Confidence and Connections Student Book Level 5 RIGHT - Digital View by intercambio8

CONFIDENCE and CONNECTIONS Student Book

C O NF IDE N C E A ND C O NNE C T I O N S

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.

B O O K 5R

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™.

Adult ESL 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 $12.00 ISBN 978-1-947639-25-6

51200

www.intercambio.org • resources@intercambio.org 9 781947 639256

Student Name____________________________________________________________ Teacher Name_____________________________________________________________ Teacher Phone Number_____________________________________________________

Teacher E-mail____________________________________________________________

Want more practice? Go to: www.intercambio.org/students

GREEN TEA

BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK w

ROSE BOAT r

GRAY DAY

a CUP of MUSTARD

ORANGE DOOR y

TURQUOISE TOY

RED PEPPER

PEOPLE

I CAN LEARN ENGLISH I WILL PRACTICE NO EXCUSES

WHITE TIE North American English Fifth Edition

OLIVE SOCK

AUBURN DOG

CONNECTING

TEACHING ENGLISH

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

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

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Confidence and Connections Adult ESL The Intercambio™ Way Level 5 Right

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

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

First Edition 2019

CREDITS Level 5 Right Concept Lee Shainis Writers Leanne Chacon, Jessica Ebersole, Amber Gallup and Sarah James Editor Debbie Goldman

Design and Layout David Olivares and Bob Walter Maye Cordero and Martin Miller Design Interns Naomi Braginsky, Arik Burton and Ping Wu Design Concept Caitlyn Ko Project Management Marcie Gorman Smith Proofreading Vicki Czech

FOR ONLINE USE ONLY

Consultants Rachel Gracie Freeman and Karen Taylor (ELTS)

Support Team Becky Campbell-Howe, Susan Corbett, Maye Cordero, Rachel Fuchs, Greg Jones, Ingrid Justin, Kris King and Susan Litt Teacher Book Team Rachel Fuchs and Elena Vasileva Rachel Gracie Freeman, Linda Hayes-Angiano, Jennifer Kurtz and Rosie Piller

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

SCOPE AND SEQUENCE #

Title

You Can’t Believe Everything You Read

He Didn't Look Me in the Eye

It Really Bothers Me When They Do That!

Would It Be Possible to Compromise?

Do You Know if It’s Confidential?

I’m So Proud of Myself!

Conversation

By End of Lesson, You Can:

• Review of past, present and future

Express your opinions on topics that affect society and how to find reliable information

• Talk about how to check for reliable information and the difference between facts and opinions

• Adjectives vs. adverbs

Talk about culture and cultural misunderstandings

• Talk about different aspects of culture using adjectives to describe nouns and adverbs to describe verbs

• Joining complex sentences using “when”

Discuss pet peeves and behaviors you appreciate

• Talk about situations and behaviors that bother you and that you appreciate

• Making polite requests

Talk about different strategies for resolving conflicts

• Talk about different ways to resolve conflicts • Use polite requests to ask for solutions

Discuss different education options

• Talk about different kinds of education options in the US

• Direct vs. indirect questions

Discuss what kinds of things are confidential

• Talk about privacy and confidentiality • Use both direct and indirect questions

• Reflexive pronouns

Talk about why you are proud of yourself, things you have taught yourself

• Talk about life experiences and actions using reflexive pronouns

• Too much, too many, enough

Discuss how you take care of yourself and prioritize responsibilities

• Talk about how you deal with responsibility and what you do to take care of yourself

• Verbs followed by direct and indirect objects

Talk about what you would do in different situations and how you feel about assisted living

• Talk about favors and actions people do for others using direct and indirect objects

Share things you have been doing lately and have or haven’t done in the past

• Talk about things you have been doing lately or have done at some time in the past

• Reflexive clauses with that She Likes the One • Pronouns: the one With the Online and the ones Learning Program

8 9

Grammar

Review and Progress Check Field Trip

I Have Too Much on My Plate

Can You Get Me Some Medicine?

How Long Has He • Present perfect Been Playing the continuous Guitar?

I’m a Little Under the Weather

• Articles: the, a, an

Discuss common expressions in your native country and in the US

• Use some of the expressions that are common in the US

How Are They Going to Celebrate the Birth?

• Review of past, present and future

Share traditions around life events such as birth and death

• Compare customs and traditions relating to life events, using a variety of tenses

• Passive voice

I’ve Been Supported by So Many People

Talk about your personal legacy and how you want to be remembered

• Discuss life experiences using the passive voice

Review and Progress Check

YOU CAN’T BELIEVE EVERYTHING YOU READ Listening warm-up. Track 01: What was the news story about?

VOCABULARY WORDS & PHRASES

Repeat after your teacher. prove

fact

biased

accurate

opinion

hoax

source

reliable

research

author

global warming

homelessness

PRONUNCIATION A

When a word ends with the same sound that the next word begins with, the two sounds blend together to make one longer sound. Listen and repeat after your teacher. Draw a line connecting the letters that make one longer sound together. 1. They’re waiting at the bus stop. 2. Our town doesn’t have an ideal literacy rate. 3. That source stopped publishing news last year. 4. It was a good day to go to the park. 5. A major change isn’t very likely yet. 6. Her research is very important. 7. The newspaper is usually an accurate type of news source.

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Pre

VOCABULARY PRACTICE

Complete the news article with the words in the box. facts source hoax

Your Guide to Checking the (1) ______________ Facts By Ann Gorman

Ann Gorman is a regular columnist for the DC Post. She has been a featured (2)__________________ since 2001.

How will you know if the news story you’re reading is a (3)_________________? You can start by (4) _____________________ the information. Who wrote the article and where did they get their facts? Does the

author

story come from a (5) ________________ news organization or is it from a

biased researching

website that you’ve never heard of?

reliable

Even national newspapers can be (6) _________________— they may have a more liberal or conservative point of view. It’s also helpful to look at the (7)_______________________ by googling the main subject of the story to see if there are other sources reporting similar information.

LISTENING

Listen again to Track 01. Fill in the bubble with TRUE or FALSE. 1. Dan heard about the news story on the television.

TRUE

FALSE

2. Sandra thinks the news story is a hoax.

TRUE

FALSE

3. The article says it’s the most important project in modern history.

TRUE

FALSE

4. The story is accurate. TRUE FALSE 5. Sandra tells Dan to do his own research.

TRUE

FALSE

LANGUAGE TOOLS

Listen to your teacher and repeat. Present Tense

You need to be careful when you read the news. There are some stories that aren’t accurate.

Past Tense

The story wasn’t true. It was a hoax. They have found many sources of information.

Future Tense

She’s going to write a story about the death penalty. They don’t think we’ll be able to prove it.

GRAMMAR PRACTICE

Complete the sentences. Use the words in parentheses. Change the verbs to the correct tense. was (be) a hoax. 1. She thought the story was true, but it __________

2. They _______________________________ (look) for a more reliable source tomorrow. 3. Global warming ____________________________ (be) still a major problem today. 4. He ________________________ (do) his own research on the problem for more than 10 years. 5. When they looked at the facts, they ________________________ (not / think) they were true. 6. Homelessness ____________________________ (be / not) a problem many years ago, but now it is. 7. They don’t know if the story is true. They ___________________ (find out) tomorrow when they

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check the sources.

