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Teacher Book

INTRO TO CONFIDENCE and CONNECTIONS

Adult ESL The Intercambio Way

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Intro to 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 2020

Printing 10 9 8 7 6 5

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Teacher Book INTRO

CREDITS Intro Writer Mya Shaftel Editors Debbie Goldman and Marcie Smith Consultant Susan Litt Design and Layout David Olivares and Bob Walter Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Rachel Fuchs, and Jordana Levine

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 #

Alphabetics

By End of Lesson, You Can:

Nice to Meet You

What is your name? My name is Patty.

O o, P p

• Recognize and use basic classroom commands • Introduce yourself and greet people

Spell Your Name

What’s your first/last name? My first name is Rosa. Where are you from? I’m from Mexico.

A a, R r

• Spell your complete name • Say where you are from

What’s Your Phone Number?

What’s your phone number? It’s _______________.

E e, T t

• Say and write phone number and area code • Say, read, and write numbers 0 to 10

Review

I i, N n

• Ask questions with this/that/these/those • Identify items around the room

Title

Grammar

Is This Your Pen?

What’s this/that? It’s ___________. What are these/those? They’re ________________. Is this your pencil? Yes, it is.

It’s Next to the Books

Where is the pen? It’s next to the box. Where are the books? They are on the table.

B b ,X x

• Identify common items around the room • Say where items in a room are

How Many Are There?

How many bananas are there? There are two. What color is the apple? It’s red.

G g, L l

• Read and write colors • Read and write common fruits and vegetables

Review and Progress Check

What Day Is Today?

When is class? It’s on Tuesday and Thursday. What day is today? Today is Wednesday.

What Time Is Class?

What time is class? It’s at 10:00.

What’s Your Address?

What’s your address? My address is ______________________.

C c, S s, Z z

• Read, write, and say your complete address

D d, U u, Y y

F f, V v

• Say and write the days of the week • Ask and answer questions about the week

• Ask and answer questions about time

Review

Where’s the Bathroom?

Where is the bus stop? It’s across from the bank.

K k, W w

• Ask for and give simple directions • Identify places on a map

How Much Is It?

How much is a penny? It’s one cent.

M m, Q q

• Identify value and names of coins and bills • Ask and answer how much questions • Write money in dollars $ and cents ¢

How Are You?

How are you? I’m fine.

H h, J j

• Ask and answer questions about how you feel

Review and Progress Check

Teacher Book INTRO

Welcome to Intro to Confidence and Connections! WHO THIS BOOK IS FOR This Intro level book is designed for adults who are literate in their native language but have virtually no English language skills. Students who are literate in their native language can read and write in their native language, even if it is at a very low level. Pre-literate or illiterate adults without reading and/or writing skills in their native language will need additional support to learn English. Intro students may understand a few English words, but cannot communicate in English. They may recognize stop signs and be able to say hello, but are not able to answer even basic questions in English. Learning any language as an adult is challenging. The goal of the Intro book is to get students ready for level 1. This requires confidence-building and learning English fundamentals. Some students may need or want to repeat the Intro course more than once. This book is designed to be used both with groups and in one-on-one teaching. The Teacher Book includes specific suggestions for both.

KEYS TO TEACHING INTRO LEVEL STUDENTS Key 1 – Keep it Simple Speak at a normal rate. Use simple words. Avoid idiomatic expressions. Don’t over-explain. Key 2 – Repeat Repeat new vocabulary multiple times over several classes. Mix things up so that repetition doesn’t get boring. Take advantage of the four review lessons (Lessons 4, 8, 12, and 16). Key 3– Model and Use Gestures Students at this level will understand very little of what you say. Show them with gestures and body language. Before starting any activity, model it with a student.

In the following pages, you’ll find helpful details for teaching adults who are not able to speak or understand English. Modeling and using techniques such as Total Physical Response (TPR) will ensure your success.

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ORGANIZATION OF THE INTRO BOOK This book is comprised of sixteen 90-minute to 2-hour lessons. • Each content lesson is topic-based. (These are lessons 1, 2, 3, 5, 6, 7, 9, 10, 11, 13, 14, 15.) • Every fourth lesson is a Review (Lessons 4, 8, 12, and 16). • Lesson 8 and 16 have both a Review and a measurable Progress Check. • The inside front cover presents numbers one-100. The inside back cover provides a full-page alphabet chart as a quick and easy reference. Every 6-page lesson follows the same structure. This standardization enables students to anticipate the expectations of each lesson and decreases anxiety. Page 1: Look and Listen and Vocabulary Page 2: Alphabetics, Writing, and Listening Page 3. Language Tool and Practice Page 4: Practice (Grammar and Vocabulary practice) Page 5: Real Life: Putting it all together Page 6: Homework Look and Listen Every lesson begins with a picture providing context for the listening activity and the vocabulary. Explore the picture with your student(s). Ask simple questions such as “Who?” or “Where?” to allow them to contribute any words they may know. They may not be able to say anything, and that’s okay. In group settings, it is possible that one student may know one word and another student may know a different one. After going over the picture, introduce the listening track by writing the names of the characters on the board or labeling them in the book. You may also want to point to the speakers as the track plays. Play the listening track through once. Don’t expect your students to understand it completely. This first attempt with the listening track provides an opportunity for them to listen to the structure and vocabulary of the lesson in context. 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 the pronunciation or how to use it in a sentence. When presenting vocabulary, begin with oral repetition (I say, you say) with the whole class several times. Then, have smaller groups pronounce the word. Finally, have individual students repeat after you—don’t force individual students to repeat to the whole class if they are very insecure. The goal is to help students to be understood rather than to be perfect, so do not spend more than 1-2 minutes on each word. Use the pictures in the book or other visuals to convey meaning. Most vocabulary sections have between 8-10 items. Research shows that students cannot learn more than this number per lesson. The key to learning vocabulary is repetition and review—in the lesson, after the lesson, and much later after the lesson. This is why the book has a review after every three lessons. 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. A great way to increase repetition is to have students make their own flash cards as you introduce vocabulary. This allows students to practice at home and gives you a set to use for a variety of activities in class such as Memory Games, etc.

Teacher Book INTRO

(Vocabulary continued)

Review the new vocabulary during the next class meeting and periodically after that. When you use an expansion activity, be sure to include grammar from the current and previous lessons. In grammar activities, include vocabulary words that have been learned in past lessons. Regular review will help students remember the new words. This is provided through the review lessons in Intro to Confidence and Connections. Alphabetics Some students may already be familiar with the English alphabet and numbers, such as those whose native languages use a similar system for writing (e.g. Spanish, French). Students whose native languages use other alphabets or writing systems, such as Chinese, Arabic, or Russian, will need to learn the English alphabet and numbers and will likely need more practice writing. Every lesson has an Alphabetics activity where students are introduced to 2-3 letters. All students will practice those letters in class, but students who need additional writing practice will use the designated pages in the back of their student book as part of their homework. Listening Each lesson (including Progress Checks) has a recorded dialog. It features: • A male and female voice, recorded with strong intonation, tied closely to the image on the first page of the lesson • A conversation at “normal” speed—meaning that it is not unrealistically slow, nor is it overly fast. It provides a reasonable representation of how people talk and what students will hear in their community • The grammar structure of the lesson and some of the vocabulary words in a realistic setting You will use the track twice in each lesson. The first time will be on the opening page of the lesson in the Look and Listen section. Each listening activity has a specific task. This is because when we listen, we do not listen to every single word being said. Sometimes we listen for general information. Sometimes we listen for important words that provide details. The first time students listen in the Look and Listen section, they listen for general information. In the second listening, which is always located at the bottom of the second page of the lesson, students will listen for details. A smaller image from page one is next to the second listening so students can look at it again to help them understand what they are hearing. When you do the Listening section, follow these steps: Step 1: Explore the picture again. Step 2: Read the instructions aloud. Go over each item in the activity. Step 3: Play the track once through completely. Go over the example answer with the student(s). Step 4: Play the track through again for students to answer the other questions. If teaching in a group, have them check their answers in pairs before sharing with the class. Step 5: Play again, as many times as necessary for students to complete the task. If necessary, you can play segments. Download the free Intercambio App to play listening dialogs from your cell phone. Go to your App Store for easy download. Search for the Intercambio App. Have your students download the tracks as well, so that they can practice listening outside of class. Note that an internet connection is not needed to play the tracks from the app once it has been downloaded.

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VII

Language Tool Chart Rather than focusing on language to describe grammar, Confidence and Connections presents grammar structures in contextualized examples. At this level, we don’t teach grammatical terms such as “noun” and “verb.” Intro level students do not need this; instead, they need examples. The Intro book focuses exclusively on the present tense of the verb to be (with the exception of the lesson on days of the week, in which they learn the structure Yesterday was). Students will learn other verbs and tenses in Levels 1-5 of Confidence and Connections. To present the Language Tool grammar chart, follow these steps: Step 1: Point out Question and Answer at the top of the chart. Step 2: Read the first question. Ask student(s) to repeat. Point out any words in bold. Step 3: Read the first answer. Ask student(s) to repeat. Continue with the other questions and answers. Step 4: Have student(s) ask and answer the questions in groups and in pairs. Grammar and Vocabulary Practice The activities following the Language Tool are designed to give students confidence by allowing them to work on the new structures and vocabulary in simple activities that get progressively more challenging. NOTE: When you see dotted lines …………………………………. it means they should be speaking and do NOT need to write the answers. When you see lines, ___________________ it means they should write on the line. Real Life / Your Life (Making it personal!) Before you start the Real Life / Your Life page, spend 5 minutes reviewing the homework. That way, you can end your class with students talking. This section gives students a chance to use their new language in real life tasks, such as filling out a registration form. Lessons end with a conversation that incorporates both the grammar and vocabulary of the lesson. Homework The most common question we are asked is how to get students to do homework. Our students lead busy lives and may not always find the time to do their homework, but they will be more likely to do it if you follow these steps: Step 1: Review the homework before class ends. Step 2: Do the example of each activity so that students see how to do it. Step 3: Go over the homework after the warm-up when you start your next class. Review and Progress Checks Every 4th lesson has a 4-page Review. There are a combination of games and written and spoken activities in the review lesson. If you are teaching a group, pair students to do activities. If you are tutoring an individual, you will be a partner in the speaking activities. When time allows, switch roles so that every student has a chance to both answer and ask questions. There are two Progress Checks (lessons 8 and 16). These are cumulative and are easy to grade. • Progress Checks total 25 points. Multiply by 4 to get a score based on 100. • Progress Checks cover listening, minimal reading, writing, and speaking. BEGINNING AND ENDING CLASS Begin every class with a warm-up. This allows students to put their minds into English-learning mode and provides an important opportunity for review. Don’t forget to go over homework from the previous lesson after the warmup before you begin the new lesson. End your class with student(s) speaking. A great way to check in and get feedback from your students is with an exit ticket. Ask them to write down one new word or sentence they learned in class and hand the paper to you as they leave.

VIII

Teacher Book INTRO

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 • A warm-up • Useful notes • Listening transcript • Alphabetic writing instructions In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. LEADING ACTIVITIES AT THIS LEVEL: USE FEWER WORDS AND MOSTLY GESTURES At the Intro level, your students have little to no English. Keeping things simple is key. Here are three simple steps you can follow for leading any activity: 1. Read the activity directions out loud. First, open your book to the correct page and show the students which page you are on. Say the page number and point to it. Use gestures to communicate. For example, if they are going to write, demonstrate writing as you say the word. If they are going to listen, put your hand to your ear to indicate listen. If they are going to talk with a partner, bring up a student and demonstrate the exchange. 2. Model the first answer. Do the first answer on the board, or with a student in front of the class. Be sure to use gestures and act it out. If there is still uncertainty, do another activity. 3. Confirm understanding of the directions. Don’t ask, “Do you understand?” Your students will just nod their heads yes. Ask a student to explain it or perform an activity from the set so you know they understand. MAKING CORRECTIONS AT THIS LEVEL The goal of the INTRO book is to prepare students for Level 1. Students need to increase their confidence in order to move forward. Students appreciate corrections. They want to get it right. Many students feel that if they’re not being corrected, they’re not learning. Before correcting, pay attention to what kind of mistake it is to determine if, when, and how to correct it. With vocabulary and grammar, the focus is on accuracy, so the teacher should give immediate feedback. Easy Tips for Making Corrections With Your Student(s): • Allow for self-correction by showing with a gesture or facial expression that there is an error, or by repeating the sentence up to the point of the error and stopping: You are… • Use peer correction. 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 you corrected. You may even have all students repeat the correction—generally, if one person needs the correction, everyone does. • Be cautious when correcting pronunciation. Many sounds will be difficult for students to produce. Aim for intelligibility rather than perfection. • If the mistake was made during a “fluency” exercise (e.g., during conversation), don’t interrupt. Remember to: • Go around the room listening to students; jot down mistakes you hear. Following the activity, discuss the problem areas without pointing out who made which mistake. • Write the sentence with the mistake, and then talk about the correction or have the group correct it on the board. Students need to understand that making errors in English will help them learn—especially if they have a chance to selfcorrect 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. intercambio.org/teachers

TEACHER TOOL KIT 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 tool kit 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: Many students don’t like making mistakes in their books, yet they may not bring a pencil to class; so, having extra pencils and erasers 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. You can have images on one side and words on the other. • Write the words from grammar charts on individual index cards to arrange into sentences. You can color code these: for example, make pronouns (he, she, they) one color and use a different color card for verbs (is, am, are).

•

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! 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, stuffed animals, or dolls—these are especially useful when teaching one-on-one • Magazines, grocery store ads, grocery fliers • Real objects (realia) such as fruits, vegetables, paper, notebooks, etc. to demonstrate vocabulary words • Sticky notes in a variety of colors for labeling classroom objects, etc. • Scraps of paper for sentence strips • Dice, coins, real or play money • Small ball for Ball Toss

Teacher Book INTRO

EXPANSION ACTIVITIES We learn best when we are having fun! Try to make class engaging and meaningful for your students by incorporating a variety of activities in class. Below are some low-prep activities. Many of these can be adapted to cover different topics (grammar, speaking, pronunciation, writing), but we have indicated the most common use for each one in parentheses. Conversation Rotation or 1-on-1 Exchange (Speaking, Grammar) Students line up across from each other and practice 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.

Cocktail Party (Speaking, Grammar) This activity mirrors a cocktail party. Students are given a topic and go up to different people and talk about it. It’s often helpful to list some questions on the board to 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. Line-Ups A quick way to get students up and out of their seats is to have them line up based on some piece of information. For example: first letter of their name, their birthday, height, etc. Line-ups can even be done silently, which works well with low-level students. 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.

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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” and 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. 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.

See the next page for how to begin Lesson 1 and use Total Physical Response (TPR).

