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CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

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

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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

Intercambio Uniting Communities ÂŠ 2019

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Teacher Book

Confidence and Connections is in copyright. Subject to statutory exception and to the provisions of relevant

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

First Edition 2019

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Teacher Book 1 RIGHT

CREDITS Level 1 Right Writers Rachel Fuchs 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, Ingrid Justin, 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

Grammar

• Wh- questions in the simple When’s Your Class? present with “to be” • Possessive adjectives

1 2

This Is My Family

• Introduce yourself • Use the alphabet and numbers 1–100 • Give basics on your English class

• Wh- questions in the simple present with “to be” • This and that

Compare family members and family trees

• Talk about family members • Compare family trees • Ask about people

• Wh- and How Often questions in the simple present • Adverbs of frequency

Discuss how often you do things such as watch TV or eat out

• Give basics about your schedule • Discuss your activities and daily chores • Talk about how often you do things

Discuss the weather

• Share what you like and don’t like about the weather • Talk about favorite seasons • Compare different weather

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

Describe family members

• Talk about different family members and what they look like • Describe personality traits • Ask about someone’s family

• Wh- questions in the simple past with regular verbs

Discuss hobbies, chores and things you have done before

• Describe what you did in the past • Ask others about what they’ve done

• Yes/No questions in the simple present “There is” and “there are”

Talk about your home and items in it

• Describe items in your home • Talk about what your home is like

Role-play about shopping in a mall

• Ask where a bathroom is • Ask someone for directions • Tell someone where something is

We Never Eat Out

• Wh- and How questions in the simple present It’s Hot and Humid • Here and there

She’s Smart

I Baked Cookies

Is There a Fridge?

8 9

By End of Lesson, You Can:

Make introductions with basic questions and answers

Conversation

Review and Progress Check Field Trip

It’s on the 2nd Floor

How Much Are Those?

I Wear It All the Time!

12 13

I Get Off Work at 4

After I Get a Manicure

Can You Play Guitar?

• Wh- questions with prepositions of location • Ordinal numbers

• Yes/No and How Much ques- Role-play about cooking and tions with “want” and “have” preparing food • These and those

• Talk about things you want or have • Share basic cooking ideas • Ask about how much something is

• Object pronouns: it and them

Talk about and describe clothing and items you like

• Talk about where you shop • Tell someone what you like about their clothes • Describe clothing and items

• Wh- questions of time • At and around

Share about when you do things

• Discuss your basic schedule • Share about hobbies, work and other things you do often

• Future tense with going to

Talk about things you are going to do in the future

• Talk about things you are going to do after this book • Share future plans and activities with others • Ask about someone’s future plans

•Yes/No questions with can; long and short answers

Share hobbies and skills you have and want to have in the future

• Discuss things you can and can’t do • Talk about things you want to learn how to do one day

Review and Progress Check

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Teacher Book 1 RIGHT

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

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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 find notes only for activities that benefit from specific instructions. In the back of the book, you’ll find an in depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use.

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

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R1 WHEN’S YOUR CLASS? By the end of the lesson, students will be able to: • Introduce themselves • Recognize and utilize the alphabet and basic numbers • Give basic information about their English class (where, what time, etc.) What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: The same grammar focus in this level appears in 1L lesson 1 as well to give students plenty of opportunity to practice. What to expect? This is the first day so do not be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything.

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Warm Up: Greet your students. Have them write their first name on a name tag or table tent. A name tag or table tent is a good idea even in 1-1 situations as it can be hard to remember new names. Do your best to learn to pronounce your students’ names the way they say them. It’s okay to ask them to clarify a few times. Plan a warm-up exercise where students can introduce themselves. Try a simple dialog My name is ___. Nice to meet you. Try Conversation Rotation so that students can meet one another. In a 1-1 situation, make sure you learn the names of anyone in the classroom or home with you–including pets or children. Listening Track 01 Gloria: Hello! Welcome to Friend’s Adult School. What’s your name? Jorge: Hello. My name is Jorge Rodriguez. Gloria: Great! I have your information. You are in Level two. Jorge: Thank you. Who’s my teacher? Gloria: Your teacher is Victoria Goldman. Jorge: Okay. Where’s my class? Gloria: It’s over there. Jorge: Thank you.

