to begin your sentences with I, as in “I feel…”

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4. Listen to the other person

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Before you begin discussing why you are right, try to find something good in the other person’s suggestion. For example, you can say, “I think you are on the right track, but we could also…”

I. Before the task, ask How can you disagree with someone respectfully? Have students brainstorm their ideas in pairs/ groups. Collect all the ideas and write them on board. Then, have students check themselves by reading the text. Discuss their findings.

6. Agree to disagree

Sometimes neither person will be able to convince the other. In these cases, the best solution may just be to stop arguing, even if you still disagree.

Read the sentences below and decide if the people disagreed respectfully or not. What suggestions do you have? Discuss with a partner.

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a. Your idea makes no sense. You didn’t research this matter enough.

b. I’m sorry, Lisa, but I feel that we need to focus more on the quality of our food. c. That’s a great idea, but have you also considered the cost?

d. I understand your arguments, but I still see it differently. I guess we just need to agree to disagree. e. You always bring up such unimportant details. You never have any good reasons.

CULTURE TIP

Fo

Many people in the US are very direct when they speak. If they disagree with someone, they might say, “I disagree.” They don’t think this is rude. In some other countries, people do not directly say if they disagree. What do people in your native country do? How do you feel when someone tells you directly that they disagree with you? Student Book 4 LEFT

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Answer Key:

I. Answers will vary. J. Answers will vary.

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Teacher Book 4 LEFT

J. Have students work in pairs first. Then, discuss the possible answers together.


JK K. Explain how to read the chart and pre-teach: plastic straws, renewable energy, reliable if needed.

13 Read the opinions that people in the US have on the topics below. Answer True or False.

30%

Certain books with dangerous ideas should be banned from libraries

70% 52%

Support more energy renewable laws and products

48% 43%

Social media news is reliable Prescription drug abuse is a serious health problem

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57% 76%

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57% 33%

Daylight savings time is important

67%

73%

College education is important to get a job

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27%

Plastic straws should be banned

0%

10%

20%

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Agree

30%

40%

50%

Disagree

60%

70%

80%

Data Sources: Pew Research; Morning Consult; and Rasmussen.

1. Most people agree that plastic straws should be banned.

TRUE

FALSE

2. Most people agree books should be banned.

TRUE

FALSE

3. The difference between people who do and don’t support renewable energy is small.

TRUE

FALSE

4. Most people disagree that social media news is reliable.

TRUE

FALSE

5. Most people agree that a college education helps you get a better job.

TRUE

FALSE

CONNECT WITH CONVERSATION

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Conversation Brainstorm possible questions students can ask each other about these topics, and write them on the board. Encourage students ask follow-up questions.

67%

33%

Get to know your partner. Discuss your opinions on these topics:

• • •

free college tuition HOA rules around parking dogs at work

• • •

news on social media the value of a college education renewable energy intercambio.org/students

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Answer Key:

K. 2. False 3. True 4. True 5. True

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HOMEWORK Complete the responses with the correct form of agree or disagree.

3. They think he is a disrespectful person. I don’t _______________. I think he’s funny. 5. We think exercising every day is important. He ________________. He thinks three times a week is good practice.

NM

My friends _______________. They think plastics are bad. 4. My family thinks I spend too much money. I _________________. I need to save more money. 6. She thinks the legal drinking age should be 18. We _________________. We think 21 years old is better.

Write if you agree or disagree. 1. People spend too much time on social media.

I agree. _____________________

2. There should not be commercials for prescription drugs.

_____________________

3. Drinking milk is important to stay healthy.

_____________________

4. Homework is important for learning English. 5. Eating red meat is bad.

_____________________ _____________________

6. Soda should be banned in schools.

_____________________

_____________________

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7. Cats are better pets than dogs.

JOURNAL PROMPT

Write about a time that you disagreed with someone. What did you disagree about? Did anyone change their opinion? What was the result? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Fo

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Student Book 4 LEFT

Answer Key:

L. 2. agree 3. agree 4. agree 5. disagrees 6. disagree M. Answers will vary.

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Teacher Book 4 LEFT

Pre Pre

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disagrees. His book was overdue. She _______________

2. I think plastic products should be banned.

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1. He thinks he shouldn’t have to pay a library fine.

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Lesson 13 • I Disagree!

AA


L14 AND THEN I GOT MARRIED By the end of the lesson, students will be able to: • Talk about events in their lives using the passive voice What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Coupons cut from magazines or elsewhere for Activity I

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Get laid off - your company makes you stop your job Milestone - a very important event

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review the homework. Be sure to discuss their answers to the journal section. Listening Track 13

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Counselor: Hi, Frank. Tell me about why you are seeking counseling? Frank: I’m not very happy with my life right now, and I want to get it back on track. Counselor: Okay. I think I can help. Tell me about your life over the past 10 years. Frank: Okay. Hmm, the past 10 years. Let’s see, I got married, I got divorced, I got a job and then I got fired. Counselor: Anything else? Frank: My father passed away several years ago and my mom got hurt in a car accident 6 months ago. Counselor: That’s a lot to deal with. How do you think you can move forward from these events? Frank: I think I need to put more effort into my goals. Counselor: Tell me more about your goals. Frank: Well, I’d like to get started in my own business. Counselor: That’s a great goal. What else? Frank: I’d like to meet someone, you know, a really nice woman. Counselor: Alright. You’ve got 2 great goals. Let’s see if together we can make a plan.

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14

AND THEN I GOT MARRIED Pre Pre

Listening warm-up. Track 13: Who is Frank talking to?

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Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

VOCABULARY WORDS & PHRASES Repeat after your teacher.

get divorced

get dumped

get a raise

milestone

get hurt

Fo

get promoted

get fired

A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation.

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AA

get hired

get engaged

get laid off

get started

PRONUNCIATION

Listen and repeat after your teacher. Practice the g sound and j sound. Write a g or j under the sound.

