Confidence and Connections Teacher Book Level 3 RIGHT - Digital View

CONFIDENCE and CONNECTIONS Teacher Book

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Adult ESL The Intercambio Way

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3R

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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II

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:

1

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

2

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

3

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

4

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

5

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

6

It Was Interesting

7

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

8

Review and Progress Check

9

Field Trip

10

I’m Passionate about Helping People

11

First, You Preheat the Oven

12

Whose Charger Is This?

13

I Hope I’ll Have a Better Job

14

Did You Find Anything?

15

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

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Review and Progress Check

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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!

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Teacher Book 3 RIGHT

1

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

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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

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VOCABULARY PRACTICE

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

GO

PLAY

jogging

jogging

camping

baseball

football

board games

cards

fishing

piano

biking

tennis

skiing

shopping

LISTENING

CC

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

GG

ANSWERS

Present

When

do

you

go hiking?

I

go hiking

on weekends.

Past

When

did

he

go dancing?

He

went dancing

last night.

Future

Where

are

you going to

go biking?

I

‘m going to go biking

in the park.

Present

Do

you

play tennis?

Yes,

I

do.

Past

Did

he

go skateboarding?

No,

he

didn’t.

Future

Are

you

go fishing?

Yes,

I

am.

YES/ NO QUESTIONS

2

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

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Teacher Book 3 RIGHT

1

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

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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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5

REAL LIFE / YOUR LIFE

JI

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

KJ

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?

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Student Book 3 RIGHT

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

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Teacher Book 3 RIGHT

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

JI

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

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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.

ML

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)

AA

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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2

WHICH ONE IS THE BEST DEAL?

Pre Pre Listening warm-up. Track 02: What kind of store is Martin’s Market?

Pre Explore the pictures. Ask What do you see? Read the Pre question aloud.

Play the track. Elicit the answer.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

compare prices

save

generic brand

name brand

unit price

on sale

buy one get one free

low price

half off

discount

deal

organic

A. Have students repeat each word after you multiple times. Explain the phrases. Use facial expressions and body language where possible. EXPANSION: Spend time working on the pronunciation of save/safe (v/f). Use Pronunciation Fun for ideas on how to work on these sounds.

one free = BOGO TIP: buy one gethalf off = 50% off

PRONUNCIATION A

Listen and repeat after your teacher. Practice the SILVER PIN sound. Write the words with the SILVER PIN sound on the lines.

SILVER PIN is 1. ______________________________

is

friend

2. ______________________________

discount

nice

3. ______________________________

better

sister

4. ______________________________

deal

which

5. ______________________________

fishing

skiing intercambio.org/students

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Pronunciation Read instructions. Let students look in the mirror at their mouth shape. The short “i” sound is a very relaxed sound, unlike the long “i” or “e” sounds where the tongue is tensed. Say words and have students repeat multiple times.

Answer Key: Pronunciation. discount, fishing, sister, which (Other words: better—RED PEPPER, deal—GREEN TEA, friend—RED PEPPER, nice—WHITE TIE, skiing—GREEN TEA)

10

Teacher Book 3 RIGHT

VOCABULARY PRACTICE

EE

BB Read the sentences and choose the correct vocabulary word from the box.

B. Read instructions. Students can refer to the vocabulary section for help.

NOTE: In the second sentence, compare prices changes to comparing prices because it follows the verb “is” (in the contraction He’s).

generic

half off

sale

comparing

organic

BOGO

unit price

1. She paid $2.89 for a box of cereal and got the second box free.

BOGO That’s a ________________________.

2. He looks at the price of each brand to see which is less expensive.

He’s ___________________________.

3. Those are not brand name paper towels.

Those paper towels are ___________.

4. The shelf label said these cost 2.7 cents per ounce.

That’s the _______________________.

5. Our vegetables were grown without pesticides and chemicals. They’re ________________________ .

6. The eggs we bought almost expired so they were 50% off.

That’s __________________________.

7. The Wednesday circular tells me special prices.

Those products are on _____________.

FF

LISTENING C. Go over the activity so students know what they are going to listen for (true/false). Play track once without stopping. Pause to check answers in pairs.

Play track again as many times as necessary. Stop if necessary.

CC

Listen again to Track 02. Circle TRUE or FALSE. 1. Martin’s Market has the best deals on milk.

TRUE

FALSE

2. The strawberries are on sale for buy one get one free.

TRUE

FALSE

3. The generic brand cheeses are half off.

TRUE

FALSE

4. Organic meat is 50% off.

TRUE

FALSE

5. Barb likes generic brands.

TRUE

FALSE

6. Emilio thinks generic brands are as good as name brands.

TRUE

FALSE

GG

LANGUAGE TOOLS

DD Listen to your teacher and repeat.

QUESTIONS

Which is

8

cheaper? more expensive?

ANSWERS cheaper than that cereal. more expensive than This cereal is

the cheapest the most expensive

cereal.

as cheap as as expensive as

that cereal.

MOST COMMON IRREGULAR COMPARATIVE ADJECTIVES good bad

better best worse worst

Student Book 3 RIGHT

D. FOCUS: Comparative and superlative forms of adjectives. Comparatives are used to compare two things. (This chair is “smaller” than that chair.) Superlatives compare three or more things. (This chair is “the smallest” of all the chairs.)

To form comparatives and superlatives, use these rules: 1. Add -er or -est to one-syllable adjectives (cheap, cheaper, cheapest) 2. If an adjective ends in “e,” add -r or -st (nice, nicer, nicest) 3. If an adjective ends with a vowel and one consonant, double the consonant (sad, sadder, saddest) 4. If an adjective ends in a consonant and a “y,” change the -y to -i and add -er or -est (funny, funnier, funniest) 5. Use more and most for two-syllable words not ending in -y and for all three or more syllable words (expensive, more expensive, most expensive) 6. The word than is sometimes used in comparative sentences. The word the is usually found with superlatives. Other forms: good-better-best; bad-worseworst; little-less-least; much (many)-more-most. When we compare things that are equal, we use as. (This chair is as small as that chair.)

Answer Key: B. 2. comparing 3. generic 4. unit price 5. organic 6. half off 7. sale C. 2. TRUE 3. TRUE 4. FALSE 5. FALSE 6. TRUE intercambio.org/teachers

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2

GRAMMAR PRACTICE

E E Read the questions. Complete the answers using the comparative or superlative form of the word in parentheses.

1. Which store is better?

better (good) than the others.

The store next to my house is ____________

2. Which is the best deal?

I’m not sure. This one looks _______________ (good) than that one.

3. Which brand costs less?

This one is the __________________ (cheap).

4. Are these strawberries cheaper? No, they have the _________________ (high) price.

FF

5. Which is better?

The generic brand cereal is as _________________ (good) as the name brand.

6. Which costs more?

These are ______________________ (expensive) than those.

7. Are these a good deal?

Yes, the generic cans of soup are the ________________(good) deal in the store.

8. Which has the lowest price?

The unit price for these is ___________________(low) than the unit price for those.

Complete the conversation. Write the correct form of the words in parentheses. best Joe: Hey, Mary. I’m looking for the (1)____________ (good) deals on bread and toilet paper. Can you help

me?

Mary: Sure. Let’s see… the generic is on sale! It is (2) _______________ (cheap) than the name brand.

E. EXPANSION: Make several sets of different adjective cards with the adjective, the comparative, and the superlative written on different cards. (ex. 1 set = nice, nicer, nicest; another set could be interesting, more interesting, most interesting; etc.).

Randomly hand the cards out to students. Ask them to move around the room to find others with the matching cards. Then have them line up according to the sets and call out their cards to the rest of the class.

Have the groups with matching cards create sentences with the words.

Joe: Yes. It’s definitely (3)_______________ (cheap), but do you think it’s (4)________________ (good) than the store brand bread?

F. First, have students work Joe: Okay. How about toilet paper? These are 50% off. I think they are the (6) __________________ (cheap). individually. Then compare their answers in pairs/groups.

Mary: Not so fast – look! The unit price is (7) ___________ (high) for those, so they’re actually Finally, go through the answers (8)___________ expensive than the other ones because there aren’t very many rolls in the package. together.

Mary: For sure. It’s really good. I think it is even (5)___________________ (good) than the name brand!

GG Unscramble sentences

The gas station next to my house has the cheapest gas.

1. _______________________________________________________________________________ the cheapest / next to my house / The gas station / has / gas.

2. _______________________________________________________________________________ a better deal / than / are / Cobra jeans / the XPX jeans. / These

G. EXPANSION: Use colored index cards (see page 132) for a sentence scramble activity.

3. _______________________________________________________________________________ are / organic blueberries / the most expensive. / The / 4. _______________________________________________________________________________ was / The movie / the book. / as good as 5. _______________________________________________________________________________ lower than / last year. / Her grades / were 6. _______________________________________________________________________________ milk / as good as / that one. / is just / This intercambio.org/students

9

Answer Key: E. 2. better 3. cheapest 4. highest 5. good 6. more expensive 7. best 8. lower F. 2. cheaper 3. cheaper 4. better 5. better 6. cheapest 7. higher 8. more G. 2. These Cobra jeans are a better deal than the XPX jeans. 3. The organic blueberries are the most expensive. 4. The movie was as good as the book. 5. Her grades were lower than last year. 6. This milk is just as good as that one.

12

Teacher Book 3 RIGHT

REAL LIFE / YOUR LIFE

IJ

HH Look at the store ad below. Answer the questions.

H. Read the instructions and the boxes. Point out “each” and “unit prices.”

SUPER DEAL!

2 FOR $5.00 Or $2.99 each

20 Yogurts for $10 (unit price $0.50)

on all our

This Weekend Only!

Save $3.00 on Strawberries

OFF of All Generic Toilet Paper!

$3.50

When You Buy 3 Packs for

$4.00 Each

Half Off Brand Name Cereal - Cheaper than the Generic Brand!

$2.75 brand name cereal

10% off.

1. The toilet paper is ________

2. The strawberries are __________________ off when you buy three packs.

JK

3. The brand name cereal is ________________ off.

I. Since this is a hypothetical situation, it may be tempting to use the structure “If you had $15, what would you buy?”

However, students have not learned the if/would structure yet. It is best to stick to the “What are you going to buy with $15?” structure instead.

4. The cheese sale is ________________________________________.

5. The chocolate is __________________ when you buy one bar.

HI

Imagine you have 15 dollars to spend at this store. What are you going to buy? Write what you are going to buy and share with a partner.

CULTURE TIP Sometimes stores have special deals on products, like “10 for $10.” Usually you can buy just one and still get the lower unit price.

How do people in your native country get the best deals at stores?

10

Student Book 3 RIGHT

Culture Tip Show students examples of grocery store ads and discuss the prices. Use The Immigrant Guide (US Culture and Social Skills section) to expand the conversation.

Answer Key: H. 2. $3.00 3. half 4. BOGO 5. $2.99 I. Answers will vary.

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13

IJ

2 Look at the chart. Write where you will go to get the best deals on the items on the grocery list. Compare with a partner. grocery list

Sam’s Superstore

Gigi’s Market

Blue Hill Grocery

cereal

15 oz / unit price 0.263 per oz / price $3.95

30 oz / unit price 0.13 per oz / price $4.00

22 oz / unit price 0.12 per oz/ price $2.75

yogurt

32 oz / unit price 0.05 per oz / price $1.62

6 oz / unit price 0.12 per oz 18 oz / unit price 0.08 / / price $0.72 price $1.44

cleaner

Price: $3.99 Sale: Buy one get one free!

Price: $4.99 Sale: 50% off all bottles of cleaner!

Price: $3.99 Strawberries are not on sale.

1 lb of organic Price: $4.99 strawberries Sale: Half off!

J. Read the instructions.

Point out the unit prices, BOGO, 50% off, etc.

EXPANSION: Some of the prices are similar, when considering BOGO, etc.

(For example, cleaner is essentially the same price at Sam’s and Gigi’s considering the sale.) EXPANSION 2: Discuss the difference between units (lb, kg, oz, gram). You can show these approximate conversions by writing them on the board: 1lb = .45kg, 1oz = 28g; 1kg = 2.2lb, 1g = .4oz.

Price: $2.99 Cleaner is not on sale.

Price: $3.99 Sale: 3 for $10.00

Cereal: ______________________ Yogurt: ______________________ Cleaner: _____________________ Strawberries: _____________________

J K Check the things you do when you shop. o compare prices at different stores o look for products that are on sale o buy generic brands o buy organic fruits and vegetables o check the unit price o use coupons

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • How they find or get the best deals • How they save money when they shop for groceries and things for the house • If they buy certain brands or types of food • If there are stores they really like intercambio.org/students

11

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 partner with the group. Be sure your students ask you questions too.

Answer Key: J. Cereal—Blue Hill Grocery, Yogurt— Sam’s Superstore, Cleaner—Sam’s Superstore, Strawberries—Sam’s Superstore K. Answers will vary.

14

Teacher Book 3 RIGHT

HOMEWORK

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

Lesson 2 • Which One Is the Best Deal?

Match the parts of the sentences.

1.___ d The unit price for these beans is

a. the most expensive ones!

2.___ This coffee is better than

b. best deals.

3.___ The generic pasta is as good

c. than these.

4.___ These organic berries are

d. lower than the brand name.

5.___ Save It’s has the

e. are 50% off!

6.___ Those paper towels are cheaper

f. that one.

7.___ The peppers

g. as the name brand one.

Pre Pre

lowest

L M Complete the conversation. Use words from the box.

deals

save money. Where can I find the best (2)_________________?

Franco: I need to (1)_________

biggest

Xander: Blue Hill Grocery has the (3)_________________ prices on fruits and vegetables.

compare

Franco: Really? How about paper towels?

Xander: Sam’s Superstore has a 50% (4)_____________________ sale on those right now.

off save

Franco: Great – you know a lot about shopping!

Xander: Yeah. I always (5)________________ prices and try to get the (6)_________________discounts.

AA

Franco: Thank you!

L N Complete the sentences. Use the correct form of the words in parentheses. best 1. That store has great prices on fruit. They have the_________________ (good) deals in town!

2. I am going to buy that cereal because it is ____________________ (cheap) than this one.

3. Is the generic brand as ____________________ (delicious) as the name brand?

4. They have better prices and are ____________________ (expensive) than other stores.

5. Where can she find the ____________________ (good) deal on paper towels?

JOURNAL PROMPT Write about something that you bought on sale or got for a good price. What was it? Do you still have it? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

12

Student Book 3 RIGHT

Answer Key: L. 2. f 3. g 4. a 5. b 6. c 7. e M. 2. deals 3. lowest 4. off 5. compare 6. biggest N. 2. cheaper 3. delicious 4. less expensive 5. best intercambio.org/teachers

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L3 WHAT HAPPENED TO MY WALLET? By the end of the lesson, students will be able to: • Talk about what happened to their things using irregular verbs in the past tense 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) • Ball, stuffed animal, or other item to toss in Grammar EXPANSION (optional) • Index cards to use for Activity I (optional) 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 03 Willy: Ugh… Kacey: What’s wrong, Willy?

Willy: I can’t find my wallet anywhere!

Kacey: Did you look in your car?

Willy: Yes, I did. It wasn’t there.

Kacey: Did you leave it at the restaurant last night?

Willy: No, I didn’t. I know I had it with me when we left the restaurant. I think someone stole it!

Kacey: Maybe you forgot to take it out of your pocket when you changed your clothes.

Willy: No—someone stole it, I am sure!

Kacey: Hmmm…Is this your wallet here in the laundry room?

Willy: Yes, it is! Now I remember—I left it there when I was folding clothes last night. Oops! Thank you, Kacey!

16

Teacher Book 3 RIGHT

3

WHAT HAPPENED TO MY WALLET? Pre Pre Listening warm-up. Track 03: Did someone steal Willy’s wallet?

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

A. Have students repeat each word after you multiple times. Use facial expressions and body language where possible. EXPANSION: Spend time working on the pronunciation of steal/still, leave/live (GREEN/SILVER). Use Pronunciation Fun for ideas on how to work on these sounds.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

steal

say

see

know

lose

find

leave

forget

wallet

Pronunciation Say happened three times slowly, pausing between each iteration. Point out that in happened, we don’t say the last e sound.

Cross out the e. Say the other words three times slowly, pausing between each iteration.

jewelry

keys

PRONUNCIATION Listen and repeat after your teacher. Cross out the silent letters.

A

happened

know

take

stressed

talk intercambio.org/students

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Answer Key: Pronunciation. know, take, stressed, talk intercambio.org/teachers

17

VOCABULARY PRACTICE

BB Complete the sentences with words from the box.

keys

wallet 1. Did he steal your _____________?

Yes, he stole it!

give

2. Did you find your ____________? No, I didn’t find them.

lost

3. Her husband gave her a beautiful necklace. He knows she loves _______________!

4. I’m going to write your birthday on my calendar so I don’t _______________ it.

jewelry

5. He doesn’t _______________ where he left his cell phone.

know

6. Did she forget her bag? No, she ______________ it at the park.

steal

7. What did they _______________ you for your birthday?

wallet

8. What did they ________________ from your home? Mostly money and jewelry.

forget

LISTENING

CC

Listen again to Track 03. Check the places where they looked for Willy’s wallet.

Circle where the wallet was.

B’s home

o master bedroom

P

o garage

o kitchen

o restaurant

o laundry room o living room

GG

LANGUAGE TOOLS

DD Listen to your teacher and repeat.

PRESENT

steal

PAST

stole

say

see

know

lose

find

said

saw

knew

lost

found

your wallet? your keys?

forget

left

forgot

Someone I

it. them.

happened

to

Did

you

leave

it in your car? them

No,

I

didn’t.

Did

they he she

return

it? them?

Yes,

they

did.

Student Book 3 RIGHT

Answer Key: B. 2. keys 3. jewelry 4. forget 5. know 6. lost 7. give 8. steal C. laundry room 18

leave

ANSWERS stole lost

QUESTIONS

14

C. Go over the activity so studentsF Fknow what they are going to listen for (checking boxes). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary.

o school

o bedroom

What

B. First, have students work E E Then compare individually. their answers in pairs/groups.

Finally, go through the answers together.

Teacher Book 3 RIGHT

D. FOCUS: Q&As in the past simple. Read instructions.

Read both columns of chart on the end. Explain these verbs are called irregular because they do not use -d, -ed, or -ied to form the past tense of the verb. NOTE: We use they/them for “keys” because we usually have more than one key. The answer to “what happened” is in the past tense. NOTE: Students will use took/take and give/gave in the following exercises. These words are not in the vocabulary of this lesson, so they’re not included in the chart at left. You may need to teach/review these words.

3

GRAMMAR PRACTICE

EE

1. Q: What happened to your cell phone?

E. Read the instructions.

Point out that students need to write the past tense of the words in parentheses, except for #6. (Because did is already in the past tense.) Do the first example together.

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

Complete the conversations using the past tense of the word in parentheses. took A: I ___________ (take) it out of my bag and dropped it.

3. Q: Did he give your homework to the teacher?

A: Yes, Paul ______________ (give) it to her.

5. Q: What happened to their keys?

A: No, I ______________(leave) them at home.

4. Q: What happened to her car?

A: Someone ____________ (steal) it.

6. Q: Did we _________(say) that yesterday?

A: They were lost, but then they ___________ (find) them.

FF

2. Q: Did you leave them in Shelly’s car?

A: Yes, we said it.

Write the questions.

Did they return the books ?

1. _____________________________________

No, they didn’t return the books.

2. _____________________________________ ?

Someone stole my car.

3. _____________________________________ ?

Yes, we found the keys.

4. _____________________________________ ?

No, I didn’t forget my wallet.

5. _____________________________________ ?

He lost his book.

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

She lost her wallet.

1. _________________________ (she/lose)

2. _________________________ (her/someone/take)

3. _________________________ (he/forget)

4. _________________________ (I/leave/at work)

5. _________________________ (they/find/a/at the library)

6. _________________________ (my/someone/stole)

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Answer Key: E. 2. left 3. gave 4. stole 5. found 6. say F. 2. What happened to your car? 3. Did you find the keys? 4. Did you forget your wallet? 5. What happened to his book?

G. 2. Someone took her ring. 3. He forgot his books. 4. I left my keys at work. 4. They found a laptop computer at the library. 5. Someone stole my car. intercambio.org/teachers

19

REAL LIFE / YOUR LIFE

JI

HH Look at the list of things people lost at the hotel. Answer the questions.

Lost Item Log Location

Date

Found By

Item

3/5

Tano

men’s wallet

3/5

Delores

gold necklace

Room (incl. #)

3/6

Tano

headphones

3/6

Tano

laptop computer

Pool

Lobby

Gym

X X (305) X X

Jessica

Samir

Tomas

can’t find her gold necklace

thinks he left his wallet at the store

thinks his laptop was stolen

1. What happened to Jessica’s

1. Did Samir leave his wallet at

1. Where did Thomas leave his

She lost it. necklace?_________________

2. Did someone find it? _________________________ 3. Who found it? _________________________ 4. Where was it? _________________________

the store?_________________ 2. Did someone find his wallet? _________________________ 3. Who found it? _________________________ 4. Where was it?

Credit card fraud is very common in the US. It’s a good idea to check your statement every month.

If there are charges on your card for things you did not buy, call the credit card company immediately. Did you use credit cards in your native country? Was fraud an issue?

Student Book 3 RIGHT

JJ

2. Who found it? _________________________ 3. Was his laptop stolen? _________________________

_________________________

CULTURE TIP

16

laptop? __________________

Culture Tip Expand the conversation by asking students if they ever lost a credit card.

If so, what did they do?

Share your experience if you have any. Use The Immigrant Guide (Finances section) to expand the conversation.

Answer Key: H. Jessica: 2. Yes, someone found it. 3. Delores found it. 4. It was in Room #305. Samir: 1. No, he left it at the hotel. 2.

