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CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

3 Right Confidence and Connections Adult ESL The Intercambio™ Way Teacher Book

Intercambio Uniting Communities © 2019 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

Printing 10 9 8 7 6 5

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Teacher Book 3 RIGHT

CREDITS Level 3 Right Writers Rachel Fuchs, Linda Hayes-Angiano, and Elena Vasileva Editors Rachel Fuchs and Elena Vasileva Design and Layout David Olivares Design Interns Arik Burton Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Ingrid Justin, Jordana Levine, Rosie Piller, Lee Shainis, and Marcie Smith

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

III

SCOPE AND SEQUENCE #

Title

Grammar

Conversation

By End of Lesson, You Can:

Where Do You Play Soccer?

• Review of present, past, and future tenses with “go” and “play”

Talk about activities that you like to do in your community

• Talk about what activities are most important in your community • Share about activities you like to do, did before, and will do this year

Which One Is the Best Deal?

• Review of comparatives and superlatives with prepositions

Compare shopping styles and preferences and talk about how you like to shop

• Compare grocery items and find the best deals • Talk about your shopping choices

What Happened to My Wallet?

• Review of past tense with regular and irregular verbs

Talk and ask questions about items that were lost or stolen

• Ask questions about something that happened • Talk about situations where you lost something or it was stolen

Why Were You Late?

• Past continuous with “while”

Talk about things that happened in your life

• Talk about things that happened to you • Talk about cars and common problems

What Will You Do?

• Present real conditional “if + will.”

Talk about what you will • Ask questions about what someone will do if do if something happens they have a house or utility problem • Share about what you will do if it happens to you

• Adjective with -ed and -ing ending

Talk about different events and how you felt

• Share about different life events and how you felt during them • Ask people about how they felt at different events

Your preferences for doctors and making appointments

• Make, change, or cancel an appointment at a doctor’s office

It Was Interesting

• “Would” with contractions I’d Like to Change to make polite requests My Appointment • Prepositions “for” vs. “to”

Review and Progress Check

Field Trip

I’m Passionate about Helping People

First, You Preheat the Oven

Whose Charger Is This?

I Hope I’ll Have a Better Job

Did You Find Anything?

Thank You So Much!

• Nouns and adjectives with Things you are passionprepositions and gerunds ate about and good at

• Talk about your skills and things you are interested in • Talk about jobs and volunteer positions you have/had

• Sequencing phrases and instructions

Follow and give steps for doing something

• Ask about how to make something • Read and follow step-by-step instructions

• Possessive pronouns with this, that, these, and those

Ask questions about objects and who they belong to

• Ask questions about ownership • Talk about the things that are yours

• “Will” for predictions in the Talk about things that future tense you think will be different in the future

• Ask someone about their hopes and how they think their life will change • Talk about how you think or hope your life will change

• Indefinite pronouns: anything, something, nothing

Talk about events and things you bought for them

• Ask people questions about events and things they bought or are bringing • Share what things you find shopping for other people

• Gerund nouns after preposition

Share appreciation for things others have done for you

• Thank others for ways they have supported and encouraged you

Review and Progress Check

Teacher Book 3 RIGHT

Welcome to Confidence and Connections! The unique emphasis of this series is on using conversation to facilitate meaningful connections. It is as important for you, the teacher, to share your own stories as it is to elicit stories from your students. When you ask students questions, be sure to have them ask you questions, too. In a group setting, use pair work to encourage students to learn about one another. In one-on-one, learn about your student’s family and share information about your own. About your teacher book: Your teacher book is designed to be simple to use and make your classes as engaging and effective as possible. You’ll find a lead page at the beginning of each lesson. This page contains: • 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. We’ve referenced sections from the back of the book within the callouts with bold text. 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 WHERE DO YOU PLAY SOCCER? By the end of the lesson, students will be able to: • Talk about activities they like to do in their community • Talk about activities in the past, present, and future using “go” and “play” 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 • Hand mirror or use a phone in selfie mode to show mouth shapes in pronunciation activity • Prepared ”go” and “play” index cards for vocabulary activity (optional) • Example of a community newsletter if available What to expect? This is the first day, so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Use the board and have them use the board with you. Be careful in a group setting not to gauge your teaching level on one talkative student—especially for the first two lessons. Warm-up: Greet students. Have them write their first names on a name tag or table tent (don’t forget to make one for yourself). 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 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, or even pets. Listening Track 01 Miranda: How about this weather? Jason: I know—it’s so nice and sunny out! Are you going to do something fun this weekend? Miranda: Yes. I’m going to go biking and play soccer. Jason: Cool. Where do you play soccer? Miranda: I play every Sunday at a park near my house. How about you—what do you do on the weekends? Jason: Well, last weekend, I went camping with some friends. This weekend I’m going to play some board games with my family. Miranda: That sounds like fun. Do you play board games with your family a lot? Jason: Yes. It’s one of our favorite things to do! We play at least once a month. Maybe you can join us sometime. Miranda: I’d love to!