A

change

get

jogging

agree

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engaged g j

mortgage

encourage

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Pronunciation The g sound: Raise the back of your tongue in the back of your mouth, blocking the opening then use your voice to make the g sound. The j sound: Put the tip of your tongue behind your top front teeth. Push a short burst of air out while using your voice. See Pro Fun for more practice.

Answer Key:

Pronunciation: change - j under the g; get - g under the g; jogging j under j and g under g; agree g under g; mortgage g under g and j under g; encourage j under g

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Teacher Book 4 LEFT


VOCABULARY PRACTICE

BB B. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together.

got divorced

got promoted got fired got engaged

May 4th 1957 was born _______________

got married

February 1999

_______________

_______________

_______________

September 1982

November 1990

________________

_______________

_______________

n

January 1979

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F

Listen again to Track 13. Check the things that happened to Frank.

P

o He got married.

o He got dumped.

LANGUAGE TOOLS

DD

was born

March 1989

o He got fired.

o He got laid off.

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CC

got hired

June 1981

LISTENING

o He got hurt.

G

Listen to your teacher and repeat.

PAST

When

did

he

get married?

got married

He

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C. First, have students attempt the activity without listening to the track by recalling what they heard before. Have students discuss their answers in pairs/ groups. Then, play the track to check. Ask if they need to listen again. Play it multiple times if needed.

E

Look at Franco’s personal timeline. Write the words from the box in the correct spaces.

Have

you

ever

gotten fired?

last summer.

gotten fired

Yes, I’ve

twice.

PRESENT

How

often

does

he get

hurt?

He

gets hurt

every time he skis.

FUTURE

When

is

he

going to get

married?

He’s

going to get

married

next year.

Fo

To show the action happens to the subject (When did you…), we use get + past participle (married; hurt).

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D. FOCUS: Passive present, past and future. The passive structure differs from an active structure. In an active structure there is a doer of the action: His boss fired him. In the passive structure the doer is either unknown, not important or not 76 Student Book 4 LEFTthe verb get in passive structures. Get mentioned: He got fired. Here we are using Passive is frequently used in speaking. It’s less formal. It’s more common to say He got married last summer than He was married last summer. Students might not remember that past participle is the same as the simple past in regular verbs. There is no rule for how the irregular verbs form the past participle. Students need to just memorize those. (See chart in back of book.)

Answer Key:

B. got hired, got engaged, got married, got divorced, got promoted, got fired C. He got fired.

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H


14

GRAMMAR PRACTICE e When did they get hired? 1. _______

a. Yes, he did. But we found him.

2. _______ Is Dan going to get fired?

b. They got sick on vacation.

3. _______ Does Suzy get hurt often?

c. Yes, she does. She does a lot of extreme sports.

4. _______ Where did they get sick?

d. No, he isn’t.

5. _______ Did she get hurt yesterday?

e. They got hired last month.

6. _______ Did your dog get lost?

f. No, she didn’t.

7. _______ When did you get hired?

g. I got hired last week.

F. EXPANSION: Use Colored Index Cards for a sentence scramble activity.

Put the words in the correct order. 1. They / married / getting /are / summer. / this _____________________________________________ They are getting married this summer.

2. got / week. / last / promoted / Frida ____________________________________________________ 3. get / He / hurt / often. / doesn’t

____________________________________________________

4. fired? / she / When / get / did

____________________________________________________

Complete the sentences with the correct form of the verbs in parentheses. 1. Q: When did he get promoted?

2. Q: When are they going to get married?

got promoted A: He __________________(get +promote) last week.

A: They already _________________ (get + marry) last month! 4. Q: Has he ever gotten fired?

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3. Q: What happened to Mary?

A: She_____________(get + dump) yesterday! 5. Q: When is she going to get engaged?

A: No, he's _______________________ (get + fire).

6. Q: Have you ever gotten hurt at work?

A: Yes! I've __________________ (get + hurt) at work before.

A: I think she is going to __________________ (get + engage) soon.

HH

Read the answers. Write the questions.

are you getting married? 2. Q: When__________________________________ 1. Q: When________________________________

A: He got hurt yesterday.

Fo

A: We are going to get married next summer.

3. Q: Has ________________________________ A: No, the car hasn’t gotten fixed yet.

4. Q: When__________________________________ A: She’s going to get started now.

5. Q: When________________________________ 6. Q: Has____________________________________

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A: They got hired last year.

G. Refer to the chart from Activity D by pointing to the first section of chart as you read When did he get promoted? Then point to chart and say He got promoted last week. Write it on the board emphasizing the underlined portions. Say Don’t forget to use the correct grammar tense: present, past, or future.

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GG

E. First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together.

n

FF

Match the questions to the answers.

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EE

A: No, he has never gotten laid off.

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H. Refer to the chart for each response. Have students identify the cell in the chart that corresponds to the given response, then write the question in the correct tense. After students have completed the task and checked it in pairs/groups, have them role-play these short dialogs.

Answer Key:

E. 2. d 3. c 4. b 5. f 6. a 7. g

F. 2. Frida got promoted last week 3. He doesn’t get hurt often. 4. When did she get fired? G. 2. got married 3. get dumped 4. never gotten fired 5. get engaged 6. gotten hurt H. 2. did he get hurt? 3. he gotten the car fixed? 4. is she going to get started? 5. did they get hired? 6. he gotten laid off? 92

Teacher Book 4 LEFT


REAL LIFE / YOUR LIFE

II

J

Read the coupons. Fill in the chart.

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I. Have students work in pairs. Pre-teach new vocabulary in the coupons if needed. EXPANSION: Bring in more coupons with different offers and have students discuss which ones they might need.

