Confidence and Connections Teacher Book Level 2 LEFT - 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 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Confidence and Connections Adult ESL The Intercambio™ Way

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Teacher Book

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

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

First Edition 2019

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Teacher Book 2 LEFT

CREDITS Level 2 Left Writers Rachel Fuchs, Linda Hayes-Angiano and Elena Vasileva Editors Rachel Fuchs and Elena Vasileva Design and Layout David Olivares Design Interns Arik Burton

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Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Jennifer Kurtz, Rosie Piller, Lee Shainis and Marcie Smith

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

III

SCOPE AND SEQUENCE Title

I Like Rock Music

• Wh- questions in the simple present with “like” and “do”

Share about things you like and your favorite movies and music

• Talk about your favorite kinds of music and movies • Ask about what someone likes

We Had a BBQ

• Wh- questions in the simple past with “to be” • Possessive adjectives (my, our, his)

Discuss parties or events you went to

• Talk about places and events you went to in the past • Ask people about things and places they went to in the past

• Wh- questions in the simple past with long answers

Learn basics about your partner and share about yourself

• Share basic information about yourself like where you were born, grew up and more • Ask someone about their life

• Wh-questions with prepositions of time

Describe things you do every day and what time you do them

• Share things you do during the week and on the weekends • Ask someone about their schedule • Talk about when you do things

• Present continuous (present meaning) Questions with “can” Excuses with “can’t” • Excuses with can’t

Talk about what you’re doing right now and if you can or can’t do something else

• Make polite excuses if you can’t do something • Talk about what you are doing right now or on a specific day • Ask others what they are doing

Compare your life here with your life in your native country

• Compare shopping, home, transportation and other topics • Share what things you like more and why • Ask others about their opinions

Talk about advantages and disadvantages of different kinds of transportation

• Compare types of transportation you take and talk about which you like best • Ask others about their favorite and least favorite ways of getting around

Discuss what you and others look like and are like

• Compare what people look like and are like • Ask others about their friends and family and what they are like

I Grew Up Here

It’s 11:00 P.M.

What Are You Doing?

Grammar

• Comparatives with countIt’s Faster and Less able and noncountable nouns Expensive! • Superlatives and comparatives with count and noncount nouns

He Has the Shortest Commute

8 9

Review and Progress Check

Conversation

By End of Lesson, You Can:

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Field Trip

• Questions and answers What Do You Look with “look like’ and “be like” Like?

• Review of future tense with Talk about a trip you are going to take and how “going to” What Are You Goyou have to prepare for it • Future with “going to” ing to Do Tonight? Questions and answers with “have to”

• Share what you are going to do in the future and what you have to do • Ask people about what they are going to do • Describe chores, vacations, hobbies and other future things

Discuss future plans and • Present continuous comparison with future meaning schedules and present meaning

• Share about what you are doing now and in the future • Ask people what they are doing now and in the future

• Wh- questions in the simple past

Share about vacation plans and things you did on vacation

• Talk about what you did on vacation • Ask others about what they did on vacation

What Are You Doing Later?

What Did You Do on Vacation?

I’d Like Dessert

• Offers and requests with “would like”

Discuss favorite kinds of food and meals

• Make orders and selections from a menu • Talk about your favorite foods

I Need to Mail a Package

• Questions and answers with “need to”

Talk about the kinds of mail you use

• Share about who you write or send mail to and how often you check your mail

Review and Progress Check

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

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• The learning objectives for the students (Students will be able to…) • Suggested materials to bring to class • Useful notes • Listening transcript In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. (NOTE: The answer key does not provide capitalization.) In the first two lessons, we included notes for most activities. After that, you’ll only find notes for activities that benefit from specific instructions. In the back of the book, you’ll find an in depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use.

The back inside cover of your Teacher Book has the Color Vowel™ Chart. If you do not already know how to use this tool, please go to intercambio.org/webinars and sign up to attend a pronunciation workshop. This fun, interactive training will help you use this tool, as well as Pronunciation Fun with Pictures (Pro Fun) and learn easy techniques for teaching the many sounds and stress in English. In addition, we encourage all teachers and students to use Pronunciation Fun with Pictures and The Immigrant Guide as supplements to their teaching. Happy teaching!

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L1 I LIKE ROCK MUSIC By the end of the lesson, students will be able to: • Talk about music and movies they like • Talk about what they don’t like What to expect: This is the first day so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Use gestures. Use the board and have them use the board with you. Be careful in a group setting to not gauge your teaching level on one talkative student - especially for the first two lessons. What to bring to class: • Table tents/paper to write student name or name tags (don't forget to write your own name) • Pronunciation Fun to use to supplement the pronunciation section • OPTIONAL: newspaper movie section to practice vocabulary

Have students return their namecards/table tents at the end of class. These can serve as an easy way to see who is missing, or to pair students at the beginning of class (by placing table tents on the desks/tables before students arrive) to check homework, etc. It is also important that students know your name.

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Teacher notes: You will see that the same grammar focus in this level appears in 2R lesson 1 to give students plenty of opportunity for practice.

Warm-up: Greet students. Have them write their first name on a name tag or table tent. Do your best to pronounce students’ names the way they say it. It’s okay to ask them to clarify a few times. It is as important for you to know your students’ names, as it is for students to know their classmates’ names. Try Conversation Rotation to learn names. Table tents are useful even in 1-1 environments as it can be hard to remember new names. In 1-1, learn the names of a student, children, even pets. Listening Track 01 Chanel: Mike, what’s that noise? Mike: Isn’t it great? It’s rock music – my favorite. Chanel: That’s music? It sounds like noise to me! Mike: Nah! Here, listen to this song, it’s great. (turns up music) Chanel: Hmmmmm. I don’t know. Mike: (turns down music) Well, what kind of music do you like? Chanel: I like hip hop and salsa. I like to dance. Mike: Huh. I like other kinds of music, too. Country is great. Chanel: That’s cool. Well, I’m going to the gym. Enjoy your noise – I mean music! Mike: Ha. Thanks.

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Pre

I LIKE ROCK MUSIC Listening warm-up. Track 01: What do the people talk about?

MUSIC

Pre Explore the picture. What do you see? Read the Pre question, play track, elicit answer.

country

MOVIES

horror

hip hop

dramas

rock

salsa

A. Say each word aloud, have students repeat. Point to pictures, use gestures as appropriate (for example, for classical you may pretend to hold a violin). See VOCABULARY.

VOCABULARY WORDS & PHRASES

love stories

comedies

classical

TIP:

Repeat the words in the picture after your teacher.

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action

To “be a fan” of something means you like it.

PRONUNCIATION Listen and repeat after your teacher. Count the syllables. Write the words in the correct box. A

music

comedies 1 SYLLABLE

horror

classical

2 SYLLABLES

action

rock

3 SYLLABLES

music

Pronunciation Read instructions aloud, then have a student repeat. Demonstrate example by saying mu-sic while clapping on each syllable. Say music has 2 syllables. Have students repeat music. Have students complete the chart while repeating this process: you say a word in a slow, but normal, voice. Students repeat. Then students add the word to the appropriate box. Expand by adding all of the words from A Vocabulary to the appropriate boxes either as individual words (horror, movies), or phrases (horror movies). See PRONUNCIATION

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Answer Key: Pronunciation: 1 syllable: rock 2 syllables: horror, action 3 syllables: comedies, classical

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VOCABULARY PRACTICE

What kinds of music and movies do they like? Look at the pictures. Complete the sentences with the words in the box. rock

classical

horror

action

salsa

romantic

country

comedy

1. He likes _____________ and ________________. rock

2. She likes _____________ and _________________.

E B. Read instructions aloud, then have students repeat. Do the example together by pointing to the image of the guitar and saying He likes rock.

3. They like ____________ and _________________. 4. We like ______________ and _________________.

Listen again to Track 01 . Complete the chart. Who

Kinds of music they like:

Mike

rock

hip hop

salsa

country

classical

Chanel

rock

hip hop

salsa

country

classical

LANGUAGE TOOLS

TIP:“do you” = sounds like do-ya

Listen to your teacher and repeat.

“does he”= sounds like doez-y

QUESTIONS

What

What’s

kind type your his her their

favorite

movies music

kind

ANSWERS do

you they

does

he she

like?

music? movie?

I They

like don’t like

He She

likes doesn’t like

My His Her Their

favorite

comedies. hip hop.

salsa. love stories.

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NOTE: All three activities on the next page become increasingly difficult. Reference the grammar chart with each one to explicitly point out which part of the grammar structure is being practiced. Read instructions aloud. Write examples on board. Do examples with students. If they struggle, do more together until students can work independently. Check answers in pairs. Use gestures to demonstrate that you will both read your answers by taking turns and correcting answers. See GRAMMAR

Answer Key: B. 1. rock, action 2. classical, comedy 3. romantic, country 4. salsa, horror C. Mike: rock, country Chanel: hip hop, salsa 4

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LISTENING

C. Read instructions aloud. Go over the activity so students know what they are going to listen for (checking boxes). Play track once without stopping. Pause to check answers in pairs. PlayGtrack again as many times as necessary. Stop if necessary. See LISTENING.

D. FOCUS: Wh- questions in the simple present with “like” and “do”. Write chart on board. Walk through pointing to each word. Don’t expect mastery yet. Point to tip box. Say “Do you” sounds like “do-ya” while pointing to the relevant place in the grammar chart. Repeat with does he sounds like doez-y. (NOTE - another way to write that sound may be duz-ee.)

GRAMMAR PRACTICE

Read and complete the conversation using do/don’t or does/doesn’t. Practice with a partner. Do Carl: Hey Damian! Jason and I are free tonight! (1) ________(Do/Does) you want to hang out?

Damian: Sure! (2) ____________ (Do/Does) you and Jason want to watch horror movies with my sister and me? Carl: Oh, I like horror movies, but Jason (3) ____________ (don’t / doesn’t) like them. Damian: Really? What kind of movies (4) __________ (do / does) he like? Carl: He likes action movies and dramas, but he ___________ (don’t / doesn’t) like love stories. Damian: Hmmmm, my sister doesn’t like dramas, but she likes action movies. Carl: Great! Why (6) ___________ (doesn’t / don’t) we watch an action movie tonight? Damian: Perfect!

G G. EXPANSION: write your name on the board and list favorite music, likes, favorite movie, likes. Write the correct word according to your preferences. Point to the book, say Write what you like here. (Students can write their preferences in the footer.)

Look at the questions. Write the answers. 1. What kind of music do they like?

________________________________________ . (salsa) They like salsa

2. What kind of music do they like?

________________________________________ . (rock)

3. What kind of movies do you like?

________________________________________ . (love stories)

4. What kind of movies does she like?

________________________________________ . (action)

5. What kind of music do you like?

________________________________________ . (classical)

6. What kind of movies does he like?

________________________________________ . (comedies)

Read about the people. Read the answers. Write the questions.

Albert

Favorite music: rock Likes: classical and salsa Favorite movie: action Like: dramas and horror movies

Ming

Favorite music: country Likes: classical and hip hop Favorite movie: love stories Likes: comedies and action

What’s Ming’s favorite music 1._______________________________________?

His favorite is country. 3._______________________________________? She likes rock and salsa. 5._______________________________________? His favorite is action.

Sonya

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E. Reference do/does in the chart. Circle do and say you, they. Circle does and say he, she. Then, circle you in the first sentence of the activity while pointing to the chart. Do the second one together. The negative form is not presented in the grammar chart for this lesson, but students had it before. Review this with your student briefly before doing this activity. EXPANSION: Have students read the dialogue in pairs after checking answers.

Favorite music: classical and hip hop Likes: rock and salsa Favorite movie: dramas Likes: comedies and love stories

2._______________________________________? They like comedies. 4._______________________________________? Her favorite is love stories. 6._______________________________________? He likes dramas. intercambio.org/students

Answer Key: E. 2. Do 3. doesn’t 4. does 5 doesn’t 6.don’t F. 2. They like rock. 3. I like love stories. 4. She likes action. 5. I like classical. 6. He likes comedies. G. 2. What kind of movies do Ming and Sonya like? 3. What kind of music does Sonya like? 4. What is Ming’s favorite kind of movie? 5. What is Albert’s favorite kind of movie? 6. What kind of movie does Albert like? intercambio.org/teachers

Read the names of the movies and the comments below. Write the correct movie title. Answer the question below. Fast Racers! Rated PG-13

The Family Trip Rated G

Movie Name

Night of the Clown Rated R

The Kiss Rated PG

Rainy Day Rated PG-13

Review

Comments Very funny! Great comedy about a mother and father and their two children on 5,269 Fan Ratings summer vacation. Interesting drama about a man and woman with a lot of problems. It is a little slow. 1,674 Fan Ratings Fun love story! This is a great movie to see on a first date or with someone you love. 4,269 Fan Ratings Exciting action movie with a lot of noise! Cool cars and great music. 7,269 Fan Ratings Dark and very scary horror movie. The main character is a clown, but it is definitely not a comedy. Not a good movie for children! 1,674 Fan Ratings

1. What is Night of the Clown rated?

____________________________________________________

2. Is Fast Racers a comedy?

____________________________________________________

3. What is The Family Trip about?

____________________________________________________

What movie in activity H do you want to watch? Why? Talk with a partner. What movie do you want to watch? Fast Racers. Why? I like action movies! I don’t like love stories.

CULTURE TIP Movies in the US have ratings. G = good for children and adults. PG-13 = not good for children under 13. R = not good for children under 17. Do you like to watch movies at home or in a movie theater? Do you go to the movies with your family or friends? Did you watch movies in your native country? 4

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Answer Key: H. The Family Trip, Rainy Day, The Kiss, Fast Racers! Night of the Clown 1. Rated R 2. No, it’s not. 3. Answers will vary I. Answers will vary 6

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J H. Read instructions aloud. Read the first “comments box”. Say What movie is this? while indicating the movie names below the instructions. First have students write movie names. Then, they will answer the three questions below the chart. Compare answers in pairs.

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REAL LIFE / YOUR LIFE

Culture Tip Read the culture tip aloud. Have a student repeat. Ask the questions. Then, ask How old can you be to watch R rated movies? Do you read movie reviews? Where – online, in a magazine?

K. Students may not know the word rank. Teach it through example. Write three lines on the board with corresponding stars to match the activity in the book. Say I love ___ movies. Write the genre on the first line. Then say ___ movies are so-so. Write the genre on the second line. Last, say I don’t like ___ movies. Write the genre on the third line. Reference what you wrote and say "rank".

L. Students write about themselves. This exercise is very similar to K and prepares students for the conversation activity next.

Read about Emma’s favorite music and movies. Answer the questions. Use complete sentences.

(= favorite). Name: Emma Chang Age: 32 Hometown: San Francisco, California Favorite kind of movie: comedies action movies dramas Favorite music: hip hop classical salsa Not a fan of: horror movies and rock music

1. What is Emma’s last name? ____________________________________ Her last name is Chang. 2. Where is she from? ____________________________________ 3. What is her favorite kind of music? ____________________________________ 4. What is her favorite kind of movie? ____________________________________ 5. Does she like rock music? ____________________________________

Rank your favorite kinds of movies and music. Types of music

Types of movies

_______________________

Write your answers. 1. Name: _________________________________ 2. From: _________________________________ 3. Favorite musician or band:

Favorite movie titles:

_________________________

CONNECT WITH CONVERSATION

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J. Refer to the box about Emma. Read it. Point to the last line "Not a fan of". Say I am a fan of… Ask, Are you a fan of…?

Get to know a partner. Ask questions. Ask what kinds of music and movies they like and don’t like. Ask about the last movie they saw, if they go to movies a lot and where they go.

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Conversation Read the conversation prompts together. Talk about how to form complete questions and answers. (For example What is your name? Where are you from? My name is…, What are your favourite kinds of music?) Write them on the board. Students should know these questions as review from Level 1.

Answer Key: J. 2. She is from San Francisco, California 3. Her favorite kind of music is hip hop. 4. Her favorite kind of movie is comedy. 5. She doesn’t like rock music. K. Answers will vary L. Answers will vary intercambio.org/teachers

HOMEWORK

Match the questions and answers. 1.______What’s your favorite kind of music? c

a. He likes rock music and hip hop.

2. _____ What kind of music does she like?

b. They like love stories.

3. _____ What kind of music does he like?

c. My favorite kind of music is classical.

4. _____ What kind of movies do they like?

d. Her favorite kind of movie is horror.

5. _____ What’s his favorite kind of movie?

e. She likes country.

6. _____ What’s her favorite kind of movie?

f. I like dramas and love stories.

7. _____ What kind of movies do you like?

g. His favorite kind of movie is action.

Read the questions. Write the answers. 1. What kind of movies does he like?

______________________________________. (action movies) He likes action movies

2. What kind of music do they like?

_______________________________________. (classical)

3. What kind of movies do they like?

_______________________________________. (love stories)

4. What kind of movies does she like?

_______________________________________. (comedies)

5. What kind of music do you like?

_______________________________________. (country)

6. What kind of movies does Mary like? _______________________________________. (dramas)

JOURNAL PROMPT Write about your favorite kind of music and movies. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6

Students will be more likely to do homework if Pre they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. Discuss how to do each activity before the end of class by walking through homework, reading the instructions and doing an example for each activity. Make sure to review completed homework at the beginning of next class. See HOMEWORK.

Encourage students to complete the journal activity. Providing a specific goal for length - even only write 1-2 sentences – will help motivate them to do this. Be sure students have an opportunity to share their responses in the next class, either in pairs, aloud or they can turn it in so you can comment on it. When commenting on the journal entry, focus on content and not corrections. See MAKING CORRECTIONS.

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Answer Key: M. 2e 3a 4b 5g 6d 7f N. 2. They like classical music. 3. They like love stories. 4. She likes comedies. 5. I like country music. 6. She likes dramas. 8

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Lesson 1 • I Like Rock Music

L2 WE HAD A BBQ By the end of the lesson, students will be able to: • Talk about events they had in the past • Talk about who came to events What to expect? This is only the second day so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Continue to get a sense of the general level of your students, but be careful not to gauge the level of the class by one talkative student. Students may or may not have done homework. Walk through it anyway. Praise whatever they were able to do. What to bring to class: • Table tents/paper to write student name or name tags • Pronunciation Fun to use to supplement the pronunciation section Teacher notes: You will see that the same grammar focus in this level appears in 2R lesson 2 to give students plenty of opportunity for practice.

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Warm-up: Greet students. Have new students fill out name tags or table tents. Be sure new students are integrated into the classroom by having people meet each other through Conversation Rotation to learn names.

Listen to Track 02 Jared: Hi Dina! What did you do for the 4th of July? Dina: We had a BBQ at the park. It was fun. Jared: Neat. Who was there? Dina: There were a lot of people there. My husband’s uncle, aunt and his coworkers were there. What did you do, Jared? Jared: I had dinner with my neighbor, a classmate from school and three friends. Dina: How was it? Jared: It was relaxing. I like July 4th. It’s a fun holiday. Dina: I like it too.

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WE HAD A BBQ Listening warm-up. Track 02: What holiday was it?

Pre Explore the picture. What do you see? Read the Pre question, play track, elicit answer. NOTE: Students may not know words for a lot of what they see in the pictures, asking what they see gives them a chance to show what they may already know and stay silent if they don’t know anything yet.

VOCABULARY WORDS & PHRASES

TIP:

Repeat after your teacher.

aunt fun

uncle boring

cousin exciting

neighbor relaxing

coworker classmate

BBQ = barbecue

friend

PRONUNCIATION

A. Say each word aloud, have students repeat. See VOCABULARY

Pronunciation To make BLACK CAT sound lower your jaw completely. Touch the back of your bottom teeth with the tip of classmate your tongue. For CUP OF MUSTARD, cousin lower your jaw a little and relax your practice tongue. The front of your tongue stays behind your bottom teeth. Before writing in the boxes, have students intercambio.org/students 7 show that they recognize the sounds by holding up one or to fingers for the two different sounds as the teacher says them. See Pro Fun for more practice.

Listen and repeat after your teacher. Write the words in the correct box. A

BLACK CAT

CUP OF MUSTARD uncle

uncle relaxing fun

Answer Key: Pronunciation: Black Cat: relaxing, classmate, practice Cup of Mustard: uncle, fun, cousin 10

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Pre

VOCABULARY PRACTICE

Complete the sentences with words from the box. 1. Darla lives in the house next to my house. She is my ________________________. neighbor

B. Read instructions aloud, then have a student repeat. Do the example together.

neighbor

2. She had a great time at the party. It was a lot of ________________________.

aunt

3. Mike works with her. He is her _______________________________.

cousin

4. I loved my day at the beach. I took a nap and read books. It was so

coworker

__________________________.

relaxing

5. Brenda is my father’s sister. She is my ___________________________.

boring

6. The son of my aunt is my __________________________________.

classmates fun

7. Gino is in my English class. We are ________________________________. 8. I didn’t like the movie. I thought it was slow and __________________________.

LISTENING

Listen again to Track 02. Complete the answers. 1. What did Dina do for the 4th of July?

