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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

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CREDITS Level 5 Left Writers Rachel Fuchs 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, Ingrid Justin, Jennifer Kurtz, Rosie Piller, 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

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Retirement Seems So Far Away

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The City Has Been Working Hard

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They Won't Get Help Unless They Know It's A Problem

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I Wish I'd Tried It

That's Just A Stereotype!

By End of Lesson, You Can:

• Review of past, present and future

Discuss your preferred climate, geography, type of neighborhood Describe places you’ve lived

• Talk about common geographical areas and regions of the US using a variety of verb tenses

• Present perfect vs simple past

Talk about personal and professional accomplishments Areas for growth

• Talk about job interviews, experience and qualifications • Talk about things you have done before or did at a specific time in the past

• If clauses with could/ should/would

Describe differences and similarities between generations Discuss plans and preparations for retirement

• Talk about planning for retirement and common financial activities

• Present perfect continuous

Give your opinions on taxes and oth- • Talk about local government initiatives and er issues in your town, city and the US what has been happening in your town or city

• Unless, even though, because

Discuss addictions

• Discuss and give your opinion about common addictions in the US and your native country using unless, even though, & because

• Past unreal conditional vs future with will

Talk about things you want to do, never want to do, and things you wish you’d done

• Talk about regrets, hopes and dreams

• Must vs might for certainty and possibility

Discuss stereotypes

• Express degrees of certainty using must and might • Talk about prejudices, stereotypes and discrimination

Review and Progress Check

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Field Trip

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Have You Prepared For Your Interview?

Conversation

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I'm Going On A Road Trip

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Grammar

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Title

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I Agree With Free Speech

• Agree/disagree with gerund or noun

Discuss and give opinions on controversial issues

• Share opinions and agree or disagree

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Do You Think I Should Take My Shoes Off?

• Direct and indirect questions

Talk about personal culture and what influences it

• Talk about what kinds of things influence culture

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You Filed A Claim, Didn't You?

• Tag questions

Talk about kinds of insurance and filing claims

• Talk about different kinds of insurance

• Once, before, until, since, for

Talk about important civil rights moments in your native country, in the US and around the world

• Talk about civil rights milestones in the US

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Since Then, Many Things Have Changed

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Breaking A Mirror Is Bad Luck

• Gerunds as the subject of a sentence and it’s + adjective + infinitive

Discuss different superstitions around • Talk about and compare beliefs around the world superstitions

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What An Inspiring Story!

• Words with verb, adjective Talk about things that give you and noun forms inspiration and how you take care of yourself

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Review and Progress Check

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• Talk about inspiration, motivation and selfcare


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 I’M GOING ON A ROAD TRIP By the end of the lesson, students will be able to: • Talk about common geographical areas and regions of the US while reviewing a variety of tenses • Talk about common things people need to remember to do in their homes each year

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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 them 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 classmates’ and your 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 student names, children, even pets. Listening Track 01

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Isaac: Hey Karen. I can’t believe it’s almost summer. Do you have any travel plans? Karen: I’d like to go on a road trip to see some new places. Do you have any suggestions, Isaac? Isaac: Sure! I’ve been all over the country. I can definitely give you some ideas. Do you prefer the mountains or the coast? Karen: I like both. Isaac: Well, if you drive west, you’ll drive through the mountains. Then, you can drive through the desert before you get to the West Coast. Karen: Wow – that sounds great. Have you ever been to the East Coast? Isaac: Yes, I went to the East Coast last year. If you go east from here, you’ll drive across the plains. There are a lot of small rural towns before you get to the East Coast. Karen: Is that where New York City is? Isaac: Yes, New York City is on the East Coast. If you go there and drive northwest, you can get to Niagara Falls, on the Canadian border. It’s really beautiful. Karen: Wow – that sounds neat. I’m going to look at a map and decide where I want to go. Thanks for your ideas!

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I’M GOING ON A ROAD TRIP Pre

Listening warm-up. Track 01: What kind of transportation will they use on their trip?

Pre Read the Pre question aloud, play track, elicit answer.

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

VOCABULARY WORDS & PHRASES A. Have students repeat each word after you. Be sure to work on stress and pronunciation.

tropics

desert

urban

rural

suburban

coast

border

hills

forest

plains

through

across

road trip

PRONUNCIATION

Listen and repeat after your teacher. Write the words in the correct column. across

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tropics coast range border

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Pronunciation First, read the words aloud and have students repeat. Then have students do the task individually or in pairs. Then, read the words and have them check their answers. You can write the words on the board and mark the syllables. See PRONUNCIATION.

Repeat after your teacher.

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desert mountain through suburban

1 syllable

2 syllables

3 syllables

1.______________ tropics

1.______________ 2.______________ 2.______________ 3.______________ 1.______________ 3.______________ 4.______________ 5.______________ intercambio.org/students

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Answer Key: Pronunciation: 1 syllable - coast, range, through; 2 syllables - across, border, desert, mountain; 3 syllables suburban

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VOCABULARY PRACTICE

B

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Look at the map of the US. Label the parts of the map with the words below. plains

West Coast

northern border

southern border

East Coast

mountains

desert

tropics

forest

A. ________________________ northern border B. ________________________ C. ________________________ D. ________________________

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

F. ________________________

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G. ________________________

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E. ________________________

H. ________________________ I. _________________________

Listen again to Track 01. Circle True or False. 1. Karen wants to see some new places.

TRUE

FALSE

2. Isaac hasn’t been to very many places in the country.

TRUE

FALSE

3. If Isaac drives west, he’ll go through the plains.

TRUE

FALSE

4. To get to New York City, Karen needs to drive east.

TRUE

FALSE

5. Niagara Falls is near Canada.

LANGUAGE TOOLS

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TRUE

FALSE

Listen to your teacher and repeat.

TENSE REVIEW

PRESENT

Where are you and your family living now?

We’re living in the suburbs.

Where do you want to go on vacation?

We want to go to the West Coast.

PAST FUTURE

We’d like to go to the mountains.

Did you ever live in a rural area?

Yes, I lived in a rural town when I was a child.

Where have you visited?

I’ve visited many places in the country.

Where are you going to go?

I’m going to the East Coast.

D. G FOCUS: Review of present, past, and future tenses and construction I’d like to.

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Where would you like to go?

F C. Go over the activity so students know what they are going to listen for (true/false). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary. EXPANSION: Have students correct the false statements. See LISTENING.

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LISTENING

Answer Key: B. B. West Coast C. southern border D. mountains (Rockies) E. East Coast F. desert G. plains H. tropics. I. forest C. 2. FALSE 3. FALSE 4. TRUE 5. TRUE

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GRAMMAR PRACTICE

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Circle the correct verb tense. 1. They’ve never been / They’re never been to the East Coast.

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

2. I’d like / I’m like to visit the Appalachian Mountains. 3. They went / they go to the tropics last year. 4. Sherry has been / have been to the West Coast. 5. We’re going to visit / We’ve going to visit the desert in Death Valley.

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6. Where are they / would they like to go? 7. I’ve visited / I visited the coast last year.

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8. Has you / Have you ever lived in the suburbs?

Complete the sentences with the correct form of the verb in parentheses. 1. We _______________ through the Rocky Mountains last year. (drive) drove

F. First, point at the verbs in parentheses. Have students work individually. Then have them compare their answers in pairs/ groups. Then, go through the answers together.

2. Have they ever ________________ near the coast? (live) 3. Does she ________________ cold weather? (like)

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4. I’ve never __________________ in a rural area. (be)

6. Ben and Fred __________________ across the plains next summer. (travel)

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Write the questions. Use the words in parentheses.

Have you ever lived in the tropics? 1. __________________________________________ No, I haven’t. (live in the tropics)

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G. Have students go over each response and underline signal words that help to choose the right tense (e.g., have, will, did, have, does). Have students work individually. Then have them compare their answers in pairs/ groups Finally, go through the answers together. EXPANSION: Ask and answer questions in pairs.

5. They’d like to __________________ to the desert in Great Basin. (go)

2. __________________________________________ She’ll go to the coast next year. (go next year) 3. __________________________________________ Yes, we did. (live in a rural area when you were young) 4. __________________________________________ No, they haven’t. (visit the desert)

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5. __________________________________________ Yes, she does. (live near the mountains) intercambio.org/students

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Answer Key:

E. 2. I’d like 3. They went 4. has been 5. We’re going to visit 6. would they 7. I visited 8. Have you F. 2. lived 3. like 4. been 5. go 6. are going to travel G. 2. When will she go to the coast? 3. Did you live in a rural area when you were young? 4. Have they visited the desert? 5. Does she live near the mountains? intercambio.org/teachers

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REAL LIFE / YOUR LIFE

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Look at the information about the regions of the United States. Answer the questions. Discuss with a partner where you live and where you would like to visit. Midwest Major Cities: Minneapolis, Detroit, Chicago, St. Louis, Cincinnati

Known for: Urban areas, historical landmarks of early US history, businesses, formal dress, cold, snowy winters, coastal areas

H. Have students work in pairs first. Then, go through the answers together and have students tell the group how their partners answered the last question.

West Major Cities: Las Vegas, Salt Lake City, Denver, San Francisco, Los Angeles, Seattle, Portland

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Known for: Agriculture, rural towns, suburbs, “middle America”

Northeast Major Cities: New York, Boston, Philadelphia

South Major Cities: Nashville, Atlanta, New Orleans, Dallas, Miami

Known for: Pacific Ocean, the Rocky Mountains, deserts, Known for: Rural areas, agriculture, jazz and country forests, rivers, rustic/outdoor culture, skiing, hiking, music, southern food, warm summer climate, “southern camping, casual dress hospitality”

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1. What US region is Chicago in?

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2. What US regions are known for agriculture?

___________________________________________

3. What US region is known for outdoor activities? ___________________________________________ 4. In what US region can you visit Boston?

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5. What US region is known for jazz music?

___________________________________________

6. What US region is Colorado in?

___________________________________________

7. Which region would you like to visit?

CULTURE TIP

___________________________________________

Culture Tip EXPANSION: Use a video or your own voice to demonstrate English accents from different regions of the US.

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Different regions in the US can have different accents, food, music and cultural characteristics. The geography, climate and history of the area often have an influence on how those characteristics developed. Does your native country have different regions with different kinds of food, music, languages or other cultural characteristics? What about different accents?

Answer Key: H. 1. Midwest 2. Midwest and South 3. West 4. Northeast 5. South 6. West 7. Answers will vary.

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1 2. City __________________________

State: ________________________

State: ________________________

Climate: tropical Geography: coast / beach Description: This is an urban city and popular vacation spot with excellent nightlife, live music, dancing, shopping and restaurants.

States: Iowa Rhode Island Florida Arizona

3. City __________________________

4. City __________________________

State: ________________________ Climate: hot, humid summers/cold snowy winters Geography: plains and hills Description: With a population of 215,472, it is the most populous city in its Midwest state. It is located in a rural area of the country that is known for agriculture and food production.

State: ________________________ Climate: hot, humid summers/cold and wet winters Geography: coast and rocky bays Description: This is one of the oldest cities in the US. It is located in the Northeast, near the coast, and is known for being the capital of the smallest state in the country.

Check your favorite in each category. Write some notes about why you chose it. Favorite climate: † tropical

† warm and dry

† cold and wet

other:_______________________

Favorite geography: † coast

† mountains † forest † hills † plains † desert other:_______________________

Favorite kind of neighborhood to live in: † urban

† rural

† suburban

other:_______________________

CONNECT WITH CONVERSATION

Get to know a partner. Talk about: • their preferred climate, geography and type of neighborhood and why • where they would live if they could live anywhere and why • where they lived in their native country with descriptions • where they live now with descriptions • regions in the US you’ve visited and your favorite

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group. Be sure your students ask you questions too.

Cities: Tucson Miami Providence Des Moines

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Climate: desert Geography: mountains/plateaus Description: This is an urban area with a population of about one million. It is located near the southern US border.

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J. EXPANSION: Use pictures or a map for students to choose a place to live with their favorite climate, geography, and kind of neighborhood. Have students make notes and prepare for a discussion.

1. City __________________________

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I. EXPANSION: Have students work in pairs and play a guessing game. One student describes a place, its climate, and geography, and the other one tries to guess.

Work with a partner. Guess the city and state that go with each description. Ask your teacher for the answers!

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Answer Key:

I. 1. City: Miami/State: Florida 2. Tucson/Arizona 3. Des Moines/Iowa 4. Providence/Rhode Island J. Answers will vary.

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HOMEWORK

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Lesson 1 • I’m Going On A Road Trip

Put the words in the correct order to form sentences.

Walk through each homework activity. Pre These are very similar to activities they did in class. Confirm that they understand each assignment by doing examples. See HOMEWORK.

1. she / live / Does / in / the / tropics? ________________________________________________________________________ Does she live in the tropics? 2. like / would / They / forest. / near / to / live / a ________________________________________________________________________ 3. to / mountains / you / Are / going / the / this weekend?

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________________________________________________________________________

________________________________________________________________________

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Complete the conversation. Write the correct form of the words in parentheses.

next month!

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are moving (move) to another city Maria: Hey, Fatima. I heard from Jose that you (1)__________________

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4. gone / a / road trip. / We’ve / on / never

Fatima: Yeah, I (2)___________________ (leave) next week. I (3)______________________ (pack) all of my things yesterday. Maria: Where are you / (4)____________________ (go)? Fatima: I (5)____________________ (live) with my aunt on the East Coast.

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Maria: Have you ever (6)________________ ( be) to the East Coast before?

Fatima: No, I (7) ___________________ (never / be) there before. It’ll be a new adventure!

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Maria: Good luck! I’ll miss you, but I’m sure you (8) ________________ (like) it there. Fatima: Thanks, Maria. I’ll miss you too!

JOURNAL PROMPT

Write about a place that you have visited that you liked. Why did you like it? Would you ever live there? Why or why not?

Encourage students to write a journal entry. Don’t forget to respond to it.

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key:

K. 2. They would like to live near a forest. 3. Are you going to the mountains this weekend? 4. We’ve never gone on a road trip. L. 2. ‘m leaving 3. packed 4. going 5. ‘ll live/’m going to live 6. been 7. have never been 8. will like 8

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L2 HAVE YOU PREPARED FOR YOUR INTERVIEW? By the end of the lesson, students will be able to: • Talk about job interviews and their experience and qualifications • Use the present perfect and simple past tenses when talking about their experiences What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Real job opening ads (optional)

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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 where they would like to go on their next trip. Review homework from last lesson. Be sure to respond to their journal entries. You can respond in writing or have students read and respond to each other. See how to work with the journal in Homework section in the back of the book.

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Teacher notes: Remember, this is only the second day 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 objective.

Listening Track 02

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We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • qualified - having the skills or knowledge to do a job • internship - doing a job for a short time to learn about that job

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Behruz: Hey Nissi . Do you have a minute? I could really use your help. Nissi: Sure. What’s up? Behruz: Well, I’m looking for a job… Nissi: That’s great. Have you found any you want to apply for yet? Behruz: Yes, I have! I submitted my cover letter and resume last night. They called me to request an interview this morning, and I’m a little nervous. It’s my first time going to a job interview in English. Nissi: Oh, don’t worry. If you’re well-prepared, you’ll do fine. When’s your interview? Behruz: It’s tomorrow afternoon. Do you have any advice? Nissi: Hmm… make sure to look at the job description again before you go. Think about your top 3 accomplishments and be prepared to talk about how they match the desired skills. Behruz: Okay, I’ll prepare some ideas before I go. Anything else? Nissi: Be sure to wear something that looks professional. And it’s best to be early. Definitely don’t be late. Behruz: Thanks, Nissi! Nissi: No problem. Let me know how it goes!

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2

HAVE YOU PREPARED FOR YOUR INTERVIEW? Pre

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

Listening warm-up. Track 02: Has Behruz gone to his interview yet?

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Pre Read the Pre question aloud, play track, elicit answer.

A

Repeat after your teacher. job opening qualified

requirements strengths

submit

job description

internship

job offer

good fit

applicant

areas for growth

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PRONUNCIATION

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VOCABULARY WORDS & PHRASES

professional

challenges

Listen and repeat after your teacher. Underline the primary stress in each word. Circle the SILVER PIN words. description

skills

requirements

desired

internship

find

submit

applicant

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

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Pronunciation See Pro Fun for more practice on this sound and to contrast it with the GREEN TEA sound.

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Answer Key: Pronunciation: SILVER PIN: description, skills, intership, submit; Other words: find (WHITE TIE), requirements (WHITE TIE), desired (WHITE TIE), applicant (BLACK CAT)

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VOCABULARY PRACTICE

B

We are looking for a (2)____________________ mechanic for our Lead Automotive

good fit

Mechanic position in Firestone. The (3)_____________________ include the ability

requirements

to inspect, service and give maintenance advice for all types of personal vehicles.

Applicants qualified

communication skills. (5) ___________________ for this position should have

Opening

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Your other (4)__________________ should include customer service and excellent

at least two years of experience as a mechanic and availability to work evenings

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and weekends as needed. If you meet these requirements, this job could be a (6)__________________ for you!

LISTENING

C

Listen again to Track 02. Check the advice that Nissi gives to Behruz. †  1. † 2. † 3. † 4. † 5. † 6.

look at the job description dress professionally memorize his accomplishments talk about the desired skills arrive early write a thank you note

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS

ANSWERS

Have you ever looked for an internship online?

Yes, I have. I found my last internship online. No, I haven’t.

Has he prepared his resume yet?

Yes, he has. He prepared it last night. No, he hasn’t.

Have you worked in this kind of position before?

Yes, I have. I worked in the same position at my last company. No I haven’t.

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D. FOCUS: Q&As in the present perfect tense. Both the meaning and the form of this verb tense may be difficult for students.

strengths

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C. Go over the activity so students know what they are going to listen for (the advice that Behruz gives Nissi). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary.

Opening Job (1)_______________ at Big Tires Automotive!

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B. EXPANSION: Bring in real job opening ads which could be interesting to your students and have them find and underline the vocabulary from the lesson. Make sure the ads contain some of the words given in the box. Ask additional questions to check understanding of the content, e.g., What position is advertised? What are the requirements? etc.

Complete the Job Opening advertisement with words from the box.

We use the present perfect tense to talk about something that has happened at some unspecified time in the past. Ex: I have worked as a teacher (before). We use the simple past to talk about something that happened at a defined time in the past. We can answer a present perfect question with the simple past if the answer refers to a specific time. Ex: I worked as a teacher when I was younger. Student Book 5 LEFT

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Answer Key: B. 2. qualified 3. requirements 4. strengths 5. Applicants 6. good fit C. 1, 2, 5

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2

GRAMMAR PRACTICE

E

Circle the correct words.

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

1. Glenda applied / apply for the job yesterday. 2. They haven’t applied / didn’t apply for a job online before. 3. He came in / has come in for an interview yesterday. 4. Have / Did they made him an offer? 5. Have / Did they ask you about your accomplishments at the interview? 6. We didn’t think / haven’t thought he had the requirements for the position.

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7. I haven’t found / didn’t find a job opening that I like yet.

F

Complete the conversation. Use the words in parentheses. Practice with a partner. Mr. Brown: So, Ms. Hassan. How (1) ___________________ did you hear (you / hear) about our job opening for a technician?

F. First, point at the verbs in parentheses and elicit the past participle of these verbs (the 3rd column in the verb chart in the back of the book). Have students work individually. Then have them compare their answers in pairs/ groups. Go through the answers together. EXPANSION: Practice the dialog with a partner.

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Ms. Hassan: I (2)_________ (see) the job posted online last week and I knew I wanted to apply.

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8. She hasn’t had / didn’t have a lot of applicants for the job opening she posted today.

Mr. Brown: That’s great. (3)___________________ (you / ever / work) in a similar position?

Ms. Hassan: Yes. I (4) ________________ (work) as a technician for five years before I left my job to take care of my children.

Mr. Brown: Yes – you have a lot of experience and are very qualified for this position.

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(5)________________ (Has / Have) you worked a full-time position before? Ms. Hassan: No, I haven’t, but I am looking forward to working full time now.

Mr. Brown: Wonderful. We (6) ______________ (not / make) a decision yet. We’ll call you next week to let you know if we can make an employment offer. Ms. Hassan: Okay, thank you, Mr. Brown!

G

Write the questions. Use the words in parentheses.

Have you ever applied for a job online? 1. __________________________________________Yes, I have. (ever apply for a job online)

2. __________________________________________No, she didn’t. (see the internship opening today)

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3. __________________________________________Yes, he has. (apply for an internship position before) 4. __________________________________________No, I haven’t. (receive a call from the manager yet) 5. __________________________________________Yes, they did. (call him for an interview yesterday)

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6. __________________________________________No, she hasn’t. (accept their offer yet)

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G. Have students go over each response and underline signal words (yesterday, before, yet, etc.) that will help them to choose the right tense (i.e., have/has, or did). Have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together.

Answer Key:

E. 2. haven’t applied 3. came 4. Have 5. Did 6. didn’t think 7. haven’t found 8. hasn’t had F. 2. saw 3. Have you ever worked 4. worked 5. Have 6. haven’t made G. 1. Have you ever applied for a job online? 2. Did she see the internship opening today? 3. Has he applied for an internship position before? 4. Have you received a call from the manager yet? 5. Did they call him for an interview yesterday? 6. Has she accepted their offer yet? 12

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REAL LIFE / YOUR LIFE

H

Read the Top Job Interview Tips. Check whether each person followed the recommendations or not.

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H. Before the task, have students work in pairs/ groups to write 5-6 tips for a successful interview. Then, have students compare their ideas with the picture and do the task. Go through the answers together.

† yes

† no

2. Leo went to a sports game the morning of his job interview. He didn’t want to be late, so he didn’t go home to change his clothes. He arrived at the interview with a baseball hat, jeans and a T-shirt.

† yes

† no

3. Rebecca smiled and made eye contact during the interview. At the end of the interview, the hiring manager asked if she had any questions about the company. She said that she didn’t have any right now, but she was going to go home and read all about the company after the interview.

† yes

† no

4. Gerard practiced answering some interview questions with a friend the day before his interview. On the day of the interview, he took some deep breaths before going in. He was calm, smiled often and made eye contact when speaking to the interviewer.

† yes

† no

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1. Marla drove by the community center the day before her interview for a volunteer position so she would know how to get there. She arrived 15 minutes early for her interview the next day.

