Confidence and Connections Teacher Book 4 LEFT - Preview by intercambio8

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

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Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Confidence and Connections Adult ESL The Intercambio™ Way

Intercambio Uniting Communities © 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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Teacher Book

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CREDITS Level 4 Left Writers Rachel Fuchs, Lee Shainis 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, Ingrid Justin, 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 Up?

I’d Like Both

Were You Speeding?

Have You Ever Been To Las Vegas?

She’s Had a Fever for 2 Days

Have You Changed The Locks Yet?

Could You Pick Up My Mail?

Grammar

How you greet someone in different situations and how greetings can be confusing

• Greet others and respond to common greetings using a variety of verb tenses

• Either, neither and both

Likes, dislikes and understanding why someone likes or doesn’t like something

• Talk about different kinds of cars. • Talk about things you like or don’t like using both, either and neither

• Past continuous and simple past with while and when

What’s legal vs. illegal in the US compared to other countries and opinions about laws

• Talk about basic laws in the US and what to do if you get pulled over by the police

• Present perfect (Have you ever…?)

Things you’ve done, haven’t don’t, don’t want to do and want to do

• Talk about things you’ve done before, using the present perfect tense

• Present perfect with for and since / Use of “for” – period of time Use of “since” – specific time

Something you’ve done for a long time • Talk about symptoms and what to do if and something you’ve just started doing you or someone else is sick • Talk about how long you’ve done something or felt a certain way • Be aware of different health care options in the US

• Already and yet

Things you need to do when you move and things you’ve done or would like to change about your current home

• Talk about things you haven’t done yet and things you’ve already done · • Know important information about moving in the US

• Borrow vs. lend and polite requests with could

Borrowing and lending things and what makes a good neighbor

• Ask for things you need to borrow • Ask for help when you go on a vacation • Offer to help others by lending things

• Present Unreal Conditional (What would you do if...)

What you would do in different situations such as spam, robo-calls and whether you have been a victim of scam

•Know about some scams in the US and what to do if someone tries to trick you

• Compound sentences with and, or, so, & but

Opinions on government health care and comparing health care in the US to your native country

• Write a compound sentence using and, or, so, & but with correct punctuation • Use language relating to working parents and childcare

• Present Unreal Conditional (If you could.../What would...)

What you would do in hypothetical situations about jobs, travel and other topics

• Talk about dream jobs, trips, and places

• Agreeing and disagreeing

Your opinions on various topics such as free college tuition, HOA rules, dogs at work, etc.

• Tell people if you agree or disagree and give your opinion

Review and Progress Check

Field Trip

What's Your Opinion?

If I Could Have Any Job...

I Disagree!

And Then I Got Married

Is It Rude To Show Up Late?

• It’s + adjective + infinitive Mile stones in life and special memories

• Talk about life events using the “get passive” (got married, got promoted, etc.)

• Wh-questions with need to

• Talk about behaviors that are rude, polite, important

Review and Progress Check

By End of Lesson, You Can:

• Review of past, present and future

What Would You Do?

Conversation

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Differences between what is rude in your native country and in the US

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

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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 WHAT’S UP? By the end of the lesson, students will be able to: • Respond correctly to common greetings using a variety of different verb tenses 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. Use the board, and have them use the board with you. Be careful in a group setting not to gauge your teaching level on one talkative student—especially for the first two lessons.

Warm-up: Greet students as they enter. Be sure to start class on time (or at least some informal conversation) even if only one or two students are there. You can do a brief icebreaker or use warm-up activity ideas in the back section of this book. Have students 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 teacher’s and 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 students’ names, children, even pets. Listening Track 01 Marta: Matt? Is that you? Matt: Marta? Hey! What’s up? Marta: Not much. I didn’t know you worked at this supermarket! Matt: Yeah!! I started last weekend. Marta: Awesome! Do you like it? Matt: Yes, I do. It’s busy and exciting. How can I help you? Marta: Umm, I need to buy some hamburger meat. Matt: Sure. How much do you need? Marta: Uh, I need enough for at least 30 people. Matt: Wow! Are you having a party or something? Marta: Yes, this weekend my son Javier is graduating high school. We’re having a big party in the park. What’re you doing this weekend? Matt: Umm, I’m not sure. I’m working in the morning. Marta: You should come! We’ll have enough food. Matt: Okay! I’ll try to come by. Here’s your meat. Marta: Thanks! Hope to see you there.

