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CONFIDENCE and CONNECTIONS Teacher Book

TM

Adult ESL The Intercambio Way

TM

2R


2 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


NOT FOR DUPLCATION II

Teacher Book 2 RIGHT


CREDITS Level 2 Right Writers Rachel Fuchs and Elena Vasileva Editor Rachel Fuchs and Elena Vasileva Design and Layout David Olivares Design Interns Arik Burton

NOT FOR DUPLCATION

Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Ingrid Justin, 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

1

Title What’s He Like?

Grammar

Conversation

By End of Lesson, You Can:

• Wh- questions with “like”, “do” and “look”

Share about family members and what they are like

• Talk about different family members and what they are like • Ask about someone else’s family and what they are like

What you do when you or family members are sick

• Describe different illnesses • Talk about how you feel • Ask if someone is sick

Discuss how you felt when you moved to the US

• Describe different feelings and emotions • Share about how you felt moving to the US

Share about holidays and things you are thankful for

• Discuss things you did on holidays and other days of the week • Share your favorite holidays and celebrations

• Comparatives

Compare places you have lived and what you liked about them

• Compare different kinds of houses • Share about what your house is like

• “How much“ “do” questions with count and noncount nouns; some and any

Ask questions about items you have or need and how much or many of something you have

• Describe how much or many of something you have or need • Ask questions about what you need, want to get or have

• Superlatives

Compare kinds of foods and what you like to eat

• Describe kinds of foods and how they taste • Talk about your preferences and favorite kinds of foods

• “How often” questions with adverbs of frequency

Share kinds of shopping you do and how often you do it

• Talk about how you pay for things • Share the kinds of shopping you do • Talk about how often you do things

• Wh-questions in the present continuous

Share about ways you stay healthy

• Talk about diet, exercise, habits and other things you do to stay healthy

Compare types of bills and payments

• Talk about the kinds of bills you pay and when they are due • Talk about how much something costs and if there are late fees

2

I Have a Cold

• Questions and answers with “have” and “to be”; short answers

3

I Felt Lonely at First

• Describing feelings with adjectives

4

5

• Wh- questions in the What Did You Do simple past on Thanksgiving? It Has a Better View

6

We Are All Out

7

Their Food Is the Best

8 9

Review and Progress Check Field Trip

10

I Always Shop Online

11

I’m Watching My Weight

12

• “When” and “How much” questions in the simple My Bill Is Overdue present • Ordinal number review

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#

I’m Going to Email Him

• Wh- questions with “to be” Talk about plans and acin simple present tions with housing • Object pronouns

14

I Like Both!

• “Which” and “do” questions • Both/Neither + object pronouns

Comparing jobs and positions and what you prefer

• Compare job/volunteer positions • Talk about what you prefer using object pronouns

15

What Are You Up to This Weekend?

• Wh- questions in the present continuous (future meaning)

Discuss plans you have for the future

• Share your plans for the week • Talk about places you go • Ask what people are doing in the future

16

Review and Progress Check

13

IV

Teacher Book 2 RIGHT

• Tell plans about if you will fix something or call a landlord • Write an email about issues in your home


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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L1 WHAT’S HE LIKE? By the end of the lesson, students will be able to: • Talk about their family members • Talk about what their family members look like and are like What to expect? This is the first day so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Use gestures. Use the board, and have them use the board with you. Be careful in a group setting to not gauge your teaching level on one talkative student— especially for the first two lessons.

Teacher Notes: The same grammar focus in this level appears in 2L lessons 1 and 10 to give students plenty of opportunity to practice. Have students return their name cards/table tents at the end of class. These can serve as an easy way to see who is missing or to pair students at the beginning of class (by placing table tents on the desks/tables before students arrive), to check homework, etc. Warm Up: Greet students. Have them write their first name on a name tag or table tent. Do your best to pronounce students’ names the way they say them. It’s okay to ask them to clarify a few times. It is as important for you to know your students’ names as it is for students to know their classmates’ names. Try Conversation Rotation or Cocktail Party to learn names. Table tents are useful even in 1-1 environments as it can be hard to remember new names. In 1-1, learn the student names, children, even pets.

Listening Track 01 Fiona: Hey Mario, how old is your grandson now? Mario: He’s 10. Fiona: Wow! He’s getting bigger! What’s he like? Mario: He’s really outgoing and athletic. Fiona: What does he like to do? Mario: He loves to play sports. Soccer is his favorite. Fiona: He sounds like you. Mario: Yes. He looks like me, too. Fiona: Oh yeah? What does he look like? Mario: He’s tall and handsome.

2

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

What to bring to class: • Table tents or name tags for student names • OPTIONAL: photographs of people in your family • Magazine pictures to illustrate the vocabulary words • Pronunciation Fun to supplement the pronunciation activities


A. Say each word aloud, and have students repeat multiple times. Define the meaning using gestures and/ or draw your own family tree on the board. Students will practice the vocabulary on the following pages. EXPANSION: Spend time working on the pronunciation of niece/knees (s/z) and niece/nice (GREEN/WHITE). Use Pronunciation Fun for ideas on how to work on these sounds.

1

WHAT’S HE LIKE? Pre

Listening warm-up. Track 01: Look at the pictures and listen. Check what you hear.

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Pre Explore the picture. Ask What do you see? Point out warm-up question. Say Listen to track 1. Circle the picture you hear Mario talk about. Here students are being asked to identify pictures of words they may not know. Pre-teach these words by pointing to the image with the word and saying it aloud. Play track completely.

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. sister-in-law

brother-in-law

niece

nephew

handsome

funny

outgoing

hard-working

serious

patient

nice

pretty

PRONUNCIATION A

Listen and repeat after your teacher. Underline the stressed syllable. Answer the question. nephew

patient

pretty

funny

handsome

How many syllables do the words above have? _____. intercambio.org/students

1

Pronunciation Read instructions aloud, then have a student repeat. Demonstrate example by saying ne-phew while clapping on each syllable. Say Nephew has 2 syllables. Have students repeat nephew. Repeat process: say a word in a slow but normal, voice. Students repeat. Then students underline. Answer the question. EXPANSION: Underline all of the words from A Vocabulary. Teach your students an easy rule: Most two-syllable words in English are stressed on the first syllable. Answer Key: Pronunciation. Patient, pretty, funny, handsome; 2

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VOCABULARY PRACTICE Look at the pictures. Write the words next to each picture. Use each word in the boxes once. What are they like?

What do they look like?

Who is it? grandpa grandma

niece brother-in-law

young pretty

tall athletic

outgoing funny

serious hard-working

Who is it?

Who is it?

_______________ grandpa

_____________

What does he look like?

What does she look like?

_______________ tall

______________

What is he like?

What is she like?

funny _______________

_______________

Who is it?

Who is it?

_______________

_____________

What does he look like?

What does she look like?

_______________

_____________

What is he like?

What is she like?

_______________

_______________

LISTENING

C

Listen again to Track 01. Check  the correct answers. How old is he?

‰  10 ‰ shy ‰ athletic

1. ‰ 8 2. ‰ outgoing 3. ‰ smart

What is he like?

What does he like to do? 4. ‰ play sports What does he look like?

5. ‰ tall 6. ‰ young

‰ play piano ‰ short ‰ handsome

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS is

he your sister-in-law

like?

He She

is

outgoing.

are

you your nieces

like?

I They

am are

serious.

What

What

ANSWERS

does

your grandpa she

look

like?

He She

is

tall.

do

they

look

like?

They

are

pretty.

2 Student Book 2 RIGHT

E

B. Point to the words above the pictures. Say Use these words. NOTE: Students may have different answers for What does he/she look like and What is he/ she like. Be sure to have students share why they chose the descriptions they did.

F C. Read instructions aloud. Say Listen to Mario talk about his grandson. Say Check the box when you hear the word. Point to the chart. Play the track again. Play track multiple times so students can complete the chart. G Check answers as a group. Play again to confirm. D. Wh- questions with “like,” “look” and “do.” Write chart on board. Walk through pointing to each word. Don’t expect mastery yet. EXPANSION: Have students create complete sentences from the chart in Activity C. Listening (e.g., What is he like? He is outgoing.)

Answer Key: B. (from left to right) Niece/young/outgoing, Brother-in-law/athletic/serious, Grandma/pretty/hard-working C. 2. outgoing 3. athletic 4. play sports 5. tall 6. handsome 4

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

B


F. As an alternative, use index cards. Write each word on a card and have students move them around their table/desk to create sentences.

G. Remind students Look at the chart to write the question. Say Does friendly describe personality or a physical characteristic? Point to the top right section of the chart— She is outgoing. Say Personality—She is outgoing; My sisterin-law is friendly. Then point to the corresponding question in the chart. Say What is she like? What is your sisterin-law like?

GRAMMAR PRACTICE

E

Complete the sentence or question. Use is, are, am, does or do. 1. Q: What ___________ they look like? do

2. Q: What _______________ she like?

A: They ___________ pretty. are

A: She ____________ hard-working and serious.

3. Q: What ____________ you like?

4. Q: What _______________ he look like?

A: I ___________ friendly.

A: He _______________ tall and handsome.

5. Q: What ________ you like?

6. Q: What ______________Sandra look like?

A: We ________ outgoing and funny.

F

A: She _______________ short.

Unscramble the questions. Ask your partner. 1. does / look / like? / What / your sister

________________________________________________ What does your sister look like?

2. do / neighbors / like? / look / What / your ________________________________________________ 3. like? / children / What / your / are

________________________________________________

4. is / mother / What / your / like?

________________________________________________

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E. Reference the section of the chart with descriptive words. Remind students when forming questions about personality, use is/are. Questions about physical characteristics use does/do.

1

5. What / like? / your / does / grandma / look ________________________________________________

G

Read the answers. Write the questions. is your sister-in-law like? My sister-in-law is friendly and hardworking. 1, What __________________________________________

2. __________________________________________ His grandpa is shy. 3. __________________________________________ My nephew is tall and athletic. 4. __________________________________________ Her brother-in-law is funny. 5. __________________________________________ Their grandmas are tall. 6. __________________________________________ Our niece is young and pretty.

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Answer Key: E. 2. is/is 3. are/am 4. does/is 5. are/are 6. does/is F. 2. What do your neighbors look like? 3. What are your children like? 4. What is your mother like? 5. What does your grandma look like? G. 2. What is his grandpa like? 3. What does your nephew look like? 4. What is her brother-in-law like? 5. What do their grandmas look like? 6. What does your niece look like? intercambio.org/teachers

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I

REAL LIFE / YOUR LIFE Amalia is planning a family party. Read about her family members and what they like to do. Answer the questions below.

Saturday, May 10th Fairfield Park 2 p.m. – 7 p.m.

Marcela sister-in-law likes shopping serious

Tomas nephew patient likes kids

Hernando brother-in-law likes cooking hard-working

Pedro grandpa outgoing friendly

Daniel nephew friendly likes music

Linda niece friendly likes kids

H. Ask Do you have family parties? What do you do together? This activity practices structures the students have learned in previous lessons. They should know them, but they may need additional practice to remember. Consider asking the questions and getting verbal responses before students write.

J

1. Who can watch the kids? _______________________________________________________ Linda and Tomas can watch the kids. Why? ______________________________________________________________________ They are friendly and patient, and they like kids. 2. Who can cook the food and barbecue? ____________________________________________ Why? ______________________________________________________________________ 3. Who can welcome the guests?___________________________________________________ Why? ______________________________________________________________________ 4. Who can choose and play music? ________________________________________________ Why? ______________________________________________________________________ 5. Who can buy groceries? ________________________________________________________ Why? ______________________________________________________________________

CULTURE TIP In the US, it can be considered illegal to leave children home alone or in a car under a certain age. What are the rules for parents in your native country? 4 Student Book 2 RIGHT

Culture Tip US law says it is ok to leave a child at home after a certain age. Do you know what that age is in the state where you live? Is this a law in your native country too?

Answer Key: H. Answers will vary, some options: 2. Hernando can cook the food and BBQ./He likes cooking. 3. Linda can welcome the guests./She is friendly. 4. Daniel can choose and play music./He likes music. 5. Marcela can buy groceries./She likes shopping. 6

Teacher Book 2 RIGHT

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H


I

Draw your family tree. My Family

J

Choose three people to write about. Write what they look like and what they are like. 1. Family member name: __________________ relation to you: ___________________________ What they are like: ______________________________________________________________ What they look like: _____________________________________________________________ 2. Family member name: __________________ relation to you: ___________________________ What they are like: ______________________________________________________________ What they look like: _____________________________________________________________ 3. Family member name: __________________ relation to you: ___________________________ What they are like: ______________________________________________________________ What they look like: _____________________________________________________________

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I. Demonstrate by drawing your family tree on the board first (focusing on the words from the vocabulary section). Talk about your family. If students request additional family word names, write them on the board and practice how to pronounce them.

1

CONNECT WITH CONVERSATION Conversation Point to Activity J. Say Talk about your families. Brainstorm questions from the grammar chart. Be sure students ask you questions too.

Talk with a partner about your families and friends. intercambio.org/students

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

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HOMEWORK Complete the conversation. Samantha: So, Tyrone, tell me about(1) ___________ (your / his) family. your Tyrone: I (2)___________ (has / have) a brother and a sister. Samantha: Oh wow. What (3)__________ (are / do) they like?

Tyrone: My brother (4) ___________ (is / are) quiet and hardworking like me. My sister (5)______ (is / are) really friendly. Samantha: Nice. What (6) __________ (do / does) they look like? Tyrone: My brother (7)__________ (is / does) tall, but my sister (8) __________ (is / does) short. They (9)__________ (is / are) both really athletic. Samantha: Great! I hope I can meet them someday!

L

Complete the sentences using the words in parentheses. 1. What is your grandma like?

___________________________________ (quiet/hardworking) She’s quiet and hardworking.

2. What is your mother like?

___________________________________ (friendly/kind)

3. What does your niece look like?

___________________________________ (pretty)

4. What is your brother-in-law like?

___________________________________ (quiet)

5. What does your brother look like?

___________________________________ (short/athletic)

JOURNAL PROMPT Write about a friend you have. What’s their name? What do they look like? What are they like? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

6 Student Book 2 RIGHT

Answer Key: K. 2. have 3. are 4. is 5. is 6. do 7. is 8. is 9. are L. 2. She’s friendly and kind. 3. She is pretty. 4. He’s quiet. 5. He is short and athletic.

8

Teacher Book 2 RIGHT

Students will be more likely do homework if Pre they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. Discuss how to do each activity before the end of class by reading the instructions together and doing an example for each activity. Make sure to review completed homework at the beginning of next class.

Encourage students to complete the journal activity. Providing a specific goal for length—even A if they write only 1-2 sentences—will help motivate them to do this. Be sure students have an opportunity to share their responses in the next class, either in pairs, aloud, or they can turn it in so you can comment on it. When commenting on the journal entry, focus on content and not corrections.

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K

Lesson 1 • What’s He Like?


L2 I HAVE A COLD By the end of the lesson, students will be able to: • Talk about when they and others are sick What to expect? This is only the second day so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Continue to get a sense of the general level of your students, but be careful not to gauge the level of the class by one talkative student. What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures to illustrate the vocabulary words from the previous lesson (optional - for review) Teacher Notes: The same grammar focus in this level appears in 2L lesson 2 to give students plenty of opportunity to practice.

Ask What are you like? Then, refer to a magazine picture and ask What is he like? What does he look like? Review homework. Listen to Track 02 Dawa: Kathy: Dawa: Kathy: Dawa: Kathy: Dawa: Kathy: Dawa: Kathy:

Hey Kathy! [coughing, congested voice] Oh, hi Dawa. Oh no, do you have a cold? Yes, I do. My whole family is sick. I’m sorry to hear that. What’s wrong? Well, I have a sore throat and a runny nose. [coughing] I also have a cough. I can hear that. My husband has a fever. My son has a runny nose and cough too. Oh no! That’s awful. Can I bring you soup? Oh, yes please. Thank you.

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Warm Up/Review: Greet students. Have new students fill out name tags or table tents. Be sure new students are integrated into the classroom by having people meet each other through Conversation Rotation or Cocktail Party to learn names.

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2

I HAVE A COLD Listening warm-up. Track 02: Is Dawa sick?

Pre Explore the picture. Point out warm-up question. Say Listen. Is David sick? Play track completely. Elicit answer.

A. Say each word aloud, and have students repeat multiple times. Define the meaning using gestures. Students will practice the vocabulary on the following pages. EXPANSION: Spend time working on the pronunciation of the v in fever, th in throat and healthy, and the d in tired (tire vs. tired). Use Pronunciation Fun for ideas on how to work on these sounds.

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. healthy

tired

fever

cold

sick

runny nose

sore throat

cough

stomachache

earache

headache

take medicine

PRONUNCIATION A

Listen to your teacher and practice the k sound. Circle the words below that have the k sound.

earache

stomach

grab

sick

nice

green

cough

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Pronunciation Read instructions aloud, then have a student repeat. Demonstrate example by saying earache while emphasizing the “k� sound. Have students repeat. Say circle the word with the k,k,k sound. Repeat process: say a word in a slow, but normal, voice. Students repeat. Then students circle (if appropriate).

Answer Key: Pronunciation. Stomach, sick 10

Teacher Book 2 RIGHT

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Pre


VOCABULARY PRACTICE

B

D. FOCUS: Questions and short answers with “have” and “to be.” EXPANSION: Have students create complete sentences from the chart in C Listening (e.g., What’s wrong with Dawa? She has a cough.)

C

a

b

c

d

e

f

g

h

1. ____ g She has a runny nose.

4. ____ He’s healthy.

7. ____ He has a stomachache.

2. ____ She has a fever.

5. ____ He has a headache.

8. ____ She is going to take some

3. ____ She has a cough.

6. ____ He’s tired.

medicine.

LISTENING Listen again to Track 02. Check  what’s wrong with each person. cough Dawa

fever

runny nose

sore throat

Dawa’s husband Dawa’s son

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS

What’s

ANSWERS

wrong?

Do

you

Are

you

have

a cold?

sick?

I

am

We They

are

I We They

have

a sore throat.

sick.

He She

is

tired.

has

a stomachache.

Yes,

I

do.

No,

I

don’t.

Yes,

I

am.

No,

I’m

not. fine.

NOT FOR DUPLCATION

C. Read instructions aloud. Say Listen to David talk about his family. Say Check the box when you hear the word. Point to the chart. Play the track again. Play track multiple times so students can complete the chart. Check answers as a group. Play again to confirm.

Match the sentences with the pictures.

8 Student Book 2 RIGHT

Answer Key: B. 2. b 3. f 4. a 5. e 6. c 7. d 8. h C. Dawa: sore throat, runny nose Dawa’s husband: fever Dawa’s son: runny nose, cough

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2

GRAMMAR PRACTICE

F

G

H

Grammar Practice All three activities become increasingly difficult. Reference the grammar chart with each one to explicitly point out which part of the grammar structure is being practiced. Read instructions aloud. Write examples on board. Do examples with students. If they struggle, do more together until students can work independently. Check answers in pairs. Use gestures to demonstrate that they will read their answers by taking turns and correcting answers.

Look at the questions. Circle the correct answer. 1. What’s wrong?

a. I’m sick.

b. I’m a fever.

2. Does she have a cold?

a. No, she doesn’t.

b. No, she isn’t.

3. Does he have a runny nose?

a. Yes, he does.

b. Yes, he is.

4. Are they sick?

a. Yes, they do.

b. Yes, they are.

5. Do they have sore throats?

a. Yes, they do.

b. Yes, they are.

6. Is she going to take some medicine?

a. Yes, she is.

b. Yes, she does.

Look at the pictures. Use have/has, am/is/are, do or does.

1. They ________ have a cold.

2. She ________ a stomachache.

3. He _______ tired.

4. She ______ a headache.

5. They ________ healthy.

6. _____ they have runny noses?

Cross out the mistake. Then, write the sentence correctly. 1. I am a sore throat.

_________________________________________________ I have a sore throat.

2. We do healthy.

_________________________________________________

3. They has a headache.

_________________________________________________

4. She have a fever.

_________________________________________________

5. We is sick.

_________________________________________________

Complete the conversation.

H. Read the conversation in pairs as a role play.

Are (Are / Is) you going to hang out with your friends this weekend? Erika: Hey Nico. (1) ________

Nico: No,(2) ________ (I’m / she’s) not. I (3)__________ (have / has) a cold. Erika: Oh no! I’m sorry to hear that. (4)_________ (Do / Is) you have a sore throat? Nico: Yes, I (5)_________ (do / is). I also (6)___________ (have / am) a fever. Erika: Yikes! (7)__________ (Do / Are) you going to call the doctor? Nico: Yes, I (8)_________ (do / am). I want to take some medicine. intercambio.org/students

9

Answer Key: E. 2. a 3. a 4. b. 5. a 6. a F. 2. has 3. is 4. has 5. are 6. Do G. 2. do/We are healthy 3. has/They have a headache. 4. have/She has a fever. 5. is/We are sick. H. 2. she’s 3. have 4. do 5. Do 6. have 7. Are 8. am 12

Teacher Book 2 RIGHT

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E


REAL LIFE / YOUR LIFE

I

Watch your teacher. Guess what’s wrong. You have a stomachache

J

Partner 1: Act sick. Partner 2: Ask What’s wrong? Take turns.

K

Read the text messages. Answer the questions.

K. Talk about text messaging. When do you use text messaging? When do you use the phone? This activity practices structures the students have learned in previous lessons. They should know them, but they may need additional practice to remember. Consider asking the questions and getting verbal responses before students write.

1. When is the BBQ?

____________________________________________ It’s this weekend.

2. Why can’t Ravi go?

____________________________________________

3. What’s wrong with Ravi?

____________________________________________

4. Would Ravi like soup?

____________________________________________

5. What is Ravi going to do?

____________________________________________

6. What is Sara going to do?

____________________________________________

NOT FOR DUPLCATION

I. Make various gestures related to being sick for students to guess. Then, switch roles with a student.

CULTURE TIP Culture Tip Do you speak to your doctor in English?

Don’t be afraid to ask a doctor questions. Your conversation with a doctor is private. You can ask: “Is there medicine to help me feel better?” “How long do I take the medicine?” Do you go to the doctor when you are sick? 10 Student Book 2 RIGHT

Answer Key: K. 2. He’s sick. 3. He has a fever, cough and sore throat. 4. No, he wouldn’t. 5. He’s going to take medicine and go to sleep. 6. She’s going to the store. intercambio.org/teachers

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2

ROLE-PLAY!

