Confidence and Connections Teacher Book 1 LEFT - Digital View by intercambio8

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

NOT FOR DUPLICATION

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Confidence and Connections Adult ESL The Intercambio™ Way Teacher Book

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

Printing 10 9 8 7 6 5 4 3

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CREDITS Level 1 Left Writers Rachel Fuchs and Elena Vasileva Editor Rachel Fuchs and Elena Vasileva Design and Layout David Olivares Design Interns Arik Burton Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Jennifer Kurtz, Jordana Levine, 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

Grammar • Wh- questions in the simple present with “to be” • Possessive adjectives

Nice to Meet You

• Wh- questions in the simple present with “to be” That’s This Month! • Possessive adjectives • Ordinals

Conversation

By End of Lesson, You Can:

Make introductions with basic questions and answers

• Introduce yourself • Give your address and phone number • Give basics on your English class

Share weekly schedules, talk about parties and events

• Talk about your week • Share about important holidays • Tell your teacher if you can’t come to class

It’s Snowy and Cold

• Wh- and How questions in the simple present with contractions

Discuss the weather

• Talk about the weather • Use weather charts • Compare Celsius and Fahrenheit temperatures

It Hurts a Lot!

• Wh- and Yes/No questions with “to be” • Possessive adjectives

Role-play about body parts that hurt

• Talk about your body • Ask if someone is okay • Talk about what hurts

• Yes/No questions with “to be” and “do”; short answers • A vs. an

Share about where you live and what it’s like

• Give basics on where you live and what it’s like • Ask others about their home

It’s New

I Like to Play Soccer

He Has a Big Family

• Wh- questions with “do” in the Talk about hobbies and • Share about what you like to do in your free time simple present; long answers things you and others • Ask what others like to do in their free time like to do during free time • Wh- and How questions in the simple present with “go”

Review and Progress Check

Field Trip

We Went Out

I’m Retired

I Can Work Part Time

14 15 16 IV

How Much Is It?

• Wh- questions in the simple past with “go” and “stay”

Talk about family mem- • Talk about your family bers and family trees • Share about where you live and go to school • Ask basic questions about someone’s family and life

Share about where you went last week

• What and Yes/No questions in Discuss jobs/roles and the simple present if you like them

• Talk about what you do and if you like it or not • Ask others about what they do and if they like it

• Can questions in the simple present; short answers

Talk about different skills you have

• Share about different workplace and life skills you have • Ask others for help and about their skills • Fill out a basic application

• How Much and How Many questions in the simple present

Share about how you get around and use transportation

• Ask how much different transportation options cost • Talk about how you get to work and other places

• Wh- and Yes/No questions in Discuss what you are I’m Going to Hang the future tense; short answers going to do this week Out with Friends We Have a Medium

• Talk about things you did in the past • Ask others about things they’ve done

• Wh- and How Much questions

Review and Progress Check

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Role-play about shopping for a friend

• Share your schedule with others • Ask others about their schedule • Describe what kind of clothing you like and wear • Talk about prices and places you shop

Welcome to Confidence and Connections! The unique emphasis of this series is on using conversation to facilitate meaningful connections. It is as important for you, the teacher, to share your own stories as it is to elicit stories from your students. When you ask students questions, be sure to have them ask you questions, too. In a group setting, use pair work to encourage students to learn about one another. In one-on-one, learn about your student’s family and share information about your own. About your teacher book: Your teacher book is designed to be simple to use and make your classes as engaging and effective as possible. You’ll find a lead page at the beginning of each lesson. This page contains: • The learning objectives for the students ("Students will be able to…") • Suggested materials to bring to class • Useful notes • Listening transcript In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. (NOTE: The answer key does not provide capitalization.) In the first two lessons, we included notes for most activities. After that, you’ll find notes only for activities that benefit from specific instructions. In the back of the book, you’ll find an in depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use. 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 you will learn easy techniques for teaching the many sounds and stress in English. In addition, we encourage all teachers and students to use Pronunciation Fun with Pictures and The Immigrant Guide as supplements to their teaching. Happy teaching!

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L1 NICE TO MEET YOU By the end of the lesson, students will be able to: • Introduce themselves • Recognize and utilize the alphabet and basic numbers • Give information needed for registration (phone number, address) What to expect: This is the first day and the first level, so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Use gestures. Use the board and have them use the board with you. Be careful in a group setting to not gauge your teaching level on one talkative student - especially for the first lesson. What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Alphabet and numbers cards • Envelope with name and address Teacher notes: You will see that the same grammar focus in this level appears in 1R Lesson 1 to give students plenty of opportunity for practice. Warm-Up: Greet students. Have them write their first name on a name tag or table tent. These are useful even in 1-1 environments as it can be hard to remember new names. Try Conversation Rotation or 1-on-1 Exchange to learn names. Do your best to pronounce students’ names the way they say it. It’s okay to ask them to clarify a few times. In 1-1, learn the names of student, children, even pets. Listening Track 01 Sara: Hi! What’s your name? Jose: Hello. I’m Jose Lopez. Sara: Nice to meet you, Jose. How do you spell Lopez? Jose: L-O-P-E-Z. Sara: Thanks. What’s your phone number? Jose: It’s (970) 555-6751 Sara: And what’s your address? Jose: It’s 812 Main Street. Sara: Great. Your teacher is Dan Palmer. Jose: Thank you. Sara: You’re welcome. Welcome to your English class!

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NICE TO MEET YOU

Pre. Explore the picture. Ask What do you see? How many people do you hear? Point to picture; Ask How many? Point out warm-up question. Write it on board. Play track completely. Point to question. Ask How many people are talking? Point to the people in the image.

Pre A

Listening warm-up. Track 01: How many people do you hear? Listen again. Circle the words you hear. Hey

Nice to meet you

last name

teacher

goodbye

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A. Go over what’s on the page by reading the instructions aloud so students know what they are going to listen for (the words listed on the page).Point out the word circle and draw a circle on the board. Play track completely. Do the example together. Play track multiple times so students can complete the activity. Check answers as a group. Play again to confirm. If needed, stop track at places for students to answer. Answer Key: A. Circle: teacher

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Say each word aloud; have students repeat several times. Point to pictures, use gestures. name

address

spell

phone number

nice to meet you

teacher

goodbye

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

A B C H I J O P Q V W X

D K R Y

E L S Z

F G M N T U

a h o v

b i p w

c j q x

d k r y

e l s z

f g m n t u

PRONUNCIATION Listen and repeat after your teacher. Circle GREEN TEA sounds. Underline RED PEPPER sounds. A

GREEN TEA

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RED PEPPER

Numbers D point to Hold up book, numbers, and have students repeat after you. (For groups, write on board.) Repeat several times – in order (to start) and out of order (so students practice without just memorizing order). Letters E Have student repeat letters after you. Show how to spell your name (use capital then lower case). Spell a student’s name. Have class repeat. Numbers & Alphabet Additional Practice F For more practice, have students listen and point to the number or letter they hear you say. If they struggle with 13 vs 30, 14 vs 40, etc., demonstrate that the stress is usually on the 2nd syllable with 13, and we emphasize the “n” at the end. For 30, 40, etc., the stress is usually on the first syllable. For alphabet, practice the tougher ones if they’re ready (a,e,i, g, h, j).

Pronunciation Read instructions. Demonstrate circle and underline on board - Point to GREEN TEA vs. RED PEPPER. Stress the vowel sound of each one. Have them watch your mouth and repeat. - Say first letter “z.” Ask GREEN TEA Z or RED PEPPER Z? Repeat with f, s, and b. Then read the rest, pausing long enough for students to try them with both options. EXPANSION: Do c, d, m, n, t. See PRONUNCIATION (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book beginning on page 117.)

Answer Key: Circle: z, g, p, b Underline: f, s, l, x 4

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These activities become increasingly difficult. Read directions aloud. Write example on board and complete with students (model using grammar chart to get answers). If they struggle, do more until students can work independently. Have students compare answers in pairs (model with a student first). Then write answer on board (for groups).

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS name? What

your

Jose Lopez.

address?

It’s

phone number? Who

your

Where are you How

you

spell

TIP:

ANSWERS

812 Main Street. (970) 555-6751.

teacher?

My teacher is

Dan Palmer.

from?

I’m

from Peru.

your

name?

It’s

J-o-s-e.

Look at the sentences. Circle the correct word. 1. My name is / are Sarita.

D. Write the sentences on board with both answers. Have students come to the board to complete the sentence. Once all sentences are complete, read aloud together. E. Reference is/are/I/you in the chart. If they struggle, do another one together. Writing on the board can also be useful. F. Demonstrate. Read the answer and write the question on board. Reference the grammar chart.

2. I am / are from Nepal. 3. His name is / are Jose. 4. Her name is / am Maria. 5. Where are you / your from?

Match the question and answer. Practice with a partner. 1. What’s your name?

a. It’s 19 Solo Drive.

2. How do you spell your name?

b. I’m from China.

3. Where are you from?

c. I’m Han.

4. What’s your address?

d. My teacher is Gracie Smith.

5. Who’s your teacher?

e. It’s H-a-n.

I’m = I am What’s = What is It’s = It is

C. FOCUS: verb “to be” and question words. - Copy the chart on the board. Point and say each sentence. Use gestures to indicate meaning. - Have students point to question words as you say them to build confidence. - Have students repeat questions and answers after you. - Point to Tip Box. Connect contractions to answers in chart.

Read the answers. Write the questions. Practice with a partner. What’s your name? 1. ____________________________________________________

My name is Leo Aya.

2. ____________________________________________________

It’s L-e-o.

3. ____________________________________________________

I’m from Mali.

4. ____________________________________________________

It’s (303) 555-0023.

5. ____________________________________________________

It’s 16 Canyon Road, Apartment B.

6. ____________________________________________________

My teacher is Ross Baker. intercambio.org/students

Answer Key: D. 2. am 3. is 4. is 5. you E. 2. e 3. b 4. a 5. d F. 2. How do you spell your name? 3. Where are you from? 4. What’s your phone number? (What is) 5. What’s your address? (What is) 6. Who’s your teacher? (Who is) intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 01 and complete the conversation. Use the words in the box. Sara: Hi! What’s your name?

phone number

I’m Jose Lopez. Jose: Hello. (1)________

I’m

Sara: Nice to meet you, Jose. How do you (2)________________ Lopez?

teacher

Jose: L-o-p-e-z.

It’s

Sara: Thanks. What’s your (3)__________________________________?

spell

Jose: (970) 555-6751.

address

Sara: And what’s your (4)____________________? Jose: (5)______ 812 Main Street. Sara: Great. Your (6)___________________is Dan Palmer. Jose: Thank you.

G. Read instructions aloud. Show word box. Write words on board. Play track completely. Cross out example word on board and show students on their page where word is written. Do 1 or 2 more together. Have them finish the rest independently. Have students compare with a partner (model first). Then select pairs to write the answer on the board. Check as a class.

Sara: You’re welcome. Welcome to your English class!

Ask for your teacher’s name, phone number, and email.

Can’t come to class? Contact your teacher Text

Phone

My teacher’s name: __________________________________________________________________ My teacher’s phone number: __________________________________________________________

@_________________________

My teacher’s email: ______________________________________

CULTURE TIP Hi! My name is Anna.

It’s common in the US to look people in the eye when you say your name.

H Provide examples through gestures or images or why they might not come to class (broken car, work, sick). Come up with the appropriate question for each line together. Have students take turns asking you the questions. Have students open inside front cover and write their name, your name, and contact info. Explain that @ is “at” in email addresses. Depending on students ability, express your preference and/or ask their preference – text, phone calls, emails?

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Culture Tip Practice with your students saying hello and making eye contact. (Some cultures will struggle – don’t force it.) Expand the conversation by asking How do people greet each other in your native country? Do they shake hands? Strong hand shake or not strong? Hug? Kiss? As much of this is new vocabulary, you will need to ask through gestures.

Answer Key: G. 2. spell 3. phone number 4. address 5. It’s 6. teacher H. Answers will vary

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1 I I. Copy the registration form from the image on the board. Point out where to find the information for the questions on that form. Ask How do you spell it?

Read the registration form. Complete the sentences. 1. Her name is Marta Acosta _______________________________________

2. She is from _______________________________________ 3. Her phone number is _______________________________________ 4. Her address is ________________________________________ 5. Her email is ________________________________________

J. Same as Activity I but with student’s information. Write questions on board. Demo with a student: Ask What is your name?, etc. If students are not comfortable sharing their personal information, they can use “pretend” information. Explain by demonstrating on the board: My name is Madonna is pretend. Then My name is (use your real name) is real.

Complete the registration form with your information.

School Registration Form Name: ________________________________________________________________________ Country of origin: _______________________________________________________________ Phone number: _________________________________________________________________ Address: ______________________________________________________________________ Email:_________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about where you live.

WORD BANK What? How? Where? phone number address goodbye

from spell

Nice to meet you. name

Conversation Brainstorm questions students will ask each other. Show them the word bank. Demonstrate with a student. NOTE: We use the word “live” in the activity, but it’s not in the lesson so explain this by saying We live in…. Or, leave this out if your students may not be ready for new information. For 1-1: make sure you learn the names of family members, including pets.

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Answer Key: I. 2. Cuba 3. 555 - 338 - 2176 4. 32 F. Street, Davis, California, 00018 5. mascosta@email.com J. Answers will vary

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HOMEWORK

Lesson 1 • Nice to Meet You

Complete the conversation. Use the words in the box. Marie: Hi! I’m Marie. What’s your (1)______________? name

English

Ron: I’m Ron. Nice to (2) _______________you.

I’m

Marie: Nice to meet you, too. Where are you (3)_____________, Ron?

Where

Ron: (4)_____________ from Indiana. (5) ___________________ are you from?

from

Marie: I’m from France.

name

Ron: Welcome to (6) __________ class, Marie.

meet

Read the answers. Write the questions. 1. ____________________________________________________ ? What’s your name

I’m Shani.

2. ____________________________________________________ ?

I’m from Kenya.

3. ____________________________________________________ ?

My teacher is Alice Frank.

4. ____________________________________________________ ?

It’s 53 Alamo Drive.

5. ____________________________________________________ ?

It’s (297) 555-7761.

Students will be more likely to do homework if they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. Walk through homework as you assign it. Do examples. Make sure to review completed homework at the beginning of next class. See HOMEWORK. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book beginning on page 117.)

Review your English. 1. What’s your name?

____________________________________________________

2. Where are you from?

____________________________________________________

3. What’s your address?

____________________________________________________

4. What’s your phone number?

____________________________________________________

5. What’s your email?

____________________________________________________

6. Who’s your teacher?

____________________________________________________

Pre A

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Answer Key:

2. meet 3. from 4. I’m 5. Where 6. English

2. Where are you from? 3. Who is your teacher? 4. What’s your address? 5. What’s your phone number?

M. Answers will vary 8

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L2 THAT’S THIS MONTH! By the end of the lesson, students will be able to: • Identify dates (ordinal numbers) • Talk about their basic schedule and week • Let their teacher know if they can’t come to class What to expect: Students may or may not have done homework. Walk through it anyway. Praise whatever they were able to do. See the Homework section in the back of the book for tips on this. What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Calendars • Planners • Invitations Teacher notes: You will see that the same grammar focus in this level appears in 1R Lesson 2 with a slightly different context to give students plenty of opportunity for practice. Warm-Up: Greet students. Practice the material from last class: What’s your name? How do you spell it? What’s your address? What’s your phone number? For groups, try Conversation Rotation or Cocktail Party to practice. Review homework from lesson 1.

Listening Track 02 Conversation 1: PHONE MESSAGE BEEP – Hi Juan. This is Emily, your English teacher. Just a reminder, today there is no class. See you next week! Conversation 2: Jen: Hey Juan! Are you coming to my birthday party this weekend? Juan: What day is it? Jen: It’s on Saturday. Juan: Yes. I can come. Jen: Great! See you then! Conversation 3: Juan: When is your birthday, Mira? Mira: It’s in November. Juan: Really? Mine too! What day? Mira: It’s on November 4th. How about you? Juan: My birthday is on November 21st.

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THAT’S THIS MONTH!

Explore the picture. Ask What do you see in the pictures? NOTE: Students may not know words for most of what they see in the pictures, asking what they see gives the student a chance to show what they may already know and stay silent if they don’t know anything yet.

Pre A

Listening warm-up. Track 02: How many people do you hear? Listen again. Write the number of the conversation you hear in each box.

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Pre Point to the picture. Ask How many people do you hear? Play the track all the way through once. Point to warm-up question again. Ask How many? Elicit answer. 7

A. Go over what’s on the page so students know what they are going to listen for (writing the numbered order of the conversations). Point out to the 3 boxes where students will write the number of the conversation. Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary.

Answer Key: A. 1. Phone message about English class being cancelled this week 2. Image of man and woman talking (about going to her party) 3. Man and woman speaking; they both have birthdays in November 10

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

TIP:

MONTHS January (Jan.) May (May) September (Sep.)

B. Have students repeat each word and ordinal number multiple times. Repeat as whole group and individually. Point out TIP and do example with today’s date and birthdays. Practice saying dates (using ordinal numbers) for this week. Use your hand to demo where the stress is for pronouncing months (1st syll. Jan., Feb., Apr., Aug; 2nd syll. July, Sept., Oct., Nov., Dec.). Point out silent letters. See VOCABULARY. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book beginning on page 117.)

February (Feb.) June (Jun.) October (Oct.)

In the US we write dates like this: month/day/year 2/8/20 = February 8, 2020

March (Mar.) July (Jul.) November (Nov.)

April (Apr.) August (Aug.) December (Dec.)

MONTH___________________ SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1st first

2nd second

3rd third

4th fourth week

5th fifth

6th sixth

7th seventh

8th eighth

9th ninth

10th tenth

11th eleventh

12th twelfth

13th thirteenth

14th fourteenth

15th fifteenth

16th sixteenth

17th 18th seventeenth eighteenth

19th nineteenth

20th twentieth

21st twenty-first

Kira’s birthday

22nd twentysecond

23rd twentythird

24th twentyfourth

29th twentyninth

30th thirtieth

31st thirtyfirst

25th twentyfifth

26th twentysixth

27th twentyseventh

28th twentyeighth

PRONUNCIATION Listen and repeat after your teacher. Circle the words with the t sound. Underline the words with the th sound. A

Pronunciation Read instructions. Demonstrate circle and underline by writing a word on the board and circling or underlining it. Say words and have students repeat multiple times as a group and individually. Use smart phone camera on selfie mode for students to see where their tongue is for each sound.

T SOUND 8

TH SOUND

month

eleventh

two

October

ninth

eight

ten

third

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Answer Key: Circle: two, October, eight, ten Underline: month, eleventh, ninth, third

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LANGUAGE TOOLS

QUESTIONS

When

ANSWERS

your

birthday?

It’s

New Year’s Day? What

These activities are increasingly difficult. Read directions aloud. Write example on board and complete with students (model using grammar chart to get answers). If they struggle, do more until students can work independently. Have students compare answers in pairs (model with a student first). Then write answer on board (for groups).

Listen to your teacher and repeat.

day month

February 21st. January 1st.

it?

Monday.

It’s

July.

Complete the questions with When, day or month. Practice with a partner. When 1. ____________ is your birthday?

It’s March 13th.

2. What ____________ is it?

It’s Tuesday.

3. What ____________ is it?

It’s June.

4. What ____________ is English class?

It’s Monday.

5. What ____________ is September 9th?

It’s Thursday.

6. ____________ is the party?

It’s April 26th.

7. What ____________ is Thanksgiving?

It’s November.

C. FOCUS: Wh-questions in the simple present with “to be”; possessive adjectives; ordinals. -Write chart on board. Read and have students repeat the questions and answers several times. Do several real examples with the students - e.g., What day is it? When is your birthday? Sounds like “When + is” = “Whenz”. Repeat question “When is” as “whenz” and “when is”. -Practice Tuesday vs Thursday.

Look at the calendar. Circle the correct answer. JANUARY SUNDAY 31st

MONDAY 1st New Year’s Day

TUESDAY

WEDNESDAY

2nd 3rd English class

THURSDAY 4th English class

FRIDAY 5th

SATURDAY 6th Lee’s birthday!

1. What month is it?

a. It’s June.

b. It’s January.

2. What day is New Year’s Day?

a. It’s Thursday.

b. It’s Monday.

3. What day is the 3rd?

a. It’s Wednesday.

b. It’s Friday.

4. When is Lee’s birthday?

a. It’s Saturday.

b. It’s Sunday.

5. What day is the 5th?

a. It’s Wednesday.

b. It’s Friday.

6. When is English class?

a. It’s Tuesday and Thursday.

b. It’s Monday and Wednesday.

E. Point to the calendar when reading the instructions to indicate that the students will use it to answer the questions. Do first example together.

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D. Write when, day and month on board. – -When you do first example, point to correct word on the board. Help them see the difference between when and what and the difference between day and month -Make it personal: Ask Whenz your birthday? and give them an opportunity to answer.

Answer Key: D. 2. day 3. month 4. day 5. day 6. when 7. month E. 2. b It’s Monday. 3. a It’s Wednesday. 4. a. It’s Saturday. 5. b. It’s Friday. 6. a. It’s Tuesday and Thursday.

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REAL LIFE / YOUR LIFE

Listen to Track 02 and complete the conversations. Use the words in the box. CONVERSATION 1

week

Hi Juan. This is Emily, your English teacher. Just a reminder, today there is no class.

F. Read directions aloud and explain. Ask students Where are the words? Play the track and do example together. You can repeat each track individually or play it all the way through multiple times.

See you next (1)______________. week

Saturday 21st 4th

CONVERSATION 2

CONVERSATION 3

Jen: Hey Juan! Are you coming to my

Juan: (4) _____________ is your birthday, Mira?

weekend When

birthday party this (2)______________? Mira: It’s in November. Juan: What day is it?

Juan: Really? Mine too! What day?

Jen: It’s on (3)__________________.

Mira: It’s on November (5) ____________. How

Juan: Yes. I can come.

about you?

Jen: Great! See you then!

Juan: My birthday is on November (6) __________.

Look at the invitation. Answer the questions. 1. What is the invitation for?__________________________________ A birthday party.

2. What day is it? ___________________________________________

G. Talk about the invitation before doing the activity. Ask What is this? Do example together.

3. When is it? ______________________________________________ 4. Where is it? _____________________________________________ 5. Who is the host? _________________________________________ 6. What is the phone number? ________________________________

CULTURE TIP Many invitations have an RSVP. It means to call, text or email to say if you are going or not going. 10

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Culture Tip Expand the conversation by asking Do people RSVP in your country? For what events?

Answer Key: F. 2. weekend 3. Saturday 4. When 5. 4th 6. 21st G. 2. It’s Saturday 3.It’s at 7:00 pm, May 15th 4. The Martinez Family Home 5. Alma Martinez 6. It’s 831 - 555 - 2745 intercambio.org/teachers

2 Pair up. One partner is Java, the other is Keene. Cover the other person’s calendar. Take turns asking questions. Java’s Calendar

Do you work on the weekend? What days do you work?

T 1

When is English class?

English

When is your birthday? 7

English

T 1

F 4

work

English

work

English

Birthday English

work

English

work

English

Work

English

Work

English

MONTH W Th 2 3

English

Keene’s Calendar M

Sat 5 Birthday work 4

work

MONTH W Th 2 3

English

11 work 18 Work

12 Work

19 work

Sat 5 12 19

Fill out the calendar with your information.

I. -Use the current week to fill in the calendar. Remember to write in the month. -Add additional weeks to the calendar. -As a warm-up for the upcoming conversation, ask questions about the students’ calendars. Write on board __/__/__ and Ask What is today’s date? Have them say it using the month name in the number format.

MONTH__________________________ SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1. When is the weekend? _________________________________________________________ 2. What month is it? _____________________________________________________________ 3. When is English class? _________________________________________________________ 4. What days do you work? _______________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask about their week. Compare calendars. intercambio.org/students

H. This activity is an “info gap.” To avoid confusion, model: have a student come up-one of you is Java, one of you is Keen. Show how you cover up the other person’s calendar in your book (so that you don’t know what theirs looks like). Have the student cover your calendar in their book. Now ask the first question and have your model student look at their calendar to answer. Have your model student ask you the next question and you look at your calendar and answer. For 1-1, help your student w/ first couple of questions/answers. -Make sure students are covering up the correct calendar.

Conversation Use answers from Activity I and brainstorm other questions that the students can ask before starting this activity. Encourage your students to ask you questions too.

Answer Key: I. 1. It’s Saturday and Sunday. 2. answers will vary 3. answers will vary 4. answers will vary 14

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HOMEWORK

Lesson 2 • That’s This Month!