Yes, someone found it. 3. Tano found it. 4. It was by the pool. Tomas: 1. He left it in the lobby. 2. Tano found it. 3. No, it wasn’t.

20

Teacher Book 3 RIGHT

JI

I. Read the instructions and example. Explain how the partner activity works: Partner A will cover up the blue card and ask questions to learn about what is contained on that card. Partner B will cover up the red card and ask questions to learn about what is contained on that card. Spend ample time demonstrating the process for this activity. Consider giving students index cards to cover up the card they shouldn’t be looking at.

Be sure they fill in the boxes with their partner’s answers. See ENGAGEMENT AND EASY EXPANSIONS (INFO GAP) on page 134.

JJ

3 Work with a partner. Partner A looks at the red card. Partner B looks at the blue card. Ask questions. Fill in the blank boxes.

Example: Partner B: What happened to your keys?

Partner A: I lost them at the lake!

PARTNER

PARTNER

A

B

WHAT

PROBLEM

WHERE

WHAT

keys

lost

lake

keys cell phone

cell phone wallet

forgot

home

car left

bank

WHERE

left

car

stole

supermarket

found

forgot

wallet

car ID card

PROBLEM

ID card

Look at the items. Check the things that have happened to you. item

lost

left

someone stole

keys cell phone wallet

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.

car ID card

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Items that they lost, left or forgot • If they lose things and how they find them • The last time they forgot something • A time someone stole something from them intercambio.org/students

17

Answer Key: I. Answers will vary.

J. Answers will vary.

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21

HOMEWORK

Lesson 3 • What Happened to My Wallet?

L K Match the questions and answers.

ML

b 1. _______ What happened to your keys?

a. Yes, I saw it in the kitchen.

2. _______ What happened to your wallet?

b. I left them at the restaurant.

3. _______ Did you see my ID card?

c. They left them in their car.

4. _______ Did Marie find her handbag?

d. Yes, she left it at the bank.

5. _______ Where did they leave their keys?

e. Yes, I saw her phone over there.

6. _______ Did you see Lucy’s cell phone?

f. Someone stole it.

Pre Pre

Complete the conversation. Use the correct form of the word in parentheses.

Pawel:

lost Sorry I’m late. I (1)___________ (lose / lost) my keys this morning!

Victoria: Oh no, where did you (2)__________ (lose / lost) them?

Pawel:

I (3)____________ (leave / left) them in the bathroom.

Victoria: I’m glad you found (4)________ (it / them). That’s stressful. Someone (5)________ (steal / stole) my wallet last week.

Pawel:

Oh no! Did the police (6)___________ (find / found) it?

AA

Victoria: Yes, they found (7)_______ (it / them) at the park, but the money was gone.

MM Unscramble the sentences.

1. She / keys / her / left / at school.

She left her keys at school. _________________________________________________

2. leave / Did / them / you / in / your car?

_________________________________________________

3. it / the restaurant. / at / found / They

_________________________________________________

4. cell phone? / find / did / Where / you / my ________________________________________________

JOURNAL PROMPT Write about a time you lost something or someone stole something from you. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 18

Student Book 3 RIGHT

Answer Key: K. 2. f 3. a 4. d 5. c 6. e L. 2. lose 3. left 4. them 5. stole 6. find 7. it M. 2. Did you leave them in your car? 3. They found it at the restaurant. 4. Where did you find my cell phone?

22

Teacher Book 3 RIGHT

L4 WHY WERE YOU LATE? By the end of the lesson, students will be able to: • Talk about what they and others were doing when something happened using the past continuous, the past simple tenses, and while 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 • A picture of a car to point out different car parts • Prepared index cards for Vocabulary EXPANSION (optional) • Three large sheets of paper for Grammar EXPANSION (optional) 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 04 A: Bernard, why were you late to class?

Bernard: Ugh, I had car problems again.

A: Oh no! What happened?

Bernard: My car broke down while I was driving.

A: That’s scary! What did you do?

Bernard: Well, I moved my car to the side of the road.

A: Did you call the police?

Bernard: Yeah, they helped me move the car and then I called a tow truck to take it to the repair shop.

A: I hope they can fix your car! Do you need a ride home?

Bernard: That would be great! Thanks.

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4

WHY WERE YOU LATE? Pre Pre Listening warm-up. Track 04: Why was Bernard late for class?

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

VOCABULARY WORDS & PHRASES

A A Repeat after your teacher.

engine

tires

brakes

battery

vehicle

headlights

taillights

repair

charge

break down

go out

change

A. Have students repeat each word after you multiple times. Use facial expressions and body language where possible.

die

PRONUNCIATION A

Listen and repeat after your teacher.

Check the words with the j sound.

P

o jet

o battery

o engine

o repair

o change

o lights

o charge

intercambio.org/students

Answer Key: Pronunciation. engine, change, charge 24

Teacher Book 3 RIGHT

19

Pronunciation Repeat words multiple times. Point out that “g” sometimes makes the “j” sound. EXPANSION: Spend time working on the pronunciation of y/j.

Use Pronunciation Fun for ideas on how to work on these sounds.

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

EXPANSION: Play Fly Swatter Game.

C. Play the track without stopping it. Have students discuss their answers in pairs or groups. Ask if they need to listen again. Play it multiple times if needed.

VOCABULARY PRACTICE

EE

BB Look at each vehicle part. Does it break down, need repair, and/or have to be changed?

Check the correct boxes.

VEHICLE PART engine taillights tires brakes battery headlights car

BREAKS DOWN x

NEEDS REPAIR x

HAS TO BE CHANGED

FF

LISTENING

C C Listen again to Track 04. Circle what happened to Bernard.

a

b

c

d

He was early to class.

He was late to class.

Someone stole his car.

His car broke down.

e

f

g

h

He called the police.

He called a tow truck.

He left his car on the road.

The police helped.

GG

LANGUAGE TOOLS

DD Listen to your teacher and repeat.

While

STATEMENTS he was driving to work, He got a flat tire

while

he got a flat tire. he was driving to work.

20 Student Book 3 RIGHT D. FOCUS: Statements in the past progressive and past simple using while. The simple past tense is used when something happened in the past and is finished (walked, drove).

The past continuous tense is used to talk about something that was happening at some point in the past (was driving) when a different event happened (broke down). Be sure to point out that we add a comma after the first part of the sentence when it starts with “while.” NOTE: “While” goes before past continuous verbs. (In 3L, students learn to use “when” before the simple past.)

Answer Key: B. BREAK DOWN: car NEEDS REPAIR: tires, brakes, tail lights, car (all of these can sometimes be repaired) HAS TO BE CHANGED: tail lights, tires, brakes, battery, headlights C. d, f, g, h intercambio.org/teachers

25

4

GRAMMAR PRACTICE

EE

FF

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

EXPANSION: Prepare three large sheets of paper with the following on each: - Past Continuous I/he/she (was driving) - Past Continuous You/we/they (were driving) - Simple Past (drove) Have students walk around the room and write examples on each sheet. Then have students form sentences verbally using one past continuous and one simple past example. This can be done either with a partner or as a whole group.

Match the questions and answers. d While he was doing laundry, 1. ______

a. she got an important phone call.

2. ______ While she was coming here,

b. while we were standing in line.

3. ______ The rain started

c. while they were driving to the mall.

4. ______ Their car broke down

d. the lights went out, and the dryer stopped.

5. ______ While I was biking to class,

e. I got a flat tire.

Unscramble the sentences.

1. my car / broke down. / While / to class, / was driving / I _________________________________________________________________________________ While I was driving to class, my car broke down.

2. While / they / stole / someone / were shopping, / their car. _________________________________________________________________________________ 3. he / a test. / while / His / mother called / was taking _________________________________________________________________________________ 4. woke up. / While / the baby / we / were watching / TV, _________________________________________________________________________________ 5. was doing / While / friend / Karen / the dishes, / her / called. _________________________________________________________________________________

GG Combine the sentences using while. Use commas when necessary.

1. Her car died. She was picking up the kids.

While she was picking up the kids, her car died. __________________________________________________________________________________ 2. He was changing his tire. The police drove up. __________________________________________________________________________________ 3. She saw a big accident on the highway. Marta was taking the train to New York. __________________________________________________________________________________

F. Point out again that the comma is used only when “while” is at the beginning of the sentence.

4. The car engine broke down. Taylor was driving to the mountains. __________________________________________________________________________________ 5. The car battery light came on. Anne was driving home from work. __________________________________________________________________________________ 6. My headlight went out. I was driving home from the movies. __________________________________________________________________________________

G. NOTE: Students can write the sentences either way. Remind them a comma is necessary if they start the sentence with “while.”

7. The class was making cookies. The power went out. __________________________________________________________________________________ 8. I was playing tennis. It started to rain. __________________________________________________________________________________

Answer Key:

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21

E. 2. a 3. b 4. c 5. e F. 2. While they were shopping, someone stole their car. 3. His mother called while he was taking a test. 4. While we were watching TV, the baby woke up. 5. While Karen was doing the dishes, her friend called.

G. 2. While he was changing his tire, the police drove up. 3. While Marta was taking the train to New York, she saw a big accident on the highway. 4. While Taylor was driving to the mountains, the car engine broke down. 5. The battery light came on while Anne was driving home from work. 6. While I was driving home from the movies, my head light went out.

7. While the class was making cookies, the power went out. 8. While I was playing tennis, it started to rain.

26

Teacher Book 3 RIGHT

JJ

REAL LIFE / YOUR LIFE H. Before the task, ask What possible problems can you have when driving a car?

Say Read Oscar’s Vehicle Repair/Service request to find out what happened to him.

HH Oscar had a problem while driving a truck for the company he works for. He wrote an email to his manager to explain what happened. Read Oscar’s email and complete his service form.

From: To: Date: Subject:

Oscar Valdez <oscar@petunialandscape.com> Miranda Wright <miranda@petunialandscape.com> Sept 3, 2019, 9:46 AM Problem With Truck – License Number TYR544

Hi Miranda: Yesterday while I was driving to a client’s home on Main St., I noticed that our truck was making a strange noise. We completed the work at our client’s home and while we were returning to the office, the air conditioner in our truck stopped working. I restarted the car and it was working fine.

However, it stopped working again while we were driving on the highway. It got so hot that we had to open the windows.

Could you please sign my service request form so that this can be fixed as soon as possible?

Thank you, Oscar Valdez

Petunia from: Oscar Valdez <oscar@petunialandscape.com> Vehicle Service Request Form Landscaping to: Miranda Wright <miranda@petunialandscape.com>

Please complete and sign the form below for all requested

date: Sep 3, 2019,repairs 9:46 AM to company vehicles. Requires managers’ signature. subject:Problem With Truck – License Number TYR544

Employee’s name:

Oscar Valdez

Manager’s name:

Hi Miranda: Date problem was first noticed: License plate number: Yesterday while I was driving to a client’s home on Main St., I noticed that our truck was making a strange noise. We completed the work at our client’s home and while we were Description of problem: returning to the office, the air conditioner in our truck stopped working. I restarted the car and it was working fine. However, it stopped working again while we were driving on the highway. It got so hot that we had to open the windows.

Could you please fill out a service request for us so that this can be fixed as soon as possible? _________________________________________________ __________________________________________________ Thank you, Manager signature Oscar Valdez Employee signature Today’s date:

HI

KK

Is it true? Complete the sentences with something that happened that is true and something that happened that is not true. See if your partner can guess which thing really happened!

1. While I was driving, ___________________________________________________.

2. While I was sleeping, __________________________________________________.

3. While I was eating, ____________________________________________________.

Culture Tip Expand the conversation by asking Have you ever bought or sold a used car?

How was the experience?

CULTURE TIP You can buy a used car from a person or a car dealership. If you buy a used car, it is a good idea to ask a good mechanic to inspect the car before you buy it. In the US, you can usually negotiate the price of cars. How do people usually buy cars in your native country?

22

Student Book 3 RIGHT

Answer Key: H. Employee’s name: Oscar Valdez, Manager’s name: Miranda Wright, Today’s day: September 3, Date of problem: September 2, License Plate #: TYR544, Description of problem: Air conditioner is not working I. Answers will vary. intercambio.org/teachers

27

JJ

4 It really happened! Read the true stories below. Complete the statements. Compare with a partner.

In March 2019, a moose entered the home of a family in Breckenridge, Colorado, while they were sleeping. The family woke up when they heard the sound of broken glass and called the police. While the police were looking around the home for a burglar, they saw a large moose sitting inside the home. The police called the Wildlife Department and officials returned the moose to the forest.

On September 21, 2005, JetBlue Flight #292 was traveling from California to New York. While it was flying, the pilots discovered that the airplane had a serious mechanical problem. Many people watched on TV while the plane made an emergency landing in Los Angeles.

All passengers and crew on the airplane landed safely.

J. Before the activity, ask What events do you see in the pictures? Did you see these events on live TV? Then have students work in pairs to answer the questions.

In July 2019, the power went out in New York City while several Broadway actors were preparing to start their shows. Even though the shows were cancelled because of the blackout, many of the actors started to perform without electricity out on the streets of New York while fans were leaving the theaters.

1.______________________________________ while an airplane was flying from California to New York.

2.______________________________________, the power went out in New York.

3.______________________________________, a moose entered a home in Colorado.

4.______________________________________ while they were looking for a burglar.

5. Which story did you think was the most interesting? Why? ____________________________________ ______________________________________________________________________________________

KK Combine the sentences using while. Use commas when necessary.

1. His car broke down. He was going to class.

His car broke down while he was going to class. ________________________________________ ____________________________________________

K. Give students plenty of time for this activity.

2. Their mom called. They were baking cookies. ____________________________________________________________________________________ 3. Carla was studying. The baby woke up. ____________________________________________________________________________________ 4. He was doing homework. He got a headache. ____________________________________________________________________________________ 5. It started raining. We were playing soccer. ____________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • What happened to them or what they saw on TV • The last time they were late for something and what happened intercambio.org/students

23

Conversation Have students brainstorm questions they can ask each other using the information in Activity J, then 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.

Answer Key: J. 1. The pilots discovered a serious mechanical problem while an airplane was flying from California to New York. 2. While several Broadway actors were preparing their shows 3. While a family was sleeping 4. They saw a large moose sitting inside the home 5. Answers will vary.

K. 2. Their mom called while they were baking cookies. 3. While Carla was studying, the baby woke up. 4. While he was doing homework, he got a headache. 5. It started raining while we were playing soccer.

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Teacher Book 3 RIGHT

HOMEWORK

LL

Lesson 4 • Why Were You Late?

Think about something interesting that you saw on TV or something interesting that happened in your life.

Pre Pre

1. What were you doing? _________________________________________________________________ 2. What happened? _____________________________________________________________________ 3. What were you watching? ______________________________________________________________ 4. What happened? _____________________________________________________________________

MM Complete the conversation. Use the correct form of the words in parentheses.

Francesca: Sorry I’m late.

Binh:

happened (happen)?

It’s okay. You’re all wet. What (1)__________________

Francesca: I (2)__________________(get) a flat tire while I (3)_____________________ (drive) to work.

Binh:

What did you do?

Francesca: I (4)_____________________ (call) a tow truck. While I was waiting for the truck to arrive, it (5)_______________________(start) to rain and I didn’t have an umbrella!

Binh:

Oh no! Here, I (6)________________(make) some coffee while I (7)________________(wait) for you to get here.

Francesca: Thank you!

MN Match the parts of the sentences. b The police arrived 1. ______

a. she broke her leg.

2. ______ While she was dancing,

b. while we were waiting for the tow truck.

3. ______ Bobby and I saw our friends

c. our car broke down.

4. ______ Ping lost her cell phone

d. while we were jogging at the park.

5. ______ While we were driving to the mall,

e. while she was camping.

AA

JOURNAL PROMPT Write about a time you or someone you know had a problem with their car.

What happened? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 24

Student Book 3 RIGHT

Answer Key: L. Answers will vary M. 2. got 3. was driving 4. called 5. started 6. made 7. was waiting N. 2. a 3. d 4. e 5. c intercambio.org/teachers

29

L5 WHAT WILL YOU DO? By the end of the lesson, students will be able to: • Talk about what they and others will or won’t do if certain situations happen 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 chart for Activity K • Prepared sentence strips for EXPANSION in Activity F (optional) • Copies of prepared board game for EXPANSION in Activity H (1 die and pieces to move) (optional) Teacher notes: The same grammar focus in this level appears in Lesson 5 in 3L with a slightly different context to give students plenty of opportunity to practice.

We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • Spoil: when food decays and is not good to eat 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 05 Jana: Hey Faz. How’s everything?

Faz: Not so good, Jana.

Jana: Oh no—What’s wrong?

Faz: Well, when it rained yesterday, the power went out and it’s not back yet. I am really stressed because I need electricity to cook dinner.

Jana: Oh no!

Faz: Yeah. If the electricity doesn’t come back on soon, the food in the freezer will spoil.

Jana: Hmm, I have an idea—why don’t you come over and bring the food from your fridge? We’ll cook here.

Faz: That’s a great idea. If I leave now, we’ll have time to eat before class starts.

Jana: Okay, I’ll turn on the oven.

Faz: Thanks a lot! Maybe the power will come back on after class.

30

Teacher Book 3 RIGHT

5

WHAT WILL YOU DO? Pre Pre Listening warm-up. Track 05: What happened yesterday?

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

A. Have students repeat each word after you multiple times. Use facial expressions and body language where possible.

EXPANSION: Spend time working on the pronunciation of heat/hit (GREEN TEA/SILVER PIN).

Use Pronunciation Fun for ideas on how to work on these sounds.

VOCABULARY WORDS & PHRASES

A A Repeat after your teacher.

electricity

spoil

be able to

come back on

raise

heat

flashlight

freeze

problem

cable

Phrasal verb: come back on

PRONUNCIATION A

Practice the l and r sounds. Repeat after your teacher. Listen and touch the words you hear. rain

lane

rent

lent

heal

hear

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25

Pronunciation These two sounds are easy to mix up for non-native English speakers. However, the mouth position for each of them is very different. Helping your students focus on that will allow them to produce the sounds. To make the “l” sound, the tongue comes forward, and the tip of the tongue presses against the roof of the mouth just behind the teeth, or sometimes comes through the teeth. To make the “r” sound, the tip of the tongue is down while the back/middle part of the tongue raises. The back/mid part of the tongue presses against the insides of the top teeth.

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31

VOCABULARY PRACTICE

B B Read the story below. Number the pictures in the correct order 1– 6.

Last night while it was snowing, Nancy and Jane went out to eat. At the restaurant, the electricity went out. It was very dark and they could not see. The restaurant employees handed out flashlights to everyone. Finally, the electric company came to fix the problem. The power was off for one hour, so the restaurant gave out free food before it spoiled.

___________

1 ___________

___________

___________

___________

___________

LISTENING

CC

GG

Faz x

power went out feels stressed food will spoil soon has an idea stove works

Jana

TIP:

LANGUAGE TOOLS

’ll = will won’t = will not

D D Listen to your teacher and repeat.

QUESTIONS do

you

if the power goes out?

ANSWERS If

I’ll call the electric company. the power goes out, I won’t be able to cook.

I’ll call the electric company 26

FF

C. Go over the activity so students know what they are going to listen for (check 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.

Listen again to Track 05. Check what is TRUE.

What will

B. EE First, have students work individually. Then compare their answers in pairs/groups.

Finally, go through the answers together.

if

my power goes out.

Student Book 3 RIGHT

D. GH FOCUS: First conditional. The first conditional phrase is used to talk about possible future events and the likely results.

We use if + simple present tense verb in one clause and will + verb in the other clause.

NOTE: Either clause can come first. A comma is needed after the “if” clause when it is at the beginning of the sentence.

Answer Key: B. 2. women at a restaurant 3. dark room 4. person with flashlight 5. electric company arriving 6. people handing out food C. Faz: feels stressed, food will spoil Jana: has an idea, stove works 32

Teacher Book 3 RIGHT

5

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

EE

Complete the sentences using ‘ll, or won’t. ’ll 1. If the landlord doesn’t fix my dishwasher, I____________ call the city housing department.

2. She ___________________ be able to cook dinner if her electricity goes out.

3. We ___________________ go to the grocery store if the food spoils.

4. If their electricity comes back on, they ____________________ turn off their flashlight.

5. We ___________________ stay if the rent goes up.

6. If the cable goes out, Tim ____________________ call the cable company.

7. If my car doesn’t start, I _____________________ be able to go to the store.

F F Complete the sentences with the correct form of the words in parentheses.

1. If my rent _____________ (go up), I’ll _____________ (have) to move. goes up have

2. If the mechanic _____________ (not fix) his car, he ________________ (not be able to drive) to work.

3. We ______________ (use) a flashlight if the power _______________________ (not come back) on.

4. She ______________ (not save) money if she ____________________ (not buy) the groceries on sale.

5. If the freezer ___________________ (not work), our food _____________________ (spoil).

6. If the electricity ___________________ (go out), he ______________________ (go out) to eat.

G. EXPANSION: Have students practice the dialogue in pairs.

GG Complete the conversation using the correct form of the word.

Lee:

Do you like your new apartment?

Debbie: Yeah. I do, but yesterday the cable (1) ________________ went out (go out).

Lee:

(2)_______________ (What will) you do if it doesn’t come back on?

Debbie: If it doesn’t come back on by tomorrow, (3)_________________ (I/call) the cable company.

Lee:

What do you think they’ll do?

Debbie: I’m sure (4)___________________________ (they/send) a repairman.

Lee:

So, where can we watch the soccer game tonight?

Debbie: If I don’t have cable, (5)______________ (we / not / be able) to watch it at my house, so let’s go out.

Lee:

Okay, sounds good!

GH Look at the answers. Write the questions.

H. EXPANSION: Have students come up with new results for the situations. For example, in #1: If there’s a rainstorm, he’ll go outside to play!

What will he do if it rains?

