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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 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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

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Teacher Book

Intercambio Uniting Communities ÂŠ 2019

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

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

First Edition 2019

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CREDITS Level 2 Left Writers Rachel Fuchs, Linda Hayes-Angiano and Elena Vasileva Editors 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

I Like Rock Music

• Wh- questions in the simple present with “like” and “do”

Share about things you like and your favorite movies and music

• Talk about your favorite kinds of music and movies • Ask about what someone likes

We Had a BBQ

• Wh- questions in the simple past with “to be” • Possessive adjectives (my, our, his)

Discuss parties or events you went to

• Talk about places and events you went to in the past • Ask people about things and places they went to in the past

• Wh- questions in the simple past with long answers

Learn basics about your partner and share about yourself

• Share basic information about yourself like where you were born, grew up and more • Ask someone about their life

• Wh-questions with prepositions of time

Describe things you do every day and what time you do them

• Share things you do during the week and on the weekends • Ask someone about their schedule • Talk about when you do things

• Present continuous (present meaning) Questions with “can” Excuses with “can’t” • Excuses with can’t

Talk about what you’re doing right now and if you can or can’t do something else

• Make polite excuses if you can’t do something • Talk about what you are doing right now or on a specific day • Ask others what they are doing

Compare your life here with your life in your native country

• Compare shopping, home, transportation and other topics • Share what things you like more and why • Ask others about their opinions

Talk about advantages and disadvantages of different kinds of transportation

• Compare types of transportation you take and talk about which you like best • Ask others about their favorite and least favorite ways of getting around

Discuss what you and others look like and are like

• Compare what people look like and are like • Ask others about their friends and family and what they are like

I Grew Up Here

It’s 11:00 P.M.

What Are You Doing?

Grammar

• Comparatives with countIt’s Faster and Less able and noncountable nouns Expensive! • Superlatives and comparatives with count and noncount nouns

He Has the Shortest Commute

8 9

Review and Progress Check

Conversation

By End of Lesson, You Can:

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Field Trip

• Questions and answers What Do You Look with “look like’ and “be like” Like?

• Review of future tense with Talk about a trip you are going to take and how “going to” What Are You Goyou have to prepare for it • Future with “going to” ing to Do Tonight? Questions and answers with “have to”

• Share what you are going to do in the future and what you have to do • Ask people about what they are going to do • Describe chores, vacations, hobbies and other future things

Discuss future plans and • Present continuous comparison with future meaning schedules and present meaning

• Share about what you are doing now and in the future • Ask people what they are doing now and in the future

• Wh- questions in the simple past

Share about vacation plans and things you did on vacation

• Talk about what you did on vacation • Ask others about what they did on vacation

What Are You Doing Later?

What Did You Do on Vacation?

I’d Like Dessert

• Offers and requests with “would like”

Discuss favorite kinds of food and meals

• Make orders and selections from a menu • Talk about your favorite foods

I Need to Mail a Package

• Questions and answers with “need to”

Talk about the kinds of mail you use

• Share about who you write or send mail to and how often you check your mail

Review and Progress Check

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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 I LIKE ROCK MUSIC By the end of the lesson, students will be able to: • Talk about music and movies they like • Talk about what they don’t like What to expect: This is the first day so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. 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 two lessons. What to bring to class: • Table tents/paper to write student name or name tags (don't forget to write your own name) • Pronunciation Fun to use to supplement the pronunciation section • OPTIONAL: newspaper movie section to practice vocabulary

Have students return their namecards/table tents at the end of class. These can serve as an easy way to see who is missing, or to pair students at the beginning of class (by placing table tents on the desks/tables before students arrive) to check homework, etc. It is also important that students know your name.

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Teacher notes: You will see that the same grammar focus in this level appears in 2R 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. Do your best to pronounce students’ names the way they say it. It’s okay to ask them to clarify a few times. It is as important for you to know your students’ names, as it is for students to know their classmates’ names. Try Conversation Rotation to learn names. Table tents are useful even in 1-1 environments as it can be hard to remember new names. In 1-1, learn the names of a student, children, even pets. Listening Track 01 Chanel: Mike, what’s that noise? Mike: Isn’t it great? It’s rock music – my favorite. Chanel: That’s music? It sounds like noise to me! Mike: Nah! Here, listen to this song, it’s great. (turns up music) Chanel: Hmmmmm. I don’t know. Mike: (turns down music) Well, what kind of music do you like? Chanel: I like hip hop and salsa. I like to dance. Mike: Huh. I like other kinds of music, too. Country is great. Chanel: That’s cool. Well, I’m going to the gym. Enjoy your noise – I mean music! Mike: Ha. Thanks.