L

L. Practice the role play—or part of it— with students before having them work in pairs.

1st round – Partner 1 is the doctor, Partner 2 is sick. QUESTIONS FROM THE DOCTOR

POSSIBLE ANSWERS healthy

fever

runny nose

cough

headache

cold

How can I help you? What’s wrong? Do you have a cough, fever, runny nose? What else? I’m sorry to hear that. You can take this medicine.

tired

stomachache

sore throat

sick

take medicine

earache

How can I help you?

I’m sick.

What’s wrong?

I have a cough. h

g cou

What else?

Practice. 2nd round – Partner 1 is sick and Partner 2 is the doctor.

Conversation When do you go to the doctor? Is different from what it was like when you went to the doctor in your native country? Be sure students ask you questions too.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • What you do when you are sick. • What you do when your family is sick. • How you stay healthy. • Do you like to take medicine? intercambio.org/students

14

Teacher Book 2 RIGHT

11

NOT FOR DUPLCATION

cough


HOMEWORK

M

Complete the conversation. Use the words in the box. Dr. Iglesias: Hi Joe. I’m Dr. Iglesias. How can I (1) ____________________ you? help Joe: Hi Dr. Iglesias. (2) ______________________ sick.

P

take sorry

Dr. Iglesias: Okay. What’s (3)______________________?

runny nose

Joe: I have a (4)____________________, fever and a cough.

I’m

Dr. Iglesias: I’m (5)_________________ to hear that!

help

Joe: What can I do to feel better?

wrong

Dr. Iglesias: Sleep and drink lots of water. You can also (6)__________________ some medicine for your runny nose. Call me next week if you don’t feel better. Joe: Okay. Thank you, Dr. Iglesias.

N

Answer the questions using the words in parentheses. 1. What’s wrong?____________________________________________________ (He/sore throat/cough) He has a sore throat and cough. 2. What can they do to feel better? ______________________________________ (take some medicine)

NOT FOR DUPLCATION

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. Discuss how to do each activity before the end of class by reading the instructions together and doing an example for each activity.Make sure to review completed homework at the beginning of next class.

Lesson 2 • I Have a Cold

3. How does she feel? _____________________________________________________________ (tired)

4. Does it hurt? ____________________________________________________________________ (yes)

Encourage students to complete the journal activity. Providing a specific goal for length—even if they write only 1-2 sentences—will help motivate them to do this. Be sure students have an opportunity to share their responses in the next class, either in pairs, aloud, or they can turn it in so you can comment on it. When commenting on the journal entry, focus on content and not corrections.

5. Are you sick? _____________________________________________________________ (no/healthy)

JOURNAL PROMPT Write about a time you were sick. What was wrong? Did you go to the doctor? What did you do to feel better? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 12 Student Book 2 RIGHT

Answer Key: M. 2. I’m 3. wrong 4. runny nose 5. sorry 6. take N. 2. They can take some medicine. 3. She feels tired. 4. Yes, it does. 5. No, I’m healthy.

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15


L3 I FELT LONELY AT FIRST By the end of the lesson, students will be able to: • Talk about how they felt in the past • Talk about how they felt moving to the US What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip Warm Up: Ask students Are you sick? Do you have a cold? Review the homework. Tell students I am from _. I was _ when I moved here. How did you feel when you moved here?

Mara: So, Ravan, when did you move to the US? Ravan: About 8 years ago. I remember when I first came here. Mara: Oh wow. What was it like to move here? Ravan: I was lonely at first, but I was also excited to be in a new place. Mara: Yeah, I remember when I first came to the US too. Ravan: How did you feel? Mara: I was sad because I missed my family. But I was surprised by how friendly the people were. I was happy to make new friends.

16

Teacher Book 2 RIGHT

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Listening Track 03


3

I FELT LONELY AT FIRST Pre

Listening warm-up. Track 03: Are Mara and Ravan from the US?

A. Say each word aloud multiple times, and have students repeat. PRONUNCIATION extra: say stressed, bored, excited out loud, enunciating the -ed sound. Ask students What sound do you hear? Say –ed is not always pronounced the same way in English. NOTE: Students learn regular past tense verbs starting in 2R. Don’t spend time discussing additional –ed endings here.

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. stressed

lonely

surprised

sad

excited

nervous

happy

difficult

easy

move

bored

miss (someone)

PRONUNCIATION A

NOT FOR DUPLCATION

Pre Explore the picture. Ask Are Mara and Ravan from the US? Point out warm-up question. Write on board. Play track completely. Point to question again, and ask to get a response.

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

difficult

it

miss

easy

fill

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13

Pronunciation Read the directions aloud. Read the words aloud as students circle or underline. At first, students should focus on listening for the difference in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. To make the GREEN sound, smile to say ee. To make the SILVER sound, lower your jaw so your mouth is slightly open. Touch the back side of your bottom front teeth with the tip of your tongue. See Pro Fun for more practice. Answer Key: Pronunciation. GREEN TEA: easy; SILVER PIN: it, miss, fill

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VOCABULARY PRACTICE

B

E

Write the correct word.

stressed or excited? 1.__________________ stressed

lonely or surprised? 2.__________________

surprised or bored? 3.__________________

sad or excited? 4.__________________

F

C

surprised or nervous? 6.__________________

nervous or bored? 7.__________________

happy or stressed? 8.__________________

Listen again to Track 03 and fill in the bubble with the correct answer. 1. When did Ravan move to the US?

a. 8 years ago

C. Read instructions aloud. Play track multiple times so students can complete the activity. Check answers in pairs. Play G again to confirm.

b. 5 years ago

2. How did he feel at first?

a. stressed

b. lonely

3. How did Mara feel?

a. bored

b. sad

4. Who did Mara miss?

a. her family

b. her friends

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS What

How

was

did

it

you

like

feel

ANSWERS

to move

here?

when you moved here?

It

was

difficult. easy.

I he she we they

felt was were

nervous. excited.

14 Student Book 2 RIGHT

D. FOCUS: Describing feelings with adjectives. Write chart on board. Walk through pointing to each word. After going through the chart once, go through it again asking and answering questions about the pictures from Activity B (How did he feel?). Then, do the same with a student. NOTE: Feel/felt is an irregular past tense verb. Irregular verbs have to be learned. There’s a list in the back of the student book of regular and irregular verbs to practice with students.

Answer Key: B. 2. lonely 3. surprised 4. sad 5. excited 6. nervous 7. bored 8. happy C. 1. a. 8 years ago 2. b. lonely 3. b. sad 4. a. her family

18

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

nervous or excited? 5.__________________


3

GRAMMAR PRACTICE

E

Underline the correct word. 1. I feel / felt nervous when I moved here. 2. I were / was lonely because I missed my family. 3. How did / do you feel when you arrived? 4. What were / was it like? 5. They feel / felt stressed before the test. 6. He were / was sad to say goodbye.

F

Circle the correct words to complete the conversation. Radhika: What was it like to move here? Aazar: It was (1) difficult / nervous at first. Radhika: How did you feel when you arrived? Aazar: I was (2) difficult / lonely because I missed my friends. Radhika: It’s not (3) surprised / easy to move to a new country. Do you like it here now? Aazar: Yes, now I am really (4) easy / happy here. I have a lot of new friends! And I’m very (5) excited / bored—I’m starting a new job next week! Radhika: That’s great!

G. EXPANSION: Practice the conversation in pairs.

G

Look at the questions. Write the answers using the words in parentheses. 1. What was it like to move here?

___________________________________ (difficult) It was difficult.

2. How did you feel when you moved here? ___________________________________ (lonely/bored) 3. How did Azar’s parents feel?

NOT FOR DUPLCATION

F. Ask students to circle the person in each question to help them formulate the response. For example, in number 1, circle it. Then respond with it.

___________________________________ (excited/nervous)

4. How did she feel when she moved here? ___________________________________ (stressed) 5. What was it like to move here?

___________________________________ (easy)

6. How did he feel?

___________________________________ (surprised)

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Answer Key: E. 2. was 3. did 4. was 5. felt 6. was F. 2. lonely 3. easy 4. happy 5. excited G. 2. I felt lonely and bored. 3. They felt excited and nervous. 4. She felt stressed. 5. It was easy. 6. He felt surprised. intercambio.org/teachers

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J

REAL LIFE / YOUR LIFE

I

Read the text message. Circle True or False.

H. Ask Who do you message on your phone? What program do you use? EXPANSION: Have students correct the false statements.

1. Marcus moved to the US on Tuesday.

TRUE

FALSE

2. Marcus felt excited and nervous.

TRUE

FALSE

3. George felt different than Marcus when he came to the US.

TRUE

FALSE

4. George also felt sad when he moved here.

TRUE

FALSE

5. George and Marcus are getting dinner tomorrow.

TRUE

FALSE

K

Complete the conversation. George: Hey Marcus. How (1)_______ are ( is / are) you doing? Marcus: I’m (2)__________________ (excited / difficult) to be here and still a little nervous. George: Do you (3)_______________ (miss / missing) your family? Marcus: Yeah. I’m (4)_______________(go / going) to talk to them tomorrow on the phone. George: Great. It is (5)____________________ (stressed / difficult) to move to a new country. But, I think you (6)_____ (is / are) going to be happy here.

CULTURE TIP In the US, many people talk to counselors when they feel sad, stressed or need help. Some places in the US have low-cost counselors. Do people in your native country talk to counselors? 16 Student Book 2 RIGHT

Answer Key: H. 2. TRUE 3. FALSE 4. FALSE 5. FALSE I. 2. excited 3. miss 4. going 5. difficult 6. are

20

Teacher Book 2 RIGHT

Culture Tip Who do you talk to when you need help? NOTE: If you can, find low-cost counseling options in your area to share with the class. Use The Immigrant Guide (Health and Medical section) to expand the conversation.

NOT FOR DUPLCATION

H


J

3 Look at the chart and answer the questions.

THE MOST COMMON SOURCES OF STRESS % of people who say they experienced a major stressful event in the past year related to... Illness and disease

27%

Death of a loved one

16%

Problems with work

13%

Life changes or transitions

9%

Family events or issues Problems with personal relationships

9% 6%

43% Health-related problems

Source: NPR / Robert Wood Johnson Foundation / Harvard School of Public Health: The Burden of Stress in America. March 5-April 8,2014.

1. What is the biggest source of stress?

__________________________________________________

2. What is the smallest source of stress?

__________________________________________________

3. What are two other sources of stress?

__________________________________________________

K. Start by asking How did you feel when you moved to the US? Make a list of people’s feelings on the board. You may need to provide examples to get students going (sad, excited, scared, happy, etc.). Then say Which emotion was easy? Which did you like to feel? Which emotion was hard? Which was not fun to feel? Conversation. Don’t forget to encourage your students to ask you questions too.

K

Rank the emotions you felt when you moved to the US. 1 = the easiest emotion and 5 = the hardest emotion you felt. 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ 4. ___________________________________________ 5. ___________________________________________

stressed

bored

lonely

happy

surprised

difficult

sad

easy

excited

move

nervous

miss (someone)]

NOT FOR DUPLCATION

4. Have you had any of these common sources of stress? _______________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • How you felt when you moved to the US. • What it was like when you moved to the US. • How you and/or your family feel about living in the US now. intercambio.org/students

17

Answer Key: J. 1. illness and disease 2. problems with personal relationships 3. Answers will vary 4. Answers will vary K. Answers will vary

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21


HOMEWORK

L

Lesson 3 • I Felt Lonely at First

Choose the correct word to complete the sentence. 1. I was _______________________ (stressed / difficult) when I moved here. stressed 2. He felt _____________________ (excited / missed) when he moved here. 3. They ____________________ (feels / felt) nervous.

Walk throughPre homework by reading the instructions and doing an example for each activity.

4. We were _____________________ (surprised / easy) to meet friendly people. 5. They ______________________ (move / miss) their family. 6. She ______________________ (feel / felt) happy when she moved here. 7. It ______________________ (was / were) difficult when I first moved here.

Write the questions. 1. ________________________________________________________ How did she feel?

She felt nervous.

2. ________________________________________________________

They were excited.

3. ________________________________________________________

We were happy.

4. ________________________________________________________

It was difficult.

5. ________________________________________________________

I was stressed.

6. ________________________________________________________

David felt sad.

7. ________________________________________________________

It was easy.

A

JOURNAL PROMPT When did you move to the US? How did you feel when you moved here? Do you feel the same now? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 18 Student Book 2 RIGHT

Answer Key: L. 2. excited 3. felt 4. surprised 5. miss 6. felt 7. was M. 2. How did they feel? 3. How did you feel? 4. What was it like? 5. How did you feel? 6. How did David feel? 7. What was it like? 22

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

M


L4 WHAT DID YOU DO ON THANKSGIVING By the end of the lesson, students will be able to: • Talk about holidays • Talk about what they like to do on holidays • Talk about things they did in the past What to bring to class: • Table tents or name tags for student names • Items to illustrate holidays (see note next to A. Vocabulary on next page) (optional) • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: Students will learn past tense verbs throughout the series, including in other lessons in this book. There is a similar structure taught in 2L lessons 3 and 13 to give students additional practice in a different context

Listening Track 04 Luisa: Hi Andrew. What did you do on Thanksgiving? Andrew: We visited my wife’s family. Luisa: Did they make Thanksgiving dinner? Andrew: No, we went to a restaurant. What did you do? Luisa: We stayed home. My children were home from college and we watched the parade on TV. Andrew: That sounds fun. Luisa: It was!

NOT FOR DUPLCATION

Warm Up: Ask students How did you feel yesterday? Review the homework. Say I went to my friend’s house for Thanksgiving (sharing a true statement about a recent holiday). Ask What did you do on Thanksgiving? (Or ask about a different holiday depending on what time of year it is.)

Listening Track 05 Tran: My favorite holiday is Tet. It celebrates the New Year in Vietnam. Last year, I went home for the holiday. I brought a small gift to my brother-in-law and sister. I watched a parade with my friends. Then we ate chicken and sticky rice for dinner together. Mike: My favorite holiday is the 4th of July. It celebrates the US as a country. Last year, I went to a park with friends. I brought hamburgers and hot dogs and cooked at the park. We watched the fireworks at night.

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23


Pre

Listening warm-up. Track 04: Write Luisa or Andrew under the picture.

A. Say each word aloud multiple times, and have students repeat. OPTION: Bring items from home about holidays: 1. holiday cards 2. examples of small gifts you can bring to people’s houses 3. pictures of Thanksgiving food (or a dish to bake and share) 4. picture of a memory they have Or, teach a holiday song they know— being mindful of different religious identifies.

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher.

make food

clean the house

watch a parade

eat Thanksgiving dinner

have a party

write a holiday card

visit family

get together with friends

PRONUNCIATION A

Listen to your teacher. Cross out the word in each line that doesn’t have the GRAY DAY sound. EXAMPLE

today

take

name

have

1. make

rainy

family

stay

2. made

gave

parade

party

3. head

pay

paid

patient intercambio.org/students

Pre Point to picture; ask What did Luisa do? What did Andrew do? Point to the instructions for the warm-up. Here students are being asked to identify pictures of words they might not know. Preteach these words by pointing to the image with the word and saying it aloud. Play track completely. Point to instructions again, and say Write.

19

Pronunciation Read the directions aloud. Then, read the example showing students that they should cross out the word that does not have the GRAY DAY sound. Read the first line of words aloud. The students should cross out family. Follow with the second and third row. At first, students should focus on listening for the differences in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. To make the GRAY DAY sound, lower your jaw slightly. Keep the tip of your tongue behind your bottom teeth. See Pro Fun for more practice.

Answer Key: Pronunciation. 1. family 2. party 3. head 24

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

WHAT DID YOU DO ON THANKSGIVING?

4


VOCABULARY PRACTICE

B

Look at the pictures of last Thanksgiving. Match the descriptions with the pictures.

a

b

c

d

e

f

a He cleaned the house. 1. ____

3. ____ They ate Thanksgiving dinner. 5. ____ She wrote holiday cards.

2. ____ They watched a parade. 4. ____ They visited family.

C

6. ____ He made food.

LISTENING Listen again to Track 04. Fill in the blank using the words in the box. did you do on Thanksgiving? Luisa: Hi Andrew. What ______

watched

Andrew: We ________________my wife’s family.

did

Luisa: Did __________ make Thanksgiving dinner? Andrew: No, we ___________to a restaurant. __________ did you do?

they

Luisa: We ________________ home. My children were home from college and we

went visited

____________________ the parade on TV. Andrew: That sounds fun.

What

Luisa: It was!

stayed

LANGUAGE TOOLS

D

Listen to your teacher and repeat. IRREGULAR VERBS take

write

buy

eat

go

spend

make

have

spent

made

had

PAST TENSE took

wrote

bought

ate

went

QUESTIONS

What

did

you he she they

do

on

ANSWERS Thanksgiving? Sunday?

I We He She They

went watched

NOT FOR DUPLCATION

C. Read instructions aloud. Play track multiple times so students can complete the activity. Check answers in pairs. Play again to confirm.

to my friend’s house. to a restaurant. a parade on TV.

20 Student Book 2 RIGHT

D. FOCUS: Wh- questions in the simple past. Write chart on board. Walk through pointing to each word. After going through the chart once, go through it again asking and answering questions about the pictures from Activity B. Then, read the verbs from the chart above the Q&As. Students need to learn these words. If there are any new vocabulary words for a student, describe the meaning by providing saomple sentences (e.g., I took my family to the park. We took a walk.). There’s a list in the back of the student book of regular and irregular verbs to practice with students. OPTION: Create flashcards. Answer Key: B. 2. e 3. f 4. b 5.d 6. c C. 2. visited 3. they 4. went 5. What 6. stayed 7. watched intercambio.org/teachers

25


4

GRAMMAR PRACTICE

E

E. Encourage students to use the chart from the previous page. Learning these verbs takes practice.

Complete the sentence using the past tense of the verb. PAST (REGULAR)

PAST (IRREGULAR)

1. We ____________ stayed (stay) home this

5. They _____________ (take) a gift to the birthday party.

weekend.

6. I _____________ (write) holiday cards for my friends.

2. He _____________ (visit) his family for 7. We ___________ (have) a party for New Year’s. the 4th of July. 3. She _____________ (share) her memories of moving to the US. 4. We _____________ (watch) a football game.

8. He ____________ (buy) groceries last weekend. 9. I ___________ (am) tired on Thanksgiving. 10. He ____________ (eat) turkey and mashed potatoes. 11. She ____________ (go) home for the holidays. 12. They ____________ (spend) time with their family.

F

Complete the conversation with the correct present or past tense verb. Practice with a partner. do (do / did) last weekend? Wes: Hey Nora. What did you (1) _______

Nora: I (2) ______________ (visit / visited) my family in Kansas. They (3)_________________ (live / lived) there now. Wes: Nice. Did you (4)________________ (spend / spent) a lot of time together? Nora: Yes, we (5) _____ (do / did). I also (6) _______ (spend/ spent ) some time with some friends there. Wes: That sounds fun. I just (7) _____________ (stay / stayed) home and (8)___________ (make / made) food last weekend. Nora: What (9)__________________ (do / did) you make? Wes: I (10)________________ (make / made) cookies and a pumpkin pie. I (11) _________ (love / loved) to eat desserts. Nora: Yum! Do you have any left?

G

Read the answers. Write the questions. 1. What __________________________________________ did you do on the 4th of July?

I went to a party on the 4th of July.

2. Where _________________________________________

We ate at Marcy’s last night.

3. What __________________________________________

They cleaned the house yesterday.

4. Who ___________________________________________

I visited my family.

5. What __________________________________________

He watched the parade on Thanksgiving.

6. Where _________________________________________

She stayed at her friend’s house. intercambio.org/students

F. Students may not choose the correct answer for 3 and 4. If they choose the past tense option, explain that in number 3, there is a clue that tells us we are talking about the present. Circle the word now. And in number 4, we have a past tense verb at the beginning of the sentence: did. We don’t use another past tense verb next to it. Point to the part of the grammar chart that shows this.

21

Answer Key: E. 2. visited 3. shared 4. watched 5. took 6. wrote 7. had 8. bought 9. was 10. ate 11. went 12. spent 13. made F. 2. visited 3. live 4. spend 5. did 6. spent 7. stayed 8. made 9. did 10. made 11. love G. Answers may vary slightly. 2. Where did you eat last night? 3. What did they do yesterday? 4. Who did you visit? 5. What did he do on Thanksgiving. 6. Where did she stay? 26

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

13. I _____________ (make) a pumpkin pie.


REAL LIFE / YOUR LIFE H. Ask Have you ever celebrated Thanksgiving? What did you do?

Read what Americans did for Thanksgiving in 2018. Answer the questions below and discuss with a partner. WHAT AMERICANS DID FOR THANKSGIVING IN 2018

96%

of Americans celebrated Thanksgiving

Top 5 things Americans ate on Thanksgiving 1. Turkey 2. Stuffing 3. Pumpkin Pie 4. Mashed Potatoes 5. Sweet Potatoes

89%

43 million

Americans watched TV on Thanksgiving

Traveled

Top 5 things Americans were thankful for 1. Family 2. Health 3. Freedom 4. Friends 5. Memories

1. What did Americans eat the most on Thanksgiving in 2018?

a. turkey

b. pumpkin pie

2. What percentage (%) of Americans traveled for Thanksgiving?

a. 8%

b. 89%

3. What was the number 1 thing Americans were most thankful for?

a. family

b. friends

4. What percentage (%) of Americans celebrated Thanksgiving?

a. 90%

b. 96%

5. How many people (#) watched TV on Thanksgiving day?

a. 34 Million

b. 43 Million

6. Did you celebrate Thanksgiving last year? _____________________

NOT FOR DUPLCATION

H

7. If yes, what did you do? ________________________________________________________________ 8. Read the top 5 things Americans are thankful for. Circle the ones you are thankful for. Share with a partner.

CULTURE TIP Culture Tip Do you like to shop on holidays? Why or why not?

There are 10 federal holidays in the US. Banks are closed on those holidays. Some stores stay open. What are the important holidays in your native country? Do stores and banks close on the holidays? 22 Student Book 2 RIGHT

Answer Key: H. 2. b 3. a 4. b 5. b 6. Answers will vary 7. Answers will vary 8. Answers will vary

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27


4 I

J

Listen to Track 05. Circle the correct answer. 1. Who went home for the holiday?

