Confidence and Connections Teacher Book 5 LEFT - Preview by intercambio8

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

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

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Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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

Intercambio Uniting Communities ÂŠ 2019 Confidence and Connections is in copyright. Subject to statutory exception and to the provisions of relevant

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Teacher Book

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 5 Left Writers Rachel Fuchs 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, Ingrid Justin, Jennifer Kurtz, Rosie Piller, Lee Shainis and Marcie Smith

Thank you to the following organizations and agencies that support our work and made the development of Confidence and Connections possible. 3Metas Argosy Foundation Jacques M. Littlefield Foundation Red Empress Foundation Schocken Foundation Workforce Boulder County intercambio.org/teachers

III

SCOPE AND SEQUENCE Title

I'm Going On A Road Trip

Have You Prepared For Your Interview?

Retirement Seems So Far Away

The City Has Been Working Hard

They Won't Get Help Unless They Know It's A Problem

I Wish I'd Tried It

That's Just A Stereotype!

Grammar

Conversation

By End of Lesson, You Can:

• Review of past, present and future

Discuss your preferred climate, geography, type of neighborhood Describe places you’ve lived

• Talk about common geographical areas and regions of the US using a variety of verb tenses

• Present perfect vs simple past

Talk about personal and professional accomplishments Areas for growth

• Talk about job interviews, experience and qualifications • Talk about things you have done before or did at a specific time in the past

• If clauses with could/ should/would

Describe differences and similarities between generations Discuss plans and preparations for retirement

• Talk about planning for retirement and common financial activities

• Present perfect continuous

Give your opinions on taxes and oth- • Talk about local government initiatives and er issues in your town, city and the US what has been happening in your town or city

• Unless, even though, because

Discuss addictions

• Discuss and give your opinion about common addictions in the US and your native country using unless, even though, & because

• Past unreal conditional vs future with will

Talk about things you want to do, never want to do, and things you wish you’d done

• Talk about regrets, hopes and dreams

• Must vs might for certainty and possibility

Discuss stereotypes

• Express degrees of certainty using must and might • Talk about prejudices, stereotypes and discrimination

Review and Progress Check

Field Trip

I Agree With Free Speech

• Agree/disagree with gerund or noun

Discuss and give opinions on controversial issues

• Share opinions and agree or disagree

Do You Think I Should Take My Shoes Off?

• Direct and indirect questions

Talk about personal culture and what influences it

• Talk about what kinds of things influence culture

You Filed A Claim, Didn't You?

• Tag questions

Talk about kinds of insurance and filing claims

• Talk about different kinds of insurance

• Once, before, until, since, for

Talk about important civil rights moments in your native country, in the US and around the world

• Talk about civil rights milestones in the US

Since Then, Many Things Have Changed

Breaking A Mirror Is Bad Luck

• Gerunds as the subject of a sentence and it’s + adjective + infinitive

Discuss different superstitions around • Talk about and compare beliefs around the world superstitions

What An Inspiring Story!

• Words with verb, adjective Talk about things that give you and noun forms inspiration and how you take care of yourself

Review and Progress Check

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• Talk about inspiration, motivation and selfcare

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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 I’M GOING ON A ROAD TRIP By the end of the lesson, students will be able to: • Talk about common geographical areas and regions of the US while reviewing a variety of tenses • Talk about common things people need to remember to do in their homes each year 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 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’ and your 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 student names, children, even pets. Listening Track 01 Isaac: Hey Karen. I can’t believe it’s almost summer. Do you have any travel plans? Karen: I’d like to go on a road trip to see some new places. Do you have any suggestions, Isaac? Isaac: Sure! I’ve been all over the country. I can definitely give you some ideas. Do you prefer the mountains or the coast? Karen: I like both. Isaac: Well, if you drive west, you’ll drive through the mountains. Then, you can drive through the desert before you get to the West Coast. Karen: Wow – that sounds great. Have you ever been to the East Coast? Isaac: Yes, I went to the East Coast last year. If you go east from here, you’ll drive across the plains. There are a lot of small rural towns before you get to the East Coast. Karen: Is that where New York City is? Isaac: Yes, New York City is on the East Coast. If you go there and drive northwest, you can get to Niagara Falls, on the Canadian border. It’s really beautiful. Karen: Wow – that sounds neat. I’m going to look at a map and decide where I want to go. Thanks for your ideas!