Teacher Book 3 RIGHT

WHERE DO YOU PLAY SOCCER?

Pre Pre Listening warm-up. Track 01: Is Miranda going to do fun things this weekend?

Pre Explore the pictures. Ask What do you see? This helps students activate their background knowledge about the topic and vocabulary. Read the Pre question aloud. Play the track. Elicit the answer.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

A. Have students repeat each phrase multiple times. Repeat as a whole group, then individually. Explain the phrases. Use hand gestures or body language where possible to demonstrate activities. See TEACHING VOCABULARY on page 122.

go skiing

go shopping

go biking

go hiking

go dancing

go fishing

go jogging

go camping

play baseball

play football

play board games

play cards

play tennis

play soccer

play video games

play piano

PRONUNCIATION A

Practice the GRAY DAY sound. Listen and repeat after your teacher. Circle the words with the GRAY DAY sound. play

weight

board

cards

games

weather

baseball

lake

GRAY DAY

GRAY DAY intercambio.org/students

Pronunciation Read instructions. Point out pictures of mouth shape. The first image show how the mouth looks at the beginning of the sound. The second image shows how the mouth looks upon completion of the sound. Let students look in the mirror at their mouth shape. Say words and have students repeat multiple times. Ask students to circle words with the GRAY DAY sound as they pronounce the words. See TEACHING PRONUNCIATION on page 123. NOTE: Watch yourself making the sound slowly in the mirror. If you understand how your mouth moves, it will be easier to explain it to your students. English pronunciation comes naturally to native English speakers, so you must be intentional about understanding how you are making the sounds in order to support your students. Answer Key: Pronunciation. weight, games, baseball, lake (Other words: cards—AUBURN + R, weather—RED, board—ORANGE/ AUBURN + R) intercambio.org/teachers

VOCABULARY PRACTICE

BB Write the words from the box in the correct column. GO

PLAY

jogging

camping

baseball

football

board games

cards

fishing

piano

biking

tennis

skiing

shopping

LISTENING

B. Read instructions. Students can refer EtoE the vocabulary section for help. Ask students if they can come up with any other activities they like to do that can be added to the chart. EXPANSION: Write “go” and “play” on index cards and give each student a set. Ask students to find a partner and tell the partner one activity they like to do for each card. For 1-on-1, take turns composing sentences for each FF of the words.

Listen again to Track 01. Add the words you hear. biking This weekend, Miranda is going to go (1) ___________________ and play (2) ___________________.

Last weekend, Jason went (3)________________________ with some friends. This weekend, Jason is going to play (4)_____________________________ with his family. Playing board games is one of their (5) ________________________ things to do. They play them at least (6) _____________________ a month.

LANGUAGE TOOLS

D D Listen to your teacher and repeat. WH - QUESTIONS

ANSWERS

Present

When

you

go hiking?

go hiking

on weekends.

Past

When

did

go dancing?

went dancing

last night.

Future

Where

are

you going to

go biking?

‘m going to go biking

in the park.

Present

you

play tennis?

Yes,

do.

Past

Did

go skateboarding?

No,

didn’t.

Future

Are

you

go fishing?

Yes,

am.

YES/ NO QUESTIONS

going to

C. Go over the activity so students know what they are going to listen for (circle what they hear). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary. See TEACHING LISTENING on page 121.