CULTURE TIP

Many interviewers now look at your online social media presence and profiles. Some experts suggest you make your online information professional so that you can make a good impression. Do you have anything on your social media profile that could be a problem if a potential employer saw it? In the US, it is normal to talk about your accomplishments and strengths at an interview. Did you do this in your native country when you applied for jobs?

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Culture Tip Discuss accomplishments vs. strengths. Talk about the types of social media platforms your students use and how it can make a good impression on a potential employer.

Student Book 5 LEFT

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Answer Key: H. 1. yes 2. no 3. no 4. yes

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Read the Employee of the Month certificate and answer the questions about Rita and about yourself.

WHAT ARE RITA’S STRENGTHS?

WHAT ARE YOUR STRENGTHS?

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

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2

Write two personal or professional accomplishments. Write one area of growth for you (something you would like to improve).

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • their personal and professional accomplishments • if they’ve ever interviewed for a job, when and what was it like • both of your strengths • areas of growth and what they’d like to improve intercambio.org/students

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J. You may propose to students that their learning English is an accomplishment, just as your learning to teach English is one of your accomplishments. Not all students work and have experience with job interviews. You may ask them to talk about their friends, children, or other family members. Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask follow-up questions. Then, ask some students to share what they have learned about their partners with the group.

Answer Key: I. Rita’s strengths: being on time, skills in two languages, providing support to others, a positive attitude J. Answers will vary.

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HOMEWORK

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Lesson 2 • Have You Prepared For Your Interview?

Complete the sentences. Write the correct form of the words in parentheses.

P

1. She __________ went (go) to a job interview yesterday.

Walk through each homework activity. These are very similar to activities they did in class. Confirm that they understand each assignment by doing examples.

2. They __________ (apply) for a lot of positions. 3. He __________ (not accept) the offer last week. 4. Fran and Bernie ___________(work) in the field for many years. 5. I ___________(not find) a job that is a good fit yet. 6. Where _______ she ____________(work) before?

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7. What ________ he ___________ (do) at his last job?

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8. He ________________ (accomplish) a lot during his time at the company.

Circle the correct words to complete the conversation.

Ms. Franco: So, Ms. Griseldi, How did you hear / have you heard about this position? Ms. Griseldi: I saw / have seen the position online last week. I think I’d be a great fit!

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Ms. Franco: Have you done / Did you do similar work before?

Ms. Griseldi: Yes. At my last job, I had / have had the same position.

Ms. Franco: That’s great. Did you work / Have you worked full time at your last position? Ms. Griseldi: Yes, I did / have.

Ms. Franco: Why have you left / did you leave your last job?

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Ms. Griseldi: I wanted / I’ve wanted to find a job that is a better fit for my qualifications.

JOURNAL PROMPT

Write about a time you or someone you know went to an interview. What happened?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Student Book 5 LEFT

Answer Key: K. 2. have applied 3. didn’t accept 4. have worked 5. haven’t found 6. has she worked 7. did he do 8. has accomplished L. 2. saw 3. Have you done 4. had 5. Did you work 6. I did 7. did you 8. I wanted intercambio.org/teachers

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L3 RETIREMENT SEEMS SO FAR AWAY By the end of the lesson, students will be able to: • Talk about planning for retirement and common financial activities using could, would and should What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • A rubber band for pronunciation activity (optional)

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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 what requirements for a mechanic position might be. Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define. • supplemental income - extra money you earn • net income - a person’s income after taxes • gross income - a person’s income before taxes Listening Track 03

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Naomi: Hey David. I can’t believe you’ve been here for 6 months already. How do you like your job? David: It’s great. I love the schedule and our company has great benefits. Naomi: Yeah – it does. And now that you’ve been here for 6 months, you know you can enroll in the 401k retirement plan, right? The company will match 3% of anything you save. It’s like free money! David: Really? That’s great! Retirement seems so far away, though. And it’s hard for me to save anything right now. I live paycheck to paycheck, you know? Naomi: Yeah – I ‘ve been there before. I’m sure you’ll get a raise next year. Maybe you’ll be able to save money then. David: Yeah – I really should start saving some money, but I don’t know how. Naomi: You could see if your bank has a financial advisor you can talk to. Some banks offer a free consultation. David: That’s a good idea. Maybe they could help me think of some ways to cut down on my monthly expenses. Naomi: We make a monthly budget. It helps us make sure we aren’t living beyond our means. David: I’m going to see what I can do. I’ll start by finding out more about our retirement plan. Thanks for your advice!

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RETIREMENT SEEMS SO FAR AWAY Pre

Listening warm-up. Track 03: Where are they?

A

Repeat after your teacher. Common Expressions: live paycheck to paycheck live beyond your means on the side

retirement plan

Medicare

investment

financial advisor

spend money on _____

supplemental income

pension

risky

social security

net vs. gross income

PRONUNCIATION

Listen and repeat after your teacher. Write the BLACK CAT words in the box.

A

SOUNDS LIKE BLACK CAT

financial 1._______________________

2._______________________

financial

transfer

income

advisor

plan

paycheck

retirement

pension

that

part

Medicare

can

3._______________________ 4._______________________ 5._______________________

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Pronunciation The BLACK CAT sound: Lower your jaw completely. Touch the back of your bottom teeth with the tip of your tongue and say cat. You can use a rubber band and stretch it vertically to show how the mouth opens for BLACK CAT. See Pro Fun for more practice. NOTE: Identifying the stressed syllable may help students identify the color of the word.

VOCABULARY WORDS & PHRASES

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A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Financial, social, pension all have the sh sound.

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

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Answer Key: Pronunciation: financial, transfer, plan, that, can intercambio.org/teachers

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3


VOCABULARY PRACTICE

E

Complete the crossword puzzle with vocabulary words from this lesson. 1 2s

o

c

i

a

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3 4 5

DOWN 1. She doesn’t like that investment. She thinks it’s too _____. 2. Some people do work on the side to earn __________ income. 3. __________ is a US government program that provides health coverage to citizens over the age of 65. 4. People in the US _______ a lot of money on health care. 5. Only a few people in the US, such as teachers and government workers receive a ________ when they retire.

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

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ACROSS 2. In the US, many people receive _________ Security when they retire. 6. Some companies offer a ___________ plan.

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B

Listen again to Track 03. Circle True or False. 1. Both people work at the same company.

TRUE

FALSE

2. Their company has a retirement plan.

TRUE

FALSE

3. Their company will match 10% of anything they save.

TRUE

FALSE

3. David is saving money this year.

TRUE

FALSE

4. She thinks it is a good idea to make a budget.

TRUE

FALSE

LANGUAGE TOOLS

D

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C

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LISTENING

Listen to your teacher and repeat.

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You could talk to a financial planner if you want some advice. If you want a safer investment, you shouldn’t get one that’s too risky. He would save more money if he didn’t have so many expenses. Sentences with if: These sentences have two parts. We use should/shouldn’t to give advice. We use could/couldn’t to express a possibility. Could/should + base form of verb + if + present tense of verb. We use would/wouldn’t to talk about a situation that is not true now. Would + base form of verb + if + past tense of verb. Student Book 5 LEFT

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Answer Key: B. 1. risky 2. supplemental 3. Medicare 4. spend 5. pension 6. retirement C. 2. True 3. False 4. False 5. True 18

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C. Go over the activity so students know what they are going to listen for (true/false). Play track once without stopping. GPause to check answers in pairs. Play track again as many times as necessary. Stop if necessary. EXPANSION: Have students correct the false statements. D. FOCUS: Real and unreal conditionals, and statements with could, should, would.


3

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

F

Match the parts of the sentences. c If she didn’t spend so much on shopping, 1. ____

a. but he couldn’t.

2. ____ If they want to make more money,

b. they’d use a wire transfer.

3. ____ He wanted to save more,

c. she’d have more money.

4. ____ She shouldn’t spend so much money

d. if she wants to save more.

5. ____ If they wanted to send money to their family in Peru,

e. if he wants more information.

6. ____ He could talk to a financial advisor

f. they could do something on the side.

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E

Circle the best word to complete the sentences.

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1. That investment is too risky. He should / would choose a different kind of investment.

2. If they want to send money to another country, they would / could use a wire transfer. 3. They could / should save more money, but they can’t. They live paycheck to paycheck.

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4. We shouldn’t / couldn’t live beyond our means. We need to save more!

5. Rita and Terry would / should have more money if they did something on the side. 6. If they didn’t have supplemental income, they shouldn’t / wouldn’t be able to save. 7. If we want to know more about retirement options, we could / would talk to a financial advisor. 8. She is almost 65 years old. Do you think she would / should sign up for Medicare?

Answer the questions. Practice with a partner.

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G. Do a couple of similar examples to help students understand the task. EXPANSION: Ask and answer questions in pairs.

1. What should I do to plan for retirement?

You should make a budget. _____________________________________________ (make a budget)

2. Where could they go to get more information? _____________________________________________ (take a financial class) 3. What would she do if she retired next year?

_____________________________________________ (volunteer in the community)

4. What could Brenda and Lee do to save more? _____________________________________________ (compare prices at the grocery store)

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5. What kind of investment should he make?

_____________________________________________ (in Guatemala)

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6. Where would Nora like to retire?

_____________________________________________ (one that’s not too risky)

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Answer Key:

E. 2. f 3. a 4. d 5. b 6. e F. 2. could 3. should 4. shouldn’t 5. would 6. wouldn’t 7. could 8. should G. 2. They could take a financial class. 3. She would volunteer in the community. 4. They could compare prices at the grocery store. 5. He should make the one that’s not too risky. 6. She would like to retire in Guatemala. intercambio.org/teachers

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REAL LIFE / YOUR LIFE PERCENT OF INCOME SPENT BY COUNTRY (2013) Source: Eurostat (https://ec.europa.eu/eurostat) Category Spends the Most Spends the Least Housing & Utilities Japan (25.3%) Russia (10.3%) Food Russia (30.7%) USA (6.8%) Transportation Mexico (19%) Saudi Arabia (9.1%) Recreation Australia (10%) India (1.5%) Health Care USA (20.9%) Saudi Arabia (1.7%) Restaurants and Hotels European Union (8.2%) India (2.6%) Clothing Russia (9.2%) Mexico (3%) Furniture Saudi Arabia (7.3%) South Korea (3.3%) Communications Saudi Arabia (6.3%) India (1.1%) Alcohol & Cigarettes Russia (8.3%) Saudi Arabia (.5%) Education South Korea (6.7%) Russia (1.1%)

H. First, explain how to read the chart. Have students work in pairs to answer the J questions. Then, go through the answers together.

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Look at the chart about how people in different countries spend their income. Answer the questions and compare with a partner.

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1. Where would you spend the highest percentage of your income on food? ___________________________________________

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2. Where would you spend the lowest percentage of your income on health care? ___________________________________________ 3. What percentage of their income do Russians spend on alcohol and cigarettes?

___________________________________________

4. Do South Koreans spend more on furniture or on education?

___________________________________________

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5. Where would you spend the highest percentage of your income on transportation? ___________________________________________

Look at the gross and net pay in the pay stub below. Discuss with a partner the difference in the gross and net pay amounts. Why is the net pay less? 123 - John J Doe

Pay Period 06/16/19 to 06/29/19

Rate 12.00

Hours 80

262.50 96.60 222.25 297.60

Health Insurance 401k Parking

00.00 00.00 00.00

00.00 00.00 00.00

NET PAY

$790.00

$3,950.00

Federal Income tax FICA - Medicare CO State Income Tax FICA - Social Security

960.00

4,800.00

Other Deductions

Student 5 LEFT Your Book Employer 1234 Main Street Boulder, CO 80304

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52.50 13.92 44.45 59.52

YTD 4,800.00

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Gross Pay

Required deductions

This Period 960.00

Earnings

PAY

Check Number: 005 Pay date: 07/12/19

***Seven hundred and ninety dollars and 00 cents**********************************************$790.00

To the Order of John J Doe 321 Any Road Boulder, CO 80304

VOID AFTER 90 DAYS

Employer Signature Authorized Signature

Answer Key: H. 1. In Russia 2. Saudi Arabia 3. 8.3% 4. education 5. Mexico I. Answers will vary. 20

Teacher Book 5 LEFT

K

I. After students have discussed the questions in pairs/ groups, have them share their partner’s answers with the class.


Culture Tip Explain “assisted living” and its types. Where do people live when they cannot live alone in your country?

CULTURE TIP Many people in the US save money for retirement to pay for moving into an assisted living facility because they may not be able to take care of themselves and live on their own. Assisted living ranges from independent-style living to full-time nursing support. The quality of care in assisted living communities can be very different. How is this different from your native country?

J

Look at the chart. Circle your generation and things you would like to do when you retire.

ANTICIPATING RETIREMENT

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What each generation of Americans is looking forward to most

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50%

MILLENNIALS: born between 1980 and 2000

40%

GENERATION X: born between 1960 and1980

30%

BABY BOOMERS: born between 1943 and 1960

Post Millennials: born after 2000

10%

0%

TRAVELING

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20%

SPENDING MORE TIME WITH FAMILY

PURSUING HOBBIES

WORKING IN SAME FIELD

SWITCHING CAREERS OR STARTING A BUSINESS

NONE OF THE ABOVE

K

Check whether you would like to do these things when you retire. learn a new skill

† definitely

† maybe

† definitely not

remodel my home

† definitely

† maybe

† definitely not

travel to a different country

† definitely

† maybe

† definitely not

help take care of grandchildren

† definitely

† maybe

† definitely not

work

† definitely

† maybe

† definitely not

read

† definitely

† maybe

† definitely not

volunteer

† definitely

† maybe

† definitely not

other: ____________________________

† definitely

† maybe

† definitely not

CONNECT WITH CONVERSATION

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group.

GETTING INVOLVED IN COMMUNITY

SOURCE: TRANSAMERICA CENTER FOR RETIREMENT STUDIES, “THE RETIREMENT READINESS OF THREE UNIQUE GENERATIONS: BABY BOOMERS, GENERATION X, AND MILLENNIALS,” APRIL 2014.

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J. Before the task, ask What generations and their characteristics do you know of? Elicit: baby boomers, generation X, millennials. Ask What generation are you from? Explain how to read the chart. Have students discuss which things they would most like to do when they retire. NOTE: If understanding the chart is challenging for your students, do this activity together.

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Get to know a partner. Talk about: • things you would or wouldn’t like to do in retirement and why • differences and/or similarities between you and others in your generation • what you think you should do to reach your retirement goals intercambio.org/students

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Answer Key: J. Answers will vary. K. Answers will vary. intercambio.org/teachers

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HOMEWORK

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Lesson 3 • Retirement Seems So Far Away

Write the correct word to complete each sentence. should (would / should) go? 1. I want to learn more about managing my money. Where do you think I ___________

2. What __________________ (could / would) she do to save more money? 3. They want to learn more about Social Security. They _____________ (could / would) look at the website. 4. Where ________________ (could / would) they like to live if they could live anywhere?

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

5. I really think Brenda ________________ (should / would) do something on the side to earn supplemental income. 7. There are a lot of options. He ____________________ (should / could) open a 401k, a pension plan or

M

Complete the conversation with the best word: could, would or should.

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other type of retirement plan.

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6. We aren’t sure if we ____________________ (would / should) work part time if we were retired.

Alon: Hi, Craig. You’re a financial advisor, right? (1) _______________ I ask you a couple questions about Could

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saving for retirement? Craig: Sure. What (2)_________________ you like to know?

Alon: Well, I’m not sure what to do to start saving, and I need some advice. What (3)_______________ I do?

Craig: First of all, you (4)_________________ make a monthly budget. It’s really important to know how much money you are spending each month. retirement if you needed it?

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Alon: Okay. Where (5)__________________ you go to get help making a budget and planning for

Craig: I (6)___________________ check with my local bank or city government to see if they offer free financial literacy classes.

Alon: Great idea. Do you think I (7)___________________ learn more about Social Security, Medicare and pensions, too?

Craig: Yes, you (8)__________________. It’s important to know about all the options available to you.

JOURNAL PROMPT

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Do you think it is important for the government to help people when they retire? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Student Book 5 LEFT

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Answer Key:

L. 2. could 3. could 4. would 5. should 6. would 7. could M. 2. would 3. should 4. should 5. would 6. would 7. should 8. should

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Teacher Book 5 LEFT

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L4 THE CITY HAS BEEN WORKING HARD By the end of the lesson, students will be able to: • Talk about local government initiatives and what has been happening in their town or city What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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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 When should a person start preparing for retirement? What can be done? Review homework from last lesson. Be sure to respond to their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • initiative - a strategy to improve a situation • affordable housing - homes reserved for people with low incomes

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Listening Track 04 Reporter: Good afternoon. I’m Julia Brown reporting live from the Silverton city council meeting today about several important issues. Here with me today is concerned citizen Jacob Worley. Tell me Jacob, why are you here? Jacob: I am here to voice my opinion about important problems facing our town. Reporter: What kinds of issues has your town been dealing with? Jacob: Well, they haven’t been building enough affordable housing, and schools are too crowded. We need more options. Reporter: Do you feel like the mayor has been doing a good job? Jacob: She’s been working on a lot of initiatives to bring business and jobs to town, but we need to create more housing and education options for our citizens. Reporter: Thank you, Jacob. We’re glad you’re here today to share your opinions. It is so important for citizens like you to be involved in their local government initiatives. I’m Julia Brown, reporting live for Silverton News.

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THE CITY HAS BEEN WORKING HARD

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

Listening warm-up. Track 04: Where is the reporter?

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Pre

4

Repeat after your teacher. tax

proposal

candidate

city council

mayor

governor

sustainable

affordable housing

voice an opinion

citizens

vote for/against

deal with an issue

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VOCABULARY WORDS & PHRASES

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: mayor, governor and other similar words are only capitalized when they are part of a title.

Phrasal verbs: work on (something), deal with

PRONUNCIATION

Listen and repeat after your teacher. Write the words in the correct column. A

STRESS ON SECOND SYLLABLE

1.__________________________ council

1.__________________________

2.__________________________

2.__________________________

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STRESS ON FIRST SYLLABLE

3.__________________________

3.__________________________

4.__________________________

4.__________________________

5.__________________________

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6.__________________________

council committee initiative candidate mayor governor citizens support government sustainable

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Pronunciation After you read the words and students repeat, have them do the task individually or in pairs. You can clap to show the stressed syllable as you read the words. Then, read the words and have them check their answers. You can write the words on the board and mark the stress. EXPANSION: Focus on the the difference between committee and comedy by talking about word stress (comedy - AUBURN DOG; committee - SILVER PIN), as well as mayor and major (using Pro Fun y/j practice).

Answer Key: Pronunciation: Stress on first syllable - candidate, mayor, governor, citizens, government; Stress on second syllable - committee, initiative, support, sustainable 24

Teacher Book 5 LEFT


VOCABULARY PRACTICE

B

Write the correct word to complete each sentence. 1. There are three __________________________ (candidates / initiatives) for mayor. candidates

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

2. Each state has only one __________________ (mayor / governor). 3. Homes are too expensive! ______________________________(Affordable housing / City council) is a problem in our town. 4. A new _____________ (tax /citizen) on businesses will help us pay for city programs. 5. Who are you going to ______________ (vote / voice) for? 6. The city has a new proposal for an ______________ (initiative / issue) to improve public roads and

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parks.

7. The governor has created a ___________________ (committee / vote) to work on education.

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8. The environment is important! We need more ______________________ (sustainable / affordable) businesses.

C

Listen again to Track 04. Complete the sentences.

city council meeting. 1. Julia Brown is reporting from the Silverton _________________

2. Jacob is there to _________ his opinion about problems facing the town.

3. He thinks the town hasn’t been building enough affordable _____________. 4. He thinks __________ are too crowded.

5. The mayor has been working on a lot of ___________.

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS

RESPONSES

What issues has your town been dealing with?

We’ve been deciding where to allow new development.

What has the committee been working on?

They’ve been working on the budget for next year.

Has the mayor been doing a good job on crime?

Yes, we haven’t been having as much crime as before.

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D. FOCUS: Present perfect continuous tense. Provide more examples relevant to your students. See GRAMMAR.

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LISTENING

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C. Play the track without stopping. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed or stop the track after each sentence with a gap.

We use the present perfect continuous tense to talk about something that started at an unspecified time in the past and continues now. It is formed with have/has + been + _______ing. Student Book 5 LEFT

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Answer Key: B. 2. governor 3. Affordable housing 4. tax 5. vote 6. initiative 7. committee 8. sustainable C. 2. voice 3. housing 4. schools 5. initiatives intercambio.org/teachers

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4

GRAMMAR PRACTICE

E

F

Match the parts of the sentences. b They’ve 1. ___

a. has been working on important decisions.

2. ___ We haven’t been having

b. been doing a lot of work.

3. ___ The city council

c. a great job.

4. ___ Our town has been

d. dealing with a lot of issues.

5. ___ She has been doing

e. a lot of crime.

Complete the conversation with the correct form of the verb in parentheses.

F. In this activity, students need to decide when to use the new tense they have just learned (present perfect continuous) and when to use other tenses they have learned in previous levels. To help students use the correct tense, have them underline signal words (e.g., yesterday, since July).

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Janice: Hi Luis. (1) ____________________ (you / go) to the city council meeting yesterday? Did you go Janice: Are they (3)_______________ (work on) important decisions? Luis: Yes. They’ve been (4)______________ (deal) with how to lower crime in our city. Janice: (5)_______________________ (they / have) any good ideas? people in the community have also been (7)________________ (help).

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Luis: Yes. They’ve been (6)________________ (try) to create a sustainable business program. Other

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Luis: Yes, I did! I’ve been (2)_____________ (go) to every meeting since July.

Janice: That’s an important issue. Maybe next time (8)______________ ( I / go) with you to the meeting. Could you send me the meeting information?

Luis: Sure. I just (9)______________ (send) it to your email. Hope you can go!

Complete the sentences using the present perfect continuous. Use the words in parentheses.

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1. They ___________________________________________________(support) the mayor for a long time. have been supporting 2. We _____________________________________(make) important decisions about affordable housing. 3. She ____________________________________________(work) on the sustainable business program. 4. I _____________________________________________ (read) information about all of the candidates. 5. He _______________________________________________ (work) on the city council for many years.

H

Complete the conversation using the present perfect continuous. Use the words in parentheses. Practice with a partner.

