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

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

1 Right 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 2

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Teacher Book 1 RIGHT

CREDITS Level 1 Right 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, Ingrid Justin, Jordana Levine, Jennifer Kurtz, Rosie Piller, Lee Shainis, and Marcie Smith

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

III

SCOPE AND SEQUENCE #

Title

Grammar

• Wh- questions in the simple When’s Your Class? present with “to be” • Possessive adjectives

1 2

This Is My Family

• Introduce yourself • Use the alphabet and numbers 1–100 • Give basics on your English class

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

Compare family members and family trees

• Talk about family members • Compare family trees • Ask about people

• Wh- and How Often questions in the simple present • Adverbs of frequency

Discuss how often you do things such as watch TV or eat out

• Give basics about your schedule • Discuss your activities and daily chores • Talk about how often you do things

Discuss the weather

• Share what you like and don’t like about the weather • Talk about favorite seasons • Compare different weather

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

Describe family members

• Talk about different family members and what they look like • Describe personality traits • Ask about someone’s family

• Wh- questions in the simple past with regular verbs

Discuss hobbies, chores and things you have done before

• Describe what you did in the past • Ask others about what they’ve done

• Yes/No questions in the simple present “There is” and “there are”

Talk about your home and items in it

• Describe items in your home • Talk about what your home is like

Role-play about shopping in a mall

• Ask where a bathroom is • Ask someone for directions • Tell someone where something is

We Never Eat Out

• Wh- and How questions in the simple present It’s Hot and Humid • Here and there

She’s Smart

I Baked Cookies

Is There a Fridge?

8 9

By End of Lesson, You Can:

Make introductions with basic questions and answers

Conversation

Review and Progress Check Field Trip

It’s on the 2nd Floor

How Much Are Those?

I Wear It All the Time!

12 13

I Get Off Work at 4

After I Get a Manicure

Can You Play Guitar?

• Wh- questions with prepositions of location • Ordinal numbers

• Yes/No and How Much ques- Role-play about cooking and tions with “want” and “have” preparing food • These and those

• Talk about things you want or have • Share basic cooking ideas • Ask about how much something is

• Object pronouns: it and them

Talk about and describe clothing and items you like

• Talk about where you shop • Tell someone what you like about their clothes • Describe clothing and items

• Wh- questions of time • At and around

Share about when you do things

• Discuss your basic schedule • Share about hobbies, work and other things you do often

• Future tense with going to

Talk about things you are going to do in the future

• Talk about things you are going to do after this book • Share future plans and activities with others • Ask about someone’s future plans

•Yes/No questions with can; long and short answers

Share hobbies and skills you have and want to have in the future

• Discuss things you can and can’t do • Talk about things you want to learn how to do one day

Review and Progress Check

Teacher Book 1 RIGHT

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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R1 WHEN’S YOUR CLASS? By the end of the lesson, students will be able to: • Introduce themselves • Recognize and utilize the alphabet and basic numbers • Give basic information about their English class (where, what time, etc.) What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: The same grammar focus in this level appears in 1L Lesson 1 as well to give students plenty of opportunity to practice. What to expect: This is the first day, so do not be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Warm-Up: Greet your students. Have them write their first names on a name tag or table tent. A name tag or table tent is a good idea even in 1-1 situations, as it can be hard to remember new names. Do your best to learn to pronounce your students’ names the way they say them. It’s okay to ask them to clarify a few times. Plan a warm-up exercise in which students can introduce themselves. Try a simple dialogue My name is ___. Nice to meet you. Try Conversation Rotation so that students can meet one another. In a 1-1 situation, make sure you learn the names of anyone in the classroom or home with you–including pets or children. Listening Track 01 Gloria: Hello! Welcome to Friend’s Adult School. What’s your name? Jorge: Hello. My name is Jorge Rodriguez. Gloria: Great! I have your information. You are in Level Two. Jorge: Thank you. Who’s my teacher? Gloria: Your teacher is Victoria Goldman. Jorge: Okay. Where’s my class? Gloria: It’s over there. Jorge: Thank you.

Teacher Book 1 RIGHT

WHEN’S YOUR CLASS?

Pre Point to the people in the picture, and ask Where is he? Ask other simple questions such as What is this? Next, point out the warm-up question and ask Where is this? Play the complete dialogue once. Now, write the warm-up question on the board or a piece of paper and ask the question again to elicit an answer. Ask more advanced questions if your students have stronger vocabulary or if you want to get a sense of the vocabulary level of your group. However, be careful in a group setting to not gauge your teaching level on one talkative student–especially for the first lesson.

Pre A

Listening warm-up. Track 01: Where is this? Listen again. Circle the words you hear. name

English

information

phone number

teacher

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A. Read instructions aloud. Go over what’s on the page so students know what they are going to listen for (the words they hear that match the words in their book). Point out the word circle and demonstrate what that means by gesturing and putting a circle on the board. Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. See LISTENING. (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: A. information, teacher intercambio.org/teachers

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

John

Smith

first name

last name

phone number

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

English class

teacher

who

where

when

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

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

100

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

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

three/3

seven/7

ten/10

seventeen/17

twenty/20

eighteen/18

C B. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Point to pictures and use gestures. Ask questions to demonstrate understanding of the Wh words–such as Where are we? (We are at…), When is class? (Class is at DAY or TIME…), Who is she? (She is…). See VOCABULARY. D & Alphabet Numbers Demo how to spell your name–point to the large (capital) letters and then the smaller (lowercase) letters so that students understand the notion of starting out names with large letters. Use cards with numbers to have studentsE repeat after you. Do this several times both in order (to start) and then out of order so that your students have an opportunity to practice without just memorizing the order. Have students listen and point to the number or letter they hear you say. If they struggleFwith 13 vs. 30, 14 vs. 40, etc., tell them to listen for the /d/ vs. /t/ pronunciation of the /t/ sound that starts the last syllable (for example, 30 sounds like thirDy and 13 sounds like thirTeen).

Student Book 1 RIGHT

Pronunciation Read instructions. Demonstrate circle and underline. Point to GREEN TEA vs. RED PEPPER. Stress the sounds of each. Have them watch you make each sound, and repeat after you. Say each word. Have them repeat. Say the first word again to do example together. Read the words all the way through, pausing long enough for students to complete the activity. Practice other GREEN and RED letters (such as the letters c, d, f, g, m, n, t, etc.) if they finish quickly. The main difference between the –ty and –teen numbers is the pronunciation of the "t" sound. It tends to sound like a "d" in the –ty words and it sounds like a "t" in the teen words. 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: seventeen, eighteen Underline: seven, twenty, ten 4

Teacher Book 1 RIGHT

C. FOCUS: verb “to be” in third person singular and question words. Write the chart on the board. Slowly read through the chart while pointing to each word. Build confidence around what, when, where, who words by having them touch the one they hear, and then by saying the one you point to. Don’t expect mastery yet. Point to TIP. Enunciate the contractions to express who’s sounds like whooz, what’s sounds like whats, and where’s sounds like where-z. D. The next three activities become increasingly difficult. Reference the grammar chart with each one. Read the instructions. Write example on the board. Do example with students. If they struggle, do more together. Eventually, have students work independently on the remainder. Check answers in pairs. In groups, choose a student to demonstrate with. If in a group, show with gestures that each of you will read your answers by taking turns and correcting incorrect answers. Once all the sentences are complete and compared in pairs, read them aloud together. See GRAMMAR.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

What’s

When’s

your

class?

Where’s your

class?

Who’s

your name? her phone number? his

your

teacher?

TIP:

It’s = It is Who’s = Who is What’s = What is When’s = When is Where’s = Where is

ANSWERS My Her His

name

class

It’s

(303) 555-8641. is

It’s My

class

Jorge. Victoria.

It’s My teacher is

at 6:00 p.m. at Friend’s Adult School. Victoria Goldman.

Look at the sentences. Circle the correct word. 1. I / My name is Nano. 2. I / My class is at 4:00 p.m. 3. His / Her name is Edward. 4. His / Her name is Jessica. 5. Who is you / your teacher?

Who’s your teacher? 1. Q:________

A: My teacher is Robert. 3. Q:________your first name? A: It’s Linda. 5. Q:_________your last name? A: My last name is Blanco.

TIP:

Complete the questions. Use What’s, When’s, Where’s, Who’s.

Q = question A = answer

2. Q: _________your class? A: It’s at my home. 4. Q: _________your class? A: My class is at 10 a.m. 6. Q: _________ your English class? A: It’s at the library.

Match the question and answer. 1. What’s your first name?

a. It’s at the library.

2. When’s your class?

b. It’s Chang.

3. Where’s your class?

c. My teacher is Fred Barnes.

4. Who’s your teacher?

d. It’s at 8:00 a.m.

5. What’s your last name?

e. My name is Caitlyn.

E. Read instructions aloud. Write example on the board and complete together by referencing "wh" words in chart. If they struggle, do another one together. Point out that students should look at the “clues” in the answers (Susan, Linda, Blanco, home, 10am, English class) to decide which "wh" word to use. For extra practice, read the Q&As as dialogues.

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F. Read instructions aloud. Write example on board. Reference the grammar chart. Matching exercises can be hard for some students. For extra support, make a copy of the Q&As and cut them up into strips for students to move around on the table.

Answer Key: D. 2. My 3. His 4. Her 5. your E. 2. Where’s 3. What’s 4. When’s 5. What’s 6. Where’s F. 2. d 3. a 4. c 5. b intercambio.org/teachers

REAL LIFE / YOUR LIFE?

Listen to Track 01 and complete the conversation. Use the words in the box. Gloria: Hello! Welcome to Friends Adult School. (1) ___________your name? What’s

two

Jorge: Hello. My (2)__________________ is Jorge Rodriguez.

class

Gloria: Great! I have your information. You are in Level (3) __________________. Jorge: Thank you. (4) _________________________ my teacher?

name teacher

Gloria: Your (5) ________________________ is Victoria Goldman.

What’s

Jorge: Okay. Where’s my (6) _____________________________?

Who’s

Gloria: It’s over there. Jorge: Thank you.

Look at the students. Answer the questions.

G. Show the word box. Write words on the board. Play track all the way through. Cross out the example word and show them on their page where the word is written. Then have them finish the rest on their own. Correct in pairs. Play track again and stop where they made mistakes. If they need an additional challenge, complete the exercise without the word box.

Person: Time: Location:

Donna 6:00 p.m. library

Hilda 8:00 a.m. senior center

1. Who has class at 10:30 a.m.?

____________ Ming

2. When is Donna’s class?

____________

3. Where is Ming’s class?

____________

4. Who has class at 12:00 p.m.?

____________

5. Where’s Juan’s class?

____________

6. When is Hilda’s class?

____________

Juan 12:00 p.m. work

Ming 10:30 a.m. home

Your name: _________________________ Your level:__________________________

H. Do the first example with your students. Have them work individually or in pairs to complete the exercise. After they compare their answers in pairs, check in with the class. Ask students to come up to board and complete information: Your name, Your level, Class location, etc.

Class location: ______________________ Time:______________________________ Teacher: ___________________________

7. Who has class at the senior center? ____________

CULTURE TIP In the US, many teachers in adult education use first names. What is your teacher’s first name? 4

Student Book 1 RIGHT

Answer Key: G. 2. name 3. two 4. Who’s 5. teacher 6. class H. 2. 6:00 p.m. 3. home 4. Juan 5. work 6. 8:00 a.m. 7. Hilda

Teacher Book 1 RIGHT

Culture Tip Introduce yourself again. Say My name is…. Tell students Don’t say Mr…/Mrs…. Ask How do you address teachers in your native country? If you haven’t already had your student write your contact info on the front cover of the book, do it now.

I. Expect this to be challenging. Brainstorm at least three questions together by referencing the chart in Activity C. Say What’s your name? What’s your level? It’s okay to brainstorm all of the questions together and then have students write them on the line. This is the first class, so students may need extra support.

J. Ask What’s your name? When the students answer, gesture to the line on the card that says “your name” to indicate that they should write it there.

Conversation Brainstorm questions students will ask each other by referencing the chart in Activity C. Be sure your students ask you questions too.

1 Look at Tam’s information. Write questions to ask Tam.

Registration for Friends English School

What’s your name? 1.___________________________________________

Tam Okoro

2.___________________________________________

Classroom 303

3.___________________________________________

5:30–7:30 p.m.

4.___________________________________________

Angelina Varga

5.___________________________________________

(303) 555-0987

Write your information on the card.

Registration for my English Class 1. Your name

________________________________________________

2. Class level

________________________________________________

3. Classroom number

________________________________________________

4. Class time

________________________________________________

5. Teacher’s name

________________________________________________

6. Phone number

________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask questions about English class. intercambio.org/students

Answer Key: I. 2. Where’s your class? 3. When’s your class? 4. Who’s your teacher? 5. What’s her phone number? J. Answers will vary

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HOMEWORK

Lesson 1 • When’s Your Class?

Match the question and answer. 1. When’s your class?

a. My teacher is Carolyn Hayes.

2. Who’s your teacher?

b. It’s at 12:00 p.m.

3. What’s your first name?

c. It’s Martinez.

4. What’s your last name?

d. It’s at Friends Adult School.

5. Where’s your class?

e. My first name is Wendy.

Look at the sentences. Circle the correct word. 1. I / My teacher is Dan Stevens.

Walk through homework. Do examples together. Students will be more likely do homework if they understand how to do it. The goal of homework is to practice outside of class, so we want them to have success with this. 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.)

2. I / My name is Monica. 3. Where’s you / your class? 4. When’s his / you class? 5. His / Her name is Franco. 6. His / Her name is Suzi.

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

It’s Nancy.

2. _______________________________________________

My teacher is Ron Harper.

3. _______________________________________________

My last name is Tang.

4. _______________________________________________

It’s at Sea View Middle School.

5. _______________________________________________

It’s at 7:00 p.m.

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

______________________________________

3. Where’s your English class?

__ ____________________________________

4. When’s your class?

______________________________________

5. Who’s your teacher?

______________________________________

Pre

Student Book 1 RIGHT

Answer Key: K. 2. a 3. e 4. c 5. d L. 2. My 3. your 4. his 5. His 6. Her M. 2. Who is your teacher? 3. What's your last name? 4. Where's your class? 5. When's your class? N. Answers will vary 8

Teacher Book 1 RIGHT

R2 THIS IS MY FAMILY By the end of the lesson, students will be able to: • Talk about their family What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Photographs of people in your family Teacher Notes: The same grammar focus in this level appears in 1L lesson 2 with a slightly different context to give students plenty of opportunity to practice. What to expect: Students may or may not have done homework. Walk through it anyway. Praise whatever they were able to do. You may have new people. If you do, have them introduce themselves and write their first name on a name tag or table tent. Warm-up: Have students introduce themselves again, using the format from lesson 1. Review homework. Then show one of your photographs and say This is my ______. Listening Track 02 Lisa: What a beautiful family, Franco! Who is that? Franco: This is my wife. Lisa: What’s her name? Franco: Her name is Rosa. Lisa: Who’s that? Franco: That’s my brother. Lisa: What’s his name? Franco: His name is Luis. His wife is Yolanda. Lisa: Who are the children? Franco: That’s my son, Pablo, and my daughter, Isa. He’s 7, and she’s 5. Lisa: They are so cute! Franco: Thank you!

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THIS IS MY FAMILY

Pre A

Pre Explore the pictures. Ask What do you see? Read the Pre question aloud. Play the track. Elicit the answer.

Listening warm-up. Track 02: What is the conversation about? Listen to the conversation. Circle the words you hear. wife

husband

brother

children

sister

son

intercambio.org/students

Answer Key: A. brother, children, son

Teacher Book 1 RIGHT

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. (Keep the tree available for Activity I.) If you have refugees in your class/tutoring session, talking about family can be painful. Make sure to approach this topic with sensitivity and be willing to not talk about certain family members if it’s too difficult for the student. The vocabulary in this lesson is the same as 1L, L7. If your students have taken 1L, this should be review.

Aunt Yolanda

Uncle Luis

(Franco’s sister-in-law)

(Franco’s brother)

Franco, husband

Rosa, wife

(father)

(mother)

husband, wife = spouse Examples: Franco is Rosa’s spouse. Rosa is Franco’s spouse.

Pablo, son Isa, daughter

sister, brother = sibling Examples: Isa is Pablo’s sibling. Pablo is Isa’s sibling.