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

Iâ&#x20AC;&#x2122;M GOING ON A ROAD TRIP Pre

Listening warm-up. Track 01: What kind of transportation will they use on their trip?

Explore the pictures. Ask What do you see? This helps students activate their background knowledge about the topic and vocabulary. Pre Read the Pre question aloud, play track, elicit answer.

Repeat after your teacher.

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. Pronunciation First, read the words aloud and have students repeat. Then have students do the task individually or in pairs. Then, read the words and have them check their answers. You can write the words on the board and mark the syllables. See PRONUNCIATION.

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VOCABULARY WORDS & PHRASES tropics

desert

urban

rural

suburban

coast

border

hills

forest

plains

through

across

road trip

PRONUNCIATION Listen and repeat after your teacher. Write the words in the correct column. across

tropics coast range border

desert mountain through suburban

1 syllable

2 syllables

3 syllables

1.______________ tropics 1.______________ 2.______________ 2.______________ 3.______________ 1.______________ 3.______________ 4.______________ 5.______________ intercambio.org/students

Answer Key: Pronunciation: 1 syllable - coast, range, through; 2 syllables - across, border, desert, mountain; 3 syllables suburban

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VOCABULARY PRACTICE

Look at the map of the US. Label the parts of the map with the words below. plains

West Coast

northern border

southern border

East Coast

mountains

desert

tropics

forest

A. ________________________ northern border B. ________________________ C. ________________________ D. ________________________

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

E. ________________________ F. ________________________ G. ________________________ H. ________________________

LISTENING

Listen again to Track 01. Circle True or False. 1. Karen wants to see some new places.

TRUE

FALSE

2. Isaac hasn’t been to very many places in the country.

TRUE

FALSE

3. If Isaac drives west, he’ll go through the plains.

TRUE

FALSE

4. To get to New York City, Karen needs to drive east.

TRUE

FALSE

5. Niagara Falls is near Canada.

TRUE

FALSE

LANGUAGE TOOLS

Listen to your teacher and repeat. TENSE REVIEW

PRESENT

PAST FUTURE 2

Where are you and your family living now?

We’re living in the suburbs.

Where do you want to go on vacation?

We want to go to the West Coast.

Where would you like to go?

We’d like to go to the mountains.

Did you ever live in a rural area?

Yes, I lived in a rural town when I was a child.

Where have you visited?

I’ve visited many places in the country.

Where are you going to go?

I’m going to the East Coast.

F C. Go over the activity so students know what they are going to listen for (true/false). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary. EXPANSION: Have students correct the false statements. See LISTENING. D. G FOCUS: Review of present, past, and future tenses and construction I’d like to.

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Answer Key: B. B. West Coast C. southern border D. mountains (Rockies) E. East Coast F. desert G. plains H. tropics. I. forest C. 2. FALSE 3. FALSE 4. TRUE 5. TRUE

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I. _________________________

GRAMMAR PRACTICE

Circle the correct verb tense. 1. They’ve never been / They’re never been to the East Coast.

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

2. I’d like / I’m like to visit the Appalachian Mountains. 3. They went / they go to the tropics last year. 4. Sherry has been / have been to the West Coast. 5. We’re going to visit / We’ve going to visit the desert in Death Valley. 6. Where are they / would they like to go? 7. I’ve visited / I visited the coast last year. 8. Has you / Have you ever lived in the suburbs?

1. We _______________ through the Rocky Mountains last year. (drive) drove

F. First, point at the verbs in parentheses. Have students work individually. Then have them compare their answers in pairs/ groups. Then, go through the answers together.

2. Have they ever ________________ near the coast? (live) 3. Does she ________________ cold weather? (like)

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G. Have students go over each response and underline signal words that help to choose the right tense (e.g., have, will, did, have, does). Have students work individually. Then have them compare their answers in pairs/ groups Finally, go through the answers together. EXPANSION: Ask and answer questions in pairs.

Complete the sentences with the correct form of the verb in parentheses.