1. Q: What __________________________________________________ (the city / do) to help its citizens? has the city been doing

Fo

A: We _________________________________(look) for ways to involve more people in city decisions. 2. Q: How long ___________________________________________ (the governor / work on) that issue? A: He _____________________________________________ (deal with) the issue since he took office. 3. Q: Has the city council ________________________________________ (support) any new initiatives?

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A: Yes, they ____________________________ (work on) an initiative to support education programs. intercambio.org/students

G. EXPANSION: Have students read the complete sentences aloud using contractions (e.g., They’ve been supporting the Mayor for a long time). H. First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together.

21

Answer Key:

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

F. 2. going 3. working on 4. dealing 5. Have they had 6. trying 7. helping 8. I’ll go 9. sent G. 2. have been making 3. has been working 4. have been reading 5. has been working H. 1. have been looking 2. has the governor been working on/has been dealing with 3. been supporting/have been working on 26

Teacher Book 5 LEFT


REAL LIFE / YOUR LIFE

Alexis Lee, 57 Michael O’Brien, 37 • Grew up in Silverton and • Has been working as the CEO earned a Master’s Degree in of a large private company for Public Administration and over 10 years Planning • Supports lower taxes for • Supports more education businesses to increase the opportunities, lower health care number of jobs in the town costs and better public parks • Has been serving on the city council for three years

Pamela Dorkova, 36 • Has been working on the city’s environmental committee for two years • Supports a ban on plastic , adding neighborhood watch to reduce crime, and proposes a small tax increase to pay for more city recycling programs

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I. After students have discussed the questions in pairs/ groups, go through the answers together.

Read about the candidates for mayor of Silverton. Circle your answers. Compare and discuss with a partner.

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1. Which candidate has been working on the city council?

Michael O’Brien

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Alexis Lee

Pamela Dorkova

2. Which candidate do you think would support a proposal for a new city park? Alexis Lee

Michael O’Brien

Pamela Dorkova

3. Which candidate do you think would support a solar energy program for Silverton? Alexis Lee

Michael O’Brien

Pamela Dorkova

4. Which candidate do you think would support more business development in the city? Michael O’Brien

Pamela Dorkova

Michael O’Brien

Pamela Dorkova

Michael O’Brien

Pamela Dorkova

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Alexis Lee

5. Which candidate do you think will reduce crime? Alexis Lee

6. Which candidate would you vote for? Alexis Lee

Why?________________________________________________________________________________

CULTURE TIP

In the US, there are different kinds of local governments (for example, town council vs. city mayor). Some communities are controlled more by county commissioners and some are led by a mayor. Salaries for mayors and council members can be very different. Some are paid very little and others are paid a lot. Who is the mayor where you live? Where does your city council meet?

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Culture Tip EXPANSION: Which positions have the most power where you grew up? Mayors? Council?

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Answer Key: I. 1. Alexis Lee 2. Alexis Lee 3. Pamela Dorkova 4. Michael O’Brien 5. Pamela Dorkova 6. Answers will vary.

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4 J

Match the issue to the best proposal. ISSUES

PROPOSALS

1. _____ f The city has been having too much crime.

a. Free full-day kindergarten for city residents

4. _____ Young children haven’t been going to kindergarten because it costs too much and their parents work.

d. More residential development with different housing options

5. _____ Many people are not able to travel around the city without a car.

e. A tax on sugary drinks that will pay for local diet/exercise programs

6. _____ People have been having a difficult time finding homes that they can afford.

f. A neighborhood watch program with training by the city

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c. A ban on plastic bags and straws, and free recycling for city residents

a. ban on plastic bags

† in favor

† against

b. taxes on sugary drinks

† in favor

† against

c. taxes to support free education for young children

† in favor

† against

d. health care programs paid for by the city

† in favor

† against

e. a neighborhood watch program

† in favor

† against

f. initiative to allow homeless people to camp on the street

† in favor

† against

g. taxes for better public transportation

† in favor

† against

h. legalized marijuana with taxes to support city programs

† in favor

† against

i. more housing development

† in favor

† against

† in favor

† against

j. lower taxes for large companies to come to the city

CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • their opinions on the proposals in activity K and why they are for or against them • if there are other issues they feel strongly about in their town, city or in the US • your local government and current issues • local elected officials

Answer Key: K. 2. e 3. c 4. a 5. b 6. d L. Answers will vary. 28

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K. Encourage students to make notes.

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Opinion Survey! Check whether you are in favor of (agree with) or against (disagree with) the following proposals.

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K

3. _____ People have been asking for more sustainable city policies.

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2. _____ Citizens have been having a lot of health b. A city tax to pay for better public transportation problems.

J. EXPANSION: Have students work in pairs and cover the proposals column to come up with their own proposals first. Then, have them open the second column, do the matching, and compare the answers with their own ideas.

WORD BANK

Opinion starter In my opinion... It seems to me.... Disgreement I’m sorry, but I disagree. I don’t (agree) Agreement I agree. I think so, too.

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Conversation Discuss the composition of the local government, names of officials, and current issues. As a field trip, consider taking your students to a city council meeting or asking a local official to come to class. Before the discussion, review the language to express opinion, agreement, and disagreement. Have students discuss the questions in new pairs or small groups. Encourage them to ask follow-up questions. Then, ask some students to share what they have learned about their partners with the group.


HOMEWORK

L

Lesson 4 • The City Has Been Working Hard

Complete the sentences. Use the present perfect continuous.

P

1. Our governor __________________________ has been proposing (propose) many new initiatives.

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

2. The city _________________________ (build) new housing. 3. There aren’t enough housing options. They _______________________ (not / build) many new homes. 4. Most people _________________________ (support) the mayor’s programs. 5. Jan and Greg ____________________________ (work on) on the Education Committee.

Complete the letter. Use words from the box.

has

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M

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6. She __________________________ (not / deal with) the issues that are important to me.

Dear Mr. Mayor:

suppporting you for many years, and I think you have I have been (1)____________________

been (2)_______________ a good job. However, lately our town (3)____________

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been having a lot of problems with our parks. I (4)____________ been

(5)____________________ trash all over my neighborhood park for weeks now. Yesterday, I even (6)____________ an old couch someone left at the park. I would like to ask you to please (7)_____________ with this (8)_______________ as soon as possible. Maybe you can form a (9)_________________________ to decide what

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to do or talk about it at the next (10)______________________________ meeting.

deal

issue

city council have

doing finding found supporting committee

Sincerely,

Joe Franklin

JOURNAL PROMPT

Are you involved or do you see yourself getting involved in your local government? Why or why not? What issues are important to you?

____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Student Book 5 LEFT

Answer Key: M. 2. has been building 3. haven’t been building 4. have been supporting 5. have been working on 6. hasn’t been dealing with N. 2. doing 3. has 4. have 5. finding 6. found 7. deal 8. issue 9. committee 10. city council intercambio.org/teachers

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L5 THEY WON’T GET HELP UNLESS THEY KNOW IT’S A PROBLEM By the end of the lesson, students will be able to: • Talk about common addictions in the US and their native country • Use even though, unless, and because in explanations

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What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Different support group flyers (optional) • The Immigrant Guide to supplement the culture tip

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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 What have you been doing since our last class? Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • substance abuse - a dependence on alcohol or drugs; you can’t stop taking drugs or drinking Listening Track 05

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Radio Talk Show

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Radio host: Welcome to our show. Today we’re talking about addiction in the US. We have with us Dr. Yang, who is an expert in addiction and recovery. Dr. Yang, welcome to the show. Dr. Yang: Thank you for having me. Radio host: So, tell us about this growing problem in the US. Dr. Yang: Well, millions of Americans struggle each year with addiction to substances and harmful behaviors. Even though the US spends more than any other country on healthcare, addiction is still a major problem. Radio host: Really? What should people do if they know someone struggling with an addiction? Dr. Yang: The first step is to talk to the person in a kind way. Many people don’t get help unless they realize they have a problem and feel supported. Radio host: That’s good advice. We’ll talk more about how to do that after this short commercial break.

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5 THEY WON’T GET HELP UNLESS THEY KNOW IT’S A PROBLEM Pre

Listening warm-up. Track 05: What kind of show is this? What’s it about?

A

Repeat after your teacher.

recovery support group harmful be addicted to opioids/pain killers

occasional vaping caffeine

behavior drugs alcohol

substance abuse social media

PRONUNCIATION

A

Listen and repeat after your teacher. Practice the SH sound. Write the words that have the SH sound in the box. 1.____________________________

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Pronunciation To make the sh sound keep your tongue in the middle of your mouth. Your teeth almost touch. Blow air over your tongue and teeth continuously. See Pro Fun for more practice.

VOCABULARY WORDS & PHRASES

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A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Make sure they pronounce caffeine with 2 syllables and alcohol with 3.

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

2.____________________________ 3.____________________________

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4.____________________________

shop

support

addicted

challenge

social

chef

substance

action

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Answer Key:

Pronunciation: shop, social, chef, action

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31


Look at the support group flyer. Fill in the blanks. Use the words in the box.

Start Your Road to (1)

Recovery

You don’t have to go through your addiction alone. We have a number of (2)_________________where you meet and share your challenges and success stories with others who are struggling with (3)________________________. Join a group today, and start working on a healthier you.

Pain-free living

Substance-free living

(7)______________ addiction

LISTENING Listen again to Track 05. Circle the correct answers.

opioids Social media drugs addiction

1. Dr. Yang is an expert in addiction and

a. recovery.

b. social media.

2. Millions of Americans struggle with addiction to substances and

a. harmful behaviors.

b. cigarettes.

3. The US spends more than any other country on

a. addiction.

b. health care.

4. Many people don’t get help unless they realize they have a

a. a problem.

b. friend.

LANGUAGE TOOLS

D

support groups

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C

Recovery

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This online support group This group is for people Do you check your phone connects you with others who are at any stage in the moment you wake across the country who their recovery process. up? Are you constantly want to live without taking Whether you currently take checking how many likes highly addictive illegal (5)_________ or drink your posts have? Learn (4)________________. (6)______________, this group will how to develop healthy Join today at help you get on a better path. technology habits. www.stopnow.com Join us on Tuesdays Join us on at 6:00 pm. Thursdays at 8:00 pm.

alcohol

Listen to your teacher and repeat.

Many people don’t get help unless they know they have a problem. Unless they know they have a problem, many people don’t get help.

I’m not addicted to my phone even though I check it every morning. Even though I check my phone every morning, I’m not addicted.

Fo

She is going to a support group because she wants help. Because she wants help, she is going to a support group.

• We use unless to talk about something that will happen only if something else happens (or doesn’t happen) • We use even though to state a fact that doesn’t support your conclusion. • We use because to give a reason for something Student Book 5 LEFT

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Answer Key:

B. 2. support groups 3. addiction 4. opioids 5. drugs 6. alcohol 7. Social media C. 2. a 3. b 4. a

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Teacher Book 5 LEFT

B. E students First, have work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. EXPANSION: Bring in different support group flyers and ask students to find and underline the vocabulary from the lesson. Make sure the F flyers contain some of the words given in the box. Ask additional questions to check understanding of the content, e.g., Who is it for? When do they meet? etc.

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B

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VOCABULARY PRACTICE

C. First, have students try the task without listening to the track. Have students discuss their answers in pairs/groups. Then, play the track to check their work. Play it multiple times if needed.

G D. FOCUS: Complex sentences with unless, even though, and because. NOTE: We use a comma if we begin the sentence with unless, even though, or because. Students may have difficulty differentiating between unless and if. Simply stated, unless means “if not” or “except if.” Even though means “despite the fact that.” Provide more examples, e.g., Unless you have an amazing memory, repetition is very important. Even though I like dogs, I don’t want one.


5

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

Circle the correct words. 1. Drinking the occasional cup of coffee because / unless you’re tired doesn’t mean you’re addicted. 3. He struggles with drug abuse even though/ unless he has support from his family.

2. Unless / Because she changes her eating habits, she will gain weight.

5. Even though / Unless she spent all day on the Internet, she still wants to check her email.

6. Victor stays on social media late at night even though / because it makes him tired in the morning. 8. I have an occasional glass of wine with dinner unless / because I enjoy it.

F

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7. They don’t use pain killers unless / because they are in pain.

4. Even though / Because he wanted help with alcohol abuse, he joined a support group.

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E

Correct the sentences. Change the connecting words to unless, because or even though. 1. Unless I had to stay up late, I drank a cup of coffee. ____________________________________________________________________________ Because I had to stay up late, I drank a cup of coffee.

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2. She will continue to have substance abuse issues even though she gets help. __________________________________________________ 3. Vaping will continue to be a growing problem because people get educated about the risks. _______________________________________________________________________

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4. Because we take pain killers, we have a lot of pain. ___________________________________________________________________________ 5. Tony is not addicted to drugs anymore even though he went to rehab. _________________________________________________________ 6. They kept drinking alcohol unless they knew they were drinking too much. ______________________________________________________

G

1. He still struggles with taking opioids___________________ even though

___ I used to struggle with caffeine addiction.

2. I don’t drink coffee ________________

___ she has homework due.

3. We’re worried about our mother’s addiction ______________ ___ someone buys him a beer. 4. She’s on social media too much ________________________ ___ 1 he went to a drug recovery program.

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G. If students have difficulty matching the sentences, have them find and underline the key words first (e.g., coffee - caffeine; mother's - she).

Add the connecting word even though, because or unless and match parts of the sentences.

___ she lives alone without support.

6. He says he won’t drink tonight _____________________

___ you tell them their behavior is an issue.

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5. They won’t know they have a problem _________________

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27

Answer Key:

E. 2. Unless 3. even though 4. Because 5. Even though 6. even though 7. unless 8. because F. 2. unless 3. unless 4. Even though 5. because 6. even though G. 2. because I used to struggle with caffeine addiction. 3. because she lives alone without support. 4. even though she has homework due. 5. unless you tell them their behavior is an issue. 6. unless someone buys him a beer. intercambio.org/teachers

33


REAL LIFE / YOUR LIFE Read the brochure about addiction in the US. Answer the questions. Discuss your answers with a partner.

H. Before the task, have students brainstorm what common addictions they know. Write students’ ideas on the board. Have students read the brochure to check their ideas. Have students work in pairs/groups to discuss the questions. Then, go through the answers together.

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H

I

1. What are two addictions in the US that surprised you? Why?

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J

______________________________________________________________________________________ 2. What warning signs surprised you? Why?

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______________________________________________________________________________________ 3. What addictions are common in your native country?

______________________________________________________________________________________ 4. What do you think can be done to change the 1 in 4 addiction rate for people under age 18?

______________________________________________________________________________________

CULTURE TIP

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Fo

Addiction is when someone can’t stop doing an action or behavior. Addiction can be harmful for your physical, emotional or mental health. If you know someone who is addicted to something and needs help, there are many resources, such as Alcoholics Anonymous or Narcotics Anonymous. There are also recovery centers in every state. Check treatment-centers.net to find a recovery/rehab center in your area. How do people get help for addiction in your native country?

Answer Key:

H. Answers will vary.

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Culture Tip EXPANSION: Do you know of any treatment centers in your community here or in your native country? Use The Immigrant Guide (Health and Medical) to spark more discussion.


I I. Before the task, ask What are the typical signs of addiction? After students have discussed the question in pairs/ groups, have them do the task to check their ideas.

5 Read the list of signs of addiction. Fill in the blanks with words from the box.

Signs of Addiction 1

substance

or activity.

even though You can’t stop

substance

3

it.

4

know work

You lie about it or don’t want other people to

doing

5

6

You continue to do it it hurts you or people close to you. It affects your

,

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health, relationships or finances.

Think about the list above and read the sentences. Check whether you think the situation is substance abuse, behavior addiction or not an addiction. Addiction

Not Addiction

1. Kate eats too much when she is feeling stressed.

2. Jeff uses dangerous drugs for fun, but only on the weekends.

3. I have to check my social media accounts at least 3 times a day.

4. His uncle exercises twice a day, seven days a week.

5. My mother has occasionally taken pain killers for the past 5 years.

6. Silvia drinks 4 cups of coffee every day and gets tired without caffeine.

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Actions

It depends... (notes)

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J

CONNECT WITH CONVERSATION

Get to know a partner: Talk about: • if they think the situations in activity J are addictions and why • which addictions they think are most common • which addictions they think are most dangerous • why children can struggle with addictions even though they come from strong, supportive families • what they would say to friends or families who may have addiction issues

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group. Be sure your students ask you questions too.

about it.

thinking

about it.

J. Encourage students elaborate on their answers.

You can’t stop

2

n

You need more and more of the

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29

Answer Key:

I. 2. thinking 3. doing 4. even though 5. know 6. work J. Answers will vary.

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35


HOMEWORK

K

Lesson 5 • They Won’t Get Help Unless They Know It’s A Problem

Circle the correct words. 1. She checks the internet daily because / even though it’s her job.

2. Even though / Because I smoke every day, I can stop when I want to.

3. They don’t think drinking alcohol is an issue because / unless someone tries to drive.

4. She joined a support group even though / unless she felt embarrassed.

Pre

Correct the sentence using because, even though or unless. 1. Diana doesn’t abuse drugs because some of her friends do.

even though ___________________________

2. Unless he’s concerned about his health, he joined a gym.

___________________________

3. They are going to go on a road trip tomorrow because it snows.

___________________________

4. Unless he had surgery, he needs to take pain killers.

___________________________

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6. Monica knows she’s addicted to caffeine because / unless she gets a headache when she doesn’t drink coffee. 7. He wasn’t a good student even though / unless 8. Unless / Because I do my homework, I won’t be he went to very good schools. ready for tomorrow’s class.

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5. Because / Even though they saw a sale flyer, they are going to go shopping this weekend.

5. We are going to eat a lot tomorrow even though it’s Thanksgiving. ___________________________

JOURNAL PROMPT

___________________________

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6. She doesn’t eat breakfast because she knows it’s good for her.

What do you think are signs that someone is addicted to something?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Fo

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key:

K. 2. Even though 3. unless 4. even though 5. Because 6. because 7. even though 8. Unless L. 2. Because 3. unless 4. Because 5. because 6. even though

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Teacher Book 5 LEFT

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L6 I WISH I’D TRIED IT By the end of the lesson, students will be able to: • Talk about their regrets using the past perfect tense • Share their hopes and dreams What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Screenshots from movie The Bucket List for Activity J (optional)

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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Say Even though I know that drinking coffee is not good for my health, I have two cups of coffee every day. What addictions do you have? Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • regret - to want to change something you did • have courage - to be brave; to not show fear in a scary or dangerous situation • take advantage of - to use something/someone to get what you want. Can be good or bad. Provide a few examples.

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Listening Track 06

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Elena: Hey Beto! I heard you’re moving! I’m sad to hear you’re leaving! Beto: Yes, I got a job in Houston, so I’m moving at the end of the month. I’m excited, but I’m going to miss my life here. Elena: What will you miss the most? Beto: I’ll miss my friends the most. I wish I’d spent more time with them. Elena: Yeah. We’ll miss you too. And you still haven’t tried my famous chocolate cake! Beto: Ah! I wish I’d tried it. Elena: What are you looking forward to doing in Houston? Beto: I’m looking forward to buying a house. The houses are more affordable there. Elena: Yeah. Housing is expensive here. Beto: I know. I’m also looking forward to trying new kinds of food, Houston has a lot of choices. Elena: I’ve heard that. I hope that I can visit you in Houston! Beto: Yes, please do!

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6

I WISH I’D TRIED IT Pre

Listening warm-up. Track 06: What’s Beto’s news?

VOCABULARY WORDS & PHRASES Repeat after your teacher. worry

forgive

reconnect

be adventurous

experience new things

Phrasal verbs:

stand up for (myself )

take care of (myself )

Expression:

stay in touch

PRONUNCIATION

regret

take advantage of

Pronunciation Have students underline the stressed vowel in each word in a row. Then work on identifying which sound is different.

1. 2. 3.

worry

courage

hurt

regret

up

touch

forgive

of

stand

care

advantage

can

adventurous

stay

pain

cake

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4.

Fo

Listen and repeat after your teacher. Cross out the word in each line that does not have the same stressed sound as the others.

A

Answer Key:

Pronunciation: 1. regret 2. forgive 3. care 4. adventurous

38

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Adventurous is usually pronounced with 3 syllables (adven-trus).

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A

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

Teacher Book 5 LEFT

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VOCABULARY PRACTICE

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

Complete the sentences with words from the box. 1. She wants to ___________________ soon. reconnect

stay in touch

2. He made a mistake and hopes his dad will __________________ him.

take better care of

3. Even though they live far away, they said they’ll still

experience new things

______________________.

reconnect

4. Maria works so hard. She needs to __________________ herself.

stand up for

5. We’ve never been there. It will be fun to _______________________.

forgive

6. Gao is shy with his boss. He should ___________________ himself

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7. Now that it’s the end of summer, I _______________ not spending more time hiking.

C

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LISTENING Listen again to Track 06. Circle True or False. 1. She heard Beto is moving.

TRUE

FALSE

TRUE

FALSE

3. Beto will miss his friends the most.

TRUE

FALSE

4. Beto wishes he had tried her banana cream pie.

TRUE

FALSE

5. Housing in Houston is more affordable.

TRUE

FALSE

2. Beto got a job in Miami.

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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. EXPANSION: Have students correct the false statements.

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS

ANSWERS

What do you wish you’d done differently? What does she wish she’d done when she was younger?

I wish I had stayed in touch with my friends. She wishes she’d taken advantage of more opportunities.

What do you hope will happen? What does he hope will happen?

I hope I’ll experience new things. He hopes he’ll reconnect with them someday.

Fo

D. FOCUS: The use of wish + past perfect to talk about regrets and hope + will + verb to talk about things we want to happen in the future. NOTE: wish = past oriented (regret), hope = future oriented.

regret

n

more.

We use wish + past perfect (had + past participle – ex: had eaten, had gone, had stayed) to talk about things that we want to be different in the past. We can use hope + will + verb when we talk about things we want to happen in the future. Student Book 5 LEFT

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Answer Key:

B. 2. forgive 3. stay in touch 4. take better care of 5. experience new things 6. stand up for 7. regret C. 2. false 3. true 4. false 5. true

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6

GRAMMAR PRACTICE 1. He hopes he’ll reconnect / he’d reconnected

2. I wish I’ll stand up / I’d stood up for myself

with his family soon.

more.