She had a ___________ in the park. BBQ

2. How was it?

It was _____________________.

3. Who was there?

Her husband’s uncle, _________________ and coworkers were there.

4. What did Jared do for the 4th of July?

He had dinner with his __________________, a classmate and three friends.

5. How was it?

It was _____________________.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

Who

was

My Our His

there?

QUESTIONS Was Were

your her their

TIP:

ANSWERS uncle aunt

was

coworkers cousins

were

there.

I - my we - our you - your he - his she - her they - their

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C. Go over the activity so students know what they are going to listen for (complete the missing information). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary.

SHORT ANSWERS

cousin

Yes, she was. / No, she wasn’t. there?

coworkers

Yes, they were. / No, they weren’t.

8 Student Book 2 LEFT D. FOCUS: Wh- questions in the simple past with “to be” and possessive adjectives (my, our, your, etc.). Write chart on board. Walk through pointing to each word. Point to tip box. Say I. Then pick up a pencil and say My pencil. Then, say we. Give pencils to a couple of people close to you and say Our pencils. Continue with the rest of the words in the box. Show that these words correspond to the first box in the answer section at the top of the chart, and the second box in the question section in the bottom chart. These are called possessive pronouns. We use them to talk about ownership, i.e. my pencil.

Answer Key: B. 2. fun 3. coworker 4. relaxing 5. aunt 6. cousin 7. classmates 8. boring C. 2. fun 3. aunt 4. neighbor 5. relaxing intercambio.org/teachers

GRAMMAR PRACTICE Look at the questions. Complete the answers with was/were/wasn’t/weren’t. Practice with a partner. 1. Q: Were your coworkers there? A: Yes, my coworkers __________ were there.

A: No, her aunt __________there.

3. Q: Were their classmates there?

4. Q: Were Maria and Juno’s cousins there?

A: No, their classmates __________there.

A: Yes, their cousins __________ there.

5. Q: Was David’s father there?

6. Q: Was their party fun?

A: Yes, his father ____________there.

E. EXPANSION: have pairs read the Q&As aloud.

2. Q: Was her aunt there?

A: Yes, it ____________ a lot of fun!

Circle the correct words. Practice with a partner. Dawn:

Hey Benjamin. How was (1) you / your weekend?

Benjamin: (2) I / My weekend was great! And you? Dawn:

F. EXPANSION: have pairs role play the dialogue.

It was good. (3) We / Our had a BBQ.

Benjamin: Nice! Were (4) you/ your cousins there? Dawn:

Yes. (5) I / My cousins, aunt and uncle were all there.

G. This is the 1st time we use subject pronouns (I, you, he, etc.) and possessive adjectives (my, your, his, etc.) in the same activity. Review the language tools chart and point out that the subj. pronoun takes place of the person doing the action. The possessive adj. shows who something belongs to. Help students identify which word to use by circling the subject in the question (your uncle, her brother and sister, etc).

Benjamin: Sounds fun. Did (6) they / their like the food? Dawn:

Yes! I made (7) they / their favorite dessert.

Benjamin: Yum. Next time (8) I / my want to go too!

Complete the sentences with the correct word. Use the words from the tip box in activity D. 1. Q: Was your uncle there?

2. Q: Were her brother and sister at the BBQ?

A: Yes, _______________ uncle was there. my

A: No, ______ weren’t.

3. Q: Does his cousin Ted like rock music?

4. Q: Were Marcie’s friends at the movies?

A: Yes, ___________________ does.

A: No, _____ friends weren’t there.

5. Q: Do you want to meet my neighbor?

6. Q: Did you like their party?

A: No, I don’t want to meet _____________ neighbor.

A: Yes, I had fun at _______ party.

Look at the answers. Write the questions. 1. _________________________________? Was your aunt there

No, my aunt wasn’t there.

2. _________________________________?

My coworkers, neighbors and classmates were there.

3. _________________________________?

Yes, his classmates were there.

4. _________________________________?

No, her friends weren’t there.

5. _________________________________?

Their cousins were there. intercambio.org/students

NOTE: The activities on the next page become increasingly difficult. Reference the grammar chart with each one to explicitly point out which part of the grammar structure is being practiced. Read instructions aloud. Write examples on board. Do examples with students. If they struggle, do more together until students can work independently. Check answers in pairs. Use gestures to demonstrate that you will both read your answers by taking turns and correcting answers.

H. Read instructions aloud. Refer to the grammar chart to point out the corresponding question for the answer in number 1. Say Look at the chart for each question while pointing to the blank lines.

Answer Key: E. 2. wasn't 3. weren’t 4. were 5. was 6. was F. 2. My 3. We 4. your 5. My 6. they 7. their 8. I G. 2. they 3. He 4. Her 5. your 6. their H. 2 Who was there? 3. Were his classmates there? 4. Were her friends there? 5. Who was there? 12

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REAL LIFE / YOUR LIFE I. Students will use the vocabulary to label each picture based on their opinion.

Label the pictures. Which activities do you think are relaxing, boring, fun, exciting, etc? Discuss with a partner. Do you both agree?

Read the text message. Answer the questions. Discuss your answers with a partner.

J. Do an example – i.e. draw a US flag and answer all of the questions about a 4th of July party you have had, or gone to in the past. Students should write the answers to J to prepare for the conversation on the next page.

1. Where were you last New Year’s Eve? Happy New Year, Luis. Happy New Year, Paul.

__________________________________________ __________________________________________

What did you do at midnight? Were you with your family? Yes. My grandmother made a special New Year’s mole sauce. It was amazing! No kidding, that sounds great! What was it like to spend New Year’s in the US? It’s sooo different. Everyone watches TV at midnight to see the ball drop in Times Square, NYC. Really??? You all watched TV at midnight?

2. What did you do on New Year’s Eve? __________________________________________ __________________________________________ 3. Is there something special you like to do on New Year’s Eve? __________________________________________ __________________________________________ __________________________________________ __________________________________________

Yes. But we had special drinks to toast at midnight.

��

CULTURE TIP Culture Tip Read the culture tip aloud. Have a student repeat. Ask the questions. Then, ask Do you like attending social events? What kinds?

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In the US, if you tell people you will go to a social event, they expect you to be there. If you can’t go or don’t want to go, you can say, “Thank you for the invitation, but I can’t go.” Sometimes, people get upset if you say “yes” to an invitation and you don’t go. Is it the same in your native country? 10

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Answer Key: I. Answers will vary J. Answers will vary intercambio.org/teachers

2 Complete the story. Read your story to a partner. Last (1) ___________________(month, year) I went to a (2)_____________ (type of event). I brought my (3)______________________ (person or family member). My (4) _________________________(person) was there and so was my (5) _________________________________ (person). The weather was (6)_________________________, (weather word). At the (7)________________________(event) we (8)_________________________(action). It was (9) ________________________(description). I ate a lot of food. My favorite was the (10) ________________________(food). But I didn’t like the (11) _____________________ (food or drink). This was a (12)________________________(description) (13)____________________________(event).

Answer the questions about the picture. Draw a picture of a holiday party in your native country.

L. To demonstrate what students will do, answer the questions yourself first. Talk through each answer as you write it on the board.

What holiday was it?___________________________________ Who was there? ______________________________________ When was it? ________________________________________ Was there food? ______________________________________ How was it? __________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Discuss. Talk about your picture. Talk about a party or event you went to and what it was like. Discuss your favorite holidays and why. intercambio.org/students

Answer Key: L. Answers will vary 14

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K. Model this by writing the first sentence on the board and filling in the blanks. Do it again with different words to show that students create their own stories. Have students share their stories in pairs. EXPANSION: Make a list of different words people chose for each blank.

Conversation Refer to what students wrote in Activity L. Brainstorm the questions students might ask each other about the party.

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HOMEWORK

Put the sentences in the correct order. 1. was / It / boring.

_______________________________________________ It was boring.

2. aunt / and uncle / were / My / there.

_______________________________________________

3. had / Our / class / a party.

_______________________________________________

4. her / is / The / 4th of July / favorite holiday. _______________________________________________

5. was / The BBQ / their / house. / at

_______________________________________________

6. there. / A lot of / were / coworkers / our

_______________________________________________

Look at the questions. Write the answer. 1. What did Lisa do last weekend? __________________________________________. (BBQ) She had a BBQ 2. Where was it?

__________________________________________. (her house)

3. Who was there?

__________________________________________. (a lot of people)

4. How was it?

__________________________________________. (fun)

JOURNAL PROMPT Write about a holiday this past year. What holiday was it? What did you do? When was it? How was it? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Students will be more likely to do homework if they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. Discuss how to do each activity before the end of class by walking through homework, reading the instructions and doing an example for each activity. Make sure to review completed homework at the beginning of next class. See HOMEWORK.

Lesson 2 • We Had a BBQ

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 12

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Answer Key: M. 2. My aunt and uncle were there. 3. Our class had a party. 4. The 4th of July is her favorite holiday. 5. The BBQ was at their house. 6. A lot of our coworkers were there. N. 2. It was at her house. 3. A lot of people were there. 4. It was fun. intercambio.org/teachers

L3 I GREW UP HERE By the end of the lesson, students will be able to: • Talk about important events in their life • Ask others about important events in their lives What to bring to class: • Table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section Teacher notes: You will see that the same grammar focus in this level appears in 2R lesson 4 to give students plenty of opportunity for practice. Warm-up: Ask What did you do last night? What did you do yesterday? Who was there? Review the homework. Tell students I am from _. I grew up in _. Ask students Where are you from? Where did you grow up?

Susan: Eduardo, tell me a little about yourself. Where did you grow up? Eduardo: I was born in Quito, but I grew up in Mexico City. Where did you grow up? Susan: I was born in New York City and grew up there. When did you move here to the US? Eduardo: I moved to the US in 2000 to finish school. Susan: Oh, where did you go to school? Eduardo: I went to school in Chicago. I got married there. After we had a baby, we moved here. Susan: Do you like it here? Eduardo: Yes, I do.

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Listening Track 03

I GREW UP HERE

A. Say each word aloud, have students repeat. Some of these are illustrated in the pictures above, the others should be familiar from Level 1. If not, describe them. For example, When you start a new job, you get a job. See VOCABULARY

Pre

Listening warm-up. Track 03: What country are they in?

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

get married

finish school

get a job

move

be born

grow up

have a baby

PRONUNCIATION A

Listen and repeat after your teacher. Cross out words that don’t have the BLUE MOON sound. 1. Susan

grew

grow

soup

2. movie

shoe

job

3. snow

music

school

food

Pronunciation Read the directions aloud. Then, read the example showing students to cross out the word that does not have the BLUE MOON sound. Read the first line of words aloud. The students should cross out grow. Follow with the second and third row. At first, students only need to work on listening for the difference in sound; do not have them repeat. Upon completing the activity, read the words again and have the students repeat. Focus, here, on the BLUE MOON sound. To make the sound, position your lips like you are blowing out candles. Then make the sound. See Pro Fun for more practice.

intercambio.org/students

NOT FOR DUPLCATION

Pre Explore the picture. What do you see? Read the Pre question, play track, elicit answer. On this first listening, students are listening for general info. When they hear the track again in Activity C, they will listen for specific information.

Answer Key: Pronunciation: 1. grow 2. job 3. snow intercambio.org/teachers

VOCABULARY PRACTICE

Match the sentences to the pictures.

E B. EXPANSION: ask students questions about when they did these things as appropriate. Ask, When did you have a baby?

1. ____ b She had a baby three years ago. 2. _____ They moved here in 2000.

3. _____ He grew up in India. 4. _____ They got married in 1990. 5. _____ She finished school 10 years ago.

Listen again to Track 03. Number the pictures in order, 1–4.

F C. Go over the activity so students know what they are going to listen for (numbering the pictures in order). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary. G

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS were

you they

was

he she

did

you they he she

Where

Where When 14

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Answer Key: B. 1b 2e 3c 4a 5d 18

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ANSWERS

born?

grow up? move?

was

They

were

He She

was

I We They He She

born

in Quito.

grew up

in Mexico City.

moved

in 2012. 10 years ago.

D. FOCUS: Wh- questions in the simple past with long answers. Write the chart on board. Walk through pointing to H each word. After going through the chart once, go through it again asking and answering questions about yourself (Where was I born? I was born in _.). Then, do the same with a student.

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LISTENING

GRAMMAR PRACTICE Complete the questions and answers. Practice with a partner. 1. Q: Where _______________ you born? were

E. EXPANSION: have pairs read the Q&As aloud.

A: _________________ born in Santa Barbara. I was 3. Q: Where ______________ she born? A: _____________ born in Hartford. 5. Q: Where _____________ you born? A: _________________ born in Beijing.

F F. NOTE: The corresponding answer is the one directly across from the question. Students use the information from the answer to determine which wh word to use.

2. Q: Where ___________________ he born? A: ___________________ born in Delhi. 4. Q: Where ___________________ they born? A: ____________________ born in Antigua. 6. Q: Where _____________ you and Isabel born? A: ___________________ born in Puerto Rico.

Look at the answers. Complete the questions with when or where. Ask and answer the questions with a partner. 1. __________ Where did you grow up, Ana?

I grew up in Romania.

2. __________ did she get married?

She got married in Mexico.

3. __________ did they have a baby?

They had a baby in March of last year.

4. __________ did he move to San Francisco?

He moved there 10 years ago.

5. __________ did you and Marc finish school?

We finished school in the United States.

6. __________ was Francis born?

He was born in 1981.

Look at the questions. Write the answers. 1. When did she move here? ___________________________________________. (2000) She moved here in 2000

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2. Where did she have her baby? ________________________________________. (San Juan, Puerto Rico) 3. Where did you and your family move? _________________________________. (Seattle) 4. When did you finish school? _________________________________________. (five years ago)

H H. Writing corresponding questions for given responses can be challenging. Refer to the chart for each response. Have students identify the cell in the chart that corresponds to the given response, then write the question that matches.

Look at the answers. Write the questions. 1. _________________________________________________ ? Where did they finish school

They finished school in New York.

2. _________________________________________________ ?

He grew up in Texas.

3. _________________________________________________ ?

She was born in China.

4. _________________________________________________ ?

We got married in 2016. intercambio.org/students

Answer Key: E. 2. was/He was 3. was/She was 4. were/They were 5. were/I was 6. were/We were F. 2. Where 3. When 4. When 5. Where 6. When G. 2. She had her baby in San Juan, Puerto Rico. 3. We moved to Seattle. 4. I finished school 5 years ago. H. 2. Where did he grow up? 3. Where was she born? 4. When did we get married? intercambio.org/teachers

REAL LIFE / YOUR LIFE Pair up. Fold the paper in half so you cannot see your partner’s information. Partner 1 is Omar. 1. Read Omar’s information. 2. When your partner asks you questions, use the information to answer.

Omar

Construction Worker

Roseline

House Cleaner

My name is Omar. I was born in Morocco

My name is Roseline. I was born

but I grew up in France. I moved to the US

in Port-au-Prince. I grew up in Miami. I got

in 2012 to finish school. I got a job this

a job in 2000 as a house cleaner. It’s a

year! I’m a construction worker.

good job. I had my son 16 years ago.

Answer your partner’s questions about Omar. Look at the chart below. Ask your partner questions about Roseline.

Answer your partner’s questions about Roseline. Look at the chart below. Ask your partner questions about Omar.

Circle the correct information about Roseline in the chart below.

Circle the correct information about Omar in the chart below.

Where were you born?

Partner 2 is Roseline. 1. Read Roseline’s information. 2. When your partner asks you questions, use the information to answer.

I. This is a speaking activity to be done in pairs. Assign pairs J – half the class will be Omar; half will be Roseline. Say, Omar. Read your information silently. Point to Omar’s paragraph. Then say, Roseline, ask Omar questions. Point to the questions in the chart below Roseline’s information. For example, Omar, were you born in France? Omar, were you born in Morocco? Read instructions aloud. Have students fold their pages so they K only see the information that corresponds to their role.

Where were you born?

Miami

France

Port-au-Prince

Morocco

Where did you grow up?

Miami

France

Haiti

Morocco

When did you have your son?

When did you move to the US?

13 years ago

2000

16 years ago

2012

What do you do for work?

Nurse

Construction worker

House cleaner

Driver

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Answer Key: I. Omar was born in Morocco. Omar grew up in France. Omar moved to the US in 2012. Omar is a construction worker. Roseline was born in Port-au-Prince. Roseline grew up in Miami. Roseline had a baby 16 years ago. Roseline is a house cleaner. 20

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J. Ask Who is Albert Einstein? Point to the timeline. Say This is Albert Einstein’s life. Do the first example together. EXPANSION: ask students the correct answer for those that are false. For example, for number 1, ask Where was Albert Einstein born? K. Demonstrate by writing your own timeline on the board. Use the events from the vocabulary page.

3 CULTURE TIP Learning about a person’s history is a great way to get to know them. It’s not polite to ask questions about politics, salary and age.

Read Albert Einstein’s timeline. Circle True or False. born

grew up

moved

got married

finished school

had first son

moved

3/14/1879 Ulm, Germany

Munich, Germany

1895 Switzerland

1903

1905

1910

1930 California US

1. Albert Einstein was born in Munich, Germany.

TRUE

FALSE

2. He grew up in Germany.

TRUE

FALSE

3. He finished school in Germany.

TRUE

FALSE

4. He got married in Switzerland.

TRUE

FALSE

5. He had his first son in California.

TRUE

FALSE

6. He lived in Connecticut.

TRUE

FALSE

7. He moved to the US in 1930.

TRUE

FALSE

Create your own timeline. Mark important events in your life. Write dates. Write sentences about them.

1. _____________________________________________________________________________ 2. _____________________________________________________________________________ 3. _____________________________________________________________________________

CONNECT WITH CONVERSATION Conversation If students need other vocabulary (buy a house, buy a car, go on vacation, etc.), quickly practice the correct pronunciation and write them on the board so that they can use them in their conversations.

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Culture Tip Read the culture tip aloud. Have a student repeat. Brainstorm questions that you can use to ask about a new friend. Where were you born? Where did you grow up? etc.

Get to know a partner. Discuss. Talk about yourself and your family. Talk about your favorite important life events, and describe them. intercambio.org/students

Answer Key: J. 2. TRUE 3. FALSE 4. TRUE 5. FALSE 6. FALSE 7. TRUE K. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 3 • I Grew Up Here

Read Jairo’s timeline. Circle True or False. born

grew up

5/6/1954 Havana, Cuba

Madrid, Spain

1980 Spain

got job

1983 Spain

had daughter

1984 Spain

moved

1988 Texas, US

1. Jairo was born in Havana.

TRUE

FALSE

2. He grew up in Cuba.

TRUE

FALSE

3. He had his daughter in 1990.

TRUE

FALSE

4. He got married in Spain.

TRUE

FALSE

5. He moved to the US in 1988.

TRUE

FALSE

6. He had a son in 1990.

TRUE

FALSE

had son

Pre

1990 Texas, US

Walk through homework by reading the instructions and doing an example for each activity. See HOMEWORK.

Circle the correct word. 1. Q: Where did you grow / grew up? A: I grow / grew up in Iran. 3. Q: When did they move / moved here? A: They move / moved here five years ago.

2. Q: When do / did she have her baby? A: She have/ had her baby last month. 4. Q: Where do / did he finish school? A: He finish / finished school in Texas.

JOURNAL PROMPT Write about a famous person. Who is it? When were they born? Where did they grow up? Where do they live? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key: L. 2. FALSE 3. FALSE 4. TRUE 5. TRUE 6. TRUE M. 1. grow/grew 2. did/had 3. move/moved 4. did/finished 22

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got married

L4 IT’S 11:00 P.M. By the end of the lesson, students will be able to: • Talk about their schedule and what time they do things • Use on, in, and at to talk about time What to bring to class: • Table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section Warm-up: Ask students Where were you born? Where did you grow up? Review the homework. Tell students I get up at _. I go to bed at _. Ask students What time do you get up? When do you go to bed? At this point, you are only looking for a one-phrase response (i.e. 7:00 a.m., not I get up at 7:00 a.m.).

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Listening Track 04 [party sounds in background] VJulia: (BIG yawn) Brian: Hi, Julia. You look tired. Julia: Hi, Brian. I am tired. I don’t stay up late on weeknights. Brian: Really? When do you go to bed? Julia: At 9:00. Brian: Wow, it’s 11:00 now! Julia: I know. And I have to go to work early tomorrow morning. Brian: What time? Julia: At 7:00am Brian: Wow! That is early.

intercambio.org/teachers

IT’S 11:00 P.M. Pre

Listening warm-up. Track 04: Who is tired?

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

in the morning

in the afternoon

in the evening

at night

get up

go to work

eat dinner

eat lunch

go to bed

make breakfast

take a shower

work out

schedule

weeknight

A. Say each word aloud, have students repeat. The difference between evening and night can be subjective. When you arrive some place you say good evening (even if it’s night), but when you leave, you say good night.

