Page 1

CONFIDENCE and CONNECTIONS Teacher Book

TM

Adult ESL The Intercambio Way

TM

1R


1 Right Confidence and Connections Adult ESL The Intercambio™ Way

Intercambio Uniting Communities Š 2019

NOT FOR DUPLCATION

Teacher Book

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

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I


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Teacher Book 1 RIGHT


CREDITS Level 1 Right Writers Rachel Fuchs and Elena Vasileva Editor Rachel Fuchs and Elena Vasileva 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

III


SCOPE AND SEQUENCE Title

Grammar

• Wh- questions in the simple When’s Your Class? present with “to be” • Possessive adjectives

1 2

This Is My Family

• Introduce yourself • Use the alphabet and numbers 1–100 • Give basics on your English class

• Wh- questions in the simple present with “to be” • This and that

Compare family members and family trees

• Talk about family members • Compare family trees • Ask about people

• Wh- and How Often questions in the simple present • Adverbs of frequency

Discuss how often you do things such as watch TV or eat out

• Give basics about your schedule • Discuss your activities and daily chores • Talk about how often you do things

Discuss the weather

• Share what you like and don’t like about the weather • Talk about favorite seasons • Compare different weather

• Wh- questions in the simple present with “to be” • Descriptive adjectives

Describe family members

• Talk about different family members and what they look like • Describe personality traits • Ask about someone’s family

• Wh- questions in the simple past with regular verbs

Discuss hobbies, chores and things you have done before

• Describe what you did in the past • Ask others about what they’ve done

• Yes/No questions in the simple present “There is” and “there are”

Talk about your home and items in it

• Describe items in your home • Talk about what your home is like

Role-play about shopping in a mall

• Ask where a bathroom is • Ask someone for directions • Tell someone where something is

We Never Eat Out

4

• Wh- and How questions in the simple present It’s Hot and Humid • Here and there

She’s Smart

6

I Baked Cookies

7

Is There a Fridge?

8 9

By End of Lesson, You Can:

Make introductions with basic questions and answers

3

5

Conversation

Review and Progress Check Field Trip

10

It’s on the 2nd Floor

11

How Much Are Those?

I Wear It All the Time!

12 13

I Get Off Work at 4

14

After I Get a Manicure

15

Can You Play Guitar?

16

• Wh- questions with prepositions of location • Ordinal numbers

• Yes/No and How Much ques- Role-play about cooking and tions with “want” and “have” preparing food • These and those

• Talk about things you want or have • Share basic cooking ideas • Ask about how much something is

• Object pronouns: it and them

Talk about and describe clothing and items you like

• Talk about where you shop • Tell someone what you like about their clothes • Describe clothing and items

• Wh- questions of time • At and around

Share about when you do things

• Discuss your basic schedule • Share about hobbies, work and other things you do often

• Future tense with going to

Talk about things you are going to do in the future

• Talk about things you are going to do after this book • Share future plans and activities with others • Ask about someone’s future plans

•Yes/No questions with can; long and short answers

Share hobbies and skills you have and want to have in the future

• Discuss things you can and can’t do • Talk about things you want to learn how to do one day

Review and Progress Check

IV

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#

Teacher Book 1 RIGHT


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 information about your own. About your teacher book: 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 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 find notes only 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 you will learn easy techniques for teaching the many sounds and stress in English. In addition, we encourage all teachers and students to use Pronunciation Fun with Pictures and The Immigrant Guide as supplements to their teaching. Happy teaching!

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R1 WHEN’S YOUR CLASS? By the end of the lesson, students will be able to: • Introduce themselves • Recognize and utilize the alphabet and basic numbers • Give basic information about their English class (where, what time, etc.) What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: The same grammar focus in this level appears in 1L lesson 1 as well to give students plenty of opportunity to practice. What to expect? This is the first 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.

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Warm Up: Greet your students. Have them write their first name on a name tag or table tent. A name tag or table tent is a good idea even in 1-1 situations as it can be hard to remember new names. Do your best to learn to pronounce your students’ names the way they say them. It’s okay to ask them to clarify a few times. Plan a warm-up exercise where students can introduce themselves. Try a simple dialog My name is ___. Nice to meet you. Try Conversation Rotation so that students can meet one another. In a 1-1 situation, make sure you learn the names of anyone in the classroom or home with you–including pets or children. Listening Track 01 Gloria: Hello! Welcome to Friend’s Adult School. What’s your name? Jorge: Hello. My name is Jorge Rodriguez. Gloria: Great! I have your information. You are in Level two. Jorge: Thank you. Who’s my teacher? Gloria: Your teacher is Victoria Goldman. Jorge: Okay. Where’s my class? Gloria: It’s over there. Jorge: Thank you.

2

Teacher Book 1 RIGHT


1

Pre Point to the people in the picture, and ask Where is he? Ask other simple questions such as What is this? Next, point out the warm-up question and ask Where is this? Play the complete dialog once. Now, write the warm-up question on the board or a piece of paper and ask the question again to elicit an answer. Ask more advanced questions if your students have stronger vocabulary or if you want to get a sense of the vocabulary level of your group. However, be careful in a group setting to not gauge your teaching level on one talkative student– especially for the first lesson.

Pre A

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WHEN’S YOUR CLASS?

Listening warm-up. Track 01: Where is this? Listen again. Circle the words you hear. name

English

information

phone number

teacher

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A. Read instructions aloud. Point out the word circle and demonstrate what that means by gesturing and putting a circle on the board. Play track all the way through. Do the example together. Play the track multiple times. Check answers as a group. If there are differences, play again to confirm. If necessary, stop at the appropriate places for students to answer. See LISTENING.

Answer Key: A. information, teacher intercambio.org/teachers

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VOCABULARY WORDS & PHRASES Repeat after your teacher.

John

Smith

first name

last name

phone number

A B C H I J O P Q V W X

English class

teacher

who

where

when

D K R Y

E L S Z

F G M N T U

a h o v

b i p w

c j q x

d k r y

e l s z

f g m n t u

11

12

13

14

15

16

17

18

19

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

20

30

40

50

60

70

80

90

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

PRONUNCIATION A

2

Listen and repeat after your teacher. Circle GREEN TEA sounds. Underline RED PEPPER sounds. three/3

seven/7

ten/10

seventeen/17

twenty/20

eighteen/18

C B. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Point to pictures and use gestures. Ask questions to demonstrate understanding of the Wh words–such as Where are we? (We are at…), When is class? (Class is at DAY or TIME…), Who is she? (She is…). See VOCABULARY. D & Alphabet Numbers Demo how to spell your name–point to the large (capital) letters and then the smaller (lowercase) letters so that students understand the notion of starting out names with large letters. Use cards with numbers to have studentsE repeat after you. Do this several times both in order (to start) and then out of order so that your students have an opportunity to practice without just memorizing the order. Have students listen and point to the number or letter they hear you say. If they struggleFwith 13 vs. 30, 14 vs. 40, etc., tell them to listen for the "d" vs. "t" pronunciation of the "t" sound that starts the last syllable (for example, 30 sounds like thirDy and 13 sounds like thirTeen).

Student Book 1 RIGHT

Pronunciation Read instructions. Demonstrate circle and underline. Point to Green Tea vs. Red Pepper. Stress the sounds of each. Have them watch you make each sound, and repeat after you. Say each word. Have them repeat. Say the first word again to do example together. Read the words all the way through, pausing long enough for students to complete the activity. Practice other green and red letters (such as the letters c, d, f, g, m, n, t, etc.) if they finish quickly. The main difference between the –ty and –teen numbers is the pronunciation of the t sound. It tends to sound like a d in the –ty words and it sounds like a t in the teen words. See PRONUNCIATION.

Answer Key: Circle: seventeen, eighteen Underline: seven, twenty, ten 4

Teacher Book 1 RIGHT

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B


D. The next three activities become increasingly difficult. Reference the grammar chart with each one. Read the instructions. Write example on the board. Do example with students. If they struggle, do more together. Eventually, have students work independently on the remainder. Check answers in pairs. In groups, choose a student to demonstrate with. If in a group, show with gestures that each of you will read your answers by taking turns and correcting incorrect answers. Once all the sentences are complete and compared in pairs, read them aloud together. See GRAMMAR.

1

LANGUAGE TOOLS

C

Listen to your teacher and repeat. QUESTIONS

What’s

When’s

your

class?

Where’s your

class?

Who’s

D

your name? her phone number? his

your

teacher?

TIP:

It’s = It is Who’s = Who is What’s = What is When’s = When is Where’s = Where is

ANSWERS My Her His

name

My

class

It’s

(303) 555-8641. is

It’s My

class

Jorge. Victoria.

is

is

It’s My teacher is

at 6:00 p.m. at Friend’s Adult School. Victoria Goldman.

Look at the sentences. Circle the correct word. 1. I / My name is Nano. 2. I / My class is at 4:00 p.m. 3. His / Her name is Edward. 4. His / Her name is Jessica. 5. Who is you / your teacher?

E

Who’s your teacher? 1. Q:________

A: My teacher is Robert. 3. Q:________your first name? A: It’s Linda. 5. Q:_________your last name? A: My last name is Blanco.

F

TIP:

Complete the questions. Use What’s, When’s, Where’s, Who’s.

Q = question A = answer

2. Q: _________your class? A: It’s at my home. 4. Q: _________your class? A: My class is at 10 a.m. 6. Q: _________ your English class? A: It’s at the library.

Match the question and answer. 1. What’s your first name?

a. It’s at the library.

2. When’s your class?

b. It’s Chang.

3. Where’s your class?

c. My teacher is Fred Barnes.

4. Who’s your teacher?

d. It’s at 8:00 a.m.

5. What’s your last name?

e. My name is Caitlyn.

E. Read instructions aloud. Write example on the board and complete together by referencing wh words in chart. If they struggle, do another one together. Point out that students should look at the “clues” in the answers (Susan, Linda, Blanco, home, 10am, English class) to decide which wh word to use. For extra practice, read the Q&As as dialogs.

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C. FOCUS: verb “to be” in third person singular and question words. Write the chart on the board. Slowly read through the chart while pointing to each word. Build confidence around what, when, where, who words by having them touch the one they hear, and then by saying the one you point to. Don’t expect mastery yet. Point to TIP. Enunciate the contractions to express who’s sounds like whooz, what’s sounds like whats, and where’s sounds like where-z.

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3

F. Read instructions aloud. Write example on board. Reference the grammar chart. Matching exercises can be hard for some students. For extra support, make a copy of the Q&As and cut them up into strips for students to move around on the table.

Answer Key: D. 2. My 3. His 4. Her 5. your E. 2. Where’s 3. What’s 4. When’s 5. What’s 6. Where’s F. 2. d 3. a 4. c 5. b intercambio.org/teachers

5


REAL LIFE / YOUR LIFE? Listen to Track 01 and complete the conversation. Use the words in the box. Gloria: Hello! Welcome to Friends Adult School. (1) ___________your name? What’s

two

Jorge: Hello. My (2)__________________ is Jorge Rodriguez.

class

Gloria: Great! I have your information. You are in Level (3) __________________. Jorge: Thank you. (4) _________________________ my teacher?

name teacher

Gloria: Your (5) ________________________ is Victoria Goldman.

What’s

Jorge: Okay. Where’s my (6) _____________________________?

Who’s

Gloria: It’s over there. Jorge: Thank you.

H

Look at the students. Answer the questions.

Person: Time: Location:

Donna 6:00 p.m. library

Hilda 8:00 a.m. senior center

1. Who has class at 10:30 a.m.?

____________ Ming

2. When is Donna’s class?

____________

3. Where is Ming’s class?

____________

4. Who has class at 12:00 p.m.?

____________

5. Where’s Juan’s class?

____________

6. When is Hilda’s class?

____________

Juan 12:00 p.m. work

Your name: _________________________ Your level:__________________________ Class location: ______________________ Time:______________________________ Teacher: ___________________________

7. Who has class at the senior center? ____________

CULTURE TIP In the US, many teachers in adult education use first names. What is your teacher’s first name? 4

Student Book 1 RIGHT

Answer Key: G. 2. name 3. two 4. Who’s 5. teacher 6. class H. 2. 6:00 p.m. 3. home 4. Juan 5. work 6. 8:00 a.m. 7. Hilda

6

Teacher Book 1 RIGHT

Ming 10:30 a.m. home

G. Show the word box. Write words on the board. Play track all the way through. Cross out the example word and show them on their page where the word is written. Then have them finish the rest on their own. Correct in pairs. Play track again and stop where they made mistakes. If they need an additional challenge, complete the exercise without the word box.

J H. Do the first example with your students. Have them work individually or in pairs and do the task. After they compare their answers in pairs, check in class. Ask students to come up to board and complete information: Your name, Your level, Class location, etc.

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G

I

Culture Tip Introduce yourself again. Say My name is…. Tell students Don’t say Mr…/Mrs…. Ask How do you address teachers in your native country? If you haven’t already had your student write your contact info on the front cover of the book, do it now.


J. Ask What’s your name? When the students answer, gesture to the line on the card that says “your name” to indicate that they should write it there.

Conversation Brainstorm questions students will ask each other by referencing the chart in Activity C.

I

1 Look at Tam’s information. Write questions to ask Tam.

Registration for Friends English School

J

What’s your name? 1.___________________________________________

Tam Okoro

2.___________________________________________

Classroom 303

3.___________________________________________

5:30–7:30 p.m.

4.___________________________________________

Angelina Varga

5.___________________________________________

(303) 555-0987

Write your information on the card.

Registration for my English Class 1. Your name

________________________________________________

2. Class level

________________________________________________

3. Classroom number

________________________________________________

4. Class time

________________________________________________

5. Teacher’s name

________________________________________________

6. Phone number

________________________________________________

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I. Expect this to be challenging. Brainstorm at least three questions together by referencing the chart in Activity C. Say What’s your name? What’s your level? It’s okay to brainstorm all of the questions together and then have students write them on the line. This is the first class, so students may need extra support.

CONNECT WITH CONVERSATION Get to know a partner. Ask questions about English class. intercambio.org/students

5

Answer Key: I. 2. Where’s your class? 3. When’s your class? 4. Who’s your teacher? 5. What’s her phone number? J. Answers will vary

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HOMEWORK

K

L

Lesson 1 • When’s Your Class?

Match the question and answer. 1. When’s your class?

a. My teacher is Carolyn Hayes.

2. Who’s your teacher?

b. It’s at 12:00 p.m.

3. What’s your first name?

c. It’s Martinez.

4. What’s your last name?

d. It’s at Friends Adult School.

5. Where’s your class?

e. My first name is Wendy.

Walk through homework. Do examples. Students will be more likely do homework if they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. See HOMEWORK.

Look at the sentences. Circle the correct word. 1. I / My teacher is Dan Stevens. 2. I / My name is Monica. 3. Where’s you / your class? 4. When’s his / you class? 5. His / Her name is Franco.

M

N

Read the answers. Write the questions. 1. _______________________________________________ What’s your name?

It’s Nancy.

2. _______________________________________________

My teacher is Ron Harper.

3. _______________________________________________

My last name is Tang.

4. _______________________________________________

It’s at Sea View Middle School.

5. _______________________________________________

It’s at 7:00 p.m.

A

Review your English. 1. What’s your name?

______________________________________

3. Where’s your English class?

__ ____________________________________

4. When’s your class?

______________________________________

5. Who’s your teacher?

______________________________________

6

Pre

Student Book 1 RIGHT

Answer Key: K. 2. a 3. e 4. c 5. d L. 2. My 3. your 4. his 5. His 6. Her M. 2. Who is your teacher? 3. What's your last name? 4. Where's your class? 5. When's your class? N. Answers will vary 8

Teacher Book 1 RIGHT

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6. His / Her name is Suzi.


R2 THIS IS MY FAMILY By the end of the lesson, students will be able to: • Talk about their family What to expect? Students may or may not have done homework. Walk through it anyway. Praise whatever they were able to do. You may have new people. If you do, have them introduce themselves and write their first name on a name tag or table tent. What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Photographs of people in your family Teacher Notes: The same grammar focus in this level appears in 1L lesson 2 with a slightly different context to give students plenty of opportunity to practice.

Listening Track 02 Lisa: What a beautiful family, Franco! Who is that? Franco: This is my wife. Lisa: What’s her name? Franco: Her name is Rosa. Lisa: Who’s that? Franco: That’s my brother. Lisa: What’s his name? Franco: His name is Luis. His wife is Yolanda. Lisa: Who are the children? Franco: That’s my son, Pablo, and my daughter, Isa. He’s 7, and she’s 5. Lisa: They are so cute! Franco: Thank you!

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Warm Up: Have students introduce themselves again, using the format from lesson 1. Review homework. Then, show one of your photographs and say This is my ______.

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2

Pre A

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THIS IS MY FAMILY

Pre Explore the pictures. Ask What do you see? Read the Pre question aloud. Play the track. Elicit the answer.

Listening warm-up. Track 02: What is the conversation about? Listen to the conversation. Circle the words you hear. wife

husband

brother

children

sister

son

intercambio.org/students

Answer Key: A. brother, children, son

10

Teacher Book 1 RIGHT

7

A. Read instructions aloud. Point out the word circle and demonstrate what that means by gesturing, and circling a word on the board. Play track all the way through. Do the example together. Play the track multiple times.


VOCABULARY WORDS & PHRASES Repeat after your teacher.

B. Ask What is this? and reference the picture. Draw your family tree on the board using only the family words from the picture. They will learn other family words in future lessons. (Keep the tree available for Activity I.) If you have refugees in your class/tutoring session, talking about family can be painful. Make sure to approach this topic with sensitivity and be willing to not talk about certain family members if it’s too difficult for the student. The vocabulary in this lesson is the same as 1L, L7. If your students have taken 1L, this should be review.

Aunt Yolanda

Uncle Luis

(Franco’s sister-in-law)

(Franco’s brother)

Franco, husband

Rosa, wife

(father)

(mother)

husband, wife = spouse Examples: Franco is Rosa’s spouse. Rosa is Franco’s spouse.

Pablo, son Isa, daughter

sister, brother = sibling Examples: Isa is Pablo’s sibling. Pablo is Isa’s sibling.

(children)

this

that

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

WHITE TIE wife

8

son

wife

children

child

five

sibling

I

my

sister

NOT FOR DUPLCATION

B

Student Book 1 RIGHT

Pronunciation Read instructions. Demonstrate by doing an example. To help students make the WHITE TIE sound, instruct them to drop their jaw and then move their mouth towards a smile. See Pro Fun for more practice. Have students underline the WHITE TIE sound as they put the words in the box. Ask students to notice the spelling of the WHITE TIE sounds—ask Is it always the same? (in these examples it’s spelled with an i or y.)

Answer Key: WHITE TIE: child, I, wife, five, my (Other words: children, sibling, sister - SILVER)

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2

LANGUAGE TOOLS

C

QUESTIONS Who’s Who

are

What

are

TIP: He’s = He is

ANSWERS

She’s = She is That’s = That is They’re = They are

that?

That’s

my

daughter. husband.

they?

They’re

my

children.

are

Pablo and Isa.

their

names?

Their

is

he? she?

He’s She’s

5. 7.

are

they?

They’re

5 and 7.

How old

D

C. Write chart on the board. Slowly read through the chart while pointing to each word. Have students touch the words they hear. The questions What is her/ his/your name are not in the chart as they were taught in L1. Be sure to review them. Point to the tip box and connect the contractions to what they see in the grammar box. Enunciate the contractions to express that he’s sounds like heez, she’s sounds like sheez, and that’s sounds like thats.

Listen to your teacher and repeat.

names

Circle the correct word. 1. That’s / They’re my wife. 2. What is / are their names?

D. Use the family tree in Activity B to refer to the statements/ questions that are relevant to it. For example, point to Rosa and say, That’s my wife, etc.

NOT FOR DUPLCATION

3. They’re / Their names are Fong and Pao. 4. How old is he / his. 5. He / his is 16. 6. Their / they names are Pablo and Isa.

E

Fill in the bubble with the correct answer. 1. Who is that?

a That’s my wife.

b She’s 12.

2. What’s his name?

a His name is Jeff.

b Her name is Jeff.

3. How old is she?

a She’s 25.

b They’re 25.

4. Who is that?

a She is my son.

b That’s my son.

5. Who are they?

a They’re my parents.

b That are my parents.

6. What are their names?

a His names are Matt and Grace.

b Their names are Matt and Grace.

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Answer Key: D. 2. are 3. Their 4. he 5. He 6. Their E. 2. a 3. a 4. b 5. a 6. b

12

Teacher Book 1 RIGHT

E. For extra practice, read the Q&As as dialogs.

9


REAL LIFE / YOUR LIFE

F

Listen to Track 02 and complete the conversation. Use the words in the box. Lisa: What a beautiful family, Franco! Who is that?

Who’s

Franco: This is my (1)_______. wife

F. Explain instructions and give students time to read the dialogue before playing the track. To make this exercise more challenging, try to complete it either without the word box or with the word box but without the listening track. Then use the listening track to check answers.

brother

Lisa: What’s (2)_________________ name?

wife

Franco: Her name is Rosa.

her

Lisa: (3) _________________ that? Franco: That’s my (4)________________________.

His

Lisa: What’s his name?

my

Franco: (5) _______________________ name is Luis. His wife is Yolanda. Lisa: Who are the children? Franco: That’s my son, Pablo, and (6) _____________________ daughter, Isa. He’s 7, and she’s 5. Lisa: They are so cute! Franco: Thank you!

G. Some of these questions can have multiple answers. For example, Tano is Grace's husband, Jessie's father, Cory's uncle, etc. After students complete the exercise compare answers, work together to generate a list of all possibilities.

Look at the picture. Answers the question.

Grace Tano’s wife

Tano

Jessie Cory Tano’s daughter, 6 Roger’s son, 4

Miriam Roger’s sister

Roger Tano’s brother

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G

1. She is Tano's wife. What's her name?

Her name is Grace. __________________________________________________

2. He is Tano's brother. What's his name?

__________________________________________________

3. How old is Tano's daughter?

__________________________________________________

4. How old is Roger's son?

__________________________________________________

5. She is Roger's wife. What's her name?

__________________________________________________

CULTURE TIP Culture Tip Say How old am I? pointing to yourself. Then, shake your head to indicate it is a secret. Say In the US, we don’t ask "how old are you" except to children. Is it okay to ask a person’s age in your country? What about for a child?

In the US, many adults do not like to say their age. But they will ask and answer the age of their children. Is this the same in your country? 10

Student Book 1 RIGHT

Answer Key: F. 2. her 3. Who’s 4. brother 5. His 6. my G. 1. Who’s that? 2. His name is Roger. 3. She is six (years old). 4. His son is four. 5. Her name is Miriam.

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2 H

Read the registration form. Answer the questions.

H. Ask additional questions about the information after checking answers to 1-4. Have your students come up with their own questions to ask you or a partner. NOTE: Point out the difference between Ms. (refers to a married or unmarried woman), Miss (refers to an unmarried woman), and Mrs. (refers to a married woman).

Parker Elementary School Student Registration Form Stella Rossi Name________________________________________________ 251 Rock Street, Apt 7, Newark, NJ 07104 Address_______________________________________________________________ (258) 555-3842 Phone Number ________________________________________________________

Age _______ 7

Grade _______ 2nd

Teacher________________________ Ms. Potts

Mother_____________________ Maria Rossi

Marco Rossi Father_____________________________

Siblings___________________________________________________ Sara Rossi Beto Rossi Carla Floris Emergency Contact________________

aunt Relationship ___________________

(258) 555-1276 Phone Number ___________________________

1. Who is Stella’s mother? _______________________________________________ Her mother is Maria Rossi. 2. Who is Stella’s father? ________________________________________________ 3. Who is her teacher? _________________________________________________ 4. What is Stella’s phone number? _______________________________________

Draw your family tree. (Include: mother, father, sister, brother, wife, husband, son, daughter)

CONNECT WITH CONVERSATION Get to know a partner. Compare family trees. Ask about their family.

NOT FOR DUPLCATION

I

I. Reference your family tree from the vocabulary exercise.

Conversation Brainstorm questions students will ask each other by referencing the vocabulary, the chart in Activity C and the questions in previous activities. Don't forget to encourage your students to ask you questions too.

WORD BANK Who’s that? That’s my... This is... intercambio.org/students

11

Answer Key: H. 2. Her father is Marco Rossi 3. Her teacher is Ms. Potts 4. Her phone number is (258) 555-3842 I. Answers will vary

14

Teacher Book 1 RIGHT


HOMEWORK

Walk through homework. Do examples. Students will be more likely to do homework if they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. See HOMEWORK.

K

L

Look at the questions. Circle the correct word in the answer. 1. Who are they?

They’re / Their my children.

2. Who’s that?

That / Their is my mother.