Which coupons should Jenny, Paul and Benoit use? Discuss your answers with a partner. Paul is 59 years old. He has two Benoit is 71 years old. He has children, ages 15 and 18. He is seven great grandchildren, a retired navy pilot. ages 2, 5, 7, 9, 11, 13 and 17

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Jenny is 62. She has two grandchildren ages 6 and 9. She is a former teacher.

J

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CULTURE TIP

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In the US, many people celebrate life milestones at certain ages: when you turn 15 or 16 you can get a driver’s license. When you turn 18, you can become a legal adult and register to vote, and when you turn 21, you can legally buy alcohol. People celebrate big birthdays such as 30, 40 and 50, and some people retire at age 65. What are some of the important age-related milestones in your native country?

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Student Book 4 LEFT

Answer Key:

I. Answers will vary.

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14 Read the timelines. Answer the questions. Discuss with a partner. Think about past, present and future tenses. Major Life Milestones in the US Based on Different Generations

B Baby Boomers 1943–1960 X Generation X 1960–1980 Y Generation Y 1980–2000 1. At what age did most Baby Boomers get married? _______________________________________ They got married around age 22.

Marriage: Younger generations are getting married later and there is an increase in both spouses working to meet today’s financial demands. Age in Years

B X Y 20

30

35

60

70

80

2. Is that earlier or later than Generation X? _______________________________________

Parenthood: Having children later means more parents are still paying for college even as they approach retirement. (Data is relative to women only) 22.2 24.5 27.3

3. When do most Generation Y become parents? _______________________________________

B XY 20

30

35

60

70

80

Home ownership: Younger generations are buying homes later, which gives them more time to save for a down payment. Other debt such as student loans compete for attention.

20

29

30

B

X

30

37

Y 35

60

70

80

Retirement: Saving for retirement needs to begin earlier for Gen X and Y. They have to plan to work longer to make sure their money lasts.

20

30

35

62.8

?

?

B

X

Y

60

70

Life Expectancy: Increased life spans means that more Americans are spending more time in retirement. It’s very important to save more to live a longer life.

30

35

60

B X

Y

70

80

Which generation are you? ____________________

JK

5. How old are Generation X when they buy a home? _______________________________________

7. At what age did most baby boomers retire? _______________________________________ 8. Which generation has the longest life expectancy? _______________________________________

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20

75.3

4. Is that earlier or later than Generation X? _______________________________________

6. Is that earlier or later than Baby Boomers? _______________________________________

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68.3 71.1

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22.5 25.1 27.3

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Generation

Fill out the chart below with milestones in your life. At what age did you do, or by what age do you want to do these things? get engaged

20

25

get married

30

35

40

become a parent

45

50

55

buy a home

60

65

70

retire

75

80

Fo

N ot

Get to know a partner. Talk about: • your timelines and compare them • what age they think people become adults • what they think makes a person an adult • the age that people in their native country reach certain milestones in their life • a great memory they have growing up and reaching a special milestone intercambio.org/students

Answer Key:

J. 2. Earlier 3. Age 27 4. Later 5. 30 6. Later 7. 63 8. Generation Y

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Teacher Book 4 LEFT

K. Encourage students to add other milestones in their life if they want. Conversation Brainstorm possible questions students can ask each other about these topics, and write them on the board. Encourage students to ask follow-up questions.

CONNECT WITH CONVERSATION

K. Answers will vary.

J. Ask Do you know who Baby Boomers are? What about Generation X and Y? Explain the meaning and have students do the task in pairs/groups. Discuss the answers together. If it comes up, millennials are people born after 2000. Explain that numbers like 27.3 are said as 27 point 3, or you can say around 27.

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JJ

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HOMEWORK

LL

Lesson 14 • And Then I Got Married

Read the conversations. Circle the correct word.

Pre P

2. Q:Has she ever gotten fired?

1. Q: When did they get hired?

A: No, she hasn’t gotten / get fired before.

A: They got / getting hired two weeks ago.

4. Q: Have you ever gotten lost before?

3. Q: Where did you get married?

A: Yes, I have get / gotten lost. It was scary.

A: I got /gotten married on the beach. 5. Q: Has he gotten promoted this year?

6. Q: When is she going to get engaged? A: She is going to get / getting engaged this December.

MM

Match the questions to the answers. 1. _______ How often does she get hurt? e 2. _______ When are they going to get married?

a. He got fired yesterday.

b. Yes, she got dumped last month. c. They are going to get married in June.

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3. _______ When did he get fired?

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n

A: He got / gotten promoted last June.

4. _______ Did he get lost hiking?

d. Yes, they got divorced last year.

5. _______ Did she get dumped?

e. She gets hurt a lot! f. Yes, he got lost in the mountains.

A

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6. _______ Did they get divorced?

JOURNAL PROMPT

Write about an important life event you've had. What was it? How did you feel?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Fo

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Student Book 4 LEFT

Answer Key:

L. 2. gotten 3. got 4. gotten 5. got 6. get M. 2. c 3. a 4. f 5. b 6. d

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L15 IS IT RUDE TO SHOW UP LATE? By the end of the lesson, students will be able to: • Talk about what behaviors are rude, polite, and important What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

n

Teacher notes: Read ahead for Lesson 16: Final Review and Progress Check. Prepare how you will lead the Final Review and give the Progress Check. Consider assigning the self-reflection in the Student Book as homework, in addition to the regularly assigned homework at the end of lesson 15.

tio

We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: Culture shock - feeling confused or overwhelmed when you are in a new country Rude - not nice; not polite; unpleasant

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section. Listening Track 14

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Chris: Hey Yanina. How are you doing? Yanina: Hey Chris. I’m doing pretty well, but I think I’m having some culture shock. Chris: Oh really? What’s wrong? Yanina: Well, yesterday I showed up late to a dinner party and my friend was kind of upset with me. Chris: Oh yeah, it’s pretty rude to do that here. Yanina: In my country it isn’t rude at all to do that. In fact, it’s polite not to show up too early because the host might not be ready yet. Chris: Wow – that’s different. What else is polite in your country? Yanina: Well, it is important not to chew with your mouth open. A lot of people here do that. Chris: Yeah, it is kind of rude but many people do it anyway. I’m sorry you’re having culture shock. I’m sure it’ll get easier the more you learn about living here.