Tran

Mike

2. Who spent time with his brother and sister-in-law?

Tran

Mike

3. Whose favorite holiday is the 4th of July?

Tran

Mike

4. Who ate chicken and sticky rice?

Tran

Mike

5. Who watched fireworks?

Tran

Mike

6. Who watched a parade?

Tran

Mike

Think about your favorite holiday last year. What kinds of things did you do? Example Your favorite holiday: Thanksgiving

My favorite holiday is: ___________________________________ The holiday is about: ___________________________________ We eat special food: ___________________________________ We visit with: ___________________________________ The community has activities: ___________________________________

Conversation Did you celebrate a new holiday when you moved to the US? Be sure students ask you questions too.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Their favorite holiday and why. • What they did on their favorite holiday last year. • What they are thankful for. • What they did the last time they spent time with their family or got together with friends. intercambio.org/students

Answer Key: I. 2. Tran 3. Mike 4. Tran 5. Mike 6. Tran J. Answers will vary

28

Teacher Book 2 RIGHT

23

NOT FOR DUPLCATION

I visited my family on Thanksgiving.


HOMEWORK

K Walk through homework by reading the instructions and doing an example for each activity.

L

Lesson 4 • What Did You Do on Thanksgiving?

Put the words in the correct order. 1. were closed / The banks / on Thanksgiving.

The banks were closed on Thanksgiving. ___________________________________________

2. We / last weekend. / had a / party

___________________________________________

3. on / They / played sports / the 4th of July.

___________________________________________

4. ate out / yesterday. / I

___________________________________________

5. did / you / What / do / New Year’s? / on

___________________________________________

6. Monday. / He / the house / on / cleaned

___________________________________________

7. wrote / a holiday card / She / grandma. / to her

___________________________________________

P

Use the past tense of the verb with the word in parentheses to write a sentence.

(watch football)

1. ________________________________________________ She watched football.

(eat dinner)

2. ________________________________________________

(visit family)

3. ________________________________________________

(buy groceries)

4. ________________________________________________

(write letter)

5. ________________________________________________

(listen to music)

6. ________________________________________________

JOURNAL PROMPT Write about a holiday in your native country. What do people do? What did you do for that holiday? ____________________________________________________________________________

NOT FOR DUPLCATION

Jen

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 24 Student Book 2 RIGHT

Answer Key: K. 2. We had a party last weekend. 3. They played sports on the 4th of July. 4. I ate out yesterday. 5. What did you do on New Year’s? 6. He cleaned the house on Monday. 7. She wrote a holiday card to her grandma. L. 2. She ate dinner. 3. She visited family. 4. She bought groceries. 5. She wrote a letter. 6. She listened to music. intercambio.org/teachers

29


L5 IT HAS A BETTER VIEW By the end of the lesson, students will be able to: • Compare houses and rooms • Talk about their home • Say which they like better What to bring to class: • Table tents or name tags for student names • Pictures of homes and/or neighborhoods to compare (perhaps from a home magazine) (optional) • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip Teachers Notes: Students will learn past tense verbs throughout the series, including in other lessons in this book. There is a similar structure taught in 2L lessons 3 and 13 to give students additional practice in a different context.

Listening Track 06

NOT FOR DUPLCATION

Warm Up: Ask students What did you do on Thanksgiving? (Or ask about a different holiday depending on what time of year it is.) Review the homework. Say where you live (e.g., I live in a small house in Boulder.) Ask Where do you live?

Danielle: So, Sergio, which house do you like better? The blue house or the green one? Sergio: I think the green house is better than the blue one. Danielle: Really? Why? Sergio: The green house has wider hallways. It has a better view and a bigger kitchen than the blue one. Danielle: But I really liked the blue house. It had a prettier kitchen and was on a quieter street than the green one. Sergio: Which one is less expensive? Danielle: The blue house is less expensive than the green one. Listening Track 07 I’ve looked at 4 places so far. Here are my choices:

Home #1 is a house in the country. It has bigger rooms and better views of the city. It’s a big house. Home #2 is an apartment downtown. It has narrower rooms and a smaller kitchen. The apartment has natural light and an okay view. Home #3 is an older home. It is cheaper but needs to be cleaned up. It has wider closets and a bigger kitchen. Home #4 is an apartment with a great view. It has lots of natural light and bigger rooms. The kitchen is smaller, but the neighborhood is great.

30

Teacher Book 2 RIGHT


5

IT HAS A BETTER VIEW Pre

Listening warm-up. Track 06: What are the people talking about?

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher.

A. Refer to the corresponding pictures as you say the words aloud and have students repeat.

dark/light house

pretty/ugly kitchen

noisy/quiet street

small/big closet

wide/narrow hallway

good/bad view

natural light

neighborhood

expensive

PRONUNCIATION A

NOT FOR DUPLCATION

Pre Point to picture; ask What are the people talking about? Play track completely. Ask again for an answer.

Listen and repeat after your teacher. Practice the L and R sounds. Touch the words you hear. light

right

better

bottle

nature

natural

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25

Pronunciation Read the directions aloud. Read the words aloud. At first, students should focus on listening for the differences in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. /r/ is the most difficult sound to make in English. If the students struggle, it’s okay. We will revisit /r/ many times. You can help the students find the /r/ sound by having them make ee sound and move their tongue backwards. To make the sound, the tongue floats in the middle of the mouth which is what can make it hard to teach.

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31


VOCABULARY PRACTICE

B

E

Match the words to the pictures.

a

b

c

F e

a a noisy house 1. ___ 2. ___ a dark narrow street

f

3. ___ a quiet neighborhood 4. ___ a pretty view

5. ___ a dark hallway 6. ___ a light kitchen

LISTENING

C

Listen again to Track 06. Circle the words that describe the house. 1. wider / narrower hallways

4. prettier / uglier kitchen

2. better / worse view

5. noisier / quieter street

3. smaller / bigger kitchen

6. less expensive / more expensive

LANGUAGE TOOLS

D

Listen to your teacher and repeat. ADJECTIVE IRREGULAR

REGULAR

ENDING IN Y

COMPARATIVE

bad

worse

good

better

quiet

quieter

dark

darker

light

lighter

narrow

narrower

pretty

prettier

noisy

noisier

QUESTIONS Which house is

bigger? more expensive?

26 Student Book 2 RIGHT

ANSWERS The blue house is

bigger than the green house. more expensive

C. Ask Which house do you prefer? Why? D. FOCUS: Comparative. Write chart on board. Walk through G pointing to each word. After going through the chart once, go through it again asking and answering questions about the pictures from Activity B. Then, read the adjectives from the chart above the Q&As. Students need to learn these words. If the adjective has 2 syllables, add er. If the word is consonant vowel consonant (big), double the last consonant and add er. If the word has more than 2 syllables, use more than. Point out which words are the opposite of other words: good – bad; pretty – ugly; quiet – noisy. OPTION: Create flashcards. And do additional practice with magazine pictures.

Answer Key: B. 2. c 3. b 4. e 5. d 6. f C. Green House: 1. wider 2. better 3. bigger Blue House: 4. prettier 5. quieter 6. less expensive

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NOT FOR DUPLCATION

d


5

GRAMMAR PRACTICE

E E. Practice the sentences aloud.

F

Complete the sentences with the correct comparatives. noisy

noisier My street is (1) ________________ than your street.

quiet

He has (2) ________________ neighbors than I do.

dark

Their living room is (3) _________________ than our living room.

light

That room is (4) ______________________ than the hallway.

wide

My closet is (5) ___________________ than my husband’s closet.

narrow

This hallway is (6) __________________ than my bathroom.

expensive

The new house is (7) _________________ than my old house.

Choose the correct words to complete the conversation. better Bekah: Andres, which bedroom is (1) ______________ (good/better)?

Andres: I like the gray room better. The yellow room is (2) _____________________ (small/smaller) than the gray room. Bekah: But the yellow one has better natural light. Andres: True. I like (3) ________________ (dark/light) bedrooms. They help me sleep (4)_________________ (good/better) than light bedrooms.

the darker bedroom.

G

Complete the sentences with the opposite of the bold words. 1. The living room is darker than the kitchen. lighter than the living room. The kitchen is _____________________________________________________

G. First, have students write questions on their own. Then, when they finish, pair them to ask/ answer their partner’s questions. EXPANSION: Write all of the different question options students came up with.

2. The apartment has a worse view than the house. The house has a ___________________________________________________ 3. Their neighborhood is noisier than my street. My street is _______________________________________________________ 4. The bathroom is lighter than the hallway. The hallway is _____________________________________________________ 5. The house is more expensive than the apartment. The apartment is __________________________________________________

NOT FOR DUPLCATION

Bekah: You can have that one, then. I like the (5) ______________ (darker/lighter) bedroom more than

6. The apartment is prettier than the house. The house is ______________________________________________________ 7. The closet is bigger than the bedroom! The bedroom is____________________________________________________ intercambio.org/students

27

Answer Key: E. 2. quieter 3. darker 4. lighter 5. wider 6. narrower 7. more expensive/less expensive F. 2. smaller 3. dark 4. better 5. lighter G. 2. better view than the apartment 3. quieter than their neighborhood 4. darker than the bathroom 5. less expensive than the house 6. uglier than the apartment 7. smaller than the closet intercambio.org/teachers

33


J

REAL LIFE / YOUR LIFE

H

Listen to Track 07. Gina wants to buy a home. Read her checklist. Listen to her choices. Which home is better for her? Rank them (1=better, 2=good, 3=bad, 4=worse).

• I want an apartment that is smaller than my house. • I want a better view in a good neighborhood. • I don’t like dark homes. I like homes with lots of natural light.

H. Ask Which home is better? Why? Encourage students to give reasons for their answers.

• I need a bigger closet and kitchen than my current home.

Home #2 (image of an apartment downtownm, busy

I

Imagine you can change your home. What do you want to change? Discuss with a partner. Example:_____________________________________________ I want quieter neighbors. 1. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________

CULTURE TIP You can find housing through the internet, talking to friends, housing agencies or realtors, and looking for signs that say “For Sale/Rent”. What kind of home do you live in? How did you find it? How did you find housing in your native country? 28 Student Book 2 RIGHT

Answer Key: H. Answers will vary I. Answers will vary 34

Teacher Book 2 RIGHT

Culture Tip Do you like where you live? Why? Use The Immigrant Guide (Housing section) to expand the conversation.

NOT FOR DUPLCATION

K


J J. If students do not write complete sentences, encourage them to say complete sentences as you check answers.

5 Look at the ads for homes. Answer the questions.

House #1

1. Which house is bigger? __________________________________ House 1 2. Which house is less expensive?

FOR SALE

Great location

. Investor opp

ortunity!

$200,000 4 beds 3 baths 2,000 sq ft

__________________________________ 3. Which house has darker rooms?

House #2

__________________________________ 4. Which house has a better view? __________________________________

DEC EMB ER

10-15

5. Which house do you like better? Why?

254 WEST BRO COLUMBUS, OK AVENUE OH 43201 Contact Sarah for details and more inform Call us at 06-83 ation 4-1513 | www. rmpropertie s.com

FOR SALE

Great location

. Investor opp

ortunity!

$145,000 3 beds 2 baths 1,500 sq ft

__________________________________ __________________________________

DEC EMB ER

10-15

Compare your house with house #2 above. Check the box. WHICH...? house is smaller house is bigger kitchen is darker kitchen is lighter bathroom is prettier neighborhood is noisier neighborhood is quieter living room is wider living room is narrower

HOUSE #2

NOT FOR DUPLCATION

K

388 LEWIS STR COLUMBUS, EET OH 43205 Contact Sarah for details and more inform Call us at 06-83 ation 4-1513 | www. rmpropertie s.com

MY HOUSE NOW

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Your home now. • The home where you grew up. • What you like about your home. • What you don’t like about your home. intercambio.org/students

29

Answer Key: J. 1. House #1 is bigger. 2. House #2 is less expensive. 3. House #1 has darker rooms. 4. House #2 has a better view. 5. Answers will vary

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HOMEWORK

L

Lesson 5 • It Has a Better View

Fill in the blank with the correct form of the word in parentheses. 1. The old apartment is __________________ (big) than my apartment. bigger 2. His living room is _________________ (light) than the bathroom. 3. Her kitchen is __________________ (pretty) than my kitchen.

Walk through homework by reading Pre the instructions and doing an example for each activity.

4. Their neighborhood is __________________ (noisy) than John’s neighborhood. 5. This hallway is _____________________(wide) than that hallway. 6. That closet is __________________(good) than yours.

M

Look at the sentence. Write the sentences with the opposite word. 1. That street is wider than my street. _____________________________________________________________________________________ That street is narrower than my street. 2. The house is smaller than the apartment. _____________________________________________________________________________________ 3. That neighborhood is worse than my neighborhood. 4. The bathroom is darker than the bedroom. _____________________________________________________________________________________

A

5. This house is prettier than that house. _____________________________________________________________________________________ 6. This kitchen is wider than that kitchen. _____________________________________________________________________________________

JOURNAL PROMPT Think about your dream house. What kinds of rooms are in it? How is it different than your current home? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 30 Student Book 2 RIGHT

Answer Key: L. 2. lighter 3. prettier 4. noisier 5. wider 6. better M. 2. The house is bigger than the apartment. 3. That neighborhood is better than my neighborhood. 4. The bathroom is lighter than the bedroom. 5. This house is uglier than that house. 6. This kitchen is narrower than that kitchen. 36

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

_____________________________________________________________________________________


L6 WE ARE ALL OUT By the end of the lesson, students will be able to: • Talk about items they have using any and some • Ask people to help them get things What to bring to class: • Table tents or name tags for student names • Pictures of homes and/or neighborhoods to compare (perhaps from a magazine) (optional—for review) • Grocery store ads that show some of the words in the vocabulary section (optional) • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities Warm Up: Refer to the magazine pictures, ask students questions using the Which is more construction from lesson 5. Review the homework.

Santiago: Wow! Our fridge is empty! I’m going to go to the grocery store. Do you need any groceries? Belen: Yes, thank you! We’re out of fruit and vegetables. Please pick up some strawberries and carrots. Santiago: Okay--what else? Belen: Umm, do we have any yogurt in the fridge? Santiago: No, we’re out of yogurt too. Belen: Okay, please get some yogurt too. And also a bottle of bathroom cleaner. Santiago: Okay, do we need any bread? Belen: No, we don’t. We have 2 loaves in the refrigerator. Santiago: Okay. Text me if you think of something else.

NOT FOR DUPLCATION

Listening Track 08

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6

WE ARE ALL OUT Listening warm-up. Track 08: Where is he going?

A. Say the words aloud multiple times for students to repeat. Students will practice the vocabulary on the following pages. Ask students to underline the container word. Show them what you mean by underlining a package of, a roll of, etc. The package word and item word is all part of the vocabulary for this lesson. Using an image from the grocery store mailer if possible, note that “package” is used for 1+ roll of toilet paper or paper towels put together. NOTE: Be sure to emphasize the correct pronunciation of sugar (WOODED HOOK). Say the word several times and have students repeat.

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. a package of paper towels

a roll of toilet paper

a bottle of cleaner

a carton of milk

a can of beans

a bag of sugar

a loaf of bread

a box of cereal

fruit

yogurt

meat

PRONUNCIATION A

Listen and repeat after your teacher. Practice the OLIVE SOCK sounds. Write the words in the box. OLIVE SOCK WORDS 1._________________ bottle 2._________________ 3._________________ 4._________________ 5._________________

roll

bottle

box

loaf

yogurt

throat

closet

carton

shop

doctor

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31

Pronunciation Read the directions aloud. Read the words aloud. At first, students should focus on listening for the differences in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. To make the OLIVE SOCK sound lower your jaw and round your mouth slightly. NOTE: The OLIVE sound in carton is shaded by the “r” sound. See Pro Fun for more practice.

Answer Key: Pronunciation. box, doctor, closet, shop

38

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

Pre


VOCABULARY PRACTICE

B

Match the words. d a roll 1. _____

2. _____ a can 3. _____ a bag 4. _____a bottle

A. OF SUGAR

B. OF BREAD

C. OF PAPER TOWELS

D. OF TOILET PAPER

E. OF BEANS

F. OF CLEANER

G. OF MILK

H. OF CEREAL

5. _____a box 6. _____ a loaf 7. _____ a package 8. _____a carton

LISTENING

C C. EXPANSION: Ask students to write their own grocery lists from the items on the left.

Listen again to Track 08. Check  the items that Santiago needs at the grocery store. Create a shopping list for Santiago.

‰fruit

‰lettuce

‰cereal

‰meat

‰paper towels

‰bread

‰strawberries

‰carrots

‰cleaner

‰drinks

‰yogurt

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTION

Do

have need

we

How much

cleaner

How many

rolls of toilet paper

ANSWERS

any

do

we

we

have need

No,

we

don’t have don’t need

any (sugar).

We

have need

1 bottle of

cleaner.

6 rolls of

toilet paper.

sugar?

have? need?

some (sugar).

Yes,

1 bag of sugar.

NOT FOR DUPLCATION

shopping list

32 Student Book 2 RIGHT

D. FOCUS: Wh- questions with “do” in the simple present; long answers. This is the first time students use some and any and also compare/contrast countable and non-countable nouns. They probably won’t master this here; it will come up in later lessons. Because of the complexity and newness of the information, don’t share additional “rules.” The important information is that we use any in questions and negative responses, and we use some in positive responses. (While it is true that we can use some in questions—when we expect an affirmative response—that will be taught later.) For how much and how many it’s easiest to teach how much + singular, and how many + plural. That can be an easier concept than countable and non-countable. OPTION: Create flashcards to use for additional practice with magazine pictures. Answer Key: B. 2. e 3. a 4. f 5. h 6. b 7. c 8. g C. Fruit, strawberries, carrots, yogurt, cleaner intercambio.org/teachers

39


6

GRAMMAR PRACTICE

E

E. Practice the sentences aloud. Tell students Look at the chart on page 36 to choose some or any.

Complete the sentence with some or any. 1. We are all out of toilet paper. We don’t have _____________. any 2. Please pick up _______________ paper towels. 3. You are out of cleaner? You don’t have ______________ ? 4. Please get ____________________ yogurt. 5. We don’t have __________________ drinks. 6. She has __________________ cheese.

F

Complete the conversation. Circle the correct word.

F. Practice the conversation in pairs.

Gabi: Hi Jamal. I’m going to the grocery store. Do you need (1) any / some groceries? Jamal: Actually, I’m out of sugar. Please get (2) any / some so I can bake cookies.

Jamal: Just one bag, please. I also need (3) some / any cleaner. Gabi: Okay. How many bottles do you want? Jamal: One bottle is okay. Gabi: Do you need (4) any / some bread? Jamal: No, thanks. I don’t. I have a loaf of bread in the fridge.

G

Complete the questions. Use how much or how many. Practice with a partner. 1. Q:_____________ How much sugar do we need? A: We need two bags.

A: I don’t have any.

3. Q:_____________ bottles of cleaner do you want? A: One bottle is okay.

4. Q: _____________ milk do you drink every week? A: The kids drink three cartons.

5. Q:______________ cans of beans are there?

6. Q: _____________ cereal is in the kitchen?

A: There is one can.

A: Four boxes. intercambio.org/students

Answer Key: E. 2. some 3. any 4. some 5. any 6. some F. 2. some 3. some 4. any G. 2. How many 3. How many 4. How much 5. How many 6. How much 40

Teacher Book 2 RIGHT

G. NOTE: Remind students that How much is used for the singular word and How many is for plural. For example, How many rolls of ___ vs. How much sugar.

2. Q: _____________ rolls of toilet paper do you have?

33

NOT FOR DUPLCATION

Gabi: Sure. No problem. How much sugar do you need?


REAL LIFE / YOUR LIFE H. Ask questions about the ingredients as a warm-up to the written questions. Ask Do you have any butter? Do you have salt? OPTION: Check answers by asking the question in a different way than it’s written—Do you need sugar? After completing the activity, ask Do you bake? Do you bake cake?

Look at the recipe to make a chocolate cake. Look at what’s in the fridge and the cabinet to see what you have. Answer the questions and write a shopping list for what you need.

salt poon 1 teas ake s milk late C 11/3 cup late Choco er, softened choco can of tt 1 u b p 2/3 cu g ar frostin ps sug 12/3 cu eggs r 3 large se flou purpo ll a s r 2 cup powde a cocoa g sod in k 2/3 cup a ons b o p s a 11/4 te

1/2 cup

salt

vanilla frosting

1. Do you have any sugar?

____________________________________________________ Yes, I have sugar.

2. Do you have any cocoa powder?

____________________________________________________

3. Do you have any eggs?

____________________________________________________

4. Do you have milk?

____________________________________________________

5. Do you have baking soda?

____________________________________________________

CULTURE TIP Culture Tip Do you like to have a lot of food at your home? Why or why not? When you buy large quantities, we say “buying in bulk.”

NOT FOR DUPLCATION

H

Sometimes, you can buy food cheaper at warehouse club stores. You must be a member to shop at these stores. The quantities of food are usually very large. It can be helpful to look at expiration dates. Is there a warehouse club store near you? Where did you shop for the lowest prices in your native country? 34 Student Book 2 RIGHT

Answer Key: H. [Exact wording may vary.] 2. No, I don’t have cocoa powder. I need cocoa powder. 3. I have 1 egg. I need 3 eggs. 4. Yes, I have milk. 5. No, I don’t have baking soda. I need baking soda.

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41


I

6 Kate and Ally are planning their high school graduation party. They each look in their kitchen to see what they have. They’ve put together a list of what they will need for the party.

strawberries cheese crackers soda cookies per towels 2 rolls of pa -purpose all 1 bottle of er an cle ilet paper 6 rolls of to s paper napkin 1 package of

crackers

I. Model the dialog with a student. Point to your partner and say You are Ally. Then, cover up Ally’s kitchen with your hand and ask Do you have napkins? Point to Ally to answer the question.

crackers

Role-play with a partner to see what you each have in your kitchen and make a list of what you need at the store.

J

Make a list of things you have at your house and things you need to pick up from the store for a party at your house. Make sure to include how much of each thing you have or need. THINGS I HAVE

THINGS I NEED

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

CONNECT WITH CONVERSATION

Conversation Where do you buy groceries? Why? Do you like food shopping?