3. What are their names?

That / Their names are Stephen and Lisa.

4. What’s your name?

His / My name is Tim.

5. What’s her name?

Her / She name is Chanel.

6. What’s his name?

His / He name is Ralph.

Match the question and answer. 1. What are their names?

a. My teacher is Raquel Habib.

2. Who are they?

b. His name is Dustin.

3. Who is your teacher?

c. Their names are Jenny and Steve.

4. Who is that?

d. That’s my child.

5. What’s her name?

e. They are my brother and sister.

6. What’s his name?

f. Her name is Doreen.

Review your English.

NOT FOR DUPLCATION

J

Lesson 2 • This Is My Family

1.

What’s your name? _______________________________________________________

2.

Who’s your teacher? _______________________________________________________

3.

What is your mother’s name? _______________________________________________________

4.

What is your father’s name? _______________________________________________________

5.

What’s your phone number? _______________________________________________________

12

Student Book 1 RIGHT

Answer Key: J. 2. That 3. Their 4. My 5. Her 6. His K. 2. e 3. a 4. d 5. f 6. b L. Answers will vary intercambio.org/teachers

15

P


R3 WE NEVER EAT OUT By the end of the lesson, students will be able to: • Talk about daily activities and chores they do throughout the week • Talk about how often they do activities and chores What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Photographs of people in your family • Magazine pictures of people doing a variety of activities Teacher Notes: The same grammar focus in this level appears in 1L lesson 3 with a slightly different context to give students plenty of opportunity to practice.

Listening Track 03 Listening #1 Daniel: How often do you do laundry? Lucia: I do laundry three times a week. Daniel: Wow, that’s a lot. Lucia: Yes, it is. Listening #2 Victor: Do you let your children watch TV? Sandra: Yes. They watch TV on Saturday and Sunday. Victor: My son watches TV every day. Sandra: Really? Every day? Victor: Yes. Listening #3 Hai Dao: Does your family eat out? Desiree: Sometimes. We eat at a restaurant once or twice a week. And you? Hai Dao: We never eat out. I buy groceries three times a week. Desiree: Wow! I buy groceries once a week.

16

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

Warm Up: As students enter, engage in small talk by asking questions from the previous two lessons. Review the homework. Show one of your photographs and say This is my ___. Ask a student to introduce the rest of the class to a photograph of a family member on their phone. Review homework. Say I eat out once a week. How often do you eat out?


3

Pre Explore the pictures. Ask What do you see? Read the Pre question aloud. Play the track. Elicit the answer. Preteach some basic vocabulary by pointing to the pictures and saying the words (TV, groceries).

Pre A

NOT FOR DUPLCATION

WE NEVER EAT OUT

Listening warm-up. Track 03: Do they talk about school? Yes or No? Listen again. Look at the pictures above. Write the number of the conversation you hear in the box.

intercambio.org/students

13

A. Here students are being asked to identify pictures of words they don’t know. Pre-teach these words by pointing to the image with the word and saying it aloud. Read instructions aloud. Start the track. After the first dialog, stop the track and reference the images. Ask Which one? Write “1” under the appropriate picture. Continue with the rest of the track, stopping after the second dialog.

Answer Key: A: 1, 3, 2 (left to right)

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17


VOCABULARY WORDS & PHRASES

B

C

Repeat after your teacher.

eat out

watch sports

do laundry

buy groceries

clean the house

cook dinner

S

every day

M

T

B. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Point to pictures, use gestures. Ask questions to demonstrate understanding. Then, point out the tip. Ask How often do you eat out? etc.

go to class

W

R

F

S

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

D

never once a week

three times a week

PRONUNCIATION Listen and repeat the phrases after your teacher. A

once a week

sounds like

one-sa week

twice a week

sounds like

twi-sa week

three times a week

sounds like

three time-za week

Read the sentences out loud. Practice with a partner. 1. I eat out once a week. 2. I do laundry three times a week. 3. I go to English class twice a week. 14

18

Student Book 1 RIGHT

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

twice a week

Pronunciation Read instructions. Enunciate the phrases in the left column. E Gesture to your ear to indicate sounds like, then say the phrases in the right column (considered relaxed speech). Have students repeat after you several times. Then, give students time to complete the sentences. Practice saying the answers using relaxed speech.


3

LANGUAGE TOOLS C. FOCUS: structure of Q&As with how often using the vocabulary. As you go over the chart with your students, be sure to emphasize that expressions such as once a week, comes at the end of the sentence (after the verb), whereas never always comes before the verb.

QUESTIONS you

watch

sports?

I

does

he she

clean

the house?

He She

do

you

go

to class?

I

does

he she

clean

the house?

He She

How often

D. Make this exercise easier to understand by focusing on each statement independently. Point out and how each sentence is constructed using the above chart–rather than as Q&As. Check answers by reading them as a dialog.

E

ANSWERS

do How often

D

E. EXPANSION: Do this exercise on index cards for scrambled sentences. See ENGAGEMENT ACTIVITIES.

Listen to your teacher and repeat.

watch

sports

clean

the house

watches

sports

cleans

the house

never

every day. once a week.

go

to class.

clean

the house.

goes

to class.

cleans

the house.

Circle the correct word. Practice with a partner. 1. Q: How often do / does they buy groceries?

A: They buy / buys groceries every day.

2. Q: How often do / does Marcos do laundry?

A: He do / does laundry once a week.

3. Q: How often do / does she clean the house?

A: She clean / cleans the house twice a week.

4. Q: How often do / does Penny and Ira eat out?

A: They never eat / eats out.

5. Q: How often do / does she watch TV?

A: She watch / watches TV every day.

6. Q: How often do / does you go to class?

A: I go / goes to class three times a week.

Put the words in the correct order.

NOT FOR DUPLCATION

C

1. How often / does / go/ to class? / she

How often does she go to class? _______________________________________________

2. watch / never / I / sports.

_______________________________________________

3. do / laundry? / How often / do / they

_______________________________________________

4. eats out / three times / a week. / He

_______________________________________________

5. every day. / watches / He / TV

_______________________________________________

6. never / She / does / laundry.

_______________________________________________

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Answer Key: D. 2. does/does 3. does/cleans 4. do/eat 5. does/watches 6. do/go E. 2. I never watch sports. 3. How often do they do laundry? 4. He eats out three times a week. 5. He watches TV every day. 6. She never does laundry. intercambio.org/teachers

19


REAL LIFE / YOUR LIFE

F

Listen to Track 03 and complete the conversation. Use the words in the box. twice

eat out

do laundry

every day

watch TV

three

CONVERSATION 2 Victor: Do you let your children watch TV?

CONVERSATION 1

Sandra: Yes. They (3)_________________ on

Daniel: How often do you (1) _______________? do laundry

Saturday and Sunday.

Lucia: I do laundry (2) ___________ times a week.

Victor: My son watches TV (4) _____________.

Daniel: Wow, that’s a lot.

Sandra: Really? Every day?

Lucia: Yes it is.

Victor: Yes.

F. Ask the questions from the conversations. How often do you do laundry? H Does your family eat out? Do you let your children watch TV? After students have checked their answers in pairs and in class, have students role-play the dialogs.

CONVERSATION 3 Hai Dao: Does your family (5) ______________? Desiree: Sometimes. We eat at a restaurant once or (6)__________ a week. And you? Hai Dao: We never eat out. I buy groceries three times a week. Desiree: Wow! I buy groceries once a week.

Look at the pictures. Answer the questions using the number of times per week. S

M 

T

W 

T

F 

S

1. How often? She cooks three times a week. _____________________________________________________

S

M

T

W

T

F

S 

2. How often? _____________________________________________________ S 

M

T

W 

T

F

S

3. How often? _____________________________________________________ S

M

T

W

T 

F

S 

4. How often? _____________________________________________________ 16

Student Book 1 RIGHT

Answer Key: F. 2. three 3. watch TV 4. every day 5. eat out 6. twice G. Answers will vary

20

Teacher Book 1 RIGHT

G. I EXPANSION: As in Activity F, ask your students these questions.

NOT FOR DUPLCATION

G


3 CULTURE TIP In many families in the US, everyone helps. Children and parents clean and do laundry. Do your children help?

H

Look at Anju’s schedule for the week. Circle the answers. ANJU’S WEEK SUNDAY 14 clean the house

I I. After students do the activity, have them ask and answer the questions orally using complete sentences in their answers. This will give them more practice putting the adverbs (never, once a week, etc.) in the correct place in the sentence and prepare them for the conversation activity.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

15 16 17 18 watch sports work work work with friends English class buy groceries English class

FRIDAY 19 work

SATURDAY 20

eat out with wife

1. How often does Anju clean the house?

a. never

b. once a week

2. How often does Anju buy groceries?

a. twice a week

b. once a week

3. How often does he work?

a. three days a week

b. four days a week

4. How often does he go to English class?

a. twice a week

b. every day

5. How often does he do laundry?

a. once a week

b. never

6. How often does he watch sports with friends?

a. never

b. once a week

Read the question. Check  how often you do each activity in a week. 1. How often do you do laundry?  never

 1x

 2x

2. How often do you eat out?  3x

3. How often do you go to English class?  never

 1x

 2x

 1x

 2x

 1x

 2x

 3x

4. How often do you watch sports?  3x

5. How often do you clean the house?  never

 never

 never

 1x

 2x

 3x

6. How often do you buy groceries?  3x

 never

 1x

 2x

 3x

NOT FOR DUPLCATION

Culture Tip Write the word “chores” on the board. Say Doing laundry, vacuuming, buying groceries are chores. Ask In your native country, do children do chores? Do men do chores? Do women do chores? Which ones?

CONNECT WITH CONVERSATION Get to know a partner. Ask how often they do things.

Conversation Remind students about their answers from Activity I. Brainstorm questions about the information to prepare for the conversation. If students want to share about things that are not listed in the vocabulary, write the words on the board and practice their pronunciation. EXPANSION: Have students do Conversation Rotation to make them move and talk to a new partner.

intercambio.org/students

17

Answer Key: H. 2. b 3. b 4. a 5. a 6. b I. Answers will vary

intercambio.org/teachers

21


HOMEWORK

J

Lesson 3 • We Never Eat Out

Look at Rachel’s calendar. Fill in the bubble with the correct answer. RACHEL’S WEEK

K

MONDAY

TUESDAY

WEDNESDAY

3 4 English class work

5 English class

eat out

do laundry

clean the house

THURSDAY 6 work

FRIDAY

SATURDAY

7 work

8 work

watch TV

buy groceries

1. How often does Rachel work?

a. five days a week

b. three days a week

2. How often does Rachel do laundry?

a. twice a week

b. once a week

3. How often does Rachel buy groceries?

a. every day

b. once a week

4. How often does Rachel clean the house?

a. never

b. once a week

5. How often does Rachel go to English class?

a. every day

b. twice a week

Review your English. 1. What is your name?

_____________________________________________

2. How often do you work?

_____________________________________________

3. How often do you clean the house?

_____________________________________________

4. How often do you watch sports?

_____________________________________________

5. How often do you do laundry?

_____________________________________________

6. How often do you go to class?

_____________________________________________

Pre A

18

Student Book 1 RIGHT

Answer Key: J. 2. b 3. b 4. b 5. b K. Answers will vary

22

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

SUNDAY 2 work


R4 IT’S HOT AND HUMID By the end of the lesson, students will be able to: • Talk about the weather here and in their native country • Talk about weather they like and don’t like • Name the seasons What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures showing different weather situations Teacher Notes: The same grammar focus in this level appears in 1L lesson 7 with a slightly different context to give students plenty of opportunity to practice. Warm Up: Say I hang out with friends once a week. How often do you hang out with friends? Review homework. Gesture to the outside and say How’s the weather today?

NOT FOR DUPLCATION

Listening Track 04

Radio weather report: Today’s forecast is warm with a high in the 80’s. Tomorrow there’s no chance of rain. Perfect summer weather this weekend. Veronica: Sounds like a great weekend. Joey, how do you like the weather here? Joey: I like the summer, but I don’t like the winter. Veronica: I know. It’s very cold in winter. How is the weather in your native country? Joey: I’m from Thailand. It’s very humid there. The weather in the winter is nice! Listening Track 05 Weatherman: Good morning Chicago! There is snow in the forecast for this week. It is very cold today! Temperatures are in the 20s. Bundle up! Take your hat and gloves. Next week will be cool and dry with temperatures in the 50s.

intercambio.org/teachers

23


4

Pre A

NOT FOR DUPLCATION

IT’S HOT AND HUMID

Pre Explore the pictures. Ask What do you see? Read the Pre question aloud. Play the track. Elicit the answer.

Listening warm-up. Track 04: What do they hear on the radio? Listen again. Circle the words you hear. warm

summer

weather

spring

winter

dry

humid

intercambio.org/students

Answer Key: A. summer, weather, winter, humid

24

Teacher Book 1 RIGHT

19


Repeat after your teacher.

B. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Point to pictures anduse gestures. Ask questions to demonstrate understanding. Ask What weather do you like? What is your favorite season? And reference the pictures. NOTE: The word "favorite" is sometimes pronounced with two syllables and sometimes with three, though two tends to be more common. Students only need to practice one way. Write “favorite” on the board. Say the word and cross out the “o”. Have students repeat after you. Pronunciation See note about “favorite” above. Teach your students your normal pronunciation for this word. For extra practice, do this with all of the words in Activity B. If you want, you can also go through CVC sounds and put on chart: humid – BLUE, cool – BLUE, favorite – GRAY, season – GREEN, dry – WHITE, there – RED, etc.

humid

dry

cool

cold

hot

fall

winter

spring

here

there

warm

summer

favorite

PRONUNCIATION A

Listen and repeat after your teacher. Write the number of syllables you hear. Underline the stressed syllable. humid

weather

favorite

season

winter

NOT FOR DUPLCATION

B

VOCABULARY WORDS & PHRASES

radio

____________ ____________ ____________ ____________ ____________ ____________ 2 20

Student Book 1 RIGHT

Answer Key: Pronunciation. weather - 2, favorite - 2 (sometimes 3), season - 2, winter - 2, radio - 3

intercambio.org/teachers

25


LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS How’s

the do

you they

does

he she Maria

How

What’s

D

your his her Maria’s their

favorite

ANSWERS weather?

I They like

the weather?

He She Maria My Our His Her

season?

like don’t like it.

likes doesn’t like

favorite

season

is

fall.

Their

Circle the correct word. Practice with a partner. 1. Q: How do /does Maria like the weather here?

2. Q: How is / are the weather there?

A: She / Her doesn’t like it.

A: It is / are warm and humid.

3. Q: How do you / your like the weather there?

4. Q: What’s they / their favorite season?

A: I / My like it.

A: They / Their favorite season is winter.

5. Q: How’s the weather in you / your native country? A: The weather in we / our native country is hot in the summer.

E

humid. cool.

It’s

C. FOCUS: structure of questions and answers with how and what using vocabulary. The chart has been simplified to show only How do you like the weather? / How does he/she…. Students have already learned how to make questions with this structure using other pronouns.

6. Q: How do / does she like the cold weather? A: She don’t / doesn’t like it.

D Make this exercise easier to understand by focusing on each statement independently rather than as Q&As. Check answers by reading them as a dialog.

Look at the picture. Write the person’s favorite season.

1._______________________________________ His favorite season is winter.

2._______________________________________

3._______________________________________

4._______________________________________ intercambio.org/students

E. Have students use the grammar to ask you questions. Respond using the structure from the chart. EXPANSION: do Conversation Rotation to ask each other about their favorite season. 21

Answer Key: D. 1A. She 2. is/is 3. you/I 4. their/Their 5. your/our 6. does/doesn’t E. 2. Their favorite season is fall. 3. Her favorite season is spring. 4. Their favorite season is summer.

26

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

C

4


REAL LIFE / YOUR LIFE

F

Listen to Track 04 and complete the conversation. Use the words in the box. warm with a high in the 80s. Radio weather report: Today’s forecast is (1) ___________,

(2) ________________ there’s no chance of rain. It’s perfect (3) _________________weather

F. EXPANSION: Practice the dialog in pairs.

this weekend. Veronica: Sounds like a great weekend. Joey, how do you like the (4) ______________ here? Joey: I like the summer, but I don’t (5)_________ the winter. Veronica: I know. It’s very cold in the winter. How is the weather in your native country? Joey: I’m from _____________________. It’s very (6) ____________________there. The weather in the winter is nice!

like warm humid summer Tomorrow Thailand

Read about the people. Answer the questions using a complete sentence.

G. Pay attention to the response to #5. Be sure students change “their” to “her.”

Lee

I’m from the US. I like the weather here. My favorite season is winter.

Olivia

I’m from El Salvador. I like the weather there. My favorite season is fall.

Sophie

I’m from Ukraine. I don’t like the weather there. My favorite season is summer.

NOT FOR DUPLCATION

G

weather

Olivia’s favorite season is fall 1. Whose favorite season is fall? _________________________________________________________ .

2. How does Sophie like the weather in Ukraine? ___________________________________________ .

3. What is Lee’s favorite season? _________________________________________________________ . 4. Who likes the weather in El Salvador?___________________________________________________ .

5. Who likes the weather in their native country? ___________________________________________ .

CULTURE TIP Culture Tip Some phones are set to update Daylight Savings Time automatically. Talk about other devices (computers, voicemail, thermostat, online calendars etc.) that may update automatically.

Daylight Savings Time (DT) happens every year in the spring, except in Arizona. The clock is moved ahead one hour. For example, you change 2:00 a.m. to 3:00 a.m. on your clocks. On many electronics, such as cell phones, time changes automatically.

22

Student Book 1 RIGHT

Answer Key: F. 2. Tomorrow 3. summer 4. weather 5. like 6. Thailand 7. humid G. 2. Sophie doesn’t like the weather in Ukraine. 3. Lee’s favourite season is winter. 4. Olivia likes the weather in El Salvador. 5. Lee and Olivia like the weather in their native countries. intercambio.org/teachers

27


4 Listen to Track 05. Circle clothes for Dana to wear today. Circle TRUE or FALSE.

1

I

2

H. Ask What seasons do you see? What do you wear in the summer / winter, etc? Listen to track and have students check in pairs first. Ask What does Dana wear in the winter? NOTE: These clothes in questions 1-3 refers to the clothing that students circled in the first part of this activity (the clothes that Dana should wear today.)

3

1. These clothes are for winter.

TRUE

FALSE

2. These clothes are for summer.

TRUE

FALSE

3. These clothes are for spring.

TRUE

FALSE

Circle the picture for the clothes you have to wear today. What season is it now? ____________________________

J

What seasons do you like here? Rank them 1–4. 1 = favorite winter

summer

spring

fall

__________

__________

__________

__________

J. Put students in groups based on their favorite season. Tell them to talk about why they like that season. Share with the rest of the class.

CONNECT WITH CONVERSATION Get to know a partner. Ask your partner questions about the weather here and in their native country. intercambio.org/students

Answer Key: H. 1. FALSE 2. TRUE 3. FALSE I. Answers will vary J. Answers will vary 28

Teacher Book 1 RIGHT

23

Conversation Brainstorm questions together. For example, Is it cold here in winter? Is it cold in your native country in the winter? What is your favorite season?

NOT FOR DUPLCATION

H


HOMEWORK

K Walk through each activity, and do the example.

L

Lesson 4 • It’s Hot and Humid

Match the question and answer. 1. How’s the weather?

a. It’s dry in the summer there.

2. What’s your favorite season?

b. My favorite season is spring.

3. Do you like the weather here?

c. Her favorite season is summer.

4. How’s the weather there?

d. It’s hot and humid.

5. What’s her favorite season?

e. He doesn’t like the weather here.

6. How does he like the weather here?

f. Yes, I like the weather here in the winter.

Look at the answers. Write the questions. 1. __________________________________________________ She doesn’t like the weather here. How does she like the weather here? 2. __________________________________________________ His favorite season is winter. 3. __________________________________________________ No, they don’t like the weather there. 4. __________________________________________________ It’s warm and humid.

6. __________________________________________________ Yes, I like it here.

M

Review your English.

NOT FOR DUPLCATION

5. __________________________________________________ Our favorite season is summer.

1. What’s your name?

_____________________________________________

2. Where are you from?

_____________________________________________

3. How’s the weather in your native country?

_____________________________________________

4. Do you like the weather there?

_____________________________________________

5. How’s the weather here?

_____________________________________________

6. Do you like the weather here?

_____________________________________________

24

Student Book 1 RIGHT

Answer Key: K. 2. b 3. f 4. a 5. c 6. e L. 2. What’s his favorite season? 3. Do they like the weather there? 4. How’s the weather? 5. What’s your favorite season? 6. Do you like it here? M. Answers will vary intercambio.org/teachers

29

P


R5 SHE’S SMART By the end of the lesson, students will be able to: • Describe themselves and others • Talk about basic physical and personality traits What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures showing people with different physical characteristics and personality traits (or photographs of family/friends) Teacher Notes: The same grammar focus in this level appears in 1L lesson 4 with a slightly different context to give students plenty of opportunity to practice.

Listening Track 06 Edna: My son’s girlfriend is a very nice woman. Olga: That’s good. What’s she like? Edna: She’s smart. She works at the hospital. Olga: Oh, what does she look like? Edna: She’s tall and thin. And she’s athletic. Olga: Really? Edna: Yes! She plays tennis every Saturday. Olga: Your son is lucky!

30

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

Warm Up: Gesture to the outside and say How’s the weather today? Review homework. Show one of the pictures you brought. Describe them using the structure on student book page 31.


5

Pre A

NOT FOR DUPLCATION

SHE’S SMART

Listening warm-up. Track 06: Who are the women talking about? Listen again. Circle the words that describe the girlfriend. nice

old

handsome

tall

thin

intercambio.org/students

25

Answer Key: A. tall, thin

intercambio.org/teachers

31


VOCABULARY WORDS & PHRASES

C

Repeat after your teacher. PHYSICAL

B. Illustrate the meaning of the vocabulary through gestures, or bring in magazine images to practice with.

PERSONALITY

friendly

shy

D

tall | short

smart

heavy | thin

athletic

E

cute

old | young

handsome

PRONUNCIATION Listen and repeat after your teacher. Underline the sh sounds and circle the s sounds in the words. Say the words again.

A

sip

shop short 26

shy

sister

Student Book 1 RIGHT

Answer Key: underline: short, shy, she, wash circle: sister, summer, son, smart

32

Teacher Book 1 RIGHT

summer

she

wash

son

smart

F

Pronunciation Practice more of the /sh/ and /s/ sounds in Pro Fun. NOTE: these sounds are not contrasted with one another in Pro Fun.

NOT FOR DUPLCATION

B


LANGUAGE TOOLS

C

Listen to your teacher and repeat. QUESTIONS are

you they

is

she he

do

you they

What

What does

D. Before students work on the activity, have them circle the physical characteristics in the responses (tall, handsome, cute) as a clue to know which verb to use.

D

E. Do a few questions together and write them on the board. Remind students to look at Activity D which had them coming up with part of the statement.

E

F. EXPANSION: Use index cards to make these sentence scrambles easier to work with.

5

F

ANSWERS

he she

like?

I’m They’re She’s He’s

friendly. smart.

look like?

I’m They’re He’s She’s

short. tall and thin.

Complete the questions. Use do/does + look or is/are. Practice with a partner. 1. Q: What _______ does John _______ look like?

A: He’s tall.

2. Q: What _______ Elena like?

A: She’s friendly.

3. Q: What _______they like?

A: They are athletic.

4. Q: What _______ Paulo and Sergio _______ like?

A: They are handsome.

5. Q: What _______ you like?

A: I’m shy.

6. Q: What _______ she ________ like?

A: She’s cute.

Look at the answers. Write the questions. What are you like? 1. __________________________________________________

I’m athletic.

2. __________________________________________________

He’s short and handsome.

3. __________________________________________________

They’re young.

4. __________________________________________________

She’s tall and heavy.

5. __________________________________________________

I’m friendly.

6. __________________________________________________

He’s cute.

Put the words in the correct order to make a sentence.

NOT FOR DUPLCATION

C. FOCUS: Q&A with “to be” and “do/ does”. Circle the words in the second column to emphasize that for physical characteristics the question is do/ does look like. For personality traits, it’s is/are. Use the pictures from the vocabulary section to practice.