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

morning

afternoon

evening

shower

breakfast

weeknight

Pronunciation intercambio.org/students 19 1st – have students listen to you as you say the words in a normal, slow speaking voice. 2nd – have students say the words either in choral repetition after you or with you. 3rd – let students work together in pairs or by themselves to find the primary stress. Remind them it’s the part of the word or phrase that sounds loudest or longest. Walk around the room and say the words again for any student group that needs help. 4th – review answers with the students and say the word, exaggerating the stress. Have students repeat again after you for practice. General Rule: most two-syllable nouns have stress on the first syllable.

Answer Key: Pronunciation: afterNOON; EVening; SHOWer; BREAKfast; WEEKnight. 24

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Pre Explore the picture. What do you see? Read the Pre question, play track, elicit answer. See LISTENING.

VOCABULARY PRACTICE

B B. Write the chart on the board. Prepare by saying I go to work at __ and writing the phrase in the correct box. Ask When to you go to work? When do you eat dinner? When do you eat lunch?, etc.

When do you do these activities? Write them in the correct box. Share with a partner. in the morning

Activities

in the afternoon

in the evening

at night

go to work eat dinner eat lunch go to bed take a shower work out make breakfast

LISTENING C. EXPANSION: listen again. Ask students to correct the false sentences after checking the answers.

Listen again to Track 04. Circle True or False. 1. Julia sounds excited.

TRUE

FALSE

2. Julia goes to bed at 11:00 p.m.

TRUE

FALSE

3. Julia has to go to work tomorrow.

TRUE

FALSE

4. Julia goes to work at 8:00 a.m.

TRUE

FALSE

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LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS do When What time does

you they

go to bed

he she

go to work

ANSWERS

on weekends? on Tuesday?

I We They

go to work

around 7:00 a.m.

in the morning.

He She

goes to bed

at 9:30 p.m.

at night.

D. FOCUS: Wh- questions with prepositions for and expressions of time: 20 Student Book 2 LEFT in, at, around, on. Write chart on board. Walk through pointing to each word. Underline/emphasize the prepositions of time. After going through the chart once, go through it again asking and answering questions about the list in Activity B. Then, do the same with a student. Write the following rules on the board: In: years, months; On: days of the week; At: specific times. Illustrate this with an inverted pyramid on the board. (in is the broadest, and at is the most specific.)

Answer Key: B. Answers will vary C. 2. FALSE 3. TRUE 4. FALSE intercambio.org/teachers

Circle the correct word. 1. I get up at 7:00 in / on the morning.

E. Refer to the rules and/ or chart from Activity D.

2. She eats dinner in / at 6 in the evening. 3. They left the party around / in 10 p.m. 4. When do you go to bed at / on Saturdays? 5. We made dinner on / around 7:00 p.m.

Complete the sentences with the correct word. Practice with a partner. 1. Q: When_______ does (do / does) our family eat d dinner? A: Our family ______ (eat / eats) dinner at 6 p.m. 2. Q: When ______ (do / does) your sister get up? A: She ______ (get / gets) up at 8 a.m. 3. Q: When _____ (do / does) you eat lunch? A: I ______ (eat / eats) lunch at 1:00 p.m. 4. Q: What time ______ (do / does) they go to work? A: They ______ (go / goes) to work at 7:30 a.m. 5. Q: When ______ (do / does) you and John work? A: We ________ (work / works) on Mondays and Fridays. 6. Q: When ___________(do / does) you take a shower? A: I______(take / takes) a shower at night.

Write sentences about what Julia does and when. Use morning, afternoon, or evening.

6:30 a.m.

8:00 a.m.

get up

3:00 p.m.

go to work

walk dog

She gets up at 6:30 2.__________________________ 3.__________________________ 1.__________________________

__________________________ in the morning.

__________________________

6:30 p.m.

8:00 p.m.

make dinner

9:00 p.m.

read book

go to bed

4.__________________________ 5.__________________________ 6.__________________________ __________________________

__________________________

__________________________ intercambio.org/students

G. Model this activity by reading the instructions and telling students to first write the names of the activities. Walk around the room to check their answers. Review the answers for each activity. Then, say Look at the box, what time did Julia do these things?. EXPANSION: ask students when they do the things that Julia does. Have them take turns writing their answers on the board.

Answer Key: E. 2. at 3. around 4. on 5. around F. 1. does/eats 2. does/gets 3. do/eat 4. do/go 5. do/work 6. do/take G. 2. She goes to work at 8:00 a.m. in the morning. 3. She walks the dog at 3:00 p.m. in the afternoon. 4. She makes dinner at 6:30 p.m. in the evening. 5. She reads books at 8:00 p.m. in the evening. 6. She goes to bed at 9:00 p.m. at night. 26

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REAL LIFE / YOUR LIFE

Put Mika’s schedule for the day in order using ordinal numbers. 1. ________ go to bed around 10:00 p.m.

H. Ask Do you do these things? What time?

2. ________ make breakfast at 8:00 a.m. 3. ________ buy groceries at 5:00 p.m. 4. ________ make dinner around 6:00 p.m. 5. ________ get up at 7:30 a.m. 1st 6. ________ go to work at 8:30 a.m. 7. _________ work out at lunch.

I I. EXPANSION: ask students the same questions of Mika: What’s the first thing you do in the morning?, etc.

Write the answers. Ask and answer the questions about Mika’s day with a partner. 1. What’s the first thing Mika does in the morning? ____________________________________________ She gets up. 2. What time does she go to bed? __________________________________________________________ 3. What are two things she does in the evening? ______________________________________________ 4. What does she do after breakfast? _______________________________________________________ 5. When does she work out? ______________________________________________________________

What do you do on Wednesdays? Share with a partner.

NOT FOR DUPLCATION

At 7 a.m. ________________________________________

________________________________________________

J. Model the activity by drawing/writing the given times on the board, then writing your activities under each one.

At noon. ________________________________________

________________________________________________ At 3 p.m. ________________________________________

________________________________________________

At 11 p.m. _______________________________________

________________________________________________

CULTURE TIP Culture Tip Expand by asking other questions: Is your husband/wife/ child a morning person or a night person? Why do you like the mornings/ nights?

If a person likes to get up in the morning, we say they are a “morning person.” If they like to stay up at night, we say they are a “night owl.” Are you a morning person or a night owl? 22

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Answer Key: H. 1. 7th 2. 2nd 3. 5th 4. 6th 5. 1st 6. 3rd 7. 4th I. 2. She goes to bed at 10:00 p.m. 3. She buys groceries and makes dinner in the evening. 4. She goes to work after breakfast. 5. She works out at lunch. J. Answers will vary intercambio.org/teachers

4 Look at Dao’s schedule for this week. Answer the questions. SUNDAY 7:00 a.m.– work out

MONDAY around 12:00 p.m. – lunch with Shawn

TUESDAY

WEDNESDAY

6:00 p.m.– 8:00 a.m. – English class call mom

9:00 p.m. – study

THURSDAY 6:00 p.m.– English class

6:00 p.m. – dinner with friends 9:00 p.m.– study

FRIDAY 3:00 p.m.– pick up the kids 8:30 p.m. – bed (early)

SATURDAY 7:00 a.m. – work out afternoon – walk the dogs 8:30 p.m.– bed (early)

1. When does Dao walk the dogs? He walks the dogs on Saturday afternoon. ______________________________________________________________________________________

2. What does he do on Monday evenings? ______________________________________________________________________________________ 3. When does he work out?

K. The answers may vary slightly. Ask students to think of additional correct answers after checking the ones they write. EXPANSION: Noon is also a correct answer for #4. Write the word on the board and say noon means 12:00 p.m. You may also want to share that midnight is another way to say 12:00 a.m.

______________________________________________________________________________________ 4. When is he going to have lunch with Shawn? ______________________________________________________________________________________ 5. When does he pick up his kids?

Think about your typical day. Write the time and the things you do.

L. Write your own schedule on the board. Ask students which day they’ll choose to write about.

YOUR DAY At 7:30 a.m.

I get up and make coffee.

CONNECT WITH CONVERSATION Get to know a partner. Ask questions. Ask about things they do every day and when they do them. Ask about their schedule on weekdays and weekends. intercambio.org/students

Conversation Brainstorm questions from the grammar chart or culture tip (Are you a morning person?)

Answer Key: K. 2. He studies on Monday evenings. 3. He works out on the weekends./He works out on Saturdays and Sundays. 4. He’s going to have lunch with Shawn around 12:00 p.m. on Monday. 5. He picks up his kids at 3:00 p.m. on Friday. L. Answers will vary 28

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______________________________________________________________________________________

HOMEWORK

Lesson 4 • It’s 11:00 P.M.

Read about Mila’s schedule. Complete the sentences with in, on or at. at 1. Mila gets up ____________ 7:30 a.m.

Walk through homework by reading the instructions and doing an example for each activity. See HOMEWORK.

2. She makes breakfast at 8:00 a.m. ___________ the morning. 3. _________ 8:30 a.m., she goes to work. 4. She buys groceries _________ Mondays. 5. She makes dinner _________ 7:00 p.m. 6. She reads books _________ night before she goes to bed.

Look at the questions. Write the answers. Use the information in activity M. 1. What does Mila do in the morning? _____________________________________________________. She gets up, makes breakfast and goes to work 2. What does Mila do in the evening? _____________________________________________________. 3. When does Mila buy groceries?

Ren’s sch ed 6:00 a.m ule: . – get u p and w 6:45 a.m 1. What does he do in the morning? ork out .– 8:00 a.m take a shower . – go to _________________________________________________________3 work :00 p.m. – 2. When does he go to work? 6:00 p.m pick up the kid s . – Engli s _________________________________________________________8:30 p.m. – read h class bo Around 9:00 p.m oks to the kids 3. What does he do in the afternoon? . – go to bed _________________________________________________________

Look at Ren’s typical day. Answer the questions.

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_____________________________________________________.

4. When does he go to English class? _________________________________________________________ 5. What does he do in the evening? _________________________________________________________ 6. When does he go to bed? _________________________________________________________

JOURNAL PROMPT Are you a morning or evening person? What do you like to do at those times? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 24

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Answer Key: M. 2. in 3. At 4. on 5. at 6. at N. 2. She makes dinner and reads books. 3. She buys groceries on Mondays. O. Answers may vary slightly. 1. He works out and takes a shower. 2. He goes to work at 8:00 a.m. 3. He picks up the kids in the afternoon. 4. He goes to English class at 6:00 p.m. 5. He reads books to the kids in the evening. 6. He goes to bed around 9:00 p.m. intercambio.org/teachers

L5 WHAT ARE YOU DOING? By the end of the lesson, students will be able to: • Say what they are doing and ask others • Make a polite refusal if they can’t do something What to bring to class: • Table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section • A coin for each student (Activity H) Warm-up: Ask students What time do you do your homework? When do you get up? Review the homework. Listening Track 05

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Isaiah: Hey, Mom, what are you doing right now? Mom: I’m cleaning the bathrooms. Why? Isiah: I’m cooking dinner, but I need some eggs. Can you drive me to the store? Mom: You’re cooking dinner? (surprised) Wow, that’s great! Yes, I can drive you to the store. Does your sister want to go? Isaiah: She can’t. She’s studying. Mom: Okay – I’ll be right down.

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WHAT ARE YOU DOING? Pre

Listening warm-up. Track 05: Where does Isaiah want to go?

VOCABULARY WORDS & PHRASES A. Say each word aloud, have students repeat. They will practice the meaning on the following page.

Repeat after your teacher. drive

lend

help

babysit

play

watch

use

make

answer

fake

PRONUNCIATION Pronunciation Read each word in a slow, but normal voice. Have students touch the words as you say them. Some students may circle the word right away, others may need you to say them again. See Pron Fun for more practice.

Listen and repeat after your teacher. Circle the words with the WOODEN HOOK sound. 1. 2. 3. 4. 5.

book cool foot cook work

boot cookie fourth cold would

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Pre Explore the picture. What do you see? Read the Pre question, play track, elicit answer.

The WOODEN HOOK sound: Your lips are slightly rounded. Draw your tongue toward the back of your mouth.

intercambio.org/students

Answer Key: Pronunciation: 2. cookie 3. foot 4. cook 5. would intercambio.org/teachers

VOCABULARY PRACTICE

Match the picture to the sentence.

1. _____ a She’s driving the car.

5. _____ The kids are making dinner.

2. _____ He’s lending her $5.

6. _____ She’s taking a shower.

3. _____ They’re using computers.

7. _____ He’s babysitting his little brother.

4. _____ Tom is answering the phone.

Listen again to Track 05 and check who is doing each activity. cleaning the bathroom cooking dinner Isaiah  Isaiah his mom his mom his sister his sister

driving the car Isaiah his mom his sister

studying Isaiah his mom his sister

C. Stop after the first one to make sure that students understand the activity.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

are What

Can 26

ANSWERS I’m

you we they

she he

you drive

We’re They’re

doing?

studying.

TIP:

I’m = I am we’re = we are you’re = you are he’s = he is she’s = she is they’re = they are

He’s She’s to the store?

Yes,

No,

can. can’t.

I’m working

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Answer Key: B. 1a 2e 3f 4b 5d 6c 7g C. Cleaning – Isalah Cooking – his mom Driving – his mom Studying – his sister 32

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D. FOCUS: 1.Gpresent continuous= is/am/are + verb+ing 2. Practicing can and can’t. (review) E.g. I can’t. I’m working. NOTE: beware of students not including is/am/are when forming the present continuous. Point out the tip box. Point to the first column of the answers. Say I’m means I am. We’re means we are.

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LISTENING

5 E

1. Q: What _____ is Jiwon doing?

2. Q: What _________ your sister doing?

A: He_______________ ’s watching (watch) a movie.

A: She_____________ (babysit).

3. Q: What _______ they doing?

4. Q: What _______ you and your brothers doing?

A: They _________________(drive) to the store. 5. Q: What _______ Selma doing?

F. Read the first question. Point to the words in parenthesis (no, work). Write them on the board. Refer to the grammar chart as you say No, I can’t. I’m working. Emphasize that the question refers to you so the answer is I.

A: We_____________ (make) pizza. 6. Q: What________your teacher doing?

A: She_____________(take) a test.

G. In this activity, students must first write the question (using the subject – first word – from the response). As this format is visually complex, have students write all the questions first. Tell students circle who is doing the action and help them circle he, she, they, etc.

Complete the conversations using is and are and the words in parentheses.

A: He_______________ (help) me learn English.

Read the question. Write the answer. 1. Can you drive me downtown?

No, I can’t. I’m working. ____________________________________. (no, work)

2. Can you lend me your book?

____________________________________. (yes)

3. Can she come to my party?

____________________________________. (no, babysit)

4. Can they help me with my homework?

____________________________________. (yes)

5. Can you lend me your car?

____________________________________. (no, use it)

6. Can he help me watch the kids?

____________________________________. (no, make dinner)

Read the question. Write the answer using the words in parentheses. 1. What are you doing?

I’m watching TV. __________________________________________. (watch TV)

2. What’s he doing?

__________________________________________. (play soccer)

3. What’s she doing?

_________________________________________. (drive to work)

4. What are they doing? 5. What am I doing? 6. What are we doing? 7. What’s Carlo doing?

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E. Refer to the rules and/or chart from Activity D by pointing to the first section of chart as you read What is Jiwon doing? Then point to chart and say He’s watching a movie. Write it on the board emphasizing the underlined portions. Say, Don’t forget we need is or are in the response.

_________________________________________. (help their neighbor) _________________________________________. (answer emails) __________________________________________. (make a cake) __________________________________________. (walk the dogs) intercambio.org/students

Answer Key: E. 2. is/is babysitting 3. are/are driving 4. are /are making 5. is/is taking 6. is/is helping F. 2. Yes, I can. 3. No, she can’t. She’s babysitting. 4. Yes, they can. 5. No, I can’t. I’m using it. 6. No, I can’t. I’m making dinner. G. 2. He’s playing soccer. 3. She’s driving to work. 4. They’re helping their neighbor. 5. I’m answering emails. 6. We’re making a cake. 7. Carlo’s walking the dog. intercambio.org/teachers

REAL LIFE / YOUR LIFE Play a game with a partner. Take turns. Toss a coin to move forward. Heads = move 1 space. Tails = move 2 spaces. When you land on a picture, ask your partner “what are they, he, she, doing?”.

WHAT ARE THEY DOING?

H. Demonstrate. Put a coin at the beginning of the board. Toss a coin and move 1 or 2 spaces. Answer the question based on where you moved your coin.

CULTURE TIP In the US, it’s common to ask questions when you meet with doctors, teachers, bankers and lawyers. Systems in the US can be challenging, so ask for help if you don’t understand something. Do you ask these types of people questions in your native country? When you don’t know how to do something or need help, ask! Most people are happy to help you. 28

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Answer Key: H. Answers will vary 34

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Culture Tip Expand by asking Do people ask questions in your native country? Do you like asking for help? Is it okay for men to ask for help? Is it okay for women to ask for help?

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5 Read the Garcia family’s schedule. Answer the questions. Gerald

I. Say Look at the schedule. What is Gerald doing? (Point to 8:00 a.m.) Gerald is driving the kids to school. Write the response on the board. Underline is and driving. Then, read number 1 and show the answer that matched what your student told you.

Alicia

Maria

Ivan

work (9:00a.m. 2:00p.m.)

school (9:00a.m. -

3:00p.m.)

babysit

play soccer

play on computer

watch tv

TIME

8:00 a.m. 9:00 a.m. 10:00 a.m. 11:00 a.m. 12:00 p.m. 1:00 p.m. 2:00 p.m. 3:00 p.m. 4:00 p.m. 5:00 p.m. 6:00 p.m.

drive kids to scool

7:00 p.m.

clean kitchen

work (9:00a.m. 5p.m.)

pick up kids

make dinner

1. It’s 8:00 in the morning. What is Gerald doing? ______________________________________________ He is driving the kids to school.

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2. It’s 12:30 in the afternoon. What are Maria and Ivan doing? ___________________________________ 3. It’s 4:00 p.m. Can Alicia drive her friend to work? ____________________________________________

4. It’s 5:00 p.m. What is Maria doing? ________________________________________________________ 5. It’s 7:00 p.m. Can Ivan meet a friend? _____________________________________________________

6. It’s 7:00 p.m. What is Gerald doing? _______________________________________________________

Complete your schedule. Choose a time. Write what you are doing at that time. time

What are you doing?

morning afternoon evening

CONNECT WITH CONVERSATION

WORD BANK Where are they? How often do they do this? Do they like it? Tell me more. What else?

Get to know a partner. Ask questions. Ask what they, their family and their friends are doing this week.

Conversation First, ask students to complete the schedule chart. Demonstrate by writing one on the board for yourself. Choose 1 activity for each row (i.e. morning = 8 a.m. = walking the dog). Then, read the conversation prompt aloud in question format (e.g., What are you doing in the morning?). Have a student repeat. Students should refer to their written schedule and the word bank. If they need additional vocabulary, write it on the board. Practice the correct pronunciation as a group.

intercambio.org/students

Answer Key: I. 2. Maria and Ivan are going to school. 3. Yes, she can. 4. Maria is babysitting. 5. No, he can’t. He’s watching TV. 6. He’s cleaning the kitchen. J. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 5 • What Are You Doing?

Look at the questions. Write the answers. 1. Can you lend me your book?

_________________________________ (no, study)

2. Can you drive me downtown?

_________________________________ (no, work)

3. Can you help me with my homework?

_________________________________ (yes)

4. Can you hang out now?

_________________________________ (no, babysit)

Walk through Pre homework by reading the instructions and doing an example for each activity.

5. Can you help me cook food from your country? _________________________________ (yes) 6. Can you lend me your car?

Match the questions and answers. 1. _____ d What is Valerie doing?

a. No, he can’t. He’s working.

2. _____ Can he drive me to the store?

b. He’s playing tennis.

3. _____ What are they doing?

c. Yes, I can.

4. _____ Can you come to the party?

d. She’s babysitting.

5. _____ What is he doing?

e. They’re eating at a restaurant.

JOURNAL PROMPT Write about what you and your family members or friends are doing right now. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 30

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Answer Key: K. 1. No, I can’t. I’m studying. 2. No, I can’t. I’m working. 3. Yes, I can. 4. No, I can’t. I’m babysitting. 5. Yes, I can. 6. No, I can’t. I’m using it. L. 2a 3e 4c 5b 36

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_________________________________ (no, use it)

L6 IT’S FASTER AND LESS EXPENSIVE By the end of the lesson, students will be able to: • Ask others what they are doing and say what they are doing themselves • Make a polite refusal if they can’t do something What to bring to class: • Student table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section Warm-up: Sketch a simple schedule on the board showing a few different times and associated activities. Ask students, while pointing to the schedule, What is he/she doing? Can he/she drive me to the store? Review the homework. Listening Track 06 Listening #1 Tony: So, which is faster, the truck or the SUV? Salesperson: The truck is faster. Tony: Is it more expensive than the SUV? Salesperson: No, it’s less expensive. The SUV is $28,000 and the truck is $26,000.