(children)

this

that

PRONUNCIATION Listen and repeat after your teacher. Write the words with the WHITE TIE sound in the box. WHITE TIE wife

son

wife

children

child

five

sibling

sister

Student Book 1 RIGHT

Pronunciation Read instructions. Demonstrate by doing an example. To help students make the WHITE TIE sound, instruct them to drop their jaw and then move their mouth towards a smile. (See Pro Fun for more practice.) Have students underline the WHITE TIE sound as they put the words in the box. Ask students to notice the spelling of the WHITE TIE sounds—ask Is it always the same? (In these examples. it’s spelled with an "i" or "y.")

Answer Key: WHITE TIE: child, I, wife, five, my (Other words: children, sibling, sister - SILVER)

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LANGUAGE TOOLS

QUESTIONS Who’s Who

are

What

are

TIP: He’s = He is

ANSWERS

She’s = She is That’s = That is They’re = They are

that?

That’s

daughter. husband.

they?

They’re

children.

are

Pablo and Isa.

their

names?

Their

he? she?

He’s She’s

5. 7.

are

they?

They’re

5 and 7.

How old

C. Write chart on the board. Slowly read through the chart while pointing to each word. Have students touch the words they hear. The questions What is her/ his/your name are not in the chart, as they were taught in L1. Be sure to review them. Point to the tip box and connect the contractions to what they see in the grammar box. Enunciate the contractions to express that he’s sounds like heez, she’s sounds like sheez, and that’s sounds like thats.

Listen to your teacher and repeat.

names

Circle the correct word. 1. That’s / They’re my wife. 2. What is / are their names?

D. Use the family tree in Activity B to refer to the statements/ questions that are relevant to it. For example, point to Rosa and say, That’s my wife, etc.

3. They’re / Their names are Fong and Pao. 4. How old is he / his. 5. He / his is 16. 6. Their / they names are Pablo and Isa.

Fill in the bubble with the correct answer. 1. Who is that?

a That’s my wife.

b She’s 12.

2. What’s his name?

a His name is Jeff.

b Her name is Jeff.

3. How old is she?

a She’s 25.

b They’re 25.

4. Who is that?

a She is my son.

b That’s my son.

5. Who are they?

a They’re my parents.

b That are my parents.

6. What are their names?

a His names are Matt and Grace.

b Their names are Matt and Grace.

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Answer Key: D. 2. are 3. Their 4. he 5. He 6. Their E. 2. a 3. a 4. b 5. a 6. b

Teacher Book 1 RIGHT

E. For extra practice, read the Q&As as dialogues.

REAL LIFE / YOUR LIFE

Listen to Track 02 and complete the conversation. Use the words in the box. Lisa: What a beautiful family, Franco! Who is that?

Who’s

Franco: This is my (1)_______. wife

F. Explain instructions and give students time to read the dialogueue before playing the track. To make this exercise more challenging, try to complete it either without the word box or with the word box but without the listening track. Then use the listening track to check answers.

brother

Lisa: What’s (2)_________________ name?

wife

Franco: Her name is Rosa.

her

Lisa: (3) _________________ that? Franco: That’s my (4)________________________.

His

Lisa: What’s his name?

Franco: (5) _______________________ name is Luis. His wife is Yolanda. Lisa: Who are the children? Franco: That’s my son, Pablo, and (6) _____________________ daughter, Isa. He’s 7, and she’s 5. Lisa: They are so cute! Franco: Thank you!

G G. Some of these questions can have multiple answers. For example, Tano is Grace's husband, Jessie's father, Cory's uncle, etc. After students complete the exercise, compare answers and work together to generate a list of all possibilities.

Look at the picture. Answer the question.

Grace Tano’s wife

Tano

Jessie Cory Tano’s daughter, 6 Roger’s son, 4

Miriam Roger’s sister

Roger Tano’s brother

1. She is Tano's wife. What's her name?

Her name is Grace. __________________________________________________

2. He is Tano's brother. What's his name?

__________________________________________________

3. How old is Tano's daughter?

__________________________________________________

4. How old is Roger's son?

__________________________________________________

5. She is Roger's sister. What's her name?

__________________________________________________

CULTURE TIP Culture Tip Say How old am I? pointing to yourself. Then shake your head to indicate it is a secret. Say In the US, we don’t ask "how old are you" except to children. Is it okay to ask a person’s age in your country? What about for a child?

In the US, many adults do not like to say their age. But they will ask and answer the age of their children. Is this the same in your country? 10

Student Book 1 RIGHT

Answer Key: F. 2. her 3. Who’s 4. brother 5. His 6. my G. 1. Who’s that? 2. His name is Roger. 3. She is six (years old). 4. His son is four. 5. Her name is Miriam.

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2 H

Read the registration form. Answer the questions.

H. Ask additional questions about the information after checking answers to 1-4. Have your students come up with their own questions to ask you or a partner. NOTE: Point out the difference between Ms. (refers to a married or unmarried woman), Miss (refers to an unmarried woman), and Mrs. (refers to a married woman).

Parker Elementary School Student Registration Form Stella Rossi Name________________________________________________ 251 Rock Street, Apt 7, Newark, NJ 07104 Address_______________________________________________________________ (258) 555-3842 Phone Number ________________________________________________________

Age _______ 7

Grade _______ 2nd

Teacher________________________ Ms. Potts

Mother_____________________ Maria Rossi

Marco Rossi Father_____________________________

Siblings___________________________________________________ Sara Rossi Beto Rossi Carla Floris Emergency Contact________________

aunt Relationship ___________________

(258) 555-1276 Phone Number ___________________________

1. Who is Stella’s mother? _______________________________________________ Her mother is Maria Rossi. 2. Who is Stella’s father? ________________________________________________ 3. Who is her teacher? _________________________________________________ 4. What is Stella’s phone number? _______________________________________

Draw your family tree. (Include: mother, father, sister, brother, wife, husband, son, daughter)

CONNECT WITH CONVERSATION Get to know a partner. Compare family trees. Ask about their family.

Conversation Brainstorm questions students will ask each other by referencing the vocabulary, the chart in Activity C, and the questions in previous activities. Don't forget to encourage your students to ask you questions too.

WORD BANK Who’s that? That’s my... This is... intercambio.org/students

I. Reference your family tree from the vocabulary exercise.

Answer Key: H. 2. Her father is Marco Rossi 3. Her teacher is Ms. Potts 4. Her phone number is (258) 555-3842 I. Answers will vary

Teacher Book 1 RIGHT

HOMEWORK

Walk through homework. Do examples together. Students will be more likely to do homework if they understand how to do it. The goal of homework is to practice outside of class, so we want them to have success with this. See HOMEWORK.

Lesson 2 • This Is My Family

Look at the questions. Circle the correct word in the answer. 1. Who are they?

They’re / Their my children.

2. Who’s that?

That / Their is my mother.

3. What are their names?

That / Their names are Stephen and Lisa.

4. What’s your name?

His / My name is Tim.

5. What’s her name?

Her / She name is Chanel.

6. What’s his name?

His / He name is Ralph.

Match the question and answer. 1. What are their names?

a. My teacher is Raquel Habib.

2. Who are they?

b. His name is Dustin.

3. Who is your teacher?

c. Their names are Jenny and Steve.

4. Who is that?

d. That’s my child.

5. What’s her name?

e. They are my brother and sister.

6. What’s his name?

f. Her name is Doreen.

Review your English. 1.

What’s your name? _______________________________________________________

Who’s your teacher? _______________________________________________________

What is your mother’s name? _______________________________________________________

What is your father’s name? _______________________________________________________

What’s your phone number? _______________________________________________________

Student Book 1 RIGHT

Answer Key: J. 2. That 3. Their 4. My 5. Her 6. His K. 2. e 3. a 4. d 5. f 6. b L. Answers will vary intercambio.org/teachers

R3 WE NEVER EAT OUT By the end of the lesson, students will be able to: • Talk about daily activities and chores they do throughout the week • Talk about how often they do activities and chores What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Photographs of people in your family • Magazine pictures of people doing a variety of activities Teacher Notes: The same grammar focus in this level appears in 1L lesson 3 with a slightly different context to give students plenty of opportunity to practice. Warm-up: As students enter, engage in small talk by asking questions from the previous two lessons. Review the homework. Show one of your photographs and say This is my ___. Ask a student to introduce the rest of the class to a photograph of a family member on their phone. Review homework. Say I eat out once a week. How often do you eat out?

Listening Track 03 Listening #1 Daniel: How often do you do laundry? Lucia: I do laundry three times a week. Daniel: Wow, that’s a lot. Lucia: Yes, it is. Listening #2 Victor: Do you let your children watch TV? Sandra: Yes. They watch TV on Saturday and Sunday. Victor: My son watches TV every day. Sandra: Really? Every day? Victor: Yes. Listening #3 Hai Dao: Does your family eat out? Desiree: Sometimes. We eat at a restaurant once or twice a week. And you? Hai Dao: We never eat out. I buy groceries three times a week. Desiree: Wow! I buy groceries once a week.

Teacher Book 1 RIGHT

WE NEVER EAT OUT

Pre Explore the pictures. Ask What do you see? Read the Pre question aloud. Play the track. Elicit the answer. Preteach some basic vocabulary by pointing to the pictures and saying the words (TV, groceries).

Pre A

Listening warm-up. Track 03: Do they talk about school? Yes or No? Listen again. Look at the pictures above. Write the number of the conversation you hear in the 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. Read instructions aloud. Go over what’s on the page so students know what they are going to listen for (the image that matches what they hear on the listening track). Read instructions aloud. Start the track. After the first dialogue, stop the track and reference the images. Ask Which one? Write “1” under the appropriate picture. Continue with the rest of the track, stopping after the second dialogue. Play as many times as necessary.

Answer Key: A: 1, 3, 2 (left to right)

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

eat out

watch sports

do laundry

buy groceries

clean the house

cook dinner

every day

go to class

never once a week twice a week three times a week

PRONUNCIATION Listen and repeat the phrases after your teacher. once a week

sounds like

one-sa week

twice a week

sounds like

twi-sa week

three times a week

sounds like

three time-za week

Read the sentences out loud. Practice with a partner. 1. I eat out once a week. 2. I do laundry three times a week. 3. I go to English class twice a week. 14

Student Book 1 RIGHT

Teacher Book 1 RIGHT

Pronunciation Read instructions. Enunciate the phrases in the left column. E Gesture to your ear to indicate sounds like, then say the phrases in the right column (considered relaxed speech). Have students repeat after you several times. Then give students time to complete the sentences. Practice saying the answers using relaxed speech.

LANGUAGE TOOLS

C C. FOCUS: structure of Q&As with how often using the vocabulary. As you go over the chart with your students, be sure to emphasize that expressions such as once a week, comes at the end of the sentence (after the verb), whereas never always comes before the verb.

QUESTIONS you

watch

sports?

does

he she

clean

the house?

He She

you

to class?

does

he she

clean

the house?

He She

How often

D. Make this exercise easier to understand by focusing on each statement independently. Point out how each sentence is constructed using the chart in Activity C,– rather than as Q&As. Check answers by reading them as a dialogue.

ANSWERS

do How often

E. EXPANSION: Do this exercise on index cards for scrambled sentences. See ENGAGEMENT ACTIVITIES. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book beginning on page 117.)

Listen to your teacher and repeat.

watch

sports

clean

the house

watches

sports

cleans

the house

never

every day. once a week.

to class.

clean

the house.

goes

to class.

cleans

the house.

Circle the correct word. Practice with a partner. 1. Q: How often do / does they buy groceries?

A: They buy / buys groceries every day.

2. Q: How often do / does Marcos do laundry?

A: He do / does laundry once a week.

3. Q: How often do / does she clean the house?

A: She clean / cleans the house twice a week.

4. Q: How often do / does Penny and Ira eat out?

A: They never eat / eats out.

5. Q: How often do / does she watch TV?

A: She watch / watches TV every day.

6. Q: How often do / does you go to class?

A: I go / goes to class three times a week.

Put the words in the correct order. 1. How often / does / go/ to class? / she

How often does she go to class? _______________________________________________

2. watch / never / I / sports.

_______________________________________________

3. do / laundry? / How often / do / they

_______________________________________________

4. eats out / three times / a week. / He

_______________________________________________

5. every day. / watches / He / TV

_______________________________________________

6. never / She / does / laundry.

_______________________________________________

intercambio.org/students

Answer Key: D. 2. does/does 3. does/cleans 4. do/eat 5. does/watches 6. do/go E. 2. I never watch sports. 3. How often do they do laundry? 4. He eats out three times a week. 5. He watches TV every day. 6. She never does laundry. intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 03 and complete the conversation. Use the words in the box. twice

eat out

do laundry

every day

watch TV

three

CONVERSATION 2 Victor: Do you let your children watch TV?

CONVERSATION 1

Sandra: Yes. They (3)_________________ on

Daniel: How often do you (1) _______________? do laundry

Saturday and Sunday.

Lucia: I do laundry (2) ___________ times a week.

Victor: My son watches TV (4) _____________.

Daniel: Wow, that’s a lot.

Sandra: Really? Every day?

Lucia: Yes it is.

Victor: Yes.

F. Ask the questions from the conversations. How often do you do laundry? H Does your family eat out? Do you let your children watch TV? After students have checked their answers in pairs and in class, have students role-play the dialogues.

CONVERSATION 3 Hai Dao: Does your family (5) ______________? Desiree: Sometimes. We eat at a restaurant once or (6)__________ a week. And you? Hai Dao: We never eat out. I buy groceries three times a week. Desiree: Wow! I buy groceries once a week.

Look at the pictures. Answer the questions using the number of times per week. S

M 

W 

F 

1. How often? She cooks three times a week. _____________________________________________________

S 

2. How often? _____________________________________________________ S 

W 

3. How often? _____________________________________________________ S

T 

S 

4. How often? _____________________________________________________ 16

Student Book 1 RIGHT

Answer Key: F. 2. three 3. watch TV 4. every day 5. eat out 6. twice G. Answers will vary

Teacher Book 1 RIGHT

G. I EXPANSION: As in Activity F, ask your students these questions.

Culture Tip Write the word “chores” on the board. Say Doing laundry, vacuuming, buying groceries are chores. Ask In your native country, do children do chores? Do men do chores? Do women do chores? Which chores?

3 CULTURE TIP In many families in the US, everyone helps. Children and parents clean and do laundry. Do your children help?

Look at Anju’s schedule for the week. Circle the answers. ANJU’S WEEK SUNDAY 14 clean the house

I I. After students do the activity, have them ask and answer the questions orally, using complete sentences in their answers. This will give them more practice putting the adverbs (never, once a week, etc.) in the correct place in the sentence and prepare them for the conversation activity.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

15 16 17 18 watch sports work work work with friends English class buy groceries English class

FRIDAY 19 work

SATURDAY 20

eat out with wife

1. How often does Anju clean the house?

a. never

b. once a week

2. How often does Anju buy groceries?

a. twice a week

b. once a week

3. How often does he work?

a. three days a week

b. four days a week

4. How often does he go to English class?

a. twice a week

b. every day

5. How often does he do laundry?

a. once a week

b. never

6. How often does he watch sports with friends?

a. never

b. once a week

Read the question. Check  how often you do each activity in a week. 1. How often do you do laundry?  never

 1x

 2x

2. How often do you eat out?  3x

3. How often do you go to English class?  never

 1x

 2x

 1x

 2x

 1x

 2x

 3x

4. How often do you watch sports?  3x

5. How often do you clean the house?  never

 never

 1x

 2x

 3x

6. How often do you buy groceries?  3x

 never

 1x

 2x

 3x

CONNECT WITH CONVERSATION Get to know a partner. Ask how often they do things.

Conversation Remind students about their answers from Activity I. Brainstorm questions about the information to prepare for the conversation. If students want to share about things that are not listed in the vocabulary, write the words on the board and practice their pronunciation. EXPANSION: Have students do Conversation Rotation to make them move and talk to a new partner.

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Answer Key: H. 2. b 3. b 4. a 5. a 6. b I. Answers will vary

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HOMEWORK

Lesson 3 • We Never Eat Out

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

MONDAY

TUESDAY

WEDNESDAY

2 work

3 4 English class work

5 English class

eat out

do laundry

clean the house

THURSDAY 6 work

FRIDAY

SATURDAY

7 work

8 work

watch TV

buy groceries

1. How often does Rachel work?

a. five days a week

b. three days a week

2. How often does Rachel do laundry?

a. twice a week

b. once a week

3. How often does Rachel buy groceries?

a. every day

b. once a week

4. How often does Rachel clean the house?

a. never

b. once a week

5. How often does Rachel go to English class?

a. every day

b. twice a week

Review your English. 1. What is your name?