1. Q: ____________________________________ A: If there’s a rain storm, he’ll stay home.

2. Q: ____________________________________

3. Q: ____________________________________

4. Q: ____________________________________

A: If I get a pay raise, I’ll go on vacation.

5. Q: ____________________________________ A: Tom will move if he gets that new job.

A: If her electricity goes out, she’ll call the electric company.

A: We’ll call a tow truck if our car breaks down.

6. Q: ____________________________________ A: If there’s a soccer game, she’ll play. intercambio.org/students

27

Answer Key: E. 2. won’t 3. ’ll 4. ’ll 5. won’t 6. ‘ll 7. won’t F. 2. doesn’t fix, won’t be able to drive 3. will, does not come back 4. won’t save, doesn’t buy 5. doesn’t work, will spoil 6. goes out, will go out G. 2. What will 3. I’ll call 4. they’ll send 5. we won’t be able to H. 2. What will she do if her electricity goes out? 3. What will you do if you get a pay raise? 4. What will you do if your car breaks down? 5. What will Tom do if he gets that new job? 6. What will she do if there’s a soccer game? intercambio.org/teachers

33

REAL LIFE / YOUR LIFE

HI

Read the email. Answer the questions.

Aria

I. JJ Before the task, have students brainstorm what they will do if there is a hurricane. Then have them read the text to check their ideas and answer the questions.

How have you been?

Sulma Hi Aria: I hope you are doing well. I just moved into a new apartment. So far, it is really good! The weather is much different than our hometown. There’s a hurricane coming this weekend, so I have to be prepared.

I bought a flashlight so that if the power goes out, I can use it. If there’s no phone service, I won’t be able to call you. If the food in my refrigerator spoils, I’ll have to go and buy more food at the supermarket after the storm. If there is any damage from the storm, I’ll call my landlord and ask him to make the repairs.

If the authorities tell me to leave my apartment, I’ll stay with a friend nearby.

So, don’t worry about me! Hopefully the hurricane won’t be too bad. If it isn’t bad, I’ll invite you to come visit me next weekend and we can go to the beach together.

Hope to see you soon!

Sulma

KK She’ll use the flashlight.

1. What will Sulma do if the power goes out? _________________________________________________

2. What won’t she be able to do if there is no phone service?_____________________________________ 3. What will she do if her food spoils? _______________________________________________________ 4. What will she do if there is damage? ______________________________________________________ 5. What will she do if she has to leave her apartment? __________________________________________ 6. What will she do if the hurricane is not too bad? _____________________________________________

CULTURE TIP Landlords are responsible for keeping their properties safe and in good condition. If you are renting an apartment and it needs repairs: 1. Call the landlord and explain the problem.

2. If your landlord does not respond, send a letter and keep a copy of the letter.

Culture Tip Expand the conversation by asking Have you ever had experience with a landlord?

How was it? Use The Immigrant Guide (Housing section) to expand the conversation.

3. If you still get no response, call a local housing office.

• Do you have a landlord now or did you in the past?

• How is your relationship with them?

28

Student Book 3 RIGHT

Answer Key: I. 2. She won’t be able to call her friend. 3. She’ll go to the supermarket after the storm. 4. She’ll call her landlord. 5.

She’ll stay with a friend nearby. 6. She’ll invite her friend to visit next weekend.

34

Teacher Book 3 RIGHT

JJ J. Before the task, have students cover up the “What to Do” column and brainstorm possible actions in the situations given in the left column. Then have them read the plan to check themselves and answer the questions.

5

Look at the Communication Plan that Lydia’s landlord gave her. Circle the correct answers.

COMMUNICATION PLAN Situation

What to Do

power goes out

Wait to see if it comes back on or call the electric company for more information. If it goes out for more than 24 hours, call the landlord.

no water service

Call the landlord.

windows break

Call the landlord. Pay for the damage if you caused it.

someone steals something from the house

Call the police and make a report.

problem with cable/internet

Call the cable company.

1. If someone steals something from the house, she’ll a. call the landlord.

b. call the police.

2. If she breaks a window, she’ll

a. pay for damage.

b. ask the landlord to repair it.

3. If the power goes out, she’ll

a. wait 24 hours.

b. call the landlord immediately.

4. She’ll call the cable company if there is a problem

a. with the water.

b. with the Internet.

K K Write the notes about what you will or won’t do if these situations happen to you in your home.

SITUATION

WHAT TO DO

power goes out

K. Prepare your own chart ahead of time, writing what you would do in the situations. Share your ideas with the students.

there’s no water service windows break someone steals something from your house problem with cable/internet

CONNECT WITH CONVERSATION 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.

Get to know a partner. Talk about:

• What they’ll do in emergency situations • What their family will or won’t do if there are other problems with their home • If they were ever in an emergency situation and what they did

WORD BANK

• rent goes up • landlord doesn’t answer calls • air conditioning / heating breaks • fix repairs yourself or hire a handyman intercambio.org/students

29

Answer Key: J. 1. b 2. a 3. a 4. b K. Answers will vary. intercambio.org/teachers

35

HOMEWORK

LL

Lesson 5 • What Will You Do?

Put the conversation in order.

1 ________ Nadia: Hey Fabio. What are you doing this weekend?

________ Nadia: The park sounds fun, but what if it rains?

Pre Pre

________ Fabio: I’m not sure. If the weather is nice, I’ll go to the park. ________ Nadia: If it rains, I won’t go to the park. I’ll read at home instead. How about you? ________ Fabio: Wow. I didn’t know you like to read. If it rains, I’ll probably clean my house.

MM Put the sentences in the correct order.

1. spoils, / If / we’ll / the / throw it / food / away.

If the food spoils, we’ll throw it away. ______________________________________________________________________________ 2. we’ll / turn off / If / the power / the flashlight. / comes back on, ______________________________________________________________________________ 3. If / she won’t / goes out, / be able to watch / TV. / the cable ______________________________________________________________________________ 4. if / What will / goes out? / do / the electricity / you ______________________________________________________________________________

AA

MN Complete the sentences using will or won’t. she’ll 1. If she can’t find her phone, ____________ check the lost and found.

2. If he stays up late, ____________ (not) wake up on time in the morning.

3. If our sink leaks, ____________ call the landlord.

4. If their stove breaks, ____________ use the microwave.

5. If I don’t have anything to eat, ____________ pick up some groceries on the way home.

JOURNAL PROMPT What will you do if you have a problem at your house? Think of a couple of problems you can have and write what you’ll do if they happen. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

30

Student Book 3 RIGHT

Answer Key: L. 3, 2, 4, 5 M. 2. If the power comes back on, we’ll turn off the flashlight. 3. If the cable goes out, she won’t be able to watch TV. 4.

What will you do if the electricity goes out?

N. 2. he won’t 3. we’ll 4. they’ll 5. I’ll 36

Teacher Book 3 RIGHT

L6 IT WAS INTERESTING By the end of the lesson, students will be able to: • Describe situations and places • Use adjectives with -ing and -ed endings to talk about what things are like and how they make them feel 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 • A printed gift registry (optional) • Prepared chart for Activity J • Prepared slips of paper with Vocabulary Words 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 06 Conversation 1 A: How was the fundraiser at Green Gardens?

B: It was interesting. I learned about ways I can volunteer.

A: I’m interested in volunteering. Tell me more.

B: If you’re interested, here’s their flier.

Conversation 2 Clara: I’m sorry to hear about your grandfather, Dan. Dan: Thanks Clara. I’m depressed, but he had a great life.

Clara: How was the funeral?

Dan: It was depressing, but I was surprised by how many people came.

Clara: Why is that surprising? He was a very nice person.

Conversation 3 E: Hey Sergio, you went to a graduation this weekend, right?

Sergio: Yeah, it was boring.

E: Why were you bored?

Sergio: It was too long.

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37

6

IT WAS INTERESTING Pre Pre Listening warm-up. Track 06: Are the events in the past or future?

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

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher. graduation

A. Have students repeat each word after you multiple times. EXPANSION: Stress that confused is two syllables and not three, as we do not pronounce the e sound in ed.

funeral fundraiser excited/exciting

bored/boring

interested/ interesting

depressed/ depressing

surprised/ surprising

confused/ confusing

ceremony

wedding

PRONUNCIATION A

Pronunciation The -ng sound is a nasalized sound (you don’t actually say “ng”). It can be tricky for Spanish speakers because they are tempted to say /n/ or /m/ instead of /ng/.

Listen to your teacher say the sentences. Underline the -ng sound. Practice saying them with a partner.

1. The wedding was very exciting. People were dancing, eating, singing, and celebrating the day.

2. The funeral was depressing. People were crying, hugging, and remembering the good times.

3. The graduation was interesting. People were watching, waiting, and cheering during the ceremony.

4. The ceremony was surprising. People were talking and greeting each other. intercambio.org/students

31

Answer Key: Pronunciation. Adjectives with -ing endings 1. exciting, dancing, eating, singing, celebrating 2. depressing, crying, hugging, remembering 3. interesting, watching, waiting, cheering, during 4. surprising, talking, greeting 38

Teacher Book 3 RIGHT

VOCABULARY PRACTICE B. Explain how to do the puzzle. EXPANSION: Write vocabulary words on separate slips of paper.

Have students choose a slip of paper and play Charades.

EE

BB Complete the crossword puzzle. Use the words in the box.

1

2

fundraiser 3

d

4

e

p

r

e

s

s

i

n

depressing

g

surprised ceremony boring 6

bored excited

7 5

ACROSS

DOWN

depressing 3. The funeral was very ____________________ .

5. In Pablo’s culture, they have a _____________ for when a boy becomes a man.

6. He thinks math is _______________________.

7. He is ______________________ in math class.

1. She was _______________ when her friends threw her a party.

2. The school had a _______________ to make money.

4. She was _____________ when he gave her the ring.

FF

LISTENING C. C C Listen again to Track 06. Circle the correct words.

First, have students try the Conversation 1 task without listening to 1. The fundraiser was interesting / interested. the track. Have students 2. I’m interesting / interested in volunteering. discuss their answers in Conversation 2 pairs/groups. Then play the 3. I’m depressing / depressed, but he had a great life. track to check their work.

4. I was surprising / surprised by how many people came.

Play it multiple times if Conversation 3 needed.

5. It was boring / bored.

GG

6. Why were you boring / bored?

LANGUAGE TOOLS D. D D Listen to your teacher and repeat.

FOCUS: Adjectives THE EVENT WAS… (characteristic) describing feelings (excited) Our vacation exciting was vs. qualities (exciting).

The funeral depressing Read chart aloud and have 32 Student Book 3 RIGHT students repeat. Adjectives ending in -ed = how you feel. Adjectives ending in -ing = describe the situation or activity.

I

I FELT… (my feelings) excited. was felt depressed.

Answer Key: B. Across: 3. depressing 5. ceremony 6. boring 7. bored Down: 1. surprised 2. fundraiser 3. excited C. 2. interested 3. depressed 4. surprised 5. boring 6. bored intercambio.org/teachers

39

6

GRAMMAR PRACTICE

E E Fill in the conversation with the correct word.

Jada:

Hey Manuel! How was your weekend?

Manuel: It was busy! How was yours? relaxing.

Jada: Mine was (1) __________________. (relaxed/relaxing) I just stayed home. Why was yours busy?

Manuel: Well, Friday night I went to a fundraiser. It was very (2) ___________________ (interested/ interesting).

Jada:

That’s cool.

E. First, have students work individually. Then compare their answers in pairs/groups.

Finally, go through the answers together.

Manuel: Yeah, and on Saturday my niece had a surprise birthday party. It was very (3) _______________ (excited/exciting).

Jada:

Was she (4) _____________________ (surprised/surprising)?

Manuel: Yes, she was! She had no idea. Sunday we had a ceremony at my church.

Jada:

What kind of ceremony?

Manuel: It was a baptism for my cousin. It was very (5)_____________________ (interested/interesting).

Jada:

That sounds like an (6) ________________________ (excited/exciting) weekend.

Manuel: Yes, but now I’m (7) ________________________ (tired/tiring)!

FF

Write the correct form of the word to complete the sentences. excited 1. She was _____________________ (excite) about her vacation.

2. Joe was _____________________ (interest) in the last movie.

F. EXPANSION: Have students practice the dialogue in pairs.

3. It was an _____________________ (interest) movie.

4. The funeral was very _____________________ (depress).

5. Their class was very _____________________ (bore).

6. I don’t understand. I’m _____________________ (confuse).

7. The instructions were very _____________________ (confuse). I don’t know what to do!

G G Look at the picture and write a sentence with the word in parentheses.

She was surprised. 2. __________________________ 3. __________________________ 1. __________________________ (interest) (depress) (surprise)

4. __________________________ 5. __________________________ 6. __________________________ (excite) (bore) (confuse) intercambio.org/students

33

Answer Key: E. 2. interesting 3. exciting 4. surprised 5. interesting 6. exciting 7. tired F. 2. interested 3. interesting 4. depressing 5. boring 6. confused 7. confusing G. Answers will vary.—Some examples are: 2. He was interested. 3. The funeral was depressing. 4. This class was boring./ They were bored. 5. She was confused. 6. She was excited.

40

Teacher Book 3 RIGHT

REAL LIFE / YOUR LIFE I. Have students work in pairs to do the activity.

JI

I H Circle the opinions of Emma and Carlos. Discuss with a partner.

Emma

Carlos

“I think it is very important to have a gift registry. It can be stressful for guests if they don’t know what to buy someone. I think it is exciting to be able to plan ahead and create a list of things that you want or need. I am always interested to see what other people put on their gift registries. It gives me some great ideas!”

“I don’t like gift registries. I think they are confusing and I feel bored when I have to look through a list of things. I prefer to think of a more original and creative gift. It is relaxing for me to shop around in a store and find just the right item for the person I am shopping for.

I love it when they are surprised by my gift!”

1. Gift registries are confusing.

Emma

Carlos

2. Not knowing what to buy is stressful.

Emma

Carlos

3. It’s exciting to plan ahead.

Emma

Carlos

4. It’s relaxing to shop.

Emma

Carlos

5. It’s interesting to see what other people put on their gift registry.

Emma

Carlos

KJ

6. Did you ever register for gifts?

7. Do you ever buy gifts from registries?

What do you think? Share with a partner.

Culture Tip Expand the conversation by asking What do you think about gift registries?

Would you want to buy something from one?

Would you want to create one for a special event?

What happens when someone buys the item on the list?

CULTURE TIP In the US, many weddings, baby showers, and other celebrations have a “gift registry.” A gift registry is an online list of things that people want or need. Guests can purchase the items on the list. Do people in your native country use a gift registry?

34

Student Book 3 RIGHT

Answer Key: H. 2. Emma 3. Emma 4. Carlos 5. Emma 6. Answers will vary. 7. Answers will vary.

intercambio.org/teachers

41

6 JI

Read the online review for the birthday party at the Grandview Zoo. Answer the questions.

Review Our family had a wonderful time at the Grandview Zoo! We celebrated our youngest son’s birthday there last weekend. They were so surprised to see all of the beautiful animals. None of his friends were bored at this zoo. It was so interesting for them to learn about how the animals live, what they eat, and how the employees take care of them. We had a very fun and relaxing day. The only problem was that the kids were depressed when we needed to leave. We’ll definitely be back soon!

1. Name of place or event?

I. NOTE: Students may come up with slightly different answers here. Make discussing the answers part of the activity.

Birthday party at Grandview Zoo

2. Who was there?

3. How was it?

4. How did they feel?

KJ

Write about a place or event you went to.

Type of event?

Location?

J. Share your prepared chart with students.

Who was there?

How was it?

How did it make you feel?

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • An event or place they went to and what it was like • How they feel about visiting family, going to the doctor, coming to English class • What’s exciting or interesting in their life right now • What makes them frustrated intercambio.org/students

Answer Key: I. Answers will vary.

J. Answers will vary.

42

Teacher Book 3 RIGHT

Conversation Have students talk to their partners first. Then have each student share the information about their partner. If students need additional vocabulary for this activity, generate a list 35 on the board. Don’t forget to encourage your students to ask you questions too.

HOMEWORK

Lesson 6 • It Was Interesting

L K Complete the conversation. Use the words in parentheses. stressed Hey Evan. How are you? You look a little (1) ______________________ (stressed / stressing).

Wei:

Evan: Yeah. I just got back from the DMV. It was very (2) ______________________________ (confusing / confused)!

Wei:

Pre Pre

Really? What happened?

Evan: I didn’t have the papers I needed. So I was (3)____________________________ (frustrated / frustrating).

Wei:

Oh no! What did you do?

Evan: I went home to get them and then I had to wait in line again, so I was really(4) _______________ (bored / boring).

Wei:

That’s too bad. Did you get what you needed?

Evan: Yes – I finally got a driver’s license. I am so (5) _______________________ (excited / exciting)!

ML

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

1

r

e

3

l

a

x 2i

n

g

boring 4

frustrated

5

relaxing excited

6

interested

AA

confusing

7

surprised

ACROSS

DOWN

relaxing 1. I love this music. It is so __________________________.

4. She can’t finish the activity. She’s __________________.

2. He loves to learn more. He is very ____________________ in the class.

5. They don’t like to wait in line. They think it is _________.

6. He didn’t think I was going to be there.

He was ______________________.

7. I can’t wait to go to the wedding. I’m so ____________!

3. We don’t understand this homework. It is ________________ .

JOURNAL PROMPT Write about your favorite place to go. What’s it like? How does it make you feel? ____________________________________________________________________________ ____________________________________________________________________________ 36

Student Book 3 RIGHT

Answer Key: K. 2. confusing 3. frustrated 4. bored 5. excited L. Across: 4. frustrated 5. boring 6. surprised 7. excited Down: 2. interested 3. confusing intercambio.org/teachers

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L7 I’D LIKE TO CHANGE MY APPOINTMENT By the end of the lesson, students will be able to: • Talk about what they need to do to make or change a doctor’s appointment • Talk about what they look for in a doctor 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 • Prepared chart for Activity L • Vocabulary words written on large pieces of paper for EXPANSION in Activity B (optional); tape • Vocabulary words written on index cards for 1 on 1 EXPANSION in Activity B (optional) Teacher notes: The same grammar focus in this level appears in Lesson 6 in 3L with a slightly different context to give students plenty of opportunity to practice.

Read ahead for Lesson 8—Review and Progress Check. Prepare how you will lead the Review and give the Progress Check. Consider assigning the self-reflection in the Student Book as homework in addition to the regularly assigned homework at the end of Lesson 7.

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 if it were a different location and have them role play.

• Consider a guest speaker or a former student to share stories about how they learned English.

Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from the last lesson.

Listening Track 07 Receptionist: Good morning, Dr. Patterson’s office. How can I help you?

Frida: Hi, I’d like to change my appointment.

Receptionist: Okay. What’s your name and date of birth?

Frida: My name is Frida Menendez. My date of birth is July 5th, 1960.

Receptionist: Great. I see your information here, Ms. Menendez. You have a physical scheduled for tomorrow at 8.

When do you want to reschedule it?

Frida: Is there a time next week? I’m available any time after 1:00 p.m.

Receptionist: Sure. Dr. Patterson has Monday and Thursday afternoon open.

Frida: Thursday is good.

Receptionist: Great, I rescheduled your physical for next Thursday at 3:00 p.m. Is there anything else I can help you with?

Frida: No, thank you.

44

Teacher Book 3 RIGHT

7

I’D LIKE TO CHANGE MY APPOINTMENT Pre Pre Listening warm-up. Track 07: What does Frida want to reschedule?

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

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

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

physical

appointment

flu shot

vaccination

available

change

cancel

confirm

reminder

reschedule

Phrasal verb: show up

Pronunciation Encourage students to divide the words with a line to indicate the syllables (e.g., con|firm).

NOTE: It can sometimes help to have students clap out the syllables as they say the word.

PRONUNCIATION Listen and repeat after your teacher. Write the number of syllables for each word.

A

confirm ________ 2

appointment ________

reschedule ________

physical ________

vaccination ________

reminder ________

intercambio.org/students

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Answer Key: Pronunciation. appointment—3, reschedule—3, physical—3, vaccination—4, reminder—3

intercambio.org/teachers

45

VOCABULARY PRACTICE

EE

BB Fill in the blanks to complete the card. Use the words in the box. appointment

Hi Frida,

reminder

reschedule

confirm

Your Next Appointment _____________

B. EXPANSION: Write vocabulary words on large pieces of paper. Tape around the room.

Have students move to one of the words. Have them say a sentence aloud using the word. Students F F then rotate to a new word and do the same.

reminder This is Family Health. This is a friendly ____________________________ that your next ____________________________ is on Tuesday, October 12, at 8:00 a.m.

Call or text us to _________________________________ this appointment. If you need to __________________________ this appointment, please let us know at least 24 hours in advance.

GG

LISTENING

CC

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

Listen again to Track 07. Circle the correct answer.

1. Frida wants to reschedule / confirm her appointment.

2. Frida’s appointment is for a physical / vaccination.

3. She changes her appointment to Monday / Thursday.

4. Her new appointment is at 1:00 p.m. / 3:00 p.m.

LANGUAGE TOOLS

DD Listen to your teacher and repeat.

QUESTION

ANSWER for a physical.

How can I help you?

38

I’d

like

Student Book 3 RIGHT

Answer Key: B. 2. appointment 3. confirm 4. reschedule C. 2. physical 3. Thursday 4. 3:00 pm 46

Teacher Book 3 RIGHT

to make an appointment to get a physical. to change my tires.

D. FOCUS: Statements with I’d like to to show the reason or purpose. To is used with an infinitive (base form of a verb). (e.g., to make). For is used with a noun (e.g., for dinner).

7

GRAMMAR PRACTICE

EE

FF F. First, have students work individually. Then have them compare their answers in pairs/groups.

Finally, go through the answers together.

Match the parts of the sentences. c He’d like to 1. ____

a. an appointment to get flu shots.