1. smart. / She’s / pretty / and

She’s pretty and smart. _______________________________________________________

2. handsome. / You’re / and/ tall

_______________________________________________________

3. They’re / and / young / cute.

_______________________________________________________

4. like? / are / What / they

_______________________________________________________

5. is / like? / he / What

_______________________________________________________

6. I / do / like? / What / look

_______________________________________________________ intercambio.org/students

27

Answer Key: D. 2. is 3. are 4. do/look 5. are 6. does/look E. 2. What does he look like? 3. What are they like? 4. What does she look like? 5. What are you like? 6. What does he look like? F. 2. You’re tall and handsome. 3. They're young and cute. 4. What are they like? 5. What is he like? 6. What do I look like? intercambio.org/teachers

33


REAL LIFE / YOUR LIFE

G

I

Listen to Track 06 and complete the conversation. Use the words in the box. Edna: My son’s girlfriend is a very (1)_____________woman. nice

look

Olga: That’s good. (2) __________ she like?

nice

Edna: She’s (3) ____________. She works at the hospital.

smart

Olga: Oh, what does she (4) __________ like?

plays

Edna: She’s tall and thin. And she’s (5) ____________.

athletic

Olga: Really?

G. Try to complete the exercise without the listening track first. Then use the listening track to check answers.

What’s

Edna: Yes! She (6) ______________________tennis every Saturday. Olga: Your son is lucky!

Look at the pictures. Read the words. Write the sentences and circle the words that describe you. TALL

1._________________________ They’re tall. THIN

4._________________________ SHY

7._________________________

HEAVY

2._________________________ OLD

5._________________________ SHORT

8._________________________

SMART

3._________________________ FRIENDLY

6._________________________ HANDSOME

9._________________________

CULTURE TIP In the US, it’s not common to describe people as fat, heavy, or overweight. Is it the same in your native country? 28

Student Book 1 RIGHT

Answer Key: G. 2. What’s 3. smart 4. look 5. athletic 6. plays H. Answers will vary

34

Teacher Book 1 RIGHT

H. There are two parts to this activity. First, students should write the descriptions. Then, they’ll go back through each one to circle the words that describe the people. Encourage students to come up with as many descriptive words Jas possible for each image.

Culture Tip Ask What are impolite things to talk about in your native country? What does your culture think about being thin, heavy, young, or old?

NOT FOR DUPLCATION

H


I

5 Read the description. Write the names of her sons.

I’m Laura. I have three sons. My first son, Julio, is tall. He is athletic. My second son is Leon. He is shy. He is smart. He is cute too! My third son, Mateo, is short and thin. He has many friends. He is

J. EXPANSION: Pair people according to the family member about whom they wrote (e.g., put people who wrote about their fathers together). Then, have them share what they wrote. Conversation Brainstorm questions together. If you do EXPANSION in J, be sure to change partners for the conversation. Don't forget to encourage your students to ask you questions too.

friendly.

J

Write a description of a person in your family.

NOT FOR DUPLCATION

I. Point to picture and say Laura’s sons. What are their names? Then, gesture to the text below the picture. Give students time to read the text. Ask more questions about Julio, Leon, and Mateo, e.g., What is Leon like?

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask your partner to describe members of their family or friends. intercambio.org/students

29

Answer Key: I. Julio, Leon, Mateo J. Answers will vary

intercambio.org/teachers

35


HOMEWORK

K

L

Lesson 5 • She’s Smart

Put the words in the correct order to form a sentence. 1. athletic. / and / She’s / tall

_________________________________________ She’s tall and athletic.

2. does / she / What / look / like?

_________________________________________

3. They’re / and / young / friendly.

_________________________________________

4. old / and / smart. / He’s

_________________________________________

5. shy / I’m / and / short.

_________________________________________

6. he / like? / What’s

_________________________________________

Look at the sentences. Circle the correct word. 1. What do you / he look like? 2. What’s you / she like? 3. What does they / she look like? 4. What are they / he like? 5. What is they / he like?

M

N

Read the answers. Write the questions. 1. _____________________________________________________ What are you like?

I’m athletic.

2. _____________________________________________________

He’s friendly.

3. _____________________________________________________

I’m tall.

4. _____________________________________________________

She’s friendly.

5. _____________________________________________________

They’re thin.

Review your English. 1. How’s the weather?

____________________________________________________

2. Where are you from?

____________________________________________________

3. What are you like?

____________________________________________________

4. What do you look like?

____________________________________________________

5. Who is your teacher?

____________________________________________________

6. What is your teacher like?

____________________________________________________

7. What does your teacher look like?

____________________________________________________

30

Pre A

Student Book 1 RIGHT

Answer Key: K. 2. What does she look like? 3. They’re young and friendly. 4. He’s old and smart. 5. I’m shy and short. 6. What’s he like? L. 2. she 3. she 4. they 5. he 6. they M. 2. What’s he like? 3. What do you look like? 4. What’s she like? 5. What do they look like? N. Answers will vary 36

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

6. What do they / she look like?


R6 I BAKED COOKIES By the end of the lesson, students will be able to: • Talk about what they did last week, last night, and yesterday What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures showing people with different physical characteristics and personality traits (or photographs of family/friends) Teacher notes: The same grammar focus in this level appears in 1L lesson 10 with a slightly different context to give students plenty of opportunity to practice. Warm-up: Show one of the pictures you brought. Ask What is she/he like and What does he/she look like to elicit a description using the structure from lesson 6. Say Yesterday, I prepared for class. What did you do?

NOT FOR DUPLCATION

Listening Track 07 Listening #1 Leanne: What did you do last night, Sabrina? Sabrina: It was cold, so I stayed home and baked cookies. Leanne: Yum! What kind? Sabrina: Chocolate chip. Leanne: My favorite! Listening #2 Tomas: Hey Lucas! What did you do last weekend? Lucas: Hi Tomas! I practiced piano and walked the dogs. And you? Tomas: I visited my grandmother. Listening #3 Debra: What did you do last weekend? Chen: Well, I washed the car. Debra. Yeah? What else? Chen: I made dinner for my wife and listened to music. Debra: Aw, that’s nice. Chen: And, I practiced English too! Debra: Wow! That’s a lot!

intercambio.org/teachers

37


I BAKED COOKIES

Pre A

Listening warm-up. Track 07: What are they talking about? Look at the pictures above. Write the number of the conversation you hear.

intercambio.org/students

Answer Key: A. 1, 2, 3 (clockwise from top left)

38

Teacher Book 1 RIGHT

31

A. Here students are being asked to identify pictures of words they don't know. Pre-teach these words by pointing to the image with the word and saying it aloud. Stop the track after each conversation for extra support.

NOT FOR DUPLCATION

6


VOCABULARY WORDS & PHRASES Repeat after your teacher.

bake cookies

visit my family

listen to music

talk on the phone

wash the car

walk the dogs

S

last weekend

M

T

W

practice piano

R

F

S

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

yesterday last night

Pronunciation This activity introduces the pronunciation of regular verbs in the past. We add an extra syllable only when the verb ends with a /t/ or /d/ sound (e.g. visit). Otherwise, you do not add an additional syllable.

today

PRONUNCIATION A

NOT FOR DUPLCATION

B

Listen to your teacher. Write the number of syllables you hear. talked

visited

baked

listened

washed

1

32

Student Book 1 RIGHT

Answer Key: Pronunciation. talked-1, visited-3, baked-1, listened-2, washed-1

intercambio.org/teachers

39


6

LANGUAGE TOOLS

C

QUESTIONS

What

D

C. FOCUS: Q&A in the past tense. Point out that did is the past tense of do. Say Do is for today, did is for yesterday.

Listen to your teacher and repeat.

did

you he she they

ANSWERS yesterday? last night? last weekend?

do

I He She They

watched movies. visited friends. didn’t do anything.

D. Refer students to the chart. First, have them work individually. Second, have them check in pairs. Finally, check together as a whole class. Write the answers on the board.

Look at the sentences. Change the words to the past. talked on the phone with their friends. 1. They (talk) ________

2. I (practice) __________________________ English last night. 3. He (listen) ______________________________ to music last weekend. 4. She (visit) _____________________________ her mother last Friday. 5. What (do) ________________you do yesterday?

E

F

Put the words in the correct order to form a sentence. 1. watched / He / TV.

____________________________________________________ He watched TV.

2. did / do / last night? / What / they

____________________________________________________

3. She / English. / practiced

____________________________________________________

z. you / What / did / yesterday? / do

____________________________________________________

6. walked / dogs. / I / the

____________________________________________________

Look at the pictures. Write a complete sentence in the past. Circle the ones you did last week.

I practiced English. 1._________________________

2._________________________

3._________________________

4._________________________

5._________________________

6._________________________ intercambio.org/students

33

E. EXPANSION: Use Colored Index Cards to make this activity more engaging. First, have students work individually. Second, check in pairs. Finally, check together as a whole class. Write the answers on the board. F. EXPANSION: Have students play Find Someone Who for the words that they didn’t do last week. You can have the students write which classmate did those things and write a complete sentence using he/she in the past tense, for example: Maria walked the dogs last weekend. She walked the dogs last weekend. NOTE: If students didn’t do any of the things listed in the activity, have them choose one to circle and practice writing in the past tense.

Answer Key: D. 2. practiced 3. listened 4. visited 5. did 6. watched E. 2. What did they do last night? 3. She practiced English. 4. What did you do yesterday? 5. I walked the dogs. F. Answers will vary 40

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

6. They (watch) __________________movies last weekend.


REAL LIFE / YOUR LIFE

G

Listen to Track 07 and complete the conversations. Use the words in the box. CONVERSATION 1 do last night Sabrina? Leanne: What did you (1) _____

G. Try to complete the exercise by covering the word bank. Then use the word bank to check answers.

weekend

do

baked

visited

washed

listened

did

Sabrina: It was cold, so I stayed home and

CONVERSATION 3

(2) ____________ cookies.

Debra: What (5) __________ you do last weekend?

Leanne: Yum! What kind?

Chen: Well, I (6) ___________ the car and walked

Sabrina: Chocolate chip.

the dogs.

Leanne: My favorite!

Debra: Yeah? What else?

CONVERSATION 2

Chen: I made dinner for my wife and

Tomas: Hey, Lucas! What did you do last

(7) ______________________ to music.

(3) ________________________?

Debra: Aw, that’s nice.

Lucas: Hi, Tomas, I practiced piano and walked the

Chen: And, I practiced English too!

dogs. And you?

Debra: Wow! That’s a lot!

Tomas: I (4) _______________ my grandmother.

Read the two different text conversations. Circle the correct answers. Maria

Darryl

Hey Tom, here’s the band I listened to last week. They are cool.

Hi Jin, here is the app to practice English. We talked about it yesterday. It really helps me.

Maria

Darryl

https://Franco Diaz Band

https://EnglishApp.com

Tom

Jin

Awesome! Thanks Maria!

Thank you, Darryl.

Tom

Darryl

Thanks! I’m excited to listen to them!

I practiced with it last night. It was great!

Maria

34

1. Who listened to music last week?

Maria

Tom

Darryl

Jin

2. Who practiced English last night?

Maria

Tom

Darryl

Jin

3. Who shared a link to listen to music?

Maria

Tom

Darryl

Jin

4. Who shared a link to practice English?

Maria

Tom

Darryl

Jin

NOT FOR DUPLCATION

H

Student Book 1 RIGHT

Answer Key: G. 2. baked 3. weekend 4. visited 5. did 6. washed 7. listened H. 1. Maria 2. Darryl 3. Maria 4. Darryl

intercambio.org/teachers

41


6 CULTURE TIP

Culture Tip Ask How do you practice English at home?

Studies show that you can improve your English by watching TV in English and listening to music in English. What do you think?

I

Write sentences below about what Oliver did. ACTIVITY

LAST NIGHT

listen to music walk the dogs watch TV stay home visit family practice English

YESTERDAY

LAST WEEKEND

 

J. Model this activity first by drawing a chart on your board and checking the items you did last week. Then say Last week, I walked the dogs once, I stayed home twice, I practiced my English 3 times. Remember, students learned once, twice, three times, every day, and never before but may need a refresher. You can write these review words on the board. Point to them as you use them. Then, have students start to fill in their own charts. After they have filled out their charts, have them turn to a partner and ask questions about what they did, checking the appropriate boxes. NOTE: if your student hasn’t done one of the items, they can leave that row blank.

   

1. ___________________________________________________________________________________ He listened to music yesterday. 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________

Check the things you did. Write sentences about what you did below. ACTIVITY

LAST NIGHT

YESTERDAY

LAST WEEKEND

I DIDN’T DO IT

NOT FOR DUPLCATION

J

listen to music walk the dogs watch TV stay home visit family practice English 1. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________ 4. ___________________________________________________________________________________ 5. ___________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • what they did

Conversation Encourage students to ask follow-up questions. For example: A: What did you do last night? B: I practiced English. A: What did you do? B: I watched TV in English.

intercambio.org/students

35

Answer Key: I. OPTIONS: He walked the dogs last night. He watched TV last weekend. He stayed at home yesterday. He visited family last weekend. He practiced English last night. J. Answers will vary 42

Teacher Book 1 RIGHT


HOMEWORK

K Walk through homework. Do examples.

Read what Jeannie did yesterday. Write sentences in the past tense. Jeannie’s Day: Yesterday • bake cookies • talk with Frida on the phone • walk the dogs • wash the car • practice English

L

Lesson 6 • I Baked Cookies

1. Jeannie _____________________________________________. baked cookies yesterday 2. Jeannie _____________________________________________. 3. She ________________________________________________. 4. She ________________________________________________. 5. She ________________________________________________.

Read the answers. Write the questions. What did you do yesterday? 1. _____________________________________________ I walked the dogs yesterday.

2. _____________________________________________ I listened to music last night. 3. _____________________________________________ She practiced English last weekend. 4. _____________________________________________ They talked on the phone every day last week.

6. _____________________________________________ He washed the car yesterday.

M

Review your English. 1. What did you do yesterday?___________________________________________________________ 2. What did you do last weekend?________________________________________________________ 3. What did you do last night?___________________________________________________________ 4. How often do you work?_____________________________________________________________ 5. How often do you listen to music?_____________________________________________________ 6. How often did you practice English last week?___________________________________________

36

NOT FOR DUPLCATION

5. _____________________________________________ They didn’t do anything last night.

Student Book 1 RIGHT

Answer Key: K. 1. Jeannie baked cookies. 2. Jeannie talked with Frida on the phone. 3. She walked the dogs. 4. She washed the car. 5. She practiced English. L. 2. What did you do last night? 3. What did she do last weekend? 4. What did they do every day last week? 5. What did they do last night? 6. What did he do yesterday? M. Answers will vary intercambio.org/teachers

43

P


R7 IS THERE A FRIDGE? By the end of the lesson, students will be able to: • Talk about rooms in their house • Talk about items in their house • Ask others about their home What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures (from design or housing magazines) to practice the vocabulary and grammar (optional)

Warm Up: Say Yesterday, I prepared for class. What did you do? Review homework. Point to the room you are in, and say Are there chairs? There are ___ chairs. 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. Listening Track 08 Shah: Hi Amber! Ready to look at the apartment? Amber: Yes! how many bedrooms are there? Shah: There are two bedrooms and one bathroom. Amber: And the kitchen? Is there a fridge? Shah: No, there isn’t. But there is a dishwasher. There are two chairs and a couch in the living room. Amber: Okay, let’s take a look.

44

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

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 on Student Book p. 47 as homework in addition to the regularly assigned homework at the end of lesson 7.


7

IS THERE A FRIDGE?

Pre A. NOTE: The furniture words are listed as singular or plural. After students add the correct quantity number next to the furtniture word, talk about which ones are singular and which are plural. Remove the s/ es as relevant. After checking answers, ask How many bedrooms are there in your home?

A

NOT FOR DUPLCATION

A. Explore the picture. Elicit words that students know. Then, consider pre-teaching new words in the photos by referring to the vocabulary on the following page.

Listening warm-up. Track 08: Where are they? How many of these are in the apartment? 1.__________ bedroom(s) two 2. __________bathroom(s) 3. __________fridge(s) 4. __________chair(s) 5. __________couch(es) intercambio.org/students

37

Answer Key: A. 1. two 2. one 3. zero 4. two 5. one

intercambio.org/teachers

45


VOCABULARY WORDS & PHRASES TIP: fridge = refrigerator

Repeat after your teacher.

house

apartment

living room

couch

kitchen

stove

refrigerator

oven

bathroom

toilet

shower

bathtub

sink

bedroom

bed

Listen and repeat after your teacher. Circle GREEN TEA sounds. Underline SILVER PIN sounds. kitchen

38

week

sink

fridge

D

E

PRONUNCIATION A

C

B. You may want to teach the difference between home [personal and emotional way to refer to where you live] and house [building]. EXPANSION: Bring in pictures from a home magazine for more practice.

see

NOT FOR DUPLCATION

B

isn’t

Student Book 1 RIGHT

Pronunciation Most students will struggle with the SILVER PIN sound. Spend time warming up using a rubber band to practice the difference between GREEN and SILVER. Do this multiple times before saying the words. Use a rubber band and stretch it wide to illustrate how to make the wide smile GREEN TEA sound. Retract the rubber band to make the short SILVER PIN sound. Have students practice with their own rubber bands saying GREEEEEEEEEEN and SILVER. Practice more of the GREEN TEA and SILVER PIN sounds in Pro Fun.

Answer Key: Circle: see Underline: sink, fridge, isn’t

46

Teacher Book 1 RIGHT


D. This exercise includes blanks in both Q&As which might be challenging. Have students cover the answer while they focus on the question. The clue they need is in the question only (i.e., number of items - #2 bathrooms is plural). After the activity, have students ask each other questions about the classroom. For example: How many chairs are there? - There are 4. etc. E. Point out the difference in the response to Is/Are there and How many Yes/No vs. There is/are as this can be confusing. Do this by showing that the example is from the top half of the chart.

LANGUAGE TOOLS

C

Listen to your teacher and repeat. QUESTIONS

D

E

Is

there

Are

there

How many

couches

TIP:

isn’t = is not aren’t = are not

ANSWERS a

Yes,

there

is.

No,

there

isn’t.

Yes,

there

are.

No,

there

aren’t.

There

is

one.

There

are

two.

table?

chairs?

are

there?

Complete the sentences with is, isn’t, are or aren’t. Are 1. Q: _________there windows in the living room?

A: Yes, there ______________.

2. Q: How many bathrooms __________ there?

A: There __________ one.

3. Q:___________ there four chairs in the kitchen?

A: No, there _______________.

4. Q: How many showers __________ there in the apartment?

A: There __________two.

5. Q:___________there a couch in the living room?

A: No, there _______________.

6. Q: _________ there a bed in the bedroom?

A: Yes, there __________ a bed.

Look at the answers. Write the questions. Are there chairs? 1. __________________________________________________

Yes, there are two chairs.

2. __________________________________________________

No, there isn’t a stove.

3. __________________________________________________

There is one bathroom.

4. __________________________________________________

Yes, there is a shower.

5. __________________________________________________

No, there aren’t couches.

6. __________________________________________________

There are two bedrooms.

intercambio.org/students

NOT FOR DUPLCATION

C. FOCUS: Q&A with there is/are. When speaking we tend to use there’s for both singular and plural. However, we never write there is + plural noun. While students should practice using there's and there are, it's important that they know they won't always hear it used this way. EXPANSION: If you brought magazine pictures, use them to practice the structure from the chart before moving to Activity D.

7

39

Answer Key: D. 1. are 2. are/is 3. Are/aren’t 4. are/are 5. Is/isn’t 6. Is/is E. 2. Is there a stove? 3. How many bathrooms are there? 4. Is there a shower? 5. Are there couches? 6. How many bedrooms are there? intercambio.org/teachers

47


REAL LIFE / YOUR LIFE Listen to Track 08 and complete the conversation. Use the words in the box. Shah: Hi Amber! Ready to look at the (1) ________________________? apartment

apartment

Amber: Yes. How many (2) _____________________________ are there?

isn’t

Shah: There are two bedrooms and one (3) ___________________________.

two

Amber: And the (4) ____________________________? Is there a fridge?

kitchen

Shah: No, there (5) __________________________. But there are

bedrooms

(6) ________________chairs and a couch in the living room.

bathroom

Amber: Okay, let’s take a look.

G

F. Try to complete the exercise by covering the word bank. Then use the word box to check answers.

Read the housing ad. Answer the questions.

reply

Posted 5 days ago

print

$800 / 2br / Apartment Available (Louisville) Small two-bedroom, one-bathroom apartment in Louisville. New, clean, and on a quiet street. Good neighborhood! No dogs. $500 security deposit. Call Ann at (212) 555-0174.

1. Is the apartment big?

No, it’s small. _____________________________________________

2. How many bedrooms are there?

_____________________________________________

3. Is there a security deposit?

_____________________________________________

4. How many bathrooms are there?

_____________________________________________

5. Is the apartment new?

_____________________________________________

6. Are dogs okay?

_____________________________________________

G. In practice, we wouldn’t normally answer each question in a full sentence. I of these Also, some questions practice structures from previous lessons. However, be sure your students use full sentence responses for at least some of these in order to practice the structures.

CULTURE TIP

NOT FOR DUPLCATION

F

H

When you buy or rent an apartment or house, check that it has the appliances (stove, fridge, etc.) you need. Check that they work. Ask questions about the home and look at it before you sign a lease. Do apartments in your native country have appliances? 40

Student Book 1 RIGHT

Culture Tip Say In the US, it is common for rental properties to come with appliances. Is it common for rentals to come with appliances in your native country? Reinforce the importance of checking that appliances work before buying or renting a home. Talk about how people find housing in the US and in their native country. Discuss common scams, for example, sending security deposits online for fake listings, etc.

Answer Key: F. 2. bedrooms 3. bathroom 4. kitchen 5. isn’t 6. two G. 2. There are two bedrooms. 3. Yes, there is $500 security deposit. . 4.There is one bathroom. 5. Yes, the apartment is new. 6. No, dogs are not okay. 48

Teacher Book 1 RIGHT


H

Look at Monica’s kitchen. What do you see? Complete the sentences and compare with a partner. 1. There’s a _______________________. refrigerator 2. There are _______________________. 3. There isn’t _______________________. 4. There aren’t _______________________.

I

What’s in your living room? Write the words in the correct box. There is...

I. After completing this activity, have students turn to each other and ask questions about their living room and draw their partner’s living room based on the questions they ask, for example, Is there a couch?, etc.

Conversation To prepare, ask students to make an inventory, as they did in Activity J, for the other rooms in their house.

There isn’t...

table sink beds bathtub toilet refrigerator

There are...

There aren’t...

couch chairs

NOT FOR DUPLCATION

H. To set up this activity, draw a sample home (or your home) on the board as an example. Use simple shapes and stick with the lesson vocabulary. Answers will vary for this activity. Have students share their answers in pairs. Ask each pair to put a possible answer for each question on the board. After all four sentences are complete, ask Can anyone think of other possible sentences?

7

CONNECT WITH CONVERSATION Get to know a partner. Ask about: • the kitchen, bathroom, bedroom and living room in their house or apartment. • what they had in their native country that they do not have here. intercambio.org/students

41

Answer Key: H. Answers will vary I. Answers will vary

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HOMEWORK

J

Lesson 7 • Is There a Fridge?

Look at the picture. Write the correct answer. 1. There ____ is (is/isn’t) a couch in the living room. 2. There ____ (are/aren’t) five chairs in the dining room. 3. There ____ (is/isn’t) a sink in the bathroom. 4. There____ (are/aren’t) windows in the dining room. 5. There ____ (is/isn’t) a stove in the kitchen.

K

Write the questions. 1._________________________________________ Are there chairs? Yes, there are four chairs. 2._________________________________________ Yes, there is a bed. 3._________________________________________ No, there aren’t two bathrooms.

Yes, there is a stove. 5._________________________________________ No, there isn’t a shower.

L

Review your English. Write the answers with your information. Circle the answer: I live in:

a house

an apartment

1. Is there a living room?

_____________________________________________

2. Is there a couch in your living room?

_____________________________________________

3. Is there a dining room?

_____________________________________________

4. How many chairs are there?

_____________________________________________

5. Is there a bathroom?

_____________________________________________

6. How many sinks are there?

_____________________________________________

7. How many bedrooms are there?

_____________________________________________

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Student Book 1 RIGHT

Answer Key: J. 2. are 3. is 4. are 5. is K. 2. Is there a bed? 3. Are there two bathrooms? 4. Is there a stove? 5. Is there a shower? L. Answers will vary 50

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

4._________________________________________


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 Practice 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. Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole Progress Check 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 during the Progress Check and that this is a time to see what they have learned.