Talk with a partner about: • What food and other things you have at your home. • What you need and how much you need. • What you are out of. • Who buys groceries in your family. • What food or other things you bought the last time you went grocery shopping. • Where you go grocery shopping and if you like it or not. intercambio.org/students

42

Teacher Book 2 RIGHT

J. Demonstrate. Say I’m having a graduation party. I need _. Then make a list on the board. Look at your list and say I have _. Add the items you have to the “things I have” list. Add the items you don’t have to the “things I need” list.

35

NOT FOR DUPLCATION

Kate: Do you have napkins? Ally: No I don’t, we need to buy a package of napkins. Ally: Do you have soda? Kate: Yes, I do.


HOMEWORK

K Walk through homework by reading the instructions and doing an example for each activity.

Lesson 6 • We Are All Out

Circle the correct word.

P

1. Yes, we have some / any cheese. 2. No, I don’t have some / any toilet paper. 3. I need / needs three cans of soup. 4. Yes, they have three bags / loaves of bread. 5. We don’t need some / any yogurt.

L

Complete the sentences with the correct word. 1. They don’t have __________ (any / some) drinks. 2. Does he have _________ (any / some) toilet paper? 3. How (much / many) __________chicken do we have? 4. We have ____________ (any / some) fruit. 5. How (much / many)_____________ milk do we have?

7. How (much / many) ______________bags of sugar do they have?

JOURNAL PROMPT What do you have in your fridge right now? What do you need to buy? Write about three things using have, some and any. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

NOT FOR DUPLCATION

6. They don’t have ___________ (any / some) paper towels.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 36 Student Book 2 RIGHT

Answer Key: K. 1. some 2. any 3. need 4. loaves 5. any L. 1. any 2. any 3. much 4. some 5. much 6. any 7. many

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L7 THEIR FOOD IS THE BEST By the end of the lesson, students will be able to: • Talk about food they like to eat • Compare different kinds of food What to bring to class: • Table tents or name tags for student names • Grocery store ads that show some of the words in the vocabulary section (optional—for review) • Index cards or cut paper to make flash cards (optional) • To-go menus (optional) • Food labels • Pronunciation Fun to supplement the pronunciation activities

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. 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. Warm Up: Refer to the grocery store ads and ask students questions using the Do you need/Do you have construction from lesson 6. Review the homework. Listening Track 09 Listening #1 Juan: Karina, which dish do you like the best? Karina: I like the green curry dish. It’s milder than the soup. Juan: Do you like spicy food? Karina: No, I don’t. I like sweeter food. Listening #2 Li: Chris, what’s next in the recipe? Chris: 5 peppers. Li: Really? Chris: Wait--2 peppers. Li: That sounds better than 5! Listening #3 Richard: Anna, want to eat out tonight? Anna: Sure! At what restaurant? Richard: Tony’s. Their food is the best. Anna: Hmmm, I like the Cantina better, their food is spicier. Richard: But Tony’s is the cheapest.

44

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

Teacher Notes: The same grammar focus in this level appears in 2R lesson 7 with a slightly different context to give students plenty of opportunity to practice.


7

THEIR FOOD IS THE BEST

A. NOTE: Interesting is usually pronounced with three syllables (not four). Write the word on the board and cross out the extra syllable, interesting. Have students repeat.

Listening warm-up. Track 09: What are they talking about?

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. restaurant a spicy pepper sour

menu a mild pepper curry

recipe a sweet cake interesting

dish salty snacks delicious

PRONUNCIATION A

Listen and repeat after your teacher. Count the syllables. Underline the stressed syllable. Write the words in the correct box. curry

recipe

1 SYLLABLE

best

saltier

2 SYLLABLES

delicious

sweet

NOT FOR DUPLCATION

Pre

3 SYLLABLES

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37

Pronunciation Read instructions aloud, and then have a student repeat. Demonstrate example by saying cur-ry while clapping on each syllable. Say curry has 2 syllables. Have students repeat curry. Repeat process: Say a word in a slow but normal, voice. Students repeat. Then students underline. Answer the question. EXPANSION: Underline all of the words from the vocabulary section (A.). Teach your students an easy rule: Most two-syllable words in English have stress on the first syllable. EXPANSION: Color code the words using the CVC.

Answer Key: Pronunciation. 1 syllable: best, sweet 2. syllables: curry 3 syllables: recipe, saltier, delicious

intercambio.org/teachers

45


VOCABULARY PRACTICE

B

E

Match the words to the pictures. 1. ______ spicy dish 2. ______ mild curry 3. ______ sour milk

a

b

c

d

e

f

4. ______ salty cracker 5. ______ sweet fruit

C

F

Listen again to Track 09. Check  the correct answer. 1. Karina thinks the green curry is

‰ the sourest

‰ the spiciest

‰  the mildest

2. Karina likes food that is

‰ mild

‰ sweet

‰ sour

3. Chris is

‰ eating

‰ making a drink

‰ cooking

4. Richard thinks Tony’s food is

‰ the cheapest

‰ okay

‰ the worst

5. Anna thinks Cantina’s food is

‰ the sweetest

‰ the spiciest

‰ the most interesting

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS Which

is

ANSWERS

the spiciest? the most delicious?

The curry

the spiciest. the most delicious.

ADJECTIVES

COMPARATIVE

SUPERLATIVE

bad

worse

the worst

good

better

the best

regular

mild

milder

the mildest

3+ syllables

delicious

more delicious

the most delicious

irregular

38 Student Book 2 RIGHT

Answer Key: B. 2. e 3. c 4. f 5. d 6. b C. 2. sweet 3. cooking 4. the cheapest 5. the spiciest

46

is

Teacher Book 2 RIGHT

D. FOCUS: Comparatives and superlatives. Remind students that they saw aGsimilar structure in lesson 5 which is. The adjective chart expands on the words they would have learned then. Students will need to learn these new words. Use flash cards to practice: Write the words on individual index cards. Take turns choosing a card and formulating a question with foods from the menus. NOTE: We add more to some 2-syllable adjectives that don’t end with y (e.g. more handsome).

NOT FOR DUPLCATION

6. ______ interesting menu


7

GRAMMAR PRACTICE

E

F

Fill in the chart using –er, -ier, -est or -iest. Word

Comparing two things

Comparing 3+ things

bad

worse 1.______________________ (than)

worst 2. ______________________

good

3. ______________________ (than)

4. ______________________

spicy

5. ______________________ (than)

6. ______________________

mild

7. ______________________ (than)

8. ______________________

salty

9 ______________________ (than)

10. ______________________

sour

11. _____________________ (than)

12. ______________________

short

13. _____________________ (than)

14. ______________________

long

15. _____________________ (than)

16. ______________________

light

17. _____________________(than)

18. ______________________

darker

19. _____________________(than)

20. ______________________

Complete the conversations with the superlative form of the word in parentheses. 1. A: Which soup is the__________(good)? best B: I like the red soup. It is the __________________(spicy). 2. A: Which dessert is the ________________(healthy)? B: The fruit is the __________________(healthy), but it isn’t the _________________(delicious). 3. A: Which restaurant is the _______________________(cheap)?

NOT FOR DUPLCATION

E. Remind students to look at lesson 5 for comparatives they’ve already seen. The second column (comparing 3+ things) will allow students to form “superlatives.” EXPANION: create sentences for some of the words. NOTE: Both structures are possible for sour. In general, two-syllable adjectives can be formed using –er/est or more/most. Sour is especially complicated because it could be one or two syllables depending on where you are from.

B: The restaurant on my street isn’t the ____________(cheap), but it is the ________________(good)!

F. Practice the conversation in pairs.

4. A: That is the _____________(good) restaurant — I love it! B: Yuck! I don’t like that restaurant — it is the ______________(bad)! 5. A: Which is the _____________(delicious) dessert: cake, ice cream or fruit? B: The cake is the_____________(good) dessert because it is the _______________(sweet).

G

Cross out the mistake. Rewrite the sentence using the correct words. Read with a partner. 1. The yellow curry is the milder.

2. Their menu is the more interesting.

_________________________________________ The yellow curry is the mildest. _________________________________________ _________________________________________ _________________________________________ 3. Lemons are most sour than limes.

4. The red pepper is the more spicy.

_________________________________________ _________________________________________ _________________________________________ _________________________________________ 5. The Italian restaurant is the more better.

6. The chocolate cake is sweetest than the lemon cake.

_________________________________________ _________________________________________ _________________________________________ _________________________________________ intercambio.org/students

39

Answer Key: E 3. better 4. best 5. spicier 6. spiciest 7. milder 8. mildest 9. saltier 10. saltiest 11. sourer/more sour 12. sourest/ most sour 13. shorter 14. shortest 15. longer 16. longest 17. lighter 18. lightest 19. darker 20. darkest F. 1. best/spiciest 2. healthiest /healthiest/most delicious 3. cheapest/cleapest/best 4. best/worst 5. most delicious/ best/sweetest G. 2. Their menu is the most interesting. 3. The lemons are more sour than the limes. 4. The red pepper is the spiciest. 5. The Italian restaurant is the best. 6. The chocolate cake is the sweetest. intercambio.org/teachers

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I

REAL LIFE / YOUR LIFE Look at the orders. Answer the questions and compare with a partner.

Build Your Own Burrito Name:__________________ Alan Tortilla

White

Yellow None Lettuce

Purple Green None

Beans Black Brown None

Meat

Beef

Chicken None

Tomato

Yes No

Pepper

Red

Green None

Size Small Medium Large Cheese White Yellow None Spicy Sauce

Cheese Green Red None

Build Your Own Burrito Name:__________________ Lyla Tortilla White Yellow None Lettuce Purple Green None

Build Your Own Burrito Name:__________________ Hugo Tortilla White Yellow None Lettuce

Purple Green None

Beans Black Brown None Tomato Yes

No

Meat Beef Chicken None Pepper Red Green None

Beans

Black

Brown None Tomato

Yes No

Meat Beef Chicken None Pepper

Red

Green None

Size Small Medium Large Cheese White Yellow None Spicy Sauce Cheese

Green Red None

Size

Small

Medium Large

H. Students may choose different answers. Have them explain how they made their choices. EXPANSION: Create your own burrito! Answer the questions comparing your burrito to your partner’s burrito.

J

Cheese White Yellow None Spicy Sauce

K

Cheese Green Red None

1. Who ordered the biggest burrito? _______________________________________________________ 2. Who ordered the smallest burrito? _______________________________________________________ 3. Who ordered the spiciest burrito? ________________________________________________________ 4. Who ordered the healthiest burrito? ______________________________________________________ 5. Who didn’t order beans? _______________________________________________________________ 6. Who didn’t order meat? ________________________________________________________________ 7. What do you like on your burrito?_________________________________________________________

CULTURE TIP Food that has a lot of sugar or salt can be bad for your health. You can compare what is in food by looking at nutrition labels. Do you look at these labels? Do you compare the food you buy? What food is healthy in your native country? 40 Student Book 2 RIGHT

Culture Tip Do you “watch what you eat?” Do you like “junk food?” Do like salty food or sweet food? Is the food in the US saltier than the food in your home country? Is the food in the US sweeter than the food in your home country? EXPANSION: If you brought in food labels, look at them together. For simplicity, just focus on a few things like sugar, fat, cholesterol and protein.

Answer Key: H . 1. Alan and Lyla ordered the biggest burrito. 2. Hugo ordered the smallest burrito. 3. Hugo ordered the spiciest burrito. (answers will vary) 4. Answers will vary 5. Alan didn’t order beans. 6. Lyla didn’t order meat. 7. Answers will vary 48

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

H


I

7 Make your own burrito. Check the items you want.

Build Your Own Burrito Name:__________________ Tortilla White Yellow None Lettuce Purple Green None

J

Beans Black Brown None Tomato Yes No

Meat

Size Small $4.99 Medium $6.99 Large $8.99 Cheese

Beef Chicken None

White Yellow None

Pepper

Spicy Sauce

Red Green None

Cheese Green Red None

Compare your burrito to Alan’s burrito in Activity H. Compare with a partner. Whose burrito is smaller? Whose is spicier?

K

What kinds of food do you like best? Answer the questions. Make a list of your three favorite foods in the US. Describe them.

NOT FOR DUPLCATION

Whose is healthier?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ What’s your favorite restaurant in your community? Describe why you like it: expensive, cheap, quality?

______________________________________________________________________________________ What is your favorite dish from your native county? Describe it.

______________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Your favorite foods in the US. • The best restaurant you have found in your community. • Food preference — spicy or mild. • Your favorite food in your native country. intercambio.org/students

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49


HOMEWORK

L

Lesson 7 • Their Food Is the Best

Match the questions to the responses. 1. _____ a What’s the spiciest dish?

a. The curry is the spiciest dish.

2. _____ Which is spicier, the curry or the meat? b. The green pepper is the mildest.

M

3. _____ Which pepper is the mildest?

c. The curry is spicier than the meat.

4. _____ Which restaurant is the best?

d. Their restaurant is the best.

5. _____ Which menu is more interesting?

e. The breakfast menu is the most interesting.

6. _____ Which menu is the most interesting?

f. The Thai menu is more interesting than the Mexican menu.

Walk through homework by reading the instructions and doing an example for each activity.

Choose the correct word. 1. Her dish is _____________________ (saltier / the saltiest) than my dish. saltier 2. My favorite restaurant is ______________________ (better / the best) in town.

4. The lemon is the _________________________ (sour / most sour) cake. 5. The red pepper is ___________________________ (hotter / hottest) than the green pepper. 6. Your grandma makes the _______________________________ (better / best) cake!

JOURNAL PROMPT Write about food from your native country. What is it like? What do you think is the best food in your native country? In the US? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 42 Student Book 2 RIGHT

Answer Key: L. 2. c 3. b 4. d 5. f 6. e M. 2. the best 3. spiciest 4. most sour 5. hotter 6. best

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NOT FOR DUPLCATION

3. They have the _______________________ (spicier / spiciest) curry in the city.


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.

Listening Track 10: Narrator: Listen to the conversation. Circle the items in Diana’s kitchen. Diana: I can’t believe Thanksgiving is next week! B: I know! What do we need to do? Diana: I need to go shopping for food, clean the house and get decorations. B: Okay. How can I help? Diana: Can you look in the kitchen and see if we have any potatoes?

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 wil play the track 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. B: Yes, we have some. Diana: Do we have any sugar? B: We have 1 bag of sugar. Diana: Okay, how about green beans? B: No, we don’t have any. Diana: Okay, and milk? B: Yes, we have a gallon of milk. Diana: And I know we need the turkey. Thanks! I have my list.

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 18 Total pts 1st pg. 32 Total pts 2nd pg x2 100 Total points possible

Note: When grading, do not count examples as correct. Skip them. At bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 16 / 18 points) Multiply number of correct answers by 2 for final score out of 100 intercambio.org/teachers

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8

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… ‰ talk about different family members and what they are like (lesson 1) ‰ describe different illnesses and how I feel (lesson 2) ‰ ask someone if they are sick (lesson 2) ‰ talk about feelings and emotions (lesson 3) ‰ share about what it was like moving to the US (lesson 3) ‰ talk about holidays and my favorite holiday celebrations (lesson 4)

Pair students to share their responses.

‰ compare types of houses and what my home is like (lesson 5) ‰ describe how much or many of something I have or need (lesson 6) ‰ describe different kinds of food and how they taste (lesson 7)

Answer the questions. 1. What is one thing you can do now? _____________________________________________________________________________________ 2. Write five words you know now. ___________________ ___________________ ___________________ ___________________ ___________________ intercambio.org/students

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Teacher Book 2 RIGHT

43

NOT FOR DUPLCATION

‰ talk about my favorite kinds of food (lesson 7)


REVIEW & PRACTICE

A

Choose three things from the list below. Act them out and see if your partner can guess. tired fever sick runny nose

B

C

D

stomachache earache headache stressed

lonely surprised bored sad

excited nervous happy delicious

Match the words that are opposites. 1. _____ b happy

a. ugly

2. _____ difficult

b. sad

3. _____ bored

c. easy

4. _____ funny

d. excited

5. _____ pretty

e. serious

Complete the sentences with the correct comparative or superlative. mild

1. The soup is __________________ than the salad! milder

spicy

2. The curry is the ______________________.

good

3. She likes the blue house _____________________ than the white house.

bad

4. He thinks that restaurant is the _______________________.

old

5. My car is ____________________ than your car.

expensive

6. The house is _______________________ than the apartment.

delicious

7. Marta bakes the __________________________ cake ever!

Circle the correct word. 1. How much milk do / does he need? A: He need / needs one carton.

2. Q: How do / did you feel when you moved here? A: I feel / felt stressed when I moved here.

3. Q: What do / does your cousin look like? A: He is / are tall and handsome.

4. Q: Do / Does she have a sore throat? A: No, she don’t / doesn’t.

5. Q: What do / did you do for the 4th of July? A: I have / had a party at my house.

6. Q: How much cleaner do / does we have? A: We don’t / doesn’t have any.

7. Q: Is / Are she sick? A: Yes, she is / are.

8. Q: What do / does you look like? A: I am / is short.

NOT FOR DUPLCATION

A. OPTION: Create flashcards using the listed words. Have pairs play PICTIONARY.

E

44 Student Book 2 RIGHT

Answer Key: A. Answers will vary B. 2. c 3. d 4. e 5. a C. 2. spiciest 3. better 4. worst 5. older 6. more expensive 7. most delicious D. 2. did/felt 3. does/is 4. Does/doesn’t 5. did/had 6. do/don’t 7. Is/is 8. do/am intercambio.org/teachers

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8 E

Partner 1: look in the kitchen. Partner 2 ask questions about your shopping list. Partner 2: read your shopping list and ask partner 1 what they have. ROUND 1 Partner 1: What’s in your kitchen

Partner 2: Your shopping list

‰2 rolls of paper towels ‰1 carton of milk ‰1 bag of sugar ‰1 bottle of cleaner ‰1 bottle of BBQ sauce ‰1 bag of potatoes ‰2 loaves of bread Partner 2: Do we have any paper towels? Partner 1: Yes, we have four rolls of paper towels.

ROUND 2 partners change roles Partner 2: What you see at the grocery store

NOT FOR DUPLCATION

Partner 1’s questions about the items

‰loaf of dark bread ‰spicy BBQ sauce ‰can of sweet corn ‰cheapest milk Partner 1: Which loaf of bread is the darkest? Partner 2: The sourdough is the darkest.

$$

$

intercambio.org/students

Answer Key: E. Answers will vary

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45


F

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

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

START

What are you like?

What do you look like?

A

What does your partner look like?

Who is your teacher?

What did you do last weekend?

What did you do yesterday?

How did you feel when you moved here?

What was it like to move here?

Say three things that you need to buy from the grocery store.

What kind of food do you like better: spicy or mild? What’s an example?

What kind of food do you like better: sweet or sour? What’s an example?

Say three things you have in your fridge right now.

What is your favorite holiday?

Is anyone in your family sick? What’s wrong?

Tell me about your family.

Describe a family member. What are they like? What do they look like? What is the most delicious food you ate?

END

Which is quieter: your neighborhood now or the last neighborhood you lived in?

Which is bigger: your house now or the last house you lived in?

B

NOT FOR DUPLCATION

What is your favorite kind of food?

46 Student Book 2 RIGHT

Answer Key: F. Answers will vary

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C


8

PROGRESS CHECK Total: 50 x 2 = 100

A

My score________/ 100

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

Listen to Track 10. Circle two or more items in her kitchen. (2 points each)

Answer Key: potatoes sugar milk

C

B. Say Now you will work alone.

Read the question. Circle the answer. (1 point each) 1. What’s wrong?

a. I’m sick.

b. I’m a fever.

2. What’s he like?

a. He are outgoing.

b. He’s serious.

3. Does Carla have a runny nose?

a. Yes, she does.

b. Yes, she is.

4. Do we have any cleaner?

a. No, we don’t.

b. No, we doesn’t.

5. Are they sick?

a. No, they isn’t.

b. No, they aren’t.

Answer Key: 1. a 2. b 3. a 4. a 5. b

Fill in the story with the correct word. Use the words in the box to help. (1 point each) delicious

get together with friends

lonely

difficult

restaurants

nice

C. Answer Key: 2. missed 3. difficult 4. nice 5. get together with friends 6. have a party 7. restaurants 8. delicious

have a party missed

lonely at first. I (2) ______________ my family and it was When I moved to the US I felt (1)______________

(3) ______________ to make friends. After I started my English class, I met many (4) ___________ people. They made me feel welcome. Now I don’t feel lonely. I (5) _________________________ ____________ and we go shopping, watch movies and sometimes we call up more friends and (6)_______________________. We also eat out at (7)____________________ a lot too. I like the food at Zoros. Their food is (8) __________________. ________/ 18

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

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Teacher Book 2 RIGHT

NOT FOR DUPLCATION

B


E. Answer Key: 1. The blue house has a wider driveway than the white house. 2. The blue house is bigger than the white house. 3. The white house is older than the blue house. 4. The white house looks colder than the blue house. 5. The blue house looks more expensive than the white house.

D

Fill in the chart with the correct answers. (2 points each) Adjective 1. bad 4. 7. mild 10. 13. delicious

E

Comparative 2. 5. better 8. 11. spicier 14. more delicious

Superlative 3. the worst 6. 9. the mildest 12. the spiciest 15.

Look at the two houses. Answer the questions. (2 points each) House A

House B

1. Which house has a wider driveway? _____________________________________________________ 2. Which house is bigger?

_____________________________________________________

3. Which house is older?

_____________________________________________________

4. Which house looks colder?

_____________________________________________________

NOT FOR DUPLCATION

D. Answer Key: 2. worse 4. good 6. the best 8. milder 10. spicy 15. the most delicious

5. Which house looks more expensive? _____________________________________________________

F

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.

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

WHAT/NAME Score 1. 0

1

2

Teacher Notes Lesson 1:

2.

0

1

2

Lesson 3:

3. 0

1

2

Lesson 3:

4. 0

1

2

Lesson 5:

5. 0

1

2

Lesson 7:

HAVE A COLD?

WHAT/LIKE TO/ MOVE HERE?