Teacher Book 1 RIGHT

Pre Point to the people in the picture, and ask Where is he? Ask other simple questions such as What is this? Next, point out the warm-up question and ask Where is this? Play the complete dialog once. Now, write the warm-up question on the board or a piece of paper and ask the question again to elicit an answer. Ask more advanced questions if your students have stronger vocabulary or if you want to get a sense of the vocabulary level of your group. However, be careful in a group setting to not gauge your teaching level on one talkative studentâ&#x20AC;&#x201C; especially for the first lesson.

Pre A

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WHENâ&#x20AC;&#x2122;S YOUR CLASS?

Listening warm-up. Track 01: Where is this? Listen again. Circle the words you hear. name

English

information

phone number

teacher

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A. Read instructions aloud. Point out the word circle and demonstrate what that means by gesturing and putting a circle on the board. Play track all the way through. Do the example together. Play the track multiple times. Check answers as a group. If there are differences, play again to confirm. If necessary, stop at the appropriate places for students to answer. See LISTENING.

Answer Key: A. information, teacher intercambio.org/teachers

VOCABULARY WORDS & PHRASES Repeat after your teacher.

John

Smith

first name

last name

phone number

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

English class

teacher

who

where

when

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

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

PRONUNCIATION A

Listen and repeat after your teacher. Circle GREEN TEA sounds. Underline RED PEPPER sounds. three/3

seven/7

ten/10

seventeen/17

twenty/20

eighteen/18

C B. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Point to pictures and use gestures. Ask questions to demonstrate understanding of the Wh words–such as Where are we? (We are at…), When is class? (Class is at DAY or TIME…), Who is she? (She is…). See VOCABULARY. D & Alphabet Numbers Demo how to spell your name–point to the large (capital) letters and then the smaller (lowercase) letters so that students understand the notion of starting out names with large letters. Use cards with numbers to have studentsE repeat after you. Do this several times both in order (to start) and then out of order so that your students have an opportunity to practice without just memorizing the order. Have students listen and point to the number or letter they hear you say. If they struggleFwith 13 vs. 30, 14 vs. 40, etc., tell them to listen for the "d" vs. "t" pronunciation of the "t" sound that starts the last syllable (for example, 30 sounds like thirDy and 13 sounds like thirTeen).

Student Book 1 RIGHT

Pronunciation Read instructions. Demonstrate circle and underline. Point to Green Tea vs. Red Pepper. Stress the sounds of each. Have them watch you make each sound, and repeat after you. Say each word. Have them repeat. Say the first word again to do example together. Read the words all the way through, pausing long enough for students to complete the activity. Practice other green and red letters (such as the letters c, d, f, g, m, n, t, etc.) if they finish quickly. The main difference between the –ty and –teen numbers is the pronunciation of the t sound. It tends to sound like a d in the –ty words and it sounds like a t in the teen words. See PRONUNCIATION.

Answer Key: Circle: seventeen, eighteen Underline: seven, twenty, ten 4

Teacher Book 1 RIGHT

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D. The next three activities become increasingly difficult. Reference the grammar chart with each one. Read the instructions. Write example on the board. Do example with students. If they struggle, do more together. Eventually, have students work independently on the remainder. Check answers in pairs. In groups, choose a student to demonstrate with. If in a group, show with gestures that each of you will read your answers by taking turns and correcting incorrect answers. Once all the sentences are complete and compared in pairs, read them aloud together. See GRAMMAR.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

What’s

When’s

your

class?

Where’s your

class?

Who’s

your name? her phone number? his

your

teacher?

TIP:

It’s = It is Who’s = Who is What’s = What is When’s = When is Where’s = Where is

ANSWERS My Her His

name

class

It’s

(303) 555-8641. is

It’s My

class

Jorge. Victoria.

It’s My teacher is

at 6:00 p.m. at Friend’s Adult School. Victoria Goldman.

Look at the sentences. Circle the correct word. 1. I / My name is Nano. 2. I / My class is at 4:00 p.m. 3. His / Her name is Edward. 4. His / Her name is Jessica. 5. Who is you / your teacher?