3. She wishes she’ll have / she’d had more

4. I hope I’ll enjoy / I’d enjoyed the weekend with

courage when she was younger.

my family.

5. Tomas wishes he’ll take advantage of / he’d

6. They hope they’ll be / they’d been more

taken advantage of more opportunities at work.

adventurous when they are older.

Complete the sentences with the correct form of the verb in parentheses. 1. She wishes _____________________________ for herself more when she was younger. she’d stood up (stand up)

3. They hope ____________________________ new things on vacation. (experience)

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2. Juan wishes _______________________ with his grandmother before she died. (reconnect)

E. If students are struggling, emphasize that wish indicates a regret so they should think of past tense. If they see hope, this is about possibilities, so that’s the future.

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F

Read the sentences. Circle the correct words.

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E

4. I wish _______________________ more adventurous when I was younger. (be)

5. She hopes ________________________________ to speak up the next time she disagrees. (have more courage)

Melissa is starting a new job. Using the words, write sentences about her regrets and hopes. Practice with a partner. Her regrets about her last job

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Her hopes about her new job

• make new friends • have a good working environment • get promoted

1. ____________________________________ She wishes she’d spent

1. ____________________________________

______________________________________ more time with coworkers.

______________________________________

2. ____________________________________

2. ____________________________________

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• didn’t spend enough time with coworkers • worked too much • didn’t stand up for herself

______________________________________

______________________________________

3. ____________________________________

3. ____________________________________

______________________________________

______________________________________

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G. Draw students’ attention to the example and elicit the idea that If the regret is expressed in the negative – didn’t stand up for herself, the wish will be expressed in the positive – I wish I had stood up for myself. Try to encourage students to write the regrets in the past tense with wish and the hopes in the future tense with hope. Keeping these separate will help them understand them. In reality, we might interchange them.

Answer Key:

E. 2. I’d stood up 3. she’d had 4. I’ll enjoy 5. he’d taken advantage of 6. they’ll be F. 2. he’d reconnected 3. they’ll experience 4. I’d been 5. she’ll have more courage G. Her regrets: 2. She wishes she hadn’t worked so much. 3. She wishes she’d stood up for herself. Her hopes: 1. She hopes she’ll make new friends. 2. She hopes she’ll have a good working environment. 3. She hopes she’ll get promoted. 40

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REAL LIFE / YOUR LIFE

H

Look at the chart about regrets in the US. Rank the sources of regret from 1 to 6 for US Americans and for yourself. 1= most regrets, 6 = fewest regrets

H. Before the task, have students brainstorm possible regrets of the typical US American. Write their ideas on the board. Then, explain how to read the chart and have students do the task.

Regrets of the Typical US American Romance

20

Family Education Career Finances

%

Parenting

15

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Health Other

%

14

.2

%

Friends

Spirituality

12

13

.1

12

Leisure

9%

9.

8

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Community

9%

10

3% 6.

6%

5.

4

6%

Self

6

5%

5%

1.

0

1.

2.

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3%

3.

2

1%

16

18

Percentage of Responses

.1

%

18

Sources of Regrets

Regrets of Typical Americans ____ Education

____ Education ____ Health

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____ Health

My Regrets

I. This topic may be a trigger for some students. It’s important to be sensitive to how much students may or may not want to share.

I

____ Family

____ Family

____ 1 Romance

____ Romance

____ Friends

____ Friends

____ Other

____ Other ______________

Discuss with a partner how your regrets compare to the regrets of typical US Americans and to each other’s. Talk about things you wish you had or hadn’t done in the categories.

CULTURE TIP

Fo

In the US, it is common to continue to take classes and learn new things throughout our lives. Many people believe that we are never too old to learn something new. Many communities, colleges and universities offer classes on different topics. You can search for these as adult education or continuing education. Adult education programs often offer English classes. Is there anything else you would like to learn?

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Culture Tip EXPANSION: Do you know of good places to take interesting classes here in our community?

Answer Key:

H. Regrets of Typical US Americans: 2. Family 3. Education 4. Health 5. Friends My Regrets: Answers will vary. I. Answers will vary.

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I’VE ALREADY DONE THIS.            

Go to a World Cup match Get a tattoo Learn to play an instrument Camp in a national park Visit New York City Change my hair color Climb a mountain Play in the snow See the ocean Meet someone famous Run a marathon Ride an elephant

K

I WANT TO DO THIS SOMEDAY.            

I DON’T EVER WANT TO DO THIS.            

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ACTIVITY

Write your own bucket list. What things do you hope to do someday? Use the list above or add your own ideas.

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My Bucket List

J. Explain the concept of bucket list - the list of things you want to do before you die. Kick the bucket = die. Have students compare their bucket lists and ask follow-up questions.

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A popular thing to do in the US is to create a bucket list of things you hope to do, accomplish or experience before you die. Read the common bucket list items below. Check the ones you have done, circle the ones you want to do in the future and cross out the ones you don’t want to do.

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J

6

1.________________________________________________________ 2.________________________________________________________ 3.________________________________________________________ 4.________________________________________________________

K. Provide new vocabulary if needed. EXPANSION: Use screenshots from the movie The Bucket List to talk to students about the movie, and encourage them to watch it in English if they haven’t.

5.________________________________________________________

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CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • things they have already done and things they hope to do someday • things they don’t ever want to do • something you wish you’d done when you were younger and why you didn’t do it • bucket list ideas – things you would both like to do in your lifetime

Answer Key: J. Answers will vary. K. Answers will vary.

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask follow-up questions. Then, ask some students to share what they have learned about their partners with the group.


HOMEWORK Circle the correct words.

P

1. They wished they’d taken / they’ll take

2. She hopes she’d been / she’ll be adventurous

advantage of more opportunities.

on vacation.

3. I wish I’d stood up / I’ll stand up for myself

4. We hope we’d had / we’ll have lots of choices

more.

at the new restaurant.

5. He hopes he’d had / he’ll have the courage to

6. Gino wished he’d spent / he’ll spend less time

say something.

working.

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Lesson 6 • I Wish I’d Tried It

Complete the sentences. Use the words in parentheses.

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I’d taken 1. I wish ____________________________ (take) advantage of more opportunities.

2. She wishes _________________________ (try) new food on her vacation.

3. They hope their father ____________________________(forgive) their brother someday. 4. Winston wishes ___________________________(have) the courage to learn another language. 5. I wish _________________________________ (stand) up for myself at my last job. 6. He hopes ____________________________ (stay) in touch with his cousins when he goes to college.

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7. We wish _______________________________ (spend) more time with our grandparents when we were younger.

JOURNAL PROMPT

Write about something you wish you’d done last year and something you hope will happen this year.

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key:

L. 2. she’ll be 3. I’d stood up 4. we’ll have 5. he’ll have 6. he’d spent M. 2. she’d tried 3. will forgive 4. he’d had 5. I’d stood up 6. he’ll stay 7. we’d spent

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L7 THAT’S JUST A STEREOTYPE! By the end of the lesson, students will be able to: • Express different degrees of certainty when guessing, using must, must not, might, or might not • Talk about stereotypes, prejudice, and discrimination 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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Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Share your regrets about the past year and hopes for the next one. Have students to share their regrets and hopes as well. Review homework from last lesson. Be sure to discuss their answers to the journal section.

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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 them? Words, phrases, logistics. • If you are not going out, consider arranging the classroom as a place and have them role play. • Consider 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: • stereotype - a common idea about a group of people that is not always true • generalize - to make a large statement without looking at details; Ex: All homework is easy • prejudiced against - disliking something or someone without a good reason Listening Track 07

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Samantha: Hi Brad. This is my friend Chloe. She’s visiting from California. Brad: Oh wow! Hi Chloe. Nice to meet you. California, huh? Don’t you have a lot of beaches there? Chloe: Yeah! We do. They’re really nice. Brad: You must really hate this cold snowy weather we’re having. Chloe: Actually, I love the snow! It’s so beautiful, and I love to ski! Brad: Really? I thought Californians couldn’t deal with cold weather. Don’t you go to the beach every day to get a tan? Chloe: Haha – No, that’s just a stereotype. Some people in California do that, but not everyone! I actually prefer to spend my free time hiking in the mountains and riding my bike. Brad: That’s cool. Chloe: In fact, we might go hiking tomorrow – do you want to join us? Brad: That’d be great. Shall I bring anything? Chloe: You might want to bring sunscreen. You have very fair skin – you must sunburn easily. Brad: I do.

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7

THAT’S JUST A STEREOTYPE! Pre

Listen to Track 07. Where is Chloe from?

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. stereotype

generalize

bias

be prejudiced against

realize

be treated unfairly

discrimination

Phrasal verb: find out

PRONUNCIATION

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Pronunciation First, have students do the task individually or in pairs. Then, read the words aloud and have them check their answers. You can write the words on the board and mark the stress.

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A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: Work on the z sound ize/ ice - use Pro Fun for more practice on s vs z if they need.

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

Listen and repeat after your teacher. Underline the stressed syllable in each word.

A

bias

discrimination

generalize

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stereotype

prejudiced

realize

find out

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Answer Key:

Pronunciation: bias, discrimination, generalize, prejudiced, realize, find out

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Complete the article. Use words from the box. (1)__________________ Stereotypes are when people over-(2)_____________________

realize

about a specific group or type of people. When a person stereotypes another,

harmful

they think that a person has characteristics and abilities that may not be true. This can be very (3)________________________. Categorizing people can cause

Stereotypes find out

(4)___________________________, where people are not treated fairly. Many people do not (5)__________________ that they have a (6) _________________

bias

when making decisions. For example: do you buy sneakers because of the brand

discrimination

name or because of the true quality and price of the shoe?

generalize

There are many tests you can take to (7)___________________ about your own biases and understand more about stereotypes and discrimination in our culture.

LISTENING Listen again to Track 07. Circle the pictures of things that Chloe likes to do.

C. Play the track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they G again. need to listen If your students are struggling, you can tell them to listen for 3 things. Play it multiple times if needed.

LANGUAGE TOOLS

D

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C

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B

B. First, haveE students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. NOTE: Stereotypes is being used both as a noun and a verb. F Depending on your class, you could get further into the topics of discrimination and biases.

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VOCABULARY PRACTICE

Listen to your teacher and repeat. Statements

She’s from California. She must love the beach. He didn’t answer his phone. He must not have it on.

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It’s a nice day. I might go hiking. I’m not sure if he works today. He might not be at the office.

Both “might” and “must” can be used to talk about something we are not certain of. We use “must” to talk about things that we think are true. We use “might” to talk about things that are possibly true but that we are less sure about. Student Book 5 LEFT

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Answer Key:

B. 2. generalize 3. harmful 4. discrimination 5. realize 6. bias 7. find out C. skiing, hiking, riding a bike

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D. FOCUS: The use of must and might to make deductions. NOTE: This use of must is called “logical deductions.” We aren’t teaching must with the meaning of an obligation in this lesson, e.g., You must do your homework.


7

GRAMMAR PRACTICE 1._____She’s an elementary school teacher. c

a. They must not know where they are going.

2._____They aren’t from here.

b. He might want to order the cake.

3._____He is a big guy.

c. She must love kids.

4._____Belinda lives far away.

d. They might want to talk to a realtor.

5._____John and Robert want to buy a house.

e. He must be good at football.

6._____Maurice loves dessert.

f. She might be late to the party.

Complete the sentences with might, might not, must or must not. Choose the word you think is the best fit.

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F

Match the sentences with the best follow-up statement.

must 1. He is from a tropical climate. He ____________________________ go to the beach a lot.

2. They’re not used to cold weather. They ____________________________ like the snow.

3. She fell and hurt her leg. It doesn’t look too bad, but she _______________________ have a broken bone.

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4. Nico drives an expensive car. He _______________________ make a lot of money at his job.

5. I don’t think he likes to go camping. He _______________________ want to do something else. 6. She doesn’t think her uncle will be at the party. He ____________________ be able to get a ride. 7. It could rain tomorrow. We __________________________ need to take an umbrella. 8. Lila didn’t order any food. She ________________________ be hungry.

G

Write statements using must, must not, might or might not. Use the words in parentheses.

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F. In many of these, both must and might are possible. The meanings will be slightly different. Having students discuss their different answers could lead to an interesting discussion. If students are struggling when to use might not or must not, have them look at the first part of the sentence. If there is a not (or negative) in the first part, there will be a not in the second part, e.g., She doesn’t think her uncle will be at the party (doesn’t)…He might not be able to get a ride.

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E. EXPANSION: Discuss the stereotypes presented in the sentences.

1. They were treated badly when they entered the expensive store. There must have been discrimination. _____________________________________________________________________ (be discrimination)

2. Brian looks very young.

________________________________________________________________(have a lot of experience) 3. He’s not answering the phone.

_____________________________________________________________________________ (be busy) 4. Francesca experienced discrimination there.

______________________________________________________________________ (want to go back)

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

5. Even positive stereotypes can be harmful. __________________________________________________ (think things that aren’t true for everyone) 6. Many people deal with discrimination every day.

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___________________________________________________________________ (be difficult for them) intercambio.org/students

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Answer Key:

E. 2. a 3. e 4. f 5. d 6. b F. 2. must not 3. might 4. must 5. might 6. might not 7. might 8. must not G. 2. He must not have a lot of experience. 3. He must be busy. 4. She might not want to go back. 5. They might think things that aren’t true for everyone. 6. It must be difficult for them. intercambio.org/teachers

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I

REAL LIFE / YOUR LIFE Look at the chart about stereotypes, discrimination and prejudice. Check which one you think the examples below represent. Compare with a partner. Stereotype:

(idea about all members of a group - can be positive or negative) “All people with blonde hair are not intelligent.”

Discrimination:

(action based on a prejudice) “I’m not going to allow Sally to be my child’s teacher because she has blonde hair and is not intelligent.”

Prejudice:

(an opinion about an individual because they belong to a certain group, based on a stereotype) “Sally has blonde hair. She must not be intelligent.”

H. There may be some gray area here with regards to which examples are stereotypes and which are prejudice or discrimination. This should lead to an interesting discussion.

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H

3. “Bruno is a good candidate for the position, but we aren’t going to hire him because he’s too old. “ 4. “Liam is short, so he must not be very good at sports.”

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5. “I don’t want to be friends with Kika. She has a lot of money, and people with a lot of money are rude.” 6. “Women are better at taking care of children.”

CULTURE TIP

stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination

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2. “Fatima isn’t from the US. She must not understand English very well.”

† † † † † † † † † † † † † † † † † †

Fo

Discrimination is when people are treated unfairly because they are part of a particular group. It can be because of age, class, gender, national origin, religion, or sexual orientation, among others. Many types of discrimination are illegal in the US. A lawyer can provide advice if you think you or someone you know experienced discrimination. Have you experienced discrimination or prejudice or feel you’ve been stereotyped since you’ve been in the US? Is discrimination common in your native country? Student Book 5 LEFT

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Answer Key:

H. Answers will vary.

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1. “We need more people at our school with glasses. People with glasses are smart”.

Culture Tip This topic may be a trigger for some students. It’s important to be sensitive to how much students may or may not want to share. Use The Immigrant Guide (The Law and the Role of Police section) to spark more discussion.


I

Role-Play! Choose one of the situations below. Act it out with a partner. Partner 1: Andy starts school this fall, but I don’t want to send him to the public school. Partner 2: Why? Partner 1: There are too many poor people at the school. Partner 2: Why do you think being poor makes it a bad school? Partner 1: If they are poor, they don’t have parental support at home. Partner 2: What does their income have to do with supporting their children? (Notice how partner 2 asks “why” questions to help partner 1 dig deeper into why they have this belief) Situation 3:

Doesn’t want to send their child to a public school because they believe that there are too many poor people at the school.

Interviewed a woman candidate for a job but doesn’t want to hire her because they think a man would do a better job.

Has to work with a classmate who is learning English as a second language. They don’t want to work with this student because they think it will be more difficult to do the project.

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Situation 2:

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Situation 1:

Complete the conversation with your information. Practice with a partner. Stereotypes I think people from my native country have about people from the US † rich † poor † loud † quiet † healthy † unhealthy † intelligent † not intelligent † selfish † family-oriented † fun † serious † hard-working † lazy † friendly † shy † dangerous † other ________________

Stereotypes I think people from the US have about people from my native country † rich † poor † loud † quiet † healthy † unhealthy † intelligent † not intelligent † selfish † family-oriented † fun † serious † hard-working † lazy † friendly † shy † dangerous † other ________________

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I. Brainstorm the why questions (Why do you have this belief?) for each scenario first, so that the students can role play.

J. Encourage students to think of other stereotypes not mentioned in the list.

7

CONNECT WITH CONVERSATION

Get to know a partner. Talk about: • stereotypes you might think people in your native country have about the US and that people in the US might have about people from your native country • why they think people might have these stereotypes • what they think people must do to overcome stereotypes, prejudice and discrimination • if and when generalizing can be a good thing Ask your partner to share stories from their native country or their time in the US that demonstrate stereotypes, prejudice and discrimination.

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group.

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Answer Key:

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

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HOMEWORK

1.____ c It is really cloudy out today.

a. He must have a lot of friends.

2.____ Jacob is late, and he’s always on time.

b. She might play in college.

3.____ I don’t know if she likes spicy food.

c. It might rain.

4.____ They said they were going to the movies.

d. They might not be home.

5.____ He goes to a lot of parties.

e. She might not like it.

6.____ She’s on the high school tennis team.

f. He must be stuck in traffic.

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L

Match the sentences with the best follow up statement.

Complete the conversation with might, might not, must or must not. Elisa: Hey, Jacques. Our teacher didn’t come to class today. Do you know what happened? Jacques: No, I’m not sure. He (1)_____________ be sick. might

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Lesson 7 • That’s Just A Stereotype!

Elisa: Yeah, that’s what I’m thinking, too. He didn’t look well in class. He (2)_________________ have that

Jacques: Do you think he’ll be here next class?

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cold that’s going around.

Elisa: I don’t know. I had that cold last week. It’s really bad, so he (3)________________ be back to class for a while. Jacques: That’s too bad. I (4)_________ call him later to see if he’s okay.

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Elisa: That’s a good idea. You’re so thoughtful – you (5)_________ have a lot of friends!

JOURNAL PROMPT

What do you think are the most common stereotypes about immigrants? Where do you think they come from?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key:

K. 2. f 3. e 4. d 5. a 6. b L. 2. might 3. might not 4. might 5. must

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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 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 home 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 Oliver: Hey Tina. I haven’t seen you in so long. What’ve you been up to? Tina: I know it’s been a long time. I’ve been traveling a lot lately with my new job. Oliver: Oh really? Congratulations on your new job. Where have you been going? Tina: Let’s see. Last week I went to Nebraska and the week before that I drove to the West Coast. Oliver: That sounds neat. Do you like your new position? Tina: Yeah, it’s a really good fit for me. How about you - how have you been? Oliver: I’m good! I’ve been working with the city council on an initiative to support people in our community with addiction. Tina: Wow - you’re doing important work. That must be a challenge! Oliver: Yeah. It can be, but it’s also very rewarding. I’ve really been enjoying it so far.

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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 GRADING & SCORING After grading, write the correct number out of 100 at the top of the progress check in the student book. 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

26 Total pts 1st pg. 24 Total pts 2nd pg x2 100 Total points possible

Note: When grading, do not count examples as correct. Skip them. At bottom of each progress check page is a point scale. Write the number of correct answers (e.g., 22 / 24 points) Multiply number of correct answers by 2 for final score out of 100

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8

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… † talk about common geographical areas and regions of the US (past, present and future) (lesson 1) † talk about job interviews, experience and qualifications (lesson 2)

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† talk about planning for retirement and common financial activities (lesson 3) † discuss local government and what has been happening in my town or city (lesson 4)

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† discuss and give opinions about addictions (lesson 5) † talk about regrets, hopes and dreams (lesson 6)

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† talk about prejudices, stereotypes and discrimination (lesson 7)

Answer the questions.

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

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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REVIEW & PRACTICE

A A. Model this activity first by writing one or two of the categories on the board and adding ideas.

Write your ideas in each column. Share with a partner. Things I can do to plan for retirement:

Regrets I have:

Dreams I have for the future:

What’s been happening in my city lately:

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B

Complete the sentences with your ideas. Share with a partner.

I want to see more of my state 1. I want to go on a road trip because ______________________________________________________.

2. I want to go on a road trip even though __________________________________________________. 3. I will go on a road trip unless ___________________________________________________________.

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B. Share answers in pairs before asking for individuals to share one of their answers so that you hear a response for each question.

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Places I’d like to visit:

4. He’s been looking for a job for three months. He must _______________________________________. 5. He’s been looking for a job for three months. He might ______________________________________.

C

Circle the correct words.

1. If I had more time, I would / should get another job on the side. 2. If they want to retire someday, they would / should make a budget.

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3. He’s not sure if he’ll go to a support group tomorrow. He might / must go. 4. She wishes / hopes she had prepared better for the interview. 5. They say they aren’t addicted to caffeine, even though / because they drink a lot of coffee. 6. We’ve been working / We’re working on some initiatives for our town since June. Student Book 5 LEFT

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Answer Key:

A. Answers will vary. B. Answers will vary.

C. 2. should 3. might 4. wishes 5. even though 6. we’ve been working

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8 D

Circle the correct word. 1. The party was excited / exciting. 2. The graduation bored / boring him. 3. He was depressed / depressing during the rainy weather. 4. We’re surprised / surprising at the good prices! 5. The fundraiser was very confused / confusing. There were so many options! 6. The ceremony was interested / interesting.

Write a sentence to describe what the people have been doing and for how long.

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E. Answers may vary somewhat; check only for grammatical correctness.

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1.________________________________________ 2.________________________________________ (for a year) (since 10 a.m.)

3.________________________________________ 4.________________________________________ (since early this morning) (for a long time)

F

Write the correct words. Practice with a partner.

Peter: So, Nina, do you (1)__________________ (have / having) plans for this summer? have

Nina: I’m not sure yet. I might (2)_________________ (go / to go) to California to visit my family there. Peter: That sounds fun. How (3)_____________________ (would / should) you get there?

Nina: I’d like to fly, but I (4)___________________ (haven’t saved / haven’t save) enough money this year.

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I (5)__________________ (must / might) need to drive. Peter: That’s a long trip, isn’t it?