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Pre

I LIKE ROCK MUSIC Listening warm-up. Track 01: What do the people talk about?

MUSIC

Pre Explore the picture. What do you see? Read the Pre question, play track, elicit answer.

country

MOVIES

horror

hip hop

dramas

rock

salsa

A. Say each word aloud, have students repeat. Point to pictures, use gestures as appropriate (for example, for classical you may pretend to hold a violin). See VOCABULARY.

VOCABULARY WORDS & PHRASES

love stories

comedies

classical

TIP:

Repeat the words in the picture after your teacher.

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action

To “be a fan” of something means you like it.

PRONUNCIATION Listen and repeat after your teacher. Count the syllables. Write the words in the correct box. A

music

comedies 1 SYLLABLE

horror

classical

2 SYLLABLES

action

rock

3 SYLLABLES

music

Pronunciation Read instructions aloud, then have a student repeat. Demonstrate example by saying mu-sic while clapping on each syllable. Say music has 2 syllables. Have students repeat music. Have students complete the chart while repeating this process: you say a word in a slow, but normal, voice. Students repeat. Then students add the word to the appropriate box. Expand by adding all of the words from A Vocabulary to the appropriate boxes either as individual words (horror, movies), or phrases (horror movies). See PRONUNCIATION

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Answer Key: Pronunciation: 1 syllable: rock 2 syllables: horror, action 3 syllables: comedies, classical

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VOCABULARY PRACTICE

What kinds of music and movies do they like? Look at the pictures. Complete the sentences with the words in the box. rock

classical

horror

action

salsa

romantic

country

comedy

1. He likes _____________ and ________________. rock

2. She likes _____________ and _________________.

E B. Read instructions aloud, then have students repeat. Do the example together by pointing to the image of the guitar and saying He likes rock.

3. They like ____________ and _________________. 4. We like ______________ and _________________.

Listen again to Track 01 . Complete the chart. Who

Kinds of music they like:

Mike

rock

hip hop

salsa

country

classical

Chanel

rock

hip hop

salsa

country

classical

LANGUAGE TOOLS

TIP:“do you” = sounds like do-ya

Listen to your teacher and repeat.

“does he”= sounds like doez-y

QUESTIONS

What

What’s

kind type your his her their

favorite

movies music

kind

ANSWERS do

you they

does

he she

like?

music? movie?

I They

like don’t like

He She

likes doesn’t like

My His Her Their

favorite

comedies. hip hop.

salsa. love stories.

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NOTE: All three activities on the next page become increasingly difficult. Reference the grammar chart with each one to explicitly point out which part of the grammar structure is being practiced. Read instructions aloud. Write examples on board. Do examples with students. If they struggle, do more together until students can work independently. Check answers in pairs. Use gestures to demonstrate that you will both read your answers by taking turns and correcting answers. See GRAMMAR

Answer Key: B. 1. rock, action 2. classical, comedy 3. romantic, country 4. salsa, horror C. Mike: rock, country Chanel: hip hop, salsa 4

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LISTENING

C. Read instructions aloud. Go over the activity so students know what they are going to listen for (checking boxes). Play track once without stopping. Pause to check answers in pairs. PlayGtrack again as many times as necessary. Stop if necessary. See LISTENING.

D. FOCUS: Wh- questions in the simple present with “like” and “do”. Write chart on board. Walk through pointing to each word. Don’t expect mastery yet. Point to tip box. Say “Do you” sounds like “do-ya” while pointing to the relevant place in the grammar chart. Repeat with does he sounds like doez-y. (NOTE - another way to write that sound may be duz-ee.)

GRAMMAR PRACTICE

Read and complete the conversation using do/don’t or does/doesn’t. Practice with a partner. Do Carl: Hey Damian! Jason and I are free tonight! (1) ________(Do/Does) you want to hang out?