NOT FOR DUPLCATION

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 class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson. Listening: Track 09 1: [female voice]Last weekend I visited my brother and sister-in-law. My brother is tall and athletic. His wife is smart and pretty. They have two children. 2: [male voice]: Today the weather is warm, in the 70s. I washed the car this morning. 3: [female voice]There is a couch and TV in my living room. We like to watch sports twice a week there. F: 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 each student's Progress Check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING

34 Total pts 1st page

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

16 Total pts 2nd page

At bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 24 / 34 points)

x2 100 Total points possible

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…  introduce myself (lesson 1)  talk about my English class (lesson 1)  talk about my family (lesson 2)  talk about my schedule (lesson 3)

Pair students to share their responses.

 talk about chores and daily activities (lesson 3)  share what I like and don’t like about the weather (lesson 4)  tell you my favorite season (lesson 4)  talk about what family members and others look like (lesson 5)  talk about personality traits (lesson 5)  talk about what I did yesterday and last weekend (lesson 6)

Answer the questions. 1. What is one thing you can do now? _____________________________________________________ _____________________________________________________________________________________ 2. Write five words you know now. __________________________ __________________________ __________________________ __________________________ __________________________

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NOT FOR DUPLCATION

 talk about my home and what it’s like (lesson 7)


REVIEW & PRACTICE

A

Draw a picture of the rooms and items in your home. Write the names of the rooms and items. Ask a partner about their home.

A. Model this activity first by drawing a simple picture of your home. Then, reference the questions below the box and ask questions about the home you drew.

B

NOT FOR DUPLCATION

Rooms: bedroom, bathroom, living room, kitchen Items: fridge, sink, table, chairs, couch, stove, oven, bathtub, shower, toilet, bed My home:

Match the questions and answers. 1. Who’s your teacher?

a. I’m short.

2. Who’s that?

b. It’s at the library.

3. How old are they?

c. It’s (303) 555-1098.

4. Where’s your English class?

d. My teacher is Frank.

5. What’s his favorite season?

e. They’re 5 and 9.

6. What are they like?

f. That is my wife.

7. What’s your phone number?

g. His favorite season is spring.

8. What do you look like?

h. They are athletic and friendly.

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Student Book 1 RIGHT

Answer Key: A. Answers will vary B. 2. f 3. e 4. b 5. g 6. h 7. c 8. a

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8 C

Fill in the bubble with the correct answer. 1. How often do you go to class?

D

a. I go twice a week.

b. I goes twice a week.

2. How often does he go to work?

a. He go to work every day.

b. He goes to work every day.

3. Are there chairs?

a. Yes, there is.

b. Yes, there are.

4. Is there a bathtub?

a. No, there isn’t.

b. No, there aren’t.

5. How often does she do laundry?

a. She do laundry once a week. b. She does laundry once a week.

Look at the pictures. Answer the questions. S 

M

T

W

T

F

S

1.__________________________________________________ She does laundry once a week. S

M 

T

W 

T

F 

S

2. They ______________________________________________ M

T 

W

T 

F

S

NOT FOR DUPLCATION

S

3. He _______________________________________________ S 

M 

T 

W 

T 

F 

S 

4. She ______________________________________________ S

M 

T

W

T

F

S

5. She _______________________________________________

E

Fill in the card with your information. Ask a partner about their card.

Registration Card 1. First Name: ___________________________ 2. Last Name:____________________________ 3. Phone Number:________________________ 4. Teacher’s Name: _______________________ 5. Classroom:____________________________ 6. Class Time: ____________________________

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Answer Key: C. 2. b 3. b 4. a 5. b D. 2. They watch TV three times a week. 3. He goes to class twice a week. 4. She cooks every day. 5. She goes grocery shopping once a week. E. Answers will vary 54

Teacher Book 1 RIGHT


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

START

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

What is your name?

What’s your phone number?

When’s your class?

Where’s your class?

How often do you clean your house?

How often do you watch sports?

How often do you watch TV?

Who’s your teacher?

How’s the weather?

How do you like the weather here?

What’s your favorite season?

How often do you do laundry?

How often do you eat out?

What are you like?

What did you do yesterday?

What is your teacher like?

What does your teacher look like?

What do you look like?

What did you do last weekend?

END

46

NOT FOR DUPLCATION

F

Student Book 1 RIGHT

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8

PROGRESS CHECK Total: 50 x 2 = 100

A

My score________/ 100

Listen to Track 09. Write the number of the conversation you hear. (2 points each/ 6 points total)

A. Say I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing. Answer Key: 2, 1, 3 B. Say Now you will work alone.

C

1. _______ Are there two bathrooms?

2. No, there _________ a bathtub.

3. ______ there a kitchen?

4. How many bedrooms _______ there?

5. Yes, there _______ a shower.

6. No, there _______ couches.

7. No, there _______ an oven.

8. Yes, there _______ chairs.

Circle the correct answer. (1 point each/ 11 points total) 1. Q: How often do / does they buy groceries?

2. Q: How often do / does he practice piano?

A: They buy / buys groceries every day. 3. Q: How often do / does Susan go to class?

A: He practice / practices piano three times a week. 4. Q: How often do / does you eat out?

A: She go / goes to class twice a week. 5. Q: How often do / does she walk the dogs?

6. Q: How often do / does Marco clean the house?

D. Responses may be written with or without contractions.

A: He never clean / cleans the house.

Write the question. (2 points each/10 points total) What’s her name? 1. _______________________________________________________________ Her name is Song.

2. _______________________________________________________________ My teacher is Julie. 3. _______________________________________________________________ My class is at 6 p.m. 4. _______________________________________________________________ My class is at the library. 5. _______________________________________________________________ It’s (303) 555-8641. 6. _______________________________________________________________ He’s cute and smart. ________/ 34

C. Answer Key: 1. do/buy 2. does/practices 3. does/goes 4. do/eat 5. does/walks 6. does/cleans

A: I never eat / eats out.

A: She walk / walks the dogs every day.

D

Answer Key: 1. are 2. isn’t 3. Is 4. are 5. is 6. aren’t 7. isn’t 8. are

Fill in the blank with is, ‘s, are, isn’t or aren’t. (1 point each/7 points total)

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Answer Key: 1. What’s her name? 2. Who’s your teacher? 3. When is your (English) class? 4. Where is your (English) class? 5. What’s your phone number? 6. What’s he like?

Review Your Answers: Lesson 1: D1-5, G.1, G.5 Lesson 2: A.1, D.7, E.1-5, F.1-3 Lesson 3: A.2-3, C.1,3,4,6 Lesson 4: A.2, F.1-3 G.4 Lesson 5: A.1, D.6, E.1-8, Lesson 6: C.2,5, D.8, Lesson 7: A.3, B.1-8

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Teacher Book 1 RIGHT

NOT FOR DUPLCATION

B


E E. Answer Key: 1. young 2. smart 3. old 4. friendly 5. athletic 6. shy 7. short

Circle the correct word. Use the pictures to help. (1 point each/6 points total) 1. My name is Ursula. I’m friendly and young / heavy.

2. Our son is young and smart / tall.

3. My mother is friendly and young / old.

4. My brother-in-law is very friendly / shy.

5. My sister is short and athletic / heavy.

6. My brother is very friendly / shy.

7. His daughter is cute and short / old.

2

4

F

5

3

6

7

STOP. Wait for your teacher.

F. Say Activity F is about speaking English. I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below. NOTE: you will reference the images inline with the directions in the student book for the last two questions.

WHAT/NAME Score

48

HOW/WEATHER

WHERE/ENGLISH CLASS

Teacher Notes

1. 0

1

2

2.

0

1

2

3. 0

1

2

4. 0

1

2

5. 0

1

2

Lesson 1: Lesson 3:

NOT FOR DUPLCATION

1

Lesson 6: Lesson 4: Lesson 1:

Student Book 1 RIGHT

________/ 16

1. Who is your teacher? 2. How often do you eat out? 3. Where did you go yesterday? Before question 4 say Now I will show you a picture. You ask me the question. Okay? Let’s practice first. This is just an example. Reference the images in line with Activity F instructions in the student book. Point to the first image and say, for example, What's your name? 4. After the example, point to the second image (weather) to elicit a question without giving prompts. 5. Point to the third image (classroom) to elicit a question without giving prompts. intercambio.org/teachers

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

NOT FOR DUPLCATION

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 day 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. 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. There are a few suggested places to visit listed at the top of Student Book page 49. Option 1 - Go on a walk and talk about the weather or visit a local weather/news station Option 2 - Go to an open house, furniture store, or your teacher’s house and ask questions about furniture items and rooms Option 3 - Make something together in class (cooking, crafts, etc.) 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)

58

Teacher Book 1 RIGHT


9 Pick a location or activity: Take a walk | House | Make a craft My Idea: _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m. IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

Things I’m going to look for or find:

NOT FOR DUPLCATION

QUESTIONS I PLAN TO ASK

_____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

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

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

NOT FOR DUPLCATION

______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

 a lot

 a little

 not at all

2. I learned:

 a lot

 a little

 not a lot

3. I thought it was:

 good

 okay

 not good

Why?________________________________________________________________________________

Pre A

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Student Book 1 RIGHT

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Teacher Book 1 RIGHT


R10 IT’S ON THE 2ND FLOOR By the end of the lesson, students will be able to: • Ask someone for directions • Tell someone where something is What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Warm Up: Talk about the Field Trip using comparatives or superlatives as possible (What was the best part?). Talk about the Review and Progress Check – celebrate student progress. Share what you learned.

Listening #1 Vivian: Excuse me, where’s the restroom? Derek: Go down the hall. It’s next to Tony’s Bike Shop. Vivian: Thank you. Listening #2 Winston: Excuse me, where’s the food court? Nina: It’s on the 2nd floor. It’s across from Pixel’s Shoe Store. Winston: Thanks! Listening #3 Tony: Excuse me, where is the shoe store? Anna: It’s on the 2nd floor. Go up the stairs, it’s between the food court and Dacy’s Department store. Tony: Thank you.

NOT FOR DUPLCATION

Listening Track 10

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10

IT’S ON THE 2ND FLOOR

Pre A

Pre Point to the picture and ask Where are they? What’s going on? Next, point out the warm-up question and play the complete dialog once.

Listening warm-up. Track 10: Where are they? Listen to the conversation. Circle the places you hear on the mall map.

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Answer Key: A. 1. restroom, Tony’s bike shop 2. food court, Pixel’s shoe store 3. shoe store, food court, Dacy’s department store

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Teacher Book 1 RIGHT

NOT FOR DUPLCATION

Ask What do you see in the picture?


VOCABULARY WORDS & PHRASES

B. Write bathroom = restroom. Say You will see both words in public. Also, tell students In the US, 1st floor = ground floor. Practice the location words with objects in the room. EXPANSION: Practice syllable stress by having students identify the number of syllables in each word/phrase and then underlining the stressed syllable (across from; between).

Repeat after your teacher.

shopping center/mall

1st floor

2nd floor

down the hall

furniture store

appliance store

department store

food court

restroom

across from

between

next to

TIP:

bathroom = restroom

PRONUNCIATION A

Pronunciation To make the ORANGE DOOR sound, round your mouth and curl your tongue back. Some of these ORANGE words are from past lessons, you can have students underline them as they put them in the box. To compare/contrast the sound, see Pro Fun.

Listen and repeat after your teacher. Write the words with the ORANGE DOOR sound in the box. ORANGE DOOR store

52

store

shop

court

restroom

floor

across

four

brother

groceries

more

couch

house

NOT FOR DUPLCATION

B

Student Book 1 RIGHT

Answer Key: Pronunciation. ORANGE DOOR: four, more, floor, court (Other words: restroom - BLUE, shop - AUBURN, brother MUSTARD, couch - BROWN, across - AUBRURN, groceries - ROSE, house - BROWN)

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10

LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS

ANSWERS

department store? Where

is

the

It’s restroom?

next to across from

the bike shop.

between

the bike shop and the food court.

on

the 2nd floor.

Look at the department store map. Write the correct answer. FURNITURE

D

C. FOCUS: Questions and answers with Where is.

WOMEN’S CLOTHING

CAFÉ

D. Remind students what the location words mean with the objects you used to practice in B.

RESTROOMS

C

MEN’S CLOTHING

SHOES

1. Where is the furniture section? It’s _______________________________ (between/next to) appliances. next to 2. Where is men’s clothing? It’s _______________________ (between/across from) appliances and shoes. 3. Where is the café? It’s _________________________________ (across from/down the hall from) shoes. 4. Where is the restroom? It’s ____________________________ (next to/down the hall from) appliances. 5. Where are appliances? They’re ________________(between/across from) men’s clothing and furniture. 6. Where are shoes? They’re ________________________________ (between/across from) the restroom. 7. Where is women’s clothing? It’s____________________________(next to/down the hall from) the café.

E

You want to buy:

You need to go to:

1. 2. 3. 4. 5. 6.

____________________________________________________ the appliance store ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

a new refrigerator lunch a dress sneakers a man’s shirt chairs for your dining room

intercambio.org/students

E. Reference the pictures in B or map in D. EXPANSION: Ask What store do you buy your shirts in? etc.

53

Answer Key: D. 2. between 3. across from 4. down the hall from 5. between 6. across from 7. next to E. 2. cafe 3. women's clothing 4. shoes 5. men's clothing 6. furniture

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Teacher Book 1 RIGHT

NOT FOR DUPLCATION

APPLIANCES

HALLWAY


REAL LIFE / YOUR LIFE

F

Listen to Track 10 and fill in the blanks with the names of places.

1. __________________________________

F. Play the track multiple times. For extra support, write a word bank (department, food court, bathroom, bike, shoe).

3

2. __________________________________

Shoes

3. __________________________________ 4. __________________________________

1

4

2

Shoes

G. Reference the grammar chart in C to write a dialog template on the board.

Look at the map above. Ask a partner for directions: 1. 2. 3. 4. 5. 6. 7.

H

toy store restroom furniture store appliance store music store food court clothing store

EXAMPLE “Excuse me, where’s the toy store?” “It’s next to Dimble’s Appliances.” “Thank you.”

Read the coupon and answer the questions. 1. What is the coupon for?

NOT FOR DUPLCATION

G

An oil change. _____________________________

H. For extra help, together to underline the information in the coupon that students need for the questions.

2. Where’s the new location?

_____________________________ 3. It’s across from

_____________________________ 4. It’s next to _____________________________ 5. How much will you save? _____________________________ 54

Student Book 1 RIGHT

Answer Key: F. 1. Tony’s Bike Shop 2. restroom 3. Pixel’s Shoe Store 4. Dacy’s Department store G. Answers will vary H. 2. 5501 W Hecia Dr. 3. Main St Mall 4. next to People’s Bank 5. $5 intercambio.org/teachers

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10 Culture Tip Practice saying Excuse me. Ask Do you ask for directions in English? Where?

CULTURE TIP The handicap sign means that people who are in wheelchairs or have other physical disabilities can use that space. Where do you see these signs? Does your native country provide special access for people with physical disabilities?

I

How often do you go to the places on the chart? Put a check  in the correct column. Ask a partner how often they go to these places and mark with an X.

I. Write a chart on the board. Talk through your personal answers. I go to the department store once a month; I never go to the laundromat. Etc. Then, point to the top chart. Tell students to check their answers. Next, students should talk to their partners. Practice the question How often do you go to the …?

YOUR ANSWERS Place

once a week twice a week once a month

every day

never

every day

never

department store grocery store laundromat English class work YOUR PARTNER’S ANSWERS Place

once a week twice a week once a month

department store laundromat English class

J. Use Index Cards with the shopping center words written on them. Put index cards around the table or room. Students then answer questions according to where the cards were placed. EXPANSION: Have a student move the cards. Then, answer the questions again aloud.

work

J

Make your classroom into a shopping center. Answer the questions. 1. Where is the bookstore? ______________________________ 2. Where is the music store? _____________________________ 3. Where is the cell phone store? _________________________ 4. Where is the English school? ___________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask about: • where they shop • if they shop online

WORD BANK Excuse me

Conversation Move the cards one last time for the conversation activity.

Where How often Thank you

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

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Teacher Book 1 RIGHT

55

NOT FOR DUPLCATION

grocery store


HOMEWORK

K

Lesson 10 • It’s on the 2nd Floor

Look at the map of the mall. Answer the questions using the direction words.

Walk through homework. Do examples.

next to

between on

1. Marcie’s Fine Clothing is ____________________ across from Best Beats Music. 2. The restroom is ___________________ Marcie’s Fine Clothing. 3. Dimble’s Appliances is ____________________ Dacy’s Department Store and Tweedle’s Toy Shop. 4. The Food Court is ______________ the second floor.

L

Think about rooms and furniture in your home. Write sentences using next to, across from, between, and down the hall.

NOT FOR DUPLCATION

across from

Example: The bathroom is next to the living room. 1. ____________________________________________________________________________________ 2. ____________________________________________________________________________________ 3. ____________________________________________________________________________________ 4. ____________________________________________________________________________________ 56

Student Book 1 RIGHT

Answer Key: K. 2. next to 3. between 4. on the L. Answers will vary

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P


R11 HOW MUCH ARE THOSE? By the end of the lesson, students will be able to: • Talk about how much food costs • Talk about food they want and have What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Grocery store ads Warm Up: Look at the image on the homework page from lesson 10. Ask questions using the grammar from that lesson as review. Review the homework. Point to one of the images from the grocery store ads you brought. Ask How much is it?

Dad: I’m making salad tonight. Do we have lettuce? Haley: No, we don’t. Dad: [turns to grocery clerk] Excuse me, where’s the lettuce. Grocery clerk: It’s over there. Dad: Thank you. Haley, do you want cheese? Haley: No, I don’t. Dad: Do you want chicken in the salad? Haley: Yes. How much is it? Dad: $7.99. Haley: And how much are those strawberries? Dad $5.99. Do want them in the salad? Haley: No, Dad, I want them now.

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Teacher Book 1 RIGHT

NOT FOR DUPLCATION

Listening Track 11


11

Pre A

NOT FOR DUPLCATION

HOW MUCH ARE THOSE?

Listening warm-up. Track 11: Where are they? Listen to the conversation. CircleTRUE or FALSE. 1. He wants lettuce.

TRUE

FALSE

2. She wants cheese.

TRUE

FALSE

3. Chicken is $2.00.

TRUE

FALSE

4. She wants strawberries.

TRUE

FALSE intercambio.org/students

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Answer Key: A. 2. FALSE 3. FALSE 4. TRUE

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VOCABULARY WORDS & PHRASES

C

Repeat after your teacher.

beans

chicken

eggs

meat

fish

cheese

lettuce

corn

dressing

salad

cucumber

these strawberries

those strawberries

PRONUNCIATION Listen and repeat after your teacher. Write the number of syllables you hear. A

chicken 2 _______

beans _______

strawberries _______ 58

cucumber _______ dressing _______

cheese _______ salad _______

Student Book 1 RIGHT

Answer Key: Pronunciation. beans 1, cucumber 3, cheese 1, strawberries 3, dressing 2, salad 2

70

Teacher Book 1 RIGHT

B. Ask What do you like in your salads? Write additional words that come up on the board. To emphasize these and those, hold multiple objects and offer them Do you want these ___? Elicit: Yes, I do. / No, I don’t. Then, put the objects away D and ask while pointing Do you want those ___? Elicit again: Yes, I do. No, I don’t.

Pronunciation First, say the words in a slow but normal speaking voice. Second, exaggerate the syllables. You can clap it out and teach yourE students to do so as they repeat the words. Third, exaggerate the primary stress on the words. Write them on the board and underline them after giving students a chance to hear the primary stress. For more practice, put these words on the CVC chart: chicken – SILVER; beans – GREEN; cheese – GREEN; strawberries – AUBURN/OLIVE; dressing – RED; salad – BLACK

NOT FOR DUPLCATION

B


LANGUAGE TOOLS

C

Listen to your teacher and repeat. QUESTIONS Do

you we they

Does

he she

How

D

much

are

ANSWERS

want have

cheese?

these those

strawberries?

A: Yes, she do / does. 3. Q: How much is / are those cucumbers? A: They is / are $2.99. 5. Q: How much are these eggs? A: They is / are $3.99. 7. Q: How much is / are the chicken? A: It is / are $9.99. 9. Q: Do / does you want dressing? A: No, I do / don’t.

E. Write the corresponding questions together for the first three. First, ask Which questions ask about price? Which questions ask about what people have? Then ask What part of the chart is this similar to? referencing the chart. Then, pointing to the question from the chart, say How much are those beans?

E

I we they

do. don’t.

Yes, No,

he she

does. doesn’t.

They’re

$5.99.

TIP:

Circle the correct word. 1. Q: Do / Does she want lettuce?

D. Practice Q&As as dialogs.

Yes, No,

Q = question A = answer

2. Q: Do / Does we want these strawberries? A: No, we don’t / doesn’t. 4. Q: Do / Does Henry want cheese? A: Yes, he do / does. 6. Q: Do / Does you want corn? A: No, I don’t / doesn’t. 8. Q: Do / Does he want those beans? A: Yes, he do / does. 10. Q: Do / Does she have fish? A: Yes, she do / does.

Look at the answers. Write the questions.

TIP: 99 cents = $0.99

1. __________________________________________________ How much are those beans?

Those beans are $.99.

2. __________________________________________________

These eggs are $2.99.

3. __________________________________________________

No, we don’t have fish.

4. __________________________________________________

Yes, he has dressing.

5. __________________________________________________

The milk is $3.99.

6. __________________________________________________

Yes, she has corn.

7. __________________________________________________

No, I don’t have meat. intercambio.org/students

NOT FOR DUPLCATION

C. FOCUS: Questions with do/does, how much is/are, and short answers. Circle does to remind students that we use that form for her/she. Say In Spoken English “Does + he” sounds like “Duh-zee,” Have students repeat Duhzee. Ask questions about prices using the grocery store ads you brought.

11

59

Answer Key: D. 1A. does 2. Do/don’t 3. are/are 4. Does/does 5. are 6. Do/don’t 7. is/is 8. Does/does 9. Do/don’t 10. Does/does E. 2. How much are eggs? 3. Do you have fish? 4. Does he have dressing? 5. How much is milk? 6. Does she have corn? 7. Do you have meat? intercambio.org/teachers

71


REAL LIFE / YOUR LIFE Listen to Track 11 and check  the correct box. Haley’s food items: Wants    

G

lettuce cheese chicken strawberries

Doesn’t want    

Look at the grocery store ad. Do they have the items on your shopping list? How much are they?

F. EXPANSION: Ask Does Haley want strawberries in the salad? Listen to check. (Answer is no. She doesn’t want them in the salad, she wants them now.) G. First, have your students write a shopping list for a week. Help with new vocabulary if needed. Second, have them do task G and compare with a partner. EXPANSION: Bring in grocery store ads and have students use them instead.

Grocery List eggs apples fish cucumbers beans onions

Do they have?

How much?

Yes / No

$________

Yes / No

$________

Yes / No

$________

Yes / No

$________

Yes / No

$________

Yes / No

$________

CULTURE TIP When you buy food, check the container for the expiration date. Dates are written as month/day/year. Do you look for expiration dates? Does food in your native country have expiration dates? 60

Student Book 1 RIGHT

Answer Key: F. chicken, strawberries G. Answers will vary

72

Teacher Book 1 RIGHT

Culture Tip Write expiration date on the board. Say This is when food is bad. Show the food containers as an example. Say Some food has a Best buy date. Food may be safe after that date, but may not taste good. Sometimes stores sell food that is almost expired at a discount. Stores are not allowed to sell expired food.

NOT FOR DUPLCATION

F

H


11 H. Practice the dialog template before pairing students.

H

Role–Play. Fold your page in half so you do not see your partner’s image.

Part 1 Partner 1: Read your recipe card. Ask Partner 2 “Do we have…?”

Part 1 Partner 2: Look at your image. Answer “Yes, we do” or “No, we don’t.”

Danny’s Breakfast Burrito Makes 2 burritos 1 chicken 6 eggs 1 cup of cheese 1 can of beans 2 tortillas 1 head of lettuce

2 tomatoes

Part 2 Partner 2: Read your recipe card. Ask Partner 1 “Do we have…?”

NOT FOR DUPLCATION

Part 2 Partner 1: Look at your image. Answer “Yes, we do” or “No, we don’t.”

Simple Fish Curry 1 tbsp onion powder 3 tomatoes 2 tbsp curry powder 1 pound white fish 2 cups rice Curry Powder

Vegetable Oil

Onion Powder

Conversation Don't forget to encourage your students to ask you questions too.

Tarragon

CONNECT WITH CONVERSATION Get to when know you a partner. Askcontainers about: Check buy food for the expiration date. You can get sick if • how shop or eat out you eatoften food they aftercook, the expiration date. intercambio.org/students

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73


HOMEWORK

I

Look at the answers. Write the questions. Do we have eggs? 1. __________________________________________________

No, we don’t have eggs.

2. __________________________________________________

The milk is $2.99.

3. __________________________________________________

Yes, she wants those strawberries.

4. __________________________________________________

The corn is $.88.

5. __________________________________________________

No, he doesn’t want those apples.

6. __________________________________________________

Yes, we have cheese.

7. __________________________________________________

The chicken is $6.99.

Look at Miguel’s list. What does he have and what does he want? Answer the questions.

