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CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

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Confidence and Connections Adult ESL The Intercambioâ&#x201E;˘ Way NOT FOR DUPLCATION

Teacher Book Level 5 Right

Intercambio Uniting Communities ÂŠ 2019

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

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

First Edition 2019

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CREDITS Level 5 Right Writers Leanne Chacon and Rachel Fuchs Editors Rachel Fuchs 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

You Can’t Believe Everything You Read

He Didn't Look Me In the Eye.

Grammar

Conversation

By End of Lesson, You Can:

Express your opinions on topics that affect society and how to find reliable information

•Talk about how to check for reliable information and the difference between facts and opinions.

• Adjectives vs. adverbs

Talk about culture and cultural misunderstandings

• Talk about different aspects of culture using adjectives to describe nouns and adverbs to describe verbs

It Really Bothers Me When They Do That!

• Joining complex sentences using “when”

Discuss pet peeves and behaviors you appreciate

• Talk about situations and behaviors that bother you and that you appreciate”

Would It Be Possible to Compromise?

• Making polite requests

Talk about different strategies for resolving conflicts

• Talk about different ways to resolve conflicts • use polite requests to ask for solutions

Discuss different education options

• Talk about different kinds of education options in the US

• Direct vs. indirect questions

Discuss what kinds of things are confidential

• Talk about privacy and confidentiality • Use both direct and indirect questions

• Reflexive pronouns

Talk about why you are proud of yourself, things you have taught yourself

• Talk about life experiences and actions using reflexive pronouns

• Too much, too many, enough

Discuss how you take care of yourself and prioritize responsibilities

• Talk about how you deal with responsibility and what you do to take care of yourself

• Verbs followed by direct and indirect objects

Talk about you would do in different • Talk about favors and actions people do for others using direct and indirect objects situations and how you feel about assisted living

• Reflexive clauses with that She Likes the One • Pronouns: the one With the Online and the ones Learning Program

Do You Know If It’s Confidential?

I’m So Proud of Myself!

8 9

Review and Progress Check Field Trip

I Have Too Much on My Plate

Can You Get Me Some Medicine?

How Long Has He • Present perfect Been Playing the continuous Guitar?

I’m a Little Under the Weather

• Review of past, How Are They Go- present and future ing to Celebrate the Birth?

15 16

I’ve Been Supported By So Many People

• Articles: the, a, an

• Passive voice

Review and Progress Check

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• Review of past, present and future

Share things you have been doing lately and have or haven’t done in the past

• Talk about things you have been doing lately or have done at some time in the past

Discuss common expressions in your native country and in the US

• Use some of the expressions that are common in the US

Share traditions around life events such as birth and death

• Compare customs and traditions relating to life events, using a variety of tenses.

Talk about your personal legacy and how you want to be remembered

• Discuss life experiences using the passive voice.

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

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

In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. (NOTE: The answer key does not provide capitalization.) In the first two lessons, we included notes for most activities. After that, you’ll only find notes for activities that benefit from specific instructions. In the back of the book, you’ll find an in depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use. We've referenced sections from the back of the book within the callouts with bold text.

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 YOU CAN'T BELIEVE EVERYTHING YOU READ By the end of the lesson, students will be able to: • Talk about common topics in the news using a variety of tenses • Talk about the difference between facts and opinions and how to identify fake news What to bring to class: • Table tents or name tags for student names • A variety for newspapers and magazines to review and discuss • Pronunciation Fun to supplement the vocabulary and pronunciation activities • Copies of The Immigrant Guide to supplement the culture tip What to expect: This is the first day so be sure to use the time to get a sense of what your students know. Also spend time building community by making sure students meet one another. At this level, encourage students to introduce themselves by sharing something about themselves. Be sure to share about yourself too. You can do the Two Truths and a Lie activity

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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.

