Confidence and Connections Teacher Book 1 LEFT 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

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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

L2 THAT’S THIS MONTH! By the end of the lesson, students will be able to: • Identify dates (ordinal numbers) • Talk about their basic schedule and week • Let their teacher know if they can’t come to class What to expect? Students may or may not have done homework. Walk through it anyway. Praise whatever they were able to do. See the Homework section in the back of the book for tips on this. What to bring to class: • Calendars • Planners • Invitations

Warm-up: Greet students. Practice the material from last class: What’s your name? How do you spell it? What’s your address? What’s your phone number? For groups, try Conversation Rotation or Cocktail Party to practice. Review homework from lesson 1. Listening Track 02 Conversation 1. PHONE MESSAGE BEEP – Hi Juan. This is Emily, your English teacher. Just a reminder, today there is no class. See you next week! Conversation 2: Jen: Hey Juan! Are you coming to my birthday party this weekend? Juan: What day is it? Jen: It’s on Saturday. Juan: Yes. I can come. Jen: Great! See you then!

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Teacher notes: You will see that the same grammar focus in this level appears in 1R lesson 2 with a slightly different context to give students plenty of opportunity for practice.

Conversation 3: Juan: When is your birthday, Mira? Mira: It’s in November. Juan: Really? Mine too! What day? Mira: It’s on November 4th. How about you? Juan: My birthday is on November 21st.

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THAT’S THIS MONTH!

Listening warm-up. Track 02: How many people do you hear? Listen again. Write the number of the conversation you hear in each box.

A. Read instructions aloud. Point out to the 3 boxes where students will write the number of the conversation. Play track all the way through once. Do example together. Play track multiple times so students can complete activity.

Pre Point to the picture. Next, point out the warm-up question – read aloud, write it on board. Play track once. Point to question on board. Use your body language – ask, How many?

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Answer Key: A. 1. Phone message about English class being cancelled this week. 2. Image of man and woman talking (about going to her party) 3. Man and woman speaking; they both have birthdays in November

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Pre

Ask, What do you see in the pictures? NOTE: Students may not know words for most of what they see in the pictures, asking what they see gives the student a chance to show what they may already know and stay silent if they don’t know anything yet.

VOCABULARY WORDS & PHRASES Repeat after your teacher.

TIP:

MONTHS January (Jan.) May (May) September (Sep.)

B. Have students repeat each word and ordinal number multiple times. Repeat as whole group and individually. Point out TIP and do example with todayâ&#x20AC;&#x2122;s date and birthdays. Practice saying dates (using ordinal numbers) for this week. Use your hand to demo where the stress is for pronouncing months (1st syll. Jan., Feb., Apr., Aug; 2nd syll. July, Sept., Oct., Nov., Dec.). Point out silent letters.

February (Feb.) June (Jun.) October (Oct.)

In the US we write dates like this: month/day/year 2/8/20 = February 8, 2020

March (Mar.) July (Jul.) November (Nov.)

April (Apr.) August (Aug.) December (Dec.)

MONTH___________________ SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1st first

2nd second

3rd third

4th fourth week

5th fifth

6th sixth

7th seventh

8th eighth

9th ninth

10th tenth

11th eleventh

12th twelfth

13th thirteenth

14th fourteenth

15th fifteenth

16th sixteenth

17th 18th seventeenth eighteenth

19th nineteenth

20th twentieth

21st twenty-first Kiraâ&#x20AC;&#x2122;s birthday

22nd twentysecond

23rd twentythird

24th twentyfourth

29th twentyninth

30th thirtieth

31st thirtyfirst

25th twentyfifth

26th twentysixth

27th twentyseventh

28th twentyeighth

PRONUNCIATION Listen and repeat after your teacher. Circle the words with the t sound. Underline the words with the th sound. A

Pronunciation Read instructions. Demonstrate circle and underline. Say words and have students repeat multiple times as a group and individually. Use cell phone on selfie mode for students to see where their tongue is for each sound.

T SOUND 8

TH SOUND

month

eleventh

two

October

ninth

eight

ten

third

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Answer Key: Circle: two, October, eight, ten Underline: month, eleventh, ninth, third

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Listen to your teacher and repeat. QUESTIONS

When

ANSWERS

your

birthday?

It’s

New Year’s Day? What

day month

February 21st. January 1st.

it?

Monday.

It’s

July.

Complete the questions with When, day or month. Practice with a partner. When 1. ____________ is your birthday?

It’s March 13th.

2. What ____________ is it?

It’s Tuesday.

3. What ____________ is it?

It’s June.

4. What ____________ is English class?

It’s Monday.

5. What ____________ is September 9th?

It’s Thursday.

6. ____________ is the party?

It’s April 26th.

7. What ____________ is Thanksgiving?

It’s November.

C. FOCUS: Wh-questions in the simple present with “to be”; possessive adjectives; ordinals. -Write chart on board. Read and have students repeat the questions and answers several times. Do several real examples with the student(s) - e.g., What day is it? When is your birthday? Sounds like: “When + is” = “Whenz”. Repeat question “When is” as “whenz” and “when is”. -Practice Tuesday vs Thursday. D. Write when, day and month on board. – -When you do first example – point to correct word on the board. Help them see the difference between when and what and the difference between day and month -Make it personal: Ask, Whenz your birthday? and give them an opportunity to answer.

Look at the calendar. Circle the correct answer. JANUARY SUNDAY 31st

MONDAY 1st New Year’s Day

TUESDAY

WEDNESDAY

2nd 3rd English class

THURSDAY 4th English class

FRIDAY 5th

SATURDAY 6th Lee’s birthday!

1. What month is it?

a. It’s June.

b. It’s January.

2. What day is New Year’s Day?

a. It’s Thursday.

b. It’s Monday.

3. What day is the 3rd?

a. It’s Wednesday.

b. It’s Friday.

4. When is Lee’s birthday?

a. It’s Saturday.

b. It’s Sunday.

5. What day is the 5th?

a. It’s Wednesday.

b. It’s Friday.

6. When is English class?

a. It’s Tuesday and Thursday.

b. It’s Monday and Wednesday.

E. Point to the calendar when reading the instructions to indicate that the student(s) will use it to answer the questions. Do first example together.

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Answer Key: D. 2. day 3. month 4. day 5. day 6. when 7. month E. 2. b It’s Monday. 3. a It’s Wednesday. 4. a. It’s Saturday. 5. b. It’s Friday. 6. a. It’s Tuesday and Thursday.

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LANGUAGE TOOLS

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 student(s) can work independently. Have students compare answers in pairs (model with a student first). Then write answer on board (for groups).

REAL LIFE / YOUR LIFE

Listen to Track 02 and complete the conversations. Use the words in the box. CONVERSATION 1

week

Hi Juan. This is Emily, your English teacher. Just a reminder, today there is no class.

F. Read directions aloud and explain. Ask students, Where are the words? Play the track and do example together. You can repeat each track individually or play it all the way through multiple times.

See you next (1)______________. week

Saturday 21st 4th

CONVERSATION 2

CONVERSATION 3

Jen: Hey Juan! Are you coming to my

Juan: (4) _____________ is your birthday, Mira?

weekend When

birthday party this (2)______________? Mira: It’s in November. Juan: What day is it?

Juan: Really? Mine too! What day?

Jen: It’s on (3)__________________.

Mira: It’s on November (5) ____________. How

Juan: Yes. I can come.

about you?

Jen: Great! See you then!

Juan: My birthday is on November (6) __________.

Look at the invitation. Answer the questions. 1. What is the invitation for?__________________________________ A birthday party. 2. What day is it? ___________________________________________

G. Talk about the invitation before doing the activity. Ask, What is this? Do example together.

3. When is it? ______________________________________________ 4. Where is it? _____________________________________________ 5. Who is the host? _________________________________________ 6. What is the phone number? ________________________________

CULTURE TIP

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Many invitations have an RSVP. It means to call, text or email to say if you are going or not going.

Culture Tip Ask, Do people RSVP in your country? For what events?

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Answer Key: F. 2. weekend 3. Saturday 4. When 5. 4th 6. 21st G. 2. It’s Saturday 3.It’s at 7:00 pm, May 15th 4. The Martinez Family Home 5. Alma Martinez 6. It’s 831 - 555 - 2745 intercambio.org/teachers

Java’s Calendar

Do you work on the weekend? What days do you work?

T 1

When is English class?

English

When is your birthday? 7

English

T 1

F 4

work

English

work

English

Birthday English

work

English

work

English

Work

English

Work

English

MONTH W Th 2 3

English

Keene’s Calendar M

Sat 5 Birthday work 4

work

MONTH W Th 2 3

English

11 work 18 Work

12 Work

19 work

Sat 5 12 19

Fill out the calendar with your information. MONTH__________________________ SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1. When is the weekend? _________________________________________________________ 2. What month is it? _____________________________________________________________ 3. When is English class? _________________________________________________________ 4. What days do you work? _______________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask about their week. Compare calendars.

Conversation Use answers from Activity I and brainstorm other questions that the students can ask before starting this activity.

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H. This activity is an “info gap”. To avoid confusion, model: have a student come up, one of you is Java, one of you is Keen. Show how you cover the other person’s calendar in your book. Have the student cover your calendar in their book. Now ask the first question and have your model student look at their calendar to answer. Have your model student ask you the next question and you look at your calendar and answer. For 1-1, help your student w/ first couple of questions/answers. -Make sure students are covering up the correct calendar. I. -Use the current week to fill in the calendar. Remember to write in the month. -Add additional weeks to the calendar. -As a warm-up for the upcoming conversation, ask questions about the students’ calendars. Write on board __/__/__ and ask, What is today’s date? Have them say it using the month name in the number format.

Answer Key: I. 1. It’s Saturday and Sunday. 2. answers will vary 3. answers will vary 4. answers will vary 14

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2 Pair up. One partner is Java, the other is Keene. Cover the other person’s calendar. Take turns asking questions.

HOMEWORK Read the answers. Write the questions. What is your name 1. ____________________________________? I’m Luis.

2. ____________________________________? My birthday is April 7th. 3. ____________________________________? I’m from El Salvador. 4. ____________________________________? It’s (530) 555-1209. 5. ____________________________________? I work on Saturday and Sunday.

Look at the invitation. Circle the correct answers.

1. What day is the party?

a. It’s on Friday.

b. It’s on Sunday.

2. What day in July is the party?

a. It’s the 15th.

b. It’s the 5th.

3. Where is the party?

a. It’s at Riverside Park.

b. It’s at Ahmed’s house.

4. Who is the host?

a. Ahmed and Suri

b. Stephen.

5. What is the phone number?

a. It’s (459) 555-8923.

b. It’s (455) 555-1298.

Review your English. 1. What days do you work?

______________________________________________________

2. When is your birthday?

______________________________________________________

3. Where are you from?

______________________________________________________

4. What day is it?

______________________________________________________

5. What’s your address?

______________________________________________________

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Walk through each homework activity. Do examples. These are very similar to activities they did in class. Confirm they understand each assignment.

Lesson 2 • That’s This Month!

6. What’s your phone number? ______________________________________________________ 12

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Answer Key: J. 2. When is your birthday? 3. Where are you from? 4. What is your phone number? 5. When do you work? K. 2. b. It’s the 5th. 3. a. It’s at Riverside park. 4. a. Ahmed. 5. a. It’s (459) 555 - 8923 L. Answers will vary intercambio.org/teachers

L3 IT’S SNOWY AND COLD By the end of the lesson, students will be able to: • Talk about the weather • Compare temperatures with Celsius and Fahrenheit • Read simple weather forecasts What to bring to class: • Number cards • Newspaper weather map • Outdoor thermometer

Warm-up: Greet students. Ask what day is it, what month is it, what’s today’s date, when’s their birthday, how to spell their name. Try Ball Toss to make it a game. Review homework from lesson 2. Have them share their answer to Review Your English aloud. Listening Track 03 Paula: Hi Jon, how’s the weather today? Jon: It’s bad. It’s snowy and windy. Paula: Oh no. What’s the temperature? Jon: It’s about 30 degrees. It’s cold in the winter! Paula: Do you like the weather here? Jon: No, I don’t. Paula: How’s the weather in your native country? Jon: In Haiti, it’s rainy sometimes. But it’s always hot.

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Teacher notes: You will see that the same grammar focus in this level appears in 1R lesson 3 with a slightly different context to give students plenty of opportunity for practice.

IT’S SNOWY AND COLD Ask What do you see in the pictures? What’s this lesson about?

Pre A

Listening warm-up. Track 03: How’s the weather?

Listen again. Circle the words you hear. weather

A. Demonstrate meaning of each of the words. (e.g. fan your hand in front of your face to indicate “warm”). Play track multiple times if needed. EXPANSION: Have the students stand up when they hear the word.

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Pre Ask and write on board: How’s the weather? Ask, Where do you think he lives? Play track and discuss.

warm

windy

temperature

sunny

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Answer Key: Circle: windy, temperature intercambio.org/teachers

VOCABULARY WORDS & PHRASES Repeat after your teacher.

TIP:

cloudy

windy

snowy

sunny

50 45 40 35 30 25 20 15 10 5 0 -5 -10 -15 -20 -25 -30 -35 -40

°C

75° = 75 degrees

°F 120 110 100 90 80 70 60 50 40 30 20 10 0 -10 -20

hot warm cool

cold

-30 -40

C B. - Say each word aloud; have students repeat several times. Use gestures when possible. Have students copy gestures as they repeat. D - Ask, Do you like it when it’s windy? Do you like it when it’s cool? Etc. -Use the Color Vowel Chart (CVC) to practice the pronunciation of cool (BLUE MOON) and cold (ROSE COAT)

PRONUNCIATION A

Listen and repeat after your teacher. Touch the word you hear. Practice with a partner. t sound

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

d sound

thirty

forty

fifty

sixty

seventy

eighty

ninety

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Pronunciation

FOCUS: In –ty words, t sounds like /d/. In –teen words, t sounds like /t/. - Read top row, make sure /t/ sound heard. - Read second row, make sure /d/ sound heard. - Read in pairs (13/30, 14/40, etc.), touching each one. Have student(s) touch too. - Say numbers randomly. Have students touch what they hear. OPTION: Focus on one pair to start e.g. 13/30. -Don’t let students say and touch with a partner until they’ve produced sounds multiple times. For 1-1, don’t switch roles until student produces sounds multiple times.

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rainy

LANGUAGE TOOLS TIP:

Listen to your teacher and repeat. QUESTIONS

How’s = How is

ANSWERS

How’s

the

weather?

It’s

What’s

the

temperature?

It’s

warm. windy. 79°.

Read the question. Look at the picture. Circle the correct answer. How’s the weather?

D. After students complete this activity, model then have students practice each one as a Q&A using the correct answer (e.g., 1. How’s the weather? It’s sunny.)

1. a. It’s cloudy.

b. It’s sunny.

2. a. It’s nice.

3. a. It’s cloudy.

b. It’s sunny.

4. a. It’s warm.

b. It’s rainy.

6. a. It’s cold.

b. It’s cool.

5. a. It’s hot.

b. It’s windy.

b. It’s bad.

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C. FOCUS: structure of questions and answers with how and what using vocabulary. -Do real examples using current weather first. Have students repeat questions and answers after you. -Read TIP. NOTE: in spoken English “How + is” sounds like “howz.” And, what + is sounds like “whatz”. -Practice pronouncing the difference between temperatures using the vocabulary from the previous pronunciation activity.

Write the temperature for each picture.

E. After the students complete this activity, practice each one as a Q&A using the correct answer (e.g., 1. What’s the temperature? It’s 35 degrees.) Expand by asking How’s the weather? for each picture.

a. 25°F b. 78°F c. 95°F d. 50°F

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Answer Key: D. 2. a. It’s nice. 3. a. It’s cloudy. 4. b. It’s rainy 5. b. It’s windy. 6. a. It’s cold. E. 1. a. 35 ° 2. d. 50 ° 3. b. 78 ° 4. c. 95 ° intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 03 and complete the conversation. Use the words in the box. Practice with a partner.