Who’s your teacher? 1. Q:________

A: My teacher is Robert. 3. Q:________your first name? A: It’s Linda. 5. Q:_________your last name? A: My last name is Blanco.

TIP:

Complete the questions. Use What’s, When’s, Where’s, Who’s.

Q = question A = answer

2. Q: _________your class? A: It’s at my home. 4. Q: _________your class? A: My class is at 10 a.m. 6. Q: _________ your English class? A: It’s at the library.

Match the question and answer. 1. What’s your first name?

a. It’s at the library.

2. When’s your class?

b. It’s Chang.

3. Where’s your class?

c. My teacher is Fred Barnes.

4. Who’s your teacher?

d. It’s at 8:00 a.m.

5. What’s your last name?

e. My name is Caitlyn.

E. Read instructions aloud. Write example on the board and complete together by referencing wh words in chart. If they struggle, do another one together. Point out that students should look at the “clues” in the answers (Susan, Linda, Blanco, home, 10am, English class) to decide which wh word to use. For extra practice, read the Q&As as dialogs.

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C. FOCUS: verb “to be” in third person singular and question words. Write the chart on the board. Slowly read through the chart while pointing to each word. Build confidence around what, when, where, who words by having them touch the one they hear, and then by saying the one you point to. Don’t expect mastery yet. Point to TIP. Enunciate the contractions to express who’s sounds like whooz, what’s sounds like whats, and where’s sounds like where-z.

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F. Read instructions aloud. Write example on board. Reference the grammar chart. Matching exercises can be hard for some students. For extra support, make a copy of the Q&As and cut them up into strips for students to move around on the table.

Answer Key: D. 2. My 3. His 4. Her 5. your E. 2. Where’s 3. What’s 4. When’s 5. What’s 6. Where’s F. 2. d 3. a 4. c 5. b intercambio.org/teachers

REAL LIFE / YOUR LIFE? Listen to Track 01 and complete the conversation. Use the words in the box. Gloria: Hello! Welcome to Friends Adult School. (1) ___________your name? What’s

two

Jorge: Hello. My (2)__________________ is Jorge Rodriguez.

class

Gloria: Great! I have your information. You are in Level (3) __________________. Jorge: Thank you. (4) _________________________ my teacher?

name teacher

Gloria: Your (5) ________________________ is Victoria Goldman.

What’s

Jorge: Okay. Where’s my (6) _____________________________?

Who’s

Gloria: It’s over there. Jorge: Thank you.

Look at the students. Answer the questions.

Person: Time: Location:

Donna 6:00 p.m. library

Hilda 8:00 a.m. senior center

1. Who has class at 10:30 a.m.?

____________ Ming

2. When is Donna’s class?

____________

3. Where is Ming’s class?

____________

4. Who has class at 12:00 p.m.?

____________

5. Where’s Juan’s class?

____________

6. When is Hilda’s class?

____________

Juan 12:00 p.m. work

Your name: _________________________ Your level:__________________________ Class location: ______________________ Time:______________________________ Teacher: ___________________________

7. Who has class at the senior center? ____________

CULTURE TIP In the US, many teachers in adult education use first names. What is your teacher’s first name? 4

Student Book 1 RIGHT

Answer Key: G. 2. name 3. two 4. Who’s 5. teacher 6. class H. 2. 6:00 p.m. 3. home 4. Juan 5. work 6. 8:00 a.m. 7. Hilda

Teacher Book 1 RIGHT

Ming 10:30 a.m. home

G. Show the word box. Write words on the board. Play track all the way through. Cross out the example word and show them on their page where the word is written. Then have them finish the rest on their own. Correct in pairs. Play track again and stop where they made mistakes. If they need an additional challenge, complete the exercise without the word box.

J H. Do the first example with your students. Have them work individually or in pairs and do the task. After they compare their answers in pairs, check in class. Ask students to come up to board and complete information: Your name, Your level, Class location, etc.

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Culture Tip Introduce yourself again. Say My name is…. Tell students Don’t say Mr…/Mrs…. Ask How do you address teachers in your native country? If you haven’t already had your student write your contact info on the front cover of the book, do it now.