Damian: Sure! (2) ____________ (Do/Does) you and Jason want to watch horror movies with my sister and me? Carl: Oh, I like horror movies, but Jason (3) ____________ (don’t / doesn’t) like them. Damian: Really? What kind of movies (4) __________ (do / does) he like? Carl: He likes action movies and dramas, but he ___________ (don’t / doesn’t) like love stories. Damian: Hmmmm, my sister doesn’t like dramas, but she likes action movies. Carl: Great! Why (6) ___________ (doesn’t / don’t) we watch an action movie tonight? Damian: Perfect!

G G. EXPANSION: write your name on the board and list favorite music, likes, favorite movie, likes. Write the correct word according to your preferences. Point to the book, say Write what you like here. (Students can write their preferences in the footer.)

Look at the questions. Write the answers. 1. What kind of music do they like?

________________________________________ . (salsa) They like salsa

2. What kind of music do they like?

________________________________________ . (rock)

3. What kind of movies do you like?

________________________________________ . (love stories)

4. What kind of movies does she like?

________________________________________ . (action)

5. What kind of music do you like?

________________________________________ . (classical)

6. What kind of movies does he like?

________________________________________ . (comedies)

Read about the people. Read the answers. Write the questions.

Albert

Favorite music: rock Likes: classical and salsa Favorite movie: action Like: dramas and horror movies

Ming

Favorite music: country Likes: classical and hip hop Favorite movie: love stories Likes: comedies and action

What’s Ming’s favorite music 1._______________________________________?

His favorite is country. 3._______________________________________? She likes rock and salsa. 5._______________________________________? His favorite is action.

Sonya

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E. Reference do/does in the chart. Circle do and say you, they. Circle does and say he, she. Then, circle you in the first sentence of the activity while pointing to the chart. Do the second one together. The negative form is not presented in the grammar chart for this lesson, but students had it before. Review this with your student briefly before doing this activity. EXPANSION: Have students read the dialogue in pairs after checking answers.

Favorite music: classical and hip hop Likes: rock and salsa Favorite movie: dramas Likes: comedies and love stories

2._______________________________________? They like comedies. 4._______________________________________? Her favorite is love stories. 6._______________________________________? He likes dramas. intercambio.org/students

Answer Key: E. 2. Do 3. doesn’t 4. does 5 doesn’t 6.don’t F. 2. They like rock. 3. I like love stories. 4. She likes action. 5. I like classical. 6. He likes comedies. G. 2. What kind of movies do Ming and Sonya like? 3. What kind of music does Sonya like? 4. What is Ming’s favorite kind of movie? 5. What is Albert’s favorite kind of movie? 6. What kind of movie does Albert like? intercambio.org/teachers

Read the names of the movies and the comments below. Write the correct movie title. Answer the question below. Fast Racers! Rated PG-13

The Family Trip Rated G

Movie Name

Night of the Clown Rated R

The Kiss Rated PG

Rainy Day Rated PG-13

Review

Comments Very funny! Great comedy about a mother and father and their two children on 5,269 Fan Ratings summer vacation. Interesting drama about a man and woman with a lot of problems. It is a little slow. 1,674 Fan Ratings Fun love story! This is a great movie to see on a first date or with someone you love. 4,269 Fan Ratings Exciting action movie with a lot of noise! Cool cars and great music. 7,269 Fan Ratings Dark and very scary horror movie. The main character is a clown, but it is definitely not a comedy. Not a good movie for children! 1,674 Fan Ratings

1. What is Night of the Clown rated?

____________________________________________________

2. Is Fast Racers a comedy?

____________________________________________________

3. What is The Family Trip about?

____________________________________________________

What movie in activity H do you want to watch? Why? Talk with a partner. What movie do you want to watch? Fast Racers. Why? I like action movies! I don’t like love stories.

CULTURE TIP Movies in the US have ratings. G = good for children and adults. PG-13 = not good for children under 13. R = not good for children under 17. Do you like to watch movies at home or in a movie theater? Do you go to the movies with your family or friends? Did you watch movies in your native country? 4

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Answer Key: H. The Family Trip, Rainy Day, The Kiss, Fast Racers! Night of the Clown 1. Rated R 2. No, it’s not. 3. Answers will vary I. Answers will vary 6

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J H. Read instructions aloud. Read the first “comments box”. Say What movie is this? while indicating the movie names below the instructions. First have students write movie names. Then, they will answer the three questions below the chart. Compare answers in pairs.