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Listening #2 Husband: Is the new dryer bigger? Wife: Yes. It’s bigger than the old dryer. But the new washer is smaller. Husband: Yes, it is. And it’s cheaper! Listening #3 Friend: I love your new refrigerator! Friend 2: Thanks – it was more expensive than the old fridge, but it’s a lot bigger. Friend: Yeah and it’s also a lot quieter!

intercambio.org/teachers

IT’S FASTER AND LESS EXPENSIVE!

Pre Point to picture; ask What are the people talking about? Point out warm-up question. Write on board. Play track completely. Point to question again, and ask to get a response.

Listening warm-up. Track 06: What are the people talking about in each conversation?

VOCABULARY WORDS & PHRASES

A. Say each word aloud, have students repeat. They will practice the meaning on the following page. See VOCABULARY.

Repeat after your teacher. washing machine

dryer

cell phone plan

truck

vacuum cleaner

toaster

microwave oven

van

SUV (sport utility vehicle)

PRONUNCIATION Listen and repeat after your teacher. Find four more WHITE TIE words and write them in the box.

WHITE TIE 1.____________________ dryer 2.____________________ 3.____________________ 4.____________________ 5.____________________

dryer

big

microwave

fifth

sit

quiet

bike

library

which

intercambio.org/students

Answer Key: Pronunciation: microwave, quiet, bike, library 38

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Pronunciation Say White tie, I. Which words sound like white tie. Then read each word slowly giving students time to write. Use Pronunciation Fun for more practice with WHITE TIE and to compare it with other sounds.

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Pre

VOCABULARY PRACTICE

B B. To help students distinguish between a washing mashine and a dryer, point out that the washer has the tray that opens up to pour the liquid.

Write the word under the picture.

1.______________________

2.______________________

3.______________________

4.______________________

5.______________________

6.______________________

LISTENING Listen again to Track 06. Write the number of the conversation you hear.

C. Stop after the first one to make sure that students understand the activity. ______________________

______________________

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS Which

SUV dryer

Which

ANSWERS faster? bigger?

is more expensive?

D. FOCUS: Comparatives with countable and noncountable nouns, and which. (Students will learn superlatives in the next lesson.) The sentence structure “wh- word + to be + 32 from Student Book 1. 2 LEFT adjective” should be a review level Comparatives are adjectives. 1-2 syllable adjectives and adjectives that end in y are formed by adding –er. We double the last consonant when the word is consonantvowel-consonant (big-bigger). Words that are more than 2 syllables form the comparative by adding more or less.

ADJECTIVE

The silver SUV The new dryer

The new dryer

faster bigger

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than

the blue SUV. the old dryer.

more expensive than less expensive

the old dryer.

COMPARATIVE

fast

faster

big

bigger

noisy

noiser

expensive

more expensive / less expensive

Answer Key: B. 1. microwave oven 2. vacuum cleaner 3. truck 4. washing machine 5. dryer 6. toaster C. 3, 2, 1 intercambio.org/teachers

6 Complete the conversation with the correct form of the word in parentheses. Purvi: I’m so excited about our new house! It is (1) ___________________ (big) than the old house. bigger Raj: Yeah – and all of the appliances are (2)_______________ (new) than the appliances in the old house. Purvi: Do you think that the dryer is (3) _______________________ (fast) than our old dryer? Raj: Yes, I think so. It is also (4)_______________________ (quiet) than our old dryer. Purvi: I hope the bills aren’t (5) ______________________ (expensive) than our old bills!

Put the words in the correct order. 1. her dryer. / than / is noisier / His dryer

________________________________________ His dryer is noisier than her dryer.

2. The yellow truck / than / is faster / the blue SUV.

________________________________________

3. His cell phone plan / expensive / than / is more / our cell phone plan.

________________________________________

4. her washing machine. / Your washing machine / is newer / than

________________________________________

5. Our dishwasher / their dishwasher. / is older / than

________________________________________

6. is / quieter / than / my vacuum cleaner. / Your vacuum cleaner

________________________________________

Look at the pictures in each box. Write a sentence using the comparative words. comparative words: older

newer

faster

slower

cheaper more expensive bigger smaller

1.________________________________________ 2. ________________________________________ The first TV is smaller than _________________________________________ the second.

_________________________________________

E. If students are having difficulty figuring out the correct comparative form, ask them to look at each word and clap out the number of syllables. Determine the number of syllables before filling in the blanks with the correct word. F. Ask students to circle the comparative adjective in each sentence. Point to the sentences, and refer to the comparative adjectives in the chart. Say Circle the comparative adjectives, the words that look like this, in the sentences. As an option, use index cards for a sentence scramble activity. G. Before writing the sentences, tell students to match the comparative word to the correct image. Demonstrate by drawing a line from smaller to the first image.

3. ________________________________________ 4. ________________________________________ _________________________________________

_________________________________________ intercambio.org/students

Answer Key: E. 2. newer 3. faster 4. quieter 5. more expensive F. 2. The yellow truck is faster than the blue S.U.V. 3. His cell phone plan is more expensive than our cell phone plan. 4. Your washing machine is newer than her washing machine. 5. Our dishwasher is older than their dishwasher. 6. Your vacuum cleaner is quieter than my vacuum cleaner. G. 2. The first stove is newer than the second (stove). 3. The first stereo is more expensive than the second (stereo). 4. The first dryer is faster than the second dryer. 40

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REAL LIFE / YOUR LIFE Compare the cell phones. Make a check next to the features you like. Circle the phone you want. Discuss why you want this phone with a partner.

H. Read the instructions aloud. Have a student repeat. Ask Which cell phone is smaller? Which cell phone is more expensive? Which cell phone is newer? Then, say Talk with a partner. Which cell phone do you want?

Dolphin

MX200

Phone cost: $39.99

Phone cost: $399

Loud speaker 2G data

Quiet touch screen 4G data

Cell phone plan: prepaid

Cell phone plan: 2 year contract– $100 per month Dolphin

smaller

MX200



bigger faster slower newer older quieter louder more expensive less expensive

CULTURE TIP Culture Tip Who is a pre-paid cell phone better for? Who is a cell phone with a contract better for?

NOT FOR DUPLCATION

In the US, you can buy a prepaid (no contract) cell phone or a cell phone with a contract. Cell phone plans give you a set number of minutes to talk and a specific amount of data for accessing the internet, or you could buy an unlimited talk and data plan. What kind of phone plan do you have? Do you like it? 34

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Answer Key: H. bigger (MX200) faster (MX200) slower (Dolphin) newer (MX200) older (Dolphin) quieter (MX200) louder (Dolphin) more expensive (MX200) less expensive (Dolphin) intercambio.org/teachers

Marina moved to Brookline, MA from São Paulo, Brazil. Using the information in the chart, describe to a partner what Marina’s life was like in Brazil compared to the US. Use the comparative of these words: fast, big, noisy, expensive, new, old. MARINA’S LIFE

São Paulo, Brazil

Brookline, MA

rent

$1500

$1800

price of gas

$4.00/gallon

$2.50/gallon

school

private school

free public school

type of place

big city

town

work

nurse

caregiver

type of phone

flip phone—prepaid

smart phone—monthly plan

places to eat out

bakery, food court

fast food

EXAMPLE: In Brazil, Marina’s rent was cheaper.

Fill in the chart with your information. Compare your life in your native country with your life now. native country

in the US

rent price of gas school

I. This activity is practice to prepare for Connect with Conversation. As this is a more open-ended activity, students may not use all the information and/or may have different information to add. Brainstorm questions to ask about Marina’s life and write them on the board (keep for Connect with Conversation). Which city was more expensive? Which city was less expensive? Which city was bigger? J. Point to Marina’s chart in Activity I. Say This is Marina’s life. Now write about yours. Say Where are you from? Point to “native country”. Say Where do you live now? Point to “In the US”.

type of place work type of phone places to eat out places to shop weather

CONNECT WITH CONVERSATION

WORD BANK

Get to know a partner. Discuss. Talk about your life here in the US and how it compares to your life in your native country. Compare your home, shopping, transportation and more.

What was it like? What things do you like better?

intercambio.org/students 35 Conversation Point to Marina’s schedule, remind students of the questions you brainstormed in Activity J. Talk about the questions in the word bank. Say, What was it like? Was it noisy? Was it busy? Provide additional vocab words students may need by writing them on the board and briefly practicing their pronunciation.

Answer Key: I. Answers will vary J. Answers will vary 42

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HOMEWORK

Lesson 6 • It’s Faster and Less Expensive!

Look at the pictures. Fill in the blanks with the correct words.

Walk through homework by reading the instructions and doing an example for each activity.

2005 SUV 5 seats $6,000

2019 VAN 7 seats $35,000

smaller 1. The SUV is ___________________________ (bigger/smaller) than the van.

2. The van is ___________________________ (less expensive/more expensive) than the SUV. 3. The SUV is ___________________________ (older/newer) than the van. 4. The van is ___________________________ (bigger/smaller) than the SUV. 5. The SUV is ___________________________ (cheaper/more expensive) than the van. 6. The van is ___________________________ (older/newer) than the SUV.

Look at the sentences. Fill in the blanks using the comparative.

NOT FOR DUPLCATION

1. I bought a cell phone last week. My brother bought a cell phone last year. My cell phone is newer than my brother’s cell phone. ___________

2. She has a new SUV. He drives a very slow van. Her SUV is _____________________ than his van.

3. Your old dishwasher makes a lot of noise. My new dishwasher is _____________________ than yours. 4. His dog is bigger than her dog. Her dog is ____________________ than his dog. 5. Their vacuum cleaner was $500. My vacuum cleaner was $150. Their vacuum cleaner is ______________________ than mine.

JOURNAL PROMPT Look at the cars in activity K. Write about which car you want and why. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 36

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Answer Key: K. 2. more expensive 3. older 4. bigger 5. cheaper 6. newer L. 2. faster 3. quieter 4. smaller 5. more expensive intercambio.org/teachers

L7 HE HAS THE SHORTEST COMMUTE By the end of the lesson, students will be able to: • Talk about ways they get to work • Talk about ways they travel using superlatives What to bring to class: • Student table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section • Magazines, advertisements or catalogs with different products to compare (such as the Wednesday mailing insert from the grocery stores) Teacher notes: You will see that the same grammar focus in this level appears in 2R lesson 7 with a slightly different context to give students plenty of opportunity for practice.

Prepare for Field Trip Lesson 9 • Where will you go? How will you prepare? 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.

NOT FOR DUPLCATION

Read ahead for Lesson 8 – Review and Progress Check. Prepare on how you will lead the Review and give the Progress Check. Consider assigning the self-reflection in the Student Book as homework, in addition to the regularly assigned homework at the end of lesson 7.

Warm-up: Use a magazine, advertisement or catalog to ask comparison questions. Which apples are less expensive? Review the homework. Listening Track 07

Andrea: Hey Eric! How was your bike ride today? Eric: It was great, Andrea! It’s a beautiful day. Andrea: Yes, it is. Do you ride your bike every day? Eric: Yeah. It’s the easiest way for me to get to work. Andrea: Do you have a long ride to get here? Eric: No – only about 10 minutes. It’s not bad. Andrea: Wow! I have a long commute. I drive 40 minutes to get here! Eric: Yeah, 40 minutes-- that is a long commute! For me, a bike is the fastest way to get here during the week. Andrea: Yeah, but I drop off my daughter at school every day, so driving my car is the most convenient way for me to get here.

Teacher Book 2 LEFT

HE HAS THE SHORTEST COMMUTE

Pre Point to picture; ask How does Eric get to work? Point out warmup question. Write on board. Play track completely. Point to question again, and ask to get a response.

Listening warm-up. Track 07: How does Eric get to work?

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

A. Say each word aloud, have students repeat. They will practice the meaning on the following page. See VOCABULARY.

taxi

traffic

commute

way

convenient

wear a seat belt

use a car seat

safe

dangerous

airplane

long

short

PRONUNCIATION

NOT FOR DUPLCATION

Pre

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

car seat dangerous

seat belt

convenient airplane

traffic commute

Pronunciation intercambio.org/students Introduce the words by saying them slowly but in a normal speaking voice. Have students first just listen. Then, say the words again and have the students repeat after you. Remind students that the stress in a word or phrase is typically the strongest sounding or longest part of the word/phrase. Then, say the words a third time, this time emphasizing the stress. Underline the stressed part of the word/phrase on the board. EXPANSION: talk about the color of each word: car seat – auburn/olive; dangerous – gray day; seatbelt – green tea; airplane – gray day + r; convenient – green tea; commute - blue moon; traffic – black cat

Answer Key: Pronunciation: seatbelt, dangerous, airplane, convenient, commute, traffic intercambio.org/teachers

VOCABULARY PRACTICE

Complete the sentences with the words in the box. 1. Nico drives one hour to work in the mornings. He has a long ___________________. commute

use a car seat

2. It’s ___________________ for me to buy groceries on my way home from work.

taxi

3. Small children need to ______________________.

dangerous

4. If you don’t want to drive, you can take a _____________________.

commute

5. You don’t wear a seat belt? That’s ______________________!

convenient

6. I’m going to take an ______________________ to visit my family in Peru.

airplane

LISTENING

Listen again to Track 07. Check the correct answer. 1. Eric’s bike ride to work was

awful.

 great.

nice.

2. For him, a bike is

the easiest way.

an easier way.

a good way. 35 minutes.

3. Eric rides to work in

10 minutes.

20 minutes.

4. Andrea has a

short commute.

normal commute. long commute.

5. During the week, for Eric, a bike is the most dangerous. fastest.

safest.

6. For Andrea, a car is the

safest.

most convenient. fastest.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

What

the easiest the safest the most expensive

C. Stop after the first one to make sure that students understand the activity. Then be sure to play the track through G without stopping. Play track multiple times.

ANSWERS

way to get to work?

A bike

A taxi

the easiest. the safest. the most expensive.

38 Student Book 2 LEFT D. Here we look at superlatives and comparatives with with countable and noncountable nouns, and what. Students have previously learned these adjectives except for the ones introduced in this lesson (safe, convenient, long, short, dangerous) Remind students Last class we compared things (faster, newer, less expensive). Now, you’ll learn to talk about unique or “best” things. To form the superlative add the __ +est to the adjective when it is one, or two syllables or ends in y. Write these rules on the board: - y becomes i - in words with consonant-vowel-consonant (B-I-G), double the last consonant (bigGest) - add the most/the least to longer adjectives.

Answer Key: B. 2. convenient 3. use a car seat 4. taxi 5. dangerous 6. airplane C. 2. the easiest way 3. 10 minutes 4. Long commute 5. Fastest 6. most convenient 46

Teacher Book 2 LEFT

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7 E

Complete the charts below. WORDS WITH 1 SYLLABLE description

F. Ask students to circle the adjectives – the words in parenthesis. Point to the sentences, and refer to the superlative adjectives in the grammar chart. Say Circle the adjectives. Have students say the correct form of the word aloud before writing it.

fast slow cheap easy hard safe long short good bad

comparative(+er)

WORDS WITH 2+ SYLLABLES

Superlative (the+est)

(1) faster (2) the fastest (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) Irregular forms better the best worse the worst

description

comparative (+more)

superlative (the+most)

convenient expensive dangerous

Complete the questions. Use the word in parentheses. Ask and answer with a partner. the easiest 1. What is _____________________________ food to make: scrambled eggs, burritos or cookies? (easy)

2. What is _____________________________ : a car, a bike or an airplane? (safe)

H. See note above. Remind students how to determine if the sentence should use a comparative or superlative form.

3. Which has __________________________ traffic: a crowded city or a small town? (bad) 4. Which is ____________________________ : learning English, drinking wine or watching TV? (hard)

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G. Students are combining what they learned in the previous activity (comparatives) with superlatives in this exercise. Turn back to the chart from lesson 6 and remind students what the form for comparatives looks like – specifically, the use of than. Then, look at activity G. Have students circle than so that they can easily determine which word form they’ll use.

5. Which is ____________________________ : a turtle, a rabbit or a horse? (slow) 6. Which is ___________________________ : a TV show, a commercial or a movie? (short)

Complete the sentences with the correct form of the word. faster 1. A bike is __________________ (faster / fastest) than a car.

2. A car is the __________________ (more convenient / most convenient) way to get to work. 3. I like to walk to work. It is the ___________________ (cheaper / cheapest) way to go. 4. My baby always uses a car seat. It is the _____________ (safe / safest) way to drive her places 5. Traffic is the _____________________ (worse / worst) at 8:00 a.m. in the morning. 6. Her commute is ____________________ (longer / longest) than my commute.

7. Sunny and warm is ______________________(better / best) than cold and snowy.

Cross out the mistake. Write the sentence using the correct words. Read with a partner. 1. A bike is the better way to go to work.

_________________________________________________ A bike is the best way to go to work.

2. A car is the most fast.

_________________________________________________

3. An airplane is the expensivest.

_________________________________________________

4. The bus is cheapest than a taxi.

_________________________________________________

5. That road has the worse traffic.

_________________________________________________ intercambio.org/students

Answer Key: E. 3. slower 4. the slowest 5. cheaper 6. the cheapest 7. easier 8. the easiest 9. harder 10. the hardest 11. safer 12. the safest 13. longer 14. the longest 15. shorter 16. the shortest. Words with 2+ syllables: more convenient, the most convenient; more expensive, the most expensive; more dangerous, the most dangerous F. 2. the safest 3. the worst 4. the hardest 5. the slowest 6. the shortest G. 2. most convenient 3. cheapest 4. worst 5. longer 6. better H. 2. A car is the fastest. 3. An airplane is the most expensive. 4. The bus is cheaper than a taxi. 5. That road has the worst traffic intercambio.org/teachers

REAL LIFE / YOUR LIFE Read the questions below. Write the answers. Discuss with a partner.

Rear-facing car seat

newborn – 1st birthday

Child weighs less than 20 lbs. Use car seat in back seat only

Rear or forwardfacing car seat

1, 2 and 3 years old

Use until child is at least 40 lbs. Follow manufacturer’s instructions.

4, 5, 6 and 7 years old

Use this car seat until child is approximately 57 inches tall. Child’s height is the best predictor of proper seat belt fit

8 until 16th birthday

Child should be able to sit back against seat back with knees bent naturally at the edge of the seat. Children under 13 should sit in back seat only.

Forward-facing car seat or booster seat

Booster seat and lap or shoulder seat belt

I. Consider providing context for this activity by reading the culture tip first.

1. What is the best car seat for a 2 ½-year-old child?____________________________________________ 2. What is the tallest a child can be to use a forward-facing car seat?______________________________ 3. What’s the most a child can weigh to use a rear-facing car seat?________________________________ 4. What is the safest car seat for your children or grandchildren?__________________________________ ______________________________________________________________________________________

CULTURE TIP In the US, children must use a car seat until they are a certain age and height. Fire stations can help you install the car seat correctly. Some communities have a resource to get free car seats if they are too expensive for you to buy. The National Highway Traffic Safety Administration website has great information about car seats. Check it out at: www.nhtsa.gov/equipment/car-seats-and-booster-seats 40

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Answer Key: I. Answers will vary 48

Teacher Book 2 LEFT

Culture Tip Read the tip aloud to students. Tell students What do you think? You and your partner might disagree!

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7 Jordan lives in New York City. New York is very crowded. She uses many different kinds of transportation. Look at the chart, and read the questions below. Write your answers. Discuss with a partner. TIP: advantages = good disadvantages = bad

car

bike

subway

fastest

easiest

most convenient

cheapest

most expensive

most dangerous

longest

slowest

Use or used advantages disadvantages

bus

taxi

walk

1. Jordan has an important meeting at work this morning. It’s 8:30, and her meeting is at 9 a.m. What is the best way for her to go to work? ___________________________________________________________________________ 2. This weekend, Jordan and three friends are leaving New York to go to the beach. What is the best kind of transportation? ___________________________________________________________________________ 3. It’s a beautiful day. Jordan doesn’t have much money. What’s the best way to get to the park?

Check  the transportation you use or have used in the past. Write the advantages and disadvantages of the transportation you checked. car

bike

subway

bus

taxi

walk

use or used

advantages

disadvantages

CONNECT WITH CONVERSATION Conversation Brainstorm questions. Where do you go on the weekend? Where do you go on weekdays? Do you use a car? Is it fast?

WORD BANK

Get to know your partner. Discuss. Different types of transportation you use or used in the past. Advantages and disadvantages of different transportation.

NOT FOR DUPLCATION

___________________________________________________________________________

convenient, expensive, fast, dangerous, easy, safe, good, bad

intercambio.org/students

Answer Key: J. Answers will vary K. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 7 • He Has the Shortest Commute

Write the correct form of the word in parentheses. fastest 1. A bike can be the ____________________ (fast) way to get to work when there is a lot of traffic.

2. In my town, a taxi is the ___________________ (expensive) way to go to work. 3. The bus is ______________________ (cheap) than a taxi. 4. My commute is ____________________ (long) than his commute.

Walk through homework by reading the instructions and doing an example for each activity.