ANSWERS

Student Book 3 RIGHT

D. FOCUS: Wh- questions in the simple present, past, and future with “be going to.” Write chart on board. Read and have students repeat the questions and answers several times. Point out the following: - How the first verb of the sentence changes with the different tenses (e.g., “do” is used in the present tense and “did” is used in the past), as opposed to the verb that follows the pronoun (e.g., go). - “going to” is used for future tense. Use colored index cards to practice. See TEACHING GRAMMAR on page 124.

Answer Key: B. Go: fishing, biking, skiing, camping, shopping Play: baseball, board games, football, cards, piano, tennis C. 2. play soccer 3. camping 4. board games 5. favorite 6. once

Teacher Book 3 RIGHT

GRAMMAR PRACTICE

EE E. First, have students work individually. Then compare their answers in pairs/ groups. Finally, go through the answers together. See TEACHING VOCABULARY on page 122.

Match the questions and the answers. Ask and answer the questions in pairs. b 1. _______ Where did they go camping?

a. He’s going to play at the park.

2. _______ When did she play cards?

b. They went camping in the mountains.

3. _______ Where are you going to go fishing?

c. Yes, she did.

4. _______ Where is he going to play baseball?

d. No, he isn’t.

5. _______ Did they go camping last weekend?

e. Yes, they did.

6. _______ Did she play cards at her friend’s house?

f. She played last weekend.

7. _______ Did you go fishing at the lake?

g. I’m going to go to the lake.

8. _______ Is he going to play baseball at the park?

h. No, I didn’t.

F F Read the question. Look at the words in bold. Write the correct answer. F. Point out the “time” 2. Q: Where did you go hiking? 1. Q: When did you go camping? words in the questions to A: I ________ hiking at the lake next to my house. A: We ________ went camping last weekend. help students choose the correct verb tense in the 4. Q: When does she play video games? 3. Q: Are they going to play tennis tomorrow? answers. EXPANSION: After A: Yes, they are going to _______ tennis tomorrow. A: She ________ video games after school. students have compared their answers in pairs and checked them together, have 6. Q: Are we going to play games tonight? 5. Q: Where do they go dancing? them practice the dialogue A: Yes, we _______________ games tonight. A: They ___________ dancing downtown. in pairs. 7. Q: Did he play soccer on Saturday? A: No, he _______________ soccer on Saturday.

G. Explain instructions and point out words in parentheses. Read answers together as a group or with students taking turns. EXPANSION: Have students ask and answer each other’s questions.

8. Q: Is Sean going to play baseball this afternoon? A: Yes, he _________ baseball this afternoon.

GG Look at the answers. Write the questions. Use the words in parentheses. Where did they play video games? 1. Q: _______________________________________________________________

A: They played video games at their friend’s house. 2. Q: _______________________________________________________________ A: Yes, she is. (go jogging / tomorrow) 3. Q: _______________________________________________________________ A: No, they didn’t. (go fishing / yesterday) 4. Q: _______________________________________________________________ A: I played cards last weekend. 5. Q: _______________________________________________________________ A: He goes biking at the park. intercambio.org/students

Answer Key: E. 2. f 3. g 4. a 5. e 6. c 7. h 8. d F. 2. went 3. play 4. plays 5. go 6. are going to play 7. didn’t play 8. is going to play G. 2. Is she (going to go) jogging tomorrow? 3. Did they go fishing yesterday? 4. When did you play cards? OR What did you do last weekend? 5. Where does he go biking?

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REAL LIFE / YOUR LIFE

HH Read the Community Newsletter. Fill in the chart with the correct information. Inside this issue Summary of this

Year’s Activities

Important Updates Upcoming Events

_______

A Look at the Past Year

Important Updates

We all accomplished a lot of goals this year! 75 of our community members volunteered to help in our community garden.

• We now offer a recycling service for all residents. Recycling pick up is on Wednesdays at 8:00AM.

Our annual summer BBQ was also a great success with more than 200 neighbors that attended.

_______

• The neighborhood coffee shop

Finally, our local restaurant, the Big Red Barn, was voted as the best restaurant in the county – congratulations, Big Red!