J. Ask What’s your name? When the students answer, gesture to the line on the card that says “your name” to indicate that they should write it there.

Conversation Brainstorm questions students will ask each other by referencing the chart in Activity C.

1 Look at Tam’s information. Write questions to ask Tam.

Registration for Friends English School

What’s your name? 1.___________________________________________

Tam Okoro

2.___________________________________________

Classroom 303

3.___________________________________________

5:30–7:30 p.m.

4.___________________________________________

Angelina Varga

5.___________________________________________

(303) 555-0987

Write your information on the card.

Registration for my English Class 1. Your name

________________________________________________

2. Class level

________________________________________________

3. Classroom number

________________________________________________

4. Class time

________________________________________________

5. Teacher’s name

________________________________________________

6. Phone number

________________________________________________

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I. Expect this to be challenging. Brainstorm at least three questions together by referencing the chart in Activity C. Say What’s your name? What’s your level? It’s okay to brainstorm all of the questions together and then have students write them on the line. This is the first class, so students may need extra support.

CONNECT WITH CONVERSATION Get to know a partner. Ask questions about English class. intercambio.org/students

Answer Key: I. 2. Where’s your class? 3. When’s your class? 4. Who’s your teacher? 5. What’s her phone number? J. Answers will vary

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HOMEWORK

Lesson 1 • When’s Your Class?

Match the question and answer. 1. When’s your class?

a. My teacher is Carolyn Hayes.

2. Who’s your teacher?

b. It’s at 12:00 p.m.

3. What’s your first name?

c. It’s Martinez.

4. What’s your last name?

d. It’s at Friends Adult School.

5. Where’s your class?

e. My first name is Wendy.

Walk through homework. Do examples. Students will be more likely 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. See HOMEWORK.

Look at the sentences. Circle the correct word. 1. I / My teacher is Dan Stevens. 2. I / My name is Monica. 3. Where’s you / your class? 4. When’s his / you class? 5. His / Her name is Franco.

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

It’s Nancy.

2. _______________________________________________

My teacher is Ron Harper.

3. _______________________________________________

My last name is Tang.

4. _______________________________________________

It’s at Sea View Middle School.

5. _______________________________________________

It’s at 7:00 p.m.

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

______________________________________

3. Where’s your English class?

__ ____________________________________

4. When’s your class?

______________________________________

5. Who’s your teacher?

______________________________________

Pre

Student Book 1 RIGHT

Answer Key: K. 2. a 3. e 4. c 5. d L. 2. My 3. your 4. his 5. His 6. Her M. 2. Who is your teacher? 3. What's your last name? 4. Where's your class? 5. When's your class? N. Answers will vary 8

Teacher Book 1 RIGHT

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6. His / Her name is Suzi.

L8 REVIEW & PROGRESS CHECK What to bring to class: • Dice (or use an app on your phone) - one per pair Timing Note: • The Review and Practice and Progress Check can take as long as two hours (about one hour each). Be sure to allow enough time for your students to work uninterrupted on the Progress Check. • Adapt lesson 8 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the Review in one class and the Progress Check in another. Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole Progress Check with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions during the Progress Check and that this is a time to see what they have learned.

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A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the Progress Check at their own pace. You’ll pull students out for the oral section individually. • Explain to the students that you will play the listening only 3 times (no exceptions). If in a class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson. Listening: Track 09 1: [female voice]Last weekend I visited my brother and sister-in-law. My brother is tall and athletic. His wife is smart and pretty. They have two children. 2: [male voice]: Today the weather is warm, in the 70s. I washed the car this morning. 3: [female voice]There is a couch and TV in my living room. We like to watch sports twice a week there. F: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence, AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer, OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of each student's Progress Check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING

34 Total pts 1st page

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

16 Total pts 2nd page

At bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 24 / 34 points)

x2 100 Total points possible

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

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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)  talk about my English class (lesson 1)  talk about my family (lesson 2)  talk about my schedule (lesson 3)

Pair students to share their responses.

 talk about chores and daily activities (lesson 3)  share what I like and don’t like about the weather (lesson 4)  tell you my favorite season (lesson 4)  talk about what family members and others look like (lesson 5)  talk about personality traits (lesson 5)  talk about what I did yesterday and last weekend (lesson 6)

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

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Teacher Book 1 RIGHT

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 talk about my home and what it’s like (lesson 7)

REVIEW & PRACTICE

Draw a picture of the rooms and items in your home. Write the names of the rooms and items. Ask a partner about their home.