XII

Teacher Book INTRO

HOW TO BEGIN LESSON 1: Using Total Physical Reponse (TPR) You will spend 20-30 minutes doing Total Physical Response (TPR). Read the section below before you teach your first lesson. In the Introduction to Lesson 1, you will spend 20-30 minutes doing each of the words—first with gestures, then without. Total Physical Respond (TPR) is a methodology that uses hand and body gestures to help students get “physically connected” to the words and concepts. We have developed a simplified approach to TPR involving 2-3 basic steps: To begin, have your students stand up. You can have them follow these steps one-on-one or lead them as a group. Step 1:

Step 2:

Step 3:

Say and Do. Say the word or phrase multiple times using gestures. For example: Write your name on the board and say the words circle name while you circle your name on the board. Have each student come up to the board and repeat the words circle name while they make a circle on the board (or on paper). Say and Don't Do. This time, you say the word or phrase without making gestures. (This is how you will know if they understand or if they are just mimicking you.) For example: Say circle name without gestures and see if your student(s) can say and do what you’ve said. Now you will slowly say each of the words you’ve introduced separately in random order and the student(s) will say and do what you’ve said. For example: Say stand up, (pause). Have students say and do. Now say, sit down, (pause). Have students say and do. Now say, stand up, (pause). Have students say and do. Now say, circle name, (pause). Have students say and do. Now say, point to name, etc.

Another option at Step 3 is to have students take turns saying a word for the other student(s) to say and do. Gestures to begin Lesson 1: Open—From a standing position, put your palms together in front of you in closed position, thumbs facing up. Open your hands (rotating thumbs outward) and say, open. Repeat. •

Close—From a standing position, separate your hands about a foot’s width distance apart and hold your palms facing up. Bring your right hand on top of the left hand (or left on top of right) and say, close. Repeat.

•

Point to—From a standing position, point your index finger toward an object and say point to. Repeat but point to another object and again with another object.

•

Listen—Take your right hand and hold it to your right ear in a cupped position. Say listen. Repeat.

•

Write—From a standing position, hold your left palm flat in front of you. Put your thumb, index, and middle fingers together on your right hand as if you are holding a pencil. Gesture writing across your left palm with your hand. Say write. Repeat.

•

Repeat—Use the index finger from your right hand or a flat palm. Bring your finger or hand in front of your mouth. Make an arc from your mouth out in front of you to gesture words coming from your mouth. Say repeat. Repeat. [Note: The open palm gesture is similar to the “Thank you” sign in ASL.]

•

Stand (up)—Use a chair to demonstrate this. Stand in front of the chair and then sit down. Stand up and say, stand or stand up. Sit back down and repeat.

•

Sit (down)—Use a chair to demonstrate this. From a standing position in front of the chair, sit down and say, sit or sit down. Introduce stand up and sit down together as opposites. intercambio.org/teachers

XIII

Begin your lesson with this introduction using Total Physical Response—TPR.

INTRODUCTION

Listen to your teacher.

Patty

name

circle

underline

cross out

point to

touch

repeat

stand up

sit down

LOOK

Patty

XIV

Teacher Book INTRO

open

write

listen

Student Book INTRO

LESSON 1 INTRO AND NICE TO MEET YOU By the end of the lesson, students will be able to: • Recognize and use simple classroom commands • Introduce themselves and greet people Grammar: What is your / his / her name?

My / his / her name is ____.

Alphabetics: How to write O o and P p. • Capital O: Say “The capital O has one big stroke. Start at the top and make a big curve around to the left, touch the bottom line, and make a big curve back up around and to the right, connect with your starting line.” • Lowercase o: Say “The lowercase o is formed the same as the uppercase O, only smaller and lower in your writing space.” • Capital P: Say “The capital P has two strokes. Start at the top and pull straight down; that is 1. Come back to the starting point and make a half circle; that is 2." • Lowercase p: On the board, show students where to start the lowercase p (in the middle on the dotted line). Say “The lowercase p is formed the same as the uppercase P, only lower on the page. The lowercase p has a tail that extends beyond the writing line.” What to bring to class: • Table tents or name tags for student names • Pictures of famous people • Your standard teacher tool kit Begin class: As student(s) arrive, introduce yourself. Point to yourself and say your name. Ask their names or point to student and have them say their name. NOTE: Lesson 1 has an Introduction page. See the Total Physical Response (TPR) page in front of Teacher Book for guidance on how to lead TPR. TPR is a critical teaching strategy for student(s) with virtually no English language skills. What to expect on the first day: Student(s) may not understand anything. This is why you begin the class with Total Physical Response. Gestures and modeling will be critical. Some students may be very hesitant to speak out loud, especially on the first day. Those that speak may not say words correctly. You can repeat words out loud with gestures to help them, but understand it will take time and confidence. Make the class FUN! Get them laughing to lower their anxiety. Listening Track 01. Patty: Hello. My name is Patty. What’s your name? Paco: My name is Paco. Patty: Nice to meet you. Paco: Nice to meet you, too.

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NICE TO MEET YOU LOOK AND LISTEN: TRACK 01

LOOK AND LISTEN Hold up your book and point to this page. Point and say the name of the lesson (Nice To Meet You). Point to the picture. Ask What or Who? (In a class, you may have a student that can say a word or two—build on that). Write Who? on the board. Play Track 01 completely, without stopping. Say Patty and have student(s) point to the woman. Say Paco and point to the man.

VOCABULARY

A Listen to your teacher and repeat.

EXPANSION: Have them act out the listening dialog with or without words.

A. This activity is to familiarize student(s) with the alphabet. Each lesson focuses on 2-3 letters. 1. Say and gesture. Listen to me. 2. Point to each letter on the page. 3. Say each letter aloud, slowly, 2-3 times. 4. Say and gesture. Listen and repeat after me. 5. Read each letter again. Allow time for students to repeat. NOTE: Inside back cover has the alphabet chart for reference.

Teacher Book INTRO

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz intercambio.org/students

ALPHABETICS Write the letters O o, P p. _________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

B Write O o or P p to complete the words. 1. ______pen o

2. p______int

3. re______eat

Point to the letters in your name. Write your name.

4. stand u_______

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn My name is Oo Pp Qq Rr Ss Tt Uu __________________________________________. Vv Ww Xx Yy Zz LISTENING

D Listen to Track 01. Touch the words you hear. name

nice

Student Book INTRO

Answer Key: B. 2. point 3. repeat 4. stand up C. Answers will vary D. All words will be touched.

meet

ALPHABETICS Your student(s) may or may not know all or any letters. It’s okay. It will take E just need to get time. They familiar with the letters in their name. Say your name. Point to the letter that starts your first name. Have students do the same. Introduce the letters O o P p. Model capital and lowercase o and p on the board. NOTE: See Lead Page for this lesson on instructions for how to write O o and P p. B. Do first word together. Write it on board and underline. Point to the word. Show where the o is underlined. Say the letter o. Say the word open. Point and say o again. Do another together if needed. Repeat for letter p. C. G Read directions aloud. Act out directions (point). Write My name is ____on board. Say My name is ___ and point to each letter as you write each letter to fill in the blank. Say the entire sentence again with your name. Now have the student(s) do it. D Read directions aloud. Play Track 01 all the way through. Demonstrate touching each word as it is said in the track. There’s no example because they are touching all the words. NOTE: Listening will be challenging. Play the track multiple times.

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E. THE FOCUS IS... Learn your, his, her, my and learn what’s = what is. Write the content of the Language Tools chart on board. Point to the word Question at top of box, say, question. Point to the word answer and say answer. Say the question across the box, What's your name? pointing to each word as you say it. Repeat with answer: My name is __. (Say your name.) Point to each word as you say it. Go through each box using each pronoun: your, his, her. Answer using my, his, and her. Repeat, using the contraction, what’s. Point out the tip box. Point out your name and my name. F. Point to Q: Say question and point to question in grammar chart. Point to the A: Say answer and point to answer in grammar chart. Select student to be your partner. Say the word partner while pointing to another student. You and your partner model the activity. Do #1—Ask your partner What’s your name? Partner answers My name is ____. Write name. Have partner do #2—Ask you your name. Write your name in the blank. Put student(s) in pairs. If writing is challenging, have students do activity orally. G. Use gestures for read and write. Point to each word and say it. Say the sentence Nice to meet you, and have them write each word on the page. Go up to a student and say Nice to meet you. Smile or shake their hand as you say it. 4

Teacher Book INTRO

LANGUAGE TOOLS

TIP: What’s = What is

Listen to your teacher and repeat. QUESTION What

What’s

your his her

ANSWER

name?

My His

name

_________________. Paco.

Her

Patty.

PRACTICE

Write your answer. Practice with a partner. name You: 1. Q: What’s your__________________________________________________? A: My name is __________________________________________________. Partner: 2. Q: What’s your__________________________________________________? A: My name is __________________________________________________.

G Read. Write. Say with a partner. Nice

meet

you.

__________ Nice

____ to

___________ meet

_________. you.

____________________________________________________ Nice to meet you.

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Pronunciation Tip: When a word ending in “t” (meet) is followed by a word beginning in “y” (you), the blending of those two sounds produces a new sound—“ch”. Point out to students that “meet + you” sounds like “meechu”. Practice saying Nice to “meechu”. EXPANSIONS: Colored index cards: Write your and my on the same color cards. Use different colors for other words. Lay out the cards on the floor to produce What’s your name? (include cards for ? and .). Have student(s) put cards in order to make the answer. (See EXPANSION ACTIVITIES in front of book.) Ball Toss: Have student(s) stand up. In a group class, form a circle. Start with a ball (or paper rolled up in a ball). Throw the ball to a student across the circle and ask What's your name? The student who catches the ball answers, My name is ______ and throws the ball to another student and asks, What's your name? This may take some time the first time students do it.

H. Say the word match. Demonstrate the first answer holding up your bookJand tracing the line for #1 to picture labeled c.

H Match. 1. circle

2. listen

3. repeat

4. underline

5. close

6. stand up

7. cross out

8. open

Point to a picture. Say the word. 4

Student Book INTRO

Have students work independently and check answers in pairs. Go over the answers as a full group.

Paco Paco

Paco

K I. Model with a partner. Demonstrate that one partner points to a picture and the other partner says the word. Put student(s) in pairs.

Answer Key: H. 2. f 3. g 4. e 5. d 6. a 7. h 8. b

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BEFORE STARTING THIS PAGE: Walk through homework on next page. J. Write What’s your name? on the board. Underline your. Ask What is this word? Elicit your from student(s). Read question under picture together: What’s your name? Erase your and write her. Ask What is the question now? Together, practice saying what’s her name? For groups, use a female student in the class to model What’s her name? Her name is _____. For 1-on-1, use pictures of famous people to model his and her.

On white board, write her off to the side of the board, then erase her from the sentence What’s her name? Replace her with his. Ask What’s this word? Elicit his from students. Ask What is the question now? Practice asking What’s his name? Use a male student in the class or a picture to model What’s his name? and His name is _________. K. EXPANSION FOR GROUPS: Cocktail Party Write the conversation on the board or on cards for each student. Have students walk around the room. When you clap your hands, they stop and turn to the person closest and practice the conversation. Model with a student first. (See EXPANSION ACTIVITIES in front of book.)

Teacher Book INTRO

REAL LIFE

Look at the pictures. Point and say the names.

TIP:

Use her for a woman Use his for a man

1. What’s her name?

2. What’s his name?

3. What’s his name?

4. What’s her name?

5. What’s her name?

6. What’s his name?

K Ask a partner. Write your partner’s name. 1. Q: What’s your name? A: My name is _____________________________________________. Nice to meet you.

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HOMEWORK

Lesson 1 • Nice to Meet You

Complete the words. s 1. a. What’______

2. a. you______

3. a. nam_______?

b. Wha_______’s

b. yo_______r

b. na_______e?

c. Wh_______t’s

c. y_______ur

c. n______me?

d. _______hat’s

d. _______our

d. ______ ame?

M Match. a. 1. open

2. close

3. point to

4. listen

5. write

6. touch

7. stand up

8. sit down

Do #1 (example) in each activity to illustrate. L. In this activity, student(s) LOOKtheAND LISTEN: are using same word TRACK 02 in each column but practicing a different letter in the word. Do the s in what’s as the first example. If needed, do the first word in each column. M. Turn back to Activity H so student(s) can see this is the same type of activity. Do the example together. Trace the line for the first answer.

WRITING PRACTICE The back of the student book has letter-writing practice pages. Assign O o and P p as practice if needed. REMEMBER to start the next lesson reviewing this homework after you do a warm-up. You can use the Intro of this lesson as a warm-up.

Student Book INTRO

Answer Key: M. 2 = d 3 = b 4= e 5 = f 6 =g 7 = h 8 = a

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LESSON 2 SPELL YOUR NAME By the end of the lesson, students will be able to: • Spell their first and last name • Say where they are from Grammar: What's your / his / her first / last name? Where are you from?

My / his / her first / last name is _____. I'm from_____.

Alphabetics: How to write A a and R r • Capital A: Say “The capital A has three strokes. Start at the top and pull straight down and to the left; that is 1. Come back to the starting point and draw a second line straight down and to the right; that is 2. Come to the middle of your first line and draw a straight line across to meet your second line; that is 3.” • Lowercase a: Say “The lowercase a has two strokes. Start in the middle and make a small circle; that is 1. Keep your pencil on the top right part of the circle, then draw a line straight down; that is 2.” • Capital R: Say “The capital R has three strokes. Start at the top and draw a line straight down; that is 1. Come back to the top and make a half circle on the top right half of the straight line, stop in the middle; that is 2. From the middle, draw a short diagonal line straight down and to the right; that is 3.” • Lowercase r: Say “The lowercase r has two strokes. Start in the middle and draw a half line straight down; that is 1. Come back to the middle starting point and make a small curved line up and around to the right; that is 2.” What to bring to class: • World map for students to point to where they are from Warm-up and homework review: Use the TPR from Intro Lesson. Start by leading and then ask a student to lead. Remember to say and do first and have students repeat. Then just say and have students say and do. Go over homework from Lesson 1. Listening Track 02. A: Hi, my name is Adam. What’s your name? B: My name is Sui Lin. A: Oh, what’s your first name? B: It’s Sui Lin. A: Okay, how do you spell it? B: It’s S-U-I L-I-N A: Got it, What’s your last name? B: Pang. A: Pang? P-A-N-G ? B: Yes. You got it.

Teacher Book INTRO

SPELL YOUR NAME

LOOK AND LISTEN Hold up your book to point to the first page of lesson 2. Say the name of the lesson, Spell Your Name. Point to the picture. Ask who? (In a class, you may have a student that can say a word or two—build on that). Write Who? on the board. Play Track 02 completely without stopping. Say Sui Lin and have student(s) point to the woman. Say Adam and do the same.

LOOK AND LISTEN: TRACK 02

VOCABULARY A. Write your name on the board. Say your first name and point to each letter as you say each letter out loud. Say first name pointing to your first name. Repeat for last name. Have student(s) say and spell the first name and last name in the Marcie Smith name tag. Repeat for the first names in the other pictures for he and she.