Complete the conversation with the correct form of the verb in parentheses. Practice with a partner. Ruth: Hi, Vic. I (1) __________ heard (hear) on the news this morning that homelessness (2)_________________________(increase) in our city every day.

Vic: Yeah. I think it (3)__________________ (be) true. I (4)___________________(see) a lot more people in the city that are looking for work recently, too. Ruth: What do you (5)_______________________ ( think) the city should do about it?

Vic: When I was younger, I (6) ___________ (think) it was a good idea to have shelters for people to live

in, but now I think the city (7) ___________ (need) to have more programs to help people find work. Ruth: Yeah. That’s a good idea. The news said that the city council (8)__________________ (do) some research next month to find out the cause of the increase in homelessness and make a plan. Vic: That’s good! I’m glad they (9) ________________________ (work) on this issue. I’m sure they (10)______________________ (make) a good plan.

Look at the mistakes in each sentence in red. Write the corrections on the line. 1. There is being a lot of opinions about how to increase literacy.

are ________________________

2. I believed the story when I saw it, but then I find out it wasn’t accurate. ________________________ 3. Last night, the news report about some research on global warming.

________________________

4. Do you think they talk about their opinions tomorrow?

________________________

5. The author isn’t writing any articles before. This is his first one.

________________________

6. They don’t believe the story. They thinks it’s a hoax.

________________________

7. We go to do some research this weekend.

________________________

8. I don’t think the story was true, so I did my own research.

________________________

REAL LIFE / YOUR LIFE

Read about facts and opinions. Read each pair of sentences below and write which one is a fact and which is an opinion. Compare with a partner.

• Can be proven • Don’t usually change • What someone knows

• Can’t be proven • Can change • What someone thinks • Common words: think, should, too, not enough, best, worst

Examples: Texting while driving is illegal in 43 states.

Examples: People shouldn’t text and drive.

Many people in the US cannot pay for health care.

Health care in the US is too expensive.

fact _________________________

1. Homelessness is at the highest rate in two years. Homelessness is the most difficult problem in our city. 2. Research shows that humans are causing global warming. The best way to fight global warming is to use solar energy. 3. City council is voting on a new proposal this Wednesday.

_________________________ opinion _________________________ _________________________ _________________________

City council is voting on the most important proposal this Wednesday. _________________________ 4. Prescriptions are too expensive. Prescription prices are increasing. 5. We should do more research. We have been doing a lot of research.

CULTURE TIP

_________________________ _________________________ _________________________ _________________________

Tips to identify Fake News:

• research the author • find out if it is from a reliable and non-biased source • check the facts from other sources

In the US and around the world, the term “fake news” has become a popular way to describe news stories that are published (often on the internet). Fake news presents information that is not entirely accurate, based on opinions instead of facts, or is untrue and meant to get more attention. Sometimes people have trouble finding out which news stories are accurate and which are fake news. Is fake news a problem in your native country? How do you think people can find out if a story is fake news?

1 Read the article about life experience and formal education. Circle FACT or OPINION for each of the numbered sentences.

FACT

OPINION

FACT

OPINION

FACT

OPINION

FACT

OPINION

Read the opinions below. Check the fact that supports them. OPINIONS

FACTS

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With the cost of college education continuing to rise each year, many people are asking themselves if earning a degree is really worth the money. (1) Life experience is much more important and valuable than formal education, and colleges should have more opportunities for students to practice their skills. (2) In a recent Employee Confidence Survey, 70% of participants said that they needed special training at their place of employment to correctly do their job. This training was in addition to the education they had received when they completed their formal college degree. (3) Additionally, a recent survey of 50,000 employers by the Chronicle of Higher Education showed that companies value work experience and internships more than the degree or performance of a candidate in their higher education program. (4) It is our responsibility as a society to make sure that colleges are preparing students for real life in the workplace. Practical opportunities to practice real life skills are a critical part of this.

1. People shouldn’t worry about global warming.

97% of scientists believe that the increase in temperature of the earth in recent years is because of human activity. The climate has changed many times in the past.

2. The best solution for homelessness is more affordable housing.

Many people are homeless because they cannot afford to pay rent. Domestic violence is a major cause of homelessness for women.

Only 1 in 4 high school students is academically ready for college 3. High schools need to prepare when they graduate. 14% of new teachers in the US resign before completing their first students better for college. year of teaching.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • what they thought about the facts or opinions in Activities I and J • how they find reliable information • if they have ever read or shared a “fake news” story and what happened

HOMEWORK

Lesson 1 • You Can’t Believe Everything You Read

Complete the sentences with the correct tense of the verb in parentheses. 1. The story I read online yesterday ____________ (be) accurate. was 2. She thinks the news story that she’s reading __________________ (be) a hoax. 3. I ___________________________ (see) a lot of news about global warming lately. 4. They _______________________________ (not / write) an article before. 5. _____________________________________ (they / try) to find more opinions next week? 6. If they want to prove the facts, they ______________________ (need) to do some more research.

Check if the sentence is a fact or an opinion. 1. There has been an increase in homelessness in the city.

 FACT 

 OPINION

2. Global warming is the biggest challenge in society right now.

 FACT

 OPINION

3. Scientists are researching the cause of global warming.

 FACT

 OPINION

4. You should never get news information from social media.

 FACT

 OPINION

5. The internet is always a reliable source of information.

 FACT

 OPINION

6. There have been stories on the internet that were not accurate.

 FACT

 OPINION

JOURNAL PROMPT Do you think fake news is a problem? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

HE DIDN’T LOOK ME IN THE EYE Listening warm-up. Track 02: Why did Stuart think his new neighbor doesn’t want to be friends?

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Pre

VOCABULARY WORDS & PHRASES

Repeat after your teacher. independent

quick

appropriate

offensive

misunderstanding

direct/indirect communication

body language

behavior

observe

come to a conclusion

PRONUNCIATION A

Listen and repeat after your teacher. Underline the stressed syllable. Circle the SILVER PIN words. quickly

directly

didn’t

independently

offensively

uneasily

inappropriately

with

VOCABULARY PRACTICE

Write the words from the box in the sentences below. 1. Helen likes to live alone and do things without help. She’s very ___________________________. independent 2. In the US, communication is more _____________ than in many other countries. Many people share their opinions in an open way. 3. In addition to speaking, _____________________ is a type of communication. 4. Culture can be very different in different places. Some things that are appropriate in one place can be ____________________ in another place.

offensive behaviors misunderstandings independent direct body language

5. Sometimes people come to incorrect conclusions about what different _________________ mean. 6. Learning how to interact with people of different cultures can help prevent _____________________________.