48 Student Book 2 RIGHT

________/ 32

1. What do you look like? 2. What is your favorite food in the US? 3. What did you do 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 inline with Activity F instructions in the student book. Point to the first image and say What’s my name? 4. After the example, point to the second image (sick person/people) to elicit a question without giving prompts. 5. Point to the third image (moving) 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 to an inexpensive restaurant or grocery store and compare prices, seasonings and spices Option 2 – Go on a neighborhood walk and compare the types of houses, parks, etc. Option 3 – Have a show and tell in class about your favorite holiday and your students’ favorite holidays--you could even have a mini celebration of one or more holidays 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, bust station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market, or outdoor festival)

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Teacher Book 2 RIGHT


9 Pick a location or an activity: Restaurant / Neighborhood walk / Holiday share 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: _____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

intercambio.org/students

NOT FOR DUPLCATION

QUESTIONS I PLAN TO ASK

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59


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

Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________

______________________________________________________________________________________ ______________________________________________________________________________________

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?________________________________________________________________________________

50 Student Book 2 RIGHT

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Teacher Book 2 RIGHT

A

NOT FOR DUPLCATION

______________________________________________________________________________________


L10 I ALWAYS SHOP ONLINE By the end of the lesson, students will be able to: • Talk about places they shop and deals they get • Talk about how often they go shopping What to bring to class: • Table tents or name tags for student names • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: There are 2 concepts in the vocabulary which might require additional explanation: 1. Knowing when to use too vs. very to describe things in English Write two lists on the board: too—too hard, too expensive, too mean; and very—very easy; very good; very happy. Say We use “too” for a lot of something we don’t want. We use “very” for a lot of something we do want. Have students help you add to the list. NOTE: The list is subjective. Something could be “too hard” or “very hard,” etc.

NOT FOR DUPLCATION

2. Using adverbs of frequency (always, usually, sometimes, never) - Point to the image of the mall. Highlight always, Aaron always shops at the mall, Bria doesn’t shop at the mall. He never shops online. Ask What is something we always do? Elicit answers that correspond to daily activities like We always get up in the morning, brush our teeth, etc. - Point to usually in the vocabulary and say He usually buys groceries once a week. Most of the time, he buys them on Sunday. Write on the board: last Sunday—bought groceries; this Sunday—bought groceries; today—bought groceries. - Next, highlight sometimes. He sometimes buys groceries in the evening. You can write under the days on the board: last Sunday—bought groceries at 7 p.m.; this Sunday—bought groceries at 10 a.m.; today—bought groceries at 1:00 p.m. Then say He doesn’t always buy groceries in the evening. [Point to all three days.] He doesn’t usually buy groceries in the evening. [Point to both Sundays.] He just sometimes buys groceries in the evening. [Point to the day in the evening.] - For never, write a holiday students know on the board, write “buy groceries,” and then cross it out. Say He never buys groceries on the holiday. 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 progress. Share what you learned. Listening Track 11 Aaron: Where do you go shopping, Bria? Bria: I usually shop online. Aaron: Really? Why? Bria: Because they have the best sales! Aaron: But you don’t get to see what you’re buying in person. Bria: Yeah, but if I don’t like something I always return it. How about you? Where do you go shopping? Aaron: I shop at the mall. I like to go to the stores. Sometimes I get really good coupons in the mail. Bria: Oh wow--I never use coupons. I need to look for those more often!

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10

I ALWAYS SHOP ONLINE Pre

Listening warm-up. Track 11: Listen and look at the pictures. Write Aaron or Bria under the correct picture.

Pre Point to picture; say Listen. Play track completely. Ask Which one is Aaron? Which one is Bria? Listen again to confirm.

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. sale

debit card

coupons

ATM

shop online check

credit card

bank

cash

return

always

usually

sometimes

never

PRONUNCIATION A

Listen and repeat after your teacher. Listen for the RED PEPPER sounds. Cross out the word in each line that doesn’t have the RED PEPPER sound. 1. expensive

better

best

sometimes

2. debit

return

when

went

3. credit

leg

high

pet

4. never

nephew

neighbor

restaurant intercambio.org/students

A. Say the words aloud multiple times. Ask students to repeat. See if there are questions. Do not add more vocabulary to this lesson. Students will learn other adverbs of frequency and descriptors later. See expanded instructions for how to introduce this on opening page under TEACHER NOTES. NOTE: Consider explaining the difference between sale (when there are lots of items on discount), for sale (something you can buy) and on sale (something that has a discount).

51

Pronunciation Read the directions aloud. Then, point out the example to demonstrate to students that they will cross out the word that does not have the RED PEPPER sound. Read the first line of words aloud. The students should cross out sometimes. Follow with the other rows. At first, students should focus only on listening for the differences in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. EXPANSION: Have students count the syllables in each word and underline the stressed syllable. Color-code the words that aren’t RED. To make the RED PEPPER sound, lower your jaw half way and keep your tongue relaxed. See Pro Fun for more practice.

Answer Key: Pronunciation. 2. return 3. high 4. neighbor 62

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

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.


VOCABULARY PRACTICE

B B. EXPANSION: Ask students to circle the adverbs of frequency in each sentence.

Look at the pictures. Complete the sentences with words from Activity A. credit card 1. When I shop online, I use my ___________________.

credit card

2. I sometimes ________________ something if it isn’t the right size.

shop online

3. When I need to deposit money, I go inside the ________________.

return

4. He usually gets ______________ in the mail to save money on what he

ATM

buys.

debit card

5. When she needs cash, she goes to an __________________.

coupons

6. I don’t usually go to the mall. I _________ __________ and the items are

bank

delivered to my home.

never

7. I___________________ give out my personal information for safety reasons. 8. When I buy something using my ______________________, the bank takes the money out of my savings account right away.

C

Listen again to Track 11. Check  the correct answers. Who...

Bria

shops online?

Aaron

shops at the mall? returns things? likes to go to stores? uses coupons?

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS Do

you

ever

How often

do

you

ANSWERS shop online? write checks? go to the mall?

Yes,

I

shop online

sometimes.

No,

I

never

write checks.

always usually

go to the mall.

buy groceries

once a month.

it’s

easy.

I

buy groceries? Why?

Because

they

have

NOT FOR DUPLCATION

D. FOCUS: How often questions with adverbs of frequency. Sometimes can float to various positions in the sentence, but other adverbs of frequency cannot. Students may see sometimes at the beginning or end of the sentence, or between the subject and verb. Sometimes I shop online, I shop online sometimes, or I sometimes shop online. If this is confusing for students, tell them they only need to pick one structure to use, but that they should know they may hear something different. Ask students the questions from B and C using the new grammar structure.

the best sales.

52 Student Book 2 RIGHT

Answer Key: B. 2. return 3. bank 4. coupons 5. ATM 6. shop online 7. never 8. debit card C. Shops at the mall: Aaron Returns things: Bria Stores: Aaron Coupons: Aaron

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63


10 GRAMMAR PRACTICE

E

F

Match the sentences and questions. d Does he ever buy groceries? 1. ____

a. Sometimes they use the ATM.

2. ____ How often do they shop online?

b. No, they never buy books.

3. ____ Do they ever buy books?

c. She buys groceries once a month.

4. ____ How often does Padma buy groceries?

d. Yes, he usually buys groceries.

5. ____ How often do they use the ATM?

e. They shop online twice a month.

6. ____ Do you get paid on Fridays?

f. I always get paid on Fridays.

F. Practice the conversation in pairs.

Complete the conversation with the correct words. ever Dana: Hey Vic. I’m going to the mall this weekend. Do you (1) _____________ (ever / never) shop there?

Vic: No, I (2)____________ (ever / never) go to the mall. I (3)_____________ (always / because) shop online. Why do you like going to the mall?

Vic: Okay, thanks! I (4)_______________ (ever / never) use coupons. Dana: Do you (5) _________________ (ever / never) buy books? There is a sale at the bookstore. Vic: Yes, I (6)_________________ (never / always) buy books! Dana: Okay — let’s meet at the mall on Saturday at 10:00 a.m.

G

Look at the questions. Write the answers. She usually buys groceries online. (online) 1. Where does she usually buy groceries?_____________________________________________

2. Do they ever go to the mall?______________________________________________. (yes, sometimes) 3. How often does he use a credit card?_______________________________________________. (never) 4. How often do you go to the bank?__________________________________________. (once a month)

G. Write the responses on the board. Circle the frequency words to indicate that they go in different places in the sentences depending on the word.

5. Does Tomas ever clean on Saturday?___________________________________________. (yes, usually) 6. Are they open for lunch during the week? __________________________________. (on the weekend) 7. How often do they hike at Mount Royal?___________________________________________. (always)

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53

Answer Key: E. 2. e 3. b 4. c 5. a 6. f F. 2. never 3. always 4. never 5. ever 6. always G. 2. Yes, they go to the mall sometimes. 3. He never uses a credit card. 4. I go to the bank once a month. 5. Yes, he usually cleans on Saturday. 6. No, they’re open for lunch on the weekend. 7. They always hike at Mount Royal. 64

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

Dana: Because they have the best deals! Do you want to come with me? I have some coupons you can use.


I

REAL LIFE / YOUR LIFE

H

Look at Pierre’s receipts. Choose the correct words to complete the answers.

Jones Market

Jones Market

Beaver’s Grocery

Monday, may 10th time: 08:50am

Monday, may 17th time: 07:30am

Monday, may 24th time: 08:00am

cheese

$2.50

cheese

$2.50

cheese

$1.50

milk

$4.99

pizza

$5.00

$8.00

red pepper 2 @ $0.50

$2.00

green apple 5 @ $0.80

$4.00

water 2 @ $1.00

chicken -$1.50 coupon

$7.50

beans 10 @ $1.00

$10.00

subtotal

$9.50

tax

$0.28 $9.78

total subtotal

$19.49

tax

$0.56

total

$20.05

cash

$20.50

change due

$0.45

thank you!

subtotal

$19.00

tax

$0.55

total

$10.00

cash change due

$0.22

$19.55

credit card

$19.55

thank you!

J

thank you!

1. Where does Pierre buy groceries?

NOT FOR DUPLCATION

usually He ________________(usually / always) buys groceries at Jones Market.

2. When does he buy groceries? He _____________ (sometimes / always) buys groceries on Monday mornings. 3. What does he use to buy groceries? He ___________ (never / usually) uses cash to buy his groceries. 4. Does he use coupons? He ____________(sometimes / never) uses coupons. 5. How often does he buy cheese? He _____________ (sometimes / always) buys cheese.

CULTURE TIP Culture Tip Do you return items? Why or why not? If you don’t like something you buy, do you return it?

Stores in the US usually allow you to return items you don’t want. Different stores have different rules about when you can return an item. Some stores give you credit to buy a different item at the store. Some return your money. Make sure to keep receipts for items you might return. Could you return items in your native country? 54 Student Book 2 RIGHT

Answer Key: H. 2. always 3. usually 4. sometimes 5. always I. 2. always 3. usually 4. sometimes 5. always

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65


I

10 Read about Paul. Answer the questions.

I. EXPANSION: Talk about different types of repair people (plumber, electrician, handyman, mechanic, etc.)

Paul always buys his groceries with a debit card. He never uses cash. Paul sometimes shops online for dog food and gifts. He uses a credit card. He usually uses a check to pay for repairs at home. Many repair people take checks.

He usually uses a check to pay for repairs. When does Paul use a check?_______________________________________________________________

Does Paul use cash at the grocery store? _____________________________________________________ What does Paul sometimes buy online?______________________________________________________ Where does he use his debit card?__________________________________________________________

J

Write items that you always buy, usually buy, sometimes buy and never buy. groceries video games clothes

gifts cigarettes cookies

J. Model the activity with your own information.

fruit vegetables

NOT FOR DUPLCATION

1. I always buy_________________________with______________________________________ check, credit card, debit card, cash, other 2. I usually buy_________________________with______________________________________ check, credit card, debit card, cash, other 3. Sometimes I buy______________________with______________________________________ check, credit card, debit card, cash, other 4. I never buy__________________________with______________________________________ check, credit card, debit card, cash, other

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Where you go shopping and why. • How often you go to the mall. • How often you shop online. • How you pay for things (cash, credit card, debit card, check, etc.). • How you find sales. • How often you use coupons. • How often you return things you buy. intercambio.org/students

Answer Key: I. 2. He never uses cash. 3. Paul sometimes buys dog food and gifts online. 4. He always uses his debit card at the grocery store. J. Answers will vary

66

Teacher Book 2 RIGHT

55


HOMEWORK

K Walk through homework by reading the instructions and doing an example for each activity.

Lesson 10 • I Always Shop Online

Complete the conversation with the correct words.

Pr

Ana: Hey Felix. Do you __________________________ (1) (ever / once a week) shop online? ever I hear there are some good _________________________ (2) (returns / sales). Felix: Yes! I _____________________________ (3) (always / never) shop online because it is more ____________________________ (4) (convenient / better) for me. Ana: That’s great. I ___________________________ (5) (always / never) shop online because I like to go to the stores. Do you __________________________ (6) (use / uses) a credit card online? Felix: Yes, I ________________________ (7) (use / do.) It is easy and there are a lot of __________________________(8) (coupons / returns) you can use online.

Look at Christine’s schedule. Use always, usually, sometimes or never to fill in the blanks.

This week Next week

SUNDAY buy groceries at Saver’s at 10 a.m. buy groceries at Saver’s at 10 a.m.

MONDAY

TUESDAY buy cleaner online

WEDNESDAY

THURSDAY buy groceries at Gino’s at 9 a.m. buy groceries at Gino’s at 5 p.m.

FRIDAY

SATURDAY shop online clothes sales

She (1) ____________________ (always / sometimes) buys groceries at Saver’s supermarket. sometimes She (2)____________________ (sometimes / never) buys groceries on Saturdays. She (3)____________________ (always / sometimes) shops online. She (4)____________________ (usually / always) buys groceries in the morning.

JOURNAL PROMPT Do you like to shop? How often do you shop? What things do you like to buy?

NOT FOR DUPLCATION

L

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

56 Student Book 2 RIGHT

Answer Key: K. 2. sales 3. always 4. convenient 5. never 6. use 7. do 8. coupons L. 2. never 3. sometimes 4. usually

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67

A


L11 I’M WATCHING MY WEIGHT By the end of the lesson, students will be able to: • Talk about how they take care of their health • Talk about plans to be healthier What to bring to class: • Table tents or name tags for student names • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities Warm Up: Ask questions to review: Do you usually do your homework before class? Review the homework. Ask What are you doing to stay healthy? Share something you’re doing. To stay healthy, I ___.

Thapa: What are you up to, Carol? Carol: I’m going to a doctor’s appointment. Thapa: Oh, are you okay? Carol: I’m fine! She’s helping me get into shape and stay healthy. Thapa: Really? What are you doing to stay healthy? Carol: Well, I’m watching my weight. I have diabetes, so I watch the sugar in my diet. Thrpa: Oh, is that hard? Carol: It’s not bad. I’m also taking a dance class to get more exercise. There’s a fun class on Saturdays at the gym next to my house. Thapa: Really? Carol: Yeah! Do you want to go with me this weekend? Thapa: Mmm, okay!

68

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

Listening Track 12


11

I’M WATCHING MY WEIGHT

A. Say the words aloud multiple times for students to repeat. See if there are questions. EXPANSION: Consider adding e-cig and vaping to the vocabulary list as these are very common in many areas, especially with kids.

Pronunciation Read instructions aloud, and then have a student repeat. Demonstrate example by saying health while clapping once for the 1 syllable. Say Health has 1 syllable. Have students repeat. Repeat process: say a word in a slow but normal, voice. EXPANSION: Colorcode the words using CVC.

Listening warm-up. Track 12: Where is Carol going?

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. cut back on

watch

get

into shape

cigarettes

my diet

do

yoga

alcohol

my weight

lift

weights

my cholesterol

take

a dance class

PRONUNCIATION A

Listen and repeat after your teacher. Count the syllables. Write the words in the correct box health 1 SYLLABLE

cigarettes

diet

2 SYLLABLES

weight

cholesterol

3 SYLLABLES

NOT FOR DUPLCATION

Pre

alcohol

4 SYLLABLES

health

intercambio.org/students

57

Answer Key: Pronunciation. 1 syllable: weight 2 syllables: diet 3 syllables: cigarettes, alcohol 4 syllables: cholesterol

intercambio.org/teachers

69


VOCABULARY PRACTICE

B

E

Match the pictures and sentences.

a

b

c

d

e

1. ____ c She’s getting into shape.

4. ____ They’re doing yoga.

2. ____ She’s not cutting back on cigarettes.

5. ____ He’s not drinking soda.

F

3. ____ He’s watching his weight.

LISTENING Listen again to Track 12. Complete Carol’s health plan.

Goals

Carol’s Health Plan/Goals

1. Move more

1. Get into _____________.

2. Quit cigarettes

my _____________.

2. Watch my _________________ and sugar in

3. Drink more water

3. Take __________________ class on

G

____________________.

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS What

are

you

doing

58 Student Book 2 RIGHT

Answer Key: B. 2. d 3. a 4. e 5. b C. 2. weight, diet 3. dance, Saturdays

70

Teacher Book 2 RIGHT

ANSWERS to stay healthy?

I’m

watching

my weight.

cutting back on

soda.

D. FOCUS: Wh- questions in present continuous.

NOT FOR DUPLCATION

C


11

GRAMMAR PRACTICE

E

Complete the sentences. Use the correct form of the words in parentheses. 1. He ‘s ___not _________________ (watch) his weight. watching 2. I______________ (get) into shape. 3. They _________________ (lift) weights to get into shape. 4. We __________________ (cut back) on sugar. 5. She ______________ not ____________(take) a dance class. 6. I______________________ (watch) my cholesterol. 7. _______ you ________________ (do) yoga? 8. He _______________ (cut back) on alcohol.

F F. Use index cards to unscramble the sentences. EXPANSION: Ask students to answer the questions in pairs.

Unscramble the questions. 1. healthy? / are / What / doing / stay / you / to ____________________________________________________ What are you doing to stay healthy? 2. getting / you / Are / into / shape?

3. cutting / back / What / on? / are / you ____________________________________________________ 4. weights? / lifting / you / Are ____________________________________________________ 5. watching / diet? / Are / you / your ____________________________________________________

G G. Practice the dialog in pairs.

Complete the sentences. Use the correct form of the words in parentheses. Dr. Wilson: Nate, your tests look good. I can see you (1) _______________________ (watch) your diet. are watching Nate: Yes! I (2) _____________________ (cut back) on sugar. Dr. Wilson: That’s good. What else (3) _______________ you _________________ (do) to stay healthy?

NOT FOR DUPLCATION

____________________________________________________

Nate: Well, I (4) ______________ (take) a dance class. I feel like I (5) _________________(get into) shape. Dr. Wilson: Great. (5) ____________________you_______________ (lift) weights? Nate: Yes, and I (6) ________________ (do) yoga too. Dr. Wilson: Wow — that’s great!

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59

Answer Key: E. 2. ‘m getting 3. are lifting 4. are cutting back 5. She’s/taking 6. I’m watching 7. Are/doing 8. He’s cutting back F. 2. Are you getting into shape? 3. What are you cutting back on? 4. Are you lifting weights? 5. Are you watching your diet? G. 2. I’m cutting back 3. are/doing 4. I’m taking 5. I’m getting into 6. Are you lifting 7. I’m doing intercambio.org/teachers

71


I

REAL LIFE / YOUR LIFE

H

Look at the most common New Year’s resolutions. These are things that people in the US want to change. Answer the questions.

The Most Common New Year’s Resolutions for 2018 “Which of the following are you planning to include among your New Year’s resolutions?” Eat healthier

37%

Get more exercise

37%

Save (more) money

37% 24%

Focus on self-care (e.g., get more sleep) 18%

Read more

Learn a new skill Get a (new) job Take up a new hobby

15% 15% 14% 13%

I don't plan on making New Year's resolutions

32% Source: YouGov

1. How many things are about jobs or money?

1

2

2. How many are about health?

1

3

3. How many are about doing something more?

1

4

4. How many are about doing something new?

1

4

5. Write down three things you would like to change. Discuss with a partner. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

CULTURE TIP It is common in the US for people to suffer from alcoholism and smoking. Do you watch how much you drink or smoke? Are alcohol and smoking more common in your native country or in the US? 60 Student Book 2 RIGHT

Answer Key: H. 2. 3 3. 3 4. 4 5. Answers will vary

72

Teacher Book 2 RIGHT

J

NOT FOR DUPLCATION

Make new friends

H. Students may come up with different answers. If they do, discuss why they chose what they chose.


I

I. EXPANSION: Correct the false sentences.

11 Jarod’s doctor says he has high cholesterol. Read his plan to get healthy. Circle True or False. What

How often

I am going to lift weights.

3 days a week

I am going to eat more vegetables and cut back on salt and sugar.

6 days a week

I am going to cut back on alcohol.

2 days a month

I’m going to drink more water.

6 glasses a day

Plan Start: I will start next Friday. People who can help me: My mom and dad. My best friend Jack. TRUE

FALSE

He is going to take a dance class on Saturdays.

TRUE

FALSE

He is going to drink six glasses of water a day.

TRUE

FALSE

Jarod is going to cut back on sugar six days a week.

TRUE

FALSE

Are you going to get or stay healthy? What’s your plan? What

How Often

My Plan:

NOT FOR DUPLCATION

J

Jarod is going to lift weights every day.

_____________________________________________

____________________________________

_____________________________________________

____________________________________

_____________________________________________

____________________________________

_____________________________________________

____________________________________

When I start: __________________________________ People who can help me: ________________________

CONNECT WITH CONVERSATION Get to know a partner. Compare what you are going to do to get or stay healthy. What’s the same? What’s different? intercambio.org/students

61

Answer Key: I. 1. FALSE 2. FALSE 3. TRUE 4. TRUE J. Answers will vary

intercambio.org/teachers

73


HOMEWORK

K

Lesson 11 • I’m Watching My Weight

Complete the sentences. Use the correct form of the words in parentheses. ‘m watching 1. I_____________________(watch) my cholesterol.

2. They _______________________ (try) to stay healthy. 3. We ________________not _________________ (watch) our diet.

Prehomework Walk through by reading the instructions and doing an example for each activity.

4. He ___________________ not ______________________ (cut back) on sugar. 5. She ___________________________ (take) a dance class. 6. I____________________________ (get) into shape.

L

Look at Betty’s health plan. Answer the questions. 1. What is she cutting back on?

