Confidence and Connections Teacher book 1 LEFT - Preview by intercambio8

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacherâ&#x20AC;&#x2122;s Name____________________________________________________________ Phone & Email_____________________________________________________________

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Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Teacher Book

Intercambio Uniting Communities ÂŠ 2019 Confidence and Connections is in copyright. Subject to statutory exception and to the provisions of relevant

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Confidence and Connections Adult ESL The Intercambioâ&#x201E;˘ Way

collective licensing agreements, no reproduction of any part may take place without the written permission of Intercambio Uniting Communities.

First Edition 2019

intercambio.org/teachers

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CREDITS Level 1 Left Writers Rachel Fuchs, Linda Hayes-Angiano and Elena Vasileva Editor Rachel Fuchs and Elena Vasileva Design and Layout David Olivares Design Interns Arik Burton

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Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Jennifer Kurtz, Rosie Piller, Lee Shainis and Marcie Smith

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

III

SCOPE AND SEQUENCE Title

Nice to Meet You

• Wh- questions in the simple present with “to be” That’s This Month! • Possessive adjectives • Ordinals

3 4 5

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

• Talk about your week • Share about important holidays • Tell your teacher if you can’t come to class

It Hurts a Lot!

• Wh- and Yes/No questions with “to be” • Possessive adjectives

Role-play about body parts that hurt

• Talk about your body • Ask if someone is okay • Talk about what hurts

• Yes/No questions with “to be” and “do”; short answers • A vs. an

Share about where you live and what it’s like

• Give basics on where you live and what it’s like • Ask others about their home

It’s New

I Like to Play Soccer

He Has a Big Family

We Went Out

I’m Retired

I Can Work Part Time

Share weekly schedules, talk about parties and events

• Talk about the weather • Use weather charts • Compare Celsius and Fahrenheit temperatures

• Wh- questions with “do” in the Talk about hobbies and • Share about what you like to do in your free time simple present; long answers things you and others • Ask what others like to do in their free time like to do during free time • Wh- and How questions in the simple present with “go”

Field Trip

• Introduce yourself • Give your address and phone number • Give basics on your English class

Discuss the weather

Make introductions with basic questions and answers

• Wh- and How questions in the simple present with contractions

Review and Progress Check

By End of Lesson, You Can:

It’s Snowy and Cold

Conversation

How Much Is It?

• Wh- questions in the simple past with “go” and “stay”

Talk about family mem- • Talk about your family bers and family trees • Share about where you live and go to school • Ask basic questions about someone’s family and life

Share about where you went last week

• What and Yes/No questions in Discuss jobs/roles and the simple present if you like them

• Talk about what you do and if you like it or not • Ask others about what they do and if they like it

• Can questions in the simple present; short answers

Talk about different skills you have

• Share about different workplace and life skills you have • Ask others for help and about their skills • Fill out a basic application

• How Much and How Many questions in the simple present

Share about how you get around and use transportation

• Ask how much different transportation options cost • Talk about how you get to work and other places

• Wh- and Yes/No questions in Discuss what you are I’m Going to Hang the future tense; short answers going to do this week Out with Friends We Have a Medium

• Talk about things you did in the past • Ask others about things they’ve done

• Wh- and How Much questions

Review and Progress Check

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Role-play about shopping for a friend

• Share your schedule with others • Ask others about their schedule • Describe what kind of clothing you like and wear • Talk about prices and places you shop

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Welcome to Confidence and Connections! The unique emphasis of this series is on using conversation to facilitate meaningful connections. It is as important for you, the teacher, to share your own stories as it is to elicit stories from your students. When you ask students questions, be sure to have them ask you questions, too. In a group setting, use pair work to encourage students to learn about one another. In one-on-one, learn about your student’s family and share about your own. About your teacher book: Your teacher book is designed to be simple to use and make your classes as engaging and effective as possible. You’ll find a lead page at the beginning of each lesson. This page contains:

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• The learning objectives for the students (Students will be able to…) • Suggested materials to bring to class • Useful notes • Listening transcript

In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. (NOTE: The answer key does not provide capitalization.) In the first two lessons, we included notes for most activities. After that, you’ll only find notes for activities that benefit from specific instructions. In the back of the book, you’ll find an in depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use.