LISTENING

Listen again to Track 02. Complete the dialogue with the words you hear. Marta: Hey Stuart. Did you meet our new (1) __________________, Wu? He just moved here from China. neighbor Stuart: Yes, I did. He’s nice, but I’m not sure if he liked me. Marta: Really? Why do you say that? Stuart: Well, he didn’t look me directly in the (2) ______________________ when I was talking to him. It made me think he didn’t really want to be friends. Marta: Oh – well, maybe that is common in his culture. I’ve heard that in some Asian and Middle Eastern countries, it’s not (3) _____________ for people to look others in the eye if they don’t know them well. Stuart: Hmm – I never would have thought about that because people in the US are usually more (4)__________________. I always look people in the eye when I talk to them. I guess it might be different in other cultures. Marta : Yeah – (5)________________ language can be very different in other cultures. Sometimes it’s a good idea to observe things closely and learn more before you come to a (6) ____________________. Stuart: Good point. Thanks, Marta!

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat.

If an adjective ends in y, we usually replace the “y” with an “i” and “ly” to form an adverb, e.g., angry – angrily, happy – happily. Good is an adjective that changes to an irregular adverb, well. He’s a good musician. He plays piano well.

ADJECTIVES

ADVERBS

The service is slow here. She’s a very quick worker. People here are more direct.

They serve food slowly here. She works very quickly. People here share opinions more directly.

Adjectives like slow, quick and loud describe things, people or places (nouns). Ex: The party is loud. Adverbs like slowly, quickly, and loudly describe actions (verbs), or how something is done. Ex: People at the party are speaking loudly.

GRAMMAR PRACTICE

Circle the person or thing that the underlined adjective is describing. 1. Their classmates are happy. 2. The ceremony was beautiful. 3. Shawna’s emails are usually very direct. 4. The celebration was loud. 5. Brian’s communication with his coworkers was always appropriate.

Circle the action that the underlined adverb is describing. 1. Their classmates were laughing together happily. 3. Shawna usually writes very directly. 4. The people at the celebration were talking loudly. 5. Brian always communicates with his colleagues appropriately.

Circle the correct words. 1. The food at the restaurant was delicious / deliciously. 2. Liliana does a good job and works very quick / quickly. 3. I can’t hear you. Can you please talk more loud / loudly ? 4. Some cultures are less direct / directly than others. 5. The test was easy / easily. We didn’t think it was difficult at all.

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2. The woman at the ceremony sang beautifully.

6. It’s important to learn about other cultures so that you can communicate appropriate / appropriately. 7. This line is so long. I hope it starts to move more quick / quickly.

Complete the sentences with the adverb form of the underlined adjective. loudly 1. They were so loud at the party. They were singing very ______________________.

2. Her dance was beautiful. She moved _______________________. 3. He’s so quiet. He always sits very ________________________ at his desk. 4. They aren’t very careful. They don’t drive _____________________. 5. Elena is very respectful. She talks to people ___________________. 6. Their behavior was inappropriate. They behaved ______________________. 7. Mark is very independent. He works _________________.

REAL LIFE / YOUR LIFE

Read the short article and look at the statements below. In each pair, one is an observation and the other is a conclusion about what it means. Write an “O” next to the one you think is an observation and a “C” next to the one you think is a conclusion. Compare with a partner. Oops, I Misunderstood

Misunderstandings are common when people of different cultures interact. Misunderstandings can happen when we come to an incorrect conclusion about what a behavior that we observe really means. Two people can observe the same behavior but come to very different conclusions about what it means. Conclusions can also change depending on the amount of information you have about the person, their culture and their current situation. When interacting with someone of a different culture, it can be helpful to try to talk about the behaviors that you observe and ask questions instead of immediately coming to conclusions about what the behavior means. BEHAVIOR

POSSIBLE CONCLUSIONS ABOUT WHAT IT MEANS

Nora is late for a meeting.

• She doesn’t care about her job. • She cares about her job, but has too many responsibilities right now. • She thinks it’s okay to arrive late to meetings.

Hiro doesn’t look his coworkers in the eyes.

• He is shy. • He has a secret. • He is trying to show respect.

1. _____ o Yuri is speaking loudly.

_____ c Yuri is angry and doesn’t like me.

2. _____ They don’t have very strong opinions.

_____ They don’t often share their opinions openly.

3. _____ John doesn’t like us.

_____ John said he was going to come to the party, but he didn’t come.

4. _____ She stands very close to me when she speaks.

_____ She wants me to feel uncomfortable.

CULTURE TIP In the US, many children leave home to live on their own soon after they graduate from high school. Why do you think they do this? What do you think it means? Is this the same in your native country? What are some different conclusions someone could have about this?

2 J

Write possible conclusions for the behavior. Compare with a partner. BEHAVIOR

POSSIBLE CONCLUSIONS

My friends ask me to take my shoes off at their house.

Look at the list of things that can be a part of someone’s culture. Circle the three things that have been the most important for defining your personal culture. Discuss with a partner. my native country

the color of my skin

my native language

the food I eat

the music I listen to

my age

my gender

number of children

my personality

my religion

where I live

other: _____________

Check whether you agree or disagree with the statements below.

FOR ONLINE USE ONLY

Interrupting someone when they are speaking is rude.

agree

disagree

not sure

Small talk is important.

agree

disagree

not sure

It is okay to yell at work if you have a strong opinion.

agree

disagree

not sure

It is important to listen quietly when someone is speaking to you.

agree

disagree

not sure

It is best to always tell people directly when you are not happy about something.

agree

disagree

not sure

It is inappropriate to arrive more than 30 minutes late to a social event.

agree

disagree

not sure

Children should live with their parents until they get married. agree

disagree

not sure

A son or daughter should always allow their parents to live with them when they get older.

disagree

not sure

agree

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • whether they agree or disagree with the statements in the Activity L and why • if they have ever experienced a cultural misunderstanding in the US and what happened • things you circled in Activity K and how they define you culturally

HOMEWORK

Lesson 2 • He Didn’t Look Me in the Eye

Circle the word that the underlined adjective or adverb is describing. 1. Body language can be more expressive in some cultures. 2. Brian speaks very directly. 3. John is more independent than his brother. 4. Melinda is speaking too loudly! 5. We are late for the meeting. We need to walk quickly. 6. I don’t know why they’re upset. I didn’t think John’s behavior was offensive at all!

Complete the sentences with the adjective form of the underlined word. careful 1. Lana was very ____________________ when she painted the wall. She painted it carefully.

2. Bruce needs to be ______________________. He should behave more appropriately. 3. They are so ________________________. They do everything very independently. 4.He isn’t very ___________________________. He doesn’t talk very loudly.

Complete the sentences with the adverb form of the underlined word. easily 1. The homework was easy. She did it _____________________.

2. Deanna and I are quicker than our colleagues. We work more ____________________. 3. You like to say things in a more indirect way. You say things more _____________________ than I do. 4. Susan is very direct. She communicates very __________________________.

JOURNAL PROMPT Write about something that people in your native country do differently than people in the US. Why do they do it that way? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

IT REALLY BOTHERS ME WHEN THEY DO THAT! Listening warm-up. Track 03: What is Ian’s pet peeve?

VOCABULARY WORDS & PHRASES

Repeat after your teacher. bother

pet peeve

fidget

pushy

complain

uncomfortable

Phrasal verbs: pick up after (someone), put (something) away, show up Expressions: drive (someone) crazy, can’t stand (something), public displays of affection (PDA)

PRONUNCIATION Repeat after your teacher. Circle the stressed words in each sentence. A

1. I can’t stand it when people whine. 2. Public displays of affection drive her crazy. 3. It really bothers him when people fidget. 4. They love it when people show up on time. 5. I don’t mind it when my teacher corrects me.