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Teacher Book 4 LEFT


15

IS IT RUDE TO SHOW UP LATE? Pre Pre

Listening warm-up. Track 14: What is wrong with Yanina?

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Pre Explore the pictures. Ask What do you see? Read the Pre question, play track, elicit answer.

VOCABULARY WORDS & PHRASES A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation.

culture shock

slurp

spit

pass gas

stare

burp

point at someone

swear

rude

cut in line

chew with your mouth open

show up late/ early

Phrasal verb: cut in, show up

Fo

Pronunciation The CUP OF MUSTARD sound: Lower your jaw slightly and relax your tongue. The front of your tongue stays behind your bottom teeth. See Pro Fun for more practice.

Repeat after your teacher.

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AA

PRONUNCIATION

Listen and repeat after your teacher. Practice the CUP OF MUSTARD sound. Circle the words with the CUP OF MUSTARD sound. cut

N ot

A

show up

rude

slurp

culture

someone

polite

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Answer Key:

Pronunciation: show up, culture, someone

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VOCABULARY PRACTICE

BB

EE

Match the pictures to the sentences.

B. Before the task, pre-teach/review: slurp noodles, burp, spit, swear, stare.

a In Japan, it isn’t rude to slurp noodles. 1. _____ a

b

c

d

2. _____ In many countries, it isn’t polite to pass gas when other people are present.

4. _____ In some countries, it isn’t very polite to point at people.

n

3. _____ In China, it isn’t always rude to burp at dinner.

5. _____ Some people think it’s kind of rude to swear at work. e

6. _____ Many people think it’s rude to spit.

f

7. _____ In the US, it’s important not to cut in line.

g

LISTENING

Listen again to Track 14. Check the things that are not polite to do in Yanina’s native country. o show up early

o show up late

LANGUAGE TOOLS

DD

h

o chew with your mouth open

o point at someone

rD up

CC

TIP: “kind of” sounds like “kinda”

Listen to your teacher and repeat.

STATEMENTS

(kind of ) (really) (very) (pretty)

It’s

rude important polite QUESTIONS

rude important polite

to show up late?

Fo

Is it

What is something that is rude in your country?

to chew with your mouth open. not to be late. ANSWERS

Yes, it is. No, it isn’t. It depends.

It is very rude to point at someone.

We use it’s + adjective + infinitive (to + verb) to talk about actions. We add emphasis with words like very, pretty, etc. These words come before the adjective. Student Book 4 LEFT

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Answer Key:

B. 2. d 3. f 4. c 5. b 6. g 7. e 8. h C. chew with your mouth open

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Teacher Book 4 LEFT

C. First, have students try the task without listening GG to the track. Have students discuss their answers in pairs/groups. Then, play the track to check. Ask if they need to listen again.

lic a

8. _____ It isn’t polite to stare at other people.

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FF

D. G HThe use FOCUS: of it’s + adjective + infinitive (to + verb) to talk about actions. Go over the TIP.


15

GRAMMAR PRACTICE

EE

Complete the sentences. Use the verbs in parentheses. to stare 1. It’s pretty rude ________________ (stare) at someone.

2. Is it polite ________________ (show) up early? 3. It’s important not ________________ (chew) with your mouth open. 4. It’s polite ________________ (open) the door for people behind you. 5. It’s kind of rude ________________ (spit) in public.

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6. It’s not very polite ________________ (point) at people. 7. It isn’t rude ________________ (burp) in my country.

FF

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E. Point to the verbs in parentheses first. Have students work individually and then compare their answers in pairs/ groups. Finally, go through the answers together.

Match the questions to the answers. c Is it rude to pass gas at the dinner table? 1. ___

a. No, it isn’t, but it’s polite to do that.

2. ___ Would it be okay to be late for the appointment? b. No, it wouldn’t be polite.

4. ___ Would it be polite to slurp my soup there?

d. Yes, it was kind of rude. Next time don’t do that.

5. ___ Is it important to open the door for friends?

e. No. You need to be on time

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c. Yes, it’s very rude to do that!

Put the conversation in the correct order. ______ Nico: Oh, really? Like what?

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G. After students have completed the activity, have them role-play the dialog.

3. ___ Was it rude to chew with my mouth open?

______ Kira: Well, like, I learned that it’s rude to go inside someone’s home with your shoes on. I also learned that it isn’t polite to pour a drink for yourself there. 1 Nico: Hey Kira. How was your trip to Japan? ______

______ Nico: Wow. That’s really interesting.

______ Kira: It was great! It’s such a different culture. I learned a lot.

GH

Put the words in the correct order. Ask a partner what they think.

Is it rude to cut in line? 1. rude / it / Is / cut / line? / in / to ___________________________________________________________

2. polite / it / to point / someone? / at / Is _____________________________________________________

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H. EXPANSION: Use colored index cards for a sentence scramble activity.

3. it / pass / rude / gas? / Is / to _____________________________________________________________ 4. rude / it / late / to / show up / a party? / at / Is ________________________________________________

5. Is / at / very / stare / it / rude / to / someone? ________________________________________________

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6. dinner table? / burp / it / rude / Is / to / at / the ______________________________________________

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Answer Key:

E. 2. to show 3. to chew 4. to open 5. to spit 6. to point 7. to burp F. 2. e 3. d 4. b 5. a G. 3, 4, 1, 5, 2 H. 2. Is it polite to point at someone? 3. Is it rude to pass gas? 4. Is it rude to show up late to a party? 5. Is it rude to stare at someone? 6. Is it rude to burp at the dinner table? intercambio.org/teachers

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REAL LIFE / YOUR LIFE Read about the Five Phases of Culture Shock. Match the people to the phase they are in. Compare with a partner. Phase 1 Everything is very exciting. The person usually feels happy and enjoys learning about the new culture.