The back inside cover of your Teacher Book has the Color Vowel™ Chart. If you do not already know how to use this tool, please go to intercambio.org/webinars and sign up to attend a pronunciation workshop. This fun, interactive training will help you use this tool, as well as Pronunciation Fun with Pictures (Pro Fun) and learn easy techniques for teaching the many sounds and stress in English. In addition, we encourage all teachers and students to use Pronunciation Fun with Pictures and The Immigrant Guide as supplements to their teaching. Happy teaching!

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L1 NICE TO MEET YOU By the end of the lesson, students will be able to: • Introduce themselves • Recognize and utilize the alphabet and basic numbers • Give information needed for registration (phone number, address) What to expect? This is the first day and it’s the first level so don’t be discouraged if student(s) can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Use gestures. Use the board and have them use the board with you. Be careful in a group setting to not gauge your teaching level on one talkative student - especially for the first lesson.

Teacher notes: You will see that the same grammar focus in this level appears in 1R lesson 1 to give students plenty of opportunity for practice. Warm-up: Greet students. Have them write their first name on a name tag or table tent. These are useful even in 1-1 environments as it can be hard to remember new names. Try Conversation Rotation or 1-on-1 Exchange to learn names. Listening Track 01 Sara: Hi! What’s your name? Jose: Hello. I’m Jose Lopez. Sara: Nice to meet you, Jose. How do you spell Lopez? Jose: L-O-P-E-Z. Sara: Thanks. What’s your phone number? Jose: It’s (970) 555-6751 Sara: And what’s your address? Jose: It’s 812 Main Street. Sara: Great. Your teacher is Dan Palmer. Jose: Thank you. Sara: You’re welcome. Welcome to your English class!

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What to bring to class: • Table tents/paper to write student name or name tags • Alphabet and numbers cards • Envelope with Name and Address

NICE TO MEET YOU

Do your best to pronounce studentsâ&#x20AC;&#x2122; names the way they say it. Itâ&#x20AC;&#x2122;s okay to ask them to clarify a few times. In 1-1, learn the names of student, children, even pets.

Pre A A. Read instructions aloud. Point out the word circle. Demonstrate circle on board. Play track completely. Do the example together. Play track multiple times so students can complete the activity. Check answers as a group. Play again to confirm. If needed, stop track at places for students to answer.

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Pre. How many people do you hear? Point to picture; ask, How many? Point out warm-up question. Write it on board. Play track completely. Point to question. Ask, How many people are talking? Point to the people in the image. Listening warm-up. Track 01: How many people do you hear? Listen again. Circle the words you hear. Hey

Nice to meet you

last name

teacher

goodbye

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Answer Key: A. Circle: teacher

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Say each word aloud; have students repeat several times. Point to pictures, use gestures. address

spell

phone number

nice to meet you

teacher

goodbye

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

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

D K R Y

E L S Z

F G M N T U

a h o v

b i p w

c j q x

d k r y

e l s z

f g m n t u

Listen and repeat after your teacher. Circle GREEN TEA sounds. Underline RED PEPPER sounds. A

RED PEPPER

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Numbers & Alphabet Additional Practice For more practice have students listen and point to the number or letter they hear you say. If they struggle with 13 vs 30, 14 vs 40, etc., demonstrate that the stress is usually on the 2nd syllable with 13, and we emphasize the “n” at the end. For 30, 40, etc., the stress is usually on the first syllable. For alphabet, practice the tougher ones if they’re ready (a,e,i, g, h, j).

Answer Key: Circle: z, g, p, b Underline: f, s, l, x 4

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Letters Have student repeat letters after you. Show how to spell your name (use capital then lower case). Spell a student’s name. Have class repeat.

PRONUNCIATION

GREEN TEA

Numbers D point Hold up book, to numbers and have students repeat after you. (For groups, write on board.) Repeat several times – in order (to start) and out of order (so students practice without just memorizing E order).

Pronunciation Read instructions. Demonstrate circle and underline on board - Point to GREEN TEA vs. RED PEPPER. Stress the vowel sound of each one. Have them watch your mouth and repeat. - Say first letter “z.” Ask GREEN TEA Z or RED DRESS Z? Repeat with f, s and b. Then read the rest, pausing long enough for students to try them with both options. EXPANSION: Do c, d, m, n, t.

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name

D. Write the sentences on board with both answers. Have students come to the board to complete the sentence. Once all sentences are complete, read aloud together. E. Reference is/are/I/you in the chart. If they struggle, do another one together. Writing on the board can also be useful. F. Demonstrate. Read the answer and write the question on board. Reference the grammar chart.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS name? What

your

Jose Lopez.

address?