Grocery List cheese milk eggs dressing lettuce corn

J

1. Does Miguel have eggs? ___________________________________ Yes, he does. 2. Does he want cheese? _____________________________________ 3. Does he want dressing?____________________________________ 4. Does he want lettuce? _____________________________________ 5. Does he have corn? _______________________________________ 6. Does he have milk? _______________________________________

Review your English. 1. How often do you go grocery shopping?

_____________________________________________

2. How often do you cook at home?

_____________________________________________

3. Do you like to cook?

_____________________________________________

4. How often do you go out to eat?

_____________________________________________

5. What food do you like to eat?

_____________________________________________

6. What do you have in your fridge now?

_____________________________________________

62

Pre

NOT FOR DUPLCATION

H

Lesson 11 • How Much Are Those?

A

Student Book 1 RIGHT

Answer Key: H. 2. How much is milk? 3. Does she want those strawberries? 4. How much is corn? 5. Does he want those apples? 6. Do we have cheese? 7. How much is the chicken? I. 2. Yes, he wants cheese. 3. Yes, he wants dressing. 4. Yes, he wants lettuce. 5. Yes, he has corn. 6. Yes, he has milk. J. Answers will vary 74

Teacher Book 1 RIGHT


R12 I WEAR IT ALL THE TIME! By the end of the lesson, students will be able to: • Describe their clothes • Talk about where they buy clothes What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Grocery store ads (optional for review) • Clothing cataglos (optional) Warm Up: Use the grocery store ads you brought to ask questions using the grammar from lesson 11. Review the homework. Point to an article of clothing a student is wearing. Say I like your __. Where did you get it? Point to your shirt and say I got this shirt at ____.

NOT FOR DUPLCATION

Listening Track 12 Aracely: Wow, Taylor those silver shoes are cool! Taylor: Thanks! I got them yesterday. They’re new. Aracely: Where did you get them? Taylor: At Saver’s Shoe Store. I like your green jacket. Aracely: Thanks. It’s a present from my brother. I wear it all the time! Taylor: Where did he get it? Aracely: I don’t know, but I love it! It goes with my blue jeans.

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12

Pre A

NOT FOR DUPLCATION

I WEAR IT ALL THE TIME!

Listening warm-up. Track 12: What do they talk about? Listen again. Check  the words you hear. silver shoes  

green jacket 

white socks 

blue jeans 

intercambio.org/students

Answer Key: A. silver shoes, green jacket, blue jeans

76

Teacher Book 1 RIGHT

63


VOCABULARY WORDS & PHRASES Repeat after your teacher.

B. Ask students I like your ____. Where did you get it? EXPANSION: Bring in additional clothing words to practice the vocabulary.

yellow shirt

black jacket

green hat

orange dress

gold glasses

purple t-shirt

brown belt

silver shoes

red pants

pink shorts

white socks

blue jeans

new

present

PRONUNCIATION A

Listen and repeat after your teacher. Put the words with the RED PEPPER sound in the box. RED PEPPER

Pronunciation See Pro Fun for more practice.

yellow

64

yellow

jeans

blue

belt

green

dress

present

shoes

new

NOT FOR DUPLCATION

B

Student Book 1 RIGHT

Answer Key: Pronunciation. belt, present, dress (Other words: jeans - GREEN, green - GREEN, shoes - BLUE, blue - BLUE, new BLUE)

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12

LANGUAGE TOOLS QUESTIONS

D

C. FOCUS: Questions with Where did you get...? and answers in the past tense. Say In Spoken English “Where + did + you” sounds like “Where-d-ja”. And “I + got + them” sounds like “I got um”. Have students repeat Whered-ja and I got um.

Listen to your teacher and repeat. ANSWERS

I

like

your his her

black

jacket.

silver

shoes.

Where

did

you

get

it? them?

Thanks!

I he she

got

I

got

it them

it them at

yesterday.

Saver’s.

Complete the sentences with it or them. 1. (belt) Thanks! I got ___________ yesterday. it

D. Start the exercise by asking Is belt singular (1) or plural (more than 1)? Hold up your fingers – 1, more than 1. Say Use "it" for 1 and "them" for more than 1.

2. (shoes) I got _____________ at Saver’s. 3. (glasses) I like ______________. 4. (hat) Where did you get _______________? 5. (t-shirt) I got ________________ last week.

E

Write the color and clothing. Circle the ones you like. Compare with a partner.

E. Ask Who likes the green socks? etc. green socks 1.__________________________ 2.__________________________ 3.__________________________

4.__________________________ 5.__________________________ 6.__________________________

NOT FOR DUPLCATION

C

7.__________________________ 8.__________________________ 9.__________________________ intercambio.org/students

65

Answer Key: D. 2. them 3. them 4. it 5. it E. 2. white shirt 3. black shoes 4. red jacket 5. yellow pants 6. pink glasses 7. purple belt 8. blue dress 9. orange t-shirt 78

Teacher Book 1 RIGHT


REAL LIFE / YOUR LIFE

F

Listen to Track 12 and complete the conversation. Use the words in the box. Aracely: Wow, Taylor, those (1) _____________________ are cool! silver shoes

them

Taylor: Thanks! I got (2) ________________________ yesterday. They’re new.

present

Aracely: Where did you get them?

green jacket

Taylor: At Saver’s Shoe Store. I like your (3) ___________________________. Aracely: Thanks. It’s a (4) ______________________ from my brother. I wear it all the time! Taylor: Where did he (5) ________________________ it? Aracely: I don’t know, but I love it! It goes with my (6) __________________________.

G

get blue jeans silver shoes

Tim and Anna want to buy clothes for their grandson. Read their list. Look at the online catalog. Write a list of what they can buy online.

G. EXPANSION: Use pictures from paper or online catalogs for more practice.

Shoppi

ng list Red sh Blue t- irt Green shirt Jean ja pants cket Also available in:

Also available in:

Also available in:

What do they have online?

NOT FOR DUPLCATION

F. Try to complete the exercise by covering the word bank. Then use the word bank to check answers.Then, check answers by listening. Students may mix up green jacket and blue jeans. Remind them that green jacket uses "it" because it is singular, and Aracely responds It’s a…

______________________________ They have a red shirt. ______________________________ ______________________________ ______________________________

Culture Tip Say In the US some thrift stores are part of charities – Salvation Army, Goodwill, ARC. Do you shop at thrift stores? Which store do you like? What do you buy? Do you give old clothes or furniture to thrift stores?

CULTURE TIP Thrift stores sell used things. You can find good, cheap items like furniture and clothing at thrift stores. Do they have these kinds of stores in your native country? 66

Student Book 1 RIGHT

Answer Key: F. 2.them 3. green jacket 4. present 5. get 6. blue jeans G. red shirt, jean jacket

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H

I

Look at Tino’s clothes. Write the color and clothes you like. Write where he got them.

Present

Sam’s Shoe Store

Ralph’s Thrift Store

Present

Fred’s Department Store

Fred’s Department Store

I like his:

He got it /them at:

_________________________________________ red shoes

_________________________________________ Sam’s Shoe Store

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

Write about your clothes today. What are you wearing?

TIP:

Don’t know where you got it? Write – I don’t remember.

Where did you get it?

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • what they are wearing and where they bought it • where they bought clothes in their native country intercambio.org/students

Answer Key: H. Answers will vary I. Answers will vary

80

Teacher Book 1 RIGHT

67

H. First have students write complete sentences about the items they like that Tino has. Then, model for students the second part of the activity, stating what items they like and asking where Tino got them. Read the example and point to the picture: I like his red shoes. Where did he get them? He got them at a garage sale. Then have students practice together talking about what items they like and where Tino got them. NOTE: You will probably need to define "present" in this context. When we get a gift, we say I got it as a present.

Conversation Brainstorm questions together and practice the dialog template students will use. Model how this will look with a student. For example, say I like your shirt. It's very beautiful. Where did you get it?

NOT FOR DUPLCATION

12


HOMEWORK

J

Lesson 12 • I Wear It All the Time!

Read the sentences. Circle the correct word. 1. I like your red jacket. Where did you get / got it? 2. He get / got it at Frank’s Thrift Store. 3. I like / likes your silver shoes. 4. Thanks! I get / got them at Silvia’s Shoes. 5. She like / likes your green hat. 6. They like / likes your pink glasses.

Complete the conversation. Use the words in the box. Fong: Priscilla, I like (1) your ____________ dress! yellow

across

Priscilla: Thanks! (2) _____________ new.

Where’s

Fong: Where did you (3) _____________ it?

yellow

Priscilla: At Sally’s Thrift Store. I got (4) my ______________ there, too.

shoes

Fong: (5) ___________________ the thrift store? Priscilla: It’s (6) _______________ from the big department store downtown.

For a change of pace, if time permits, have students discuss their responses to Activity L before class ends.

L

get It’s

Review your English. 1. Do you like to shop?

_____________________________________________

2. How often do you shop?

_____________________________________________

3. Where do you buy clothes?

_____________________________________________

4. What’s your favorite color?

_____________________________________________

68

NOT FOR DUPLCATION

K

Student Book 1 RIGHT

Answer Key: J. 2. got 3. like 4. got 5. likes 6. like K. 2. It’s 3. get 4. shoes 5. Where’s 6. across L. Answers will vary intercambio.org/teachers

81

P


R13 I GET OFF WORK AT 4 By the end of the lesson, students will be able to: • Talk about what time they do things What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Pictures of people doing common daily activities (cooking, walking the dog, etc.) Warm Up: Point to an article of clothing a student is wearing. Say I like your ___. Where did you get it? Review homework. Say I get up at 7am. What time do you get up?

Amal: Hey George! Thanks for watching the kids today. Do you have questions? George: Yes. What time do you pick up the kids from school? Amal: I pick up the kids at 4:30. Do you get home by then? George: Yes, I get off work around 4. Amal: Great. They eat dinner around 6. The fridge is full of food. George: Okay. What do they like to eat? Amal: They like burritos and pizza. I have salad in the fridge. Try to get them to eat it! George: Ha ha, okay, Sis. What time do they go to bed? Amal: At 9:00.

82

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

Listening Track 13


13

Pre A

NOT FOR DUPLCATION

I GET OFF WORK AT 4

Listening warm-up. Track 13: Who is going to babysit? Listen again. Match the times with the activities. 1. 4:30

a. eat dinner

2. 4:00

b. pick up the kids

3. 6:00

c. go to bed

4. 9:00

d. get off work intercambio.org/students

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Answer Key: A. 2. d 3. a 4. c

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83


B

VOCABULARY WORDS & PHRASES

C

Repeat after your teacher.

B. Tell students I go to bed at __. Ask What time do you go to bed?

get up

take a shower

go to work

pick up the kids

get off work

get home

eat dinner

go to bed

D

around

at

PRONUNCIATION Listen and repeat after your teacher. Put the words ending with the z sound in the box.

A

z sound endings kids

70

kids

gets

glasses

goes

takes

shoes

groceries

eggs

does

shirts

beans

jackets

Student Book 1 RIGHT

Answer Key: Pronunciation. goes, groceries, eggs, beans, glasses, shoes, does

84

Teacher Book 1 RIGHT

Pronunciation The vocab here is from last 3 lessons. F Say Sometimes plural words end with the sss sound and sometimes the zzz sound. Say the words aloud for the students and have them first listen for the s vs. z difference. Then, say the words again and have them put the words with z-ending sounds in the box. See Pro Fun for more practice.

NOT FOR DUPLCATION

E


C. FOCUS: Questions with What time do/does...? and answers in the present tense.

LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS

What

D D. Practice the Q&As as dialogs in pairs.

do

you they

does

he she

time

ANSWERS get up? pick up the kids?

around 7:30 a.m. at 4:30 p.m.

A: He get / gets up around 7:00.

A: They go / goes to bed around 10.

A: They go / goes to work at 7:45 a.m.

F. Ask What time do you get up?

gets up picks up the kids

2. Q: What time do / does they go to bed?

5. Q: What time do / does they go to work?

F

He She

1. Q: What time do / does he get up?

A: I take / takes a shower around 8:30 a.m.

E. If the format of this exercise is too challenging, make a copy of the page and cut out the sentences for students to move around and match on their desk.

get up pick up the kids

Read the sentences. Circle the correct word.

3. Q: What time do / does you take a shower?

E

I They

4. Q: What time do / does she eat dinner? A: She eat / eats dinner at 5:30 p.m. 6. Q: What time do / does they pick up the kids? A: They pick / picks up the kids at 3.

Match the question and answer. 1. _______ b What time do you get up?

a. They pick up the kids at 3:30 p.m.

2. _______ What time does she get off work?

b. I get up at 8:00 a.m.

3. _______ What time do they pick up the kids?

c. I get home around 5.

4. _______ What time does he take a shower?

d. She gets off work around 5:30.

5. _______ What time does she eat dinner?

e. I go to bed at 9:30.

6. _______ What time do you get home?

f. She eats dinner around 7.

7. _______ What time do you go to bed?

g. He takes a shower at 7:45 a.m.

What time does he get up? Write the sentence with at or around.

1._________________________ He gets up at

2._________________________

_________________________ 6:15 a.m.

_________________________

3._________________________

4._________________________

_________________________

_________________________

intercambio.org/students

NOT FOR DUPLCATION

C

13

71

Answer Key: D. 1A. gets 2. do/go 3. do/take 4. does/eats 5. do/go 6. do/pick E. 2. d 3. a 4. g 5. f 6. c 7. e F. 2. He gets up around 7 a.m. 3. He gets up around 9 a.m. OR He gets up around 9:20 a.m. 4. He gets up at 8 a.m. intercambio.org/teachers

85


I

REAL LIFE / YOUR LIFE

G

Complete the conversation. Use the words in the box. Amal: Hey George! Thanks for watching the kids today. Do you have questions? George: Yes, (1)_________________do you pick up the kids from school? what time

pick up what time

Amal: I (2) ___________the kids at 4:30 p.m. Do you get home by then?

do

George: Yes, I get off work (3) ___________________4:00.

pick up

Amal: Great. They eat dinner around 6:00. The fridge is full of food.

at

George: Okay. What do they (4) _______________ to eat? Amal: They like burritos and pizza. I have salad in the fridge. Try to get them to eat it!

Around

George: Ha ha, okay, Sis. What time (5) ______________ they go to bed?

like

Amal: (6) _________9:00 p.m.

Read the note to the caregiver. Number the activities in order. _____be ready for bed Zara@electronicmail.msg Care plan for today

_____watch the news _____take a short walk 1

Hi Zara,

_____eat dinner

My dad is feeling good today. Could you please help him take a short walk before he watches the news? There is leftover meatloaf, mashed potatoes and green beans in the fridge. Please remember to give him his medicine at 6:00 before he eats dinner. He’ll probably be ready for bed around 8:30.

_____take medicine

H. J Read the email aloud to students. Then have them read silently. Say Underline the activities and do that with them before they start.

There is money for your bus fare in the jar on the table. Thanks! Mark reply

CULTURE TIP It’s always a good idea to arrive on time for work, school and doctor’s appointments. If you can’t make your appointment, call to cancel. Some doctors will charge you for the appointment even if you do not show up. Does this happen in your native country? 72

Student Book 1 RIGHT

Culture Tip Ask What does "on time" mean in the US? In cases like work, school and doctor's appointments it is generally recommended to arrive a few minutes early. You should be ready to work at the start of your schedule. What does "on time" mean in your native country?

Answer Key: G. 2. pick up 3. at 4. like 5. do 6. Around H. 2. watch the news 3. take medicine 4. eat dinner 5. be ready for bed

86

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

H


I I. First, have students write complete sentences about Mohammed. Check in pairs and as a whole class. Then, have students ask and answer questions orally in pairs.

Look at Mohammed’s calendar for tomorrow. Answer the questions with complete sentences. 1. What time does Mohammed buy groceries? __________________________________________ He buys groceries at 5:00 p.m. 2. What time does Mohammed go to work? __________________________________________

6:45 am

get up

7:30 am

wash the car

3. What does he do at 6:45 a.m.?

7:45 am

go to work

__________________________________________

4:30 pm

pick up kids from school

4. What does he do at 7:00 p.m.?

5:00 pm

buy groceries

6:00 pm

dinner

7:00 pm

practice English with Ahmed

5. When does he help his kids with homework?

8:00 pm

help kids with homework

__________________________________________

9:30 pm

go to bed

__________________________________________

Pick five activities from this list that you do every day. Write a sentence about what time you do these activities. 1. eat dinner

__________________________________________________________

2. drop off the kids at school

__________________________________________________________

3. go to bed

__________________________________________________________

4. make breakfast

__________________________________________________________

5. study English

__________________________________________________________

6. take a shower

__________________________________________________________

7. go to work

__________________________________________________________

8. have lunch

__________________________________________________________

9. watch TV

__________________________________________________________

10. pick up the kids

__________________________________________________________

11. buy groceries

__________________________________________________________

NOT FOR DUPLCATION

J J. First, say Circle the activities in I you do every day. Write a list on the board and circle your activities. Then, write a practice sentence from your list as an example.

13

CONNECT WITH CONVERSATION

WORD BANK

Get to know a partner. Take turns asking and answering questions about what time you do your activities. Do you do them at the same time?

I do too. I don’t.

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73

Conversation Go back to the list in Activity J. Choose something you and a student both do. Point to it and say I do too. Then, point to the word bank. Do the same thing for something you don’t have in common with a student. Do Conversation Rotation. Finally, ask students to share information about their classmates.

Answer Key: I. 2. He goes to work at 7:45 a.m. 3. He gets up at 6:45 a.m. 4. He practices English with Ahmed. 5. He helps his kids with homework at 8 p.m. J. Answers will vary intercambio.org/teachers

87


HOMEWORK

K

L

Lesson 13 • I Get Off Work at 4

Put the words in the correct order. 1. get home? / What / time / she / does

_____________________________________________ What time does she get home?

2. get up / at / 9:00. / I

_____________________________________________

3. They / the kids / around / 3:00. / pick up

_____________________________________________

4. time / do / you / What / go to bed?

_____________________________________________

5. takes a shower / She / 7:30. / at

_____________________________________________

6. eat dinner / I / 6:00 p.m. / around

_____________________________________________

Complete the sentences. 1. What time_________________he get up? does 2. I ___________________ off work at 5:00 p.m. 3. He __________________ a shower at 7:45 a.m.

5. What time _____________________ he get off work?

M

Review your English. 1. What time do you eat dinner?

_____________________________________________

2. What’s your favorite dinner?

_____________________________________________

3. Do you like to cook?

_____________________________________________

4. How often do you eat out?

_____________________________________________

5. What time do you get up in the morning?

_____________________________________________

6. How often do you work?

_____________________________________________

74

Pre A

NOT FOR DUPLCATION

4. George and Amal _____________________ up the kids at 4:00.

Student Book 1 RIGHT

Answer Key: K. 2. I get up at 9:00. 3. They pick up the kids around 3. 4. What time do you go to bed? 5. She takes a shower at 7:30. 6. I eat dinner around 6:00 p.m. L. 2. get 3. takes 4. pick 5. does M. Answers will vary 88

Teacher Book 1 RIGHT


R14 AFTER I GET A MANICURE By the end of the lesson, students will be able to: • Talk about what they are going to do in the future • Talk about their plans after English class What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: The same grammar focus in this level appears in 1L lesson 14 with a slightly different context to give students plenty of opportunity to practice. Warm Up: Ask What time do you go to bed? Review the homework. Say I’m going to cook dinner tonight. What are you going to do?

NOT FOR DUPLCATION

Listening Track 14 Wife: What are you going to do tonight? Husband: I’m going to hang out with Joe and watch sports. Wife: I’m going to pay the bills. Husband: Okay, great. Wife: What are you going to do tomorrow? Husband: I’m going to take a nap. Wife: Are you going to mow the lawn? Husband: Yes. I’m going to take a nap after I mow the lawn. What are you going to do tomorrow? Wife: I’m going to go shopping after I get a manicure. Husband: That sounds good. I’m going to make dinner for us. Wife: That sounds great.

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89


14

Pre A

NOT FOR DUPLCATION

AFTER I GET A MANICURE

Listening warm-up. Track 14: Who’s talking? Listen again. Complete the sentences. Use the words in the box. 1. What are you going to do ____________________? tonight

tonight

2. I’m going to ___________________with Joe.

shopping

3. I’m going to take a nap __________________ I mow the lawn.

hang out

4. I’m going to go ____________________ after I get a manicure.

after

intercambio.org/students

Answer Key: A. 2. hang out 3. after 4. shopping

90

Teacher Book 1 RIGHT

75


VOCABULARY WORDS & PHRASES Repeat after your teacher.

B. Say I’m going to work out tomorrow. Ask What are you going to do tomorrow? If the student wants to use a vocabulary word that is not on the list, write it on the board.

pay the bills

mow the lawn

take a nap

get a manicure

go shopping

read a book

work out

hang out with friends

PRONUNCIATION Listen and repeat after your teacher. Write the words with the PURPLE SHIRT sound in the box. A

PURPLE SHIRT worker

76

worker

week

right

restaurant

birthday

first

read

weekend

nurse

NOT FOR DUPLCATION

B

Student Book 1 RIGHT

Pronunciation Some of these PURPLE sounds are review words from past lessons. Have the students underline the PURPLE sound as they put the words in the box. They also practice this sound in 1L as /r/ controlled vowels can be hard for multiple groups of language learners. See Pro Fun for more practice.

Answer Key: Pronunciation. PURPLE SHIRT: first, nurse (Other sounds: restaurant - RED, week -GREEN, weekend - GREEN, right WHITE)

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14

LANGUAGE TOOLS QUESTIONS are What is

D

you they we

going to

ANSWERS

do

he she

tonight? later?

I’m We’re They’re

going to

He’s She’s

practice English. take a nap.

Complete the answers. 1. Q: What are you and Mary going to do later? A: ________________________ get a manicure. We’re going to 3. Q: What is she going to do after Level 1 English? A: _____________________ take Level 2 English. 5. Q: What are you going to do tonight? A: ________________________ watch sports.

E

C. FOCUS: Q&As with be going to. Circle tonight and tomorrow to make sure students understand we are talking about the future. Point to the columns that say going to. Say I, you, they, he she all use “going to”.

Listen to your teacher and repeat.

2. Q: What are they going to do on Saturday? A: _______________________visit their parents. 4. Q: What is John going to do this afternoon? A: _________________________ mow the lawn. 6. Q: What are you going to do this weekend? A: ____________________ hang out with friends.

Put the words in the correct order. 1. practice / English / after / He’s / going to / work. He’s ___________________________________________ going to practice English after work. 2. are / you / What / going to / do / tonight?

___________________________________________

3. We’re / pay the bills / tonight. / going to

___________________________________________

4. going to / She’s / mow the lawn / tomorrow.

___________________________________________

5. read / books / this afternoon. / They’re / going to ___________________________________________ 6. is / What / going to / Monday? / Monica / do

F

D. Practice the Q&As as dialogs in pairs.

___________________________________________

Read the answers. Write the questions. What is he going to do after lunch? 1. _______________________________________________He’s going to mow the lawn after lunch.

E. EXPANSION: Do this sentence scramble with index cards.

NOT FOR DUPLCATION

C

2. _______________________________________________I’m going to take a nap after class. 3. _______________________________________________She’s going to go shopping tonight. 4. _______________________________________________They’re going to get manicures today. 5. _______________________________________________I’m going to pay the bills tomorrow. 6. _______________________________________________We’re going to visit my mother this weekend. intercambio.org/students

77

Answer Key: D. 2. They’re going to 3. She’s going to 4. He’s going to 5. I’m going to 6. I’m going to E. 2. What are you going to do tonight? 3. We’re going to pay the bills tonight. 4. She’s going to mow the lawn tomorrow. 5. They’re going to read books this afternoon. 6. What’s Monica going to do Monday? F. 2. What are you going to do after class? 3. What is she going to do tonight? 4. What are they going to do today? 5. What are you going to do tomorrow? 6. What are you going to do this weekend? 92

Teacher Book 1 RIGHT


REAL LIFE / YOUR LIFE

H. Discuss the meaning of RSVP and cultural significance in the US. In the US, when an invitation says RSVP, it means you need to answer if you are going, or if you are not going.

G

Listen to Track 14 and complete the lists. HUSBAND IS GOING TO

WIFE IS GOING TO

1._________________________________________ Hang out with Joe and watch sports. 1._______________________________________ 2._________________________________________ 2._______________________________________ 3._________________________________________ 3._______________________________________ 4._________________________________________ 4._______________________________________

H

Look at the to-do list. Answer the questions. 1. What is Wanda going to do on Saturday morning? ____________________________________________ 2. What are they going to do on Saturday night? ____________________________________________ 3. What is Wanda going to do on Sunday morning? ____________________________________________ 4. What are they going to do together on Sunday? ____________________________________________ 5. What is Johnny going to do on Sunday afternoon? ____________________________________________

to–do list Saturday morning ~mow the lawn - Johnny ~shop for groceries - Wanda

Saturday night ~Kathy’s birthday - Johnny and Wanda Sunday morning ~manicure 10 a.m. - Wanda ~pay bills - Johnny and Wanda Sunday afternoon ~watch the game at Richard’s house - Johnny

CULTURE TIP

Culture Tip Ask What time do you arrive to social events in your native country?