_______

H. Before the task, ask Do you get a newsletter from your community? What is it about? Then read the instructions and the newsletter, and have students do the task in pairs.

is now open from 7:00 a.m. to 5:00 p.m. every day.

UPCOMING EVENTS

_______

• Neighborhood hike – April 30th 9:00 a.m. – 12:00 p.m.

_______

• Jogging Club 8:30 a.m. – 9:30 a.m. Mondays and Wednesdays April 1st – June 30th at the Rec Center • Free Workshop: Learn to Play Piano! Saturday, May 3rd 1:00 p.m. – 3:00 p.m. at the Rec Center

Green Village volunteer options

Your community



exercise

restaurant recycling near shopping public transportation

CULTURE TIP Many cities and towns have a newsletter that is sent out a few times a year. Some large neighborhoods also have newsletters. Community newsletters usually contain a calendar of events and important information for residents. Sometimes you can find newsletters online, too. Check to see if your neighborhood has a community newsletter. Did communities in your native country have newsletters? 4

Student Book 3 RIGHT

Answer Key: H. Green Village: exercise, restaurant, recycling Your community: Answers will vary.

Teacher Book 3 RIGHT

Culture Tip Show students example of a community newsletter if possible.

1 Compare the neighborhoods. Choose what neighborhood is best for George.

I. EXPANSION: Discuss people’s answers to #6.

distance to city center parks nearby community pool/rec center bike/hiking trails distance to restaurants characteristics

What’s important in a neighborhood to George? 1. Good location with friendly neighbors 2. Big space and place to be outdoors 3. Opportunities to meet people and to dance/exercise 4. Hiking and biking options/trails 5. Quiet, peaceful place BLUE MEADOWS VILLAS NOBLE PARK COMMUNITY 15 miles 0.5 miles 5 parks 1 park community rec center and community pool meeting room yes, many options one bike trail 15 miles 0.3 miles great access to downtown, quiet, friendly neighbors, working professional open space neighborhood

1. This neighborhood has great access to downtown 2. You can walk to restaurants from this neighborhood 3. You can go dancing at a rec center in this neighborhood 4. This neighborhood has a longer commute to the city

Blue Meadows Villas

Noble Park Community

Blue Meadows Villas

Noble Park Community

Blue Meadows Villas

Noble Park Community

Blue Meadows Villas

Noble Park Community

5. The best neighborhood for George is: _____________________________________________________ 6. The neighborhood I like the best is: _______________________________________________________

KJ J. Read the instructions and ranking. Encourage students to add more things in the list. Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask follow-up questions. Then ask some students to share what they have learned about their partners with the group. Be sure your students ask you questions too.

What is most important to you in your neighborhood and community? Rank the types of activities below. 1 = most important to you, 6 = least important to you. ______ places to go jogging and hiking ______ a pool to go swimming ______ places to go dancing and eat out ______ places to meet other people and make friends ______ parks and other places to play soccer, tennis or baseball ______ close to downtown

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Activities that are most important to them in a community • What they like to do in their community • Activities they went to in their community in the past year • Activities they’re going to do in their community this year intercambio.org/students

Answer Key: I. 2. Noble Park 3. Blue Meadows 4. Blue Meadows 5. Blue Meadows 6. Student choice J. Answers will vary.

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HOMEWORK

Lesson 1 • Where Do You Play Soccer?

L K Match the questions and the answers.

1. _____ d When did she play board games?

a. They went to the lake.

2. _____ What are you going to do?

b. They played last night.

3. _____ Where did they go fishing?

c. He goes hiking.

4. _____ Where do you and your friends go dancing?

d. She played last Saturday.

5. _____ When did they play video games?

e. I’m going to go skiing.

6. _____ What does he do on the weekends?

f. We go downtown.

Walk through each Pre Preactivity. These homework are very similar to activities they did in class. Confirm that they understand each activity. Do examples. See HOMEWORK on page 127.