2.____ She’d like to make an appointment for

b. to get a physical.

3.____ We’d like to make

c. make an appointment.

4.____ I’d like to make an appointment

d. appointment.

5.____ They’d like to change their

e. a haircut.

Circle the correct word.

1. I’d like to make an appointment (to / for) a checkup.

2. She’d like to confirm her reservation (to / for) have her hair cut.

3. We’d like to cancel our appointment (to / for) dinner.

4. He’d like to reschedule his appointment (to / for) get a physical.

5. I’d like to make an appointment (to / for) change my tires this Friday.

6. They’d like to change their appointment (to / for) get a vaccination.

GG G. EXPANSION: Have students practice the dialogue in pairs.

Put the conversation in order. ______ Receptionist: Sure. What days are you available? ______ Patient:

Good morning, I’d like to make an appointment for a flu shot.

______ Patient:

Yes, that’s perfect. See you then!

1 ______ Receptionist: Family Medicine Office. How can I help you?

______ Receptionist: We have an appointment on Wednesday, March 3rd at 8:30 a.m. Does that work? ______ Patient:

I can go on Mondays and Wednesdays, any time before 11 a.m.

GH Unscramble the sentences.

H. EXPANSION: Use colored index cards for a sentence scramble activity. NOTE: Elicit that “a” comes before nouns that begin with a consonant (e.g., physical) and “an” comes before nouns that begin with a vowel (e.g., appointment).

1. confirm / their / They’d / to / appointment. / like They’d like to confirm their appointment. ____________________________________________________________________________________

2. a reservation / Would / to make / like / for / you / dinner? ____________________________________________________________________________________ 3. checkup. / He’d / to / appointment / make / like / an / for / a ____________________________________________________________________________________ 4. like / We’d / to / get / our / reminder / a / for / appointment. ____________________________________________________________________________________ 5. make / appointment / for / I’d / to / an / like / physical. / a ____________________________________________________________________________________ intercambio.org/students

39

Answer Key: E. 2. e 3. a 4. b 5. d F. 2. to 3. for 4. to 5. to 6. to G. 3, 2, 6, 1, 5, 4 H. 2. Would you like to make a reservation for dinner? 3. He’d like to make an appointment for a checkup 4. We’d like to get a reminder for our appointment. 5. I’d like to make an appointment for a physical. intercambio.org/teachers

47

REAL LIFE / YOUR LIFE

HI

IJ

Read the missed appointment notice. Check the correct answers.

Family Medical Associates 6754 Main St. – (810) 555-9834

I. Ask students if this situation has happened to them. If so, what did they do?

Missed Appointment Policies At Family Medical Associates, our goal is to give all of our patients the best care possible at times that are convenient for them and their families. However, we do not have enough time in our daily schedules to accommodate all patients every day. When a patient does not show up for their scheduled appointment or cancels at the last minute, we are not able to fill the appointment time to care for another patient. These policies were created to make sure that you and all of our patients receive the care that you need.

- A missed appointment is any time that a patient does not show up for their scheduled appointment or cancels less than 24 hours before the appointment time.

- After your first missed appointment, you will receive a letter. You can reschedule your appointment by calling our office.

- After a second missed appointment, you will be notified and there will be a $25 fee. You can reschedule your appointment by calling our office.

-After a third missed appointment, we will need to ask you to find another medical office to provide your care. We will be available to see you for 30 days so that you have access to care while you find another physician.

Please feel free to contact us with any questions. Thank you!

x call to reschedule the appointment 1. Fabiola had an appointment scheduled for this morning at o 9:00 a.m., but she forgot. It is the first time she didn’t show up o pay a fee for an appointment. o find a new doctor 2. Today is Friday. John has an appointment scheduled for Monday of next week, but he just noticed that he can’t go.

o call to reschedule the appointment o pay a fee o find a new doctor

3. Mary had an appointment for this afternoon at 3:00 p.m.

She called at 2:00 p.m. today to say that she couldn’t go.

This is the third time that she cancelled an hour before her appointment time.

o call to reschedule the appointment o pay a fee o find a new doctor

4. Fred forgot to take his son to an appointment yesterday. It is the second time that he forgot to take him.

o call to reschedule the appointment o pay a fee o find a new doctor

CULTURE TIP It is a good idea for adults and children to go to a doctor or clinic once a year for a checkup or physical. You can get vaccinations and learn about health problems before they become serious. Most health insurance plans provide a yearly physical for no additional fee. How often do you and your family go to the doctor?

40

JK

Culture Tip Expand the conversation by asking students to share what doctor visits in their native country are like. Use The Immigrant Guide (Health and Medical section) to spark more discussion.

Student Book 3 RIGHT

Answer Key: I. 2. call to reschedule the appointment 3. find a new doctor 4. call to reschedule the appointment and pay a fee

48

Teacher Book 3 RIGHT

IJ

7 Arav is looking for a new doctor. Read his preferences below and choose a doctor for him.

J. Ask students to explain their answers.

Dr. Myra Moazam

20.0 mi

(5) Insurance accepted: Mayweather, First Care, Blue Hill, Veratide

Arav’s Preferences available weeknights Schedule after 6 p.m. and weekends Blue Hill Insurance Insurance no more than 10 Distance miles from his home diabetes, high Specialties blood pressure Languages

Schedule:

weekdays 8 a.m. – 1 p.m., Saturdays 1 p.m. – 5 p.m.

Specialties:

thyroid disorders, diabetes, blood pressure and cholesterol, pulmonology, geriatric health concerns

Languages:

English, Hindi

Dr. Briana Richey

2.0 mi

(5) Insurance accepted: Blue Hill, First Care, Cerene Schedule:

weekday afternoons/evenings 1 p.m. – 7 p.m.

Specialties:

family medicine, pediatrics, blood disorders, high cholesterol, high blood pressure, diabetes

Languages:

English, Spanish, Hindi

English, Hindi Dr. Mustafa Kumar

11.0 mi

(5) Insurance accepted: Blue Hill, First Care

K. EXPANSION: Have students role-play the dialogue showing different emotions (disappointment, excitement, anger, boredom, etc.). Have the class guess the emotions.

Schedule:

weekday afternoons/evenings 1 p.m. – 7 p.m.

Specialties:

ear, nose, and throat; thyroid disorders; diabetes; blood pressure and cholesterol management; migraines

Languages:

English, Tamil

J K What are your preferences for a doctor?

Schedule

Insurance

Distance

Specialties

Languages

Other

CONNECT WITH CONVERSATION Get to know a partner. Talk about:

• Their preference for a doctor • If they have a doctor they like • If they had a doctor they liked in their native country • Differences between doctors in the US and their native country intercambio.org/students

41

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.

Answer Key: J. The best doctor for Arav is Dr. Briana Richey.

K. Answers will vary. intercambio.org/teachers

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HOMEWORK

KL

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

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8

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.

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

intercambio.org/students

52

Teacher Book 3 RIGHT

43

ED

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

FE

Picture 2

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

CC

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.

FF

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

53

Could you lend me a sweater, please?

8

E D Circle the correct word.

FE

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)

FF

__________________________ (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.

intercambio.org/students

45

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?

AA

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

46

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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8

PROGRESS CHECK My score________/ 100 points

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

1

2

3

4

5

6

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).

CC

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

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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

2

3

4

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 ______________________________________.

EE

FF

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.

48

Teacher Notes

1. 0

1

2

2.

0

1

2

3. 0

1

2

4. 0

1

2

5. 0

1

2

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

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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.

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)

58

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: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

AA

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? ___________________________________________________________________________

50

60

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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10

I’M PASSIONATE ABOUT HELPING PEOPLE Pre Pre Listening warm-up. Track 09 : Where are they?

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

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

AA Repeat after your teacher. position good at

reliable passionate about

motivated

responsible

tired of

interview

interested in

mission

customer service

sh sound

PRONUNCIATION Listen and repeat after your teacher. Write the words with the sh sound in the box.

A

shop

shop shop position best

responsible assistant schedule

mission passionate should

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Pronunciation Point out that sh can be produced by several combinations of letters. NOTE: For the sh sound, the lips flare. The front/ middle part of the tongue arches up so it’s very close to the roof of the mouth. EXPANSION: Write word pairs on the board that demonstrate the difference between the s sound and the sh sound: see/she; sore/shore; sip/ship. Consider also working on the contrast between sh and ch (shop/chop). See Pronunciation Fun with Pictures for more practice.

Answer Key: Pronunciation. position, mission, should, passionate

62

Teacher Book 3 RIGHT

VOCABULARY PRACTICE B. Ask about occupations that might be relevant to your students. Can they apply the words in the word box to those occupations?

B B Look at Mira’s cover letter for a job. Add the missing words.

EE

mission passionate about

To Whom It May Concern:

excited

excited I was very (1) _________________ about your job posting for a sales associate

motivated

(2) ________________________. I am a (3)______________________ person and

good at customer service

I jump in to get things done. I am very (4) _________________________ answering phones, and I’m interested in being part of the (5)

position

________________________ team.

FF

I read about your company’s (6) __________________________ online and I’m (7) ___________________________________ joining your team!

I look forward to hearing from you.

C. Read instructions. Play the listening track all the way through. Track can be repeated multiple times.

Sincerely, Mira Gomez

LISTENING

CC

Listen again to Track 09. Put an X in the boxes that Tina is passionate about, excited about, good at, and tired of. Some columns have more than one answer.

HELPING PEOPLE passionate about excited about good at tired of

SCHEDULE

FULL-TIME JOB

CUSTOMER SERVICE

WORKING NIGHTS

X

GG

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

QUESTIONS

ANSWERS

Why are you interested in this position?

How do you feel about working full time?

What are your strengths?

Why did you leave your last job?

I’m

passionate about

helping others. your mission.

excited about interested in

having a full-time job. the schedule.

good at

customer service.

tired of

working nights. the long commute.

D. 52 Student Book 3 RIGHT FOCUS: Q&As using passionate about, excited about, interested in, good at, tired of. After a preposition (about, in, at, of), we use the gerund (a verb working as a noun with “ing”) or a noun. NOTE: These adjectives (passionate, excited, etc.) work together as a unit with the prepositions. Students will need to memorize them. This would be a great opportunity to use index cards by writing each expression (passionate about, etc.) on a separate index card. EXPANSION: Write examples of the grammar structure on strips of paper. Cut the strips into pieces so that the adjectives and prepositions are on separate pieces. Have students put them together to form the structures correctly. This can also be done with colored index cards. They can work as a group, or individually if you have enough cards.

Answer Key: B. 2. position 3. motivated 4. good at 5. customer service 6. mission 7. passionate about C. helping people—passionate about, schedule—excited about, full time job—excited about, customer service—good at, working nights— tired of intercambio.org/teachers

63

10

GRAMMAR PRACTICE

EE

Write the correct form of the word in parentheses.

E. NOTE: Point out that we drop the “e” ending before adding -ing (e.g., use becomes using).

answering 1. She isn’t good at _________________________ (answer) phones.

2. They are passionate about _________________________ (help) people.

3. He’s interested in _________________________ (use) computers.

4. Gilda and Ron are tired of _________________________ (work) on Saturdays.

5. I’m excited about _________________________ (have) a full-time position.

FF

Complete the questions and answers using about, at, or of. about working full 1. Q: How do you feel __________ time?

2. Q: Why do you want this position?

A: I’m passionate__________ your mission.

about the schedule.

A: I’m excited __________

3. Q: Why did you leave your last job?

4. Q: Can you work nights?

A: Well, I was tired __________ the long hours.

5. Q: What are your strengths?

A: Yes, I’m excited __________ the schedule.

6. Q: Can you lift 30 lbs.?

A: I’m good ____________ working with others and I’m very motivated.

7. Q: What can he do in the house?

A: Actually, I’m not very good __________ lifting.

8. Q: Can you give me an example?

A: He’s good ___________ painting.

A: I can’t think __________ an example right now.

G G Complete the conversation with at, of or about.

Ynez:

Thanks for coming in today, Tristan. Tell me a little about yourself.

G. EXPANSION: Have students practice the dialogue in pairs.

at fixing things.

Tristan: Well, I’m responsible, motivated, and I’m good (1) ______

Ynez:

Great. And why do you want this position?

Tristan: Well, I’m excited (2) ________________ the opportunity. The schedule also is great for me.

Ynez:

That’s good to hear. How do you feel (3) _________________ working part time?

Tristan: It’s no problem for me. I was tired (4) ________________ the long hours at my last position, so this is better.

Ynez:

I see. And what are your strengths?

Tristan: I’m passionate (5) __________________________ technology, I’m hardworking, and I like to learn new things.

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Answer Key: E. 2. helping 3. using 4. working 5. having F. 2. about 3. of 4. about 5. at 6. at 7. at 8. of G. 2. about 3. about 4. of 5. about 64

Teacher Book 3 RIGHT

53

REAL LIFE / YOUR LIFE H. Explain the pie chart and the volunteer categories. EXPANSION: Write different volunteer categories (church, sports, community, classroom, etc.) on large pieces of paper and place in different places around the room. Ask students to stand by a category for which they have volunteered or would like to volunteer.

Have students discuss with others in the same category how they felt about their volunteering or why they (don’t) want to volunteer.

JJ

HH Look at the pie chart about where people in the US volunteer. Answer the questions.

US Volunteers by Activity - 2015 Civic / Political / International (5%)

Religious Activities (33%)

Educational / Youth Services (25%)

Social / Community Service (15%)

Enviromental / Animal Care (3%)

Sport / /Hobby / Cultural Arts (4%)

Hospital / Other Health-Related (7%)

Other (5%)

Public Safety (1%)

Not Determined (3%) Source: US Department of Labor – www.bls.gov

1. According to this chart, what do you think people who volunteered in the US in 2015 were most passionate about? _________________________________________________________________ 2. What kind of volunteer work are most people not interested in? ________________________________ ______________________________________________________________________________________ 3. What surprised you in this chart? _________________________________________________________

HI

Read Sam’s volunteer application. Answer the questions.

VOLUNTEER INTERESTS o teaching o collecting trash o organizing food o working with children o collecting donations o helping animals

P P

DAYS AVAILABLE Mondays o AM o PM o AM o PM Tuesdays Wednesdays o AM o PM o AM o PM Thursdays o AM o PM Fridays o AM o PM Saturdays o AM o PM Sundays

P

P

P P P

JK

QUESTIONS Yes, he can.

1. Can Sam volunteer on Monday afternoons? ____________________________________________

2. Can he volunteer on weekends? ______________________________________________________ 3. Would he like to volunteer helping children? ___________________________________________

Culture Tip Expand the conversation by asking students to share where and why they might like to volunteer. Use The Immigrant Guide (Your Community section) to expand the conversation.

CULTURE TIP There are many ways to find volunteer positions in the United States. One great resource is the website www.volunteermatch.org. Volunteering in your community can be a great way to meet new friends, learn more about your community, and improve your skills while doing something you are passionate about. Are you interested in volunteering in your community? Why or why not?

54

Student Book 3 RIGHT

Answer Key: H. 1. religious activities 2. public safety 3. Answers will vary.

I. 2. No, he can’t. 3. Yes, he would.

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JJ

10 Deidre is looking for a volunteer position. Look at her profile.

Passionate about:

helping people, education

Good at:

teaching, reading, working with children

Tired of:

walking a lot

Not good at :

working with computers

Availability:

not available on weekends, only on weekdays

Volunteer Position: Fishing Workshop Coordinator

Volunteer Position: Weekend Trash Collector

Volunteer Position: Story-Time Reader

Volunteer Position: Technology Trainer

Help with two fishing events each year to teach children how to fish and enjoy time outside.

Events are twice a year on Friday afternoons from 1 p.m. to 4 p.m.

Help pick up trash at the local parks one weekend a month to help keep our community clean.

Volunteer hours are Saturdays and Sundays from 10 a.m. to 2 p.m.

Read stories to young children at the local library once a month on Monday mornings from 10 a.m. to 11:30 a.m.

Teach adults in the community how to use email, the Internet, and smartphone programs through workshops offered for two hours on Saturday afternoons every other week.

J. Explain how to read the boxes. Have students work in pairs to do the activity.

Have students switch roles with their partners so they both ask and answer the questions.

1. What do you think is the best volunteer position for Deidre? Why? ____________________________________________________________________________________ QUESTION BOX

2. Role-play! Partner A: interview Deidre for the volunteer position. Partner B is Deidre.

J K Fill out the chart below for yourself.

Why are you interested in this volunteer position?

How do you feel about working…?

What are your strengths?

Can you…?

Why did you leave your last volunteer position?

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.

Passionate about: Good at: Tired of: Interested in : Availability:

CONNECT WITH CONVERSATION Get to know a partner. Talk about: What you are passionate about/excited about, good at, tired of, interested in

• • If you are available to work or volunteer • The best volunteer position for you and why

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Answer Key: J. The best volunteer position for Deidre is story time reader because she is good at working with children and reading.

K. Answers may vary.

66

Teacher Book 3 RIGHT

HOMEWORK

LL

Lesson 10 • I’m Passionate about Helping People

Look at the sentences. Circle the correct word.

Pre Pre

1. He’s passionate (about / of ) helping other people.

2. They’re excited (about / of ) working with animals.

3. Bernard and I are not good (about / at) using computers.

4. Are you interested (at / in) working with children?

5. He left his job because he was tired (of / about) working long hours.

6. How does Paul feel (about / of ) the hours?

7. She wants the job because she is excited (of / about) the company’s mission.

L M Complete the sentences with the correct form of the word. using 1. She’s reliable and good at ________________________ (use) computers.

2. He’s passionate about ________________________ (help) children.

AA

3. We’re tired of ________________________ (wake up) early.

4. Are you excited about ________________________ (have) a full-time position?

5. He’s interested in ________________________ (learn) about the company.

L N Put the sentences in the correct order.

1. excited / mission. / the / Tom’s / about Tom’s excited about the mission. ___________________________________________________________________________________

2. We’re / interested / in / working / children. / with / not ___________________________________________________________________________________ 3. tired / was / commute. / Mary / the / of ___________________________________________________________________________________ 4. feel / working / How / you / do / nights? / about ___________________________________________________________________________________

JOURNAL PROMPT What are you passionate about? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Student Book 3 RIGHT

Answer Key: L. 2. about 3. at 4. in 5. of 6. about 7. about M. 2. helping 3. waking up 4. having 5. learning N. 2. We’re not interested in working with children. 3. Mary was tired of the commute. 4. How do you feel about working nights? intercambio.org/teachers

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L11 FIRST, YOU PREHEAT THE OVEN By the end of the lesson, students will be able to: • Talk about steps to make a recipe using first, next, after that, then, and finally 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 • Cooking realia, e.g., recipes, measuring utensils, etc. (optional) • “Sounds Like” and “Written” index cards for pronunciation activity • Step-by-step instructions written on cut-up strips of paper or index cards for EXPANSION in Activity D • Prepared sequence cards or strips of paper of different procedures for Activity I (optional) • Completed paper airplane and 8.5” x 11” paper for students to make planes in Activity K (optional) • Prepared chart for Activity L • Items for Activity L EXPANSION (sheets of paper to make paper airplanes, supplies to make a peanut butter and jelly sandwich, etc.) (optional) 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 10 Darin: Hey Nora and Sara! What are you doing?

Nora: Hi Darin! We’re making cookies. Wanna help us?

Darin: Sure! I love cookies!

Sara: Great! Okay, what do we do first, Nora?

Nora: First, you pre-heat the oven to 375 degrees.

Darin: I can do that. [beeping oven noise] Nora: Then you mix the butter, brown sugar, and white sugar in a bowl.

Sara: I’ll do that, Nora.

Nora: Next, you add the eggs and vanilla. [sound of egg cracking] Darin: What do we do after that?

Nora: Okay, after that, add the flour, baking soda, and salt.

Sara: Flour, baking soda, salt. Got it.

Nora: Then we gotta add chocolate chips.

Darin: Yes! I’ll do that.

Nora: Finally, put the mixture on a baking sheet and bake for 10 minutes.

Darin: Okay. I’m putting it in the oven. Hey, what are you doing?

Sara and Nora: We’re pouring the milk!

68

Teacher Book 3 RIGHT

11

FIRST, YOU PREHEAT THE OVEN Pre Pre Listening warm-up. Track 10: What are they making?

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

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

NOTE: If you brought in real objects, you can hold them up as you say the word. EXPANSION: Spend time working on the pronunciation of butter/batter (A CUP OF MUSTARD/BLACK CAT).

Use Pronunciation Fun for ideas on how to work on these sounds.

A A Repeat after your teacher.

mix

measure

take out

add

preheat

baking soda

put

pour

stir

butter teaspoon

/ cup 1/2 cup

3 4

/ cup

2 3

tablespoon

PRONUNCIATION Listen and repeat after your teacher. Practice saying the phrases with a partner.

A

Written

Sounds like

want to got to got it going to go What are you doing?

What do we do first?

wanna gotta godit gonna go Whaddya doin?

Whaddawe do first? intercambio.org/students

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Pronunciation NOTE: Make it clear to students that we do not write the phrases the way they sound, but they will often hear them this way. When people talk, we do not stop after each word. They are joined in normal speech. Students do not need to produce the joined words; it is acceptable to say each word distinctly. The goal, however, is that students learn to distinguish and understand what they will likely commonly hear. EXPANSION: Write “Sounds like” and “Written” phrases on index cards. Pass out randomly. Have students find the person who has the matching phrase. Have partners read their phrases aloud.

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VOCABULARY PRACTICE

EE

B B Complete the list of ingredients Nora needs to make chocolate chip cookies. Use the words in the box.

Nora’s Chocolate Chip Cookies Ingredients

teaspoon /

3 4

cup

butter o 2 sticks of (1) _________________

butter

o ¾ (2) ___________________ of white sugar o (3) _____________________ cup of brown sugar o 2 eggs

baking soda

FF

tsp

o 2 (4) ____________________ of vanilla o 2 ¼ cups of flour o 1 tsp of (5) ________________________ o ½ (6) _____________________ of salt

GG

o 2 cups of chocolate chips

LISTENING

CC

Listen again to Track 10. Fill out the directions for Nora’s recipe.