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What to bring to class: • Name cards/name tags • Pronunciation Fun to supplement the pronunciation activities

WHAT’S UP? Pre Pre

Pre Read the Pre question aloud, play track, elicit answer. Play the track once all the way through. Ask the warm-up question again to elicit an answer.

VOCABULARY WORDS & PHRASES

AA A. Clarify that any of the responses in the box are okay for the greetings in the box next to it. As practice, say a greeting and have students give a possible response. EXPANSION: You can also write on the board and teach hug, wave, handshake, bow, kiss on the cheek. See VOCABULARY.

Listening warm-up. Track 01: Do Matt and Marta know each other?

Repeat after your teacher. GREETINGS

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Explore the pictures. Ask What do you see in the pictures? This helps students activate their background knowledge about the topic and vocabulary.

RESPONSES

What’s up?

Not much.

What’s going on?

Not a lot.

What’s new?

Same old, same old.

How are you doing?

Great.

How’s it going?

It’s all good. Not bad.

PRONUNCIATION

TIP:

Circle the uh (schwa) sound. A

amazing

uh-ma-zing

celebrate

cel-uh-brate

family

fam-uh-ly

anybody

a-ny-buh-dee

support

suh-pport

banana

president

succeed

emergency

Pronunciation Schwa is the sound that unstressed vowels make in most words. It’s the most common sound in English. Use the word amazing to demonstrate. Say amAzing, indicating that the stress vowel sound is GRAY DAY. The unstressed vowel sound at the beginning sounds like “uh” - this is schwa. Demonstrate with additional words. In body the o sounds like o in olive and in anybody it sounds like uh in buddy. The ous in famous can sound like uh or i. It’s similar with face and surface, or age and average.

Uh (schwa) is the most common sound in English! If you want to say yes or no using uh try this: yes: uh-HUH no: HUH-uh

famous intercambio.org/students

Answer Key: Pronunciation: b-uh-nan-uh, pres-uh-dent, suhc-ceed, emer-guhn-cy, fam-uhs

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VOCABULARY PRACTICE

Circle the correct responses. Practice with a partner. 1. What’s up?

a. Not much, just busy.

b. I’m good.

2. What’s going on?

a. Not a lot, just working.

b. Good, thanks.

3. How are you doing?

a. Not much.

b. Good, and you?

4. How’s it going?

a. Not a lot.

b. Good, you?

5. What’s new?

a. Not much. Same old.

b. Good.

LISTENING

Listen again to Track 01. Check the things that describe each person. Matt

Marta

o works at the supermarket

o started a new job last week

o needs to buy some hamburger meat

o is having a party this weekend

o has a son named Javier

o works this weekend

Listen to your teacher and repeat. TALKING ABOUT THE PAST When did you start your job?

I started last weekend. TALKING ABOUT THE PRESENT

What do you do now?

I’m a cook.

Do you like it?

Yes, I do. TALKING ABOUT THE FUTURE

What are you going to do this weekend?

I’m going to a party.

What are your plans for next year?

I’m going to start cooking school. I’ll start cooking school in August.

B. First, have students work individually. Then have them compare their answers in pairs/groups. Monitor and make sure everybody has the correct answer. Finally, have students role-play short dialogs.

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C. Play the track without stopping it. Have students discuss their answers in pairs/groups. Ask if they need to listen again. Play it multiple times if needed. Check by asking a student Who started a new job? etc.

GG D. FOCUS: Review of simple past tense, simple present tense and “be going to.” Write chart on board. Have students repeat several times using different possible answers. For example, I started last month/ I started 2 years ago, I started in 2016, etc. Write on board What are you going to do this weekend = What are you doing this weekend. And I’m going to start school in August = I’m starting school in August. Underline the form. Starting can mean now or in the future. Native English speakers often omit “going to” when talking about the future.

Answer Key: B. 2. a 3. b 4. b 5. a C. Matt: started a new job, works this weekend; Marta: needs meat, is having a party, has son Javier

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GRAMMAR PRACTICE E. First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together. See GRAMMAR.

FF F. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. EXPANSION: Have students roleplay the dialog.

GG G. A few have several possible correct answers. For example, #2 correct answers can include We’re going to play soccer, We’re playing soccer, We’ll play soccer. #6 answer can start with You or We, but prompt them to use We.