5. My sister has the _____________________ (short) commute in my family. 6. The subway is the _______________________ (convenient) way to go to work in some cities.

Read the answers. Write the questions. 1. _______________________________________________ What is the fastest?

A bike is the fastest.

2. _______________________________________________

The bus is the cheapest.

3. _______________________________________________

The subway is the most convenient.

4. _______________________________________________

A car is the best way to go to work.

5. _______________________________________________

A taxi is the most expensive.

JOURNAL PROMPT Write about the kinds of transportation you use. Describe the advantages and disadvantages. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Student Book 2 LEFT

Answer Key: L. 2. most expensive 3. cheaper 4. longer 5. shortest 6. most convenient M. 2. What is the cheapest? 3. What is the most convenient? 4. What is the best way to go to work? 5. What is the most expensive? 50

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L8 REVIEW & PROGRESS CHECK What to bring to class: • Dice (or use an app on your phone) - one per pair Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow for enough time for your students to work uninterrupted on the progress check. • Adapt lesson 8 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the review in one class and the progress check in another. Giving the Progress Check (pgs 47-48): • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole Progress Check with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions but that this is a time to see what they have learned.

Listening: Track 08 Tom: Hey Ana we missed you at Rick’s birthday party last weekend! Ana: Aw! I was sorry not to go. Who was there? Tom: Well, Rick invited all his coworkers and family. His wife, brother and cousins were there. Ana: Was his neighbor Tino there? Tom: No, I don’t think so. Ana: Were his grandparents there? Tom: Yes! They just moved here last week! Ana: Wow! I’m sorry I didn’t meet them.

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A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the progress check at their own pace. You’ll pull students out for the oral section individually. • Explain to the students that you will play the listening track only 3 times (no exceptions). If in a group, you will all listen together for 3 times. For a 1-1 class, only play the track 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson.

G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of your student(s)’ progress check. Be sure to review any incorrect responses. 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 30 Total pts 1st pg.

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

20 Total pts 2nd pg

At bottom of each progress check page is a point scale. Write the number of correct answers (e.g. 16 / 18 points)

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

100 Total points possible intercambio.org/teachers

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… talk about music and movies I like and what my favorite is (lesson 1) talk about parties and events I went to (lesson 2) ask and answer questions about what it was like to move to the US (lesson 3)

This should have been completed as homework. Give students time to complete it if it wasn't. Pair students to share their responses.

describe what I do every day and how often I do certain things (lesson 4) ask someone about their schedule (lesson 4) talk about what I’m doing right now (lesson 5) make polite excuses if I can’t do something (lesson 5) compare things that I shop for (lesson 6) compare housing and cars (lesson 6)

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

intercambio.org/students

Teacher Book 2 LEFT

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talk about my commute and the best way to get places (lesson 7)

REVIEW & PRACTICE

Example:

1980

Tucson

A. Model this activity first by drawing a simple timeline of your life. Then, reference the questions in the example and ask questions about your timeline. E

Fill in the chart by writing the past tense of the verbs. Verb 1. grow up 2. get 3. finish 4. move 5. he is 6. they are 7. have 8. make 9. go 10. do

got married

Partner 1: Where were you born? Partner 2: I was born in Tucson. Partner 1: When did you get married? Partner 2: I got married in 1980.

Past tense grew up

B. Expand by asking students to create sentences with some of the words.

Fill in the bubble with the correct answer. 1. What time do you go to bed on weeknights? 2. When do they go to work?

a. I go to bed around 10.

3. What time does Marta go to class? 4. What level is he?

a. She goes to class in 6:00 p.m.

b. She goes to class at 6:00 p.m.

a. He’s at Level 2.

b. He’s in Level 2.

a. They go to work on weekdays. b. They go to work in weekdays.

5. What time did they leave the a. They left around 11 p.m. party? 6. When do you work out? a. I work out in Mondays, Wednesdays and Fridays. 7. When do you do your a. I do my laundry on weekends. laundry? 8. What time do you eat a. I eat dinner on 6. dinner? 44

b. I go to bed on 10.

b. They left on 11 p.m. b. I work out on Mondays, Wednesdays and Fridays. b. I do my laundry around weekends. b. I eat dinner at 6.

NOT FOR DUPLCATION

Create your own timeline. Mark important events in your life. Write dates. Write sentences about them.

Student Book 2 LEFT

Answer Key: A. Answers will vary B. 2. got 3. finished 4. moved 5. he was 6. they were 7. had 8. made 9. went 10. did C. 1. a 2. a 3. b 4. b 5. a 6. b 7. a 8. b intercambio.org/teachers

8 D

Write three kinds of music and movies you like (1 = favorite). Compare with a partner. Music I like

Movies I like

Example: Partner 1: What is your favorite kind of music? Partner 2: Rock music. Partner 2: What kind of movies do you like? Partner 1: Action moives

Look at the pictures. Fill in the blank with the correct form of the words from the box.. new expensive small big

NOT FOR DUPLCATION

1. The black car’s trunk is ___________________________ than the blue car’s trunk. bigger

2. The orange vacuum is the ____________________________.

$$$

3. The red washing machine is the _____________________________.

4. The white cell phone is _____________________________ than the blue cell phone. intercambio.org/students

Answer Key: D. Answers will vary E. 2. smallest 3. most expensive 4. newer 54

Teacher Book 2 LEFT

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

A START

What kinds of music do you like?

What kinds of movies do you like?

What kinds of movies does your partner like?

What kinds of music does your partner like?

Where did you grow up?

Where were you born?

Tell me about a party you went to.

Tell me about your family.

When did you move here?

What time do you get up in the morning?

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

C When do you eat dinner?

What time do you go to Can you drive me to the bed? store?

What are you doing tonight? What is the most convenient way to get around?

What is the best way to commute?

What is the easiest way to get to English class?

Compare your teacher’s car with your car or a friend’s car. Which is faster? Smaller? Older?

END

NOT FOR DUPLCATION

Student Book 2 LEFT

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PROGRESS CHECK Total: 50 x 2 = 100

Listen to Track 08. Circle True or False. (2 points each) 1. Rick had a birthday party.

TRUE

FALSE

2. Ana was at Rick’s party.

TRUE

FALSE

3. Rick’s cousins were there.

TRUE

FALSE

4. Rick’s grandparents were there.

TRUE

FALSE

Answer Key: 1. True 2. False 3. True 4. True B. Say, Now you will work alone.

Circle the correct answer. (1 point each) 1. He goes to bed at / on 10 p.m.

2. I get up around / in 7:30 a.m.

3. We eat breakfast around 9 in / on the morning.

4. Marcus goes to work at / on the weekends.

5. She takes a shower every day at / in 7:30 a.m.

6. We are going to Rick’s party on / around 6.

7. Did you do your laundry in / on Tuesday?

8. They called me late at / in night!

Write the correct answer form of the word in parentheses. (2 points each) 1. Q: Where did you grow up?

A: I ______________ grew up (grow up) in Florida.

2. Q: When did she get married?

A: She ___________________ (get married) last year.

3. Q: When did Jennifer have a baby?

A: She _______________ (have a baby) three months ago.

4. Q: Where did you go this summer?

A: I ___________________ (go) to the beach.

5. Q: When did they move?

A: They _________________(move) in 2007.

6. Q: When did we make breakfast this morning? A: We _________________ (make) it around 8.

Answer Key: 1. at 2. around 3. in 4. on 5. at 6. around 7. on 8. at C. Answer Key: 1. grew up 2. got married 3. had a baby 4. went 5. moved 6. made

Put the words in the correct box. (1 point each) Movies comedies

Music

D. Answer Key: 1. music: country, classical, rock, hip hop 2. movies: comedies, horror, action, dramas

comedies action horror country classical rock hip hop drama

________/ 30

intercambio.org/students

Review Your Answers: Lesson 1: D.1-9, F.1 Lesson 2: A.1-6, B.6 Lesson 3: A.6, C.1-6, F.2-3 Lesson 4: B.1-8, C.6 Lesson 5: F.4 Lesson 6: E.1-6. Lesson 7: E.1-6, F.5 56

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My score________/ 100

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

Read about the cars. Complete the sentences using the correct words. (2 points each)

E. Answer Key: 1. newer 2. faster 3. most expensive 4. louder 5. bigger 6. cheapest Sports car for sale 2018 sports car for sale. Like new! Bright color, fast, quiet engine. $60,000.

Classic truck for sale 1950 style classic truck ready for you to fix. Big space to carry your stuff. $1,500.

1. The sports car is ____________(new/old) than the truck. newer 2. The sports car is ______________ (fast/slow) than the truck. 3. The sports car is the _________________________(expensive). 4. The truck is _____________ (quiet/loud) than the sports car.

NOT FOR DUPLCATION

5. The truck has a ______________ (big/small) space than the sports car. 6. The truck is the_________________ (cheap).

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

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

can/lend?

what/name Score

1. 0

3. 0

4. 0

5. 0

what’s/easy/way to commute?

Teacher Notes Lesson 1: Lesson 3: Lesson 3: Lesson 5: Lesson 7:

Student Book 2 LEFT

________/ 20

1. What’s your favorite kind of music? 2. Where did you grow up? 3. When did you move here? Before question 4 say, Now I will show you a picture. You ask me the question. Okay? Let’s practice first. This is just an example Reference the images inline with Activity F instructions in the teacher book. Point to the first image and say What’s my name? 4. After the example, point to the second image (car) to elicit a question without giving prompts. 5. Point to the third image (transportation) 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.

NOT FOR DUPLCATION

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

After the discussion, assign homework. Remind students of the day and time of the next class. It is also a good idea to review the field trip at the start of the next lesson. If leaving the classroom is not possible, create a virtual field trip in the room or bring in a guest speaker to share information about a local resource. Prep the speaker with information about your class and any tips they need to communicate effectively with English language learners. There are a few suggested places to visit listed at the top of Field Trip page in the student book. Or, consider somewhere else: a grocery store (practice vocabulary, apply for a store card, scavenger hunt), library (get a tour, apply for a library card), department or hardware store, rec center, urgent care center, bus station, restaurant, neighborhood or city walk (follow a map, scavenger hunt), museum, post office, drugstore, apartment for rent, city council meeting, public event (such as a farmer’s market, or outdoor festival)

Teacher Book 2 LEFT

9 Pick a location or an activity: Bus Station / Store / Class BBQ or Potluck My Idea: _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m.

IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

Things I’m going to look for or find: _____________________________________________________________________________________

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

intercambio.org/students

intercambio.org/teachers

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QUESTIONS I PLAN TO ASK

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

Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________

______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

a lot

a little

not at all

2. I learned:

a lot

a little

not a lot

3. I thought it was:

good

okay

not good

Why? ____________________________________________________________________________

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______________________________________________________________________________________

L10 WHAT DO YOU LOOK LIKE? By the end of the lesson, students will be able to: • Talk about what people look like • Talk about what people are like What to bring to class: • Student table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section • Magazine pictures of people or photographs of friends or people in your family • Guess Who! pictures (photocopy of faces from Activity I cut into individual squares) Teacher notes: The same grammar focus in this level appears as lesson 1 in both 2L and 2R with a slightly different context to give students plenty of opportunity to practice because do/does can be tricky to learn.

Listening Track 09

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Warm-up: Talk about the Field Trip using comparatives or superlatives as much as possible (What was the best part?). Talk about the Review and Progress Check, and celebrate student progress. Share what you learned.

1. My name is Juan. I’m tall and I have brown, curly hair. I have brown eyes and I wear glasses. I am very friendly. 2. My name is Song. I’m short and I have long gray hair. I’m quieter than most people and I am athletic. 3. I’m Veronica. I have red curly hair and hazel eyes. I’m not athletic, but I am friendly and smart.

4. I’m Kevin. I’m bald and I have blue eyes and a beard. I’m shy and I wear glasses. I’m taller than my brother. He is shorter than me and more friendly.

intercambio.org/teachers

Pre

Listening warm-up. Track 09: They are talking about their friends. True or false?

VOCABULARY WORDS & PHRASES

Repeat after your teacher. eyes blue hazel brown dark

hair type straight curly long short bald

hair color red blond brown gray light

face wear glasses moustache beard

Pre Point to picture; ask Are they talking about their friends? Point out warm-up question. Play track completely. Point to question again, and ask to get a response. NOTE: Only the man in the center with glasses is in this dialog. Students will work with all the people in this dialog in activity C.

A. Say each word aloud, have students repeat. Use the pictures that you brought to demonstrate the words. They will practice the vocabulary on the following page. See VOCABULARY.

PRONUNCIATION Listen and repeat after your teacher. Hold up one finger if you hear the GREEN TEA sound. Hold up two fingers if you hear the PURPLE SHIRT sound.

week work

here her

beard bird

hear heard

Pronunciation intercambio.org/students 51 Read the instructions aloud. First, read all of the words slowly. Then, demonstrate by holding up one finger and saying GREEN TEA. Then, hold up two fingers and say PURPLE SHIRT. Say the first word, week. Hold up one finger. Then, continue with the rest of the words on the first row saying them slowly but in a normal speaking voice so students can hold up their fingers. Then, read the second row. After that, read the top word, then the bottom word. After that, read random words and have students hold up their fingers. Only after students are consistently hearing the correct sound, read the words and have students repeat. See Pro Fun for more practice.

Answer Key: GREEN TEA: week, here, beard, hear PURPLE SHIRT: work, her, bird, heard 62

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WHAT DO YOU LOOK LIKE?

VOCABULARY PRACTICE

Match the description to the people.

d She has short, gray hair and blue eyes. She doesn’t wear glasses. 1. ____

2. ____ He is tall. He has dark eyes, dark hair and a moustache. 3. ____ She has short, curly hair and brown eyes. She wears glasses. 4. ____ She has long, dark hair and brown eyes. She wears glasses. 5. ____ He has brown eyes, gray hair and a beard. He wears glasses.

LISTENING Listen again to Track 09. Write the names under the correct picture: Kevin, Song, Veronica, Juan.

C. Play the track once all the way through. Then, play it again stopping after each person describes him/herself.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS do What does

are What is 52

ANSWERS I They

have

a moustache.

wear

glasses.

He She

has

dark eyes.

wears

glasses.

you

they

They

are

He She

you they

look

like?

he she

like?

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friendly. quiet.

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D. FOCUS: Wh-questions with “like,” and "look like”. Responses with simple present “have,” “wear,” “be.” There are a lot of moving parts in this chart, though the structure is not new. Focus on one section at a time by reading a row and having students repeat. Then read the chart and refer to the pictures you brought to class asking What does he look like? Provide the answer for students to listen to and repeat. Say For physical descriptions (pointing to your hair, eyes, glasses, etc.) we use "look like". For personality, we use "be like". Write look like and like on the board and circle them as you provide that definition.

Answer Key: B. 2. c 3. b 4. e 5. a C. 2, 4, 3, 1 intercambio.org/teachers

10 Complete the conversations with the correct word. Does 1. Q: ____________ (Does / Is) she have blond hair?

does A: Yes, she _______________ (does / do).

2. Q: Does she ____________ (has / wear) glasses?

A: No, she ___________ (doesn’t / isn’t).

3. Q: What _____________ (is / does) Benjamin like?

A: He is _______________ (quiet / blue eyes).

4. Q: What do they ___________ (looks / look) like?

A: They ___________ (are / have) dark, curly hair.

5. Q: Does her sister ________ (wear / wears) glasses? A: Yes, she ____________ (wears / does). 6. Q: What ____________ they like (do / are)?

A: They are ____________ (friendly / brown hair).

Read the answers. Write the questions. 1. _______________________________________________ What do they look like?

They are bald and have hazel eyes.

2. _______________________________________________

She is quieter than most people.

3. _______________________________________________

I have dark eyes and long brown hair.

4. _______________________________________________

She has blue eyes and short red hair.

5. _______________________________________________

They are athletic and friendly.

6. _______________________________________________

I have a beard and I wear glasses.

F. This exercise combines what students have learned in this lesson with vocabulary from previous lessons. Refer to the chart for each, in order to write the question. For example, for number 1, on the chart, circle They have. Point to the question side and ask What do they look like? For number 2, circle the part of the chart that looks like the response (She is quiet). Then, point to the corresponding question. Say What is she like?

Look at the pictures. Write complete sentences about the people.

hair

He is bald.

eyes face

G. Have partners compare what they wrote. Then, put all of the options students wrote for each description on the board.

intercambio.org/students

E. The example does not exactly match what is in the chart, though it follows the same structure. For extra support, write the question under the chart to match each part of speech (Does under What, he under pronoun column, have under look/like.) Help students with one or two examples. After checking answers, practice the dialog in pairs so students have plenty of opportunity to hear the correct sentence structures.

Answer Key: E. 2. wear/doesn’t 3. does/quiet 4. look/have 5. wear/does 6. are/friendly F. 2. What is she like? 3. What do you look like? 4. What does she look like? 5. What are they like? 6. What do you look like? G. Answers will vary 64

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REAL LIFE / YOUR LIFE Look at the graph below. Answer the questions.

H. Some students may not have worked with a chart like this before. Depending on your students, you may do all questions together to help them succeed. After completing the activity, ask people to circle the hair and eye color that matches their own. Say Does our class match the percentages in the world?

1% other 5% hazel

Eye Colors Around the World

5% green 10% blue 79% brown

2% red 2% blond

Hair Colors Around the World

6% gray/other

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90% black/brown/dark

1. What percentage (%) of people in the world have gray hair?___________________________________ 6% of people have gray hair. 2. What percentage of people in the world have hazel eyes? ____________________________________

3. What percentage of people in the world have brown/dark hair? _______________________________ 4. What percentage of people in the world have red hair?_______________________________________

5. What’s the most common hair color in your English class right now? ____________________________

6. What color are your eyes and hair? Are you in the larger or smaller group around the world?_________

Culture Tip Read the tip aloud and have people repeat. Brainstorm questions/ statements about age, skin color or weight to make sure people understand. How old are you? She is old. He is fat. Say We usually don’t say this. Is it okay to say this in your home country?

______________________________________________________________________________________

CULTURE TIP You can offend some people if you describe them based on their age, skin color or weight. It is also generally not polite to stare or point at people. 54

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Answer Key: H. 2. 5% of people have hazel eyes. 3. 90% of people have brown/dark hair. 4. 2% of people have red hair. 5. Answers will vary 6. Answers will vary intercambio.org/teachers

Guess who: Partner A: Choose a picture. Partner B: Ask questions to guess who partner A is.

Marcela

Sayed

Veronica

Omar

Kevin

Song

Juan

Sonya

Write about what you look like and what you are like. Write about a friend or family member.

J. Brainstorm questions using the vocabulary and grammar chart.

Me hair: eyes: beard/mustache: glasses: personality:

My friend or family member hair: eyes: beard/mustache: glasses: personality:

CONNECT WITH CONVERSATION Get to know a partner. Discuss. Talk about yourself and family members. Describe what they look like and what they are like. intercambio.org/students

Answer Key: I. Answers will vary J. Answers will vary 66

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Conversation Encourage students to use their phones to show photos of their friends or family to describe them to their partner. Model this as an example. Say Use photos on your phone.

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HOMEWORK

K Walk through homework by reading the instructions and doing an example for each activity.

Lesson 10 • What Do You Look Like?

Look at the answers. Write the questions.

1. __________________________________________________ What are they like?

They are friendly and outgoing.

2. __________________________________________________

He has a beard and blond hair.

3. __________________________________________________

I am quiet.

4. __________________________________________________

She has blue eyes and short red hair.

Circle the correct word. Lee: Hey Clara. What (1) did / do you do last weekend? Clara: I (2) go / went to a party with some friends. Lee: Who (3) is / was there? Clara: Hanna and Lila(4) was / were there. Lee: Oh wow! I don’t think I know Lila. What (5) is / does she look like?

Lee: (7) Is / Do she athletic? Clara: Yes, (8) she’s / does very athletic. Lee: Okay, yes – I know her. She (9) is / has friendly.

JOURNAL PROMPT Think of a person in your family. Who is it? What does the person look like? What is the person like? ____________________________________________________________________________

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Clara: She (6) has / is long, brown hair and she wears glasses.

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Answer Key: K. 2. What does he look like? 3. What are you like? 4. What does she look like? L. 2. went 3. was 4. were 5. does 6. has 7. Is 8. she’s 9. is intercambio.org/teachers

L11 WHAT ARE YOU GOING TO DO TONIGHT? By the end of the lesson, students will be able to: • Talk about what they’re going to do this week, month, and year • Talk about daily errands and cleaning tasks they need to do What to bring to class: • Student table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section • Magazine picture of a person that clearly shows how they look and something they like to do (e.g., a person playing soccer) (for review) • Pictures of activities from vocabulary section (optional) Warm-up: Hold up a magazine picture ask the following questions: What does he/she look like? What does he/she like? Check homework. Say, I’m going to cook dinner for my family tonight. What are you going to do? Listening Track 10

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Mark: Hey Zara! What are you going to do this weekend? Zara: My family is coming to visit next week, so this weekend I’m going to get ready! I have to clean out my closet, vacuum the house, do some yard work and pick up groceries. Mark: Wow. That’s a lot! Zara: Yep. What are you going to do? Mark: I’m not going to do anything. Zara: Oh, you can come help me then! Mark: Ummm…actually, I have to…ummm…wash the car.