Phase 2 Living in a different culture starts to feel overwhelming. The person starts to notice the negative parts of the culture they are in.

“I’ve lived here for three years. I feel comfortable now, and I have many friends from this country. Alicia, 45, from Argentina

Gino, 42, from Portugal

“I’ve been here for a year. I used to like it, but now I don’t. People here don’t understand me, so I prefer to be around people from my home country.”

“I just arrived last week. I love it here! The food is amazing and the people are all so friendly!”

“I’ve lived here for almost 10 years. It is my new home. It would be difficult for me to go back to live in India.”

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“I’ve been here for a year. I’m frustrated because I need a car to go places and the weather is too cold.”

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Phase 4 The person starts to feel more connected to the new culture. They understand more about the new culture and feel more accepted.

Phase 3 The person does not like interacting with people of the new culture. They hang out mostly with people from their home culture. Phase 5 The person feels so comfortable in the new culture that it would be difficult for them to return to their home culture. They could experience “reverse culture shock.”

I. Have students work in pairs. Pre-teach new vocabulary if needed.

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HI

IJ

Flavia, 33, from the Dominican Republic

IK

Amar, 50 from India

Aasir, 39, from Kenya

PHASE: _________

PHASE: _________

CULTURE TIP

PHASE: _________

PHASE: _________

PHASE: _________

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Most people experience some kind of “culture shock” when they move to a new country. This means that they can feel overwhelmed or confused by the new culture. Food, weather, language, actions, attitudes and other things can be very different from their home country. Things that are polite to do in their home country can be rude in their new country. After time, most people begin to feel more comfortable. Did you experience culture shock when you came to the US? Student Book 4 LEFT

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Answer Key:

I. Phase 2; Phase 4; Phase 3; Phase 1; Phase 5

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Teacher Book 4 LEFT

Culture Tip Ask Have you experienced culture shock? How do you overcome culture shock? What do you miss about your home country most?


IJ

15 Look at the graph below about using cell phones. Answer the questions. People have varying views about when it is rude or not rude to use cell phones

J. First, explain how to read the graph by asking questions (e.g., How rude is it to use a cell phone at church or worship service?).

While walking down the street

23%

On public transportation

25%

While waiting in line

75%

26%

At a restaurant

62%

During a meeting

95%

At the movie theater or other place where others are usually quiet

95%

At church or worship service 96%

38% 12%

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88%

74%

5% 5%

Rude

4%

Not Rude

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At a family dinner

77%

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Data Sources: Pew Research Center American Trends Panel survey. May 30 - June 30, 2014

1. When is it least rude to use your cell phone? _______________________________________________ 2. What percentage of people think it is rude to use a cell phone at a restaurant? ____________________ 3. Do more people think it is rude to use a cell phone on public transportation or during a meeting?_______________________________________________________ 4. In what situation do people think it is most rude to use a cell phone? ____________________________

K. Ask What other rude behaviors have you observed in the U.S. or in your home country?

What do you think? Rank these behaviors from 1 (most rude) to 8 (least rude).

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_____ cutting in line

_____ showing up two hours late to a party

_____ not offering to pay the bill at a restaurant dinner with friends _____ swearing in front of someone you don’t know well _____ pointing at someone across the room

_____ texting on your cell phone while talking to a friend

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_____ spitting out the car window

CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • how you ranked the activities in activity K • what you think someone should do if they are experiencing culture shock • differences between what is rude in your native country and the US intercambio.org/students

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Answer Key:

J. 1. walking down the street 2. 62% 3. during a meeting 4. at church or worship service K. Answers will vary.

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HOMEWORK

KM

Match the questions to the answers. 1. ____ d Is it rude to spit?

a. Yes,they do.

2. ____ What is something that is rude in your country?

b. Yes, they are.

3. ____ Does he think it’s rude to cuss?

c. Yes, he does.

4. ____ Do they think it’s polite to say thank you?

d. Yes, it is.

5. ____ Are thank you cards important?

e. It’s rude to stare at someone.

Complete the sentences. Use the words in parentheses.

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JL

Lesson 15 • Is It Rude To Show Up Late?

2. She thinks it’s _________________________________ (polite / pay) for dinner.

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rude to show up 1. Is it really _________________________________ late to a party? (rude / show up)

3. We don’t think it’s very _________________________________ (important / send) thank you cards. 4. Do they think it’s _________________________________ (rude / burp) during dinner? 5. Is it _________________________________ (polite / show up) early?

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6. Is it more _________________________________ (rude / spit) or cuss?

7. I think it’s pretty _________________________________ (rude / cut in line).

8. In my country, it isn’t _________________________________ (rude / slurp) soup.

LN

Put the words in the correct order.

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It’s kind of rude to show up late. 1. rude / up / show / late. / kind / of / to / It’s __________________________________________________

2. polite / say / you. / to / It’s / thank _________________________________________________________ 3. really / cut / line. / rude / It’s / to / in _______________________________________________________ 4. isn’t / It / polite / to / very / swear / public. / in _______________________________________________ 5. important / to / closed. / your / It’s / mouth / with / chew _____________________________________ _____________________________________

JOURNAL PROMPT

What are you most looking forward to in the next five years? Why?