Look at the questions. Write the answers. Use the words in parentheses. 1. When do you go camping? _____________________________________________________ (summer) I go camping in the summer. 2. Where did they play soccer? ____________________________________________________ (park) 3. When is she going to play cards? ________________________________________________ (Sunday). 4. Where did they play piano? ____________________________________________________ (school). 5. When does he go hiking? ______________________________________________________ (mornings)

NM Complete the conversation. Use the correct verb tense of go or play and the word in parentheses. Practice with a partner.

Lara: Where ______ (swimming) last weekend? go swimming did you _______________________________ Don: We _______________ (swimming) at the park. What did you do last weekend? Lara: I ________________ (camping). It was great! Don: Nice. ______ you ________________ (fishing)? Lara: No. I ______________________(fishing). It was raining, so we _______________ (board games) instead. Don: That sounds fun. My kids and I ____________________ (hiking) next Saturday at 8 a.m. Do you want to come with us? Lara: I’d love to, but I ______________ (tennis) on Saturday mornings. Thanks anyway. Maybe next time!

JOURNAL PROMPT What activities did you like to do in your native country? Is there anything new you do now where you live?

Journal If students need more space, encourage them to write on a separate piece of paper.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6

Student Book 3 RIGHT

Answer Key: K. 2. e 3. a 4. f 5. b 6. c L. 2. They played soccer at the park. 3. She’s going to play cards on Sunday. 4. They played piano at school. 5. He goes hiking in the mornings. M. 2. went swimming 3. went camping 4. did/go fishing 5. didn’t go fishing 6. played board games 7. are (going to go) hiking 8. play tennis 8

Teacher Book 3 RIGHT

L2 WHICH ONE IS THE BEST DEAL?

By the end of the lesson, students will be able to: • Compare deals using good-better-best • Talk about how to find the best deals and compare prices for similar products in sales advertisements 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 • Hand mirror or use the front-facing camera of a smartphone (to show mouth shapes in pronunciation activity) • Prepared adjective index cards for grammar activity (optional) • Sale ads from grocery stores to use as examples Teacher notes: We’ve provided simple definitions for a few vocabulary words and phrases from the lesson throughout the book that may be challenging to define. In Lesson 2, these words are: • Generic brand: an item that does not have a company name on it. Generic brands are cheaper than name brands. • Name brand: an item with a company name on it. Name brand items are usually more expensive (e.g., Nike). Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Give students an opportunity to discuss and share their journal entries in pairs or with the whole class. Listening Track 02 Come to Martin’s Market for the best deals and lowest prices on cheese, meat, and fruit. This week, we have buy one get one free on packs of strawberries. All of our generic brand cheeses are also half off, and organic meat is 20% off the regular price. Our discounts are better than other stores. Save more at Martin’s Market! Emilio: Did you hear that, Barb? We need more cheese and fruit. Let’s go to Martin’s Market! Barb: Okay, but I don’t like generic cheese. Emilio: Why not? Generic cheese is as good as name-brand cheese! Barb: Okay, I’ll try it but we need to make sure to compare prices and check the unit price before we buy it. We want to get the best deal!

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HOMEWORK

Lesson 7 • I’d Like to Change My Appointment

Circle the correct word. 1. They’d like to change their appointment (to / for) get a vaccination. 2. I’d like to make an appointment (to / for) have a checkup. 3. We’d like to cancel our appointment (for / to) Friday. 4. She’d like to confirm her appointment (for / to) a physical.

L M Complete the conversation with to or for. Receptionist: Hello. This is Tammy. How can I help you? Hi. I’d like to make an appointment (1) _______ to get a vaccination.

Glenda:

Receptionist: Sure. Is the appointment (2) _______ you or for someone else? Glenda:

It’s (3) _______ my daughter. We need an appointment (4) _______ get her flu shot.

Receptionist: Okay. Would you like to make the appointment (5) _______ next week? Glenda:

Yes, please.

L N Match the parts of the sentences. d 1. _______ We’d like to

a. to cancel their appointment.

2. _______ She’d like to make

b. an appointment.

3. _______ They’d like

c. vaccination.

4. _______ We’d like to make an appointment

d. reschedule our appointment.

5. _______ I’d like to change my appointment to get a

e. for a flu shot.