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WHAT ARE YOU GOING TO DO TONIGHT?

A. Say each word aloud, have students repeat. Use the pictures that you brought to demonstrate the words. They will practice the vocabulary on the following page.

Pre

Listening warm-up. Track 10: What are the people talking about?

VOCABULARY WORDS & PHRASES

Repeat after your teacher. wash the car get together with friends

mop the floor

vacuum

clean out my closet

get ready make the beds

do yard work pick up groceries

PRONUNCIATION A

Listen to your teacher. Circle the word you hear. Be careful! These words sound similar. Practice saying the sentences with a partner. 1. I’m going to clean out my _________.

a. close it

b. closet

2. She is going to do ___________ work.

a. yard

b. hard

3. He is going to ________ the floor.

a. mop

b. map

4. They are going to wash the _______.

a. car

b. cart

5. We’re going to ____________.

a. take the beds

b. make the beds

Pronunciation Read the instructions aloud. Read each sentence twice—slowly, but in a normal voice. Include the correct word as you read the sentence (e.g., I’m going to clean out my closet.). Have students circle the word they hear. Then, read the words again, and ask students to share their answers. Last, read each of the words listed for a and b (close it, closet). Have students repeat. Then, read the entire sentence with the correct word and have students repeat.

intercambio.org/students

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Pre Point to picture; ask What are the people doing? Point out warmup question. Play track completely. Point to question again, and ask to get a response. NOTE: This picture provides context. Students will have an opportunity to practice listening for specifies in Activity C.

Answer Key: Pronunciation: 2. yard 3. mop 4. car 5. make the beds intercambio.org/teachers

VOCABULARY PRACTICE

Look at the pictures. Complete the sentences.

1. Bernard is going to _____________. vacuum

2. Miriam is going to _______________.

3. Sandra and Phil are going to _____________.

4. I’m going to ______________.

5. We’re not going to ______________.

6. Are you going to ______________?

LISTENING

Listen again to Track 10. Check the words you hear.  get ready

clean out my closet

go dancing

vacuum

spend time with family

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat. QUESTIONS

are What is

he she

you we they

What does 58

you we they

going to do

ANSWERS this weekend? tomorrow? Friday? later?

have to do

he she

“have to” sounds like “hafta” No plans = not doing anything

C. Play the track through completely once. Have students compare answers. Play again, stopping if necessary.

today? tomorrow?

I’m We’re They’re going to He’s She’s I We They

have to

He She

has to

wash the car. get together with friends.

vacuum. do yard work.

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In this lesson, students review “going to” which they learned in Level 1. They are contrasting it with “have to.” We use going to for plans. We use have to for obligations. You can give examples of activities and have students decide if it is something that they have to do or are just going to do. For example, say Have coffee with friends. Is this going to or have to? / Fill up the car with gasoline. Going to or have to? / Brush your teeth, etc. Point to the language tip. Refer to “going to” in the chart. Say Going to sounds like gonna while pointing to your ear. Then, point to “no plans”. Say No plans is nothing to do. Remember the listening in Activity C? Mark had no plans. He isn’t doing anything. Listen to the track again as an option.

Answer Key: B. 2. clean out her closet 3. do yard work 4. wash the car 5. pick up groceries 6. make the bed C. get ready, clean out my closet, vacuum 70

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11 E E. Remind students about the difference between have to and going to. EXPANSION: Have students ask & answer questions.

F F. Remind students about the difference between have to and going to – point out that going to is always proceeded by is/are. Practice as a role play.

Match the questions and answers. c What is he going to do Friday? 1. _____

a. She has to get ready for a family visit.

2. _____ What are you going to do tomorrow?

b. They have to clean out their closet.

3. _____ What are we going to do later?

c. He’s going to meet a friend for coffee.

4. _____ What does she have to do this weekend?

d. We’re going to vacuum.

5. _____ What does Tomas have to do this week?

e. They’re going to practice English later.

6. _____ What do they have to do tomorrow?

f. I’m going to wash the car.

7. _____ What are Tanya and her sister going to do later?

g. He has to do yard work.

Complete the conversation with going to or have to. Jema: Hi Nikolay. What are you and your brother (1)__________________ do after class today? going to Nikolay: We’re (2) _________________ do yard work and then we (3)__________________ make dinner. Do you want to hang out after dinner? Jema: I’d love to, but I’m (4) ____________________ get together with friends today. Nikolay: Okay. Do you want to come to our house to eat dinner tomorrow?

G G. Read the instructions aloud. As you read, point to the phone schedule when you say have to do on the 21st. Point to the paper list when you say going to do this week.

Look at Ynez’s phone and To Do list. What does she have to do on the 21st? What is she going to do this week? Write complete sentences.

JUNE 21 TUESDAY 8:00 AM

drop off kids at school

dentist 10:00 AM appointment 3:00 PM

To do this week wash car clean house pick up groceries

team meeting at work

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Jema: Sure! I don’t (5)__________________ do anything tomorrow. Okay, let me know what I can take.

1. What does Ynez have to do at 8:00 a.m.?

________________________________________. She has to drop off the kids at school

2. What is Ynez going to do with her car?

________________________________________.

3. What is she going to do for food?

________________________________________.

4. What does she have to do on Tuesday at 10 a.m.?

________________________________________.

5. What is Ynez going to do in her house?

________________________________________ intercambio.org/students

Answer Key: E. 2. f 3. d 4. a 5. g 6. b 7. e F. 2. going to 3. have to 4. going to 5. have to G. 2. She is going to wash her car. 3. She is going to pick up groceries. 4. She has to go to the dentist. 5. She is going to clean. intercambio.org/teachers

REAL LIFE / YOUR LIFE Look at the pictures. Circle the correct answer. Compare your answers with a partner. Caesar

Wen

learn to ski get a new job clean out closet and basement

Jasmine

have a baby get together with friends more watch movies in English

exercise more learn to cook do yard work

1. Who is going to learn to ski?

Caesar

Wen

Jasmine

2. Who is going to watch movies in English?

Caesar

Wen

Jasmine

3. Who is going to have a baby?

Caesar

Wen

Jasmine

4. Who is going to exercise more?

Caesar

Wen

Jasmine

5. Who is going to learn to cook?

Caesar

Wen

Jasmine

6. Who is going to clean out their closet?

Caesar

Wen

Jasmine

What are you going to do this week? Is there anything you have to do this week? Write a list. Share with a partner. Have to do I have to go to the doctor.

H. Read the instructions aloud. Say First complete the sentences pointing to the sentences below the pictures. Then, after they finish, put students in pairs to check their answers by asking and answering the questions. Demonstrate with a student. Say Who is going to learn to ski? Point to the student to get him/her to answer. EXPANSION: Elicit other sentences about the pictures (that weren't addressed in the Q&A) and write them on the board. Say What else? Who is going to getK a new job? Then gesture so students come up with additional sentences.

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Going to do I’m going to clean out my closet.

CULTURE TIP Every spring many people do spring cleaning. People clean out their closets, their garages and their backyards. Sometimes they have garage sales. Do you do this? Do you like to clean everything in one day or a little bit over many days? 60

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Answer Key: H. 1. Caesar 2. Wen 3. Wen 4. Jasmine 5. Jasmine 6. Caesar I. Answers will vary 72

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Culture Tip Why do you think people clean in the spring?

Marcie and Kevin are going to New York City for their honeymoon. Look at the vision board. What are they going to do in New York? What do they have to do before the trip?

reserve Hotel

buy plane tickets

rve rese r tou s bu

Save

K K. This exercise will prepare students for Connect with Conversation.

ner e din mak ion rvat rese

mone

Have to do

Going to do

_____________________________________

Draw or write about a trip you want to take. What are you going to do there? What do you have to do to prepare for the trip? Have to do

Going to do

_____________________________________

CONNECT WITH CONVERSATION

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Get to know a partner. Discuss. A trip they want to take and what they are going to do. What they have to do to prepare for the trip. Ask if they like to clean a little a time or do everything at one time. intercambio.org/students

Answer Key: J. Answers will vary. Possible answers: Have to do: save money, reserve bus tour, make dinner reservation, reserve hotel, buy plane tickets. Going to do: take a bus tour, stay in a hotel, eat at a restaurant, fly to New York K. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 11 • What Are You Going To Do Tonight?

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

I’m going to go wash my car.

2. ______________________________________________?

We’re going to pick up groceries tonight.

3. ______________________________________________?

They have to mop the floor tonight.

4. ______________________________________________?

She has to study next weekend.

5. ______________________________________________?

He is going to work on his car on Saturday.

Pre Walk through homework by reading the instructions and doing an example for each activity.

Look at Tom’s schedule. What is he going to do this week?

FRI 15

eat out with Sam at 6:30 p.m.

SAT 16

clean the house, vacuum

SUN 17

work out with Chris at 3:00 p.m.

He is going to eat out with his friend. 1. What is Tom going to do on Friday night? __________________________________________________

2. What is he going to do on Sunday?_______________________________________________________. 3. What is he going to do on Saturday?______________________________________________________.

JOURNAL PROMPT What are you going to do this month? Write some of the things you want to do and some of the things you have to do. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 62

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Answer Key: L. 2. What are you going to do tonight? 3. What do they have to do tonight? 4. What does she have to do next weekend? 5. What is he going to do on Saturday? M. 2. He is going to work out with Chris. 3. He is going to clean the house and vacuum. 74

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FEBRUARY

L12 WHAT ARE YOU DOING LATER? By the end of the lesson, students will be able to: • Talk about their future plans using the present continuous tense What to bring to class: • Student table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section • Pictures of activities for review and Activity A (optional)

Listening Track 11 Tiago: Hey Dani! What are you up to? Do you want to come to the store with me? Dani: Sorry, I can’t, I’m studying. Tiago: Okay. What’re you doing this weekend? Dani: Well, Saturday afternoon I’m going to the library with my daughter to check out books. Tiago: That sounds nice, anything else? Dani: I’m getting coffee with a friend on Sunday afternoon. How about you? Tiago: I’m going to the lake with my family on Sunday. Dani: That sounds fun! Listening Track 12 Lara: Manuel, What are you doing now? Do you want to come to the library with me? Manuel: Sorry, I can’t, I’m cleaning the kitchen. Lara: What about tonight, do you want to come with me then? Manuel: Sorry, I can’t, I’m studying English with my classmate. Lara: What about tomorrow? Manuel: Ah, sorry, I can’t tomorrow. I’m going to a concert. Lara: Wow! You are very busy. Manuel. Yes. But I’m not doing anything this weekend. Can we go then? Lara: Great!

intercambio.org/teachers

NOT FOR DUPLCATION

Warm-up: Hold up an activity picture and ask What is he (or she, or they) going to do tonight? Check homework. Say, I’m going to cook dinner later. What are you going to do later?

WHAT ARE YOU DOING LATER? Pre

Listening warm-up. Track 11: Is Dani busy this weekend?

VOCABULARY WORDS & PHRASES

A. Say each word aloud, have students repeat. Use the pictures that you brought to demonstrate the words. They will practice the vocabulary on the following page.

Repeat after your teacher.

go to volunteer

get coffee

I’m not doing anything.

a meeting

a concert

the mountains

the beach

the lake

church

the river

PRONUNCIATION A

Listen and repeat after your teacher. Circle the words that have an s sound at the end. Underline the words that have a z sound. lakes

rivers

concerts

mountains

meetings

intercambio.org/students

Pronunciation Read the instructions aloud. Read each word twice—slowly, but in a normal voice. Last, read each word again and have students repeat. The rule for the plural /s/ sound is: It sounds like /s/ after an unvoiced sound (such as k, and t—your vocal cords don’t move); It sounds like 63 /z/ after a voiced sound (such as r, n, g—your vocal cords move); When the word ends in a ch, sh, s, z, we add an -iz sound (e.g., beaches, offices)

Answer Key: Pronunciation: /s/ sound: lakes, concerts; /z/ sounds: rivers, mountains, meetings 76

Teacher Book 2 LEFT

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Pre Point to picture and ask What is happening? Point out warm-up question. Play track completely. Point to question again, and ask to get a response.

VOCABULARY PRACTICE

Match the sentences to the pictures.

b We’re going to the lake this Sunday. 1. ____

e 3. ____ They’re going to a concert tonight.

2. ____ She’s getting coffee with a friend on Friday 4. ____ We’re going to church this weekend. afternoon.

C. Play the track through without stopping. Have students check answers with each other. Play again. Stop as necessary for students to fill in the answer.

LISTENING Listen again to Track 11. Number the pictures in the order you hear them.

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat. QUESTION are What

you they he she

Are

you they we he she

doing

ANSWERS now? later? this weekend? tomorrow?

I’m They’re He’s She’s Yes,

volunteering going to class

“What are you doing?” sounds like “Whatcha doing?”

tomorrow? tonight?

eating dinner. getting coffee. going to the beach. I he/she they/we

am. is. are.

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5. ____ He’s volunteering on Saturday.

I’m not. No,

he/she they

isn’t. aren’t.

Student Book 2 LEFT

D. FOCUS: Present continuous (I’m eating) with a future meaning and a present tense meaning. You can practice this more by using the verb chart in the back of the book for verbs from previous lessons (In most cases, the present continuous is interchangeable with the “going to” future. But, we're just concentrating on the present continuous.) NOTE: When we don’t say a time, it means now. For example, What are you doing? Means What are you doing NOW. Point out the tip. Refer to What are you doing in the chart. Point to your ear, say What are you doing sounds like whatcha doing?

Answer Key: B. 2. d 3. c 4. a 5. e C. 2, 3, 1, 4 intercambio.org/teachers

12 Complete the questions and answers. Practice with a partner. are 1. Q: What _______________ you doing tonight?

A: I’m ______________ to English class. going

E. Remind students to refer to the grammar chart. For number 1, circle you doing tonight. Underline are. The goal here is for students to fill in the blank by matching the grammatical structure with what is in the chart rather than relying on their understanding the meaning, as it is too soon for that.

2. Q: What ___________ they doing tomorrow? A: They’re ___________ to the lake.

3. Q: What is she _______________ this weekend? 4. Q: What are __________ doing on Sunday? A: _____________ getting coffee with a friend. 5. Q: What ________ Michael and Ron doing

6. Q: Is Monica ___________ to a concert on

tonight?

Wednesday?

A: __________ volunteering.

A: No, she ______________.

Look at the pictures and the words. Write a sentence about what they are doing.

eat dinner/Monday evening

walk dog/Tuesday afternoon

go to meeting/Wednesday morning

1.______________________ They’re eating dinner

2.______________________

3.______________________

on Monday evening. ________________________

________________________

_______________________

get coffee/Friday afternoon

go to church/Sunday morning

study English/Thursday night

A: I’m ____________ to church.

4.______________________

5.______________________

6.______________________

________________________

_______________________

Look at the answers. Write the questions.

G. Have students ask & answer the questions.

1. _____________________________________? What are you doing tonight

We’re going to the Italian restaurant.

2. _____________________________________?

They’re going to a concert this weekend.

3. _____________________________________?

He’s picking up groceries tomorrow.

4. _____________________________________?

No, I’m not going to the mountains on Saturday.

5. _____________________________________?

They’re volunteering this Friday. intercambio.org/students

Answer Key: E. 2. are/going 3. doing/She’s 4. you/going 5. are/They’re 6. going/isn’t F. 2. She’s walking her dog on Tuesday afternoon. 3. They’re going to meeting on Wednesday morning. 4. They’re studying English on Thursday night. 5. She’s getting coffee on Friday afternoon. 6. They'r going to church on Sunday morning. G. 2. What are they doing this weekend? 3. What is he doing tomorrow? 4. Are you going to the mountains on Saturday? 5. What are they doing on Friday? 78

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REAL LIFE / YOUR LIFE H. Talk about National Parks. National Parks are protected areas. It is usually not free to go to a National Park, but you will see something beautiful or fascinating. As a fun expansion, visit a national park with your students if there is one nearby. Or, teach the song “America the Beautiful.” Ask What did you put for number 5? Why?

Read about the National Parks below. Circle the correct answers.

Crater Lake This lake is in Oregon. It is the deepest lake in the US. Things to do there: • hiking • shopping at the lake store • cross-country skiing

Everglades These wetlands were created by a river in Florida. This is the 3rd largest park in the US. Things to do there: • fishing • bird watching • boat tours

Sleeping Bear Dunes These dunes are near a beach in Michigan. Things to do there: • swimming • hiking • boat tours

Rocky Mountain National Park This park is in Colorado. The highest mountain in the park is Long’s Peak. Things to do there: • hiking • camping • fishing

1. Where can you go fishing?

Crater Lake

Everglades

Sleeping Bear

Rocky Mountain

2. Where can you go swimming?

Crater Lake

Everglades

Sleeping Bear

Rocky Mountain

3. Where can you go hiking?

Crater Lake

Everglades

Sleeping Bear

Rocky Mountain

4. Which park is closest to where you Crater Lake live?

Everglades

Sleeping Bear

Rocky Mountain

5. Which park do you most want to visit?

Crater Lake

Everglades

Sleeping Bear

Rocky Mountain

6. Which park has bird watching?

Crater Lake

Everglades

Sleeping Bear

Rocky Mountain

7. Where can you go camping?

Crater Lake

Everglades

Sleeping Bear

Rocky Mountain

Do you want to take a trip to one of these parks? Discuss why or why not with a partner. Discuss what you are going to do there.

CULTURE TIP

NOT FOR DUPLCATION

The US has 58 national parks across the country. Have you ever been to a national park? Which one(s)? Is there a national park in your state? Are there national parks in your native country? 66

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Answer Key: H. 1. Everglades, Rocky Mountains 2. Sleeping Bear Dunes 3. Crater Lake, Rocky Mountain, Sleeping Bear Dunes 4. Answers will vary. 5. Answers will vary. 6. Everglades 7. Rocky Mountain intercambio.org/teachers

12 LISTENING Track 12. Listen to Lara and Manuel talk about their schedule. Check  the activities you hear.

Schedule 

What are your plans? Write what you are doing on the days and times below:

K. This exercise will prepare students for Connect with Conversation.

1. Tonight, _________________________________________________________. 2. Tomorrow, _______________________________________________________. 3. Next Friday, ______________________________________________________. 4. This weekend, ____________________________________________________. 5. I’m not doing anything _____________________________________________.

CONNECT WITH CONVERSATION Get to know a partner. Discuss. What they are doing tonight, tomorrow, this weekend. If they like to be busy on the weekends. If there is a day this week they are not doing anything. intercambio.org/students

Answer Key: J. cleaning the kitchen, studying English, going to a concert K. Answers will vary 80

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

HOMEWORK

L Walk through the homework by reading the instructions and doing an example for each activity.

Lesson 12 • What Are You Doing Later?

Match the questions and answers. 1. _____ b What is she doing this weekend?

a. No, I’m not. I’m studying tonight.

2. _____ What are you doing later?

b. She’s going to a national park.

3. _____ Are you going to a concert tonight?

c. This weekend we’re doing yard work.

4. _____ What are we doing this weekend?

d. He’s getting coffee with a friend.

5. _____ Is she volunteering this weekend?

e. I’m buying groceries later.

6. _____ What are they doing now?

f. Yes, she is.

7. _____ What is he doing Friday?

g. They’re eating dinner.

Complete the conversation with the correct form of the word in parentheses. Bernice: Hi Melinda. (1) _________________ (I / go) to the store to pick up groceries. Do you want to I’m going come with me? Melinda: Sorry, I can’t. (2) __________________________ (I / study).

Melinda: Later (4) ________________________ (I / go) to the gym. Would you like to go with me? Bernice: Sorry, I can’t. (5) ________________________ (I / cook) dinner for my family then. Melinda: Okay. (6) ____________________________ (you / do) anything tomorrow? Bernice: No, (7) _____________________________ (I / not / do) anything tomorrow. How about you? Melinda: I’m going to go hiking with friends. Come with us! Bernice: Great! See you then.

JOURNAL PROMPT Write about what you and your family are doing later today and/or this weekend. ____________________________________________________________________________

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Bernice: No problem. What (3) _______________________ (you / do) later?