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ 86

Student Book 4 LEFT

Answer Key:

L. 2. e 3. c 4. a 5. b

M. 2. polite to pay 3. important to send 4. rude to burp 5 polite to show up 6. rude to spit 7. rude to cut in line 8. rude to slurp N. 2. It’s polite to say thank you. 3. It’s really rude to cut in line. 4. It isn’t very polite to swear in public. 5. It’s important to chew with your mouth closed. 102

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L16 REVIEW & PROGRESS CHECK

Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow for enough time for your students to work uninterrupted on the progress check. • Adapt lesson 16 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the review in one class and the progress check in another.

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Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole test with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions and that this is a time to see what they have learned.

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A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the progress check at their own pace. You’ll pull students out for the oral section individually. • Explain to the students that you will play the listening only 3 times (no exceptions). If in a group class, you will all listen together for 3 times. For 1-1 classes, only play the track 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson.

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Listening: Track 15 Courtney: Hey Greg. I wanted to let you know that I’m moving next month. Greg: What! Really? Where are you going? Courtney: I’m moving to Florida. Have you ever been there? Greg: Wow! No, I haven’t, but I hear it’s nice. Are you going to live on the beach? Courtney: I’m not sure yet. Greg: If I were you, I’d live on the beach. I’ve never lived near a beach before! Courtney: Yeah – I’ll see what I can find. At first, I’m going to live with my aunt. Then, I’ll get started looking for my own place. Greg: That sounds like a good plan. I know moving is stressful. Let me know if you need any help. Courtney: Actually, would you mind lending me your SUV so I can move some things to my brother’s house before I leave? Greg: Sure, no problem!

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G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer OR answer did not make sense for question

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GRADING & SCORING After grading, write the correct number out of 100 at the top of your student(s)’ progress check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit.

SCORING

21 Total pts 1st pg.

Note: When grading, do not count examples as correct. Skip them.

29 Total pts 2nd pg

At bottom of each progress check page is a point scale. Write the number of correct answers (e.g. 25 / 29 points)

x2

Multiply number of correct answers by 2 for final score out of 100

100 Total points possible intercambio.org/teachers

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16

REVIEW & PROGRESS CHECK Check the items you can do. Review the items you can’t.

This should have been completed as homework. Pair students to share their responses.

I can… o greet others and respond to common greetings using a variety of tenses (lesson 1) o talk about things I like and don’t like using either, both and neither (lesson 2)

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o talk about laws in the US and what to do if I get pulled over by the police (lesson 3)

o talk about health care options in the US and how long I’ve had symptoms or felt a certain way (lesson 5) o talk about things I’ve already done or haven’t done yet (lesson 6)

o talk about borrowing and lending things (lesson 7)

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o ask for favors politely or offer favors to others (lesson 7)

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o talk about things I have or haven’t done before using the present perfect tense (lesson 4)

o talk about scams and what to do if someone tries to trick me (lesson 10) o combine sentences using and, or, so and but (lesson 11) o talk about dream jobs, trips and places I’d go if I could (lesson 12)

o tell people if I agree or disagree and explain my opinion (lesson 13)

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o talk about milestones and life events using the “get passive – got married, got engaged, got hurt, etc…” (lesson 14) o talk about behaviors that are rude, polite or important (lesson 15)

Answer the questions.

1. What is one thing you can do now?

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_________________________________________________________________________________ 2. Write two questions you know how to ask.

a. ___________________________________________________________________________

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b. ___________________________________________________________________________

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E

REVIEW & PRACTICE

AA A. Provide an example of what you expect from students for at least one of these questions.

Complete the sentences with your own information. Share your answers with a partner. 1. I’ve never ___________________________________________________________________________. 2. I’ve already ___________________________________________________________________ today. 3. Once, I got hurt when I was___________________________________________________________. 4. I think it’s important to ______________________________________________________________. 5. If I could go anywhere, ______________________________________________________________.

Match the questions and answers. a. Yes, they have.

2. ______ Have they been to Las Vegas?

b. No, they don’t.

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e What’s up? 1. ______

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BB

3. ______ Do they have an SUV?

c. She’d move to Colorado.

4. ______ Where would she move if she could?

d. He got hurt while he was skiing.

5. ______ How long has she lived there?

e. Not much.

CC

Circle the correct words.

f. She’s lived there for three years.

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6. ______ What happened to him?

1. They’ve lived here for / since 1980.

2. He has had a fever for / since last week.

3. She hasn’t been to the ocean already / yet.

4. My mom and sister are tall. Either / Both of them are taller than me.

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5. If he could / would sell his house, he’d move.

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6.Would you like to borrow / lend our lawnmower?

Complete the sentences. Use the words in parentheses.

E

1. Janet ______________________________________ (never / hear) an orchestra. has never heard 2. They ______________________________________ (play) outside when it started to rain. 3. My mom ______________________________________ (have) a headache since this morning. 4. ______________________________________ (I / borrow) a shovel?

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5. ______________________________________ (they /buy) a house yet?

Student Book 4 LEFT

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Answer Key:

A. Answers will vary.

B. 2. a 3. b 4. c 5. f 6. d C. 2. since 3. yet 4. both 5. could 6. borrow D. 2. were playing 3. has had 4. Can I borrow 5. Have they bought intercambio.org/teachers

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EE

16 Write the verbs from the box under the pictures. point

stare

burp

be on time

slurp

1

2

__________________________ Stare

3

__________________________

4

5

__________________________

EF

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__________________________

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swear

__________________________

6

__________________________

Use the verbs from activity E to write sentences. Discuss with a partner if you agree or disagree. It’s rude to stare. 1. ________________________________________________________________________ (rude)

2. ________________________________________________________________________ (not polite)

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3. ________________________________________________________________________ (okay) 4. ________________________________________________________________________ (important) 5. ________________________________________________________________________ (not rude)

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6. ________________________________________________________________________ (bad)

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Answer Key:

E. 2. burp 3. point 4. be on time 5. slurp 6. swear F. 2. It’s not polite to burp. 3. It’s okay to point. 4. It’s important to be on time. 5. It’s not rude to slurp. 6. It’s bad to swear.