Plan Starts: Sunday Person helping me: my husband 1. cut back on cigarettes - 1 pack per week e class 2. take a danc - twice a week 3. watch how much salty food I eat - each week

____________________________________________ She’s cutting back on cigarettes. 2. How often is she taking a dance class? ____________________________________________ 3. What is she watching each week?

A

____________________________________________ 4. When does her plan start? ____________________________________________ 5. Who is helping her with her plan? ____________________________________________

JOURNAL PROMPT Write two or three things you do that are healthy. What else would you like to do? Is there anyone in your family that you want to get more healthy? What would you like them to do? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 62 Student Book 2 RIGHT

Answer Key: K. 2. ‘re trying 3. ‘re/watching 4. ‘s/cutting back 5. ‘s taking 6. ‘m getting L. 2. She’s taking a dance class twice a week. 3. She’s watching how much salty food she eats. 4. Her plan starts Sunday. 5. Her husband is helping her with her plan. 74

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

Betty


L12 MY BILL IS OVERDUE By the end of the lesson, students will be able to: • Talk about when their bills are due and how much they are • Choose options for paying their bills, and ask someone for help What to bring to class: • Table tents or name tags for student names • Bills (from different companies) • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip Warm Up: Ask questions to review: What are you doing to stay healthy? Share something you’re doing. To stay healthy, I ___. Review the homework. Say I pay my bills (the first of the month). Ask When do you pay your bills?

Patty: Good evening, Watson Electric Company. This is Patty. How can I help you? Carl: Hi, I have a question about my electric bill. I received an overdue notice in the mail. Patty: Okay, what’s your name? Carl: Carl Brown. Patty: What’s your account number, Mr. Brown? Carl: It’s 684-930-11. Patty: Got it. What’s your question? Carl: When is my bill due? Patty: It looks like it’s overdue. It was due last week on the 14th. Carl: Oh, no! Is there a late fee? Patty: Yes, there is. Carl: How much is it? Patty: It’s $10. Carl: Can I pay it today? Patty: Yes. I need your credit card number. Carl: Okay.

NOT FOR DUPLCATION

Listening Track 13

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75


12

MY BILL IS OVERDUE Listening warm-up. Track 13: Who is Carl talking to?

VOCABULARY WORDS & PHRASES

A

A. Say the words aloud for students to repeat multiple times. See if there are questions. Show the different bills you brought and have students categorize them according to the vocabulary.

Repeat after your teacher. Types of Bills electric

cell phone

credit card

cable

car insurance

BEST EST CREDIT CARD CAR

OVERDUE NOTICE

Account number: 684-930-11 Statement date: 4/15 Due date: 4/1

health insuarnce

Carl Brown 897 Blue Goose Street Springfield, TN 37172

overdue notice

Payment Information

statement

medical

gas

water

rent

car payment

Amount owed: $180.45 Late fee: $10.00 Total Due: $190.45

PRONUNCIATION A

Listen and repeat after your teacher. Practice the GRAY DAY sound. Circle the words that have the GRAY DAY sound. payment

card

water

statement

late

gas

account

stay

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63

Pronunciation Read the directions aloud. Then, point to the example to indicate that students will circle the words that have the GRAY DAY sound. Read words aloud. The students should circle payment. Follow with the other words. NOTE: At first, students should focus only on listening for the differences in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. EXPANSION: Have students count the syllables in each word, and underline the stressed syllable. Color-code the words that aren’t GRAY. To make the GRAY DAY sound, lower your jaw slightly. Keep the tip of your tongue behind your bottom teeth. See Pro Fun for more practice. Answer Key: Pronunciation. statement, late, stay (Other words: card - AUBURN water - AUBURN, gas - account - BROWN) 76

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

Pre


VOCABULARY PRACTICE

B

Read the sentences. Fill in the blanks with words from the box. 1. My electric bill was due last week. I didn’t pay it! The electric company is going to

medical bills

send me an ____________________________. overdue notice 2. I went on vacation and left the lights on in my house. My ___________________ is going to be expensive.

rent overdue notice due

3. My sister went to the doctor many times last month. She is going to get many

electric bill

___________________.

account

4. My ______________________ number is on the statement.

car insurance

5. Houses are really expensive in our town. ___________________ is my most expensive bill. 6. The car payment is ____________________ next week. Can you pay it, please? 7. Her ________________________ is not very expensive. She has a very old car.

LISTENING Listen again to Track 13. Circle the correct answers. 1. Carl received

a. an overdue notice.

b. a water bill.

2. His account number is

a. 684-930-11.

b. 604-930-21.

3. His bill was due

a. on the 14th.

b. on the 4th.

4. The late fee is

a. 20 dollars.

b. 10 dollars.

5. The representative needs

a. Carl’s statement number.

b. Carl’s credit card number.

LANGUAGE TOOLS

D D. FOCUS: Whquestions in present continuous Use index cards to practice the sentence structures.

Listen to your teacher and repeat. QUESTIONS

When

How much

is was

your payment

are were

your bills

is was

ANSWERS It’s due?

They’re They were

the late fee?

It’s It was

the car payment?

It’s It was

Tuesday. due

on

June 30th.

NOT FOR DUPLCATION

C

the 30th. $10. $385.75

per month.

64 Student Book 2 RIGHT

Answer Key: B. 2. electric bill 3. medical bills 4. account 5. Rent 6. due 7. car insurance C. 2. a 3. a 4. b 5. b

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12

GRAMMAR PRACTICE Fill in the blanks with the correct word. 1. Q:When _______ are (is / are) the bills due?

2. Q: When _______ (is / are) the electric bill due?

A: They _______ are (are / were) due tomorrow. 3. Q: How much ________(is / are) the car payment?

A: It _______ (is / was) due last week. 4. Q: How much ________ (is / was) the late fee?

A: It ________ (is / was) $300.

A: It ___________ (was / were) $20.00

5. Q: How much ______ (was / were) the cell phone 6. Q: When _____ (is /are) the cable bill due? bills? A: They ________ (are / were) $100.

F

G

H

E. NOTE: In #6, “cable” is used in place of “cable bill” which is an appropriate use of the word when used in the context of bills.

A: The cable ____ (is / are) due today.

Match the questions and the answers. 1._____ c When is the car payment due?

a. It was due on February 3rd.

2._____ When were the bills due?

b. No, there isn’t.

3._____ Is there a late fee?

c. It is due tomorrow!

4._____ Did you make the car payment?

d. It was $372.

5._____ When was the rent due?

e. They were due on January 30th.

6._____ How much was the credit card bill?

f. Yes, I did.

G. Reference the grammar chart on the previous page. Show that students can match the given answers with the appropriate question if they’re stuck.

Look at the answers. Write the questions. When was the electric bill due? 1. _________________________________________

The electric bill was due last week.

2. _________________________________________

The car payments are due on the 30th.

3. _________________________________________

Yes, the late fee is $30.

4. _________________________________________

The water bill was $100.

5. _________________________________________

No, the credit card bill isn’t overdue.

Put the conversation in the correct order. ____ Mauve: No, I didn’t. Is it overdue? ____ Derek: No, you don’t, but you do need a credit card number. Do you have it? ____ Mauve: Yes, I do. Thanks! ____ Mauve: Okay, I can pay it tomorrow. Do I need the account number? 1 Derek: Hi Mauve. Did you pay the electric bill? ____

____ Derek: No, it isn’t. It’s due on Friday. intercambio.org/students

65

Answer Key: E. 2. is/was 3. is/is 4. was/was 5. were/were 6. is/is F. 2. e 3. b 4. f 5. a 6. d G. 2. When were the car payments due? 3. Is there a late fee? 4. How much was the water bill? 5. Is the credit card bill overdue? H. 2, 5, 6, 4, 1, 3

78

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

E


REAL LIFE / YOUR LIFE

I

Look at the pictures. Fill in the expense categories. Rates | Tools | Site Map | Contact Us

BEST BANK Banking My Accounts

Investing Offers and Products

August 24, 2019.

My Account

View eStatement

Welcome, Raymond! Your last visit was August 23, 2019 at 11:22WT

Checking

View: List Pie Charts

Savings

Balance

From:

Bill Payment Center

Choose Account

10/8

Clearlake Water

Bank Account *8791

$55.98

Transfers

10/15

Best Bank Credit

Bank Account*8791

$150.54

Help

10/1

Fast Phone

Best Bank Credit*074

$120.45

Pay Bills

Transfers

To:

Choose Account Amount

Choose Account

1. How much was Raymond’s water bill payment? _____________________________________________ It was $55.98. ______________________________________________

3. How much was the credit card payment?

______________________________________________

4. When did he pay the credit card bill?

______________________________________________

5. How much was the phone bill payment?

______________________________________________

6. When did he pay the phone bill?

______________________________________________

7. Do you use on-line bill pay with your bank?

______________________________________________

NOT FOR DUPLCATION

2. When did he pay the water bill?

CULTURE TIP Culture Tip Do you use a credit card? Do you use a debit card? Why or why not? Use The Immigrant Guide (Finances section) to expand the conversation.

Banks are a safe place to keep your money. At many banks you can pay bills online for free. This can help you pay your bills on time. It’s easy because you don’t have to mail the payments. You can set up payments every month. How do you pay your bills? 66 Student Book 2 RIGHT

Answer Key: I. 2. He paid the water bill on 10/8. 3. The credit card payment was $150.54. 4. He paid the credit card bill on 10/15. 5. The phone bill payment was $120.45. 6. He paid the phone bill on 10/1. 7. Answers will vary

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12 J

Here is a list of bills that Devin has to pay every month. In column 1, list the bills by due date — first to last. In column 2, list the bills by amount, from most expensive to least expensive (1 = most expensive). DUE DATE

K

BILLS BY AMOUNT

1.______________________

Tan Gas Energy – due April 23 - $68

1.______________________

2.______________________

Clear Mobile Phone – due April 10 – $35

2.______________________

3.______________________

Rent – due April 1 – $550

3.______________________

4.______________________

Colony Cable – due April 15 – $45

4.______________________

5.______________________

A1 Car Insurance – due April 5 – $20

5.______________________

Make a list of your monthly bills. Put them in order of most expensive to least expensive (1=most expensive). My Monthly Bills

NOT FOR DUPLCATION

1. _________________________________ ______________________________________ Type of Bill $ Amount 2. _________________________________ ______________________________________ Type of Bill $ Amount 3. _________________________________ ______________________________________ Type of Bill $ Amount 4. _________________________________ ______________________________________ Type of Bill $ Amount 5. _________________________________ ______________________________________ Type of Bill $ Amount

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • How you pay your bills. • What you do when your bills are overdue. • How you organize your bills. • How you save money on your bills. • What you think this saying means: “money doesn’t grow on trees.” intercambio.org/students

67

Answer Key: J. Due Date: rent, car insurance, mobile phone, cable, gas; Bills by Amount: rent, gas, cable, mobile phone, car insurance K. Answers will vary

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HOMEWORK

L

Lesson 12 • My Bill Is Overdue

Look at the reminders. Answer the questions.

P

1. How much is the water bill? _______________________________________ 2. When was the cell phone bill due? _______________________________________ 3. When is the credit card bill due? _______________________________________ 4. How much is the credit card bill? _______________________________________ 5. How much is the gas bill? _______________________________________

M

Reminders

4

Yesterday pay cell phone bill $176.10

Today pay credit card bill $150.76

This week

pay water bill $85.12

2/15

Later pay gas bill $63.27

2/21

Look at the answer. Write the question. 1. _____________________________________?

Yes, there is. The late fee is $10.

2. _____________________________________?

The electric bill is $47.95.

3. _____________________________________?

The water bill was due on Thursday.

4. _____________________________________?

Yes, the cell phone bill is overdue.

5. _____________________________________?

The car payment is due today.

JOURNAL PROMPT How do you organize and pay your bills? Is it the same as in your native country?

NOT FOR DUPLCATION

Walk through homework by reading the instructions and doing an example for each activity.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 68 Student Book 2 RIGHT

Answer Key: L. 1. The water bill is $85.12 2. The cell phone bill was due yesterday. 3. The credit card bill is due today. 4. The credit card bill is $150.76. 5. The gas bill is $63.27. M. 1. Is there a late fee? 2. How much is the electric bill? 3. When was the water bill due? 4. Is the cell phone bill overdue? 5. When is the car payment due?

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L13 I’M GOING TO EMAIL HIM By the end of the lesson, students will be able to: • Talk about things that need to be fixed in their home • Ask someone to help them fix things What to bring to class: • Table tents or name tags for student names • Bills (from different companies) • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip Warm Up: Ask questions to review: When do you pay your bills? Review homework.

Carolina: What’s wrong, Omar? Omar: I’m so tired. I’m not sleeping well. Carolina: Really? Why? Omar: My air conditioner broke last week. It’s so hot this summer! Carolina: Oh no! Are you going to tell your landlord? Omar: Yes, I’m going to email him. Carolina: Call him. He can fix it faster. Omar: You think so? Carolina: Yeah! Omar: Okay, I’m going to call him right now!

82

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

Listening Track 14


13

I’M GOING TO EMAIL HIM Listening warm-up. Track 14: Is something broken? What?

TIP:

a/c = air conditioner w/d = washer and dryer d/w = dishwasher

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. air conditioner

furnace

ceiling fan

toilet

water heater

washing machine

dryer

landlord

microwave

PRONUNCIATION A

Listen and repeat after your teacher. Practice the ROSE BOAT sounds. On each line, cross out the words that don’t have the ROSE BOAT sound. 1. stove 2. notice 3. move 4. yogurt

broke noise boat those

toe owed yoga mow

NOT FOR DUPLCATION

Pre

toilet phone go oven intercambio.org/students

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Pronunciation Read the directions aloud. Read the words aloud. At first, students should focus only on listening for the differences in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. To make the ROSE BOAT sound put your mouth in the shape of the letter “o”. See Pro Fun for more practice.

Answer Key: Pronunciation. 2. noise 3. move 4. oven intercambio.org/teachers

83


VOCABULARY PRACTICE

B

E

Complete the sentences with words from the box. landlord

ceiling fan

air conditioner

washing machine

fix

microwave

1. She’s going to ________ fix it. 2. We don’t have an air conditioner, so we use the _______________ to cool the room. 3. I sent my _______________ an email because my air conditioner broke down. 4. It’s so hot! Please turn on the _______________________. 5. I wash clothes in the _____________________. 6. We use the ________________ to heat food quickly.

LISTENING

C

Listen again to Track 14. Circle the correct answers.

a. He’s tired.

F

2. Why?

1. What’s wrong with Omar?

a. He’s stressed.

b. He’s sick.

b. He’s not sleeping.

3. What happened to his air conditioner? b. It’s fine.

a. Yes, he is.

OBJECT PRONOUN PRONOUN I me you you we us he him she her they them the (thing) it a (thing) one

b. No, he isn’t.

5. Carolina thinks it’s faster to: a. email the landlord.

b. call the landlord.

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS

Are

What

you

are

going to

you

ANSWERS

call email text

the landlord?

buy

a dryer?

going to

do?

Yes,

I’m

I’m

going to

going to

tell

him. her. them.

buy

one.

tell

the landlord. her.

fix

it.

70 Student Book 2 RIGHT

Answer Key: B. 2. ceiling fan 3. landlord 4. air conditioner 5. washing machine 6. microwave C. 1. a 2. b 3. a 4. a 5. b

84

Teacher Book 2 RIGHT

D. FOCUS: Wh- questions with “to be” in simple present; object pronouns. Practice G the pronoun/object pronoun pairing with lots of repetition: point to yourself and say I, me, I tell him, he tells me; point and look at someone else and say You, you, you tell him, he tells you; etc. Note: We use “it” as the pronoun for a specific thing and “one” as the pronoun for a non-specific thing.

NOT FOR DUPLCATION

a. It broke down.

4. Is Omar going to tell his landlord?


13

GRAMMAR PRACTICE

F. NOTE: In 1 and 4, students will add “the” even though it isn’t there, and in 2 they will add “her”. Rather than explaining this—since it is not the focus of the lesson—simply make the correction and have students repeat it.

F

Answer the questions. Use the Object Pronoun box in Activity D to help. 1. Are you going to tell the landlord?

Yes, I’m going to tell _________ her (she).

2. What are you going to do?

I’m going to tell __________ (they).

3. Is he going to text you?

Yes, he’s going to text __________ (I).

4. What is he going to do?

He is going to call ___________ (you).

5. What are they going to do?

They are going to tell ___________ (he).

6. Is he going to email you?

Yes, he is going to email________________ (we).

7. What is she going to do?

She is going to fix _____________ (the furnace).

8. Are they going to buy a dryer?

Yes, they are going to buy __________ (a dryer).

Write the questions using going to and the words in parentheses. 1.Q. ___________________________________? Are you going to tell the doctor (you / tell / doctor) A. Yes, I’m going to tell him. 3.Q. __________________________________? (we / buy / a furnace) A. Yes, we’re going to buy one. 5.Q __________________________________? (they / help / you) A. Yes, they’re going to help us.

G

2.Q. __________________________________? (she / write to / grandmother) A. No, she is going to call her. 4. Q.__________________________________? (they /call / landlord) A. Yes, they are going to call him. 6. Q__________________________________? (he / fix / the washing machine) A. Yes, he is going to fix it.

Write the sentences. Change the underlined words. Use me, him, her, it, one, them. 1. He is going to tell Susan.

________________________________________ He’s going to tell her.

NOT FOR DUPLCATION

E

2. She is going to fix the water heater.

________________________________________

3. They are going to email my family and me.

________________________________________

4. I’m going to buy an air conditioner.

________________________________________

5. Yes, he told Nancy and Peter.

________________________________________

6. Yes, she is going to get a new microwave.

________________________________________ intercambio.org/students

71

Answer Key: E. 2. them 3. me 4. you 5. him 6. us 7. it 8. one F. 2. Is she going to write to her grandmother? 3. Are we going to buy a furnace? 4. Are they going to call the landlord? 5. Are they going to help you? 6. Is he going to fix the washing machine? G. 2. She is going to fix it. 3. They are going to email us. 4. I’m going to buy one. 5. Yes, he told them. 6. Yes, she is going to get one. intercambio.org/teachers

85


REAL LIFE / YOUR LIFE

H

Read the email to the landlord. Answer the questions.

TIP:

I When writing/emailing use bullet points for important information.

abaker@pineridgeapartments.com Help needed: Pine Ridge apartment 2B Dear Ms. Baker, I’m writing because I have some problems in my apartment that need to be fixed. I live in Pine Ridge apartment 2B. Here is a list of the problems: • The water heater broke down • The toilet broke today The washing machine is working now. The maintenance workers fixed it yesterday. Can you please call the workers and ask them to fix these problems as soon as possible?

H. EXPANSION: Practice saying the email address out loud (a baker at pine ridge apartments dot com). Then have students say their email addresses while you (or another student) writes them on the board.

Thank you, Layla Kazemi

1. Who is the landlord?

______________________________________________. Ms.Baker is the landlord.

2. Who lives in apartment 2B?

______________________________________________.

3. What broke today?

______________________________________________.

4. What else broke down?

______________________________________________.

5. What did the maintenance workers fix?

______________________________________________.

6. Have you called or written to your landlord to fix anything? _________________________________.

CULTURE TIP In the US, landlords have to keep the property you rent safe and in good condition. If something in your home breaks down: • Call the landlord and tell them the problem. • If he or she does not respond, send a letter and keep a copy of the letter. • If you get no response, call a local housing office. Do you rent your home or own your home? Do you fix things in your home? Do you have a landlord? What kind of home did you live in before you moved to the US? Did you have a landlord?

Culture Tip Do you like your landlord? Is your landlord helpful? Use The Immigrant Guide (Housing section) to expand the conversation.

72 Student Book 2 RIGHT

Answer Key: H. 2. Layla Kazemi lives in apartment 2B. 3. The toilet broke today. 4. The water heater broke down. 5. The maintenance workers fixed the washing machine. 6. Answers will vary

86

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

J

reply


I I. Remind students about the email in activity H. They can model their email after that one.

13 Look at the problems in Sansa’s home. Write an email to her landlord to get them fixed.

dstevens@threeriversapartments.com _____________________________________________________ Dear Mr. Stevens, ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Sincerely, Sansa Kern Apartment 12R reply

Make a list of problems in your home. Write an email, text message or what you will say to the landlord to get him to fix the problems. List of problems: _____________________________

‰ email

‰ text

NOT FOR DUPLCATION

J

‰ phone call

_____________________________

_____________________________________________________

_____________________________

_____________________________________________________

_____________________________

_____________________________________________________

_____________________________

_____________________________________________________ _____________________________________________________ _____________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • What is broken in their home. • Who will fix it. • If they like to fix things. • What’s easy to fix? • What’s hard to fix? intercambio.org/students

73

Conversation Is knowing how to fix things important to you? Do your kids know how to fix things? Who do you call when something is broken that you can’t fix? Be sure students ask you questions too.

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

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HOMEWORK

K

L

Lesson 13 • I’m Going to Email Him

Match the answers with the questions. 1. _____ f What are you going to do?

a. Yes, they are going to buy one.

2. _____ Are you going to tell the landlord?

b. Yes, I’m going to call them.

3. _____ Are you going to email your doctor?

c. Yes, I’m going to tell the landlord.

4. _____ What is he going to do?

d. She’s going to write him.

5. _____ Are they going to buy a microwave?

e. He’s going to tell his landlord.

6. _____ What is she going to do?

f. I’m going to fix it.

7. _____ Are you going to call them?

g. Yes, I’m going to email her.

Pre

Walk through homework by reading the instructions and doing an example for each activity.

Write the questions. Use going to and the correct object pronoun. Are you going to call him 1. __________________________________? (you / call / landlord)

3. __________________________________? (they / tell / teacher ) 4. __________________________________? (she / write to / grandparents) 5. __________________________________? (you / text / I)

A

6. __________________________________? (he / tell / me and my family)

JOURNAL PROMPT Think about homes you lived in. What was your favorite home? Why? Describe it below. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 74 Student Book 2 RIGHT

Answer Key: K. 2. c 3. g 4. e 5. a 6. d 7. b L. 2. Is he going to email his brother-in-law? 3. Are they going to tell their teacher? 4. Is she going to write to her grandparents? 5. Are you going to text me? 6. Is he going to tell us?