Directions preheat Step 1: First, (1) ___________________ the oven to 375 degrees.

Step 2: Then, (2) _________________ the butter, brown sugar, and white (3) ________________.

C. Read instructions.

Play the listening track all the way through.

Track can be repeated multiple times.

Step 3: Next, (4) __________________ the eggs and vanilla.

Step 4: After that, add flour, (5) ___________________, and salt.

GH

Step 5: Add chocolate chips.

Step 6: Put the mixture on a baking sheet and bake for (6) _____________ minutes.

LANGUAGE TOOLS

D. FOCUS: Linking words

D D Listen to your teacher and repeat.

How

do

What does

58

QUESTIONS you I make cookies? we they he she do first/next/after that/last?

Alex

DIRECTIONS First, Then, Next, After that, Finally,

I we you

preheat the oven. mix the ingredients. put them in the oven.

he she Alex

preheats the oven. mixes the ingredients. puts them in the oven.

Student Book 3 RIGHT

Answer Key: B. 2. cup 3. 3/4 4. teaspoon/tsp 5. baking soda 6. teaspoon/tsp C. 2. mix 3. sugar 4. add 5. baking soda 6. 10

70

Teacher Book 3 RIGHT

first, next, after that, then, and finally.

11

GRAMMAR PRACTICE

EE

Use the correct words to complete the steps in order.

First 1. _______________ , (first/ finally) you preheat the oven.

2. _______________ , (then/first) you measure the ingredients.

3. _______________ , (after that/ finally) you stir the ingredients together.

4. _______________ , (then/ finally) you put the pan in the oven.

F. Read instructions.

Point out the comma after the first word in every sentence.

FF

Put the steps in the correct order for how to do your laundry. b Step 1 ______

a) Finally, close the lid and press start.

Step 2 ______

b) First, separate clothes with whites in one group and colors in another group.

Step 3 ______

c) Then, add the required amount of detergent.

Step 4 ______

d) After that, gently load the clothes into the machine.

Step 5 ______

e) Next, set your washing machine for either whites (hot water) or colors (cold water).

G G Unscramble the sentences.

1. of salt. / add a / Next, / teaspoon Next, add a teaspoon of salt. _________________________________________________________________________________ 2. measure / After that, / 2 cups / of flour. _________________________________________________________________________________ 3. the mixture / together. / Then, / stir _________________________________________________________________________________ 4. Finally, / the oven. / remove / the pie / from _________________________________________________________________________________ 5. take out / First, / the ingredients. _________________________________________________________________________________

G. EXPANSION: Use colored index cards for a sentence scramble activity.

G H Read the steps. Write them in the correct order below.

Use first, then, next, after that, finally.

• Spread tomato sauce on dough.

• Sprinkle 2 cups of cheese on top of sauce.

• Add your favorite toppings on top of the cheese. • Preheat oven to 400 degrees.

• Put it in the oven and bake for 12-15 minutes.

• Roll the dough into a large circle.

First, preheat the oven to 400 degrees.

Step 1: _______________________________________________________________________________

Step 2: _______________________________________________________________________________ Step: 3: _______________________________________________________________________________ Step: 4: _______________________________________________________________________________ Step: 5: _______________________________________________________________________________ Step: 6: _______________________________________________________________________________ What food does this recipe make? _________________________________________________________

Answer Key:

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59

E. 2. Then 3. After that 4. Finally F. 2. c 3. e 4. d 5. a G. 2. After that, measure 2 cups of flour 3. Then stir the mixture together. 4. Finally, remove the pie from the oven. 5.

First, take out the ingredients.

H. Step 2: Then, roll the dough into a large circle. Step 3: Next, spread tomato sauce on the dough. Step 4: After that, sprinkle 2 cups of cheese on top of the sauce. Step 5: Then, add your favorite toppings on top of the cheese.

Step 6. Finally, put it in the oven and bake for 12-15 minutes./Pizza intercambio.org/teachers

71

I. IK Remind students to put a comma after the sequence word and to use a period at the end of the sentence.

REAL LIFE / YOUR LIFE

HI

Read the recipe. Answer the questions. Use complete sentences.

First, crush 3/4 of a box of vanilla cookies and put them in a pie plate.

1. What do you do first? _________________________________________________________________

2. What do you do next? ________________________________________________________________ 3. What do you do after that? _____________________________________________________________ 4. Finally, what do you do? _______________________________________________________________ 5. How much sugar do you need? _________________________________________________________ 6. How many eggs do you need? __________________________________________________________

HJ

JL

Look at the pictures. Match them to the steps in the recipe above.

1

CULTURE TIP If you make a dish and take it to a party or someone’s home, it’s common for people to ask how you made it. They may even ask you to send them the recipe or teach them to make it! Cooking together in English is a good way to practice and to learn more about new foods. Do you like to learn how to make new foods?

Where do you get your recipes?

60

Culture Tip Expand the conversation by asking students if they like to make anything to share with others.

Student Book 3 RIGHT

Answer Key: I. 2. Next, you mix the cream cheese with the sugar. 3. After that, you add the eggs and vanilla and continue mixing. 4.

Finally, pour the mixture into the pie plate and bake at 350 degrees for 25 minutes. 5. You need ¾ cup of sugar. 6. You need 2 eggs.

J. 2, 4, 3, 5, 1 72

Teacher Book 3 RIGHT

11

K. I K Number the steps 1 through 5. Make a paper airplane following these directions.

EXPANSION: Prepare sequence cards for different procedures.

You can use the procedures from the lesson (making cookies, doing laundry, making pizza, making a paper 1 airplane) or you can try different procedures (planting flowers, painting, driving a car somewhere). Write steps on index cards or strips of paper. Randomly hand The finished plane should look this this. out the cards to students for one of the procedures.

1. Fold an 8.5" X 11" paper in half on the long side and unfold the paper.

FIRST Have students line up 2. Fold the top two corners into the center line. according to the correct THEN sequence. Once order 3. Fold the top edges into the center line.

NEXT is correct, ask students 4. Fold the plane in half toward you.

AFTER THAT to read their sentences 5. Fold the wings down, matching the top edges up with the bottom aloud in order. Try FINALLY edge of the body. with more than one procedure.

Think about something you know how to make. Write and/or draw the steps to make it.

JL

L. Help students with any new vocabulary they need. EXPANSION: Demonstrate a process for doing something for students to document before having students do this on their own.

FIRST THEN NEXT AFTER THAT FINALLY

CONNECT WITH CONVERSATION Get to know a partner. Talk about:

Conversation Be sure that students ask you questions as well.

• Your favorite foods and how you make them • If you like to cook and why or why not • Things you know how to make intercambio.org/students

61

Answer Key: K. 1, 5, 4, 2, 3 L. Answers will vary.

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73

HOMEWORK

Lesson 11 • First, You Preheat the Oven

MM Match the questions and answers. a 1. _______ What do you do first?

a. First, gather all the ingredients.

2. _______ What do you do next?

b. Then, you add salt and pour out the water.

3. _______ What do you do after that?

c. After that, you put the noodles in the boiling water.

4. _______ Then, what do you do?

d. Finally, you pour on your favorite sauce and enjoy!

5. _______ What is the last thing you do?

e. Next, you boil the water.

MN Put the sentences in the correct order.

1. make / do / you / How / cookies?

How do you make cookies? ____________________________________________________________________________

2. that? / do / you / What / do /after

Pre Pre NOTE: Consider asking each student to bring their favorite recipe to the next class. You can have students exchange recipes as a warm-up activity in the next lesson.

____________________________________________________________________________ 3. you / Next, / mix / the ingredients / together. ____________________________________________________________________________ 4. bake / Finally, / 60 / minutes. / for / you / it ____________________________________________________________________________ 5. do / do / you / first? / What _____________________________________________________________________________

MO Complete the conversation with the correct word.

AA

make Charles: How do you (1)______________ (makes / make) your famous chocolate cake?

Mary:

___________ (Next / First), I preheat the oven. Then, I (2)_________ (put / mix) the ingredients.

Charles: Okay, what do you do (3) _________________ (after that / finally)?

Mary:

After that, I (4) ______________ (take out / pour) the mixture into a pan and bake it in the oven.

Charles: And finally?

Mary:

Finally, I (5) _________________ (add / pour) the frosting and other decorations—oh, and then I take a bite!

JOURNAL PROMPT Write about your favorite thing to cook or eat. How do you make it? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 62

Student Book 3 RIGHT

Answer Key: M. 2. e 3. c 4. b 5. d N. 2. What do you do after that? 3. Next, you mix the ingredients together. 4. Finally, you bake it for 60 minutes. 5. What do you do first?

O. 2. First 3. mix 4. after that 5. pour 5. add 74

Teacher Book 3 RIGHT

L12 WHOSE CHARGER IS THIS? By the end of the lesson, students will be able to: • Talk and ask questions about different items and whom they belong to using possessive pronouns mine, yours, his, hers, ours, and theirs 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 • Large pictures of items in vocabulary list and two fly swatters for EXPANSION in Activity B (optional) • Ball or other soft item to toss for pronunciation activity (optional) and EXPANSION in Activity D • Completed chart of your own for Activity L Teacher notes: The same grammar focus in this level appears in Lesson 10 in 3L with a slightly different context to give students plenty of opportunity to practice.

We’ve provided simple definitions for the vocabulary that may be challenging to explain for 3L students: • Keep track of: to be aware of changes; to know what is happening Warm-up: Greet students. Ask students if anyone brought a recipe to share with the class. If so, have them find a partner and discuss the recipe. Then rotate partners.

Review homework.

Listening Track 11 Raul: Look, Omar. Somebody left their phone charger plugged in here. Whose charger is that? Is it yours?

Omar: No, it’s not mine. I think it might be Nala’s. Let me call her.... (ring, ring) Hey, Nala: Did you leave your phone charger in the classroom?

Nala: Oh, yeah—I did!

Omar: No problem—I am playing soccer near your house this afternoon. I’ll give it to you then.

Nala: Okay. Thank you for bringing it to me. I really appreciate it!

Omar. Sure. No problem. It’s hard to keep track of everything.

Nala: Yeah—next time I’ll check the outlets.

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12

WHOSE CHARGER IS THIS?

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

Pre Pre Listening warm-up. Track 11: What did someone leave in the classroom?

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

desktop (computer)

laptop (computer)

tablet

headphones

outlet

digital camera

charger

mouse

flash drive

wireless

Phrasal verbs: plug in, keep track of

PRONUNCIATION A

Listen and repeat after your teacher.

Circle the words that sound like BLACK CAT. laptop

headphones

charger

alarm

tablet

camera

BLACK CAT flash

intercambio.org/students

63

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

Point out the phrasal verbs below the images.

NOTE: A phrasal verb (sometimes referred to as two-word verbs) generally combines a verb with a preposition.

When combined, the phrase acts as a verb whose meaning is different from the combined meanings of the individual words.

Students will need to learn and memorize phrasal verbs in the same way they learn other vocabulary words. EXPANSION: Spend time working on the pronunciation of mouth/mouse. Use Pronunciation Fun for ideas on how to work on these sounds.

Pronunciation First, say the words out loud and have students identify the stressed syllable by underlining it. Then say BLACK CAT, laptop. Point out that laptop is circled because it has the BLACK CAT sound. NOTE: To make the BLACK CAT sound, the jaw drops and the tip of the tongue touches the back of the front teeth and the body of the tongue rounds up. The sound is held longer than other short vowel sounds. EXPANSION: Play Ball Toss (see page 132). Toss a ball or other soft item to a student. Ask him/her to share a word he/she knows with the short “a” sound. Write the word on the board. Have that student toss the ball to another student. If students need help, you can write a list of words with the short “a” sound and other words without the sound on the board as a resource. EXPANSION 2: Have students identify the colors of the words that are not BLACK.

Answer Key: Pronunciation. flash, tablet, camera (headphones—RED PEPPER, charger—AUBURN DOG/OLIVE SOCK, alarm—AUBURN DOG/OLIVE SOCK) 76

Teacher Book 3 RIGHT

B. NOTE: Explain that “plug in” doesn’t necessarily mean into an outlet.

We plug headphones into our phones or computers, flash drives into our computers, phones into chargers, etc. NOTE: Smoke alarm batteries need to be changed regularly.

Some people choose to change them every fall when we turn the clocks back. EXPANSION: Play Fly Swatter Game using the pictures from the vocabulary section on the previous page.

C. Read instructions. Play the listening track all the way through. The track can be repeated multiple times.

VOCABULARY PRACTICE

EE

B B Put the words in the correct column. Some words can go in both columns. desktop computer charger

laptop computer tablet

headphones flash drive

TV

phone

smoke alarm

SOMETHING YOU PLUG IN

digital camera mouse

SOMETHING THAT IS WIRELESS

desktop computer

FF

GG

LISTENING

CC

Listen again to Track 11. Circle the correct answers.

1. Somebody left their

a. phone charger

b. computer charger

2. The charger is

a. Omar’s

b. Nala’s

3. The charger was left

a. in the classroom

b. in Omar’s house

4. Omar will get the charger to Nala

a. this afternoon

b. tomorrow

GH

LANGUAGE TOOLS

DD

Listen to your teacher and repeat.

QUESTIONS charger

is

this? that?

Whose flash drives are 64

these? those?

It’s This is That’s They’re These are Those are

ANSWERS mine. my charger. theirs. their flash drives.

It’s my charger.

it’s mine.

It’s your charger. It’s yours.

It’s our charger.

It’s ours.

It’s his charger.

It’s his.

It’s her charger.

It’s hers.

It’s their charger. It’s theirs.

Student Book 3 RIGHT

D. FOCUS: Possessive pronouns mine, yours, ours, his, hers, theirs. Point out that my, your, our, his, her, and their are used before the noun. Mine, yours, ours, his, hers, and theirs is used without (to replace) the noun. Possessive pronouns show ownership. They refer to a noun or noun phrase. (Instead of Omar’s, we use “his,” or instead of Raul and Nala, use “theirs.”) We use an apostrophe with the noun but not with the pronoun (Omar’s vs. his). NOTE: These and those are the plural forms of this and that. This/these refer to objects close to the speaker; that/those refers to objects farther away.

Answer Key: B. Something you plug in: TV, laptop computer, tablet, charger, phone, fire alarm, mouse, headphones, flash drive Something that is wireless: laptop computer, phone, digital camera, headphones, smoke alarm, mouse C. 2. b 3. a 4. a intercambio.org/teachers

77

12

GRAMMAR PRACTICE

EE

FF

E. First, have students work individually. Then have them compare their answers in pairs/ groups.

Finally, go through the answers together.

Change the incorrect word. Write the correct word on the line.

1. Hey Mary, are those headphones your?

______________ yours

2. No. I think they’re her.

______________

3. Laura, is this tablet your?

______________

4. Yes, it’s mine tablet.

______________

5. Is this yours mouse?

______________

6. Oh, no. The mouse is their.

______________

Write the answers. Use mine, yours, ours, his, hers or theirs.

1. Whose charger is this?

It’s mine ______________________________________________ . (my charger)

2. Whose laptop is that?

______________________________________________ . (his laptop)

3. Whose flash drives are those? ____________________________________________ .(our flash drives) 4. Whose tablet is this?

______________________________________________ . (her tablet)

5. Whose headphones are these? ________________________________________ . (their headphones)

G G Complete the conversation.

Greg:

mine I just found a laptop that’s not (1) ____________. my / mine

Manager: Hmm, there is a group of students sitting over there. Do (2)___________ you / yours think it’s (3) _____________ their / theirs laptop?

Greg:

No, there was a woman here working on a laptop before. I think it’s (4) __________ her / hers.

Manager: Thank you for bringing it to (5) _______________ me / mine. I’ll keep the laptop until the woman returns for it.

Greg:

Okay, great. Do you know where (6) ______________ I / mine can find a restroom?

Manager: Sure. You can use (7) ___________ our / ours. It’s down the hall and to the right.

Greg:

Thank you!

G H Look at the pictures. Write the questions. Use the word in parentheses.

Whose laptop is that?

1. _________________________________________________________ (that)

2. _________________________________________________________ (these)

3. _________________________________________________________ (this)

4. _________________________________________________________ (those) intercambio.org/students

65

Answer Key: E. 2. hers 3. yours 4. my 5. your 6. theirs F. 2. It’s his. 3. They’re ours. 4. It’s hers. 5. They’re theirs.

G. 2. you 3. their 4. hers 5. me 6. I 7. ours H. 2. Whose flash drives are these? 3. Whose camera is this? 4. Whose headphones are those?

78

Teacher Book 3 RIGHT

G. EXPANSION: Have students practice the dialogue in pairs.

REAL LIFE / YOUR LIFE

HI

JJ

The people below left their things at a restaurant! Look at the social media post to see whose things they are. Answer the questions.

Red Hot Thai Restaurant: I hope everyone had a great time at our event last night!

We have a few items in our Lost and Found. Please let us know if they are yours.

Valerie Hudson: The flash drives are mine!

Red Hot Thai Restaurant: Great! Come pick them up anytime. We’ll have them for you.

Marc Frenchy: My classmates were there yesterday. I think the laptop and the charger are theirs. Brendan White and Nikole Bundt are those yours?

Nikole Bundt: Yes—those are ours!

JK

Red Hot Thai Restaurant: Okay, we’ll keep them for you. Come pick them up when you can.

Dale Carter: That’s my phone! Awesome — thanks! I’ll come by to pick it up today!

Benny Driscoll: Martina, are those headphones yours?

Martina Velazquez: No, they aren’t mine.

Culture Tip Expand the conversation by asking Have you ever lost anything? Did you find it? Did you ever find something? What did you do with it?

1. The flash drives are

a. hers.

b. his.

c. theirs.

2. The laptop and charger are

a. hers.

b. his.

c. theirs.

3. The phone is

a. hers.

b. his.

c. theirs.

4. Are the headphones Martina’s?

____________________________________________

CULTURE TIP Many places in the US (especially schools and restaurants) have a “lost and found.” If you lose something, you can check the lost and found to see if your lost item is there. If you find something at a library or rec center, you can ask a staff member to put it in the lost and found. Do places in your native country have a lost and found?

66

Student Book 3 RIGHT

Answer Key: I. 2. c 3. b 4. No, they’re not hers. intercambio.org/teachers

79

JJ

12 Read about Paul’s favorite hat. Complete the chart.

My Favorite Hat Posted by: Paul Reed

This is my favorite hat. It is gray and has stripes. It might not look like much—but it’s mine and I love it. It used to belong to my grandpa and before it was his, it was my great grandpa’s hat.

It is very special to me because my grandpa gave it to me when I was only 5 years old. I wear it almost every day and only take it off when I go inside restaurants. My wife tells me that it’s too old and that I should throw it away. She even bought me a new hat, but I didn’t like that one. I want to keep mine so that when my daughter is old enough, I can give it to her and it will become hers to continue wearing.

[120 likes / 2 shares]

1. What is the object in the blog post?

a hat

2. What does it look like?

3. Where did he get it?

4. When did he get it?

5. Why is this object important to him?

J K Think about an object you have that is important to you. Complete the chart.

1. What is the object?

2. What does it look like?

3. Where did you get it?

4. When did you get it?

5. Why is this object important to you?

CONNECT WITH CONVERSATION Get to know a partner! Talk about:

• The item you wrote about in Activity K • What makes it special or important and where you got it intercambio.org/students

67

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

Answer Key: J. 2. gray and has stripes. 3. from his grandpa 4. when he was 5 years old 5. it belonged to his grandpa and great grandpa K. Answers will vary.

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Teacher Book 3 RIGHT

HOMEWORK

LL

Lesson 12 • Whose Charger Is This?

Rewrite the phrase. Replace the underlined words with mine, yours, his, hers, ours, or theirs.

1. This charger is not my charger.

It isn’t

Pre Pre

mine _______________ .

2. Those headphones are Jana’s headphones.

Those are

_______________ .

3. These papers are our papers.

These are

_______________ .

4. The desktop computer is Duleep and Gerri’s desktop computer.

It is

_______________ .

5. Is the tablet in the lost and found your tablet?

Is it

_______________ ?

MM Write the questions using this, these, those, and that.

Whose charger is this?

1. _____________________________________________

This is Jenny’s charger.

2. _____________________________________________

That is our desktop computer.

3. _____________________________________________

These are my headphones.

4. _____________________________________________

That is their laptop.

5. _____________________________________________

Those are my flash drives.

MN Write the answers using hers, his, mine, yours, and ours.

N. NOTE: Since we do not know the exact relative location of these items, it is accurate to interchange that’s with it’s, and these with those are.

1. Julia

2. Ralph

3. I

4. Daniel

5. we

6. you

1. Whose sunglasses are those?

They’re Julia’s. / They’re hers. ___________________________________________________

2. Whose charger is that?

___________________________________________________

3. Whose headphones are those?

___________________________________________________

4. Whose laptop is that?

___________________________________________________

5. Whose desktop is that?

___________________________________________________

6. Whose digital camera is this?

___________________________________________________

AA

JOURNAL PROMPT Does anyone in your family have a special object or thing? Write about it. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 68

Student Book 3 RIGHT

Answer Key: L. 2. hers 3. ours 4. theirs 5. yours M. 2. Whose desktop computer is this? 3. Whose headphones are these? 4. Whose laptop is that? 5. Whose flash drives are those?