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Review Game. Play with a partner or in a small group. Take turns choosing a category and answering the question. Write your points down for correct answers. Have you ever…? (ask and answer the question)

How long have you…?

What would you do?

(ask and answer the question)

(ask and answer the question)

100

100

100

100

____________ Marie nor Elsa likes chocolate cake.

visit the White House

live here

scam email

200

200

200

see snow

have your current job

300

300

300

She doesn’t like

go to a rodeo

____________.

400

We like the minivan and the red car. Can we test drive

buy a house

study English

400

be in your current home

____________? 500

500

_____________ of the cars is what I’m looking for.

get married

100

100

I need to Have you _____________ gotten married a lawnmower ___________? from my neighbor. 200

200

suspicious phone call

Could you ____________ me your car?

What’s something you’ve ___________ done today?

300

300

300

rude neighbor

400

500

Have you ever ____________ clothes from a friend?

Did you ___________ do your homework?

400

400

cockroaches in Where can they What is your house ____________ something you haven’t done a shovel? ___________?

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400

Already or Yet?

500

know your best police pull you friend over

500

500

We can ____________ them our SUV.

Do you feel comfortable speaking English ___________?

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My points: ___________________________ Notes:

Student Book 4 LEFT

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90

A

B

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200 ___________ a minivan and an SUV are a type of vehicle.

Borrow or Lend?

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Either, Neither or Both?

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FG

G. Group—break your class up into two or more teams. Give each team a chance to pick a category. Give 1-3 minutes for teams to answer or look up correct answers. Have all teams looking up or thinking of an answer at the same time. If one team gets the answer wrong, ask another group for its answer. You can give points to the team that answers correctly. If a team gets an answer correct, that team can choose the next category in any order. You can X/mark off questions after a team has asked them, or for further review, you can have each group answer even if the first group answers correctly. One-on-One—play the game with your student, and take turns reading the categories and answering them in any order. You can keep score if you want. If a student gets a question wrong, look back together and review the item.

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C


16

PROGRESS CHECK a. visit

b. move to

2. Has Greg ever been to Florida?

a. Yes, he has.

b. No, he hasn’t.

3. Does Courtney know where she’s going to live?

a. Yes, she already has a house there.

b. No, not yet.

4. She’s going to borrow Greg’s

a. SUV.

b. house.

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2. Has she ever eaten there?

Yes, ___________________ (eat) there before.

3. What happened to her?

____________________ (get fired).

4. Why were they upset?

Their friends were late. It’s rude _____________ (show up) late.

5. Did she agree with him?

No, __________________ (disagree)

6. What was he doing when he fell?

_____________________. (run)

Circle the correct words. (1 point each) 1. Q: Have they ever hear / heard an orchestra ?

B. Say Now you will work alone.

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They’d move ____________________(move) to Florida.

Answer Key: 2. has eaten 3. She got fired 4. to show up 5. She disagreed 6. He was running

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1. Where would they go if they could move?

C. Answer Key: 2. haven’t 3. worked 4. for 5. already 6. yet 7. could 8. either 9. borrow 10. lending 11. has 12. had 13. want 14. either

2. A: No, they haven’t / didn’t.

3. Q: How long has he worked / working there?

4. A: He’s been there for / since two years.

5. Q: Did she already / yet clean the carpets?

6. A: No, she hasn’t cleaned them already / yet.

7. Q: If you could / would move to Hawaii or Florida, where would you go?

8. A: I wouldn’t move to either / neither! I prefer cold weather.

9. Q: Would you like to borrow / lend my car tomorrow?

10. A: Yes. Would you mind lending / borrowing it to me?

11. Q: How long has / have your son been sick?

12. A: He’s had / having a fever since Monday.

13. Q: Do they want / wanted the car or the minivan?

________/ 21

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Teacher Book 4 LEFT

A. Say I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing. Answer Key: 2. b 3. b 4. a

Read the questions and complete the answers. Use the correct form of the words in parentheses. (1 point each)

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CC

1. Courtney is going to ________________ Florida.

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My score________/ 100

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AA

Total: 50 x 2 = 100

Listen to Track 15. Circle the correct answer. (1 point each)

14. A: They don’t like either / both.

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D. Answer Key: 2. slurped 3. was speeding 4. got hurt

Look at what was happening. Complete the sentences with the correct form of the words from the box. (2 points each) slurp

get hurt

1 was talking 1. She ______________

she received the email.

FE E. Answer Key: 2. and 3. but 4. or 5. but 6. so

3

2

on the phone _____________when

talk on the phone

2. She ______________ while she was drinking her coffee.

speed

4

3. He________________ when the police pulled him over.

4. He was playing when he __________ __________________.

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DD

Write the correct word. (1 point each)

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so 1. I’m not going to be here next week, ________ (so / or) I need someone to feed my cat.

2. He was littering in the park, ________ (so / and) the police saw him.

3. It’s okay to be a little late, ________ (but / and) it’s rude to be an hour late. 4. They could buy an SUV, ________ (so / or) they could get a minivan.

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5. He changed his locks on Friday, ________ (so / but) he hasn’t set up his utilities yet. 6. She loves animals, ________ (so / but) she wants to be a veterinarian.

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F. F F Answer the questions. Use the words in parentheses. (2 points each) Answer Key: 1. What would she do if she received a suspicious phone call? __________________________________ She’d hang up 2. They’d be (hang up) professional 2. What would they do if they could have different jobs? __________________________________ athletes. (professional athletes) 3. It’s not polite to 3. What’s something that is not polite in their culture? _________________________________ point at someone. (point at someone) 4. You could 4. What could I do if I needed a lawnmower? __________________________________ borrow one. (borrow) 5. She agrees with 5. What does she think about the HOA rules? __________________________________ the HOA rules.