88

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

2. __________________________________? (he / email / brother-in-law)


L14 I LIKE BOTH! By the end of the lesson, students will be able to: • Ask about and compare two different jobs using both, either, and neither • Talk about different job positions and some of their benefits What to bring to class: • Table tents or name tags for student names • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip Teacher Notes: Read ahead for Lesson 16—Final Review and Progress Check. Prepare how you will lead the Final Review and give the Progress Check.

Listening Track 15

NOT FOR DUPLCATION

Warm Up: Ask questions to review: Are you going to do your homework tonight? Are you going to do it? Review homework.

Liam: Hi Flor, how are you doing? Flor: Hi Liam, I just applied for a couple of jobs. Liam: That’s great! What kind of jobs did you apply for? Flor: I applied for a nail technician position at a beauty salon and a cashier position at a grocery store. Liam: Wow! Which one do you prefer? Flor: I’m not sure. Both of them have good benefits, but I prefer a job with flexible hours. Liam: Do they both have flexible hours? Flor: The technician one does, but the cashier one doesn’t. The cashier job has a more comfortable environment though. Liam: Wow! It sounds like both are good jobs. Good luck with your applications!

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14

I LIKE BOTH! Pre

Listening warm-up. Track 15: What are they talking about?

NOT FOR DUPLCATION

A. If your students have professions other than what is listed, write the words on the board and practice the pronunciation. EXPANSION: Practice saying the word comfortable to show that it is often pronounced with three syllables. Write comfortable on the board to show this.

VOCABULARY WORDS & PHRASES

A

Repeat after your teacher. factory worker

nail technician

cashier

caregiver

apply for a job

flexible hours

custodian

bank teller

receptionist

sales representative (rep) good benefits

supervisor

a comfortable enviroment

PRONUNCIATION A

Listen and repeat after your teacher. Practice the unvoiced “th” sound. Touch the word you hear. boat

think

three

mouth

thing

through

both

sink

tree

mouse

sing

true intercambio.org/students

75

Pronunciation Read the directions aloud. Read the words aloud starting with boat, then both, followed by think and sink, and so forth. Have students listen. Then read the words again. At first, students should focus only on listening for the differences in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. Students are practicing the “unvoiced th” sound—in simple terms, this is the “th” sound that does not involve the vocal chords. (Say the th in thank and then the th in though while putting your hand on your throat to demonstrate that students will feel a difference when they produce each one.) See Pro Fun for more practice.

Answer Key: Pronunciation. Unvoiced “th” sound - both, think, three, mouth, thing, through 90

Teacher Book 2 RIGHT


VOCABULARY PRACTICE

B

Write the number of the job or activity next to the correct picture. 1. nail technician 2. cashier 3. bank teller

8

4. caregiver 5. custodian 6. factory worker 7. receptionist 8. apply for a job 9. sales rep

LISTENING Listen again to Track 15. Fill in the bubble with the correct answer. 1. Who is applying for jobs?

a. Flor

b. Liam

2. Which job did she NOT apply for?

a. a cashier position

b. a caregiver position

3. Both jobs have

a. flexible hours

b. good benefits

4. The cashier job has

a. a comfortable environment

b. flexible hours

LANGUAGE TOOLS

D

Listen to your teacher and repeat. QUESTIONS

Which one (job) do you prefer?

Which one (job) has flexible hours?

Do both (of them) have good benefits?

ANSWERS

I

like

both (of them). the one with benefits.

don’t like

either (of them).

Both (of them)

have

Neither (of them) The one at the grocery store

has

Yes, No,

NOT FOR DUPLCATION

C

flexible hours.

both (of them) do. neither (of them) does.

The one at the grocery store does.

76 Student Book 2 RIGHT

D. FOCUS: Which and do questions; both/neither + object pronouns. To simplify the chart, don’t focus on the words in parentheses. Tell students You will hear this both ways, but you need to practice only one way. NOTE: It is also correct for neither to be followed by a plural form of have. Here we have chosen to use the singular form. It is not necessary to teach both. Both = that one AND the other one; Either = that one OR the other one; Neither = not that one OR the other one. Further illustrate this by drawing a picture of two shapes. Circle both shapes together and say both. Then, circle both shapes separately and say either. Lastly, cross out both shapes and say neither. Answer Key: B. (left to right) 9, 4, 7, 6, 1, 5, 2, 3 C. 2. b 3. b 4. b intercambio.org/teachers

91


14

E

Circle the correct word. 1. A: Which job do you prefer?

2. A: Which job did you apply for?

B: I like the one / both with flexible hours. 3. A: Which job has good benefits?

B: I didn’t apply for neither / either of them. 4. A: Which one does he prefer?

B: Both / Either of them do! 5. A: Which dessert do you like?

B: He doesn’t like neither / either of them. 6. A: Which has a more comfortable environment?

B: Both / Either of them!

F

B: We like one / both of them.

Complete the sentences with both, either, neither or the one. 1. I don’t like _______________ of them. either 2. She likes ________________ with flexible hours. 3. No, _________________ job has a comfortable environment.

F. Write both, neither, either on three index cards. Practice each sentence with all three words so that students can start to hear what “sounds” correct.

4. They like __________________ of the positions. 5. He doesn’t like ___________________ of the jobs. 6. No, _____________________ of them does. 7. Becky is going to apply for _______________________ of them.

G

E. NOTE: For #2, point out the part of the chart on page 80 that says “I don’t like either.” Say When we use don’t or didn’t, we cannot use neither. This is called a double negative— two negative words in a sentence. In English, you cannot use a double negative.

Look at the questions. Write the answers. He likes both. 1. Which job does he prefer? _________________________________________________________ (both)

2. Which job has good benefits? ____________________________________________________ (neither) 3. Which job has a comfortable environment? ______________________________ (the receptionist one) 4. Which job do you prefer? _________________________________________________ (not / like either) 5. Which job has flexible hours?_______________________________________________________ (both)

H

H. To help students put the dialog in order, make a copy of the dialog and cut it into strips that students can move around on their desks.

Put the dialogue in the correct order. 1. _____ Lanelle: Yes, that’s good. So, which one do you prefer? 2. _____ Darren: Yes, I applied for two: a factory worker position and a custodian job. 3. _____ Lanelle: Oh – that’s too bad! 4. _____ Darren: I like the factory job, but neither of them is close to my house. 5. _____ 1 Lanelle: Hey Darren. Did you apply for a new job? 6. _____ Darren. Yes, both of them do. The one at the factory has flexible hours, too. Isn’t that great? 7. _____ Lanelle: That’s great. Do they both have good benefits? intercambio.org/students

77

Answer Key: E. 1. one 2. either 3. both 4. either 5. both 6. both F. 2. the one 3. neither 4. both 5. either 6. neither 7. both G. 2. Neither of them does./Neither does. 3. The receptionist one does. 4. I don’t like either. 5. Both have flexible hours. H. 5, 2, 7, 6, 1, 4, 3 92

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

GRAMMAR PRACTICE


REAL LIFE / YOUR LIFE

I

Look at the job announcements. Answer the questions. Share with a partner.

NOT FOR DUPLCATION

1. Which job has good benefits? ____________________________________________________________ 2. Which job has flexible hours? ____________________________________________________________

3. Which job has a good working environment? _______________________________________________ 4. Which job is at a grocery store? __________________________________________________________ 5. Do both jobs require an online application? _______________________________________________

6. Which job do you prefer? Why? __________________________________________________________

CULTURE TIP Culture Tip What are common benefits for jobs in your native country? Use The Immigrant Guide (Jobs and the Workplace section) to expand the conversation.

In the US, different companies have different benefits for their employees. Benefits can be things like paid sick days, vacation days, flexible hours, retirement accounts, health insurance, and many others. Before you accept a job, it is important to know what benefits the company offers. You can sometimes find this information on the company website. What benefits are most important for you? 78 Student Book 2 RIGHT

Answer Key: I. 1. The teller job has good benefits. 2. The sales rep job has flexible hours. 3. Both do. 4. Neither. 5. No. The teller job does. 6. Answers will vary

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14 J

Dee Dee is looking for a job. Read the description of Dee Dee and what she wants in a job. Read the description of the job. Write down what works for her and doesn’t work for her in this job. Should she apply? Discuss with a partner. Dee Dee is the mother of three young children. She’s very organized but can only work part time in the mornings when her children are at school. She has her own car. What works for Dee Dee? ____________________________________ ____________________________________ ____________________________________ What doesn’t work for her? ____________________________________ ____________________________________ ____________________________________

Describe yourself (or a family member or friend). What do you (they) want in a job? Description of you (or them):

NOT FOR DUPLCATION

K

What you want in a job and benefits. ______________________________________________________________________________ ______________________________________________________________________________ What jobs did you have in the past? ______________________________________________________________________________ ______________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • What you look for in a job. • Jobs you had in the past. Did they have the benefits you wanted? (use both, neither, either) • What you think is important in a job. • How you or someone you know looks for jobs. • Your favorite kind of job. intercambio.org/students

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

94

Teacher Book 2 RIGHT

79


HOMEWORK

L Walk through homework by reading the instructions and doing an example for each activity.

M

Lesson 14 • I Like Both!

Match the questions and answers.

P

1. _____ d Which job do you prefer?

a. The teller one has good benefits.

2. _____ Which job has good benefits?

b. They don’t like either of them.

3. _____ Which job has a flexible schedule?

c. Yes, both of them have good benefits.

4. _____ Where is the position?

d. I like both of them.

5. _____ Which job do they prefer?

e. It’s at a bank.

6. _____ Do both of the jobs have good benefits?

f. The nail technician one has a flexible schedule.

Complete the conversations. Use either, neither or both. 1. They’re great. ________________ of them have good benefits. Both 2. Unfortunately, _________________ of them has a flexible schedule. 3. He doesn’t like ________________ of them.

5. _________________ of them are supervisor positions. 6. The jobs are at the mall. __________________ of them is at the bank. 7. These are great jobs. _______________ of them have a comfortable environment.

JOURNAL PROMPT Write about a job you had. How did you find that job? Did it have good benefits? A comfortable environment? A flexible schedule?

NOT FOR DUPLCATION

4. She likes _________________ of them.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 80 Student Book 2 RIGHT

Answer Key: L. 2. a 3. f 4. e 5. b 6. c M. 2. neither 3. either 4. both 5. Both 6. one 7. Both

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L15 WHAT ARE YOU UP TO THIS WEEKEND? By the end of the lesson, students will be able to: • Talk about things they need and want to do • Talk about places they go to do things What to bring to class: • Table tents or name tags for student names • Index cards or cut paper to make flash cards (optional) • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: Read ahead for Lesson 16—Final Review and Progress Check. Prepare how you will lead the Final Review and give the Progress Check. Consider assigning the self-reflection on Student Book P.91 as homework in addition to the regularly assigned homework at the end of lesson 15.

Listening Track 16 Listening #1 Tina: Hey James! Where are you going? James: I’m going to the post office. Tina: Why? James: Because I need to mail a package.

NOT FOR DUPLCATION

Warm Up: Ask questions to review. Review the homework.

Listening #2 Winston: Val, what are you up to this afternoon? Val: I’m going to run errands. Winston: Like what? Val: Well, first I’m going to the bank because I need to make a deposit. Then I’m going to the laundromat because I need to do laundry. Listening #3 Pei: Hey Ryan! Where are you going tonight? Ryan: I’m going to English class and then the library. Pei: Why are you going to the library? Ryan: Because I want to check out some books. Pei: What kind of books do you like? Ryan: Science Fiction.

96

Teacher Book 2 RIGHT


WHAT ARE YOU UP TO THIS WEEKEND? Pre

Listening warm-up. Track 16: Listen and write the number of the conversation you hear.

TIP:

VOCABULARY WORDS & PHRASES

A

DMV = Department of Motor Vehicles

Repeat after your teacher. post office

laundromat

recreation center

DMV

museum

mail a letter/ package

make a deposit

check out a book

run errands

get a driver’s license

see an exhibit

PRONUNCIATION

NOT FOR DUPLCATION

Pre Here students are being asked to identify pictures of words they might not know. Pre-teach these words by pointing to the image with the word and saying it aloud.

15

Listen and repeat after your teacher. Underline the stressed syllable. A

post office

museum

laundromat

exhibit

deposit

restaurant

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Pronunciation Say words normally and slowly. Have students just listen first. Then, say the words again and have students underline the primary stress. Finally, say the words one more time, exaggerating the primary stress if needed. Then, have students circle where they went this week. You can also share where on their color vowel chart to put the words: post office-ROSE; museum-GREEN; laundromat-AUBURN/OLIVE; library-WHITE; bank-GRAY; restaurantRED Answer Key: Pre. 1,3,2 Pronunciation. Post office, museum, laundromat, library, bank, restaurant intercambio.org/teachers

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VOCABULARY PRACTICE

B

E

Write the correct words or phrases in the blanks. Use the words in the box. laundromat mail a package

1. He wants to_______________

check out books driver’s license

museum make a deposit

2. She is at the_______________

3. They need to______________

F

4. She has a__________________ 5. She needs to_______________ 6. They are at the_____________

LISTENING Listen again to Track 16. Circle the places the people are going to. Conversation 1 – James 1. DMV post office

D

Conversation 2 – Val 2. bank rec center

Conversation 3 – Ryan 4. grocery store English class

3. museum

5. library

laundromat

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat.

What are you up to? = What are you doing? Sounds like “Wadda you up to”

QUESTIONS are

you they we

is

he she

What

doing

gym

ANSWERS

tonight? tomorrow?

Why? Why is he going to the post office? Why is she going to the library?

I’m They’re We’re He’s She’s

Because

82 Student Book 2 RIGHT

going to

the post office. the library.

running

errands.

I they we

need to want to

he she

needs to wants to

check out a book. mail a letter.

D. FOCUS: Whquestions in the present continuous (future meaning). Remind students that G they learned this structure in lesson 11. Here, however, the same structure refers to something that will happen in the future. Read through the chart and have students repeat. Point to the tip. Practice saying What are you up to? In a normal speed to indicate that it sounds like Wadda you up to?

Answer Key: B. 1. check out books 2. laundromat 3. mail a package 4. driver’s license 5. make a deposit 6. museum C. 2. bank 3. laundromat 4. English class 5. library

98

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

C


15

GRAMMAR PRACTICE

E

Complete the sentences with doing or going to or going. 1. What’s he __________________ tonight? doing 2. Where’s she _______________________ with the car? going 3. When are you ________________________your homework? 4. He’s ______________________ the DMV to get a driver’s license. 5. They’re __________________ the laundromat to wash clothes. 6. What are you ______________________ for your birthday? 7. I’m __________________ a puzzle. Want to help? 8. She’s ___________________make dinner tonight. 9. We’re __________________ the best we can.

F F. Remind students we use need for something that has to happen. Want is a preference. Some of these sentences could be either. If students choose different answers, discuss why.

Complete the sentences using need to/needs to or want to/wants to.

2. They ____________________ go to a movie this weekend. 3. We’re doing some errands this weekend. We ______________ make a list. 4. I’m going to the store. Do you ________________ come with me? 5. We ______________________ take a vacation this summer. 6. I’m going to the library. I ____________________ get some new books to read. 7. Leo doesn’t have clean clothes. He ___________ go to the laundromat tonight. 8. Sarah and Leanne _________________________ see the new exhibit at the museum.

G

Complete the sentences using need to/needs to or want to/wants to.

NOT FOR DUPLCATION

1. Jenna lost her driver’s license. She ________________ needs to get to the DMV as quickly as possible.

Because they need to buy milk. (need/ buy milk) 1. Why are they going to the store.? ___________________________________________

2. Why is she going to the post office? ____________________________________ (want/ mail a package) 3. Why are Ryan and Priya going to the museum? ______________________________(want/ see exhibit) 4. Why is Sophia going to the library? ___________________________________ (need / check out book) 5. Why is your brother going to the DMV? __________________________________ (need / get a license) intercambio.org/students

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Answer Key: E. 3. doing 4. going to 5. going to 6. doing 7. doing 8. going to 9. doing F. 2. want to 3. need to 4. want to 5. want to 6. want to 7. needs to 8. want to G. 2. Because she wants to mail a package. 3. Because they want to see the exhibit. 4. Because she needs to check out a book. 5. Because he needs to get a license. intercambio.org/teachers

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I

REAL LIFE / YOUR LIFE

H

Read about the current exhibits at the Science Museum. Answer the questions. Discuss with a partner.

  

   

  



       €      ‚ ƒ €    

    Â?   Â? Â?Â?Â?Â?     ­

            „ €‚€Â… †  €‡      ˆ ­€Â?Â?Â?‚  ‰ Š ‹ÂŒ   

ƒ   

  Â? Â?Â?Â?Â?     ­

1. If you want to see Ancient Worlds, when do you need to go? __________________________________ 2. How much is it for adults to see Land Before Time? __________________________________________ 3. If today is September 10, which exhibits can you visit? _______________________________________ 4. How much is it for children under 12? _____________________________________________________

J

5. If you want to see dinosaurs, which exhibit do you need to see? _______________________________ 6. Which exhibit do you want to see? Why? __________________________________________________ ______________________________________________________________________________________

CULTURE TIP The DMV is where you can apply for a driver’s license. There is also information about the driving laws in your state. How do you get a driver’s license in your native country? 84 Student Book 2 RIGHT

Culture Tip If you took a driver’s test, was it hard? How old do you need to be to drive in your native country? Do you think 16 is the right age?

Answer Key: H. Exact answers for some may vary. 1. You need to go before December 31. 2. It is $5. 3. You can visit The Human Body. 4. Children under 12 are free. 5. You need to see Land Before Time. 6. Answers will vary 100

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

            

    


I I. Discuss students’ ideas for What does she need to do as a group, then have students discuss the step they’d like to do.

15 Look at Bria’s goals for the year. Write sentences about the things she needs to do if she wants to reach her goals. Share your ideas with a partner.

Bria's GoalsThings I want to do!

Stay healthy

Leawrnto ho ook c

Improve my English

Wants (goals). . .

What does she need to do? Where?

1.________________________________________ 1.________________________________________ She needs to work out at the gym She wants to get in shape. 2.________________________________________ 2.________________________________________ 3.________________________________________ 3.________________________________________ 4.________________________________________ 4.________________________________________ 5.________________________________________ 5.________________________________________ 6.________________________________________ 6.________________________________________

J

Conversation What are some of your goals for learning English? If you have kids, do you talk to them about goals? Do you talk to your friends about your goals? Encourage your students to ask you questions too.

What are some things you want to do this year? What do you need to do to reach your goals? WANTS (GOALS)

WHAT DO YOU NEED TO DO? WHERE?

I want to________________________________

I need to________________________________

I want to________________________________

I need to________________________________

I want to________________________________

I need to________________________________

NOT FOR DUPLCATION

Haovree m iends fr

Get into shape

Fintdtear be job

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Their goals and what they need to do to reach them. • What they are doing this weekend. intercambio.org/students

85

Answer Key: I. Wants: 2. She wants to stay healthy. 3. She wants to improve her English. 4. She wants to find a better job. 5. She wants to learn how to cook. 6. She wants to have more friends. Needs: Answers will vary J. Answers will vary

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HOMEWORK

K

Look at the actions. Write the name of the place. 1. to mail a letter

L

Lesson 15 • What Are You Up to This Weekend?

go to the ____________________________________________ post office

2. to get a driver’s license

___________________________________________________

3. to do laundry

___________________________________________________

4. to do an exercise class

___________________________________________________

5. to buy dinner

___________________________________________________

6. to make a deposit

___________________________________________________

7. to check out a book

___________________________________________________

Walk through homework by reading the instructions and doing an example for each activity.

Write the answers. Use because and the words in parentheses. 1. What is he doing tomorrow?

He’s going to the gym because he needs to work out. ____________________________________________________

(gym / needs / work out) ____________________________________________________ (go downtown / want / visit family)

3. What are you doing this weekend? ____________________________________________________ (food and cleaning supplies / need / run errands) 4. Where is he going?

____________________________________________________ (library / wants / check out a book)

5. Where are we going Saturday?

____________________________________________________ (museum / want / see an exhibit)

JOURNAL PROMPT Who runs errands in your family? What errands do you do? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 86 Student Book 2 RIGHT

Answer Key: K. 2. go to the DMV 3. go to the laundromat 4. go to the gym 5. go to the restaurant 6. go to the bank 7. go to the library L. 2. They’re going downtown because they want to visit family. 3. I’m going to run errands because I need to buy food and cleaning supplies. 4. He’s going to the library because he wants to check out a book. 5. We’re going to the museum because we want to see an exhibit. 102

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

2. Where are they going tonight?


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 for enough time for your students to work uninterrupted on the Progress Check. • Adapt lesson 16 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the Review in one class and the Progress Check in another. Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole test with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions during the test 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. Iris: Oh, I can’t then, I have an interview for a sales rep job. Greg: That’s right, you applied for another job too, right? Iris: Yes, for a cashier position. Greg: Which one do you prefer? Iris: I like both. The cashier one has good benefits but the sales rep has flexible hours. Greg: It sounds like you have good choices! Good luck! Iris: Thanks! Have fun tomorrow.

NOT FOR DUPLCATION

Listening: Track 17 Narrator: Listen to the conversation. Circle the correct answer. Iris: Hey Greg! What are you doing tomorrow? Greg: Hey Iris! I’m running errands tomorrow morning and going to see an exhibit at the museum. Want to come? Iris: Maybe! What time? Greg: The exhibit starts at 11 a.m. tomorrow but I’m thinking of going around 3.

G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence, AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer, OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of 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 26 Total pts 1st pg. 24 Total pts 2nd pg x2 100 Total points possible

Note: When grading, do not count examples as correct. Skip them. At bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 14 / 16 points) Multiply number of correct answers by 2 for final score out of 100

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16

REVIEW & PROGRESS CHECK

Pair students to share their responses.

Check the items you can do. Practice the items you can’t. I can… ‰ talk about different family members and what they are like (lesson 1) ‰ describe different illnesses and how I feel (lesson 2) ‰ ask someone if they are sick (lesson 2) ‰ talk about feelings and emotions (lesson 3) ‰ share about what it was like moving to the US (lesson 3) ‰ talk about holidays and my favorite holiday celebrations (lesson 4) ‰ compare types of houses and what my home is like (lesson 5) ‰ describe how much or many of something I have or need (lesson 6) ‰ describe different kinds of food and how they taste (lesson 7) ‰ talk about my favorite kinds of food (lesson 7) ‰ talk about how I pay for things (lesson 10)

NOT FOR DUPLCATION

‰ share about the kinds of shopping I do (lesson 10) ‰ talk about diet, exercise and habits I have to stay healthy (lesson 11) ‰ talk about the kinds of bills I pay and have (lesson 12) ‰ talk about late fees and kinds of payment (lesson 12) ‰ talk about plans to fix something or talk to a landlord (lesson 13) ‰ compare job/volunteer positions and talk about what I prefer (lesson 14) ‰ share my plans for the week (lesson 15) ‰ talk about the places I go and ask what others are doing in the future (lesson 15)

Answer the questions. 1. What is one thing you can do now?