N. 2. That’s Ralph’s charger./That’s his. 3. These are my headphones./They’re mine. 4. That’s their laptop./It’s theirs.

5. That’s our desktop./It’s ours. 6. That’s your digital camera./It’s yours. intercambio.org/teachers

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L13 I HOPE I’LL HAVE A BETTER JOB By the end of the lesson, students will be able to: • Ask and talk about goals, plans, and hopes for the future using will and won’t 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 • Prepared chart for EXPANSION in Activity I • Ball or other soft item to toss for Pronunciation Activity • Completed chart of your own for Activity K Teacher notes: We’ve provided simple definitions for the vocabulary that may be challenging to explain for 3L students: • Hope: the feeling that you want something to happen 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 12 Teacher: Sudeep, tell me about your goals for learning English. How will your life improve after you graduate?

Sudeep: Well, teacher, I hope I’ll have a better job.

Teacher: What kind of job?

Sudeep: I want to work at the front desk in a hotel.

Teacher: That’s great. What else will change?

Sudeep: I hope I’ll be more fluent and more people will understand me.

Teacher: Yes, you are doing better every day!

Sudeep: Thank you, teacher.

Teacher: Those are great goals. I think you can do them!

82

Teacher Book 3 RIGHT

13

I HOPE I’LL HAVE A BETTER JOB Pre Pre Listening warm-up. Track 12: Why is Sudeep learning English?

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

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

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

graduate

hope

get a raise

have my own business

travel more

know more people

be retired

be more fluent

be more organized

make more money

v sound

Pronunciation The v sound: Place your top teeth on your bottom lip. Blow out air while using your voice (vocal cords).

Have students touch their throat to feel the vibration when they make this sound.

PRONUNCIATION A

Listen and repeat after your teacher. Practice the v sound and write three other v words you know. travel

very

1. ______________________

curve

curve

have

2. ______________________

3. ______________________ intercambio.org/students

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Answer Key: Pronunciation: Answers will vary.

intercambio.org/teachers

83

VOCABULARY PRACTICE

B B Complete the sentences. Use the words in the box. travel more

own her own business

get a raise

EE graduate

more fluent

more organized

1. He hopes he’ll be

2. He hopes he’ll

more fluent. __________________________________________

__________________________________________

3. They think they’ll

4. They’ll

__________________________________________

__________________________________________

FF

GG 5. She thinks she’ll

6. He’ll try to be

__________________________________________

__________________________________________

LISTENING

CC

Listen again to Track 12. Fill in the blanks to complete Sudeep’s goals.

• I hope I’ll have a (1) _______________job working at the front desk in a (2) _____________________. better • I hope I’ll be more (3) _________________ and more people will (4) _______________________ me.

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

How will

QUESTIONS improve change your life be different in five years?

What 70

be like

ANSWERS think

I’ll

have

a better job.

hope

I won’t

live

in the same house.

I

Student Book 3 RIGHT

D. FOCUS: Q&As in the future simple tense. We usually use “will” and “going to” interchangeably. However, we tend to use “will” for predictions that are less certain. In the negative, we use “will not” or “won’t.” “Think” is used when we believe that something will happen. “Hope” is used when we want something to happen but don’t know if it will. NOTE: Students learn “will” for things that are already planned in Lesson 14 of Book 3L. Now they are using it for predictions.

Answer Key: B. 2. get a raise 3. graduate 4. travel more 5. own her own business 6. more organized C. 2. hotel 3. fluent 4. understand 84

Teacher Book 3 RIGHT

13

GRAMMAR PRACTICE E. Read the instructions.

Explain that when using “will,” the contraction is made by adding “ll” to the pronoun. Ask students to share their answers.

EE

Circle the correct answers.

1. He got a raise! Now, he’ll / he won’t have more money.

2. She’s only 30. She’ll / She won’t retire for many years.

3. I’d love to be my own boss. I hope I’ll / I won’t have my own business someday.

4. They love their house. They think they’ll / they won’t live there for a long time.

5. We’ll / We won’t graduate this year. We still have two more years.

6. I don’t like to have a messy desk. I hope I’ll / I won’t be more organized at work this year.

FF

Complete the sentences. Use the words in parentheses.

I’ll be 1. I hope __________________ more fluent after five years. (I / be)

2. She thinks __________________ more friends in school. (she / make) 3. He hopes __________________ more money in the new year. (he / have) 4. I hope __________________ have bugs in the new apartment. (we / do not) 5. __________________ see him for a long time after he moves across the country. (They / will not) 6. __________________ retired in 15 years. (I / be)

G. EXPANSION: Do Conversation Rotation (see page 133). Have students line up across from each other to form two lines facing each other. Ask students to share a prediction or hope about their futures using the grammar structure. After one or two minutes, one line moves down one person so everyone has a new partner. Repeat until everyone has conversed with each other.

G G Answer the questions. Use the words in parentheses in your answer.

1. What will your life be like in 10 years? (new house) I’ll live in a new house in 1O years. ________________________________________________________________________________ 2. What will his English be like next year? (more fluent) ________________________________________________________________________________ 3. How will her life be different when she starts college? (not see family) ________________________________________________________________________________ 4. What will their time be like when the kids grow up? (more time) ________________________________________________________________________________ 5. What will our life be like after the new year? (own our own business) ________________________________________________________________________________ 6. How will your life be different at age 65? (be retired) ________________________________________________________________________________ intercambio.org/students

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Answer Key: E. 2. won’t 3. I’ll 4. they’ll 5. won’t 6. I’ll F. 2. she’ll make 3. he’ll have 4. we don’t 5. they won’t 6. I’ll be G. 2. He’ll be more fluent next year. 3. She won’t see her family when she starts college. 4. They’ll have more time when the kids grow up. 5. We’ll own our own business after the new year. 6. I will be retired. intercambio.org/teachers

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REAL LIFE / YOUR LIFE

II

I H Look at the chart about New Year’s Resolutions. Answer the questions. Discuss with a partner.

MOST COMMON NEW YEAR’S RESOLUTIONS Eat healthier Get more exercise Save (more) money Self-care (get more sleep) Read more Make new friends Learn a new skill Get a (new) job Take up a new hobby

H. Read the instructions.

Explain that they are not putting these in order, but ranking each one separately. EXPANSION: Write categories on board or post prepared chart.

While Jsome J students are sharing with their partners, have other students take turns writing their rankings next to the categories. Review the chart as a group.

No New Year’s resolutions Source: YouGov. Conducted December 2017

1. What percentage of people hope they’ll eat healthier?

37% of people hope they’ll eat healthier. ______________________________________________________________________________________

JK

2. Do more people hope they’ll make new friends or get more exercise? ______________________________________________________________________________________ 3. What is the least common resolution in the chart? ______________________________________________________________________________________ 4. Do more people hope they’ll save more money or read more? ______________________________________________________________________________________ 5. What percentage of people do not have a new year’s resolution? ______________________________________________________________________________________ 6. Did anything surprise you in this chart? ______________________________________________________________________________________

CULTURE TIP Every January, many people in the US make resolutions (goals) for the new year.

People want to improve their lives and decide to do things like get healthy, be more organized, or be a better friend. Do people in your native country make New Year’s resolutions?

72

Culture Tip Expand the conversation by asking Do you make resolutions? Do you remember any? How did they turn out?

Student Book 3 RIGHT

Answer Key: H. 1. 37% 2. More people hope they’ll get more exercise than make new friends. 3. Take up a new hobby. 4. More people hope they’ll save more money than read more. 5. 32% 6. Answers will vary.

86

Teacher Book 3 RIGHT

II

J. Explain how to read the chart. Have students work in pairs to answer the questions. Discuss the different ways that people believe Barbara’s life will be different.

JJ

13 Rank how important these things are to you. 1= very important, 5 = not important at all .

Share with a partner. ____ read more

____ get a new job

____ make new friends

____ start a new hobby

____ learn a new skill

____ eat healthier

____ get more sleep

____ get more exercise

____ save more money

_____ be more fluent in English

Look at Barbara’s resolutions for this year. Help fill in her chart.

TOPIC

RESOLUTIONS

RESULTS

Family

• help them with their homework

1. Her children will learn more.

Health

• exercise 3 times a week

2.

Job

• arrive at work on time every day

3.

J K Fill in the chart with your own resolutions for this year and the results you hope you’ll have.

K. Students fill in TOPIC RESOLUTIONS RESULTS information about their own resolutions and how Family 1. they think their lives will be different. Help with any new vocabulary.

Health 2.

Job

3.

Other

4.

CONNECT WITH CONVERSATION Conversation Students use their chart from Activity K. Show your prepared chart. Be sure your students ask you questions too.

Get to know a partner. Talk about:

• What they think they’ll do and how they think they’ll feel in the next year intercambio.org/students

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Answer Key: I. Answers will vary.

J. Answers will vary.

K. Answers will vary. intercambio.org/teachers

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HOMEWORK

ML

Lesson 13 • I Hope I’ll Have A Better Job

Complete the conversations. Use I’ll, you’ll, he’ll, she’ll, we’ll, they’ll, or won’t.

1. Q: What will she do next year? she’ll A: I think _____________ travel more.

3. Q: How will their life be different in two years?

A: ______________ own their own business.

5. Q: What won’t he do this summer?

A: ______________ go to classes this summer.

Pre Pre

2. Q: How will he change?

A: _____________ be more organized.

4. Q: How will our life be different next year?

A: I hope ____________ live in a new house.

6. Q: How will your life change this spring?

A: _____________ graduate in May.

NM Complete the conversation. Use words from the box.

Martha: Happy New Year, Fred!

get

Fred:

we’ll

Thanks, Mary. You too! What are your goals for this year?

Martha: Hmm…Well, I hope I’ll (1)________ make more friends and (2)______ to the gym more.

How about you?

Fred:

I hope I’ll (3) ___________ a raise this year so I won’t have to worry about money!

Martha:

I’m sure you (4)___________! You’re so hardworking.

Fred:

Thanks. Will you and your husband move to a new house this year?

won’t will make go

Martha: No, we (5)_____________. I think (6)__________ stay in the house we have now.

NN Match the questions to the answers. d How will your life be different next year?

1. _____

a. Teri thinks she’ll live in a new house.

2. _____ What will Teri’s life be like in 10 years?

b. I think we’ll travel more.

3. _____ What will your children’s lives be like when they grow up? c. I hope they’ll be happy.

4. _____ How will his life improve in three years?

d. I’ll make more money.

5. _____ What will our life be like after retirement?

e. He won’t have to work as much.

JOURNAL PROMPT What do you hope your life will be like in five years? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 74

Student Book 3 RIGHT

Answer Key: L. 2. He’ll 3. They’ll 4. we’ll 5. He won’t 6. I’ll M. 2. go 3. get 4. will 5. won’t 6. we’ll N. 2. a 3. c 4. e 5. b 88

Teacher Book 3 RIGHT

AA

L14 DID YOU FIND ANYTHING? By the end of the lesson, students will be able to: • Talk about shopping for gifts using something, anything, and nothing 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 • Two sheets of paper and two fly swatters for EXPANSION in Activity B (optional) • Prepared sequence cards or strips of paper of different procedures for Activity D (optional) • Prepared list of gifts for Activity J and/or Activity L Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Ask students if they have been shopping for gifts lately. Who were they shopping for? What did they buy? Review homework from last lesson.

Listening Track 13 1: Hey Carmela! Did you find anything for Kelsey’s baby shower?

Carmela: No, I didn’t find anything. Did you?

1: Not yet. Gracie and I went to a department store together, but there was nothing we could afford.

Carmela: Oh. I looked online, but I didn’t find anything.

1: Hmmm.... Maybe Gracie, you, and I should get a group gift. Want to?

Carmela: Sure! That would be great. When should we go shopping?

1: I can go tomorrow, can you?

Carmela: Yeah, that sounds good.

1: I’ll check with Gracie…. [phone noises/ringing].

1: Hey Gracie! Carmela and I want to go shopping tomorrow for Kelsey’s baby shower. Can you come?

Gracie: Yes, I can! What time?

1: Let’s all meet at 11:00.

Gracie: Sounds like a plan.

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14

DID YOU FIND ANYTHING? Pre Pre Listening warm-up. Track 13: What are they shopping for?

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

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

baby shower

housewarming

gift

a gift certificate

a watch

a group gift

flowers

chocolates

afford

sports equipment

a necklace

earrings

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

PRONUNCIATION A

Listen and repeat after your teacher. Circle the words with the z sound at the end.

Underline the words with the s sound at the end. certificates

earrings

gifts

affords

flowers

chocolates

showers

babies

weddings

groups

sports

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Pronunciation If the word has an “s” sound, it is called “voiceless.” This means that the vocal cords do not vibrate when you say the sound (for example the “s” sound in the word “ice.”) If the word has a “z” sound, it is called “voiced.” This means that the vocal cords vibrate when you make the sound (for example, the “z” sound in the word “eyes.”) For plurals and third person singulars, we pronounce the final “s” as z, s, or iz. It sounds like s after a voiceless consonant (vocal cords don’t vibrate): k, p ,t, f, th, etc. (cups, cats, backs). It sounds like z after a voiced consonant: g, r, l, m, n, b, d, v, etc. (dogs, cars, beds). It sounds like “iz” after s, z, sh, ch, j, etc. (buses, churches, wishes). You can tell if a sound is voiced or voiceless by putting your hand on your throat when you say the sound. If you feel your throat vibrate, the sound is voiced. If you do not feel a vibration, it is voiceless. All vowel sounds are voiced. See Pro Fun for more practice.

Answer Key: Pronunciation: Z SOUND: earrings, affords, flowers, showers, babies, weddings S SOUND: gifts, sports, chocolates, groups 90

Teacher Book 3 RIGHT

VOCABULARY PRACTICE B. NOTE: The way people respond is subjective and can be different for different cultures.

Be sure that students share how they’ve categorized the gifts and explain why.

BB Write a list of possible gifts for each occasion, using the words in the box. You can list the

EE

gifts more than once. books

earrings

a gift certificate

flowers

dishes

a card

chocolates

toys

furniture

a plant

a watch

sports equipment

HOUSEWARMING GIFTS

GRADUATION GIFTS

WEDDING GIFTS

BABY SHOWER GIFTS

dishes

FF

dishes

GG LISTENING

CC

D. FOCUS: Q&As using anything, something, nothing.

-Use anything with questions and negative answers. Use something with affirmative answers.

-Use nothing in negative answers.

Listen again to Track 13. Circle the correct answers. You can circle more than one name.

1. Who is having a baby shower?

a. Kelsey

b. Gracie

2. Where did he and Gracie go to look for a gift?

a. a department store

b. the mall

3. Where did Carmela look for a gift?

a. a department store

b. online

4. What did they decide to get Kelsey?

a. a gift certificate

b. a group gift

5. When are they going to go shopping?

a. today at 11 a.m.

b. tomorrow at 11 a.m.

HH

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

QUESTIONS

Did you find anything

76

ANSWERS

for Kelsey?

Yes,

I

bought

No,

I

didn’t find

No,

there

nice?

something online. anything.

was nothing on sale. wasn’t anything in her size.

Student Book 3 RIGHT

Answer Key: B. Answers will vary.

C. 2. a 3. b 4. b 5. b intercambio.org/teachers

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14

GRAMMAR PRACTICE

EE

FF

Match the parts of the sentence. e No, I didn’t find 1. _______

a. in my size.

2. _______ Yes, I bought

b. nothing on sale.

3. _______ No, there wasn’t anything

c. jacket.

4. _______ No, there was

d. something online.

5. _______ Yes, I found a

e. anything.

Complete the sentences. Use something, anything or nothing. something 1. Yes, I found ____________________________ at the mall.

2. No, she didn’t find ____________________________ online.

3. No, there was ____________________________ I could afford there.

4. Yes, he bought ____________________________ at the store.

5. No, there was ____________________________ on sale.

6. No, they didn’t see ____________________________ in their size.

G G Complete the responses with there was, there wasn’t or I didn’t.

Did you find anything? there was 1. No , ______________________ nothing in her size.

2. No, ______________________ anything in her size.

3. Yes, ______________________ something at the store she’ll like.

4. No, ______________________ find anything.

5. No, ______________________ nothing in the store I could afford.

6. Yes, ______________________ a card at the mall that was perfect!

7. No, ______________________ find anything in my size.

HH The underlined word is incorrect. Write the correct word on the line.

1. No, there wasn’t nothing we could afford.

anything ____________________________

2. No, there was anything to see at the museum.

____________________________

3. No, there was anything I liked to eat at the wedding.

____________________________

4. Yes, there wasn’t something to work on.

____________________________

5. Yes, there was anything at the store.

____________________________

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Answer Key: E. 2. d 3. a 4. b 5. c F. 2. anything 3. nothing 4. something 5. nothing 6. anything G. 2. there wasn’t 3. there was 4. I didn’t 5. there was 6. there was 7. I didn’t H. 2. wasn’t anything/was nothing 3. was nothing 4. was something 5. was something 92

Teacher Book 3 RIGHT

77

REAL LIFE / YOUR LIFE

II

JK

Look at the store directory. Answer the questions using something, anything or nothing.

Compare with a partner.

I. Show students the list you have prepared.

EXPANSION: Have students do Conversation Rotation on page 133.

Ask students to share one of their gift ideas.

STORE DIRECTORY

Store Name Bright Bouquets

Sarah’s Sparkles

Sports Stop

Cathy’s Corner

Description We can help you find the right gift for any occasion! We offer all kinds of flowers that can be accompanied by chocolates, toys, wine, and many other wonderful gifts.

At Sarah’s Sparkles we are passionate about unique designs. You’ll find a wide variety of earrings, necklaces, belts, purses, and more!

We offer an array of athletic clothing and equipment for sports fans, as well as adult and child athletes.

JL

Are you looking for just the right “something”? Look no further — we have the best in books, magazines, and paper gifts! There is truly something for everyone at Cathy’s Corner.

Bright Bouquets 1. Where do you think you’ll find something delicious? ________________________________________

2. Where can you find something for someone who likes to play soccer?___________________________ 3. Do you think there is anything to eat at Cathy’s Corner? ______________________________________ 4. Is there anything for pets at Sarah’s Sparkles? ______________________________________________ 5. Where can you find something that smells good?___________________________________________

IJ

Look at the store directory for 3 Winds Mall again. Think of three family members or friends.

Where do you think you’ll find something to give them? Share with a partner.

Person:

Person:

Person:

Store:

Store:

Store:

CULTURE TIP In the US, some people open gifts when they receive them instead of opening them later. It is common for people to give food and flowers or plants as gifts. Most people in the US also appreciate gift certificates. What kinds of gifts do people like to give and receive in your native country?

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Student Book 3 RIGHT

Answer Key: I. 2. You can find something at Sports Stop. 3. No, I don’t think there is anything to eat at Cathy’s Corner. 4. No, there is nothing for pets at Sarah’s Sparkles. 5. You can find something that smells good at Bright Bouquets.

J. Answers will vary. intercambio.org/teachers

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14 J K Role-play. You and your partner are buying gifts together for your friends that are

K. Explain how to read the charts. Have students work in pairs to answer the questions. See ENGAGEMENT AND EASY EXPANSIONS (INFO GAP) on page 134 or the extended explanation on P.21 (Activity I) of your teacher manual for detailed instructions.

graduating. Fold your paper in half on the dotted line. Partner A looks at one gift list and Partner B looks at the other. Ask your partner questions and write down what gifts you and your partner have for each person. If neither of you have found a gift, discuss what to get.

Partner A: Did you find anything for Ramona?

Partner B: Yes, I found something. I bought her a gold necklace. Did you find anything for Tony?

Partner A: PERSON Tony Ramona Jake Lilly Olga Farah

JL

Partner B: GIFT BOUGHT a tie

flowers a gift certificate to her favorite hair salon

PERSON Tony Ramona Jake Lilly Olga Farah

GIFT BOUGHT a gold necklace a book about grammar

a gift certificate to her favorite hair salon

L. Complete the chart with your own opinions.

Show it to your students.

Students will then fill in information about their own preferences. Help with any new vocabulary they need. NOTE: The important conversation here involves students’ opinions about what makes for a good gift for special occasions and to have a chance to explain their reasoning.

What do you think are good gifts for these occasions? Why? OCCASION birthday

GOOD GIFTS

WHY

books

I love to read. Books are interesting.

housewarming graduation retirement wedding anniversary

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Gifts they think are good for different occasions and why • The best gift they received • The worst gift they received and what they did • Gifts they think are good or bad for children and why intercambio.org/students

Answer Key: K. Answers will vary.

L. Answers will vary.

94

Teacher Book 3 RIGHT

79

Conversation Encourage students to use their chart from Activity L. Brainstorm with class about poor gift choices (e.g., a pet, etc.).

Be sure your students ask you questions too.

HOMEWORK

Lesson 14 • Did You Find Anything?

L M Complete the conversations with something, anything or nothing.

1. Q: Did you find anything for your mom? something at the mall.

A: Yes, I found ________________

3. Q: Did they have anything at the store that you liked?

Pre Pre

2. Q: What did you find for Alma’s birthday?

A: I didn’t find ________________________.

4. Q: Did you find some pants?

A: No, there was ________________ in my size.

A: No, I didn’t find __________ I could afford.

5. Q: Does she have anything for the baby shower?

A: Yes, she bought ___________________ online.

6. Q: Did they find anything at the garage sale?

A: No, there wasn’t ______________ they liked.

MN Complete the conversation. Write the correct words.

Joe:

Are Hi, Thalia. (1)____________ Are / Do you going to the birthday party this weekend?

Thalia: Yes, I (2)____________ am / do! Did you (3)_______________ buy / bought a gift yet?

Joe:

No. I (4)_______________ going / went to the store but I didn’t find (5)______________ something / anything.

Thalia: Maybe you can find (6)__________________ something / anything online.

Joe:

That’s a good idea. I was surprised there was (7)___________________ anything / nothing I liked at the store.

Thalia: I went to the mall too, but there (8)___________ wasn’t / was anything I liked that I could afford.

Let’s do a group gift.

Joe:

AA

Okay. I’ll look for (9)___________________ something / anything online tonight!