Read the answers. Write the questions. What is your name 1. ____________________________________? I’m Luis.

Walk through each homework activity. Do examples. These are very similar to activities they did in class. Confirm they understand each assignment.

2. ____________________________________? My birthday is April 7th. 3. ____________________________________? I’m from El Salvador. 4. ____________________________________? It’s (530) 555-1209. 5. ____________________________________? I work on Saturday and Sunday.

Look at the invitation. Circle the correct answers.

1. What day is the party?

a. It’s on Friday.

b. It’s on Sunday.

2. What day in July is the party?

a. It’s the 15th.

b. It’s the 5th.

3. Where is the party?

a. It’s at Riverside Park.

b. It’s at Ahmed’s house.

4. Who is the host?

a. Ahmed and Suri

b. Stephen.

5. What is the phone number?

a. It’s (459) 555-8923.

b. It’s (455) 555-1298.

Pre A

Review your English. 1. What days do you work?

______________________________________________________

2. When is your birthday?

______________________________________________________

3. Where are you from?

______________________________________________________

4. What day is it?

______________________________________________________

5. What’s your address?

______________________________________________________

6. What’s your phone number? ______________________________________________________ 12

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Answer Key: J. 2. When is your birthday? 3. Where are you from? 4. What is your phone number? 5. When do you work? K. 2. b. It’s the 5th. 3. a. It’s at Riverside park. 4. a. Ahmed. 5. a. It’s (459) 555 - 8923 L. Answers will vary intercambio.org/teachers

L3 IT’S SNOWY AND COLD By the end of the lesson, students will be able to: • Talk about the weather • Compare temperatures with Celsius and Fahrenheit • Read simple weather forecasts What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Number cards • Newspaper weather map • Outdoor thermometer Teacher notes: You will see that the same grammar focus in this level appears in 1R lesson 3 with a slightly different context to give students plenty of opportunity for practice. Warm-Up: Greet students. Ask what day it is, what month it is, what today’s date is, when their birthday is, and how to spell their name. Try Ball Toss to make it a game. Review homework from Lesson 2. Have them share their answer to Review Your English aloud. Listening Track 03 Paula: Hi Jon, how’s the weather today? Jon: It’s bad. It’s snowy and windy. Paula: Oh, no. What’s the temperature? Jon: It’s about 30 degrees. It’s cold in the winter! Paula: Do you like the weather here? Jon: No, I don’t. Paula: How’s the weather in your native country? Jon: In Haiti, it’s rainy sometimes. But it’s always hot.

Teacher Book 1 LEFT

IT’S SNOWY AND COLD Ask What do you see in the pictures? What’s this lesson about?

Pre Explore the picture. Ask What do you see? Ask the Pre question and write it on the board: How’s the weather? Ask Where do you think he lives? Play track all the way through and discuss.

Pre A

Listening warm-up. Track 03: How’s the weather?

Listen again. Circle the words you hear. weather

A. Go over what’s on the page so students know what they are going to listen for (the words written on the page). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary. After, demonstrate meaning of each of the words (e.g., fan your hand in front of your face to indicate “warm”). Play the track again. EXPANSION: Have the students stand up when they hear the word.

warm

windy

temperature

sunny

intercambio.org/students

Answer Key: Circle: windy, temperature intercambio.org/teachers

VOCABULARY WORDS & PHRASES Repeat after your teacher.

TIP:

cloudy

windy

snowy

sunny

50 45 40 35 30 25 20 15 10 5 0 -5 -10 -15 -20 -25 -30 -35 -40

°C

75° = 75 degrees

°F 120 110 100 90 80 70 60 50 40 30 20 10 0 -10 -20

hot warm cool

cold

-30 -40

B. - Say each word aloud; have students repeat several times. Use gestures when possible. Have students copy gestures as they D repeat. - Ask Do you like it when it’s windy? Do you like it when it’s cool? etc. -Use the Color Vowel Chart (CVC) to practice the pronunciation of cool (BLUE MOON) and cold (ROSE BOAT)

rainy

PRONUNCIATION A

Listen and repeat after your teacher. Touch the word you hear. Practice with a partner. t sound

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

d sound

thirty

forty

fifty

sixty

seventy

eighty

ninety

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Pronunciation FOCUS: In –ty words, t sounds like /d/. In –teen words, t sounds like /t/. - Read top row, make sure /t/ sound heard. - Read second row, make sure /d/ sound heard. - Read in pairs (13/30, 14/40, etc.), touching each one. Have students touch too. - Say numbers randomly. Have students touch what they hear. OPTION: Focus on one pair to start, e.g., 13/30. -Don’t let students say and touch with a partner until they’ve produced sounds multiple times. For 1-1, don’t switch roles until student produces sounds multiple times.

Teacher Book 1 LEFT

C. FOCUS: structure of questions and answers with how and what using vocabulary. -Do real examples using current weather first. Have students repeat questions and answers after you. -Read TIP. NOTE: in spoken English, “How + is” sounds like “howz.” And, what + is sounds like “whatz.” -Practice pronouncing the difference between temperatures using the vocabulary from the previous pronunciation activity.

LANGUAGE TOOLS TIP:

Listen to your teacher and repeat. QUESTIONS

How’s = How is

ANSWERS

How’s

the

weather?

It’s

What’s

the

temperature?

It’s

warm. windy. 79°.

Read the question. Look at the picture. Circle the correct answer. How’s the weather?

D. After students complete this activity, model one as a Q&A, then have students practice each one in the Q&A format using the correct answer (e.g., 1. How’s the weather? It’s sunny.)

1. a. It’s cloudy.

b. It’s sunny.

2. a. It’s nice.

3. a. It’s cloudy.

b. It’s sunny.

4. a. It’s warm.

b. It’s rainy.

6. a. It’s cold.

b. It’s cool.

5. a. It’s hot.

b. It’s windy.

b. It’s bad.

Write the temperature for each picture.

E. After the students complete this activity, practice each one as a Q&A using the correct answer (e.g., 1. What’s the temperature? It’s 35 degrees.) Expand by asking How’s the weather? for each picture.

a. 25°F b. 78°F c. 95°F d. 50°F

intercambio.org/students

Answer Key: D. 2. a. It’s nice. 3. a. It’s cloudy. 4. b. It’s rainy 5. b. It’s windy. 6. a. It’s cold. E. 1. a. 35 ° 2. d. 50 ° 3. b. 78 ° 4. c. 95 ° intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 03 and complete the conversation. Use the words in the box. Practice with a partner.

weather today? Paula: Hi, Jon! How’s the (1)______________

How’s

Jon: It’s bad. It’s snowy and (2)____________________________.

weather

Paula: Oh no. What’s the (3)_______________________________?

degrees

Jon: It’s about 30 (4)_______________________. It’s cold in the winter! Paula: Do you like the weather here?

rainy windy

Jon: No, I don’t.

temperature

Paula: (5) _________________ the weather in your native country? Jon: In Haiti, it’s (6)____________________ sometimes. But it’s always hot.

Read the email. Circle True or False.

1. Raju can come to class tonight.

TRUE

FALSE

2. The weather is warm.

TRUE

FALSE

3. The weather is snowy.

TRUE

FALSE

4. Raju can go to class on Thursday.

TRUE

FALSE

G. Read the email together. Ask Who is itIfrom? Who is it to? Do you go to class when it’s cold? Do the example together. Have students answer 2-4 alone or in pairs. Go over answers. For false, say Let’s make it true, (e.g., “Raju can’t come to class tonight”).

CULTURE TIP Daily weather maps give the high (hot) and the low (cold) temperature for the day. Look at this map and talk about the weather where you live. Do you like it?

Houston 91/76

The high is 91º The low is 76º

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Culture Tip Expand the conversation by asking How’s the weather in your native country? What’s the temperature in summer? How do you know what the weather will be in your native country newspaper, TV news, smartphone, etc.?

Answer Key: F. 2. windy 3. temperature 4. degrees 5. How’s 6. rainy G. 2. False 3.True 4.True 20

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3 H H. Brainstorm several Q&A before having students do the activity on their own. EXPANSION: Ask them to make a Sunday weather forecast for their town. Ask questions about their forecast.

Point to a day and ask your partner about the weather. Sunday

Monday

Tuesday

52/48 ø 42/39 ø 33/31 ø Example: Partner 1

Wednesday

41/37ø

Thursday

Friday

Saturday

50/46 ø 46/41 ø 50/45 ø

How’s the weather Sunday? It’s cloudy.

Partner 2

What’s the high temperature? It’s 52 degrees

I I. Students will have different opinions about the temperatures going into the cold, nice and hot boxes. Allow them to say why/how they make their choices if they can. For example: “I don’t like cold weather. 32 degrees is cold.”

Put the temperatures in the correct box. Compare with a partner. 45°

32°

89°

0°

COLD

67°

50°

-5°

73°

110°

WARM

HOT

What temperatures do you like?

CONNECT WITH CONVERSATION Get to know a partner. • Talk about the weather here and in your native country • Does it rain? • Does it snow? • Is it very sunny?

Conversation Ask students to turn to the vocabulary and grammar spread. Brainstorm questions students can ask before starting this activity. In advanced groups, ask students to share what they learned about their partner.

WORD BANK What? How? Where? hot

weather cloudy windy

cool

cold

rainy

snowy

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Answer Key: I. Cold: -5 °, 0 °, 32 °45 ° Warm: 50 °, 67 °, 73 ° Hot: 89 °, 110 °

intercambio.org/teachers

HOMEWORK

Lesson 3 • It’s Snowy and Cold

Complete the conversation. Use the words in the box. weather Kyra: Hi Chen! How is the (1) ___________________in Chicago today?

Chen: Hey Kyra. It’s bad. It’s (2)____________________ and rainy today.

How’s weather

Kyra: I like the rain. In India, it is (3)__________________ part of the year.

rainy

Chen: (4)____________________ the weather for you today in Atlanta?

cold

Kyra: It’s great! It’s (5)___________________ and feels like summer.

sunny

Chen: I wish the weather was (6)_________________________ here.

Go over the directions for each activity and do the examples together.

warm

Look at the map. Answer the questions. 1. What’s the high temperature in San Francisco?

__________ 62°

2. What’s the low temperature in San Francisco?

__________

3. What’s the high temperature in Los Angeles?

__________

4. What’s the low temperature in Los Angeles?

__________

5. What’s the high temperature in San Diego?

San Francisco 62/55 º

6. What’s the low temperature in San Diego?

__________ __________

Los Angeles 80/73 º San Diego 85/79 º

Review your English. 1. How’s the weather today? ____________________________________________________________ 2. What’s the high temperature today? ____________________________________________________ 3. Do you like the weather here? _________________________________________________________ 4. Where are you from? _________________________________________________________________ 5. How’s the weather in your native country? _______________________________________________

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Answer Key: J. 2. cold 3. rainy 4. How’s 5. sunny 6. warm K. 2. 55° 3. 80° 4. 73° 5. 85° 6. 79° L. Answers will vary 22

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Pre A

L4 IT HURTS A LOT! By the end of the lesson, students will be able to: • Talk about their body • Talk about their health What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Doll • Sticky notes and dice Teacher notes: You will see that the same grammar focus in this level appears in 1R Lesson 5 with a slightly different context to give students plenty of opportunity for practice. Warm-Up: Greet students. Play Questions, Questions, Questions using the 6 questions below. OPTION: For advanced students, don’t write the whole question e.g., “What’s/name,” “How/spell your name,” etc. Then review homework. 1. What’s your name? 2. How do you spell your name? 3. Who is your teacher? 4. Where are you from? 5. How’s the weather today? 6. When is your birthday?

Listening Track 04 Conversation 1: Max: Owwwwwwww! Gina: Are you okay, Max? Max: No. I hurt my arm. It hurts a lot. Gina: Let’s go to the doctor. Conversation 2: Marcie: Ughhhhhhhh. Jose: What’s wrong Marcie? Marcie: My stomach hurts. Jose: Oh no. I hope you feel better soon. Conversation 3: Debbie: Ouch! Jamal: Are you okay, Debbie? Debbie: Yes. I just hit my foot. Jamal: I’m sorry. Debbie: It’s okay. Conversation 4: Deepa: Lewis, are you okay? Lewis: No, I’m not okay. Deepa: What’s wrong? Lewis: My head hurts. Deepa: Here is some medicine. It helps.

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IT HURTS A LOT!

Before you start, ask What do you see in the pictures?

Pre A

Pre Write question on the board. Play track. Ask How many conversations did you hear?

Listening warm-up. Track 04: Are they okay? Listen again. Write the number of the conversation you hear in each box.

intercambio.org/students

A. Here students are being asked to identify pictures of words they don’t know. Pre-teach these words by pointing to the image with the word and saying it aloud. Ask about the situations, What happened?

Answer Key: A. 3. Image of woman stubbing her toe 4. Image of man with headache 2. Image of woman with stomach hurting 1. Image of man with hurt arm 24

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VOCABULARY WORDS & PHRASES

Repeat after your teacher. FRONT

B. - Have students stand up. Point to your body as you say the words. Gesture for students to copy you. Do 2x. - You say a body part (no pointing) and students repeat and point. - Students take turns saying body parts while class repeats and points. OPTION: Bring in a doll or stuffed animal to indicate body parts. EXPANSION: Students write body parts on sticky notes. Students say the word and put it on you or another student. Ask class if it’s correct. For large groups, have second student say word as (s)he removes it.

BACK

head neck back right arm left arm stomach

hand right leg left leg knee foot

E PRONUNCIATION Listen and repeat after your teacher. Write the words with the k sound in the box. A

K SOUND stomach

knee

stomach

leg

neck

right

back

weekend

March

cold

thanks 20

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Pronunciation Read instructions. Show what it means for a word to have a k sound by making the sound (k, k, k) and providing examples (cold, cool, okay). -When you say each word, have students nod “yes” or shake their heads “no” if they hear the k sound. Then have them do the activity. Some students may be confused that words like knee don’t have the k sound. Cross out the k in knee to help them understand it is silent.

Answer Key: Pronunciation: neck, back, weekend, cold, thanks

intercambio.org/teachers

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS Are Is

What’s

you they he she

Yes, okay? No,

wrong?

he’s = he is she’s = she is they’re = they are

I’m he’s she’s they’re

okay. not okay.

My His Her

back

hurts.

Nothing,

I’m he’s she’s

fine.

Complete the questions and answers. Practice with a partner. Are you okay? 1. Q:______

A: No, my arm hurts. 3. Q:_______he okay? A:Yes, he ___________okay. 5. Q:_______she okay? A: No, her right leg hurts.

TIP:

ANSWERS

2. Q: What _______wrong? A: Nothing, I _______ fine. 4. Q: ______ they okay? A: No, they _______ not okay. 6. Q: ______ you okay?

D. Refer to the chart and circle are, is, ’m, ’s, ’re. Say, We need one of these in the sentence. Do example together by asking a student Are you okay? Write the question on the board and circle are. Tell students they can use the verb or the contracted form (am/’m, is/’s, are/’re). -Practice each one as a dialogue in pairs.

A: Yes, I _______ fine.

Look at the pictures. Write what’s wrong. Use His, Her, He and She.

1.______________________ His head hurts.

4.______________________

C. FOCUS: Short answers with “to be” and “hurts” versus “I’m fine.” -Practice the chart using pictures or sticky notes from vocab activity. - For TIP, put out left hand and say he, put out right hand and say is, clap them together and say he’s. Repeat for each one and have students copy you. Remind students of previous lesson (“when is” = “when’s”). NOTE: “He + is” sounds like “heez” and “She is” sounds like “sheez.” - Ask students, Are you okay? Before starting, ask What body part? for each one.

2.______________________

5.______________________

3.______________________

6.______________________ intercambio.org/students

E. Before starting, point to the part of the body that the person in each image is referencing to elicit the correct vocabulary word.

Answer Key: D. 2. ‘s/’m 3. Is/’s 4. Are/’re 5. Is 6. Are/’m E. 2. Her arm hurts. 3. His back hurts. 4. She’s okay. 5. Her hand hurts. 6. His neck hurts. 26

Teacher Book 1 LEFT

REAL LIFE / YOUR LIFE

F. Ask students questions about the dialogues. Ask Is Max okay? Is Debbie okay? Is Marcie okay? What’s wrong with Lewis? EXPANSION: Do Conversations 2 and 3 in pairs.

G. Use TPR (Total Physical Response) First, speak and model: touch your head, etc. Students touch the body part you model. Then speak without modeling. Students rely on listening and touch the body part you say. Take turns with the student giving instructions. With advanced students, incorporate right and left.

Listen to Track 04 and complete the conversations. Use the words in the box. foot

arm

okay

stomach

wrong

What’s

CONVERSATION 1

CONVERSATION 2

Max: Owwwwwwww!

Marcie: Ughhhhhhhh.

Gina: Are you (1) __________Max? okay

Jose: What’s (3) ___________________Marcie?

Max: No. I hurt my (2)_____________. It hurts a lot.

Marcie: My (4) ____________________ hurts.

Gina: Let’s go to the doctor.

Jose: Oh no. I hope you feel better soon.

CONVERSATION 3

CONVERSATION 4

Debbie: Ouch!

Deepa: Lewis, are you okay?

Jamal: Are you okay Debbie?

Lewis: No, I’m not okay.

Debbie: Yes. I just hit my (5) _________________.

Deepa: (6)_______________ wrong?

Jamal: I’m sorry.

Lewis: My head hurts.

Debbie: It’s okay.

Deepa: Here is some medicine. It helps. Lewis: Thank you.

Listen and watch your teacher. Do what he/she says.

CULTURE TIP In an emergency you can call 9-1-1. Say your name, address and phone number. Say what’s wrong and stay on the phone. Is there an emergency number in your native country? 22

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Culture Tip Expand the conversation by asking What happens in an emergency in your native country? -Practice an emergency phone call. Have students share their information over the phone. -Have students complete emergency information cards to keep in their wallets.

Answer Key: F. 2. arm 3. wrong 4. stomach 5. foot 6. what’s

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4 H

Look at the picture. Spiro was in an accident. Fill out the form for the doctors. What hurts?

FRONT

BACK

H. Create the context for using pictures. Ask What happened? Label the sides of the body right/left/left/right, which might be confusing for people since the first body is facing forward and this may be the first time students are seeing these words.

Complete this form for the doctor. A. Check  YES or NO. Circle LEFT or RIGHT. YES       

NO       

1. 2. 3. 4. 5. 6. 7.

My head hurts. My back hurts. My stomach hurts. My arm hurts. My hand hurts. My leg hurts. My foot hurts.

LEFT LEFT LEFT LEFT LEFT LEFT LEFT

RIGHT RIGHT RIGHT RIGHT RIGHT RIGHT RIGHT

Pick three body parts that hurt. Mark the picture.

I. This is the foundation for the conversation in the next activity, which will use “My head hurts,” “My back hurts.” Model picking 3 things to mark that hurt (show it doesn’t have to be real). Ask What is it? For each one.

CONNECT WITH CONVERSATION Role-play with a partner. Ask what hurts. Tell your partner what hurts. intercambio.org/students

Conversation This conversation is more of a role play using the images from Activity I. Model what you want students to do. Have a student come to front of class and you can exaggerate that something hurts. If you act it out and exaggerate, this will set the students up to have fun and act out too. Have students move around and shift partners. For 1-1, ask about family members too.

Answer Key: H. 1. No 2. Yes 3. No 4. Yes LEFT 5. Yes LEFT 6. Yes RIGHT 7. No I. Answers will vary 28

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HOMEWORK

J Walk through each activity and do the example together.

Lesson 4 • It Hurts a Lot!

Circle the correct word. 1. It hurt / hurts a lot.

2. What is / are wrong?

3. His right foot hurt / hurts.

4. I am / is not okay.

5. Are / is you okay?

6. Her / she stomach hurts.

Look at the picture.Circle True or False. 1. Her right arm hurts.

TRUE

FALSE

2. Her neck hurts.

TRUE

FALSE

3. Her stomach hurts.

TRUE

FALSE

4. Her left leg hurts.

TRUE

FALSE

5. Her back hurts.

TRUE

FALSE

6. Her head hurts.

TRUE

FALSE

Review your English. 1. How is the weather?

____________________________________________________

2. When is your birthday?

____________________________________________________

3. Where are you from?

____________________________________________________

4. What day is it?

____________________________________________________

5. Are you okay?

____________________________________________________

6. What’s wrong?

____________________________________________________

Pre A

Student Book 1 LEFT

Answer Key: J. 2. is 3. hurts 4. am 5. are 6. her K. 2. TRUE 3. FALSE 4. TRUE 5. TRUE 6. FALSE L. Answers will vary intercambio.org/teachers

L5 IT’S NEW By the end of the lesson, students will be able to: • Respond to questions with short answers, yes/no • Distinguish when to use the singular and plural form of the verb to be and do • Talk about their home What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Real estate post cards • Fliers • Housing ads Warm-Up: Greet students and Ask What is today? How’s the weather? Are you okay? as they come in. Then play Charades using vocabulary from last time (stomach hurts, back hurts, leg hurts, etc.). For groups, make it competitive by putting students in teams and keeping score. Review homework. Listening Track 05 Paula: Nice to meet you, Javier. Where do you live? Javier: I live in L.A. And you? Paula: I live in Long Beach. Do you live in a house? Javier: No, I live in an apartment. Do you live in a house? Paula: Yes. I rent a big old house. I have a big family. Is your apartment big? Javier: No. My apartment is small, but new. Paula: Nice. Listening: Track 06 Conversation 1: Deepa: My house is big. I have a big family and 3 dogs and 2 cats. My children like pets. Conversation 2: Ming: I live alone in a new mobile home. I have quiet neighbors, but they are very friendly. Conversation 3: Raquel: I live in an old apartment with my cat. My neighbors are very noisy. I think I might move soon.

Teacher Book 1 LEFT

IT’S NEW

Pre Ask What do you see in the pictures?

Pre A A. Ask questions about the conversation. Is Javier’s apartment big or small? What city does Javier live in?

Listening warm-up. Track 05: Does Javier live in an apartment? Listen again. Circle the correct word. 1. Nice to meet / see you, Javier.

2. No, I live in an apartment / a mobile home.

3. I have a big / small family.

4. My apartment is new / old.

intercambio.org/students

Answer Key: A. 2. an apartment 3. big 4. new intercambio.org/teachers

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

a big house

a small apartment

a new mobile home

an old house

B. Make sure students understand small, old, new. Show with different types of housing using pictures or drawings. For example, bring pictures of different types of homes to compare for extra practice. Point out when we use “a” and when we use “an” as you walk through vocab.

neighbor

noisy

quiet

pets

PRONUNCIATION Listen and repeat after your teacher. Put a check  in the correct column. A

       

      

Student Book 1 LEFT

house apartment old mobile home noisy neighbor quiet pet arm school

E Pronunciation We use “an” before vowel sounds and “a” before consonant sounds. Write a few examples on the board, and underline the first letter of the words (e.g., apartment, pet, old house, new apartment.) You can explain the rule briefly, and then demonstrate it by practicing.

Answer Key: Pronunciation: an apartment, an old mobile home, a noisy neighbor, a quiet pet, an arm, a school

Teacher Book 1 LEFT

LANGUAGE TOOLS

Listen to your teacher and repeat.

C. FOCUS: Short answers (Yes, it is. No, they don’t.) This chart may be too visually complex for some students. Consider writing the top part first and review. Then erase and put the bottom half. Consider using Colored Index Cards. For 1-1, cover the second half of the chart. Then cover the top.

QUESTIONS Do

you they

Does

he she

your his her their

house apartment

Are

your

neighbors

live

ANSWERS

an a

apartment? house?

big? new?

quiet? Is

D D. Model “fill in the bubble,” circle the answer. Stand up and practice each one as a dialogue in pairs.

E. Students can practice asking and answering the questions with a partner when finished. Remind students that they will choose the correct verb for the answer based on the verb in the question. Demonstrate this by underlining the word do in the first question, as well as the word do in the first answer.

your

neighbor

Yes, No,

I we they

do. don’t.

Yes, No,

he she

does. doesn’t.

Yes, No,

is. isn’t.

Yes, No,

they

are. aren’t.

Yes, No,

she he

is. isn’t.

Fill in the bubble with the correct answer. 1. Is your house big?

a Yes, it is.

b Yes, it does.

2. Does he live in a mobile home?

a No, he isn’t.

b No, he doesn’t.

3. Do you have pets?

a No, I doesn’t.

b No, I don’t.

4. Do they live in an apartment?

a Yes, they does.

b Yes, they do.

5. Is her house new?

a Yes, it is.

b Yes, it are.

6. Is their mobile home old?

a No, it isn’t.

b No, it doesn’t.