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Pre

VOCABULARY PRACTICE

Match the sentences to the pictures.

1. ____ e It really bothers me when my little brother complains.

2. ____ They appreciate it when their kids put their phones away at the dinner table. 3. ____ It drives me crazy when people don’t pick up after their pets.

4. ____ It bothers them when the salesperson is pushy. 5. ____ Brenda can’t stand it when her classmates fidget. 6. ____ Public displays of affection make him uncomfortable.

LISTENING

Listen again to Track 03. Check the statements that are TRUE.

 1. Ian and Beth are at a public place.

2. Public displays of affection bother Beth.

3. Ian is uncomfortable.

4. It annoys Ian when people fidget.

5. Both Ian and Beth have pet peeves.

6. Fidgeting makes Beth nervous.

LANGUAGE TOOLS

Listen to your teacher and repeat. STATEMENTS It bothers me It makes me happy

when he complains. when my kids put their things away.

I don’t mind it She doesn’t like it I love it

when people fidget. when her brother is pushy. when my friends arrive on time.

We can join two sentences by adding when. In these sentences, Part 1 is how we feel. Part 2 (after when) explains the situation that causes the feelings. Part 1: (It bothers me) + when + Part 2 (he complains). (I don’t like it) + when + Part 2 (they are pushy).

GRAMMAR PRACTICE

Match the parts of the sentences. 1. _____ e It drives them crazy

a. it when salespeople are pushy.

2. _____ It bothers

b. do their homework.

3. _____ He doesn’t like

c. teacher corrects me.

4. _____ We appreciate it when

d. her when people don’t pick up after their pets.

5. _____ I like it when my

e. when their coworker fidgets.

6. _____ They love it when their kids

f. our friends show up on time.

Complete the sentences. Use the words in parentheses and add it. 1._______________________________________ (we / not like) when people are late. We don’t like it 2._______________________________________ (bother / me) when my friends complain. 3._______________________________________ (annoy / them) when people kiss in public. 4._______________________________________ (I / not mind) when my colleagues fidget. 5._______________________________________ (they / can’t stand) when their kids are noisy. 6._______________________________________ (we / love) when the weather is sunny.

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7._______________________________________ (make / me / happy) when I can practice my English.

8._______________________________________ (make / me / uncomfortable) when people use their phone at the dinner table.

Join the sentences using when. 1. Her friends complain a lot. It bothers her. __________________________________________________________________________________. It bothers her when her friends complain a lot. 2. Their classmates fidget. They can’t stand it.

___________________________________________________________________________________. 3. His family arrives late. He doesn’t mind it. ___________________________________________________________________________________. 4. Our kids don’t put their toys away. It drives us crazy. ___________________________________________________________________________________. 5. My sister helps me with my homework. I appreciate it. ___________________________________________________________________________________.

REAL LIFE / YOUR LIFE

Check your answers in the survey below about common pet peeves. Answer the questions and compare with a partner. COMMON PET PEEVES BEHAVIORS

HOW MUCH IT BOTHERS ME

when someone chews with their mouth open

it drives me crazy

it bothers me a little

I don’t mind it

when someone uses my things without asking

it drives me crazy

it bothers me a little

I don’t mind it

PDA

it drives me crazy

it bothers me a little

I don’t mind it

when someone doesn’t answer my text messages or emails

it drives me crazy

it bothers me a little

I don’t mind it

when someone talks during a movie

it drives me crazy

it bothers me a little

I don’t mind it

when someone wears a lot of perfume or cologne

it drives me crazy

it bothers me a little

I don’t mind it

when a pushy salesperson comes to my house to try to sell me something

it drives me crazy

it bothers me a little

I don’t mind it

when people use their phone when they are with friends

it drives me crazy

it bothers me a little

I don’t mind it

when people text and drive

it drives me crazy

it bothers me a little

I don’t mind it

1. Which of these behaviors bothers you the most?___________________________________________ _____________________________________________________________________________________ 2. Which of these behaviors bothers you the least?____________________________________________ _____________________________________________________________________________________ 3. Do you like to do any of these things?____________________________________________________ _____________________________________________________________________________________

CULTURE TIP Some behaviors don’t only bother people, they can also be illegal. For example, texting and driving is illegal is most states in the US. In some places, selling things by going to people’s homes (soliciting) can also be illegal. What behaviors in your native country do you think are annoying, illegal or both?

The Random Acts of Kindness Foundation is an organization that believes all people can connect through kind acts. Look at the random acts of kindness list below. With a partner, think of one of the acts that you would like to do and take turns asking each other questions to guess which one it is. • Tell someone something you appreciate about them. • Buy a coffee for the person behind you in line at the coffee shop. • Give vegetables or fruit from your garden to your neighbor. • Go for a 30-minute walk and pick up all the trash you see. • Recycle leftover newspapers in your home. • Buy a meal for someone that is homeless. • Leave a server a tip of more than 20% at a restaurant. • Donate your old clothes to someone that needs them. • Tell someone a funny joke. • Cook a meal for a friend. • Visit someone in the hospital. • Smile at someone you don’t know. • Let someone go in front of you in line at the supermarket. EXAMPLE: Partner A: Is it something you can do alone? Partner B: No. Partner A: Is it something that costs money? Partner B: No. Partner A: Is it telling someone a funny joke? Partner B: Yes!

FOR ONLINE USE ONLY

• Ask someone older than 80 to tell you about their life.

Circle your three favorite random acts of kindness above. Write one of your own ideas for a random act of kindness. Discuss with a partner.

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • their biggest pet peeves • if they or someone in their family has a pet peeve that doesn’t bother other people • if they have ever done or received a random act of kindness • other ideas they have for random acts of kindness

HOMEWORK

Lesson 3 • It Really Bothers Me When They Do That!

Complete the sentences. Use the words in parentheses and add it. 1._________________________________ (I / not / like) when people use their phones while driving. I don’t like it 2._________________________________ (make / her / nervous) when her friends don’t answer her texts. 3._________________________________ (make / her / happy) when friends help her with homework. 4._________________________________ (we / can’t / stand it) when people talk loudly in public. 5._________________________________ (bother / you) when salespeople are pushy?

Join the sentences using when. 1. It drives them crazy. People don’t pick up after their pets. _____________________________________________________________________________________ It drives them crazy when people don’t pick up after their pets. 2. She loves it. People smile at her. _____________________________________________________________________________________ 3. They appreciate it. Their teacher corrects them. _____________________________________________________________________________________ 4. He doesn’t like it. Salespeople are pushy. _____________________________________________________________________________________ 5. It drives me crazy. People text and drive. _____________________________________________________________________________________

JOURNAL PROMPT Write about something that bothers you or something you appreciate. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

WOULD IT BE POSSIBLE TO COMPROMISE? Listening warm-up. Track 04: What is the problem?