Paula: Hi, Jon! How’s the (1)______________ weather today?

How’s

Jon: It’s bad. It’s snowy and (2)____________________________.

weather

Paula: Oh no. What’s the (3)_______________________________?

degrees

Jon: It’s about 30 (4)_______________________. It’s cold in the winter! Paula: Do you like the weather here?

rainy windy

Jon: No, I don’t.

temperature

Paula: (5) _________________ the weather in your native country? Jon: In Haiti, it’s (6)____________________ sometimes. But it’s always hot. Paula: That’s nice!

Read the email. Circle True or False.

1. Raju can come to class tonight.

TRUE

FALSE

2. The weather is warm.

TRUE

FALSE

3. The weather is snowy.

TRUE

FALSE

4. Raju can go to class on Thursday.

TRUE

FALSE

G. Read the email together. Ask, Who I Who is it is it from? to? Do you go to class when it’s cold? Do the example together. Have students answer 2-4 alone or in pairs. Go over answers. For false, say Let’s make it true. (e.g., Raju can’t come class tonight.)

CULTURE TIP Daily weather maps give the high (hot) and the low (cold) temperature for the day. Look at this map and talk about the weather where you live. Do you like it?

Houston 91/76

The high is 91º The low is 76º

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Culture Tip Ask, How’s the weather in your native country? What’s the temperature in summer? How do you know what the weather will be in your native country newspaper, TV news, smartphone, etc.?

Answer Key: F. 2. windy 3. temperature 4. degrees 5. How’s 6. rainy G. 2. False 3.True 4.True 20

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3 H H. Brainstorm several Q&A before having students do the activity on their own. EXPANSION: ask them to make a Sunday weather forecast for their town. Ask questions about their forecast

Point to a day and ask your partner about the weather. Sunday

Monday

Tuesday

52/48 ø 42/39 ø 33/31 ø Example: Partner 1

Wednesday

41/37ø

Thursday

Friday

Saturday

50/46 ø 46/41 ø 50/45 ø

How’s the weather Sunday? It’s cloudy.

Partner 2

What’s the high temperature? It’s 52 degrees

Put the temperatures in the correct box. Compare with a partner. 45°

32°

89°

0°

COLD

67°

50°

-5°

73°

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I. Students will have different opinions about the temperatures going into the cold, nice and hot boxes. Allow them to say why/how they make their choices if they can. For example: I don’t like cold weather. 32 degrees is cold.

110°

WARM

HOT

What temperatures do you like?

CONNECT WITH CONVERSATION Conversation Ask students to turn to the vocabulary and grammar spread. Brainstorm questions students can ask before starting this activity. In advanced groups, ask students to share what they learned about their partner.

Get to know a partner. Talk about the weather here and in your native country. Does it rain? Does it snow? Is it very sunny?

WORD BANK What? How? Where? hot

weather cloudy windy

cool

cold

rainy

snowy

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Answer Key: I. Cold: -5 °, 0 °, 32 °45 ° Warm: 50 °, 67 °, 73 ° Hot: 89 °, 110 °

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HOMEWORK Complete the conversation. Use the words in the box. weather Kyra: Hi Chen! How is the (1) ___________________in Chicago today?

Chen: Hey Kyra. It’s bad. It’s (2)____________________ and rainy today.

How’s weather

Kyra: I like the rain. In India, it is (3)__________________ part of the year.

rainy

Chen: (4)____________________ the weather for you today in Atlanta?

cold

Kyra: It’s great! It’s (5)___________________ and feels like summer.

sunny

Chen: I wish the weather was (6)_________________________ here.

Point out each activity and do the examples.

warm

Look at the map. Answer the questions. 1. What’s the high temperature in San Francisco?

__________ 62°

2. What’s the low temperature in San Francisco?

__________

3. What’s the high temperature in Los Angeles?

__________

4. What’s the low temperature in Los Angeles?

__________

5. What’s the high temperature in San Diego?

San Francisco 62/55 º

6. What’s the low temperature in San Diego?

__________ __________

Los Angeles 80/73 º San Diego 85/79 º

Review your English. 1. How’s the weather today? ____________________________________________________________ 2. What’s the high temperature today? ____________________________________________________ 3. Do you like the weather here? _________________________________________________________ 4. Where are you from? _________________________________________________________________ 5. How’s the weather in your native country? _______________________________________________

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Answer Key: J. 2. cold 3. rainy 4. How’s 5. sunny 6. warm K. 2. 55° 3. 80° 4. 73° 5. 85° 6. 79° L. Answers will vary 22

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Pre A

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Lesson 3 • It’s Snowy and Cold

L4 IT HURTS A LOT! By the end of the lesson, students will be able to: • Talk about their body • Talk about their health What to bring to class: • Doll • Sticky notes and dice Teacher notes: You will see that the same grammar focus in this level appears in 1R lesson 5 with a slightly different context to give students plenty of opportunity for practice.

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Warm-up: Greet students. Play Questions, Questions, Questions using the 6 questions below. OPTION: For advanced students, don’t write the whole question e.g., What’s/name, How/spell your name, etc. Then review homework. 1. What’s your name? 2. How do you spell your name? 3. Who is your teacher? 4. Where are you from? 5. How’s the weather today? 6. When is your birthday? Listening Track 04 Conversation 1: Max: Owwwwwwww! Gina: Are you okay Max? Max: No. I hurt my arm. It hurts a lot. Gina: Let’s go to the doctor. Conversation 2: Marcie: Ughhhhhhhh. Jose: What’s wrong Marcie? Marcie: My stomach hurts. Jose: Oh no. I hope you feel better soon. Conversation 3 Debbie: Ouch! Jamal: Are you okay Debbie? Debbie: Yes. I just hit my foot. Jamal: I’m sorry. Debbie: It’s okay. Conversation 4 Deepa: Lewis, are you okay? Lewis: No, I’m not okay. Deepa: What’s wrong? Lewis: My head hurts. Deepa: Here is some medicine. It helps.

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IT HURTS A LOT!

Pre A

Pre Write question on the board. Play track. Ask, How many conversations did you hear?

Listening warm-up. Track 04: Are they okay? Listen again. Write the number of the conversation you hear in each box.

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A. Here students are being asked to identify pictures of words they donâ&#x20AC;&#x2122;t know. Pre-teach these words by pointing to the image with the word and saying it 19 aloud. Ask about the situations, What happened?

Answer Key: A. 3. Image of woman stubbing her toe 4. Image of man with headache 2. Image of woman with stomach hurting 1. Image of man with hurt arm 24

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Before you start Ask, What do you see in the pictures?

VOCABULARY WORDS & PHRASES Repeat after your teacher. FRONT

B. - Have students stand up. Point to your body as you say the words. Gesture for students to copy you. Do 2x. - You say a body part (no pointing) and students repeat and point. - Students take turns saying body parts while class repeats and points. OPTION: Bring in a doll or stuffed animal to indicate body parts. EXPANSION: Students write body parts on sticky notes. Students say the word and put it on you or another student. Ask class if itâ&#x20AC;&#x2122;s correct. For large groups, have second student say word as (s)he removes it.

BACK

head neck back right arm left arm stomach hand right leg left leg knee foot

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

Pronunciation Read instructions. Show what it means for a word to have a /k/ sound by making the sound (k, k, k) and providing examples (cold, cool, okay). -When you say each word, have students nod yes 20 or no if they hear the /k/ sound. Then have them do the activity. Some students may be confused that words like knee donâ&#x20AC;&#x2122;t have the /k/ sound. Cross out the k in knee to help them understand it is silent.

K SOUND stomach

knee

stomach

leg

neck

right

back

weekend

March

cold

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thanks Student Book 1 LEFT

Answer Key: Pronunciation: neck, back, weekend, cold, thanks

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LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS Are Is

What’s

you they he she

Yes, okay? No,

wrong?

I’m he’s she’s they’re

he’s = he is she’s = she is they’re = they are

okay. not okay.

My His Her

back

hurts.

Nothing,

I’m he’s she’s

fine.

Complete the questions and answers. Practice with a partner. Are you okay? 1. Q:______

A: No, my arm hurts. 3. Q:_______he okay? A:Yes, he ___________okay. 5. Q:_______she okay? A: No, her right leg hurts.

TIP:

ANSWERS

2. Q: What _______wrong? A: Nothing, I _______ fine. 4. Q: ______ they okay? A: No, they _______ not okay. 6. Q: ______ you okay? A: Yes, I _______ fine.

Look at the pictures. Write what’s wrong. Use His, Her, He and She.

C. FOCUS: Short answers with to be and “hurts” versus “I’m fine.” -Practice the chart using pictures or Post-its from vocab activity. - For TIP, put out left hand and say he, put out right hand and say is, clap them together and say he’s. Repeat for each one and have students copy you. Remind students of previous lesson (when is = when’s). NOTE: “He + is” sounds like “heez” and “She is” sounds like “sheez.” - Ask students, Are you okay? Before starting, ask What body part? for each one. D. Refer to the chart and circle are, is, ’m, ’s, ’re. Say, We need one of these in the sentence. Do example together by asking a student Are you okay? Write the question on the board and circle are. Tell students they can use the verb or the contracted form (am/’m, is/’s, are/’re). -Practice each one as a dialog in pairs.

1.______________________ His head hurts.

2.______________________

3.______________________

4.______________________

5.______________________

6.______________________ intercambio.org/students

E. Before starting, ask Which body part? for each one.

Answer Key: D. 2. ‘s/’m 3. Is/’s 4. Are/’re 5. Is 6. Are/’m E. 2. Her arm hurts. 3. His back hurts. 4. She’s okay. 5. Her hand hurts. 6. His neck hurts. 26

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REAL LIFE / YOUR LIFE

F F. Ask students questions about the dialogs. Ask, Is Max okay? Is Debbie okay? Is Marcie okay? What’s wrong with Lewis? EXPANSION: Do Conversations 2 and 3 in pairs.

foot

arm

okay

stomach

wrong

What’s

CONVERSATION 1

CONVERSATION 2

Max: Owwwwwwww!

Marcie: Ughhhhhhhh.

Gina: Are you (1) __________Max? okay

Jose: What’s (3) ___________________Marcie?

Max: No. I hurt my (2)_____________. It hurts a lot.

Marcie: My (4) ____________________ hurts.

Gina: Let’s go to the doctor.

Jose: Oh no. I hope you feel better soon.

CONVERSATION 3

CONVERSATION 4

Debbie: Ouch!

Deepa: Lewis, are you okay?

Jamal: Are you okay Debbie?

Lewis: No, I’m not okay.

Debbie: Yes. I just hit my (5) _________________.

Deepa: (6)_______________ wrong?

Jamal: I’m sorry.

Lewis: My head hurts.

Debbie: It’s okay.

Deepa: Here is some medicine. It helps. Lewis: Thank you.

Culture Tip Ask, What happens in an emergency in your native country? -Practice an emergency phone call. Have students share their information over the phone. -Have students complete emergency information cards to keep in their wallets.

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G. Use TPR (Total Physical Response) First, speak and model: touch your head, etc. Students touch the body part you model. Then, speak without modeling. Students rely on listening and touch the body part you say. Take turns with the student giving instructions. With advanced students, incorporate right and left.

Listen to Track 04 and complete the conversations. Use the words in the box.

Listen and watch your teacher. Do what he/she says.

CULTURE TIP In an emergency you can call 9-1-1. Say your name, address and phone number. Say what’s wrong and stay on the phone. Is there a 9-1-1 emergency number in your native country? 22

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Answer Key: F. 2. arm 3. wrong 4. stomach 5. foot 6. what’s

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4 H

Look at the picture. Spiro was in an accident. Fill out the form for the doctors. What hurts?

H. Create the context for using pictures. Ask, What happened? Label the sides of the body right/left/left/ right, which might be confusing for people since the first body is facing forward. FRONT

BACK

Complete this form for the doctor.

YES       

NO       

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

My head hurts. My back hurts. My stomach hurts. My arm hurts. My hand hurts. My leg hurts. My foot hurts.

LEFT LEFT LEFT LEFT LEFT LEFT LEFT

RIGHT RIGHT RIGHT RIGHT RIGHT RIGHT RIGHT

Pick three body parts that hurt. Mark the picture.

I. This is the foundation for the conversation in the next activity, which will use “My head hurts, My back hurts.” Model picking 3 things to mark that hurt (show it doesn’t have to be real). Ask, What is it? For each one.

CONNECT WITH CONVERSATION Role-play with a partner. Ask what hurts. Tell your partner what hurts. intercambio.org/students

Conversation This conversation is more of a role play using the images from Activity I. Model what you want students to do. Have a student come to front of class and you can exaggerate that something hurts. If you act it out and exaggerate, this will set the students up to have fun and act out too. Have students move around and shift partners. For 1-1, ask about family members too.

Answer Key: H. 1. No 2. Yes 3. No 4. Yes LEFT 5. Yes LEFT 6. Yes RIGHT 7. No I. Answers will vary 28

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A. Check  YES or NO. Circle LEFT or RIGHT.

HOMEWORK

Walk through each activity and do the example

Circle the correct word. 1. It hurt / hurts a lot.

2. What is / are wrong?

3. His right foot hurt / hurts.

4. I am / is not okay.

5. Are / is you okay?

6. Her / she stomach hurts.

Look at the picture.Circle True or False. 1. Her right arm hurts.

TRUE

FALSE

2. Her neck hurts.

TRUE

FALSE

3. Her stomach hurts.

TRUE

FALSE

4. Her left leg hurts.

TRUE

FALSE

5. Her back hurts.

TRUE

FALSE

6. Her head hurts.

TRUE

FALSE

Review your English. 1. How is the weather?

____________________________________________________

2. When is your birthday?

____________________________________________________

3. Where are you from?

____________________________________________________

4. What day is it?

____________________________________________________

5. Are you okay?

____________________________________________________

6. What’s wrong?

____________________________________________________

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Lesson 4 • It Hurts a Lot!

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Answer Key: J. 2. is 3. hurts 4. am 5. are 6. her K. 2. TRUE 3. FALSE 4. TRUE 5. TRUE 6. FALSE L. Answers will vary intercambio.org/teachers

L5 IT’S NEW By the end of the lesson, students will be able to: • Respond to questions with short answers, yes/no • Distinguish when to use the singular and plural form of the verb to be and do • Talk about their home What to bring to class: • Real estate post cards • Fliers • Housing ads Warm-up: Greet students and ask, What is today? How’s the weather? Are you okay? as they come in. Then play Charades using vocabulary from last time (stomach hurts, back hurts, leg hurts, etc.). For groups, make it competitive by putting student(s) in teams and keeping score. Review homework.

Paula: Nice to meet you, Javier. Where do you live? Javier: I live in L.A. And you? Paula: I live in Long Beach. Do you live in a house? Javier: No, I live in an apartment. Do you live in a house? Paula: Yes. I rent a big old house. I have a big family. Is your apartment big? Javier: No. My apartment is small, but new. Paula: Nice. Listening: Track 06 Conversation 1: Deepa: My house is big. I have a big family and 3 dogs and 2 cats. My children like pets. Conversation 2: Ming: I live alone in a new mobile home. I have quiet neighbors, but they are very friendly. Conversation 3: Raquel: I live in an old apartment with my cat. My neighbors are very noisy. I think I might move soon.

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Listening Track 05

Pre Ask, What do you see in the pictures?

Pre A A. Ask questions about the conversation. Is Javierâ&#x20AC;&#x2122;s apartment big or small? What city does Javier live in?

Listening warm-up. Track 05: Does Javier live in an apartment? Listen again. Circle the correct word. 1. Nice to meet / see you, Javier.