Nina: Yes, but driving is nice (6)_________________ (unless / because) I can see a lot of different places. Peter: That’s true. Sounds like fun. (7)_______ (I’ve / I’ll ) never been to California. I hope (8)________

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(you’ll / you’re) get to go this summer.

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Answer Key:

D. 2. bored 3. depressed 4. surprised 5. confusing 6. interesting E. 1. They’ve been saving money for a year. 2. She’s been working since 10 a.m. 3. He’s been driving since early this morning. 4. She’s been texting for a long time. F. 2. go 3. would 4. haven’t saved 5. might 6. because 7. I’ve 8. you’ll 54

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G

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

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

START

What is your favorite kind of climate? Why?

If you could live anywhere, where would you live?

Have you ever interviewed for a job?

What are your strengths?

What is something you would never want to do?

Do you think stereotypes are harmful?

Would you rather live in an urban, suburban or rural area?

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What are some common addictions? What is something you wish you had done when you were a child?

What would you do if you were the mayor of your town or city?

What could someone do if they wanted to earn more money?

What are some things you’d like to do when you retire?

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What’s been happening in your city or town?

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What should someone do if they have an addiction?

What do you think it is like to work on city council?

What’s something you’ve been up to lately?

What do you think is your greatest accomplishment? What could you do to prepare for an interview?

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END

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8

PROGRESS CHECK Total: 50 x 2 = 100

A

My score________/ 50

Listen to Track 08. Write the missing word. (2 points each) 1. Tina has a new ___________. job 2. She drove to the ______________. 3. Oliver has been __________________ with the city council.

Answer Key: 2. West Coast 3. working 4. addiction 5. rewarding

4. The initiative is to support people with ______________________.

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5. He says it’s a challenge, but it’s also very _____________________.

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Write the correct form of the words in parentheses. (2 points each) Have you ever visited (you/ ever / visit) that city? 1. Q: _______________________________

B. Say Now you will work alone.

3. Q: How long ____________________ (she / work on) that project?

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2. A: Yes, ____________________________ (I / go) there last year.

Answer Key: 2. I went 3. has she been working (or “has worked”) 4. She started 5. you had done 6. I’d been 7. Have they ever experienced 8. they’ve been working on 9. he’ll get 10. He should talk

4. A: ________________________ (She / start) it last week, and she hasn’t finished yet.

5. Q: What do you wish _____________________ (you / do) last year?

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6. A: I wish ______________________ (I / be) more adventurous.

7. Q: _____________________ (they / ever / experience) discrimination in their town before?

8. A: Yes, but __________________ (they / work on) a proposal to stop discrimination and prejudice in their community since January.

9. Q: My brother hopes __________________ (he / get) a different job next year.

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10. A: ________________ (He / should / talk) to my uncle! He has a new store.

________/ 26

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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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D

2. ____ Has she ever worked at that restaurant?

b. You could go to the dentist.

3. ____ Brian lost his job yesterday.

c. He must be sick.

4. ____ My tooth hurts. What should I do?

d. Yes, she worked there last summer.

5. ____ What would you do for a sore tooth?

e. She started a month ago.

6. ____ What do you wish you’d done differently?

f. Oh no. I hope he’ll find another one soon.

7. ____ How long has Jenna been working there?

g. I’d go to see a dentist.

8. ____ They’ve been talking a long time. What are they working on?

h. They might be preparing a new proposal.

Circle the correct word. (1 point each)

2. I lost my wallet. What should / would I do?

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1. She’s going to invest in that retirement plan

because / even though she wants to save money.

E

3. They hope they’ll stay in touch even though /

4. If we hadn’t gone to the city council meeting,

unless they are going to live in different cities.

we shouldn’t / wouldn’t have this information.

5. He gets a headache when he doesn’t drink

6. I wish I will take / had taken a road trip last

coffee unless / because he’s addicted to caffeine.

summer.

7. If they had a job on the side, they would /

8. They have been saving / are saving money for

should have supplemental income.

a long time.

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

1. 0

1

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E. Say Activity E 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.

a. I wish I had taken better care of my teeth.

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D. Answer Key: 2. should 3. even though 4. wouldn’t 5. because 6. had taken 7. would 8. have been saving

c Where’s Tom? He never misses class. 1. ____

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C. Answer Key: 2. d 3. f 4. b 5. g 6. a 7. e 8. h

Match the sentences. (1 point each)

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2.

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2

0

1

2

3. 0

1

2

4. 0

1

2

5. 0

1

2

Teacher Notes Lesson 6: Lesson 7: Lesson 3: Lesson 4: Lesson 3:

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________/ 24 1. What is something you wish you had done last year? [Students should answer with the structure “I wish I had… (gone, been, visited, etc…).”] 2. My friend didn’t answer her phone when I called her. What might be the reason? [Students should answer with “might” or “must.”] 3. What would you do if you were treated unfairly at a store? [Students should answer with “would.”] 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 how long I’ve been living in my home. [Students should ask “How long have you been living in your home?” “How long have you lived in your home” would also be acceptable.] 5. Ask me where you should go for vacation. [Students should ask “Where should I go for vacation?”]

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L9 FIELD TRIP Lesson 9 in every Confidence and Connections book is a field trip. The goal of 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.

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Tips for a successful field trip: 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 on lesson 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • We suggest you meet your student at the field trip location or take 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 before the field trip (in class or as homework) or at the beginning of the day 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 / 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. 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.

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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 Pick a location or an activity: City Council Meeting | A Bank | A Local Employment Center My Idea: _______________________________________ Address: _________________________________________________ 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:

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_____________________________________________________________________________________

DURING THE FIELD TRIP People I talked to

Notes

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Things I saw or found

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

Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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______________________________________________________________________________________

Something that was difficult:

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______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback † a lot

2. I learned:

† a lot

3. I thought it was was:

† good

† a little

† not at all

† a little

† not a lot

† okay

† not good

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1. I talked in English:

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Why? ____________________________________________________________________________

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L10 I AGREE WITH FREE SPEECH By the end of the lesson, students will be able to: • Discuss controversial topics and give their opinion • Ask others for their opinions on different topics What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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Warm-up: Greet students. Talk about the Field Trip using the grammar and vocabulary you have covered in this course if possible. Talk about the Review and Progress Check, and celebrate student progress. Ask students to share what they have learned.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • right - something you are allowed to legally do Listening Track 09

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Juanita: Hey Ken, did you see that cartoon in the newspaper? It was so critical of the President! I can’t believe they printed that. Ken: Yeah, I saw it. I guess it’s a good example of free speech. That’s an important freedom here. Juanita: Huh. In my country, respect is really important. We try to be respectful of our leaders, even if we don’t agree with them. Ken: That’s interesting. So do you agree or disagree with free speech? Juanita: Well, I disagree with that cartoon. I think it’s disrespectful. But I agree with being able to express your opinion peacefully. What do you think? Ken: Well, I agree with free speech, so for me, I think cartoons like that are okay and are an important way for people to express their opinions. Juanita: Really? That’s interesting. Ken: Yeah, sometimes issues like these can be complicated.

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10

I AGREE WITH FREE SPEECH

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

Listen to Track 09. What was in the newspaper?

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Pre

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VOCABULARY WORDS & PHRASES Repeat after your teacher. freedom

right

express your opinion prohibit

PRONUNCIATION

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A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Different uses of the word “right”: Yes, that’s right. Turn right. I have the right to be here. It’s right over there. Only bring up different uses if students seem confused and you think knowing additional meanings would be helpful.

gun control

free speech

pros

cons

worship

religion

censor

allow

press

Listen and repeat after your teacher. Make a line to show when their voice rises or falls. Practice with a partner.

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A

Pronunciation When we use “or” in a question, our voice goes up on the first choice and down on the second.

Do you agree or disagree with free speech?

Do you agree with the right to own a gun or should there be stricter laws? Is it more important to be rich or kind?

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Do you prefer cats or dogs?

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Answer Key: Pronunciation: 2. gun (rise)/laws (fall) 3. rich (rise)/kind (fall) 4. cats (rise)/dogs (fall)

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

Fill in the chart with the correct word. Use the box to help. Talk with a partner about the pros and cons. censor

press

speech

express your opinion

worship

Freedom

FREEDOMS

PROS AND CONS Pro: You can (2) ________________________________________

Free

Con: It allows hate speech.

(3) ________________________ of

Pro: People can (4)______________________ in different ways.

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speech (1) ________________________

religion

Con: It can cause division if you don’t have the same beliefs. Pro: News stories can have different views and opinions.

Freedom of the

LISTENING

C

Listen again to Track 09. Circle the correct answer. 1. They saw a cartoon that was 2. Ken thinks the cartoon was

a. critical of the president. b. funny. a. an example of free press. b. an example of free speech.

3. It’s more important in Juanita’s country to have a. free speech.

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C. First, have students try the activity without listening to the track. 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.

Con: The government can’t (6) ___________________ fake news.

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(5) _________________________

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b. respect.

4. Juanita thinks the cartoon was

a. funny.

b. disrespectful.

5. Ken thinks that cartoons like that are

a. okay.

b. a bad idea.

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTION

I disagree

with the right to bear arms.

gun control?

I agree

with allowing people to have guns.

allowing citizens to have guns?

I think

that having guns is dangerous.

She thinks

that gun control is important.

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Do you agree or disagree with

ANSWERS

• When you give your opinion, you can say I agree/disagree with a thing (noun) or action (verb + ing). • You can also say I think that a thing (noun) or an action (verb + ing) with your opinion. 52

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D. FOCUS: Expressing and asking for opinion using agree/disagree with, think that + verb + ing/noun. The verb + ing construction works as a noun here and is called a gerund. Some students may want to add “so” before “that” e.g., I think so that allowing people to have guns is bad. Explain that this is incorrect and that if they say “I think so,” it is a complete thought that answers a yes/no question. For example, Does she agree with freedom of speech? - Yes, I think so.

Answer Key: B. 2. express your opinion 3. freedom 4. worship 5. press 6. censor C. 2. b 3. b 4. b 5. a intercambio.org/teachers

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10

GRAMMAR PRACTICE

E

Circle the correct words. 1. I agree with censor / censoring media in

2. She agrees with the right to own / the right to

schools.

owning guns.

3. They think that prohibit / prohibiting drug use 4. We disagree with express / expressing your

5. He thinks that have / having freedom of

6. Toni thinks that allow / allowing people the

religion is a basic right.

right to vote is important.

7. We agree that give / giving people the right to

8. She thinks that talk / talking about

worship is important in society.

vaccinations in the US is necessary.

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opinion in public.

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in sports is important.

Unscramble the sentences. 1. important. / thinks that / She / is / minimum wage / increasing 2. allowing / to use / agree with / I / marijuana. / people /

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_____________________________________________________________________________________ She thinks that increasing minimum wage is important. _____________________________________________________________________________________ 3. high schools. / They/ with / agree / in / uniforms / wearing

F. EXPANSION: Use Colored Index Cards for a sentence scramble activity.

_____________________________________________________________________________________ 4. death penalty. / with / Tony / disagrees / the

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_____________________________________________________________________________________ 5. with / you / reducing / plastic bottles? / agree / Do

_____________________________________________________________________________________ 6. thinks / a gun. / it’s / that / his right / to own / He

_____________________________________________________________________________________

G

Look at the answers. Write the questions. Ask your partner if they agree or disagree.

Do you agree or disagree 1. Q:______________________________________ A: I agree with freedom of religion. People should be able to worship in different ways. with freedom of religion? _________________________________________

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2. Q:______________________________________ A: He agrees with changing the current drinking age. He thinks that young adults should be able to _________________________________________ drink at age 18.

G. Encourage students to elaborate on their opinion.

3. Q:______________________________________ A: She disagrees with animal testing. She thinks _________________________________________ that it’s harmful for the animals.

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4. Q:______________________________________ A: I agree with freedom of the press. I think that hearing news that isn’t censored by the _________________________________________ government is important. intercambio.org/students

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Answer Key:

E. 2. the right to own 3. prohibiting 4. expressing 5. having 6. allowing 7. giving 8. talking F. 2. I agree with allowing people to use marijuana. 3. They agree with wearing uniforms in high schools. 4. Tony disagrees with the death penalty. 5. Do you agree with reducing plastic bottles? 6. He thinks it’s his right to own a gun. G. 2. Does he agree with changing the current drinking age? 3. Does she agree with animal testing? 4. Do you agree with freedom of the press? 64

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REAL LIFE / YOUR LIFE Look at the poster. Read the statements and write if they are True or False.

YOU HAVE RIGHTS

You have rights under the US Constitution and other laws.

All people in the US, whether citizen or noncitizen, have certain rights under the US Constitution and other laws.

You have a right to a copy of all your immigration papers.

This is not intended as legal advice.

You do not have to sign anything that you do not understand.

You have the right to speak to an attorney before answering any questions. You may say, “I will remain silent until I speak to an attorney.”

You have the right to refuse consent for immigration or the police to search yourself, your car or your home.

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If you are not a US citizen, you have the right to call the consulate of your home country. Immigration and the police must let your consulate visit or speak with you.

You have the right to remain silent. If you want to exercise that right you should say it out loud.

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I have theremain right to silent.

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H

Source: iAmerica.org

1. ________ Police can search your house when they want.

2. ________ Immigrants have the right to all their immigration papers.

3. ________ Any citizen or noncitizen has the right to speak to an attorney before answering questions. 4. ________ You have the right to understand documents before you sign them.

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5. ________ You can only contact your consulate if police allow it.

6. ________ To exercise the right to remain silent, don’t say anything.

CULTURE TIP

You have many rights in the US. Visit aclu.org/know-your-rights to learn about rights in specific areas around religion, law enforcement, discrimination and others. What kinds of rights did you have in your native country? Were there any you liked better than here in the US? What were they and why? Are there any rights you like better here? What are they and why?

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Culture Tip EXPANSION: Share some funny or ridiculous laws in the U.S. and ask if they have weird laws in their home country.

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Answer Key: H. 1. false 2. true 3. true 4. true 5. false 6. false

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Read the quotes below. Check if you agree or disagree. GUN CONTROL

“I believe global warming and climate change are real threats to our planet.”

“I don’t think there should be more gun control. I think there should be more education.”

“Yes, we absolutely need to eliminate the single-use plastic bags …”

Andrew Cuomo

Sam Brownback

Kevin de Leon

† agree

† disagree

† agree

FREEDOM OF SPEECH

† disagree

† agree

MINIMUM WAGE

“I disapprove of what you say, but I will defend to the death your right to say it.”

“Increasing minimum wage doesn’t build a stronger economy.”

Evelyn Beatrice Hall

Karen Handel

† disagree

DEATH PENALTY “My overriding belief is that it is always possible for criminals to improve and that by its very finality the death penalty contradicts this.” Dalai Lama

J

† disagree

† agree

† disagree

† agree

† disagree

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† agree

I. The purpose of this activity is for students to voice their opinions and agree or disagree with the quotes. The quotes are chosen purposefully to represent both liberal and conservative views in order to allow for more discussion and varied opinions.

BANNING GROCERY BAGS

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CLIMATE CHANGE

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10

Pick three issues from activity I. Write notes to support your opinion. AGREE/DISAGREE

REASONS

J. This activity prepares students for Connect with Conversation.

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ISSUE 1. 2. 3.

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CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • your opinions on issues in activity J • if you think freedom in your native country is similar or different from the US and why • what you think are the most important rights or values in your native country

Answer Key:

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

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group. Be sure your students ask you questions too.


HOMEWORK

K

Lesson 10 • I Agree With Free Speech

Complete the crossword puzzle. Use the words in the box. free speech

pros

religion

prohibit

a 2

3

l o

4

5

allow

P

n

w

DOWN 1. When someone lets you do something 3. A belief system that someone has 4. The positive points about something

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6 7

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Circle the correct words. 1. He agrees that to have / having safer laws is

2. Jorge thinks that it’s important to express /

important for gun control.

expressing your opinion to the local government.

3. I think it’s important to reduce / reducing the

4. She disagrees with to create / creating free

amount of plastic we use every day.

college for all. She thinks it’s important to pay for

5. Doria agrees with to provide / providing free

your education. 6. We think that it’s necessary to censor /

health care for all Americans.

censoring certain books from the library.

7. They think that to worship / worshipping is an

8. I disagree with to change / changing the

important freedom in society.

current voting age. I think 18 years old is fine.

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L

worship

ACROSS 2. This allows you to express your opinion in public 5. Freedom of religion allows people to do this 6. The negative points about something 7. When someone doesn’t let you do something

1

l

cons

JOURNAL PROMPT

What are the top three things that you think a government should allow or have for people? Why?

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key:

K. 2. free speech 3. religion 4. pros 5. worship 6. cons 7. prohibit L. 2. to express 3. to reduce 4. creating 5. providing 6. censor 7. worshipping 8. changing

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L11 DO YOU THINK I SHOULD TAKE MY SHOES OFF? By the end of the lesson, students will be able to: • Talk about what influences culture, and ask indirect questions 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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Warm-up: Greet students. Practice the material from last class. Ask What human rights are the most important for you? Why? Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • roles - an action you should do in a specific situation; a position you take • custom - a traditional way of doing something • value - a person’s judgment about something that is important

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Listening Track 10 Benita: Hi Sally. What are you up to tonight? Sally: Hi Benita. I’m going to my neighbor’s house for dinner tonight. They are from Nepal. I don’t know much about Nepalese culture, so I’m a little nervous. Benita: Wow – that’s great! Don’t worry, I’m sure it’ll be a lot of fun. Do you know what kinds of foods they like to eat? Sally: No, but I think that food is important in the their culture. I’m looking forward to trying their food. Do you think I should take off my shoes when I go inside their home? Benita: I’m not sure. Do you know if that is a custom in Nepal? Sally: No, I don’t. Maybe I’ll just ask them if they’d like me to take off my shoes. Benita: That’s a good idea. Have fun tonight! Sally: Thanks!

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DO YOU THINK I SHOULD TAKE MY SHOES OFF? Pre

Listening warm-up. Track 10: What is Sally doing tonight?

VOCABULARY WORDS & PHRASES Repeat after your teacher. custom

respect

belief

behavior

elders

roles

acceptable

visible

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personal space

values

cultural characteristics

PRONUNCIATION

A

Did you know that if you look up an English word in an English dictionary, you can read the definition of the word and how to pronounce it too? Match the words below to their pronunciation. 1. ____ d belief

a. [ kar-ik-tuh-RIS-tik ]

2. ____ custom

b. [ HAHY-uh-rahr-kee]

3. ____ hierarchy

c. [ ak-SEP-tuh-buh l ]

4. ____ characteristic

d. [bih-LEEF]

5. ____ behavior

e. [ bih-HEYV-yer ]

6. ____ acceptable

f. [KUHS-tuh m]

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A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: Teach difference between role vs roll (pronounced same, spelled different); customs (traditions) vs customs at the airport; belief vs believe; value - what’s important vs value good deal.

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

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Pronunciation In this activity, the focus is on pronunciation of the vocabulary while also teaching students how to look up pronunciation of English words in a dictionary. Be sure to point out that the pronunciation guides show students how the syllables of the word are pronounced and also put the stressed syllable in capital letters and bold print. NOTE: Some dictionaries use an apostrophe to mark stress.

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Answer Key: Pronunciation: 2. f 3. b 4. a 5. e 6. c

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11


VOCABULARY PRACTICE Complete the sentences. Use words from the box. values custom

visible acceptable

personal space roles

personal space 1. She doesn’t like it when people stand too close to her. __________________________ is important in her culture.

2. Greta and Francisco are a wonderful couple. They share the same ___________. 3. Some cultures have specific family ______________ that determine what kinds of things certain members of the family are responsible for. 4. Culture is very interesting. Some behaviors that are _____________________ in one culture can be considered rude in another culture. 5. Tipping your waiter 15-20% of the bill is a common _________________ in the US.

LISTENING 1. Sally’s neighbor is from

a. Nicaragua

b. Nepal

2. Sally is feeling

a. excited

b. nervous

3. Sally thinks that ______ is important in Nepalese culture.

a. food

b. personal space

4. Sally doesn’t know if taking off your shoes in the home is

a. a custom in Nepal

b. a belief in Nepal

5. Benita tells Sally to

a. be funny

b. have fun

LANGUAGE TOOLS

D

C. First, have students try the task without listening to the track. Have students discuss their answers in pairs/ groups. Then, play the track through completely to check. Ask if they need to listen again. G

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Listen again to Track 10. Circle the correct answers.

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C

F

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6. Some parts of culture are _____________________, such as clothing, food and celebrations. Others are not.

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

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B

Listen to your teacher and repeat. Direct yes/ no questions

Indirect yes/ no questions and statements

Is

it

okay for men to do dishes?

Are

there

any people here?

Do you think

it

is

Can you tell me if

Direct with “wh” words are

family roles

there are

any people here.

Indirect with “wh” words

in China? Do you know

Fo

What

I wonder if

okay for men to do dishes?

what

family roles

are

in China?

When we ask direct questions the verb goes before the noun. Ex: Where is she? When we ask an indirect question, the noun goes before the verb just like in a regular direct statement. Ex: Do you know where she is? Student Book 5 LEFT

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Answer Key:

B. 2. values 3. roles 4. acceptable 5. custom 6. visible C. 1. b 2. b 3. a 4. a 5. b

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Teacher Book 5 LEFT

D. FOCUS: Indirect questions and statements. NOTE: The question becomes a statement when we add I wonder.


11

GRAMMAR PRACTICE Indirect

1. Is it / It is time to take a nap?

Do you think is it / it is time to take a nap?

2. They are / Are they going to the movie?

I wonder if are they / they are going to the movie.

3. Will we / We will drive there?

Can you tell me if we will / will we drive there?

4. He is / Is he going out to eat?

Do you think is he / he is going out to eat?

Unscramble the direct and indirect questions. 1. my phone? / is / Where

2. my phone / Do you know / is? / where

Where is my phone? _________________________________________

_________________________________________

3. Is / personal space / in / Japan? / important

5. feeling? / you / are / How

important

_________________________________________

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_________________________________________

4. I wonder if / is / in Japan. / personal space /

_________________________________________ 7. their head ? / their custom / it / Is / to cover

_________________________________________

6. how / Can you tell me / feeling? / are / you _________________________________________ 8. to cover / I wonder if / their head. / it / their custom / is

_________________________________________

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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: Use Colored Index Cards for a sentence scramble activity.

Direct

n

F

Circle the correct words for the direct and indirect sentences.