A Listen to your teacher and repeat. he

his

Marcie Smith she first name

last name her

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NOTE: We've limited new vocabulary in order to bring back the letters of the alphabet from Lesson 1. Spelling can be challenging. Have students focus on their own names.

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ALPHABETICS Introduce the letters A a and R r. Model capital and lowercase a and r on the board.

ALPHABETICS

C. The person's first name is Sui Lin. Her last name is Pang. The joke here is that the man thinks her first name is Sui and her last name is Lin.

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

A R

NOTE: See Lead Page for this lesson on instructions for how to write A a and R r.

B. Do the first word together. Write it on the board, including the underline. Point to the word. Show where the a is underlined. Say the letter a. Say the word last aloud. Point and say a again. Do another together if needed. Repeat with the first word that uses the letter r.

Write the letters A a, R r.

a r

B Write A a or R r to complete the words. 1. l______st a

2. n______me

3. ______re

4. ______m

5. you______

6. f______om

LISTENING

Read the directions aloud. Play Track 02 all the way through. Demonstrate doing #1 together. Play the track again as many times as needed to complete the activity.

Listen to Track 02. Circle TRUE or FALSE. 1. Her first name is Sui Lin.

TRUE

FALSE

2. Her first name is Pang.

TRUE

FALSE

3. Her last name is Pang.

TRUE

FALSE

Student Book INTRO

Compare answers in pairs or as a group. Play the track again if any of the answers are incorrect. NOTE: You may need to explain that True = yes and False = no.

Teacher Book INTRO

Answer Key: B. 2. name 3. are 4. am 5. your 6. from C. 2. False 3. True

D. THE FOCUS IS...

2 Learn to use is for he

LANGUAGE TOOLS

TIP:

D Listen to your teacher and repeat. QUESTION your What’s

last

are

you

he she

Where

ANSWER

first

his her

and she and are for you. Learn contractions - I'm = I am, he's = he is, and she's = she is. Write Grammar Box on the board. Point to the word Question at the top of box and say, question. Point to the word Answer at the top of box and say, answer. Read the question across the box, What's your first name? pointing to each word as you say it. Read the answer from the box, My first name is _____. Spell your own name, pointing to each letter as you spell it. Go through each question and answer using the pronouns your, his, her and each. Answer using my, his, and her. Repeat, using the contractions, I'm, he's, she's. Don't spend time on the countries. Each student just needs to be able to say where he or she is from.

I’m = I am He’s = He is She’s = She is

name?

from?

Juan. Rosa.

first

My His Her

name

last

I’m He’s She’s

Aguilar.

from

Mexico.

PRACTICE

Match. 1. What’s your first name?

a. Her last name is Park.

2. What’s her last name?

b. My last name is Aguilar.

3. What’s his first name?

c. My first name is Gracie.

4. What’s your last name?

d. Her first name is Rosa.

5. What’s his last name?

e. His first name is Juan.

6. What’s her first name?

f. His last name is Olivares.

Complete the questions and answers. 1. Q: Where____________you from? are

A: ____________ from Mexico. I’m

2. Q: Where __________ she from?

A: ____________ from Mexico.

3. Q: Where is ____________ from?

A: He’s from Mexico.

4. Q: Where are you from?

A: I’m from _______________________________.

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Answer Key: E. 2. a 3. e 4. b 5. f 6. d F. 2. is / She's, 3. he, 4. Answers will vary

E. Read directions aloud. Chose a student to be your partner. Model #1 with partner. Point out the key words, your, her, his, so student(s) know what to look for in the answer. Have student(s) complete independently and correct in pairs. Practice asking and answering the questions and answers from the activity out loud. F. Read directions aloud. Model # 1 together. Point out the pronouns (he/ she/your) so they see that when the question addresses you, the answer is I. The student should answer #4 with their own information.

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NOTE: the ...... line indicates this is a speaking activity. It is not necessary to write in answers. G. Read directions aloud. Walk through 1 and 2 as the example with a student to model. Put students in pairs to practice. You can rotate the students so that they have different partners. H. Read directions aloud. Walk through Bill Johnson's name tag. Point to and say each letter. Draw a name tag on the board. Say My first name is and write your first name, saying each letter out loud. Say My last name is and write your last name, saying each letter out loud. Have students write their first and last name on the name tag in the book. I. Walk through each passport. Point out the first name, last name, and name of country of origin. Do #1 together. Say Brazil and show where it says Brazil on the passport. Show that Marcos is from Brazil. Ignore surname and given name, etc. They do not need to know this; it is just to make it look real.

G Practice the conversation. A: It’s R-O-S-A.

2. Q: How do you spell your last name?

A: It’s A-G-U-I-L-A-R.

3. Q: How do you spell your first name?

A:……………………..…

4. Q: How do you spell your last name?

A: …………………………

H Complete your name tag.

Bill Johnson

Teacher Book INTRO

Look at the passports. Circle the correct answer. 1. She / He is from Brazil.

2. She / He is from the United States.

3. Her / His first name is Rosa.

4. Her / His last name is Barros.

Surname/ Last name

Marcos Barros

Given name/ First name

Barros Marcos Country

Given name/ First name

Rosa Aguilar

United States Brazil

Surname/ Last name

Aguilar Rosa Country

Brazil

Student Book INTRO

Answer Key: I. 2. She 3. Her 4, His

1. Q: How do you spell your first name?

United States

STARTING THIS 2 BEFORE PAGE: Walk through

REAL LIFE/YOUR LIFE

homework on next page.

Complete the form with your information.

J. Draw the form on the board. Say each section aloud. Complete the form on the board with your information. Have students work individually to do their own form in the book.

Surname/ Last name

_______________________

EXPANSION: In pairs, have student(s) ask each other questions: What's your first name? What's your last name? Where are you from?

Given name/ First name

_______________________ Country

_______________________

K. This may be challenging. The conversation begins with 1. What's your name? Have student(s) find the response and write 2 next to the correct answer. Continue with the next question, How do you spell it?

K Put the conversation in order. 3 _________How do you spell it? 5 _________Where are you from? _________It’s S-U-I L-I-N. _________Nice to meet you, too.

Option: Write each line of the conversation on separate slips of paper (one per line). Have student(s) put the slips in order.

_________ What’s your name? 1 _________My name is Sui Lin. _________Nice to meet you. _________I’m from China.

EXPANSION: Students can practice this conversation in pairs. intercambio.org/students

Answer Key: K. The complete order is 3 5 4 8 1 2 7 6.

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Do examples in each activity to illustrate. L. Read directions aloud. Walk through the words in the box first. Go through #1 together. Point out how the words with capital letters start sentences.

HOMEWORK

Lesson 2 • Spell Your Name

Complete the sentences. Use the words in the box. 1. __________________ your first name? What’s 2. My _______________________ name is Rosa. 3. What’s your ______________________ name? 4. ____________________ last name is Aguilar. 5. __________________________ are you from?

M. This is the first time students are doing this type of activity. Read directions aloud. Point out that the words in bold italic are choices. They need to circle the correct choice. For #1, point to the key word, you, to help them remember which form of the verb "to be" they need to choose. Remind them that they use are for you and is for he and she. N. This is the first time students are doing this activity. It may be challenging. Write the letters m a n e on the board. Underline the n and point to it on the line. Then continue with each letter. They are given the first letter to unscramble each word. You will likely need to do this together when you start your next lesson and review homework.

6. I’m _______________________ the United States.

Teacher Book INTRO

What’s My from first last Where

M Circle the correct word. 1. Where is / are you from? 2. He is / are from Mexico. 3. Where is / are she from? 4. I am / is from China. 5. She am / is from the United States.

N Unscramble. 1. mane

____ n ____ a ____ m ____ e

2. stirf

____ f ____ ____ ____ ____

3. salt

____ l ____ ____ ____

4. esh

____ s ____ ____

5. shi

____ h ____ ____

6. reh

____ h ____ ____

Student Book INTRO

Answer Key: L. 2. first 3. last 4. My 5. Where 6. from M. 2. is 3. is 4. am 5. is N. 2. first 3. last 4. she 5. his 6. her

LOOK AND LI

LESSON 3 WHAT'S YOUR PHONE NUMBER? By the end of the lesson, students will be able to: • Read, write, and say numbers zero-10 • Write phone number and area code and distinguish between the two Grammar: What’s your / his / her phone number? What's your / his / her area code?

My / his / her phone number is____. My / his / her area code is ____.

Alphabetics: How to write E e and T t • Capital E: Say “The capital E has four strokes. Start at the top and pull straight down; that is 1. Come back to the top and draw a short straight line out to the right; that is 2. Pick up your pencil and come to the middle of your long straight long. Draw another line straight out to the right, matching your second line; that is 3. Pick up your pencil and come to the bottom of the long straight line. Draw a third line straight out to the right; that is 4." • Lowercase e: Say “The lowercase e has two strokes. Start near the bottom of your writing space. Draw a short line straight out to the right, that is 1. Without picking up your pencil, draw a half circle like the letter “C” up and around to the left; that is 2." • Capital T: Say “The capital T has two strokes. Start at the top and pull straight down; that is 1. Come back to the top with a little space to the left of the straight line and draw a shorter line side to side on top of the straight line; that is 2.” • Lowercase t: Say “The lowercase t has two strokes. It starts off the same as the capital T with a straight line from the top to the bottom. Bring your pencil to the middle line and cross the long straight line in the middle.” Emphasize that no part of the lowercase t extends beyond the writing line. What to bring to class: • Dice, playing cards, dominos, sticks, or toothpicks • Bag of candy for counting Warm-up: Have students walk around and introduce themselves. Hello, my first name is _____. I spell it_____. Model first. For 1-on-1 use stuffed animals, puppets, or pictures of famous people. Go over homework. The unscramble will likely be a challenge, so focus on that. OPTION: Give everyone a famous person—write the name on tape or name tags. Have them go around and pretend they are that person and introduce themselves. What to expect with numbers: Student(s) may not have a great understanding of numbers. It depends on how much formal education they have had previously. For this reason, you can use tally lines, dominos, etc. Take your time while counting so student(s) get familiar with the order of the numbers and what they mean in terms of quantity. Also, focus on the rhythm of numbers. For example, when we say our phone numbers, we say 3 numbers, pause, 3 numbers, pause, and then the final 4 numbers. Listening Track 03. Voice: For a call back, please leave your name and phone number. [beep] Man: Hello. My first name is Sam. That’s S-A-M. My last name is Jones. That’s J-O-N-E-S. My number is 360-5550376.

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LOOK AND LISTEN Hold up your book and point to the first page of Lesson 3. Say the name of the lesson, What's Your Phone Number? Point to the picture. Ask Who? (In a class, you may have a student that can say a word or two—build on that). Write Who? on the board. Play Track 03 completely, without stopping. Ask Who? and point to Sam in the picture.

A. Hold up the book and point to the dice. Have students repeat after you: point and say each number 0-10; point and say 10-zero; point and say numbers randomly. Point to a die, say the number, and then write the number on the board.

WHAT’S YOUR PHONE NUMBER?

LOOK AND LISTEN: TRACK 03

VOCABULARY

A Listen to your teacher and repeat. Point to each number.

zero 0

one 1

six 6

seven 7

two 2

eight 8

three 3

four 4

nine 9

five 5

ten 10 intercambio.org/students

EXPANSION: Get physical using TPR. Bring in pieces of candy. Put a group of candies together—for example, 3 candies. Point to the group of candies and say 3. Have students repeat. Point to another group of 5 candies and say 5. Have students repeat. Put another group of candies together, point to it and ask How many? You can have them count each candy to get the correct number. Give each student(s) (or group) 10 candies and have one partner put some candies in a group. The other partner says the number. Then everyone eats the candy! 16

Teacher Book INTRO

ALPHABETICS Write the letters E e, T t. _________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

e t

B Write E e or T t to complete the words. 1. thr______e e

2. ______ight

3. on______

4. ______wo

5. ______en

6. wha______’s

LISTENING

Listen to Track 03. Circle the phone number you hear. What’s the phone number? a. (360) 555-0367 b. (360) 555-0376 c. (306) 555-0376

ALPHABETICS Introduce the letters E e and T t. Model capital and lowercase e and t on D the board. NOTE: See Lead Page for this lesson on instructions for how to make E e and T t.

B. Do theEfirst word together. Write it on the board, including the underline. Point to the word. Show where the e is underlined. Say the letter e. Say the word three out loud. Point and say t again. F Do another together if needed. Repeat with the first word that uses the letter t.

C. Read directions aloud. Read each of the phone numbers out loud before you play G the track. Play Track 03 all the way through for students to circle the correct answer. Play the track multiple times if needed.

Student Book INTRO

Answer Key: B. 2. eight 3. one 4. two 5. ten 6. what's C. B

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D. THE FOCUS IS... your vs. him vs. her and my. Help students understand area code as the first 3 digits and the phone number as the full 10 digits beginning with area code. Read the questions and answers in the table. E. Read directions aloud. Write your number and area code on the board to model the activity.

F. Have the student(s) ask another student the questions and have them write that student's answers in their book.

G. Model with a student first. Have student(s) ask another student the questions and have them say the phone number. Have them practice calling the student using the cell phone picture. If appropriate, have students create a classroom list of phone numbers. Have student(s) call each other using their real cell phone. Encourage them to stay in touch with classmates outside of class.

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTION

What’s

your his her

phone number? area code?

ANSWER My His Her

phone number

(651) 555-1212. is

area code

(651).

PRACTICE

E Write your information. 1. My phone number is (___________) _____________________________________. 2. My area code is (___________)

F Ask a partner. Write the answer. Q: What’s your phone number? A: My phone number is (________)___________________________. Q: What’s your area code? A: My area code is (___________)

G Ask a partner. Listen and write the phone number.

Teacher Book INTRO

You:

What’s your phone number?

Partner: (.......).......-..............

intercambio.org/students

H Write your area code.

(312) (213)

(281)

Match. a. three

(407)

b. two

c. eight

d. five

e. nine

f. seven

Listen to your teacher. Write the phone numbers you hear. (507) 555 4674 1. ________________ -- ________________ -- _____________________ 2. ________________ -- ________________ -- _____________________ 3. ________________ -- ________________ -- _____________________ 4. ________________ -- ________________ -- _____________________

Student Book INTRO

g. four

H. Read directions aloud. Show an example from the map. For example, K point to a state you do not live in and show the area code. Ask student(s) to point to where they live and to write in their area code. States have multiple area codes. For this reason, each student should write their own area code.

I. This is a matching activity set up horizontally instead of vertically. Do the example together. Have students work individually. Compare answers in pairs. J. Dictation. L Write down some phone numbers in your book before you dictate. Try using the areas codes student(s) provided. Remember to dictate using the appropriate pauses so that they learn phone numbers in rhythm. Note: We always use 555 so that there are no real numbers to be called.

Answer Key: I. b. F c. C d. B e. A f. E g. G J. Answers will vary -- Teacher should write the numbers they dictate and review the answers.

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BEFORE STARTING THIS PAGE: Walk through homework on next page. K. Read directions out loud. Do the Mr. I Fix It card together. You can make a copy of the page, cut it out, and pass it around. Walk through each card. Depending on the level of your student(s), you can introduce phone vs. fax.