2. No, I live in an apartment / a mobile home.

3. I have a big / small family.

4. My apartment is new / old.

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ITâ&#x20AC;&#x2122;S NEW

Answer Key: A. 2. an apartment 3. big 4. new intercambio.org/teachers

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

a big house

a small apartment

a new mobile home

an old house

B. Make sure students understand small, old, new. Show with different types of housing using pictures or drawings. For example, bring Real Estate pictures of different types of homes to compare for extra practice. Point out when we use “a” and when we use “an” as you walk through vocab.

neighbor

noisy

quiet

pets

PRONUNCIATION Listen and repeat after your teacher. Put a check  in the correct column. A

       

      

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house apartment old mobile home noisy neighbor quiet pet arm school

E Pronunciation We use “an” before vowel sounds and “a” before consonant sounds. Write a few examples on the board, and underline the first letter of the words (e.g., apartment, pet, old house, new apartment.) You can explain the rule briefly, and then demonstrate it by practicing.

Answer Key: Pronunciation: an apartment, an old mobile home, a noisy neighbor, a quiet pet, an arm, a school

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LANGUAGE TOOLS C. FOCUS: Short answers (Yes, it is. No, they don’t.) This chart may be too visually complex for some students. Consider writing the top part first and review. Then erase and put the bottom half. Consider using Colored Index Cards. For 1-1, cover the second half of the chart. Then cover the top.

D D. Model “fill in the bubble”, circle the answer. Stand up and practice each one as a dialog in pairs.

E E. Students can practice asking and answering the questions with a partner when finished.

Listen to your teacher and repeat. QUESTIONS Do

you they

live

Does

he she

your his her their

house apartment

Are

your

neighbors

your

neighbor

ANSWERS

an a

apartment? house?

big? new?

quiet?

Yes, No,

I we they

do. don’t.

Yes, No,

he she

does. doesn’t.

Yes, No,

is. isn’t.

Yes, No,

they

are. aren’t.

Yes, No,

she he

is. isn’t.

Fill in the bubble with the correct answer. 1. Is your house big?

a Yes, it is.

b Yes, it does.

2. Does he live in a mobile home?

a No, he isn’t.

b No, he doesn’t.

3. Do you have pets?

a No, I doesn’t.

b No, I don’t.

4. Do they live in an apartment?

a Yes, they does.

b Yes, they do.

5. Is her house new?

a Yes, it is.

b Yes, it are.

6. Is their mobile home old?

a No, it isn’t.

b No, it doesn’t.

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Write answers to the questions. Practice with a partner. 1. Do you have pets?

Yes, _____________________________. I do

2. Do they live in a mobile home?

No, _____________________________.

3. Is your neighbor noisy?

Yes, he __________________________.

4. Does he live in a big apartment?

Yes, ____________________________.

5. Are your pets noisy?

No, _____________________________.

6. Is your street quiet?

No, _____________________________.

7. Is your house big?

No, _____________________________. intercambio.org/students

Answer Key: D. 2. b. No, he doesn’t. 3. b. No, I don’t. 4. b. Yes, they do. 5 a. Yes, it is. 6. a. No, it isn’t. E. 2. they don’t 3. is 4. he does 5. they aren’t 6. it isn’t 7. it isn’t

intercambio.org/teachers

Listen to Track 05 and complete the chart with the correct answers. PERSON

Paula

CITY

TYPE OF HOME

SIZE

Long Beach

Javier

TIP:

Look at the picture. Answer the question.

Q: Are pets allowed?

Q: Is the house old?

No, they aren’t A: _______________________________

A:_______________________________

Q: Is the mobile home old?

Q: Are the neighbors noisy?

A:_______________________________

Q: Is the apartment new?

Q: Is the neighbor noisy?

A:_______________________________

allowed = okay

F. I Have students compare answers in pairs before checking them as a group. Then, have students interview their classmates to collect the same information from the listening track. For 1-1, after asking each other, ask about a family member, friend, or celebrity. J G. Review TIP – allowed = okay

Ask a partner the questions in activity G. Partner A: Are pets allowed? Partner B: No, they aren’t.

CULTURE TIP In the US many people say hello to their neighbors. They smile and sometimes welcome new neighbors with cookies. How do you welcome new neighbors in your native country? 28

Student Book 1 LEFT

Answer Key: F. Paula: Long Beach, house, big. Javier: LA, apartment, small H. Answers will vary

Teacher Book 1 LEFT

Culture Tip Ask, Did you know your neighbors in your native country? Do you know your neighbors here? Do you like your neighbors here?

NOT FOR DUPLICATION

REAL LIFE / YOUR LIFE

5 I I. After activity, ask, Who lives in a mobile home? Who lives in an old apartment? Who has quiet neighbors?

Listen to Track 06 and write the number of the conversation you hear under the picture.

Ming

Raquel

J J. After activity, ask, Who wants to live in this apartment?

Deepa TIP: BR = bedroom

Read the housing ad. Answer the questions.

Posted 3 days ago

$800 / 2br / Apartment Available (Knoxville)

No, it isn’t 1. Is it a house? ___________________________________________________.

2. Is it downtown? _________________________________________________. 3. Is the apartment big?_____________________________________________. 4. Are the neighbors quiet? __________________________________________. 5. Are pets allowed?________________________________________________.

K K. The answers in this activity will help students have the following conversation.

Answer the questions with your information. 1. Do you live in an apartment? _______________ 2. Do you live in a house? ____________________ 3. Is it small? _______________________________ 4. Is it new? ________________________________ 5. Are pets allowed?_________________________ 6. Are your neighbor noisy? __________________

CONNECT WITH CONVERSATION

NOT FOR DUPLICATION

Small two-bedroom apartment in downtown Knoxville. Quiet street. No pets. Call Ann at (865) 555-4539.

Get to know a partner. Ask your partner questions about where they live. What type of home is it? Are pets allowed? Ask questions about their home in their native country.

Conversation Brainstorm questions together. If students are reluctant to share personal information about the type of place they live, use real estate listing pictures and have them choose a place.

intercambio.org/students

Answer Key: I. Raquel: 3 Ming: 2 Deepa: 1 J. 2. Yes, it is. 3. No, it isn’t. 4. Yes, they are. 5. No, they aren’t K. Answers will vary intercambio.org/teachers

HOMEWORK

Match the question and answer. 1. Do you live in a mobile home?

a. No, he doesn’t.

2. Does he live in an apartment?

b. No, they aren’t.

3. Is it big?

c. Yes, they do.

4. Is it new?

d. Yes, she does.

5. Does she live in a house?

e. No, I don’t.

6. Do they have quiet neighbors?

f. Yes, it is.

7. Are pets allowed?

g. No, it isn’t. It’s small.

Do examples together. If students aren’t doing homework, do an additional example in each activity.

Read the housing ad. Answer the questions. 1. Is the house downtown?

______________________

2. Is the house big?

______________________

3. Are the neighbors noisy?

______________________

4. Are pets allowed?

______________________

5. Is the yard big?

______________________

Review your English.

Pre

Circle the type of home you live in:

apartment

1. Is it new?

____________________________________

2. Is it big?

____________________________________

3. Do you have noisy neighbors?

____________________________________

4. Are pets allowed?

____________________________________

5. Do you like the weather here?

____________________________________

6. Do you have pets?

____________________________________

house

mobile home

Student Book 1 LEFT

Answer Key: L. 2. a 3. g 4. f 5. d 6. c 7. b M. 1. No, it isn’t 2. No, it isn’t 3. No, they aren’t 4. Yes, they are 5. Yes, it is N. Answers will vary 36

Teacher Book 1 LEFT

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Lesson 5 • It’s New

L6 I LIKE TO PLAY SOCCER By the end of the lesson, students will be able to: • Talk about their hobbies • Talk about what they don’t like to do What to bring to class: • Shopping bag, book, free weights, soccer ball (anything relating to how one spends their free time) Warm-up: Write the below sentences on the board or on a piece of paper for 1-1. 1. do you/ an apartment/live in? 2. big/house/is your? 3. your neighbor/quiet/is? 4. are/your pets/noisy? As students come in, pair them up and have them put the words in order. Once you’ve checked their answers, have them ask each other the questions.

NOT FOR DUPLICATION

Listening Track 07 Rob: Hi Norma! What are you up to this weekend? Norma: Hi Rob! I’m going shopping. I’m excited! Rob: Cool. Norma: What are you up to? Rob: I work this weekend. Norma: Too bad! What do you like to do in your free time? Rob: I like to play soccer and hang out with friends. You? Norma: I like to cook and go shopping. Rob: Oh yeah. Have fun this weekend. Norma: Thanks!

intercambio.org/teachers

I LIKE TO PLAY SOCCER

Pre Have students read question to themselves. Have a student read the question aloud. Write on the board if needed.

Listening warm-up. Track 07: How many people do you hear? Listen again. Circle the correct answer. 1. Norma is going shopping today / this weekend. 2. Rob works this weekend / Friday.

A. After activity, ask Who is talking? What is Rob doing this weekend?

3. Rob likes to hang out with friends / cook. 4. Norma likes to cook / play cards.

intercambio.org/students

Answer Key: A. 2. weekend 3. hang out with friends 4. cook

Teacher Book 1 LEFT

NOT FOR DUPLICATION

Pre

Ask, What do you see in the pictures?

VOCABULARY WORDS & PHRASES Repeat after your teacher.

B. Use gestures during choral repetition where it makes sense e.g. exercise (mime lifting weights). Students should gesture as well. If you brought props, use them. Check understanding of “hang out with friend.” Say, No plans or special activity but together. Same with “spend time with my family.” You can add 1 or 2 more activities if it’s something your students really like

go shopping

play video games

exercise

cook

watch TV

spend time with my family

read books

practice English

play soccer

hang out with friends

PRONUNCIATION A

Listen to your teacher make the v sound and the w sound. Touch the words you hear. Practice with a partner. video

watch

weekend

favorite

windy

seven

weather

November

one

V SOUND 32

NOT FOR DUPLICATION

W SOUND

Student Book 1 LEFT

Pronunciation To help students make the /v/ sound, instruct them to put their top teeth on their bottom lip and blow out air using their voice. Have them look at a mirror or cell phone. Contrast with /w/. EXPANSION: Have students say these sentences - I watch weather videos on TV every weekend. Windy weather is my favorite in November.

intercambio.org/teachers

don’t = do not TIP:doesn’t = does not

Listen to your teacher and repeat. QUESTIONS do

you they

does

he she Joe

What

ANSWERS your their

to do

free time? his her

I We They

like don’t like

He She

likes doesn’t like

to play soccer.

Fill in the bubble with the correct answer. 1. What does she like to do in her free time?

a I like to cook.

b She likes to cook.

2. What do you like to do?

a I like to read books.

b He likes to read books.

3. What does he like to do?

a You like to exercise.

b He likes to exercise.

4. What does she like to do on Saturday?

a She likes to go shopping.

b I like to go shopping.

5. What do you like to do in your free time?

a She likes to watch TV.

b We like to watch TV.

6. What does he like to do on Friday?

a He likes to play soccer.

b I like to play soccer.

Write the activities. Circle the ones you like to do in your free time.

play soccer 1. ____________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

6. ______________________

intercambio.org/students

C. FOCUS: Present tense questions and answers with like. Notice that we use do/does for the question and the negative. Note where to add the s in the answers. During choral repetition of the answers, nod your head and smile for like. Shake your head and frown for don’t like so that students get the meaning. Thumbs up and down can also work. D. Have a student show filling in the bubble. Do the example highlighting the pronoun. That’s the clue to getting the correct answer. Practice as a dialog in pairs when done. E. Vocab practice. Ask questions about what students circled, or have students ask a partner when done. OPTION: Have students stand up and act out the activities they circled while the class guesses. For large classes, have students do it in smaller groups.

Answer Key: D. 2. a 3. b. 4. a 5. b 6. a E. 2. spend time with my family 3. cook 4. hang out with friends 5. watch TV 6. exercise

Teacher Book 1 LEFT

NOT FOR DUPLICATION

LANGUAGE TOOLS

REAL LIFE / YOUR LIFE

Listen to Track 07 and complete the conversation. Use the words in the box. weekend Rob: Hi Norma! What are you up to this (1) ___________________?

play soccer

Norma: Hi Rob! I’m going (2)_________________. I’m excited.

F. Play track completely, multiple times if needed.

shopping

Rob: Cool.

weekend

Norma: (3)___________are you up to?

What

Rob: I work this weekend.

free time

Norma: Too bad! What do you like to do in your (4)___________________?

cook

Rob: I like to (5)_______________________and hang out with friends. You? Norma: I like to (6)____________and go shopping. Rob: Oh yeah. Have fun this weekend. Norma: Thanks!

G. This is a critical thinking activity, so give plenty of time. Read about the people together (you can read and have students repeat, or ask for volunteers). Do the example, showing students how to get the answer. EXPANSION: Ask, Who is similar to you? If it’s Tran, go to the left corner, if it’s Caleb the right corner, and if it’s Sylvia, stand in the middle. (Use gestures.) Ask, Why?

Read about the people. Answer the questions with complete sentences.

Tran

I don’t like to watch movies. I like to hang out with friends. I like to play soccer with my kids.

Silvia

Caleb

I don’t like to cook. I like to practice my English. I like to exercise alone. I don’t like to watch movies. I like to spend time with my family. I like to exercise with friends.

Silvia and Caleb like to exercise 1. Who likes to exercise? _______________________________________________________________ .

2. Who likes to hang out with friends? ____________________________________________________ . 3. Who doesn’t like to cook? ____________________________________________________________ . 4. Who doesn’t like to watch movies? _____________________________________________________ . 5. Who likes to practice English? _________________________________________________________ .

CULTURE TIP

NOT FOR DUPLICATION

Most cities have a community center and public parks. Is there a community center where you live? 34

Student Book 1 LEFT

Culture Tip Ask Do you use the community center or park near where you live? Are there public parks in your native country? Who uses them?

Answer Key: F. 2. shopping 3. what 4. free time 5. play soccer 6. cook G. 2. Tran likes to hang out with friends. 3. Silvia doesn’t like to cook. 4. Caleb and Tran don’t like to watch movies. 5. Caleb likes to practice English. intercambio.org/teachers

Look at the chart. Write what Mike and Ana like and don’t like to do.

Mike

Ana

☺ �� ☺

H. This activity practices using he/she with the grammar structure (likes/doesn’t like). Refer back to the grammar chart when you do the example together. Make sure students understand that the x on the word means “doesn’t like.”

☺ �� ☺

practice English cook exercise

read books watch TV play soccer

Mike

Ana

1. _______________________________________ Mike likes to exercise

1. _______________________________________

2. _______________________________________

3. _______________________________________

Write the activities you like and don’t like to do. ACTIVITIES I LIKE

ACTIVITIES I DON’T LIKE

____________________________________

I. Prep students for this activity by completing it yourself. Then have them listen to you speak about the activities you like and don’t like.

CONNECT WITH CONVERSATION Get to know a partner. Ask what they like and don’t like to do in their free time. intercambio.org/students 35 Conversation Help students come up with the negative question, What don’t you like to do in your free time? They haven’t used it as much during the lesson. EXPANSION: Do Find Someone Who using the vocabulary page in this lesson. Have students ask, “What do you like to do in your free time?” or help them come up with the question “Do you like to cook?”(combines current content with previous lesson). Students can write the name directly on the vocab page. For 1-1, ask about family members/friends and write their names: Does your sister like to exercise? What’s her name? What does Vijay like to do in his free time?

Answer Key: H. Mike: 2. Mike doesn’t like to practice English. 3. Mike like to cook. Ana: 1. Ana likes to play soccer. 2. Ana likes to read books. 3. Ana doesn’t like to watch TV. I. Answers will vary 42

Teacher Book 1 LEFT

NOT FOR DUPLICATION

HOMEWORK

Lesson 6 • I Like to Play Soccer

Complete the conversation. Use the words in the box. Erika: Hi Yin! What are you up to this (1) ___________________? weekend

Walk through homework. Do examples. Focus on the Review Your English activity. This is preparing them to use a journal at higher levels.

from

Yin: Hey Erika! I’m (2)_______________ time with my family this weekend.

shopping

They are in town.

Erika: That’s neat. (3)________________ are they from?

weekend

Yin: They are (4) ______________ China.

spending

Erika: What do they like to (5)_______ here?