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E

G

9. we / the car? / Where / park / will

10. where / the car. / will / I wonder / we / park

_________________________________________

_________________________________________

Change the sentences to either direct or indirect. Begin indirect sentences with Do you think, Can you tell me if or I wonder if. Circle the sentences that are indirect. Discuss with a partner.

1. Is it important for people to respect their elders?

Do you think it’s important for people to respect their elders? ______________________________________________________________________________________

2. Do you think it’s okay to leave food on your plate at someone’s home? ______________________________________________________________________________________

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3. Can you tell me if it’s rude to wear shoes inside someone’s home? ______________________________________________________________________________________ 4. Are shared personal values important to a happy marriage? ______________________________________________________________________________________ 5. Is it acceptable behavior for people to use their cell phones at dinner?

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______________________________________________________________________________________

Answer Key:

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E. 2. Are they/they are 3. Will we/we will 4. Is he/he is F. 2. Do you know where my phone is? 3. Is personal space in Japan important? 4. I wonder if personal space is important in Japan. 5. How are you feeling? 6. Can you tell me how you are feeling? 7. Is it their custom to cover their head? 8. I wonder if it is their custom to cover their head. 9. Where will we park the car? 10. I wonder where we will park the car. G. Answers will vary. Students should circle sentences 2 and 3 in the book, and their responses to 1, 4 and 5. intercambio.org/teachers

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REAL LIFE / YOUR LIFE

H

I

Read the list below of things that can make up culture. Write them above the water if you think they are visible or below the water if you think they are there but we cannot see them. The closer they are to the water line, the more visible they are. Compare and discuss with a partner. THINGS THAT CAN MAKE UP CULTURE

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clothing respect for elders concept of beauty ideas about health ideas about personal space language sense of humor

CULTURE TIP

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food holiday customs beliefs about family ideas about time values attitudes about class/social status greetings festivals

H. The goal of the activities on this page is to get students thinking about different kinds of things that influence someone’s personal culture beyond simply where someone is from. Encourage students to think about all of the things that can influence someone’s culture and talk about the different J kinds of cultures that they interact with in their lives.

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Fo

The country we are from is not the only thing that influences culture. Culture and personality depend on many factors, including nationality, age, gender, race, income, sexual orientation, family status, education, religion, political affiliation, physical ability and many more! Even the type of place where you grew up can influence your culture. For example, did you grow up in a big city or in a small town? How do you think that affects your personality or personal culture?

Answer Key: H. Answers will vary.

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Culture Tip Use The Immigrant Guide (US Culture and Social Skills section) to spark more conversation.


11 I I. Be sure to give students time to read the article on their own and ask a student to summarize what they've read before engaging in any pair or group reading.

Read about Emma’s culture. Complete the chart about her and compare with a partner.

J. This activity prepares students for Connect with Conversation.

Where are her parents from?

What language does she speak?

What is she like?

How old is she?

What has influenced her culture?

What has influenced your culture? Complete the chart below with ideas about your personal culture. MY CULTURE My native language(s)

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Where I was born

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J

Where does she live now?

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Where was Emma born?

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I was born in Brazil. My father is Brazilian and my mother is British. I lived in Brazil until I was 15 years old and then moved to New York City 10 years ago. When people ask me what my culture is, I sometimes have a hard time explaining it. I feel Brazilian in many ways, even though some people think I look British. I celebrate Brazilian holidays and speak Portuguese as one of my first languages in addition to English. I am sociable and enjoy friendly small talk before talking about more serious issues. This doesn’t always work well with my US coworkers that prefer to get down to business. Like many people in Brazil, family and friends are very important to me and I spend a lot of time at family events. My mother has always had a calm and more formal presence, which some people think is a common characteristic of British culture. Even though I’m friendly, I can sometimes be similar to her in this way. People often tell me that I am not as outgoing as many Brazilians they know.

Where my parents were born Where I live now My personality

Important values to me

Important customs to me

Other things that influence my personal culture (age group, religion, my family, etc.)

Fo

Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group.

CONNECT WITH CONVERSATION

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Get to know your partner. Talk about: • what they wrote about their personal culture in activity J • what they think has influenced their personal culture • what they find most interesting about US culture intercambio.org/students

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Answer Key: I. Brazil / New York City / Brazil and Britain / English and Portuguese / she's sociable, likes small talk, friendly, calm / 25 / her parents, places she's lived, languages she speaks J. Answers will vary. intercambio.org/teachers

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HOMEWORK

L

Match the parts of the sentences. 1. Do you know

a. what the definition of culture is?

2. What is

b. what language they speak.

3. Where do you think

c. do you speak?

4. Is it acceptable

d. to have less personal space?

5. I wonder

e. they’re from?

6. What language

f. his native country?

Pre

n

K

Lesson 11 • Do You Think I Should Take My Shoes Off?

Unscramble the sentences.

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1. he / Does / it’s / to / think / acceptable / wear / shoes / inside?

Does he think it’s acceptable to wear shoes inside? _____________________________________________________________________________________

2. wonders / what / from. / they’re / country / She

3. your / sister / language / What / does / speak?

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_____________________________________________________________________________________

_____________________________________________________________________________________ 4. think / Do / I / take off / shoes? / my / you / should

A

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_____________________________________________________________________________________

JOURNAL PROMPT

What are some cultural behaviors you have noticed that are different in the US and in your native country? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ 62

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Answer Key:

K. 2. f 3. e 4. d 5. b 6. c L. 2. She wonders what country they are from. 3. What language does your sister speak? 4. Do you think I should take off my shoes? 74

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L12 YOU FILED A CLAIM, DIDN’T YOU? By the end of the lesson, students will be able to: • Talk about different types of insurance in the U.S. and which are required • Use tag questions to ask for more information on something What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • Insurance advertisement for Activity H (optional) • The Immigrant Guide to supplement the culture tip

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Warm-up: Greet students. Practice the material from last class. Ask What customs and cultural norms do you like/dislike in the U.S.? Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • coverage - the insurance you have • deductible - the amount of money you must pay before your insurance will pay the rest • adjuster - The person who investigates insurance claims and says how much your insurance company will pay you • premium - the money you pay for insurance (for example, your monthly premium is $20)

Listening Track 11

Listening Track 12

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Sophie: Hi Trang. You filed an insurance claim after the flood last week, didn’t you? Trang: Yes, I did. Your house was damaged by the flood too, wasn’t it? Sophie: Yes, it was. I’m not sure how to file an insurance claim to help with the repairs. Can you help me? Trang: Sure. You bought flood insurance for your home, didn’t you? Sophie: That’s good. All you have to do is call the insurance company or fill out the form online. They’ll be able to let you know how much your deductible is and what kind of coverage you have for the damage. Trang: Great – I’m going to call them now. Thanks!

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Automated voice: Hello, you’ve reached Blue Ridge Insurance. If this is a new claim, press 1, if you already have a claim # press 2. [presses #1] In order to file a new claim, please have the following available: 1. You full name 2. Your policy number 3. The date of the accident 4. A police report number; Press 1 now and we will connect you with a claims adjuster. [presses #1] Dara: Hi, this is Dara, who do I have the pleasure of speaking with? Gino: Hi, this is Gino Miller Dara: Hello Gino, how can I help you today? Gino: Yesterday, when I was at a red light, the car behind me hit me. Dara: I’m sorry to hear that. Are you hurt? Gino: No, I’m fine, but the back of my car is totaled. I have a police report. Dara: I understand. First, can you please give me your policy #? Gino: Its 07-374735 Dara: Okay, Can I verify your name and contact information? Gino: Yes, my name is Gino Miller. My address is 110 Apple Court, Greenville, Texas 75401. Dara: Okay, great and is ginom@gmail.com still the best email address for you?

Gino: Yes. Dara: And can you confirm your phone number Gino: Sure, it’s 204 555- 7987 Dara: Okay and you said you have a police report, didn’t you? Gino: Yes, the police came to the scene and filled out an accident report. Dara: Great, can I have that number. Gino: Its 097-343-9979 Dara: Perfect. I‘ve filed your claim –your claim number is LM7 – 435-672-7841. I will email your claim number to you as well as a list of authorized appraisers. These are drop-in appraisers so pick one, and they will inspect your vehicle and take pictures of the damage. Are you able to drive your vehicle? Gino: Yes. Dara: That’s great. The appraiser will send everything back to us and we will process it along with the police report. We’ll get back to you in a couple of days. Please call us if you have any questions. Gino: Okay, thank you.

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12

YOU FILED A CLAIM, DIDN’T YOU? Pre

Listening warm-up. Track 11: What kind of insurance claim are they talking about?

VOCABULARY WORDS & PHRASES Repeat after your teacher. protection

file a lawsuit

file a claim

PRONUNCIATION

vv

coverage

deductible

covered

premium

adjuster

insurance agent

Listen to your teacher. Circle the answer you hear. Practice with a partner. A

1. What did he say?

2. What did she do?

3. Why are they doing it?

a. He said it’s a disk.

a. She paid it out of pocket.

a. Because they want protection.

b. He said it’s a risk.

b. She pulled it out of the socket. b. Because they want an inspection.

4. What is Tony doing?

5. Why is she upset?

a. He’s looking for files.

a. She is under a lot of strain.

b. He’s looking for tiles.

b. She is under a lot of claims.

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76

bundle

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

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risk

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A

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Pre Explore the pictures. What do you see? Preteach “insurance claim” (=when you formally ask your insurance company to give you money for a covered loss). Read the Pre question, play track, elicit answer.

Teacher Book 5 LEFT

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Pronunciation Read the question and then one of the responses. Have students circle. EXPANSION: 1. Change the answers and have students hold up 1 finger if they hear the “a” answer or 2 fingers if they hear the “b” answer. 2. Have the students work in pairs saying different answers and holding up their fingers to indicate which response they think they hear. For 1-1, you can be the partner and have your student read and give answers while you respond by holding up fingers with the answer you think they read.


VOCABULARY PRACTICE

B

Fill in the blanks. Use the words in the box to help. bundle

agent

file a claim

premium

deductible

coverage

insurance

discount

Safety First Insurance Options

C

This bundle provides car and renter’s insurance coverage, as well as life insurance. You will earn a multi-policy (6) that makes these policies even less expensive. The policies include 24/7 access to an (7) who will help you (8) .

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Save money when you (4) your car and renter’s insurance. In addition to the auto coverage, the renter’s (5) policy includes protection against theft, fire, injury and natural disasters.

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LISTENING

Auto, Renter’s and Life Insurance Bundle

Listen again to Track 11. Circle True or False. 1. There was a flood.

TRUE

FALSE

2. Both Trang and Sophie have insurance.

TRUE

FALSE

3. Sophie already filed her insurance claim.

TRUE

FALSE

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C. Play the track once without stopping it. Have students discuss their answers in pairs/ groups. Play again. Stop as necessary. EXPANSION: Have students correct the false statements.

This policy provides full coverage (1) for a single vehicle. The (2) is $50 per month. It has a $500 annual (3) and includes protection for up to $100,000 for collision, injury or medical expenses.

Auto and Renter’s Insurance Bundle

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Auto Insurance Only

4. She can’t file a claim online.

TRUE

FALSE

5. The insurance company will tell her how much her deductible is.

TRUE

FALSE

LANGUAGE TOOLS

D

Listen to your teacher and repeat.

POSITIVE WITH NEGATIVE TAG QUESTION

NEGATIVE WITH POSITIVE TAG QUESTION

They have insurance, don’t they? It is difficult, isn’t it? There was a lot of damage, wasn’t there? She has called the insurance company, hasn’t she?

They don’t have insurance, do they? It isn’t difficult, is it? There wasn’t a lot of damage, was there? She hasn’t called the insurance company, has she?

Fo

D. FOCUS: Positive and negative tag questions. A tag question is a statement followed by a mini-question. We use tag questions to ask for confirmation. NOTE: the tag repeats the auxiliary verb (e.g., do, be, have, etc.) from the statement and changes it to negative or positive.

Tag questions turn a statement into a question. We can use them to check information that we think is true. • When the statement is positive, the tag question is negative. • When the statement is negative, the tag question is positive. Student Book 5 LEFT

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Answer Key:

B. 2. premium 3. deductible 4. bundle 5. insurance 6. discount 7. agent 8. file a claim C. 2. true 3. false 4. false 5. true

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12

GRAMMAR PRACTICE

E

E. EXPANSION: Work with a partner to ask and answer the questions.

Circle the correct tag question. 1. You filed a claim online, didn’t you / did you? 2. She talked to a representative, didn’t she / did she? 3. We don’t have insurance, do we / don’t we? 4. The damage wasn’t that serious, was it / wasn’t it? 5. Gino hasn’t called them yet, hasn’t he / has he? 6. They don’t have a high deductible, do they / don’t they?

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7. We filed our lawsuit yesterday, did we / didn’t we? 8. You met with an adjuster yesterday, didn’t you / did you?

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9. Tomas spoke with an adjuster, did he / didn’t he? 10. It’s covered, is it / isn’t it?

1. _____ e You like Mexican food,

a. is she?

2. _____ He filed a claim,

b. can they?

3. _____ It’s Monday today,

c. didn’t they?

4. _____ He didn’t come to class yesterday,

d. didn’t he?

5. _____They can’t speak Latin,

e. don’t you?

6. _____ She didn’t get in an accident,

f. did he?

7. _____ Tori isn’t coming,

g. isn’t it?

8. _____ They talked to an adjuster,

G

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Match the statements with the tag questions.

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F

h. did she?

Look at the sentences. Write the correct tag question. Practice with a partner.

G. Encourage students to ask follow-up questions in case their partner responds “yes”.

1. You’ve never filed a claim, _____________________? have you

2. It’s Tuesday today, ____________________________? 3. You didn’t work yesterday, _____________________?

4. The weather was nice today, ___________________? 5. It’s fun to exercise, ___________________________?

6. You don’t like singing, _________________________?

Fo

7. You think insurance is important, _______________?

8. You can’t speak German, ______________________? 9. We practice English a lot, ______________________? 10. Weekends are the best, ______________________? 11. You haven’t seen the Pacific Ocean, _____________?

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12. It’s exciting to try new food, ___________________? intercambio.org/students

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Answer Key:

E. 2. didn't she 3. do we 4. was it 5. has he 6. do they 7. didn’t we 8. didn’t you 9. didn’t he 10. isn’t it F. 2. d 3. g 4. f 5. b 6. h 7. a 8. c G. 1. have you 2. isn’t it 3. did you 4. wasn’t it 5. isn’t it 6. do you 7. don't you 8. can you 9. don’t we 10. aren’t they 11. have you 12. isn’t it 78

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REAL LIFE / YOUR LIFE

H

Listen to Track 12: Listen to the conversation. Fill in the blanks with the words you hear. Practice the dialog with a partner. new Automated voice: Hello, you’ve reached Blue Ridge Insurance. If this is a (1)________________ claim , press 1. If you already have a claim number, press 2. (presses #1) Automated voice: In order to file a new claim, please (2)_____________________ the following available: 1. Your full name 2. Your policy number 3. The date of the accident 4. A police (3) __________________ number

n

Press 1 now and we will connect you with a claims (4)_________________________. (presses #1) Gino: Sure, it’s (9)________________________.

speaking with?

Dara: Okay, and you said you have a police report, didn’t

Gino: Hi, this is Gino Miller.

you?

Dara: Hello Gino, how can I help you today?

Gino: Yes, the police came to the scene and filled out an

Gino: Yesterday, when I was at a red light, the car behind

accident report.

me hit me.

Dara: Great, can I have that number?

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Dara: Hi, this is Dara, who do I have the pleasure of

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Dara: I’m sorry to hear that. Are you (5)______________? Gino: Its (10) _____________________________. Gino: No, I’m fine, but the back of my car is

Dara: Perfect. I‘ve filed your claim – your claim number is

(6)________________________. I have a police report.

(11)______________________.

Dara: I understand. First, can you please give me your

I will email your claim number to you, as well as a list

policy number?

of authorized appraisers. These are drop-in appraisers

Gino: It’s (7)_________________________.

so pick one, and they will inspect your vehicle and take

Dara: Okay, Can I verify your name and contact

pictures of the damage. Are you able to drive your

information?

vehicle?

Gino: Yes, my name is Gino Miller. My address is

Gino: Yes.

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H. This is the first time that students have a long listening task that asks them to fill in words. First, have students read through the dialog and predict possible answers, then listen to it multiple times as needed. Be sure to play completely through without stopping the first time to provide the complete context. Have students compare their answers in pairs/ groups before you check as a whole class. This is intended to be a very real activity that works on the real-life skill of listening carefully to understand important information (including numbers). It will also give students a good script for common language used in conversations like this, which they can refer to if they ever have to have a similar conversation.

(8)_____________ Apple Court, Greenville, Texas 75401. Dara: That’s great. The appraiser will send everything Dara: Okay, great. And is ginom@gmail.com still the best

back to us and we will (12)_________________ it along

email address for you?

with the police report. We’ll get back to you in a couple

Gino: Yes.

of days. Please call us if you have any questions.

Dara: And can you confirm your phone number?

Gino: Okay, thank you.

CULTURE TIP

Fo

In the US, it’s illegal to drive your car without getting a license, registering your car, and having auto insurance. Car insurance requirements can vary from state to state. It’s important to talk with your insurance agent to make sure you are covered in case of an accident. If there is an accident, the plan you choose will determine how much money you will have to pay out of pocket. Do most people in your native country have insurance? What happens if their car, home or other property is damaged?

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66 Student Book 5 LEFT Culture Tip You may want to also mention to students that prices for insurance can be different from company to company, and in addition to coverage, prices will often depend on things like age and driving record. If they are in an accident with someone who does not have insurance, they will need to have “uninsured driver” coverage to pay for damage. Use The Immigrant Guide (driving section) to spark more conversation.

Answer Key: H. 2. have 3. report 4. adjuster 5. hurt 6. totaled 7. 07-374735 8. 110 9. 204 555-7987 10. 097-343-9979 11. LM7-4356727841 12. process intercambio.org/teachers

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12 I

What kinds of insurance do you think are most important? Rank the types below from (1) most important to (5) least important. _____ car insurance _____ home insurance ______ renter’s insurance _____ life insurance _____ health insurance

Read about Jim and Allison. Look at the insurance options. Write which insurance polices you would choose for Jim, Allison and yourself and why.

Annual Deductible

Special Offers

Car Rental For Repairs

Good Choice

$120

$500

10% discount when bundled with home & life insurance

NO

BeSure

$200

$350

5% annual safe driver discount

YES

Blue Ridge

$275

$200

Flat Rate

$95

$1,000

1. Best insurance for Jim: 2. Best insurance for Allison:

Coverage

Reviews

†  collision †  liability † medical † uninsured driver †  collision †  liability †  medical † uninsured driver †  collision †  liability †  medical †  uninsured driver †  collision † liability † medical † uninsured driver





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Monthly

Company Premium

15% annual safe driver discount

YES

None

NO





Fo

3. Insurance I would choose for myself:

CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • which insurance policies they chose for Jim, Allison and themselves and why • if either of you have ever filed an insurance claim and what that was like • the kinds of insurance they think are most important and why

Answer Key:

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

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K. EXPANSION: Bring in real insurance advertisements and have students discuss which one would be best for them.

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Allison is on a budget so she doesn’t want to spend a lot of money on car insurance. She is a very safe driver and has never had an accident before. If she is ever in an accident, she wants to have coverage that will pay for her repairs as well as for the repairs of someone else who does not have any insurance.

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Jim is okay with spending a little more money to make sure he has the best coverage. He has had to have repairs on his cars a few times before, and he wants to be sure that his insurance policy will give him a car to use if his car needs repairs.

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J

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask follow-up questions. Then, ask some students to share what they have learned about their partners with the group.


HOMEWORK

K

Lesson 12 • You Filed A Claim, Didn’t You?

Write the tag question. Then, answer the question. haven’t you 1. You’ve filed a claim before, ________________?

Yes, I have./ No, I haven’t. ____________________________

____________________________

3. You did your homework, ________________?

____________________________

4. It’s fun to play board games, ________________?

____________________________

5. You like where you live, ________________?

____________________________

6. Spicy food is delicious, ________________?

____________________________

7. Family visits are the best, ________________?

____________________________

8. Exercising is important, ________________?

____________________________

10. It’s important to have insurance, ________________?

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9. You’ve tried pizza, ________________?

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2. It’s a nice day today, ________________?

JOURNAL PROMPT

____________________________

____________________________

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11. Playing a lot of video games is bad for you, ________________?

____________________________

Write about the differences between getting insurance in the US and your native country. Which place was easier? More expensive? Why?

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key:

K. 2. isn’t it? Yes, it is./No, it isn't. 3. didn’t you? Yes, I did./No, I didn't 4. isn’t it? Yes, it is./No, it isn't. 5. don’t you? Yes, I do./No, I don't. 6. isn’t it? Yes, it is./No,it isn't. 7. aren’t they? Yes, they are./No, they aren't. 8. isn’t it? Yes, it is./No, it isn't. 9. haven’t you? Yes, I have./No, I haven't. 10. isn’t it? Yes, it is./No, it isn't. 11. isn’t it? Yes, it is./No, it isn't. intercambio.org/teachers

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P


L13 SINCE THEN, MANY THINGS HAVE CHANGED By the end of the lesson, students will be able to: • Talk about civil rights milestones in the U.S. using before, since, for, until, and once What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip • Picture of Martin Luther King, Jr. (optional)

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Warm-up: Greet students. Practice the material from last class. Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • politically correct - avoiding words or statements that could offend a person or a group of people • civil rights - legal rights to freedom and equality for everyone • race - used to describe a person’s physical characteristics, like skin color • ethnicity - used to describe cultural factors; nationality, ancestry, language

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Listening Track 13 Norma: Grandma – can I ask you some questions? Grandma: Yes, dear. What do you want to know? Norma: Well, I’ve been learning about US history at school and I want to know what life was like here when you were a little girl. Grandma: Oh – well life before was a lot different. Norma: Really, how? Grandma: Well, for example, there was segregation when I was young. Norma: What’s that? Grandma: It meant that kids of different races couldn’t go to school together. There was a lot of discrimination. Norma: Oh no – that’s too bad. When did things start to change? Grandma: Well, once the Civil Rights Act was passed in the 1960s, discrimination became illegal. Norma: Wow – it sounds like that was very important. Grandma: Oh yes, since then, many things in the US have changed. Now there is much more equality and less discrimination, but we still have to work hard to protect people. Norma: Yeah – that’s true. Do you think there will continue to be progress in the future? Grandma: Oh yes – I hope that people will continue to fight for their civil rights for many more years!