Match the questions and the answers. d Where are you going this weekend? 1. _____

a. She’s good!

2. _____ How is she doing?

b. They’re going to go camping.

3. _____ What does he do on the weekends?

c. Yes, he did.

4. _____ Does she like it?

d. I’m going to a birthday party.

5. _____ When did they go to the party?

e. Yes, she does.

6. _____ Did he start his new job?

f. They went on Saturday.

7. _____ What are they going to do this summer?

g. He plays soccer.

Circle the correct words to complete the conversation. Walt:

Hey Ernesto. Long time no see! How are you (1) doing / do?

Ernesto:

I’m good. How (2) are / was you? How’s your family?

Walt:

We’re all good, too. The kids are (3) start / starting school next week. They were on break for the summer.

Ernesto:

Oh wow! They’re so big. Are they (4) going / go to play any sports this year?

Walt:

They’re not sure. They (5) play / played soccer last year, but this year they think they’ll (6) play / playing tennis.

Ernesto:

That’s great. Will you (7) go / going to all of their matches?

Walt:

I’ll (8) try / tried.

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Write answers to the questions. Use the words in parentheses. They’re good. 1. How are they doing? ____________________________________________ (be good)

2. What are you and Jorge going to do this weekend? _____________________________________ (play soccer) 3. Did he start school? _____________________________________________________ (no / start next week) 4. What does she do now? ____________________________________________________ (work downtown) 5. Where did they go over the break? _______________________________________________ (go camping / lake) 6. What are we going to do this summer? _________________________________________ (go on vacation / beach) intercambio.org/students

Answer Key: E. 2. a 3. g 4. e 5. f 6. c 7. b F. 2. are 3. starting 4. going 5. played 6. play 7. go 8. try G. 2. answers vary 3. answers vary 4. She works downtown or She’s working downtown. 5. They went camping at the lake. 6. We’re going on vacation. intercambio.org/teachers

REAL LIFE / YOUR LIFE

Look at the chart about common greetings in different countries. Answer the questions.

TIBET Stick out your tongue to show that you do not have any bad thoughts.

ITALY Kiss on the cheeks four times – twice on the left and twice on the right.

THAILAND Place your hands together and bow your head slightly.

JAPAN

NETHERLANDS Shake hands and say your last name.

GABON Shake hands with both hands.

“Ohayu” – from morning to noon “Konnichiwa” – until night “Konbanwa” – in the evening “Oyasumi” – only before going to bed

H. Have students work in pairs first. Then, go through the answers together.

1. Where is it common to give kisses on the cheeks? _____________________________________ 3. If it is 10 a.m. in Japan, what greeting is most common? ____________________________________ 5. If Jon’s full name is Jon Green, where will he introduce himself as “Green”? ____________________________________

2. Where is it common to bow only your head? _____________________________________ 4. Why do people in Tibet stick out their tongue when they say hello? ____________________________________ 6. Where is it common to shake hands with both hands? ____________________________________

CULTURE TIP Greetings in the US often depend on how well you know the person. When people here meet someone for the first time, they will often shake hands or wave. If they know a person well, they will often hug or give a closer handshake. If you’re not sure how to greet someone, you can wait to see how they will greet you. Is this the same in your native country? 4

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Culture Tip Ask How do you greet people in your country? EXPANSION: Talk about and demonstrate different kinds of handshakes here, and talk about how in some cultures it is not appropriate to touch people of the opposite sex.

Answer Key: H. 1. Italy 2. Thailand 3. Ohayu 4. To show they do not have bad thoughts 5. Netherlands 6. Gabon

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Bow from the waist.

I. Before reading, ask When was the last social event you went to? How was it? First, students discuss it in pairs/groups, then as a whole class. Have students read the text and answer the questions. Ask if there are any new words, provide or act out simple definitions.

1 Read about Rita’s first social event in the United States. My first social event in the US was at my friend Jenny’s home. She invited me to a dinner with some other people that she knows. When I arrived at her home, she introduced me to the people that were there. In my native country, we give a kiss on the cheek when we meet someone new. So when I met her friends, I began to kiss them on the cheeks, but they gave me strange looks and a couple of them tried to shake my hand instead. Jenny explained to me that in the US it’s not so common to kiss someone on the cheek, especially when you first meet them. I apologized, but everyone said that there was no need to apologize, and we all laughed. When I was getting ready to leave, I went to shake everyone’s hands to say goodbye. However, my friend and all of her guests hugged me instead. They told me we were good friends now and could hug. We all laughed again. In the end, it was a very fun evening and we all learned something new!