Where

Yin: Well, they like to go (6) _________________________, go to the movies, and spend time together. Erika: Cool. Have fun!

Look at Amal’s calendar. Fill in the bubble with the correct answer.

SUNDAY

MONDAY

14 15 family dinner work

TUESDAY 16 work

English class

WEDNESDAY 17 work

THURSDAY 18 work

English class

FRIDAY 19 work

SATURDAY 20 shopping with Jenny

watch a movie with friends

1. When is Amal’s English class?

a Monday and Wednesday

b Tuesday and Thursday

2. When does Amal spend time with family?

a Thursday

b Sunday

3. When doesn’t Amal work?

a weekdays

b weekends

4. When does Amal hang out with friends?

a Sunday

b Friday

5. When does Amal go shopping?

a Saturday

b Wednesday

Review your English. 1. What do you like to do in your free time?

NOT FOR DUPLICATION

AMAL’S WEEK

______________________________________________

2. What don’t you like to do in your free time? ______________________________________________ 3. When is your free time?

______________________________________________

Student Book 1 LEFT

Answer Key: J. 2. spending 3. where 4. from 5. do 6. shopping K. 2. b. Sunday 3. b. weekends 4. b. Friday 5. Saturday L. Answers will vary intercambio.org/teachers

L7 HE HAS A BIG FAMILY By the end of the lesson, students will be able to: • Talk about family members • Talk about where they or others live or go to school What to bring to class: • Pictures of your family or a family album • Students will draw a family tree – colored pencils, crayons, paper 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. Note: vocab focuses on family. Grammar chart is questions with do and does and long answers e.g., I live in Boulder (vs. I do.)

Prepare for Lesson 8 – Review and Progress Check Since the Review and Progress Check happen in the next class, leave time to talk to the students about it. Say, it helps us know what’s good and what needs more practice. It helps me teach you better. Please note that they will need to complete the first page of Lesson 8 as homework (it’s a self-assessment). Prepare for Field Trip Lesson 9 Where will you go? How will you prepare them? Words, phrases, logistics. If you are not going out, consider arranging the classroom as a place and have them role play. Consider a Guest speaker or a former student to share stories about how they learned English. Listening Track 08 Aisha: So, tell me about your family. Jaime: I have a big family. Aisha: Really? How many children do you have? Jaime: I have 3 children. Aisha: How old are they? Jaime: My son is twelve and my daughters are six and eight. Aisha: Wow! Where do they go to school? Jaime: My son goes to Casey Middle School and my daughters go to Aspen Elementary.

Teacher Book 1 LEFT

NOT FOR DUPLICATION

Warm-up: Play Snowball Fight with the below questions: When is your birthday? / What do you like to do in your free time? / What don’t you like to do in your free time? For 1-1, answer the same questions but play Two Truths and a Lie. Review homework.

HE HAS A BIG FAMILY

NOT FOR DUPLICATION

For some students, talking about family can be painful. Approach this topic with sensitivity and be willing to not talk about certain family members if it’s too difficult for the student.

Pre Ask, What do you see in the pictures? Is this similar to your family?

Pre A

Listening warm-up. Track 08: Who has a big family? Listen again. Circle the correct answer. 1. Jaime has a

a. small family.

b. big family.

2. Jaime has

a. four children.

b. three children.

3. Jaime’s daughters are

a. six and eight.

b. ten and twelve.

4. Jaime’s son goes to

a. Casey Middle School.

b. Central Elementary School.

A. Ask, Does Jaime have children? Does Aisha have children? Do you have children?

intercambio.org/students

Answer Key: A. 2. b. three children. 3. a. six and eight. 4. a. Casey Middle School.

intercambio.org/teachers

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Ask, What is this? and reference the picture. Draw your family tree on the board using only the family words from the picture. They will learn other family words in future lessons.

parents

wife mother

children

husband father

son

daughter

brother

sister

E PRONUNCIATION A

Listen to your teacher make the th sound and the d sound. Repeat the words. Practice with a partner.

they

their

mother

brother

father

day

degrees

head

calendar

cloudy

they

day 38

Student Book 1 LEFT

Teacher Book 1 LEFT

Pronunciation To help students make the /th/ sound, instruct them to stick out their tongue between their teeth. Use a mirror/ cell phone for practice. Then, have them use their voice/vocal chords while blowing out air. NOTE: /th/ has 2 sounds: unvoiced (thank, bath) and voiced (the). To make the /d/ sound, the tongue hits the ridge above the top teeth.

NOT FOR DUPLICATION

D. Practice as a dialog in pairs. Emphasize “s” on the end of verbs – lives, goes – in third person singular (with he/she). Say, we don’t usually ask adults their age; Americans think it’s rude (not polite). E. This is the first time students will write the complete question, so do 2 examples, showing how to use the chart for help. Questions 4 and 5 are from the previous lesson, so either make one the 2nd example or let struggling student(s) know where to look.

LANGUAGE TOOLS

TIP: we’re = we are

Listen to your teacher and repeat. QUESTIONS Where

Where

How

does

ANSWERS

you they

go to school?

he she

go to school?

live?

are

you? they?

he? she?

old

I We They He She

to Casey Middle School.

live

in Boulder.

goes

to Casey Middle School.

lives

in Boulder.

I’m

37.

We’re They’re

12 and 10.

He’s She’s

Read the questions. Circle the correct word. 1. Where do you go to school?

I go /goes to Buena Vista Adult School.

2. Where does Ana live?

She live / lives in Carbondale.

3. How old is Chris?

He are / is 16.

4. How old are they?

They are / is 8 and 4.

5. Where does she go to school?

She go / goes to Middlebrook Elementary.

6. How old are you?

I are / am 35.

NOT FOR DUPLICATION

C. FOCUS: Q&As in present tense. Verb “to be” doesn’t use “do” in the question or the negative. Review TIP Box. This grammar chart may be visually overwhelming. Write top half on the board and review. Erase and do bottom half. For 1-1, just cover the bottom and then the top chart in the book. OPTION: Use Colored Index Cards. HINT: Spanish speakers often say “I have 37 years” instead of “I am.”

Look at the picture. Read about Alma’s children. Write questions for the answers.

Beto Age 8 Waco, Texas Play soccer

Carla Age 4 Waco, Texas Watch TV

What are their names? 1. _____________________________________ Their names are Carla and Beto.

2. _____________________________________ They are 8 and 4. 3. _____________________________________ They live in Waco. 4. _____________________________________ He likes to play soccer. 5. _____________________________________ She likes to watch TV. intercambio.org/students

Answer Key: D. 2. lives 3. is 4. are 5. goes 6. am E. 2. How old are they? 3. Where do they live? 4. What does he like to do? 5. What does she like to do?

intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 08 and complete the conversation. Use the words in the box. your Aisha: So, tell me about (1)___________family.

have

Jaime: I have a big family.

daughters

Aisha: Really? How many children do you (2)_______________?

Jaime: I have three children.

they

Aisha: How old are (3)_________________?

goes

Jaime: My son is 12 and my (4)_______________ are 6 and 8.

F. OPTION: Have the students try H to fill in the blanks without listening. Play track to check.

your

Aisha: Wow! Where (5)________________they go to school?

Jaime: My son (6)________________ to Casey Middle School and my daughters go to Aspen Elementary.

Look at Jaime’s family tree. Answer the questions with complete sentences.

TIP:

Jaime’s = connected to

Jorge Lily

Tony

sister

brother

Silvia Jaime

Monica

wife Gina

Inez

Marcus

daughter

son

1. Who is Jaime’s son?

Jaime’s son is Marcus _____________________________________________________.

2. Who is Jaime’s brother?

_____________________________________________________.

3. Who is his sister?

_____________________________________________________.

4. Who are his daughters?

_____________________________________________________.

5. Who is his wife?

_____________________________________________________.

G. TIP Box: Give examples using students and their belonings. Write on board or paper (e.g., Maria’s pen. Bogden’s book). Show students how to start sentence with end of the question. E.g., I son? Who is Jamie’s Jamie’s son is…

Student Book 1 LEFT

Answer Key: F. 2. have 3. they 4. daughters 5. do 6. goes G. 2. Jaime’s brother is Tony. 3. His sister is Lily. 4. His daughters are Gina and Inez. 5. His wife is Monica.

Teacher Book 1 LEFT

NOT FOR DUPLICATION

Parents

Culture Tip If your students have children, Ask, Where does your child go to school? Do you talk to teachers or directors at the school? Do you talk in person, on the phone or email?

7 CULTURE TIP It’s important to know the name of your child’s school. Give the school your phone number. If your phone number changes, tell the school. What’s the name of your child’s school?

Draw your family tree. Use the words in the box. parents

father

mother

son

daughter

husband

wife

children

brother

sister

I. Have students pick a family member and write age:____, likes to do:____, lives:____, etc. Then have the class ask questions. Go first: Point to your family tree and say, This is my ____. Say, Ask me questions. Point to activity I if students are confused. This activity will prepare students for Connect with Conversation.

NOT FOR DUPLICATION

H. Have students share their family trees in pairs.

Answer the questions about your family. Yes, I do. No, I don’t. 1. Do you have a husband/wife? ___________________________________________________.

2. What’s his/her name? ________________________________________________________. 3. Do you have a daughter? _______________________________________________________. 4. How old is she? _____________________________________________________________. 5. Do you have a son? ____________________________________________________________. 6. Where does he go to school? __________________________________________________.

Conversation Brainstorm questions together (use previous lessons as well).

CONNECT WITH CONVERSATION Ask your partner questions about their family tree in activity H. intercambio.org/students

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

intercambio.org/teachers

HOMEWORK

Lesson 7 • He Has a Big Family

Look at Salma’s family tree. Answer the questions using complete sentences. Ali & Zoya parents

1. Who is Salma’s husband? Her husband is Omar. __________________________________

2. Who is Salma’s daughter? __________________________________ 3. Who is her father?

This homework should be fun. Walk through examples. Assign p. 43 of the Progress Check as well (It’s a self-assessment). Explain the word “can” and what to check.

__________________________________ Sawda sister

Talia sister

Salma

Omar husband

4. Who are her sisters? __________________________________ 5. Who is her mother?

Fatima daughter

Read the form. Read the sentences. Circle True or False. Levi

Suarez

12-3-2009

First name

Last name

Date of birth

Deisy Morales

Name of the mother 148 16th St. Unit 4, Denver, CO 80222

Address Casey Middle School

School

1. Levi’s last name is Morales.

TRUE

FALSE

2. He was born in March.

TRUE

FALSE

3. His mother is Deisy Morales.

TRUE

FALSE

4. He goes to Jefferson High School.

TRUE

FALSE

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

_______________________________________________________

2. Who are your parents?

_______________________________________________________

3. What do you like to do?

_______________________________________________________

4. Where do you live?

_______________________________________________________

5. Do you like the weather here?

_______________________________________________________

Student Book 1 LEFT

Answer Key: J. 2. Her daughter is Fatima. 3. Her father is Ali. 4. Her sisters are Sawda and Tacia. 5. Her mother is Zoya. K. 1. FALSE 2.FALSE 3. TRUE 4. FALSE L. Answers will vary 50

Teacher Book 1 LEFT

NOT FOR DUPLICATION

__________________________________

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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________/ 34

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).

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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

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QUESTIONS I PLAN TO ASK

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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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L10 WE WENT OUT By the end of the lesson, students will be able to: • Talk about themselves using the simple past (only verbs went and stayed) • Talk about their schedules and activities from the previous week What to bring to class: Calendars • Map of your town, city or generic map of any town or city • Make Time Expression cards (see TB note for Activity G) • Blank Index cards for Activity expansions.

Warm-up: Talk about the Field Trip. Talk about the Review and Progress Check – celebrate student progress. Share what you learned. If time allows, review a concept students stuggled with on the test and do a short activity to practice. NOTE: Incorporate review and practice concepts students missed on the test. Listening Track 10 Juan: Hey Ana! How was your weekend? Where did you go? Ana: Oh, hi Juan! Last weekend was great! I stayed home with my family. Where did you go last weekend? Juan: I went to the movies on Saturday with friends and went to the park with my kids on Sunday. Ana: That sounds like a fun weekend.

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NOT FOR DUPLICATION

Teacher notes: Be careful to only ask “Where did you go?” and not “What did you do?” Keep it simple. You will see that the same grammar focus in this level appears in 1R lesson 1 with a slightly different context to give students plenty of opportunity for practice. They will continue to have more practice in future levels.

WE WENT OUT

Pre A

Listening warm-up. Track 10: How many people do you hear? Listen again. Check ď&#x192;ź the box for the information that you hear.

Pre Have students read the question silently. Have a student read question out loud. Have a student write question on the board. A. 51 Here students are being asked to identify pictures of words they donâ&#x20AC;&#x2122;t know. Pre-teach these words by pointing to the image with the word and saying it aloud. Ask, Did Ana have a good weekend? Did Juan spend time with his kids?

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Answer Key: A. stayed home with my family, went to the movies with friends, went to the park with my kids

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Ask, What do you see in the pictures? Is this similar to your family?

VOCABULARY WORDS & PHRASES Repeat after your teacher.

weekend

B. Do several examples of the calendar words using the current day/ date. Use map of your town to indicate different places from the vocabulary on the map. Or draw simple town on the board.

weekdays

yesterday today (last night)

grocery store

library

movies

gym

park

home

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

library

weekend

morning

afternoon

movies

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Pronunciation Review primary stress. Help students recognize primary stress in multisyllable words by emphasizing the part of the word that carries the primary stress: LIbrary; WEEKend; MORning; etc. Use your hands to emphasize stress. In general, the primary stress in two syllable nouns is on the first syllable. EXPANSION: practice identifying syllable stress of student or family names.

Answer Key: Pronunciation: weekend, morning, afternoon, movies

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Listen to your teacher and repeat. QUESTIONS you he she Where did Sue they Mark

you go?” TIP: “Where did sounds like

ANSWERS yesterday?

go this morning?

“Where’d ja go?”

park. I went to the store. We He She home. They stayed Mark

Answer the questions. We went to the library 1. Where did you and mark go last night? (library) __________________________________________ .

2. Where did Samir and Jim go yesterday? (gym) ___________________________________________ . 3. Where did she go last weekend? (movies) _______________________________________________ . 4. Where did Mark go this morning? (home) _______________________________________________ . 5. Where did Lucia go yesterday evening? (grocery store) ____________________________________ .

D. After example, help students identify that the response to “Samir and Jim” is “They”.

Write the name of each place. Circle the places you went last weekend.

1.______________________ home

2.______________________

3.______________________

4.______________________

5.______________________

6.______________________ intercambio.org/students

C. FOCUS: This is the first exposure to past tense. Only use verbs go and stay so that students don’t get overwhelmed. Go and do (do is only in the question) are irregular; regular verbs just add ed. NOTE: the question is “where” not “what” – only ask “where” for this lesson. Use image on opening page to ask questions using the chart. TIP Box: Practice a couple times, but students don’t need to say it like this – just understand it.

E. Play Find Someone Who after completing the activity. Help students practice the question, “Where did you go last weekend?” and “I went to the______” again before they start. When they find someone, students can write the name next to the picture. For 1-1, take turns asking about friends and family. Where did your daughter go last weekend? and write their names next to the picture.

Answer Key: D. 2. They went to the gym. 3. She went to the movies. 4. He went home. 5. She went to the grocery store. E. 2. grocery store 3. gym 4. library 5. movies 6. park

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LANGUAGE TOOLS

REAL LIFE / YOUR LIFE

G. Write the time expressions on cards – one expression for each card. Option 1: Give one card to each student and have them line up in order. Option 2: Have students put the cards in order. NOTE: For large groups, put students in small groups for this activity. You’ll need more than one set of cards. H. Do Tuesday together. Ask, Is Tuesday a weekday or weekend day? Model writing it in the correct box. For groups, do activity in pairs. EXPANSION: Students write the days on cards. Option 1: Shuffle cards and students put them in order. Option 2: Give one day to 7 students and have them line up in order (start with Sunday). Students without a card can help. Ask, What’s your favorite day? Why?