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13

SINCE THEN, MANY THINGS HAVE CHANGED Pre

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VOCABULARY WORDS & PHRASES Repeat after your teacher. politically correct

civil rights

disability

race

ethnicity

equality

act

movement

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A

segregation

PRONUNCIATION

A

Repeat after your teacher. Underline the stressed vowel in each word and match the words to the color and key word from the Color Vowel ™ Chart. c rights 1. ____

a. GRAY DAY

2. ____ disability

b. OLIVE SOCK

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A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE 1: Students may be confused by the word “act” as a verb (which they probably hear more often) and “act” as a noun (a written law made by Congress). You may want to distinguish between these and let students know that in this lesson, “act” is used as a noun. NOTE 2: “race” can mean “a group of people” or “a competition”.

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

Listening warm-up. Track 13: What was life like when her grandmother was young?

3. ____ race

c. WHITE TIE

4. ____ equality

d. BLUE MOON

5. ____ movement

e. SILVER PIN

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Pronunciation This is the first time students have to identify several different Color Vowel Chart sounds in a pronunciation activity.

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Answer Key: Pronunciation: 2. e 3. a 4. b 5. d / disability, race, equality, movement

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VOCABULARY PRACTICE

B

E

Complete the sentences with words from the box. 1. The Americans with __________________ Disabilities Act protects people who are restricted by physical or mental limits.

equality Disabilities

2. The _________________ movement helped African Americans gain equal rights in the US.

race politically correct

3. We use the word __________ to describe a person’s physical characteristics, such as skin color.

civil rights ethnicity

5. When everyone is treated the same, it is called _____________. 6. Jokes or rude comments about race are not ______________________.

C

Listen again to Track 13. Circle the correct word. 1. Things were different before / once.

3. Once / Until the Civil Rights Act was passed, discrimination became illegal. 3. Since / After then, many things in the US have changed.

4. She hopes people will continue to fight for their civil rights until / for many more years.

LANGUAGE TOOLS

D

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5. Since / Now, there is much more equality.

C. First, have Fstudents try the task without listening to the track. Have students discuss their answers in pairs/ groups. Then, play the track completely through. Play it again, stopping the track after each target sentence if needed.

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LISTENING

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person, which may include language, religion, nationality and ancestry.

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4. We use the word ______________ to describe the cultural identity of a

Listen to your teacher and repeat.

Discrimination was not illegal in the US until the 1960s.

Once discrimination was illegal, it became less common.

Discrimination has been illegal in the US since the 1960s. Discrimination has been illegal in the US for many years.

Before the 1960s, some schools did not allow children of different races to study together.

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• until = up to a specific point in time • once = when, as soon as • since = from the past until now • for = a period of time • before = at a previous time

Answer Key:

B. 2. civil rights 3. race 4. ethnicity 5. equality 6. politically correct C. 2. once 3. since 4. for 5. now

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D. FOCUS: The use of until, once, since, for, before. NOTE: In these examples, once does not mean “one time,” and since does not mean “because.”


13

GRAMMAR PRACTICE

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

Circle the correct word. 1. Equality cannot happen until / since everyone has the same freedoms. 2. Since / Until the 1960s, discrimination has been illegal. 3. Discrimination has been illegal for / since many years. 4. Before / Once I moved to the US, I didn’t know much about the civil rights movement. 5. Since / For many years now, it has been important to speak in a politically correct way in the US.

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6. Some people don’t realize how common discrimination is since / until they experience it themselves. 7. Women have been able to vote in the US for / since many years.

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8. She didn’t know how important it was to be politically correct at work since / until one of her coworkers told her.

F

1. moved / to the / Once / her grandmother / US, / learning / about / started / US history. / she Once her grandmother moved to the US, she stared learning about US history. _____________________________________________________________________________________

2. He / a disability / had / since / was / has / he / a child.

_____________________________________________________________________________________

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F. EXPANSION: Use Colored Index Cards for a sentence scramble activity.

Unscramble the sentences.

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9. Once / Until he told his boss about his disability, his boss gave him a special desk.

3. lived in / the same / She / small town / until / was / she / 25. _____________________________________________________________________________________ 4. have been / many years. / fighting / discrimination / They / for _____________________________________________________________________________________

G

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

1. When did discrimination become illegal?

Discrimination became illegal once the Civil Rights Act was passed. _____________________________________________________________________________________ (once the Civil Rights Act was passed)

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2. How long have women been able to vote?

_____________________________________________________________________________________ (since 1920) 3. When was segregation in US public schools legal?

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_____________________________________________________________________________________ (until 1954) intercambio.org/students

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Answer Key:

E. 2. Since 3. for 4. Before 5. For 6. until 7. for 8. until 9. Once F. 2. He has had a disability since he was a child. 3. She lived in the same small town until she was 25. 4. They have been fighting discrimination for many years. G. 2. Women have been able to vote since 1920. 3. Segregation in US public schools was legal until 1954. intercambio.org/teachers

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REAL LIFE / YOUR LIFE Read about the US holiday of Martin Luther King Jr. Day. Circle True or False.

TRUE

FALSE

2. Martin Luther King Jr. Day is celebrated every year on January 15th.

TRUE

FALSE

3. Dr. King’s protests were violent.

TRUE

FALSE

4. Dr. King passed new laws.

TRUE

FALSE

5. Dr. King fought for equality until 1968.

TRUE

FALSE

5. Martin Luther King Jr. Day has been a holiday in the US since 1983.

I

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1. Martin Luther King Jr. Day is an international holiday.

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Martin Luther King Jr. Day is a US holiday that celebrates the birth date of one of America’s greatest civil rights leaders. Dr. King’s date of birth is January 15th, but the holiday is celebrated on the third Monday in January. The holiday recognizes the great accomplishments Martin Luther King made to American society. His leadership to promote equal rights for black Americans changed the US forever. His non-violent protests led to new laws that were passed by the US government to make race discrimination in America illegal. Once the new laws were passed by the government, the US became a more equal society. The holiday is only one of four national holidays in the US to commemorate a person. This shows how important Martin Luther King was in US history. Dr. King continued to fight for equality until he was assassinated in 1968. Just 15 years later, in 1983, President Ronald Reagan signed the law to create the Martin Luther King Jr. holiday.

TRUE

FALSE

Complete the chart below about someone who is greatly respected in your native country. Share with a partner. Where they are from:

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Name: Their accomplishments:

CULTURE TIP

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Political correctness has become a popular topic in the US in recent years. It generally refers to using language that will not offend or upset other people. Some people think that being politically correct stops people from having open conversations about controversial topics. Do you think it is important to be politically correct? Why or why not? Student Book 5 LEFT

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Answer Key:

H. 1. false 2. false 3. false 4. false 5. true 6. true I. Answers will vary.

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H. Before the task, show students a picture of Martin Luther King, Jr. and ask Who is this? Elicit the response. Ask What do you know about Martin Luther King? After students have shared their ideas, have them read the text to check themselves and do the task.

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H

J

I. EXPANSION: Play Guess Who where one student describes where a person comes from and their K accomplishments and the other one guesses who the person is.

Culture Tip Use The Immigrant Guide (US Culture and Social Skills) to spark more conversation.


13 J

Look at the timeline of civil rights in the US. Answer the questions.

1. Since when have women been able to vote in the US?

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J. Have students work in pairs to answer the questions. Encourage them to express their personal opinion on the topics.

_____________________________________________________________________________________

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2. Since when has segregation been illegal?

______________________________________________________________________________________ 3. Until what year was same-sex marriage illegal in all states?

______________________________________________________________________________________ 4. What happened seven years before same-sex marriage became legal?

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______________________________________________________________________________________ 5. What became illegal once the Americans with Disabilities Act was passed? ______________________________________________________________________________________

K

CONNECT WITH CONVERSATION

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group.

Write any important civil rights moments in your native country on the timeline.

Get to know a partner. Talk about: • important civil rights moments in their native country • what they think about civil rights in the US and how they compare to both of your native countries • if there are other civil rights that they think need to be protected in the US or in other countries intercambio.org/students

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Answer Key:

J. 1. Women have been able to vote in the US since 1920. 2. Segregation has been illegal since 1954. 3. Same-sex marriage was illegal until 2015. 4. The US elected the first black president. 5. Discrimination due to disability became illegal. K. Answers will vary. intercambio.org/teachers

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HOMEWORK

1. ____ d Marta couldn’t speak English

a. once she learned more about the culture.

2. ____ Once Gabe started cutting back on sugar,

b. 2001.

3. ____ They learned how to speak

c. many years.

4. ____ She felt more comfortable

d. until she started taking classes.

5. ____ They have been working there since

e. before they could read.

6. ____ I haven’t seen her for

f. he became healthier.

Pre

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M

Match the parts of the sentences.

Put the conversation in order. ____ Julia: Wow – that’s a long time. How did your family feel when they moved here?

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L

Lesson 13 • Since Then, Many Things Have Changed

____ Claude: Sure. I was born in Martinique and lived there until I was 20. I have lived in the US since 1994. ____ Julia: Yeah – friends are important. Did you find a job right away?

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____ Claude: It was difficult at first, but once we made new friends it became easier.

____ Claude: No – at first I studied. I didn’t find a job until after I finished my studies. 1 Julia: So, Claude, can you tell me a bit more about how you came to the US? ____

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JOURNAL PROMPT

Write about something you didn’t know until you moved to the US and something you knew before you moved here. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key:

L. 2. f 3. e 4. a 5. b 6. c M. 3, 2, 5, 4, 6, 1

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L14 BREAKING A MIRROR IS BAD LUCK By the end of the lesson, students will be able to: • Talk about superstitions and their beliefs • Talk about and compare different superstitions around the world and in the U.S. What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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Warm-up: Greet students. Practice the material from last class. Ask What have you done since our last class? What have you wanted to do for a long time? What did you do before the lesson? Review homework from last lesson. Be sure to discuss their answers to the journal section.

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Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • luck - good things happen by chance • fate - the things that will happen to a person or thing; the future that someone or something will have Listening Track 14

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Anya: Ah! Oh no! Bakir: Anya, are you okay? What happened? Anya: Watch out! Don’t step on the glass Bakir! I was trying to hang up this new mirror and I dropped it. Bakir: Uh oh. That’s 7 years of bad luck for you. Anya: What? Bakir: You’ve never heard that before? Breaking a mirror is bad luck. Anya: Really? Why 7 years? Bakir: Well, it’s really just a superstition. Some people think breaking a mirror will cause you to have bad health or problems. Anya: That’s interesting. In my culture it’s bad luck to compliment children. It will bring bad health or problems to them if you say they are smart or cute. Bakir: Really? What do you say then? Anya: Sometimes we say they are ugly! Haha. Or we don’t compliment them. But not many people believe that superstition anymore. Bakir: It’s the same with the mirror here. Anya: Oh good! I’m glad to hear that.

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BREAKING A MIRROR IS BAD LUCK Pre

14

Listening warm-up. Track 14: What happened?

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n

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

A

Repeat after your teacher. luck Expressions: knock on wood ghosts just in case keep your fingers crossed

unlucky

superstition/superstitious

believe in

mirror

fate

wishbone

horseshoe

rabbit’s foot

Fo

PRONUNCIATION

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VOCABULARY WORDS & PHRASES

Pronunciation Invite students to come up to the board, write the words, and cross out the silent letters.

Listen and repeat after your teacher. Draw a line through the silent letters in each word.

A

ghost

horse

light

listen

debt

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knock

Answer Key:

Pronunciation: ghost, horse, light, listen, debt, write, answer

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

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write

answer

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VOCABULARY PRACTICE

B

Listen to your teacher and repeat. luck today! 1. I just found $10.00 on the street. I must have good ________

superstitious

2. Some people _______________ superstitions, but others do not.

wishbone

3. He thinks black cats are _____________. He’d never have one as a pet.

unlucky

4. A common tradition in the US after eating a turkey dinner is to break the

ghost

________________ to see who will have good luck.

luck

5. Some people believe that when someone has died, they turn into a

horseshoes

_____________.

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believe in

6. Many western cultures are __________________ about the number 13. They

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think it is unlucky.

7. My uncle thinks that ______________ are good luck. He puts them above the

LISTENING

C

Listen again to Track 14. Circle True or False. 1. Anya broke a window.

TRUE

FALSE

2. Bakir thinks a broken mirror is bad luck.

TRUE

FALSE

3. Bakir says it’s seven years for every broken piece.

TRUE

FALSE

4. Anya says complimenting children brings them good health.

TRUE

FALSE

5. Anay and Bakir don’t believe in superstition anymore.

TRUE

FALSE

LANGUAGE TOOLS

D

Listen to your teacher and repeat. Statements

Breaking a mirror is bad luck.

It’s bad luck to break a mirror.

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D. FOCUS: Statements with an infinitive (to + verb) or a gerund (verb+ing).

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doors in his home.

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C. First, have students try the task without listening to the track. 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 or stop the track after each target sentence if needed.

• When we start a sentence with an action, we use a gerund (verb + ing). • For example: Walking under a ladder is bad luck. • When we start a phrase or sentence with It’s + adjective , we use the infinitive (to + verb) (It’s + adjective + infinitive…) • For example: It’s good luck to knock on wood. Student Book 5 LEFT

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Answer Key:

B. 2. believe in 3. unlucky 4. wishbone 5. ghost 6. superstitious 7. horseshoes C. 2. true 3. false 4. false 5. true

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14

GRAMMAR PRACTICE

E

E. Say These are common U.S./ Western superstitions. Have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. Ask What do you think about these superstitions? Do you believe in any of them? How do you think these superstitions got started?

Write the correct form of the verb. Do you agree with these superstitions? Discuss with a partner. 1. He thinks __________ living (live) on the 13th floor is bad luck. 2. It’s good fortune _____________ (find) a penny. 3. It’s superstitious _____________ (knock) on wood. 4. _______________(open) an umbrella inside is unlucky.

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5. _______________ (throw) salt over your shoulder stops death. 6. It’s lucky ____________ (see) a shooting star.

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7. It’s good fortune for a ladybug _________ (land) on you. 8. _____________ (step) on a crack will break your mother’s back.

F

Answer the questions. Use the words in parentheses.

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1. Do you believe in any superstitions? Yes, I believe __________________________________________ it’s good luck to find a four-leaf clover.. (it’s/good luck/find/a four-leaf clover) 2. Does he believe in any superstitions? Yes, he believes _______________________________________ . (chew/gum at night/ bad luck) 3. Does Toria believe in any superstitions? Yes, she believes ____________________________________ . (it’s/bad luck/sit/on the floor)

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4. Do they believe in any superstitions? Yes, they believe ______________________________________ . (cut/your nails at night/bad luck)

5. Does Natasha believe in any superstitions? Yes, she believes __________________________________ . (eat/12 grapes on New Year’s Eve/good luck)

G. NOTE: All of these were intentionally chosen because they are considered good luck by some and bad luck by others. Encourage students to explain their choices.

Decide if you think the picture shows something that is good luck or bad luck and write a complete sentence. Compare with a partner.

Fo

G

see an owl

wear red

F. Say These are real superstitions around the world. Do you have similar superstitions in your home country? What other superstitions exist in your home country?

break a plate

Seeing an owl is 1__________________________ 2__________________________ 3__________________________

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good luck. ___________________________ ___________________________ ___________________________

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Answer Key:

E. 2. to find 3. to knock 4. opening 5. throwing 6. to see 7. to land 8. stepping F. 2. chewing gum at night is bad luck 3. It’s bad luck to sit on the floor 4. cutting your nails at night is bad luck 5. eating 12 grapes on New Year’s Eve is good luck G. Answers will vary. 92

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REAL LIFE / YOUR LIFE Penny: Oh no! I just dropped my (1)__________ and it (2)____________! That’s bad luck!! Brad: Oops! Well, whatever you do, don’t throw the pieces away.

broke

Penny: What? Brad: Yeah – if you throw them away, you’ll have bad (3)___________. You can have good luck if you pick them up and bury them at night.

mirror luck taught

Penny: Really? I’ve never (4)____________that.

heard

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Brad: Yes. My grandma (5)_________ me that as a way to get rid of bad luck from (6)______________a mirror.

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Penny: Wow – thanks!

I

breaking

Look at the things below that are considered bad luck by some people. How do you think someone can get rid of the bad luck from these things? Write your ideas and share with a partner. SUPERSTITION:

HOW TO GET RID OF THE BAD LUCK (MY IDEAS):

CULTURE TIP

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Culture Tip After students share what they believe are the most common superstitions in their native countries, ask if those superstitions exist in other people's native countries. Share what you believe to be the most common superstition in the U.S.

Complete the conversation with words from the box. Practice with a partner.

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I. EXPANSION: Ask students if they know how to get rid of bad luck from any other superstitions not mentioned in the task.

H

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H. Before the task, ask Do you know what you can do to avoid having bad luck if you break a mirror? Elicit responses. Then have students do the task to check their ideas. This activity introduces students to the concept of “getting rid” of bad luck. After going over the activity you can ask students what they think “get rid of” means from the context of the conversation. They’ll need to know this for the next activity.

Many superstitions around the world are very old and are passed from generation to generation. One of the most common superstitions in the US is around the number 13. Some buildings don’t have a 13th floor and many airplanes don’t have a 13th row. Do you think 13 is unlucky? What do you think the most common superstition is in your native country?

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Answer Key:

H. 1. mirror 2. broke 3. luck 4. heard 5. taught 6. breaking I. Answers will vary.

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14 Belinda’s superstition:

Marcie’s superstition:

“When I was little, I couldn’t go to sleep at night unless the closet door was shut. If my parents didn’t close the door, I thought monsters would come out.”

“My mother used to make me take my shoes off before coming in the house. The reason I had to take off my shoes outside the house was to leave the bad luck outside.”

“On the day I got married, clouds filled the sky and it rained, and rained and rained. My best friend told me that rain on your wedding day is a sign of a long, happy marriage.”

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J. Ask What similar superstitions did you use to have or do you have now?

Chris’s superstition:

Choose one of the pictures below and make up a superstition or a story that involves the image in the picture. Share with a partner.

K. Encourage students to use the vocabulary from the lesson. If students are struggling, refer them to Activity J as an example.

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K

Read about the superstitions these people have had in their lives.

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J

_____________________________________________________________________________________

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_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

L

Check the things that you believe in. † ghosts

† horseshoe is good luck

† fate

† unlucky numbers

† it’s good luck to knock on wood

† it’s bad luck to break a mirror † crossing your fingers is good luck

Fo

† other superstitions:__________________________________________________________________

CONNECT WITH CONVERSATION

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Get to know a partner. Talk about: • things they believe or don’t believe in from activity L and why • common superstitions in their culture • common superstitions in their family or that they had growing up

Answer Key:

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

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group.


HOMEWORK

M

Lesson 14 • Breaking A Mirror Is Bad Luck

Look at the map. Answer the questions.

P

1. Which region is the most superstitious? __________________________________________ 2. Which region is the least superstitious? __________________________________________ 3. Which region do you live in?

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__________________________________________ 4. Do you think people are more or less superstitious

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where you live now or in your native country? Why? __________________________________________ __________________________________________

Write the correct verb in the blank.

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1. __________________ (carry) a rabbit’s foot is Carrying lucky.

2. It’s good luck __________________ (hang) horseshoes over your house.

3. It’s good luck _______________ (wish) on a star. 4. _______________(see) a black cat cross your path is unlucky.

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5. ___________________ (cross) your fingers is for 6. It’s bad luck __________________ (walk) under good luck. a ladder. 7. __________________(put) new shoes on the table is bad luck.

8. _________________ (cut) your fingernails at night is unlucky.

JOURNAL PROMPT

What kinds of things do you believe in? Have you always believed in them? Did you believe in things as a child that you no longer believe now?

____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________

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Answer Key:

M. 1. The South 2. The West 3. Answers will vary. 4. Answers will vary. N. 2. to hang 3. to wish 4. Seeing 5. Crossing 6. to walk 7. Putting 8. Cutting

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L15 WHAT AN INSPIRING STORY! By the end of the lesson, students will be able to: • Talk about inspiration, motivation, and self-care using the adjective and noun forms of many common verbs What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

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Warm-up: Greet students. Practice the material from last class. Ask Have you noticed any of the superstitions we talked about in the last class? Review homework from last lesson. Be sure to discuss their answers to the journal section.

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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.

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We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • inspire - to make someone want to do something, or feel like they can do something • fulfill - to make someone feel satisfied or happy Listening Track 15

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Kaya: Hey Punnu. I can’t believe our English class is almost over this year. Do you feel like you learned a lot? Punnu: Oh yes, I definitely learned a lot. In fact, the other day my daughter told me how exciting it was that I could talk to her teacher without her there to translate! Kaya: Wow! That is so inspiring. Learning English can be really hard sometimes, but stories like that really motivate me to keep learning. Punnu: Are you going to continue taking classes? Kaya: Yes, I am. I have a lot of responsibilities but my teacher is so encouraging. He really believes in me and inspires me to keep studying. Punnu: That’s great! Just remember to leave time for yourself too. It is important to recharge sometimes.

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15

WHAT AN INSPIRING STORY! Pre

Listen to Track 15. What is Kaya and Punnu’s relationship?

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

VOCABULARY WORDS & PHRASES

A

inspire

motivate

fulfill

fascinate

energize

balance

recharge

productive

self-care

responsibility

PRONUNCIATION

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

Repeat after your teacher.

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Pronunciation Ask What other nouns that end in “tion” do you know? NOTE: General rule = stress the syllable before the -tion.

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Repeat after your teacher. Underline the stressed syllable. What is the general rule for words that end in “tion”? inspiration

motivation

fascination

celebration

education

description

vacation

position intercambio.org/students

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Answer Key:

Pronunciation: inspiration, motivation, fascination, celebration, education, description, vacation, position

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VOCABULARY PRACTICE

E

Complete the crossword puzzle. Use the words in the box. recharge

balance

fulfillment

productive 1

b

motivation

l a n 4

5

c e

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ACROSS 4. We work hard and sometimes we need to _______ 5. Helping people is what_________me most 6. He gets a lot of______ from helping his kids 7. It is so______to spend time in nature – I love it!