Teacher notes: We’ve provided simple definitions for some of the vocabulary words and phrases that we anticipate may be challenging to define. In lesson 1, those words are: • prove: to show the existence, truth, or correctness of (something) (Now that you see all my research, it's easy to prove that I'm right!) • bias: an unfair belief that some people, ideas, etc., are better than others (I have a bias against little dogs. I just don't like them!) • opinion: a belief or way of thinking about something (or someone) (What you told me is what you think—it's your opinion—it's not necessarily the truth.) • hoax: something meant to trick or deceive people

Listening Track 1 Dan: Hey Sandra. Did you see the news article online yesterday about the giant fan the National Space Association is working on to stop global warming? It’s so exciting! Sandra: Yeah, I saw that story, but it’s just a hoax. That isn’t really happening. Dan: But the article said it’s the most important project in modern history! Sandra: Well, that’s an opinion, and if you check the facts you’ll find out that the story isn’t accurate. It’s from a news source that publishes funny stories that aren’t true. Dan: Oh, wow. I guess I have to be more careful when I read the news.… Sandra: Yeah, you can’t believe everything you read. It’s always good to do your own research.

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YOU CAN’T BELIEVE EVERYTHING YOU READ Pre Explore the pictures. Ask What do you see? This helps students activate their background knowledge about the topic and vocabulary. Read the Pre question aloud, play track, elicit answer.

Pre

Listening warm-up. Track 01: What was the news story about?

A. Have students repeat each word after you multiple times. Use simple definitions or describe words in context where possible. Be sure to work on stress and pronunciation.

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VOCABULARY WORDS & PHRASES Repeat after your teacher. prove

fact

hoax

source

global warming

biased

accurate

opinion

reliable

research

author

homelessness

PRONUNCIATION A

When a word ends with the same sound that the next word begins with, the two sounds blend together to make one longer sound. Listen and repeat after your teacher. Draw a line connecting the letters that make one longer sound together. 1. They’re waiting at the bus stop. 2. Our town doesn’t have an ideal literacy rate. 3. That source stopped publishing news last year. 4. It was a good day to go to the park. 5. A major change isn’t very likely yet. 6. Her research is very important. 7. The newspaper is usually an accurate type of news source. intercambio.org/students

Pronunciation First, have students do the task individually or in pairs. Then read the sentences and have them check their answers. The connected sounds in these sentences are longer than they would be by themselves.

Answer Key: Pronunciation: 2. ideal literacy 3. source stopped 4. good day 5. likely yet 6. Her research 7. accurate type

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VOCABULARY PRACTICE

Complete the news article with the words in the box. facts source hoax

Your Guide to Checking the (1) ______________ Facts Ann Gorman is a regular columnist for the DC Post. She has been a featured (2)__________________ since 2001.

How will you know if the news story you’re reading is a (3)_________________? You can start by (4) _____________________ the information. Who wrote the article and where did they get their facts? Does the

author

story come from a (5) ________________ news organization or is it from a

biased researching

website that you’ve never heard of?

reliable

Even national newspapers can be (6) _________________— they may have a more liberal or conservative point

of view. It’s also helpful to look at the (7)_______________________ by googling the main subject of the story to see if there are other sources reporting similar information.

LISTENING

Listen again to Track 01. Fill in the bubble with TRUE or FALSE. 1. Dan heard about the news story on the television.

TRUE

FALSE

2. Sandra thinks the news story is a hoax.

TRUE

FALSE

3. The article says it’s the most important project in modern history.

TRUE

FALSE

4. The story is accurate.

TRUE

FALSE

5. Sandra tells Dan to do his own research.

TRUE

FALSE

LANGUAGE TOOLS

Listen to your teacher and repeat. Present Tense

You need to be careful when you read the news. There are some stories that aren’t accurate.

Past Tense

The story wasn’t true. It was a hoax. They have found many sources of information.

Future Tense

She’s going to write a story about the death penalty. They don’t think we’ll be able to prove it.

C. Go over the activity so that students know what they are going to listen for. Then have students try the task without listening to the track. Have students discuss their answers in pairs/groups. Next play the track all the way through without stopping for them to check their answers. Ask if they need to listen again. Play it multiple times or stop theGtrack after each target sentence if needed. EXPANSION: Have students correct the FALSE statements to make them TRUE. See LISTENING. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

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D. FOCUS: Review of present, past, and future tenses. NOTE: This lesson is written as a review (students have seen these tenses in other books, and will see this review again in lesson 14 of this book). If students need additional practice on these tenses, consider additional practice outside of the book.