Listen to Track 10 and complete the conversation. Use the words in the box. Juan: Hey Ana! How was your weekend? Where (1)_________you go? did

stayed

Ana: Oh, hi Juan! (2) ____________________weekend was great!

I (3)____________________home with my family. Where did you

weekend

(4)_____________________ last weekend?

park

Juan: I went to the movies with friends on Saturday and went to the

did

(5)_____________________with my kids on Sunday.

Last

Ana: That sounds like a fun (6)_______________________.

Put in order. ____ yesterday morning 1st

____ this afternoon

____ this morning ____ this weekend ____ last night

Write the words in the correct box. WEEKDAYS

DAYS OF THE WEEK

WEEKEND

Tuesday Wednesday Saturday Monday Thursday Sunday Friday

CULTURE TIP Libraries have great free resources. You can borrow books, movies and music. Many libraries can give you free passes to local museums. When will you check out your library? 54

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F. OPTION: Have students try to fill in the blanks without listening. Play track to check.

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Culture Tip Ask, Is there a library in the town where you live? Do you go there? Is it near your home? Do your kids like the library? Do they have reading hour? Do they have free passes to museums?

Answer Key: F. 2. Last 3. Stayed 4. Go 5. Park 6. Weekend. G. 4th this afternoon, 3rd this morning, 5th this weekend, 2nd last night. H. Weekdays: Tuesday, Wednesday, Monday, Thursday, Friday. Weekend: Saturday, Sunday intercambio.org/teachers

10 Look at Jaya’s schedule for last week. Read the answers. Write the questions.

I. Do the first two together, so students see the pattern (Where did Jaya go on___?). Model looking at the answer and then finding the activity in the chart to get the day(s).

JAYA’S SCHEDULE: LAST WEEK SUNDAY

MONDAY

5 6 grocery store library

TUESDAY

WEDNESDAY

7 8 English class gym with Monica

THURSDAY 9 English class

FRIDAY

SATURDAY

10 11 movies with Matt’s Eileen birthday party at the park

Where did Jaya go on Tuesday and Thursday ? 1. __________________________________________________

She went to English class.

2. __________________________________________________ ?

She went to the gym with Monica.

3. __________________________________________________ ?

She went to the park.

4. __________________________________________________ ?

She went to the movies.

5. __________________________________________________ ?

She went to the grocery store.

Complete your schedule for last week.

J. Students know their schedule but often struggle to write it, so this may take time. Model by writing your schedule first. Remember, only write where you went, not what you did. After activity, prep for conversation by asking about your schedule Where did I go on Monday? For 1-1, model by writing and asking about a family member’s schedule. That way you can talk about your schedule in the next activity.

YOUR SCHEDULE: LAST WEEK SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

CONNECT WITH CONVERSATION

WORD BANK shoppping

Get to know a partner. Ask where they went last week. Ask what they did last week.

watch TV hang out with friends exercise

intercambio.org/students

Conversation Brainstorm questions together. Have students ask each other about their schedules from Activity J. Model using your schedule to answer.

Answer Key: I. 2. Where did Jaya go on Wednsday? 3. Where did Jaya go on Saturday? 4.Where did Jaya go on Friday? 5. Where did Jaya go on Sunday? J. Answers will vary 66

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HOMEWORK

K Go over directions and examples. Activity L does short answers in the past tense for the first time, so do an extra example with students.

Lesson 10 • We Went Out

Look at Martin’s schedule. Complete the sentences. MARTIN’S SCHEDULE: LAST WEEK SUNDAY 30 library to study

MONDAY

TUESDAY

31 1 English class gym

WEDNESDAY 2 English class

THURSDAY 3 gym

FRIDAY 4 family dinner at home

SATURDAY 5 movies with friends

1. Martin went to the __________ last Tuesday and Thursday. gym 2. He went to English class on ____________________________ and ____________________________. 3. He _________________________ home with his family for dinner on Friday. 4. He went to the _____________________ with friends on Saturday.

Answer questions about Martin’s schedule. 1. Did Martin go to the gym on Tuesday?

__________________ Yes, he did.

2. Did he stay home on Wednesday?

__________________

3. Did he go to the movies on Saturday?

__________________

4. Did he go to English class on Sunday?

__________________

5. Did he stay home on Friday?

__________________

Review your English. 1. Where did you go last weekend?

_____________________________________________

2. Where did you go last Friday?

_____________________________________________

3. What do you like to do in your free time?

_____________________________________________

4. Where did you go this morning?

_____________________________________________

5. What do you like to do with friends?

_____________________________________________

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5. He _____________________ to the library to study on Sunday.

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Answer Key: K. 2. Monday and Wednsday 3. stayed 4. movies 5. went L. 2. No, he didn’t. 3. Yes, he did. 4. No, he didn’t. 5. Yes, he did. M. Answers will vary intercambio.org/teachers

L11 I’M RETIRED By the end of the lesson, students will be able to: • Talk about what they do, where they work, and if they like it • Distinguish between what vs. where and do vs. does What to bring to class: Make copy of the vocab page and cut out the pictures to use as picture cards

Warm-up: Greet student(s). Play Questions, Questions, Questions with below: 1. What day is it? 2. Where did you go yesterday? 3. How’s the weather? 4. Are you okay? 5. What do you like to do in your free time? 6. How old is your _____? (student chooses mom/dad/son/daughter). Listen in and note common errors. Pick one to address to wrap up the activity. Then review homework. Listening Track 11 Conversation 1 Jack: What do you do? Rita: I‘m a landscaper. I work outside. What do you do, Jack? Jack: I’m a cook. I work in a restaurant. Conversation 2 Wei: Where do you work, Cristina? Cristina: At home. I am a stay -at-home mom. Where do you work? Wei: I’m retired. I don’t work. Conversation 3 Franco: I ‘m a construction worker, Katya. What do you do? Katya: I’m a driver. Franco: Do you like it? Katya: Yes, I do!

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Teacher notes: • Not every student works or is looking for a job. You can make this lesson more relatable by having them talk about a family member who works.

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Iâ&#x20AC;&#x2122;M RETIRED

Ask, What do you see in the pictures? Do any of these look like you?

Pre A

Listening warm-up. Track 11: What are the conversations about?

Listen again. Write the number of the conversation you hear in each box.

A. Here students are being asked to identify pictures of words they donâ&#x20AC;&#x2122;t know. Pre-teach these words by pointing to the image with the word and saying it aloud. Ask student(s) questions about the conversation. Who works outside? Who works in a restaurant?

intercambio.org/students

Answer Key: A. 3. Construction worker and driver with big truck 2. A woman talking to an older man 1. Image of landscaper and cook

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

landscaper

student

cook

housekeeper

nurse

stay-at-home parent

driver

retired

construction worker

restaurant

hospital

hotel

outside

B. Use gestures for jobs when possible. Have students copy gesture as they repeat. For retired say, Finished with work. My mom is retired. Ask, Who works outside? (landscaper, construction worker) Who works at a restaurant? Ask, Are you a cook? etc. If your student’s job is not here, D add it. OPTION: Find the primary stress of each word (like you did in L10). NOTE: Most people don’t pronounce the middle syllable in restaurant – we say “rest-raunt.”

E PRONUNCIATION Listen and repeat after your teacher. Touch the words with the PURPLE SHIRT sound. Write the words with the PURPLE SHIRT sound in the box.

PURPLE SHIRT worker

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Answer Key: Pronunciation: birthday, first, nurse

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worker

week

right

restaurant

birthday

first

read

weekend

nurse

Pronunciation To make the PURPLE sound, instruct students to hold their mouth slightly open. Pull your tongue back a little. You should feel your top teeth on the sides of your tongue, your lips will stick out. To have fun, mention this can be like a growl, errrrrrrrrr. Some of these PURPLE sounds are review words from past lessons. Have students underline the PURPLE sound as they put the words in the box.

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D. This exercise practices all three forms, so may be challenging. As an alternative, work on these orally before students work on writing.

LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS What

ANSWERS

you

does

he she

you

does

he she

Where

I’m do?

He’s She’s

work

I work?

a stay-at-home parent. a cook. retired. at home. don’t work.

He She

works

at a restaurant. doesn’t work.

Yes, I do. Do

No, I don’t.

you like it?

Does

E. When students finish, point to pictures at random and have them say the sentence. If ready, cover answers while you do it.

It’s okay.

he she

Yes, he does. No, she doesn’t.

Answer the questions using the words in bold. 1. What does Jorge do? (driver)

_________________________________________________. He’s a driver

2. Where does he work? (Truckers Plus)

_________________________________________________.

3 Does he like it? (No)

_________________________________________________.

4. What does Miyen do? (house cleaner)

_________________________________________________.

5. Where does she work? (a hotel)

_________________________________________________.

6. Does she like it? (okay)

_________________________________________________.

Label the pictures.

a. She’s retired

b. He’s a stay-at-home dad

c. He’s a nurse

d. She’s a driver

NOT FOR DUPLICATION

C. FOCUS: What/Where in present with long answer. Yes/No questions with like. Focus on what and where questions and answers first. Then work on do/does. For 1-1, cover the chart you’re not using. For groups, write one chart on the board at a time. During choral repetition of Do/ Does answers, do a thumbs up for yes, down for no, and in the middle for “okay” to show meaning. - “Does he” sounds like “Duz-ee.” OPTION: Use Colored Index Cards.

e. He’s a cook

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Answer Key: D. 2. He works at Truckers Plus. 3. No, he doesn’t. 4. She’s a house cleaner. 5. She works at a hotel. 6. It’s okay. E. 1. e. 2. c. 3. a. 4. b. 5. d

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Listen to Track 11 and complete the chart with the correct answers. PERSON Rita

JOB landscaper

Jack

PERSON

JOB

PERSON

Christina

Franco

Wei

Katya

JOB

Read the ID tag. Answer the questions. 1. What is her first name? _____________________________________. Her first name is Julia

Mercy Hospital

2. What is her last name? _____________________________________. 3. What does she do? _____________________________________. 4. Where does she work? _____________________________________.

Julia Flores Nurse

Read the answers. Write the questions. What do you do 1. _______________________________________________?

I am a nurse.

2. _______________________________________________?

I work at the hospital.

3. _______________________________________________?

Yes, I do.

4. _______________________________________________?

My husband is a cook.

5. _______________________________________________?

He works at Yum Yum Noodles.

6. _______________________________________________?

No, he doesn’t.

CULTURE TIP Each state has its own minimum wage. Workers who get tips (such as in restaurants) may get less than the minimum wage. Is there a minimum wage in your native country? 60

Student Book 1 LEFT

I F. Ask students to add their classmates to the chart, or a separate piece of paper. Write the names in the “person” column and their jobs in the “job” column. For 1-1, add each other’s friend or family, or use a celebrity. G. EXPANSION: Do Around the World. Put names on 4 activity cards and put them around the room. Students will look at the picture and verbally answer the 4 questions used in the activity. H. J This activity practices all the questions from the chart. To help students, show that the first 3 questions go together and the second 3 go together. Do the example and number 4 to help make this clear. Model using the grammar chart to get the questions. If students struggle, give them 2 options e.g., What do you do? or Where do you work?

Culture Tip Prepare for this lesson by researching the current federal minimum wage and the minimum wage for your state to share with your class.

Answer Key: F. Jack: cook Christina: Stay-at-home-mom Wei: retired Franco: construction worker Katya: driver G. 2. Her last name is Flores. 3. She’s a nurse. 4. She works at Mercy Hospital H. 2. Where do you work? 3. Do you like it? 4. What does he/your husband do? 5. Where does he work? 6. Does he like it? 72

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NOT FOR DUPLICATION

REAL LIFE / YOUR LIFE

11 Look at the pictures. Answer the questions.

I. After activity, ask What do you do? Where do you work? Do you like it? in preparation for the next activity.

J. If student doesnâ&#x20AC;&#x2122;t work, use a family member and talk about it as he or she.

1. What does he do?

Heâ&#x20AC;&#x2122;s a construction worker. _______________________________

2. Where does he work?

_______________________________

3. Does he like it?

_______________________________

4. What do they do?

_______________________________

5. Where do they work?

_______________________________

6. Do they like it?

_______________________________

7. What does he do?

_______________________________

8. Where does he work?

_______________________________

9. Does he like it?

_______________________________

NOT FOR DUPLICATION

Complete with your information.

My name is _________________________________ I am a(n) ____________________________________ I work at/in _________________________________ This is what I like about my job _____________________________________

CONNECT WITH CONVERSATION Get to know a partner. Tell them about your work. Ask questions about their work.

Conversation If you have a group class, set up groups of 3 to talk about jobs that either the student or a family member has. Brainstorm the questions students will ask and write them on the board.

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

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HOMEWORK

Put the sentences in the correct order. 1. do / you / What / do?

__________________________________________________________ What do you do?

2. Where / you / do / work?

__________________________________________________________

3. like / Do / you / it?

__________________________________________________________

4. a / landscaper. / I’m

__________________________________________________________

5. work / a hospital. / I / at

__________________________________________________________

6. at / works / He / a store.

__________________________________________________________

7. doesn’t. / No, / she /

__________________________________________________________

Earlier lessons had activities where students “unscramble” the sentence. Do 1 or 2 to remind them how to do this type of activity.

Complete the conversation. Use the words in the box. Becky: Hi Maye! Great to see you. What are you up to? Maye: Hey Becky. I’m going to (1) _________________. work Becky: Oh yeah? (2) ___________________ do you work? Maye: I work (3)____________ Green Solutions. Becky: I don’t know it. (4) ________________________do you do? Maye: I’m a (5) _____________________________. What do you do? Becky: I’m (6) ________________________.

at What Where landscaper work retired

Maye: That’s great!

Pre M

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

_______________________________________________

2. Where are you from?

_______________________________________________

3. Do you like it here?

_______________________________________________

4. Where do you work?

_______________________________________________

5. What do you do?

_______________________________________________

6. Do you like it?

_______________________________________________

Student Book 1 LEFT

Answer Key: K. 2. Where do you work? 3. Do you like it? 4. I’m a landscaper. 5 I work at a hospital. 6 He works at a store. 7. No, she doesn’t. L. 2. Where 3. at 4. what 5. landscaper 6. retired M. Answers will vary 74

Teacher Book 1 LEFT

NOT FOR DUPLICATION

Lesson 11 • I’m Retired

L12 I CAN WORK PART TIME By the end of the lesson, students will be able to: • Talk about their basic job skills • Fill out a simple job application What to bring to class: • Job descriptions with requirements Teacher notes: You will see that the same grammar focus in this level appears in 1R lesson 15 with a slightly different context to give students plenty of opportunity for practice. Warm-up: Greet student(s). Say I work at __. Ask Where do you work? Review homework. Say I can cook. Can you cook? Listening Track 12

NOT FOR DUPLICATION

Oscar: Nora, can you help me complete this job application? Nora: Sure, Oscar. Oscar: Thank you! Nora: No problem. Let’s see, can you lift 30 lbs? Oscar: Yes, I can. Nora: Can you work full-time? Oscar: No, I can’t. I can work part-time. Nora: Okay. Can you use a computer? Oscar No, but I can learn. Nora: And, I know you can speak English! Oscar: Yes. Thanks again, Nora!

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I CAN WORK PART TIME

Pre Ask, What do you see in the picture?

Listening warm-up. Track 12: Who needs help: Nora or Oscar?

lift 30 lbs.

drive a car

work full time



work part time

use a computer

speak English



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Answer Key: A. lift 30lbs., work full-time, speak English

A. Ask, What job could be good for Oscar?

Listen again. Check  the things that Oscar can do.

Teacher Book 1 LEFT

NOT FOR DUPLICATION

Pre

Not all students work. Have them talk about a friend or family member.