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REAL LIFE / YOUR LIFE

Culture Tip Read the culture tip aloud. Have a student repeat. Ask the questions. Then, ask How old can you be to watch R rated movies? Do you read movie reviews? Where – online, in a magazine?

K. Students may not know the word rank. Teach it through example. Write three lines on the board with corresponding stars to match the activity in the book. Say I love ___ movies. Write the genre on the first line. Then say ___ movies are so-so. Write the genre on the second line. Last, say I don’t like ___ movies. Write the genre on the third line. Reference what you wrote and say "rank".

L. Students write about themselves. This exercise is very similar to K and prepares students for the conversation activity next.

Read about Emma’s favorite music and movies. Answer the questions. Use complete sentences.

(= favorite). Name: Emma Chang Age: 32 Hometown: San Francisco, California Favorite kind of movie: comedies action movies dramas Favorite music: hip hop classical salsa Not a fan of: horror movies and rock music

1. What is Emma’s last name? ____________________________________ Her last name is Chang. 2. Where is she from? ____________________________________ 3. What is her favorite kind of music? ____________________________________ 4. What is her favorite kind of movie? ____________________________________ 5. Does she like rock music? ____________________________________

Rank your favorite kinds of movies and music. Types of music

Types of movies

_______________________

Write your answers. 1. Name: _________________________________ 2. From: _________________________________ 3. Favorite musician or band:

Favorite movie titles:

_________________________

CONNECT WITH CONVERSATION

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J. Refer to the box about Emma. Read it. Point to the last line "Not a fan of". Say I am a fan of… Ask, Are you a fan of…?

Get to know a partner. Ask questions. Ask what kinds of music and movies they like and don’t like. Ask about the last movie they saw, if they go to movies a lot and where they go.

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Conversation Read the conversation prompts together. Talk about how to form complete questions and answers. (For example What is your name? Where are you from? My name is…, What are your favourite kinds of music?) Write them on the board. Students should know these questions as review from Level 1.

Answer Key: J. 2. She is from San Francisco, California 3. Her favorite kind of music is hip hop. 4. Her favorite kind of movie is comedy. 5. She doesn’t like rock music. K. Answers will vary L. Answers will vary intercambio.org/teachers

HOMEWORK

Match the questions and answers. 1.______What’s your favorite kind of music? c

a. He likes rock music and hip hop.

2. _____ What kind of music does she like?

b. They like love stories.

3. _____ What kind of music does he like?

c. My favorite kind of music is classical.

4. _____ What kind of movies do they like?

d. Her favorite kind of movie is horror.

5. _____ What’s his favorite kind of movie?

e. She likes country.

6. _____ What’s her favorite kind of movie?

f. I like dramas and love stories.

7. _____ What kind of movies do you like?

g. His favorite kind of movie is action.

Read the questions. Write the answers. 1. What kind of movies does he like?

______________________________________. (action movies) He likes action movies

2. What kind of music do they like?

_______________________________________. (classical)

3. What kind of movies do they like?

_______________________________________. (love stories)

4. What kind of movies does she like?

_______________________________________. (comedies)

5. What kind of music do you like?

_______________________________________. (country)

6. What kind of movies does Mary like? _______________________________________. (dramas)

JOURNAL PROMPT Write about your favorite kind of music and movies. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6

Students will be more likely to do homework if Pre they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. Discuss how to do each activity before the end of class by walking through homework, reading the instructions and doing an example for each activity. Make sure to review completed homework at the beginning of next class. See HOMEWORK.

Encourage students to complete the journal activity. Providing a specific goal for length - even only write 1-2 sentences – will help motivate them to do this. Be sure students have an opportunity to share their responses in the next class, either in pairs, aloud or they can turn it in so you can comment on it. When commenting on the journal entry, focus on content and not corrections. See MAKING CORRECTIONS.