Write answers to the questions. Practice with a partner. 1. Do you have pets?

Yes, _____________________________. I do

2. Do they live in a mobile home?

No, _____________________________.

3. Is your neighbor noisy?

Yes, he __________________________.

4. Does he live in a big apartment?

Yes, ____________________________.

5. Are your pets noisy?

No, _____________________________.

6. Is your street quiet?

No, _____________________________.

7. Is your house big?

No, _____________________________. intercambio.org/students

Answer Key: D. 2. b. No, he doesn’t. 3. b. No, I don’t. 4. b. Yes, they do. 5 a. Yes, it is. 6. a. No, it isn’t. E. 2. they don’t 3. is 4. he does 5. they aren’t 6. it isn’t 7. it isn’t

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REAL LIFE / YOUR LIFE

Listen to Track 05 and complete the chart with the correct answers. PERSON

Paula

CITY

TYPE OF HOME

SIZE

Long Beach

Javier

TIP:

Look at the picture. Answer the question.

Q: Are pets allowed?

Q: Is the house old?

No, they aren’t A: _______________________________

A:_______________________________

Q: Is the mobile home old?

Q: Are the neighbors noisy?

A:_______________________________

Q: Is the apartment new?

Q: Is the neighbor noisy?

A:_______________________________

allowed = okay

F. Have students compare answers in pairs before checking them as a group. Then have students interview their classmates to collect the same information from the listening track. For 1-1, after asking each other, ask about a family member, friend, J or celebrity.

G. Review TIP (allowed = okay).

Ask a partner the questions in activity G. Partner A: Are pets allowed? Partner B: No, they aren’t.

CULTURE TIP In the US many people say hello to their neighbors. They smile and sometimes welcome new neighbors with cookies. How do you welcome new neighbors in your native country? 28

Student Book 1 LEFT

Answer Key: F. Paula: Long Beach, house, big. Javier: LA, apartment, small H. Answers will vary

Teacher Book 1 LEFT

Culture Tip Expand the conversation by asking Did you know your neighbors in your native country? Do you know your neighbors here? Do you like your neighbors here?

5 I I. After activity, Ask Who lives in a mobile home? Who lives in an old apartment? Who has quiet neighbors?

Listen to Track 06 and write the number of the conversation you hear under the picture.

Ming

Raquel

J J. After activity, Ask Who wants to live in this apartment?

Deepa TIP: BR = bedroom

Read the housing ad. Answer the questions.

Posted 3 days ago

$800 / 2br / Apartment Available (Knoxville) Small two-bedroom apartment in downtown Knoxville. Quiet street. No pets. Call Ann at (865) 555-4539.

No, it isn’t 1. Is it a house? ___________________________________________________.

2. Is it downtown? _________________________________________________. 3. Is the apartment big?_____________________________________________. 4. Are the neighbors quiet? __________________________________________. 5. Are pets allowed?________________________________________________.

Answer the questions with your information. 1. Do you live in an apartment? _______________ 2. Do you live in a house? ____________________

K. The answers in this activity will help students have the following conversation.

3. Is it small? _______________________________ 4. Is it new? ________________________________ 5. Are pets allowed?_________________________ 6. Are your neighbors noisy? __________________

CONNECT WITH CONVERSATION Get to know a partner. Ask your partner questions about where they live. What type of home is it? Are pets allowed? Ask questions about their home in their native country. intercambio.org/students

Conversation Brainstorm questions together. If students are reluctant to share personal information about the type of place they live in, use real estate listing pictures and have them choose a place. Encourage your students to ask you questions too.

Answer Key: I. Raquel: 3 Ming: 2 Deepa: 1 J. 2. Yes, it is. 3. No, it isn’t. 4. Yes, they are. 5. No, they aren’t. K. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 5 • It’s New

Match the question and answer. 1. Do you live in a mobile home?

a. No, he doesn’t.

2. Does he live in an apartment?

b. No, they aren’t.

3. Is it big?

c. Yes, they do.

4. Is it new?

d. Yes, she does.

5. Does she live in a house?

e. No, I don’t.

6. Do they have quiet neighbors?

f. Yes, it is.

7. Are pets allowed?

g. No, it isn’t. It’s small.

Do examples together. If students aren’t doing homework, do an additional example in each activity.

Read the housing ad. Answer the questions. 1. Is the house downtown?

______________________

2. Is the house big?

______________________

3. Are the neighbors noisy?

______________________

4. Are pets allowed?

______________________

5. Is the yard big?

______________________

Review your English.

Pre

Circle the type of home you live in:

apartment

1. Is it new?

____________________________________

2. Is it big?

____________________________________

3. Do you have noisy neighbors?

____________________________________

4. Are pets allowed?

____________________________________

5. Do you like the weather here?

____________________________________

6. Do you have pets?

____________________________________

house

mobile home

Student Book 1 LEFT

Answer Key: L. 2. a 3. g 4. f 5. d 6. c 7. b M. 1. No, it isn’t 2. No, it isn’t 3. No, they aren’t 4. Yes, they are 5. Yes, it is N. Answers will vary 36

Teacher Book 1 LEFT

L6 I LIKE TO PLAY SOCCER By the end of the lesson, students will be able to: • Talk about their hobbies • Talk about what they don’t like to do What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Shopping bag, book, free weights, soccer ball (anything relating to how one spends their free time) Warm-Up: Write the sentences below on the board (or on a piece of paper for 1-1). 1. do you/ an apartment/live in? 2. big/house/is your? 3. your neighbor/quiet/is? 4. are/your pets/noisy? As students come in, pair them up and have them put the sentence fragments in the correct order. Once you’ve checked their answers, have them ask each other the questions.

Listening Track 07 Rob: Hi Norma! What are you up to this weekend? Norma: Hi Rob! I’m going shopping. I’m excited! Rob: Cool. Norma: What are you up to? Rob: I work this weekend. Norma: Too bad! What do you like to do in your free time? Rob: I like to play soccer and hang out with friends. You? Norma: I like to cook and go shopping. Rob: Oh yeah. Have fun this weekend. Norma: Thanks!

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I LIKE TO PLAY SOCCER

Ask What do you see in the pictures?

Pre A

Pre Have students read question to themselves. Have a student read the question aloud. Write on the board if needed.

Listening warm-up. Track 07: How many people do you hear? Listen again. Circle the correct answer. 1. Norma is going shopping today / this weekend. 2. Rob works this weekend / Friday. 3. Rob likes to hang out with friends / cook.

A. After activity, ask Who is talking? What is Rob doing this weekend?

4. Norma likes to cook / play cards.

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Answer Key: A. 2. weekend 3. hang out with friends 4. cook

Teacher Book 1 LEFT

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Use gestures during choral repetition when it makes sense (e.g., for exercise, mime lifting weights). Students should gesture as well. If you brought props, use them. Check understanding of “hang out with friend.” Say No plans or special activity but together. Same with “spend time with my family.” You can add 1 or 2 more activities if it’s something your students really like to do.

go shopping

play video games

exercise

cook

watch TV

spend time with my family

read books

E practice English

play soccer

hang out with friends

PRONUNCIATION A

Listen to your teacher make the v sound and the w sound. Touch the words you hear. Practice with a partner. video

watch

weekend

favorite

windy

seven

weather

November

one

V SOUND 32

W SOUND

Student Book 1 LEFT

Pronunciation To help students make the /v/ sound, instruct them to put their top teeth on their bottom lip and blow out air using their voice. Have them look at a mirror or smart phone in selfie mode. Contrast with /w/. EXPANSION: Have students say these sentences - I watch weather videos on TV every weekend. Windy weather is my favorite in November.

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LANGUAGE TOOLS

don’t = do not TIP:doesn’t = does not

Listen to your teacher and repeat. QUESTIONS do

you they

does

he she Joe

What

ANSWERS your their

to do

free time? his her

I We They

like don’t like

He She

likes doesn’t like

to play soccer.

Fill in the bubble with the correct answer. 1. What does she like to do in her free time?

a I like to cook.

b She likes to cook.

2. What do you like to do?

a I like to read books.

b He likes to read books.

3. What does he like to do?

a You like to exercise.

b He likes to exercise.

4. What does she like to do on Saturday?

a She likes to go shopping.

b I like to go shopping.

5. What do you like to do in your free time?

a She likes to watch TV.

b We like to watch TV.

6. What does he like to do on Friday?

a He likes to play soccer.

b I like to play soccer.

C. FOCUS: Present tense questions and answers with like. Notice that we use do/ does for the question and the negative. Note where to add the s in the answers. During choral repetition of the answers, nod your head and smile for like. Shake your head and frown for don’t like so that students get the meaning. Thumbs up and down can also work. D. Have a student demonstrate filling in an answer bubble. Do the example, highlighting the pronoun. That’s the clue to getting the correct answer. Practice as a dialogue in pairs when done.

Write the activities. Circle the ones you like to do in your free time.

play soccer 1. ____________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

6. ______________________

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E. Vocab practice: ask questions about what students circled, or have students ask a partner when done. OPTION: Have students stand up and act out the activities they circled while the class guesses. For large classes, have students do it in smaller groups.

Answer Key: D. 2. a 3. b. 4. a 5. b 6. a E. 2. spend time with my family 3. cook 4. hang out with friends 5. watch TV 6. exercise

Teacher Book 1 LEFT

REAL LIFE / YOUR LIFE

Listen to Track 07 and complete the conversation. Use the words in the box. weekend Rob: Hi Norma! What are you up to this (1) ___________________?

play soccer

Norma: Hi Rob! I’m going (2)_________________. I’m excited.

F. Play track completely, multiple times if needed.

shopping

Rob: Cool.

weekend

Norma: (3)___________are you up to?

What

Rob: I work this weekend.

free time

Norma: Too bad! What do you like to do in your (4)___________________?

cook

Rob: I like to (5)_______________________and hang out with friends. You? Norma: I like to (6)____________and go shopping. Rob: Oh yeah. Have fun this weekend. Norma: Thanks!

G G. This is a critical thinking activity, so give plenty of time. Read about the people together (you can read and have students repeat, or ask for volunteers). Do the example, showing students how to get the answer. EXPANSION: Ask Who is similar to you? If it’s Tran, go to the left corner. If it’s Caleb, go to the right corner. If it’s Sylvia, stand in the middle. (Use gestures to indicate.) Ask Why?

Read about the people. Answer the questions with complete sentences.

Tran

I don’t like to watch movies. I like to hang out with friends. I like to play soccer with my kids.

Silvia

Caleb

I don’t like to cook. I like to practice my English. I like to exercise alone. I don’t like to watch movies. I like to spend time with my family. I like to exercise with friends.

Silvia and Caleb like to exercise 1. Who likes to exercise? _______________________________________________________________ .

2. Who likes to hang out with friends? ____________________________________________________ . 3. Who doesn’t like to cook? ____________________________________________________________ . 4. Who doesn’t like to watch movies? _____________________________________________________ . 5. Who likes to practice English? _________________________________________________________ .

CULTURE TIP Most cities have a community center and public parks. Is there a community center where you live? 34

Student Book 1 LEFT

Culture Tip Expand the conversation by asking Do you use the community center or park near where you live? Are there public parks in your native country? Who uses them?

Answer Key: F. 2. shopping 3. what 4. free time 5. play soccer 6. cook G. 2. Tran likes to hang out with friends. 3. Silvia doesn’t like to cook. 4. Caleb and Tran don’t like to watch movies. 5. Caleb likes to practice English. intercambio.org/teachers

6 Look at the chart. Write what Mike and Ana like and don’t like to do.

Mike

Ana

☺ �� ☺

H. This activity practices using he/she with the grammar structure (likes/ doesn’t like). Refer back to the grammar chart when you do the example together. Make sure students understand that the faces in the white boxes on the left of the charts indicate whether the person likes the activity or not.

exercise cook practice English

☺ �� ☺

read books watch TV play soccer

Mike

Ana

1. _______________________________________ Mike likes to exercise

1. _______________________________________

2. _______________________________________

3. _______________________________________

Write the activities you like and don’t like to do. ACTIVITIES I LIKE

ACTIVITIES I DON’T LIKE

____________________________________

I. Prep students for this activity by completing it yourself. Then have them listen to you speak about the activities you like and don’t like.

CONNECT WITH CONVERSATION Get to know a partner. Ask what they like and don’t like to do in their free time. intercambio.org/students

Conversation Help students come up with the negative question, What don’t you like to do in your free time? They haven’t used it as much during the lesson. EXPANSION: Do Find Someone Who using the vocabulary page in this lesson. Have students Ask “What do you like to do in your free time?” or help them come up with the question “Do you like to cook?”(to combine current content with previous lesson content). Students can write the name directly on the vocab page. For 1-1, ask about family members/friends and write their names: Does your sister like to exercise? What’s her name?

Answer Key: H. Mike: 2. Mike doesn’t like to cook. 3. Mike likes to practice English. Ana 1. Ana likes to read books. 2. Ana doesnt like to watch TV. 3. Ana likes to play soccer. I. Answers will vary 42

Teacher Book 1 LEFT

HOMEWORK

Lesson 6 • I Like to Play Soccer

Complete the conversation. Use the words in the box. Erika: Hi Yin! What are you up to this (1) ___________________? weekend

from

Yin: Hey Erika! I’m (2)_______________ time with my family this weekend.

Walk through homework. Do examples. Focus on the Review Your English activity. This is preparing them to use a journal at higher levels.

shopping

They are in town.

Erika: That’s neat. (3)________________ are they from?

weekend

Yin: They are (4) ______________ China.

spending

Erika: What do they like to (5)_______ here?

Where

Yin: Well, they like to go (6) _________________________, go to the movies, and spend time together. Erika: Cool. Have fun!

K For number 3, make sure students know what “weekdays” means by touching Monday, Tuesday, Wednesday, Thursday and Friday and saying weekdays. Then, say weekend and touch Sunday and Saturday.

Look at Amal’s calendar. Fill in the bubble with the correct answer. AMAL’S WEEK SUNDAY

MONDAY

14 15 family dinner work

TUESDAY 16 work

English class

WEDNESDAY 17 work

THURSDAY 18 work

English class

FRIDAY 19 work

SATURDAY 20 shopping with Jenny

watch a movie with friends

1. When is Amal’s English class?

a Monday and Wednesday

b Tuesday and Thursday

2. When does Amal spend time with family?

a Thursday

b Sunday

3. When doesn’t Amal work?

a weekdays

b weekends

4. When does Amal hang out with friends?

a Sunday

b Friday

5. When does Amal go shopping?

a Saturday

b Wednesday

Pre L

Review your English. 1. What do you like to do in your free time?

______________________________________________

2. What don’t you like to do in your free time? ______________________________________________ 3. When is your free time?

______________________________________________

Student Book 1 LEFT

Answer Key: J. 2. spending 3. where 4. from 5. do 6. shopping K. 2. b. Sunday 3. b. weekends 4. b. Friday 5. Saturday L. Answers will vary intercambio.org/teachers

L7 HE HAS A BIG FAMILY By the end of the lesson, students will be able to: • Talk about family members • Talk about where they or others live or go to school What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Pictures of your family or a family album • Students will draw a family tree – colored pencils, crayons, paper Teacher notes: You will see that the same grammar focus in this level appears in 1R Lesson 1 to give students plenty of opportunity for practice. Note: vocab focuses on family. Grammar chart is questions with do and does and long answers e.g., I live in Boulder vs. I do.) Warm-Up: Play Snowball Fight with the below questions: When is your birthday? / What do you like to do in your free time? / What don’t you like to do in your free time? For 1-1, answer the same questions but play Two Truths and a Lie. Review homework. Prepare for Lesson 8 – Review and Progress Check Since the Review and Progress Check happen in the next class, leave time to talk to the students about it. Say It helps us know what’s good and what needs more practice. It helps me teach you better. Please note that they will need to complete the first page of Lesson 8 as homework (it’s a self-assessment). Prepare for Field Trip Lesson 9 • Where will you go? How will you prepare them? Words, phrases, logistics. • If you are not going out, consider arranging the classroom as a place and have them role play. • Consider a Guest speaker or a former student to share stories about how they learned English.

Listening Track 08 Aisha: So, tell me about your family. Jaime: I have a big family. Aisha: Really? How many children do you have? Jaime: I have 3 children. Aisha: How old are they? Jaime: My son is twelve and my daughters are six and eight. Aisha: Wow! Where do they go to school? Jaime: My son goes to Casey Middle School and my daughters go to Aspen Elementary.

Teacher Book 1 LEFT

HE HAS A BIG FAMILY NOTE: For some students, talking about family can be painful. Approach this topic with sensitivity and be willing to not talk about certain family members if it’s too difficult for the student.

Pre Ask What do you see in the pictures? Is this similar to your family?

Pre A

Listening warm-up. Track 08: Who has a big family? Listen again. Circle the correct answer. 1. Jaime has a

a. small family.

b. big family.

2. Jaime has

a. four children.

b. three children.

3. Jaime’s daughters are

a. six and eight.

b. ten and twelve.

4. Jaime’s son goes to

a. Casey Middle School.

b. Central Elementary School.

A. Ask Does Jaime have children? Does Aisha have children? Do you have children?

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Answer Key: A. 2. b. three children. 3. a. six and eight. 4. a. Casey Middle School.

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Ask What is this? and reference the picture. Draw your family tree on the board using only the family words from the picture. They will learn other family words in future lessons. NOTE: Demonstrate that children refers to both of the images by saying children and circling both images of the kids. Then, say child and circle just one of the images.

parents

wife mother

children

husband father

son

daughter

brother

sister

E PRONUNCIATION A

Listen to your teacher make the th sound and the d sound. Repeat the words. Practice with a partner.

they

their

mother

brother

father

day

degrees

head

calendar

cloudy

they

day 38

Student Book 1 LEFT

Teacher Book 1 LEFT

Pronunciation To help students make the th sound, instruct them to stick out their tongue between their teeth. Use a mirror or smartphone in selfie mode for practice. Then have them use their voice/vocal chords while blowing out air. NOTE: th has 2 sounds: unvoiced (thank, bath) and voiced (the). To make the d sound, the tongue hits the ridge above the top teeth.

C. FOCUS: Q&As in present tense. Verb “to be” doesn’t use “do” in the question or the negative. Review TIP Box. This grammar chart may be visually overwhelming for students. Write top half on the board and review. Erase and do bottom half. For 1-1, just cover the bottom and then the top chart in the book. HINT: Spanish speakers often say “I have 37 years” instead of “I am.” OPTION: Use Colored Index Cards. D. Practice as a dialogue in pairs. Emphasize s on the end of verbs – lives, goes – in third person singular (with he/she). Say, We don’t usually ask adults their age; Americans think it’s rude (not polite). E. This is the first time students will write the complete question, so do 2 examples, showing how to use the chart for help. Questions 4 and 5 are from the previous lesson, so either make one the 2nd example or let struggling students know where to look.

LANGUAGE TOOLS

TIP: we’re = we are

Listen to your teacher and repeat. QUESTIONS Where

Where

How

does

ANSWERS

you they

go to school?

he she

go to school?

live?

are

you? they?

he? she?

old

I We They He She

to Casey Middle School.

live

in Boulder.

goes

to Casey Middle School.

lives

in Boulder.

I’m

37.

We’re They’re

12 and 10.

He’s She’s

Read the questions. Circle the correct word. 1. Where do you go to school?

I go /goes to Buena Vista Adult School.

2. Where does Ana live?

She live / lives in Carbondale.

3. How old is Chris?

He are / is 16.

4. How old are they?

They are / is 8 and 4.

5. Where does she go to school?

She go / goes to Middlebrook Elementary.

6. How old are you?

I are / am 35.

Look at the picture. Read about Alma’s children. Write questions for the answers.

Beto Age 8 Waco, Texas Play soccer

Carla Age 4 Waco, Texas Watch TV

What are their names? 1. _____________________________________ Their names are Carla and Beto.

2. _____________________________________ They are 8 and 4. 3. _____________________________________ They live in Waco. 4. _____________________________________ He likes to play soccer. 5. _____________________________________ She likes to watch TV. intercambio.org/students

Answer Key: D. 2. lives 3. is 4. are 5. goes 6. am E. 2. How old are they? 3. Where do they live? 4. What does he like to do? 5. What does she like to do?

intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 08 and complete the conversation. Use the words in the box. your Aisha: So, tell me about (1)___________family.

have

Jaime: I have a big family.

daughters

Aisha: Really? How many children do you (2)_______________?

Jaime: I have three children.

they

Aisha: How old are (3)_________________?

F. OPTION: Have the students try to fill inHthe blanks without listening. Play track to check.

goes

Jaime: My son is 12 and my (4)_______________ are 6 and 8.

your

Aisha: Wow! Where (5)________________they go to school?

Jaime: My son (6)________________ to Casey Middle School and my daughters go to Aspen Elementary.

Look at Jaime’s family tree. Answer the questions with complete sentences.

TIP:

Jaime’s = connected to

Parents

Jorge Lily

Tony

sister

brother

Silvia Jaime

Monica

wife Gina

Inez

Marcus

daughter

son

1. Who is Jaime’s son?

Jaime’s son is Marcus _____________________________________________________.

2. Who is Jaime’s brother?

_____________________________________________________.

3. Who is his sister?

_____________________________________________________.

4. Who are his daughters?

_____________________________________________________.

5. Who is his wife?

_____________________________________________________.

G. TIP Box: Give examples using students and their belongings. Write on board or paper (e.g., Maria’s pen. Bogden’s book). Show students how to start sentence with end of the question. For example, Who is Jamie’s son? I Jamie’s son is…

Student Book 1 LEFT

Answer Key: F. 2. have 3. they 4. daughters 5. do 6. goes G. 2. Jaime’s brother is Tony. 3. His sister is Lily. 4. His daughters are Gina and Inez. 5. His wife is Monica.

Teacher Book 1 LEFT

Culture Tip If your students have children, ask Where does your child go to school? Do you talk to teachers or directors at the school? Do you talk in person, on the phone, or email?

7 CULTURE TIP It’s important to know the name of your child’s school. Give the school your phone number. If your phone number changes, tell the school. What’s the name of your child’s school?

Draw your family tree. Use the words in the box. parents

father

mother

son

daughter

husband

wife

children

brother

sister

H. Have students share their family trees in pairs.

I. Have students pick a family member and write age:____, likes to do:____, lives:____, etc. Then have the class ask questions. Go first: Point to your family tree and say This is my ____. Say Ask me questions. Point to Activity I if students are confused. This activity will prepare students for Connect with Conversation.

Answer the questions about your family. Yes, I do. No, I don’t. 1. Do you have a husband/wife? ___________________________________________________.

2. What’s his/her name? ________________________________________________________. 3. Do you have a daughter? _______________________________________________________. 4. How old is she? _____________________________________________________________. 5. Do you have a son? ____________________________________________________________. 6. Where does he go to school? __________________________________________________.

CONNECT WITH CONVERSATION Ask your partner questions about their family tree in activity H.

Conversation Brainstorm questions together (use previous lessons as well).

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

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HOMEWORK

Lesson 7 • He Has a Big Family

Look at Salma’s family tree. Answer the questions using complete sentences. Ali & Zoya parents

1. Who is Salma’s husband? Her husband is Omar. __________________________________

2. Who is Salma’s daughter? __________________________________ 3. Who is her father?

This homework should be fun. Walk through examples. Assign p. 43 of the Progress Check as well (It’s a selfassessment). Explain the word “can” and what to check.

__________________________________ Sawda sister

Talia sister

Salma

Omar husband

4. Who are her sisters? __________________________________ 5. Who is her mother?

Fatima daughter

__________________________________

Read the form. Read the sentences. Circle True or False. Levi

Suarez

12-3-2009

First name

Last name

Date of birth

Deisy Morales

Name of the mother 148 16th St. Unit 4, Denver, CO 80222

Address Casey Middle School

School

1. Levi’s last name is Morales.

TRUE

FALSE

2. He was born in March.

TRUE

FALSE

3. His mother is Deisy Morales.

TRUE

FALSE

4. He goes to Jefferson High School.

TRUE

FALSE

Review your English. 1. What’s your name?

_______________________________________________________

2. Who are your parents?

_______________________________________________________

3. What do you like to do?

_______________________________________________________

4. Where do you live?

_______________________________________________________

5. Do you like the weather here?

_______________________________________________________

Student Book 1 LEFT

Answer Key: J. 2. Her daughter is Fatima. 3. Her father is Ali. 4. Her sisters are Sawda and Tacia. 5. Her mother is Zoya. K. 1. FALSE 2.FALSE 3. TRUE 4. FALSE L. Answers will vary 50

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L8 REVIEW & PROGRESS CHECK What to bring to class: • Dice (or use an app on your phone) 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. Be sure to voice plenty of encouragement! 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 and that this is a time to see what they have learned. 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 09 Narrator: Listen to the conversation. Circle the information about Eduardo. Person A: This is my grandson. His name is Eduardo. He is 10. He goes to Aspen Elementary School. He likes to play soccer and watch movies. His birthday party is Saturday. I hope the weather is nice! 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 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 students’ Progress Check. Be sure to review any incorrect responses together before moving on to lesson 10.