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Ask, Can you drive? etc., using the words from the lesson. At this point, you just want to elicit a simple yes or no. Point out the tip box about full time vs part time. NOTE: Some part time jobs are 32-40 hours, but they generally are considered FT.

drive

cook

take care of children

use a computer

lift 30 lbs.

operate machinery

answer phones

stand 8â&#x20AC;&#x201C;10 hours

TIP:

speak another language

Pronunciation /r/ and /l/ are very difficult sounds, especially for Asian students. To make the /r/ sound, instruct students to hold their mouth slightly open. Pull your tongue back a little. You should feel your top teeth on the sides of your tongue, your lips will stick out. To have fun, mention this can be like a growl, errrrrrrrrr. To make the /l/ sound, instruct students to hold their mouth slightly open. Pull your tongue back and up a little.

PRONUNCIATION A

Listen to your teacher make the l sound and the r sound. Practice saying the words with a partner.

lake

rake

yellow

language

tomorrow

restaurant

lift

full

care

rabbit

last

hotel

rainy

answer

NOT FOR DUPLICATION

full time = 32 to 40 hours per week part time = less than 32 hours per week

Student Book 1 LEFT

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Listen to your teacher and repeat. QUESTIONS

ANSWERS

lift 30 lbs? Can

Yes,

can.

No,

I we he she they

can’t.

you he she they cook?

TIP:

I we he she they

can’t = cannot

Answer the questions. 1. Can you speak English?

I can. Yes, __________________________________________________

2. Can Miryam lift 20 pounds?

Yes, __________________________________________________

3. Can she work nights?

No, ___________________________________________________

4. Can he drive a car?

Yes, __________________________________________________

5. Can they work full time?

No, ___________________________________________________

6. Can Luisa take care of children?

Yes, __________________________________________________

D. OPTION: Make this activity more engaging by turning the Qs & As into a dialog.

Look at the pictures. Read the answers. Write the questions.

Yes, she can.

No, she can’t.

Yes, I can.

Can she stand for 8-10 1.__________________________ 2.__________________________ 3.__________________________ hours? __________________________

No, I can’t.

C. FOCUS: Talking about abilities and skills using CAN. Yes/No questions with CAN. Use real examples using Vocabulary. TIP box: Say Can’t is the same as cannot. Cannot is often used to clarify meaning because the /t/ in can’t can be hard to hear in spoken English.

__________________________

Yes, he can.

Yes, she can.

E. EXPANSION: Do Conversation Rotation and have students ask each other questions and give answers about themselves. For 1-on1, have the students ask you.

4.__________________________ 5.__________________________ 6.__________________________ __________________________

__________________________

__________________________ intercambio.org/students

Answer Key: D. 2. she can. 3. she can’t. 4. he can. 5. they can’t. 6. she can. E. 2. Can she cook? 3. Can you lift 30 pounds? 4. Answers will vary 5. Can he drive? 6. Can she take care of children? 78

Teacher Book 1 LEFT

NOT FOR DUPLICATION

LANGUAGE TOOLS

REAL LIFE / YOUR LIFE

Listen to Track 12 and complete the conversation. Use the words in the box. job Oscar: Nora, can you help me complete this (1)________application?

Nora: Sure, Oscar.

F. Try to complete the dialog first without listening. Play track to check.

lift know

Oscar: Thank you! Nora: No problem. Let’s see, can you (2)_________________ 30 lbs.?

full time job

Oscar: Yes, I can. Nora: Can you work (3)_________________________? Oscar: No, I (4)____________________. But I can work part time.

use can’t

Nora: Okay. Can you (5)____________________ a computer? Oscar: No, but I can learn. Nora: And, I (6)_____________________ you can speak English! Oscar: Yes. Thanks again, Nora!

Write the things Nancy can do.

She can use a computer. 1. _____________________________________________________________

G. There may be several possible answers to the question “What does Nancy do?” for example, she’s a cook, she works in a restaurant. Elicit different possibilities from your students.

2. _____________________________________________________________

3. _____________________________________________________________

CULTURE TIP

NOT FOR DUPLICATION

You can find jobs online, through friends, at job agencies, or by walking around and looking for signs that say “Help Needed” or “Now Hiring.” How do people find jobs in your native country? 66

Student Book 1 LEFT

Culture Tip Tell students that not all online job postings are real. They should never give out personal information (DOB, social security, account info) in an email or on the phone. Secure job applications are okay. Mention Craigslist and Internet employment search engines such as Indeed, etc.

Answer Key: F. 2. lift 3. full-time 4. can’t 5. use 6. know G. Answers will vary

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12 Look at Raulâ&#x20AC;&#x2122;s job application. Write sentences about what he can do.

Job Application Raul Sanchez Name_____________________________________________________________

Phone_________________________________ (627) 555-0954

Email__________________________________ raulsan1234@mememail.com

H. Introduce the concept of job skills = things you can do.

full-time Looking for____________________employment.

Skills: _______________________________________ _______________________________________ I can operate machinery. I can speak Spanish and English. I can stand 8-10 hours a day. _______________________________________ I can lift 30 lbs. _______________________________________

1. _________________________________ He can work full time.

4. _________________________________

2. _________________________________

5. _________________________________

Fill out the job application with your information. Use complete sentences with I can.

I. If students do not work, have them use a family member or just pretend.

Job Application Name_____________________________________________________________ Phone________________________________ Email________________________________ Looking for______________________employment. Skills: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Conversation Brainstorm the words for job skills your students has or needs.

CONNECT WITH CONVERSATION Get to know a partner. Ask questions about what they can and canâ&#x20AC;&#x2122;t do. Ask if taking care of children or grandchildren is a job? intercambio.org/students

Answer Key: H. 2. He can operate machinery. 3. He can stand 8 - 10 hours a day. 4. He can speak Spanish and English. 5. He can lift 30 lbs. I. Answers will vary 80

Teacher Book 1 LEFT

NOT FOR DUPLICATION

3. _________________________________

HOMEWORK

J Walk through examples. Do 1-2 together.

Lesson 12 • I Can Work Part Time

Read the job application. Answer the questions.

Job Application Kathy Nguyen NAME:____________________________________ (541) 555-3472 EMAIL:____________________________________________ kanguyen@mememail.com PHONE:__________________________ Availability:

full time

x part time

Languages:

x English

Spanish

x Vietnamese

Other requirements:

x driver’s license

x able to stand 8–10 hours a day

x ability to lift 30 lbs.

use a computer

I can answer phones. ________________________________________

I’m friendly. ________________________________________

I can learn fast. ________________________________________

________________________________________

1. Can Kathy drive a car?

Yes, she can __________________________________________.

2. Can Kathy work full time?

__________________________________________.

3. Can Kathy answer phones?

__________________________________________.

4. Can Kathy stand for 8 hours a day?

__________________________________________.

5. What languages does Kathy speak?

__________________________________________.

Review your English. 1. What do you do?

____________________________________________________

2. Do you like it?

____________________________________________________

3. Where do you work?

____________________________________________________

4. Can you answer phones?

____________________________________________________

5. Can you stand 8–10 hours a day?

____________________________________________________

6. Can you operate machinery?

____________________________________________________

7. Can you speak another language?

____________________________________________________

8. What languages do you speak?

____________________________________________________

NOT FOR DUPLICATION

Please list other skills.

Student Book 1 LEFT

Answer Key: J. 2. No, she can’t. 3. Yes, she can. 4. Yes, she can. 5. She speaks English and Vietnamese. K. Answers will vary

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L13 HOW MUCH IS IT? By the end of the lesson, students will be able to: • Talk about different transportation options to places they go • Compare prices of different modes of transportation • Count out simple amounts of money What to bring to class: • Maps (optional – to discuss how to get to different places around town) Teacher notes: • You will see that the same grammar focus in this level appears in 1R lesson 13 with a slightly different context to give students plenty of opportunity for practice. Warm-up: • Greet students. Say I can cook. Can you cook? Review homework. Say I drive to class. Ask How do you get to class?

Hassan: Hi, Jia, How do you get to school? Jia: I take the bus. How do you get to school? Hassan: I get a ride with Sasha. She’s sick today. Can I take the bus with you? Jia: Sure. Hassan: How much is it? Jia: It’s $2.00 one way, but I use a monthly bus pass. It’s cheap—only $25. Hassan: Okay. Where is the bus stop? Jia: On Elm St. Hassan: Okay, See you there!

Teacher Book 1 LEFT

NOT FOR DUPLICATION

Listening Track 13

HOW MUCH IS IT?

Pre A A. If students need extra support, do this activity together, stopping after hearing each of the sentences in the student book and asking which number.

NOT FOR DUPLICATION

Ask, What do you see in the picture? What is this lesson about?

Listening warm-up. Track 13: What do they talk about? Listen again. Number the sentences in the order you hear them. _____ Can I take the bus with you? _____ 1 I take the bus. _____ See you there! _____ How much is it? intercambio.org/students

Answer Key: A. 2. Can I take the bus with you? 4. See you there! 3. How much is it?

intercambio.org/teachers

VOCABULARY WORDS & PHRASES Repeat after your teacher.

Transportation

walk

drive

bike

BUS

M O NTH LY

PASS

R OU N D TRI P

PASS

PASS get a ride

take the bus

subway

bus pass

$$$

expensive

cheap

round trip

ONE WAY

$2.25

$2.50

one way

Money

$2.00

B. C Ask, Do you take the bus to school? etc., using the words from the lesson. Say each word aloud; have student repeat several times. Point to pictures.

$2.75

Money Ask, Is a Ferrari expensive, cheap or free? Is McDonaldâ&#x20AC;&#x2122;s expensive, cheap or free? Hold up book, point to money and E repeat have students after you. (For group classes, write on the board.) EXPANSION: Bring in real money to practice.

PRONUNCIATION Listen and repeat after your teacher. Circle RED PEPPER sounds. Underline WHITE TIE sounds.

bike

expensive

drive

get

ride

fell

Student Book 1 LEFT

Pronunciation The RED PEPPER/WHITE TIE distinction is a common challenge. Make sure students can consistently make the distinction in what they hear before being asked to produce the sound. See Pro Fun for more practice.

Answer Key: Circle: expensive, get, fell Underline: drive, ride.

Teacher Book 1 LEFT

NOT FOR DUPLICATION

LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS do How

How

D D. Use pictures where people are using different kinds of transportation.Ask, How do they get to work?

you they

does

he she

much

get

ANSWERS

it?

work? school?

It’s

I We They

take the bus. drive.

He She

takes the bus. drives.

$2.00

one way. $4.00.

Circle the correct word. 1. Lee bike / bikes to work. 2. Raquel drive / drives to school. 3. I take / takes the subway to class.

NOT FOR DUPLICATION

C. FOCUS: Regular verbs in the present tense. We add -s when we use he/ she/it = 3rd person singular. Students acquire the –s late. Don’t expect perfection - this is a common challenge.

4. They walk / walks to the park. 5. Maria take / takes the bus to the city. 6. Roberto get / gets a ride to the gym. 7. I get / gets a ride to the library.

E E. Matching can be visually challenging for some students. As an alternative, make a photocopy of this page and cut out the answers on individual strips to match in line with the correct question.

Match the question and answer. 1. How do you get to school?

a. It’s $3.00 one way.

2. How does he get to work?

b. She takes the subway to work.

3. How much is a bus pass?

c. It’s $25.00 for a bus pass.

4. How much is it?

d. I get a ride to work.

5. How does she get to work?

e. I bike to school.

6. How do they get to work?

f. They drive to work.

7. How do you get to work?

g. He takes the bus to work.

intercambio.org/students

Answer Key: D. 2. drives 3. take 4. walk 5. takes 6. gets 7. get E. 2. g 3. c 4. a 5. b 6. f 7. d

intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 13 and complete the conversation. Use the words in the box. Hassan: Hi, Jia, how do you (1) ___________to school? get

much

Jia: I take the bus. How do you get to school?

get

Hassan: I get a ride with Sasha. She’s sick today. Can I (2) __________ the bus with you?

F. Practice the dialog as a Role I Play.

cheap

Jia: Sure.

one way

Hassan: How (3) ___________ is it?

bus stop

Jia: It’s $2.00 (4) __________, but I use a monthly bus pass. It’s (5) ___________, only $25.00.

take

Hassan: Okay. Where is the (6) ___________? Jia: On Elm Street. Hassan: Okay, see you there!

Look at these options to get to class. Put them in the correct box. FREE OPTIONS

CHEAP OPTIONS

EXPENSIVE OPTIONS

walk bus/$1.75 one way drive/$5.00 one way for gas bike get a ride subway/$2.50 each way

Read the bus fare schedule. Role-play with a partner. You can start on Elm Street. ELM ST

MAPLE RD

CHERRY ST

OAK RD

ELM ST

$1.75

$2.00

$2.25

$2.50

$2.75

MAPLE RD

$1.75

$2.00

$2.25

$2.50

$2.75

POPLAR LN

$2.00

$2.50

CEDAR AVE

$2.25

$2.00

$2.25

$2.50

CHERRY ST

$2.50

$2.25

$1.75

OAK RD

$2.75

$2.50

$1.75

Examples:

POPLAR LN CEDAR AVE

Where do you want to go? Maple Road. That’s $1.75 please.

How much is it to Cherry Street? That’s $2.50 please.

Student Book 1 LEFT

Answer Key: F. 1. get 2. take 3. much 4. one way 5. cheap 6. bus stop G. FREE: walk, bike, get a ride CHEAP: bus, subway EXPENSIVE: drive H. Answers will vary 86

G. Discuss the real prices for the relevant modes of transportation in your town. J

Teacher Book 1 LEFT

H. Do a couple of examples together. Ask, Where do you want to go? Then have students Role Play dialogues. Change the starting point and repeat the activity.

NOT FOR DUPLICATION

I. After students answer the first 5 questions, you may need to clarify question 6—What is the best option? Multiple answers are possible based on whether time or price is more important. This can lead to a great class discussion. Have partners share their answers to 6 and 7. Discuss how much it is to drive in your town (i.e. are there tolls or extra taxes?). J. Put the categories on the board (or a piece of paper) and fill them out for yourself as an example. Tell them to leave the category blank if they do not do that activity, or if they use multiple forms of transportation, they can check multiple boxes. This activity prepares students for the conversation activity that follows.

CULTURE TIP If you don’t have a bus pass, you may need exact change. Do you take the bus? Did you take the bus in your native country?

Look at Steve’s options to get to a party. Answer the questions.

$6.00/ total

$2.50/

1.75/

one way

free

1. How much is a bus ticket? _____________________________________________________________ 2. How much is it to walk? ______________________________________________________________ 3. How much is it to drive? ______________________________________________________________ 4. How much is the subway? _____________________________________________________________ 5. How much is it to bike? _______________________________________________________________ 6. Which option should Steve take to get to the party?________________________________________ 7. Why? ______________________________________________________________________________

Look at the places. How do you get to them? Check  your answers. YOU

WORK

ENGLISH CLASS

GYM

PARK

MOVIES

GROCERY STORE

walk ride a bike drive get a ride take the bus take the subway

NOT FOR DUPLICATION

Culture Tip Ask, How do you pay for buses in your native city? Talk about how the local busses work where you live now.

CONNECT WITH CONVERSATION Get to know a partner. Ask how they get around. intercambio.org/students 73 Conversation If a student only checks drive, ask if they want to try another type of transportation What if you biked to class? Would you like it? Students can give opinions on why they like to drive, etc.

Answer Key: I. 1. It’s $2.50. 2. It’s free. 3. It’s $6.00 total. 4. It’s $1.75 one way. 5. It’s free. 6. answers will vary. 7. answers will vary. J. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 13 • How Much Is It?

Answer the questions using the words in bold. 1. How does Lilah get to school? (bus) ______________________________________________________ She takes the bus. 2. How does Carlos go to work? (bike) ______________________________________________________ 3. How do they go to the grocery store? (drive) _______________________________________________ 4. How does Miriam go to the gym? (subway) ________________________________________________ 5. How does Steve go to the park? (ride) ____________________________________________________

Look at Tiago’s transportation options. Answer the questions.