4. I’ve never __________________ in a rural area. (be) 5. They’d like to __________________ to the desert in Great Basin. (go) 6. Ben and Fred __________________ across the plains next summer. (travel)

Write the questions. Use the words in parentheses. Have you ever lived in the tropics? 1. __________________________________________ No, I haven’t. (live in the tropics)

2. __________________________________________ She’ll go to the coast next year. (go next year) 3. __________________________________________ Yes, we did. (live in a rural area when you were young) 4. __________________________________________ No, they haven’t. (visit the desert) 5. __________________________________________ Yes, she does. (live near the mountains) intercambio.org/students

Answer Key: E. 2. I’d like 3. They went 4. has been 5. We’re going to visit 6. would they 7. I visited 8. Have you F. 2. lived 3. like 4. been 5. go 6. are going to travel G. 2. When will she go to the coast? 3. Did you live in a rural area when you were young? 4. Have they visited the desert? 5. Does she live near the mountains? intercambio.org/teachers

REAL LIFE / YOUR LIFE Look at the information about the regions of the United States. Answer the questions. Discuss with a partner where you live and where you would like to visit. Midwest Major Cities: Minneapolis, Detroit, Chicago, St. Louis, Cincinnati Known for: Agriculture, rural towns, suburbs, “middle America”

West Major Cities: Las Vegas, Salt Lake City, Denver, San Francisco, Los Angeles, Seattle, Portland

Northeast Major Cities: New York, Boston, Philadelphia Known for: Urban areas, historical landmarks of early US history, businesses, formal dress, cold, snowy winters, coastal areas

South Major Cities: Nashville, Atlanta, New Orleans, Dallas, Miami

Known for: Pacific Ocean, the Rocky Mountains, deserts, Known for: Rural areas, agriculture, jazz and country forests, rivers, rustic/outdoor culture, skiing, hiking, music, southern food, warm summer climate, “southern camping, casual dress hospitality”

1. What US region is Chicago in?

___________________________________________

2. What US regions are known for agriculture?

___________________________________________

H. Have students work in pairs first. Then, go through the answers together and have students tell the group how their partners answered the last question.

3. What US region is known for outdoor activities? ___________________________________________ 4. In what US region can you visit Boston?

___________________________________________

5. What US region is known for jazz music?

___________________________________________

6. What US region is Colorado in?

___________________________________________

7. Which region would you like to visit?

___________________________________________

CULTURE TIP Different regions in the US can have different accents, food, music and cultural characteristics. The geography, climate and history of the area often have an influence on how those characteristics developed. Does your native country have different regions with different kinds of food, music, languages or other cultural characteristics? What about different accents? 4

Culture Tip EXPANSION: Use a video or your own voice to demonstrate English accents from different regions of the US.

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Answer Key: H. 1. Midwest 2. Midwest and South 3. West 4. Northeast 5. South 6. West 7. Answers will vary.

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1 I. EXPANSION: Have students work in pairs and play a guessing game. One student describes a place, its climate, and geography, and the other one tries to guess.

J. EXPANSION: Use pictures or a map for students to choose a place to live with their favorite climate, geography, and kind of neighborhood. Have students make notes and prepare for a discussion. Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then, ask some students to share what they have learned about their partners with the group. Be sure your students ask you questions too.

Work with a partner. Guess the city and state that go with each description. Ask your teacher for the answers! 1. City __________________________

2. City __________________________

State: ________________________

Climate: tropical Geography: coast / beach Description: This is an urban city and popular vacation spot with excellent nightlife, live music, dancing, shopping and restaurants.

Climate: desert Geography: mountains/plateaus Description: This is an urban area with a population of about one million. It is located near the southern US border.

Cities: Tucson Miami Providence Des Moines States: Iowa Rhode Island Florida Arizona

3. City __________________________

4. City __________________________

State: ________________________ Climate: hot, humid summers/cold snowy winters Geography: plains and hills Description: With a population of 215,472, it is the most populous city in its Midwest state. It is located in a rural area of the country that is known for agriculture and food production.

State: ________________________ Climate: hot, humid summers/cold and wet winters Geography: coast and rocky bays Description: This is one of the oldest cities in the US. It is located in the Northeast, near the coast, and is known for being the capital of the smallest state in the country.

Check your favorite in each category. Write some notes about why you chose it.