Answer Key: B. 2. author 3. hoax 4. researching 5. reliable 6. biased 7. source C. 2. TRUE 3. TRUE 4. FALSE 5. TRUE

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By Ann Gorman

GRAMMAR PRACTICE

Complete the sentences. Use the words in parentheses. Change the verbs to the correct tense. was (be) a hoax. 1. She thought the story was true, but it __________

2. They _______________________________ (look) for a more reliable source tomorrow. 3. Global warming ____________________________ (be) still a major problem today. 4. He ________________________ (do) his own research on the problem for more than 10 years. 5. When they looked at the facts, they ________________________ (not / think) they were true. 6. Homelessness ____________________________ (be / not) a problem many years ago, but now it is. 7. They don’t know if the story is true. They ___________________ (find out) tomorrow when they check the sources.

Complete the conversation with the correct form of the verb in parentheses. Practice with a partner. Ruth: Hi, Vic. I (1) __________ heard (hear) on the news this morning that homelessness (2)_________________________(increase) in our city every day.

E. and F. NOTE: There may be other correct answer options than what is provided in the answer key. The answer key only provides options that are appropriate given the language tools chart.

Vic: Yeah. I think it (3)__________________ (be) true. I (4)___________________(see) a lot more people in the city that are looking for work recently, too. Ruth: What do you (5)_______________________ ( think) the city should do about it? Vic: When I was younger, I (6) ___________ (think) it was a good idea to have shelters for people to live in, but now I think the city (7) ___________ (need) to have more programs to help people find work. Ruth: Yeah. That’s a good idea. The news said that the city council (8)__________________ (do) some research next month to find out the cause of the increase in homelessness and make a plan. Vic: That’s good! I’m glad they (9) ________________________ (work) on this issue. I’m sure they (10)______________________ (make) a good plan.

Look at the mistakes in each sentence in red. Write the corrections on the line.

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Grammar Practice These activities practice verb tenses. You could review several of the words from the activities to remind students what the correct present, past and future tense would be for each verb. Guide students to look for clues in the sentence that help determine the correct form of the word in parentheses. See GRAMMAR. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

1. There is being a lot of opinions about how to increase literacy.

are _______________________

2. I believed the story when I saw it, but then I find out it wasn’t accurate.

_______________________

3. Last night, the news report about some research on global warming.

_______________________

4. Do you think they talk about their opinions tomorrow?

_______________________

5. The author isn’t writing any articles before. This is his first one.

_______________________

6. They don’t believe the story. They thinks it’s a hoax.

_______________________

7. We go to do some research this weekend.

_______________________

8. I don’t think the story was true, so I did my own research.

_______________________ intercambio.org/students

Answer Key: E. 2. will look OR are going to 3. is 4. did 5. didn’t think 6. wasn’t 7. will find out F. 2. is increasing 3. is 4. have seen 5. think 6. thought 7. needs 8. will do 9. are working 10. will make G. 2. found out 3. reported 4. will talk or are going to talk 5. hasn’t written 6. think 7. are going 8. didn’t think intercambio.org/teachers

Read about facts and opinions. Read each pair of sentences below and write which one is a fact and which is an opinion. Compare with a partner.

• Can be proven • Don’t usually change • What someone knows

• Can’t be proven • Can change • What someone thinks • Common words: think, should, too, not enough, best, worst

Examples: Texting while driving is illegal in 43 states.

Examples: People shouldn’t text and drive.

Many people in the US cannot pay for health care.

Health care in the US is too expensive.

fact ________________________

1. Homelessness is at the highest rate in two years. Homelessness is the most difficult problem in our city. 2. Research shows that humans are causing global warming. The best way to fight global warming is to use solar energy. 3. City council is voting on a new proposal this Wednesday.