VOCABULARY WORDS & PHRASES

Repeat after your teacher. disagreement

communication

find a solution

solve a problem

reach an agreement

apologize

compromise

resolve a conflict

conflict Phrasale verb: talk it out

resolution Expressions: happy medium

PRONUNCIATION A

FOR ONLINE USE ONLY

Pre

Repeat after your teacher. Underline the stressed vowel in each word. Write the words that sound like OLIVE SOCK in the box. SOUNDS LIKE OLIVE SOCK conflict 1._______________________ 2._______________________ 3._______________________ 4._______________________ 5._______________________

conflict

resolution

apologize

solve

solution

out

compromise

problem

VOCABULARY PRACTICE

Check the verbs that go with each of the vocabulary words. Some may work with more than one. Compare with a partner. SOLVE

REACH

FIND



an agreement a problem a solution a conflict a disagreement a compromise

LISTENING

Listen again to Track 04. Fill in the bubble with the correct answer. 1. Laura and Joe are

a. neighbors.

b. married.

2. Laura wants to talk to Joe about

a. noise.

b. the backyard.

3. Joe works until

a. 8 p.m.

b. 8 a.m.

4. Laura’s kids go to bed at 8:00 p.m. on

a. weekends.

b. weeknights.

5. They _____________ able to compromise.

a. weren’t

b. were

LANGUAGE TOOLS

Listen to your teacher and repeat. POLITE REQUESTS Is it okay if I Could you please

turn down the music?

Would it be possible

to turn down the music?

Would you mind

turning down the msuic?

To make polite requests you can use these: • “Could you please…/“Is it okay if…” + base form of verb • “Would it be possible…” + to + verb • “Would you mind…” + verb + ing

POLITE RESPONSES No problem. I’d be happy to. Sure. My pleasure.

GRAMMAR PRACTICE

Circle the correct word or words to complete the sentences. Practice with a partner. 1. Could you please talking / talk more quietly? It is difficult to concentrate. 2. Would it be possible to find / find a solution? 3. Is it okay if I close / closing the door? 4. Would you mind turn down / turning down the music? 5. Is it okay if my daughter goes / going with me to the potluck? 6. The children are very loud. Could they please to play / play outside? 7. Would it be possible to compromise / compromise? 8. Is it okay if they talk / talking in the other room?

Complete the conversation with the correct form of the verb in parentheses. David: Hey Bella. Could we please (1)_____________ (talk) for a minute? talk Bella: Sure. What’s going on?

FOR ONLINE USE ONLY

David: Well, it’s difficult for me to concentrate when you and Greg talk loudly in here. Would you mind (2)_________________ (speak) more quietly?

Bella: I’m sorry. I didn’t think we were being that loud. Is it okay if we (3) _______________ (work) right outside this room, instead?

David: Yes, that would be great. Would it also be possible (4)____________________ (close) the door?

Bella: Sure, no problem. But, could you please (5)__________________ (let) us know when you leave for the day so that we can move back into the office? David: Okay, I’ll let you know. Bella: Thanks!

Write polite requests using the words in parentheses. Practice asking and giving polite answers with a partner. 1. It’s difficult for me to study because you are talking on the phone.

Is it okay if I close the door? _____________________________________________________________________________________ (Is it okay / I / close the door)?

2. That time doesn’t work for me. _____________________________________________________________________________________ (Would it be possible / change / reservation)? 3. It’s time for dinner, but the kids are still playing outside. _____________________________________________________________________________________ (Would they mind / come / inside) to eat now? 4. The music is a little loud. _____________________________________________________________________________________ (Could they / please / music / turn down)?

REAL LIFE / YOUR LIFE

Read about the different strategies for resolving conflicts. Write which strategy each person is using in the situations below. Strategy 1: Avoiding Avoiding a conflict means ignoring it or pretending that there isn’t a problem. Sometimes people will choose this strategy when they feel more uncomfortable talking about the conflict than they feel about the problems the conflict is causing. Strategy 2: Competing Competing happens when someone wants to resolve a conflict by “winning.” They are not usually worried about the feelings of the other person and feel that only one person can win. Strategy 3: Accommodating Accommodating is when one of the people involved in the conflict gives the other person everything they want so that they can protect the harmony of the situation and avoid the conflict. Strategy 4: Collaborating Collaborating happens when both people in the conflict work together to create a solution that everyone is happy with. Strategy 5: Compromising Compromising happens when participants are both actively looking for a solution to the problem and cooperating together. In this strategy, no one gets everything they want. Each person gives up a little bit of what they want so that there is a solution that is fair for both, even if it is not exactly what each person wanted.

Which of the strategies above do you think are being used in the following situations? Write your answers and compare with a partner. 1. Amy’s boss has asked her to work every Saturday this month. She doesn’t like to work on Saturdays, but she doesn’t want to cause any problems so she tells him she is available to work as many Saturdays as he needs. ______________________________ 2. Brandon and Everett are neighbors. Brandon’s apple tree is growing into Everett’s yard. Everett often picks up the apples that fall from the tree and takes them to his house. Brandon says that those apples are his and that Everett cannot have them. They cannot reach a solution so they file a lawsuit to decide who is right and can have the apples that fall off of the tree. _______________________________ 3. Lara and Emily both work at the same store. Both of them want to work 35 hours a week, but the store only has 50 hours total to offer. They talk together and decide that each of them will work 25 hours per week instead of one of them working 35 hours._____________________________________

CULTURE TIP In the US, communication about conflict is often direct and people are generally encouraged to talk about how they feel when they are looking for a solution. Compromise is often part of a solution and many people in the US will try to “find a happy medium” where both people get some of what they want but not everything. How are conflicts usually resolved in your native country? Do people usually talk about them or ignore them?

Role-Play! Look at the situations below. Act them out with a partner and try to find a solution.

SITUATION 1

SITUATION 2

Rima wants to take vacation time from her job to go to a family wedding next month, but she doesn’t have any vacation time left. She needs to ask her boss for extra vacation time.

Ron’s daughter, Ana, comes home from school every day crying because another child, Tina, is bullying her. Ron is going to talk to Tina’s mother.

Partner A: Rima Partner B: Rima’s boss

Partner B: Ron Partner A: Tina’s mother

SITUATION 3

SITUATION 4

Paul’s neighbor, Jack, has parties almost every night. Paul has to wake up early in the morning to go to work and can’t sleep with the noise his neighbor makes in the backyard.

Olivia and her husband, Dan, both work full time. They have three young children and feel like they don’t have enough time to keep their home clean, cook meals and spend time with their children. They are both frustrated and angry most of the time.

Partner A: Paul Partner B: Jack

Partner B: Olivia Partner A: Dan

Write notes below about how you would solve one of the conflicts in the situations above.

FOR ONLINE USE ONLY

Who the conflict was with: ______________________________________________________________ What I wanted: ________________________________________________________________________ What the other person wanted: __________________________________________________________ Solution: _____________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • a time they had a conflict with someone and how they found a solution • how they usually deal with conflict • how they think they could handle conflict better in the future

HOMEWORK

Lesson 4 • Would It Be Possible to Compromise?

Write the correct form of the verb. closing 1. Would you mind ___________________ (close) the door?