REAL LIFE/YOUR LIFE

K Underline the phone numbers on the cards. Read the numbers aloud.

Mr. I Fix It Alex Porto owner

Carlos Suarez Carlos Suarez Carlos Suarez 1 0 0 S o u t h 1 4 t h Av e Ta m p a , F L 3 3 6 0 1

a p o r t o @ I fi x i t . c o m (720)555-4660

EXPANSION: Bring in business cards from local banks, credit unions, and other community members who support your work. Do the same activity but let students know (through gestures) who these people are.

L. Remind students to use ( ) for area code. Read directions aloud. Model #1. Have students work either in pairs or independently. If your student(s) is doing well, have them work alone. If they are still struggling, have them work in pairs.

Is�� K��b��

cell: (813) 555-5505 fax: (813) 555-5500

Halle Jacobs teacher

isa.kimb5578@gmail.com (645) 555-9216

(415) 555-4884 : phone (415) 555-4000 : fax halle.jac4884@hotmail.com

Read the business cards in activity K. Write the correct answers. (720) __________ 555 -- ______________ 4660 1. Find area code (720). Fill in the phone number. _________-2. Find area code (415). Fill in the phone number. _________ -- __________ -- ______________ 3. What is Carlos Suarez’s phone number? __________-- ____________ -- _________________ 4. What is Isabelle’s area code?______________________ 5. What is Halle Jacobs’s phone number?__________-- ____________ -- ___________________ 6. Fill in the missing area code. _____________ – 555 – 5505 7. Find phone number (720) 555-4660. What is his first name? ___________________________ 8. Find phone number (645) 555-9216. What is her last name? ___________________________ intercambio.org/students

Answer Key: 2. (415) 555-4884 3. (813) 555-5505 4. (645) 5. (415) 555-4884 6. (813) 7. Alex 8. Kimball

Teacher Book INTRO

HOMEWORK

Lesson 3 • What’s Your Phone Number?

M. Do letter a. together

M Write the number next to its written form. a. _____ 8 eight

b. _____ one

c. _____ three

d. _____ five

e. _____ six

f. _____ two

g. _____ four

h. _____ seven

i. _____ zero

j. _____ nine

k. _____ ten

l. _____ three

B. zero

C. six

D. ten

E. one

F. five

N. Do letter A. together.

N Match

A. eight

Do examples in each activity to illustrate.

O Read the sentences. Write your information. 1. Q: What’s your first name? A. My first name is _________________________________________________.

O. Option: Use this as a speaking warm-up to start the next class.

2. Q: What’s your last name? A. It’s _______________________________________________________. 3. Q: What’s your phone number? A. My phone number is (__________) -- ______________ -- _______________________. 18

Student Book INTRO

Answer Key: M. b. 1 c. 3 d. 5 e. 6 f. 2 g. 4 h. 7 i. 0 j. 9 k. 10 l. 3 N. B. c C. f D. e E. b F. d

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LESSON 4 REVIEW This is a Review of lessons 1, 2, and 3. There is NO Progress Check, only a Review. This should take the whole class. Timing Note: There are four pages to this Review. You begin and end with an interactive game. The middle two pages contain activities similar to those in the lessons. If you are teaching in a group, have students work in pairs or small groups as often as possible. This increases their practice time and allows you the opportunity to walk around and listen to how it is going. Take notes, so if you need to review anything specific, you'll know what's needed. Activity A: You will be using Total Physical Response (TPR). Make notes on your page before saying the commands. What to bring to class: • Dice, playing cards, dominos, sticks or toothpicks • Flash cards (or playing cards) with numbers, and vocabulary words • Coins (such as pennies) to play games. Heads = move 1 space, Tails = move 2 spaces • Magazines and/or pictures of famous people Warm-up: Go over the previous homework before beginning the Review.

Teacher Book INTRO

REVIEW

A. Use TPR commands. Remember: When using TPR, say and do and have student(s) say and do. Then, just say, and have student(s) say and do. Select different student(s) to lead as well. See the TPR directions in the section titled “How to Begin Lesson 1” that precedes Lesson 1 for a reminder about using TPR.

A Listen to your teacher.

Have student(s) stand up. Say touch, underline, or circle, etc. the pictures on this page.

intercambio.org/students

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B. Match EXPANSION: Play a memory game using flash cards. Your flash cards should have the numbers written out and as numerals (e.g., two, 2). You can pass out index cards and have students create flash cards to use to play the Memory Game in pairs. Lay out the cards in a grid. Students turn over two cards at a time. If the cards match, the student keeps the cards and continues their turn. If the two cards don't match, they put them back in the same place on the grid.

B Match.

A. nine

a. 2

B. one

b. 4

C. zero

c. 8

D. seven

d. 6

E. four

e. 9

F. five

f. 1

G. eight

g. 3

H. three

h. 0

I. six

i. 5

J. two

j. 7

Complete the words. a 1. My n______me is John.

2. H____w d____ you spell it? 3. Wh____re is sh____ from?

D. Model and have students complete the activity. EXPANSION: Practice the Q and A in pairs or in a Conversation Rotation or Cocktail Party. See EXPANSION ACTIVITIES in front of book.

4. Wha____’s his ph____ne numbe____?

D Circle the correct word. 1. Q. What is / am her phone number?

A. It is / are (970) 555-0472.

2. Q. What is / are your name?

A. It is / are Layla.

3. Q. Where is / are you from?

A. I am / is from the United States.

4. Q. What is / are his last name?

A. It is / are Gomez.

Student Book INTRO

Answer Key: B. B. f C. h D. j E. b F. i G. c H. g I. d J. a C. 2 = How / do, 3. Where / she, 4. What's / phone / number D. 2. Q: is A: is, 3: Q: are A: am 4. Q: is A: is

Teacher Book INTRO

4 E

Write the correct word. 1. What’s ___________ name? her

2. What’s ___________name?

3. What’s __________ name?

4. What’s ___________name?

E. Review the his / her pronouns before the activity. EXPANSION: Bring in a magazine with pictures of famous people. Have students pick 3-4 people from the magazines. In pairs, have them ask each other What's his / her name?

Read the business card. Write the correct answers.

F. Complete the activity. EXPANSION: Bring in other business cards. Hand them out to students to work in pairs. Remind students to use ( ) for area code.

Alex Wu Sparkle Window Cleaning awu@sparkle123.com (617) 555-5986

(617) 555-5986 1. What’s his phone number? ______________________________________________________ 2. What’s his last name?

______________________________________________________

3. What’s his first name?

______________________________________________________

4. What’s his area code?

______________________________________________________ intercambio.org/students

Answer Key: E, 2. his 3. his 4. her F. 2. Wu, 3. Alex, 4. (617)

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G This activity is great practice and should be fun and friendly. There is no scoring. Use a coin to flip heads or tails. Heads = move 1 space, tails = move 2 spaces on the game board.

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

START

How do you spell your first name?

What’s your phone number?

If time allows, switch pairs and play again.

LOOK AND LI Point to the letter p.

Spell the number 3.

Say a word with the letter a.

Spell your last name.

Stand up. Sit down.

What’s your first name?

What’s your area code?

Say the next number: 4, 5, ___.

Point to the letter e.

What’s your last name?

Point to the first letter in your name.

Where are you from?

Say a word with the letter p.

Touch the letter r.

Say the number 10.

Say a word with w.

Teacher Book INTRO

Student Book INTRO

END

Say the next number: 7, 8, ___.

Point to the letter o.

LESSON 5 IS THIS YOUR PEN? By the end of the lesson, students will be able to: • Ask questions with this / that / these / those • Identify common items around the classroom or the room where you teach Grammar: What is this / that? What are these / those?

It's a pen. They're pencils.

Alphabetics: How to write I i and N n. • Capital I: Say “The capital I has three strokes. Start at the top and draw a line straight down; that is 1. Pick your pencil up and come to the top of your line and a little to the left. Draw a short straight line across the very top of your first line; that is 2. Pick up your pencil and come to the bottom of your long straight line, again, a little to the left. Draw a short straight line across the very bottom; that is 3." • Lowercase i: Say “The lowercase i has one stroke and one dot. Start in the middle of your writing space and draw a short line straight down; that is 1. Make a small dot on top of the straight line, leaving a little space in between the dot and the line." • Capital N: Say “The capital N has three strokes. Start at the top and draw a line straight down; that is 1. Pick up your pencil and come back to the start of your first line. Draw a straight line diagonally down to the right; that is 2. Without picking up your pencil, draw a line straight up to the top; that is 3." • Lowercase n: Say “The lowercase n has two strokes. Start in the middle and draw a line straight down; that is 1. Keeping your pencil on the paper, retrace your short line up. When you come to the top of the short line, make a curved line to the right and then pull straight down to the bottom; that is 2." What to bring to class: • Classroom objects: pens, pencils, paper, notebook. Warm-up: Write some simple math problems on the board. Make sure all answers are between 0 and 10. • 1+2 = 3 (as example) 2+ 4 = ? 5-1 = ? ... • Have students answer the problems on the board. They can create their own math problems, as well. Listening Track 04. Male: Is this your pen? Female: No, it isn’t. Male: Is this your pen? Female: No, it isn’t. Male: Is that your pen? Female: Yes, that’s my pen. Thank you.

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IS THIS YOUR PEN? LOOK AND LISTEN Hold up the book. Point to the 5 in the top corner of the title and say Five and the name of the lesson, Is This Your Pen? Write What? on the board. Play Track 04. Ask What? Point to the pen the man is holding in his hand.

A. 1. Say and gesture Listen to me. 2. Point to the vocabulary words on the page. 3. Read each word aloud slowly, 2-3 times. 4. Say and gesture, Listen and repeat after me. 5. Read the words again. Allow time for students to repeat. EXPANSION: Have students get up and move around using TPR to point to or touch the items in the room; e.g., Say and do, touch the window, point to the book...

LOOK AND LISTEN: TRACK 04

VOCABULARY

A Listen to your teacher and repeat.

window

board

door

chair

teacher

paper

student

notebook

table

book

box

pencil

pen

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Teacher Book INTRO

ALPHABETICS Write the letters I i, N n. _________________________________ _______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

B Write I i or N n to complete the words. 1. penc______l i

2. cha______r

3. th______s

4. stude______t

5. ______ ame

6. pho______e

LISTENING

Listen to Track 04. Circle the correct words. 1. Is this your pen /pencil ? 2. No, it is / isn’t. 3. Yes, that’s / this is my pen.

ALPHABETICS Introduce the letters I i and N n. Model capital and lowercase i and n on D the board. NOTE: See Lead Page for this lesson on instructions for how to make I i and N n.

B. Do first word together. Write it on the board, including the underline. Point to the word pencil. Show where the pencil is underlined. Say the letter n. Say the word pencilEout loud. Point and say n again. Do another together if needed. Repeat with the first word that uses the letter n.

C. Read directions aloud. Play Track 04 all the way through, then do #1. Play the track as manyFtimes as needed to complete the activity. Play again for corrections.

Student Book INTRO

Answer Key: B. 2. chair 3. this 4.student 5. name 6. phone C. 2. isn't, 3. that's

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D. THE FOCUS IS... This and that for singular and these and those for plural. Postive and negative—is and isn't and are and aren't. Read the questions and answers in the chart. Point to this and that for singular and these and those for plural. Introduce isn't and aren't. This and these are used for things that are close to the speaker. That and those are for things further away. Hold up a single object and say this. Hold up multiple objects and say these. Put a single object further away, point to it and say that. Put a group of objects further away and say those.

LANGUAGE TOOLS TIP:

D Listen to your teacher and repeat. QUESTION It’s

that?

What

these?

are

Are

this that these those

chair.

They’re

those?

chairs.

QUESTION Is

isn’t = is not aren’t = are not

ANSWER this?

ANSWER

your his

pencil?

her

pencils?

Yes, No,

they

is. isn’t. are. aren’t.

PRACTICE

Complete. 1. Q: What is this? A: __________ a chair. It’s 3. Q: What are these? A: _______________ tables.

E. Read directions aloud. In this activity, student(s) are practicing using it is and are and isn't and aren't. F. Put some objects on a table and ask student(s) the questions in the activity for them to answer. Then have student(s) ask each other.

5. Q: Is this your pencil? A: No, it ____________________. 7. Q: Are these your pencils? A: Yes, they _________________.

2. Q: What is that? A: ________________ a notebook. 4. Q: What are those? A: ______________________ chairs. 6. Q: Is that his computer? A: Yes, it ____________________. 8 Q: Are those your students? A: No, they ____________________.

Practice the conversation with a partner. 1. Q: Is this your …………………………? A: ………………………………………. 2. Q: Are these your …………………….? A: ………………………………………. intercambio.org/students

Answer Key: E. 2. It's 3. They're 4. They're 5. isn't 6. is 7. are 8. aren't

Teacher Book INTRO

G Check off the supplies that are on the list. 3rd Grade School Supply List: paper books

1 backpack 2 boxes of pencils (pre-sharpened) 6 glue sticks

pencils chair pens

3 erasers

notebooks

8 pens 2 boxes of tissues 1 box of markers 5 reams of paper 5 notebooks scissors (optional) headphones to keep at school (optional)

H Unscramble. What does the student need? 1. nspe

p ____ e ____ n ____ s ____

2. rapep

p ____ ____ ____ ____ ____

3. licpsen

p ____ ____ ____ ____ ____ ____ ____

4. oebntokso

n ____ ____ ____ ____ ____ ____ ____ ____ ____

G. Ask students to look at the list on the left. Give them a minute to I it. Can they guess study what the list is for? Ask Have you seen a list like this? Do you see any words you know on this list? If they don’t know some of the items on the flier, you can explain what they are or see if another student knows them. Say things like, Many schools give students a list of materials they need to start the school year. This is a list of materials. Can you see what grade this is for? Where do you see the grade? Tell students to compare the two lists. Ask What is the same on the school supply list (on the left) and the vocabulary list (on the right)? Say Make a check next to the words on the vocabulary list that are also on the 3rd grade school supply list. Point out that the first one (paper) has been checked off. H. J Hint: The answers are the same words that were checked above.

Student Book INTRO

Answer Key: G. checked items: pencils, pens, and notebooks, H. 2. paper 3. pencils 4. notebooks

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BEFORE STARTING THIS PAGE: Walk through the homework on next page with your student(s).

REAL LIFE/YOUR LIFE

I. Read directions aloud. Model #1 by asking Does the picture have a single object or multiple objects? Is the object near or far from the hand or finger?

Read the question. Look at the picture. Circle and complete.

notebook 1. Q: What’s this? A: It’s a __________________________________.

2. Q: What’s that? A: It’s a __________________________________.

3. Q: What are this / these? A: They’re ___________________________.

4. Q: What’s this / that? A: It’s a ________________________________.

5. Q: Is this your _______________________________?

A: Yes, it is / isn’t.