SCORING 16 Total points 1st page

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

34 Total points 2nd page

At the bottom of each Progress Check page is a point scale. Write the number of correct answers (e.g., 14 / 16 points)

Multiply number of correct answers by 2 for final score out of 100

100 Total points possible intercambio.org/teachers

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t.

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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REVIEW & PRACTICE

A A. Point to the words above the three boxes. Say, Choose three words. Draw them. Do an example on the board. EXPANSION: Play Pictionary in teams.

Circle a word from each line. Draw a picture of the word. Write two sentences using the words. Share with a partner. 1. cloud 2. head 3. hand

windy neck leg

Draw picture of word from line 1.

snowy back foot

sunny arm house

Draw picture of word from line 2.

rainy stomach apartment Draw picture of word from line 3.

1. ____________________________________________________________________________________ 2. ____________________________________________________________________________________

1. Q: What _______ his name?

B. NOTE: The answers given use contractions, but it is equally correct to use contractions as it is to use full words.

2. Q: What ______ wrong?

A: His name _____ John.

A: Nothing, I _______ fine.

3. Q: When _____ your birthday?

4. Q: ______ they okay?

A: It ________ February 28th.

C C. Remind students to look at the pronouns in the questions to determine the answer. In Number 1, circle you in the question and I’m in the response to make this clear.

Complete the sentences. Practice with a partner.

A: No, they _______ not okay.

Fill in the bubble with the correct answer. 1. Where are you from?

a. I’m from California.

b. He’s from California.

2. How is the weather?

a. They’re rainy and cold.

b. It’s rainy and cold.

3. When is your birthday?

a. It’s February 2nd.

b. I’m 30.

4. What does he like to do in his free time? a. He likes to watch TV. 5. Where do your kids go to school? 44

b. We like to watch TV.

a. They go to Curie Elementary. b. I go to Curie Elementary.

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Answer Key: A. Answers will vary B. 1. ‘s/is 2. ‘s/’m 3. ‘s/’s 4. Are/’re C. 1. A 2. B 3. A 4. A 5. A intercambio.org/teachers

8 D

Answer the questions using the words in parentheses. Practice with a partner. 1. Is it sunny?

2. Are you okay?

No, It’s not sunny __________________________________ . (No)

__________________________________ . (Yes)

3. Are your neighbors noisy?

4. Does he live in a house?

__________________________________ . (Yes)

__________________________________ . (No)

5. Is she from Mexico? __________________________________ . (Yes)

Look at the pictures of Brett’s wife and children. Write what each person likes to do in his or her free time. Use his daughter, his son or his wife.

1.________________________________________ 2.________________________________________ _________________________________________

_________________________________________

3.________________________________________ 4.________________________________________ _________________________________________

_________________________________________ intercambio.org/students

Answer Key: D. 1. No, it’s not 2. Yes, I am. 3. Yes, they are. 4. No, he doesn’t. 5. Yes, she is. E. 1. He likes to read. 2. They like to cook. 3. She likes to play soccer. 4. She likes to exercise.

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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.

START

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

What is your name?

How do you spell your name?

Where are you from?

When is your birthday?

How’s the weather today?

What day is your English What days do you work? class?

What day is it?

How’s the weather in your native country?

What’s the temperature?

Do you live in a house?

Is your house/ apartment big?

Do you like your neighbors?

Are your neighbors quiet?

Do you have a brother?

Do you have children?

Tell me about your family.

What day is tomorrow?

Do you like to go shopping?

What do you like to do in your free time?

Who is your teacher?

Are you okay?

Is your house/ apartment new?

What is your phone number?

END 46

What month is it?

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PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

Listen to Track 09 and circle the number for the information that you hear about Eduardo. (1 point each)

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

Answer Key: 3.

6, 3, 5 (1 point each)

B. Say, Now you will work alone. Answer Key:

Fill in the blank with the correct word. (1 point each) 1. ________ What is your name?

2. ________ does she live?

3. ________ is your teacher?

4. ________ is the temperature?

5. ________ you okay?

6. ________ is New Year’s Day?

7. ________ you like the weather here?

8. ________ old are they?

Fill in the bubble with the correct answer. (1 point each) 1. Is your house big?

a. Yes, it is.

b. Yes, it does.

2. Does she live in Boston?

a. Yes, she is.

b. Yes, she does.

3. Do you like the weather here?

a. No, she doesn’t.

b. No, I don’t.

4. Is he okay?

a. Yes, he’s okay.

b. Yes, he does.

5. Is today Tuesday?

a. No, it does.

b. No, it isn’t.

6. Do they have children?

a. Yes, they do.

b. Yes, they does.

7. Is the weather sunny?

a. No, it don’t.

b. No, it isn’t.

________/ 16

1. What 2. Where 3. Who 4. What 5. Are 6. When 7. Where 8. How

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C. Answer Key:

1. A 2. B 3. B 4. A 5. B 6. A 7. B

D. Answer Key: 1. What’s his name? 2. When do you go to the park? 3. What’s wrong? 4. When is your birthday? 5. How’s the weather? 6. How old are they? 7. What’s the temperature? 8. Where are you from?

Write the question. (2 points each) 1. _________________________________________________ His name is Ryan. What’s his name? 2. _________________________________________________ I go to the park on Mondays. 3. _________________________________________________ My leg hurts. 4. _________________________________________________ My birthday is October 22nd. 5. _________________________________________________ It’s cold and rainy. 6. _________________________________________________ They are 6 and 8. 7. _________________________________________________ It’s 78 degrees. 8. _________________________________________________ I go to the gym on weekends.

Read the housing ad. Answer the questions. (2 points each)

E. Answer Key: 1. No, it isn’t. 2. Yes, it is. 3. No, it isn’t. 4. Yes, it is. 5. Yes, they are. 6. No, it isn’t.

Posted 7 days ago

1. Is it an apartment? ___________________ No, it isn’t. 2. Is it new? ___________________________

$1,800 / 4br / House Available (Houston)

3. Is it small? __________________________

Big, new four-bedroom house in Houston. Quiet street. Near elementary school. Pets allowed. Call Sue Ellen at (862) 555-4546

4. Is the street quiet? ___________________ 5. Are pets allowed? ____________________ 6. Is it near a high school? _______________

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

F. Say Activity F is about speaking English. I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below. NOTE: you will reference the images inline with the directions in the student book for the last two questions. NOTE: Find scoring instructions in the notes at the beginning of this lesson.

how/weather? Score

what/name?

when/birthday?

Teacher Notes

1. 0

3. 0

4. 0

5. 0

Lesson 1: Lesson 6: Lesson 7: Lesson 1: Lesson 2:

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________/ 34

1. Where are you from? 2. What do you like to do in your free time? 3. Where do you live? Before Question 4 say, Now I will show you a picture. You ask me the question. Okay? Let’s practice first. This is just an example. Reference the images inline with Activity F instructions in the student book. Point to the first image and say How’s the weather? 4. After the example, point to the second image to elicit a question without giving prompts. 5. Point to the third image (birthday) to elicit a question without giving prompts. intercambio.org/teachers

L9 FIELD TRIP Lesson 9 in every Confidence and Connections book is a field trip. The goal for the field trip is to provide your students with the opportunity to engage in the community in English and, in some instances, connect to resources of which they may not be aware. Take your students to a location that will be helpful for them in the long run. 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 to decide 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 to use as an answer key so that you can check their answers later. At the end of the visit, discuss the experience. Use the second half of the field trip lesson in the student book (Things I Saw or Found, People I Talked To, Notes) for this reflection. Have students discuss their findings in pairs or small groups before having a class discussion. After the discussion, assign homework. Remind students of the day and time of the next class. It is also a good idea to review the field trip at the start of the next lesson. If leaving the classroom is not possible, create a virtual field trip in the room or bring in a guest speaker to share information about a local resource. Prep the speaker with information about your class and any tips they need to communicate effectively with English language learners. There are a few suggested places to visit listed at the top of Student Book page 49. Option 1 – Go to a pharmacy or drug store. Discuss over-the-counter medications for body parts that hurt, etc. Option 2 – Go to a Rec Center or local park. Talk about what you can do there, hobbies, etc., and what options are available Option 3 – Bring a photo album (pictures, videos) of your family to class. Show and tell in class. Or, consider somewhere else: A grocery store (practice vocabulary, apply for a store card, scavenger hunt), library (get a tour, apply for a library card), department or hardware store, rec center, urgent care center, bust station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market, or outdoor festival)

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9 Pick a location or activity: Pharmacy Rec Center Family Talk My idea: _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m.

IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

QUESTIONS I PLAN TO ASK

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

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

 a lot

 a little

 not at all

2. I learned:

 a lot

 a little

 not a lot

3. I thought it was:

 good

 okay

 not good

Why?________________________________________________________________________________

Pre A 50

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L10 WE WENT OUT By the end of the lesson, students will be able to: • Talk about themselves using the simple past (only verbs went and stayed) • Talk about their schedules and activities from the previous week What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Calendars • Map of your town, city, or generic map of any town or city • Make cards for time expression (see TB note for Activity G) • Blank index cards for activity expansions. Teacher notes: Be careful to only ask “Where did you go?” and not “What did you do?” Keep it simple. You will see that the same grammar focus in this level appears in 1R Lesson 1 with a slightly different context to give students plenty of opportunity for practice. They will continue to have more practice in future levels. Warm-Up: Talk about the field trip. Talk about the Review and Progress Check – celebrate student progress. Share what you learned. If time allows, review a concept students struggled with on the Progress Check and do a short activity to practice. NOTE: Incorporate review and practice concepts students missed on the Progress Check. Listening Track 10 Juan: Hey Ana! How was your weekend? Where did you go? Ana: Oh, hi Juan! Last weekend was great! I stayed home with my family. Where did you go last weekend? Juan: I went to the movies on Saturday with friends and went to the park with my kids on Sunday. Ana: That sounds like a fun weekend.

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WE WENT OUT

Ask What do you see in the pictures? Is this similar to your family?

Pre A

Pre Have students read the question silently. Have a student read question out loud. Have a student write question on the board.

Listening warm-up. Track 10: How many people do you hear? Listen again. Check  the box for the information that you hear. intercambio.org/students

A. Here students are being asked to identify pictures of words they don’t know. Pre-teach these words by pointing to the image with the word and saying it aloud. Ask Did Ana have a good weekend? Did Juan spend time with his kids?

Answer Key: A. stayed home with my family, went to the movies with friends, went to the park with my kids

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

weekend

B. Do several examples of the calendar words using the current day/date. Use map of your town to indicate different places from the vocabulary on the map. Or draw simple town on the board.

weekdays

D yesterday today (last night)

grocery store

library

movies

gym

park

home

PRONUNCIATION Listen and repeat after your teacher. Underline the stressed syllable in the words. A

library

weekend

morning

afternoon

movies

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Pronunciation Review primary stress. Help students recognize primary stress in multi-syllable words by emphasizing the part of the word that carries the primary stress: LIbrary; WEEKend; MORning; etc. Use your hands to emphasize stress. Typically, the primary stress in two syllable nouns is on the first syllable. EXPANSION: Practice identifying syllable stress of student or family names.

Answer Key: Pronunciation: weekend, morning, afternoon, movies

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LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS you he she Where did Sue they Mark

you go?” TIP: “Where did sounds like

ANSWERS yesterday?

go this morning?

“Where’d ja go?”

park. I went to the store. We He She home. They stayed Mark

Answer the questions. We went to the library 1. Where did you and Mark go last night? (library) __________________________________________ .

2. Where did Samir and Jim go yesterday? (gym) ___________________________________________ . 3. Where did she go last weekend? (movies) _______________________________________________ . 4. Where did Mark go this morning? (home) _______________________________________________ . 5. Where did Lucia go yesterday evening? (grocery store) ____________________________________ .

D. After example, help students identify that the response to the question about “Samir and Jim” is “They”.

Write the name of each place. Circle the places you went last weekend.

1.______________________ home

2.______________________

3.______________________

4.______________________

5.______________________

6.______________________ intercambio.org/students

C. FOCUS: This is the first exposure to past tense. Only use verbs go and stay so that students don’t get overwhelmed. Go and do (do is only in the question) are irregular; regular verbs just add -ed. NOTE: The question is “where,” not “what” – only ask “where” for this lesson. Use image on opening page to ask questions using the chart. TIP Box: Practice a couple of times; students don’t necessarily need to say it like this–just understand it.

E. Play Find Someone Who after completing the activity. Help students practice the question, “Where did you go last weekend?” and “I went to the______” again before they start. When they find someone, students can write the name next to the picture. For 1-1, take turns asking about friends and family. Where did your daughter go last weekend? and write their names next to the picture. 53

Answer Key: D. 2. They went to the gym. 3. She went to the movies. 4. He went home. 5. She went to the grocery store. E. 2. grocery store 3. gym 4. library 5. movies 6. park

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REAL LIFE / YOUR LIFE F. OPTION: Have students try to fill in the blanks without listening. Play track to check. G. Write the time expressions on cards – one expression for each card. Option 1: Give one card to each student and have them line up in order. Option 2: Have students put the cards in order. NOTE: For large classes, put students in small groups for this activity. You’ll need more than one set of cards.

Listen to Track 10 and complete the conversation. Use the words in the box. Juan: Hey Ana! How was your weekend? Where (1)_________you go? did

stayed

Ana: Oh, hi Juan! (2) ____________________weekend was great!

I (3)____________________home with my family. Where did you

weekend

(4)_____________________ last weekend?

park

Juan: I went to the movies with friends on Saturday and went to the

did

(5)_____________________with my kids on Sunday.

Last

Ana: That sounds like a fun (6)_______________________.

Put in order. ____ yesterday morning 1st

____ this afternoon

____ this morning ____ this weekend ____ last night

Write the words in the correct box. WEEKDAYS

H. Do Tuesday together. Ask Is Tuesday a weekday or weekend day? Model writing it in the correct box. For groups, do activity in pairs. EXPANSION: Students write the days on cards. Then, choose one of the following options. Option 1: Shuffle cards and students put them in order. Option 2: Pick 7 students and assign each of them one day (e.g. Student 1 is “Tuesday,” Student 2 is “Saturday.” Have them line up in order (start with Sunday). Students without a card can help. Ask What’s your favorite day? Why?

DAYS OF THE WEEK

WEEKEND

Tuesday Wednesday Saturday Monday Thursday Sunday Friday

CULTURE TIP Libraries have great free resources. You can borrow books, movies and music. Many libraries can give you free passes to local museums. When will you check out your library? 54

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Culture Tip Expand the conversation by asking Is there a library in the town where you live? Do you go there? Is it near your home? Do your kids like the library? Do they have reading hour? Do they have free passes to museums?

Answer Key: F. 2. Last 3. Stayed 4. Go 5. Park 6. Weekend. G. 4th this afternoon, 3rd this morning, 5th this weekend, 2nd last night. H. Weekdays: Tuesday, Wednesday, Monday, Thursday, Friday. Weekend: Saturday, Sunday intercambio.org/teachers

10 I

Look at Jaya’s schedule for last week. Read the answers. Write the questions.

I. Do the first two together, so students see the pattern (Where did Jaya go on___?). Model looking at the answer and then finding the activity in the chart to get the day(s).

JAYA’S SCHEDULE: LAST WEEK SUNDAY

MONDAY

5 6 grocery store library

TUESDAY

WEDNESDAY

7 8 English class gym with Monica

THURSDAY 9 English class

FRIDAY

SATURDAY

10 11 movies with Matt’s Eileen birthday party at the park

Where did Jaya go on Tuesday and Thursday ? 1. __________________________________________________

She went to English class.

2. __________________________________________________ ?

She went to the gym with Monica.

3. __________________________________________________ ?

She went to the park.

4. __________________________________________________ ?

She went to the movies.

5. __________________________________________________ ?

She went to the grocery store.

Complete your schedule for last week.

J. Students know their schedules but often struggle to write them, so this may take time. Model by writing your schedule first. Remember, only write where you went, not what you did. After activity, prep for conversation by asking about your schedule Where did I go on Monday? For 1-1, model by writing and asking about a family member’s schedule. That way you can talk about your schedule in the next activity.

YOUR SCHEDULE: LAST WEEK SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

CONNECT WITH CONVERSATION

WORD BANK shoppping

Get to know a partner. Ask where they went last week. Ask what they did last week.

watch TV hang out with friends exercise

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Conversation Brainstorm questions together. Have students ask each other about their schedules from Activity J. Model using your schedule to answer. Encourage your students to ask you questions too.

Answer Key: I. 2. Where did Jaya go on Wednsday? 3. Where did Jaya go on Saturday? 4.Where did Jaya go on Friday? 5. Where did Jaya go on Sunday? J. Answers will vary 66

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HOMEWORK

K Go over directions and examples. Activity L does short answers in the past tense for the first time, so do an extra example with students.

Lesson 10 • We Went Out

Look at Martin’s schedule. Complete the sentences. MARTIN’S SCHEDULE: LAST WEEK SUNDAY 30 library to study

MONDAY

TUESDAY

31 1 English class gym

WEDNESDAY 2 English class

THURSDAY 3 gym

FRIDAY 4 family dinner at home

SATURDAY 5 movies with friends

1. Martin went to the __________ last Tuesday and Thursday. gym 2. He went to English class on ____________________________ and ____________________________. 3. He _________________________ home with his family for dinner on Friday. 4. He went to the _____________________ with friends on Saturday. 5. He _____________________ to the library to study on Sunday.

Answer questions about Martin’s schedule. 1. Did Martin go to the gym on Tuesday?

__________________ Yes, he did.

2. Did he stay home on Wednesday?

__________________

3. Did he go to the movies on Saturday?

__________________

4. Did he go to English class on Sunday?

__________________

5. Did he stay home on Friday?

__________________

Review your English. 1. Where did you go last weekend?

_____________________________________________

2. Where did you go last Friday?

_____________________________________________

3. What do you like to do in your free time?

_____________________________________________

4. Where did you go this morning?

_____________________________________________

5. What do you like to do with friends?

_____________________________________________

Pre A

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Answer Key: K. 2. Monday and Wednsday 3. stayed 4. movies 5. went L. 2. No, he didn’t. 3. Yes, he did. 4. No, he didn’t. 5. Yes, he did. M. Answers will vary intercambio.org/teachers

L11 I’M RETIRED By the end of the lesson, students will be able to: • Talk about what they do, where they work, and if they like it • Distinguish between what vs. where and do vs. does What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Make copy of the vocab page and cut out the pictures to use as picture cards for Around the World in Activity G (optional) Teacher notes: • Not every student works or is looking for a job. You can make this lesson more relatable by having them talk about a family member who works. Warm-Up: Greet students. Play Questions, Questions, Questions with below: 1. What day is it? 2. Where did you go yesterday? 3. How’s the weather? 4. Are you okay? 5. What do you like to do in your free time? 6. How old is your _____? (student chooses mom/dad/son/daughter). Listening Track 11 Conversation 1 Jack: What do you do? Rita: I‘m a landscaper. I work outside. What do you do, Jack? Jack: I’m a cook. I work in a restaurant. Conversation 2 Wei: Where do you work, Cristina? Cristina: At home. I am a stay -at-home mom. Where do you work? Wei: I’m retired. I don’t work. Conversation 3 Franco: I ‘m a construction worker, Katya. What do you do? Katya: I’m a driver. Franco: Do you like it? Katya: Yes, I do!

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I’M RETIRED

Ask What do you see in the pictures? Do any of these look like you?

Pre A

Listening warm-up. Track 11: What are the conversations about?

Listen again. Write the number of the conversation you hear in each box.

A. Here students are being asked to identify pictures of words they don’t know. Pre-teach these words by pointing to the image with the word and saying it aloud. Ask students questions about the conversation. Who works outside? Who works in a restaurant?

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Answer Key: A. 3. Construction worker and driver with big truck 2. A woman talking to an older man 1. Image of landscaper and cook

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

landscaper

student

cook

housekeeper

nurse

stay-at-home parent

driver

retired

construction worker

restaurant

hospital

hotel

outside

B. Use gestures for jobs when possible. Have students copy gesture as they repeat. For retired, say Finished with work. My mom is retired. Ask Who works outside? (landscaper, construction worker) Who works at a restaurant? Ask Are you a cook? etc. If your student’s job is not here, add it. OPTION: Find the primary stress of each word (like D NOTE: Most you did in L10). people don’t pronounce the middle syllable in restaurant – we say “rest-raunt.”

E PRONUNCIATION Listen and repeat after your teacher. Touch the words with the PURPLE SHIRT sound. Write the words with the PURPLE SHIRT sound in the box.

PURPLE SHIRT worker

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Answer Key: Pronunciation: birthday, first, nurse

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worker

week

right

restaurant

birthday

first

read

weekend

nurse

Pronunciation To make the PURPLE sound, instruct students as follows: Hold your mouth open a little. Pull your tongue back a little. You should feel your top teeth on the sides of your tongue, and your lips will stick out. For a sillier explanation, mention this can be like a growl, errrrrrrrrr. Some of these PURPLE sounds are review words from past lessons. Have students underline the PURPLE sound as they put the words in the box.

C. FOCUS: What/Where in present with long answer. Yes/No questions with like. Focus on what and where questions and answers first. Then work on do/ does. For 1-1, cover up the chart you’re not using. For groups, write one chart on the board at a time. During choral repetition of Do/ Does answers, do a thumbs up for yes, down for no, and in the middle for okay to show meaning. - “Does he” sounds like “Duz-ee.” OPTION: Use Colored Index Cards.

D. This exercise practices all three forms, so it may be challenging. As an alternative, work on these orally before students work on writing.

LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS What

ANSWERS

you

does

he she

you

does

he she

Where

I’m do?

He’s She’s

work

I work?

a stay-at-home parent. a cook. retired. at home. don’t work.

He She

works

at a restaurant. doesn’t work.

Yes, I do. Do

No, I don’t.

you like it?

Does

It’s okay.

he she

Yes, he does. No, she doesn’t.

Answer the questions using the words in bold. 1. What does Jorge do? (driver)

_________________________________________________. He’s a driver

2. Where does he work? (Truckers Plus)

_________________________________________________.

3 Does he like it? (No)

_________________________________________________.

4. What does Miyen do? (housekeeper)

_________________________________________________.

5. Where does she work? (a hotel)

_________________________________________________.

6. Does she like it? (okay)

_________________________________________________.

Label the pictures.

E. When students finish, point to pictures at random and have them say the corresponding sentence. If ready, cover answers while you do it. a. She’s retired

b. He’s a stay-at-home dad

c. He’s a nurse

d. She’s a driver

e. He’s a cook

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Answer Key: D. 2. He works at Truckers Plus. 3. No, he doesn’t. 4. She’s a house cleaner. 5. She works at a hotel. 6. It’s okay. E. 1. e. 2. c. 3. a. 4. b. 5. d

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REAL LIFE / YOUR LIFE Listen to Track 11 and complete the chart with the correct answers. PERSON Rita

JOB landscaper

Jack

PERSON

JOB

PERSON

Christina

Franco

Wei

Katya

JOB

Read the ID tag. Answer the questions. 1. What is her first name? _____________________________________. Her first name is Julia

Mercy Hospital

2. What is her last name? _____________________________________. 3. What does she do? _____________________________________. 4. Where does she work? _____________________________________.

Julia Flores Nurse

Read the answers. Write the questions. What do you do 1. _______________________________________________?

I am a nurse.

2. _______________________________________________?

I work at the hospital.

3. _______________________________________________?

Yes, I do.

4. _______________________________________________?

My husband is a cook.

5. _______________________________________________?

He works at Yum Yum Noodles.

6. _______________________________________________?

No, he doesn’t.

CULTURE TIP Each state has its own minimum wage. Workers who get tips (such as in restaurants) may get less than the minimum wage. Is there a minimum wage in your native country? 60

Student Book 1 LEFT

F. I Ask students to add their classmates to the chart, or a separate piece of paper. Write the names in the “person” column and their jobs in the “job” column. For 1-1, add each other’s friend or family, or use a celebrity. G. EXPANSION: Play Around the World. To do this, write people’s names underneath the images you copied from the vocabulary page of this lesson. Then, post each of the images individually around the room. Send pairs to each of the images. By looking at the images, students discuss the answers to the 4 J used in Activity questions G as additional practice for the vocabulary. H. This activity practices all the questions from the chart. To help students, show that the first 3 questions go together and the second 3 go together. Do the example and number 4 to help make this clear. Model using the grammar chart to get the questions. If students struggle, give them 2 options (e.g., What do you do? or Where do you work?).