_____________________________________________

2. How often do you work?

_____________________________________________

3. How often do you clean the house?

_____________________________________________

4. How often do you watch sports?

_____________________________________________

5. How often do you do laundry?

_____________________________________________

6. How often do you go to class?

_____________________________________________

Pre A

Student Book 1 RIGHT

Answer Key: J. 2. b 3. b 4. b 5. b K. Answers will vary

Teacher Book 1 RIGHT

R4 IT’S HOT AND HUMID By the end of the lesson, students will be able to: • Talk about the weather here and in their native country • Talk about weather they like and don’t like • Name the seasons What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures showing different weather situations Teacher Notes: The same grammar focus in this level appears in 1L Lesson 7 with a slightly different context to give students plenty of opportunity to practice. Warm-up: Say I hang out with friends once a week. How often do you hang out with friends? Review homework. Gesture to the outside and say How’s the weather today? Listening Track 04 Radio weather report: Today’s forecast is warm with a high in the 80’s. Tomorrow there’s no chance of rain. Perfect summer weather this weekend. Veronica: Sounds like a great weekend. Joey, how do you like the weather here? Joey: I like the summer, but I don’t like the winter. Veronica: I know. It’s very cold in winter. How is the weather in your native country? Joey: I’m from Thailand. It’s very humid there. The weather in the winter is nice! Listening Track 05 Weatherman: Good morning, Chicago! There is snow in the forecast for this week. It is very cold today! Temperatures are in the 20s. Bundle up! Take your hat and gloves. Next week will be cool and dry with temperatures in the 50s.

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IT’S HOT AND HUMID

Pre A

Pre Explore the pictures. Ask What do you see? Read the Pre question aloud. Play the track. Elicit the answer.

Listening warm-up. Track 04: What do they hear on the radio? Listen again. Circle the words you hear. warm

summer

weather

spring

winter

dry

humid

intercambio.org/students

Answer Key: A. summer, weather, winter, humid

Teacher Book 1 RIGHT

VOCABULARY WORDS & PHRASES Repeat after your teacher.

B. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. Point to pictures and use gestures. Ask questions to demonstrate understanding. Ask What weather do you like? What is your favorite season? And reference the pictures. NOTE: The word "favorite" is sometimes pronounced with two syllables and sometimes with three, though two tends to be more common. Students only need to practice one way. Write “favorite” on the board. Say the word and cross out the “o”. Have students repeat after you. Pronunciation See note about “favorite” above. Teach your students your normal pronunciation for this word. For extra practice, do this with all of the words in Activity B. If you want, you can also go through CVC sounds and put on chart: humid – BLUE, cool – BLUE, favorite – GRAY, season – GREEN, dry – WHITE, there – GRAY DAY + R, etc.

humid

dry

cool

cold

hot

fall

winter

spring

here

there

warm

summer

favorite

PRONUNCIATION Listen and repeat after your teacher. Write the number of syllables you hear. Underline the stressed syllable. humid

weather

favorite

season

winter

radio

____________ ____________ ____________ ____________ ____________ ____________ 2 20

Student Book 1 RIGHT

Answer Key: Pronunciation. weather - 2, favorite - 2 (sometimes 3), season - 2, winter - 2, radio - 3

intercambio.org/teachers

LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS How’s

the do

you they

does

he she Maria

How

What’s

your his her Maria’s their

favorite

ANSWERS weather?

I They like

the weather?

He She Maria My Our His Her

season?

like don’t like it.

likes doesn’t like

favorite

season

fall.

Their

Circle the correct word. Practice with a partner. 1. Q: How do /does Maria like the weather here?

2. Q: How is / are the weather there?

A: She / Her doesn’t like it.

A: It is / are warm and humid.

3. Q: How do you / your like the weather there?

4. Q: What’s they / their favorite season?

A: I / My like it.

A: They / Their favorite season is winter.

5. Q: How’s the weather in you / your native country? A: The weather in we / our native country is hot in the summer.

humid. cool.

It’s

C. FOCUS: structure of questions and answers with how and what using vocabulary. The chart has been simplified to show only How do you like the weather? / How does he/she…. Students have already learned how to make questions with this structure using other pronouns.

6. Q: How do / does she like the cold weather? A: She don’t / doesn’t like it.

D Make this exercise easier to understand by focusing on each statement independently rather than as Q&As. Check answers by reading them as a dialogue.

Look at the picture. Write the person’s favorite season.

1._______________________________________ His favorite season is winter.

2._______________________________________

3._______________________________________

4._______________________________________ intercambio.org/students

E. Have students use the grammar to ask you questions. Respond using the structure from the chart. EXPANSION: Do Conversation Rotation to ask each other about their favorite season. 21

Answer Key: D. 1A. She 2. is/is 3. you/I 4. their/Their 5. your/our 6. does/doesn’t E. 2. Their favorite season is fall. 3. Her favorite season is spring. 4. Their favorite season is summer.

Teacher Book 1 RIGHT

REAL LIFE / YOUR LIFE

Listen to Track 04 and complete the conversation. Use the words in the box. warm with a high in the 80s. Radio weather report: Today’s forecast is (1) ___________,

(2) ________________ there’s no chance of rain. It’s perfect (3) _________________weather

F. EXPANSION: Practice the dialogue in pairs.

this weekend. Veronica: Sounds like a great weekend. Joey, how do you like the (4) ______________ here? Joey: I like the summer, but I don’t (5)_________ the winter. Veronica: I know. It’s very cold in the winter. How is the weather in your native country? Joey: I’m from _____________________. It’s very (6) ____________________there. The weather in the winter is nice!

weather like warm humid summer Tomorrow Thailand

Read about the people. Answer the questions using a complete sentence.

G. Pay attention to the response to #5. Be sure students change “their” to “her.”

Lee

I’m from the US. I like the weather here. My favorite season is winter.

Olivia

I’m from El Salvador. I like the weather there. My favorite season is fall.

Sophie

I’m from Ukraine. I don’t like the weather there. My favorite season is summer.

Olivia’s favorite season is fall 1. Whose favorite season is fall? _________________________________________________________ .

2. How does Sophie like the weather in Ukraine? ___________________________________________ . 3. What is Lee’s favorite season? _________________________________________________________ . 4. Who likes the weather in El Salvador?___________________________________________________ . 5. Who likes the weather in their native country? ___________________________________________ .

CULTURE TIP Culture Tip Some phones are set to update Daylight Savings Time automatically. Expand the conversation by talking about other devices (computers, voicemail, thermostat, online calendars, etc.) that may update automatically.

Daylight Savings Time (DT) happens every year in the spring, except in Arizona. The clock is moved ahead one hour. For example, you change 2:00 a.m. to 3:00 a.m. on your clocks. The time on many electronics changes automatically.

Student Book 1 RIGHT

Answer Key: F. 2. Tomorrow 3. summer 4. weather 5. like 6. Thailand 7. humid G. 2. Sophie doesn’t like the weather in Ukraine. 3. Lee’s favourite season is winter. 4. Olivia likes the weather in El Salvador. 5. Lee and Olivia like the weather in their native countries. intercambio.org/teachers

4 H

Listen to Track 05. Circle clothes for Dana to wear today. Circle TRUE or FALSE.

H. Ask What seasons do you see? What do you wear in the summer / winter, etc? Listen to track and have students check in pairs first. Ask What does Dana wear in the winter? NOTE: These clothes in questions 1-3 refers to the clothing that students circled in the first part of this activity (the clothes that Dana should wear today.)

1. These clothes are for winter.

TRUE

FALSE

2. These clothes are for summer.

TRUE

FALSE

3. These clothes are for spring.

TRUE

FALSE

Circle the picture for the clothes you have to wear today. What season is it now? ____________________________

What seasons do you like here? Rank them 1–4. 1 = favorite winter

summer

spring

fall

__________

J. Put students in groups based on their favorite season. Tell them to talk about why they like that season. Share with the rest of the class.

CONNECT WITH CONVERSATION Get to know a partner. Ask your partner questions about the weather here and in their native country. intercambio.org/students

Answer Key: H. 1. FALSE 2. TRUE 3. FALSE I. Answers will vary J. Answers will vary 28

Teacher Book 1 RIGHT

Conversation Brainstorm questions together. For example, Is it cold here in winter? Is it cold in your native country in the winter? What is your favorite season?

HOMEWORK

K Walk through each activity and do the example.

Lesson 4 • It’s Hot and Humid

Match the question and answer. 1. How’s the weather?

a. It’s dry in the summer there.

2. What’s your favorite season?

b. My favorite season is spring.

3. Do you like the weather here?

c. Her favorite season is summer.

4. How’s the weather there?

d. It’s hot and humid.

5. What’s her favorite season?

e. He doesn’t like the weather here.

6. How does he like the weather here?

f. Yes, I like the weather here in the winter.

Look at the answers. Write the questions. 1. __________________________________________________ She doesn’t like the weather here. How does she like the weather here? 2. __________________________________________________ His favorite season is winter. 3. __________________________________________________ No, they don’t like the weather there. 4. __________________________________________________ It’s warm and humid. 5. __________________________________________________ Our favorite season is summer. 6. __________________________________________________ Yes, I like it here.

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

_____________________________________________

2. Where are you from?

_____________________________________________

3. How’s the weather in your native country?

_____________________________________________

4. Do you like the weather there?

_____________________________________________

5. How’s the weather here?

_____________________________________________

6. Do you like the weather here?

_____________________________________________

Student Book 1 RIGHT

Answer Key: K. 2. b 3. f 4. a 5. c 6. e L. 2. What’s his favorite season? 3. Do they like the weather there? 4. How’s the weather? 5. What’s your favorite season? 6. Do you like it here? M. Answers will vary intercambio.org/teachers

R5 SHE’S SMART By the end of the lesson, students will be able to: • Describe themselves and others • Talk about basic physical and personality traits What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures showing people with different physical characteristics and personality traits (or photographs of family/friends) Teacher Notes: The same grammar focus in this level appears in 1L Lesson 4 with a slightly different context to give students plenty of opportunity to practice. Warm-up: Gesture to the outside and say How’s the weather today? Review homework. Show one of the pictures you brought. Describe them using the structure on page 31 of the student book. Listening Track 06 Edna: My son’s girlfriend is a very nice woman. Olga: That’s good. What’s she like? Edna: She’s smart. She works at the hospital. Olga: Oh, what does she look like? Edna: She’s tall and thin. And she’s athletic. Olga: Really? Edna: Yes! She plays tennis every Saturday. Olga: Your son is lucky!

Teacher Book 1 RIGHT

SHE’S SMART

Pre A

Listening warm-up. Track 06: Who are the women talking about? Listen again. Circle the words that describe the girlfriend. nice

old

handsome

tall

thin

intercambio.org/students

Answer Key: A. tall, thin

intercambio.org/teachers

VOCABULARY WORDS & PHRASES

Repeat after your teacher. PHYSICAL

B. Illustrate the meaning of the vocabulary through gestures, or bring in magazine images to practice with.

PERSONALITY

friendly

shy

tall | short

smart

heavy | thin

athletic

cute

old | young

handsome

PRONUNCIATION Listen and repeat after your teacher. Underline the sh sounds and circle the s sounds in the words. Say the words again.

sip

shop short 26

shy

sister

Student Book 1 RIGHT

Answer Key: underline: short, shy, she, wash circle: sister, summer, son, smart

Teacher Book 1 RIGHT

summer

she

wash

son

smart

Pronunciation Practice more of the "sh" and "s" sounds in Pro Fun. NOTE: these sounds are not contrasted with one another in Pro Fun.

C. FOCUS: Q&A with to be and do/does. Circle the words in the second column to emphasize that for physical characteristics the question is do/ does look like. For personality traits, it’s is/are. Use the pictures from the vocabulary section to practice.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS are

you they

she he

you they

What

What does

D. Before students work on the activity, have them circle the physical characteristics in the responses (tall, handsome, cute) as a clue to know which verb to use.

E. Do a few questions together and write them on the board. Remind students to look at Activity D, which had them coming up with part of the statement.

F. EXPANSION: Use index cards to make these sentence scrambles easier to work with.

he she

ANSWERS

like?

I’m They’re She’s He’s

friendly. smart.

look like?

I’m They’re He’s She’s

short. tall and thin.

Complete the questions. Use do/does or is/are. Practice with a partner. 1. Q: What _______ does John look like?

A: He’s tall.

2. Q: What _______ Elena like?

A: She’s friendly.

3. Q: What _______ they like?

A: They are athletic.

4. Q: What _______ Paulo and Sergio look like?

A: They are handsome.

5. Q: What _______ you like?

A: I’m shy.

6. Q: What _______ she look like?

A: She’s cute.

Look at the answers. Write the questions. What are you like? 1. __________________________________________________

I’m athletic.

2. __________________________________________________

He’s short and handsome.

3. __________________________________________________

They’re young.

4. __________________________________________________

She’s tall and heavy.

5. __________________________________________________

I’m friendly.

6. __________________________________________________

He’s cute.

Put the words in the correct order to make a sentence. 1. smart. / She’s / pretty / and

She’s pretty and smart. _______________________________________________________

2. handsome. / You’re / and/ tall

_______________________________________________________

3. They’re / and / young / cute.

_______________________________________________________

4. like? / are / What / they

_______________________________________________________

5. is / like? / he / What

_______________________________________________________

6. I / do / like? / What / look

_______________________________________________________ intercambio.org/students

Answer Key: D. 2. is 3. are 4. do/look 5. are 6. does/look E. 2. What does he look like? 3. What are they like? 4. What does she look like? 5. What are you like? 6. What does he look like? F. 2. You’re tall and handsome. 3. They're young and cute. 4. What are they like? 5. What is he like? 6. What do I look like? intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 06 and complete the conversation. Use the words in the box. Edna: My son’s girlfriend is a very (1)_____________woman. nice

look

Olga: That’s good. (2) __________ she like?

nice

Edna: She’s (3) ____________. She works at the hospital.

smart

Olga: Oh, what does she (4) __________ like?

plays

Edna: She’s tall and thin. And she’s (5) ____________.

athletic

Olga: Really?

G. Try to complete the exercise without the listening track first. Then use the listening track to check answers.

What’s

Edna: Yes! She (6) ______________________tennis every Saturday. Olga: Your son is lucky!

Look at the pictures. Read the words. Write the sentences and circle the words that describe you. TALL

1._________________________ They’re tall. THIN

4._________________________ SHY

7._________________________

HEAVY

2._________________________ OLD

5._________________________ SHORT

8._________________________

SMART

3._________________________ FRIENDLY

6._________________________ HANDSOME

9._________________________

CULTURE TIP In the US, it’s not common to describe people as fat, heavy, or overweight. Is it the same in your native country? 28

Student Book 1 RIGHT

Answer Key: G. 2. What’s 3. smart 4. look 5. athletic 6. plays H. Answers will vary

Teacher Book 1 RIGHT

H. There are two parts to this activity. First, students write the descriptions. Then they’ll go back through each one to circle the words that describe the people. Encourage students to come up with as many descriptive words Jas possible for each image.

Culture Tip Expand the conversation by asking What are impolite things to talk about in your native country? What does your culture think about being thin, heavy, young, or old?

I. Point to picture and say Laura’s sons. What are their names? Then gesture to the text below the picture. Give students time to read the text. Ask more questions about Julio, Leon, and Mateo, e.g., What is Leon like?

5 Read the description. Write the names of her sons.

I’m Laura. I have three sons. My first son, Julio, is tall. He is athletic. My second son is Leon. He is shy. He is smart. He is cute too! My third son, Mateo, is short and thin. He has many friends. He is

J. EXPANSION: Pair people according to the family member about whom they wrote (e.g., put people who wrote about their fathers together). Then have them share what they wrote. Conversation Brainstorm questions together. If you do EXPANSION in J, be sure to change partners for the conversation. Don't forget to encourage your students to ask you questions too.

friendly.

Write a description of a person in your family. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask your partner to describe members of their family or friends. intercambio.org/students

Answer Key: I. Julio, Leon, Mateo J. Answers will vary

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HOMEWORK

Lesson 5 • She’s Smart

Put the words in the correct order to form a sentence. 1. athletic. / and / She’s / tall

_________________________________________ She’s tall and athletic.

2. does / she / What / look / like?

_________________________________________

3. They’re / and / young / friendly.

_________________________________________

4. old / and / smart. / He’s

_________________________________________

5. shy / I’m / and / short.

_________________________________________

6. he / like? / What’s

_________________________________________

Look at the sentences. Circle the correct word. 1. What do you / he look like? 2. What’s you / she like? 3. What does they / she look like? 4. What are they / he like? 5. What is they / he like? 6. What do they / she look like?

Read the answers. Write the questions. 1. _____________________________________________________ What are you like?

I’m athletic.

2. _____________________________________________________

He’s friendly.

3. _____________________________________________________

I’m tall.

4. _____________________________________________________

She’s friendly.