6. Q: Are those your ___________________________?

A: No, they are / aren’t.

J. Here we are practicing the entire lesson: is and isn't, are and aren't, as well as this, that, these, and those. Model with a student first.

Look around the room. Point. Ask a partner. 1. Q: Is this / that your …………………? A: Yes, it is. / No, it isn’t.

2. Q: Are these / those your ……………? A: Yes, they are. / No, they aren’t.

intercambio.org/students

Answer Key: I. 2. chair 3. these/pens 4. this/book 5. pencil/is 6. chairs/aren't

Teacher Book INTRO

HOMEWORK

Lesson 5 • Is This Your Pen?

K Write the words in the correct box. pens

pencil

notebook

What is this/that?

books

chairs

table

boxes

What are these/those? pens

Match the question and answer. 1. What is this?

a. No, they aren’t.

2. Are those your books?

b. It’s a notebook.

3. Is this your book?

c. Yes, it is.

4. What are those?

d. Yes, it is.

5. Are these his pencils?

e. Yes, they’re his pencils.

6. Is that your table?

f. They’re boxes.

K. This activity works on LOOK LISTEN: singular andAND plural. Help TRACK 05 students see which box is for the plural words. Point out the words that end in s in the top word box.

L. Point out how this / that will have an answer with it and these / those will have an answer with are.

M Read the answer. Write the question. Use this or these. 1. Q: ___________________________________________? What is this

A: It’s a pen.

2. Q: ___________________________________________?

A: They’re erasers.

3. Q: ___________________________________________?

A: No, it isn’t his book.

4. Q: ___________________________________________?

A: Yes, they are my pencils.

Do examples in each activity to illustrate.

M. Remind students that they are writing the question for the answer.

Student Book INTRO

Answer Key: K no s : pencil,notebook, table s: books, chairs, boxes L. 2. a 3. c or d 4. f 5. e 6. c or d M. 2. What are these? 3. Is this his book? 4. Are these your pencils?

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LESSON 6 IT'S NEXT TO THE BOOKS By the end of the lesson, students will be able to: • Identify common items around the room • Say where items are in a room (using prepositions) Grammar: Where is the pen? Where are the books?

It's in /on / next to / between the books. They're in /on /next to / between the tables.

Alphabetics: How to write B b and X x • Capital B: Say “The capital B has three strokes. Start at the top and pull straight down; that is 1. Come back to the top and make a half circle to the right side, stopping in the middle; that is 2. Make a second half circle to the right, stopping at the bottom; that is 3.” • Lowercase b: Say “The lowercase b has two strokes. Start at the top and pull straight down; that is 1. Keep your pencil on the paper and begin to trace back up the line. Stop just below midway point and draw a circle out to the right; that is 2.” • Capital X: Say “The capital X has two strokes. Start at the top of your writing space and make a long diagonal line straight down to the right; that is 1. Come back to the top and to the right of your first line. Draw a long diagonal straight line down and to the left, crossing your first line in the middle; that is 2." • Lowercase x: Say “The lowercase x is formed the same as the uppercase X, only smaller and lower in your writing space.” What to bring to class: • Vocabulary objects such as purse, backpack, bag, wallet, cell phone Warm-up: Bring in an empty bag or box. Take an item from each student, such as: pen, book, notebook, pencil. Put all the objects in the bag/box. Pull out an item and ask, Is this your ______? After you do this several times, have student(s) lead the activity. Go over homework. Listening Track 05 A: Hey, Adam. I need to sign this form. Where is my pen? B: It’s on the table. A: It’s on the table? B: Yes, in the box. A: It’s on the table in the box? B: Yep, next to the books. A: Got it. Thanks.

Teacher Book INTRO

IT’S NEXT TO THE BOOKS

LOOK AND LISTEN Ask What lesson is this? Elicit 6. Point to the name of the lesson and say, It's Next to the Books.

LOOK AND LISTEN: TRACK 05

Say and gesture, Look at the picture and listen. Write this question on the board: What is she looking for? Play Track 05 all the way through and point to the question on the board and ask again: What is she looking for? This technique to begin the lesson is preparing the student(s) for how listening is done at higher levels.

VOCABULARY

A Listen to your teacher and repeat.

purse

backpack

bag

wallet

between

cell phone

A. The first part of the vocabulary is objects. Hold up the objects or point to the pictures in your book. Remember to repeat words 2-3 times.

box

next to

intercambio.org/students

The second part of the vocabulary is prepositions. Demonstrate these words by pointing to objects using the words. Repeat 2-3 times slowly. Place a pen in a box and say Where is the pen? It's in the box. Place a pencil on top of a book and say Where is the pencil? It's on the book. Emphasize the prepositions.

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ALPHABETICS Introduce the letters B b and X x. Model capital and lowercase b and x on the board. NOTE: See Lead Page for this lesson on instructions for how to make B b and X x.

B. Do the first word together. Write it on the board, including the underline. Point to the word. Show where the b is underlined. Say the letter b. Say the word box out loud. Point and say b again. Do another together if needed. Repeat with the first word that uses the letter x. C. Read directions aloud. Read each of the phrases before you play the track. Play Track 05 all the way through. Hint: You may want to tell student(s) there are 3 correct answers.

ALPHABETICS

Write the letters B b, X x. _________________________________ _______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

E B Write B b or X x to complete the words. 1. _____ox b

2. _____ag

3. _____ackpack

4. bo_____

5. ne_____t

6. fa_____

LISTENING

Listen to Track 05. Circle the correct answers. Where is the pen? 1. on the table

2. in the box

3. on the books

4. next to the books

Student Book INTRO

Answer Key: B. 2. bag 3. backpack 4. box 5. next 6. fax C. 1, 2, and 4

Teacher Book INTRO

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTION

When you read the chart, you may want to demonstrate each answer.

ANSWER

the pen?

It’s

in on

the box. the table.

are

the books?

They’re

next to between

the books. the table and the chair.

Where

D. THE FOCUS IS...... Using prepositions: in, on, next to, and between.

PRACTICE

Complete the answer. Use the words in the box. in

next to

Where is the pen?

between Where is the backpack?

1._________________________ the box. It’s in

2. _________________________ the chair.

Where is the cell phone?

Where are the pencils?

3._________________________ the books.

E. Read directions aloud. Review the words in the box. Model #1.

4.__________________ the notebook and the wallet.

Point to a picture. Ask and answer the question with a partner. Q: Where is the pen/box?

A: It’s…………….

Q: Where are the pens/books?

A: They’re …………. intercambio.org/students

Answer Key: B. 2. on 3. next to 4. between

intercambio.org/teachers

G. Dictation: When you dictate, use a normal pace. Do not say sentences too slowly. Students need to hear how people will speak to them in English. Dictate as follows: 1. Where is the pen? 2. Where are the pens? 3. Where is the phone? 4. Where are the books? 5. It’s on the table. 6. They’re in the bag. 7. They’re next to the window. 8. It’s between the table and the window.

G Listen to your teacher. Circle the words you hear. 1. Where is / are the pen / pens?

2. Where is / are the pen / pens? 3. Where is / are the phone / phones? 4. Where is / are the book / books? 5. It’s / They’re on the table. 6. They’re / It’s in the bag. 7. It’s / They’re next to the window. 8. It’s / They’re between the table and the window.

H Complete the sentences. Use It’s or They’re.

I. Point out that capital letters are for the first word in the sentence. Look for the word with a period or question mark at the end of the sentence. Model #1. If needed, do another.

1. Q: Where is the pen?

A:______________on the table. It’s

2. Q: Where is the book?

A:______________ on the table.

3. Q: Where are the pens?

A:______________ in the box.

4. Q: Where are the bags?

A:______________ on the chair.

Unscramble the words to make a sentence. 1. pens? / are / the / Where _______________________________________________________ Where are the pens? 2. is / book? / Where / the ________________________________________________________ 3. the / is / Where / wallet? _______________________________________________________ 4. in / It’s / box. / the ____________________________________________________________ 5. the / next to / bag. / It’s ________________________________________________________ 6. the phone. / and / They’re / between / the pencil ______________________________________________________________________________ 32

Student Book INTRO

Answer Key: G. Dictation -- check your answers H. 2. It's 3. They're 4. They're I. 2.Where is the book? 3. Where is the wallet? 4. It's in the box. 5. It's next to the bag 6. They're between the pencil and the phone. 38

Teacher Book INTRO

REAL LIFE/YOUR LIFE

Look at the picture. Circle the correct word.

BEFORE STARTING THIS PAGE: Walk through homework on next page. J. Use this practice to prepare students for speaking below.

1. The books are in / on the table. 2. The pencils are in / on a box. 3. The table is between / next to the chair. 4. The pencil is on / between the notebook. 5. The cell phone is in / on the backpack. 6. The wallet is in / on the books. 7. The computer is on / between the books and the box. 8. The chair is between / next to the table. 9. The wallet is between / on the books. 10. The computer is next to / between the books.

K. Walk through the same picture with your student(s) so they have more confidence to ask each other questions and give answers. EXPANSION: Arrange items on a desk or in the room to get student(s) up and moving around.

K Look at the picture. Practice with a partner. Partner 1: Where’s the notebook? ..............................................

Partner 2: It’s on the desk. ............................................... intercambio.org/students

Answer Key: J. 2. in 3. next to 4. on 5. in 6. on 7. between 8. next to 9. on 10. next to

intercambio.org/teachers

Do examples in each activity to illustrate. L. Read directions aloud. Walk through the words in the box. Do #1 together.

HOMEWORK

Lesson 6 • It’s Next to the Books

Fill in the missing letters to write the words from the box. between

backpack

purse

next to

phone

1. b____g a

2. ____ackpa____k

3. b_____twee_____

4. _____o_____

5. i_____

6. _____e_____t to

7. ______n

8. _____ho_____e

9. _____u_____s_____

M. This activity is similar to Activity E. Walk through the phrases in the box above the pictures and model #1.

on box

bag wallet

LOOK AND L

10. w_____lle_____

M Write the answers. Use the words from the box. on the chair

next to the books

in the box

Where is the pen?

between the notebook and the wallet Where is the backpack?

1.__________________________________ 2. _________________________________ in the box Where is the cell phone?

Where are the pencils?

3.__________________________________ 4.__________________________________

N. Remind student(s) that they are writing the question for the answer. Do #1 together.

N Read the answer. Write the question. 1. Q:_________________________________________________________________________ ? Where is the box A: The box is on the table. 2. Q:_________________________________________________________________________ ? A: The pencil is in the box. 3. Q:_________________________________________________________________________ ? A: The books are next to the pencils. 4. Q:__________________________________________________________________________? A: The purse is between the chair and the table. 34

Student Book INTRO

Answer Key: L. 2. backpack 3. between 4. box 5. in 6. next to 7. on 8. phone 9. purse 10. wallet M. 2. on the chair 3. next to the books 4. between the book and wallet N. 2. Where is the pencil? 3. Where are the books? 4. Where is the purse? 40

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LESSON 7 HOW MANY ARE THERE? By the end of the lesson, students will be able to: • Read, write, and say colors, fruits and vegetables • Count objects Grammar: How many are there? What color is the apple?

There is / are two. It's green.

Alphabetics: How to write G g and L l. • Capital G: Say “Capital G has two strokes. Start near the top and make a big curved line up and around to the left, like a half circle; that is 1. Without picking up your pencil, make a very short line straight and to the left, as if inside the circle; that is 2." • Lowercase g: Say “Lowercase g has two strokes. Make a small circle near the bottom part of your writing space, that is 1. From the top right side of your circle, draw a line straight down and below the writing line, then curve the line slightly around to the left; that is 2." • Capital L: Say “The capital L has two strokes. Start at the top and draw a line straight down to the bottom; that is 1. Without picking up your pencil, draw a short line out to the right; that is 2." • Lowercase l: Say “The lowercase l has one stroke. Start at the top and draw a line straight down to the bottom.” What to bring to class: • Fruits and vegetables Warm-up: Use items from the class. Call out a preposition such as between, and arrange items so that student(s) can say a sentence using the preposition. The cell phone is between the book and the pen. In group classes, you can set this up as a competition. Put students into teams. Once you say the preposition, the first group that arranges their objects correctly and can say a correct sentence gets a point. Go over homework. Listening Track 06 Mom: We need potatoes for the roasted vegetables. Son: Brown potatoes or red potatoes? Mom: Brown potatoes. How many brown potatoes are there? Son: There are three. Mom: Great. We need white onions too. Son. Okay, there’s one white onion. Mom. That’s good. Thanks.

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LOOK AND LISTEN Ask What lesson is this? Elicit 7. Point to the name of the lesson and say, How Many Are There? Say and gesture Look at the picture and listen. Write this question on the board: How many people? Play Track 06 all the way through and point to the question on the board and ask again: How many people are there?

HOW MANY ARE THERE? LOOK AND LISTEN: TRACK 06

This technique to begin the lesson is preparing the student(s) for how listening is done at higher levels.

A. Hold up the objects or point to the pictures in your book.

VOCABULARY

A Listen to your teacher and repeat. Fruits

Vegetables

Remember to repeat words 2-3 times. (Tomatoes are technically a fruit, but we think of them as a vegetable.) NOTE: Some languages put colors after the objects (nouns), so remember to focus on where the color goes.

purple grapes

yellow banana

orange carrots

white onion

green apple

blue bowl

brown potato

red tomatoes

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Teacher Book INTRO

ALPHABETICS Write the letters G g, L l. _________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

g l

B Write G g, or L l to complete the words. 1. ________ rapes g

2. ba________

3. ei________ht

4. ve________etable

5. oran________e

6. b________ue

7. app________e

8. purp________e

9. bow________

LISTENING

Listen to Track 06. Circle the correct word. 1. We need potatoes / apples for the roasted vegetables. 2. There are three / two brown potatoes. 3. There is one white / yellow onion.

ALPHABETICS Introduce the letters G g and L l. Model capital and lowercase g and l on theDboard. NOTE: See Lead Page for this lesson on instructions for how to make G g and L l.

B. Do the first word together. Write it on the board, including theEunderline. Point to the word. Show where the g is underlined. Say the letter g. Say the word grapes out loud. Point and say g again. Do another together if needed. Repeat with the first word that uses the letter L. C. F directions aloud. Read Read each of the sentences before you play the track. Play Track 06 all the way through to do #1. Play track multiple times to complete the activity.

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Answer Key: B. 2. bag 3. eight 4. vegetable 5. orange 6. blue 7. apple 8. purple 9. bowl C. 2. three 3. white

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D. THE FOCUS IS... How many? There is, there are. This could be challenging because the word there has to be used but doesn't necessarily translate into other languages. For example, an English language learner might say, Are two or Have two instead of There are two.

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTION How

many

ANSWER

are

there?

There

one.

are

two.

QUESTION

NOTE: When we speak, we often say There's for plurals, but we do not write there's for plurals. How many apples are there? There's six. SPEAKING ONLY.

is What

color are

ANSWER it?

It’s

green.

They’re

red.

the apple? they? the tomatoes?