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Answer Key: M. 2e 3a 4b 5g 6d 7f N. 2. They like classical music. 3. They like love stories. 4. She likes comedies. 5. I like country music. 6. She likes dramas. 8

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Lesson 1 • I Like Rock Music

L8 REVIEW & PROGRESS CHECK What to bring to class: • Dice (or use an app on your phone) - one per pair Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow 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. Giving the Progress Check (pgs 47-48): • 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 but that this is a time to see what they have learned.

Listening: Track 08 Tom: Hey Ana we missed you at Rick’s birthday party last weekend! Ana: Aw! I was sorry not to go. Who was there? Tom: Well, Rick invited all his coworkers and family. His wife, brother and cousins were there. Ana: Was his neighbor Tino there? Tom: No, I don’t think so. Ana: Were his grandparents there? Tom: Yes! They just moved here last week! Ana: Wow! I’m sorry I didn’t meet them.

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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 track only 3 times (no exceptions). If in a group, 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.

G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of your 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 30 Total pts 1st pg.

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

20 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 intercambio.org/teachers

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… talk about music and movies I like and what my favorite is (lesson 1) talk about parties and events I went to (lesson 2) ask and answer questions about what it was like to move to the US (lesson 3)

This should have been completed as homework. Give students time to complete it if it wasn't. Pair students to share their responses.

describe what I do every day and how often I do certain things (lesson 4) ask someone about their schedule (lesson 4) talk about what I’m doing right now (lesson 5) make polite excuses if I can’t do something (lesson 5) compare things that I shop for (lesson 6) compare housing and cars (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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talk about my commute and the best way to get places (lesson 7)

REVIEW & PRACTICE

Example:

1980

Tucson

A. Model this activity first by drawing a simple timeline of your life. Then, reference the questions in the example and ask questions about your timeline. E

Fill in the chart by writing the past tense of the verbs. Verb 1. grow up 2. get 3. finish 4. move 5. he is 6. they are 7. have 8. make 9. go 10. do

got married

Partner 1: Where were you born? Partner 2: I was born in Tucson. Partner 1: When did you get married? Partner 2: I got married in 1980.

Past tense grew up

B. Expand by asking students to create sentences with some of the words.

Fill in the bubble with the correct answer. 1. What time do you go to bed on weeknights? 2. When do they go to work?

a. I go to bed around 10.

3. What time does Marta go to class? 4. What level is he?

a. She goes to class in 6:00 p.m.

b. She goes to class at 6:00 p.m.

a. Heâ&#x20AC;&#x2122;s at Level 2.

b. Heâ&#x20AC;&#x2122;s in Level 2.

a. They go to work on weekdays. b. They go to work in weekdays.

5. What time did they leave the a. They left around 11 p.m. party? 6. When do you work out? a. I work out in Mondays, Wednesdays and Fridays. 7. When do you do your a. I do my laundry on weekends. laundry? 8. What time do you eat a. I eat dinner on 6. dinner? 44

b. I go to bed on 10.

b. They left on 11 p.m. b. I work out on Mondays, Wednesdays and Fridays. b. I do my laundry around weekends. b. I eat dinner at 6.

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Create your own timeline. Mark important events in your life. Write dates. Write sentences about them.

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Answer Key: A. Answers will vary B. 2. got 3. finished 4. moved 5. he was 6. they were 7. had 8. made 9. went 10. did C. 1. a 2. a 3. b 4. b 5. a 6. b 7. a 8. b intercambio.org/teachers

8 D

Write three kinds of music and movies you like (1 = favorite). Compare with a partner. Music I like

Movies I like

Example: Partner 1: What is your favorite kind of music? Partner 2: Rock music. Partner 2: What kind of movies do you like? Partner 1: Action moives

Look at the pictures. Fill in the blank with the correct form of the words from the box.. new expensive small big

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1. The black carâ&#x20AC;&#x2122;s trunk is ___________________________ than the blue carâ&#x20AC;&#x2122;s trunk. bigger

2. The orange vacuum is the ____________________________.

$$$

3. The red washing machine is the _____________________________.

4. The white cell phone is _____________________________ than the blue cell phone. intercambio.org/students

Answer Key: D. Answers will vary E. 2. smallest 3. most expensive 4. newer 54

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

A START

What kinds of music do you like?

What kinds of movies do you like?

What kinds of movies does your partner like?

What kinds of music does your partner like?