$3.00/ total

$1.50/

$2.00/

one way

free

1. How much is a bus ticket to the library? __________________________________________________ It’s $1.50. 2. How much is it to walk? _______________________________________________________________ 3. How much is it to drive? ______________________________________________________________ 4. How much is it to bike? _______________________________________________________________ 5. How much is the subway? _____________________________________________________________

Review your English. 1. How do you get to class?

_______________________________________________

2. How do you get to work?

_______________________________________________

3. What do you do?

_______________________________________________

4. Where do you work?

_______________________________________________

5. Do you like it?

_______________________________________________

6. Write the kinds of transportation you use.

_______________________________________________

Student Book 1 LEFT

Answer Key: K. 1. She takes the bus. 2. He bikes. 3. They drive. 4. She takes the subway. 5. He rides. L. 1. It’s $1.50 one way. 2. It’s free. 3. It’s $3.00 total. 4. It’s free. 5. It’s $2.00 one way. M. Answers will vary 88

Teacher Book 1 LEFT

Pre A

NOT FOR DUPLICATION

L14 I’M GOING TO HANG OUT WITH FRIENDS By the end of the lesson, students will be able to: • Talk about events in the future using going to • Answer questions about their future plans Teacher notes: You will see that the same grammar focus in this level appears in 1R lesson 14 with a slightly different context to give students plenty of opportunity for practice. Warm-up: Greet students. Say I walk to class. Ask, How do you get to class? Review homework. Say, I’m going to dinner tomorrow. What are you going to do?

Karina: Hi Tan! What are you going to do this weekend? Do you want to hang out? Tan: Hi Karina. This Saturday, I’m going to make dinner for my husband and his coworkers. What are you going to do this weekend? Karina: I’m going to hang out with friends. We are going to the movies on Saturday. Tan: Fun! Karina: What about Sunday, what are you going to do? Tan: Well, on Sunday, I’m going to clean my house. Karina: Oh well. Maybe we can go out next week. Tan: Sounds good.

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NOT FOR DUPLICATION

Listening Track 14

Iâ&#x20AC;&#x2122;M GOING TO HANG OUT WITH FRIENDS

Pre A

NOT FOR DUPLICATION

Ask, What do you see in the pictures? What is this lesson about?

Listening warm-up. Track 14: What do they talk about? Listen again. Circle the words or phrases you hear. weekend

hang out with friends

exercise

clean my house

do laundry

A. intercambio.org/students For 75 a challenge, ask students to circle the words they hear after listening just once during the prelistening warm-up. Then, play the track again to check answers.

Answer Key: A. Circle: hang out with friends, clean my house

Teacher Book 1 LEFT

VOCABULARY WORDS & PHRASES Repeat after your teacher.

make dinner

hang out with friends

Pronunciation To make the sh sound, instruct students to put their tongue in the middle of their mouth and blow air over it continually. Tell them their teeth almost touch. You can put your finger to your lips like you are quieting the room. You can make this a fun long exercise by emphasizing that this sound doesn’t stop. You can hold sh indefinitely. Make it a game to see who can hold sh the longest. For the ch sound, tell students to add a t before the sh sound. For minimal pair practice, contrast sh with ch. See Pro Fun for more practice.

garden

clean the house

do my homework

do laundry

work on my car

PRONUNCIATION A

Listen to your teacher make the sh sound and the ch sound. Check  the correct sound in the words below. Practice with a partner.

chop

shop

shopping watch she child machine construction teacher



 



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Student Book 1 LEFT

Answer Key: Pronunciation: ch: watch, child, teacher sh: she, machine, construction

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LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat. QUESTIONS are What is

you they

going to

he she

ANSWERS

tomorrow? this weekend?

We They

are

He She

Yes,

No, Are

you they

exercise going to

make dinner

he she

going to

garden. clean the house.

am. I’m not.

Yes,

we they

are.

No,

we they

aren’t.

Yes,

is.

No,

isn’t.

this weekend?

work Is

going to sounds like gonna

Look at the sentences. Write the missing word in the blank. 1. I____going to hang out with friends this weekend. ’m

2. He____going to work on his car tomorrow.

3. They______going to clean the house this Sunday.

4. We_____going to shop this weekend.

5. She______going to do her homework Saturday.

6. What______they going to do on Wednesday?

7. What______she going to do tonight?

8. What______you going to do tomorrow?

9. I’m going to_______my homework Thursday.

Write the names of the activities. Circle the ones that you are going to do this weekend.

C. FOCUS: Questions and answers with be going to. Remind students that we normally use contractions when speaking: I’m, You’re, He’s, She’s they’re… Point out that only he, she, you (pronouns) and is, are, am (verb “to be”) change. Going to + main verb always stay the same. Because of the complexity of this chart, consider focusing on one question at a time, and use sentence cards. See GRAMMAR.

D. Show students how to find the corresponding structure in the sentences to those in the chart. For example, point out that in #1, they’ll find the I am structure in the top right portion of the chart.

1.__________________________ 2.__________________________ 3.__________________________

4.__________________________ 5.__________________________ 6.__________________________ intercambio.org/students

Answer Key: D. 2. ’s 3. ’re 4. ’re 5. ’s 6. are 7. is 8. are 9. do E. 1. work out 2. cook 3. do laundry 4. work on her car 5. do homework 6. clean the house

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REAL LIFE / YOUR LIFE

G. Coming up with questions to given answers can be hard. Reference the chart to find the sentence, to make it easier. Practice using pronouns in Q&As first if appropriate. For example, ask If the question is YOU, what is the answer? (I)

Listen to Track 14. Circle the correct name. make dinner

Tan

Karina

hang out

Tan

Karina

go to the movies

Tan

Karina

clean the house

Tan

Karina

Read the answers. Write the questions. What are you going to do? 1. ___________________________________________

We’re going to hang out with friends.

2. ___________________________________________

I’m going to do laundry.

3. ___________________________________________

She’s going to study.

4. ___________________________________________

They’re going to eat at a restaurant.

5. ___________________________________________

He’s going to garden.

What is Marcos going to do this weekend? Look at the picture. Answer the questions. 1. Is Marcos going to do homework? Yes, on Friday. ________________________________

2. Is he going to work on his car? ________________________________ 3. Is he going to do laundry?

H. Point to the images around Marcos’s body and say This is what Marcos is going to do this weekend.

________________________________ 4. Is he going to play video games? ________________________________ 5. Is he going to read a book? ________________________________ 6. Is he going to play soccer? ________________________________ 7. Is he going to clean the house? ________________________________

CULTURE TIP Culture Tip Ask, Do stores close on Saturdays or Sundays in your native country? Do you shop on the weekend?

NOT FOR DUPLICATION

F. Take turns asking questions to check answers. Who is going to make dinner?

In the US, many stores are open seven days a week. Some banks are open on Saturday mornings. In your native country, are stores open seven days a week? What about banks? 78

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Answer Key: G. 2. What are you going to do? 3. What’s she going to do? 4. What are they going to do? 5. What’s he going to do? H. 2. Yes, on Sunday. 3. Yes, on Saturday. 4. No, he isn’t. 5. Yes, on Friday. 6. Yes, on Saturday. 7. No, he isn’t. intercambio.org/teachers

Look at David’s calendar for this week. Answer the questions. THIS WEEK SUNDAY 6 work on car

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

7 work

8 work

9 work

10 work

11 work

12 clean house

do my homework

study English

do my homework

study English

eat dinner with friends

make dinner for mom

1. What is David going to do this Thursday?

He is going to work and study English. _____________________________________________

2. What is he going to do this Sunday?

_____________________________________________

3. What is he going to do this Saturday?

_____________________________________________

4. What is he going to do this Friday?

_____________________________________________

5. What is he going to do this Wednesday?

_____________________________________________

6. What is he going to do this Tuesday?

_____________________________________________

What are you going to do this week? Write your schedule in complete sentences. SUNDAY: I’m going to ___________________________________________________________________ MONDAY: _____________________________________________________________________________ TUESDAY: _____________________________________________________________________________ WEDNESDAY: ___________________________________________________________________________ THURSDAY: ____________________________________________________________________________

I. Remind students that he + is sounds like heez (he’s). Be sure students add the correct articles and pronouns (i.e., #2 work on HIS car).

J. This activity prepares students for the conversation activity that follows. Make sure to check it before they start speaking.

FRIDAY: _______________________________________________________________________________ SATURDAY: ____________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask what they are going to do this week. Ask where they are going to go.

WORD BANK movies gym grocery store library park

intercambio.org/students

Answer Key: I. 2. He’s going to work on his car. 3. He’s going to clean the house and make dinner for his mom. 4. He’s going to work and eat dinner with friends. 5. He’s going to work and do homework. 6. He’s going to work and study English. J. Answers will vary 94

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HOMEWORK

Lesson 14 • I’m Going to Hang Out with Friends

Match the question and answer. 1 What are you going to do tomorrow?

a. She’s going to work on Thursday.

2. What is she going to do this weekend?

b. He is going to work on his car Friday.

3. What are they going to do Sunday?

c. I’m going to play soccer tomorrow.

4. What is he going to do Friday?

d. We’re going to garden Tuesday.

5. What are you going to do Tuesday?

e. He’s going to do laundry this weekend.

6. What is he going to do this weekend?

f. They are going to exercise Sunday.

7. What is she going to do Thursday?

g. She’s going to do her homework this weekend.

Answer the questions using the words in bold. 1. Are you going to clean the house this Sunday? (Yes) _______________________________________ Yes, I am.

3. Is John going to work on his car this week? (No) ___________________________________________ 4. Is she going to garden this Saturday? (Yes) _______________________________________________ 5. Are we going to eat out at the restaurant this weekend? (No) ________________________________ 6. Is Anna going to do laundry tonight? (No) _______________________________________________

Review your English. 1. What are you going to do tonight?

____________________________________

2. What are you going to do this weekend?

____________________________________

3. What do you like to do in your free time?

____________________________________

4. When do you practice English?

____________________________________

5. When do you work?

____________________________________

6. What do you do?

____________________________________

7. Do you like it?

____________________________________

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2. Are they going to do homework tomorrow? (Yes) _________________________________________

Student Book 1 LEFT

Answer Key: K. 2. g 3. f 4. b 5. d 6. e 7. a L. 2. Yes they are. 3. No he isn’t 4. Yes she is. 5. No we aren’t 6. No she isn’t. M. Answers will vary intercambio.org/teachers

L15 WE HAVE A MEDIUM By the end of the lesson, students will be able to: • Talk about items of clothing and what sizes they wear • Ask about prices for clothing items What to bring to class: • Articles of clothing (optional) Teacher notes: This is the last lesson before the review check at the end of the book. Prepare ahead by telling students what they can expect in the next class. Consider planning a special celebration to end the class. Assign the self-assessment in Lesson 16 as homework. Warm-up: Greet students. Say I’m going to dinner tomorrow. What are you going to do? Review homework. Say I wear size 9 shoes (pointing to your feet). What size do you wear?

Sonia: Hi, do you have jeans here? Jordan: Yes, here they are. Sonia: Thanks. And shirts? Jordan: What size do you wear? Sonia: Medium. Jordan: Okay. Medium and large are over there. Sonia: How about shoes? Jordon: What size shoes do you wear? Sonia: 6.5 Jordan: We have six and a half. Sonia: How much are they? Jordan: They’re $12.50. Sonia: Sweet.

Teacher Book 1 LEFT

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Listening Track 15

Pre A A. For a challenge, ask students to tick the words they hear after listening just once during the pre-listening warmup. Then, play the track again to check answers.

NOT FOR DUPLICATION

WE HAVE A MEDIUM

Listening warm-up. Track 15: Where is Sonia? Listen again. Check  the items that Sonia wants. jeans

shorts

dress

belt

shoes

hat

 



intercambio.org/students

Answer Key: A. Check: jeans, shoes

intercambio.org/teachers

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

t-shirt

shirt

belt

jeans

B. If you are wearing any of these clothing items, point at them and have students repeat after you.

sweater

jacket

dress

extra small

small

medium

large

extra large

PRONUNCIATION Listen and repeat after your teacher. Put the words with the j sound in the box. A

J SOUND jacket

jacket

yellow

January

yesterday

jeans

yes

gym

major

jet

Student Book 1 LEFT

Answer Key: Pronunciation. jacket, gym, jeans, major, January, jet

Teacher Book 1 LEFT

Pronunciation To make the j sound: put the tip of your tongue behind your top front teeth. Push out a burst of air while using your voice. Some of these j sounds are review words from past lessons You could have the students underline the j sound as they put the words in the box. Also, you can contrast with the y sound in Pro Fun.

NOT FOR DUPLICATION

shorts

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat. QUESTIONS

D D. Ask students what question they will use if they see a price as the answer. If necessary, do question 2 as an example. Then go through the others orally before they write their answers. Focus on “what size” and “how much”. Also, consider supporting students by pointing out all of the “clues” they can reference in the responses including the pronouns.

What

size

How

much

shirt shoes is are

ANSWERS

you

wear?

wear

does

he she

wear?

He She

wears

the

a medium. an 8.

shirt?

It’s

$12.75.

shoes?

They’re

$60.00.

Read the answers. Write the questions using the words in bold. How much is the shirt? (shirt) 1. _____________________________________

It’s $8.50.

2. _____________________________________ (belt)

I wear a medium.

3. _____________________________________ (dress)

She wears a large.

4. _____________________________________ (shoes)

They’re $75.00.

5. _____________________________________ (jacket)

He wears a small.

6. _____________________________________ (jeans)

I wear an extra large.

Read the tags. Complete the sentences.

XS 1. What size t-shirt do you wear? extra small I wear an ___________________________.

M 3. What size belt do you wear? I wear a ____________________________.

E. After students complete the questions, have them ask and answer in pairs.

You can say $12.75 two ways: “twelve dollars and seventy-five cents” or “twelve seventy-five”

$40.00 5. How much is the dress? It’s ________________________________.

L 2. What size shorts do you wear? I wear a ____________________________.

10.5 4. What size shoes do you wear? I wear a ____________________________.

NOT FOR DUPLICATION

C. Although the chart does not include they and we (for simplicity and relevance), be sure to practice those forms too. When talking about sizes, note that it’s “a seven” but “an eight” Don’t focus on this. The main focus is on the verbs do/does, is/are in the questions.

$35.80 6. How much are the jeans? They are ___________________________. intercambio.org/students

Answer Key: D. 1. How much is the shirt? 2. What size belt do you wear? 3. What size dress does she wear? 4. How much are the shoes? 5. What size jacket does he wear? 6. What size jeans do you wear? E. 2. Large 3. Medium 4. 10.5 5. $40 6. $35.80 intercambio.org/teachers

REAL LIFE / YOUR LIFE

CLOTHING ITEM 1.

Listen to Track 15 and complete the chart with the correct answers. SIZE

F. Review the chart structure. Point out the numbered boxes. The first two refer to clothing items they’ll hear. The next one refers to a size. #4 refers to clothing, etc.

COST

Jeans

Complete the text message. Use the words in the box. Mom Mom

What size (1)_______ dress do you wear?

Mom

size

shoes?

Laura

I’m a (2)_____.

great!

☺ And what (4)_________

large

(5)________.

Mom

dress shoes

That dress is (3)_________!

Laura

I love those (6)__________! Thanks, Mom!

��

Look at the clothing ad. Ask a partner how much the items cost.

Sally’s

Thrift Store

Example: How much are the jeans? They are $29.99.

H. EXANSION: Have students write the Q&As after they practice the conversation.

CULTURE TIP Garage sales are common on the weekends. You can find clothing and items for the house at very low prices. Do you go to garage sales? What do you buy? 84

Student Book 1 LEFT

Answer Key: F. 2. shirts 3. medium 4. shoes 5. 6.5 6. $2.50 G. 1. great 2. you 3. large 4. size 5. 8 6. like

100

Teacher Book 1 LEFT

Culture Tip Are garage sales common in your native country?