PRACTICE

E E&F. Have student(s) complete. E focuses on is and are. F focuses on it and they.

Complete the sentences with is or are. 1. Q: How many are there?

2. Q: How many are there?

is A: There_______one.

A: There _______ two.

3. Q: How many apples _________there? A: There _________ one. 5. Q: What color _______________ it?

EXPANSION: Ask and answer questions orally, individually or in pairs. Check answers in pairs.

A: It’s yellow.

4. Q: How many oranges_________there? A: There _________ four. 6. Q: What color ______________ they? A: They’re purple.

Complete the sentences with it or they. 1. Q: What color are ___________? they A: They’re green.

2. Q: What color is ___________? A: It’s red.

3. Q: What color are the apples?

4. Q: What color is the bowl?

A. ____________ ’re red.

A: __________’s blue.

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Answer Key: E. 2. are 3. are / is 4. are / are 5. is 6. are F. 2. it 3. They're 4. It's

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G Count using tally marks. Fill in the missing tallies. 1

H What are they? How many are there? Write the food on the line. Write the tally number in the box. a

carrots c

G Tally marks: Some countries use a different tally system, so your student(s) may not be J with how to familar tally. Focus on 4 slashes with the 5th slash going through the other 4. First, teach them how to count by making tally marks. Use the chart at the start of this activity to practice. Once they have completed this chart, they can use it for reference in Activity H. H. K NOTE: Point out irregular spelling for tomato and potato when plural: tomatoes, potatoes. If students ask why, tell them That's just the way it is in English. We call this a spelling fact.

Practice with a partner. Ask about the food items. Q: How many potatoes are there? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A: There is/are four. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

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Answer Key: H. (answers should reflect the correct tally marks) b. 4 potatoes c. 6 apples d. 1 onion e. 8 grapes f. 7 tomatoes

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BEFORE STARTING THIS PAGE: Walk through homework on next page. J. Categorizing singular and plural. Point out the verb (is /are) in the sentence: What color is the ___? and What color are the ___?

REAL LIFE/YOUR LIFE

Write the words from the box in the chart. apple

banana

carrots

grapes

What color is the_____?

onion

potatoes

tomatoes

What color are the _______?

apple

Now, point out the endings on the nouns: onion vs. apples. If it ends in s, it is plural so we use They are____. Student(s) will only write objects, not phrases.

K Complete the grocery list. Recipe for Roasted Vegetables

K. This reading activity helps student(s) learn to read for very specific information. You do not have to read and explain the entire recipe card. That will defeat the purpose. This is activating critical thinking skills. All we want them to produce is the quantity, color, and name of vegetables.

Cut up and put in lightly oiled baking pan—three brown potatoes, five orange carrots, seven small red tomatoes, one white onion, and a little salt and pepper. Roast in oven at 425󠅁󠅁󠅁󠅁 󠅁󠅁r 25󠅁󠅁-35󠅁󠅁 minutes, or until golden brown.

Don't explain the unknown words in the recipe card. Just ask them to look at the recipe card to find the information needed for the grocery list. Walk through the first two together.

Grocery List #

color

vegetable

3 _____________ ____ brown

____________________ potatoes

____ _____________

c____ r ____ o t ____

____ _____________

t ____ m a ____ o ____s

____ _____________

____ n ____ ____ n

olive oil salt pepper

Practice with a partner. Look at the recipe. Ask about the colors of the foods. 1. Q: What color is the …………………………? A: It’s …………………….. 2. Q: What color are the ………………….? A: They’re ………………………. intercambio.org/students

Answer Key: J. singular: banana, onion plural: carrots, grapes, potatoes, tomatoes K. 5 orange carrots, 7 red tomatoes, 1 white onion

Teacher Book INTRO

HOMEWORK

Lesson 7 • How Many Are There?

M Circle is or are.

M. Model # 1 together.

1. There is / are three brown potatoes. 2. There is / are two green apples. 3. There is / are a yellow banana. 4. There is / are one orange carrot. 5. There is / are many grapes. 6. There is / are one white onion. 7. There is / are seven small red tomatoes.

N. Review how to make tally marks.

N Write the numbers or the tally marks. How many are there?

tally a.

tally

O Circle the vegetables. Underline the fruit.

1. carrots

2. tomatoes

3. bananas

5. onions

6. apples

7. potatoes

4. grapes

O. Do #1 together. Remember that we organize tomatoes as a vegetable, even though it is technically a fruit.

Student Book INTRO

Answer Key: M. 2. are 3. is 4. is 5. are 6. is 7. are N. Chart on left: b. 7 c. 10 d. 2 Chart on right: Review tally marks O. vegetables (circle): carrots, tomatoes, onions, potatoes, fruits (underlined): bananas, grapes, apples intercambio.org/teachers

LESSON 8 REVIEW & PROGRESS CHECK Timing Notes: • The first 4 pages are the Review. The last 2 pages are the Progress Check. Manage your time. Use half your class for the Review, then the other half for the Progress Check. • Adapt timing 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 the next. Giving the Progress Check: • This is the first Progress Check for your student(s). This will give you and your student(s) a chance to see how their acqusition of English is coming along. This should not be stressful. If your student(s) seems stressed, try to ease their apprehension and reassure them that it will be helpful to know what they need to work on. Progress Check: 2 pages, beginning with a listening activity. Play Listening Track 07 as the first activity. See callout instructions on the page. • Do not play the track more than 3 times, no exceptions. Listening Track 7 A: Where's my notebook? B: Your blue notebook? A: No, my yellow notebook. B: Here it is. It's on the table, next to your purse. A: Oh great, thank you. Where's my phone? B: Is it in your purse? A: Ahhh. Good idea. Nope, it is not in my purse. B: Is it in your backpack? A: Hmmm. Oh. Here it is. Thanks. IMPORTANT NOTES FOR GROUP CLASSES: Once your students have completed the Listening Check, you will begin to call up one student at a time to administer the Speaking evaluation at the end of the Progress Check. Do not do the Speaking evaluation as a group. Scoring the Speaking evaluation: Read the question (1, 2), or point to the picture and words to elicit question (3, 4). Repeat the question one time if needed. Do not give prompts to the student. Use the following rubric to score each item: 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 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 THE PROGRESS CHECK 10 points Total points 1st page 15 points Total points 2nd page x4 100 Total points possible 48

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Note: When grading, do not count examples as correct. Skip them. At the bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 10/15 points) Multiply number of correct answers by 4 for final score out of 100

REVIEW & PROGRESS CHECK A Listen to your teacher.

A. Use TPR. Have students point to, touch, circle, underline, and cross out the pictures on the page as you call them out. Remember, you can have them do more than 1 command per item.

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B. Model # 1 together. Remind student(s) about singular and plural to look for clues.

B Match

C C. Have student(s) look at the whole sentence to see which words they can pick out right away to spell. Then fill in the words that are more challenging.

1. What is this?

a. Yes, they are.

2. Are these your pens?

b. No, they aren’t his books.

3. What are these?

c. It’s a table.

4. Is this your pencil?

d. They’re my pens.

5. Are these his books?

e. Yes, it is.

Complete the words. 1. ____he boo____s ____re o____ ta____le. T k a n th____ e b 2. T___e tab___e is ___ext t___ the wi___do___. 3. The wal___e___ is ___n the pur___e. 4. The bac___pa___k is ___ etween the ___able and the w___nd___w. 5. The pen___il___ are ne___t ___o the ___ooks.

Student Book INTRO

ANSWER KEY B. 2. a, 3. d, 4. e, 5. b C. 2. The table is next to the window. 3. The wallet is in the purse. 4. The backpack is between the table and the window. 5. The pencils are next to the books. 50

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8 D. Model #1 together.

D Circle the correct answer.

1. phone number

a. (316)

b. (813) 555-5505

2. area code

a. 52801

b. (206)

3. zip code

a. (415) 555-4674

b. 02137

Write there is or there are. Write the number. 1. ______________________ There is

______ one .

2. ______________________

______ .

3. ______________________

______ .

4. ______________________

_______

Look at the passports. Write the correct answers.

Surname/ Last name

Aguilar Rosa

Marcos Barros

Given name/ First name

Barros Marcos

Aguilar Rosa

Country

Brazil

United States United States

F. Do #1 together.

Brazil

1. What is her first name?

___________________________________________________ Her first name is Rosa.

2. Where is she from?

___________________________________________________

3. What is his last name?

___________________________________________________

4. Where is he from?

___________________________________________________ intercambio.org/students

Answer Key: D. 2. b 3. b E. 2. There are 3 3. There are 5 4. There is 1 F. 2. United States, 3. Barros, 4, Brazil

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G This activity is great practice and should be fun and friendly. There is no scoring. Use a coin to flip heads or tails for moving forward 1 or 2 spaces on the game board.

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

How do you spell your first name?

Point to the door.

If time allows, switch pairs and play again.

What’s your phone number?

Where is the book?

What’s your first name?

Stand up. Spell your first name. Sit down.

How many teachers are there?

What color is the banana?

What’s your last name?

Where is the pencil?

Stand up. Spell your last name. Sit down.

How do you spell your last name?

Point to the window.

Where are you from?

How many students are there?

Point to the book.

What’s your area code?

What color is the tomato?

Stand up. Say your phone number. Sit down.

Point to a pencil.

What color is the apple?

Where is your teacher from?

Where is the phone?

END 44

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Student Book INTRO

8 PROGRESS CHECK

STUDENT NAME:

Total: 25 x 4 = 100

My score________/ 100

A Listen to Track 07. Circle TRUE or FALSE. (3 points total, 1 each) 1. Her notebook is yellow.

TRUE

FALSE

2. Her notebook is in her purse.

TRUE

FALSE

3. Her phone is in the box.

TRUE

FALSE

4. Her phone is in her backpack.

TRUE

FALSE

IMPORTANT NOTE: If you are teaching a class, have students continue to do the Progress Check independently while you call up each student one at a time to administer the speaking exercise (Activity F on the next page).

B Match the color to the picture. (3 points total, .5 each) 1. purple

2. red

3. green

5. orange

6. blue

7. yellow

Review the lead page of this lesson for scoring the speaking evaluation.

4. brown

A. Play Track 07 once. Go over the example answer in 1. Then play the track again. Play a third time if necessary. Do not play more than 3 times.

Write the number. (4 points total, 1 each) 6 A. 4, 5, ________

six _____________________

B. 0, 1, 2, ________

_____________________

C. 7, 8, ________

_____________________

________/ 10

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Answer Key: A. 2. FALSE 3. FALSE 4. TRUE B. 2. d 3. c 4. b 5. a 6. g 7. e C. B. 3/three C. 9/nine

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D Circle the correct answer. (4 points total, .5 each)

E F. Speaking Evaluation Lesson 8 1 and 2: YOU ask a question and student answers. 3 and 4: YOU point to the pictures and words on the page to get the student to ask you the question. The teacher should give an answer. 1. Teacher asks, How do you spell your first name? Your student should provide a full answer: It's ........... 2. Teacher asks, Where are you from? Your student should provide a full answer: I'm from ............. 3. See the Progress Check Page: Using the picture and words under the picture, elicit the question How many carrots are there? from your student. Give your student a complete answer. There are ___ carrots. 4. Using the picture and words under the picture, elicit the question Where is the chair? from your student. Give your student a complete answer. The chair is next to the window.

Teacher Book INTRO

1. What are these / this?

They / it are onions.

2. How many is / are there?

There is / are five onions.

3. Where is / are the phone?

It’s / They’re on the table.

4. What’s his / he phone number?

It’s / They’re (615) 555-7776.

5. Where is her / she from?

Her / She is from the United States.

LOOK AND

Match the question and answer. (3 points total, .5 each) 1. What’s your first name?

a. It’s a book.

2. Where are you from?

b. There are four.

3. How many pens are there?

c. They’re green tomatoes.

4. What’s his area code?

d. It’s Marcos.

5. What’s that?

e. It’s (970).

6. What are those?

f. It’s purple.

7. What color is the bowl?

g. I’m from Mexico.

Answer your teacher. Ask your teacher. (8 points total, 2 each) Teacher Notes

Score

How many? 4.

Where / chair? 46

Student Book INTRO

Answer Key: D. 2. are / are 3. is / It's 4. his / It's 5. she / She E. 2. g 3. b 4. e 5. a 6. c 7. f Speaking: See blue box

________/ 15

LESSON 9 WHAT DAY IS TODAY? By the end of the lesson, students will be able to: • Read, write, and say the days of the week • Ask and answer questions about the week Grammar: NOTE: This is the only time we will use the past tense in this book. What day is today? Today is _____? What day was yesterday? Yesterday was ____. When is class? Class is _______. Alphabetics: How to write D d, U u and Y y. • Capital D: Say “The capital D has two strokes. Start at the top and pull straight down; that is 1. Come back to the top and curve your line out and around to right in a half circle, coming back to touch the bottom of your straight line; that is 2.” • Lowercase d: Say “The lowercase d has two strokes. Start at the top and pull straight down, that is 1. Retrace the straight line half way up, then make a circle to the left of the straight line; that is 2.” • Capital U: Say “The capital U has one stroke. Start at the top and pull straight down, curving the line around to on the bottom right, then bring your line straight up to the top." • Lowercase u. Say “The lowercase u is formed like the capital U, only smaller and lower in your writing space.” • Capital Y: Say “The capital Y has three strokes." Start at the top and pull your line down to the right diagonally, stop in the middle; that is 1. Pick up your pencil and come back to the top. Draw a second line down to the left diagonally, meeting your first line in the middle; that is 2. Without picking up your pencil, draw a line straight down to the bottom; that is 3." • Lowercase y: Say “The lowercase y has two strokes." Start in the middle of your writing space and draw a straight line down and to the right diagonally, stop on the bottom line; that is 1. Pick up your pencil and come back to the middle of your writing space. Draw a second line down to the left diagonally, going below the writing line; that is 2." What to bring to class: Planner and/or calendar Warm-up: On strips of paper, write questions from the Progress Check that students had difficulty with. Roll the strips into a ball and play Ball Toss. See front of Teacher Book for EXPANSION ACTIVITIES. Listening Track 08 Woman: What day is today? Man: Today is Thursday. Woman: It’s Thursday? Yesterday was Wednesday? Man: Yes. Yesterday was Wednesday, and tomorrow’s Friday. Woman: I see. Today is Thursday, tomorrow is Friday and the start of the weekend. Man: Yes, dear. Woman: Okay.

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LOOK AND LISTEN Point to the 9. Ask students What lesson is this? Ask what they see and ask How many people? Play Track 08 all the way through and ask again: How many people?