It’s

phone number? Who

your

Where are you How

you

spell

TIP:

ANSWERS

812 Main Street. (970) 555-6751.

teacher?

My teacher is

Dan Palmer.

from?

I’m

from Peru.

your

name?

It’s

J-o-s-e.

Look at the sentences. Circle the correct word. 1. My name is / are Sarita. 2. I am / are from Nepal. 3. His name is / are Jose. 4. Her name is / am Maria. 5. Where are you / your from?

Match the question and answer. Practice with a partner. 1. What’s your name?

a. It’s 19 Solo Drive.

2. How do you spell your name?

b. I’m from China.

3. Where are you from?

c. I’m Han.

4. What’s your address?

d. My teacher is Gracie Smith.

5. Who’s your teacher?

e. It’s H-a-n.

I’m = I am What’s = What is It’s = It is

C. FOCUS: verb “to be” and question words. - Copy the chart on the board. Point and say each sentence. Use gestures to indicate meaning. - Have students point to question words as you say them to build confidence. - Have students repeat questions and answers after you. - Point to Tip Box. Connect contractions to answers in chart.

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These activities become increasingly difficult. Read directions aloud. Write example on board and complete with students (model using grammar chart to get answers). If they struggle, do more until students can work independently. Have students compare answers in pairs (model with a student first). Then write answer on board (for groups).

Read the answers. Write the questions. Practice with a partner. What’s your name? 1. ____________________________________________________

My name is Leo Aya.

2. ____________________________________________________

It’s L-e-o.

3. ____________________________________________________

I’m from Mali.

4. ____________________________________________________

It’s (303) 555-0023.

5. ____________________________________________________

It’s 16 Canyon Road, Apartment B.

6. ____________________________________________________

My teacher is Ross Baker. intercambio.org/students

Answer Key: D. 2. am 3. is 4. is 5. you E. 2. e 3. b 4. a 5. d F. 2. How do you spell your name? 3. Where are you from? 4. What’s your phone number? (What is) 5. What’s your address? (What is ) 6. Who’s your teacher? (Who is) intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 01 and complete the conversation. Use the words in the box. Sara: Hi! What’s your name?

phone number

I’m Jose Lopez. Jose: Hello. (1)________

I’m

Sara: Nice to meet you, Jose. How do you (2)________________ Lopez?

teacher

Jose: L-o-p-e-z.

It’s

Sara: Thanks. What’s your (3)__________________________________?

spell

Jose: (970) 555-6751.

address

Sara: And what’s your (4)____________________? Jose: (5)______ 812 Main Street. Sara: Great. Your (6)___________________is Dan Palmer. Jose: Thank you.

G. I Read instructions aloud. Show word box. Write words on board. Play track completely. Cross out example word on board and show students on their page where word is written. Do 1 or 2 more together. Have them finish the rest independently. Have students compare with a partner (model first). Then select pairs to write the answer on the board. Check as a class.

Ask for your teacher’s name, phone number, and email.

Can’t come to class? Contact your teacher Text

Phone

My teacher’s name: __________________________________________________________________ My teacher’s phone number: __________________________________________________________

@_________________________

My teacher’s email: ______________________________________

CULTURE TIP Hi! My name is Anna.

It’s common in the US to look people in the eye when you say your name.

H J Provide examples through gestures or images why they might not come to class – broken car, work, sick. Come up with the appropriate question for each line together. Have students take turns asking you the questions. Have students open inside front cover and write their name, your name and contact info. Explain that @ is “at” in email addresses. Depending on student(s) ability, express your preference and/or ask their preference – text, phone calls, emails?

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Culture Tip Practice with your students saying hello and looking at them. (Some cultures will struggle – don’t force it.) Ask, How do people greet each other in your native country? Do they shake hands? Strong hand shake or not strong? Hug? Kiss? As much of this is new vocabulary, you will need to ask through gestures.

Answer Key: G. 2. spell 3. phone number 4. address 5. It’s 6. teacher H. Answers will vary

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Sara: You’re welcome. Welcome to your English class!

1 I I. Copy the registration form from the image on the board. Point out where to find the information for the questions on that form. Ask, How do you spell it?

Read the registration form. Complete the sentences. 1. Her name is Marta Acosta _______________________________________

2. She is from _______________________________________ 3. Her phone number is _______________________________________ 4. Her address is ________________________________________ 5. Her email is ________________________________________

Complete the registration form with your information.