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6

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LISTENING Listen again to Track 15. Circle the correct answers. 1. Kaya feels like she learned 2. She is able to talk to 3. Punnu is motivated by Kaya’s

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4. Kaya tells Punnu that it’s important to

LANGUAGE TOOLS

D

energizing

DOWN 1. It can be difficult to_____ my responsibilities with my passion 2. Bertha’s_______to keep learning is to get a better job 3. She is most_______in the morning

2

a

3

inspires

a. a lot.

b. a little.

c. not much.

a. her teacher.

b. her daughter’s teacher.

c. her doctor.

a. story.

b. daughter.

c. teacher.

a. study.

b. practice.

c. recharge.

Listen to your teacher and repeat.

DESCRIPTION (ADJECTIVE)

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ACTION (VERB) Her story inspires me. His work fulfills her.

It’s an inspiring story. It’s fulfilling work.

THING (NOUN)

Her story gives me inspiration. His work gives him fulfillment.

Many words in English have several forms. For many verbs in English, we can add “-ing” to form adjectives. We can often add “-ment” and “–tion” to make nouns. Student Book 5 LEFT

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Answer Key:

B. 2. motivation 3. productive 4. recharge 5. inspires 6. fulfillment 7. energizing C. 1. a 2. b 3. a 4. c

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C. F students First, have try the task without listening to the track. 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 orGstop the track after each target sentence if needed. D. FOCUS: Word formation.


Complete the chart. VERB

ADJECTIVE

Their work inspires them.

inspiring It’s (1)________________ work.

She motivates him.

She’s a motivating person.

NOUN They get inspiration from their work. She gives him a lot of (2)________________________. Our teacher gives us a lot of encouragement. It gives them a lot of fulfillment

We have an (3)________________ teacher. They think that helping others is

Our teacher encourages us. Helping others

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(4)____________________ them. fulfilling.

It’s an (5)_______________ class. The class gives us energy.*

a lot of materials. The story fascinates me.

It’s very productive. * It’s a fascinating story.

It has good production.

I have a (7)__________________ with that story.

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The factory (6)_______________

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The class energizes me.

to help others.

*Some verbs have different forms for adjectives and nouns. It’s important to memorize these.

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Write the correct word.

1. Being a teacher is so _________________ (inspire / inspiring). inspiring

2. It really _______________ (motivates / motivating) me to see how much the children can learn each year. 3. I give them _________________________ (encouragement / encouraging) every day to keep learning. 4. It must be one of the most _________________________ (fulfilling / fulfillment) jobs there is. 5. Sometimes it requires a lot of _______________________ (energize / energy). 6. But, it starts early and I’m most ______________________ (producing / productive) in the mornings. 7. The kids are so creative. It is _______________________ (fascination / fascinating) to see all that they can do in class!

G

Unscramble the questions. Discuss with a partner. 1. something / you? / What / that / inspires / is /

What is something that inpires you? _____________________________________________________________________________________

2. you / productive? / When / are / most

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F. This activity focuses on helping students recognize when to use a particular form of a word. If you or your students have a hard time recognizing why a certain form of the word is used in these sentences, it can be helpful to refer back to the chart in activity C to see how the word is being used in the sentence (as an action, description or thing). Once students recognize the difference between how the words work in the sentences, they are more likely to use them correctly.

GRAMMAR PRACTICE

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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.

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G. EXPANSION: Use Colored Index Cards for a sentence scramble activity.

_____________________________________________________________________________________ 3. motivation / is / your / to / English? / study / What _____________________________________________________________________________________ 4. you are / What / energizes / feeling / you / are / tired / when? _____________________________________________________________________________________ intercambio.org/students

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Answer Key:

E. 2. motivation 3. encouraging 4. fulfills 5. energizing 6. produces 7. fascination F. 2. motivates 3. encouragement 4. fulfilling 5. energy 6. productive 7. fascinating G. 1. What is something that inspires you? 2. When are you most productive? 3. What is your motivation to study English? 4. What energizes you when you are feeling tired? intercambio.org/teachers

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REAL LIFE / YOUR LIFE Read the descriptions about the books below. Circle the correct answers. Compare with a partner.

H. This is a contextual reading exercise to practice reading for the main point without knowing what every word means.

1. What do you think the word “eventually” means? a. maybe

b. after some time

2. What do you think the word “hardship” means? b. funny

c. never

c. tired

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a. difficulty

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H

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3. What do you think the word “heartwarming” means? a. happy

b. sad

c. upset

4. What do you think the word “meaning” means in this context? a. self-care

CULTURE TIP

b. recharge

c. motivation

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Many communities in the US have “book clubs” where groups of people read the same book and get together weekly to discuss it. The books are often inspiring stories that lead to interesting and important discussions. They can also be books about science fiction, history and biographies. Have you ever participated in a book club? Would you like to in the future? What type of books would you like to read? Student Book 5 LEFT

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Answer Key:

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

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15 I I. Explain how to read the chart and have students work in pairs. Then, go through the answers together and have students tell the group how their partners answered the last question.

Look at the chart about what motivates people in their jobs. Answer the questions and compare with a partner.

What Motivates You to Excel and Go the Extra Mile at Our Organization? 20%

Motivation from coworkers

17%

Internal motivation to do a good job

13%

Encouragement and recognition

10% 8%

Helping customers/clients

8%

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Professional growth

7%

Money and benefits

4%

Believing in the company/product

4%

9%

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Positive supervisor

Other

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Making a difference

(C) TINY pulse 2014 Employee Engagement & Organizational Culture Report

1. What do people find most motivating? ____________________________________ 2. What do people find least motivating? ____________________________________ 3. What motivates people more, money/benefits or helping people? ______________________________ 4. What things on this list motivate you?____________________________________

J. Encourage students to add more activities relevant to them.

Rank the activities below according to how much they energize or inspire you. 1 = most energizing/inspiring

10 = least energizing/inspiring

_____ socializing with other people

_____ solving problems

_____ helping others improve their lives

_____ creating new things

_____ analyzing numbers

_____ being in nature

_____ learning about new topics

_____ working with animals

_____ working with technology

_____ hearing stories about how people have overcome challenges

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Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group.

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CONNECT WITH CONVERSATION

Get to know a partner. Talk about: • their rankings in activity J • where they go for inspiration • how they balance their responsibilities with self-care intercambio.org/students

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Answer Key:

I. 1. co-workers 2. positive supervisor and believing in the company product 3. helping people 4. Answers will vary. J. Answers will vary. intercambio.org/teachers

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HOMEWORK

L

Match the parts of the sentences. 1. ____ b It is such an

a. very inspiring story.

2 . ____ She has a

b. inspiration to see so many people helping others.

3. ____ His motivation

c. for studying is to get a better job.

4. ____ They are

d. different people energizes me.

5. ____ Talking to lots of

e. most productive at night.

Complete the sentences. Use the correct form of the verb in parentheses.

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K

Lesson 15 • What An Inspiring Story!

1. Did you see the story about the woman and her dog on the news? It was so

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______________________ (inspire). inspiring

2. Miriam works so hard to do a good job. I think she gets a lot of _____________________ (motivate) from helping people.

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3. Daniel doesn’t like to work early in the mornings. He is most ________________ (produce) at night. 4. They really enjoyed the presentation. They thought it was __________________ (fascinate). 5. It ____________ (fulfill) me so much to see my children as successful adults.

6. She’s looking for a new job. She doesn’t think the one she has now is very ____________ (fulfill). 7. I love teaching in the evenings. It’s so ________________________ (energize) to work with my

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students.

8. Sometimes we get tired of our work. It really helps to have coworkers that give us _________________ (encourage).

JOURNAL PROMPT

Write about what motivates you to do the things you do in your life.

____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ 86

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Answer Key:

K. 2. a 3. c 4. e 5. d L. 2. motivation 3. productive 4. fascinating 5. fulfills 6. fulfilling 7. energizing 8. encouragement

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L16 REVIEW & PROGRESS CHECK What to bring to class: • Index cards (optional) Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow 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, you will all listen together for 3 times. For home 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 16 Helen: Hey Ron. What you do think about the new recycling proposal for our town? Ron: I think it’s great! I just wish they had done it sooner. Helen: Really? I disagree with it. I don’t think people should have to recycle unless they want to. Ron: Really? I agree that people should have the right to do what they want to do, but sustainable programs like recycling are so important for our environment Helen: Yeah, I guess so. I haven’t ever recycled. I wonder if it’s hard to do. Ron: It’s easy! I’d be happy to show you how it works. Helen: That would be great. Thanks!

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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 GRADING & SCORING After grading, write the correct number out of 100 at the top of the progress check in the student book. 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

20 Total pts 1st pg.

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

30 Total pts 2nd pg

At bottom of each progress check page is a point scale. Write the number of correct answers (e.g., 18 / 20 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. Practice the items you can’t. I can… † talk about common geographical areas and regions of the US using a variety of tenses (past, present and future) (lesson 1)

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

† talk about job interviews and things I have done before or at a specific time in the past

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(lesson 2) † talk about planning for retirement and common financial activities (lesson 3) † talk about addiction and use words like unless, because and even though (lesson 5) † talk about my regrets, hopes and dreams (lesson 6) † talk about prejudices, stereotypes and discrimination (lesson 7)

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† make guesses with different degrees of certainty using might and must (lesson 7)

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† talk about local government and what has been happening in my town or city (lesson 4)

† share my opinions by agreeing or disagreeing about controversial issues (lesson 10) † talk about culture and what kinds of things influence it (lesson 11) † use indirect questions to find out more information (lesson 11)

† talk about different kinds of insurance and filing claims (lesson 12)

† understand and use tag questions, such as don’t you? aren’t you?, etc. (lesson 12)

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† talk about important civil rights milestones in the US and use expressions of time, such as once, before, until, since, and for (lesson 13)

† talk about and compare beliefs around superstitions (lesson 14)

† talk about inspiration, motivation and self-care using different word forms (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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REVIEW & PRACTICE Work with a partner. Choose a word from below and describe it to your partner. Do not say the word! See if your partner can guess which word you are describing. Switch roles.

B

A: This is something you can do for a vacation in a car. B: A road trip! mountains

addiction

vote

pain killers

inspiring

free speech

civil rights

deductible

premium

proposal

harmful

regret

stereotype

accomplishment

superstition

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EXAMPLE:

social media

discrimination

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A

productive

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A. Model this activity with a student using the example. EXPANSION: Divide the words amongst pairs of students. The pairs write definitions on separate index cards. Collect all of the cards and pass them out again (making sure that you don’t give anyone words that they defined initially) for pairs to guess the correct word. OPTION: Play Charades.

Write the correct form of the verb in parentheses. Compare with a partner. Carrying (carry) a rabbit’s foot is good luck. 1. ______________

2. The city ___________________ (work on) that proposal for a long time. I can’t believe it isn’t finished! 3. They ___________________ (go) to the park tomorrow unless it rains.

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4. He wishes he _____________________ (stand up) for himself more at his last job. 5. She had a great time on her vacation, but she wishes she ____________________ (visit) more places. 6. We have traveled to the West Coast many times. In fact, we ______________ (go) there last summer.

C

Complete the sentences with your own ideas. Discuss with a partner. 1. _____________________________________ is bad luck. 2. I wonder if ____________________________.

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3. I agree with ___________________________.

4. I disagree with ______________________________. 5. __________________________________________ is an important right. 6. If someone experiences discrimination, they should _______________________. Student Book 5 LEFT

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Answer Key:

A. Answers will vary. B. 2. has been working on 3. are going (will go) 4. had stood up 5. had visited 6. went C. Answers will vary. intercambio.org/teachers

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16 D

Write the tag questions. Compare with a partner. didn’t she 1. She went to the store yesterday, ___________________________________ ?

2. They won’t go to the party if it’s too cold,____________________________ ? 3. He hasn’t ever been to a town council meeting, ______________________ ? 4. We filed a claim for the insurance,__________________________________ ? 5. You aren’t going on a road trip this year, ____________________________ ? 6. I have the right to free speech, ____________________________________ ?

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7. She doesn’t agree with him, ______________________________________ ?

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8. Personal space is important in their culture, _________________________ ?

Make the questions indirect. Ask your partner the questions. 1. Direct: Where is your home?

2. Direct: How long have you lived here?

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Indirect: Can you tell me ____________________________________________________________ ? where your home is

Indirect: Can you tell me ____________________________________________________________ ? 3. Direct: Where is your best friend right now?

Indirect: Do you know ______________________________________________________________ ?

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4. Direct: Is free speech important?

Indirect: Do you think ______________________________________________________________ ?

F

Complete the dialogue with would, should or could. Practice with a partner.

should Valerie: Hey, Dan. I’m applying for a job tomorrow. Any ideas about what I (1)_______________ do?

Dan: Wow – that’s great! You (2)_________________ definitely prepare before the interview. Valerie: Okay. How (3)________________ you prepare if you had an interview?

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Dan: I (4)________________ look up information about the organization and think about my accomplishments, as well as questions I (5)____________________ like to ask. Valerie: That’s a good idea. Do you think I (6)____________________ ask about the salary? Dan: No, not at the first interview. If you want to get an idea about how much they pay, you (7)___________________ look online.

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Valerie: Great. Thanks, Dan! intercambio.org/students

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Answer Key:

D. 2. will they 3. has he 4. didn’t we 5. are you 6. don’t I 7. does she 8. isn’t it E. 2. how long you have lived here 3. where your best friend is right now 4. free speech is important F. 2. should 3. would 4. would 5. would 6. should 7. could/should

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Superstitions

I wonder if...

I wish...

Until, since, before or for?

Add the tag question!

100 100 100 100 100 She has lived ____________. _____________ She called _____________ in a suburban she / live / (eat) healthier neighborhood the insurance (break) a mirror there when I was agent, is bad luck. _____________ ____________? younger. 10 years.

Add the correct form of the word and answer the question 100 What is something that _______ (inspire) you?

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200 200 200 200 _____________ He didn’t 200 It’s bad luck 200 / experience _____________ believe in Is your job _____________ he (be) more You weren’t discrimination _______ hurt, _______? _____________ (live) on the adventurous ghosts / before he saw one (fulfill)? 13th floor. last year. last night! 300 300 300 300 300 Are you _____________ _____________ They are 300 _____________ caffeine (do) my retired. They It isn’t harmful, _____________ (see) an owl is addiction (motivate) to / be / homework haven’t worked ____________? good luck. keep learning harmful yesterday. _______2014. English? 400 400 400 400 400 400 It’s good luck _____________ ___________ ________ you When are You’ve visited _____________ see / black cat / (not / break) file a claim, you the East Coast, you most (break) a that mirror last need to get a ____________? _____________ unlucky wishbone. night! police report. (produce)? 500 500 500 500 500 We haven’t 500 What is _____________ _____________ _____________ gone on a lot They had never something (knock) on she / go on (not / have) so of road trips gone on a road you think is wood is good a road trip / much to do last ______ last trip before, luck. before weekend. year, when our ____________? _____________ (fascinate)? baby was born.

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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 their answer. You can give points to the team that answers correctly. If a team gets an answer correct, they 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 track of points if you want to. If a student gets a question wrong, look back together and review the item.

Review Game. Play with a partner or in a small group. Take turns choosing a category and filling in the blanks. Write your points down for correct answers.

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G

My points: _________

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Notes:

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16

PROGRESS CHECK Total: 50 x 2 = 100

a. Yes, it does.

2. ___ He’s been to New York, hasn’t he?

b. No, he hasn’t.

3. ___ Do they agree with prohibiting guns?

c. No, he doesn’t.

4. ___ Did they have to pay a deductible?

d. No, she hasn’t.

5. ___ Are the classes motivating?

e. Yes, they are.

6. ___ He agrees with the proposal, doesn’t he?

f. No, they didn’t.

7. ___ Does the story inspire him?

g. Yes, she does.

8. ___ Has she ever experienced discrimination before?

h. Yes, they do.

Circle the correct words to complete the sentences. (1 point each) 1. I disagree with allow / allowing people to take dogs to work. 2. Has she ever filed / Did she ever file a claim before? 3. Break / Breaking a mirror is unlucky. 4. Jose doesn’t like his job. He should / would find another one.

B. Say Now you will work alone.

Answer Key: 2. has she ever filed 3. breaking 4. should 5. have been going 6. might 7. once

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5. They have been going / go to the support group since December.

Answer Key: 2. b 3. h 4. f 5. e 6. c 7. a 8. d

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1. ___ g She has insurance, doesn’t she?

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B

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

Match the questions with the answers. (1 point each)

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A

My score________/ 50

6. He’s not sure what he’s going to do this summer. He must / might take a road trip. 7. Once / Since city council presents the proposal, residents will vote.

Complete the sentences with the correct form of the word in parentheses. (1 point each)

C. Answer Key: 2. to live 3. taking off 4. hadn’t broken 5. will be 6. has been talking 7. drinking 8. be

1. Some people think __________ seeing (see) a black cat is unlucky. 2. It’s risky __________ (live) beyond your means.

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3. ______________ (Take off ) your shoes is important in some cultures.

4. They wish they ____________ (not break) the mirror last night. It’s bad luck! 5. We hope stereotypes ___________ (be) less common in the future. 6. He ________________ (talk) to his brother on the phone since 5 a.m., and they are still talking! 7. ______________ (drink) too much alcohol can be harmful. 8. She’s retiring next year. She must _______ (be) excited.

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________/ 20

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D

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

E E. Answer Key: 2. He might be in traffic. 3. Yes, They’ll come unless it rains. 4. She’ll move once her children grow up.

Listen to Track 16. Circle True or False. (2 points each) 1. The town has a new tax proposal.

TRUE

FALSE

2. Ron agrees with the proposal.

TRUE

FALSE

3. Helen agrees with the proposal.

TRUE

FALSE

4. Ron thinks recycling is not important.

TRUE

FALSE

5. Ron is going to help Helen with recycling.

TRUE

FALSE

Write answers to the questions in complete sentences. Use the words in parentheses. (2 points each) 1. How long has she been living in that apartment? 2. He’s late! Do you know where he is?

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______________________________________________________________________ (for / three years) She has been living there for three years.

3. Will they come to the party?

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______________________________________________________________________ (might / in traffic) _________________________________________________________________________ (unless / rain)

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4. When will she move?

_______________________________________________________________(once / children / grow up)

F

1. Where is the bathroom?

Can you tell me_________________________________________________________? where the bathroom is 2. What time is it?

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F. Answer Key: 2. what time it is 3. he should go to a support group 4. where they are going once they retire

Write indirect questions or statements. Use the words in parentheses. (2 points each)

I wonder_______________________________________________________________.

3. Should he go to a support group?

Do you think ___________________________________________________________?

4. What are they going to do once they retire?

Do you know___________________________________________________________?

G

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

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.

1

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1. 0

2.

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2

0

1

2

3. 0

1

2

4. 0

1

2

5. 0

1

2

Teacher Notes Lesson 1: Lesson 3: Lesson 3: Lesson 5: Lesson 7:

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1. What is something that is lucky or unlucky in your native country? [Students should answer with “It is lucky/ unlucky to…” or “(verb)ing is unlucky/lucky.”] 2. What should someone do if they experience discrimination? [Students should answer with “They should…”] 3. What is something you wish you had done when you were younger? [Students should answer with “I wish I had gone/done/seen, etc.”] 4. What is something you think is motivating? [Students should answer with “I think __ is motivating.” Or “I think it is motivating to __”] 5. Ask me about what I’ve been doing lately. [Students should answer with “What have you been doing lately?] intercambio.org/teachers

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QUICK REFERENCE GUIDE Regular Verbs I Know Present

Simple Past

live

lived

verify

verified

look

looked

voice

voiced

aim

aimed

meditate

meditated

vote

voted

allow

allowed

motivate

motivated

wait

waited

appear

appeared

open

opened

watch

watched

apply

applied

order

ordered

work

worked

argue

argued

pass

passed

work on 

worked on

arrive

arrived

permit

permitted

work out 

worked out

believe in 

believe in

pick up 

picked up

worry

worried

block

blocked

point

pointed

phrasal verb

borrow

borrowed

prevent

prevented

burp

burped

prohibit

prohibited

call

called

pull

pulled

(be) am/is/are

was/were

been

carry

carried

realize

realized

break

broke

broken

censor

censored

reconnect

reconnected

bring

brought

chew

chewed

regret

regretted

buy

bought

clean

cleaned

recharge

recharged

come

came

clean up 

cleaned up

recycle

recycled

cut

cut

collect

collected

remodel

remodeled

deal with

dealt with

compare

compared

report

reported

do

cook

cooked

require

required

drive

donate

donated

reserve

reserved

eat

energize

energized

respect

respected

fall

enter

entered

retire

retired

evacuate

evacuated

return

examine

examined

rob

excite

excited

experience

experienced

express

expressed

fascinate

fascinated

file

filed

fill

filled

fix

fixed

fulfill

fulfilled

fumigate

fumigated

generalize

generalized

grab

grabbed

head

headed

help out 

helped out

Irregular Verbs I Know Past Participle

tio

Simple Past

brought bought come cut

dealt with

lic a

Present

did

done

drove

driven

ate

eaten fallen

fall down

fell down

fallen down

returned

fall for

fell for

fallen for

robbed

feed

fed

fed

save

saved

feel

felt

felt

seem

seemed

find out

found out

found out

separate

separated

forgive

forgave

forgiven

show up 

showed up

get

got

gotten

shovel

shoveled

give

gave

given

sign

signed

go

went

gone

sign up 

signed up

go off

went off

gone off

slurp

slurped

grow

grew

grown

smell

smelled

hang up

hung up

hung up

smoke

smoking

hear

heard

heard

spell

spelled

leave

left

left

squeeze

squeezed

lend

lent

lent

stare

stared

keep

kept

kept

happened

start

started

make

made

made

hired

stay

stayed

meet

met

met

inspired

stay off 

stayed off

pay

paid

paid

knocked

survive

survived

put

put

put

learned

turn down 

turned down

put away

put away

put away

like

liked

unpack

unpacked

ride

rode

ridden

listen

listened

use

used

run

ran

run

litter

littered

visit

visited

phrasal verb

inspire knock

N ot

learn

Fo

hire

rD up

fell

happen

110

Teacher Book 5 LEFT

n

continue pg. 95

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 978-1-947639-35-5

51800

www.intercambio.org • resources@intercambio.org 9 781947 639355

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Confidence and Connections Teacher Book Level 5 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 5 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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