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Answer Key: L. 2. e 3. a 4. c 5. f 6. g 7. d M. 2. I’m studying 3. are you doing 4. I’m going 5. I’m cooking 6. Are you doing 7. I’m not doing intercambio.org/teachers

L13 WHAT DID YOU DO ON VACATION? By the end of the lesson, students will be able to: • Talk about vacations they took using regular and irregular verbs in the past tense What to bring to class: • Student table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section Teacher notes: If taking a vacation is not relevant to your students, or if your students need additional vocabulary, add words to the “on vacation” box in the grammar chart (yesterday, this weekend, this morning, etc.). The same grammar focus in this level appears earlier in this book as well as in lesson 4 in 2R with a slightly different context to give students plenty of opportunity to practice. Warm-up: Ask questions as review: What are you doing tomorrow? Check homework. Say I spent time with my family on vacation. What did you do? 1. Person: What did you do on vacation, Rod? Rod: My wife and I took a road trip to the southwest. We went sightseeing at a national park. 2. Person: What did you do on vacation, Frances? Frances: I took my kids to a theme park. We went on rides and bought souvenirs. It was great! 3. Person: What did you do on vacation, Celia? Celia: I went on a tour in Italy! It was beautiful! We went to museums and ate great food. 4. Person: What did you do on vacation, Nelson? Nelson: I didn’t go anywhere. I stayed home and spent time with my family. We went to the pool and had a BBQ.

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Listening Track 13

WHAT DID YOU DO ON VACATION? Pre

Listening warm-up. Track 13: What are the people talking about?

A. Say each word aloud, have students repeat. Use the pictures that you brought to demonstrate the words. They will practice the vocabulary on the following page.

VOCABULARY WORDS & PHRASES Repeat after your teacher. Activities take a road trip go sightseeing buy souvenirs

try new food go on rides

go on a tour boat cruise

Places theme park zoo boat

pool museum

hotel ocean

NOT FOR DUPLCATION

Pre Point to pictures and ask What are the people talking about? Point out warm-up question. Play track completely. Point to question again, and ask to get a response.

PRONUNCIATION A

Listen and repeat after your teacher. Practice the BLUE MOON sound. Circle the words that make the BLUE MOON sound. food

boat

zoo

Pronunciation Read the instructions aloud. Say BLUE MOON, OO. Read each word twice—slowly, but in a normal voice. Last, read each word again and have students repeat. To make the BLUE MOON sound, position your lips like you are blowing out candles. Then make this sound. See Pro Fun for more practice.

souvenirs

floor

foot

road

intercambio.org/students

Answer Key: Pronunciation: zoo, souvenirs intercambio.org/teachers

VOCABULARY PRACTICE

Complete the sentences with the words in the box. For our vacation last summer, we took ____________________ a road trip to Florida.

a museum

We slept in ___________________. Many had outdoor _____________________

souvenirs

to swim in.

rides

We also swam in the Atlantic _______________________.

a tour

We went to a ____________________ and the kids loved the

a road trip

_____________________.

hotels

We gave the children a little money to buy _______________ at the gift shop.

pools

We took ____________________ of the space center.

Ocean

There’s ____________________ with all the different rockets that have been sent

theme park

to the moon.

F LISTENING C. Go over pictures. Play track through once. Have students check answers. Play again, stopping as necessary.

Listen again to Track 13. Number the conversations you hear.

_________________

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTION

What

did

you he she they

ANSWER

on vacation?

I We He She They

went

to Mexico.

spent time

with (my) family.

rented

a car.

didn’t go

to a museum.

didn’t do

anything.

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Answer Key: B. hotels, pools, ocean, theme park, rides, souvenirs, a tour, a museum C. 4, 2, 3, 1 84

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D. FOCUS: Students review the simple past with wh- questions and new vocabulary. Point out where we use did (in questions & negatives), and that the main verb is not in the past when we use did.

13 E. Elicit additional sentence examples from students and have a student write them on the board.

Complete with the past tense. PRESENT

PAST (REGULAR)

EXAMPLE

visit

visited 1. _____________________________

visited I _________________ my family.

rent

2. _____________________________

We ___________________ a car.

stay

3. _____________________________

He _______________ in a hotel.

PRESENT

PAST (IRREGULAR)

EXAMPLE

are

4. _____________________________

They ______ happy on vacation.

5. _____________________________

We ________ to a theme park.

try

6. _____________________________

She _________ new food.

pay

7. _____________________________

Jon _________ for tickets.

swim

8. _____________________________

I _________ in the lake.

write

9. _____________________________

She ________ a postcard.

buy

10. _____________________________

I __________ souvenirs.

Match the questions and answers. 1. _____ e What did you do on vacation?

a. Yes, they visited museums and went sightseeing.

2. _____ Where did he go on vacation?

b. She visited her family.

3. _____ Who did she visit on vacation?

c. We didn’t do anything.

4. _____ Did they visit museums?

d. He went to Argentina.

5. _____ What did you and Felicia do on vacation?

e. I went on a road trip.

NOT FOR DUPLCATION

Write what they did on vacation. Use the verbs in the correct form. Circle the ones that you like. Share with a partner. 1

a museum

They went ____________________ to a museum.

a road trip a theme park We_________________________ He__________________________

souvenirs

a pool

a tour

I_________________________ Harry_______________________ They________________________ intercambio.org/students

Answer Key: E. 2. rented 3. stayed 4. were 5. went 6. tried 7. paid 8. swam 9. wrote 10. bought F. 2. d 3. b 4. a 5. c G. 2. We took a road trip. 3. He went to a theme park. 4. I bought souvenirs. 5. Harry didn't swim in the pool. 6. They went on a tour. intercambio.org/teachers

REAL LIFE / YOUR LIFE

Read the postcard Ramon wrote. Answer the questions using complete sentences.

H. Give students time to read the postcard silently. Then, have a student read it aloud.

He wrote the post card to his aunt. ________________________________________________

2. Where does Alma live?

________________________________________________

3. Where did Ramon go on vacation?

________________________________________________

4. What did Ramon do today on vacation?

________________________________________________

5. What did he buy?

________________________________________________

6. What were the people like?

________________________________________________

Complete the conversation between Alma and Ramon. Use the verb in parentheses. Ramon: Hi Aunt Alma – I’m back from vacation! was (be) it? Alma: Hi Ramon. How (1) ______

Ramon: It was excellent! I (2) ________ (try) new food and (3)________ (go) sightseeing. On the way back, we stopped in Orlando, Florida. Alma: What (4)_____ (do) you do there? Ramon: We (5)______ (go) to a theme park and (6)______ (go) on rides. It was great!

NOT FOR DUPLCATION

1. Who did Ramon write the postcard to?

I. PracticeKthe conversation as a role play. After checking answers, point out that in number 7 the verb “rent” stays the same because “did” is already conjugated.

Alma: (7) Did you _____ (rent) a car there? Ramon: No, we (8)_______(do). We took taxis. Alma: Nice! Welcome back. I missed you!

CULTURE TIP Many jobs include paid time off for vacation and holidays. On vacation days you can relax and get paid. Do you go on vacation every year? Where do you go? What do you do? 72

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Culture Tip Do jobs include paid vacation in your home country? Does your job include paid vacation here? Do you think jobs should include paid vacation?

Answer Key: H. Answers may vary slightly. 2. Alma lives in Evansville. 3. Ramon went to Cuba. 4. Ramon went sightseeing and bought souvenirs today. 5. He bought souvenirs. 6. They were friendly. I. 2. tried 3. went 4. did 5. went 6. went 7. rent 8. didn’t 86

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J J. EXPANSION: Pair students based on where they most want to go on vacation. First, give them time to check their answers, and then have them talk about why they chose that trip.

Look at the vacation choices. Rank them 1–3 (1 = want to do it the most). Answer the questions. Where can you take a river boat cruise? __________________________________________ Where can you go to the beach? __________________________________________ Where can you visit museums?

Visit Washington, DC, the capital of the US. Enjoy all the free museums and National Zoo. Stay in a beautiful hotel with indoor pool. 3-nights, 4-days. $500/person

__________________________________________ Where can you go on sightseeing tours? __________________________________________ Where is a theme park? __________________________________________ Where is a zoo?

e Beach, Come to Myrtl . Swim in South Carolina relax on the ocean and h. 5-days, the sandy beac ortable 4-nights, comf boardwalk. motel on the 00/night $4 rk. pa e em Th

Which vacation is cheapest?

7-day trip to Ch ina. Sightseeing tours of Shanghai and Beijing wi th wonderful food and sh opping. 2-day Yangtze River boat cruise. $1200 per person.

__________________________________________ Which vacation is your favorite? __________________________________________

Let’s plan your vacation. Give your vacation a title. _________________________________________________ Where do you want to go? (location) ___________________________________ What do you want to do? (relax/sightsee) __________________________________ How many nights/days? ______________________________________________ Do you have a budget? _________________________________________ What else? ______________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about your next vacation or your last vacation.

Conversation Students can talk about a vacation they went on in the past or the one they wrote about in Activity K.

NOT FOR DUPLCATION

__________________________________________

WORD BANK Where will you go? Who went with you? What did you do?

intercambio.org/students

Answer Key: J. 1. China 2. Myrtle Beach 3. Washington, DC 4. China 5. Myrtle Beach 6. Washington, DC 7. Washington, DC 8. Answers will vary K. Answers will vary intercambio.org/teachers

HOMEWORK

Lesson 13 • What Did You Do on Vacation?

Read about Bob’s vacation. Answer the questions.

Pre

Go Sightseeing Explore Theme Parks

Enjoy Boat Tours

Visit Florida

Discover Zoos

Buy Souvenirs Visit Museums

1. Where did Bob go on vacation?

____________________________________________________

2. What tour did he take?

____________________________________________________

3. Where did he stay?

____________________________________________________

4. What did he do there?

____________________________________________________

Put the sentences in the correct order. 1. sightseeing. / visited/ They / museums / and went They visited museums and went sightseeing. ______________________________________________________________________________________

2. do / did you / What / for vacation? ______________________________________________________________________________________ 3. rented / We / and / a car / went / on a road trip. ______________________________________________________________________________________

JOURNAL PROMPT Write about a vacation you (or someone you know) went on. Where did you go? What did you do? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 74

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Answer Key: L. 1. He went to Florida. 2. He went sightseeing and on a boat tour. 3. He stayed at the Blue Beach Hotel. 4. He visited museums and bought souvenirs. M. 2. What did you do for vacation. 3. We rented a car and went on a road trip. 88

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NOT FOR DUPLCATION

Stay at Blue Beach Hotel

Walk through homework by reading the instructions and doing an example for each activity.

L14 I'D LIKE DESSERT By the end of the lesson, students will be able to: • Talk about what they would like to eat What to bring to class: • Table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section • Magazine pictures of actions for review (optional) • To-go menus (optional) Teacher notes: Read ahead for Lesson 16: Final review and Progress Check. Prepare how you will lead the final review and give the Progress Check. Warm-up: Use magazine pictures to ask What did he/she do yesterday?, etc. Or simply ask your class What did you do yesterday? as review. Review homework.

Marla: Nice to see you, Gino. Gino: Nice to see you too, Marla! I know you are a vegetarian. How does the menu look? Marla: Mmmm, this menu looks delicious. Gino: Great! What would you like to eat? Marla: I’d like the pasta with a side of vegetables. How about you? Gino: That sounds good. I’d like to have the steak with a side of french fries. Marla: Don’t you want some vegetables? Gino: Mmm, okay, I can get the vegetable soup as an appetizer. Marla: Don’t eat too much – I’m sure you’d like a dessert too. Gino: Oh yeah! I’d definitely like a dessert!

intercambio.org/teachers

NOT FOR DUPLCATION

Listening Track 14

I’D LIKE DESSERT Pre

Listening warm-up. Track 14: Where are Marla and Gino eating dinner?

VOCABULARY WORDS & PHRASES

Repeat after your teacher. menu

pasta

vegetable

dessert

appetizer

soup

steak

vegetarian

hamburger

side

french fries

sandwich

PRONUNCIATION Listen and repeat after your teacher. Write the words in the correct box. A

SOUNDS LIKE FOOT pull

NOT FOR DUPLCATION

Pre Ask students what they see in the pictures. Point to pictures and ask Where are Marla and Gino eating dinner? Play track completely. Point to the question again, and ask to get a response.

A. Say each word aloud, have students repeat. They will practice the vocabulary on the following page.

SOUNDS LIKE FOOD pull

would

good

cool

pool

cute

books

movies

Pronunciation intercambio.org/students 75 Introduce the words by saying them slowly, but in a normal speaking voice. First, have students just listen. Then, say the words again and have the students underline the stressed sound in the words. Say the words a third time for students to put them in the correct box. Say the words a fourth time and have them repeat. To make the WOODEN HOOK (sounds like pull) sound, your lips are slightly rounded. Draw your tongue towards the back of your mouth. For BLUE MOON (sounds like pool) position your lips like you are blowing out candles, then make the sound. See Pro Fun for more practice.

Answer Key: Pronunciation: PULL: would, good, cookies, books; POOL: cool, pool, do, cute, movies 90

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VOCABULARY PRACTICE

B B. EXPANSION: Practice the vocabulary with to-go menus—have students label them with the vocabulary words.

Write the words from the box on the menu. dessert side vegetables _______________

_______________

soup vegetables pasta hamburger sandwich

_______________

LISTENING

Listen again to Track 14. Who ordered each food? Check the correct box.

Marla Gino

LANGUAGE TOOLS

D D. FOCUS: Offers and requests with would like. You may mention that “would like” is more polite than “want.” NOTE: In the short yes/ no answers you cannot contract "would" with a pronoun (e.g., we don't say Yes, I'd or No, I'd not).

Listen to your teacher and repeat. QUESTIONS to eat? to have? for dinner?

What would you he/she they Would

ANSWERS

I’d We’d He’d/She’d They’d Yes,

a hamburger? No,

like I we he/she they

a sandwich. the pasta.

NOT FOR DUPLCATION

C. Stop after the first one to make sure that students understand the activity.

would. wouldn’t.

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Answer Key: B. From left to right: vegetables, sandwich, pasta, soup, side, dessert, hamburger C. Marla: pasta, vegetables; Gino: steak, french fries, vegetable soupt intercambio.org/teachers

GRAMMAR PRACTICE

Look at the questions and answers. Complete the sentences. 1. Mark: What _____________ would you like for dinner?

2. Marcia: _______________ he like a hamburger?

Belen: ___________ like soup, please. 3. Lillia: What ____________ the children like for

Sam: No, he _________________. 4. Lara: ________________ your son like a dessert? Ron: Yes, he’d like to have a cookie.

lunch? Bishu: ____________ like sandwiches, please.

6. Pia: Would she like a side of french fries?

5. Nelly: What would Sally like to have?

Noe: No, she _______________. She’d like soup.

Leo: _____________ like the pasta.

Match the questions to the answers. 1. ____Would he like the pasta? g

A. They’d like an appetizer and a sandwich.

2. ____Would she like steak for dinner?

B. I’d like to go to the new restaurant on Saturday.

3. ____Would they like a side of soup?

C. Yes, she would.

4. ____What would he like to eat?

D. Yes, I would!

5. ____What would they like from the menu?

E. No, they wouldn’t. They’d like vegetables.

6. ____Where would you like to go this weekend?

F. He’d like pasta.

7. ____Would you like to get coffee tomorrow?

G. No, he wouldn’t. He’d like a hamburger.

Look at the conversation. Complete the sentences. Gina: Hey Kiko. What (1) _________ you going to do this weekend? are Kiko: I’m not doing anything. ___________ (2) you like to have dinner at a restaurant one night? Gina: Yes, I (3) _____________! But, I’m a vegetarian. I (4)_____________ eat meat. Kiko: I know a restaurant with great vegetable soup. (5) ____________so good! Gina: That sounds great. (6) _____________you like to go on Saturday night? Kiko: Yes, that’s perfect. See you then! intercambio.org/students

Answer Key: E. 1. would/I’d 2. Would/wouldn’t 3. would/They’d 4. Would 5. She’d 6. wouldn’t F. 2. c 3. e 4. f 5. a 6. b 7. d G. 2. would 3. would 4. don’t 5. It’s 6. would 92

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F. Make this activity easier to manage mentally by photocopying the sentences/ questions and cutting them into strips. Students can match them on their desk/ table first before writing in the answer.

NOT FOR DUPLCATION

G. 4 and 5 practice structures that aren’t from this lesson but students should know. If students don’t remember how to answer those correctly, refer back to lesson 1 (I don’t like hip hop music) or lesson 6 (It is faster).

REAL LIFE / YOUR LIFE

Vivian is going to pick up lunch for her teacher and classmates. Look at their orders. Answer the questions with complete sentences.

H. EXPANSION: Ask what Julian would like (#3).

Lunch Orders

Julian: steak with a side of vegetables Brenda: chicken soup Frida: hamburger with a side of french fries (gluten-free bun) Kira: vegetarian pasta Teacher: bean soup and a sandwich Zhang: soup with a vegetarian appetizer Vivian:

steak with chicken soup

1. Would Frida like the pasta? ____________________________________________________________ No, she wouldn’t. 2. What would Kira like for lunch? _________________________________________________________ 3. Would Julian like a side of french fries? __________________________________________________ 4. Would the teacher like a sandwich? _____________________________________________________ 5. What would Brenda like? ______________________________________________________________ 6. What would Zhang like to eat? _________________________________________________________ 7. Would they like dessert? ______________________________________________________________ 8. What kind of bun would Frida like?______________________________________________________ 9. What would you like? ________________________________________________________________

CULTURE TIP Culture Tip We call food that we don’t eat but will eat later, leftovers. There are leftovers in a doggy bag. Do you like to eat leftovers? What is your favorite leftover?

NOT FOR DUPLCATION

(No desserts!)

Many restaurant meals in the US serve a lot of food. You don’t have to eat it all. You can say you’d like a box to take some food home. Sometimes people call that a “doggy bag.” Is it okay to take food home from a restaurant in your native country? 78

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Answer Key: H. 2. Kira would like vegetarian pasta. 3. No he wouldn’t. 4. Yes he would. 5. She’d like chicken soup. 6. He’d like soup with a vegetarian appetizer. 7. No they wouldn’t. 8. She’d like a gluten-free bun. 9. Answers will vary. intercambio.org/teachers

14 Sasha is at a restaurant with his friend Thom. Read their conversation with the waiter. Role-play with a partner. Take turns being the waiter. Partner 1 is the waiter Partner 2 Sasha is first, then Thom EXAMPLE: Waiter: Do you know what you’d like? Sasha: Yes, I’d like the chicken wings, please. Waiter: Is that all? Wouldn’t you like some soup? Sasha: No, thank you. I would like to save room for dessert. Waiter: And what would you like? Thom: I’d like a grilled cheese sandwich, please. Waiter: It comes with soup or salad. Which would you prefer?

NOT FOR DUPLCATION

Thom: I’d like the salad. Waiter: And dressing? Thom: Oh, yes, on the side. Thank you.

J. Demonstrate by writing your favorites in the chart. Say I like _. EXPANSION: Ask students to write other favorite foods in the correct category. Add new vocabulary that students need. Practice the pronunciation quickly, and write the words on the board.

Use the menu in activity I. Write down your favorites. Appetizer

Lunch

Dinner

Dessert

CONNECT WITH CONVERSATION Get to know a partner. Discuss. What they’d like to have for breakfast, lunch or dinner tomorrow. Something they wouldn’t like to eat. Where they’d like to go the next time they go to a restaurant. What their family members would like for their favorite dinner. intercambio.org/students

Teacher Book 2 LEFT

Conversation Do you like the type of food where you live? Do you like to go to new restaurants? Do you like to eat at home? 79

HOMEWORK

K Walk through homework by reading the instructions and doing an example for each activity.

Lesson 14 • I’d Like Dessert

Match the questions and answers. c Would Martin like a hamburger? 1. ___

A. They’d like hamburgers.

2. ___ Where would you like to go for dinner?

B. Yes, she would!

3. ___ What would they like for lunch?

C. No, he wouldn’t. He’d like soup.

4. ___ Would she like dessert?

D. No, they aren’t.

5. ___ What would you and David like for an appetizer?

E. We’d like soup.

6. ___ Are they vegetarians?

F. I’d like to go to a restaurant.

Complete the conversation using would, I’d, he’d, she’d or they’d. Waiter: Hello, welcome to Pete’s Diner. What would (1) ____like to drink? you Rita: (2) _____like water, please. Waiter: Okay. How about your daughter? Rita: (3) _____like water, also. Waiter: (4) _______ you and your daughter like an appetizer? Rita: No, thank you. (5) _____ like to order lunch now. Waiter: Okay. What (6)_____ you like for lunch?

Waiter: (8) ______ she like a side of french fries? Rita: No, she (9) __________ . She’d like vegetables.

Answer the sentences using would, I’d, he’d, she’d, we’d or they’d + like.

NOT FOR DUPLCATION

Rita: (7)____ like the soup and sandwich and my daughter would like the kid’s hamburger.

1. Do you want steak? ___________________________________________________________________

2. Does he want soup? ___________________________________________________________________ 3. Does she want a side of french fries?. _____________________________________________________ 4. Do you and Alice want an appetizer? _____________________________________________________

JOURNAL PROMPT What would you like to eat for your next meal? Would you like to eat lunch or dinner with your teacher sometime? Where would you like to go? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 80

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Answer Key: K. 2. f 3. a 4. b 5. e 6. d L. 2. I’d 3. She’d 4. Would 5. We’d 6. Would 7. I’d 8. Would 9. wouldn’t M. Answers will vary intercambio.org/teachers

L15 I NEED TO MAIL A PACKAGE By the end of the lesson, students will be able to: • Go to the post office to send a letter or package What to bring to class: • Student table tents/name cards • Pronunciation Fun to use to supplement the pronunciation section • To-go menus (optional—for review) • Envelopes/package with stamps, other post office forms (optional—for vocabulary practice) • Rubber band (optional—for pronunciation) Teacher notes: 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 in the Student Book as homework in addition to the regularly assigned homework at the end of lesson 15.