2. Would it be possible __________________ (lend) me your car this weekend? 3. Could she please ______________________ (call) me when she gets here? 4. Is it okay if we ________________________ (change) the date of the party? 5. Would it be possible for you ______________________ (speak) more quietly? 6. Is it okay if she _______________________ (take) a friend to the event? 7. Would they mind ____________________ (not park) their car there? 8. Could they please ____________________ (open) the window?

Unscramble the sentences. 1. mind / Would / he / a ride / giving / the mall? / me / to Would he mind giving me a ride to the mall? ____________________________________________________________________________________

2. it be / change / Would / to / the meeting? / the time / of / possible ____________________________________________________________________________________ 3. if / Is / okay / it / she / your / pen? / uses ____________________________________________________________________________________ 4. please / they / stop / Could / parking / their car / there? ____________________________________________________________________________________

JOURNAL PROMPT Write about things you think are important to do when resolving a conflict. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

SHE LIKES THE ONE WITH THE ONLINE LEARNING PROGRAM Listening warm-up. Track 05: What are they talking about?

FOR ONLINE USE ONLY

Pre

VOCABULARY WORDS & PHRASES

Repeat after your teacher. university

community college

public school

private school

charter school

campus

degree program

online learning program

tuition

financial aid

scholarship

extracurricular

PRONUNCIATION Repeat after your teacher. Underline the stressed syllable. A

university

scholarship

degree

public

community

college

VOCABULARY PRACTICE

Write the words in the column where you think they fit best. Some words can go in both columns. K—12 EDUCATION

HIGHER EDUCATION community college

community college university private charter public campus

extracurricular online learning financial aid scholarship degree program

LISTENING

Listen again to Track 05. Circle TRUE or FALSE. 1. Krista’s daughter is going to college soon.

TRUE

FALSE

2. Her daughter likes the school with online classes.

TRUE

FALSE

3. Krista likes the school with art classes.

TRUE

FALSE

4. Her daughter wants to study history.

TRUE

FALSE

5. Her daughter wants to study computers.

TRUE

FALSE

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

ANSWERS

Which school do you prefer?

I like the one that has extracurricular activities.

Which schools does she like the best?

She likes the ones that have online classes.

Which school is he going to go to?

He’s going to go to the one that offered him a scholarship.

• We can use “that” to join two ideas in a sentence when the second idea gives us more information about the first part. • We can use “the one” or “the ones” to replace a noun that has already been identified.

GRAMMAR PRACTICE

Match the parts of the sentences. c She likes the schools 1. ____

a. that are available online.

2. ____ We like the one

b. that he can do online.

3. ____ Aaron’s going to go to

c. that have online programs.

4. ____ They want to learn more about the programs

d. the one that has a big campus.

5. ____ We are looking for one that

e. that has a lot of extracurricular activities.

6. ____ That school doesn’t have a program

f. has financial aid and scholarships.

Complete the sentences with one or ones. 1. You have seen a lot of schools. Is there _________ that you like? 2. Bill likes the university, but he would prefer ________ that has a smaller campus. 3. Tatiana is interested in a lot of programs. She really likes the ________ that have online classes. 4. There are a lot of good public schools here. Is there _________ that is near your house? 5. Orlando has worked at a lot of charter schools. Right now, he’s working at the _________ that’s down the street. 6. You’ll need to fill out these forms. Don’t forget to complete the _________ that are about financial aid.

Read the sentences. Rewrite them together using that.

FOR ONLINE USE ONLY

1. Frank and Jessie are looking for a school. They want it to have extracurricular activities. Frank and Jessie are looking for a school that has extracurricular activities. _____________________________________________________________________________________

2. She prefers the community college. It’s closer to her house. _____________________________________________________________________________________ 3. They have a good degree program. It’s online. _____________________________________________________________________________________ 4. He likes that one. It has a beautiful campus. _____________________________________________________________________________________ 5. There are good schools in their district. They’re public. _____________________________________________________________________________________

REAL LIFE / YOUR LIFE

Read about the US education system. Label the chart with the bold words from the article. The US education system has several levels of schooling that begin with (1) preschool/ kindergarten when children are 3–5 years old. After that, children move on to (2) elementary school, which generally takes them from 1st to 5th grade. Most students then go on to (3) middle school for grades 6 through 8, and (4) high school for grades 9 through 12. After high school, some students will enter the workforce, while others choose to go on to earn a degree at a (5) community college or (6) university. Community colleges generally offer degree programs that range from two months to two years, while university undergraduate degree programs usually take at least four years to complete. After earning an undergraduate degree, some students go on to (7) graduate school to earn a master’s or doctoral degree.

Master’s Degree (2–3 years) ___________________________________(4 years)

Post-Secondary School

Graduate School

Doctoral Degree (3–6 years)

_________________________(2 months – 2 years)

8 7 6 5 4 3

_________________________________________________________________ (3 years)

_________________________________________________________________(5 years)

8 7 6 5 4 3 2 1

____________________________________________________________________________

AGE

Primary School

13 12 11 10 9

_______________________________________________(4 years)

12 11 10 9

Secondary School

17 16 15 14

GRADE

CULTURE TIP Most public elementary, middle and high schools in the US are free. However, colleges and universities in the US can be very expensive. Many public and private community colleges and universities offer scholarships. Government financial aid is also available for some students. Community colleges often have technical classes that are less expensive than classes at universities, and in many cases the class credits can transfer to universities. What is the education system like in your native country?

5 Read the information about the schools. Write down which school you think is best for Teo and Annisa. Compare with a partner. • Certificate programs and 2-year degrees in Business, Technology, Nursing, Education and Tourism

4-year degrees and graduate degrees in Social Sciences, Engineering, Education, and Natural Sciences.

• Small, friendly campus for students who commute to class • Flexible online learning programs

Offers extracurricular activities like drama, art, clubs and sports.

• Federal financial aid is available • Small classes of no more than 25 students

Scholarships available

Large classes in auditorium-like classrooms

Teo • has two small children • knows a lot about cars but wants to learn how he can have his own repair shop • needs a program that is flexible

School:______________________

School:_____________________

Annisa • is graduating from high school next year • not sure what she wants to study • wants to live on campus for the first year

Rank the school characteristics in order of how important you think they are. 1 = most important, 10 = least important. ____ the teachers ____ the campus ____ online programs ____ extracurricular activities

____ the cost of tuition ____ scholarships available ____ size of the classes ____ public

FOR ONLINE USE ONLY

Large, beautiful campus with open spaces and student housing

____ private ____ close to home

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • how they ranked the school characteristics in Activity J • what kinds of schools they or their family members have gone to and if they liked them or not • if they think private schools are a good idea • if they think people without children should pay taxes to support public schools • what kinds of extracurricular activities they or their children would like to do

HOMEWORK

Lesson 5 • She Likes the One With the Online Learning Program

Circle the correct words to complete the conversation. Amy: So, Bob, has your son decided what college he wants to apply to? Bob: No, not yet. He’s most interested in the (1) one / ones that have technology programs. Amy: That’s great. Would he like to go to (2) one / ones that has on-campus housing? Bob: No, I think he’d prefer to go to (3) one / ones that are part time. Amy: Are there any around here that (4) have / has online learning programs? Bob: Yes, there are a few near our house that (5) have / has great online programs. We’re going to check them out. Amy: That’s great! Let me know which (6) one / ones he likes the best!