________________________ opinion ________________________ ________________________ ________________________

City council is voting on the most important proposal this Wednesday. ________________________ 4. Prescriptions are too expensive. Prescription prices are increasing. 5. We should do more research. We have been doing a lot of research.

CULTURE TIP

________________________ ________________________ ________________________ ________________________

Tips to identify Fake News:

• research the author • find out if it is from a reliable and non-biased source • check the facts from other sources

In the US and around the world, the term “fake news” has become a popular way to describe news stories that are published (often on the internet). Fake news presents information that is not entirely accurate, based on opinions instead of facts, or is untrue and meant to get more attention. Sometimes people have trouble finding out which news stories are accurate and which are fake news. Is fake news a problem in your native country? How do you think people can find out if a story is fake news? 4

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Answer Key: H. 2. F, O 3. F, O 4. O, F 5. O, F

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H. Give students time to read on their own. Then ask general comprehension questions (What is this about?) before giving students time to answer the questions. Ask students what clues they see in each of the sentences that will help them determine fact from opinion. (For example, opinion hints may include words such as should, most difficult, too expensive, best; facts can be proven.)

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REAL LIFE / YOUR LIFE

Culture Tip The concept of fake news has grown in the US. Expand the conversation by asking What do you know know about fake news? Did you encounter fake news in your native country? Which sources do you currently use to stay on top of the news?

Read the article about life experience and formal education. Circle FACT or OPINION for each of the numbered sentences.

With the cost of college education continuing to rise each year, many people are asking themselves if earning a degree is really worth the money. (1) Life experience is much more important and valuable than formal education, and colleges should have more opportunities for students to practice their skills. (2) In a recent Employee Confidence Survey, 70% of participants said that they needed special training at their place of employment to correctly do their job. This training was in addition to the education they had received when they completed their formal college degree. (3) Additionally, a recent survey of 50,000 employers by the Chronicle of Higher Education showed that companies value work experience and internships more than the degree or performance of a candidate in their higher education program. (4) It is our responsibility as a society to make sure that colleges are preparing students for real life in the workplace. Practical opportunities to practice real life skills are a critical part of this.

FACT

OPINION

FACT

OPINION

FACT

OPINION

FACT

OPINION

Read the opinions below. Check the fact that supports them. OPINIONS

FACTS

1. People shouldn’t worry about global warming.

97% of scientists believe that the increase in temperature of the earth in recent years is because of human activity. The climate has changed many times in the past.

2. The best solution for homelessness is more affordable housing.

Many people are homeless because they cannot afford to pay rent. Domestic violence is a major cause of homelessness for women.

Only 1 in 4 high school students is academically ready for college 3. High schools need to prepare when they graduate. 14% of new teachers in the US resign before completing their first students better for college. year of teaching.

Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask follow-up questions. Then ask some students to share what they have learned about their partner with the group. Be sure your students ask you questions too.

CONNECT WITH CONVERSATION

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I. After giving students a chance to read the article on their own, consider doing this activity as a pair activity. If you do, be sure that students discuss why they believe each sentence is a fact or opinion.

Get to know a partner. Talk about: • what they thought about the facts or opinions in Activities I and J • how they find reliable information • if they have ever read or shared a “fake news” story and what happened intercambio.org/students

Answer Key: I. 2. FACT 3. FACT 4. OPINION J. Answers will vary

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Lesson 1 • You Can’t Believe Everything You Read

Complete the sentences with the correct tense of the verb in parentheses. 1. The story I read online yesterday ____________ (be) accurate. was 2. She thinks the news story that she’s reading __________________ (be) a hoax. 3. I ___________________________ (see) a lot of news about global warming lately. 4. They _______________________________ (not / write) an article before. 5. _____________________________________ (they / try) to find more opinions next week? 6. If they want to prove the facts, they ______________________ (need) to do some more research.

Check if the sentence is a fact or an opinion. 1. There has been an increase in homelessness in the city.