2. Write two questions you know how to ask. 1. _____________________________________________________ 2. _____________________________________________________

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Teacher Book 2 RIGHT

87


REVIEW & PRACTICE

A. After students compare in pairs, collectively write all of the generated words on the board.

B

Look the chart. Write as many words as you know in each section. Compare with a partner. Feelings/Emotions

Bills and Shopping

Food and Groceries

happy

Write three things you do to stay healthy. Compare with a partner. 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________

C

Health words

EXAMPLE Partner 1: What do you do to stay healthy? Partner 2: I cut back on alcohol and watch my weight.

Match the bill with what it is for. 1. _____ f electric bill

a. heats your home.

2. _____ water bill

b. pays your landlord.

3. _____ cell phone bill

c. so you can watch TV.

4. _____ gas bill

d. so you can talk on the phone.

5. _____ cable

e. so you can take a shower.

6. _____ rent

f. so you can see at night.

NOT FOR DUPLCATION

A

88 Student Book 2 RIGHT

Answer Key: A. Answers will vary B. Answers will vary C. 2. e 3. d 4. a 5. c 6. b

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16 D

Answer the questions. Use the words in parentheses to help. 1. How often do you go to the bank? __________________________________________________________________ (usually, once a month) I usually go to the bank once a month 2. Do you ever shop online? ________________________________________________________________________(yes, sometimes) 3. Do you ever go to the laundromat? _____________________________________________________________________________(no, never) 4. How often do you buy groceries? _____________________________________________________________________(usually every week) 5. How often do you clean the house? _____________________________________________________________________ (always, on Sunday)

F

Look at the pictures. Write the name of the position.

1. _________________________

2. _________________________

3. _________________________

4. _________________________

5. _________________________

6. _________________________

Look at what people are doing. Change them to the past tense. 1. This weekend, I’m running errands.

________________________________________________ Last weekend, I ran errands.

2. She is mailing a letter.

________________________________________________

3. John is doing laundry at the laundromat. ________________________________________________ 4. We are paying our electric bill.

________________________________________________

5. He’s going to the park.

________________________________________________

6. They are making a deposit.

________________________________________________ intercambio.org/students

89

Answer Key: D. 2. Yes, I sometimes shop online. 3.No, I never go to the laundromat. 4. I usually buy groceries every week. 5. I always clean the house on Sunday. E. 1. sales representative (rep) 2. factory worker 3. custodian 4. care giver 5. cashier 6. nail technician F. 2. She mailed a letter. 3. John did laundry at the laundromat. 4. We paid our electric bill. 5. He went to the park. 6. They made a deposit. 106

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

E


G

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. Jobs/Volunteer Positions

Health

Kinds of Bills and Shopping

100 What do you do?

100 Do you have a cold?

100 Name two kinds of bills.

200 Name three kinds of jobs.

200 Name two illnesses.

Past Tense

Comparatives & Superlatives

Things To Do

100 100 What is the 100 The blue house past tense form At the library is (dark) than of the word you can do this yours. clean?

200 200 200 Name two What is the The East things you can past tense form neighborhood use to pay for of the word is (pretty) than something. make? the West one.

200 At the bank you can do this

300 300 300 300 300 Ask your What is What is What is the 300 At the teacher what something you something you past tense form The curry is the laundromat they do in their can cut back can use to get of the word (delicious) you can do this free time. on? a deal? have? 400 Ask your teacher what they are doing to stay healthy.

500 What kinds of things are most important for a job?

500 What kinds of things do you do to stay healthy?

400 Do you ever shop online? What do you buy?

400 What is the past tense form of the word take?

400 Ask your teacher what is the (good) meal they ate.

400 At a museum you can do this

500 500 500 Ask your What is the Compare two teacher how past tense form things using a often they buy of the word comparative or something. feel? superlative.

500 At the rec center you can do this

My points: _________ Notes:

NOT FOR DUPLCATION

400 What do you think is the best job?

90 Student Book 2 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 track of 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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Answer Key: 2. a 3. b 4. a

PROGRESS CHECK Total: 50 x 2 = 100

A

B

C

C. Answer Key: 2. electric bill 3. water bill 4. cable (bill) 5. rent (bill) 6. cell phone bill D. Answer Key: 1. What are you doing tomorrow? 2. Do you have a cold? 3. What did you do yesterday? 4. What does he look like? 5. How did you feel when you moved here? 6. Do we have (a bottle of) cleaner?

D

My score________/ 100

Listen to Track 17. Circle the correct answer. (2 points each) 1. Greg is going to

a. go shopping

b. run errands

2. He is also going to

a. see an exhibit

b. work out

3. Iris has an interview for a

a. caregiver job

b. sales rep job

4. Iris also applied for a

a. cashier job

b. receptionist job

Match the verb with the action. (1 point each) 1. ______ d cut back on

B. Say Now you will work alone. Answer Key: 2. f 3. e 4. a 5. c 6. b

16

a. into shape

2. ______ watch my

b. yoga

3. ______ fix the

c. the house

4. ______ get

d. alcohol

5. ______ clean

e. washing machine

6. ______do

f. weight

Write the type of bill. (2 points each)

gas bill 1._________________________

2._________________________

3._________________________

4._________________________

5._________________________

6._________________________

NOT FOR DUPLCATION

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

Write the question. (1 point each) What are you doing tomorrow? 1. Q: _____________________________________

A: I’m running errands tomorrow. 3. Q: _____________________________________ A: I went to a party yesterday. 5. Q: _____________________________________ A: I felt nervous when I moved here. ________/ 26

2. Q: _____________________________________ A: Yes, I have a cold. 4. Q: _____________________________________ A: He is tall and handsome. 6. Q: _____________________________________ A: Yes, we have one bottle of cleaner. intercambio.org/students

91

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

108

Teacher Book 2 RIGHT


Look at the positions. Answer the questions (1 point each) Position: Sales Rep Hours: Full time, 8:00 a.m.-5:00 p.m. Number of employees: 60 Salary: $20/hour

F

Position: Caregiver Hours: Part time, flexible hours, 3 evenings per week, 9:00 p.m. – 6:00 a.m. Number of employees: 20 Salary: $12/hour

1. Which position has more hours?

a. sales rep

b. caregiver

2. Which position has a better salary?

a. sales rep

b. caregiver

3. Which position looks quieter?

a. sales rep

b. caregiver

4. Which position has a smaller number of employees?

a. sales rep

b. caregiver

5. Which position is more flexible?

a. sales rep

b. caregiver

Look at the things that Marie and her landlord do every month. Fill in the blank with always, usually, sometimes or never. (2 points each) Things Marie does • pays her rent and electric bill once a month • tells her landlord about broken items • does laundry at home either at night or on the weekend

F. Answer Key: 2. sometimes 3. always 4. never 5. always 6. usually

Things her landlord does • pays the water and trash bill once a month • fixes broken items in one or two weeks

1. Marie ___________________ pays her rent once a month. always 2. She ___________________ does laundry on the weekends. 3. She ___________________ tells her landlord about broken items.

NOT FOR DUPLCATION

E. Answer Key: 2. a 3. b 4. b

E

4. She ___________________ goes to the laundromat. 5. Her landlord ___________________ pays the water bill. 6. Her landlord ___________________ fixes things in two weeks.

G G. Say Activity G 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.

STOP. Wait for your teacher.

What/name Score 1. 0

1

2

Teacher Notes Lesson 1:

2.

0

1

2

Lesson 7:

3. 0

1

2

Lesson 10:

4. 0

1

2

Lesson 14:

5. 0

1

2

Lesson 15:

when/bill/due

how often/buy groceries?

92 Student Book 2 RIGHT

________/ 24

1. Which do you prefer to eat; curry or a cake? [wait for response, then] Why? 2. What do you do to stay healthy? 3. What are you doing tonight? 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 G 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 (mail) to elicit a question without giving prompts. 5. Point to the third image (groceries) to elicit a question without giving prompts. intercambio.org/teachers

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QUICK REFERENCE GUIDE Regular verbs I know

vacuum

vacuumed

Words with 2+ syllables

Present

visit

visited

adjective

comparative

superlative

volunteered

expensive

more expensive

the most expensive

answer

answered

volunteer

clean

cleaned

phrasal verb

clean out

cleaned out

compare

compared

cook

cooked

dance

danced

babysit

babysat

drop off

dropped off

(be) am/is/are

was/were

adjective

comparative

superlative

eat out

ate out

buy

bought

big

bigger

the biggest

exercise

exercised

come

came

busy

busier

the busiest

expect

expected

do

did

dark

darker

the darkest

fill out

filled out

drive

drove

light

lighter

the lightest

finish

finished

eat

ate

long

longer

the longest

help

helped

eat out

ate out

narrow

narrower

the narrowest

learn

learned

get

got

new

newer

the newest

like

liked

get ready

got ready

noisy

noisier

the noisiest

love

loved

older

the oldest

pretty

prettier

the prettiest

mopped

got together (with)

old

mop

get together(with)

quieter

the quietest

moved

got up

quiet

move

get up

shorter

the shortest

mowed

gave

short

mow

give

smaller

the smallest

needed

went

small

need

go

uglier

the ugliest

ordered

grew up

ugly

order

grow up

wide

wider

the widest

pick up

picked up

hang out

hung out

play

played

have

had

Pronoun and Object Pronouns

practice

practiced

lend

lent

pronoun

object pronoun

prepare

prepared

make

made

I

me

rent

rented

meet

met

you

you

return

returned

pay

paid

we

us

read

him

shopped

read

he

shop

her

stayed

rode

she

stay

ride

study

studied

send

sent

talk

talked

sleep

slept

try

tried

stand

stood

use

used

swim

swam

want

wanted

take

took

walk

walked

wear

wore

wash

washed

write

wrote

watch

watched

work

worked

work out 

worked out

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Irregular Forms

irregular verbs Present

phrasal verb

Simple Past

good

better

the best

bad

worse

the worst

Words with 1 syllable

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Simple Past


VOCABULARY WITH STRESS AND COLOR VOWEL SOUNDS Color Vowel® Chart

Lesson 1: What’s He Like?

clean

GREEN TEA

brother-in-law

CUP OF MUSTARD

dinner

SILVER PIN

funny

CUP OF MUSTARD

family

BLACK CAT

handsome

BLACK CAT

food

BLUE MOON

hard-working

PURPLE SHIRT

friends

RED PEPPER

nephew

RED PEPPER

get

RED PEPPER

nice

WHITE TIE

have

BLACK CAT

niece

GREEN TEA

outgoing

ROSE BOAT

holiday

AUBURN DOG/ OLIVE SOCK

patient

GRAY DAY

house

BROWN COW

pretty

SILVER PIN

make

GRAY DAY

serious

GREEN TEA + R

parade

GRAY DAY

sister-in-law

SILVER PIN

party

OLIVE SOCK +R

Lesson 2: I Have a Cold

Thanksgiving

SILVER PIN

cold

ROSE BOAT

together

RED PEPPER

cough

AUBURN DOG/ OLIVE SOCK

visit

SILVER PIN

watch

AUBURN DOG/ OLIVE SOCK

beans

GREEN TEA

bottle

AUBURN DOG/ OLIVE SOCK

box

AUBURN DOG/ OLIVE SOCK

bread

RED PEPPER

can

BLACK CAT

carton

OLIVE SOCK + R

cereal

GREEN TEA + R

cleaner

GREEN TEA

fruit

BLUE MOON

loaf

ROSE BOAT

meat

GREEN TEA

milk

SILVER PIN

package

BLACK CAT

paper towels

GRAY DAY

roll

ROSE BOAT

sugar

WOODEN HOOK

earache

GREEN TEA + R

fever

GREEN TEA

with

SILVER PIN

toilet paper

TURQUOISE TOY

headache

RED PEPPER

write

WHITE TIE

yogurt

ROSE BOAT

healthy

RED PEPPER

Lesson 5: It Has a Better View

Lesson 7: Their Food Is the Best

medicine

RED PEPPER

bad

BLACK CAT

bad

BLACK CAT

runny nose

ROSE BOAT

best

RED PEPPER

best

RED PEPPER

sick

SILVER PIN

better

RED PEPPER

better

RED PEPPER

big

SILVER PIN

cake

GRAY DAY

closet

AUBURN DOG/ OLIVE SOCK

curry

PURPLE SHIRT

delicious

SILVER PIN

dark

OLIVE SOCK + R

dish

SILVER PIN

good

WOODEN HOOK

good

WOODEN HOOK

ORANGE DOOR/ AUBURN DOG +R

hallway

AUBURN DOG/ OLIVE SOCK

interesting

SILVER PIN

difficulty

SILVER PIN

house

BROWN COW

lemon

SILVER PIN

easy

GREEN TEA

kitchen

SILVER PIN

menu

RED PEPPER

excited

WHITE TIE

light

WHITE TIE

mild

WHITE TIE

narrow

RED PEPPER + R

most

ROSE BOAT

noisy

TURQUOISE TOY

pepper

RED PEPPER

pretty

SILVER PIN

recipe

RED PEPPER

quiet

WHITE TIE

restaurant

RED PEPPER

small

AUBURN DOG/ OLIVE SOCK

salty

AUBURN DOG/ OLIVE SOCK

snacks

BLACK CAT

sour

BROWN COW

spicy

WHITE TIE

sweet

GREEN TEA

worse

PURPLE SHIRT

worst

PURPLE SHIRT

sore throat stomachache tired

ORANGE DOOR/ AUBURN DOG + R CUP OF MUSTARD WHITE TIE + R

Lesson 3: I Felt Lonely at First bored

happy

BLACK CAT

lonely

ROSE BOAT

miss

SILVER PIN

move

BLUE MOON

nervous

PURPLE SHIRT

sad

BLACK CAT

street

GREEN TEA

someone

CUP OF MUSTARD

ugly

CUP OF MUSTARD

stressed

RED PEPPER

view

BLUE MOON

surprised

WHITE TIE

wide

WHITE TIE

Lesson 4: What Did You Do for Thanksgiving?

worse

PURPLE SHIRT

card

bag

OLIVE SOCK + R

Lesson 6: We Are All Out

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Vocabulary

BLACK CAT

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always

AUBURN DOG/ OLIVE SOCK

ATM

RED PEPPER

bank

GRAY DAY

card

OLIVE SOCK + R

cash

BLACK CAT

checks

RED PEPPER

coupon

BLUE MOON

credit

RED PEPPER

debit

RED PEPPER

never

RED PEPPER

online

AUBURN DOG/ OLIVE SOCK

return

PURPLE SHIRT

sale

GRAY DAY

shop

AUBURN DOG/ OLIVE SOCK

sometimes

CUP OF MUSTARD

usually

BLUE MOON

Lesson 11: I’m Watching My Weight

due

BLUE MOON

electric

RED PEPPER

fee

GREEN TEA

gas

BLACK CAT

health

RED PEPPER

insurance

PURPLE SHIRT

late

GRAY DAY

medical

RED PEPPER

notice

ROSE BOAT

number

CUP OF MUSTARD

overdue

BLUE MOON

payment

GRAY DAY

rent

RED PEPPER/ SILVER PIN

statement

GRAY DAY

total water

RED PEPPER

representative

RED PEPPER

sales

GRAY DAY

supervisor

BLUE MOON

technician

SILVER PIN

teller

RED PEPPER

worker

PURPLE SHIRT

Lesson 15: What Are You Up to This Weekend?

check out

RED PEPPER

ROSE BOAT

deposit

AUBURN DOG/ OLIVE SOCK

AUBURN DOG/ OLIVE SOCK

DMV

GREEN TEA

doing

BLUE MOON

GREEN TEA

air conditioner

SILVER PIN

break

GRAY DAY

ceiling

GREEN TEA

down

BROWN COW

dryer

WHITE TIE

fan

BLACK CAT

fix

SILVER PIN

furnace

PURPLE SHIRT

heater

GREEN TEA

landlord

BLACK CAT

machine

GREEN TEA

microwave

WHITE TIE

oven

CUP OF MUSTARD

toilet

TURQUOISE TOY

washing

AUBURN DOG/ OLIVE SOCK

water

AUBURN DOG/ OLIVE SOCK

RED PEPPER

cigarettes

SILVER PIN

class

BLACK CAT

cut back on

BLACK CAT

dance

BLACK CAT

diet

WHITE TIE

do

BLUE MOON

get

RED PEPPER

healthy

RED PEPPER

lift

SILVER PIN

shape

GRAY DAY

smoke

ROSE BOAT

soda

ROSE BOAT

take

GRAY DAY

watch

AUBURN DOG/ OLIVE SOCK

Lesson 14: I Like Both! apply

WHITE TIE

GRAY DAY

bank

GRAY DAY

ROSE BOAT

benefits

RED PEPPER

Lesson 12: My Bill Is Overdue

caregiver

GRAY DAY + R

account

BROWN COW

cashier

GREEN TEA

amount

BROWN COW

comfortable

CUP OF MUSTARD

bill

SILVER PIN

custodian

ROSE BOAT

cable

GRAY DAY

environment

WHITE TIE

cell phone

RED PEPPER

factory

BLACK CAT

credit card

RED PEPPER

flexible

RED PEPPER

date

GRAY DAY

good

WOODEN HOOK

Teacher Book 2 RIGHT

receptionist

RED PEPPER

cholesterol

112

GRAY DAY

center

AUBURN DOG/ OLIVE SOCK

yoga

nail

WOODEN HOOK

alcohol

weight(s)

AUBURN DOG/ OLIVE SOCK

book

Lesson 13: I’m Going to Email Him a/c

job

driver

WHITE TIE

errands

GRAY DAY + R

exhibit

SILVER PIN

laundromat

AUBURN DOG/ OLIVE SOCK

letter

RED PEPPER

license

WHITE TIE

mail

GRAY DAY

make

GRAY DAY

museum

GREEN TEA

package

BLACK CAT

post office

ROSE BOAT

rec center

RED PEPPER

recreation

GRAY DAY

run

CUP OF MUSTARD

see

GREEN TEA

tomorrow

OLIVE SOCK + R

tonight

WHITE TIE

weekend

GREEN TEA

why

WHITE TIE

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Lesson 10: I Always Shop Online


COLOR VOWEL WORDS GREEN TEA

WHITE TIE

SILVER PIN

PURPLE SHIRT

GRAY DAY

OLIVE SOCK

RED PEPPER

BLACK CAT

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

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BLUE MOON

CUP OF MUSTARD

WOODEN HOOK

AUBURN DOG

ROSE BOAT

ORANGE DOOR

BROWN COW

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TURQUOISE TOY


CONVERSATION PRACTICE USING LANGUAGE TOOLS

Lesson 2 What’s wrong? Do they have a cold? Is he sick? Lesson 3 What was it like to move here? How did she feel when she moved here? How did you feel when you moved here? Lesson 4 What did he do on Thanksgiving? What did you do on Saturday?

She is outgoing. He is tall and handsome.

I have a sore throat. No, they don’t. Yes, he is.

It was difficult. She felt excited. I felt nervous.

He watched a parade on TV. I visited my friends.

Lesson 5 Which house is bigger? Which car is more expensive?

The blue house is bigger than the green house. The silver car is more expensive than the red car.

Lesson 6 Do we have any sugar? Do we need any toilet paper? How much cleaner do we have? How many boxes of cereal do we have?

No, we don’t have any. Yes, we need some. We have one bottle of cleaner. We have two boxes.

Lesson 7 Which is the spiciest? What is the most delicious?

The curry is the spiciest. The soup is the most delicious.

Lesson 10 Does he ever shop online? How often do they go to the mall? How often do you buy groceries? Why do you shop at the mall?

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Lesson 1 What is your sister-in-law like? What does he look like?

Yes, he shops online sometimes. They usually go to the mall. I buy groceries once a month. Because they have the best sales.

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Lesson 12 When is your payment due? When were your bills due? How much is the late fee? How much was the car payment? Lesson 13 Are you going to call the landlord? Is he going to buy a dryer? What are you going to do? Lesson 14 Which job do you prefer? Do both of them have good benefits? Which position has flexible hours? Lesson 15 What is she doing tonight? What are you doing this weekend? Why is she going to the library? Why are you running errands?

I’m watching my weight. She’s cutting back on soda.

It’s due on the 30th. They were due on April 15th. It’s $10. It was $120.00 per month.

Yes, I’m going to tell him. Yes, he’s going to buy one. I’m going to fix it.

I like the one with flexible hours. No, neither of them do. Both of them do.

She’s going to the library. I’m running errands. Because she wants to. Because I need to.

Infinitive = to + verb

Present Continuous

to walk

Correct form of be + base form + ing

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Lesson 11 What are you doing to stay healthy? What is she doing to stay healthy?

He‘s walking to school right now. Base form = verb in the most basic form

We use the present continuous to talk about an action taking

walk

place right now. I’m walking to work tomorrow because my car broke down.

Phrasal verb = verb + preposition. These usually have a differ-

We can also use the present continuous to talk about the future.

ent meaning than the verb alone. I work every day = I go to my job every day.

Simple Past

I work out every day = I exercise every day.

Base form + -ed I walked yesterday.

Simple Present

We use the simple past to talk about completed actions in the past.

Base form of verb (+s with he/she/it) I walk to school every day.

Future with going to

She walks to school on Tuesdays.

Correct form of be + going to + base form of verb

We use the simple present for actions that are habits or are

I’m going to walk to work next week.

repeated.

We use “going to” to talk about (planned) actions in the future.

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Table of Contents

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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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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:

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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!

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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-

● ● ●

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one 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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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

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

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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.

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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How to present vocabulary

Teaching 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.

● ● ● ●

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

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

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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 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.

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.

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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.

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

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the 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. 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.

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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 2 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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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 978-1-947639-30-0

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www.intercambio.org • resources@intercambio.org 9 781947 639300

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Confidence and Connections Teacher Book 2 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 2 RIGHT  

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