NOT FOR DUPLCATION

G. Point to the left side of the chart, say This is what the husband is going to do. Listen to the first part of the track--just past “hang out with Joe"--and show students that’s what is written in the box. Then, point to the right side and say This is what the wife is going to do. Continue with the track.

For some parties, it’s okay to arrive after it starts. If it’s a sit-down dinner, it’s better to arrive on time. If you want to bring a friend, make sure to check with the host first. When do people arrive for parties in your native country? Can you bring friends? 78

Student Book 1 RIGHT

Answer Key: G. Husband: pay the bills , take a nap, mow the lawn Wife: get a manicure, go shopping H. 1. Wanda is going to shop for groceries. 2. They're going to Kathy's birthday. 3. She's going to get a manicure. 4. They're going to pay bills. 5. He's going to watch the game at Richard's house. intercambio.org/teachers

93


I

14 One partner is David, the other is Lilly. Each partner completes the chart below with the correct answers. Compare charts.

I. Students should work alone first, then compare answers with a partner.

David: Hey, what are you going to do on Friday? Lilly: I have an event for work. Why, what’s up? David: I am going to get some school friends together to hang out for my birthday. Lilly: Darn, can we do it on Saturday? David: I can’t do Saturday. I’m going to celebrate with my wife. Lilly: How about Sunday after the game? David: I’ll let you know. Lilly: Okay, just text me if that works. And let me know what I can bring.

WHO HAS A WORK EVENT?

WHO HAS A BIRTHDAY PARTY?

WHO WANTS TO HANG OUT?

WHO IS FREE SUNDAY?

WHO WILL TEXT?

WHO WILL BRING SOMETHING?

David

J

Write a list of the things you are going to do this week and/or this weekend. Use going to in your responses. 1. I am going to _________________________________________________________________________ 2. _____________________________________________________________________________________ 3. _____________________________________________________________________________________ 4. _____________________________________________________________________________________ 5. _____________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Compare what you are both doing this week and weekend. intercambio.org/students

79

Answer Key: I. Work event: L Birthday: D Hang out: D Free Sunday: L Text: D Bring something: L J. Answers will vary

94

Teacher Book 1 RIGHT

J. If students need additional vocabulary to be able to write about what they’re going to do, elicit the information and write it on the board. Briefly practice the pronunciation of the word/phrase, but don’t spend much time on it.

Conversation Don't forget to encourage your students to ask you questions too.

NOT FOR DUPLCATION

Lilly


HOMEWORK

K

Lesson 14 • After I Get a Manicure

Look at Melissa’s calendar for this week. Answer the questions. MELISSA’S CALENDAR: THIS WEEK

Walk through homework. Do examples.

SUNDAY 18 make dinner for friends

MONDAY 19 work

TUESDAY 20 work

WEDNESDAY 21 work

study for the final test for work out test English class

THURSDAY

FRIDAY

22 work

23 work

last class

work out

SATURDAY 24 clean house

graduation party 1. What is Melissa going to do on Monday? She’s __________________________________________________ going to work and study for the final test. 2. What is she going to do on Sunday? ______________________________________________________ 3. What is she going to do after work on Friday? ______________________________________________ 4. What is she going to do on Saturday? ____________________________________________________ 5. What is Melissa going to do after her last class?_____________________________________________

L

M

NOT FOR DUPLCATION

6. When is Melissa going to work out? ______________________________________________________

Write sentences about what you are going to do this week. 1. On Sunday, I’m going to

___________________________________________________________

2. On Monday,

___________________________________________________________

3. On Tuesday,

___________________________________________________________

4. On Wednesday,

___________________________________________________________

5. On Thursday,

___________________________________________________________

6. On Friday,

___________________________________________________________

Review your English. 1. Where did you go last weekend?

______________________________________________________

2. How’s the weather today?

______________________________________________________

3. What is your best friend like?

______________________________________________________

4. How often do you eat out?

______________________________________________________

5. How old is your mother or father?

______________________________________________________

80

P

Student Book 1 RIGHT

Answer Key: K. 2. She’s going to make dinner for friends. 3. ...work out. 4. ...clean house 5. ...have a graduation party. 6. ...on Wednesday and Friday L. Answers will vary M. Answers will vary intercambio.org/teachers

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R15 CAN YOU PLAY GUITAR? By the end of the lesson, students will be able to: • Talk about things they can do • Talk about things they can’t do • Talk about things they can’t do but want to learn how to do What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: The same grammar focus in this level appears in 1L lesson 15 with a slightly different context to give students plenty of opportunity for practice.

Warm Up: Ask students What are you going to do tonight? What are you going to do later? Review the homework. Say I can play the guitar. Can you play the guitar? Listening Track 15 Listening #1 Jessie: Hi Daniel! What did you do last night? Daniel: I practiced with my band. Jessie: Really? Can you play guitar? Daniel: Yes. I play guitar. Listening #2 Wen: Luis! We are going to go to the beach. Come with us! Luis: Ah, no thanks. I don’t like water. Wen: Can you swim? Luis: No, I can’t swim. Listening #3 Amber: Raju, do you want to go to the mountains tomorrow? Raju: Sorry, I can’t. Where are you going to go? Amber: I’m going to go to Copper Mountain. Raju: Oh, can you ski? Amber: No, I can’t ski, but I can snowboard.

96

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

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 on Student Book p.91 as homework in addition to the regularly assigned homework at the end of lesson 15.


15

NOT FOR DUPLCATION

CAN YOU PLAY GUITAR?

A. Here students are being asked to identify pictures of words they don't know. Preteach these words by pointing to the image with the word and saying it aloud. EXPANSION: Which picture do the people not talk about?

Pre A

Listening warm-up. Track 15: Are they talking about things they always do or things they can do? Listen again. Write the number of the conversation you hear.

intercambio.org/students

81

Answer Key: A. Main image #1, Volleyball image #2, Snow image #3

intercambio.org/teachers

97


VOCABULARY WORDS & PHRASES

B

C

Repeat after your teacher.

play guitar

ride a bike

ride a horse

fish

swim

ski

snowboard

play tennis

B. Ask Can you play guitar? Elicit the correct response Yes/no I can/can’t. Practice with a few of the vocabulary words, but not all. You’ll do more in Activity C.

sing

sew

fix a car

E PRONUNCIATION A

Listen and repeat after your teacher. Circle the words with the SILVER PIN sound. Underline the words with the GREEN TEA sound. fish

82

six

Student Book 1 RIGHT

Answer Key: Circle: six, sing, swim, fix, is Underline: read

98

Teacher Book 1 RIGHT

sing

swim

fix

is

ski

read

Pronunciation For more practice with the SILVER PIN and GREEN TEA sounds, see Pro Fun.

NOT FOR DUPLCATION

D


15

LANGUAGE TOOLS C. FOCUS: Q&As with can. Practice the chart several times using the vocabulary from Activity B by asking students the questions and having students ask the questions. Can you ride a bike? etc.

Listen to your teacher and repeat. QUESTIONS

LONG ANSWERS

play guitar?

Can

you we they he she Tony

Yes,

No,

swim?

D. Practice the Q&As as dialogs in pairs.

E E. Have students ask each other (or you) the questions after unscrambling the sentences.

can

play guitar.

can’t

swim.

SHORT ANSWERS Yes,

No,

D

I we they he she Tony I we they he she Tony

can.

can’t.

Match the question and answer. 1. Can she swim?

a. Yes, I can play piano.

2. Can they ski?

b. No, she can’t sew.

3. Can you play piano?

c. Yes, we can bake cookies.

4. Can we bake cookies?

d. Yes, they can ski.

5. Can Thomas play piano?

e. No, I can’t fish.

6. Can she sew?

f. Yes, he can play piano.

7. Can you fish?

g. Yes, she can swim.

Put the words in the correct order. Ask your partner. 1. you / ride horses? / Can

___________________________________________________ Can you ride horses?

2. sew? / you / Can

___________________________________________________

3. you / sing? / Can

___________________________________________________

4. Can / fix / you / a car?

___________________________________________________

5. a bike? / ride / you / Can

___________________________________________________

6. Can / snowboard? / he

___________________________________________________ intercambio.org/students

NOT FOR DUPLCATION

C

83

Answer Key: D. 2. d 3. a 4. c 5. f 6. b 7. e E. 2. Can you sew? 3. Can you sing? 4. Can you fix a car? 5. Can you ride a bike? 6. Can he snowboard?

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99


REAL LIFE / YOUR LIFE

G

Listen to Track 15. Check  the things people can do. Circle the things people can’t do. Daniel

Luis

Amber

 play piano

 go fishing

 ski

  play guitar

 swim

 snowboard

Read Rebecca’s New Year’s Resolutions. Answer the questions. RESOLUTIONS • Learn to play guitar • Quit smoking • Ride my bike to work twice a week • Plan a vacation with Kevin to go fishing • Drink more water • Go to bed early • Sing in a choir • Ask my uncle to fix my car

H

Yes, she can. 1. Can she ride a bike?__________________________

F. EXPANSION: Listen twice. First say Check the things people can do. Then, listen again. Say Circle the things people can’t do.

2. Can she play guitar? __________________________ 3. Can she fish? ________________________________ 4. Can she sing? _________________________________ 5. Can she fix her car? _____________________________

Look at the activities. Check  the ones you can do. Write complete sentences about what you can and can’t do. Example:  snowboard  ski  1.  play guitar

___________________________________________________ I can’t snowboard.

NOT FOR DUPLCATION

F

I

___________________________________________________ I can ski. ___________________________________________________

2.  swim

___________________________________________________

3.  sew

___________________________________________________

4.  fish

___________________________________________________

5.  fix cars

___________________________________________________

6.  sing

___________________________________________________

7.  cook

___________________________________________________

8.  ride horses

___________________________________________________

9.  read a book in English

___________________________________________________

CULTURE TIP You need a license to fish and hunt in the US. Contact your Parks and Wildlife office for more information. You can get a fine for fishing without a license. In your native country, do you need a license to fish? 84

Student Book 1 RIGHT

Answer Key: F. Checked: Amber/snowboard; Circled: Luis/swim, Amber/ski G. 2. No, she can’t 3. Yes, she can 4. Yes, she can 5. No, she can’t H. Answers will vary 100

Teacher Book 1 RIGHT

Culture Tip Ask Do you hunt or fish in your native country? Do you hunt or fish in the US? Do you have a license?


I I. Do several as an example for students. Say Can I play guitar? Then, say the answer that applies to you and write it on the board.

15 Look at the posters. Check  the things you can do. Circle the ones that you can’t do but want to learn how to do.

Music Lessons Learn to play music with one of our grea t teachers. We have lessons on: • piano • guitar • drums • voice (singing) Call today to start! (303) 555-2310

LESSONS e and learn LANGUAGE ew languag n a k ea sp tutors that Learn to ure. We have lt cu ew n a about teach: • English • Spanish • Arabic • Nepalese • Farsi • Mandarin e • Vietnames 55-6790 start! (805) 5 to ay d to l Cal

NOT FOR DUPLCATION

Healthy Sports! Get healthy with one of our sport instructors. We offer a variety of classes and all levels are welcome. Classes provided: • Skiing/snowboarding • Swim lessons • Weightlifting • Running/hiking • Soccer • Tennis Join today! Call (706) 555-9741

CONVERSATION Get to know a partner. Talk about: • things you can do • things you can’t do and things you want to learn how to do

WORD BANK Really? Me too!

intercambio.org/students

85

Conversation If students need additional vocabulary to be able to write about what want to learn to do, elicit the information and write it on the board. Briefly practice the pronunciation of the word/phrase, but don’t spend much time on it. Demo a dialogue with a student using Really? / Me too!

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101


HOMEWORK

K

L

Answer the questions with short answers. 1. Can Lisa play guitar?

Yes, __________________________________________ she can.

2. Can Marisa bake cookies?

No, __________________________________________

3. Can they ride horses?

No, __________________________________________

4. Can he fix his car?

Yes, __________________________________________

5. Can you speak English?

Yes, _________________________________________

Write three things you can do and three things you can’t do. I can:

I can’t:

1. ________________________________________

1. ________________________________________

2. ________________________________________

2. ________________________________________

3. ________________________________________

3. ________________________________________

Review your English. 1. Can you snowboard? ______________________________________________________ 2. What are you going to do next weekend? _____________________________________ 3. What’s your favorite sport? _________________________________________________ 4. What food can you make? ____________________________________________________ 5. How often do you hang out with friends? _________________________________________ 6. What’s the weather next weekend? __________________________________________________

86

Student Book 1 RIGHT

Answer Key: J. 2. No, she can’t 3. No, they can’t 4. Yes, he can 5. Yes, I can K. Answers will vary L. Answers will vary 102

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

J

Lesson 15 • Can You Play Guitar?


L16 REVIEW & PROGRESS CHECK Timing Note: • The Review and Practice 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. Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole Progress Check 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 during the Progress Check and that this is a time to see what they have learned. 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 class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson.

NOT FOR DUPLCATION

Listening: Track 16 Ty: Hey Milla! Ready to go shopping? Milla: Hi Ty! Yes, I’m ready. I like your shoes! Where did you get them? Ty: Thanks! I got them here in the mall at Saver’s. Milla: Cool. Let’s go there next. Ty: Great. It’s on the 2nd floor next to Benny’s. Milla: Mmmmm. Something smells delicious. Is that the food court? Ty: Yes, they have good food here. Want to get something? Milla: How much are those burritos? Ty: $3.00. Milla: Let’s get one before we start shopping. Ty: Okay!

F: 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 each student's Progress Check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING 25 Total pts 1st page 25 Total pts 2nd page 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 for each page (e.g., 23 / 25 points) Multiply number of correct answers by 2 for final score out of 100 intercambio.org/teachers

103


16

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t.

Pair students to share their responses.

I can…  introduce myself (lesson 1)  give my address and phone number (lesson 1)  talk about my week (lesson 2)  tell my teacher when I can’t come to class (lesson 2)  talk about the weather (lesson 3)  talk about my body and what hurts (lesson 4)  talk about where I live (lesson 5)  talk about what I like to do (lesson 6)  talk about family members and where they go to school (lesson 7)  ask where the bathroom is (lesson 10)  ask someone for directions (lesson 10)  ask how much something is (lesson 11)  talk about where I like to shop (lesson 12)  talk about clothing I like (lesson 12)  share my schedule and things I do often (lesson 13)  talk about things in the future (lesson 14)  compare things I can do and can’t do (lesson 15)  talk about things I want to learn how to do (lesson 15)

Answer the questions. 1. What is one thing you can do now? ______________________________________________________ _____________________________________________________________________________________ 2. Write two questions you know how to ask. a. _________________________________________________________________________________ b. _________________________________________________________________________________

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Teacher Book 1 RIGHT

87

NOT FOR DUPLCATION

 talk about things I want/have (lesson 11)


REVIEW & PRACTICE

A

Choose a person below. Have a partner guess who you are. Guess who your partner is. Practice three times.

A. Model this activity with a student using the example.

Tim

Janice

Carlos

Susan

Tano

Bill

Example: Partner 1: What are you like? Partner 2: I’m short and thin. Partner 1: Are you a man or a woman? Partner 2: A woman.

James

Marie

Partner 1: Are you wearing a gray sweater? Partner 2: Yes. Partner 1: Are you Tano? Partner 2: Yes.

1. Where did you get your shirt?

Where did you get _______? it

2. He likes Marco’s shoes.

He likes ____________. q

They got __________ yesterday.

4. She likes your dress.

She likes ___________.

5. I like your jeans.

I like __________.

Pick five things from the list you do every week. Around what time do you do them? How often do you do them? Pick five things

C. Elicit a few responses as a group. Then, ask students to share their responses with a neighbor.

Oscar

Look at the sentences. Change the underlined word to it or them.

3. They got their hats yesterday.

C

Carla

What time? How often?

NOT FOR DUPLCATION

B

Steve

 eat dinner

once a week

twice a week three times a week

every day

 go to work

once a week

twice a week three times a week

every day

 read books

once a week

twice a week three times a week

every day

 mow the lawn

once a week

twice a week three times a week

every day

 watch TV

once a week

twice a week three times a week

every day

 eat out

once a week

twice a week three times a week

every day

 pay the bills

once a week

twice a week three times a week

every day

 go shopping

once a week

twice a week three times a week

every day

 hang out with friends

once a week

twice a week three times a week

every day

 work out

once a week

twice a week three times a week

every day

 practice English

once a week

twice a week three times a week

every day

 clean house

once a week

twice a week three times a week

every day

88

Student Book 1 RIGHT

Answer Key: A. Answers will vary B. 2. them 3. them 4. it 5. them C. Answers will vary intercambio.org/teachers

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16

E

Answer the questions. Practice with a partner. 1. What’s your name?

_______________________________________

2. Who’s your teacher?

_______________________________________

3. What’s your phone number?

_______________________________________

4. When is your class?

_______________________________________

5. What did you do last night?

_______________________________________

6. What did you do yesterday?

_______________________________________

7. How often do you go to English class?

_______________________________________

Circle the things you can do. Put an X over the things you can’t. Write sentences about what you can’t do.

1. ____________________________________________________________________________________ 2. ____________________________________________________________________________________ 3. ____________________________________________________________________________________ 4. ____________________________________________________________________________________ 5. ____________________________________________________________________________________ 6. ____________________________________________________________________________________

F

Ask your partner what they can and can’t do in Activity E. Partner 1: Can you ride a bike? Partner 2: Yes, I can. intercambio.org/students

Answer Key: D. Answers will vary E. Answers will vary F. Answers will vary 106

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89

NOT FOR DUPLCATION

D


Review Game. Play with a partner or in a small group. Take turns choosing a category and answering the question. Write your points down for correct answers. Schedule

Hobbies

Clothing

Home

Family

Weather

100 How often do you go to English class?

100 How often do you hang out with friends?

100 What are you wearing today?

100 How often do you pay the bills?

100 Do you have children?

100 How’s the weather today?

200 What time do you get up?

200 Can you play guitar?

200 What is your teacher wearing today?

200 Do you live in a house or apartment?

200 What are you like?

200 Do you like the weather here?

300 What time do you eat dinner?

300 Can you ride a bike?

300 What is your favorite piece of clothing?

300 How many bedrooms are in your home?

300 What does your teacher look like?

300 What’s your favorite season?

400 What did you do yesterday?

400 Tell me two things you can do and two things you can’t do.

400 Where do you buy clothes?

400 Describe your home.

400 Describe what someone in your family is like and looks like.

400 Ask your teacher if they like the weather and what their favorite season is.

500 Tell me about places you go every week. How often do you go?

500 Ask your teacher what they can and can’t do.

500 Ask your teacher where they got something they are wearing.

500 Ask your teacher about their home.

500 Ask about your teacher’s family.

500 Compare the weather here with the weather in your native country.

My points: _________ Notes:

90

NOT FOR DUPLCATION

G

Student Book 1 RIGHT

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 your own points if you want. If a student gets a question wrong, look back together and review the item.

Answer Key: G. Answers will vary

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16

PROGRESS CHECK Total: 50 x 2 = 100

A

My score________/ 100

Listen to Track 16. Circle the correct answer. (2 points each) Ty: Hey Milla! Ready to go shopping? Milla: Hi Ty! Yes, I’m ready. I like your (1) shoes / jacket! Where did you get them?

A. Say I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing. Answer Key: 1. shoes 2. first 3. 2nd floor 4. food court 5. burritos 6. $3.00

Ty: Thanks! I got them here in the mall at Saver’s. Milla: Cool. Let’s go there (2) first / next. Ty: Great. It’s on the (3) 1st floor / 2nd floor next to Benny’s. Milla: Mmmmm. Something smells delicious. Is that the (4) food court / restaurant? Ty: Yes, they have good food here. Want to get something? Milla: How much are those (5) burritos / pizzas?

Milla: Let’s get one before we start shopping. Ty: Okay!

B

C

B. Say Now you will work alone. Answer Key: 1. it 2. them 3. them 4. it 5. it 6. them

Complete the sentences with it or them. (1 point each) 1. Where did you get ____? it (shirt)

2. I like ___________ (shoes).

3. He got ________ yesterday. (glasses)

4. She got ___________ at Delia’s. (belt)

5. They like _____________. (dress)

6. Thanks! I got _______ Tuesday. (jeans)

C. Answer Key: 1. He can’t swim. 2. He can fix a car. 3. They can sing. 4. She can’t sew.

Look at the pictures. Write what the people can or can’t do. Use he, she or they. (2 points each)

1.__________________

2.__________________

________/ 25

3.__________________

NOT FOR DUPLCATION

Ty: (6) $2.00 / $3.00.

4.__________________

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Review Your Answers: Lesson 1: E.1-2,5,7 Lesson 2: E.4 Lesson 3: D.4-5,8 Lesson 4: F.1 Lesson 5: F.3 Lesson 6: F.6. Lesson 7: F.5 Lesson 10: A.2-4 Lesson 11: A.5, E.3 Lesson 12: A.1, B.1-6 Lesson 13: D.6-7, F.2 Lesson 14: D.1-5,8 Lesson 15: C.1-4, E.6

108

Teacher Book 1 RIGHT


D

Look at Brian’s schedule. Circle the correct answer. (1 point each) BRIAN’S SCHEDULE SUNDAY

E. Some of these may be written with or without contractions and still be correct. Answer Key: 1. What is his first name? 2. Who is his teacher? 3. How much is his class? 4. How old is his daughter/is she? 5. What’s his (phone) number? 6. Can he ride a bike? 7. When is his (English) class? F. Say Activity F is about speaking English. I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below. NOTE: For the last two questions, reference the images inline with the directions in the student book.

E

TUESDAY

mow the lawn

work at 7 a.m.

work at 7 a.m.

hang out with friends around 3 p.m.

pay bills

buy groceries

work at 7 a.m.

THURSDAY work at 7 a.m.

FRIDAY

SATURDAY

TODAY

work at 7 a.m.

work at 7 a.m.

hang out with friends around 8 p.m.

1. What is Brian going to do on Tuesday?

a. work

b. pay the bills

2. What is he going to do on Sunday?

a. work

b. mow the lawn

3. What day is he going to pay bills?

a. Sunday

b. Monday

4. How often does he hang out with friends?

a. once

b. twice

5. How often does he buy groceries?

a. once

b. twice

6. What time does he go to work?

a. 7 a.m.

b. 8 a.m.

7. What time on Sunday does he hang out with friends?

a. 2 p.m.

b. 3 p.m.

8. What is he going to do today?

a. hang out with friends

b. buy groceries

Look at Ming’s student profile. Write the questions. (1 point each) Student Profile First Name: Ming Last Name: Yu Phone number: (541) 555-2376 Level: 1, Tue/Thurs Teacher: Janice Ford Class Fee: $25 Family: Mary Yu, wife Donna Yu, daughter, age 8 Likes: playing guitar, riding bikes, reading

F

WEDNESDAY

1. ________________________________________________It’s Ming. 2. ________________________________________Her name is Janice. 3. _______________________________________________It’s $25.00.

NOT FOR DUPLCATION

D. Answer Key: 1. work 2. mow the lawn 3. Monday 4. 2x 5. 1x 6. 7 a.m. 7. 3 p.m. 8. hang out with friends

MONDAY

4. ________________________ ________________________She’s 8. 5. ________________________________________It’s (541) 555-2376. 6. _____________________________________Yes, he can ride a bike. 7. _________________________His class is on Tuesday and Thursday.

STOP. Wait for your teacher.

What/name Score

92

1. 0

1

2

Teacher Notes Lesson 4:

2. 0

1

2

Lesson 13:

3. 0

1

2

Lesson 5:

4. 0

1

2

Lesson 6:

5. 0

1

2

Lesson 7:

Student Book 1 RIGHT

did/last night?

how many/beds?

________/ 25

1. How’s the weather? 2. What time do you get up? 3. What are you like? Before question 4 say, Now I will show you a picture. You ask me the question. Okay? Let’s practice first. This is just an example. Reference the images inline with Activity F instructions in the student book. Point to the first image and say What’s your name? 4. After the example, point to the second image (nighttime) to elicit a question without giving prompts. 5. Point to the third image (bed) to elicit a question without giving prompts. intercambio.org/teachers

109


QUICK REFERENCE GUIDE US Time Zones Time Zone

Time

Eastern Time (EST/EDT)

3:00 p.m.