 FACT

OPINION

2. Global warming is the biggest challenge in society right now.

FACT

OPINION

3. Scientists are researching the cause of global warming.

FACT

OPINION

4. You should never get news information from social media.

FACT

OPINION

5. The internet is always a reliable source of information.

FACT

OPINION

6. There have been stories on the internet that were not accurate.

FACT

OPINION

JOURNAL PROMPT Do you think fake news is a problem? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key: K. 2. is 3. 've seen 4. haven't written 5. Will they try/Are they going to try 6. 'll need L. 2. OPINION 3. FACT 4. OPINION 5. OPINION 6. FACT

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Students will be more likely do homework if they understand how. The goal of homework is to practice outside of class, so we Preto have success want them 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. See HOMEWORK. K. Go back to the language tools chart on the second page of this lesson to review present, past and future tenses. Remind students to look for clues in the sentences to determine the correct tense. For example, in the example sentence, yesterday provides the clue that the verb will be in the past tense.A

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HOMEWORK

JOURNAL Consider giving students parameters around the journal. Either ask them to write for a certain amount of time (5 or 10 minutes), or a specific number of sentences (8-10). Don’t forget to respond to what students write by asking questions or adding comments. See HOMEWORK. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

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 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 8 Melinda: Hi Ben. Congratulations on your graduation! You must be so proud of yourself. Ben: Thanks Melinda. It was a lot of hard work. I’m glad I’m done and am looking forward to being on my own next year. Melinda: Yes, that’s exciting! Do you know what school you’re going to go to? Ben: I looked for the right one all last year. I’ve decided that I’m going to keep working part time for now. In the

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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 listening only 3 times, no exceptions. If in a class, you will 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. fall, I’m going to go to the community college that’s near the new apartment I’m going to rent. Melinda: That’s great. I’ve heard that the community college has excellent faculty and even has some online learning programs. Ben: Yeah – I’m really interested in those. We’ll see how it goes! Melinda: Good luck!

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 21 Total points 1st page 29 Total points 2nd page x2 100 Total points possible

Note: When grading, do not count examples as correct. Skip them. At the bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 22/29 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. Review the items you can’t. I can… talk about the news and how to find reliable information (lesson 1) talk about culture using adjectives and adverbs (lesson 2) talk about situations and behaviors that bother me or that I appreciate (lesson 3) talk about different ways to resolve conflicts and use polite requests (lesson 4) talk about different kinds of education option (lesson 5) talk about privacy and confidentiality using direct and indirect questions (lesson 6) talk about life experiences using reflexive pronouns (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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Teacher Book 5 RIGHT

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

REVIEW & PRACTICE A. Model this activity first by writing one or two of the categories on the board and adding ideas. Then have students work individually. After, encourage students to use complete sentences to share what they wrote.

Write your ideas in each column. Share with a partner. 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. people are late 1. It really bothers me when __________________________________________________________.

2. I appreciate it when ______________________________________________________. 3. I wonder if _______________________________________________________________. 4. I’m looking for a school that ___________________________________. 5. I would like to teach myself ___________________________________. 6. I like to ________________________ on my own.

C. Refer back to the language tools activity from lesson 7 to remind students when to use by.

Circle the correct words. 1. Janell doesn’t like to eat by herself / herself. She prefers to have meals with other people. 2. They want to compromise and find a solution that / when works for everyone. 3. Would it be possible to reach / reaching an agreement? 4. He blamed himself / yourself for what happened.

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B. Brainstorm things students appreciate, things that bother them and things they would like. Then have them work on completing Activity B by themselves.

5. They have seen a lot of colleges. They like the one / the ones that have online learning programs. 6. We had so much fun at the baby shower. We really enjoyed ourselves / by ourselves. 44

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Answer Key: A. Answers will vary B. Answers will vary C. 2. that 3. to reach 4. himself 5. the ones 6. ourselves

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8 AD

Combine the sentences with that or when. 1. I like the school. It is near my house. _____________________________________________________________________________________ I like the school that is near my house. 2. Her friends always arrive on time. She appreciates it. ______________________________________________________________________________________ 3. They have to work on Saturdays. They don’t like it. ______________________________________________________________________________________ 4. We like the washing machine. It isn’t too expensive. ______________________________________________________________________________________ 5. He found a solution. It was a good compromise. _____________________________________________________________________________________

Write what the people are doing. Use the picture and himself, herself or themselves. Add by if necessary. Compare with a partner.