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J. Same as activity I but with student’s information. Write questions on board. Demo with a student: ask, What is your name?, etc. If students are not comfortable sharing their personal information, they can use “pretend” information. Explain by demonstrating on the board: My name is Madonna is pretend. Then My name is (use your real name) is real.

School Registration Form Name: ________________________________________________________________________ Country of origin: _______________________________________________________________ Phone number: _________________________________________________________________ Address: ______________________________________________________________________ Email:_________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about where you live.

WORD BANK What? How? Where? phone number address goodbye

from spell

Nice to meet you.

Conversation Brainstorm questions students will ask each other. Show them the word bank. Demonstrate with a student. NOTE: We use the word “live” in the activity but it’s not in the lesson so explain this by saying We live in…. Or, leave this out if your student(s) may not be ready for new information. For 1-1: make sure you learn the names of family members including pets.

name intercambio.org/students

Answer Key: I. 2. Cuba 3. 555 - 338 - 2176 4. 32 F. Street, Davis, California, 00018 5. mascosta@email.com J. Answers will vary

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HOMEWORK Complete the conversation. Use the words in the box. Marie: Hi! I’m Marie. What’s your (1)______________? name

English

Ron: I’m Ron. Nice to (2) _______________you.

I’m

Marie: Nice to meet you, too. Where are you (3)_____________, Ron?

Where

Ron: (4)_____________ from Indiana. (5) ___________________ are you from?

from

Marie: I’m from France.

name

Ron: Welcome to (6) __________ class, Marie.

meet

Students will be more likely to do homework if they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. Walk through homework as you assign it. Do examples. Make sure to review completed homework at the beginning of next class.

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

I’m Shani.

2. ____________________________________________________ ?

I’m from Kenya.

3. ____________________________________________________ ?

My teacher is Alice Frank.

4. ____________________________________________________ ?

It’s 53 Alamo Drive.

5. ____________________________________________________ ?

It’s (297) 555-7761.

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

____________________________________________________

2. Where are you from?

____________________________________________________

3. What’s your address?

____________________________________________________

4. What’s your phone number?

____________________________________________________

5. What’s your email?

____________________________________________________

6. Who’s your teacher?

____________________________________________________

Pre A

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Answer Key:

2. meet 3. from 4. I’m 5. Where 6. English

2. Where are you from? 3. Who is your teacher? 4. What’s your address? 5. What’s your phone number?

M. Answers will vary 8

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Lesson 1 • Nice to Meet You

L8 REVIEW & PROGRESS CHECK What to bring to class: • Dice (or use an app on your phone) Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow for enough time for your students to work uninterrupted on the progress check. • Adapt lesson 8 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the review in one class and the progress check in another.

A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the progress check at their own pace. You’ll pull students out for the oral section individually. • Explain to the students that you will play the listening only 3 times (no exceptions). If in a group, you will all listen together for 3 times. For 1-1 classes, only play the track 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson. Listening: Track 09 Narrator: Listen to the conversation. Circle the information about Eduardo. Person A: This is my grandson. His name is Eduardo. He is 10. He goes to Aspen Elementary School. He likes to play soccer and watch movies. His birthday party is Saturday. I hope the weather is nice! G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence AND used correct grammar 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

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Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole test with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions and that this is a time to see what they have learned.

GRADING & SCORING After grading, write the correct number out of 100 at the top of your student(s)’ progress check. Be sure to review any incorrect responses together before moving on to lesson 10. SCORING 16 Total pts 1st pg.

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

34 Total pts 2nd pg

At bottom of each progress check page is a point scale. Write the number of correct answers (e.g. 16 / 18 points)

Multiply number of correct answers by 2 for final score out of 100

100 Total points possible

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

I can…  introduce myself (lesson 1)  give my address and phone number (lesson 1)  talk about my week (lesson 2)  tell my teacher when I can’t come to class (lesson 2)  talk about the weather (lesson 3)  talk about my body and what hurts (lesson 4)  talk about where I live (lesson 5)  talk about what I like to do (lesson 6)  talk about family members and where they go to school (lesson 7)

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This should have been completed as homework. Pair students to share their responses.