WHAT DAY IS TODAY? LOOK AND LISTEN: TRACK 08

A. Say and repeat. Repeat the days of the week for students, emphasizing the stress, which lies on the first syllable of each word. We VOCABULARY naturally say the stressed parts of words louder. A Listen to your teacher and repeat. Demonstrate this for TIP: a.m. = morning p.m. = evening students. Tell students to repeat, adding emphasis on the first syllable of each word. • SUN-day today • MON-day • TUES-day yesterday tomorrow • WEDNES-day (sounds like ‘WENS’-day) • THURS-day • FRI-day • SAT-ur-day* (*Saturday is the only day with intercambio.org/students 47 3 syllables. The first syllable is still emphasized.) Next, say 3 days quickly in a row (for example, Sunday-Monday-Tuesday; Monday-TuesdayWednesday; Wednesday, Thursday, Friday, etc.) and have students repeat quickly after you.

Teacher Book INTRO

ALPHABETICS Write the letters D d, U u, Y y. _________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

U Y

d u

B Write D d, U u, or Y y to complete the words. 1. ___ay d

2. Mon___ay

3. Fri___ay

4. to___ay

5. yester___ay

6. We___nes___ay

7. fo___r

8. Sat___rday

9. Th___rsday

10. st___dent

11. Sunda___

12. ___esterday

13. ___our

14. Tuesda___

15. ___es

LISTENING

Listen to Track 08. Circle TRUE or FALSE 1. Today is Thursday.

TRUE

FALSE

2. Yesterday was Monday.

TRUE

FALSE

3. Friday is the start of the weekend.

TRUE

FALSE

ALPHABETICS Introduce letters D d, U u, and Y y. Model capital and lowercase d, u, and yD on the board. NOTE: See Lead Page for this lesson on instructions for how to make D d, U u, and Y y.

B. Do the first word together. Write it on E including the the board, underline. Point to the word. Show where the d is underlined. Say the letter d. Say the word day out loud. Point and say d again. Do another together if needed. Repeat with the first words that use the letters u and y. C. Be sureFto play Track 08 all the way through. Do #1 together. Play multiple times if necessary. Remind student(s) True = yes and False = no.

Student Book INTRO

Answer Key: B. 2. Monday 3. Friday 4. today 5. yesterday 6. Wednesday 7. four, 8. Saturday 9. Thursday 10. student 11. Sunday 12. yesterday 13. your, 14. Tuesday 15. yes C. 2. False 3. True intercambio.org/teachers

D. THE FOCUS IS... Present tense: Today is. Past tense: Yesterday was. Present tense: Tomorrow is. In later levels they will learn the past and future tenses.

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTION

NOTE: In order to keep things simple, we are teaching Class is ___. rather than Class is on____.

today?

Today

tomorrow?

Tomorrow

was

yesterday?

Yesterday

was

class?

Class

Tuesday and Thursday.

is What

day

When

ANSWER

Tuesday Wednesday. Monday.

PRACTICE E. Practice is vs. was. Have student(s) complete individually or in pairs. Check answers in pairs.

Write is or was. 1. What day _______today? is 2. What day __________ yesterday? 3. What day __________ tomorrow? 4. Tomorrow __________ Friday. 5. Today __________ Thursday. 6. Yesterday ________ Wednesday.

F. Remind student(s) that days of the week begin with a capital letter. The biggest challenge for students may be pronouncing Tuesday vs. Thursday. Exaggerate the th sound for Thursday. Students often resist putting their tongue between their teeth to make the th sound, so keep it light. They will get more pronunciation practice at the higher levels.

Write the missing day. 1. Sunday

Monday

__________________ Tuesday

2. Tuesday

____________________

Thursday

3. _________________

Friday

Saturday

4. Saturday

Sunday

___________________

5. Friday

_____________________

Sunday

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Answer Key: E. 2. was 3. is 4. is 5. is 6. was F. 2. Wednesday 3. Thursday 4. Monday 5. Saturday

Teacher Book INTRO

G. If you brought a calendar, hold it up and circle today. Say TodayJ is ____.

G Listen to your teacher. Circle today. Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

H Answer the questions with Yes, it is or No, it isn’t. Practice with a partner.

1. Is today Sunday?

No, it isn’t. ________________________

2. Is today Monday?

________________________

3. Is today Tuesday?

________________________

4. Is today Wednesday?

________________________

5. Is today Thursday?

________________________

6. Is today Friday?

________________________

7. Is today Saturday?

________________________

8. Is today the weekend?

_________________________

Write the missing words. Ask and answer with a partner. 1. What

______ day

_______________? today

2. _________

day

_____________

tomorrow?

3. _________

day

was

_______________?

EXPANSION: You can ask additional questions. What day is tomorrow? What day was yesterday? What day is this? (Point to a day of the week listed in the horizontal chart in this activity.) H. Practice Yes, it is. and No, it isn't. Remind students about using the contraction isn't for the negative response.K

I. Remind student(s) that the first word in the sentence begins with a capital letter.

Student Book INTRO

Answer Key: H. Answers will vary depending on when you have class. I. 2. What / is 3. What / yesterday

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BEFORE STARTING THIS PAGE: Walk through homework on next page.

REAL LIFE/YOUR LIFE

Write the answers to the questions. Fill in the calendar. Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

1. What day is today? _____________________________________________________________ 2. Circle today on the calendar. 3. When is the weekend? _________________________________________________________ 4. Make a triangle ∆ on the weekend days. 5. When is English class? _________________________________________________________

K. These activities are designed to prepare your student(s) to engage in conversation in Activity L. By writing notes down, student(s) will have the written words to ask and answer questions with a partner.

6. Make an X on the days you have class.

K Look at the calendar. Write the answers to the questions. 1. What day is today?

Today is __________________________________

2. What day was yesterday? Yesterday was______________________________ 3. What day is tomorrow?

NOTE: At higher levels, the book contains writing activities to give students an opportunity to take notes in preparation for other conversation activities.

Tomorrow is________________________________

Practice the conversation with a partner. 1. Q: What day is today? A: Today is ………………………… 3. Q: What day is tomorrow? A: Tomorrow is ………………………

2. Q: What day was yesterday? A: Yesterday was …………………………… 4. Q: When is English class? A: Class is …………………………………..

5. Q: When is the weekend? A: The weekend is …………………

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Answer Key: J & K: Answers will vary depending on when you have class.

Teacher Book INTRO

HOMEWORK

Lesson 9 • What Day Is Today?

M Complete the words. 1. _____ S _____ u _____day n

2. M_____ _____ day

3. T_____ _____ _____day

4. W_____ _____ _____ _____sday

5. Th_____ _____ _____day

6. F _____ _____day

7. S_____ ______ ______ ______ day

8. w_____ _____ k _____ _____ d

N Write the missing day. 1. Sunday, ____________________________________, Tuesday Monday 2. Thursday, Friday, ________________________________ 3. ____________________________________, Tuesday, Wednesday 4. Monday, _________________________________, Wednesday

M. Point out how many blanks there are so student(s) can see how many letters they LOOK AND LISTEN: TRACK 09 need to fill in.

N. Days of the week begin with capital letters. Try to have student(s) get a rhythm when saying three days of the week in a row.

5. Tuesday, Wednesday, ______________________________________

O Answer the questions. 1. How many days are in a weekend?

____________ 2

2. How many days begin with the letter T?

____________

3. How many days are in a week?

____________

4. How many days a week do you have English class?

____________

O. Complete sentences are not required. This is bringing back previous A on How many. content

Student Book INTRO

Answer Key: M. 2. Monday 3. Tuesday 4. Wednesday 5. Thursday 6. Friday 7. Saturday 8. weekend N. 2. Saturday 3. Monday 4. Tuesday 5. Thursday O. 2. 2 3. 7 4. Answers depend on your class schedule. intercambio.org/teachers

LESSON 10 WHAT TIME IS CLASS? By the end of the lesson, students will be able to: • Ask and answer questions about time. • Say, read, and write numbers 11-100. Grammar: What time is class? What time is it?

It's at 10:15 / 10:50. It's 11:05.

Alphabetics: How to write F f and V v • Capital F: Say “The capital F has three strokes. Start at the top and pull straight down; that is 1. Come back to the starting point and make a short line along the top; that is 2. Come to the middle of the long straight line and make another short line straight across; that is 3.” • Lowercase f: Say “The lowercase f has two strokes. Start at the top. Curve up and around to the left, then draw your line straight down to the bottom; that is 1. Come to the middle and cross the long straight line; that is 2.” • Capital V: Say “The capital V has two strokes. Start at the top and draw a line straight down to the right, stopping at the bottom line; that is 1. Pick up your pencil and come back up to the top. Draw a second line straight down and to the left, meeting your first line on the bottom line; that is 2." • Lowercase v: Say “The lowercase v is formed the same as the Capital V, only smaller and lower in your writing space.” What to bring to class: • Analog clock or small white board with face of clock Warm-up: Option 1: Write the days of the week on cards. Pass one card to each student and have them line up in order of days of the week. Say Today is _______. Have them line up starting with today. (1-on-1, use cards on the desk.) Option 2: Have students stand up and form a circle. Toss a ball saying a day and have the student say the next day or the previous day. Practice Today is, Tomorrow is, Yesterday was. Visit the EXPANSION ACTIVITIES page. Listening Track 09 Male: What time is class? FEMALE: It’s at 6:15. Male: Did you say 6:50? FEMALE: No, 6:15. Male: Okay. Thanks. FEMALE: You’re welcome.

Teacher Book INTRO

WHAT TIME IS CLASS?

LOOK AND LISTEN Point to the 10. Ask student(s), What lesson is this?

LOOK AND LISTEN: TRACK 09

Point to the name of the lesson. Say it aloud, What Time is Class? This lesson covers the numbers 11-100. We want to re-activate knowledge of numbers they have learned before. Play Track 09. Ask, Where is he?

VOCABULARY

A Listen to your teacher and repeat. Vocabulary words: time, clock 11

eleven

twelve

twenty

thirty

forty

fifteen

sixteen

100

fifty

sixty

seventy

eighty

ninety

one hundred

thirteen fourteen

seventeen eighteen nineteen

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A. Say and repeat each number 2-3 times. Make sure to introduce 21, 22, 23, 24, 25, 26... These words are written with a hyphen (twenty-one). Make sure they see the pattern in 30, 40, 50, 60... NOTE: Students often confuse pairs of numbers such as 13/30, 14/40. You need to emphasize the t in the -teen words (fourteen) and and the d sound for the t in the -ty words (forty).

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ALPHABETICS Introduce the letters F f and V v. Model capital and lowercase f and v on the board. NOTE: See Lead Page for this lesson on instructions for how to make F f and V v.

ALPHABETICS

Write the letters F f, V v. _________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

V B. Do the first word together. Write it on the board, including the underline. Point to the word. Show where the f is underlined. Say the letter f. Say the word four out loud. Point and say f again. Do another together if needed. Repeat with the first word that uses the letter v.

f v

B Write F f or V v to complete the words. 1. ____our f

2. ____ orty

3. ____ ourteen

4. ____i ____ t een

5. ____ i ____ ty

6. fi ____ e

7. ele____en

8. twel____ e

9. se____ enteen

10. ha____ e

LISTENING

C C. Before you play the track, read the times in the potential answers out loud. Play Track 09 once all the way through. Student(s) will hear 6:15 and 6:50. Play again if necessary, so they can hear the difference between the two times that are spoken.

Listen again to Track 09. Circle the times you hear.

F a. 6:50

b. 7:15

c. 6:15

d. 6:30

Student Book INTRO

Answer Key: B. 2. forty 3. fourteen 4. fifteen 5. fifty 6. five 7. eleven 8. twelve, 9. seventeen 10. have C. a and c

Teacher Book INTRO

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTION

What

time

ANSWER class?

It’s

at 10:00.

it?

It’s

10:00.

D. THE FOCUS IS... Telling time. Notice that we must use at when we say what time something is. Class is at___. We don't use at when we say the actual time. It's ____.

PRACTICE

Write the times.

E. 1.Point out the : (colon) between hours and minutes. Students need to learn that when they write time, they must include the : . We've included the : in this activity, but in the next activity, students write it in themselves.

What time is it?

10 9 8

11 12 1

7 6 5

2 3 4

a._____________ 3:30

10 9 8

11 12 1

7 6 5

2 3 4

b.______:______

10 9 8

11 12 1

7 6 5

2 3 4

c.______:______

10 9 8

11 12 1

7 6 5

2 3 4

NOTE: We are not teaching expressions of time using half past, quarter past, quarter of. This will be taught at higher levels. The focus here is on the numbers. Because numbers are challenging to learn, we are not focusing on the words hours and minutes, although they may come up.

d.______:______

Practice with a partner. 1. Q: What time is class? A: It’s at………………………… 2. Q: What time is it? A: It’s …………………………… intercambio.org/students

Answer Key: E. b. 1:00 c. 4:15 d. 6:45

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Have student(s) do the activity independently and correct in pairs.

G Match the numbers.

H. Dictation. Have students ask you, What time is it? Then dictate: What time is it? It’s 10:00. What time is it? It’s 1:15. What time is it? It’s 5:00. What time is it? It’s 6:30.

A. eleven

a. 17

B. fifteen

b. 12

C. nineteen

c. 70

D. thirteen

d. 11

E. seventeen

e. 15

F. seventy

f. 19

G. twelve

g. 13

H. one hundred

h. 100

H Listen to your teacher. Draw the times you hear on the clock. EXPANSION: Practice saying the numbers aloud. I. Use the times listed below for a dictation activity. Remember to say them as numbers. a) 10:00 b) 8:45 c) 1:15 d) 6:30 e) 5:00 f) 2:25 g) 4:50 h) 3:10 i) 7:20 j) 9:40

10 9 8

11 12 1

7 6 5

2 3 4

10 9 8

11 12 1

7 6 5

2 3 4

10 9 8

2 3 4

10 9 8

11 12 1

7 6 5

a. ___________ 10:00

b. ___________

c. ___________

d. ___________

e. ___________

f. ___________

g. ___________

h. ___________

i. ___________

Student Book INTRO

Answer Key: G. B. e C. f D. g E. a F. c G. b H. h

Teacher Book INTRO

7 6 5

Listen to your teacher. Write the times you hear.

11 12 1

2 3 4

REAL LIFE/YOUR LIFE

J. Reading comprehension: Students need to look at the image to find the correct information. This uses critical thinking skills. Do the first one together as an example.

Read the English class schedule. Answer the questions.

Friends School English Class Schedule Morning

BEFORE STARTING THIS PAGE: Walk through homework on next page.

Evening

Monday: 9:00 - 10:00 a.m.

6:00 - 8:00 p.m.

Tuesday: 9:00 - 11:30 a.m.

4:30 - 7:00 p.m.

Wednesday: 9:00 - 10:00 a.m.

6:00 - 8:00 p.m.

Thursday: 9:00 - 11:30 a.m.

4:30 - 7:00 p.m.

Friday: 11:00 - 11:30 a.m.

1. What time is class on Monday morning?

________________________________________

2. What time is class on Tuesday evening?

________________________________________

3. What time is class on Wednesday evening? ________________________________________ 4. What time is class on Thursday morning?

________________________________________

5. What time is class on Friday?

________________________________________

K What time is your class? Write the time on the calendar. Practice with a partner. SUNDAY

MONDAY

TUESDAY

THURSDAY

FRIDAY

SATURDAY

WEDNESDAY

I. You can ask questions to help prompt student(s) to write in their class schedule. What day is class? What time is class?