JOURNAL PROMPT Write about three things you’d like to do in the next few months. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 42

Student Book 3 RIGHT

Answer Key: L. 2. to 3. for 4. for M. 2. for 3. for 4. to 5 for N. 2. b 3. a 4. e 5. c 50

Teacher Book 3 RIGHT

Don’t forget to assign the checklist on the opening page of Lesson 8 for homework.

L8 REVIEW & PROGRESS CHECK

What to bring to class: • Dice (or use an app on your phone)—one per pair Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow enough time for your students to work uninterrupted on the Progress Check. • Adapt Lesson 8 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the Review in one class and the Progress Check in another. 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 calling them up individually for the oral section. • Let students know they can ask you questions during the Progress Check and that this is a time to see what they have learned. A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the Progress Check at their own pace. You’ll call students up for the oral section individually. • Explain to the students that you will play the listening only 3 times (no exceptions). If in a class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson. Listening: Track 08 A: Hi Evan! How was your vacation? Evan: It was interesting and lots happened! A: Really? What did you do? Evan: Well, we drove across country and saw amazing cities, museums, and the desert. But while we were driving, we got a flat tire. A: Oh no! That’s awful. Evan: Yes, we were close to a gas station which was good. I changed the flat tire there. It took a long time but some of the workers helped me.

A: That’s nice of them! Evan: Yeah! But then when I drove to the next town, I realized I didn’t have my wallet! A: Oh no! What happened to your wallet? Evan: Well, I thought someone stole it. But it actually fell out of my pocket when I was changing the flat tire. One of the gas station workers found it and called me. A: I bet you were relieved. Evan: I was, I was so glad it was found!

F: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence, AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer, OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of each student’s Progress Check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING 25 Total pts 1st pg. 25 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., 24/25 points). Multiply number of correct answers by 2 for final score out of 100. intercambio.org/teachers

REVIEW & PROGRESS CHECK

This should have been completed as homework. If it wasn’t, give students time to work on it. Pair students to share their responses.

Check the items you can do. Review the items you can’t. I can… o talk about things I like to do in different tenses (past, present and future) (Lesson 1) o compare grocery store items and prices (Lesson 2) o talk about when I lost something or had something stolen (Lesson 3) o talk about emergency situations (Lesson 3) o share about when I was late for something and why (Lesson 4) o talk about what I will do if there is a problem with my house or car (Lesson 5) o share ideas about different life events and celebrations and how I felt (Lesson 6) o make, change, or cancel an appointment (Lesson 7)

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

Generate a list of words on the board. Students can explain the words to each other.

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

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Teacher Book 3 RIGHT

REVIEW & PRACTICE

AA A. Consider doing this activity as a group by inviting people up to the board to draw.

Pick two words. Draw them for your partner and have them guess what it is. skiing hiking

shopping fishing

baseball camping

soccer biking

wallet

keys

stealing

engine

car

battery

headlights

jewelry

tire

wedding

Picture 1

football groceries

Picture 2

BB Match the parts of the sentence. d 1.________ If her power goes out,

a. we’ll reschedule our flight.

2. ________ If his rent goes up,

b. I’ll wear a warm jacket.

3. ________ If they get a flat tire,

c. he’ll move to a new place.

4. ________ If our flight gets cancelled,

d. she’ll call the electric company.

5. ________ If it snows tomorrow,

e. they’ll change it.

Fill in the blank with to or for. for 1. They’d like to make an appointment ___________ a haircut.

2. She’d like to confirm her reservation ___________ dinner. 3. I’d like to make an appointment ___________ get a flu shot. 4. He’d like to make an appointment ___________ see a doctor. 5. I’d like to change my appointment ___________ an eye exam. 44

Student Book 3 RIGHT

Answer Key: A. Answers will vary. B. 2. c 3. e 4. a 5. b C. 2. for 3. to 4. to 5. for intercambio.org/teachers

Could you lend me a sweater, please?

E D Circle the correct word.

1. The party was excited / exciting.

2. The graduation bored / boring him.

3. He was depressed / depressing during the rainy weather.

4. We’re surprised / surprising at the good prices!

5. The fundraiser was very confused / confusing.

6. The ceremony was interested / interesting.

Write a sentence about each item. Use the past tense. Use the words in parentheses.