Discuss with a partner. 1. How do you think Rita felt at the beginning of the dinner?

K. Write any new “other” ways they have to greet people on the board

2. How do you think Rita felt at the end of the dinner? 3. What do you think everyone learned?

Complete the Greetings Survey below with your opinions. 1. How do you greet someone you are meeting for the first time? o wave o hug o kiss on the cheek o handshake

o other: ____________________

2. How would you greet a friend that you haven’t see in a long time? o wave o hug o kiss on the cheek o handshake o other: ____________________ 3. How do you greet your family members each day? o wave o hug o kiss on the cheek o handshake

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J. After they discuss with their partners, ask students to share with the group.

o other: ____________________

4. How do you greet someone that you are seeing for a service? (ex. doctor, hairdresser, bank teller, etc.) o wave o hug o kiss on the cheek o handshake o other: ____________________ 5. How do you greet your neighbors when you see them outside? o wave o hug o kiss on the cheek o handshake

o other: ____________________

6. How surprised were you by how people greet each other in the US? o a lot o a little o not at all

Conversation Use answers from Activity K, and brainstorm other questions that the students can ask before starting this activity. Be sure your students ask you questions, too.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • their answers to the Greetings Survey • if they are ever confused by greetings in the US intercambio.org/students

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

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HOMEWORK

Match the questions and the answers. e How is she doing? 1. _____

a. They went to the movies.

2. _____ What does she do now?

b. Same old, same old.

3. _____ What’s he up to these days?

c. He’s going to the gym a lot.

4. _____ What’s new?

d. They’re going shopping.

5. _____ What did they do last weekend?

e. She’s good. She’s very busy!

6. _____ What are they going to do this weekend?

f. She works at the restaurant with me.

Write the correct form of the word. 1. Q: How are you doing? working (work) a lot. A: I’m doing good! I’m ___________

3. Q: Where did he go on Friday? A: He _________ (go) dancing with some friends. 5. Q: When did they do the laundry? A: They _________ (do) it last night.

Walk through each Pre Preactivity. homework Confirm that students understand each activity by doing examples. Note: #2 in activity M can have different answers: “studying” or “going to study.”

2. Q: What are they doing tonight? A: They’re ____________ (study) tonight. 4. Q: What does she do now? A: She ______________ (volunteer) at the hospital 6. Q: Did they have what you needed? A: Yes, they ___________ (have) it.

Unscramble the sentences. 1. you? / with / new / What’s

________________________________________ What’s new with you?

2. How / doing? / are / they

________________________________________

3. go / When / going / they / are / to work? / to

________________________________________

4. vacation / We’re / going / go / to / next / week. / on ________________________________________ 5. did / When / kids / your / school? / start

________________________________________

JOURNAL PROMPT How do you normally greet people in your native country? Is it the same or different in the US? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6

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Answer Key: L. 2. f 3. c 4. b 5. a 6. d M. 2. studying/going to study 3. went 4. volunteers 5. did 6. had N. 2. How’re they doing? 3. When are they going to go to work? 4. We’re going to go on vacation next week. 5. When did your kids start school? 8

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Lesson 1 • What’s Up?

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

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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 group, you will all listen together for 3 times. For 1-1 classes, only play the track 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson.

Listening: Track 08 Male: Hey Jen, could you lend me a tennis racket? I’m going to play with a friend today and mine is broken. Jen: Sure, do you want this one, or I have another one that’s a little heavier. Male: Either one works for me. Thanks! Jen: So, how’d your racket break? Male: Well, my kids left it on the garage floor the other day. And while I was leaving for work, I accidentally drove over it. Jen: Oh no! Are you going to get a new one? Male: Nah, they’re fixing it at the shop, but it isn’t ready yet. Jen: (jokingly) Well, you are welcome to use either of mine. Just make sure not to leave it on the garage floor! Male: Ha ha. Will do. Thanks a lot! 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 together before moving on to lesson 10. 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 25 Total pts 1st pg.