5. _____________________________________________________

They’re thin.

Review your English. 1. How’s the weather?

____________________________________________________

2. Where are you from?

____________________________________________________

3. What are you like?

____________________________________________________

4. What do you look like?

____________________________________________________

5. Who is your teacher?

____________________________________________________

6. What is your teacher like?

____________________________________________________

7. What does your teacher look like?

____________________________________________________

Pre A

Student Book 1 RIGHT

Answer Key: K. 2. What does she look like? 3. They’re young and friendly. 4. He’s old and smart. 5. I’m shy and short. 6. What’s he like? L. 2. she 3. she 4. they 5. he 6. they M. 2. What’s he like? 3. What do you look like? 4. What’s she like? 5. What do they look like? N. Answers will vary 36

Teacher Book 1 RIGHT

R6 I BAKED COOKIES By the end of the lesson, students will be able to: • Talk about what they did last week, last night, and yesterday What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures showing people with different physical characteristics and personality traits (or photographs of family/friends) Teacher notes: The same grammar focus in this level appears in 1L Lesson 10 with a slightly different context to give students plenty of opportunity to practice. Warm-up: Show one of the pictures you brought. Ask What is she/he like? and What does he/she look like? to elicit a description using the structure from Lesson 6. Say Yesterday, I prepared for class. What did you do? Listening Track 07 Listening #1 Leanne: What did you do last night, Sabrina? Sabrina: It was cold, so I stayed home and baked cookies. Leanne: Yum! What kind? Sabrina: Chocolate chip. Leanne: My favorite! Listening #2 Tomas: Hey Lucas! What did you do last weekend? Lucas: Hi Tomas! I practiced piano and walked the dogs. And you? Tomas: I visited my grandmother. Listening #3 Debra: What did you do last weekend? Chen: Well, I washed the car. Debra. Yeah? What else? Chen: I made dinner for my wife and listened to music. Debra: Aw, that’s nice. Chen: And, I practiced English too! Debra: Wow! That’s a lot!

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I BAKED COOKIES

Pre A

Listening warm-up. Track 07: What are they talking about? Look at the pictures above. Write the number of the conversation you hear.

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Answer Key: A. 1, 2, 3 (clockwise from top left)

Teacher Book 1 RIGHT

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. Stop the track after each conversation for extra support.

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

bake cookies

visit my family

listen to music

talk on the phone

wash the car

walk the dogs

last weekend

practice piano

yesterday last night

Pronunciation This activity introduces the pronunciation of regular verbs in the past. We add an extra syllable only when the verb ends with a "t" or "d" sound (e.g., visit). Otherwise, you do not add an additional syllable.

today

PRONUNCIATION Listen to your teacher. Write the number of syllables you hear. talked

visited

baked

listened

washed

Student Book 1 RIGHT

Answer Key: Pronunciation. talked-1, visited-3, baked-1, listened-2, washed-1

intercambio.org/teachers

LANGUAGE TOOLS

QUESTIONS

What

C. FOCUS: Q&A in the past tense. Point out that did is the past tense of do. Say Do is for today, did is for yesterday.

Listen to your teacher and repeat.

did

you he she they

ANSWERS yesterday? last night? last weekend?

I He She They

watched movies. visited friends. didn’t do anything.

D. Refer students to the chart. First, have them work individually. Second, have them check in pairs. Finally, check together as a whole class. Write the answers on the board.

Look at the sentences. Change the words to the past. talked on the phone with their friends. 1. They (talk) ________

2. I (practice) __________________________ English last night. 3. He (listen) ______________________________ to music last weekend. 4. She (visit) _____________________________ her mother last Friday. 5. What (do) ________________you do yesterday? 6. They (watch) __________________movies last weekend.

Put the words in the correct order to form a sentence. 1. watched / He / TV.

____________________________________________________ He watched TV.

2. did / do / last night? / What / they

____________________________________________________

3. She / English. / practiced

____________________________________________________

4. you / What / did / yesterday? / do

____________________________________________________

5. walked / dogs. / I / the

____________________________________________________

Look at the pictures. Write a complete sentence in the past. Circle the ones you did last week.

I practiced English. 1._________________________

2._________________________

3._________________________

4._________________________

5._________________________

6._________________________ intercambio.org/students

E. EXPANSION: Use Colored Index Cards to make this activity more engaging. First, have students work individually. Second, check in pairs. Finally, check together as a whole class. Write the answers on the board. F. EXPANSION: Have students play Find Someone Who for the words that they didn’t do last week. You can have the students write which classmate did those things and write a complete sentence using he/she in the past tense, for example: Maria walked the dogs last weekend. She walked the dogs last weekend. NOTE: If students didn’t do any of the things listed in the activity, have them choose one to circle and practice writing in the past tense.

Answer Key: D. 2. practiced 3. listened 4. visited 5. did 6. watched E. 2. What did they do last night? 3. She practiced English. 4. What did you do yesterday? 5. I walked the dogs. F. Answers will vary 40

Teacher Book 1 RIGHT

REAL LIFE / YOUR LIFE

Listen to Track 07 and complete the conversations. Use the words in the box. CONVERSATION 1 do last night Sabrina? Leanne: What did you (1) _____

G. Try to complete the exercise by covering the word bank. Then use the word bank to check answers.

weekend

baked

visited

washed

listened

did

Sabrina: It was cold, so I stayed home and

CONVERSATION 3

(2) ____________ cookies.

Debra: What (5) __________ you do last weekend?

Leanne: Yum! What kind?

Chen: Well, I (6) ___________ the car.

Sabrina: Chocolate chip.

Debra: Yeah? What else?

Leanne: My favorite!

Chen: I made dinner for my wife and (7) ______________________ to music.

CONVERSATION 2 Tomas: Hey, Lucas! What did you do last

Debra: Aw, that’s nice. Chen: And, I practiced English too!

(3) ________________________? Lucas: Hi, Tomas, I practiced piano and walked the

Debra: Wow! That’s a lot!

dogs. And you? Tomas: I (4) _______________ my grandmother.

Read the two different text conversations. Circle the correct answers. Maria

Darryl

Hey Tom, here’s the band I listened to last week. They are cool.

Hi Jin, here is the app to practice English. We talked about it yesterday. It really helps me.

Maria

Darryl

https://Franco Diaz Band

https://EnglishApp.com

Tom

Jin

Awesome! Thanks Maria!

Thank you, Darryl.

Tom

Darryl

Thanks! I’m excited to listen to them!

I practiced with it last night. It was great!

Maria

1. Who listened to music last week?

Maria

Tom

Darryl

Jin

2. Who practiced English last night?

Maria

Tom

Darryl

Jin

3. Who shared a link to listen to music?

Maria

Tom

Darryl

Jin

4. Who shared a link to practice English?

Maria

Tom

Darryl

Jin

Student Book 1 RIGHT

Answer Key: G. 2. baked 3. weekend 4. visited 5. did 6. washed 7. listened H. 1. Maria 2. Darryl 3. Maria 4. Darryl

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6 CULTURE TIP

Culture Tip Expand the conversation by asking How do you practice English at home?

Studies show that you can improve your English by watching TV in English and listening to music in English. What do you think?

Write sentences below about what Oliver did. ACTIVITY

LAST NIGHT

listen to music walk the dogs watch TV stay home visit family practice English

YESTERDAY

LAST WEEKEND

 

J. Model this activity first by drawing a chart on your board and checking the items you did last week. Then say Last week, I walked the dogs once, I stayed home twice, I practiced my English 3 times. Remember, students learned once, twice, three times, every day, and never before, but may need a refresher. You can write these review words on the board. Point to them as you use them. Then have students fill in their own charts. After they have filled out their charts, have them each of turn to a partner and ask questions about what they did, checking the appropriate boxes. NOTE: if your student hasn’t done one of the items, they can leave that row blank.

   

1. ___________________________________________________________________________________ He listened to music yesterday. 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________

Check the things you did. Write sentences about what you did below. ACTIVITY

LAST NIGHT

YESTERDAY

LAST WEEKEND

I DIDN’T DO IT

listen to music walk the dogs watch TV stay home visit family practice English 1. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________ 4. ___________________________________________________________________________________ 5. ___________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • what they did

Conversation Encourage students to ask follow-up questions. For example: A: What did you do last night? B: I practiced English. A: What did you do? B: I watched TV in English.

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Answer Key: I. OPTIONS: He walked the dogs last night. He watched TV last weekend. He stayed at home yesterday. He visited family last weekend. He practiced English last night. J. Answers will vary 42

Teacher Book 1 RIGHT

HOMEWORK

K Walk through homework. Do examples together.

Read what Jeannie did yesterday. Write sentences in the past tense. Jeannie’s Day: Yesterday • bake cookies • talk with Frida on the phone • walk the dogs • wash the car • practice English

Lesson 6 • I Baked Cookies

1. Jeannie _____________________________________________. baked cookies yesterday 2. Jeannie _____________________________________________. 3. She ________________________________________________. 4. She ________________________________________________. 5. She ________________________________________________.

Read the answers. Write the questions. What did you do yesterday? 1. _____________________________________________ I walked the dogs yesterday.

2. _____________________________________________ I listened to music last night. 3. _____________________________________________ She practiced English last weekend. 4. _____________________________________________ They talked on the phone every day last week. 5. _____________________________________________ They didn’t do anything last night. 6. _____________________________________________ He washed the car yesterday.

Review your English. 1. What did you do yesterday?___________________________________________________________ 2. What did you do last weekend?________________________________________________________ 3. What did you do last night?___________________________________________________________

4. How often do you work?_____________________________________________________________ 5. How often do you listen to music?_____________________________________________________ 6. How often did you practice English last week?___________________________________________

Student Book 1 RIGHT

Answer Key: K. 1. Jeannie baked cookies. 2. Jeannie talked with Frida on the phone. 3. She walked the dogs. 4. She washed the car. 5. She practiced English. L. 2. What did you do last night? 3. What did she do last weekend? 4. What did they do every day last week? 5. What did they do last night? 6. What did he do yesterday? M. Answers will vary intercambio.org/teachers

R7 IS THERE A FRIDGE? By the end of the lesson, students will be able to: • Talk about rooms in their house • Talk about items in their house • Ask others about their home What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Magazine pictures (from design or housing magazines) to practice the vocabulary and grammar (optional) Teacher Notes: Read ahead for Lesson 8 – Review and Progress Check. Prepare how you will lead the Review and give the Progress Check. Consider assigning the self-reflection on Student Book p. 47 as homework in addition to the regularly assigned homework at the end of Lesson 7. Warm-up: Say Yesterday, I prepared for class. What did you do? Review homework. Point to the room you are in, and say Are there chairs? There are ___ chairs. 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 Shah: Hi Amber! Ready to look at the apartment? Amber: Yes! How many bedrooms are there? Shah: There are two bedrooms and one bathroom. Amber: And the kitchen? Is there a fridge? Shah: No, there isn’t. But there is a dishwasher. There are two chairs and a couch in the living room. Amber: Okay, let’s take a look.

Teacher Book 1 RIGHT

IS THERE A FRIDGE? A. Explore the picture. Elicit words that students know. Then consider pre-teaching new words in the photos by referring to the vocabulary on the following page.

Pre A. NOTE: The furniture words are listed as singular or plural. After students add the correct quantity number next to the furniture word, talk about which ones are singular and which are plural. Remove the s/ es as needed. After checking answers, ask How many bedrooms are there in your home?

Listening warm-up. Track 08: Where are they? How many of these are in the apartment? 1.__________ bedroom(s) two 2. __________bathroom(s) 3. __________fridge(s) 4. __________chair(s) 5. __________couch(es) intercambio.org/students

Answer Key: A. 1. two 2. one 3. zero 4. two 5. one

intercambio.org/teachers

VOCABULARY WORDS & PHRASES

TIP: fridge = refrigerator

Repeat after your teacher.

house

apartment

living room

couch

kitchen

stove

refrigerator

oven

bathroom

toilet

shower

bathtub

sink

bedroom

bed

B. You may want to teach the difference between home [personal and emotional way to refer to where you live] and house [building]. EXPANSION: Bring in pictures from a home magazine for more practice.

PRONUNCIATION Listen and repeat after your teacher. Circle GREEN TEA sounds. Underline SILVER PIN sounds. kitchen 38

week

sink

fridge

see

isn’t

Student Book 1 RIGHT

Pronunciation Most students will struggle with the SILVER PIN sound. Spend time warming up using a rubber band to practice the difference between GREEN and SILVER. Do this multiple times before saying the words. Use a rubber band and stretch it wide to illustrate how to make the wide smile GREEN TEA sound. Retract the rubber band to make the short SILVER PIN sound. Have students practice with their own rubber bands saying GREEEEEEEEEEN and SILVER. Practice more of the GREEN TEA and SILVER PIN sounds in Pro Fun.

Answer Key: Circle: see Underline: sink, fridge, isn’t

Teacher Book 1 RIGHT

C. FOCUS: Q&A with there is/are. When speaking we tend to use there’s for both singular and plural. However, we never write there is + plural noun. While students should practice using there's and there are, it's important that they know they won't always hear it used this way. EXPANSION: If you brought magazine pictures, use them to practice the structure from the chart before moving to Activity D. D. This exercise includes blanks in both Q&As, which may be challenging. Have students cover the answer while they focus on the question. The clue they need is in the question only (i.e., number of items - #2 bathrooms is plural). After the activity, have students ask each other questions about the classroom. For example: How many chairs are there? - There are 4. etc. E. Point out the differences in the responses to Is/Are there vs. How many - Yes/No vs. There is/are - as this can be confusing. Do this by showing that the example is from the top half of the chart.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

there

Are

there

How many

couches

TIP:

isn’t = is not aren’t = are not

ANSWERS a

Yes,

there

is.

No,

there

isn’t.

Yes,

there

are.

No,

there

aren’t.

There

one.

There

are

two.

table?

chairs?

are

there?

Complete the sentences with is, isn’t, are or aren’t. Are 1. Q: _________there windows in the living room?

A: Yes, there ______________.

2. Q: How many bathrooms __________ there?

A: There __________ one.

3. Q:___________ there four chairs in the kitchen?

A: No, there _______________.

4. Q: How many showers __________ there in the apartment?

A: There __________two.

5. Q:___________there a couch in the living room?

A: No, there _______________.

6. Q: _________ there a bed in the bedroom?

A: Yes, there __________ a bed.

Look at the answers. Write the questions. Are there chairs? 1. __________________________________________________

Yes, there are two chairs.

2. __________________________________________________

No, there isn’t a stove.

3. __________________________________________________

There is one bathroom.

4. __________________________________________________

Yes, there is a shower.

5. __________________________________________________

No, there aren’t couches.

6. __________________________________________________

There are two bedrooms.

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Answer Key: D. 1. are 2. are/is 3. Are/aren’t 4. are/are 5. Is/isn’t 6. Is/is E. 2. Is there a stove? 3. How many bathrooms are there? 4. Is there a shower? 5. Are there couches? 6. How many bedrooms are there? intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 08 and complete the conversation. Use the words in the box. Shah: Hi Amber! Ready to look at the (1) ________________________? apartment

apartment

Amber: Yes. How many (2) _____________________________ are there?

isn’t

Shah: There are two bedrooms and one (3) ___________________________.

two

Amber: And the (4) ____________________________? Is there a fridge?

kitchen

Shah: No, there (5) __________________________. But there are

bedrooms

(6) ________________chairs and a couch in the living room.

bathroom

Amber: Okay, let’s take a look.

F. Try to complete the exercise by covering the word bank. Then use the word box to check answers.

Read the housing ad. Answer the questions.

Posted 5 days ago

$800 / 2br / Apartment Available (Louisville) Small two-bedroom, one-bathroom apartment in Louisville. New, clean, and on a quiet street. Good neighborhood! No dogs. $500 security deposit. Call Ann at (212) 555-0174.

1. Is the apartment big?

No, it’s small. _____________________________________________

2. How many bedrooms are there?

_____________________________________________

3. Is there a security deposit?

_____________________________________________

4. How many bathrooms are there?

_____________________________________________

5. Is the apartment new?

_____________________________________________

6. Are dogs okay?

_____________________________________________

G. In practice, we wouldn’t normally answer each question in a full sentence. I of these Also, some questions practice structures from previous lessons. However, be sure your students use full sentence responses for at least some of these in order to practice the structures.

CULTURE TIP When you buy or rent an apartment or house, check that it has the appliances (stove, fridge, etc.) you need. Check that they work. Ask questions about the home and look at it before you sign a lease. Do apartments in your native country have appliances? 40

Student Book 1 RIGHT

Culture Tip Say In the US, it is common for rental properties to come with appliances. Is it common for rentals to come with appliances in your native country? Reinforce the importance of checking that appliances work before buying or renting a home. Talk about how people find housing in the US and in their native country. Discuss common scams (for example, sending security deposits online for fake listings, etc.).