1. __________________________ 2. __________________________ 3. __________________________ She left her keys at work. __________________________ (she/leave/at work)

__________________________ (he/lose)

__________________________ (someone/steal/he)

4. __________________________ 5. __________________________ 6. __________________________ __________________________ they/find/at the restaurant)

__________________________ (someone/take/they)

__________________________ (I/forget)

Write the correct form of the word in the blank. 1. While she __________________________(came) here, she got an important phone call. was coming 2. Their car broke down while they __________________________ (drive) to work. 3. While I was biking to class, it _________________________ (start) to rain. 4. Someone stole her purse while she _________________________ (stand) in line. 5. While he was studying for his test, the power _________________________ (go out). 6. Josie saw an accident while she _________________________ (walk) the dogs.

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Answer Key: D. 2. bored 3. depressed 4. surprised 5. confusing 6. interesting E. 2. He lost his wallet. 3. Someone stole his car. 4. They found their (a) laptop at the restaurant. 5. Someone took their jewelry. 6. I forgot my book. F. 2. were driving 3. started 4. was standing 5. went out 6. was walking 54

Teacher Book 3 RIGHT

GG Review Game. Play with a partner or in a small group. Put a marker on START. G. To provide as much student talk time as possible, pairing students is preferable to having them work in small groups. EXPANSION: Have pairs generate additional questions to add to the board.

Roll the dice. Move the correct number of spaces. Answer the question.

START

What do you like to do in your community?

Do you play tennis?

Do you play a sport? What?

What is the best grocery store in your city? Why?

What’ll you do if your fridge breaks?

What’ll you do if you get a pay raise?

What’ll you do if the power goes out?

Your partner lost their keys. Ask them about it.

What did you do this weekend? How did you feel?

Tell your partner about a movie you saw. How was it?

BB Your partner is a receptionist at a doctor’s office. Call to change your appointment to next week.

What kinds of appointments did you have this week?

What is your favorite kind of movie?

Which is cheaper, the car or the truck?

CC END

Are generic brands as good as brand names?

What makes you feel bored?

Student Book 3 RIGHT

Answer Key: G. Answers will vary.

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PROGRESS CHECK My score________/ 100 points

A A Listen to Track 08. Circle what you hear. (2 points each)

A. Say I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing. Answer Key: 1, 3, 4, 6

B. Say Now you will work alone.

B B Complete the sentence using the correct form of the word in parentheses. (1 point each)

Answer Key: 2. boring 3. confused 3. Tony was _____________________ (confuse) 4. She was ____________________ (surprise) at 4. surprised in class. He didn’t understand. her party. 5. interesting 5. The fundraiser was _______________ (interest). 6. His family was very _________________ (depress) 6. depressed at the funeral. 7. bored 7. They were _____________ (bore) at graduation. 8. The wedding was ____________________ (surprise). 8. surprising exciting 1. Our vacation was _________________ (excite).

2. The ceremony was ___________________ (bore).

Answer the questions in complete sentences. (4 points each) If their rent goes up, they’ll have to move. 1. What’ll they do if their rent goes up? _____________________________________________________ (have to move)

2. What’ll he do if the power goes out? ____________________________________________________ (call the electric company) 3. What’ll she do if she gets a raise? _______________________________________________________ (buy a house) 4. What’ll you do if the cable doesn’t work? ________________________________________________ (read a book) ________/ 25

Teacher Book 3 RIGHT

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C. Answer Key: 2. If the power goes out, he’ll call the electric company. 3. If she gets a raise, she’ll buy a house. 4. If the cable doesn’t work, I’ll read a book.

DD Write the names of the things in the pictures. Circle to or for. (2 points each) D. Answer Key: 2. for/haircut 3. to/change the (get) tires 4. to/physical 1

fundraiser 1. He’d like to confirm his reservation to / for go to a ________________________________________ . 2. She’d like to cancel an appointment to / for a ____________________________________________. 3. We’d like to change our appointment to / for _____________________________________.

