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CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

2 Right Confidence and Connections Adult ESL The Intercambio™ Way

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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 2 RIGHT

CREDITS Level 2 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, 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 What’s He Like?

Grammar

Conversation

By End of Lesson, You Can:

• Wh- questions with “like”, “do” and “look”

Share about family members and what they are like

• Talk about different family members and what they are like • Ask about someone else’s family and what they are like

What you do when you or family members are sick

• Describe different illnesses • Talk about how you feel • Ask if someone is sick

Discuss how you felt when you moved to the US

• Describe different feelings and emotions • Share about how you felt moving to the US

Share about holidays and things you are thankful for

• Discuss things you did on holidays and other days of the week • Share your favorite holidays and celebrations

• Comparatives

Compare places you have lived and what you liked about them

• Compare different kinds of houses • Share about what your house is like

• “How much“ “do” questions with count and noncount nouns; some and any

Ask questions about items you have or need and how much or many of something you have

• Describe how much or many of something you have or need • Ask questions about what you need, want to get or have

• Superlatives

Compare kinds of foods and what you like to eat

• Describe kinds of foods and how they taste • Talk about your preferences and favorite kinds of foods

• “How often” questions with adverbs of frequency

Share kinds of shopping you do and how often you do it

• Talk about how you pay for things • Share the kinds of shopping you do • Talk about how often you do things

• Wh-questions in the present continuous

Share about ways you stay healthy

• Talk about diet, exercise, habits and other things you do to stay healthy

Compare types of bills and payments

• Talk about the kinds of bills you pay and when they are due • Talk about how much something costs and if there are late fees

I Have a Cold

• Questions and answers with “have” and “to be”; short answers

I Felt Lonely at First

• Describing feelings with adjectives

• Wh- questions in the What Did You Do simple past on Thanksgiving? It Has a Better View

We Are All Out

Their Food Is the Best

8 9

Review and Progress Check Field Trip

I Always Shop Online

I’m Watching My Weight

• “When” and “How much” questions in the simple My Bill Is Overdue present • Ordinal number review

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I’m Going to Email Him

• Wh- questions with “to be” Talk about plans and acin simple present tions with housing • Object pronouns

I Like Both!

• “Which” and “do” questions • Both/Neither + object pronouns

Comparing jobs and positions and what you prefer

• Compare job/volunteer positions • Talk about what you prefer using object pronouns

What Are You Up to This Weekend?

• Wh- questions in the present continuous (future meaning)

Discuss plans you have for the future

• Share your plans for the week • Talk about places you go • Ask what people are doing in the future

Review and Progress Check

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• Tell plans about if you will fix something or call a landlord • Write an email about issues in your home

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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L1 WHAT’S HE LIKE? By the end of the lesson, students will be able to: • Talk about their family members • Talk about what their family members look like and are 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.

Teacher Notes: The same grammar focus in this level appears in 2L lessons 1 and 10 to give students plenty of opportunity to practice. Have students return their name cards/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. 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 them. 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 or Cocktail Party 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 student names, children, even pets.

Listening Track 01 Fiona: Hey Mario, how old is your grandson now? Mario: He’s 10. Fiona: Wow! He’s getting bigger! What’s he like? Mario: He’s really outgoing and athletic. Fiona: What does he like to do? Mario: He loves to play sports. Soccer is his favorite. Fiona: He sounds like you. Mario: Yes. He looks like me, too. Fiona: Oh yeah? What does he look like? Mario: He’s tall and handsome.

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What to bring to class: • Table tents or name tags for student names • OPTIONAL: photographs of people in your family • Magazine pictures to illustrate the vocabulary words • Pronunciation Fun to supplement the pronunciation activities

A. Say each word aloud, and have students repeat multiple times. Define the meaning using gestures and/ or draw your own family tree on the board. Students will practice the vocabulary on the following pages. EXPANSION: Spend time working on the pronunciation of niece/knees (s/z) and niece/nice (GREEN/WHITE). Use Pronunciation Fun for ideas on how to work on these sounds.

WHAT’S HE LIKE? Pre

Listening warm-up. Track 01: Look at the pictures and listen. Check what you hear.

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Pre Explore the picture. Ask What do you see? Point out warm-up question. Say Listen to track 1. Circle the picture you hear Mario talk about. Here students are being asked to identify pictures of words they may not know. Pre-teach these words by pointing to the image with the word and saying it aloud. Play track completely.