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Favorite climate: tropical

warm and dry

cold and wet

other:_______________________

Favorite geography: coast

mountains forest hills plains desert other:_______________________

Favorite kind of neighborhood to live in: urban

rural

suburban

other:_______________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • their preferred climate, geography and type of neighborhood and why • where they would live if they could live anywhere and why • where they lived in their native country with descriptions • where they live now with descriptions • regions in the US you’ve visited and your favorite intercambio.org/students

Answer Key: I. 1. City: Miami/State: Florida 2. Tucson/Arizona 3. Des Moines/Iowa 4. Providence/Rhode Island J. Answers will vary.

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HOMEWORK

Lesson 1 • I’m Going On A Road Trip

Put the words in the correct order to form sentences. 1. she / live / Does / in / the / tropics? ________________________________________________________________________ Does she live in the tropics? 2. like / would / They / forest. / near / to / live / a ________________________________________________________________________ 3. to / mountains / you / Are / going / the / this weekend? ________________________________________________________________________

Walk through each homework activity. Pre These are very similar to activities they did in class. Confirm that they understand each assignment by doing examples. See HOMEWORK.

4. gone / a / road trip. / We’ve / on / never ________________________________________________________________________

Complete the conversation. Write the correct form of the words in parentheses. are moving (move) to another city Maria: Hey, Fatima. I heard from Jose that you (1)__________________

next month! Fatima: Yeah, I (2)___________________ (leave) next week. I (3)______________________ (pack) all of my things yesterday.

Fatima: I (5)____________________ (live) with my aunt on the East Coast. Maria: Have you ever (6)________________ ( be) to the East Coast before? Fatima: No, I (7) ___________________ (never / be) there before. It’ll be a new adventure!

Maria: Good luck! I’ll miss you, but I’m sure you (8) ________________ (like) it there. Fatima: Thanks, Maria. I’ll miss you too!

JOURNAL PROMPT Write about a place that you have visited that you liked. Why did you like it? Would you ever live there? Why or why not?

Encourage students to write a journal entry. Don’t forget to respond to it.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6

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Answer Key: K. 2. They would like to live near a forest. 3. Are you going to the mountains this weekend? 4. We’ve never gone on a road trip. L. 2. ‘m leaving 3. packed 4. going 5. ‘ll live/’m going to live 6. been 7. have never been 8. will like 8

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Maria: Where are you / (4)____________________ (go)?

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 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 home 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 Oliver: Hey Tina. I haven’t seen you in so long. What’ve you been up to? Tina: I know it’s been a long time. I’ve been traveling a lot lately with my new job. Oliver: Oh really? Congratulations on your new job. Where have you been going? Tina: Let’s see. Last week I went to Nebraska and the week before that I drove to the West Coast. Oliver: That sounds neat. Do you like your new position? Tina: Yeah, it’s a really good fit for me. How about you - how have you been? Oliver: I’m good! I’ve been working with the city council on an initiative to support people in our community with addiction. Tina: Wow - you’re doing important work. That must be a challenge! Oliver: Yeah. It can be, but it’s also very rewarding. I’ve really been enjoying it so far. 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 the progress check in the student book. 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 26 Total pts 1st pg. 24 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 (e.g., 22 / 24 points) Multiply number of correct answers by 2 for final score out of 100

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REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… talk about common geographical areas and regions of the US (past, present and future) (lesson 1) talk about job interviews, experience and qualifications (lesson 2) talk about planning for retirement and common financial activities (lesson 3) discuss local government and what has been happening in my town or city (lesson 4) discuss and give opinions about addictions (lesson 5) talk about regrets, hopes and dreams (lesson 6) talk about prejudices, stereotypes and discrimination (lesson 7)

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

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

REVIEW & PRACTICE

A A. Model this activity first by writing one or two of the categories on the board and adding ideas.

Places I’d like to visit:

Things I can do to plan for retirement:

Regrets I have:

Dreams I have for the future:

What’s been happening in my city lately:

Complete the sentences with your ideas. Share with a partner. I want to see more of my state 1. I want to go on a road trip because ______________________________________________________.

2. I want to go on a road trip even though __________________________________________________. 3. I will go on a road trip unless ___________________________________________________________. 4. He’s been looking for a job for three months. He must _______________________________________. 5. He’s been looking for a job for three months. He might ______________________________________.