A. Model this activity first by drawing a simple picture of your home. Then, reference the questions below the box and ask questions about the home you drew.

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Rooms: bedroom, bathroom, living room, kitchen Items: fridge, sink, table, chairs, couch, stove, oven, bathtub, shower, toilet, bed My home:

Match the questions and answers. 1. Who’s your teacher?

a. I’m short.

2. Who’s that?

b. It’s at the library.

3. How old are they?

c. It’s (303) 555-1098.

4. Where’s your English class?

d. My teacher is Frank.

5. What’s his favorite season?

e. They’re 5 and 9.

6. What are they like?

f. That is my wife.

7. What’s your phone number?

g. His favorite season is spring.

8. What do you look like?

h. They are athletic and friendly.

Student Book 1 RIGHT

Answer Key: A. Answers will vary B. 2. f 3. e 4. b 5. g 6. h 7. c 8. a

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8 C

Fill in the bubble with the correct answer. 1. How often do you go to class?

a. I go twice a week.

b. I goes twice a week.

2. How often does he go to work?

a. He go to work every day.

b. He goes to work every day.

3. Are there chairs?

a. Yes, there is.

b. Yes, there are.

4. Is there a bathtub?

a. No, there isn’t.

b. No, there aren’t.

5. How often does she do laundry?

a. She do laundry once a week. b. She does laundry once a week.

Look at the pictures. Answer the questions. S 

1.__________________________________________________ She does laundry once a week. S

M 

W 

F 

2. They ______________________________________________ M

T 

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3. He _______________________________________________ S 

M 

T 

W 

T 

F 

S 

4. She ______________________________________________ S

M 

5. She _______________________________________________

Fill in the card with your information. Ask a partner about their card.

Registration Card 1. First Name: ___________________________ 2. Last Name:____________________________ 3. Phone Number:________________________ 4. Teacher’s Name: _______________________ 5. Classroom:____________________________ 6. Class Time: ____________________________

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Answer Key: C. 2. b 3. b 4. a 5. b D. 2. They watch TV three times a week. 3. He goes to class twice a week. 4. She cooks every day. 5. She goes grocery shopping once a week. E. Answers will vary 54

Teacher Book 1 RIGHT

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

START

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

What is your name?

What’s your phone number?

When’s your class?

Where’s your class?

How often do you clean your house?

How often do you watch sports?

How often do you watch TV?

Who’s your teacher?

How’s the weather?

How do you like the weather here?

What’s your favorite season?

How often do you do laundry?

How often do you eat out?

What are you like?

What did you do yesterday?

What is your teacher like?

What does your teacher look like?

What do you look like?

What did you do last weekend?

END

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Student Book 1 RIGHT

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PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

Listen to Track 09. Write the number of the conversation you hear. (2 points each/ 6 points total)

A. Say I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing. Answer Key: 2, 1, 3 B. Say Now you will work alone.

1. _______ Are there two bathrooms?

2. No, there _________ a bathtub.

3. ______ there a kitchen?

4. How many bedrooms _______ there?

5. Yes, there _______ a shower.

6. No, there _______ couches.

7. No, there _______ an oven.

8. Yes, there _______ chairs.

Circle the correct answer. (1 point each/ 11 points total) 1. Q: How often do / does they buy groceries?

2. Q: How often do / does he practice piano?

A: They buy / buys groceries every day. 3. Q: How often do / does Susan go to class?

A: He practice / practices piano three times a week. 4. Q: How often do / does you eat out?

A: She go / goes to class twice a week. 5. Q: How often do / does she walk the dogs?

6. Q: How often do / does Marco clean the house?

D. Responses may be written with or without contractions.

A: He never clean / cleans the house.