1.________________________________________ 2.________________________________________ She is cooking by herself. (cook) (enjoy)

3.________________________________________ 4.________________________________________ (blame) (fix a car)

Unscramble the question. 1. lives? / Do / know / where / you / he Do you know where he lives? ________________________________________________________________________ 2. if / wonder / is / news story. / true / the / I ________________________________________________________________________ 3. know / Do / restaurant? / if / a good / it’s / you ________________________________________________________________________ 4. think / should / Do / it / confidential? / be / you ________________________________________________________________________ intercambio.org/students

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Answer Key: D. 2. She appreciates that her friends always arrive on time. / She appreciates it when her friends arrive on time. 3. They don't like that they have to work on Saturdays. 4. We like the washing machine that isn't too expensive. 5. He found a solution that was a good compromise. E. Answers will vary F. 2. I wonder if the news story is true. 3. Do you know if it's a good restaurant? 4. Do you think it should be confidential? 54

Teacher Book 5 RIGHT

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

START

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

What kind of job would you like to have?

Whatâ&#x20AC;&#x2122;s something that is taboo to discuss in your native country?

Do you think the government should have access to personal phone data?

What is something that bothers you?

What is something you What is one way to tell if would like to teach a news story is fake? yourself?

How do you find reliable sources of news?

What is something that you appreciate?

What do you do when you have a disagreement with someone?

What do you like about US culture?

What kinds of things do you like to do when you are by yourself?

What is something that Do you know if there is makes you feel proud of a good school near your yourself? home?

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What bothers you in the US?

END

What kinds of things do you look for in a school?

Student Book 5 RIGHT

Answer Key: G. Answers will vary

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PROGRESS CHECK

My score________/ 100

Listen to Track 08. Write the missing words. (1 point each) 1. Melinda congratulates Ben on his ________________________________. graduation 2. Ben is looking forward to being ______________________________his own next year. 3. Ben is going to keep working ____________________________. 4. Ben is going to go to a _____________________________________ near his new apartment. 5. The community college has excellent faculty and some ____________________ learning programs.

Answer Key: 2. on 3. part time 4. community college 5. online

Complete the sentences with myself, yourself, himself, herself, ourselves or themselves. (1 point each) 1. He is teaching ______________________ to cook. himself 2. We graduated this year. We are so proud of _________________________.

B. Say Now you will work alone.

3. It wasn’t your fault. You shouldn’t blame ___________________ for what happened. 4. All of her family members had such a great time at the wedding. They really enjoyed ___________________.

Answer Key: 2. ourselves 3. yourself 4. themselves 5. herself 6. myself 7. themselves

5. Sarah fixed the table without any help. She did it by ______________________. 6. I’m so excited about this year. I have set a lot of goals for ________________________. 7. John and Mary are going on vacation tomorrow without their children. They are looking forward to having some time by ______________________.

Match the sentences. (1 point each) 1. ____ d Thank you for speaking slowly to us.

a. It’s near their house.

2. ____ They don’t like that restaurant.

b. The service is slow.

3. ____ We need to talk it out.

c. It bothers him.

4. ____ Do they want to hire anyone to help?

d. We appreciate it.

5. ____ Is Greg going to the celebration with someone?

e. They are proud of themselves.

6. ____ Bernard and Sally worked hard this year.

f. No, they want to do it on their own.

7. ____ Do you know where the school is?

g. No, he is going by himself.

8. ____ Jake doesn’t like it when people don’t look

h. Let’s see if we can compromise.

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

him directly in the eye.