VOCABULARY WORDS & PHRASES

Repeat after your teacher. sister-in-law

brother-in-law

niece

nephew

handsome

funny

outgoing

hard-working

serious

patient

nice

pretty

PRONUNCIATION A

Listen and repeat after your teacher. Underline the stressed syllable. Answer the question. nephew

patient

pretty

funny

handsome

How many syllables do the words above have? _____. intercambio.org/students

Pronunciation Read instructions aloud, then have a student repeat. Demonstrate example by saying ne-phew while clapping on each syllable. Say Nephew has 2 syllables. Have students repeat nephew. Repeat process: say a word in a slow but normal, voice. Students repeat. Then students underline. Answer the question. EXPANSION: Underline all of the words from A Vocabulary. Teach your students an easy rule: Most two-syllable words in English are stressed on the first syllable. Answer Key: Pronunciation. Patient, pretty, funny, handsome; 2

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VOCABULARY PRACTICE Look at the pictures. Write the words next to each picture. Use each word in the boxes once. What are they like?

What do they look like?

Who is it? grandpa grandma

niece brother-in-law

young pretty

tall athletic

outgoing funny

serious hard-working

Who is it?

_______________ grandpa

_____________

What does he look like?

What does she look like?

_______________ tall

______________

What is he like?

What is she like?

funny _______________

_______________

Who is it?

_______________

_____________

What does he look like?

What does she look like?

_______________

_____________

What is he like?

What is she like?

_______________

LISTENING

Listen again to Track 01. Check  the correct answers. How old is he?

 10 shy athletic

1. 8 2. outgoing 3. smart

What is he like?

What does he like to do? 4. play sports What does he look like?

5. tall 6. young

play piano short handsome

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS is

he your sister-in-law

like?

He She

outgoing.

are

you your nieces

like?

I They

am are

serious.

What

ANSWERS

does

your grandpa she

look

like?

He She

tall.

they

look

like?

They

are

pretty.

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B. Point to the words above the pictures. Say Use these words. NOTE: Students may have different answers for What does he/she look like and What is he/ she like. Be sure to have students share why they chose the descriptions they did.

F C. Read instructions aloud. Say Listen to Mario talk about his grandson. Say Check the box when you hear the word. Point to the chart. Play the track again. Play track multiple times so students can complete the chart. G Check answers as a group. Play again to confirm. D. Wh- questions with “like,” “look” and “do.” Write chart on board. Walk through pointing to each word. Don’t expect mastery yet. EXPANSION: Have students create complete sentences from the chart in Activity C. Listening (e.g., What is he like? He is outgoing.)

Answer Key: B. (from left to right) Niece/young/outgoing, Brother-in-law/athletic/serious, Grandma/pretty/hard-working C. 2. outgoing 3. athletic 4. play sports 5. tall 6. handsome 4

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F. As an alternative, use index cards. Write each word on a card and have students move them around their table/desk to create sentences.

G. Remind students Look at the chart to write the question. Say Does friendly describe personality or a physical characteristic? Point to the top right section of the chart— She is outgoing. Say Personality—She is outgoing; My sisterin-law is friendly. Then point to the corresponding question in the chart. Say What is she like? What is your sisterin-law like?

GRAMMAR PRACTICE

Complete the sentence or question. Use is, are, am, does or do. 1. Q: What ___________ they look like? do

2. Q: What _______________ she like?

A: They ___________ pretty. are

A: She ____________ hard-working and serious.

3. Q: What ____________ you like?

4. Q: What _______________ he look like?

A: I ___________ friendly.

A: He _______________ tall and handsome.

5. Q: What ________ you like?

6. Q: What ______________Sandra look like?

A: We ________ outgoing and funny.

A: She _______________ short.

Unscramble the questions. Ask your partner. 1. does / look / like? / What / your sister

________________________________________________ What does your sister look like?

2. do / neighbors / like? / look / What / your ________________________________________________ 3. like? / children / What / your / are

________________________________________________

4. is / mother / What / your / like?

________________________________________________

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E. Reference the section of the chart with descriptive words. Remind students when forming questions about personality, use is/are. Questions about physical characteristics use does/do.

5. What / like? / your / does / grandma / look ________________________________________________

Read the answers. Write the questions. is your sister-in-law like? My sister-in-law is friendly and hardworking. 1, What __________________________________________

2. __________________________________________ His grandpa is shy. 3. __________________________________________ My nephew is tall and athletic. 4. __________________________________________ Her brother-in-law is funny. 5. __________________________________________ Their grandmas are tall. 6. __________________________________________ Our niece is young and pretty.