Combine the sentences using that. 1. It’s a great school. It has a lot of extracurricular activities. It’s a great school that has a lot of extracurricular activities. _____________________________________________________________________________________

2. He likes the school. It’s in our school district. _____________________________________________________________________________________ 3. They liked the school. It is on a beautiful campus. _____________________________________________________________________________________ 4. She applied to the community college. It has a nursing program. _____________________________________________________________________________________

JOURNAL PROMPT What kind of school did you go to in your native country? Do you think it was a good school? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

DO YOU KNOW IF IT’S CONFIDENTIAL? Listening warm-up. Track 06: What is Franco worried about?

FOR ONLINE USE ONLY

Pre

VOCABULARY WORDS & PHRASES

Repeat after your teacher. census

survey

weight

warrant

data

access

confidential

oath

private

HIPAA (Health Insurance Portability and Accountability Act)

PRONUNCIATION A

Listen and repeat after your teacher. Cross out the silent w in the words that have one. write

weight

two

warrant

wrong

answer

white

will

VOCABULARY PRACTICE

Listen to your teacher and repeat. 1. Marcia doesn’t like it when people talk about her ______________________. weight 2. His phone fell in the water yesterday, and he lost all of his _____________________.

confidential data

3. The police were not allowed to go inside Ian’s house because they didn’t have a

oath

__________________. 4. My company doesn’t share employee files and salary information because they are

warrant census

_____________________. 5. Their medical information is protected by ____________________.

HIPAA

6. The _________________ collects important information about residents all across the

weight

country. 7. In court, you take an ________________ to promise to tell the truth in court.

LISTENING

Listen again to Track 06. Circle the correct answers to complete the sentences. 1. They are going to do a census

a. this year.

b. next year.

2. They do the census

a. every year.

b. every 10 years.

3. They agree that _________ is important.

a. privacy

b. confidential

4. Barbara says that government workers take

a. an oath

b. a vote

5. The census _______ personal information confidential.

a. keeps

b. doesn’t keep

LANGUAGE TOOLS

Listen to your teacher and repeat. DIRECT QUESTION

INDIRECT QUESTION/STATEMENT

Should the government have access to people’s phone data? Can you ask someone about their salary?

Do you think the government should have access to people’s phone data? Do you think it’s okay to ask someone about their salary?

Can the police search without a warrant? Will they go to the party this year?

Do you know if the police can search without a warrant? I wonder if they will go to the party this year.

• Normally in a direct question, the verb comes before the noun (ex. Is he there?) When we use “Do you think…” also, do you know if, I wonder if to ask an indirect question, the noun goes before the verb, just like in a regular statement. (ex. Do you think he is there?) • We use “if” in an indirect question that requests a “yes” or “no” answer. (Do you know if…? / I wonder if….)

GRAMMAR PRACTICE

Match the parts of the sentences. c 1._____ Should we

a. information is protected by HIPAA?

2._____ Do you know if our

b. the library is?

3._____ Is it okay to ask someone

c. share our information?

4._____ Do you think

d. it’s okay to ask someone about their salary?

5._____ Do you know where

e. about their weight?

Complete the questions. Use the words in parentheses. 1. Do you think ___________________ (she / should) keep the information confidential? she should 2. _________________ (they / can) access the information? 3. Where ______________________ (he / is)? 4. Does she know where ____________________ (he / is)? 5. I wonder if ________________________ (they / can) share the information. 6. ____________________ (we / can) ask who they voted for?

Change the direct questions to indirect questions with “Do you think…”. Then ask the questions to a partner. 1. Should the government be able to access private information?

FOR ONLINE USE ONLY

the government should be able to access private information Do you think _________________________________________________________________________?

2. Is it okay to ask someone about their weight? Do you think _________________________________________________________________________? 3. Should parents have access to all of their children’s information? Do you think __________________________________________________________________________? 4. Should salary information be confidential? Do you think _________________________________________________________________________? 5. Do the police need a warrant to search your home? I wonder if ___________________________________________________________________________.

REAL LIFE / YOUR LIFE

Read the flyer below about health information privacy. Circle True or False. What surprised you? Discuss with a partner. Your Health Information Privacy Rights

YOUR HEALTH INFORMATION

PRIVACY RIGHTS Most of us feel that our health information is private and should be protected. That is why there is a federal law that sets rules for health care providers and health insurance companies about who can look at and receive our health information. This law, called the Health Insurance Portability and Accountability Act of 1996 (HIPAA), gives you rights over your health information, including the right to get a copy of your information, make sure it is correct, and know who has seen it.

GET IT! You can ask to see or get a copy of your medical records and other health information. Get It. If You youcan want a copy, you may need to put your request in writing and pay for the cost of ask to see or get a copy of your medical record and other health information. If you want a copying most cases, yourand copies beof given you within 30 days. copy, youand may mailing. have to putInyour request in writing pay formust the cost copyingto and mailing. In most cases, your copies must be given to you within 30 days.

source: www.hhs.gov/ocr

CHECK IT! Check It. You can ask to change any information in your file or add information to your file if you You can ask to change any wrong information in your file or add information to your file if you think think something is ormissing or incorrect. if youagree and that your hospital something is missing incomplete. For example,For if youexample, and your hospital your file has agree the your wrong file result for athe test,wrong the hospital change Even if the hospital believesit.the test result that has test must result, the it.hospital must change Even if theis hospital correct, you still have the right to have your disagreement noted in your file. In most cases, the file believes test within result60isdays. correct, you still have the right to have your disagreement should bethe updated noted in your file. In most cases, the file should be updated within 60 days.

Know Who Has Seen It.

By law, your health information can be used and shared for specific reasons not directly related to your care, like making sure doctors give good care, making sure nursing homes are clean and safe, reporting when the flu is in your area, or reporting as required by state or federal law. In many of these you can out a who has seen your health information. You can: 1. Only your doctor iscases, allowed tofind have copy of your medical record. TRUE FALSE • Learn how your health information is used and shared by your doctor or health insurer. Generally,

2. If your medical recordyour is not correct, there isn’t you can do. related to your TRUE FALSE health information cannot be anything used for purposes not directly care without your permission. For example, your doctor cannot give it to your employer, or share it for things like 3. You are allowed to know who has seen your health information. TRUE FALSE marketing and advertising, without your written authorization. You probably received a notice telling you how health information may be used your firstthe visitoffice. to a new health care provider or FALSE 4. You can always get a copy ofyour your medical record just byoncalling TRUE when you got new health insurance, but you can ask for another copy anytime.

5. You will usually be• able receive copy your record within days. Let to your providersa or healthofinsurance companies know30 if there is informationTRUE you do not want toFALSE share. You can ask that your health information not be shared with certain people, groups, or

6. You can ask a hospitalcompanies. to change information medical TRUE your medicalFALSE If you go to a clinic,in foryour example, you canfile. ask the doctor not to share records with other doctors or nurses at the clinic. You can ask for other kinds of restrictions,

7. Hospitals have a yearbut to they update file. to do what you ask, particularly if it could TRUE FALSE do notyour alwaysmedical have to agree affect your care. Finally, you can also ask your health care provider or pharmacy not to tell your health insurance company about care you receive or drugs you take, if you pay for the care or drugs in full and the provider or pharmacy does not need to get paid by your insurance company.