Culture Tip Prepare for this lesson by researching the current federal minimum wage and the minimum wage for your state to share with your class.

Answer Key: F. Jack: cook Christina: Stay-at-home-mom Wei: retired Franco: construction worker Katya: driver G. 2. Her last name is Flores. 3. She’s a nurse. 4. She works at Mercy Hospital H. 2. Where do you work? 3. Do you like it? 4. What does he/your husband do? 5. Where does he work? 6. Does he like it? 72

Teacher Book 1 LEFT

11 I

Look at the pictures. Answer the questions.

I. After activity, ask What do you do? Where do you work? Do you like it? in preparation for the next activity.

J J. If student doesn’t work, encourage them to talk about a family member using the pronouns he or she. For stay-at-home parents, remind them that they work at home.

1. What does he do?

He’s a construction worker. _______________________________

2. Where does he work?

_______________________________

3. Does he like it?

_______________________________

4. What do they do?

_______________________________

5. Where do they work?

_______________________________

6. Do they like it?

_______________________________

7. What does he do?

_______________________________

8. Where does he work?

_______________________________

9. Does he like it?

_______________________________

Complete with your information.

My name is _________________________________ I am a(n) ____________________________________ I work at/in _________________________________ This is what I like about my job _____________________________________

CONNECT WITH CONVERSATION Get to know a partner. Tell them about your work. Ask questions about their work.

Conversation If you have a group class, set up groups of 3 to talk about jobs that either the student or a family member has. Brainstorm the questions students will ask and write them on the board. Again, remind stay-at-home parents that they work at home.

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

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HOMEWORK

Lesson 11 • I’m Retired

Put the sentences in the correct order. 1. do / you / What / do?

__________________________________________________________ What do you do?

2. Where / you / do / work?

__________________________________________________________

3. like / Do / you / it?

__________________________________________________________

4. a / landscaper. / I’m

__________________________________________________________

5. work / a hospital. / I / at

__________________________________________________________

6. at / works / He / a store.

__________________________________________________________

7. doesn’t. / No, / she /

__________________________________________________________

Earlier lessons had activities in which students “unscrambled” the sentence. Do 1 or 2 to remind them of how to do this type of activity.

Complete the conversation. Use the words in the box. Becky: Hi Maye! Great to see you. What are you up to? Maye: Hey Becky. I’m going to (1) _________________. work Becky: Oh yeah? (2) ___________________ do you work? Maye: I work (3)____________ Green Solutions. Becky: I don’t know it. (4) ________________________do you do? Maye: I’m a (5) _____________________________. What do you do? Becky: I’m (6) ________________________.

at What Where landscaper work retired

Maye: That’s great!

Pre M

Review your English. 1. What’s your name?

_______________________________________________

2. Where are you from?

_______________________________________________

3. Do you like it here?

_______________________________________________

4. Where do you work?

_______________________________________________

5. What do you do?

_______________________________________________

6. Do you like it?

_______________________________________________

Student Book 1 LEFT

Answer Key: K. 2. Where do you work? 3. Do you like it? 4. I’m a landscaper. 5 I work at a hospital. 6 He works at a store. 7. No, she doesn’t. L. 2. Where 3. at 4. what 5. landscaper 6. retired M. Answers will vary 74

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L12 I CAN WORK PART TIME By the end of the lesson, students will be able to: • Talk about their basic job skills • Fill out a simple job application What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Job descriptions with requirements Teacher notes: You will see that the same grammar focus in this level appears in 1R Lesson 15 with a slightly different context to give students plenty of opportunity for practice. Warm-Up: Greet students. Say I work at __. Ask Where do you work? Review homework. Say I can cook. Can you cook? Listening Track 12 Oscar: Nora, can you help me complete this job application? Nora: Sure, Oscar. Oscar: Thank you! Nora: No problem. Let’s see, can you lift 30 lbs? Oscar: Yes, I can. Nora: Can you work full-time? Oscar: No, I can’t. I can work part-time. Nora: Okay. Can you use a computer? Oscar No, but I can learn. Nora: And, I know you can speak English! Oscar: Yes. Thanks again, Nora!

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I CAN WORK PART TIME

Not all students work. Have them talk about a friend or family member.

Pre A

Pre Ask What do you see in the picture?

Listening warm-up. Track 12: Who needs help: Nora or Oscar? Listen again. Check  the things that Oscar can do. lift 30 lbs.

drive a car

work full time



work part time

use a computer

speak English



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Answer Key: A. lift 30lbs., speak English

Teacher Book 1 LEFT

A. Ask What job could be good for Oscar?

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Ask Can you drive? etc., using the words from the lesson. At this point, you just want to elicit a simple yes or no. Point out the Tip Box about full time vs part time. NOTE: Some part time jobs are 32-40 hours, but they generally are considered FT. NOTE: Point out that lbs. is the abbreviation for pounds by writing lbs. = pounds on the board.

drive

cook

take care of children

use a computer

D lift 30 lbs.

operate machinery

answer phones

stand 8–10 hours

TIP:

full time = 32 to 40 hours per week part time = less than 32 hours per week

E speak another language

Pronunciation /r/ and /l/ are very difficult sounds for some students. To make the /r/ sound, instruct students as follows: Hold your mouth open a little. Pull your tongue back a little. You should feel your top teeth on the sides of your tongue, your lips will stick out. For a sillier explanation, mention this can be like a growl, errrrrrrrrr. To make the /l/ sound, instruct students as follows: Hold your mouth open a little. Pull your tongue back and up a little.

PRONUNCIATION A

Listen to your teacher make the l sound and the r sound. Practice saying the words with a partner.

lake

rake

yellow

language

tomorrow

restaurant

lift

full

care

rabbit

last

hotel

rainy

answer

Student Book 1 LEFT

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LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

ANSWERS

lift 30 lbs? Can

Yes,

I we he she they

can.

No,

I we he she they

can’t.

you he she they cook?

TIP:

can’t = cannot

Answer the questions. 1. Can you speak English?

I can. Yes, __________________________________________________

2. Can Miryam lift 20 pounds?

Yes, __________________________________________________

3. Can she work nights?

No, ___________________________________________________

4. Can he drive a car?

Yes, __________________________________________________

5. Can they work full time?

No, ___________________________________________________

6. Can Luisa take care of children?

Yes, __________________________________________________

D. OPTION: Make this activity more engaging by turning the Qs & As into a dialogue.

Look at the pictures. Read the answers. Write the questions.

Yes, she can.

No, she can’t.

Yes, I can.

Can she stand for 8-10 1.__________________________ 2.__________________________ 3.__________________________ hours? __________________________

No, I can’t.

C. FOCUS: Talking about abilities and skills using can. Yes/No questions with can. Read through the chart. As you do, emphasize that can does not conjugate (it takes the same form in all sentences). Use real examples using vocabulary. To introduce the Tip Box: Say Can’t is the same as cannot. Cannot is often used to clarify meaning because the t sound at the end of can’t can be hard to hear in spoken English.

__________________________

Yes, he can.

Yes, she can.

E. EXPANSION: Do Conversation Rotation and have students ask each other questions and give answers about themselves. For 1-on-1, have the students ask you.

4.__________________________ 5.__________________________ 6.__________________________ __________________________

__________________________

__________________________ intercambio.org/students

Answer Key: D. 2. she can. 3. she can’t. 4. he can. 5. they can’t. 6. she can. E. 2. Can she cook? 3. Can you lift 30 pounds? 4. Answers will vary 5. Can he drive? 6. Can she take care of children? 78

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REAL LIFE / YOUR LIFE

Listen to Track 12 and complete the conversation. Use the words in the box. job Oscar: Nora, can you help me complete this (1)________application?

Nora: Sure, Oscar.

F. Try to complete the dialogue first without listening. Play track to check.

lift know

Oscar: Thank you! Nora: No problem. Let’s see, can you (2)_________________ 30 lbs.?

full time job

Oscar: Yes, I can. Nora: Can you work (3)_________________________? Oscar: No, I (4)____________________. But I can work part time.

use can’t

Nora: Okay. Can you (5)____________________ a computer? Oscar: No, but I can learn. Nora: And, I (6)_____________________ you can speak English! Oscar: Yes. Thanks again, Nora!

Write the things Nancy can do.

She can use a computer. 1. _____________________________________________________________

G. There may be several possible answers to the question “What does Nancy do?” for example, she’s a cook, she works in a restaurant. Elicit different possibilities from your students.

2. _____________________________________________________________

3. _____________________________________________________________

CULTURE TIP You can find jobs online, through friends, at job agencies, or by walking around and looking for signs that say “Help Needed” or “Now Hiring.” How do people find jobs in your native country? 66

Student Book 1 LEFT

Culture Tip Tell students that not all online job postings are real. They should never give out personal information (DOB, social security, account info) in an email or on the phone. Secure job applications are okay. Mention Craigslist and internet employment search engines such as Indeed, etc.

Answer Key: F. 2. lift 3. full-time 4. can’t 5. use 6. know G. Answers will vary

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12 Look at Raul’s job application. Write sentences about what he can do.

Job Application Raul Sanchez Name_____________________________________________________________

Phone_________________________________ (627) 555-0954

H. Introduce the concept of job skills = things you can do.

Email__________________________________ raulsan1234@mememail.com

full-time Looking for____________________employment.

Skills: _______________________________________ _______________________________________ I can operate machinery. I can speak Spanish and English. I can stand 8-10 hours a day. _______________________________________ I can lift 30 lbs. _______________________________________

1. _________________________________ He can work full time.

4. _________________________________

2. _________________________________

5. _________________________________

3. _________________________________

Fill out the job application with your information. Use complete sentences with I can.

I. If students do not work, have them use a family member or just pretend.

Job Application Name_____________________________________________________________ Phone________________________________ Email________________________________ Looking for______________________employment. Skills: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Conversation Brainstorm the words for job skills your students has or needs.

CONNECT WITH CONVERSATION Get to know a partner. Ask questions about what they can and can’t do. Ask if taking care of children or grandchildren is a job? intercambio.org/students

Answer Key: H. 2. He can operate machinery. 3. He can stand 8 - 10 hours a day. 4. He can speak Spanish and English. 5. He can lift 30 lbs. I. Answers will vary 80

Teacher Book 1 LEFT

HOMEWORK

J Walk through examples. Do 1-2 together.

Lesson 12 • I Can Work Part Time

Read the job application. Answer the questions.

Job Application Kathy Nguyen NAME:____________________________________ (541) 555-3472 EMAIL:____________________________________________ kanguyen@mememail.com PHONE:__________________________ Availability:

full time

x part time

Languages:

x English

Spanish

x Vietnamese

Other requirements:

x driver’s license

x able to stand 8–10 hours a day

x ability to lift 30 lbs.

use a computer

Please list other skills.

I can answer phones. ________________________________________

I’m friendly. ________________________________________

I can learn fast. ________________________________________

________________________________________

1. Can Kathy drive a car?

Yes, she can __________________________________________.

2. Can Kathy work full time?

__________________________________________.

3. Can Kathy answer phones?

__________________________________________.

4. Can Kathy stand for 8 hours a day?

__________________________________________.

5. What languages does Kathy speak?

__________________________________________.

Review your English. 1. What do you do?

____________________________________________________

2. Do you like it?

____________________________________________________

3. Where do you work?

____________________________________________________

4. Can you answer phones?

____________________________________________________

5. Can you stand 8–10 hours a day?

____________________________________________________

6. Can you operate machinery?

____________________________________________________

7. Can you speak another language?

____________________________________________________

8. What languages do you speak?

____________________________________________________

Pre A

Student Book 1 LEFT

Answer Key: J. 2. No, she can’t. 3. Yes, she can. 4. Yes, she can. 5. She speaks English and Vietnamese. K. Answers will vary

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L13 HOW MUCH IS IT? By the end of the lesson, students will be able to: • Talk about different transportation options to places they go • Compare prices of different modes of transportation • Count out simple amounts of money What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Maps (optional – to discuss how to get to different places around town) Teacher notes: • You will see that the same grammar focus in this level appears in 1R lesson 13 with a slightly different context to give students plenty of opportunity for practice. Warm-Up: • Greet students. Say I can cook. Can you cook? Review homework. Say I drive to class. Ask How do you get to class?

Listening Track 13 Hassan: Hi, Jia. How do you get to school? Jia: I take the bus. How do you get to school? Hassan: I get a ride with Sasha. She’s sick today. Can I take the bus with you? Jia: Sure. Hassan: How much is it? Jia: It’s $2.00 one way, but I use a monthly bus pass. It’s cheap—only $25. Hassan: Okay. Where is the bus stop? Jia: On Elm St. Hassan: Okay, See you there!

Teacher Book 1 LEFT

HOW MUCH IS IT? Ask What do you see in the picture? What is this lesson about?

Pre A A. If students need extra support, do this activity together, stopping after hearing each of the sentences in the student book and asking which number.

Listening warm-up. Track 13: What do they talk about? Listen again. Number the sentences in the order you hear them. _____ Can I take the bus with you? _____ 1 I take the bus. _____ See you there! _____ How much is it? intercambio.org/students

Answer Key: A. 2. Can I take the bus with you? 4. See you there! 3. How much is it?

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

Transportation

walk

drive

bike

BUS

M ONTH LY

PASS

R OU N D TRI P

PASS

PASS get a ride

take the bus

subway

bus pass

$$$

expensive

cheap

round trip

ONE WAY

$2.25

$2.50

one way

Money

$2.00

B. Ask Do you take the bus to school? etc., using the words from the lesson. Say each word aloud; have student repeat several times. Point to pictures.

$2.75

Money Ask Is a Ferrari expensive, cheap or free? Is McDonald’s expensive, cheap, or free? Hold up book, point to money and have E students repeat after you. (For group classes, write on the board.) EXPANSION: Bring in real money to practice.

PRONUNCIATION Listen and repeat after your teacher. Circle RED PEPPER sounds. Underline WHITE TIE sounds.

bike

expensive

drive

get

ride

fell

Student Book 1 LEFT

Pronunciation The RED PEPPER/WHITE TIE distinction is a common challenge. Make sure students can consistently make the distinction in what they hear before being asked to produce the sound. See Pro Fun for more practice.

Answer Key: Circle: expensive, get, fell Underline: drive, ride.

Teacher Book 1 LEFT

LANGUAGE TOOLS

C C. FOCUS: Regular verbs in the present tense. We add -s when we use 3rd person singular (he/she/ it). Students acquire the –s late. Don’t expect perfection as this is a common challenge, but do correct consistently.

Listen to your teacher and repeat. QUESTIONS do How

How

you they

does

he she

much

get

ANSWERS

it?

work? school?

It’s

I We They

take the bus. drive.

He She

takes the bus. drives.

$2.00

one way. $4.00.

Circle the correct word. 1. Lee bike / bikes to work.

D. Use pictures where people are using different kinds of transportation. Ask How do they get to work?

2. Raquel drive / drives to school. 3. I take / takes the subway to class. 4. They walk / walks to the park. 5. Maria take / takes the bus to the city. 6. Roberto get / gets a ride to the gym. 7. I get / gets a ride to the library.

E E. Matching can be visually challenging for some students. As an alternative, make a photocopy of this page and cut out the answers on individual strips to match in line with the correct question.

Match the question and answer. 1. How do you get to school?

a. It’s $3.00 one way.

2. How does he get to work?

b. She takes the subway to work.

3. How much is a bus pass?

c. It’s $25.00 for a bus pass.

4. How much is it?

d. I get a ride to work.

5. How does she get to work?

e. I bike to school.

6. How do they get to work?

f. They drive to work.

7. How do you get to work?

g. He takes the bus to work.

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Answer Key: D. 2. drives 3. take 4. walk 5. takes 6. gets 7. get E. 2. g 3. c 4. a 5. b 6. f 7. d

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REAL LIFE / YOUR LIFE

Listen to Track 13 and complete the conversation. Use the words in the box. Hassan: Hi, Jia, how do you (1) ___________to school? get

much

Jia: I take the bus. How do you get to school?

get

Hassan: I get a ride with Sasha. She’s sick today. Can I (2) __________ the bus with you?

F. Practice the dialogue as a I role play.

cheap

Jia: Sure.

one way

Hassan: How (3) ___________ is it?

bus stop

Jia: It’s $2.00 (4) __________, but I use a monthly bus pass. It’s (5) ___________, only $25.00.

take

Hassan: Okay. Where is the (6) ___________? Jia: On Elm Street. Hassan: Okay, see you there!

Look at these options to get to class. Put them in the correct box. FREE OPTIONS

CHEAP OPTIONS

EXPENSIVE OPTIONS

walk bus/$1.75 one way drive/$5.00 one way for gas bike get a ride subway/$2.50 each way

Read the bus fare schedule. Role-play with a partner. You can start on Elm Street. ELM ST

MAPLE RD

CHERRY ST

OAK RD

ELM ST

$1.75

$2.00

$2.25

$2.50

$2.75

MAPLE RD

$1.75

$2.00

$2.25

$2.50

$2.75

POPLAR LN

$2.00

$2.50

CEDAR AVE

$2.25

$2.00

$2.25

$2.50

CHERRY ST

$2.50

$2.25

$1.75

OAK RD

$2.75

$2.50

$1.75

Examples:

POPLAR LN CEDAR AVE

Where do you want to go? Maple Road. That’s $1.75 please.

How much is it to Cherry Street? That’s $2.50 please.

Student Book 1 LEFT

Answer Key: F. 1. get 2. take 3. much 4. one way 5. cheap 6. bus stop G. FREE: walk, bike, get a ride CHEAP: bus, subway EXPENSIVE: drive H. Answers will vary 86

G. Discuss the real prices for the relevant modes of transportation in your town. J

Teacher Book 1 LEFT

H. Do a couple of examples together. Ask Where do you want to go? Then have students role play dialogues. Change the starting point and repeat the activity.

Culture Tip Expand the conversation by asking How do you pay for the bus in your native city? Talk about how the local buses work where you live now. I. After students answer the first 5 questions, you may need to clarify Question 6—What is the best option? Multiple answers are possible based on whether time or price is more important. This can lead to a great class discussion. Have partners share their answers to 6 and 7. Discuss how much it is to drive in your town (i.e. are there tolls or extra taxes?).

If you don’t have a bus pass, you may need exact change. Do you take the bus? Did you take the bus in your native country?

Look at Steve’s options to get to a party. Answer the questions.

$6.00/ total

$2.50/

1.75/

one way

free

1. How much is a bus ticket? _____________________________________________________________ 2. How much is it to walk? ______________________________________________________________ 3. How much is it to drive? ______________________________________________________________ 4. How much is the subway? _____________________________________________________________ 5. How much is it to bike? _______________________________________________________________ 6. Which option should Steve take to get to the party?________________________________________ 7. Why? ______________________________________________________________________________

Look at the places. How do you get to them? Check  your answers. YOU

J. Put the categories on the board (or a piece of paper) and fill them out for yourself as an example. Tell them to leave the category blank if they do not do that activity. If they use multiple forms of transportation, they can check multiple boxes. This activity prepares students for the conversation activity that follows.

CULTURE TIP

WORK

ENGLISH CLASS

GYM

PARK

MOVIES

GROCERY STORE

walk bike drive get a ride take the bus take the subway

CONNECT WITH CONVERSATION Get to know a partner. Ask how they get around. intercambio.org/students

Conversation If a student only checks drive, ask if they want to try another type of transportation (What if you biked to class? Would you like it?). Students can share their opinions about why they like to drive, etc. Provide a conversation model for this on the board. For example, write How do you get to work?/I walk.

Answer Key: I. 1. It’s $2.50. 2. It’s free. 3. It’s $6.00 total. 4. It’s $1.75 one way. 5. It’s free. 6. answers will vary. 7. answers will vary. J. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 13 • How Much Is It?

Answer the questions using the words in bold. 1. How does Lilah get to school? (bus) ______________________________________________________ She takes the bus. 2. How does Carlos go to work? (bike) ______________________________________________________ 3. How do they go to the grocery store? (drive) _______________________________________________ 4. How does Miriam go to the gym? (subway) ________________________________________________ 5. How does Steve go to the park? (ride) ____________________________________________________

Look at Tiago’s transportation options. Answer the questions.

$3.00/ total

$1.50/

$2.00/

one way

free

1. How much is a bus ticket to the library? __________________________________________________ It’s $1.50. 2. How much is it to walk? _______________________________________________________________ 3. How much is it to drive? ______________________________________________________________ 4. How much is it to bike? _______________________________________________________________ 5. How much is the subway? _____________________________________________________________

Review your English. 1. How do you get to class?

_______________________________________________

2. How do you get to work?

_______________________________________________

3. What do you do?

_______________________________________________

4. Where do you work?

_______________________________________________

5. Do you like it?

_______________________________________________

6. Write the kinds of transportation you use.

_______________________________________________

Student Book 1 LEFT

Answer Key: K. 1. She takes the bus. 2. He bikes. 3. They drive. 4. She takes the subway. 5. He rides. L. 1. It’s $1.50 one way. 2. It’s free. 3. It’s $3.00 total. 4. It’s free. 5. It’s $2.00 one way. M. Answers will vary 88

Teacher Book 1 LEFT

Pre A

L14 I’M GOING TO HANG OUT WITH FRIENDS By the end of the lesson, students will be able to: • Talk about events in the future using going to • Answer questions about their future plans What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities Teacher notes: You will see that the same grammar focus in this level appears in 1R Lesson 14 with a slightly different context to give students plenty of opportunity for practice. Warm-Up: Greet students. Say I walk to class. Ask How do you get to class? Review homework. Say I’m going to dinner tomorrow. What are you going to do? Listening Track 14 Karina: Hi Tan! What are you going to do this weekend? Do you want to hang out? Tan: Hi Karina. This Saturday, I’m going to make dinner for my husband and his coworkers. What are you going to do this weekend? Karina: I’m going to hang out with friends. We are going to the movies on Saturday. Tan: Fun! Karina: What about Sunday, what are you going to do? Tan: Well, on Sunday, I’m going to clean my house. Karina: Oh well. Maybe we can go out next week. Tan: Sounds good.

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I’M GOING TO HANG OUT WITH FRIENDS

Ask What do you see in the pictures? What is this lesson about?

Pre A

Listening warm-up. Track 14: What do they talk about? Listen again. Circle the words or phrases you hear. weekend

hang out with friends

exercise

clean my house

do laundry

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Answer Key: A. Circle: hang out with friends, clean my house

Teacher Book 1 LEFT

A. For a challenge, ask students to circle the words they hear after listening just once during the pre-listening warmup. Then play the track again to check answers.

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

make dinner

hang out with friends

garden

clean the house

do my homework

do laundry

work on my car

PRONUNCIATION A

Listen to your teacher make the sh sound and the ch sound. Check  the correct sound in the words below. Practice with a partner.

chop

shop

shopping watch she child machine construction teacher



 



Student Book 1 LEFT

Pronunciation To make the sh sound, instruct students as follows: Put your tongue in the middle of your mouth and blow air over it continually. (Sh is a sustained sound, meaning you can make it last through a breath.) Your teeth almost touch. You can put your finger to your lips like you are quieting the room. You can make this a fun long exercise by emphasizing that this sound doesn’t stop. You can hold sh indefinitely. Make it a game to see who can hold sh the longest. For the ch sound, explain that students add a t sound before the sh sound. For minimal pair practice, contrast sh with ch. See Pro Fun for more practice.

Answer Key: Pronunciation: ch: watch, child, teacher sh: she, machine, construction

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LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat. QUESTIONS are What is

you they

going to

he she

ANSWERS

tomorrow? this weekend?

We They

are

He She

Yes,

No, Are

you they

exercise going to

make dinner

he she

going to

garden. clean the house.

am. I’m not.

Yes,

we they

are.

No,

we they

aren’t.

Yes,

is.

No,

isn’t.

this weekend?

work Is

going to sounds like gonna

Look at the sentences. Write the missing word in the blank. 1. I____going to hang out with friends this weekend. ’m

2. He____going to work on his car tomorrow.

3. They______going to clean the house this Sunday.

4. We_____going to shop this weekend.

5. She______going to do her homework Saturday.

6. What______they going to do on Wednesday?

7. What______she going to do tonight?

8. What______you going to do tomorrow?

9. I’m going to_______my homework Thursday.

C. FOCUS: Questions and answers with be going to. Remind students that we normally use contractions when speaking (I’m, you’re, he’s, she’s, they’re…). Point out that only he, she, you (pronouns) and is, are, am (verb “to be”) change. Going to + main verb always stay the same. Because of the complexity of this chart, consider focusing on one question at a time, and use sentence cards. See GRAMMAR.