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

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REVIEW & PRACTICE

B. NOTE: The answers given use contractions, but it is equally correct to use contractions as it is to use full words.

Circle a word from each line. Draw a picture of the word. Write two sentences using the words. Share with a partner. 1. cloud 2. head 3. hand

windy neck leg

Draw picture of word from line 1.

snowy back foot

Draw picture of word from line 2.

rainy stomach apartment Draw picture of word from line 3.

1. ____________________________________________________________________________________ 2. ____________________________________________________________________________________

Complete the sentences. Practice with a partner. 1. Q: What _______ his name?

2. Q: What ______ wrong?

A: His name _____ John.

A: Nothing, I _______ fine.

3. Q: When _____ your birthday?

4. Q: ______ they okay?

A: It ________ February 28th.

C. Remind students to look at the pronouns in the questions to determine the answer. In number 1, circle YOU in the question and I’M in the response to make this clear.

sunny arm house

A: No, they _______ not okay.

Fill in the bubble with the correct answer. 1. Where are you from?

a. I’m from California.

b. He’s from California.

2. How is the weather?

a. They’re rainy and cold.

b. It’s rainy and cold.

3. When is your birthday?

a. It’s February 2nd.

b. I’m 30.

4. What does he like to do in his free time? a. He likes to watch TV. 5. Where do your kids go to school? 44

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A. Point to the words above the three boxes. Say, Choose three words. Draw them. Do an example on the board. EXPANSION: Play Pictionary in teams.

b. We like to watch TV.

a. They go to Curie Elementary. b. I go to Curie Elementary.

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Answer Key: A. Answers will vary B. 1. ‘s/is 2. ‘s/’m 3. ‘s/’s 4. Are/’re C. 1. A 2. B 3. A 4. A 5. A intercambio.org/teachers

8 D

Answer the questions using the words in parentheses. Practice with a partner. 1. Is it sunny?

2. Are you okay?

No, It’s not sunny __________________________________ . (No)

__________________________________ . (Yes)

3. Did you go to the gym yesterday?

4. Does he live in a house?

__________________________________ . (Yes)

__________________________________ . (No)

5. Is she from Mexico? __________________________________ . (Yes)

Look at the pictures of Brett’s wife and children. Write what each person likes to do in his or her free time. Use his daughter, his son or his wife.

1.________________________________________ 2.________________________________________ _________________________________________

_________________________________________

3.________________________________________ 4.________________________________________ _________________________________________

_________________________________________ intercambio.org/students

Answer Key: D. 1. No, it’s not 2. Yes, I am. 3. Yes, I did. 4. No, he doesn’t. 5. Yes, she is. E. 1. He likes to read. 2. They like to cook. 3. She likes to play soccer. 4. She likes to exercise.

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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.

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

START

What is your name?

How do you spell your name?

Where are you from?

When is your birthday?

How’s the weather today?

What day is your English What days do you work? class?

What day is it?

How’s the weather in your native country?

What’s the temperature?

Do you live in a house?

Is your house/ apartment big?

Do you like your neighbors?

Are your neighbors quiet?

Do you have a brother?

Do you have children?

Tell me about your family.

What day is tomorrow?

Where did you go yesterday?

What do you like to do in your free time?

Who is your teacher?

Are you okay?

Is your house/ apartment new?

What is your phone number?

END 46

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Where did you go this morning?

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PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

Listen to Track 09 and circle the number for the information that you hear about Eduardo. (1 point each)

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

Answer Key:

6, 3, 5 (1 point each)

B. Say, Now you will work alone.

Answer Key:

1. What 2. Where 3. Who 4. What 5. Are 6. When 7. Where 8. How

Fill in the blank with the correct word. (1 point each) 1. ________ What is your name?

2. ________ does she live?

3. ________ is your teacher?

4. ________ is the temperature?

5. ________ you okay?

6. ________ is New Year’s Day?

7. ________ did you go yesterday?

8. ________ old are they?

Fill in the bubble with the correct answer. (1 point each) 1. Is your house big?

a. Yes, it is.

b. Yes, it does.

2. Did she work last week?

a. Yes, she is.

b. Yes, she did.

3. Do you like the weather here?

a. No, she doesn’t.

b. No, I don’t.

4. Is he okay?

a. Yes, he’s okay.

b. Yes, he does.

5. Is today Tuesday?

a. No, it does.

b. No, it isn’t.

6. Do they have children?

a. Yes, they do.

b. Yes, they does.

7. Is the weather sunny?

a. No, it don’t.

b. No, it isn’t.