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Answer Key: E. 2. is/is 3. are/am 4. does/is 5. are/are 6. does/is F. 2. What do your neighbors look like? 3. What are your children like? 4. What is your mother like? 5. What does your grandma look like? G. 2. What is his grandpa like? 3. What does your nephew look like? 4. What is her brother-in-law like? 5. What do their grandmas look like? 6. What does your niece look like? intercambio.org/teachers

REAL LIFE / YOUR LIFE Amalia is planning a family party. Read about her family members and what they like to do. Answer the questions below.

Saturday, May 10th Fairfield Park 2 p.m. – 7 p.m.

Marcela sister-in-law likes shopping serious

Tomas nephew patient likes kids

Hernando brother-in-law likes cooking hard-working

Pedro grandpa outgoing friendly

Daniel nephew friendly likes music

Linda niece friendly likes kids

H. Ask Do you have family parties? What do you do together? This activity practices structures the students have learned in previous lessons. They should know them, but they may need additional practice to remember. Consider asking the questions and getting verbal responses before students write.

1. Who can watch the kids? _______________________________________________________ Linda and Tomas can watch the kids. Why? ______________________________________________________________________ They are friendly and patient, and they like kids. 2. Who can cook the food and barbecue? ____________________________________________ Why? ______________________________________________________________________ 3. Who can welcome the guests?___________________________________________________ Why? ______________________________________________________________________ 4. Who can choose and play music? ________________________________________________ Why? ______________________________________________________________________ 5. Who can buy groceries? ________________________________________________________ Why? ______________________________________________________________________

CULTURE TIP In the US, it can be considered illegal to leave children home alone or in a car under a certain age. What are the rules for parents in your native country? 4 Student Book 2 RIGHT

Culture Tip US law says it is ok to leave a child at home after a certain age. Do you know what that age is in the state where you live? Is this a law in your native country too?

Answer Key: H. Answers will vary, some options: 2. Hernando can cook the food and BBQ./He likes cooking. 3. Linda can welcome the guests./She is friendly. 4. Daniel can choose and play music./He likes music. 5. Marcela can buy groceries./She likes shopping. 6

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Draw your family tree. My Family

Choose three people to write about. Write what they look like and what they are like. 1. Family member name: __________________ relation to you: ___________________________ What they are like: ______________________________________________________________ What they look like: _____________________________________________________________ 2. Family member name: __________________ relation to you: ___________________________ What they are like: ______________________________________________________________ What they look like: _____________________________________________________________ 3. Family member name: __________________ relation to you: ___________________________ What they are like: ______________________________________________________________ What they look like: _____________________________________________________________

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I. Demonstrate by drawing your family tree on the board first (focusing on the words from the vocabulary section). Talk about your family. If students request additional family word names, write them on the board and practice how to pronounce them.

CONNECT WITH CONVERSATION Conversation Point to Activity J. Say Talk about your families. Brainstorm questions from the grammar chart. Be sure students ask you questions too.

Talk with a partner about your families and friends. intercambio.org/students

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

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HOMEWORK Complete the conversation. Samantha: So, Tyrone, tell me about(1) ___________ (your / his) family. your Tyrone: I (2)___________ (has / have) a brother and a sister. Samantha: Oh wow. What (3)__________ (are / do) they like?

Tyrone: My brother (4) ___________ (is / are) quiet and hardworking like me. My sister (5)______ (is / are) really friendly. Samantha: Nice. What (6) __________ (do / does) they look like? Tyrone: My brother (7)__________ (is / does) tall, but my sister (8) __________ (is / does) short. They (9)__________ (is / are) both really athletic. Samantha: Great! I hope I can meet them someday!

Complete the sentences using the words in parentheses. 1. What is your grandma like?

___________________________________ (quiet/hardworking) She’s quiet and hardworking.

2. What is your mother like?

___________________________________ (friendly/kind)

3. What does your niece look like?

___________________________________ (pretty)

4. What is your brother-in-law like?

___________________________________ (quiet)

5. What does your brother look like?

___________________________________ (short/athletic)

JOURNAL PROMPT Write about a friend you have. What’s their name? What do they look like? What are they like? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key: K. 2. have 3. are 4. is 5. is 6. do 7. is 8. is 9. are L. 2. She’s friendly and kind. 3. She is pretty. 4. He’s quiet. 5. He is short and athletic.

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Students will be more likely 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 reading the instructions together and doing an example for each activity. Make sure to review completed homework at the beginning of next class.

Encourage students to complete the journal activity. Providing a specific goal for length—even A if they write only 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.

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Lesson 1 • What’s He Like?

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.