Write the names of the activities. Circle the ones that you are going to do this weekend.

D. Show students how to find the corresponding structure in the sentences to those in the chart. For example, point out that in #1, they’ll find the I am structure in the top right portion of the chart.

1.__________________________ 2.__________________________ 3.__________________________

4.__________________________ 5.__________________________ 6.__________________________ intercambio.org/students

Answer Key: D. 2. ’s 3. ’re 4. ’re 5. ’s 6. are 7. is 8. are 9. do E. 1. work out 2. cook 3. do laundry 4. work on her car 5. do homework 6. clean the house

Teacher Book 1 LEFT

REAL LIFE / YOUR LIFE

F F. Take turns asking questions to check answers. Who is going to make dinner?

G G. Coming up with questions to given answers can be difficult. Reference the chart to find the sentence, to make it easier. Practice using pronouns in Q&As first if appropriate. For example, ask If the question is YOU, what is the answer? (I)

Listen to Track 14. Circle the correct name. make dinner

Tan

Karina

hang out

Tan

Karina

go to the movies

Tan

Karina

clean the house

Tan

Karina

Read the answers. Write the questions. What are you going to do? 1. ___________________________________________

We’re going to hang out with friends.

2. ___________________________________________

I’m going to do laundry.

3. ___________________________________________

She’s going to study.

4. ___________________________________________

They’re going to eat at a restaurant.

5. ___________________________________________

He’s going to garden.

What is Marcos going to do this weekend? Look at the picture. Answer the questions.

1. Is Marcos going to do homework? Yes, on Friday. ________________________________

2. Is he going to work on his car? ________________________________ 3. Is he going to do laundry?

H. Point to the images around Marcos’s body and say This is what Marcos is going to do this weekend.

________________________________ 4. Is he going to play video games? ________________________________ 5. Is he going to read a book? ________________________________ 6. Is he going to play soccer? ________________________________ 7. Is he going to clean the house? ________________________________

CULTURE TIP Culture Tip Expand the conversation by asking Do stores close on Saturdays or Sundays in your native country? Do you shop on the weekend?

In the US, many stores are open seven days a week. Some banks are open on Saturday mornings. In your native country, are stores open seven days a week? What about banks? 78

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Answer Key: G. 2. What are you going to do? 3. What’s she going to do? 4. What are they going to do? 5. What’s he going to do? H. 2. Yes, on Sunday. 3. Yes, on Saturday. 4. No, he isn’t. 5. Yes, on Friday. 6. Yes, on Saturday. 7. No, he isn’t. intercambio.org/teachers

14 Look at David’s calendar for this week. Answer the questions. THIS WEEK SUNDAY 6 work on car

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

7 work

8 work

9 work

10 work

11 work

12 clean house

do my homework

study English

do my homework

study English

eat dinner with friends

make dinner for mom

1. What is David going to do this Thursday?

He is going to work and study English. _____________________________________________

2. What is he going to do this Sunday?

_____________________________________________

3. What is he going to do this Saturday?

_____________________________________________

4. What is he going to do this Friday?

_____________________________________________

5. What is he going to do this Wednesday?

_____________________________________________

6. What is he going to do this Tuesday?

_____________________________________________

What are you going to do this week? Write your schedule in complete sentences. SUNDAY: I’m going to ___________________________________________________________________ MONDAY: _____________________________________________________________________________ TUESDAY: _____________________________________________________________________________ WEDNESDAY: ___________________________________________________________________________ THURSDAY: ____________________________________________________________________________

I. Remind students that he + is sounds like heez (he’s). Be sure students add the correct articles and pronouns (e.g., #2, “work on HIS car”).

J. This activity prepares students for the conversation activity that follows. Make sure to check it before they start speaking.

FRIDAY: _______________________________________________________________________________ SATURDAY: ____________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask what they are going to do this week. Ask where they are going to go.

WORD BANK movies gym grocery store library park

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Answer Key: I. 2. He’s going to work on his car. 3. He’s going to clean the house and make dinner for his mom. 4. He’s going to work and eat dinner with friends. 5. He’s going to work and do homework. 6. He’s going to work and study English. J. Answers will vary 94

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HOMEWORK

Lesson 14 • I’m Going to Hang Out with Friends

Match the question and answer. 1 What are you going to do tomorrow?

a. She’s going to work on Thursday.

2. What is she going to do this weekend?

b. He is going to work on his car Friday.

3. What are they going to do Sunday?

c. I’m going to play soccer tomorrow.

4. What is he going to do Friday?

d. We’re going to garden Tuesday.

5. What are you going to do Tuesday?

e. He’s going to do laundry this weekend.

6. What is he going to do this weekend?

f. They are going to exercise Sunday.

7. What is she going to do Thursday?

g. She’s going to do her homework this weekend.

Answer the questions using the words in bold. 1. Are you going to clean the house this Sunday? (Yes) _______________________________________ Yes, I am. 2. Are they going to do homework tomorrow? (Yes) _________________________________________ 3. Is John going to work on his car this week? (No) ___________________________________________ 4. Is she going to garden this Saturday? (Yes) _______________________________________________ 5. Are we going to eat out at the restaurant this weekend? (No) ________________________________ 6. Is Anna going to do laundry tonight? (No) _______________________________________________

Review your English. 1. What are you going to do tonight?

____________________________________

2. What are you going to do this weekend?

____________________________________

3. What do you like to do in your free time?

____________________________________

4. When do you practice English?

____________________________________

5. When do you work?

____________________________________

6. What do you do?

____________________________________

7. Do you like it?

____________________________________

Pre A

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Answer Key: K. 2. g 3. f 4. b 5. d 6. e 7. a L. 2. Yes, they are. 3. No, he isn’t 4. Yes, she is. 5. No, we aren’t 6. No, she isn’t. M. Answers will vary intercambio.org/teachers

L15 WE HAVE A MEDIUM By the end of the lesson, students will be able to: • Talk about items of clothing and what sizes they wear • Ask about prices for clothing items What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Articles of clothing (optional) Teacher notes: This is the last lesson before the Review and Progress Check at the end of the book. Prepare ahead by telling students what they can expect in the next class. Consider planning a special celebration to end the class. Assign the self-assessment in Lesson 16 as homework. Warm-Up: Greet students. Say I’m going to dinner tomorrow. What are you going to do? Review homework. Say I wear size 9 shoes (pointing to your feet). What size do you wear? Listening Track 15 Sonia: Hi, do you have jeans here? Jordan: Yes, here they are. Sonia: Thanks. And shirts? Jordan: What size do you wear? Sonia: Medium. Jordan: Okay. Medium and large are over there. Sonia: How about shoes? Jordan: What size shoes do you wear? Sonia: 6.5 Jordan: We have six and a half. Sonia: How much are they? Jordan: They’re $12.50. Sonia: Sweet.

Teacher Book 1 LEFT

WE HAVE A MEDIUM

Pre A A. For a challenge, ask students to tick the boxes for the words they hear after listening just once during the pre-listening warm-up. Then play the track again to check answers.

Listening warm-up. Track 15: Where is Sonia? Listen again. Check  the items that Sonia wants. jeans

shorts

dress

belt

shoes

hat

 



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Answer Key: A. Check: jeans, shoes

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. If you are wearing any of these clothing items, point at them and have students repeat after you. T-shirt

shirt

belt

jeans

shorts

sweater

jacket

dress

extra small

small

medium

large

extra large

PRONUNCIATION Listen and repeat after your teacher. Put the words with the j sound in the box. A

J SOUND jacket

jacket

yellow

January

yesterday

jeans

yes

gym

major

jet

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Answer Key: Pronunciation. jacket, gym, jeans, major, January, jet

Teacher Book 1 LEFT

Pronunciation To make the j sound: put the tip of your tongue behind your top front teeth. Push out a burst of air while using your voice. Some of these j sounds are review words from past lessons. You could have the students underline the j sound as they put the words in the box. Also, you can contrast with the y sound in Pro Fun.

C. Although the chart does not include they and we (for simplicity and relevance), be sure to practice those forms too. When talking about sizes, note that it’s “a seven” but “an eight” Don’t focus on this. The main focus is on the verbs do/does, is/ are in the questions.

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat. QUESTIONS

D D. Ask students what question they will use if they see a price as the answer. If necessary, do Question 2 as an example. Then go through the others orally before they write their answers. Focus on “what size” and “how much.” Also, consider supporting students by pointing out all of the “clues” they can reference in the responses including the pronouns.

What

size

How

much

shirt shoes is are

ANSWERS

you

does

he she

the

wear?

wear

wear?

He She

wears

a medium. an 8.

shirt?

It’s

$12.75.

shoes?

They’re

$60.00.

Read the answers. Write the questions using the words in bold. How much is the shirt? (shirt) 1. _____________________________________

It’s $8.50.

2. _____________________________________ (belt)

I wear a medium.

3. _____________________________________ (dress)

She wears a large.

4. _____________________________________ (shoes)

They’re $75.00.

5. _____________________________________ (jacket)

He wears a small.

6. _____________________________________ (jeans)

I wear an extra large.

Read the tags. Complete the sentences.

XS 1. What size T-shirt do you wear? extra small I wear an ___________________________.

M 3. What size belt do you wear? I wear a ____________________________.

E. After students complete the questions, have them ask and answer in pairs.

You can say $12.75 two ways: “twelve dollars and seventy-five cents” or “twelve seventy-five”

$40.00 5. How much is the dress? It’s ________________________________.

L 2. What size shorts do you wear? I wear a ____________________________.

10.5 4. What size shoes do you wear? I wear a ____________________________.

$35.80 6. How much are the jeans? They are ___________________________. intercambio.org/students

Answer Key: D. 1. How much is the shirt? 2. What size belt do you wear? 3. What size dress does she wear? 4. How much are the shoes? 5. What size jacket does he wear? 6. What size jeans do you wear? E. 2. Large 3. Medium 4. 10.5 5. $40 6. $35.80 intercambio.org/teachers

REAL LIFE / YOUR LIFE

CLOTHING ITEM 1.

Listen to Track 15 and complete the chart with the correct answers. SIZE

F. Review the chart structure. Point out the numbered boxes. The first two refer to clothing items they’ll hear. The next one refers to a size. #4 refers to clothing, etc.

COST

Jeans

Complete the text message. Use the words in the box. Mom Mom

What size (1)_______ dress do you wear? I’m a (2)_____.

size

shoes?

Laura

Mom

great!

☺ And what (4)_________

large

(5)________.

Mom

dress shoes

Laura

That dress is (3)_________!

Laura

I love the shoes (6)__________! Thanks, Mom!

��

Look at the clothing ad. Ask a partner how much the items cost.

Sally’s

Thrift Store

Example: How much are the jeans?

H. EXPANSION: Have students write the Q&As after they practice the conversation.

They are $29.99.

CULTURE TIP Garage sales are common on the weekends. You can find clothing and items for the house at very low prices. Do you go to garage sales? What do you buy? 84

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Answer Key: F. 2. shirts 3. medium 4. shoes 5. 6.5 6. $2.50 G. 1. great 2. you 3. large 4. size 5. 8 6. like

100

Teacher Book 1 LEFT

Culture Tip Expand the conversation by asking garage sales common in your native country?

15 I

Role-Play. Shopping for a friend. Partner 1 is shopping for Rob. Rob wants a jacket (medium), pants (small), and a belt (medium). Partner 2 is shopping for Sally. Sally wants a sweater (large), shoes (7), and a dress (large).

G. See Info Gap.

KRIS

$14.99

$19.95

$44.99

Rob

Sally

$9.99

$24.99

Role-play 1: Partner 1 is the shopper; Partner 2 is the salesperson. Role-play 2: Partner 1 is the salesperson; Partner 2 is the shopper. Example: Shopper: Salesperson: Shopper: Salesperson: Shopper: Salesperson:

I want to buy a T-shirt for my friend. Do you have T-shirts? Yes, we do. What size does he wear? He wears a medium. We have a medium. Great. How much are the T-shirts? They are $9.99.

CONNECT WITH CONVERSATION Get to know a partner. Talk about where they shop. Do they go to garage sales? Do they have garage sales in their native country? intercambio.org/students

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HOMEWORK

Lesson 15 • We Have a Medium

Look at the sentences. Circle the correct word. 1. What size shirt do you wear / wears? 2. How much is / are the shirt? 3. What size jeans do / does she wear? 4. How much is / are the jeans? 5. What size shoes do / does they wear? 6. They wear / wears an 8.5. 7. He wear / wears a 10.

Read the answers. Write the questions using the words in bold. What size dress do you wear? 1. __________________________________________________ (dress)

I wear a medium.

2. __________________________________________________ (shoes)

He wears a 9.5.

3. __________________________________________________ (belt)

It’s $10.00.

4. __________________________________________________ (shorts)

They wear an extra large.

5. __________________________________________________ (jeans)

They’re $39.99.

6. __________________________________________________ (T-shirt)

It’s $9.99.

7. __________________________________________________ (jacket)

She wears a large.

Review your English. 1. Do you like to go shopping?

_______________________________________________

2. Do you go to garage sales?

_______________________________________________

3. Where do you buy clothes?

_______________________________________________

4. What clothing item do you like to shop for? _______________________________________________

Student Book 1 LEFT

Answer Key: I. 2. is 3. does 4. are 5. do 6. wear 7. wears J. 2. What size shoes does he wear? 3. How much is the belt? 4. What size shorts do they wear? 5. How much are the jeans? 6. How much is the t shirt? 7. What size jacket does she wear? K. Answers will vary 102

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L16 REVIEW & PROGRESS CHECK 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 16 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. Be sure to provide plenty of encouragement! 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 and that this is a time to see what they have learned. 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 class, you will all listen together for 3 times. For a 1-1 class, only play the track 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson. Listening: Track 16 Narrator: Listen to the conversation. Check the words you hear. (Should be a different voice from the script below) Rita: Can I help you? Fred: Yes, I need to buy a shirt for work. Rita: Okay. What size do you wear? Fred: Medium. Rita: Where do you work? Fred: I work for City Bus. Rita: Oh yeah? What do you do? Fred: I’m a driver. Rita: That sounds great! Do you like it? Fred: Yes, I do. 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 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 students’ Progress Check. Be sure to review any incorrect responses.

SCORING 16 Total points 1st page.

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

34 Total points 2nd page

At the bottom of each Progress Check page is a point scale. Write the number of correct answers (e.g., 14 / 16 points)

Multiply number of correct answers by 2 for final score out of 100

100 Total points possible intercambio.org/teachers

103

REVIEW & PROGRESS CHECK

Give students time to complete this individually if they didn’t do it as homework. Pair students to share their responses.

Check the items you can do. Practice the items you can’t.

I can…  introduce myself (lesson 1)  give my address and phone number (lesson 1)  talk about my week (lesson 2)  tell my teacher when I can’t come to class (lesson 2)  talk about the weather (lesson 3)  talk about my body and what hurts (lesson 4)  talk about where I live (lesson 5)  talk about what I like to do (lesson 6)  talk about family members and where they go to school (lesson 7)  share about things I did yesterday or last week (lesson 10)  talk about places I went (lesson 10)  talk about different kinds of jobs and if I like them (lesson 11)  discuss my skills and things I can do (lesson 12)  talk about how I get places (lesson 13)  ask others about how much something costs (lesson 13)  share my schedule and things I’m going to do in the future (lesson 14)  talk about chores and other things I do on the weekend or during the week (lesson 14)  discuss kinds of clothing I like to wear and how much they cost and where I buy them (lesson 15)

Answer the questions. 1. What is one thing you can do now? ______________________________________________________ _____________________________________________________________________________________ 2. Write two questions you know how to ask. a. _________________________________________________________________________________ b. _________________________________________________________________________________

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Teacher Book 1 LEFT

REVIEW & PRACTICE A. Model this activity with a student using the example.

Look at the chart. Write as many words as you know in each column. Compare with a partner. WEATHER

TRANSPORTATION

DAYS AND MONTHS OF THE YEAR

CLOTHING

sunny

Circle the correct words. 1. Q: Do / Does you have a brother? A: Yes, I do / does. 2. Q: Do / Does he like it? A: No, he don’t / doesn’t. 3. Q: Is / Are they okay? A: Yes, they is / are okay. 4. Q: Is / Are she okay? A: No, she is / are not okay.

5. Q: Do / Does you live in a house? A: No, I don’t / doesn’t. 6. Q: Can / Are Maria work full time? A: Yes, she can / can’t. 7. Q: Is / Are he going to exercise today? A: Yes, he is / are. 8. Q: Is / Are we going to make dinner tonight?

A: No, we isn’t / aren’t.

Match the question and answer. 1. What are we going to do this weekend?

a. Yesterday, she went shopping.

2. What did he do on Monday?

b. It’s nice and sunny.

3. When is your son’s birthday?

c. He went to the store on Monday.

4. How’s the weather today?

d. This weekend we’re going to watch movies.

5. What are they going to do tomorrow?

e. His birthday is on Wednesday.

6. What did she do yesterday?

f. They are going to go to class tomorrow.

Student Book 1 LEFT

Answer Key: A. Answers will vary B. 1. Do/do 2. Does/doesn’t 3. Are/are 4. Is/is 5. Do/don’t 6. Can/can 7. Is/is 8. Are/aren’t C. 1. d 2. c 3. e 4. b 5. f 6. a intercambio.org/teachers

105

16 D

Write how people get places. Use the words in bold to help. takes the subway to work. 1. He _______________________________________________ take/subway/work

2. She_______________________________________________ drive/class 3. I _________________________________________________ bike/library 4. They ______________________________________________ take/bus/grocery store 5. He _______________________________________________ get/ride/gym 6. We _______________________________________________ walk/park

Look at Mateo’s schedule. Fill in the bubble with the correct answer. MATEO’S SCHEDULE SUNDAY

watch movies with friends

MONDAY

work English class

TUESDAY TODAY work dinner with family

WEDNESDAY

work

THURSDAY

work

English class

FRIDAY

SATURDAY

work birthday party for John

1. What is Mateo going to do tomorrow?

a. have dinner with family

b. go to English class

2. What is he going to do Thursday?

a. watch movies with friends

b. work

3. How’s the weather today?

a. It’s rainy.

b. It’s sunny.

4. Where did he go yesterday?

a. birthday party

b. English class

5. What is he going to do on Friday?

a. go to English class

b. go to a birthday party

6. Where did he go on Sunday?

a. English class

b. movie theater

Write your schedule for this week. YOUR SCHEDULE SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

Ask your partner the questions. Where did you go yesterday?

What are you going to do this weekend?

How’s the weather today? intercambio.org/students

Answer Key: D. 2. She drives to class. 3. I bike to the library. 4. They take the bus to the grocery store. 5. He gets a ride to the gym. 6. We walk to the park. E. 2. b 3. b 4. b 5. b 6. b F. Answers will vary 106

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Review Game. Play with a partner or in a small group. Take turns choosing a category and answering the question. Write your points down for correct answers. Jobs & Skills

Places

Clothing

Transportation

Family

Things to Do

100 What do you do?

100 Where are you from?

100 What size do you wear?

100 How do you get to work?

100 When is your birthday?

100 What are you going to do tomorrow?

200 Can you use a computer?

200 Where do you buy groceries?

200 What are you wearing today?

200 How do you get to class?

200 Do you have children?

200 Where did you go yesterday?

300 Do you like your work or what you do?

300 Do you like your neighbors?

300 Describe what your teacher is wearing.

300 What is your favorite way to get places?

300 Do you have a sister?

300 What do you like to do?

400 Ask your teacher about their skills.

400 Ask your teacher about places they are going this week.

400 Tell me about your favorite color and kind of clothing.

400 How does your teacher get to class?

400 Tell me about your family.

400 What are you going to do this weekend?

500 Tell me about your skills. What can you do?

500 Tell me about places you go every week.

500 You are shopping for a shirt. Ask questions about size and cost.

500 What kinds of transportation do you use? How often do you use them?

500 Ask about your teacher’s family.

500 Ask your teacher about the things they are going to do this week.

My points: _________ Notes:

Student Book 1 LEFT

H. Group – break your class up into two or more teams. Give each team a chance to pick a category. Give 1-3 minutes for teams to answer or look up correct answers. Have all teams looking up or thinking of an answer at the same time. If one team gets the answer wrong, ask another group for their answer. You can give points to the team that answers correctly. If a team gets an answer correct, they can choose the next category in any order. You can X/mark off questions after a team has asked them, or for further review, you can have each group answer even if the first group answers correctly. One-on-One – play the game with your student and take turns reading the categories and answering them in any order. You can keep your own points if you want. If a student gets a question wrong, look back together and review the item.

Answer Key: H. Answers will vary

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16 PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

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

Listen to Track 16. Check the words you hear. (1 point each)

Answer Key: 3. medium 5. driver 6. Yes, I do. 1. shirt 

2. large

3. medium

4. landscaper

5. driver 6. Yes, I do.

7. No, I don’t.

Match the job with the place. (1 point each) 1. construction worker

a. home

2. nurse

b. restaurant

3. cook

c. street

4. housekeeper

d. hospital

5. stay-at-home mom

e. outside

6. student

f. hotel

7. driver

g. library

B. Say Now you will work alone. Answer Key: 1. e 2. d 3. b 4. f 5. a 6. g 7. c C. Answer Key: 2. No, he cant 3. Yes, I do 4. Yes, they are 5. No, she doesn’t 6. Yes, I do

Answers the questions. (1 point each) 1. Can you speak English?

Yes, _________. I can

2. Can he work full time?

No, _________.

3. Do you like it?

Yes, _________.

4. Are they okay?

Yes, _________.

5. Does she live in a house?

No, _________.

6. Do you have a sister?

Yes, _________.

Fill in the blanks. Use do, does, don’t, and doesn’t. (2 points each)

D. Answer Key: 2. doesn’t 3. don’t 4. do

1. What _________ does he like to do in his free time? 2. She __________ live in a house. She lives in an apartment. 3. I _____ wear a small. I wear a medium. 4. Where _____ they go to school? ________/ 20

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E. Answer Key: 2. He takes the bus to the library. 3. They walk to class. 4. She takes the subway to the gym. 5. He drives to the restaurant. 6. She bikes to work. F. Answer Key: 1. She went to work and English class. 2. She stayed home. 3. She is going to study at the library tonight. 4. Today the weather is sunny/nice. 5. She is going to work and to the movies. 6. Her birthday/birthday party is on Saturday. NOTE: Point out that when two activities are listed the first activity listed, the second one is the night-time activity. G. Say Activity G is about speaking English. Say I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with Questions 1-5 in box below. NOTE: you will reference the images inline with the directions in the student book for the last two questions. NOTE: Find scoring instructions in the notes at the beginning of this lesson.

Write how the people get to the places. (2 points each)

1.__________________________ 2.__________________________ 3.__________________________ She drives to ______________________store. _____________________library. ______________________class. the

4._________________________ _____________________gym.

5.__________________________ 6.__________________________ _________________restaurant. ______________________work.