D. Answer Key: 2. that 3. when 4. that 5. that

Complete the sentences with when or that. (1 point each) 1. She appreciates it ___________________ her children pick up after themselves. when 2. They like the one _________________ has scholarships. 3. It bothers me __________________ people play loud music at night. 4. I’m sure we can find a solution _______________ works for everyone. 5. We prefer the car ______________ has good mileage. ________/ 21

Teacher Book 5 RIGHT

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

NOT FOR DUPLCATION

Total: 50 x 2 = 100

E. Answer Key: 2. by herself 3. confidential 4. that 5. there are 6. himself 7. to compromise 8. they have

Circle the correct words to complete the sentences. (1 point each) 1. Let’s go, John. We’re going to be late. We need to walk more quick / quickly. 2. My daughter is so independent. She loves to do everything her own / by herself. 3. I’m sorry, sir. We can’t share that information. It’s confidential / confidentially. 4. They’re looking for a school when / that has a lot of extracurricular activities. 5. Do you know if there are / are there scholarships available? 6. My brother is amazing. He taught himself / by himself to play the guitar without any help! 7. I’m sorry that we don’t agree. Would it be possible to compromise / compromising? 8. Do you know if they have / have they access to the data they need?

G. Say Activity G 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: Find scoring instructions in the notes at the beginning of this lesson.

Rewrite the questions and statements below. Make them indirect using the words in parentheses. (2 points each) 1. Is it expensive?

Do you know if it is expensive ? (Do you know if ) __________________________________________

2. Do they talk quickly?

__________________________________________ ? (Do you think)

3. Is she from here?

__________________________________________ . (I wonder if )

4. Can we compromise?

__________________________________________ ? (Do you think)

5. Where is the public school?

__________________________________________ ?

(Do you know)

6. Are they from California?

__________________________________________ ?

(Do you know if )

7. Do they travel?

___________________________________________.

(I wonder if )

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F. Answer Key: 2. Do you think they talk quickly 3. I wonder if she's from here 4. Do you think we can compromise 5. Do you know where the public school is 6. Do you know if they're from California 7. I wonder if they travel

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

1. 0

2. 0

3. 0

4. 0

5. 0

Teacher Notes Lesson 3: Lesson 7: Lesson 2: Lesson 4: Lesson 7:

Student Book 5 RIGHT

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1. What is something that you appreciate? [Student should say "I appreciate it when..."] 2. What is something that makes you proud of yourself? [If student uses "myself", make sure they use it correctly.] 3. What is something that surprises you about the US? [I'm surprised (that)..., It surprises me that... It is surprising that...] 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 if I know where there is a good restaurant near here. ["Do you know where there is a good restaurant near here?"] 5. Ask me about something that I like to do by myself. ["What is something you like to do by yourself?"] intercambio.org/teachers

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

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Tips for a successful field trip: • Visit the location ahead of time. Anticipate any challenges that may come up. Speak with the appropriate person at the site to let them know what is going on (if appropriate). If someone will be talking with your students, give them information about the students’ levels and tips for effectively communicating with English language learners. • Make sure students are aware of where and when class will meet on field trip day. Bring a map to class on day 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • We suggest you meet your students 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 - An Assisted Living Center: Students can visit an assisted living center and learn more about the services they offer. They can also ask about costs and how the services are financed. Option 2 - An Immigrant Advocacy Center: Students can visit a local immigrant advocacy center. These can be located at: https://www.immigrationadvocates.org Students can learn more about their rights as immigrants, local legal resources and ask any questions they may have. Option 3 - Community College: Have students think of questions ahead of time, such as what kinds of programs they offer, what kinds of financial aid they have, what makes the school special, etc. Or, consider somewhere else: A grocery store (practice vocabulary, apply for a store card, scavenger hunt), library (get a tour, apply for a library card), department or hardware store, rec center, urgent care center, bus station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market, or outdoor festival). 58

Teacher Book 5 RIGHT

9 Pick a location or an activity: An assisted living center | An immigrant advocacy center | A community college My Idea: _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m. IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

Things Iâ&#x20AC;&#x2122;m going to look for or find: _____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

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NOT FOR DUPLCATION

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 RIGHT

Teacher Book 5 RIGHT

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______________________________________________________________________________________