Answer Key: F. 2. bedrooms 3. bathroom 4. kitchen 5. isn’t 6. two G. 2. There are two bedrooms. 3. Yes, there is $500 security deposit. 4. There is one bathroom. 5. Yes, the apartment is new. 6. No, dogs are not okay. 48

Teacher Book 1 RIGHT

H. To set up this activity, draw a sample home (or your home) on the board as an example. Use simple shapes and stick with the lesson vocabulary. Answers will vary for this activity. Have students share their answers in pairs. Ask each pair to put a possible answer for each question on the board. After all four sentences are complete, ask Can anyone think of other possible sentences?

7 Look at Monica’s kitchen. What do you see? Complete the sentences and compare with a partner. 1. There’s a _______________________. refrigerator 2. There are _______________________. 3. There isn’t _______________________. 4. There aren’t _______________________.

What’s in your living room? Write the words in the correct box. There is...

I. After completing this activity, have students turn to each other and ask questions about their living rooms. Then, have each student draw their partner’s living room based on the questions they ask, (for example, Is there a couch?, etc.). Conversation To prepare, ask students to make an inventory, as they did in Activity J, for the other rooms in their house.

There isn’t...

table sink beds bathtub toilet refrigerator

There are...

There aren’t...

couch chairs

CONNECT WITH CONVERSATION Get to know a partner. Ask about: • the kitchen, bathroom, bedroom and living room in their house or apartment. • what they had in their native country that they do not have here. intercambio.org/students

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

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HOMEWORK

Lesson 7 • Is There a Fridge?

Look at the picture. Write the correct answer. 1. There ____ is (is/isn’t) a couch in the living room. 2. There ____ (are/aren’t) five chairs in the dining room. 3. There ____ (is/isn’t) a sink in the bathroom. 4. There____ (are/aren’t) windows in the dining room. 5. There ____ (is/isn’t) a stove in the kitchen.

Write the questions. 1._________________________________________ Are there chairs? Yes, there are four chairs. 2._________________________________________ Yes, there is a bed. 3._________________________________________ No, there aren’t two bathrooms. 4._________________________________________ Yes, there is a stove. 5._________________________________________ No, there isn’t a shower.

Review your English. Write the answers with your information. Circle the answer: I live in:

a house

an apartment

1. Is there a living room?

_____________________________________________

2. Is there a couch in your living room?

_____________________________________________

3. Is there a dining room?

_____________________________________________

4. How many chairs are there?

_____________________________________________

5. Is there a bathroom?

_____________________________________________

6. How many sinks are there?

_____________________________________________

7. How many bedrooms are there?

_____________________________________________

Student Book 1 RIGHT

Answer Key: J. 2. are 3. is 4. are 5. is K. 2. Is there a bed? 3. Are there two bathrooms? 4. Is there a stove? 5. Is there a shower? L. Answers will vary 50

Teacher Book 1 RIGHT

L8 REVIEW & PROGRESS CHECK What to bring to class: • Dice (or use an app on your phone) - one per pair Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow enough time for your students to work uninterrupted on the Progress Check. • Adapt Lesson 8 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the Review in one class and the Progress Check in another. Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole Progress Check with students, letting them know that you’ll be calling them up individually for the oral section. • Let students know they can ask you questions during the Progress Check and that this is a time to see what they have learned. 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 call students up for the oral section individually. • Explain to the students that you will play the listening only 3 times (no exceptions). If in a class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson. Listening: Track 09 1: [female voice] Last weekend I visited my brother and sister-in-law. My brother is tall and athletic. His wife is smart and pretty. They have two children. 2: [male voice] Today the weather is warm, in the 70s. I washed the car this morning. 3: [female voice] There is a couch and TV in my living room. We like to watch sports twice a week there. F: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence, AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer, OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of each student's Progress Check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING

34 Total pts 1st page

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

16 Total pts 2nd page

At bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 24 / 34 points)

x2 100 Total points possible

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

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REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can…  introduce myself (lesson 1)  talk about my English class (lesson 1)  talk about my family (lesson 2)  talk about my schedule (lesson 3)

Pair students to share their responses.

 talk about chores and daily activities (lesson 3)  share what I like and don’t like about the weather (lesson 4)  tell you my favorite season (lesson 4)  talk about what family members and others look like (lesson 5)  talk about personality traits (lesson 5)  talk about what I did yesterday and last weekend (lesson 6)  talk about my home and what it’s like (lesson 7)

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

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Teacher Book 1 RIGHT

REVIEW & PRACTICE

Draw a picture of the rooms and items in your home. Write the names of the rooms and items. Ask a partner about their home. Rooms: bedroom, bathroom, living room, kitchen Items: fridge, sink, table, chairs, couch, stove, oven, bathtub, shower, toilet, bed My home:

A. Model this activity first by drawing a simple picture of your home. Then reference the questions below the box and ask questions about the home you drew.

Match the questions and answers. 1. Who’s your teacher?

a. I’m short.

2. Who’s that?

b. It’s at the library.

3. How old are they?

c. It’s (303) 555-1098.

4. Where’s your English class?

d. My teacher is Frank.

5. What’s his favorite season?

e. They’re 5 and 9.

6. What are they like?

f. That is my wife.

7. What’s your phone number?

g. His favorite season is spring.

8. What do you look like?

h. They are athletic and friendly.

Student Book 1 RIGHT

Answer Key: A. Answers will vary B. 2. f 3. e 4. b 5. g 6. h 7. c 8. a

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8 C

Fill in the bubble with the correct answer. 1. How often do you go to class?

a. I go twice a week.

b. I goes twice a week.

2. How often does he go to work?

a. He go to work every day.

b. He goes to work every day.

3. Are there chairs?

a. Yes, there is.

b. Yes, there are.

4. Is there a bathtub?

a. No, there isn’t.

b. No, there aren’t.

5. How often does she do laundry?

a. She do laundry once a week. b. She does laundry once a week.

Look at the pictures. Answer the questions. S 

1.__________________________________________________ She does laundry once a week. S

M 

W 

F 

2. They ______________________________________________ S

T 

3. He _______________________________________________ S 

M 

T 

W 

T 

F 

S 

4. She ______________________________________________ S

M 

5. She _______________________________________________

Fill in the card with your information. Ask a partner about their card.

Registration Card 1. First Name: ___________________________ 2. Last Name:____________________________ 3. Phone Number:________________________ 4. Teacher’s Name: _______________________ 5. Classroom:____________________________ 6. Class Time: ____________________________

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Answer Key: C. 2. b 3. b 4. a 5. b D. 2. They watch TV three times a week. 3. He goes to class twice a week. 4. She cooks every day. 5. She goes grocery shopping once a week. E. Answers will vary 54

Teacher Book 1 RIGHT

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

START

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?

What’s your phone number?

When’s your class?

Where’s your class?

How often do you clean your house?

How often do you watch sports?

How often do you watch TV?

Who’s your teacher?

How’s the weather?

How do you like the weather here?

What’s your favorite season?

How often do you do laundry?

How often do you eat out?

What are you like?

What did you do yesterday?

What is your teacher like?

What does your teacher look like?

What do you look like?

What did you do last weekend?

END

Student Book 1 RIGHT

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PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

Listen to Track 09. Write the number of the conversation you hear. (2 points each/ 6 points total)

A. Say I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing. Answer Key: 2, 1, 3 B. Say Now you will work alone.

1. _______ Are there two bathrooms?

2. No, there _________ a bathtub.

3. ______ there a kitchen?

4. How many bedrooms _______ there?

5. Yes, there _______ a shower.

6. No, there _______ couches.

7. No, there _______ an oven.

8. Yes, there _______ chairs.

Circle the correct answer. (1 point each/ 11 points total) 1. Q: How often do / does they buy groceries?

2. Q: How often do / does he practice piano?

A: They buy / buys groceries every day. 3. Q: How often do / does Susan go to class?

A: He practice / practices piano three times a week. 4. Q: How often do / does you eat out?

A: She go / goes to class twice a week. 5. Q: How often do / does she walk the dogs?

6. Q: How often do / does Marco clean the house?

D. Responses may be written with or without contractions.

A: He never clean / cleans the house.

Write the question. (2 points each/10 points total) What’s her name? 1. _______________________________________________________________ Her name is Song.

2. _______________________________________________________________ My teacher is Julie. 3. _______________________________________________________________ My class is at 6 p.m. 4. _______________________________________________________________ My class is at the library. 5. _______________________________________________________________ It’s (303) 555-8641. 6. _______________________________________________________________ He’s cute and tall. ________/ 34

Teacher Book 1 RIGHT

C. Answer Key: 1. do/buy 2. does/practices 3. does/goes 4. do/eat 5. does/walks 6. does/cleans

A: I never eat / eats out.

A: She walk / walks the dogs every day.

Answer Key: 1. are 2. isn’t 3. Is 4. are 5. is 6. aren’t 7. isn’t 8. are

Fill in the blank with is, ‘s, are, isn’t or aren’t. (1 point each/7 points total)

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Answer Key: 1. What’s her name? 2. Who’s your teacher? 3. When is your (English) class? 4. Where is your (English) class? 5. What’s your phone number? 6. What’s he like?

E E. Answer Key: 1. young 2. smart 3. old 4. friendly 5. athletic 6. shy 7. short

Circle the correct word. Use the pictures to help. (1 point each/6 points total) 1. My name is Ursula. I’m friendly and young / heavy.

2. Our son is young and smart / tall.

3. My mother is friendly and young / old.

4. My brother-in-law is very friendly / shy.

5. My sister is short and athletic / heavy.

6. My brother is very friendly / shy.

7. His daughter is cute and short / old.

STOP. Wait for your teacher.

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.

WHAT/NAME Score

HOW/WEATHER

WHERE/ENGLISH CLASS

Teacher Notes

1. 0

3. 0

4. 0

5. 0

Student Book 1 RIGHT

________/ 16

1. Who is your teacher? 2. How often do you eat out? 3. Where did you go yesterday? Before Question 4, say Now I will show you a picture. You ask me the question. Okay? Let’s practice first. This is just an example. Reference the images in line with Activity F instructions in the student book. Point to the first image and say, For example, What's your name? 4. After the example, point to the second image (weather) to elicit a question without giving prompts. 5. Point to the third image (classroom) 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 day 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • We suggest you meet your students at the field trip location, or take public transportation together. • Once everyone has arrived, give an overview of the visit. It is up to you how you want to structure it and what other activities--games, conversation, etc.--you want to include. • Check to see that your students have their books and pens. • Spend time before the field trip (in class, 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 on a walk and talk about the weather or visit a local weather/news station Option 2 - Go to an open house, furniture store, or your teacher’s house and ask questions about furniture items and rooms Option 3 - Make something together in class (cooking, crafts, etc.) Or, consider somewhere else: A grocery store (practice vocabulary, apply for a store card, scavenger hunt), library (get a tour, apply for a library card), department or hardware store, rec center, urgent care center, bus station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market, or outdoor festival)

Teacher Book 1 RIGHT

9 Pick a location or activity: Take a walk | House | Make a craft 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

Student Book 1 RIGHT

Teacher Book 1 RIGHT

R10 IT’S ON THE 2ND FLOOR By the end of the lesson, students will be able to: • Ask someone for directions • Tell someone where something is What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Warm-up: Talk about the Field Trip using comparatives or superlatives as possible (What was the best part?). Talk about the Review and Progress Check – celebrate student progress. Share what you learned. Listening Track 10 Listening #1 Vivian: Excuse me, where’s the restroom? Derek: Go down the hall. It’s next to Tony’s Bike Shop. Vivian: Thank you. Listening #2 Winston: Excuse me, where’s the food court? Nina: It’s on the 2nd floor. It’s across from Pixel’s Shoe Store. Winston: Thanks! Listening #3 Tony: Excuse me, where is the shoe store? Anna: It’s on the 2nd floor. Go up the stairs, it’s between the food court and Dacy’s Department Store. Tony: Thank you.

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IT’S ON THE 2ND FLOOR

restroom

Ask What do you see in the picture?

Pre A

Pre Point to the picture and ask Where are they? What’s going on? Next, point out the warm-up question and play the complete dialogue once.

Listening warm-up. Track 10: Where are they? Listen to the conversation. Circle the places you hear on the mall map.

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Answer Key: A. 1. restroom, Tony’s Bike Shop 2. food court, Pixel’s shoe store 3. shoe store, food court, Dacy’s Department Store

Teacher Book 1 RIGHT

VOCABULARY WORDS & PHRASES

B B. Write bathroom = restroom. Say You will see both words in public. Also, tell students In the US, 1st floor = ground floor. Practice the location words with objects in the room. EXPANSION: Practice syllable stress by having students identify the number of syllables in each word/phrase and then underlining the stressed syllable (across from; between).

Repeat after your teacher.

Shopping center/mall

1st floor

2nd floor

down the hall

furniture store

appliance store

department store

food court

restroom

across from

between

next to

TIP:

bathroom = restroom

PRONUNCIATION Listen and repeat after your teacher. Write the words with the ORANGE DOOR sound in the box.

Pronunciation To make the ORANGE DOOR sound, round your mouth and curl your tongue back. Some of these ORANGE words are from past lessons; you can have students underline them as they put them in the box. To compare/contrast the sound, see Pro Fun.

ORANGE DOOR store

store

shop

court

restroom

floor

across

four

brother

groceries

couch

house

Student Book 1 RIGHT

Answer Key: Pronunciation. ORANGE DOOR: four, more, floor, court (Other words: restroom - BLUE, shop - AUBURN, brother MUSTARD, couch - BROWN, across - AUBRURN, groceries - ROSE, house - BROWN)

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LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS

ANSWERS

department store? Where

the

It’s restroom?

next to across from

the bike shop.

between

the bike shop and the food court.

the 2nd floor.

Look at the department store map. Write the correct answer. FURNITURE

C. FOCUS: Questions and answers with Where is.

WOMEN’S CLOTHING

CAFÉ

D. Remind students what the location words mean with the objects you used to practice in B.

RESTROOMS

APPLIANCES

HALLWAY

MEN’S CLOTHING

SHOES

1. Where is the furniture section? It’s _______________________________ (between/next to) appliances. next to 2. Where is men’s clothing? It’s _______________________ (between/across from) appliances and shoes. 3. Where is the café? It’s _________________________________ (across from/down the hall from) shoes. 4. Where is the restroom? It’s ____________________________ (next to/down the hall from) appliances. 5. Where are appliances? They’re ________________(between/across from) men’s clothing and furniture. 6. Where are shoes? They’re ________________________________ (between/across from) the restroom. 7. Where is women’s clothing? It’s____________________________(next to/down the hall from) the café.

You want to buy:

You need to go to:

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

____________________________________________________ the appliance store ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

a new refrigerator lunch a dress sneakers a man’s shirt chairs for your dining room

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E. Reference the pictures in B or map in D. EXPANSION: Ask What store do you buy your shirts in? etc.

Answer Key: D. 2. between 3. across from 4. down the hall from 5. between 6. across from 7. next to E. 2. cafe 3. women's clothing 4. shoes 5. men's clothing 6. furniture

Teacher Book 1 RIGHT

REAL LIFE / YOUR LIFE

Listen to Track 10 and fill in the blanks with the names of places.

1. __________________________________

F. Play the track multiple times. For extra support, write a word bank (department, food court, bathroom, bike, shoe).

2. __________________________________ 3. __________________________________ 4. __________________________________

Look at the map above. Ask a partner for directions: 1. 2. 3. 4. 5. 6. 7.

G. Refer to the grammar chart in C to write a dialogue template on the board.

toy store restroom furniture store appliance store music store food court clothing store

EXAMPLE “Excuse me, where’s the toy store?” “It’s next to Dimble’s Appliances.” “Thank you.”

Read the coupon and answer the questions. 1. What is the coupon for? An oil change. _____________________________

H. If students need extra help, underline the information in the coupon that students need for the questions together first.

2. Where’s the new location? _____________________________ 3. It’s across from _____________________________ 4. It’s next to _____________________________ 5. How much will you save? _____________________________ 54

Student Book 1 RIGHT

Answer Key: F. 1. Tony’s Bike Shop 2. restroom 3. Pixel’s Shoe Store 4. Dacy’s Department Store G. Answers will vary H. 2. 5501 W Hecia Dr. 3. Main St Mall 4. next to People’s Bank 5. $5 intercambio.org/teachers

10 Culture Tip Expand by practicing saying Excuse me. Ask Do you ask for directions in English? Where?

CULTURE TIP The handicap sign means that people who are in wheelchairs or have other physical disabilities can use that space. Where do you see these signs? Does your native country provide special access for people with physical disabilities?