JOURNAL PROMPT Which do you like better: giving gifts or receiving gifts? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 80

Student Book 3 RIGHT

Answer Key: M. 2. anything 3. anything 4. nothing 5. something 6. anything N. 2. am 3. buy 4. went 5. anything 6. something 7. nothing 8. wasn’t 9. something

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L15 THANK YOU SO MUCH By the end of the lesson, students will be able to: • Express gratitude and thankfulness 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) • Index cards for pronunciation EXPANSION (optional) • Prepared sequence cards or strips of paper of different procedures for Activity D (optional) • Bring paper for EXPANSION in Activity G (optional) • Sticky notes and two large pieces of paper for EXPANSION in Activity K (optional) • Prepared paper or tents for EXPANSION in Activity L Teacher notes: Read ahead for Lesson 16—Final Review and Progress Check. Prepare how you will lead the Final Review and give the Progress Check. Consider assigning the self-reflection in the Student Book as homework, in addition to the regularly assigned homework at the end of Lesson 15.

We’ve provided simple definitions for the vocabulary that may be challenging to explain for 3L students: • Support: to help someone; to give someone money • Encourage: to give someone hope 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 14 Teacher: Marta, you are a wonderful student! Thank you for always coming to class and for doing your homework.

Marta: Thank you, teacher, for teaching me and for encouraging me. And thank you for believing in me. You are so supportive.

Teacher: I do believe in you! Thank you also for being kind to the other students.

Marta: Of course! I really like my classmates.

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Teacher Book 3 RIGHT

15

THANK YOU SO MUCH! Pre Pre Listening warm-up. Track 14: Is Marta a good student?

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

VOCABULARY WORDS & PHRASES

A A Repeat after your teacher.

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

support me / your support

help me / your help

encourage me / your encouragement

be kind to me / your kindness

believe in me / your belief in me

teach me / your teaching

correct me / your corrections

be grateful

appreciate

gratitude

th sound

PRONUNCIATION A

Listen and repeat after your teacher.

Practice the th sound. Touch the word you hear. thank

faith

both

thought

thigh

tank

fate

boat

taught

tie

thank

t sound

tank

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Pronunciation The th sound: Put the tip of your tongue between your front teeth. Blow out air. Let students look in the mirror at the shape of their mouths. Say words and have students repeat multiple times. See Pro Fun for more practice. NOTE: Be sure to vary the order in which you say the words. Walk around the room to make sure students are touching the correct word. EXPANSION: As a way to easily see that students are hearing the correct sound, instead of having students touch the word in their book, give each student two sets of index cards—a TH card, and a T card. Ask them to hold up the appropriate card as you say the word.

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VOCABULARY PRACTICE

B B Complete the thank you note.

teaching believe appreciate correct

Dear Teacher, __g___ me. __a__ch__in te Thank you for (1) ____ _______________ in me __ )__ (3 s ay alw u yo at th _ __ __ I (2) __________ ur __ my mistakes. I learn a lot in yo __ __ __ __ __ __ __ __ __ __ __ ) (4 and English now. class and can say more things in _________!

Thank you for your (5) __________ W ith (6)__________________, G ita Your st udent

gratitude support

LISTENING

CC

Listen again to Track 14. Circle the correct answer.

1. Marta always does her homework.

TRUE

FALSE

2. Her teacher thanked Marta for coming to class.

TRUE

FALSE

3. Marta thanked her teacher for correcting her.

TRUE

FALSE

4. Marta thinks her teacher is supportive.

TRUE

FALSE

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

Thank you for

TIP: belief in me = believing in me

inviting

me.

supporting

us.

encouraging

him/her. them.

Thank you for

the invitation.

I appreciate

your support.

I’m grateful for

his encouragement.

82

Student Book 3 RIGHT

Answer Key: B. 2. appreciate 3. believe 4. correct 5. support 6. gratitude C. 2. TRUE 3. FALSE 4. TRUE

98

Teacher Book 3 RIGHT

B. First, have students work E E Then have individually. them compare their answers in pairs/ groups.

Finally, go through the answers together.

FF

GG C. EXPANSION: Have students correct the false statements.

GH D. FOCUS: The use of gerund (verb+ing) and nouns in thank you statements. A gerund always functions as a noun, although it looks like a verb with an -ing ending. NOTE: When “thanks for” is followed by a verb, we use the -ing form. When “thank you for” is followed by a noun, we add an article (the) or a possessive pronoun (your, his).

15

GRAMMAR PRACTICE

EE

FF

Circle the correct word.

1. Thank you for inviting / invitation me to the party.

2. I appreciate your supporting / support.

3. He is grateful for your kindness / kind.

4. Thank you for believe / believing in us.

5. I appreciate your encouraging / encouragement.

6. Thank you for correct / correcting me.

7. Thank you for spend / spending time with me.

8. She is grateful for the inviting / invitation.

Complete the sentences with me, him, her, us, or them. us 1. We loved coming to your party. Thank you for inviting ____________ .

2. She appreciates your help. Thank you for supporting ____________ .

3. You always tell me I can do it. Thank you for believing in ____________ .

4. He loves being with you. Thank you for spending time with ____________ .

5. You are always nice to Suzy and Jane. Thanks for being kind to ____________ .

6. I am grateful for your encouragement. Thank you for encouraging ____________ .

7. We appreciate your classes. Thank you for teaching ____________ .

G G Complete the sentences. Use the correct form of the words in parentheses.

G EXPANSION: Have students write thank you cards to someone they know. Ask each student to share their card with a partner.

encouragement . (encourage) 1. Thank you for __________________ encouraging me. / Thank you for your _____________________

2. Thank you for _________________ her. / Thank you for your ____________________. (support) 3. Thank you for the ____________________. / T hank you for _____________________ me. (invite) 4. Thank you for _____________________ my homework. / Thank you for the _____________________ on my homework. (correct) 5. Thank you for your ___________________. / Thank you for ____________________ them. (help) 6. Thank you for _________________ in me. / Thank you for your _________________ in me. (believe)

G H Write complete sentences to thank someone in each situation.

1. your teacher always prepares for class Thank you for always preparing for class. ________________________________________________________________________________

2. your friend cooks a special dinner for you ________________________________________________________________________________ 3. a co-worker helped you with a big project ________________________________________________________________________________ 4. your teacher encourages you to keep studying English ________________________________________________________________________________ 5. a family member bought you a nice gift ________________________________________________________________________________ intercambio.org/students

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Answer Key: E. 2. support 3. kindness 4. believing 5. encouragement 6. correcting 7. spending 8. invitation F. 2. her 3. me 4. him 5. them 6. me 7. us G. 2. supporting/support 3. invitation/inviting 4. correcting/corrections 5. help/helping 6. believing/belief H. 2. Thank you for cooking a special dinner for me. 3. Thank you for helping me with the big project. 4. Thank you for encouraging me to keep studying English. 5. Thank you for the nice gift. intercambio.org/teachers

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REAL LIFE / YOUR LIFE

HI

Look at Ernesto’s homework. Answer the questions.

Write about people and things in your life that you are grateful for.

HJ

1. Who is Ernesto thankful for?

__________________________________________________

2. Why does he appreciate his mother?

__________________________________________________

3. What else is he thankful for?

__________________________________________________

4. Why is he thankful for it?

__________________________________________________

I. I K Have each EXPANSION: student share with a partner whom they are thankful for and why.

Role-Play: Choose one of the situations below and practice saying “thank you” to a partner. Switch roles and practice another situation.

You are leaving your coworker’s home after a dinner party.

The meal was delicious.

You give your friend a gift because they picked up your child from school for a week.

CULTURE TIP Many people in the US write “thank you” notes to friends, colleagues, and business partners after they receive gifts, when someone does them a favor, or after a job interview. Sometimes people write notes by hand, send emails or texts, or make phone calls. Is it common for people to send thank you notes in your native country?

84

Your friend brought you soup because you were sick with a cold and fever.

IL

Culture Tip Read the tip. Do you express gratitude by writing thank you notes?

Have you ever received a thank you note? How did it make you feel to receive it?

Student Book 3 RIGHT

Answer Key: I. 1. He is thankful for his mother. 2. He appreciates her because she encourages him and loves him. 3. He’s thankful for his car. 4. It’s safe and reliable.

J. Answers will vary.

100

Teacher Book 3 RIGHT

K. EXPANSION: Write the following categories on board or on two large pieces of paper: “For You,” “For Others.”

Give students two sticky notes. First ask them to write their names on the notes.

Then ask them to write something they do for themselves to show gratitude on one note and something they do or have done for others to show gratitude on the other note.

Have students stick their notes under the appropriate headings.

To incorporate conversation, have students pick random notes from each heading. Then ask them to share what they have picked, either with a partner or with the class. Example: Nora writes in a gratitude journal. Jack gave a gift to his sister.

15

I K Read about ways to be thankful and have gratitude. Circle True or False.

How to Have an Attitude of Gratitude There are many ways to be more thankful in our daily life. Studies show that grateful people are healthier physically, mentally, and emotionally. They also make friends more easily and can express thankfulness in many different ways. Below are some ways to have an attitude of gratitude: FOR YOU • Start your day by thinking about things you are thankful for • Start a gratitude journal • Say out loud the things you are thankful for • Think about the things you like about yourself and are grateful for • Take time during your day to think about something in your city that you are thankful for • End your day by expressing gratitude for the big and small things that happened

FOR OTHERS • Write someone a thank you note • Give a small appreciation gift or gift certificate • Be kind to someone who is sad or stressed • Help someone with something • Support someone by being with them or doing something they like to do • Encourage someone by telling them something they are good at • Give a hug or high five

1. Grateful people are healthier.

2. Grateful people can make friends easily.

3. Saying out loud what you are thankful for can help.

4. You can show others you’re grateful by encouraging them.

5. You can be more thankful by reading someone’s journal.

6. You can show others you’re thankful by helping them with something.

7. Circle your favorite ideas in the chart and share with a partner.

TRUE TRUE TRUE TRUE TRUE TRUE

FALSE FALSE FALSE FALSE FALSE FALSE

I L Read about different ways to show gratitude. Circle the two that you appreciate the most.

1. when a friend spends time with me even if they have a lot to do 2. when someone corrects my English and tells me how to say something better 3. when someone gives me a card or gift 4. when someone invites me to a party at their home 5. when someone gives me a compliment 6. other: __________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • How they like to give and receive gratitude • What they are really grateful for in their life • What you appreciate about your partner/teacher intercambio.org/students

85

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

Answer Key: K. 2. TRUE 3. TRUE 4. TRUE 5. FALSE 6. TRUE 7. Answers will vary.

L. Answers will vary. intercambio.org/teachers

101

HOMEWORK

Lesson 15 • Thank You So Much!

J M Complete the sentences. Use the correct form of the words in parentheses. supporting 1. They appreciate your _____________________________ them. support 2. They appreciate your______________________________.

3. Thank you for ________________________________________ me.

4. Thank you for your ____________________________________.

5. He appreciates the ____________________________________.

6. Thank you for ________________________________________ him.

7. Thank you for _______________________________ my English 8. Thank you for the ____________________________ to my English.

9. We appreciate your ______________________.

10. We appreciate your _____________________ us.

(support) (encourage) (invite)

(correct)

M. NOTE: We have chosen to teach the possessive pronoun in this construction (They appreciate your supporting them), but the object pronoun is commonly used in informal speech (They appreciate you supporting them).

(help)

K N Complete the conversation. Use the correct form of the word in parentheses.

Laura: Hi, Nora. I just wanted to thank you for 1) _____________ (make) dinner with me last night.

Nora: No problem. I love 2)___________________________ (spend) time with you. making Laura: I really appreciate your (3)_____________________________ (support).

Nora: Of course!

Laura: If you need help next week, please let me know.

Nora: I will. You know, I would love to have your help shopping for a new dress to wear to the party next weekend.

Laura: Sure! That sounds fun. Let me know when you want to go.

Nora: Great! Thank you for (4)______________________________ (come) with me!

L O What are you most grateful for in your English class? Rank them from 1 (most) to 7 (least). ______ time practicing conversation

______ listening activities

______ corrections

______ reading activities

______ talking about culture

______ other idea: _________________________________

______ my teacher’s encouragement

JOURNAL PROMPT Write about people or things in your life that you are grateful for and why. ____________________________________________________________________________ ____________________________________________________________________________ 86

Student Book 3 RIGHT

Answer Key: M. 3. encouraging 4.encouragement 5. invitation 6. inviting 7. correcting 8. corrections 9. help 10. helping N. 2. spending 3. support 4. coming O. Answers will vary.

102

Teacher Book 3 RIGHT

L16 REVIEW & PROGRESS CHECK Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow enough time for your students to work uninterrupted on the Progress Check.

• Adapt Lesson 16 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the Review in one class and the Progress Check in another.

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 pull students out for the oral section individually.

• Explain to the students that you will play the listening only 3 times (no exceptions). If in a class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity.

• Read the instructions together as you would in a normal lesson.

Listening: Track 15 Anita: Hey Maria and Jon! Ready to go shopping?

Maria and Jon: Yeah!

Anita: Great. I brought us coffee.

Jon: Whose coffee is this?

Maria: That’s mine. I don’t like milk.

Anita: This one’s yours, Jon. Jon: Thanks.

Maria: I was thinking we should get a plant for Song’s housewarming party. What do you think?

Anita: Hmmm, that’s a good idea, or maybe a candle.

Jon: There are plants over there.

Maria: This cactus is on sale.

Anita: Okay. Let’s compare prices with some of the other plants.

Jon: This one is 50% off and it has pretty flowers.

Maria: I like that one.

Anita: Me too. Do you want to get a candle and maybe a small gift card also? We could do a group gift.

Jon: Yeah, that’s a good idea!

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 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., 17/18 points).

Multiply number of correct answers by 2 for final score out of 100.

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16

REVIEW & PROGRESS CHECK 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)

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

o talk about emergency situations (Lesson 3) o share 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) o talk about things I’m interested in (Lesson 10) o talk about jobs and volunteer positions (Lesson 10) o ask how to make something (Lesson 11) o tell someone step-by-step how to do something (Lesson 11) o talk about things that belong to me and others (Lesson 12) o ask other people about things they own (Lesson 12) o talk about how I think my life will change in the future (Lesson 13) o ask someone about their hopes and dreams for the future (Lesson 13) o what I will buy or bring to a party or an event (Lesson 14) o Thank others for the ways they’ve supported or encouraged me (Lesson 15)

Answer the questions.

Generate a list of responses to these two questions on the board.

1. What is one thing you can do now? _________________________________________________________________________________ 2. Write two questions you know how to ask. a. ___________________________________________________________________________ b. ___________________________________________________________________________ intercambio.org/students

104

Teacher Book 3 RIGHT

87

EC

REVIEW & PRACTICE

A A Circle an item from the box below. Write the steps to do that thing (first you, then you, next, A. Model this activity first.

finally). Read the steps to your partner and see if they can guess your item.

Things to do or make: make your favorite meal

change a tire

withdraw money from your bank

buy a house

bake something

throw a party

make an appointment

your idea: ______________

1. ___________________________________________________________________

First, you Then, you

2. ___________________________________________________________________

Next, you Finally, you

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

6. ___________________________________________________________________

7. ___________________________________________________________________

B B Look at the sentences. Correct the mistake. Write the correct word on the line.

1. No, there was anything I liked to eat at the wedding.

nothing _______________________________

2. Yes, I found anything for the party at the store.

_______________________________

3. No, there isn’t nothing to eat.

_______________________________

4. Yes, I’m sure there’s anything in the store she’ll like.

_______________________________

5. No, there wasn’t nothing he could afford there.

_______________________________

88

ED

Student Book 3 RIGHT

Answer Key: A. Answers will vary.

B. 2. something 3. anything 4. something 5. anything intercambio.org/teachers

105

EC

16 1

Complete the crossword puzzle.

i

C. The first letter of each word has been filled in to help students get started.

2

h

3

r

e

l

i

a

b

l 6

4

5

o

e

7

g

b

8

g

9

c

10

o

ACROSS

DOWN

3. Consistent and responsible 5. You can plug your cell phone into an ________________________________ 6. You show this when you are thankful 9. When students make mistakes, teachers make ___________________________ 10. The opposite of messy

1. After you apply for a job, they may ask you to come for an ____________________.

2. A party for someone who recently bought a home 4. Jewelry for your ears 7. Yellow soft spread for toast 8. A future purpose, personal or professional

E D Answer the questions. Use the correct form of the words in parentheses.

1. Whose laptop is this?

It’s hers. ___________________________________________________ (she)

2. Whose wallet is this?

___________________________________________________ (I)

Me 3. Whose video games are these?

___________________________________________________ ( they)

4. Whose cell phone is that?

___________________________________________________ (he )

5. Whose headphones are those?

___________________________________________________ (they) intercambio.org/students

89

Answer Key: C. Across: 3. reliable 5. outlet 6. gratitude 9. corrections 10. organized Down: 1. interview 2. housewarming 4. earrings 7. butter 8. goal D. 2. It’s mine. 3. They’re theirs. 4. It’s his. 5. They’re theirs.

106

Teacher Book 3 RIGHT

FE

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.

Ways of saying “thanks” 100 Thank you for (support) me.

200 Thank you for your (help).

Parties, ceremonies and events 100

What will you do…?

Parts of a car

For or to?

-ing vs. -ed endings

100

100

100

100

This party is for the day you were born.

if the power goes out?

This makes your car stop.

Appointment ___________

The movie made him feel (bore).

200

200

get a flu shot

This event if your fridge is when you stops working? finish a class or school.

200

200

200

You use these at night.

Appointment ___________

We are (retire).

We don’t work anymore.

a physical

300

300

300

300

300

300

Thank you for (correct) me.

This ceremony is for two people coming together.

if your car breaks down?

There are four of these.

Need __________

Working nights makes him feel (tire).

400

400

400 Thank you for your (believe) me.

500 What is another word for thankful?

pick up a prescription

This event is if you get a pay when someone raise? dies.

500

500

400

400

400

A word for a car, truck, or van

Looking __________

He was an (encourage) teacher.

500

500

500

Appointment

I am (excite).

This event is to if there is a Another way raise money. weather storm? to say your car broke down is to say “It ____________.

something

AA

BB

___________ change the tires

CC

My points: ___________________________ Notes:

90 Student Book 3 RIGHT E. Group: Break your class up into two or more teams. Give each team a chance to pick a category. Give 1-3 minutes for teams to answer or look up correct answers. Have all teams looking up or thinking of an answer at the same time. If one team gets the answer wrong, ask another group for their answer. You can give points to the team that answers correctly.

If a team gets an answer correct, they can choose the next category in any order.

You can X/mark off questions after a team has asked them or, for further review, you can have each group answer even if the first group answers correctly.

One-on-One: Play the game with your student and take turns reading the categories and answering them in any order.

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

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107

16

PROGRESS CHECK My score________/ 100

A A Listen to Track 15. Circle the correct answer. (2 points each) 1. Anita brought coffee / water for Jon and Maria.

2. Maria doesn’t like milk / sugar in her coffee.

3. They are buying a gift for Song’s baby shower / housewarming party.

Answer Key: 2. milk 3. housewarming party 4. plant 5. group gift

4. They compared prices for a candle / plant.

5. They want to buy a group gift / gift certificate.

B. Say Now you will work alone.

B B Circle the correct answer. (1 point each) 1. I need to find anything / something for my cousin. He likes to go camping.

2. There was nothing / anything on sale, so I went to another store.

3. Did you find anything / nothing for Jennifer?

4. If they don’t do nothing / anything, our electricity won’t come back on.

5. He has anything / nothing to eat!

6. Her wallet was stolen while we were walking, but we didn’t see anything / nothing.

goes out 1. If his power _____________________ (go out), he’ll call the electric company.

2. She’s passionate about _____________________ (help) people.

3. He was _______________________(bore) at the movies.

4. I’d like to ___________________ (make) an appointment for a physical.

5. While Tim was _____________________ (drive) to work, he got a flat tire.

6. Finally, you ______________________ (put) the pan in the oven.

108

Teacher Book 3 RIGHT

intercambio.org/students

Answer Key: 2. nothing 3. anything 4. anything 5. nothing 6. anything

C. Answer Key: 2. helping 3. bored 4. make 5. driving 6. put

C C Write the correct form of the verb in the blank. (1 point each)

________/ 18

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

91

D. Answer Key: 1. 2 2. 6 3. 5 4. 4 5. 3 6. 1

D D Number the steps to make a grilled cheese sandwich. (1 point each) 1. Step _______ Next, slice the bread. You can spread butter on the bread if you like.

2. Step _______ Finally, cut in half and enjoy!

3. Step _______ Then, grill the other side for five minutes.

4. Step _______ Then, put the sandwich in the pan and grill one side for five minutes.

5. Step _______ After that, slice the cheese and put it between two pieces of bread.

1 6. Step _______ First, put a teaspoon of oil in a pan and heat.

E. Answer Key: F E Write sentences about the items people own. Use the words in parentheses to help. (2 points each) 2. These headphones are theirs.

That laptop is hers.

1. ________________________________________________________ (that / laptop / she) 3. Those board games are 2. ________________________________________________________ (these / headphones / they) ours.

4. This wallet is his.

3. _________________________________________________________ (those / board games / we) 5. That car is mine.

F. Answer Key: 2. she’ll 3. surprised 4. Those 5. tired of 6. retire 7. This 8. lost 9. appreciate 10. was driving G. Say Activity G is about speaking English. Say I will ask you a question.

You will answer. For example, How are you?

(Elicit response.)

Follow with Questions 1-5 in box below.

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.

4. _________________________________________________________ (this / wallet / his) 5. _________________________________________________________ (that / car / me)

F F Circle the correct word. (1 point each) 1. Thank you for / to inviting me.