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

25 Total pts 2nd pg

At bottom of each progress check page is a point scale. Write the number of correct answers (e.g. 22 / 25 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. Review the items you can’t. I can… o greet and respond to common greetings from others in different verb tenses (lesson 1) o talk about things I like and don’t like using either, neither and both (lesson 2) o talk about basic laws in the US and what to do if I get pulled over by the police (lesson 3) o talk about things I have and haven’t done before (present perfect tense) (lesson 4) o talk about health symptoms and how long I and others have had them or felt a certain way (lesson 5) o ask others politely for help using could (lesson 7)

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

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

intercambio.org/students

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o talk about my dream home and things I’d like to do in my home (lesson 6)

REVIEW & PRACTICE

AA A. Encourage students to draw lines connected to each verb oval and write words that go with the verb. Students can write words that they haven’t learned in the lessons. You could expand on this by drawing similar ovals and lines for other verbs they have learned. For these verbs, some examples could be: put away: clothes, toys, books, papers, the dishes, food, etc. set up: utilities, an account, a computer, etc. turn down: the radio, the TV, the music, etc.

Draw lines and write as many words as you can think of for each verb. Compare with a partner. clothes

put away

set up

turn down

Circle the correct word.

1. He has lived here for / since five years. 2. They have already / yet left for work . 3. Liliana would like to buy the red dress and the blue dress. She loves either / both of them. 4. They’ve had a dog for / since many years. 5. We haven’t been to a rodeo already / yet.

Complete the sentences. Use the words in parentheses. 1. While she was cooking dinner, _____________________________________________ (her mom / call). 2. The police arrived while __________________________________________________ (he / work out). 3. When _____________________________________ (we / ride the roller coaster), it was raining. 4. ______________________________________ (I / get a flat tire) while I was driving home from work. 5. While __________________________________(the kids / watch TV), I made dinner.

Write the correct form of the words in parentheses to complete the sentences. has never gone 1. She _________________________________________ (never / go) to the White House.

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6. Could you lend / borrow me your lawnmower?

2. Dan and Ron _________________________________________ (want) a new car for more than a year. 3. We _________________________________________ (not / be) to urgent care yet this year. 4. I _________________________________________ (already / clean) the house. 5. _________________________________________ (he / ever / ride) a horse before? 44

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Answer Key: A. Answers will vary. B. 1. for 2. already 3. both 4. for 5. yet 6. lend C. 1. her mom called 2. he was working out 3. we were riding the roller coaster 4. I got a flat tire 5. the kids were watching TV D. 2. have wanted 3. have not been 4. have already cleaned 5. Has he ever ridden intercambio.org/teachers

8 All of the sentences below have a mistake. Find the mistake and write the correct sentence on the line. 1. Could you borrow me a sweater, please? Could you lend me a sweater, please? ____________________________________________________________________

2. Have he already done his homework? ____________________________________________________________________ 3. Has she ate at a buffet before? ____________________________________________________________________ 4. We’ve lived in our house since 10 years. ____________________________________________________________________ 5. I like neither of the shirts, but I can only afford one. ____________________________________________________________________

Match the activity with the thing or place. e 1. _______ see a doctor

a. the locks

2. _______ hear

b. a rollercoaster

3. _______ drive

c. an orchestra

4. _______ eat

d. my cat

5. _______ ride

e. at the emergency room

6. _______ feed

f. at a buffet

7. _______ change

g. a minivan

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intercambio.org/students

Answer Key: E. 2. Have Has he already done his homework? 3. Has she ate eaten at a buffet before? 4. We’ve lived in our house since for 10 years. 5. I like neither both of the shirts, but I can only afford one. F. 2. c 3. g 4. f 5. b 6. d 7. a 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 your marker the correct number of spaces. Answer the question.

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

START

Have you ever visited a historical landmark?

What is a favor you could do for your partner?

What’s a place you have visited?

How’s it going?

Have you ever met a famous person?

Have you ever been to the emergency room?

How long have you lived here?

Do you like manual or automatic cars?

What is something you could borrow from your partner?

Do you like rice or potatoes?

Do you wear a seatbelt in the car?

What were you doing at Have you ever shoveled 7 a.m. this morning? your driveway?

What’s new in your life?

END

What were you doing last Saturday night?

Do you like minivans or SUVs? Why?