How often do you go to the places on the chart? Put a check  in the correct column. Ask a partner how often they go to these places and mark with an X.

I. Write a chart on the board. Talk through your personal answers. I go to the department store once a month; I never go to the laundromat, etc. Then point to the top chart. Tell students to check their answers. Next, students should talk to their partners. Practice the question How often do you go to the …?

YOUR ANSWERS Place

once a week twice a week once a month

every day

never

every day

never

department store grocery store laundromat English class work YOUR PARTNER’S ANSWERS Place

once a week twice a week once a month

department store grocery store laundromat English class

J. Use Index Cards with the shopping center words written on them. Put index cards around the table or room. Students then answer questions according to where the cards were placed. EXPANSION: Have a student move the cards. Then answer the questions again aloud.

work

Make your classroom into a shopping center. Answer the questions. 1. Where is the bookstore? ______________________________ 2. Where is the music store? _____________________________ 3. Where is the cell phone store? _________________________ 4. Where is the English school? ___________________________

CONNECT WITH CONVERSATION Get to know a partner. Ask about: • where they shop • if they shop online

WORD BANK Excuse me

Conversation Move the cards one last time for the conversation activity.

Where How often Thank you

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

Teacher Book 1 RIGHT

HOMEWORK

Lesson 10 • It’s on the 2nd Floor

Look at the picture of the apartment. Answer the questions using the direction words.

Walk through homework. Do examples, together.

1. The stove is ____________________ across from the sink. 2. The fridge is ___________________ the stove. 3. The table is ____________________ the chairs. 4. The papers are ______________ the small table.

next to across from between on

Think about rooms and furniture in your home. Write sentences using next to, across from, between, and down the hall. Example: The bathroom is next to the living room. 1. ____________________________________________________________________________________ 2. ____________________________________________________________________________________ 3. ____________________________________________________________________________________ 4. ____________________________________________________________________________________ 56

Student Book 1 RIGHT

Answer Key: K. 2. next to 3. between 4. on the L. Answers will vary

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R11 HOW MUCH ARE THOSE? By the end of the lesson, students will be able to: • Talk about how much food costs • Talk about food they want and have What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Grocery store ads Warm-up: Look at the image on the homework page from lesson 10. Ask questions using the grammar from that lesson as review. Review the homework. Point to one of the images from the grocery store ads you brought. Ask How much is it?

Listening Track 11 Dad: I’m making salad tonight. Do we have lettuce? Haley: No, we don’t. Dad: [turns to grocery clerk] Excuse me, where’s the lettuce? Grocery clerk: It’s over there. Dad: Thank you. Haley, do you want cheese? Haley: No, I don’t. Dad: Do you want chicken in the salad? Haley: Yes. How much is it? Dad: $7.99. Haley: And how much are those strawberries? Dad $5.99. Do want them in the salad? Haley: No, Dad, I want them now.

Teacher Book 1 RIGHT

HOW MUCH ARE THOSE?

Pre A

Listening warm-up. Track 11: Where are they? Listen to the conversation. CircleTRUE or FALSE. 1. He wants lettuce.

TRUE

FALSE

2. She wants cheese.

TRUE

FALSE

3. Chicken is $2.00.

TRUE

FALSE

4. She wants strawberries.

TRUE

FALSE intercambio.org/students

Answer Key: A. 2. FALSE 3. FALSE 4. TRUE

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

beans

chicken

eggs

meat

fish

cheese

lettuce

corn

dressing

salad

cucumber

these strawberries

those strawberries

B. Ask What do you like in your salads? Write additional words that come up on the board. To emphasize these and those, hold multiple objects and offer them Do you want these ___? Elicit: Yes, I do. / No, I don’t. Then put the objects away D and ask while pointing Do you want those ___? Elicit again: Yes, I do. No, I don’t. NOTE: Point out that when we have 1 unit of lettuce, we say head of lettuce. Point to the lettuce. Say lettuce. Point again say 1 head of lettuce.

E PRONUNCIATION Listen and repeat after your teacher. Write the number of syllables you hear. chicken 2 _______

beans _______

strawberries _______ 58

cucumber _______ dressing _______

cheese _______ salad _______

Student Book 1 RIGHT

Pronunciation First, say the words in a slow but normal speaking voice. Second, exaggerate the syllables. You can clap it out and teach your students to do so as they repeat the words. Third, exaggerate the primary stress on the words. Write them on the board and underline them after giving students a chance to hear the primary stress. For more practice, put these words on the CVC chart: chicken – SILVER; beans – GREEN; cheese – GREEN; strawberries – AUBURN/OLIVE; dressing – RED; salad – BLACK

Answer Key: Pronunciation. beans 1, cucumber 3, cheese 1, strawberries 3, dressing 2, salad 2

Teacher Book 1 RIGHT

C. FOCUS: Questions with do/does, how much is/are, and short answers. Circle does to remind students that we use that form for her/she. Say In Spoken English “Does + he” sounds like “Duh-zee,” Have students repeat Duhzee. Ask questions about prices using the grocery store ads you brought. NOTE: You may need to explain the difference between want and have. Do this by holding a pencil. Say I have a pencil. Then, put the pencil somewhere else and pretend to write without it. Say I want a pencil. NOTE: The is intentionally omitted from the chart because the focus of this lesson is these and those. D. Practice Q&As as dialogues.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS Do

you we they

Does

he she

How

much

are

ANSWERS

want have

cheese?

these those

strawberries?

I we they

do. don’t.

Yes, No,

he she

does. doesn’t.

They’re

$5.99.

TIP:

Circle the correct word. 1. Q: Do / Does she want lettuce? A: Yes, she do / does. 3. Q: How much is / are those cucumbers? A: They is / are $2.99. 5. Q: How much is / are these eggs? A: They is / are $3.99. 7. Q: How much is / are the chicken? A: It is / are $9.99. 9. Q: Do / does you want dressing? A: No, I do / don’t.

Yes, No,

Q = question A = answer

2. Q: Do / Does we want these strawberries? A: No, we don’t / doesn’t. 4. Q: Do / Does Henry want cheese? A: Yes, he do / does. 6. Q: Do / Does you want corn? A: No, I don’t / doesn’t. 8. Q: Do / Does he want those beans? A: Yes, he do / does. 10. Q: Do / Does she have fish? A: Yes, she do / does.

Look at the answers. Write the questions.

TIP: 99 cents = $0.99

1. __________________________________________________ How much are those beans?

Those beans are $.99.

2. __________________________________________________

These eggs are $2.99.

3. __________________________________________________

No, we don’t have fish.

4. __________________________________________________

Yes, he has dressing.

5. __________________________________________________

The milk is $3.99.

6. __________________________________________________

Yes, she has corn.

7. __________________________________________________

No, I don’t have meat. intercambio.org/students

E. Write the corresponding questions together for the first three. First, ask Which questions ask about price? Which questions ask about what people have? Then ask What part of the chart is this similar to?, while referencing the chart. Then pointing to the question from the chart, say How much are those beans?

Answer Key: D. 1A. does 2. Do/don’t 3. are/are 4. Does/does 5. are 6. Do/don’t 7. is/is 8. Does/does 9. Do/don’t 10. Does/does E. 2. How much are eggs? 3. Do you have fish? 4. Does he have dressing? 5. How much is milk? 6. Does she have corn? 7. Do you have meat? intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 11 and check  the correct box. Haley’s food items: Wants    

lettuce cheese chicken strawberries

Doesn’t want    

Look at the grocery store ad. Do they have the items on your shopping list? How much are they?

F. EXPANSION: Ask Does Haley want strawberries in the salad? Listen to check. (Answer is no. She doesn’t want them in the salad, she wants them now.) G. First, have your students write a shopping list for a week. Help with new vocabulary if needed. Second, have them do Task G and compare with a partner. EXPANSION: Bring in grocery store ads and have students use them instead.

Grocery List eggs apples fish cucumbers beans onions

Do they have?

How much?

Yes / No

$________

Yes / No

$________

Yes / No

$________

Yes / No

$________

Yes / No

$________

Yes / No

$________

CULTURE TIP When you buy food, check the container for the expiration date. Dates are written as month/day/year. Do you look for expiration dates? Does food in your native country have expiration dates? 60

Student Book 1 RIGHT

Answer Key: F. chicken, strawberries G. Answers will vary

Teacher Book 1 RIGHT

Culture Tip Write expiration date on the board. Say This is when food is bad. Show the food containers as an example. Say Some food has a Best by date. Food may be safe after that date, but may not taste good. Sometimes stores sell food that is almost expired at a discount. Stores are not allowed to sell expired food.

11 H. Practice the dialogue template before pairing students. Also, remember that in level 1, students will need some prompting. Brainstorm, first, the types of questions that partners can ask and write them on the board. For example, Do we have tomatoes? Do we have cheese?

Role–Play. Fold your page in half so you do not see your partner’s image.

Part 1 Partner 1: Read your recipe card. Ask Partner 2 “Do we have…?”

Part 1 Partner 2: Look at your image. Answer “Yes, we do” or “No, we don’t.”

Danny’s Breakfast Burrito Makes 2 burritos 1 chicken 6 eggs 1 cup of cheese 1 can of beans 2 tortillas 1 head of lettuce

2 tomatoes

Part 2 Partner 1: Look at your image. Answer “Yes, we do” or “No, we don’t.”

Part 2 Partner 2: Read your recipe card. Ask Partner 1 “Do we have…?”

Simple Fish Curry 1 tbsp onion powder 3 tomatoes 2 tbsp curry powder 1 pound white fish 2 cups rice Curry Powder

Vegetable Oil

Onion Powder

Conversation Don't forget to encourage your students to ask you questions too.

Tarragon

CONNECT WITH CONVERSATION Get to when know you a partner. Askcontainers about: Check buy food for the expiration date. You can get sick if • how shop or eat out you eatoften food they aftercook, the expiration date. intercambio.org/students

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HOMEWORK

Look at the answers. Write the questions. Do we have eggs? 1. __________________________________________________

No, we don’t have eggs.

2. __________________________________________________

The milk is $2.99.

3. __________________________________________________

Yes, she wants those strawberries.

4. __________________________________________________

The corn is $.88.

5. __________________________________________________

No, he doesn’t want those apples.

6. __________________________________________________

Yes, we have cheese.

7. __________________________________________________

The chicken is $6.99.

Look at Miguel’s list. What does he have and what does he want? Answer the questions.

Grocery List cheese milk eggs dressing lettuce corn

Lesson 11 • How Much Are Those?

1. Does Miguel have eggs? ___________________________________ Yes, he does. 2. Does he want cheese? _____________________________________ 3. Does he want dressing?____________________________________ 4. Does he want lettuce? _____________________________________ 5. Does he have corn? _______________________________________ 6. Does he have milk? _______________________________________

Review your English. 1. How often do you go grocery shopping?

_____________________________________________

2. How often do you cook at home?

_____________________________________________

3. Do you like to cook?

_____________________________________________

4. How often do you go out to eat?

_____________________________________________

5. What food do you like to eat?

_____________________________________________

6. What do you have in your fridge now?

_____________________________________________

Pre A

Student Book 1 RIGHT

Answer Key: I. 2. How much is milk? 3. Does she want those strawberries? 4. How much is corn? 5. Does he want those apples? 6. Do we have cheese? 7. How much is the chicken? J. 2. Yes, he wants cheese. 3. Yes, he wants dressing. 4. Yes, he wants lettuce. 5. Yes, he has corn. 6. Yes, he has milk. K. Answers will vary 74

Teacher Book 1 RIGHT

R12 I WEAR IT ALL THE TIME! By the end of the lesson, students will be able to: • Describe their clothes • Talk about where they buy clothes What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Grocery store ads (optional for review) • Clothing catalogues (optional) Warm-up: Use the grocery store ads you brought to ask questions using the grammar from lesson 11. Review the homework. Point to an article of clothing a student is wearing. Say I like your __. Where did you get it? Point to your shirt and say I got this shirt at ____.

Listening Track 12 Aracely: Wow, Taylor, those silver shoes are cool! Taylor: Thanks! I got them yesterday. They’re new. Aracely: Where did you get them? Taylor: At Saver’s Shoe Store. I like your green jacket. Aracely: Thanks. It’s a present from my brother. I wear it all the time! Taylor: Where did he get it? Aracely: I don’t know, but I love it! It goes with my blue jeans.

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I WEAR IT ALL THE TIME!

Pre A

Listening warm-up. Track 12: What do they talk about? Listen again. Check  the words you hear. silver shoes  

green jacket 

white socks 

blue jeans 

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Answer Key: A. silver shoes, green jacket, blue jeans

Teacher Book 1 RIGHT

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Ask students I like your ____. Where did you get it? EXPANSION: Bring in additional clothing words to practice the vocabulary.

yellow shirt

black jacket

green hat

orange dress

gold glasses

purple T-shirt

brown belt

silver shoes

red pants

pink shorts

white socks

blue jeans

new

present

PRONUNCIATION Listen and repeat after your teacher. Put the words with the RED PEPPER sound in the box. RED PEPPER

Pronunciation See Pro Fun for more practice.

yellow

jeans

blue

belt

green

dress

present

shoes

new

Student Book 1 RIGHT

Answer Key: Pronunciation. belt, present, dress (Other words: jeans - GREEN, green - GREEN, shoes - BLUE, blue - BLUE, new BLUE)

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LANGUAGE TOOLS

QUESTIONS

C. FOCUS: Questions with Where did you get...? and answers in the past tense. Say In Spoken English “Where + did + you” sounds like “Where-d-ja”. And “I + got + them” sounds like “I got um.” Have students repeat Whered-ja and I got um.

Listen to your teacher and repeat. ANSWERS

your his her

black

jacket.

silver

shoes.

Where

did

you

get

it? them?

Thanks!

I he she

got

it them

it them at

yesterday.

Saver’s.

Complete the sentences with it or them. 1. (belt) Thanks! I got ___________ yesterday. it

D. Start the exercise by asking Is belt singular (1) or plural (more than 1)? Hold up your fingers – 1, more than 1. Say Use "it" for 1 and "them" for more than 1.

2. (shoes) I got _____________ at Saver’s. 3. (glasses) I like ______________. 4. (hat) Where did you get _______________? 5. (T-shirt) I got ________________ last week.

Write the color and clothing. Circle the ones you like. Compare with a partner.

E. Ask Who likes the green socks? etc. green socks 1.__________________________ 2.__________________________ 3.__________________________

4.__________________________ 5.__________________________ 6.__________________________

7.__________________________ 8.__________________________ 9.__________________________ intercambio.org/students

Answer Key: D. 2. them 3. them 4. it 5. it E. 2. white shirt 3. black shoes 4. red jacket 5. yellow pants 6. pink glasses 7. purple belt 8. blue dress 9. orange T-shirt 78

Teacher Book 1 RIGHT

REAL LIFE / YOUR LIFE F. Try to complete the exercise by covering the word bank. Then use the word bank to check answers. Then check answers by listening. Students may mix up green jacket and blue jeans. Remind them that green jacket uses "it" because it is singular, and Aracely responds It’s a…

Listen to Track 12 and complete the conversation. Use the words in the box. Aracely: Wow, Taylor, those (1) _____________________ are cool! silver shoes

them

Taylor: Thanks! I got (2) ________________________ yesterday. They’re new.

present

Aracely: Where did you get them?

green jacket

Taylor: At Saver’s Shoe Store. I like your (3) ___________________________. Aracely: Thanks. It’s a (4) ______________________ from my brother. I wear it all the time! Taylor: Where did he (5) ________________________ it? Aracely: I don’t know, but I love it! It goes with my (6) __________________________.

get blue jeans silver shoes

Tim and Anna want to buy clothes for their grandson. Read their list. Look at the online catalog. Write a list of what they can buy online.

G. EXPANSION: Use pictures from paper or online catalogs for more practice.

Shoppi

ng list Red sh Blue T-irt Green shirt Jean ja pants cket Also available in:

Also available in:

What do they have online? ______________________________ They have a red shirt. ______________________________ ______________________________ ______________________________

Culture Tip Say In the US some thrift stores are a part of charities, like Salvation Army, Goodwill, ARC. Do you shop at thrift stores? Which store do you like? What do you buy? Do you give old clothes or furniture to thrift stores?

CULTURE TIP Thrift stores sell used things. You can find good, cheap items like furniture and clothing at thrift stores. Do they have these kinds of stores in your native country? 66

Student Book 1 RIGHT

Answer Key: F. 2.them 3. green jacket 4. present 5. get 6. blue jeans G. red shirt, jean jacket

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12 H

Look at Tino’s clothes. Write the color and clothes you like. Write where he got them.