CULTURE TIP

Many people in the US value privacy, and there are several topics that are considered “taboo” or not appropriate to talk about with people outside of your family or very close friends such as how much you earn and your religous or political preference. What kinds of topics are considered taboo in your native country?

6 Look at Odette’s social media profile. Cross out the information you think she should keep private. Compare and discuss with a partner. January 13th

Home News feed About Photos Videos

ogreen@memail.com Christian Republican jazz music, wine, shopping, low-calorie cooking, natural cures for cancer, ways to get out of debt, hiking, volunteering I am a divorced mother of two wonderful children, Michelle (5) and Grady (8). We live on Lone Tree Lane in the Grandview neighborhood. My kids attend Riverton Elementary School, where I volunteer at least twice a month. On the weekends, we are almost never home because we usually go hiking in the hills. My favorite hobby other than hiking is drinking wine!

FOR ONLINE USE ONLY

37 2 Riverton, North Carolina Marketing Coordinator at East Wind Communications Divorced / single 252-555-9834

Complete your own social media profile below with information you feel comfortable sharing online. If you prefer to keep the information private, leave the space blank. Name:_____________________________Birthday:___________________Age:________Children:______ Lives in:__________________________________ Job:_______________________________________

Relationship status:_______________ Contact information:____________________________________ Religious views:____________________ Political party: _____________________________ Interests: About me:

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • which information they chose to share in their social media profile above and why or why not • if there are topics in their native country that most people prefer to keep private • if they do anything to keep their information private • if they are worried about technology and access to their personal data • what kinds of things they think children should or shouldn’t post online

HOMEWORK

Lesson 6 • Do You Know if It’s Confidential?

Circle the correct words. 1. Receptionist: Good morning. Can you / You can please fill out these forms before the doctor sees you? 2. Frank: Oh wow - There are / Are there a lot of them! 3. Receptionist: Yes, we need / need we to have these forms completed by all patients. 4. Frank: Alright. Do you know if the information is / is the information confidential? 5. Receptionist: Yes, it is. We don’t / Don’t we share it with anyone except our employees and the insurance company. 6. Frank: Okay. Do you think it’s / is it okay to fill out the forms with a pencil? 7. Receptionist: No, you need to use a pen. Here’s one you can / can you use. 8. Frank: Okay. Do you know how long this will / will this take? 9. Receptionist: Shouldn’t it / It shouldn’t take you more than 15 minutes.

Unscramble the sentences. 1. think / they / to talk / about / weight? / Do / it’s okay Do they think it’s okay to talk about weight? ___________________________________________________________________________________

2. wonder / where / is. / the party / I ___________________________________________________________________________________ 3. know / Do / you / she / can / if / English? / speak ___________________________________________________________________________________ 4. can / we / you / Do / think / this weekend? / go to / the mountains ___________________________________________________________________________________

JOURNAL PROMPT What kinds of things do you think are important to keep confidential? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

I’M SO PROUD OF MYSELF! Listening warm-up. Track 07: Who is Carlos living with?

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Pre

VOCABULARY WORDS & PHRASES

Repeat after your teacher. be proud of yourself

blame yourself

feel sorry for yourself

enjoy yourself

set goals for yourself

help yourself

by yourself

on your own

PRONUNCIATION Repeat after your teacher. Circle the words with the RED PEPPER sound. A

myself

set

help

feel

himself

VOCABULARY PRACTICE

Match the parts of the sentences. j If you are hungry, there are some cookies in the kitchen. Please, 1. ____

a. proud of yourself!

2. ____ Jill is depressed. She is feeling

b. by yourself.

3. ____ He made a mistake and

c. blames himself.

4. ____ If you don’t want to hire a handyman, you can

d. hurt yourself.

5. ____The party is going to be a lot of fun. I’m sure our guests will

e. on his own.

6. ____You did it! You should be very

f. enjoy themselves.

7. ____ I don’t know what to do with my life. I need to

g. set goals for myself.

8. ____ Be careful! You could

h. sorry for herself.

9. ____ It’s dark outside. You shouldn’t walk in the city at night

i. do it by yourself.

10. ____ Rob doesn’t need help. He can do it

j. help yourself.

LISTENING Listen again to Track 07. Check the things that Carlos talks about doing by himself.  1. do laundry

2. clean the bathroom

3. cook

5. make the bed

6. go grocery shopping

7. make appointments

4. do dishes

LANGUAGE TOOLS Listen to your teacher and repeat.

TIP:

by yourself = on your own = alone

I made myself breakfast yesterday. She’s very careful when she cooks. She doesn’t want to hurt herself. He doesn’t want to hire a handyman. He’s going to do it himself. It was difficult at first, but then they started to enjoy themselves. He did the dishes by himself. He did the dishes on his own. • We use reflexive pronouns (myself, yourself, himself, herself, ourselves, themselves) when the person(s) doing and receiving the action are the same. Ex. I made myself breakfast = I made the breakfast for me. • We use “by + reflexive pronoun” or “on (my/your/his/her/our/their) own” to describe an action that we do without help or alone.

GRAMMAR PRACTICE

Complete the reflexive pronoun chart. SUBJECT PRONOUN

REFLEXIVE PRONOUN

myself (1)______________________

(2)______________________

yourself

(3)______________________

(4)______________________

herself

(5)______________________

(6)______________________

ourselves

they

(7)______________________

Circle the correct words to complete the sentences. 1. Q: Does Sally live alone or with her parents? A: She doesn’t live with her parents anymore. Now she lives by herself / herself now. 2. Q: Who painted your wall for you? It looks great! A: Thanks! I did it myself / yourself. 3. Q: Can I get you a glass of water? A: Don’t worry. I’ll help myself / by myself. 4. Q: Are they upset about what happened? A: Yes, they are. They blame themselves / by themselves. 5. Q: How was the trip? A: It was great! We really enjoyed by ourselves / ourselves. 6. Q: Do you think I should hire someone to help me? A: No! You can do it by yourself / himself.

Complete the sentences using a reflexive pronoun. Add by when necessary. 1. No one helps them with their laundry. They do it __________________________. by themselves 2. Carmen now lives alone. She is living__________________________. 3. He is sad and feeling sorry for _____________________________. 4. We really enjoyed _________________________ on our vacation. 5. They are so proud of ________________________ for all that they have accomplished this year. 6. Brenda and Fiona went camping alone. They went _____________________. 7. If you’d like some cake, please go ahead and help _____________________. 8. Every morning, I look at ____________________ in the mirror while I comb my hair.

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REAL LIFE / YOUR LIFE

Imagine you have just bought a “fixer upper” house. Read the list of things below that you need to do to the house. Check which ones you would do by yourself and which ones you would hire a professional to do.

Fixer Upper Checklist 1. paint the outside of the house