Circle the correct words. 1. If I had more time, I would / should get another job on the side. 2. If they want to retire someday, they would / should make a budget. 3. He’s not sure if he’ll go to a support group tomorrow. He might / must go. 4. She wishes / hopes she had prepared better for the interview. 5. They say they aren’t addicted to caffeine, even though / because they drink a lot of coffee. 6. We’ve been working / We’re working on some initiatives for our town since June. 44

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Answer Key: A. Answers will vary. B. Answers will vary. C. 2. should 3. might 4. wishes 5. even though 6. we’ve been working

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B. Share answers in pairs before asking for individuals to share one of their answers so that you hear a response for each question.

Write your ideas in each column. Share with a partner.

8 D

Circle the correct word. 1. The party was excited / exciting. 2. The graduation bored / boring him. 3. He was depressed / depressing during the rainy weather. 4. We’re surprised / surprising at the good prices! 5. The fundraiser was very confused / confusing. There were so many options! 6. The ceremony was interested / interesting.

Write a sentence to describe what the people have been doing and for how long.

E. Answers may vary somewhat; check only for grammatical correctness.

3.________________________________________ 4.________________________________________ (since early this morning) (for a long time)

Write the correct words. Practice with a partner. Peter: So, Nina, do you (1)__________________ (have / having) plans for this summer? have Nina: I’m not sure yet. I might (2)_________________ (go / to go) to California to visit my family there. Peter: That sounds fun. How (3)_____________________ (would / should) you get there? Nina: I’d like to fly, but I (4)___________________ (haven’t saved / haven’t save) enough money this year. I (5)__________________ (must / might) need to drive. Peter: That’s a long trip, isn’t it? Nina: Yes, but driving is nice (6)_________________ (unless / because) I can see a lot of different places. Peter: That’s true. Sounds like fun. (7)_______ (I’ve / I’ll ) never been to California. I hope (8)________ (you’ll / you’re) get to go this summer. intercambio.org/students

Answer Key: D. 2. bored 3. depressed 4. surprised 5. confusing 6. interesting E. 1. They’ve been saving money for a year. 2. She’s been working since 10 a.m. 3. He’s been driving since early this morning. 4. She’s been texting for a long time. F. 2. go 3. would 4. haven’t saved 5. might 6. because 7. I’ve 8. you’ll 54

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1.________________________________________ 2.________________________________________ (for a year) (since 10 a.m.)

G. To provide for 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 is your favorite kind of climate? Why?

If you could live anywhere, where would you live?

Have you ever interviewed for a job?

What are your strengths? What should someone do if they have an addiction?

What’s been happening in your city or town?

What is something you would never want to do?

What are some things you’d like to do when you retire?

Do you think stereotypes are harmful?

Would you rather live in an urban, suburban or rural area?

What’s something you’ve been up to lately?

What are some common addictions? What is something you wish you had done when you were a child?

What do you think is your greatest accomplishment? What would you do if you were the mayor of your town or city?

What could someone do if they wanted to earn more money?

What do you think it is like to work on city council?

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What could you do to prepare for an interview?

END

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PROGRESS CHECK Total: 50 x 2 = 100

Listen to Track 08. Write the missing word. (2 points each) 1. Tina has a new ___________. job 2. She drove to the ______________. 3. Oliver has been __________________ with the city council.

Answer Key: 2. West Coast 3. working 4. addiction 5. rewarding

4. The initiative is to support people with ______________________. 5. He says it’s a challenge, but it’s also very _____________________.

Write the correct form of the words in parentheses. (2 points each) Have you ever visited (you/ ever / visit) that city? 1. Q: _______________________________

B. Say Now you will work alone.

2. A: Yes, ____________________________ (I / go) there last year.

3. Q: How long ____________________ (she / work on) that project?

Answer Key: 2. I went 3. has she been working (or “has worked”) 4. She started 5. you had done 6. I’d been 7. Have they ever experienced 8. they’ve been working on 9. he’ll get 10. He should talk

4. A: ________________________ (She / start) it last week, and she hasn’t finished yet.

5. Q: What do you wish _____________________ (you / do) last year? 6. A: I wish ______________________ (I / be) more adventurous.

7. Q: _____________________ (they / ever / experience) discrimination in their town before? 8. A: Yes, but __________________ (they / work on) a proposal to stop discrimination and prejudice in their community since January.

9. Q: My brother hopes __________________ (he / get) a different job next year. 10. A: ________________ (He / should / talk) to my uncle! He has a new store.