Central Time (CST/CDT)

2:00 p.m.

Mountain Time (MST/MDT)

1:00 p.m.

Pacific Time (PST/PDT)

12:00 p.m.

Alaska Time (AKST/AKDT)

11:00 a.m.

Hawaii-Aleutian Time (HST/HDT)

9:00 a.m.

Daylight Savings Time (DT) happens every year in the spring, except in Arizona. Time moves ahead one hour. Example: 9:00 a.m.10:00 a.m. Standard Time (ST) is typically in late fall to early spring, except in Arizona. Every November, time moves back one hour. Example: 9:00 a.m.8:00 a.m.

Present

Past

Future

I

am

I’m

get*

got

going to get

you

are

you’re

go*

went

going to go

he

is

he’s

take*

took

going to take

she

is

she’s

do*

did

going to do

they

are

they’re

have*

had

going to have

we

are

we’re

play

played

going to play

live

lived

going to live

like

liked

going to like

want

wanted

going to want

watch

watched

going to watch

visit

visited

going to visit

NOT FOR DUPLCATION

Pronouns with present tense to be

Verbs

*irregular

110

A

B

C

D

E

F

G

a

b

c

d

e

f

g

H

I

J

K

L

M

N

h

i

j

k

l

m

n

O

P

Q

R

S

T

U

o

p

q

r

s

t

u

V

W

X

Y

Z

v

w

x

y

z

11

12

13

14

15

16

17

18

19

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

20

30

40

50

60

70

80

90

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

Teacher Book 1 RIGHT


VOCABULARY WITH STRESS AND COLOR VOWEL SOUNDS Color Vowel® Chart

Lesson 1: When’s Your Class?

Lesson 3: We Never Eat Out

physical

SILVER PIN

short

AUBURN DOG/ ORANGE DOOR

shy

WHITE TIE

smart

OLIVE SOCK + R

AUBURN DOG/ OLIVE SOCK

tall

AUBURN DOG / OLIVE SOCK

BROWN COW

thin

SILVER PIN

every

RED PEPPER

young

CUP OF MUSTARD

GREEN TEA

day

GRAY DAY

last name

BLACK CAT

go to class

BLACK CAT

anything

RED PEPPER

nineteen

GREEN TEA

how often

bake

GRAY DAY

ninety

WHITE TIE

AUBURN DOG / OLIVE SOCK

cookies

WOODEN HOOK

one hundred

CUP OF MUSTARD

never

RED PEPPER

family

BLACK CAT

phone number

ROSE BOAT

once

CUP OF MUSTARD

last night

WHITE TIE

seventeen

GREEN TEA

twice

WHITE TIE

listen

SILVER PIN

seventy

RED PEPPER

watch

music

BLUE MOON

sixteen

GREEN TEA

AUBURN DOG / OLIVE SOCK

BLACK CAT

SILVER PIN

ORANGE DOOR

piano

sixty

sports

practice

BLACK CAT

teacher

GREEN TEA

thirteen

GREEN TEA

thirty

PURPLE SHIRT

twelve

RED PEPPER

twenty

RED PEPPER/ SILVER PIN

what

CUP OF MUSTARD

when

RED PEPPER/ SILVER PIN

where

GRAY DAY + R

who

BLUE MOON

eighteen

GREEN TEA

groceries

ROSE BOAT

eighty

GRAY DAY

buy

WHITE TIE

eleven

RED PEPPER

clean

GREEN TEA

English class

GREEN TEA

house

BROWN COW

fifteen

GREEN TEA

fifty

SILVER PIN

do laundry

first name

PURPLE SHIRT

eat out

forty

ORANGE DOOR

fourteen

Lesson 2: This Is My Family aunt

BLACK CAT / OLIVE SOCK

sister-in-law

SILVER PIN

uncle

CUP OF MUSTARD

brother

CUP OF MUSTARD

husband

CUP OF MUSTARD

father

OLIVE SOCK

wife

WHITE TIE

mother

CUP OF MUSTARD

son

CUP OF MUSTARD

daughter

AUBURN DOG / OLIVE SOCK

Lesson 4: It’s Hot and Humid

Lesson 6: I Baked Cookies

cold

ROSE BOAT

talk

AUBURN DOG / OLIVE SOCK

cool

BLUE MOON

phone

ROSE BOAT

dry

WHITE TIE

visit

SILVER PIN

fall

AUBURN DOG / OLIVE SOCK

walk

AUBURN DOG / OLIVE SOCK

favorite

GRAY DAY

here

GREEN TEA + R

dogs

AUBURN DOG / OLIVE SOCK

hot

AUBURN DOG / OLIVE SOCK

wash

AUBURN DOG / OLIVE SOCK

humid

BLUE MOON

car

season

GREEN TEA

AUBURN DOG / OLIVE SOCK + R

GREEN TEA / SILVER PIN

weekend

GREEN TEA

spring

yesterday

RED PEPPER

summer

CUP OF MUSTARD

Lesson 7: Is There a Fridge?

there

GRAY DAY + R

apartment

OLIVE SOCK + R

warm

AUBURN DOG / OLIVE SOCK + R

bathroom

BLACK CAT

bathtub

BLACK CAT

weather

RED PEPPER

bed

RED PEPPER

winter

SILVER PIN

bedroom

RED PEPPER

Lesson 5: She’s Smart

couch

BROWN COW

athletic

RED PEPPER

house

BROWN COW

cute

BLUE MOON

kitchen

SILVER PIN

friendly

RED PEPPER

living room

SILVER PIN

children

SILVER PIN

handsome

BLACK CAT

oven

CUP OF MUSTARD

sibling

SILVER PIN

heavy

RED PEPPER

refrigerator

SILVER PIN

spouse

BROWN COW

old

ROSE BOAT

shower

BROWN COW

this

SILVER PIN

personality

BLACK CAT

that

BLACK CAT

sink

GREEN TEA / SILVER PIN

intercambio.org/teachers

NOT FOR DUPLCATION

Vocabulary

111


stove

ROSE BOAT

jeans

GREEN TEA

Lesson 15: Can You Play Guitar?

toilet

TURQUOISE TOY

new

BLUE MOON

bike

WHITE TIE

orange

ORANGE DOOR

car

OLIVE SOCK + R

pants

BLACK CAT

fish

SILVER PIN

pink

GREEN TEA / SILVER PIN

fix

SILVER PIN

guitar

OLIVE SOCK + R

present

RED PEPPER

horse

ORANGE DOOR

purple

PURPLE SHIRT

play

GRAY DAY

red

RED PEPPER

ride

WHITE TIE

shirt

PURPLE SHIRT

sew

ROSE BOAT

shoes

BLUE MOON

shorts

ORANGE DOOR

sing

GREEN TEA / SILVER PIN

silver

SILVER PIN

ski

GREEN TEA

socks

AUBURN DOG / OLIVE SOCK

snowboard

ROSE BOAT

swim

SILVER PIN

t-shirt

GREEN TEA

tennis

RED PEPPER / SILVER PIN

1st floor

ORANGE DOOR / AUBURN DOG

2nd floor

ORANGE DOOR / AUBURN DOG

across from

AUBURN DOG / OLIVE SOCK

appliance

WHITE TIE

between

GREEN TEA

down the hall

AUBURN DOG / OLIVE SOCK

food court

BLUE MOON

furniture

PURPLE SHIRT

mall

AUBURN DOG / OLIVE SOCK

next to

RED PEPPER

white

WHITE TIE

on

AUBURN DOG / OLIVE SOCK

yellow

RED PEPPER

shopping center

AUBURN DOG / OLIVE SOCK

store

ORANGE DOOR / AUBURN DOG

Lesson 11: How Much Are Those?

Lesson 13: I Get Off Work at 4 around

BROWN COW

at

BLACK CAT

eat dinner

SILVER PIN

get home

ROSE BOAT

get off

AUBURN DOG / OLIVE SOCK

beans

GREEN TEA

cheese

GREEN TEA

chicken

SILVER PIN

get up

CUP OF MUSTARD

corn

ORANGE DOOR

go to bed

RED PEPPER

cucumber

BLUE MOON

go to work

PURPLE SHIRT

dressing

RED PEPPER

kids

SILVER PIN

eggs

RED PEPPER / GRAY DAY

pick up

CUP OF MUSTARD

shower

BROWN COW

fish

SILVER PIN

take

GRAY DAY

lettuce

RED PEPPER

time

WHITE TIE

meat

GREEN TEA

work

PURPLE SHIRT

salad

BLACK CAT

Lesson 14: After I Get a Manicure

strawberries

AUBURN DOG / OLIVE SOCK

bills

SILVER PIN

these

GREEN TEA

book

WOODEN HOOK

those

ROSE BOAT

friends

RED PEPPER

Lesson 12: I Wear It All the Time!

go shopping

OLIVE SOCK / AUBURN DOG

belt

RED PEPPER

hang out

BROWN COW

black

BLACK CAT

blue

BLUE MOON

lawn

OLIVE SOCK / AUBURN DOG

brown

BROWN COW

manicure

BLACK CAT

dress

RED PEPPER

mow

ROSE BOAT

glasses

BLACK CAT

nap

BLACK CAT

gold

ROSE BOAT

pay

GRAY DAY

green

GREEN TEA

read

GREEN TEA

hat

BLACK CAT

take

GRAY DAY

jacket

BLACK CAT

work out

BROWN COW

112

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

Lesson 10: It’s on the 2nd Floor


COLOR VOWEL WORDS GREEN TEA

WHITE TIE

SILVER PIN

PURPLE SHIRT

GRAY DAY

OLIVE SOCK

RED PEPPER

BLACK CAT

intercambio.org/teachers

NOT FOR DUPLCATION

Write words you learn in the correct Color Vowel Box below. Underline the stressed syllable.

113


114

BLUE MOON

CUP OF MUSTARD

WOODEN HOOK

AUBURN DOG

ROSE BOAT

ORANGE DOOR

BROWN COW

Teacher Book 1 RIGHT

NOT FOR DUPLCATION

TURQUOISE TOY


CONVERSATION PRACTICE USING LANGUAGE TOOLS

Lesson 2 Who’s that? What are their names? How old is he?

My name is Victoria. It’s (303) 555-8641. My class is at 6:00 p.m. It’s at Friend’s Adult School.

That’s my husband. Their names are Pablo and Isa. He’s 7.

Lesson 3 How often do you watch sports? How often does she go to class?

I watch sports every day. She never goes to class.

Lesson 4 How’s the weather? How do you like the weather? What’s your favorite season?

It’s humid. I like it. My favorite season is fall.

Lesson 5 What are they like? What is she like? What does he look like? Lesson 6 What did you do yesterday? Lesson 7 Is there a table? Are there chairs? How many couches are there? Lesson 10 Where is the bathroom? Lesson 11 Do you want cheese? Does he have cheese? How much are these strawberries?

They’re friendly and smart. She’s shy. He’s tall and thin.

NOT FOR DUPLCATION

Lesson 1 What’s your name? What’s your phone number? When’s your class? Where’s your class?

I watched movies.

Yes, there is. No there aren’t. There is one.

It’s on the 2nd floor.

Yes, I do. No, he doesn’t. They’re $5.99. intercambio.org/teachers

115


Lesson 12 I like your black jacket. Where did you get it? Lesson 13 What time do you get up? What time does he pick up the kids? Lesson 14 What are you going to do tonight? What is she going to do later?

I get up around 7:30 a.m. He picks up the kids at 4:30.

I’m going to practice English. She’s going to take a nap.

No, I can’t swim. Yes, we can play guitar.

NOT FOR DUPLCATION

Lesson 15 Can you swim? Can we play guitar?

Thanks! I got it yesterday. I got it at Saver’s.

116

Teacher Book 1 RIGHT


Table of Contents

NOT FOR DUPLCATION

1. Welcome to Confidence and ConnectionsTM!............................................................................................. 118 2. Tips for Every Class.................................................................................................................................... 119 3. Starting Class............................................................................................................................................. 120 4. Teaching Listening .................................................................................................................................... 121 5. Teaching Vocabulary.................................................................................................................................. 122 6. Teaching Pronunciation............................................................................................................................. 123 7. Teaching Grammar.................................................................................................................................... 124 8. Real Life: Culture Tip and Connect with Conversation............................................................................. 125 9. Homework................................................................................................................................................. 127 10. Ending Class............................................................................................................................................... 128 11. Tips for Checking Answers......................................................................................................................... 129 12. Making Corrections................................................................................................................................... 130 13. Teacher Toolkit.......................................................................................................................................... 131 14. Engagement and Easy Expansions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

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117


Welcome to Confidence and ConnectionsTM! Confidence and ConnectionsTM is Intercambio’s English language curriculum, designed to build practical, relevant English language skills and cultural awareness for students and teachers. The curriculum prepares adult immigrants to use English in the community and create meaningful connections by building each lesson towards a personal conversation. Through this program, Intercambio facilitates access for people with or without teaching experience to become great teachers, which enables communities to meet extensive unmet demands for English classes. Our purpose is to ignite human potential by cultivating a world where people from different cultural backgrounds connect, communicate and engage. This section of the book will help you create dynamic classes that result in student participation, retention, and positive results. You will find tips on using the curriculum in the most effective and fun way as we believe that fun and engaging classes encourage better student retention and, in turn, inspire better results. One-on-one teachers, please note that although the activities described in this section are written with group classes in mind, most can be easily adapted for oneon-one settings. Remember that anytime there is an activity for pairs, you and your student are the pair. These three strategies will help you be a more effective teacher:

NOT FOR DUPLCATION

1. Keep it simple. Give short and simple instructions. Use fewer words, and more gestures and visuals. Practice giving instructions before the class and anticipate where students may struggle. 2. Repetition is the key to success! To help your students remember a word or structure, repeat it 8-10 times in a variety of contexts. This will appeal to students with different learning styles and keep everyone engaged. 3. Maximize student engagement. Use techniques and fun activities that get students talking and moving around. As a teacher, you are also a learner - you’ll learn about language, effective teaching strategies and what works for your students, yourself, cultures, and life. It is OK to not know all the answers; be honest with yourself and actively find ways to learn alongside your learners. You are now part of a large and friendly Intercambio community. Good luck, have fun and happy teaching!  

118

Teacher Book 1 RIGHT


Tips for Every Class Before we get into each section of the lesson, here are some general tips to keep in mind: ● Encourage students to only speak English in class, especially in a class with many native languages. ● Write an agenda on the board* and go over it at the beginning of class (this is important even for one-on-one

● ● ●

NOT FOR DUPLCATION

classes). Focus on the goal of your lesson. What will students be able to do after the lesson that they could not do before? (The “Students will be able to” statements at the onset of each lesson will help guide this.) Make the lesson relevant to students. Use examples that relate to their lives. Check for student understanding. Instead of asking, “Do you understand the directions?” ask, “What are you going to do?” Instead of asking if they understand a grammar concept, have them answer questions using it. Model what you want students to do before having them do it. If they need to write a paragraph about themselves, write one about yourself first. If they need to ask questions with a partner, model asking and answering questions with a student first. Establish class routines by using similar activities, instructions and gestures so that students know what to expect. Establish a gesture that means “repeat” so you can get them repeating words and phrases several times using that gesture. The teacher is always active even when they’re not in the front of the room. When students are working alone or in pairs/groups, you should walk around providing help when appropriate. During fluency activities, take notes of common errors that can be addressed later. You don’t need to have all the answers. If you are not sure about something, write it on the board and tell your students you will get back to them—then make sure you do.

Self-reflection is the key to successful teaching. Create the habit of asking yourself these questions after each class: • • • • • •

Were the lesson goals met? How do you know? Was the lesson well organized with a logical flow between activities? Did I check for understanding? How? Were the students doing more talking than the teacher? Were corrections made effectively? How? What types of groupings were used (teacher-class, small group, pairs) and for what types of activities?

*One-on-one teachers can use a piece of paper anytime we refer to “board” in these sections.

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119


Starting Class The way you start a class impacts the entire lesson and classroom atmosphere. We encourage you to always start class on time. The first few minutes provide a great opportunity to review the last lesson, answer questions, work on common errors or simply interact with your students (ask about their weekend, plans, or news in general). Start your class with a warm-up activity. The ideal warm up includes a review of previously learned material. It also provides a chance for students to get into the mindset of class, as well as allowing those who arrive late to join in without missing out on new material. Some quick easy warm ups that require little or no advance preparation are: ● Tic-tac-toe

Make a 3 X 3 grid. Write a vocabulary word in each space. In order to mark an X or O, the student must use the word in a sentence, or define it. You can play this with an individual student, in pairs or in teams.

● Apple Tree

● Flashcard Review

NOT FOR DUPLCATION

Draw an apple tree with 10 apples and put spaces underneath for each letter of the word. As the student calls out correct letters, write them in the spaces; or if they are wrong, erase one of the apples. The student’s goal is to guess the word before all of the apples are erased. Switch roles. Flashcards can be used to review new vocabulary, pronunciation, verb forms, etc. You can also have students form sentences with flashcards. Have students work in pairs (if you are teaching one-on-one, you and your student work together.) Note - Make writing flashcards part of your classroom routine, such as during the vocabulary section of each lesson. This gives students something easy to practice with outside of class, and keeps you from needing to do a lot of additional preparation for the lesson.

● Memory Game

Place flash cards face down on a table. Take turns picking two cards. If they match, the student’s turn continues. If they don’t match, return cards to the same place on the table. Have your students help you prepare a set of cards. Matching cards could be a word and its definition, present and past tense verbs or a word and its illustration.

● Pictionary

Draw a vocabulary word or phrase. Have your students guess it. Or have a student draw for the class to guess.

● Charades

Act out a word or phrase. Have your students guess it. Or have a student act it out for the class to guess.

● Questions, Questions, Questions

Write 6 questions from previous lessons on the board (or a piece of paper for one-on-one). In pairs, take turns throwing a die and answering the question that corresponds to the number rolled. In addition to the warm-up, always take time at the beginning of class to review homework. You can have students check their own work against an answer key, review their work in pairs as they arrive, or go over it together. See the Homework section for more tips.

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Teaching Listening It is important to not skip this section because listening is an essential key to effective communication. It helps students learn new information, build confidence, and improve their vocabulary and pronunciation. Additionally, students will get used to how their teacher talks; that’s why it is important to expose them to different voices. The key to successful listening exercises is to employ a simple multi-step process. Start broadly at first, and then give students an opportunity to listen for details. The student book is designed so that each listening exercise includes three steps: pre-listening, listening for general information, listening for details. Pre-listening Before playing the listening track, prepare students by activating their background knowledge. Use one of these strategies: ● Point to the picture and ask, What do you see? ● Point to the picture and ask, What do you think the conversation is about? ● Point to the Listening Warm-Up question in Activity Pre and ask, What do you think the answer is? Write the students’ guesses down so that you can check and see who was right after playing the track.

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Listening for general information Students should listen for a general piece of information the first time they hear the track e.g. How many people do you hear? Confidence and ConnectionsTM provides this type of question for you in the Listening Warm-Up section of each lesson (Activity Pre). After reading the question together, play the track all the way through without stopping. Go over answers by: 1. Having students discuss their ideas/answers in pairs before checking them as a class. 2. Checking the answers as a class. Note: Play the recording again if necessary. Listening for details 1. Read the directions and model what students need to do first. Then play the track all the way through again. 2. Let students listen and do the task individually. If needed, play the track multiple times. 3. Ask students to compare their answers with a partner. 4. Check the answers together with the class and write them on the board. Put a question mark if students are not sure or do not have an answer yet. 5. Play the recording again. Make sure you have the correct answers and no question marks on the board. Expansion Ideas Follow the listening with a review so that students can use the language they just learned. Review suggestions: ● Practice dialogs in pairs after completing an activity. ● Have students retell the story they heard to each other. ● Ask students about a personal opinion or experience related to what they heard. ● Ask students to listen again and mark the stressed syllable in key words (such as words from the vocabulary section). Write the words on the board and mark the stress together. Read each word one by one and have students repeat after you. Do’s and Don’ts for listening

● DO check the equipment and sound quality before the class. ● DO check students’ ideas after each listening exercise and have a clear wrap-up after the whole activity. ● DON’T say, Just listen. Give students a concrete goal/task before listening, e.g., How many people do you hear? (This is

generally built into the pre-listening stage.) ● DON’T only ask: Do you understand? Instead, ask specific questions, What is the problem? What is the solution?

Remember: Listening is never boring! Some tracks might seem dull to you as a teacher, but it is actually challenging and engaging for your students. Don’t shortchange the listening section of the lesson by going through it too quickly.

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Teaching Vocabulary How to present vocabulary Every time you present a vocabulary list, check if your students know any of the words before you teach them. Remember that even if they know the meaning, they might not know how and when to use it in a sentence. When presenting vocabulary, follow the pattern: Meaning - Pronunciation - Form. 1. Meaning refers to the step where you teach a word’s meaning and how to use it in a sentence: ● Use visuals to convey the meaning (a picture, a drawing on the board, miming, pointing, etc.) ● Tell a short anecdote and have students guess the meaning from the context. ● Give a simple definition / example. ● Only translate a word as a last resort. For example, refer students to google translate.

3. Form refers to the spelling. Write the word on the board. Adding vocabulary words

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2. Pronunciation refers to how to say the word correctly. Use this process: ● Read the vocabulary list and have students repeat each word. ● Make sure everybody pronounces the vocabulary correctly. First, do choral repetition with the whole class several times. Then, have smaller groups pronounce the word. Finally, have individual students repeat after you if necessary. The goal is to help students be comprehensible rather than perfect, so do not spend more than 1-2 min on it. ● Optional: For multisyllable words, it may be helpful to read the list again while students underline the stressed vowel sound. Do the first word together. Write a word on the board, pronounce it and mark the stress.

Be intentional about how you add additional vocabulary words to a lesson (beyond what is in the book). Consider adding a few new words that students need in order to ensure a lesson’s relevance (for example, if a “jobs” lesson does not include a student’s profession, add that word to the list). You can always reserve a section of the board to collect new words based on student needs or interests. Have students add the new words to their books at the end of the class using this list. Only add words that are truly relevant to students. In general, no more than 2 or 3 so that students don’t get overwhelmed. How to practice vocabulary

The key to learning vocabulary is repetition and review. Allow multiple opportunities for all students to repeat the new vocabulary. Simply telling students a new word does not mean they have learned it. They need to use the new words in meaningful contexts many times before they learn them. Starting in level 2, there is vocabulary practice in the student book. In addition, we recommend making flash cards of new vocabulary. Ideally, both you and your student(s) will each make your own set. This will allow students to practice at home and give you a set to use for a variey of activities each class such as Charades, Pictionary, Memory Games, etc. See the Engagement and Easy Expansions section for details. Review the new vocabulary during the next class meeting and periodically after that. When/if you create your own grammar activities, include vocabulary words that have been learned in past lessons. Regular review will help students remember the new words.

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Teaching Pronunciation Working on English pronunciation can be a struggle for students because there are a lot of new sounds, multiple vowel sound possibilities, confusing spelling, words are stressed differently, etc. Many adults have never activated the particular muscles needed to make certain English sounds. That is why it is crucial to build awareness of where to make sounds and put stress and then provide students with a lot of practice. Tell students that it is OK to have an accent - we all do! When teaching pronunciation, use the following pattern: 1. 2. 3. 4. 5.

Select 1 or 2 sounds that might be confusing. Have them listen to you make the sound. Help them identify physically how to make the sound. Have students repeat the sounds. Have students repeat the sound in context (i.e. in words).

Teach students how to use The Color Vowel Chart® in their books. This tool enables teachers and learners to talk easily and accurately about vowel sounds in English without the use of phonetic symbols. Instead of phonetic symbols, the Chart uses colors and key words to represent vowel sounds.

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How to find the “color” of a word in English: 1. Identify the syllable that receives the primary stress i.e. the syllable we say longer and louder than the rest of the word. For example, teacher, student, attendance, and amazing each have one main stress. 2. Find the Color Vowel anchor phrase that most closely matches the vowel sound in the stressed syllable. For example teacher is GREEN TEA (because the stressed sound in teacher sounds like the stressed sounds in green tea), student is BLUE MOON, attendance is RED PEPPER, and amazing is GRAY DAY. 3. Practice pronunciation by saying the anchor phrase, the vowel sound, and the word, slowly like this: GRAY DAY… “a”... amAzing. Here are some other tips to help make teaching pronunciation most successful and fun:

● Every time you introduce a new word or structure, make students repeat after you three times. ● Use Pronunciation Fun (Pro Fun) to practice challenging sounds through minimal pairs (two words that differ in only one

sound, i.e. booTH, booT). Pro Fun is a great resource for a quick energizing activity. See inside the front cover of Pro Fun for instructions and tips on how to use it. ● When teaching a consonant sound, use a picture, drawing or your hands to demonstrate the movement of the organs of speech (tongue, teeth, lips) in the mouth. Encourage students to mimic the movement and repeat. ● Pay attention not only to sounds and separate words but also to sentence stress and intonation. In addition to incorporating pronunciation into your lesson when teaching new words, you’ll find a dedicated pronunciation activity in each lesson of Confidence and ConnectionsTM. Learning English pronunciation can be challenging but do not let it dishearten your students. Motivate your students by noticing their improvement and being supportive and encouraging.