E. Answer Key: 2. go 3. left 4. play 5. She’d like 6. they won’t be able 7. expensive 8. didn’t 9. broke 10. was baking

4. They’d like to make their appointment to / for get a ______________________________________.

Circle the correct word. (1 point each) 1. The name brand one is better/ best than the generic one.

2. Do you go / play jogging?

3. I leave / left my keys in the car this morning.

4. He likes to go / play baseball.

5. She’ll like / She’d like to make an appointment to get a physical.

6. If their power goes out, they’ll be able to / they won’t be able to cook.

7. The organic milk is the most expensive / expensivest.

8. No, we don’t / didn’t forget the address.

9. While they were driving, their car breaked / broke down.

10. She played board games while she baked / was baking cookies.

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

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. NOTE: Find scoring instructions in the notes at the beginning of this lesson.

Teacher Notes

1. 0

3. 0

4. 0

5. 0

Lesson 5: Lesson 6: Lesson 1: Lesson 1: Lesson 3:

Student Book 3 RIGHT

________/ 25

1. What will you do if there’s a rainstorm? 2. What did you do last week? [Wait for response] What was it like?/How was it? 3. What do you like to do in your free time? Then say Now you will ask me questions. For example: “Ask me what my name is.” See if students respond and say What’s your name? If they don’t, help them before asking the next two questions. 4. Ask me if I play a sport. 5. I lost my wallet. Ask me about it.\ intercambio.org/teachers

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. 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 students 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, 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, to use as an answer key 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 – See list of ideas for kinds of scavenger hunts to do in the community or in your classroom – look for objects using vocabulary from lesson 3 (and others) Option 2 – Visit a local health center or doctor’s office Option 3 – Visit a grocery store and look at deals. Ask for help or combine this with the scavenger hunt to find things. Or, consider somewhere else: A grocery store (practice vocabulary, apply for a store card, scavenger hunt); library (get a tour, apply for a library card); department or hardware store; rec center; urgent care center; bus station; restaurant; neighborhood or city walk (follow a map, scavenger hunt); museum; post office; drugstore; apartment for rent; city council meeting; public event (such as a farmer’s market, or outdoor festival)

Teacher Book 3 RIGHT

9 Before you start

Pick a location or activity: Scavenger Hunt Doctor’s Office Grocery Store My Idea _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m.

IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

QUESTIONS I PLAN TO ASK

Things I’m going to look for or find: _____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

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

Pre Pre

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

o a lot

o a little

o not at all

2. I learned:

o a lot

o a little

o not a lot

3. I thought it was:

o good

o okay

o not good

why? ___________________________________________________________________________

Student Book 3 RIGHT

Teacher Book 3 RIGHT

L10 I’M PASSIONATE ABOUT HELPING PEOPLE By the end of the lesson, students will be able to: • Talk about things they are passionate about, tired of, and excited about, using gerunds and nouns 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 • Hand mirror or use the front-facing camera of a smartphone (to show mouth shapes in pronunciation activity) • Grammar structures written on cut-up strips of paper, or index cards, for EXPANSION in Activity D • Volunteer categories written on large pieces of paper and tape for EXPANSION in Activity I (optional) • Prepared personal chart for Activity L Teacher notes: In Lesson 11, students are asked to write the process for how to do something (Activity L). Consider looking this over before today’s class and asking students to bring in materials to be able to write the process for doing something, or to demonstrate the process to their classmates. We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • Reliable: describes someone or something you can trust; something that always works; e.g., someone who is always on time is reliable Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Listening Track 09 Interviewer: So, Tina—tell me a little bit about yourself. Tina: Sure. I’m a responsible and motivated person. I like to work with others and I’m passionate about helping people. Interviewer: That’s great. Why are you interested in this position? Tina: Well, I’m excited about your company and I like the schedule. Interviewer: How do you feel about working full-time? Tina: Great! I’m looking forward to having a full-time job. Interviewer: And what are your strengths? Tina: I’m a fast learner. I’m good at customer service, and I’m a positive person. Interviewer: Yes, I can see you are. One last question: Why did you leave your last job? Tina: Well, I was tired of working nights. I’m not great at staying up late. Interviewer: I understand! Thanks.

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