Read Cindy’s schedule. Today is Wednesday. Write the answers. (2 points each) CINDY’S SCHEDULE SUNDAY

MONDAY

stayed home

TUESDAY

THURSDAY

TODAY work

work

gym

English class

study at library

1. What did Cindy do on Tuesday?

WEDNESDAY

English class

FRIDAY work watch movies with Jenny

SATURDAY birthday party at the park

_____________________________________________________ She went to work and English class on Tuesday.

2. What did she do on Sunday?

_____________________________________________________

3. What’s she going to do tonight?

She is going to ________________________________________

4. How’s the weather today?

_____________________________________________________

5. What’s she going to do on Friday?

She is going to ________________________________________

6. When is her birthday party?

_____________________________________________________

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

what/name Score

how much/ shoes

what/ phone number

Teacher Notes

1. 0

Lesson 11:

Lesson 13:

3. 0

Lesson 14:

4. 0

Lesson 15:

5. 0

Lesson 1:

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________/ 30

1. What do you do? 2. How do you get to work? 3. What do you like to do in your free time? Before Question 4, say Now I will show you a picture. You ask me the question. Okay? Let’s practice first. This is just an example. Reference the images inline with Activity G instructions in the student book. Point to the first image and say What’s your name? 4. After the example, point to the second image (shoes) to elicit a question without giving prompts. 5. Point to the third image (phone) to elicit a question without giving prompts. intercambio.org/teachers

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QUICK REFERENCE GUIDE Verbs

Months of the year

Days of the week

Present Past

Future

January (1)

Sunday (Sun)

to be*

was

will

February (2)

Monday (Mon)

get*

got

going to get

March (3)

Tuesday (Tues)

go*

went

going to go

April (4)

Wednesday (Wed)

take*

took

going to take

May (5)

Thursday (Thurs)

do*

did

going to do

June (6)

Friday (Fri)

stay

stayed

going to stay

July (7)

Saturday (Sat)

live

lived

going to live

August (8)

liked

going to like

September (9)

*irregular

November (11)

Pronouns with present tense to be Pronoun

Verb

Contraction

I’m

you

are

you’re

he’s

she

she’s

they

are

they’re

are

we’re

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Temperature

October (10) December (12)

Celsius

Fahrenheit

0° C

32° F

Normal Body Temperature

Writing dates: March 7, 2020 = 3/7/2020

37° C

98.6° F

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

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VOCABULARY WITH STRESS AND COLOR VOWEL SOUNDS Vocabulary

Color Vowel® Chart

Lesson 1: Nice to Meet You

Monday

CUP OF MUSTARD

leg

RED PEPPER

address

BLACK CAT

ninth

WHITE TIE

neck

RED PEPPER

eighteen

GREEN TEA

November

RED PEPPER

okay

GRAY DAY

eighty

GRAY DAY

October

ROSE BOAT

right

WHITE TIE

eleven

RED PEPPER

Saturday

BLACK CAT

stomach

CUP OF MUSTARD

fifteen

GREEN TEA

second

RED PEPPER

wrong

fifty

SILVER PIN

September

RED PEPPER

AUBURN DOG/ OLIVE SOCK

forty

ORANGE DOOR

seventh

RED PEPPER

Lesson 5: It’s New

fourteen

GREEN TEA

sixth

SILVER PIN

apartment

goodbye

WHITE TIE

Sunday

CUP OF MUSTARD

AUBURN DOG/ OLIVE SOCK

how

BROWN COW

SILVER PIN

name

GRAY DAY

RED PEPPER/ SILVER PIN

big

tenth

house

BROWN COW

nice to meet you

GREEN TEA

SILVER PIN

nineteen

GREEN TEA

ninety

WHITE TIE

one hundred

CUP OF MUSTARD

phone number

ROSE BOAT

seventeen

GREEN TEA

seventy

RED PEPPER

sixteen

GREEN TEA

sixty

SILVER PIN

spell

RED PEPPER

teacher

GREEN TEA

thirteen

GREEN TEA

thirty

PURPLE SHIRT

twelve

RED PEPPER

twenty

RED PEPPER

what

CUP OF MUSTARD

where

RED PEPPER/ GRAY DAY + R

who

BLUE MOON

third

PURPLE SHIRT

live

Thursday

PURPLE SHIRT

mobile home

ROSE BOAT

Tuesday

BLUE MOON

neighbor

GRAY DAY

twenty-eighth

GRAY DAY

new

BLUE MOON

twenty-fifth

SILVER PIN

noisy

TURQUOISE TOY

twenty-first

PURPLE SHIRT

nothing

CUP OF MUSTARD

twenty-fourth

ORANGE DOOR

old

ROSE BOAT

twenty-ninth

WHITE TIE

pets

RED PEPPER

twenty-second

RED PEPPER

quiet

WHITE TIE

twenty-seventh

RED PEPPER

small

twenty-sixth

SILVER PIN

AUBURN DOG/ OLIVE SOCK

twenty-third

PURPLE SHIRT

Wednesday

RED PEPPER

week

GREEN TEA

Lesson 3: It’s Snowy and Cold cloudy

BROWN COW

cold

ROSE BOAT

cool

BLUE MOON

hot

OLIVE SOCK

Lesson 2: That’s this Month!

rainy

GRAY DAY

April

GRAY DAY

snowy

ROSE BOAT

August

AUBURN DOG/ OLIVE SOCK

sunny

CUP OF MUSTARD

temperature

RED PEPPER

December

RED PEPPER

warm

ORANGE DOOR

eighth

GRAY DAY

weather

RED PEPPER

February

RED PEPPER

windy

SILVER PIN

fifth

SILVER PIN

Lesson 4: It Hurts a Lot!

first

PURPLE SHIRT

fourth

ORANGE DOOR

Friday

arm

AUBURN DOG/ OLIVE SOCK +R

WHITE TIE

back

BLACK CAT

January

BLACK CAT

fine

WHITE TIE

July

WHITE TIE

foot

WOODEN HOOK

June

BLUE MOON

front

CUP OF MUSTARD

March

AUBURN DOG/ OLIVE SOCK + R

hand

BLACK CAT

head

RED PEPPER

May

GRAY DAY

hurts

Lesson 6: I Like to Play Soccer cook

WOODEN HOOK

exercise

RED PEPPER

family

BLACK CAT

ROSE BOAT

hang out

BROWN COW

play

GRAY DAY

practice

BLACK CAT

read

GREEN TEA

shopping

AUBURN DOG/ OLIVE SOCK

soccer

AUBURN/OLIVE

spend time

WHITE TIE

GREEN TEA

video games

SILVER PIN

watch

AUBURN DOG/ OLIVE SOCK

with

SILVER PIN

Lesson 7: He Has a Big Family brother

CUP OF MUSTARD

children

SILVER PIN

daughter

AUBURN DOG / OLIVE SOCK

father

AUBURN DOG/ OLIVE SOCK

PURPLE SHIRT

husband

CUP OF MUSTARD

knee

GREEN TEA

mother

CUP OF MUSTARD

left

RED PEPPER

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parents

RED PEPPER + R

part time

OLIVE SOCK

school

BLUE MOON

speak

GREEN TEA

sister

SILVER PIN

stand

BLACK CAT

son

CUP OF MUSTARD

take care of

RED PEPPER + R

wife

WHITE TIE

use

BLUE MOON

Lesson 13: How Much Is It?

Lesson 10: We Went Out morning

ORANGE DOOR

bike

WHITE TIE

afternoon

BLACK CAT

bus

CUP OF MUSTARD

evening

GREEN TEA

bus pass

CUP OF MUSTARD

grocery store

ROSE BOAT

cheap

GREEN TEA

gym

SILVER PIN

drive

WHITE TIE

home

ROSE BOAT

expensive

library

WHITE TIE

RED PEPPER/ SILVER PIN

movies

BLUE MOON

free

GREEN TEA

night

WHITE TIE

get

RED PEPPER

AUBURN DOG/ OLIVE SOCK + R

money

CUP OF MUSTARD

park

one way

CUP OF MUSTARD

stayed

GRAY DAY

ride

WHITE TIE

today

GRAY DAY

round trip

BROWN COW

weekdays

GREEN TEA

subway

CUP OF MUSTARD

went

SILVER PIN/ RED PEPPER

take

GRAY DAY

yesterday

RED PEPPER

walk

AUBURN DOG/ OLIVE SOCK

Lesson 11: I’m Retired

Lesson 14: I’m Going to Hang Out with Friends

construction worker

CUP OF MUSTARD

cook

WOODEN HOOK

car

AUBURN DOG/ OLIVE SOCK + R

driver

WHITE TIE

clean

GREEN TEA

hospital

AUBURN DOG/ OLIVE SOCK

dinner

SILVER PIN

do homework

ROSE BOAT

hotel

RED PEPPER

housekeeper

BROWN COW

do laundry

AUBURN DOG/ OLIVE SOCK

landscaper

BLACK CAT

garden

nurse

PURPLE SHIRT

AUBURN DOG/ OLIVE SOCK + R

outside

WHITE TIE

hang out

GRAY DAY

restaurant

RED PEPPER

make

GRAY DAY

retired

WHITE TIE

work

PURPLE SHIRT

stay-at-home

GRAY DAY

student

BLUE MOON

Lesson 12: I Can Work Part Time

Lesson 15: We Have a Medium belt

RED PEPPER

dress

RED PEPPER

extra

RED PEPPER

jacket

BLACK CAT

jeans

GREEN TEA

another

CUP OF MUSTARD

answer

BLACK CAT

computer

BLUE MOON

drive

WHITE TIE

large

AUBURN DOG/ + R OLIVE SOCK

full time

CUP OF MUSTARD

medium

GREEN TEA

hours

BROWN COW

shirt

PURPLE SHIRT

language

GRAY DAY

shorts

ORANGE DOOR

lift

SILVER PIN

operate machinery

GREEN TEA

small

AUBURN DOG/ OLIVE SOCK

phones

ROSE BOAT

sweater

RED PEPPER

pounds

BROWN COW

t-shirt

GREEN TEA

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COLOR VOWEL WORDS Write words you learn in the correct Color Vowel Box below. Underline the stressed syllable. GREEN TEA

WHITE TIE

SILVER PIN

PURPLE SHIRT

GRAY DAY

OLIVE SOCK

RED PEPPER

BLACK CAT

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114

TURQUOISE TOY

BLUE MOON

CUP OF MUSTARD

WOODEN HOOK

AUBURN DOG

ROSE BOAT

ORANGE DOOR

BROWN COW

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CONVERSATION PRACTICE USING LANGUAGE TOOLS Lesson 1 What’s your name? Where are you from? Lesson 2 When is your birthday? What day is it? What month is it?

It’s Jose Lopez. I’m from Peru.

It’s February 21st . It’s Monday. It’s July.

Lesson 3 How’s the weather? What’s the temperature?

It’s warm. It’s 79 degrees.

Lesson 4 Are you okay? What’s wrong?

Yes, I’m fine. My back hurts.

Lesson 5 Do you live in an apartment? Does she live in a house? Is your house big? Are your neighbors quiet? Lesson 6 What do you like to do in your free time? What does he like to do in his free time? Lesson 7 Where do you go to school? Where does he live? How old are they? Lesson 10 Where did you go yesterday? Where did they go this morning? Lesson 11 What do you do? What does she do? Where do you work? Do you like it?

Yes, I do. No, she doesn’t. Yes, it is. No, they aren’t.

I like to play soccer. He likes to cook.

I go to Casey Middle School. He lives in Boulder. They’re 12 and 10.

I went to the park. They stayed home.

I’m a stay-at-home mom. She’s retired. I work at home. Yes, I do. intercambio.org/teachers

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Lesson 12 Can you lift 30 lbs? Can he cook? Lesson 13 How do you get to work? How much is it? Lesson 14 What are you going to do tomorrow? Are you going to exercise this weekend? Lesson 15 What size shirt does he wear? How much are the shoes?

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Yes, I can. No, he can’t.

I take the bus. It’s $2.00 one way.

I’m going to clean the house. No, I’m not.

He wears a medium. They’re $60.

Table of Contents 1. Welcome to Confidence and ConnectionsTM!............................................................................................. 118 2. Tips for Every Class.................................................................................................................................... 119 3. Starting Class............................................................................................................................................. 120 4. Teaching Listening .................................................................................................................................... 121 5. Teaching Vocabulary.................................................................................................................................. 122 6. Teaching Pronunciation............................................................................................................................. 123 7. Teaching Grammar.................................................................................................................................... 124 8. Real Life: Culture Tip and Connect with Conversation............................................................................. 125 9. Homework................................................................................................................................................. 127 10. Ending Class............................................................................................................................................... 128 11. Tips for Checking Answers......................................................................................................................... 129 12. Making Corrections................................................................................................................................... 130 13. Teacher Toolkit.......................................................................................................................................... 131 14. Engagement and Easy Expansions............................................................................................................. 132

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Welcome to Confidence and Connections! Confidence and ConnectionsTM is Intercambio’s English language curriculum, designed to build practical, relevant English language skills and cultural awareness for students and teachers. The curriculum prepares adult immigrants to use English in the community and create meaningful connections by building each lesson towards a personal conversation. Through this program, Intercambio facilitates access for people with or without teaching experience to become great teachers, which enables communities to meet extensive unmet demands for English classes. Our purpose is to ignite human potential by cultivating a world where people from different cultural backgrounds connect, communicate and engage. This section of the book will help you create dynamic classes that result in student participation, retention, and positive results. You will find tips on using the curriculum in the most effective and fun way as we believe that fun and engaging classes encourage better student retention and, in turn, inspire better results. One-on-one teachers, please note that although the activities described in this section are written with group classes in mind, most can be easily adapted for oneon-one settings. Remember that anytime there is an activity for pairs, you and your student are the pair. These three strategies will help you be a more effective teacher: 1. Keep it simple. Give short and simple instructions. Use fewer words, and more gestures and visuals. Practice giving instructions before the class and anticipate where students may struggle. 2. Repetition is the key to success! To help your students remember a word or structure, repeat it 8-10 times in a variety of contexts. This will appeal to students with different learning styles and keep everyone engaged. 3. Maximize student engagement. Use techniques and fun activities that get students talking and moving around. As a teacher, you are also a learner - you’ll learn about language, effective teaching strategies and what works for your students, yourself, cultures, and life. It is okay to not know all the answers; be honest with yourself and actively find ways to learn alongside your learners. You are now part of a large and friendly Intercambio community. Good luck, have fun, and happy teaching!

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Tips for Every Class Before we get into each section of the lesson, here are some general tips to keep in mind: ● Encourage students to only speak English in class, especially in a class with many native languages. ● Write an agenda on the board* and go over it at the beginning of class (this is important even for one-on-one

classes).

● Focus on the goal of your lesson. What will students be able to do after the lesson that they could not do before?

(The “Students will be able to” statements at the onset of each lesson will help guide this.)

● Make the lesson relevant to students. Use examples that relate to their lives. ● Check for student understanding. Instead of asking, “Do you understand the directions?” Ask “What are you going

to do?” Instead of asking if they understand a grammar concept, have them answer questions using it.

● Model what you want students to do before having them do it. If they need to write a paragraph about

themselves, write one about yourself first. If they need to ask questions with a partner, model asking and answering questions with a student first. ● Establish class routines by using similar activities, instructions, and gestures so that students know what to expect. Establish a gesture that means “repeat” so you can get them repeating words and phrases several times using that gesture. ● The teacher is always active, even when they’re not in the front of the room. When students are working alone or in pairs/groups, you should walk around providing help when appropriate. During fluency activities, take notes of common errors that can be addressed later. ● You don’t need to have all the answers. If you are not sure about something, write it on the board and tell your students you will get back to them—then make sure you do. Self-reflection is the key to successful teaching. Create the habit of asking yourself these questions after each class: • • • • • •

Were the lesson goals met? How do I know? Was the lesson well organized with a logical flow between activities? Did I check for understanding? How? Were the students doing more talking than I was? Were corrections made effectively? How? What types of groupings were used (teacher-class, small group, pairs) and for what types of activities?

*One-on-one teachers can use a piece of paper anytime we refer to “board” in these sections.

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Starting Class The way you start a class impacts the entire lesson and classroom atmosphere. We encourage you to always start class on time. The first few minutes provide a great opportunity to review the last lesson, answer questions, work on common errors or simply interact with your students (ask about their weekend, plans, or news in general). Start your class with a warm-up activity. The ideal warm-up includes a review of previously learned material. It also provides a chance for students to get into the mindset of class, as well as allowing those who arrive late to join in without missing out on new material. Some quick easy warm-ups that require little or no advance preparation are: ● Tic-Tac-Toe

Make a 3 X 3 grid. Write a vocabulary word in each space. In order to mark an X or O, the student must use the word in a sentence, or define it. You can play this with an individual student, in pairs, or in teams.

● Apple Tree

Draw an apple tree with 10 apples and put spaces underneath for each letter of the word. As the student calls out correct letters, write them in the spaces; if they give a wrong answer, erase one of the apples. The student’s goal is to guess the word before all of the apples are erased. Switch roles.

● Flash Card Review

Flash cards can be used to review new vocabulary, pronunciation, verb forms, etc. You can also have students form sentences with flash cards. Have students work in pairs (if you are teaching one-on-one, you and your student work together). Note - Make writing flash cards part of your classroom routine, such as during the vocabulary section of each lesson. This gives students something easy to practice with outside of class, and keeps you from needing to do a lot of additional preparation for the lesson.

● Memory Game

Place flash cards face down on a table. Take turns flipping over two cards at a time. If they match, the student’s turn continues. If they don’t match, return cards to the same place on the table. Have your students help you prepare a set of cards. Matching cards could be a word and its definition, present, and past tense verbs, or a word and its illustration.

● Pictionary

Draw a vocabulary word or phrase and have your students guess it. Or have a student draw for the class to guess.

● Charades

Act out a word or phrase and have your students guess it. Or have a student act it out for the class to guess.

● Questions, Questions, Questions

Write 6 questions from previous lessons on the board (or a piece of paper for one-on-one). In pairs, take turns throwing a die and answering the question that corresponds to the number rolled.

In addition to the warm-up, always take time at the beginning of class to review homework. You can have students check their own work against an answer key, review their work in pairs as they arrive, or go over it together. See the Homework section for more tips.

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Teaching Listening It is important to not skip this section because listening is an essential key to effective communication. It helps students learn new information, build confidence, and improve their vocabulary and pronunciation. Additionally, students will get used to how their teacher talks; that’s why it is important to expose them to different voices. The key to successful listening exercises is to employ a simple multi-step process. Start broadly at first, and then give students an opportunity to listen for details. The student book is designed so that each listening exercise includes three steps: pre-listening, listening for general information, and listening for details. Pre-Listening Before playing the listening track, prepare students by activating their background knowledge. Use one of these strategies: ● Point to the picture and ask What do you see? ● Point to the picture and ask What do you think the conversation is about? ● Point to the Listening Warm-Up question in Activity Pre and ask What do you think the answer is? Write the students’ guesses down so that you can check and see who was right after playing the track. Listening for General Information Students should listen for a general piece of information the first time they hear the track (e.g., How many people do you hear?) Confidence and ConnectionsTM provides this type of question for you in the Listening Warm-Up section of each lesson (Activity Pre). After reading the question together, play the track all the way through without stopping. Go over answers by: 1. Having students discuss their ideas/answers in pairs before checking them as a class. 2. Checking the answers as a class. Note: Play the recording again if necessary. Listening for Details 1. Read the directions and model what students need to do first. Then play the track all the way through again. 2. Let students listen and do the task individually. If needed, play the track multiple times. 3. Ask students to compare their answers with a partner. 4. Check the answers together with the class and write them on the board. Put a question mark if students are not sure or do not have an answer yet. 5. Play the recording again. Make sure you have the correct answers and no question marks on the board. Expansion Ideas Follow the listening with a review so that students can use the language they just learned. Review suggestions: ● Practice dialogues in pairs after completing an activity. ● Have students retell the story they heard to each other. ● Ask students about a personal opinion or experience related to what they heard. ● Ask students to listen again and mark the stressed syllable in key words (such as words from the vocabulary section). Write the words on the board and mark the stress together. Read each word one by one and have students repeat after you. Do’s and Don’ts for Listening

● DO check the equipment and sound quality before the class. ● DO check students’ ideas after each listening exercise and have a clear wrap-up after the whole activity. ● DON’T say, Just listen. Give students a concrete goal/task before listening, e.g., How many people do you hear? (This is

generally built into the pre-listening stage.)

● DON’T only ask Do you understand? Instead, ask specific questions, such as What is the problem? What is the solution?

Remember: Listening is never boring! Some tracks might seem dull to you as a teacher, but it is actually challenging and engaging for your students. Don’t shortchange the listening section of the lesson by going through it too quickly.

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Teaching Vocabulary How to present vocabulary Every time you present a vocabulary list, check if your students know any of the words before you teach them. Remember that, even if they know the meaning, they might not know how and when to use it in a sentence. When presenting vocabulary, follow the pattern: Meaning - Pronunciation - Form. 1. Meaning refers to the step in which you teach a word’s meaning and how to use it in a sentence. ● Use visuals to convey the meaning (a picture, a drawing on the board, miming, pointing, etc.) ● Tell a short anecdote and have students guess the meaning from the context. ● Give a simple definition / example. ● Only translate a word as a last resort. For example, refer students to a dictionary or translation device. 2. Pronunciation refers to how to say the word correctly. Use this process:

● Read the vocabulary list and have students repeat each word. ● Make sure everybody pronounces the vocabulary correctly. First, do choral repetition with the whole class several

times. Then have smaller groups pronounce the word. Finally, have individual students repeat after you if necessary. The goal is to help students be comprehensible rather than perfect, so do not spend more than 1-2 min on it. ● Optional: For multisyllable words, it may be helpful to read the list again while students underline the stressed vowel sound. Do the first word together. Write a word on the board, pronounce it, and mark the stress. 3. Form refers to the spelling. Write the word on the board. Adding vocabulary words Be intentional about how you add additional vocabulary words to a lesson (beyond what is in the book). Consider adding a few new words that students need in order to ensure a lesson’s relevance (for example, if a “jobs” lesson does not include a student’s profession, add that word to the list). You can always reserve a section of the board to collect new words based on student needs or interests. Have students add the new words to their books at the end of the class using this list. Only add words that are truly relevant to students. In general, no more than 2 or 3 so that students don’t get overwhelmed. How to practice vocabulary The key to learning vocabulary is repetition and review. Allow multiple opportunities for all students to repeat the new vocabulary. Simply telling students a new word does not mean they have learned it. They need to use the new words in meaningful contexts many times before they learn them. Starting in Level 2, there is vocabulary practice in the student book. In addition, we recommend making flash cards of new vocabulary. Ideally, both you and your student(s) will each make your own set. This will allow students to practice at home and give you a set to use for a variey of activities each class, such as Charades, Pictionary, Memory Games, etc. See the Engagement and Easy Expansions section for details. Review the new vocabulary during the next class meeting and periodically after that. When/if you create your own grammar activities, include vocabulary words that have been learned in past lessons. Regular review will help students remember the new words.

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Teaching Pronunciation Working on English pronunciation can be a struggle for students because there are a lot of new sounds, multiple vowel sound possibilities, confusing spelling, words are stressed differently, etc. Many adults have never activated the particular muscles needed to make certain English sounds. That is why it is crucial to build awareness of where to make sounds and put stress and then provide students with a lot of practice. Tell students that it is okay to have “an accent” - we all do! When teaching pronunciation, use the following pattern: 1. 2. 3. 4. 5.

Select 1 or 2 sounds that might be confusing. Have them listen to you make the sound. Help them identify physically how to make the sound. Have students repeat the sounds. Have students repeat the sound in context (such as saying the sound found in a word).

Teach students how to use The Color Vowel Chart® in their books. This tool enables teachers and learners to talk easily and accurately about vowel sounds in English without the use of phonetic symbols. Instead of phonetic symbols, the Chart uses colors and key words to represent vowel sounds. How to find the “color” of a word in English: 1. Identify the syllable that receives the primary stress i.e., the syllable we say longer and louder than the rest of the word. For example, teacher, student, attendance, and amazing each have one main stress. 2. Find the Color Vowel anchor phrase that most closely matches the vowel sound in the stressed syllable. For example teacher is GREEN TEA (because the stressed sound in teacher sounds like the stressed sounds in green tea), student is BLUE MOON, attendance is RED PEPPER, and amazing is GRAY DAY. 3. Practice pronunciation by saying the anchor phrase, the vowel sound, and the word, slowly like this: GRAY DAY… “a”... amAzing. Here are some other tips to help make teaching pronunciation most successful and fun: ● Every time you introduce a new word or structure, make students repeat after you three times. ● Use Pronunciation Fun (Pro Fun) to practice challenging sounds through minimal pairs (two words that differ in only

one sound, i.e., booTH, booT). Pro Fun is a great resource for a quick, energizing activity. See inside the front cover of Pro Fun for instructions and tips on how to use it. ● When teaching a consonant sound, use a picture, drawing, or your hands to demonstrate the movement of the organs of speech (tongue, teeth, lips) in the mouth. Encourage students to mimic the movement and repeat. ● Pay attention not only to sounds and separate words but also to sentence stress and intonation. In addition to incorporating pronunciation into your lesson when teaching new words, you’ll find a dedicated pronunciation activity in each lesson of Confidence and ConnectionsTM. Learning English pronunciation can be challenging, but do not let it dishearten your students. Motivate your students by noticing their improvement and being supportive and encouraging.