________/ 26

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My score________/ 50

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

C C. Answer Key: 2. d 3. f 4. b 5. g 6. a 7. e 8. h

c Where’s Tom? He never misses class. 1. ____

a. I wish I had taken better care of my teeth.

2. ____ Has she ever worked at that restaurant?

b. You could go to the dentist.

3. ____ Brian lost his job yesterday.

c. He must be sick.

4. ____ My tooth hurts. What should I do?

d. Yes, she worked there last summer.

5. ____ What would you do for a sore tooth?

e. She started a month ago.

6. ____ What do you wish you’d done differently?

f. Oh no. I hope he’ll find another one soon.

7. ____ How long has Jenna been working there?

g. I’d go to see a dentist.

8. ____ They’ve been talking a long time. What are they working on?

h. They might be preparing a new proposal.

Circle the correct word. (1 point each) 1. She’s going to invest in that retirement plan

2. I lost my wallet. What should / would I do?

because / even though she wants to save money.

3. They hope they’ll stay in touch even though /

4. If we hadn’t gone to the city council meeting,

unless they are going to live in different cities.

we shouldn’t / wouldn’t have this information.

5. He gets a headache when he doesn’t drink

6. I wish I will take / had taken a road trip last

coffee unless / because he’s addicted to caffeine.

summer.

7. If they had a job on the side, they would /

8. They have been saving / are saving money for

should have supplemental income.

a long time.

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D. Answer Key: 2. should 3. even though 4. wouldn’t 5. because 6. had taken 7. would 8. have been saving

Match the sentences. (1 point each)

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

E. Say Activity E 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.

Score

1. 0

3. 0

4. 0

5. 0

Teacher Notes Lesson 6: Lesson 7: Lesson 3: Lesson 4: Lesson 3:

Student Book 5 LEFT

________/ 24 1. What is something you wish you had done last year? [Students should answer with the structure “I wish I had… (gone, been, visited, etc…).”] 2. My friend didn’t answer her phone when I called her. What might be the reason? [Students should answer with “might” or “must.”] 3. What would you do if you were treated unfairly at a store? [Students should answer with “would.”] Before question 4 say, Now you will ask me questions. For 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 how long I’ve been living in my home. [Students should ask “How long have you been living in your home?” “How long have you lived in your home” would also be acceptable.] 5. Ask me where you should go for vacation. [Students should ask “Where should I go for vacation?”]

intercambio.org/teachers

L9 FIELD TRIP

Tips for a successful field trip: Visit the location ahead of time. Anticipate any challenges that may come up. Speak with the appropriate person at the site to let them know what is going on (if appropriate). If someone will be talking with your students, give them information about the students’ levels and tips for effectively communicating with English language learners. • Make sure students are aware of where and when class will meet on field trip day. Bring a map to class on lesson 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • We suggest you meet your student at the field trip location or take public transportation together. • Once everyone has arrived, give an overview of the visit. It is up to you how you want to structure it and what other activities - games, conversation, etc. - you want to include. • Check to see that your students have their books and pens. • Spend time before the field trip (in class or as homework) or at the beginning of the day filling out the first portion of the field trip lesson in the student book (Important Words and Phrases I Want to Use, Questions I Plan to Ask). • Make sure your students are prepared to interact in English. You may want to create a list of questions or practice through role play beforehand. • Before you have students work with the book, briefly review the activities. As students work, make yourself available for questions. You may want to pair / group students. • Although the purpose of the field trip is largely to allow students to experience English in a real-world setting and recording “correct” answers is not the focus, you may want to complete the activities yourself so that you can check their answers later. At the end of the visit, discuss the experience. Use the second half of the field trip lesson in the student book (Things I Saw or Found, People I Talked To, Notes) for this reflection. Have students discuss their findings in pairs or small groups before having a class discussion.

Not For Duplication

Lesson 9 in every Confidence and Connections book is a field trip. The goal of 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.

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).

Teacher Book 5 LEFT

9 Pick a location or an activity: City Council Meeting | A Bank | A Local Employment Center 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

intercambio.org/students

intercambio.org/teachers

Not For Duplication

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 was:

good

okay

not good

Why? ____________________________________________________________________________

Student Book 5 LEFT

Teacher Book 5 LEFT

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______________________________________________________________________________________

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