Write the question. (2 points each/10 points total) What’s her name? 1. _______________________________________________________________ Her name is Song.

2. _______________________________________________________________ My teacher is Julie. 3. _______________________________________________________________ My class is at 6 p.m. 4. _______________________________________________________________ My class is at the library. 5. _______________________________________________________________ It’s (303) 555-8641. 6. _______________________________________________________________ He’s cute and smart. ________/ 34

C. Answer Key: 1. do/buy 2. does/practices 3. does/goes 4. do/eat 5. does/walks 6. does/cleans

A: I never eat / eats out.

A: She walk / walks the dogs every day.

Answer Key: 1. are 2. isn’t 3. Is 4. are 5. is 6. aren’t 7. isn’t 8. are

Fill in the blank with is, ‘s, are, isn’t or aren’t. (1 point each/7 points total)

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Answer Key: 1. What’s her name? 2. Who’s your teacher? 3. When is your (English) class? 4. Where is your (English) class? 5. What’s your phone number? 6. What’s he like?

Review Your Answers: Lesson 1: D1-5, G.1, G.5 Lesson 2: A.1, D.7, E.1-5, F.1-3 Lesson 3: A.2-3, C.1,3,4,6 Lesson 4: A.2, F.1-3 G.4 Lesson 5: A.1, D.6, E.1-8, Lesson 6: C.2,5, D.8, Lesson 7: A.3, B.1-8

Teacher Book 1 RIGHT

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E E. Answer Key: 1. young 2. smart 3. old 4. friendly 5. athletic 6. shy 7. short

Circle the correct word. Use the pictures to help. (1 point each/6 points total) 1. My name is Ursula. Iâ&#x20AC;&#x2122;m friendly and young / heavy.

2. Our son is young and smart / tall.

3. My mother is friendly and young / old.

4. My brother-in-law is very friendly / shy.

5. My sister is short and athletic / heavy.

6. My brother is very friendly / shy.

7. His daughter is cute and short / old.

STOP. Wait for your teacher.

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

WHAT/NAME Score

HOW/WEATHER

WHERE/ENGLISH CLASS

Teacher Notes

1. 0

3. 0

4. 0

5. 0

Lesson 1: Lesson 3:

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Lesson 6: Lesson 4: Lesson 1:

Student Book 1 RIGHT

________/ 16

1. Who is your teacher? 2. How often do you eat out? 3. Where did you go yesterday? Before question 4 say Now I will show you a picture. You ask me the question. Okay? Letâ&#x20AC;&#x2122;s practice first. This is just an example. Reference the images in line with Activity F instructions in the student book. Point to the first image and say, for example, What's your name? 4. After the example, point to the second image (weather) to elicit a question without giving prompts. 5. Point to the third image (classroom) to elicit a question without giving prompts. intercambio.org/teachers

L9 FIELD TRIP Lesson 9 in every Confidence and Connections book is a field trip. The goal for the field trip is to provide your students with the opportunity to engage in the community in English and, in some instances, connect to resources of which they may not be aware. Take your students to a location that will be helpful for them in the long run.

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Tips for a successful field trip: • Visit the location ahead of time. Anticipate any challenges that may come up. Speak with the appropriate person at the site to let them know what is going on (if appropriate). If someone will be talking with your students, give them information about the students’ levels and tips for effectively communicating with English language learners. • Make sure students are aware of where and when class will meet on field trip day. Bring a map to class on day 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • We suggest you meet your 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 Student Book page 49. Option 1 - Go on a walk and talk about the weather or visit a local weather/news station Option 2 - Go to an open house, furniture store, or your teacher’s house and ask questions about furniture items and rooms Option 3 - Make something together in class (cooking, crafts, etc.) Or, consider somewhere else: A grocery store (practice vocabulary, apply for a store card, scavenger hunt), library (get a tour, apply for a library card), department or hardware store, rec center, urgent care center, bus station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market, or outdoor festival)

Teacher Book 1 RIGHT

9 Pick a location or activity: Take a walk | House | Make a craft 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:

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QUESTIONS I PLAN TO ASK

_____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

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

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

Student Book 1 RIGHT

Teacher Book 1 RIGHT