2. She hopes she’d / she’ll live in a new house.

3. They were really surprised / surprising at the party.

4. Those / That flash drives are Manuel’s.

5. I’m tired of / tiring my job.

7. This / These charger is Marcie’s.

9. I appreciate / appreciating your support.

GG

6. We hope we’ll retired / retire in five years.

8. Frank lose / lost his keys.

10. His taillight went out while he was driving / drove to work.

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

92

Teacher Notes

1. 0

1

2

Lesson 10:

2.

0

1

2

Lesson 13:

3. 0

1

2

Lesson 5:

4. 0

1

2

Lesson 10:

5. 0

1

2

Lesson 4:

Student Book 3 RIGHT

________/ 32

1. What are you good at?

2. How will your life be different in 5 years?

3. What will you do if the power goes out?

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 why I’m interested in teaching. [Why are you interested in teaching?/Why do you like teaching?]

5. I was late to class. Ask me why. [Why are you late?/Why were you late?] intercambio.org/teachers

109

QUICK REFERENCE GUIDE Regular Verbs I Know Present

Simple Past

tire of

tired of

want

wanted worked

add

added

work

appreciate

appreciated

phrasal verb

bake

baked

believe

believed

call

called

carry

carried

be

was

change

changed

buy

bought

collect

collected

come

came

compare

compared

do

did

cook

cooked

eat

ate

encourage

encouraged

fall

fell

exercise

exercised

forget

forgot

excite

excited

find

found

happen

happened

get

got

help

helped

give

gave

hope

hoped

go

went

improve

improved

grow

grew

interest

interested

have

had

invite

invited

hear

heard

learn

learned

know

knew

like

liked

leave

left

load

loaded

lose

lost

look

looked

make

made

measure

measured

pay

paid

mix

mixed

read

read

open

opened

ride

rode

organize

organized

say

said

pick up

picked up

see

saw

play

played

spend

spent

preheat

preheated

steal

stole

return

returned

take

took

save

saved

take out

took out

separate

separated

teach

taught

start

started

tell

told

stir

stirred

think

thought

supported

phrasal verb

support

Irregular Verbs I Know Present

Simple Past

Pronouns Subject Pronoun

Object Pronoun

Possessive Adjective

Possessive Pronoun

I

me

my

mine

you

you

your

yours

we

us

our

ours

he

him

his

his

she

her

her

hers

they

them

their

theirs

110

Teacher Book 3 RIGHT

VOCABULARY WITH STRESS AND COLOR VOWEL® SOUNDS Vocabulary

Color Vowel® Chart

Lesson 1: Where Do You Play Soccer?

forget

RED PEPPER

depressed

RED PEPPER

give

SILVER PIN

depressing

RED PEPPER

jewelry

BLUE MOON

excited

WHITE TIE

keys

GREEN TEA

exciting

WHITE TIE

know

ROSE BOAT

fundraiser

CUP OF MUSTARD

baseball

GRAY DAY

biking

WHITE TIE

board games

ORANGE DOOR/ ROSE BOAT + R

camping

BLACK CAT

leave

GREEN TEA

funeral

BLUE MOON

cards

OLIVE SOCK/ AUBURN DOG + R

lost

OLIVE SOCK/ AUBURN DOG

graduation

GRAY DAY

interested

SILVER PIN

BLACK CAT

say

GRAY DAY

interesting

SILVER PIN

fishing

SILVER PIN

see

GREEN TEA

surprised

WHITE TIE

football

WOODEN HOOK

steal

GREEN TEA

surprising

WHITE TIE

go

ROSE BOAT

take

GRAY DAY

wedding

RED PEPPER

hiking

WHITE TIE

wallet

jogging

OLIVE SOCK/ AUBURN DOG

OLIVE SOCK/ AUBURN DOG

Lesson 4: Why Were You Late?

applicable

BLACK CAT or SILVER PIN

piano

BLACK CAT

battery

BLACK CAT

available

GRAY DAY

shopping

OLIVE SOCK/ AUBURN DOG

brakes

GRAY DAY

cancel

BLACK CAT

break down

BROWN COW

skiing

GREEN TEA

change

GRAY DAY

change

GRAY DAY

confirmation

GRAY DAY

soccer

OLIVE SOCK/ AUBURN DOG

charge

OLIVE SOCK + R

flu shot

BLUE MOON

die

WHITE TIE

physical

SILVER PIN

engine

SILVER PIN/ RED PEPPER

reminder

WHITE TIE

Lesson 2: Which One Is the Best Deal?

go out

BROWN COW

reschedule

RED PEPPER

brand

BLACK CAT

headlights

RED PEPPER

vaccination

GRAY DAY

buy

WHITE TIE

repairs

GRAY DAY + R

Lesson 10: I’m Passionate about Helping People

compare

GRAY DAY + R

taillights

GRAY DAY

about

BROWN COW

deal

GREEN TEA

tires

WHITE TIE + R

customer service

PURPLE SHIRT

discount

SILVER PIN

vehicle

GREEN TEA

good at

WOODEN HOOK

fifty

SILVER PIN

Lesson 5: What Will You Do?

interested

SILVER PIN

free

GREEN TEA

able to

GRAY DAY

interview

SILVER PIN

generic

GRAY DAY + R

cable

GRAY DAY

mission

SILVER PIN

get

RED PEPPER

come back on

motivated

ROSE BOAT

half

BLACK CAT

OLIVE SOCK/ AUBURN DOG

passionate

BLACK CAT

high

WHITE TIE

position

SILVER PIN

low

ROSE BOAT

reliable

WHITE TIE

name

GRAY DAY

tired of

WHITE TIE

off

OLIVE SOCK/ AUBURN DOG

dancing

tennis

SILVER PIN

video games

SILVER PIN

electricity

SILVER PIN

flashlight

BLACK CAT

freeze

GREEN TEA

heat

GREEN TEA

problem

on

OLIVE SOCK/ AUBURN DOG

OLIVE SOCK/ AUBURN DOG

raise

one

CUP OF MUSTARD

spoil

organic

BLACK CAT

Lesson 6: It Was Interesting

percent

RED PEPPER

bored

prices

WHITE TIE

sale

GRAY DAY

save unit

Lesson 11: First, You Preheat the Oven add

BLACK CAT

GRAY DAY

baking soda

GRAY DAY

TURQUOISE TOY

butter

CUP OF MUSTARD

cup

CUP OF MUSTARD

ORANGE DOOR/ AUBURN DOG + R

half

BLACK CAT

measure

RED PEPPER

boring

ORANGE DOOR/AUBURN DOG + R

mix

SILVER PIN

GRAY DAY

ceremony

GRAY DAY + R

preheat

GREEN TEA

BLUE MOON

confused

BLUE MOON

pour

ORANGE DOOR/ ROSE BOAT + R

confusing

BLUE MOON

Lesson 3: What Happened to My Wallet? find

Lesson 7: I’d Like to Change My Appointment

WHITE TIE

intercambio.org/teachers

111

put

WOODEN HOOK

housewarming

BROWN COW

stir

PURPLE SHIRT

necklace

RED PEPPER

tablespoon

GRAY DAY

shower

BROWN COW

take out

BROWN COW

sports

ORANGE DOOR

teaspoon

GREEN TEA

three-fourths

ORANGE DOOR/ AUBURN DOG + R

watch

OLIVE SOCK/ AUBURN DOG

two-thirds

PURPLE SHIRT

Lesson 15: Thank You So Much! appreciate

GREEN TEA

Lesson 12: Whose Charger Is This?

believe

GREEN TEA

camera

BLACK CAT

correct

RED PEPPER

charger

OLIVE SOCK + R

encourage

PURPLE SHIRT

computer

BLUE MOON

grateful

GRAY DAY

desktop

RED PEPPER

gratitude

BLACK CAT

digital

SILVER PIN

help

RED PEPPER

flash drive

BLACK CAT

kind

WHITE TIE

headphones

RED PEPPER

keep track of

BLACK CAT

support

ORANGE DOOR/ AUBURN DOG + R

laptop

BLACK CAT

teach

GREEN TEA

mouse

BROWN COW

outlet

BROWN COW

Infinitive = to + verb to walk

plug in

CUP OF MUSTARD

tablet

BLACK CAT

wireless

WHITE TIE

Lesson 13: I Hope I’ll Have a Better Job business

SILVER PIN

fluent

BLUE MOON

get

RED PEPPER

graduate

BLACK CAT

hope

ROSE BOAT

make

GRAY DAY

money

CUP OF MUSTARD

more

ORANGE DOOR/ AUBURN DOG +R

organized

ORANGE DOOR/ AUBURN DOG +R

own

ROSE BOAT

raise

GRAY DAY

retired

WHITE TIE + R

travel

BLACK CAT

Lesson 14: Did You Find Anything? afford

ORANGE DOOR/AUBURN DOG +R

baby

GRAY DAY

certificate

SILVER PIN

chocolates

OLIVE SOCK/ AUBURN DOG

earrings

GREEN TEA + R

equipment

SILVER PIN

flowers

BROWN COW

gift

SILVER PIN

group

BLUE MOON

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Base form = verb in the most basic form Walk Gerund= verb + ing. The gerund always works as a noun.

Walking is quicker than driving.

Phrasal verb = verb + preposition.

These usually have a different meaning than the verb alone.

I work every day = I go to my job every day.

I work out every day = I exercise every day.

Modal verb = a special kind of verb that we use to talk about certainty, advice, possibility, ability and others.

I can work every day = I have the ability I should work every day = it’s a good idea if I work every day Simple Present Base form of verb (+s with he/she/it) I walk to school every day.

She walks to school on Tuesdays.

We use the simple present for repeated actions or habits.

Present Continuous Correct form of be + base form + ing He‘s walking to school right now.

We use the present continuous to talk about an action taking place right now.

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

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

Simple Past Base form + -ed I walked yesterday.

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

Past Continuous Past form of be + base form + ing He was walking to school yesterday.

We use the past continuous to talk about an action taking place at a certain time in the past.

Future with going to Present tense of be + going to + base form of verb I’m going to walk to work next week.

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

Future with will will + base form of verb I will walk to work next week.

We use will to talk about actions in the future or offers. We use will for predictions, promises and when we have not made specific plans.

COLOR VOWEL® WORDS Write words you learn in the correct Color Vowel® Box below. Underline the stressed syllable.

GREEN TEA

WHITE TIE

SILVER PIN

PURPLE SHIRT

GRAY DAY

OLIVE SOCK

RED PEPPER

BLACK CAT

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TURQUOISE TOY

BLUE MOON

CUP OF MUSTARD

WOODEN HOOK

AUBURN DOG

ROSE BOAT

ORANGE DOOR

BROWN COW

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CONVERSATION PRACTICE USING LANGUAGE TOOLS Lesson 1 When do you go hiking?

What kinds of activities do you like to do?

Do you like to play board games?

Are you going to go fishing?

I go on weekends.

I like to play cards and go skiing.

Yes, I do.

No, I’m not.

Lesson 2 Which is the best deal?

Do you compare prices when you go shopping?

Lesson 3 What happened to your wallet?

Did you leave it in your car?

Did they return it?

Have you lost something before?

Lesson 4 While I was driving to work, She got rained on

The generic one is the best deal.

The generic one is as good as the name brand one.

Yes, I do.

Someone stole it.

No, I didn’t.

Yes, they did.

Yes, I have.

I got a flat tire. while she was walking to the library.

Lesson 5 What will you do if the power goes out?

If my power goes out, I’ll call the electric company.

If our power goes out, we won’t be able to cook.

Lesson 6 The vacation was exciting.

The funeral was depressing.

I was excited.

I was depressed.

Lesson 7 How can I help you?

I’d like to make an appointment for a physical.

I’d like to make an appointment to get a haircut.

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Lesson 10 Why are you interested in this position?

How do you feel about working full time?

What are your strengths?

I’m passionate about helping people.

I’m excited about it.

I’m good at talking to people.

Lesson 11 How do you make cookies?

First, you preheat the oven.

Next, you mix the ingredients.

Finally, you put them in the oven.

Lesson 12 Whose charger is this?

Whose flash drives are those?

It’s mine.

That’s my charger.

It’s theirs.

Those are their flash drives.

Lesson 13 How will your life improve in five years?

What will your life be like after you graduate?

I think I’ll have a better job.

I won’t live in the same house.

I hope I’ll have a better job.

Lesson 14 Did you find anything for her?

Lesson 15 Thank you for inviting me.

Thank you for encouraging me.

Thank you for the invitation.

I appreciate your support.

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Yes, I bought something online.

No, I didn’t find anything.

No, there was nothing on sale.

Table of Contents 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 in Groups........................................................................................................ 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 toward 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: 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 and effective teaching strategies, as well as what works for your students, yourself, different cultures, and life. It is okay 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: ● ● ● ● ● ●

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●

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Encourage students to speak only English in class, especially in a group class with learners that speak different first languages.

Write an agenda on the board* and go over it at the beginning of class (this is important even for one-on-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 I 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 I was?

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 and 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 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; if they give a wrong answer, erase one of the apples. The student’s goal is to guess the word before all of the apples are erased. Switch roles. ●

Flash Card Review Flash cards can be used to review new vocabulary, pronunciation, verb forms, etc. You can also have students form sentences with flash cards. Have students work in pairs (if you are teaching one-on-one, you and your student work together). Note: Make writing flash cards 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 flipping over two cards at a time. If they match, the student’s turn continues. If they don’t match, return cards to the same place on the table. Have your students help you prepare a set of cards. Matching cards could be a word and its definition, present and past tense verbs, or a word and its illustration. ●

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

Charades Act out a word or phrase and 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 on page 127 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, and 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.

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-ip 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 dialogues 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, such as What is the problem? What is the solution?

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

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Teaching Vocabulary How to present vocabulary Every time you present a vocabulary list, check if your students know any of the words before you teach them. Remember that, even if they know the meaning, they might not know how and when to use it in a sentence.

When presenting vocabulary, follow the pattern: Meaning—Pronunciation—Form.

1. Meaning refers to the step in which 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 a dictionary or translation device.

2. Pronunciation refers to how to say the word correctly. Use this process: ● Read the vocabulary list and have students repeat each word. ● Make sure everybody pronounces the vocabulary correctly. First, do choral repetition with the whole class several times. Then have smaller groups pronounce the word. Finally, have individual students repeat after you if necessary.

The goal is to help students be comprehensible rather than perfect, so do not spend more than 1-2 minutes on it. ● Optional: For words with more than one syllable, 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.

3. Form refers to the spelling. Write the word on the board.

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

How to practice vocabulary The key to learning vocabulary is repetition and review. Allow multiple opportunities for all students to repeat the new vocabulary. Simply telling students a new word does not mean they have learned it. They need to use the new words in meaningful contexts many times before they learn them. Starting in Level 2, there is vocabulary practice in the student book. In addition, we recommend making flash cards of new vocabulary. Ideally, both you and your student(s) will each make your own set. This will allow students to practice at home and give you a set to use for a variety of activities each class, such as Charades, Pictionary, Memory Games, etc. See the Engagement and Easy Expansions section on page 132 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 that 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 okay 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 (such as saying the sound found in a word).

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.

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; and 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.

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 that 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 on page 132), 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, highlight 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 on page 132 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 on page 130.

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Real Life The Real Life section is where students use the grammar structure, 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—often 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 that impede 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 embarrassed.

Culture Tip Every Real Life section has a Culture Tip that corresponds to a section of The Immigrant Guide. These sections in The Immigrant Guide often have more detail than what is mentioned in the Culture Tip, so we encourage you to refer to them if you want to explore topics on a deeper level.

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 way (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; nonetheless, 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 dialogue on the board. Then have your students discuss the topic with a partner or in small groups. If students get stuck, provide additional examples and vocabulary by brainstorming as a group and writing options on the board. Encourage them to use the vocabulary and grammar they have just learned. Finally, have each student 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 (see page 133) as an expansion. See the Engagement and Easy Expansions section on pages 132-135 for details.

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. Typically, there are at least three activities. Homework is an extremely important part of the lesson as it provides for structured practice.

Demonstrate its importance by assigning and reviewing it every class. To help you and your students get the most from it, here are some tips: ● ●

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●

●

●

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.

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 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 in Groups 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 ensures 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 their work using the answer key that the class has collectively generated on the board.

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 them that you will come back to them, and give them 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, for example, “Maria’s” question, and they must let Maria answer it.

You would then 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 as if you were drawing 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 they have all the right answers to read all the answers. Other students say “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 vocabulary and grammar activities in Confidence and ConnectionsTM are controlled activities focused on accuracy. 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 …??”

In a group class, use peer correction if self-correction is not working. To do this, ask if anyone else in the class can offer the correction. If someone does, then ask the original student to repeat the correct sentence. Do this sensitively by creating an atmosphere where mistakes are applauded as a sign of courageous practice.

If neither self- nor peer-correction is eliciting the correct response, say the entire sentence aloud while making the correction. Be sure to have the student repeat the full, correct sentence, not just the word that you corrected. In a group class, you may even have all students repeat the correction—generally if one person needs the correction, everyone does.

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 listen to your student(s) practicing conversation, jot down mistakes you hear. Following the activity, discuss the problem areas (without pointing out who made which mistake in group classes).

Write the sentence with the mistake. Then, talk about the correction, and invite your student(s) to try to correct it. In a group class, you can have the group correct it on the board.

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

4. When you check a writing task, follow the same framework as in #1 and #2 above. If the exercise is intended to develop fluency (i.e., write about a certain topic), try to limit corrections and, instead, focus on making general comments or asking questions about or responding to 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 and flash cards or to make corrections. ● NOTE: Students often don’t like making mistakes in their books. However, 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 time, but also gives students extra opportunities to practice!

Notebook ● Many students like to take additional class notes. Have them use a dedicated notebook to do this. Consider dividing the notebook into sections using sticky notes to keep the notebook organized. Their sections may include: notes, vocabulary, journal, questions. ● For students who don’t like to make mistakes in their student book, have them practice first in their notebook, then transfer the information to their student book.

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

Other items ● Photographs; pictures of a variety of people or objects from magazines; grocery store ads; to-go menus; sticky notes (in a variety of colors); dice for Questions, Questions, Questions and board games; a box of objects relevant to the lesson topic; a small ball for Ball Toss; baggies, rubber bands, paper clips for Bingo markers and board game pieces; scissors; scrap paper; blank game boards; puppets; pennies (great for counting games); glue sticks; play money; fly swatters for Fly Swatter Game.

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Engagement and Easy Expansions We learn best when we are having fun! Try to make class engaging and meaningful to your students by doing a variety of activities during class. Below are some low-prep activities you can do with your student(s). While many can be adapted to cover different topics (grammar, speaking, pronunciation, writing), we have indicated the most common use for each one in parentheses.

Ball Toss (Speaking, Grammar) Form a circle and toss a ball or stuffed animal. For one-on-one, stand across from each other. ● If working on verbs like to be, the teacher can say “I,” then toss the ball to a student who should say “am” and toss it back to the teacher. The teacher says “you” and tosses it to another student who says “are,” etc. ● Alternatively, the teacher asks a question and throws the ball to a student who answers it. Now that student asks a question and tosses it to another student to answer, etc. You can do this to review or to practice the questions in the Language Tools chart.

Categorizing (Vocabulary, Pronunciation) Sort vocabulary words into different categories. For example, if students learned about food in a certain lesson, use categories of meat, dairy, vegetable, fruit, and grain and have students place items into the correct categories. 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.”

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 draws a tic-tac-toe grid on the board and fills the spaces with 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 walk up to different people and talk about it. It’s often helpful to list some questions on the board 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 indicate singular or plural, or verb tense changes based on pronouns.

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

Concentration/Memory Game (Vocabulary) Using vocabulary from previous lessons, write the word on one index card and the definition or a picture on another. Do this for each vocabulary word you want to use. To play, place all the cards face down on the desk in an organized fashion.

The students try to find a match by flipping over two cards at a time. 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 opposite things on two walls (or call out the words) and have students move to the side of the room that correspondes with the option that is their preferences of the given two. 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 preferences on pieces of paper and then reveal their answers at the same time.

Dialogue / Role Play (Speaking, Grammar) Turn a listening exercise, or grammar activity based on a dialogue, 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. One student in the group picks a card with the vocabulary word on it and puts it to their forehead without looking at it. Other group members give them clues to help them guess the word.

Info Gap (Speaking) This activity is done in pairs. 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.

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.

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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. 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.

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 statements about themselves. 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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y

w w

r

y GREEN TEA

BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK w

y

ROSE BOAT r

GRAY DAY

a CUP of MUSTARD

ORANGE DOOR y

TURQUOISE TOY

RED PEPPER

North American English Fifth Edition

OLIVE SOCK

AUBURN DOG

w

y

WHITE TIE

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

K. Taylor, S. Thompson © 2018

All rights reserved. This material or any part of it may not be reproduced, in any form or by any means, without express permission from the claimants.

All inquiries should be addressed to info@ColorVowelChart.org www.colorvowelchart.org

Confidence and Connections was developed by Intercambio Uniting Communities to offer practical English language acquisition for adults.

The series was designed for both 1-on-1 and group learning environments.

The hallmark of this curriculum is its unique focus on building confidence and personal connections between students and teacher.

Each lesson culminates with a Connect with Conversation activity, providing students a safe place to practice speaking English while getting to know their fellow students and teacher. In addition, every lesson includes a pronunciation exercise to help students learn and practice the many sounds and rhythm of the language.

There are 2 books per level, L (left) and R (right), enabling shorter completion cycles per level. Completing a book builds student confidence and allows a shorter waiting period for a returning student. Together these two books, L and R, complete a level and you can begin with either one.

Build your community by teaching and learning English The Intercambio Way™.

Intercambio is a 501 (c) 3 nonprofit organization founded in 2001. In addition to our successful and continually advancing program in Boulder Colorado, we support and share best practices with organizations across the country that use our curriculum, training and resources.

We are committed to learning from everyone. Please share ideas or feedback with us at www.intercambio.org/comments $18.00 ISBN 978-1-947639-32-4

51800

www.intercambio.org • resources@intercambio.org 9 781947 639324