GG

STOP. Wait for your teacher. (2 points each) Score

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Teacher Notes

1. 0

1

2

Lesson 10:

2.

0

1

2

Lesson 15:

3. 0

1

2

Lesson 11:

4. 0

1

2

Lesson 13:

5. 0

1

2

Lesson 12:

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G. Say Activity G is about speaking English. Say, I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below.

(agree)

Student Book 4 LEFT

________/ 29

1. What’s something that is rude in your native country? [Student should say “It’s rude to stare, point, chew, etc.” or “Staring, pointing, chewing… is rude.”] 2. What would you do if someone robbed your house? [Student should use “I would…” ] 3. Do you agree or disagree with having dogs at work? [Student should say “I agree (or disagree) with having dogs at work.”] Before question 4 say Now you will ask me questions. For example: “Ask me what my name is.” See if students respond and say “What’s your name?” If they don’t, help them before asking the next two questions. 4. Ask me what I would do if I could have any job. [Student should ask “If you could have any job, what would you do?”] 5. Ask me if I’ve already taken out the trash today. [Student should ask “Have you already taken out the trash today?” or “Have you taken out the trash yet today?”] intercambio.org/teachers

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QUICK REFERENCE GUIDE Regular Verbs I Know

Irregular Verbs I Know

Simple Past

Present

Simple Past

Past Participle

aim

aimed

remodel

remodeled

appear

appeared

report

reported

break

broke

broken

apply

applied

require

required

bring

brought

brought

argue

argued

reserve

reserved

buy

bought

bought

arrive

arrived

retire

retired

come

came

come

block

blocked

return

returned

cut

cut

cut

borrow

borrowed

rob

robbed

do

did

done

burp

burped

save

saved

drive

drove

driven

call

called

seem

seemed

eat

ate

eaten

carry

carried

separate

separated

fall

fell

fallen

chew

chewed

sign

signed

feed

fed

fed

clean

cleaned

sign up

signed up

feel

felt

clean up

cleaned up

slurp

slurped

get

got

collect

collected

smell

smelled

give

gave

compare

compared

smoke

smoked

go

went

cook

cooked

spell

spelled

grow

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Present

donate

donated

squeeze

squeezed

hang up

enter

entered

stare

stared

hear

evacuate

evacuated

start

started

leave

examine

examined

stay

stayed

lend

excite

excited

stay off

stayed off

keep

file

filed

survive

survived

meet

fill

filled

turn down

turned down

pay

fix

fixed

unpack

unpacked

put

put

put

grab

grabbed

use

used

ride

rode

ridden

head

headed

visit

visited

run

ran

run

help out

helped out

verify

happen

happened

wait

hire

hired

watch

learn

learned

work

like

liked

work out

listen

listened

phrasal verb

litter

littered

live

lived

look

looked

spit

spit / spat

spit / spat

meditate

meditated

stand

stood

stood

open

opened

swear

swore

sworn

order

ordered

sweep

swept

swept

pass

passed

take

took

taken

permit

permitted

tell

told

told

pick up

picked up

think

thought

thought

threw out

thrown out

was/were

given

gone

hung up

grown

hung up

heard

heard

left

left

lent

lent

kept

kept

met

paid

rD up

met

paid

verified

see

saw

seen

waited

send

sent

sent

watched

set up

set up

set up

worked

show

showed

shown

worked out

Fo

N ot

felt

gotten

lic a

grew

been

sleep

slept

slept

speak

spoke

spoken

speed

sped

sped

spend

spent

spent

point

pointed

throw out

prevent

prevented

try

tried

tried

pull

pulled

wear

wore

worn

recycle

recycled

write

wrote

written

110

Teacher Book 4 LEFT

n

(be) am/is/are

phrasal verb

intercambio.org/students

93


w

r

y

w

y

GREEN TEA

BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK w

y

ROSE BOAT r

GRAY DAY

a CUP of MUSTARD

ORANGE DOOR y

TURQUOISE TOY

RED PEPPER

North American English Fifth Edition

OLIVE SOCK

AUBURN DOG

w

y

WHITE TIE

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

K. Taylor, S. Thompson © 2018

All rights reserved. This material or any part of it may not be reproduced, in any form or by any means, without express permission from the claimants. All inquiries should be addressed to info@ColorVowelChart.org www.colorvowelchart.org


Confidence and Connections was developed by Intercambio Uniting Communities to offer practical English language acquisition for adults. The series was designed for both 1-on-1 and group learning environments. The hallmark of this curriculum is its unique focus on building confidence and personal connections between students and teacher. Each lesson culminates with a Connect with Conversation activity, providing students a safe place to practice speaking English while getting to know their fellow students and teacher. In addition, every lesson includes a pronunciation exercise to help students learn and practice the many sounds and rhythm of the language. There are 2 books per level, L (left) and R (right), enabling shorter completion cycles per level. Completing a book builds student confidence and allows a shorter waiting period for a returning student. Together these two books, L and R, complete a level and you can begin with either one. Build your community by teaching and learning English The Intercambio Way™.

Intercambio is a 501 (c) 3 nonprofit organization founded in 2001. In addition to our successful and continually advancing program in Boulder Colorado, we support and share best practices with organizations across the country that use our curriculum, training and resources. We are committed to learning from everyone. Please share ideas or feedback with us at www.intercambio.org/comments $18.00 ISBN 978-1-947639-33-1

51800

www.intercambio.org • resources@intercambio.org 9 781947 639331

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Confidence and Connections Teacher Book Level 4 LEFT  

Intercambio developed this series with input from our adult ESL students, teachers and program partners across the country. You’ll find that...

Confidence and Connections Teacher Book Level 4 LEFT  

Intercambio developed this series with input from our adult ESL students, teachers and program partners across the country. You’ll find that...

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