Present

Sam’s Shoe Store

Ralph’s Thrift Store

Present

Fred’s Department Store

I like his:

He got it /them at:

_________________________________________ red shoes

_________________________________________ Sam’s Shoe Store

_________________________________________

Write about your clothes today. What are you wearing?

TIP:

Don’t know where you got it? Write – I don’t remember.

Where did you get it?

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • what they are wearing and where they bought it • where they bought clothes in their native country. intercambio.org/students

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

Teacher Book 1 RIGHT

H. First have students write complete sentences about the items they like that Tino has. Then model for students the second part of the activity, stating what items they like and asking where Tino got them. Read the example and point to the picture: I like his red shoes. Where did he get them? He got them at a garage sale. Then have students practice together, talking about what items they like and where Tino got them. NOTE: You will probably need to define "present" in this context. When we get a gift, we say I got it as a present.

Conversation Brainstorm questions together and practice the dialogue template students will use. Model how this will look with a student. For example, say I like your shirt. It's very beautiful. Where did you get it? Be sure your students ask you questions too.

HOMEWORK

Lesson 12 • I Wear It All the Time!

Read the sentences. Circle the correct word. 1. I like your red jacket. Where did you get / got it? 2. He get / got it at Frank’s Thrift Store. 3. I like / likes your silver shoes. 4. Thanks! I get / got them at Silvia’s Shoes. 5. She like / likes your green hat. 6. They like / likes your pink glasses.

Complete the conversation. Use the words in the box. Fong: Priscilla, I like (1) your ____________ dress! yellow

across

Priscilla: Thanks! (2) _____________ new.

Where’s

Fong: Where did you (3) _____________ it?

yellow

Priscilla: At Sally’s Thrift Store. I got (4) my ______________ there, too.

shoes

Fong: (5) ___________________ the thrift store? Priscilla: It’s (6) _______________ from the big department store downtown.

For a change of pace (if time permits) have students discuss their responses to Activity L before class ends.

get It’s

Review your English. 1. Do you like to shop?

_____________________________________________

2. How often do you shop?

_____________________________________________

3. Where do you buy clothes?

_____________________________________________

4. What’s your favorite color?

_____________________________________________

Student Book 1 RIGHT

Answer Key: J. 2. got 3. like 4. got 5. likes 6. like K. 2. It’s 3. get 4. shoes 5. Where’s 6. across L. Answers will vary intercambio.org/teachers

R13 I GET OFF WORK AT 4 By the end of the lesson, students will be able to: • Talk about what time they do things What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities • Pictures of people doing common daily activities (cooking, walking the dog, etc.) Warm-up: Point to an article of clothing a student is wearing. Say I like your ___. Where did you get it? Review homework. Say I get up at 7am. What time do you get up?

Listening Track 13 Amal: Hey George! Thanks for watching the kids today. Do you have questions? George: Yes. What time do you pick up the kids from school? Amal: I pick up the kids at 4:30. Do you get home by then? George: Yes, I get off work around 4. Amal: Great. They eat dinner around 6. The fridge is full of food. George: Okay. What do they like to eat? Amal: They like burritos and pizza. I have salad in the fridge. Try to get them to eat it! George: Haha, okay, sis. What time do they go to bed? Amal: At 9:00.

Teacher Book 1 RIGHT

I GET OFF WORK AT 4

Pre A

Listening warm-up. Track 13: Who is going to babysit? Listen again. Match the times with the activities. 1. 4:30

a. eat dinner

2. 4:00

b. pick up the kids

3. 6:00

c. go to bed

4. 9:00

d. get off work intercambio.org/students

Answer Key: A. 2. d 3. a 4. c

intercambio.org/teachers

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Tell students I go to bed at __. Ask What time do you go to bed?

get up

take a shower

go to work

pick up the kids

get off work

get home

eat dinner

go to bed

around

PRONUNCIATION Listen and repeat after your teacher. Put the words ending with the z sound in the box. z sound endings kids

kids

gets

glasses

goes

takes

shoes

groceries

eggs

does

shirts

beans

jackets

Student Book 1 RIGHT

Answer Key: Pronunciation. goes, groceries, eggs, beans, glasses, shoes, does

Teacher Book 1 RIGHT

Pronunciation The vocab here is from last 3 lessons. F Say Sometimes plural words end with the "s" sound and sometimes the "z" sound. Say the words aloud for the students and have them first listen for the "s" vs. "z" difference. Then say the words again and have them put the words with z-ending sounds in the box. See Pro Fun for more practice.

C C. FOCUS: Questions with What time do/does...? and answers in the present tense.

LANGUAGE TOOLS Listen to your teacher and repeat. QUESTIONS

What

D D. Practice the Q&As as dialogues in pairs.

you they

does

he she

time

ANSWERS get up? pick up the kids?

around 7:30 a.m. at 4:30 p.m.

A: He get / gets up around 7:00.

A: They go / goes to bed around 10.

A: They go / goes to work at 7:45 a.m.

F. Ask What time do you get up?

gets up picks up the kids

2. Q: What time do / does they go to bed?

5. Q: What time do / does they go to work?

He She

1. Q: What time do / does he get up?

A: I take / takes a shower around 8:30 a.m.

E. If the format of this exercise is too challenging, make a copy of the page and cut out the sentences for students to move around and match on their desk.

get up pick up the kids

Read the sentences. Circle the correct word.

3. Q: What time do / does you take a shower?

I They

4. Q: What time do / does she eat dinner? A: She eat / eats dinner at 5:30 p.m. 6. Q: What time do / does they pick up the kids? A: They pick / picks up the kids at 3.

Match the question and answer. 1. _______ b What time do you get up?

a. They pick up the kids at 3:30 p.m.

2. _______ What time does she get off work?

b. I get up at 8:00 a.m.

3. _______ What time do they pick up the kids?

c. I get home around 5.

4. _______ What time does he take a shower?

d. She gets off work around 5:30.

5. _______ What time does she eat dinner?

e. I go to bed at 9:30.

6. _______ What time do you get home?

f. She eats dinner around 7.

7. _______ What time do you go to bed?

g. He takes a shower at 7:45 a.m.

What time does he get up? Write the sentence with at or around.

1._________________________ He gets up at

2._________________________

_________________________ 6:15 a.m.

_________________________

3._________________________

4._________________________

_________________________

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Answer Key: D. 1A. gets 2. do/go 3. do/take 4. does/eats 5. do/go 6. do/pick E. 2. d 3. a 4. g 5. f 6. c 7. e F. 2. He gets up around 7 a.m. 3. He gets up around 9 a.m. OR He gets up around 9:20 a.m. 4. He gets up at 8 a.m. intercambio.org/teachers

REAL LIFE / YOUR LIFE

Complete the conversation. Use the words in the box. Amal: Hey George! Thanks for watching the kids today. Do you have questions? George: Yes, (1)_________________do you pick up the kids from school? what time

pick up what time

Amal: I (2) ___________the kids at 4:30 p.m. Do you get home by then?

George: Yes, I get off work (3) ___________________4:00.

pick up

Amal: Great. They eat dinner around 6:00. The fridge is full of food.

George: Okay. What do they (4) _______________ to eat? Amal: They like burritos and pizza. I have salad in the fridge. Try to get them to eat it!

Around

George: Ha ha, okay, Sis. What time (5) ______________ they go to bed?

Amal: (6) _________9:00 p.m.

Read the note to the caregiver. Number the activities in order. _____be ready for bed Zara@electronicmail.msg Care plan for today

_____watch the news _____take a short walk 1

Hi Zara,

_____eat dinner

My dad is feeling good today. Could you please help him take a short walk before he watches the news? There is leftover meatloaf, mashed potatoes and green beans in the fridge. Please remember to give him his medicine at 6:00 before he eats dinner. He’ll probably be ready for bed around 8:30.

_____take medicine

H. J Read the email aloud to students. Then have them read silently. Say Underline the activities and do that with them before they start.

There is money for your bus fare in the jar on the table. Thanks! Mark reply

CULTURE TIP It’s always a good idea to arrive on time for work, school and doctor’s appointments. If you can’t make your appointment, call to cancel. Some doctors will charge you for the appointment even if you do not show up. Does this happen in your native country? 72

Student Book 1 RIGHT

Culture Tip Ask What does "on time" mean in the US? In cases like work, school, and doctor's appointments, it is generally recommended to arrive a few minutes early. You should be ready to work at the start of your schedule. What does "on time" mean in your native country?

Answer Key: G. 2. pick up 3. at 4. like 5. do 6. Around H. 2. watch the news 3. take medicine 4. eat dinner 5. be ready for bed

Teacher Book 1 RIGHT

I I. First, have students write complete sentences about Mohammed. Check in pairs and as a whole class. Then have students ask and answer questions orally in pairs.

Look at Mohammed’s calendar for tomorrow. Answer the questions with complete sentences. 1. What time does Mohammed buy groceries? __________________________________________ He buys groceries at 5:00 p.m. 2. What time does Mohammed go to work?

J J. First, say Circle the activities you do every day. As students work, write a list on the board and ask them to come up to circle their activities. Write a practice sentence from the list together as an example.

__________________________________________

6:45 am

get up

7:30 am

wash the car

3. What does he do at 6:45 a.m.?

7:45 am

go to work

__________________________________________

4:30 pm

pick up kids from school

4. What does he do at 7:00 p.m.?

5:00 pm

buy groceries

6:00 pm

dinner

7:00 pm

practice English with Ahmed

5. When does he help his kids with homework?

8:00 pm

help kids with homework

__________________________________________

9:30 pm

go to bed

__________________________________________

Pick five activities from this list that you do every day. Write a sentence about what time you do these activities. 1. eat dinner

__________________________________________________________

2. drop off the kids at school

__________________________________________________________

3. go to bed

__________________________________________________________

4. make breakfast

__________________________________________________________

5. study English

__________________________________________________________

6. take a shower

__________________________________________________________

7. go to work

__________________________________________________________

8. have lunch

__________________________________________________________

9. watch TV

__________________________________________________________

10. pick up the kids

__________________________________________________________

11. buy groceries

__________________________________________________________

CONNECT WITH CONVERSATION

WORD BANK

Get to know a partner. Take turns asking and answering questions about what time you do your activities. Do you do them at the same time?

I do too. I don’t.

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Conversation Go back to the list in Activity J. Choose something you and a student both do. Point to it and say I do too. Then point to the word bank. Do the same thing for something you don’t have in common with a student. Do Conversation Rotation. Finally, ask students to share information about their classmates. Be sure your students ask you questions too.

Answer Key: I. 2. He goes to work at 7:45 a.m. 3. He gets up at 6:45 a.m. 4. He practices English with Ahmed. 5. He helps his kids with homework at 8 p.m. J. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 13 • I Get Off Work at 4

Put the words in the correct order. 1. get home? / What / time / she / does

_____________________________________________ What time does she get home?

2. get up / at / 9:00. / I

_____________________________________________

3. They / the kids / around / 3:00. / pick up

_____________________________________________

4. time / do / you / What / go to bed?

_____________________________________________

5. takes a shower / She / 7:30. / at

_____________________________________________

6. eat dinner / I / 6:00 p.m. / around

_____________________________________________

Complete the sentences. 1. What time_________________he get up? does 2. I ___________________ off work at 5:00 p.m. 3. He __________________ a shower at 7:45 a.m. 4. George and Amal _____________________ up the kids at 4:00. 5. What time _____________________ he get off work?

Review your English. 1. What time do you eat dinner?

_____________________________________________

2. What’s your favorite dinner?

_____________________________________________

3. Do you like to cook?

_____________________________________________

4. How often do you eat out?

_____________________________________________

5. What time do you get up in the morning?

_____________________________________________

6. How often do you work?

_____________________________________________

Pre A

Student Book 1 RIGHT

Answer Key: K. 2. I get up at 9:00. 3. They pick up the kids around 3. 4. What time do you go to bed? 5. She takes a shower at 7:30. 6. I eat dinner around 6:00 p.m. L. 2. get 3. takes 4. pick 5. does M. Answers will vary 88

Teacher Book 1 RIGHT

R14 AFTER I GET A MANICURE By the end of the lesson, students will be able to: • Talk about what they are going to do in the future • Talk about their plans after English class What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: The same grammar focus in this level appears in 1L Lesson 14 with a slightly different context to give students plenty of opportunity to practice. Warm-up: Ask What time do you go to bed? Review the homework. Say I’m going to cook dinner tonight. What are you going to do?

Listening Track 14 Wife: What are you going to do tonight? Husband: I’m going to hang out with Joe and watch sports. Wife: I’m going to pay the bills. Husband: Okay, great. Wife: What are you going to do tomorrow? Husband: I’m going to take a nap. Wife: Are you going to mow the lawn? Husband: Yes. I’m going to take a nap after I mow the lawn. What are you going to do tomorrow? Wife: I’m going to go shopping after I get a manicure. Husband: That sounds good. I’m going to make dinner for us. Wife: That sounds great.

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AFTER I GET A MANICURE

Pre A

Listening warm-up. Track 14: Who’s talking? Listen again. Complete the sentences. Use the words in the box. 1. What are you going to do ____________________? tonight

tonight

2. I’m going to ___________________with Joe.

shopping

3. I’m going to take a nap __________________ I mow the lawn.

hang out

4. I’m going to go ____________________ after I get a manicure.

after

intercambio.org/students

Answer Key: A. 2. hang out 3. after 4. shopping

Teacher Book 1 RIGHT

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

B. Say I’m going to work out tomorrow. Ask What are you going to do tomorrow? If the student wants to use a vocabulary word that is not on the list, write it on the board.

pay the bills

mow the lawn

take a nap

get a manicure

go shopping

read a book

work out

hang out with friends

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

worker

week

right

restaurant

birthday

first

read

weekend

nurse

Student Book 1 RIGHT

Pronunciation Some of these PURPLE sounds are review words from past lessons. Have the students underline the PURPLE sound as they put the words in the box. They also practice this sound in 1L as /r/ controlled vowels can be hard for multiple groups of language learners. See Pro Fun for more practice.

Answer Key: Pronunciation. PURPLE SHIRT: first, nurse (Other sounds: restaurant - RED, week -GREEN, weekend - GREEN, right WHITE)

intercambio.org/teachers

LANGUAGE TOOLS

QUESTIONS are What is

you they we

going to

ANSWERS

he she

tonight? later?

I’m We’re They’re

going to

He’s She’s

practice English. take a nap.

Complete the answers. 1. Q: What are you and Mary going to do later? A: ________________________ get a manicure. We’re going to 3. Q: What is she going to do after Level 1 English? A: _____________________ take Level 2 English. 5. Q: What are you going to do tonight? A: ________________________ watch sports.

C. FOCUS: Q&As with be going to. Circle tonight and tomorrow to make sure students understand we are talking about the future. Point to the columns that say going to. Say I, you, they, he she all use “going to.”

Listen to your teacher and repeat.

2. Q: What are they going to do on Saturday? A: _______________________visit their parents. 4. Q: What is John going to do this afternoon? A: _________________________ mow the lawn.

D. Practice the Q&As as dialogues in pairs.

6. Q: What are you going to do this weekend? A: ____________________ hang out with friends.

Put the words in the correct order. 1. practice / English / after / He’s / going to / work. He’s ___________________________________________ going to practice English after work. 2. are / you / What / going to / do / tonight?

___________________________________________

3. We’re / pay the bills / tonight. / going to

___________________________________________

4. going to / She’s / mow the lawn / tomorrow.

___________________________________________

E. EXPANSION: Do this sentence scramble with index cards.

5. read / books / this afternoon. / They’re / going to ___________________________________________ 6. is / What / going to / Monday? / Monica / do

___________________________________________

Read the answers. Write the questions. What is he going to do after lunch? 1. _______________________________________________He’s going to mow the lawn after lunch.

2. _______________________________________________I’m going to take a nap after class. 3. _______________________________________________She’s going to go shopping tonight. 4. _______________________________________________They’re going to get manicures today. 5. _______________________________________________I’m going to pay the bills tomorrow. 6. _______________________________________________We’re going to visit my mother this weekend. intercambio.org/students

Answer Key: D. 2. They’re going to 3. She’s going to 4. He’s going to 5. I’m going to 6. I’m going to E. 2. What are you going to do tonight? 3. We’re going to pay the bills tonight. 4. She’s going to mow the lawn tomorrow. 5. They’re going to read books this afternoon. 6. What’s Monica going to do Monday? F. 2. What are you going to do after class? 3. What is she going to do tonight? 4. What are they going to do today? 5. What are you going to do tomorrow? 6. What are you going to do this weekend? 92

Teacher Book 1 RIGHT

REAL LIFE / YOUR LIFE G. Point to the left side of the chart, say This is what the husband is going to do. Listen to the first part of the track--just past “hang out with Joe"--and show students that’s what is written in the box. Then point to the right side and say This is what the wife is going to do. Continue with the track. H. Discuss the meaning of RSVP and its cultural significance in the US. In the US, when an invitation says RSVP, it means you need to answer if you are going, or if you are not going.