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PROGRESS CHECK Total: 50 x 2 = 100

LISTENING Track 08. Read the sentences. Listen to the conversation. Circle True or False. (2 points each) 1. Jen is lending him a tennis racket.

TRUE

FALSE

2. He only wants to borrow the heavier one.

TRUE

FALSE

3. His racket broke while he was playing tennis.

TRUE

FALSE

4. He’s going to buy a new one soon.

TRUE

FALSE

5. He’ll take good care of Jen’s racket.

TRUE

FALSE

Answer Key: 2. false 3. false 4. false 5. true

Fill in the blank with the correct form of the verb. (1 point each) been 1. Have you ever __________ (be) to a concert?

3. Blake has never __________ (eat) at a buffet. 5. She’s never ___________ (see) snow before! 7. Veronica and I have ___________ (do) our homework.

2. We’ve ___________ (buy) a lot of food for the party. 4. Have they ever __________ (ride) a roller coaster? 6. Bill and Rita have already __________ (meet) their new neighbors 8. Have you ____________ (make) dinner yet?

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

B. Say, Now you will work alone. Answer Key: 2. bought 3. eaten 4. ridden 5. seen 6. met 7. done 8. made

Complete the sentences. Use the words in parentheses. (2 points each) when she fell 1. She was riding her bike _________________________________ (fall).

C. Answer Key: 2. they got a flat tire 3. Could you pick up 4. has been sick 5. Have they finished 6. He was talking

2. While they were driving to their friend’s house, ______________________________ (get a flat tire). 3. ______________________________________ (you / pick up) my mail for me while I’m on vacation? 4. She ___________________________________ (be / sick) for five days. I hope she feels better soon. 5. ____________________________________________________ (they / finish) their homework yet? 6. _____________________ (He / talk on the phone) when the firefighters arrived.

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My score________/ 100

Write the names of the things in the pictures. Circle for or since. (2 points each)

1. They’ve had that _____________ minivan for / since five years. 2. She’s been at the ______________ for / since early this morning.

Answer Key: 2. emergency room (since) 3. building/ company (since) 4. ocean/beach (for)

3. He’s worked in that ______________ for / since 2010. 4. We’ve visited the ______________ every summer for / since many years.

EE E. Answer Key: 2. either 3. either 4. Neither 5. both 6. either 7. both 8. Neither 9. Neither 10. either

Circle the correct word. (1 point each) 1. Vera likes the big house and the small house. She likes both / either.

2. Both of the computers are too expensive. We can’t afford both / either.

3. I like both of the restaurants. We can go to either / neither.

4. Neither / Both Greg nor Jan can work on weekends.

5. Brenda can’t decide which one she wants. She likes neither / both!

6. We didn’t go to both / either of the emergency rooms. We went to urgent care.

7. We need internet and cable. We have to set up both / either.

8. They have two children, but they are adults now. Neither / Either goes to school.

9. Either / Neither of the cars is automatic. They’re both manual.

10. He doesn’t want a car with keyless entry or all-wheel drive. He doesn’t need neither / either.

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

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.

Teacher Notes

1. 0

3. 0

4. 0

5. 0

Lesson 3: Lesson 4:

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D. NOTE: Here, we are looking for vocabulary they learned in the lesson, but you can accept any answers that make sense for the pictures.

Lesson 2: Lesson 6: Lesson 7:

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1. What were you doing yesterday at 6 p.m.? (Lesson 3) 2. What is something you have never done? (Lesson 4) 3. Do you like ice cream or pizza? (Lesson 2) Before question 4 say Now you will ask me questions. Example: Ask me what my name is. See if students respond and say “What’s your name?” If they don’t, help them before asking the next two questions. 4. Ask me if I’ve already made plans for the weekend. (Lesson 6) 5. Ask me to lend you my lawnmower. (Lesson 7) 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.

• 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 for lesson 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • Consider meeting students at the field trip location, or taking 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 with the students before the field trip (in class or as homework) or at the beginning of the day of, 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 or 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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Here are some tips for a successful field trip:

9 Before you start

Pick a location or activity: A Car Dealership An Urgent Care Center A New Restaurant 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

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QUESTIONS I PLAN TO ASK

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

Pre Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________

______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

o a lot

o a little

o not at all

2. I learned:

o a lot

o a little

o not a lot

3. I thought this field trip was: o good

o okay

o not good

why? ______________________

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______________________________________________________________________________________