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Teaching Grammar Grammar is an important component of Confidence and ConnectionsTM and new grammar structures are introduced every lesson in the Language Tools section. It is important to introduce grammar both directly and in context. For real learning to take place, students need to have exposure to the language; they need to notice and understand grammar being used; they need to try using language themselves in ‘safe’ practice ways and in more demanding contexts; they need to remember the things they have learned. There are different ways to teach a language. For example, a formal approach might include teaching through rules, diagramming, translation and drills. An informal approach might focus on pure conversation without a book and limit the amount of correction. Confidence and ConnectionsTM is designed to incorporate the best of these two extremes by introducing structure, then giving opportunities to practice through relevant life skills contexts and meaningful conversation. Language Tools Presentation (Grammar Chart) Before you begin the grammar practice activities, it’s important to walk through the chart with your students. If you are teaching a group, it is useful to copy the chart onto the board or on chart paper so that everyone can focus on the same thing. Many of the charts are set up as Questions and Answers. Some are Statements. Many charts include a Tip Box. Go over everything with your students.

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Have students try to work out the rules for themselves first by giving them a minute to look at the chart silently. Then go over it together. Circle or point out what is important. Read each sentence and ask them to repeat. Provide some context, so that students can relate the grammar to something they know. The grammar point will normally be something they have just heard in the listening section. Consider what is most difficult about the grammar point you are presenting. Is it a concept which they may not have in their native language? Is it the form, such as irregular past tense? Or is it the use, for example: when to use that particular structure, e.g.”I’m going to” vs. “I will”?

Use engagement techniques, such as TPR (which is explained in the Engagement and Easy Expansions section), Index cards to scramble sentences and questions for them to put in order, sentence strips, and games to practice the grammar chart. This will build confidence and understanding before the practice activities. Don’t over explain the grammar. Most students find too much grammatical terminology confusing. Many times, it’s best to just go over the examples, highlighting the grammar point, and then practice. Beginning at level 4, we provide a short explanation of the grammar under the grammar chart or box. Grammar Practice

In this section, the activities provide closed practice, meaning that activities have only one answer. (In the Real Life section, students will do more open, communicative activities.) The first activity on the grammar page involves just filling in, matching or selecting the best word. By the end of the page, the students are writing sentences. Try to expand the activities to provide multiple chances to work on the grammar point. See the Engagement and Easy Expansions section for ideas. If you have students complete the activity in pairs, give them a chance to look at the activity individually for a minute first. After each activity, have students compare their answers in pairs or groups. Then check the answers together as a class. Take note of where students make mistakes. Write mistakes on the board and have students correct them (for one-onone students, see if they can correct their own mistakes first). More guidelines on making corrections can be found in the Making Corrections section.

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Real Life The Real Life section is where students use the grammar structure and vocabulary words and phrases for practical and personal application through reading, writing, listening and speaking activities. Before this section, you will have presented the new material and the students will have practiced it. In Real Life, they apply the material - oftentimes on a personal level. For many of these activities, there are no right or wrong answers. We recommend you spend 45-60 minutes on the first three pages (listening, vocabulary, grammar) and 45-60 minutes on Real Life activities. Be sure to leave enough time for the Connect with Conversation activity at the end. Tips for success: ● In many activities, answers will vary. Focus on natural conversation and correct only those mistakes which impede

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communication. You might want to note students’ mistakes and address them later. ● Adapt the exercises to meet your students’ needs. Make your own choices based on your students’ interests and abilities. If a topic does not seem relevant to your students, ask them to talk about something that is. This may require teaching a bit of additional vocabulary and that’s okay. Do this quickly by adding relevant words to the board and briefly going over the pronunciation. ● First, have students work in pairs or small groups. Then, have a whole class discussion. ● For reading activities one strategy is to have students walk around the room and read to themselves individually aloud. This is a way they can practice reading out loud without feeling ashamed. Culture Tip

Every Real Life section has a Culture Tip that corresponds to a section of The Immigrant Guide, which often has more detail than what is mentioned in the Culture Tip in case you want to go deeper on a topic with them. Culture is composed of both visible and invisible elements. We can think of it as an iceberg. What you see may be about 10% of the total. You may see behaviors, but attitudes and values can be hidden. You will generally find the Culture Tip on the first or second page in the Real Life section. Go over this with your students and have a short discussion. For groups, you can ask them to discuss the tip in pairs or small groups first and then share their ideas with the class. Starting in 2L and 2R, discussion questions are included with the culture tip. Possible discussion questions: ● Is it surprising? Why? ● What is your experience with it? ● How different is it from your native country? When it comes to cultural differences, there is no right or wrong (other than laws, which our students do need to know). Our goal is for people to observe and learn from differences rather than interpret them as better or worse. We mention certain behaviors and actions that are more common in the United States and we ask students to talk about common behaviors in their native country, but every individual is different. Language and country of origin are two of many aspects that make us who we are. We encourage cultural humility - a lifelong process of self-reflection and learning. We hope to broaden teachers’ and students’ perspectives by opening doors to discuss our differences in safe, respectful ways. It’s easy to make mistakes when we connect with people across cultures, and that’s okay. Often we aren’t aware of mistakes we make, so awareness is usually the first step to learning more and bridging cultural gaps. If you enjoy connecting across cultures, students are likely to enjoy taking this profound learning journey with you!

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Connect with Conversation At the end of the Real Life section you will find the Connect with Conversation box. The goal for Connect with Conversation is to give students an opportunity to talk about their lives, get to know their teacher (and other students), and form connections. This is what the whole lesson is building to, so please allow enough time for this activity. Do not skip it! First, talk about yourself to model the conversation, writing relevant words, phrases, questions, or a sample dialog on the board. Then, have your students discuss the topic with a partner or in small groups. Provide additional examples and vocabulary if students get stuck by brainstorming additional words and phrases and adding them to the board. Encourage them to use the vocabulary and grammar they have just learned. Finally, have students share something their partner said. For one-on-one, have your student share what they learned about you and vice versa. Feel free to create your own scenarios and questions. For example, you can use Find Someone Who as an expansion. See the Engagement and Easy Expansions section for details.

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Remember that the objective is to create a respectful and comfortable environment to practice English using real-life experiences and to have fun!

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Homework All Confidence and ConnectionsTM textbooks have a homework section on the last page of the lesson. There are generally at least three activities. Homework is an extremely important part of the lesson as it provides for structured practice. Model its importance by assigning and reviewing it every class. To help you and your students get the most from it, here are some tips for dealing with homework. ● Be consistent. Your students will learn more if they do homework after every class. ● Give short assignments. Most of our adult students lead busy lives. They don’t have hours to spend on homework.

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Giving short assignments can make it more “doable.” For example, if a student consistently does not do their homework, ask them to commit to just one of the exercises, instead of all of them. Don’t wait until the last minutes of class to assign homework. Include it in the agenda on the board, and mention it during class. Allocate 5 minutes at the end of the class to walk through the homework activities and do a couple of examples together. This will help reduce anxiety because they understand the task better. Don’t neglect the journal prompts. You can provide a notebook/journal to encourage your students to use. This can be as simple as a few pieces of paper folded in half and stapled in the middle to form a notebook. Lower-level students may only write a few words, but as your students progress, their entries will become longer. Rather than correcting journal entries, respond to the content only. As students advance, consider having classmates review each other’s entries. If they want you to collect and correct their entries, you can do that if you have the time. Be sure to go over the homework in the following class. If you are tutoring an individual student, go over the answers together. If you are teaching a group, have students check in pairs, or have people write answers on the board as they enter the classroom. Then go over the answers together to make sure they are correct. If students did not complete their homework, give them a few minutes at the beginning of class to do it.

Explain to students that if they want to improve their English, they must do their homework. Encourage them to ask questions if they have difficulties. Practicing English even for 15 minutes per day will make a big difference.

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Ending Class Be intentional about how you use the last few minutes of class and be sure to end on a positive note. Spend this time reviewing, playing a game, having a conversation, or working on pronunciation. Here are some tips for making the end of class most effective: ● Have a collection of filler activities, worksheets, or conversation ideas in case you end up with extra time. ● Use the back of the student book to review words, grammar or other quick references. ● We do not recommend starting a new “lesson” in the last few minutes of class because you won’t have enough time to

introduce the lesson effectively.

● Go over the agenda once again with your students. Ask for examples of what they’ve learned. ● Confirm the date and time of the next class. Showing this on a calendar can help low-level students understand. ● Use exit tickets (see below).

Exit Tickets

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Exit tickets are strips of paper that include questions that allow the teacher to check student understanding. Alternatively, write the question on the board for students to answer, rather than handing out tickets. In order to exit the room, they must turn in the ticket, or answer the question verbally. Exit tickets have the added bonus of allowing you the opportunity to check-in with students indirectly, yet individually. They can give you insight into how your students are doing with the new material and how you may need to focus a review in the next class. Even Level 1 students can be given exit tickets. You can ask them to write one new word they learned in class. Higher level students can be asked to answer a question using the grammatical structure covered in class, or they can write a sentence with new vocabulary. Creative Exit Ticket Ideas

● Pass around a box of random objects. Students choose an object from the box and say why it indicates how they feel, or

use it in a context related to the lesson. It can be amazing to hear the connections they make.

● Pass around pictures of people. Students choose a picture based on how they feel at the end of the lesson (happy,

confused, frustrated, excited, etc.).

● Write a few sentences on the board that students will respond to on their ticket: o I learned ___. o I liked ___. o I need to study more about ___. o I will practice by ___.

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Tips for Checking Answers Checking answers to activities is a must! Since you will be checking answers several times each lesson, be intentional about how you do this to keep students engaged during the process. Here are some tips: 1. As students finish an activity, assign pairs to do a check first. This allows students to confirm and/or discuss their answers together. The peer might benefit from explaining why they believe they have the right answer as well as the student who gets to process an uncertainty. The teacher can wander the room to answer questions and, once he/she has determined that an answer is correct, assign pairs to write it on the board. This also gives students who have not completed the work a chance to attempt it. This preliminary step insures that there will be less dead time during the whole-class check. 2. As you monitor students during an activity by walking around the room, look for people who have a correct answer. Ask them to write their answer on the board. As students finish their work, have them check themselves against the answer key that the class has been collectively generated on the board.

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3. After bringing the whole class together, have students take turns giving the correct answer. Train students to monitor themselves. Let them know that they can pass (not answer) if they want to. This can save time and embarrassment. Sometimes, a student will hesitate. Consider telling him that you will come back to him, and give him a few seconds to think. Be sure that you do! Also, ask the class to let the nominated student answer the question. When others shout out the answer to “help,” politely advise them that this is “Maria’s” question, and they must let Maria answer it. Give Maria six seconds to answer. Again, she can pass if she wants to. 4. Try to cover the entire room. Research shows that teachers tend to call on students in an uneven way. Consider moving in an asterisk so that you move from the student in the upper right corner to the lower left and then from lower right back up to upper left. Then middle-rear to front followed by left to right. Or, in classrooms where students sit in a horseshoe formation, call on the student to the far right first, then the far left, then the person next to the far right student, and so forth. 5. To encourage students to learn each others’ names, you might ask the student who just answered to name the next student to speak.

6. Ask a student who thinks he/she has all the right answers to read all the answers. Other students shout STOP! if they hear something different from their own answer. The original student and “stopper” must then justify their different answers. The one who is correct continues reading. Sometimes this results in spirited arguments or in a class vote on the correct answer. It always results in everyone paying attention! 7. As an alternative to tip 1, after pairing students, pair the pairs (to make groups of 4). Continue until you run out of students. Skip the whole group check. This will ensure correct answers without having to check them as a whole class.

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Making Corrections Giving feedback to students about their English is an important part of teaching. Class may be the only opportunity students have to be corrected. Plus, many students feel that if they’re not being corrected, they’re not learning. At the same time, it is important to be sensitive regarding mistakes. Before you decide whether or not to correct the student, pay attention to what kind of mistake it is to determine if, when, and how to correct it. 1. During a controlled exercise or drill, the focus is on accuracy and the teacher should give immediate feedback. Generally the first 2-3 vocab and grammar activities in Confidence and ConnectionsTM are controlled. Some ways to make this type of correction are: ● ●

Give a chance for self-correction by showing with a gesture or facial expression that there is an error in the sentence, or by repeating the sentence up to the point of the error and stopping: “Your wife …??” Use peer correction if self-correction is not working. To do this, ask if anyone else in the class can offer the correction. If someone does, then ask the original student to repeat the correct sentence. Do this sensitively by creating an atmosphere where mistakes are applauded as a sign of courageous practice. If neither self- nor peer-correction is eliciting the correct response, say the entire sentence aloud while making the correction.  Be sure to have the student repeats the full, correct sentence, not just the word that you corrected. You may even have all students repeat the correction - generally if one person needs the correction, everyone does.

● ●

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2. If the mistake was made during a “fluency” exercise (e.g. during conversation), be cautious about not interrupting to make a correction. Ways you might address this are: As you go around the room listening to students, jot down mistakes you hear. Following the activity, discuss the problem areas without pointing out who made which mistake. Write the sentence with the mistake, and then talk about the correction or have the group correct it on the board.

3. During an informal exchange before, during or after class, the focus is on normal, human conversation in English. Do not interrupt students to make a correction; instead, monitor the activity, take notes, and address the mistakes later. You might want to correct only those mistakes which clearly impede the communication or have already been covered in class.

4. When you check a writing task, follow the same framework as in #s 1 and 2 above. If the exercise is intended to be fluency (i.e. write about a certain topic), try to limit corrections and, instead, focus on making general comments or asking questions about the writing. If you do make corrections, they should only be made for grammar or vocabulary that students should already know. Make sure not to use a red pen to make corrections or write comments. For real learning to take place: When a student makes an error, have him or her repeat the correction, in context—at least twice, perhaps three times. If it’s an error that many students make, have the whole class repeat the correction in context. Students need to understand that making errors in English will help them learn if they have a chance to self-correct and repeat the correction. As a teacher, it is easy to forget this and, instead, simply say the correct word after a mistake is made and then allow the class to continue. Corrections like this may not sink in.

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Teacher Toolkit Using objects in your class can keep lessons fun and engaging. Fill a tote bag with these objects. Store your teacher book in the bag, and you’ll always have an easy, go to toolkit for class. Here are some suggestions for your toolkit, as well as ideas for how to use them. Pencil and pen (and/or colored markers)

● Bring different colors to create color-coded sentence cards, flash cards, or to make corrections. ● NOTE: Students often don’t like making mistakes in their books but they may not bring a pencil to class, so having extra

pencils on hand can help. Making mistakes is part of the learning process!

Index cards

● Word cards: Use the vocabulary from lessons and generate a stack of cards to play various timed games. ● Sentence strips: Write the words from grammar charts on individual index cards to practice making sentences. ● NOTE: It is a great idea to have students make their own flash cards. This not only saves you, the teacher, time, but also

gives students extra opportunities to practice!

Notebook

● Many students like to take additional class notes. Have them use a dedicated notebook to do this. Consider dividing the

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notebook into sections using sticky notes to keep the notebook organized. Their sections may include: notes, vocabulary, journal, questions. ● For students who don’t like to make mistakes in their student book, have them practice first in their notebook then transfer the information to their student book. Dictionary

● Choose wisely and consider a “learner’s dictionary” which provides level-appropriate definitions. Teach students how to

use it!

Other items

● Photographs, pictures of a variety of people or objects from magazines, grocery store ads, to go menus, sticky notes (in

a variety of colors), dice for Questions, Questions, Questions and board games, a box of objects relevant to the lesson topic, a small ball for Ball Toss, baggies, rubber bands, paper clips for Bingo markers and board game pieces, scissors, scrap paper, blank game boards, puppets, pennies (great for counting games), glue sticks, play money, fly swatters for Fly Swatter Game.

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Engagement and Easy Expansions We learn best when we are having fun! Try to make class engaging and meaningful to your students by doing a variety of activities during class. Below are some low-prep activities you can do with your student(s). While many can be adapted to cover different topics (grammar, speaking, pronunciation, writing), we have indicated the most common use for each one in parentheses. Ball Toss (Speaking, Grammar) Form a circle and toss a ball or stuffed animal. For one-on-one, stand across from each other. ● If working on verbs like to be the teacher can say “I” then toss the ball to a student who should say “am” and toss it back to the teacher. The teacher says “you” and tosses it to another student who says “are”, etc. ● Alternatively, the teacher asks a question and throws the ball to a student who answers it. Now that student asks a question and tosses it to another student to answer, etc. You can do this to review or to practice the questions in the Language Tools chart. Categorizing (Vocabulary, Pronunciation) Sort vocabulary words into different categories. For example, if students learned about food, use categories of meat, dairy, vegetable, fruit and grain and have students place items into the correct category. This also works with sounds. For example, have them put verbs with -ed into groups based on whether -ed sounds like /t/, /d/, or /id/.

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Charades (Vocabulary) In the classic game of charades, students mime words or phrases while the others watch. The class guesses the demonstrated word and, for extra practice, uses it in a sentence. To make this more fun, write the vocabulary words on strips of paper and wad them into a ball. Toss it to the first student, who pulls out a strip and acts out the word or phrase on it while the class guesses. The student then throws it to the next person. Class Tic-Tac-Toe (Vocabulary) The teacher writes a tic-tac-toe grid on the board and fills in vocabulary words. Divide the class into two teams. In order to put an X or O in a space, the team representative must use it in a sentence correctly. Students can also play this game in pairs. Cocktail Party (Speaking, Grammar) This activity mirrors a cocktail party. Students are given a topic and go up to different people and talk about it. It’s often helpful to list some questions on the board to to get them started. Students should speak and listen to multiple people during this exercise, which may require some encouragement from the teacher. This can also be a dynamic way to check answers or to use the Connect for Conversation section of the book. Colored Index/Grammar Cards (Grammar) These can really help students interact with grammar structures. Colors can be used to highlight singular and plural, and verbs tense changes based on pronouns.

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Conversation Rotation or 1-on-1 Exchange (Speaking, Grammar) Students line up across from each other and practice either asking and answering specific questions or discussing a topic e.g. family, celebrations, etc. with the person across from them. After pairs have a chance to answer the question or discuss the topic, take the first person in line A and move them to the end of line A. Everyone else in line A moves down one space so that they have a new partner. Repeat several times, only moving the person in line A.

Concentration/Memory Game (Vocabulary) Using vocabulary from previous lessons, write the word on one index card and the definition or a picture on another. Do this for each vocabulary word you want to use. To play, place all the cards face down on the desk in an organized fashion. The students try to find a match by flipping over two cards. If the word and the definition match, they keep the cards and go again. If they’re incorrect, they place the cards face down in the same spot so the next student can use that information to make a better guess. You can play in pairs or as a group. Corners (Warm-up, Speaking) Post pictures of opposites on two walls (or call out the words) and have students move to that side of the room. Call on volunteers to share why they chose what they did. Example word pairs: beach/mountains, snow/rain, cats/dogs, ice cream/ cake. Adapt the words to the level of your students. For one-on-one, the student and teacher can write their preference on a piece of paper and then reveal it at the same time. Dialog / Role Play (Speaking, Grammar) Turn a listening exercise, or grammar activity based on a dialog, into a role play by pairing students and having them practice aloud. Find Someone Who (Warm-Up, Speaking) Students must interview classmates to find someone who fits into each category (see short example below). Make sure students know how to ask each other by writing a sample question and answer on the board e.g. Do you like bananas? Yes, I do./No, I don’t. Find Someone Who…… Student Name 1. ...likes bananas. __________________ 2. ...likes vegetables. __________________ 3. ...likes liver. __________________ Be sure to follow-up the activity by asking for students’ summaries of what they discovered e.g.“Who likes bananas?” etc. You can choose questions based on that day’s topic or review previous grammar points.

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Fly Swatter Game (Vocabulary, Grammar) Write vocabulary words or put pictures on the board. Divide the class into two teams and have one member of each team come to the board, give each person at the board a fly swatter. Give the word or clue and the student that hits the correct word or picture first gets a point for their team. To practice grammar, write verb conjugations on the board e.g. have/has. Say pronouns and have students hit the correct form of the verb. Heads Up (Vocabulary) Students work in groups of 3-4 and pick a card with the vocabulary word on it and put it to their forehead without looking at it. Other students give them clues to help them guess the word. Info Gap (Speaking) This activity is done in pairs, Partner 1 and Partner 2. Each Partner is missing some information, but together they have all of the information. Depending on the specific activity, Partner 1 asks Partner 2 a question. Partner 2 answers by looking at what they have and providing the needed information to Partner 1. In some Info Gap activities, Partner 1 and 2 are role playing and after they complete a round, they reverse roles. Other Info Gap activities are similar to the game Battleship where Partners 1 and 2 take turns asking and answering questions to complete the activity.

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Magazine Picture Hunt (Vocabulary) Hand out magazines to the class. Give them a word and have them find a picture of it in their book. Have people stand up when they find it. Pictionary (Vocabulary) Draw a vocabulary word or phrase. Have your students guess it. Switch roles. Having students draw their representation of a word allows for deeper understanding of the meaning of the word. For extra points, have students either spell it or use it in a sentence.

Questions, Questions, Questions (Speaking) Write 6 questions on the board or on a piece of paper for one-on-one. Make sure to number them. In pairs, students take turns throwing a die and answering the question that corresponds to the number they rolled. You can adapt the questions depending on how well the students know each other, or to review the vocabulary or grammar from a previous lesson. Every so often, erase one of the questions and write a new one. This can also be played in groups. Sample questions for new students

Sample questions for students who know each other

1. What’s your name? 2.  Where do you live? 3.  What do you do for a living? 4.  Tell us about your family 5.  What is your favorite thing to do? 6.  What is your favorite animal?

1. What are you scared of? 2.  What are you good at? 3.  What makes you laugh? 4.  What makes you angry? 5.  Tell us about your first memory. 6.  What do you do to relax?

Running Dictation (Listening, Reading, Writing) Have sentences posted on one wall and put students in pairs. One is the writer and one is the runner. The runner must go to the wall, read and memorize a sentence, and then tell it to the writer. Snowball Fight (Warm-Up, Speaking) Have students write 1-3 interesting things about themselves on a piece of paper and wad it up. They now have a snowball fight (throw the paper at each other). After around 30 seconds of this, have students pick up the paper nearest to them. They now have to ask questions until they find the writer. Time Expression Cards (Vocabulary) Use slips of paper or index cards to write time words so that students can put them in order: morning, afternoon, evening, or early, midday, late. You can do the same thing when students are learning sequence words such as first, next, then, finally and other expressions of time or order. 134 Teacher Book 1 RIGHT


Total Physical Response - TPR (Vocabulary, Grammar) At Intercambio, we use elements of TPR to get students physically engaged with the language. To use this technique, start by saying a word or phrase while modeling the action. Students will start doing the action with or without speaking. Next, speak without modeling so that students are required to respond to what you are saying, not what you are doing. Finally, have a student give the command while the class performs the action. The basics of TPR The Intercambio Way:

Example: Write your name on the board. Say and do underline my name: Anna. Â Have a student come up to board. Write your name again, Anna and say underline my name and have the student do what you said.

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Trash Can Conjugation (Grammar) Have students crumple recycled paper (about 10 balls each) and then set up trash cans labeled with the verb you are working on (have/has or am/is/are, for example). Hold up a pronoun (she, he, it, I, etc.) and have students throw a wad of paper into the appropriate trash can. Alternatively, you could label the trashcans present, past, and future and then say sentences in these different tenses. Students have to throw the crumpled paper into the trash can with the right tense. Two Truths and a Lie (Warm-Up, Speaking) In pairs, have students tell their partners three things. Two should be true and one a lie. Partners can ask questions before guessing which was the lie. This works for the first day of class and for students who know each other. In the second case, use a specific question e.g. What are three things you did last weekend?

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NOTES

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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 978-1-947639-28-7

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www.intercambio.org • resources@intercambio.org 9 781947 639287

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Confidence and Connections Teacher Book 1 RIGHT  

Intercambio developed this easy-to-use series Adult ELL curriculum with input from our adult ESL students, teachers and program partners acr...

Confidence and Connections Teacher Book 1 RIGHT  

Intercambio developed this easy-to-use series Adult ELL curriculum with input from our adult ESL students, teachers and program partners acr...