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Teaching Grammar Grammar is an important component of Confidence and ConnectionsTM and new grammar structures are introduced every lesson in the Language Tools section. It is important to introduce grammar both directly and in context. For real learning to take place, students need to have exposure to the language; they need to notice and understand grammar being used; they need to try using language themselves in ‘safe’ practice ways and in more demanding contexts; they need to remember the things they have learned. There are different ways to teach a language. For example, a formal approach might include teaching through rules, diagramming, translation, and drills. An informal approach might focus on pure conversation without a book and limit the amount of correction. Confidence and ConnectionsTM is designed to incorporate the best of these two extremes by introducing structure, then giving opportunities to practice through relevant life skills contexts and meaningful conversation. Language Tools Presentation (Grammar Chart) Before you begin the grammar practice activities, it’s important to walk through the chart with your students. If you are teaching a group, it is useful to copy the chart onto the board or on chart paper so that everyone can focus on the same thing. Many of the charts are set up as questions and answers. Some are statements. Many charts include a Tip Box. Go over everything with your students. Have students try to work out the rules for themselves first by giving them a minute to look at the chart silently. Then go over it together. Circle or point out what is important. Read each sentence and ask them to repeat. Provide some context, so that students can relate the grammar to something they know. The grammar point will normally be something they have just heard in the listening section. Consider what is most difficult about the grammar point you are presenting. Is it a concept which they may not have in their native language? Is it the form, such as irregular past tense? Or is it the use (for example: when to use that particular structure, e.g.,”I’m going to” vs. “I will”)? Use engagement techniques, such as TPR (which is explained in the Engagement and Easy Expansions section), index cards to scramble sentences and questions for them to put in order, sentence strips, and games to practice the grammar chart. This will build confidence and understanding before the practice activities. Don’t over-explain the grammar. Most students find too much grammatical terminology confusing. Many times, it’s best to just go over the examples, highlight the grammar point, and then practice. Beginning at Level 4, we provide a short explanation of the grammar under the grammar chart or box. Grammar Practice In this section, the activities provide closed practice, meaning that activities have only one answer. (In the Real Life section, students will do more open, communicative activities.) The first activity on the grammar page involves just filling in, matching, or selecting the best word. By the end of the page, the students are writing sentences. Try to expand the activities to provide multiple chances to work on the grammar point. See the Engagement and Easy Expansions section for ideas. If you have students complete the activity in pairs, give them a chance to look at the activity individually for a minute first. After each activity, have students compare their answers in pairs or groups. Then check the answers together as a class. Take note of where students make mistakes. Write mistakes on the board and have students correct them (for one-onone students, see if they can correct their own mistakes first). More guidelines on making corrections can be found in the Making Corrections section.

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Real Life The Real Life section is where students use the grammar structure, vocabulary words, and phrases for practical and personal application through reading, writing, listening, and speaking activities. Before this section, you will have presented the new material and the students will have practiced it. In Real Life, they apply the material - oftentimes on a personal level. For many of these activities, there are no right or wrong answers. We recommend you spend 45-60 minutes on the first three pages (listening, vocabulary, grammar) and 45-60 minutes on Real Life activities. Be sure to leave enough time for the Connect with Conversation activity at the end. Tips for success: ● In many activities, answers will vary. Focus on natural conversation and correct only those mistakes which impede

communication. You might want to note students’ mistakes and address them later. ● Adapt the exercises to meet your students’ needs. Make your own choices based on your students’ interests and abilities. If a topic does not seem relevant to your students, ask them to talk about something that is. This may require teaching a bit of additional vocabulary and that’s okay. Do this quickly by adding relevant words to the board and briefly going over the pronunciation. ● First, have students work in pairs or small groups. Then have a whole class discussion. ● For reading activities, one strategy is to have students walk around the room and read to themselves individually aloud. This is a way they can practice reading out loud without feeling ashamed. Culture Tip Every Real Life section has a Culture Tip that corresponds to a section of The Immigrant Guide. These sections in The Immigrant Guide often have more detail than what is mentioned in the Culture Tip, so we encourage you to refer to them if you want to go explore topics on a deeper level. Culture is composed of both visible and invisible elements. We can think of it as an iceberg. What you see may be about 10% of the total. You may see behaviors, but attitudes and values can be hidden. You will generally find the Culture Tip on the first or second page in the Real Life section. Go over this with your students and have a short discussion. For groups, you can ask them to discuss the tip in pairs or small groups first and then share their ideas with the class. Starting in 2L and 2R, discussion questions are included with the Culture Tip. Possible discussion questions: ● Is it surprising? Why? ● What is your experience with it? ● How different is it from your native country? When it comes to cultural differences, there is no right or wrong way (other than laws, which our students do need to know). Our goal is for people to observe and learn from differences rather than interpret them as better or worse. We mention certain behaviors and actions that are more common in the United States and we ask students to talk about common behaviors in their native country; nonetheless, every individual is different. Language and country of origin are two of many aspects that make us who we are. We encourage cultural humility - a lifelong process of self-reflection and learning. We hope to broaden teachers’ and students’ perspectives by opening doors to discuss our differences in safe, respectful ways. It’s easy to make mistakes when we connect with people across cultures, and that’s okay. Often we aren’t aware of mistakes we make, so awareness is usually the first step to learning more and bridging cultural gaps. If you enjoy connecting across cultures, students are likely to enjoy taking this profound learning journey with you!

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Connect with Conversation At the end of the Real Life section you will find the Connect with Conversation box. The goal for Connect with Conversation is to give students an opportunity to talk about their lives, get to know their teacher (and other students), and form connections. This is what the whole lesson is building to, so please allow enough time for this activity. Do not skip it! First, talk about yourself to model the conversation, writing relevant words, phrases, questions, or a sample dialogue on the board. Then have your students discuss the topic with a partner or in small groups. Provide additional examples and vocabulary if students get stuck by brainstorming as a group, and writing them on the board. Encourage them to use the vocabulary and grammar they have just learned. Finally, have each student share something their partner said. For one-onone, have your student share what they learned about you and vice versa. Feel free to create your own scenarios and questions. For example, you can use Find Someone Who as an expansion. See the Engagement and Easy Expansions section for details. Remember that the objective is to create a respectful and comfortable environment to practice English using real-life experiences and to have fun!

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Homework All Confidence and ConnectionsTM textbooks have a homework section on the last page of the lesson. Typically, there are at least three activities. Homework is an extremely important part of the lesson as it provides for structured practice. Demonstrate its importance by assigning and reviewing it every class. To help you and your students get the most from it, here are some tips: ● Be consistent. Your students will learn more if they do homework after every class. ● Give short assignments. Most of our adult students lead busy lives. They don’t have hours to spend on homework.

●

Giving short assignments can make it more “doable.” For example, if a student consistently does not do their homework, ask them to commit to just one of the exercises, instead of all of them. Don’t wait until the last minutes of class to assign homework. Include it in the agenda on the board, and mention it during class. Allocate 5 minutes at the end of the class to walk through the homework activities and do a couple of examples together. This will help reduce anxiety because they understand the task better. Don’t neglect the journal prompts. You can provide a notebook/journal to encourage your students to use. This can be as simple as a few pieces of paper folded in half and stapled in the middle to form a notebook. Lower-level students may only write a few words, but as your students progress, their entries will become longer. Rather than correcting journal entries, respond to the content only. As students advance, consider having classmates review each other’s entries. If they want you to collect and correct their entries, you can do that if you have the time. Be sure to go over the homework in the following class. If you are tutoring an individual student, go over the answers together. If you are teaching a group, have students check in pairs or have people write answers on the board as they enter the classroom. Then go over the answers together to make sure they are correct. If students did not complete their homework, give them a few minutes at the beginning of class to do it.

Explain to students that if they want to improve their English, they must do their homework. Encourage them to ask questions if they have difficulties. Practicing English even for 15 minutes per day will make a big difference.

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Ending Class Be intentional about how you use the last few minutes of class and be sure to end on a positive note. Spend this time reviewing, playing a game, having a conversation, or working on pronunciation. Here are some tips for making the end of class most effective: ● Have a collection of filler activities, worksheets, or conversation ideas in case you end up with extra time. ● Use the back of the student book to review words, grammar, or other quick references. ● We do not recommend starting a new “lesson” in the last few minutes of class because you won’t have enough time to

introduce the lesson effectively. ● Go over the agenda once again with your students. Ask for examples of what they’ve learned. ● Confirm the date and time of the next class. Showing this on a calendar can help low-level students understand. ● Use exit tickets (see below). Exit Tickets

Exit tickets are strips of paper that include questions that allow the teacher to check student understanding. Alternatively, write the question on the board for students to answer, rather than handing out tickets. In order to exit the room, they must turn in the ticket, or answer the question verbally. Exit tickets have the added bonus of allowing you the opportunity to check-in with students indirectly, yet individually. They can give you insight into how your students are doing with the new material and how you may need to focus a review in the next class. Even Level 1 students can be given exit tickets. You can ask them to write one new word they learned in class. Higher level students can be asked to answer a question using the grammatical structure covered in class, or they can write a sentence with new vocabulary. Creative Exit Ticket Ideas ● Pass around a box of random objects. Students choose an object from the box and say why it indicates how they feel,

or use it in a context related to the lesson. It can be amazing to hear the connections they make.

● Pass around pictures of people. Students choose a picture based on how they feel at the end of the lesson (happy,

confused, frustrated, excited, etc.).

● Write a few sentences on the board that students will respond to on their ticket: o I learned ___. o I liked ___. o I need to study more about ___. o I will practice by ___.

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Tips for Checking Answers Checking answers to activities is a must! Since you will be checking answers several times each lesson, be intentional about how you do this to keep students engaged during the process. Here are some tips: 1. As students finish an activity, assign pairs to do a check first. This allows students to confirm and/or discuss their answers together. The peer might benefit from explaining why they believe they have the right answer as well as the student who gets to process an uncertainty. The teacher can wander the room to answer questions and, once he/she has determined that an answer is correct, assign pairs to write it on the board. This also gives students who have not completed the work a chance to attempt it. This preliminary step ensures that there will be less dead time during the whole-class check. 2. As you monitor students during an activity by walking around the room, look for people who have a correct answer. Ask them to write their answer on the board. As students finish their work, have them check their work using the answer key that the class has collectively generated on the board. 3. After bringing the whole class together, have students take turns giving the correct answer. Train students to monitor themselves. Let them know that they can pass (not answer) if they want to. This can save time and embarrassment. Sometimes, a student will hesitate. Consider telling him that you will come back to him, and give him a few seconds to think. Be sure that you do! Also, ask the class to let the nominated student answer the question. When others shout out the answer to “help,” politely advise them that this is, for example, “Maria’s” question, and they must let Maria answer it. You would then give Maria six seconds to answer. (Again, she can pass if she wants to.) 4. Try to cover the entire room. Research shows that teachers tend to call on students in an uneven way. Consider moving in an asterisk so that you move from the student in the upper right corner to the lower left and then from lower right back up to upper left. Then middle-rear to front followed by left to right. Or, in classrooms where students sit in a horseshoe formation, call on the student to the far right first, then the far left, then the person next to the far right student, and so forth. 5. To encourage students to learn each others’ names, you might ask the student who just answered to name the next student to speak. 6. Ask a student who thinks he/she has all the right answers to read all the answers. Other students say “STOP!” if they hear something different from their own answer. The original student and “stopper” must then justify their different answers. The one who is correct continues reading. Sometimes this results in spirited arguments or in a class vote on the correct answer. It always results in everyone paying attention! 7. As an alternative to Tip 1, after pairing students, pair the pairs (to make groups of 4). Continue until you run out of students. Skip the whole group check. This will ensure correct answers without having to check them as a whole class.

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Making Corrections Giving feedback to students about their English is an important part of teaching. Class may be the only opportunity students have to be corrected. Plus, many students feel that if they’re not being corrected, they’re not learning. At the same time, it is important to be sensitive regarding mistakes. Before you decide whether or not to correct the student, pay attention to what kind of mistake it is to determine if, when, and how to correct it. 1. During a controlled exercise or drill, the focus is on accuracy and the teacher should give immediate feedback. Generally the first 2-3 vocab and grammar activities in Confidence and ConnectionsTM are controlled. Some ways to make this type of correction are: ● Give a chance for self-correction by showing with a gesture or facial expression that there is an error in the sentence,

or by repeating the sentence up to the point of the error and stopping: “Your wife …??”

● Use peer correction if self-correction is not working. To do this, ask if anyone else in the class can offer the correction.

If someone does, then ask the original student to repeat the correct sentence. Do this sensitively by creating an atmosphere where mistakes are applauded as a sign of courageous practice. ● If neither self- nor peer-correction is eliciting the correct response, say the entire sentence aloud while making the correction. Be sure to have the student repeats the full, correct sentence, not just the word that you corrected. You may even have all students repeat the correction - generally if one person needs the correction, everyone does. 2. If the mistake was made during a “fluency” exercise (e.g., during conversation), be cautious about not interrupting to make a correction. Ways you might address this are: ● As you go around the room listening to students, jot down mistakes you hear. Following the activity, discuss the

problem areas without pointing out who made which mistake.

● Write the sentence with the mistake, and then talk about the correction or have the group correct it on the board.

3. During an informal exchange before, during or after class, the focus is on normal, human conversation in English. Do not interrupt students to make a correction; instead, monitor the activity, take notes, and address the mistakes later. You might want to correct only those mistakes which clearly impede the communication or have already been covered in class. 4. When you check a writing tAsk follow the same framework as in #s 1 and 2 above. If the exercise is intended to be fluency (i.e., write about a certain topic), try to limit corrections and, instead, focus on making general comments or asking questions about the writing. If you do make corrections, they should only be made for grammar or vocabulary that students should already know. Make sure not to use a red pen to make corrections or write comments. For real learning to take place: When a student makes an error, have him or her repeat the correction, in context—at least twice, perhaps three times. If it’s an error that many students make, have the whole class repeat the correction in context. Students need to understand that making errors in English will help them learn if they have a chance to self-correct and repeat the correction. As a teacher, it is easy to forget this and, instead, simply say the correct word after a mistake is made and then allow the class to continue. Corrections like this may not sink in.

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Teacher Toolkit Using objects in your class can keep lessons fun and engaging. Fill a tote bag with these objects. Store your teacher book in the bag, and you’ll always have an easy, go-to toolkit for class. Here are some suggestions for your toolkit, as well as ideas for how to use them. Pencil and pen (and/or colored markers) ● Bring different colors to create color-coded sentence cards, flash cards, or to make corrections. ● NOTE: Students often don’t like making mistakes in their books. However, they may not bring a pencil to class, so having extra pencils on hand can help. Making mistakes is part of the learning process! Index cards

● Word cards: Use the vocabulary from lessons and generate a stack of cards to play various timed games. ● Sentence strips: Write the words from grammar charts on individual index cards to practice making sentences. ● NOTE: It is a great idea to have students make their own flash cards. This not only saves you time, but also gives

students extra opportunities to practice!

Notebook

● Many students like to take additional class notes. Have them use a dedicated notebook to do this. Consider dividing

the notebook into sections using sticky notes to keep the notebook organized. Their sections may include: notes, vocabulary, journal, questions. ● For students who don’t like to make mistakes in their student book, have them practice first in their notebook, then transfer the information to their student book. Dictionary

● Choose wisely and consider a “learner’s dictionary” which provides level-appropriate definitions. Teach students how

to use it!

Other items ● Photographs, pictures of a variety of people or objects from magazines, grocery store ads, to-go menus, sticky notes (in a variety of colors), dice for Questions, Questions, Questions and board games, a box of objects relevant to the lesson topic, a small ball for Ball Toss, baggies, rubber bands, paper clips for Bingo markers and board game pieces, scissors, scrap paper, blank game boards, puppets, pennies (great for counting games), glue sticks, play money, fly swatters for Fly Swatter Game.

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Engagement and Easy Expansions We learn best when we are having fun! Try to make class engaging and meaningful to your students by doing a variety of activities during class. Below are some low-prep activities you can do with your student(s). While many can be adapted to cover different topics (grammar, speaking, pronunciation, writing), we have indicated the most common use for each one in parentheses. Ball Toss (Speaking, Grammar) Form a circle and toss a ball or stuffed animal. For one-on-one, stand across from each other. ● If working on verbs like to be the teacher can say “I,” then toss the ball to a student who should say “am” and toss it back to the teacher. The teacher says “you” and tosses it to another student who says “are”, etc. ● Alternatively, the teacher asks a question and throws the ball to a student who answers it. Now that student asks a question and tosses it to another student to answer, etc. You can do this to review or to practice the questions in the Language Tools chart. Categorizing (Vocabulary, Pronunciation) Sort vocabulary words into different categories. For example, if students learned about food, use categories of meat, dairy, vegetable, fruit, and grain and have students place items into the correct categories. This also works with sounds. For example, have them put verbs with -ed into groups based on whether -ed sounds like “t”, “d”, or “id.” Charades (Vocabulary) In the classic game of charades, students mime words or phrases while the others watch. The class guesses the demonstrated word and, for extra practice, uses it in a sentence. To make this more fun, write the vocabulary words on strips of paper and wad them into a ball. Toss it to the first student, who pulls out a strip and acts out the word or phrase on it while the class guesses. The student then throws it to the next person. Class Tic-Tac-Toe (Vocabulary) The teacher draws a tic-tac-toe grid on the board and fills the spaces with vocabulary words. Divide the class into two teams. In order to put an X or O in a space, the team representative must use it in a sentence correctly. Students can also play this game in pairs. Cocktail Party (Speaking, Grammar) This activity mirrors a cocktail party. Students are given a topic and walk up to different people and talk about it. It’s often helpful to list some questions on the board to get them started. Students should speak and listen to multiple people during this exercise, which may require some encouragement from the teacher. This can also be a dynamic way to check answers or to use the Connect for Conversation section of the book. Colored Index/Grammar Cards (Grammar) These can really help students interact with grammar structures. Colors can be used to indicate singular or plural, of verbs tense changes based on pronouns.

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Conversation Rotation or 1-on-1 Exchange (Speaking, Grammar) Students line up across from each other and practice either asking and answering specific questions or discussing a topic (e.g., family, celebrations, etc.). with the person across from them. After pairs have a chance to answer the question or discuss the topic, take the first person in Line A and move them to the end of Line A. Everyone else in Line A moves down one space so that they have a new partner. Repeat several times, only moving the person in Line A.

Concentration/Memory Game (Vocabulary) Using vocabulary from previous lessons, write the word on one index card and the definition or a picture on another. Do this for each vocabulary word you want to use. To play, place all the cards face down on the desk in an organized fashion. The students try to find a match by flipping over two cards at a time. If the word and the definition match, they keep the cards and go again. If they’re incorrect, they place the cards face down in the same spot so the next student can use that information to make a better guess. You can play in pairs or as a group. Corners (Warm-up, Speaking) Post pictures of opposite things on two walls (or call out the words) and have students move to the side of the room that correspondes with the option that is their preferences of the given two. Call on volunteers to share why they chose what they did. Example word pairs: beach/mountains, snow/rain, cats/dogs, ice cream/cake. Adapt the words to the level of your students. For one-on-one, the student and teacher can write their preferences on pieces of paper and then reveal their answers at the same time. Dialogue / Role Play (Speaking, Grammar) Turn a listening exercise, or grammar activity based on a dialogue, into a role play by pairing students and having them practice aloud. Find Someone Who (Warm-Up, Speaking) Students must interview classmates to find someone who fits into each category (see short example below). Make sure students know how to ask each other by writing a sample question and answer on the board (e.g., Do you like bananas? Yes, I do./No, I don’t.). Find Someone Who…… Student Name 1. ...likes bananas. __________________ 2. ...likes vegetables. __________________ 3. ...likes liver. __________________ Be sure to follow-up the activity by asking for students’ summaries of what they discovered (e.g., Who likes bananas? etc.). You can choose questions based on that day’s topic or review previous grammar points.

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Fly Swatter Game (Vocabulary, Grammar) Write vocabulary words or put pictures on the board. Divide the class into two teams and have one member of each team come to the board. Give each person at the board a fly swatter. Give the word or clue and the student that hits the correct word or picture first gets a point for their team. To practice grammar, write verb conjugations on the board (e.g., have/ has). Say pronouns and have students hit the correct form of the verb. Heads Up (Vocabulary) Students work in groups of 3-4. One student in the group picks a card with the vocabulary word on it and puts it to their forehead without looking at it. Other group members give them clues to help them guess the word. Info Gap (Speaking) This activity is done in pairs. Each partner is missing some information, but together they have all of the information. Depending on the specific activity, Partner 1 asks Partner 2 a question. Partner 2 answers by looking at what they have and providing the needed information to Partner 1. In some Info Gap activities, Partner 1 and 2 are role playing and after they complete a round, they reverse roles. Other Info Gap activities are similar to the game Battleship where Partners 1 and 2 take turns asking and answering questions to complete the activity. Magazine Picture Hunt (Vocabulary) Hand out magazines to the class. Give them a word and have them find a picture of it in their book. Have people stand up when they find it. Pictionary (Vocabulary) Draw a vocabulary word or phrase. Have your students guess it. Switch roles. Having students draw their representation of a word allows for deeper understanding of the meaning of the word. For extra points, have students either spell it or use it in a sentence. Questions, Questions, Questions (Speaking) Write 6 questions on the board or on a piece of paper for one-on-one (Make sure to number them). In pairs, students take turns throwing a die and answering the question that corresponds to the number they rolled. You can adapt the questions depending on how well the students know each other, or to review the vocabulary or grammar from a previous lesson. Every so often, erase one of the questions and write a new one. This can also be played in groups. Sample questions for new students

Sample questions for students who know each other

1. What’s your name? 2. Where do you live? 3. What do you do for a living? 4. Tell us about your family. 5. What is your favorite thing to do? 6. What is your favorite animal?

1. What are you scared of? 2. What are you good at? 3. What makes you laugh? 4. What makes you angry? 5. Tell us about your first memory. 6. What do you do to relax?

Running Dictation (Listening, Reading, Writing) Have sentences posted on one wall and put students in pairs. One is the writer and one is the runner. The runner must go to the wall, read and memorize a sentence, and then tell it to the writer. Snowball Fight (Warm-Up, Speaking) Have students write 1-3 interesting things about themselves on a piece of paper and wad it up. They now have a snowball fight (throw the paper at each other). After around 30 seconds of this, have students pick up the paper nearest to them. They now have to ask questions until they find the writer. Time Expression Cards (Vocabulary) Use slips of paper or index cards to write time words so that students can put them in order (morning, afternoon, evening, or early, midday, late). You can do the same thing when students are learning sequence words such as first, next, then, finally, and other expressions of time or order.

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Total Physical Response - TPR (Vocabulary, Grammar) At Intercambio, we use elements of TPR to get students physically engaged with the language. To use this technique, start by saying a word or phrase while modeling the action. Students will start doing the action with or without speaking. Next, speak without modeling so that students are required to respond to what you are saying, not what you are doing. Finally, have a student give the command while the class performs the action. The basics of TPR The Intercambio Way:

Example: Write your name on the board. Say and do underline my name: Anna. Have a student come up to board. Write your name again, Anna and say underline my name and have the student do what you said. Trash Can Conjugation (Grammar) Have students crumple recycled paper (about 10 balls each) and then set up trash cans labeled with the verb you are working on (have/has or am/is/are, for example). Hold up a pronoun (she, he, it, I, etc.) and have students throw a wad of paper into the appropriate trash can. Alternatively, you could label the trashcans present, past, and future and then say sentences in these different tenses. Students have to throw the crumpled paper into the trash can with the right tense. Two Truths and a Lie (Warm-Up, Speaking) In pairs, have students tell their partners three statements about themselves. Two should be true and one a lie. Partners can ask questions before guessing which was the lie. This works for the first day of class and for students who know each other. In the second case, use a specific question (e.g., What are three things you did last weekend?).

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NOTES

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BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK

NOT FOR DUPLICATION

GREEN TEA

ROSE BOAT r

GRAY DAY

a CUP of MUSTARD

ORANGE DOOR y

TURQUOISE TOY

RED PEPPER

North American English Fifth Edition

OLIVE SOCK

AUBURN DOG

WHITE TIE

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

All rights reserved. This material or any part of it may not be reproduced, in any form or by any means, without express permission from the claimants. All inquiries should be addressed to info@ColorVowelChart.org www.colorvowelchart.org

Confidence and Connections was developed by Intercambio Uniting Communities to offer practical English language acquisition for adults. The series was designed for both 1-on-1 and group learning environments. The hallmark of this curriculum is its unique focus on building confidence and personal connections between students and teacher. Each lesson culminates with a Connect with Conversation activity, providing students a safe place to practice speaking English while getting to know their fellow students and teacher. In addition, every lesson includes a pronunciation exercise to help students learn and practice the many sounds and rhythm of the language. There are 2 books per level, L (left) and R (right), enabling shorter completion cycles per level. Completing a book builds student confidence and allows a shorter waiting period for a returning student. Together these two books, L and R, complete a level and you can begin with either one. Build your community by teaching and learning English The Intercambio Way™.

Intercambio is a 501 (c) 3 nonprofit organization founded in 2001. In addition to our successful and continually advancing program in Boulder Colorado, we support and share best practices with organizations across the country that use our curriculum, training and resources. We are committed to learning from everyone. Please share ideas or feedback with us at www.intercambio.org/comments $18.00 ISBN 978-1-947639-27-0

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www.intercambio.org • resources@intercambio.org 9 781947 639270