________/ 16

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C. Answer Key:

1. A 2. B 3. B 4. A 5. B 6. A 7. B

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

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1. What’s his name? 2. Where did you go yesterday? 3. What’s wrong? 4. When is your birthday? 5. How’s the weather? 6. How old are they? 7. What’s the temperature? 8. Where did you go this morning?

Write the question. (2 points each) 1. _________________________________________________ His name is Ryan. What’s his name? 2. _________________________________________________ Yesterday, I went to the park. 3. _________________________________________________ My leg hurts. 4. _________________________________________________ My birthday is October 22nd. 5. _________________________________________________ It’s cold and rainy. 6. _________________________________________________ They are 6 and 8. 7. _________________________________________________ It’s 78 degrees. 8. _________________________________________________ I went to the gym this morning.

Read the housing ad. Answer the questions. (2 points each)

E. Answer Key: 1. No, it isn’t. 2. Yes, it is. 3. No, it isn’t. 4. Yes, it is. 5. Yes, they are. 6. Yes, it is.

Posted 7 days ago

1. Is it an apartment? ___________________ No, it isn’t. 2. Is it new? ___________________________

$1,800 / 4br / House Available (Houston)

3. Is it small? __________________________

Big, new four-bedroom house in Houston. Quiet street. Near elementary school. Pets allowed. Call Sue Ellen at (862) 555-4546

4. Is the street quiet? ___________________ 5. Are pets allowed? ____________________ 6. Is it near a high school? _______________

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

F. Say Activity F is about speaking English. I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below.

how/weather Score

what/name

when/birthday

Teacher Notes

1. 0

3. 0

4. 0

5. 0

Lesson 1: Lesson 6: Lesson 7:

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D. Answer Key:

Lesson 1: Lesson 2:

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

L9 FIELD TRIP

Tips for a successful field trip: Visit the location ahead of time. Anticipate any challenges that may come up. Speak with the appropriate person at the site to let them know what is going on (if appropriate). If someone will be talking with your students, give them information about the students’ levels and tips for effectively communicating with English language learners. • Make sure students are aware of where and when class will meet on field trip day. Bring a map to class on lesson 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • We suggest you meet your student at the field trip location, or take public transportation together. • Once everyone has arrived, give an overview of the visit. It is up to you how you want to structure it and what other activities - games, conversation, etc. - you want to include. • Check to see that your students have their books and pens. • Spend time before the field trip (in class or as homework), or at the beginning of the day, filling out the first portion of the field trip lesson in the student book (Important Words and Phrases I Want to Use, Questions I Plan to Ask). • Make sure your students are prepared to interact in English. You may want to create a list of questions, or practice through role play beforehand. • Before you have students work with the book, briefly review the activities. As students work, make yourself available for questions. You may want to pair / group students. • Although the purpose of the field trip is largely to allow students to experience English in a real-world setting and recording “correct” answers is not the focus, you may want to complete the activities yourself so that you can check their answers later. At the end of the visit, discuss the experience. Use the second half of the field trip lesson in the student book (Things I Saw or Found, People I Talked To, Notes) for this reflection. Have students discuss their findings in pairs or small groups before having a class discussion. After the discussion, assign homework. Remind students of the day and time of the next class. It is also a good idea to review the field trip at the start of the next lesson. If leaving the classroom is not possible, create a virtual field trip in the room or bring in a guest speaker to share information about a local resource. Prep the speaker with information about your class and any tips they need to communicate effectively with English language learners. There are a few suggested places to visit listed at the top of Field Trip page in the student book. Or, consider somewhere else: a grocery store (practice vocabulary, apply for a store card, scavenger hunt), library (get a tour, apply for a library card), department or hardware store, rec center, urgent care center, bus station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market, or outdoor festival).

Teacher Book 1 LEFT

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

9 Pick a location or activity: Pharmacy Rec Center Family Talk My idea: _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m.

IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

Things Iâ&#x20AC;&#x2122;m going to look for or find: _____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

intercambio.org/students

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QUESTIONS I PLAN TO ASK

intercambio.org/teachers

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

Something that was difficult: ______________________________________________________________________________________

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______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

 a lot

 a little

 not at all

2. I learned:

 a lot

 a little

 not a lot

3. I thought it was:

 good

 okay

 not good

Why?________________________________________________________________________________

Pre A 50

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Teacher Book 1 LEFT