Q: What time is your class? A: My class is on …………………(day) from …………………. to ……………………………. intercambio.org/students

Answer Key: J. 1. 9:00 - 10:00 a.m. 2. 4:30 - 7:00 p.m. 3. 6:00 - 8:00 p.m., 4. 9:00 - 11:30 a.m. 5. 11:00 - 11:30 a.m.

intercambio.org/teachers

L. Numbers can be challenging to spell. Make sure to review the word box on the side so they can use it when they do the activity at home.

HOMEWORK

Lesson 10 • What Time Is Class?

Write the numbers. Use the words from the box. a. 20 ________________________________________ twenty

eighty

b. 30 ________________________________________

fifty

c. 40 ________________________________________

forty

d. 50 ________________________________________

ninety

e. 60 ________________________________________

seventy

f. 70 ________________________________________

sixty

g. 80 ________________________________________

thirty

h. 90 ________________________________________

twenty

LOOK AND L

M Write the time under the clocks. M. Remind student(s) about how to correctly write time using the “:” symbol.

a. 10 9 8

11 12 1

7 6 5

b. 2 3 4

____________ 2:15

10 9 8

11 12 1

7 6 5

c. 2 3 4

____________

10 9 8

11 12 1

7 6 5

d. 2 3 4

____________

10 9 8

11 12 1

7 6 5

e. 10 9 8

2 3 4

____________

11 12 1

7 6 5

2 3 4

____________

N Answer the questions. 1. Q: What time is your class? A: It’s ___________________________________________________________. 2. Q: Look at your clock. What time is it? A: It’s ___________________________________________________________.

Student Book INTRO

Answer Key: L. b. thirty c. forty d. fifty e. sixty f. seventy g. eighty h. ninety M. b. 8:30 c. 6:05 d. 11:00 e. 8:50

Teacher Book INTRO

LESSON 11 WHAT'S YOUR ADDRESS? By the end of the lesson, students will be able to: • Read, write and say their complete address Grammar: What's your address / city / state / zip code?

My / his / her address / city / state / zip code is ____.

Alphabetics: How to write C c, S s: and Z z • Capital C: Say “The capital C has one stroke. Start at the top and make a big curved line up and around to the left all the way to the bottom, making a big arch like a half circle.” • Lowercase c. Say “The lowercase c is formed the same as the capital C, only smaller and lower in your writing space.” • Capital S: Say “The capital S has one long curvy stroke. Start at the top and bring your line up and around to the left, coming through the middle on the right diagonal, then curve down and around to the left.” • Lowercase s. Say “The lowercase S is formed the same as the capital S, only smaller and lower in your writing space.” • Capital Z: Say “The capital Z has three strokes. Start at the top and pull your line straight out to the right; that is 1. Without picking up your pencil, draw a straight diagonal line down to the left; that is 2. Without picking up your pencil, draw another straight line out to the right, that is 3.” • Lowercase z: Say “The lowercase z is formed the same as the capital z, only smaller and lower in your writing space.” What to bring to class: Envelopes with addresses Warm-up: Dictate these challenging numbers: 14, 30, 15, 18, 70, 16, 50, 40, 13, 17. Then ask student(s) to spell each number. LESSON REFERENCE: Alabama - AL Colorado - CO Hawaii - HI Kansas - KS Massachusetts - MA Montana - MT New Mexico - NM Oklahoma - OK South Dakota - SD Virginia - VA

Alaska - AK Connecticut - CT Idaho - ID Kentucky - KY Michigan - MI Nebraska - NE New York - NY Oregon - OR Tennessee - TN Washington - WA

Arizona - AZ Delaware - DE Illinois - IL Louisiana - LA Minnesota - MN Nevada - NV North Carolina - NC Pennsylvania - PA Texas - TX West Virginia - WV

Arkansas - AR Florida - FL Indiana - IN Maine - ME Mississippi - MS New Hampshire - NH North Dakota - ND Rhode Island - RI Utah - UT Wisconsin - WI

California - CA Georgia - GA Iowa - IA Maryland - MD Missouri - MO New Jersey - NJ Ohio - OH South Carolina - SC Vermont - VT Wyoming - WY

Listening Track 10 Banker: What’s your address? Woman: My address is 301 Cherry Street. Banker: What’s your city? Woman: Minneapolis. Banker: And your state. What state do you live in? Woman: Minnestota.

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LOOK AND LISTEN Point to the 11 at the top of the page. Ask What lesson is this? Say the lesson title What's Your Address? Ask How many people? Play Track 10 all the way through and ask again: How many people?

A. Say and repeat each word. If you brought envelopes from home, pass them out and have the student(s) touch the vocabulary words as you repeat 2-3 times.

WHAT’S YOUR ADDRESS? LOOK AND LISTEN: TRACK 10

VOCABULARY

A Listen to your teacher and repeat.

street

Alex Schultz city state

2700 E. Lake St #9 Madison, WI 5󠅁󠅁3711

apartment number address

zip code

intercambio.org/students

Teacher Book INTRO

ALPHABETICS Write the letters C c, S s, Z z. _________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

_________________________________ _______________________ _________________________________

_________________________________ ______________________ _________________________________

C S Z

c s z

B Write C c, S s or Z z to complete the words.

c ity 1. ____

2. ____ apital

3. pen ____ il

4. addres____

5. ____ tate

6. ____ unday

7. ____ero

8. piz____ a

Write the words in the correct box. pencil

class

capital

code

city

C SOUNDS LIKE K

circle

carrot

C SOUNDS LIKE S

class

LISTENING

D Listen again to Track 10. Circle the correct answers. 1. What’s your address?

a. 3 Cherry St.

b. 301 Cherry St.

c. 201 Cherry St.

2. What’s your city?

a. Minneapolis

b. Minnesota

c. Mansfield

3. What’s your state?

a. Michigan

b. Montana

c. Minnesota

Student Book INTRO

ALPHABETICS Introduce the letters C c, S s, and Z z. Model capital and lowercase c, s, and E z the board. NOTE: See Lead Page for this lesson on instructions for how to make C c, S s, and Z z. B. Do the first word together. Write it on the board, including the underline. Point to the word. Show where the c is Funderlined. Say the letter c. Say the word city out loud. Point and say c again. Do another together if needed. Repeat with the first words that use the letters s and z. C. NOTE: In this lesson we are focusing on the c sound. C has 2 sounds in English: the hard c that sounds like k and the soft c that sounds like s. Before a, o, and u and consonants, c sounds like k. Before i and e, it sounds like s. D. G Read directions aloud. Play Track 10 all the way through and talk about #1. Play the track as many times as needed to complete the activity. Correct in pairs. Play track again for corrections.

Answer Key: B. 2. capital 3. pencil 4. address 5. state 6. Sunday 7. zero 9. pizza C. sound like K: capital, code, carrot sounds like s: pencil, city, circle D. 2. a 3. c intercambio.org/teachers

E. THE FOCUS IS... This lesson focuses on helping student(s) learn to say, read and write their address.

LANGUAGE TOOLS

The grammar is a review of your / my and his / her. See the lead page for all the state abbreviations. Refer students to the back of their books where they have all the states and abbreviations.

Listen to your teacher and repeat. TIP:

Use 2-letter abbreviations for states CA–California CO–Colorado NY–New York TX–Texas

QUESTION

ANSWER address?

What’s

your his her

street? city? state?

address My His Her

zip code?

street city

301 Cherry Street Minneapolis, MN 55111

state zip code

PRACTICE

G. Student(s) may or may not know their address. It's very important for them to know this. Teach your students how to say each of their addresses correctly.

Write your state and abbreviation.

His state is

__________________________ Colorado

__ C __ O

My state is

__________________________

__ __

G Write about you. 1. My street is ________________________________________________________________. 2. My city is ______________________________________. 3. My state is ____________________________________. 4. My zip code is _________________________________. intercambio.org/students

Teacher Book INTRO

H. Before doing this activity, student(s) may needKcoaching on how to correctly pronounce their own address.

H Practice with a partner.

1. Q. What’s your address?

A. My address is ……………………….

2. Q. What’s your street?

A. My street is ………………………….

3. Q. What’s your city?

A. My city is …………………………….

4. Q. What’s your state?

A. My state is …………………………...

5. Q. What’s your zip code?

A. My zip code is ………………………

Match the words to the parts of the address.

apartment number

name street

Zac Simpson 2700 E. Cook St #3B Sacramento, CA 55343

zip code

city

state

Read Isabelle’s registration form. Complete the sentences.

I & J. These activities are building-blocks for future activities. L practice Students decoding the elements of a full address. Later in the lesson they will practice their own full address.

SCHOOL REGISTRATION First name: Isabelle

Last name: Kimball

Address: 3311 Longhorn Street City: Dallas

State: TX Zip code: 75󠅁󠅁001

Phone number: (469) 5󠅁󠅁󠅁󠅁󠅁󠅁󠅁󠅁-9216 1. Her street is ______________________________________________________________. 2. Her state is ______________________. 3. Her city is ________________________. 4. Her phone number is (_______)________________________. 62

Student Book INTRO

Answer Key: J. 1. Longhorn Street 2. TX 3. Dallas 4. (469) 555-9216

intercambio.org/teachers

BEFORE STARTING THIS PAGE: Walk through homework on next page. J. This activity personalizes the practice. This particular skill of completing a form is critical.

REAL LIFE/YOUR LIFE

K Complete this registration form with your information. SCHOOL REGISTRATION First name:

Last name:

Address: City:

State:

Zip code:

Phone number:

L. In Activity H, the student(s) practiced saying their address out loud using My address is... Here they will use a more natural way for conversing by saying, It's ....

Practice with a partner. Ask and answer questions about your form. 1. What’s your address?................................................................................................................................ 2. What’s your street?................................................................................................................................... 3. What’s your city?................................................................................................................................... 4. What’s your state?................................................................................................................................... 5. What’s your zip code?.............................................................................................................................. 6. What’s your phone number?.................................................................................................................

intercambio.org/students

Teacher Book INTRO

HOMEWORK

Lesson 11 • What’s Your Address?

M Read the registration form. Circle the correct answers.

M Do the first answer with student(s).

SCHOOL REGISTRATION First name: Alex

Last name: Schultz

Address: 2700 E. Lake St. City: Chicago

State: IL Zip code: 60960

Phone number: (312) 5󠅁󠅁󠅁󠅁󠅁󠅁󠅁󠅁-4660

1. His zip code is

a. 60960

b. 2700 E. Lake St.

c. (312) 555-4660

2. His state is

a. Chicago

b. IL

c. 2700 E. Lake St.

3. His street is

a. 60960

b. E. Lake St.

c. IL

4. His phone number is

a. (312) 555-4660

b. Chicago

c. 2700 E. Lake St.

5. His city is

a. Minneapolis

b. IL

c. Chicago

N Write c or s to complete the words. 1. addres _____ s

2. _____ity

3. _____apital

4. _____ode

6. _____treet

7. _____tate

O Write your information on the application form. APPLICATION First name:

Last name:

Address: City:

State:

Zip code:

Phone number:

Student Book INTRO

Answer Key: M. 2. b 3. b 4. a 5. c N. 2. city 3. capital 4. code 5. street 6. state

intercambio.org/teachers

LESSON 12 REVIEW This is a Review. There is NO Progress Check, only a Review. This should take the whole class. Timing Note: There are four pages to this Review. You begin and end with an interactive game. The middle two pages contain activities similar to those in the lessons. If you are teaching in a group, have students work in pairs or small groups as often as possible. This increases their practice time and allows you the opportunity to walk around and listen to how it is going. Take notes so if you need to review anything specific, you know what's needed. Activity A: This is a categorization of many of the words from the previous three lessons. After student(s) complete the chart, you can ask if there are any other words they know that are in the same categories. What to bring to class: • Dice, playing cards, dominos, sticks, or toothpicks • Flash cards (or playing cards) with numbers and vocabulary words • Coin (such as penny) to play games. Heads—move 1 space, Tails—move 2 spaces Warm-up: Go over the previous homework before beginning the Review.

Teacher Book INTRO

REVIEW A Read the word. Check  the correct category. Time 1. twenty

Days of the Week

Numbers

Food

A. Do the first couple of words together so the student(s) will understand they are categorizing.

Things



2. Sunday 3. 3:15 4. potato 5. 12:30 6. window 7. Thursday 8. vegetables 9. thirteen 10. 6:00 11. 110 12. box 13. Saturday 14. forty 15. wallet 16. 600 17. sixty 18. Wednesday 19. purse 20. grapes 21. 1:15 22. Monday 23. chair 24. door 25. onion intercambio.org/students

Answer Key -- Reading the chart down: Time: 3:15, 12:30, 6:00, 1:15 Days of the week: Sunday, Thursday, Saturday, Wednesday, Monday Numbers: thirteen, 110, forty, 600, sixty Food: potato, vegetables, grapes, onion Things: window, box, wallet, purse, chair, door intercambio.org/teachers

B. After student(s) completes activity, do some math problems on the board.

B Match.

14 + 5 = 19 10 + 10 = ? 6+7=? 20 - 7 = ? 20 - 10 = ? 19 - 4 +? Make a + and - problem for each number in the activity.

A. nineteen

a. 90

B. ninety

b. 13

C. thirteen

c. 30

D. fourteen

d. 15

E. fifty

e. 19

F. seventy

f. 17

G. thirty

g. 14

H. seventeen

h. 40

I. fifteen

i. 50

J. forty

j. 70

Address the envelope. Lopez

Mario

Sunnydale

#2B

94089

1801 Veranda Way

F __________________________________________ __________________________________________ __________________________________________

Student Book INTRO

Answer Key: B. B. a C. b D. g E. i F. j G. c H. f I. d J. h C. Mario Lopez 1801 Veranda Way #2B Sunnydale, CA 94089 78

Teacher Book INTRO

12 D. If student(s) is

D Put the days of the week in order.

a. Monday

_______

b. Wednesday

_______

c. Thursday

_______

d. Sunday

_______ 1

e. Saturday

_______

f. Friday

_______

g. Tuesday

_______

struggling, have them write each day of the week on a strip of paper and put the paper strips in order. Then have them do the activity. EXPANSION: Line-ups using the days of the week.

Draw the time on the clocks. a. 6:15 10 9 8

11 12 1

7 6 5

b. 7:00 2 3 4

10 9 8

d. 1:30 10 9 8

E. After completing the activity, have a student draw a clock on the board. Have another student shout out a time and another student draw the time on the clock. Erase the time. Repeat, changing up the students.

11 12 1

7 6 5

11 12 1

7 6 5

c. 3:45 2 3 4

e. 8:20 2 3 4

10 9 8

11 12 1

7 6 5

10 9 8

11 12 1

7 6 5

2 3 4

f. 11:05 2 3 4

10 9 8

11 12 1

7 6 5

2 3 4

Practice with a partner. 1. Q: What day is today?