NOT FOR DUPLICATION

Laura

15 I

Role-Play. Shopping for a friend. Partner 1 is shopping for Rob. Rob wants a jacket (medium), pants (small), and a belt (medium). Partner 2 is shopping for Sally. Sally wants a sweater (large), shoes (7), and a dress (large).

G. See Info Gap.

KRIS

$14.99

$19.95

$44.99

Rob

$9.99

NOT FOR DUPLICATION

Sally

$24.99

Role-play 1: Partner 1 is the shopper; Partner 2 is the salesperson. Role-play 2: Partner 1 is the salesperson; Partner 2 is the shopper. Example: Shopper: Salesperson: Shopper: Salesperson: Shopper: Salesperson:

I want to buy a t-shirt for my friend. Do you have t-shirts? Yes, we do. What size does he wear? He wears a medium. We have a medium. Great. How much are the t-shirts? They are $9.99.

CONNECT WITH CONVERSATION Get to know a partner. Talk about where they shop. Do they go to garage sales? Do they have garage sales in their native country? intercambio.org/students

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101

HOMEWORK

Lesson 15 • We Have a Medium

Look at the sentences. Circle the correct word. 1. What size shirt do you wear / wears? 2. How much is / are the shirt? 3. What size jeans do / does she wear? 4. How much is / are the jeans? 5. What size shoes do / does they wear? 6. They wear / wears an 8.5. 7. He wear / wears a 10.

Read the answers. Write the questions using the words in bold. What size dress do you wear? 1. __________________________________________________ (dress)

I wear a medium.

2. __________________________________________________ (shoes)

He wears a 9.5.

3. __________________________________________________ (belt)

It’s $10.00.

4. __________________________________________________ (shorts)

They wear an extra large.

5. __________________________________________________ (jeans)

They’re $39.99.

6. __________________________________________________ (t-shirt)

It’s $9.99.

7. __________________________________________________ (jacket)

She wears a large.

Review your English. 1. Do you like to go shopping?

_______________________________________________

2. Do you go to garage sales?

_______________________________________________

3. Where do you buy clothes?

_______________________________________________

4. What clothing item do you like to shop for? _______________________________________________

Student Book 1 LEFT

Answer Key: I. 2. is 3. does 4. are 5. do 6. wear 7. wears J. 2. What size shoes does he wear? 3. How much is the belt? 4. What size shorts do they wear? 5. How much are the jeans? 6. How much is the t shirt? 7. What size jacket does she wear? K. Answers will vary 102

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L16 REVIEW & PROGRESS CHECK Timing Note: • The Review and Practice and Progress Check can take as long as two hours (about one hour each). Be sure to allow for enough time for your students to work uninterrupted on the progress check. • Adapt lesson 16 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the review in one class and the progress check in another. Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole test with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions and that this is a time to see what they have learned.

NOT FOR DUPLICATION

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 class, you will all listen together for 3 times. For a 1-1 class, 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 16 Narrator: Listen to the conversation. Check the words you hear. (should be a different voice from the script below) Rita: Can I help you? Fred: Yes, I need to buy a shirt for work. Rita: Okay. What size do you wear? Fred: Medium. Rita: Where do you work? Fred: I work for City Bus. Rita: Oh yeah? What do you do? Fred: I’m a driver. Rita: That sounds great! Do you like it? Fred: Yes, I do. 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 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. 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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103

REVIEW & PROGRESS CHECK

Give students time to complete this individually if they didn’t do it as homework. Pair students to share their responses.

Check the items you can do. Practice the items you can’t.

NOT FOR DUPLICATION

 talk about different kinds of jobs and if I like them (lesson 11)  discuss my skills and things I can do (lesson 12)  talk about how I get places (lesson 13)  ask others about how much something costs (lesson 13)  share my schedule and things I’m going to do in the future (lesson 14)  talk about chores and other things I do on the weekend or during the week (lesson 14)  discuss kinds of clothing I like to wear and how much they cost and where I buy them (lesson 15)

Answer the questions. 1. What is one thing you can do now? ______________________________________________________ _____________________________________________________________________________________ 2. Write two questions you know how to ask. a. _________________________________________________________________________________ b. _________________________________________________________________________________

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Teacher Book 1 LEFT

REVIEW & PRACTICE

Look at the chart. Write as many words as you know in each column. Compare with a partner. WEATHER

TRANSPORTATION

DAYS AND MONTHS OF THE YEAR

CLOTHING

sunny

Circle the correct words. 1. Q: Do / Does you have a brother? A: Yes, I do / does. 2. Q: Do / Does he like it? A: No, he don’t / doesn’t. 3. Q: Is / Are they okay? A: Yes, they is / are okay. 4. Q: Is / Are she okay? A: No, she is / are not okay.

5. Q: Do / Does you live in a house? A: No, I don’t / doesn’t. 6. Q: Can / Are Maria work full time? A: Yes, she can / can’t. 7. Q: Is / Are he going to exercise today? A: Yes, he is / are. 8. Q: Is / Are we going to make dinner tonight? A: No, we isn’t / aren’t.

Match the question and answer. 1. What are we going to do this weekend?

a. Yesterday, she went shopping.

2. What did he do on Monday?

b. It’s nice and sunny.

3. When is your son’s birthday?

c. He went to the store on Monday.

4. How’s the weather today?

d. This weekend we’re going to watch movies.

5. What are they going to do tomorrow?

e. His birthday is on Wednesday.

6. What did she do yesterday?

f. They are going to go to class tomorrow.

NOT FOR DUPLICATION

A. Model this activity with a student using the example.

Student Book 1 LEFT

Answer Key: A. Answers will vary B. 1. Do/do 2. Does/doesn’t 3. Are/are 4. Is/is 5. Do/don’t 6. Can/can 7. Is/is 8. Are/aren’t C. 1. d 2. c 3. e 4. b 5. f 6. a intercambio.org/teachers

105

16 D

Write how people get places. Use the words in bold to help. takes the subway to work. 1. He _______________________________________________ take/subway/work

2. She_______________________________________________ drive/class 3. I _________________________________________________ bike/library 4. They ______________________________________________ take/bus/grocery store 5. He _______________________________________________ get/ride/gym 6. We _______________________________________________ walk/park

Look at Mateo’s schedule. Fill in the bubble with the correct answer. MATEO’S SCHEDULE

watch movies with friends

MONDAY

work English class

TUESDAY TODAY work dinner with family

WEDNESDAY

work

THURSDAY

work

English class

FRIDAY

SATURDAY

work birthday party for John

1. What is Mateo going to do tomorrow?

a. have dinner with family

b. go to English class

2. What is he going to do Thursday?

a. watch movies with friends

b. work

3. How’s the weather today?

a. It’s rainy.

b. It’s sunny.

4. Where did he go yesterday?

a. birthday party

b. English class

5. What is he going to do on Friday?

a. go to English class

b. go to a birthday party

6. Where did he go on Sunday?

a. English class

b. movie theater

NOT FOR DUPLICATION

SUNDAY

Write your schedule for this week. YOUR SCHEDULE SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

Ask your partner the questions. Where did you go yesterday?

What are you going to do this weekend?

How’s the weather today? intercambio.org/students

Answer Key: D. 2. She drives to class. 3. I bike to the library. 4. They take the bus to the grocery store. 5. He gets a ride to the gym. 6. We walk to the part. E. 2. b 3. b 4. b 5. b 6. b F. Answers will vary 106

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Review Game. Play with a partner or in a small group. Take turns choosing a category and answering the question. Write your points down for correct answers. Jobs & Skills

Places

Clothing

Transportation

Family

Things to Do

100 What do you do?

100 Where are you from?

100 What size do you wear?

100 How do you get to work?

100 When is your birthday?

100 What are you going to do tomorrow?

200 Can you use a computer?

200 Where do you buy groceries?

200 What are you wearing today?

200 How do you get to class?

200 Do you have children?

200 Where did you go yesterday?

300 Do you like your work or what you do?

300 Do you like your neighbors?

300 Describe what your teacher is wearing.

300 What is your favorite way to get places?

300 Do you have a sister?

300 What do you like to do?

400 Ask your teacher about their skills.

400 Ask your teacher about places they are going this week.

400 Tell me about your favorite color and kind of clothing.

400 How does your teacher get to class?

400 Tell me about your family.

400 What are you going to do this weekend?

500 Tell me about your skills. What can you do?

500 Tell me about places you go every week.

500 You are shopping for a shirt. Ask questions about size and cost.

500 What kinds of transportation do you use? How often do you use them?

500 Ask about your teacher’s family.

500 Ask your teacher about the things they are going to do this week.

My points: _________ Notes:

Student Book 1 LEFT

NOT FOR DUPLICATION

H. Group – break your class up into two or more teams. Give each team a chance to pick a category. Give 1-3 minutes for teams to answer or look up correct answers. Have all teams looking up or thinking of an answer at the same time. If one team gets the answer wrong, ask another group for their answer. You can give points to the team that answers correctly. If a team gets an answer correct, they can choose the next category in any order. You can X/mark off questions after a team has asked them, or for further review, you can have each group answer even if the first group answers correctly. One-on-One – play the game with your student and take turns reading the categories and answering them in any order. You can keep your own points if you want. If a student gets a question wrong, look back together and review the item.

Answer Key: H. Answers will vary

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16 PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

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

Listen to Track 16. Check the words you hear. (1 point each)

Answer Key: 3. medium 5. driver 6. Yes, I do.

2. large

3. medium

4. landscaper

5. driver 6. Yes, I do.

7. No, I don’t.

Match the job with the place. (1 point each) 1. construction worker

a. home

2. nurse

b. restaurant

3. cook

c. street

4. housekeeper

d. hospital

5. stay-at-home mom

e. outside

6. student

f. hotel

7. driver

g. library

B. Say Now you will work alone. Answer Key: 1. e 2. d 3. b 4. f 5. a 6. g 7. c C. Answer Key: 2. No, he cant 3. Yes, I do 4. Yes, they are 5. No, she doesn’t 6. Yes, I do

Answers the questions. (1 point each) 1. Can you speak English?

Yes, _________. I can

2. Can he work full time?

No, _________.

3. Do you like it?

Yes, _________.

4. Are they okay?

Yes, _________.

5. Does she live in a house?

No, _________.

6. Do you have a sister?

Yes, _________.

Fill in the blanks. Use do, does, don’t, and doesn’t. (2 points each)

D. Answer Key: 2. doesn’t 3. don’t 4. do

1. What _________ does he like to do in his free time? 2. She __________ live in a house. She lives in an apartment. 3. I _____ wear a small. I wear a medium. 4. Where _____ they go to school? ________/ 20

intercambio.org/students

Review Your Answers: Lesson 1: G.5 Lesson 2: B.7, D..6, F.6 Lesson 3: F.4 Lesson 4: C.4 Lesson 5: C.5 Lesson 6: C.6, D.2 Lesson 7: D.4 Lesson 10: B.1-6, E1-6, F.1-2 Lesson 11: A.5, B.1-7 ,C.3, D.1, G.1 Lesson 12: C1-2 Lesson 13: E.1-6, G.2 Lesson 14: F.3, F.5, G.3 Lesson 15: A.1, A.3, D.3, G.4 108

Teacher Book 1 LEFT

NOT FOR DUPLICATION

1. shirt 

Write how the people get places using the words in bold. Use he, she or they. (2 points each)

1.__________________________ 2.__________________________ 3.__________________________ She drives to the ______________________store _____________________library ______________________class store

4._________________________ _____________________gym

F. Answer Key: 1. She went to work and English class. 2. She stayed home. 3. She is going to study at the library tonight. 4. Today the weather is sunny/nice. 5. She is going to work and to the movies. 6. Her birthday/ birthday party is on Saturday.

G. Say Activity G is about speaking English. Say, I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below. NOTE: you will reference the images inline with the directions in the student book for the last two questions.

5.__________________________ 6.__________________________ _________________restaurant ______________________work

Read Cindy’s schedule. Write the answers. (2 points each) CINDY’S SCHEDULE SUNDAY

MONDAY

stayed home

TUESDAY

WEDNESDAY

THURSDAY

TODAY work

work

gym

English class

study at library

English class

FRIDAY work watch movies with Jenny

SATURDAY birthday party at the park

1. What did Cindy do on Tuesday?

_____________________________________________________ She went to work and English class on Tuesday.

2. What did she do on Sunday?

_____________________________________________________

3. What’s she going to do tonight?

_____________________________________________________

4. How’s the weather today?

_____________________________________________________

5. What’s she going to do on Friday?

_____________________________________________________

6. When is her birthday?

_____________________________________________________

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

what/name Score

how much/ shoes

what/ phone number

Teacher Notes

1. 0

Lesson 11:

Lesson 13:

3. 0

Lesson 14:

4. 0

Lesson 15:

5. 0

Lesson 1:

Student Book 1 LEFT

NOT FOR DUPLICATION

E. Answer Key: 2. He takes the bus to the library. 3. They walk to class. 4. She takes the subway to the gym. 5. He drives to the restaurant. 6. She bikes to work.

________/ 30

1. What do you do? 2. How do you get to work? 3. What are you going to do this weekend? Before question 4 say, Now I will show you a picture. You ask me the question. Okay? Let’s practice first. This is just an example. Reference the images inline with Activity G instructions in the student book. Point to the first image and say What’s your name? 4. After the example, point to the second image (shoes) to elicit a question without giving prompts. 5. Point to the third image (phone) to elicit a question without giving prompts. intercambio.org/teachers

109

QUICK REFERENCE GUIDE Months of the year

Days of the week

Present Past

Future

January (1)

Sunday (Sun)

to be*

was

will

February (2)

Monday (Mon)

get*

got

going to get

March (3)

Tuesday (Tues)

go*

went

going to go

April (4)

Wednesday (Wed)

take*

took

going to take

May (5)

Thursday (Thurs)

do*

did

going to do

June (6)

Friday (Fri)

stay

stayed

going to stay

July (7)

Saturday (Sat)

live

lived

going to live

August (8)

liked

going to like

September (9)

*irregular

Temperature

October (10) November (11)

Pronouns with present tense to be Pronoun

Verb

Contraction

I’m

you

are

you’re

he’s

she

she’s

they

are

they’re

are

we’re

December (12)

Celsius

Fahrenheit

0° C

32° F

Normal Body Temperature

Writing dates: March 7, 2020 = 3/7/2020

37° C

98.6° F

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

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110

Teacher Book 1 LEFT

NOT FOR DUPLICATION

Verbs

BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK

NOT FOR DUPLICATION

GREEN TEA

ROSE BOAT r

GRAY DAY

a CUP of MUSTARD

ORANGE DOOR y

TURQUOISE TOY

RED PEPPER

North American English Fifth Edition

OLIVE SOCK

AUBURN DOG

WHITE TIE

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

All rights reserved. This material or any part of it may not be reproduced, in any form or by any means, without express permission from the claimants. All inquiries should be addressed to info@ColorVowelChart.org www.colorvowelchart.org

Confidence and Connections was developed by Intercambio Uniting Communities to offer practical English language acquisition for adults. The series was designed for both 1-on-1 and group learning environments. The hallmark of this curriculum is its unique focus on building confidence and personal connections between students and teacher. Each lesson culminates with a Connect with Conversation activity, providing students a safe place to practice speaking English while getting to know their fellow students and teacher. In addition, every lesson includes a pronunciation exercise to help students learn and practice the many sounds and rhythm of the language. There are 2 books per level, L (left) and R (right), enabling shorter completion cycles per level. Completing a book builds student confidence and allows a shorter waiting period for a returning student. Together these two books, L and R, complete a level and you can begin with either one. Build your community by teaching and learning English The Intercambio Wayâ&#x201E;˘.

Intercambio is a 501 (c) 3 nonprofit organization founded in 2001. In addition to our successful and continually advancing program in Boulder Colorado, we support and share best practices with organizations across the country that use our curriculum, training and resources. We are committed to learning from everyone. Please share ideas or feedback with us at www.intercambio.org/comments $18.00 ISBN 978-1-947639-27-0

51800

www.intercambio.org â&#x20AC;˘ resources@intercambio.org 9 781947 639270