Listening Track 10: Narrator: Listen to the conversation. Circle the items in Diana’s kitchen. Diana: I can’t believe Thanksgiving is next week! B: I know! What do we need to do? Diana: I need to go shopping for food, clean the house and get decorations. B: Okay. How can I help? Diana: Can you look in the kitchen and see if we have any potatoes?

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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 wil play the track 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. B: Yes, we have some. Diana: Do we have any sugar? B: We have 1 bag of sugar. Diana: Okay, how about green beans? B: No, we don’t have any. Diana: Okay, and milk? B: Yes, we have a gallon of milk. Diana: And I know we need the turkey. Thanks! I have my list.

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 18 Total pts 1st pg. 32 Total pts 2nd pg x2 100 Total points possible

Note: When grading, do not count examples as correct. Skip them. At bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 16 / 18 points) Multiply number of correct answers by 2 for final score out of 100 intercambio.org/teachers

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… talk about different family members and what they are like (lesson 1) describe different illnesses and how I feel (lesson 2) ask someone if they are sick (lesson 2) talk about feelings and emotions (lesson 3) share about what it was like moving to the US (lesson 3) talk about holidays and my favorite holiday celebrations (lesson 4)

Pair students to share their responses.

compare types of houses and what my home is like (lesson 5) describe how much or many of something I have or need (lesson 6) describe different kinds of food and how they taste (lesson 7)

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

Teacher Book 2 RIGHT

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talk about my favorite kinds of food (lesson 7)

REVIEW & PRACTICE

Choose three things from the list below. Act them out and see if your partner can guess. tired fever sick runny nose

stomachache earache headache stressed

lonely surprised bored sad

excited nervous happy delicious

Match the words that are opposites. 1. _____ b happy

a. ugly

2. _____ difficult

b. sad

3. _____ bored

c. easy

4. _____ funny

d. excited

5. _____ pretty

e. serious

Complete the sentences with the correct comparative or superlative. mild

1. The soup is __________________ than the salad! milder

spicy

2. The curry is the ______________________.

good

3. She likes the blue house _____________________ than the white house.

bad

4. He thinks that restaurant is the _______________________.

old

5. My car is ____________________ than your car.

expensive

6. The house is _______________________ than the apartment.

delicious

7. Marta bakes the __________________________ cake ever!

Circle the correct word. 1. How much milk do / does he need? A: He need / needs one carton.

2. Q: How do / did you feel when you moved here? A: I feel / felt stressed when I moved here.

3. Q: What do / does your cousin look like? A: He is / are tall and handsome.

4. Q: Do / Does she have a sore throat? A: No, she don’t / doesn’t.

5. Q: What do / did you do for the 4th of July? A: I have / had a party at my house.

6. Q: How much cleaner do / does we have? A: We don’t / doesn’t have any.

7. Q: Is / Are she sick? A: Yes, she is / are.

8. Q: What do / does you look like? A: I am / is short.

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A. OPTION: Create flashcards using the listed words. Have pairs play PICTIONARY.

44 Student Book 2 RIGHT

Answer Key: A. Answers will vary B. 2. c 3. d 4. e 5. a C. 2. spiciest 3. better 4. worst 5. older 6. more expensive 7. most delicious D. 2. did/felt 3. does/is 4. Does/doesn’t 5. did/had 6. do/don’t 7. Is/is 8. do/am intercambio.org/teachers

8 E

Partner 1: look in the kitchen. Partner 2 ask questions about your shopping list. Partner 2: read your shopping list and ask partner 1 what they have. ROUND 1 Partner 1: What’s in your kitchen

Partner 2: Your shopping list

2 rolls of paper towels 1 carton of milk 1 bag of sugar 1 bottle of cleaner 1 bottle of BBQ sauce 1 bag of potatoes 2 loaves of bread Partner 2: Do we have any paper towels? Partner 1: Yes, we have four rolls of paper towels.

ROUND 2 partners change roles Partner 2: What you see at the grocery store

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Partner 1’s questions about the items

loaf of dark bread spicy BBQ sauce can of sweet corn cheapest milk Partner 1: Which loaf of bread is the darkest? Partner 2: The sourdough is the darkest.

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Answer Key: E. Answers will vary

Teacher Book 2 RIGHT

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

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.

START

What are you like?

What do you look like?

What does your partner look like?

Who is your teacher?

What did you do last weekend?

What did you do yesterday?

How did you feel when you moved here?

What was it like to move here?

Say three things that you need to buy from the grocery store.

What kind of food do you like better: spicy or mild? What’s an example?

What kind of food do you like better: sweet or sour? What’s an example?

Say three things you have in your fridge right now.