Where did you grow up?

Where were you born?

Tell me about a party you went to.

Tell me about your family.

When did you move here?

What time do you get up in the morning?

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

C When do you eat dinner?

What time do you go to Can you drive me to the bed? store?

What are you doing tonight? What is the most convenient way to get around?

What is the best way to commute?

What is the easiest way to get to English class?

Compare your teacherâ&#x20AC;&#x2122;s car with your car or a friendâ&#x20AC;&#x2122;s car. Which is faster? Smaller? Older?

END

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PROGRESS CHECK Total: 50 x 2 = 100

Listen to Track 08. Circle True or False. (2 points each) 1. Rick had a birthday party.

TRUE

FALSE

2. Ana was at Rick’s party.

TRUE

FALSE

3. Rick’s cousins were there.

TRUE

FALSE

4. Rick’s grandparents were there.

TRUE

FALSE

Answer Key: 1. True 2. False 3. True 4. True B. Say, Now you will work alone.

Circle the correct answer. (1 point each) 1. He goes to bed at / on 10 p.m.

2. I get up around / in 7:30 a.m.

3. We eat breakfast around 9 in / on the morning.

4. Marcus goes to work at / on the weekends.

5. She takes a shower every day at / in 7:30 a.m.

6. We are going to Rick’s party on / around 6.

7. Did you do your laundry in / on Tuesday?

8. They called me late at / in night!

Write the correct answer form of the word in parentheses. (2 points each) 1. Q: Where did you grow up?

A: I ______________ grew up (grow up) in Florida.

2. Q: When did she get married?

A: She ___________________ (get married) last year.

3. Q: When did Jennifer have a baby?

A: She _______________ (have a baby) three months ago.

4. Q: Where did you go this summer?

A: I ___________________ (go) to the beach.

5. Q: When did they move?

A: They _________________(move) in 2007.

6. Q: When did we make breakfast this morning? A: We _________________ (make) it around 8.

Answer Key: 1. at 2. around 3. in 4. on 5. at 6. around 7. on 8. at C. Answer Key: 1. grew up 2. got married 3. had a baby 4. went 5. moved 6. made

Put the words in the correct box. (1 point each) Movies comedies

Music

D. Answer Key: 1. music: country, classical, rock, hip hop 2. movies: comedies, horror, action, dramas

comedies action horror country classical rock hip hop drama

________/ 30

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Review Your Answers: Lesson 1: D.1-9, F.1 Lesson 2: A.1-6, B.6 Lesson 3: A.6, C.1-6, F.2-3 Lesson 4: B.1-8, C.6 Lesson 5: F.4 Lesson 6: E.1-6. Lesson 7: E.1-6, F.5 56

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My score________/ 100

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

Read about the cars. Complete the sentences using the correct words. (2 points each)

E. Answer Key: 1. newer 2. faster 3. most expensive 4. louder 5. bigger 6. cheapest Sports car for sale 2018 sports car for sale. Like new! Bright color, fast, quiet engine. $60,000.

Classic truck for sale 1950 style classic truck ready for you to fix. Big space to carry your stuff. $1,500.

1. The sports car is ____________(new/old) than the truck. newer 2. The sports car is ______________ (fast/slow) than the truck. 3. The sports car is the _________________________(expensive). 4. The truck is _____________ (quiet/loud) than the sports car.

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5. The truck has a ______________ (big/small) space than the sports car. 6. The truck is the_________________ (cheap).

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. NOTE: You will reference the images under the directions in the student book for the last two questions.

can/lend?

what/name Score

1. 0

3. 0

4. 0

5. 0

what’s/easy/way to commute?

Teacher Notes Lesson 1: Lesson 3: Lesson 3: Lesson 5: Lesson 7:

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________/ 20

1. What’s your favorite kind of music? 2. Where did you grow up? 3. When did you move here? 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 teacher book. Point to the first image and say What’s my name? 4. After the example, point to the second image (car) to elicit a question without giving prompts. 5. Point to the third image (transportation) 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 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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9 Pick a location or an activity: Bus Station / Store / Class BBQ or Potluck 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

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

Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________

______________________________________________________________________________________ ______________________________________________________________________________________

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? ____________________________________________________________________________

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______________________________________________________________________________________