Listen to Track 14 and complete the lists. HUSBAND IS GOING TO

WIFE IS GOING TO

1._________________________________________ Hang out with Joe and watch sports. 1._______________________________________ 2._________________________________________ 2._______________________________________ 3._________________________________________ 3._______________________________________ 4._________________________________________ 4._______________________________________

Look at the to-do list. Answer the questions. 1. What is Wanda going to do on Saturday morning? ____________________________________________ 2. What are they going to do on Saturday night? ____________________________________________ 3. What is Wanda going to do on Sunday morning? ____________________________________________ 4. What are they going to do together on Sunday? ____________________________________________ 5. What is Johnny going to do on Sunday afternoon? ____________________________________________

to–do list Saturday morning ~mow the lawn - Johnny ~shop for groceries - Wanda Saturday night ~Kathy’s birthday - Johnny and Wanda Sunday morning ~manicure 10 a.m. - Wanda ~pay bills - Johnny and Wanda Sunday afternoon ~watch the game at Richard’s house - Johnny

CULTURE TIP

Culture Tip Expand the conversation by asking What time do you arrive at social events in your native country?

For some parties, it’s okay to arrive after it starts. If it’s a sit-down dinner, it’s better to arrive on time. If you want to bring a friend, make sure to check with the host first. When do people arrive for parties in your native country? Can you bring friends? 78

Student Book 1 RIGHT

Answer Key: G. Husband: pay the bills , take a nap, mow the lawn Wife: get a manicure, go shopping H. 1. Wanda is going to shop for groceries. 2. They're going to Kathy's birthday. 3. She's going to get a manicure. 4. They're going to pay bills. 5. He's going to watch the game at Richard's house. intercambio.org/teachers

14 One partner is David, the other is Lilly. Each partner completes the chart below with the correct answers. Compare charts.

I. Students should work alone first, then compare answers with a partner.

David: Hey, what are you going to do on Friday? Lilly: I have an event for work. Why, what’s up? David: I am going to get some school friends together to hang out for my birthday. Lilly: Darn, can we do it on Saturday? David: I can’t do Saturday. I’m going to celebrate with my wife. Lilly: How about Sunday after the game? David: I’ll let you know. Lilly: Okay, just text me if that works. And let me know what I can bring.

WHO HAS A WORK EVENT?

WHO HAS A BIRTHDAY PARTY?

WHO WANTS TO HANG OUT?

WHO IS FREE SUNDAY?

WHO WILL TEXT?

WHO WILL BRING SOMETHING?

David Lilly

Write a list of the things you are going to do this week and/or this weekend. Use going to in your responses. 1. I am going to _________________________________________________________________________ 2. _____________________________________________________________________________________ 3. _____________________________________________________________________________________ 4. _____________________________________________________________________________________ 5. _____________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Compare what you are both doing this week and weekend. intercambio.org/students

Answer Key: I. Work event: L Birthday: D Hang out: D Free Sunday: L Text: D Bring something: L J. Answers will vary

Teacher Book 1 RIGHT

J. If students need additional vocabulary to be able to write about what they’re going to do, elicit the information and write it on the board. Briefly practice the pronunciation of the word/phrase, but don’t spend too much time on it.

Conversation Don't forget to encourage your students to ask you questions too.

HOMEWORK

Lesson 14 • After I Get a Manicure

Look at Melissa’s calendar for this week. Answer the questions. MELISSA’S CALENDAR: THIS WEEK

Walk through homework. Do examples together.

SUNDAY 18 make dinner for friends

MONDAY 19 work

TUESDAY 20 work

WEDNESDAY 21 work

study for the final test for work out test English class

THURSDAY

FRIDAY

22 work

23 work

last class

work out

SATURDAY 24 clean house

graduation party 1. What is Melissa going to do on Monday? She’s __________________________________________________ going to work and study for the final test. 2. What is she going to do on Sunday? ______________________________________________________ 3. What is she going to do after work on Friday? ______________________________________________ 4. What is she going to do on Saturday? ____________________________________________________ 5. What is Melissa going to do after her last class?_____________________________________________ 6. When is Melissa going to work out? ______________________________________________________

Write sentences about what you are going to do this week. 1. On Sunday, I’m going to

___________________________________________________________

2. On Monday,

___________________________________________________________

3. On Tuesday,

___________________________________________________________

4. On Wednesday,

___________________________________________________________

5. On Thursday,

___________________________________________________________

6. On Friday,

___________________________________________________________

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

______________________________________________________

2. How’s the weather today?

______________________________________________________

3. What is your best friend like?

______________________________________________________

4. How often do you eat out?

______________________________________________________

5. How old is your mother or father?

______________________________________________________

Student Book 1 RIGHT

Answer Key: K. 2. She’s going to make dinner for friends. 3. ...work out. 4. ...clean house 5. ...have a graduation party. 6. ...on Wednesday and Friday L. Answers will vary M. Answers will vary intercambio.org/teachers

R15 CAN YOU PLAY GUITAR? By the end of the lesson, students will be able to: • Talk about things they can do • Talk about things they can’t do • Talk about things they can’t do but want to learn how to do What to bring to class: • Table tents or name tags for student names • Index cards to make flash cards with the alphabet and numbers • Pronunciation Fun to supplement the pronunciation activities Teacher Notes: The same grammar focus in this level appears in 1L Lesson 15 with a slightly different context to give students plenty of opportunity for practice. Read ahead for Lesson 16 – Final Review and Progress Check. Prepare how you will lead the Final Review and give the Progress Check. Consider assigning the self-reflection on Student Book p.91 as homework in addition to the regularly assigned homework at the end of Lesson 15. Warm-up: Ask students What are you going to do tonight? What are you going to do later? Review the homework. Say I can play the guitar. Can you play the guitar? Listening Track 15 Listening #1 Jessie: Hi Daniel! What did you do last night? Daniel: I practiced with my band. Jessie: Really? Can you play guitar? Daniel: Yes. I play guitar. Listening #2 Wen: Luis! We are going to go to the beach. Come with us! Luis: Ah, no thanks. I don’t like water. Wen: Can you swim? Luis: No, I can’t swim. Listening #3 Amber: Raju, do you want to go to the mountains tomorrow? Raju: Sorry, I can’t. Where are you going to go? Amber: I’m going to go to Copper Mountain. Raju: Oh, can you ski? Amber: No, I can’t ski, but I can snowboard.

Teacher Book 1 RIGHT

CAN YOU PLAY GUITAR?

A. Here students are being asked to identify pictures of words they don't know. Preteach these words by pointing to the image with the word and saying it aloud. EXPANSION: Which picture do the people not talk about?

Pre A

Listening warm-up. Track 15: Are they talking about things they always do or things they can do? Listen again. Write the number of the conversation you hear.

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Answer Key: A. Main image #1, Volleyball image #2, Snow image #3

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VOCABULARY WORDS & PHRASES

Repeat after your teacher.

play guitar

ride a bike

ride a horse

fish

swim

ski

snowboard

play tennis

B. Ask Can you play guitar? Elicit the correct response Yes/no I can/can’t. Practice with a few of the vocabulary words, but not all. You’ll do more in Activity C.

sing

sew

fix a car

E PRONUNCIATION Listen and repeat after your teacher. Circle the words with the SILVER PIN sound. Underline the words with the GREEN TEA sound. fish 82

six

Student Book 1 RIGHT

Answer Key: Circle: six, sing, swim, fix, is Underline: read

Teacher Book 1 RIGHT

sing

swim

fix

ski

read

Pronunciation For more practice with the SILVER PIN and GREEN TEA sounds, see Pro Fun.

LANGUAGE TOOLS

C C. FOCUS: Q&As with can. Practice the chart several times using the vocabulary from Activity B by asking students the questions and having students ask the questions. Can you ride a bike? etc.

Listen to your teacher and repeat. QUESTIONS

LONG ANSWERS

play guitar?

Can

you we they he she Tony

Yes,

No,

swim?

D. Practice the Q&As as dialogues in pairs.

E E. Have students ask each other (or you) the questions after unscrambling the sentences.

can

play guitar.

can’t

swim.

SHORT ANSWERS Yes,

No,

I we they he she Tony I we they he she Tony

can.

can’t.

Match the question and answer. 1. Can she swim?

a. Yes, I can play piano.

2. Can they ski?

b. No, she can’t sew.

3. Can you play piano?

c. Yes, we can bake cookies.

4. Can we bake cookies?

d. Yes, they can ski.

5. Can Thomas play piano?

e. No, I can’t fish.

6. Can she sew?

f. Yes, he can play piano.

7. Can you fish?

g. Yes, she can swim.

Put the words in the correct order. Ask your partner. 1. you / ride horses? / Can

___________________________________________________ Can you ride horses?

2. sew? / you / Can

___________________________________________________

3. you / sing? / Can

___________________________________________________

4. Can / fix / you / a car?

___________________________________________________

5. a bike? / ride / you / Can

___________________________________________________

6. Can / snowboard? / he

___________________________________________________ intercambio.org/students

Answer Key: D. 2. d 3. a 4. c 5. f 6. b 7. e E. 2. Can you sew? 3. Can you sing? 4. Can you fix a car? 5. Can you ride a bike? 6. Can he snowboard?

intercambio.org/teachers

REAL LIFE / YOUR LIFE

Listen to Track 15. Check  the things people can do. Circle the things people can’t do. Daniel

Luis

Amber

 play piano

 go fishing

 ski

  play guitar

 swim

 snowboard

Read Rebecca’s New Year’s Resolutions. Answer the questions. RESOLUTIONS • Learn to play guitar • Quit smoking • Ride my bike to work twice a week • Plan a vacation with Kevin to go fishing • Drink more water • Go to bed early • Sing in a choir • Ask my uncle to fix my car

Yes, she can. 1. Can she ride a bike?__________________________

F. EXPANSION: Listen twice. First say Check the things people can do. Then listen again. Say Circle the things people can’t do.

2. Can she play guitar? __________________________ 3. Can she fish? ________________________________ 4. Can she sing? _________________________________ 5. Can she fix her car? _____________________________

Look at the activities. Check  the ones you can do. Write complete sentences about what you can and can’t do. Example:  snowboard  ski  1.  play guitar

___________________________________________________ I can’t snowboard. ___________________________________________________ I can ski. ___________________________________________________

2.  swim

___________________________________________________

3.  sew

___________________________________________________

4.  fish

___________________________________________________

5.  fix cars

___________________________________________________

6.  sing

___________________________________________________

7.  cook

___________________________________________________

8.  ride horses

___________________________________________________

9.  read a book in English

___________________________________________________

CULTURE TIP You need a license to fish and hunt in the US. Contact your Parks and Wildlife office for more information. You can get a fine for fishing without a license. In your native country, do you need a license to fish? 84

Student Book 1 RIGHT

Answer Key: F. Checked: Amber/snowboard; Circled: Luis/swim, Amber/ski G. 2. No, she can’t 3. Yes, she can 4. Yes, she can 5. No, she can’t H. Answers will vary 100

Teacher Book 1 RIGHT

Culture Tip Ask Do you hunt or fish in your native country? Do you hunt or fish in the US? Do you have a license?

I I. Do several as an example for students. Say Can I play guitar? Then say the answer that applies to you and write it on the board.

15 Look at the posters. Check  the things you can do. Circle the ones that you can’t do but want to learn how to do.

Music Lessons Learn to play music with one of our grea t teachers. We have lessons on: • piano • guitar • drums • voice (singing) Call today to start! (303) 555-2310

LESSONS learn about LANGUAGE language and ew n a k ea sp at teach: Learn to ave tutors th h e W . re u lt a new cu • English • Spanish • Arabic • Nepalese • Farsi • Mandarin • Vietnamese 5-6790 start! (805) 55 Call today to

Healthy Sports! Get healthy with one of our sport instructors. We offer a variety of classes and all levels are welcome. Classes provided: • Skiing/snowboarding • Swim lessons • Weightlifting • Running/hiking • Soccer • Tennis Join today! Call (706) 555-9741

CONVERSATION Get to know a partner. Talk about: • things you can do • things you can’t do and things you want to learn how to do

WORD BANK Really? Me too!

intercambio.org/students

Conversation If students need additional vocabulary to be able to write about what they want to learn to do, elicit the information and write it on the board. Briefly practice the pronunciation of the word/phrase, but don’t spend too much time on it. Demo a dialogueue with a student using Really? / Me too! Be sure your students ask you questions too.

intercambio.org/teachers

101

HOMEWORK

Lesson 15 • Can You Play Guitar?

Answer the questions with short answers. 1. Can Lisa play guitar?

Yes, __________________________________________ she can.

2. Can Marisa bake cookies?

No, __________________________________________

3. Can they ride horses?

No, __________________________________________

4. Can he fix his car?

Yes, __________________________________________

5. Can you speak English?

Yes, _________________________________________

Write three things you can do and three things you can’t do. I can:

I can’t:

1. ________________________________________

2. ________________________________________

3. ________________________________________

Review your English. 1. Can you snowboard? ______________________________________________________ 2. What are you going to do next weekend? _____________________________________ 3. What’s your favorite sport? _________________________________________________ 4. What food can you make? ____________________________________________________ 5. How often do you hang out with friends? _________________________________________ 6. What’s the weather next weekend? __________________________________________________

Student Book 1 RIGHT

Answer Key: J. 2. No, she can’t 3. No, they can’t 4. Yes, he can 5. Yes, I can K. Answers will vary L. Answers will vary 102

Teacher Book 1 RIGHT

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 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. Tell them they can do it! Go over the whole Progress Check with students, letting them know that you’ll be calling them up individually for the oral section. • Let students know they can ask you questions during the Progress Check and that this is a time to see what they have learned. 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 class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson. Listening: Track 16 Ty: Hey Milla! Ready to go shopping? Milla: Hi Ty! Yes, I’m ready. I like your shoes! Where did you get them? Ty: Thanks! I got them here in the mall at Saver’s. Milla: Cool. Let’s go there next. Ty: Great. It’s on the 2nd floor next to Benny’s. Milla: Mmmmm. Something smells delicious. Is that the food court? Ty: Yes, they have good food here. Want to get something? Milla: How much are those burritos? Ty: $3.00. Milla: Let’s get one before we start shopping. Ty: Okay! F: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence, AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer, OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of each student's Progress Check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING 25 Total pts 1st page 25 Total pts 2nd page x2 100 Total points possible

Note: When grading, do not count examples as correct. Skip them. At bottom of each Progress Check page is a point scale. Write the number of correct answers for each page (e.g., 23 / 25 points) Multiply number of correct answers by 2 for final score out of 100 intercambio.org/teachers

103

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

Pair students to share their responses.

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)  ask where the bathroom is (lesson 10)  ask someone for directions (lesson 10)  ask how much something is (lesson 11)  talk about things I want/have (lesson 11)  talk about where I like to shop (lesson 12)  talk about clothing I like (lesson 12)  share my schedule and things I do often (lesson 13)  talk about things in the future (lesson 14)  compare things I can do and can’t do (lesson 15)  talk about things I want to learn how to do (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. _________________________________________________________________________________

intercambio.org/students

104

Teacher Book 1 RIGHT

REVIEW & PRACTICE

Choose a person below. Have a partner guess who you are. Guess who your partner is. Practice three times.

A. Model this activity with a student using the example.

Tim

Janice

Carlos

Susan

Tano

Bill

Example: Partner 1: What are you like? Partner 2: I’m short and thin. Partner 1: Are you a man or a woman? Partner 2: A woman.

Oscar

James

Marie

Partner 1: Are you wearing a gray sweater? Partner 2: Yes. Partner 1: Are you Tano? Partner 2: Yes.

1. Where did you get your shirt?

Where did you get _______? it

2. He likes Marco’s shoes.

He likes ____________. q

They got __________ yesterday.

4. She likes your dress.

She likes ___________.

5. I like your jeans.

I like __________.

Pick five things from the list you do every week. Around what time do you do them? How often do you do them? Pick five things

C. Elicit a few responses as a group. Then ask students to share their responses with a neighbor.

Carla

Look at the sentences. Change the underlined word to it or them.

3. They got their hats yesterday.

Steve

What time? How often?

 eat dinner

once a week