What is your favorite holiday?

Is anyone in your family sick? What’s wrong?

Tell me about your family.

Describe a family member. What are they like? What do they look like? What is the most delicious food you ate?

END

Which is quieter: your neighborhood now or the last neighborhood you lived in?

Which is bigger: your house now or the last house you lived in?

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What is your favorite kind of food?

46 Student Book 2 RIGHT

Answer Key: F. Answers will vary

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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 10. Circle two or more items in her kitchen. (2 points each)

Answer Key: potatoes sugar milk

B. Say Now you will work alone.

Read the question. Circle the answer. (1 point each) 1. What’s wrong?

a. I’m sick.

b. I’m a fever.

2. What’s he like?

a. He are outgoing.

b. He’s serious.

3. Does Carla have a runny nose?

a. Yes, she does.

b. Yes, she is.

4. Do we have any cleaner?

a. No, we don’t.

b. No, we doesn’t.

5. Are they sick?

a. No, they isn’t.

b. No, they aren’t.

Answer Key: 1. a 2. b 3. a 4. a 5. b

Fill in the story with the correct word. Use the words in the box to help. (1 point each) delicious

get together with friends

lonely

difficult

restaurants

nice

C. Answer Key: 2. missed 3. difficult 4. nice 5. get together with friends 6. have a party 7. restaurants 8. delicious

have a party missed

lonely at first. I (2) ______________ my family and it was When I moved to the US I felt (1)______________

(3) ______________ to make friends. After I started my English class, I met many (4) ___________ people. They made me feel welcome. Now I don’t feel lonely. I (5) _________________________ ____________ and we go shopping, watch movies and sometimes we call up more friends and (6)_______________________. We also eat out at (7)____________________ a lot too. I like the food at Zoros. Their food is (8) __________________. ________/ 18

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Review Your Answers: Lesson 1: B.2, C.4, F.1 Lesson 2: B.1,3,5, F.4 Lesson 3: C.1-3, F.3,5. Lesson 4: A.1-6, C.5-6 Lesson 5: E.1-5 Lesson 6: A.1-6, B.4 Lesson 7: C.7-8, D.1-15, F.2

Teacher Book 2 RIGHT

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E. Answer Key: 1. The blue house has a wider driveway than the white house. 2. The blue house is bigger than the white house. 3. The white house is older than the blue house. 4. The white house looks colder than the blue house. 5. The blue house looks more expensive than the white house.

Fill in the chart with the correct answers. (2 points each) Adjective 1. bad 4. 7. mild 10. 13. delicious

Comparative 2. 5. better 8. 11. spicier 14. more delicious

Superlative 3. the worst 6. 9. the mildest 12. the spiciest 15.

Look at the two houses. Answer the questions. (2 points each) House A

House B

1. Which house has a wider driveway? _____________________________________________________ 2. Which house is bigger?

_____________________________________________________

3. Which house is older?

_____________________________________________________

4. Which house looks colder?

_____________________________________________________

NOT FOR DUPLCATION

D. Answer Key: 2. worse 4. good 6. the best 8. milder 10. spicy 15. the most delicious

5. Which house looks more expensive? _____________________________________________________

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: For the last two questions, reference the images inline with the directions in the student book.

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

WHAT/NAME Score 1. 0

Teacher Notes Lesson 1:

Lesson 3:

3. 0

Lesson 3:

4. 0

Lesson 5:

5. 0

Lesson 7:

HAVE A COLD?

WHAT/LIKE TO/ MOVE HERE?

48 Student Book 2 RIGHT

________/ 32

1. What do you look like? 2. What is your favorite food in the US? 3. What did you do 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 What’s my name? 4. After the example, point to the second image (sick person/people) to elicit a question without giving prompts. 5. Point to the third image (moving) 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.

NOT FOR DUPLCATION

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 to an inexpensive restaurant or grocery store and compare prices, seasonings and spices Option 2 – Go on a neighborhood walk and compare the types of houses, parks, etc. Option 3 – Have a show and tell in class about your favorite holiday and your students’ favorite holidays--you could even have a mini celebration of one or more holidays 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, bust 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 2 RIGHT

9 Pick a location or an activity: Restaurant / Neighborhood walk / Holiday share My idea _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m. IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

Things I’m going to look for or find: _____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

intercambio.org/students

NOT FOR DUPLCATION

QUESTIONS I PLAN TO ASK

intercambio.org/teachers

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?________________________________________________________________________________

50 Student Book 2 RIGHT

Teacher Book 2 RIGHT

NOT FOR DUPLCATION

______________________________________________________________________________________