Listening Track 15 Post Office Employee: I can help the next person. [pause] Hi, how can I help you today? Luis: Hi. I need to mail this package to New York please. POE: Okay, let’s weigh it first. [beep of a scale] It’s 5 pounds. Luis: How much does that cost? POE: Standard mail is $9.50. But, if you want it to get there faster, Priority mail is 2-3 business days. Priority mail costs $15.98. Luis: Priority is good. Thanks. POE: Can I help you with anything else today? Luis: Oh, yes. I need some stamps. POE: Okay, it’s $11 for 20 stamps. Luis: Sounds good. POE: Your total today is $25.98. Luis: Thank you.

Teacher Book 2 LEFT

NOT FOR DUPLCATION

Warm-up: Hand out to-go menus. Ask What would you like to eat? Have students practice ordering. Review homework. Ask Where do you mail letters here?

I NEED TO MAIL A PACKAGE Pre

Listening warm-up. Track 15: What does Luis need to do?

TIP:

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

A. Say each word aloud, have students repeat. They will practice the vocabulary on the following page. Use the items you brought (envelopes, etc.) to demonstrate vocabulary.

international/domestic fill out

mail

shipping label

stamps

envelope

stand in line

signature

package

return address

ounce

pound

oz. = ounces lb. = pounds 16 oz. = 1 lb.

weigh

NOT FOR DUPLCATION

Pre Point to the picture. Ask students what they see. What do they think is happening. Then read Pre question. Play track. Ask again.

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

package

signature

envelope

international

domestic

label

intercambio.org/students

Pronunciation Introduce the words by saying them slowly but in a normal speaking voice. First, have students just listen. Then, say the words again, and have the students underline the stressed sound in the words. One way to practice syllable stress is by stretching a rubber band or extending your arm as you pronounce the stressed syllable. Have students copy this motion as they pronounce each word. The motion will help them get the stress right, and if any student is not getting it, the visual aid will help you see their confusion.

Answer Key: Pronunciation: signature, envelope, international, domestic, label intercambio.org/teachers

VOCABULARY PRACTICE

Circle what you see in the pictures from the words in the box

domestic

stamp

return address

international

shipping label

envelope

DARIN PATCHEE PO BOX 1078 SAN FRANCISCO, CA 94101

Avon Partitioning Evercreech Way, Unit 10 Quito 170102, Ecuador

DARIN PATCHEE PO BOX 1078 SAN FRANCISCO, CA 94101

Order nr

MS. JANA PATCHEE 3244 PEARL STREET PORTLAND, OR 97034

Item nr

LISTENING

Listen again to Track 15 and check the words you hear. package

envelope

priority

stand in line

faster

stamps

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS do What does 82

you they we

need to

he she

Student Book 2 LEFT

Answer Key: C. package, priority, faster, stamps 98

Teacher Book 2 LEFT

ANSWERS

at the post office?

I They We

need to

He She

needs to

weigh a package. buy stamps.

NOT FOR DUPLCATION

C. G If students are having difficulty, tell them they will check 4 items.

D. FOCUS: need/needs and do/does. Also, the concept of where you go to do something: Go to post office to buy stamps; Go to grocery store to buy food; Go to the gas station to fill up the tank. All of these are about needing to do something or to get something.

GRAMMAR PRACTICE

Complete the sentences with need to or needs to. 1. He ______________ needs to go to the post office to mail a package. 2. They ____________ do their homework tonight. 3. Do you __________ go to the store? 4. I’m going to the laundromat. I ___________ do laundry. 5. Rachel _____________ feed the baby. 6. We ______________ clean up the house this weekend.

Use the words to form the correct question and answer. Practice with a partner. What do you need to do today 1.Q: _____________________________________? 2.Q: _____________________________________? What/you/need/do/today/to When/Kevin/need/buy/stamps/does/to

A: _____________________________________. I/need/buy/groceries/to

A: _____________________________________. He/needs/buy/stamps/this afternoon/to/go

3.Q: _____________________________________? 4.Q: _____________________________________? What/they/need/do/this weekend/to When/we/need/walk/the dogs/do/to A: _____________________________________. They/need/do laundry/to

A: _____________________________________. We/need/walk/the dogs/after dinner/to

5.Q: _____________________________________? 6.Q: _____________________________________? When/you/need/do/the homework/to What/she/need/do/at the Post Office/does/ A: _____________________________________. I/need/do/the homework/before Monday/to

G. Encourage students to refer directly to the grammar chart to write the sentences. Say Look at the chart on page 86 while pointing to it.

A: _____________________________________. She/needs/stamps/to/buy

Answer the questions with a complete sentence. Use the words in parentheses. 1. What do you need to do at the post office? (mail/package) __________________________________________________________ I need to mail a package. 2. What does he need to do there? (buy/stamps) __________________________________________________________ 3. What do they need to do with the package? (fill out/shipping label) __________________________________________________________

NOT FOR DUPLCATION

F. This activity is more challenging than the usual sentence scramble because all of the necessary words are not given. Make this easier by giving students a word bank of words that they’ll need to add in (to, does, do, the). Use Index cards to do the sentence scramble on the table/ desk.

4. What does Karina need to do with her letter? (address/envelope) __________________________________________________________ 5. What do you need to do with the package? (weigh/package) __________________________________________________________

intercambio.org/students

Answer Key: E. 2. need to 3. need to 4. need to 5. needs to 6. need to F. 1. What do you need to do today?/I need to buy groceries. 2. When does Kevin need to buy stamps?/He needs to buy stamps this afternoon. 3. What do they need to do this weekend?/They need to do laundry. 4. When do we need to walk the dogs?/We need to walk the dogs after dinner. 5. When do you need to do the homework?/I need to do the homework before Monday. 6. What does she need to do at the Post Office?/She needs to buy stamps. G. 2. He needs to buy stamps. 3. They need to fill out a shipping label. 4. She needs to address the envelope. 5. I need to weigh the package. intercambio.org/teachers

REAL LIFE / YOUR LIFE Read about how to ship a package and circle True or False. Address Your Package

Pack your box

The address format for a mailing a package is the same as an envelope.

Use a dark permanent marker to write your return address and the address for where the package is going. Remember to include zip codes.

Use a box that will stay flat when closed and sealed. Use padding to protect the contents inside the box.

Ship Your Package

Choose a Mail Service

USPS has a variety of services. The cost of shipping depends on how quickly you want the package to arrive and its size and weight. Other services include tracking and insurance.

USPS = United States Postal Sevice

Small packages with the correct postage can be placed in the blue collection box, or visit your local post office.

1. You need to put padding in the box so items are safe.

TRUE

FALSE

2. You need a yellow pen to address your package.

TRUE

FALSE

3. You don’t need a return address on the box.

TRUE

FALSE

4. Shipping costs depend on size of package.

TRUE

FALSE

5. Small packages can go in the blue collection box.

TRUE

FALSE

Read the postage costs. Answer the questions. From the US to… Weight Brazil (lbs.)

1 2 3 4 5 84

$46.55 $50.97 $55.39 $59.80 $64.22

1. How much does it cost to send a 2-lb. package to Brazil? Mexico

$42.70 $46.22 $49.73 $53.25 $56.76

_________. $46.55

2. How much does it cost to send a 4-lb. package to Mexico? _________. 3. How much does it cost to send a 5-lb. package to Brazil?

_________.

4. How much does it cost to send a 1-lb. package to Mexico? _________. 5. Is it cheaper to send packages to Mexico or Brazil?

_________.

6. Is it more expensive to send a 1-lb. or a 5-lb. package?

_________.

Student Book 2 LEFT

Answer Key: H. 1. TRUE 2. FALSE 3. FALSE 4. TRUE 5. TRUE I. 2. $53.25 3. $64.22 4. $42.70 5. Mexico 6. 5-lb 100

Teacher Book 2 LEFT

H. Ask students to underline the part of the directions about shipping a package where they find the answers J to the questions. EXPANSION: Ask students to correct the FALSE statements.

NOT FOR DUPLCATION

I. EXPANSION: Ask students to give you a complete answer aloud to numbers 5 and 6 (to practice comparisons).

CULTURE TIP Culture Tip Is mailing items safe in your native country? How do you send money in the U.S.? Do you send packages to your native country?

It is not recommended to send cash in the mail. If you send something that is expensive or something that can break, you can buy extra insurance at the post office. Do you go to the post office? Is it the same or different from your native country?

Tina needs to mail a wedding invitation to her cousins. Address the envelope, write the return address and draw a stamp. Tina Shafer lives at 324 Main St., South Bend, IN 46613. Her cousins, Jake and Mara Shafer, live at 1478 Coal Creek Rd., Lafayette, CO 80027

__________________________ __________________________ __________________________

_________________________________________ _________________________________________ _________________________________________

Who do you need to mail letters and packages to and why? Letter Package Where do they live? (city/state/country) Write L Write P

NOT FOR DUPLCATION

Why?

CONNECT WITH CONVERSATION Conversation Do you get mail? What kind of mail do you get? Do you like junk mail? Do you use the coupons that come in the mail?

Get to know a partner. Discuss. Who they write letters or mail packages to and why. How oftenthey check their mail. If they prefer paper mail, email or the phone. What they need to do this week. intercambio.org/students

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HOMEWORK

Lesson 15 • I Need to Mail a Package

Read the text message. Circle True or False.

Great, thanks! Hey Josue! I’m going to the post office. I need to pick up a package. Do you want to come?

Sure! Do you need to buy stamps, too?

Walk through homework. Do examples.

No, I have stamps.

Hey Leidy! Yeah — I need to get some envelopes.

Okay, let’s go!!

1. Leidy needs to pick up a package.

TRUE

FALSE

2. Leidy needs to mail a package.

TRUE

FALSE

3. Leidy needs to get envelopes.

TRUE

FALSE

4. Josue needs to get envelopes.

TRUE

FALSE

5. Josue needs to buy stamps.

TRUE

FALSE

Jessie is going to the post office. Use the words in the box to write sentences about what she needs to do. Write the sentences in order. she needs to fill out a shipping label. 1. First, ___________________________________________

2. Second,_________________________________________ 3. Third, __________________________________________ 4. Fourth, _________________________________________

fill out a shipping label stand in line weigh her package pay to mail her package

JOURNAL PROMPT What do you need to do to learn more English? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 86

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Answer Key: L. 2. FALSE 3. TRUE 4. TRUE 5. FALSE M. 2. she needs to stand in line. 3. she needs to weigh her package. 4. she needs to pay to mail her package. 102

Teacher Book 2 LEFT

NOT FOR DUPLCATION

Okay cool, I need to get some, too.

L16 REVIEW & PROGRESS CHECK Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow for enough time for your students to work uninterrupted on the progress check. • Adapt lesson 16 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the review in one class and the progress check in another. Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole test with students, letting them know that you’ll be pulling them out individually for the oral section. • Let students know they can ask you questions and that this is a time to see what they have learned. A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the progress check at their own pace. You’ll pull students out for the oral section individually. • Explain to the students that you will play the listening only 3 times (no exceptions). If in a group, you will all listen together for 3 times. For a 1-1 class, only play the track 3 times, even if your student doesn’t complete the full activity. • Read the instructions together as you would in a normal lesson.

NOT FOR DUPLCATION

Listening: Track 16 A: What are you doing later Carlos? Want to hang out? Carlos: Sorry, I can’t. I’m volunteering with my neighbor later. A: Really? Where do you volunteer? Carlos: At my church. A: Cool. What are you going to do? Carlos: Well, I’m going to help clean the church. I help vacuum the floors, clean the bathrooms and I do some yard work. A: That’s nice of you. Want to volunteer at my house? Carlos: Haha. Not tonight. G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of your student(s)’ progress check. Be sure to review any incorrect responses. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit. SCORING 25 Total pts 1st pg.

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

25 Total pts 2nd pg

At bottom of each progress check page is a point scale. Write the number of correct answers (e.g. 16 / 18 points)

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

100 Total points possible

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REVIEW & PROGRESS CHECK

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

Check the items you can do. Practice the items you can’t. I can… talk about music and movies I like and what my favorite is (lesson 1) talk about parties and events I went to (lesson 2) ask and answer questions about what it was like to move to the US (lesson 3) describe what I do every day and how often I do certain things (lesson 4) ask someone about their schedule (lesson 4) talk about what I’m doing right now (lesson 5) make polite excuses if I can’t do something (lesson 5) compare things that I shop for (lesson 6) compare housing and cars (lesson 6) talk about my commute and the best way to get places (lesson 7) compare what people look like and are like (lesson 10) talk about different family members and what they are like (lesson 10) talk about chores, vacations, hobbies and things I’m going to do (lesson 11) talk about what I’m doing now and future plans (lesson 12) share what I did on vacation and ask others about what they did (lesson 13) talk about my favorite food and meals (lesson 14) talk about how often I check the mail and write letters (lesson 15)

Answer the questions. 1. What is one thing you can do now?_______________________________________________________ ______________________________________________________________________________________ 2. Write two questions you know how to ask. 1. _____________________________________________________ 2. _____________________________________________________

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Teacher Book 2 LEFT

NOT FOR DUPLCATION

ask people about what they are going to do (lesson 11)

REVIEW & PRACTICE

Look at your partner. Circle words to describe them. Talk together about the questions. Descriptive words

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

blue hazel brown

dark light blond

brown gray red

curly straight long

short beard glasses

moustache bald tall

eyes hair face

Questions to talk about: Example: Who has the darkest eyes?

You have darker hair than me.

I have the darkest eyes.

1. Who has longer hair?

4. Whose hair is the curliest?

2. Who has lighter eyes?

5. Who has more hair?

3. Who is the tallest?

6. What else?

Fill in the bubble with the correct answer. 1. Do you want an appetizer? 2. What kind of movies does he like? 3. What did they do on vacation? 4. Does he wear glasses? 5. When did they get married? 6. What does Gladys do in the evening? 7. What are you going to do later?

a. No, I doesn’t.

b. No, I don’t.

a. He likes comedies, but he don’t b. He likes comedies, but he doesn’t like horror movies. like horror movies. a. They didn’t do anything. b. They didn’t do nothing. a. No, he doesn’t.

b. No, he don’t.

a. They got married in 1980.

b. They’ll get married next year.

a. She watched TV or read a book. b. She watches TV or reads a book. a. I’m going to clean out my closet.

NOT FOR DUPLCATION

Example: Who has darker hair?

b. I’m going to cleans out my closet.

Fill in the blanks with going to, have to or has to. 1. He ____________ has to mow the lawn this weekend. 2. I’m ____________ work out later. 3. They ________ study for the test tonight. 4. Winston _________ clean the house Tuesday. 5. She’s ________ the post office tomorrow. 6. We’re ___________ visit a national park. 88

Student Book 2 LEFT

Answer Key: A. Answers will vary B. 2.b 3. a 4. a 5. a 6. b 7.a C. 2. going to 3. have to 4. has to 4. going to 5. going to intercambio.org/teachers

105

16 D

Write the questions. What kind of movies does he like 1. __________________________________________?

He likes comedies and action movies.

2. __________________________________________?

I went shopping yesterday.

3. __________________________________________?

She grew up in China.

4. __________________________________________?

They go to work around 8.

5. __________________________________________?

No, I don’t need to go to the library.

6. __________________________________________?

I’d like to have a sandwich.

Complete the post card. Write the verbs in the past tense.

place stamp here

Hi Davita! We are having a great time on our road trip! We (1)____________ drove (drive) across Colorado and (2) ________________ (see) Rocky Mountain National Park. Now we are in Utah. Last night we (3)____________ (stay) in a campground. We (3)_____________ (go) to Arches National

NOT FOR DUPLCATION

Park and Canyonlands. It (4)______________________ (is) beautiful! We (5) ___________________ (do) a lot of sightseeing and I (6) ___________________(buy) souvenirs for you and the kids. We miss you and wish you were here! Love,

To: Davita Fernandez 123 Main Street Stockton, CA 95201

Arturo

Write your top five items in each category. Ask a partner about what they like. KINDS OF MOVIES

KINDS OF MUSIC

KINDS OF FOOD

5. intercambio.org/students

Answer Key: D. 2. When did you go shopping?/What did you do yesterday? 3. Where did she grow up? 4. What time/when do they go to work? 5. Do you need to go to the library? 6. What would you like to eat/have for dinner? E. 2. saw 3. stayed 4. went 5. was 6. did 7. bought F. Answers will vary 106

Teacher Book 2 LEFT

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

Past Tense

Describing People

Items in the House

Favorites

Places

100 My car is (fast) than yours.

100 What is the past tense form of the word listen?

100 What do you look like?

100 We use this to wash the dishes.

100 What is your favorite kind of movie?

100 A place to eat food.

200 My hat is the (big).

200 What is the past tense form of the word stay?

200 What does your teacher look like?

200 We use this to wash clothes.

200 What is your favorite kind of food?

200 A place to mail a letter.

300 We use this to clean the carpet.

300 Ask your teacher about their favorite food.

300 A place to borrow a book.

400 We bake food in this item.

400 What is your favorite kind of car?

400 A place to worship.

500 We use this to heat food quickly.

500 Tell me your top three favorite kinds of music.

500 A special park in the US.

300 300 300 Ask your What is the Your car is past tense form teacher about (expensive) what someone of the word than mine. in their family buy? looks like. 400 400 Ask your 400 Ask your teacher what What is the teacher what the (easy) way past tense form they looked to get to class of the word go? like when they is. were a child. 500 500 500 Tell me Compare two What is the about a time things using a past tense form you looked comparative or of the word he different. What superlative. is and they are? changed?

My points: _________ Notes:

NOT FOR DUPLCATION

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

Student Book 2 LEFT

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PROGRESS CHECK

My score________/ 100

Listen to Track 16. Circle the correct answer. (1 point each) 1. Carlos is volunteering with

a. his neighbor.

b. his son.

2. He volunteers at his

a. school.

b. church.

3. He helps

a. vacuum the floors.

b. do the laundry.

4. He cleans

a. the bathrooms.

b. the kitchen.

5. He does

a. painting.

b. yard work.

Answer Key: 1. a 2. b 3. a 4. a

Fill in the blanks using do, does, don’t, doesn’t, did, or didn’t. (1 point each) 1. Q: What kind of music _______ do you like? A: I like hip hop and rock music.

2. Q: What did you do last weekend? A: We __________ do anything last weekend.

3. Q: Does he need to go to the post office? A: No, he _________.

4. Q: Where __________ you grow up? A: I grew up in Colombia.

5. Q: Do you want an appetizer? A: No, I __________.

6. Q: When ________ she go to work? A: She goes to work at 9.

B. Say Now you will work alone. Answer Key: 1. do 2. didn’t 3. doesn’t 4. did 5. don’t 6. does

Complete the sentences in the past tense. Use the words in parentheses. (2 points each)

C. Answer Key: 1. went 2. was 3. stayed 4. bought 5. visited 6. wrote

1. We _________ went (go) to a theme park. 2. He _________ (are) happy on vacation. 3. I __________ (stay) at a hotel. 4. She _________(buy) souvenirs. 5. They ___________ (visit) a national park. 6. Abby ___________(write) a postcard.

Circle the correct word to complete the sentence. (1 point each) 1. Jim and Becky going to / have to do yard work this weekend. 2. Rosie is going to / has to buy stamps at the post office. 3. They going to / have to study for the test tomorrow. 4. I’m going to / have to eat out tonight. 5. She going to / has to clean the house Wednesday. ________/ 24

intercambio.org/students

NOT FOR DUPLCATION

Total: 50 x 2 = 100

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

D. Answer Key: 1. have to 2. going to 3. have to 4. going to 5. has to

Review Your Answers: Lesson 1: B.1, G.1 Lesson 2: A.1 Lesson 3: B.4. Lesson 4: B.3. Lesson 5: D.3 Lesson 6: F.1-4 Lesson 7: F.5-6, G.2 Lesson 10: E.1-6, F.1-6, G.3 Lesson 11: A.1-4, D.1-5 Lesson 12: A.1-4 Lesson 13: B.2, C.1-5 Lesson 14: B.5, G.4 Lesson 15: C.6, D.2, G.5 108

Teacher Book 2 LEFT

Write the correct name to complete the sentence. (1 point each)

E. Answers Key: 1. Annie 2. Carla 3. Juan 4. Marco 5. Linda 6. Steve

Carla

Annie

Steve

Linda

F. Answer Key: 1. TRUE 2. TRUE 3. TRUE 4. TRUE 5. FALSE 6. FALSE

Marco

Juan

Annie has red hair and blue eyes. 1. _________

2. _________ has curly hair and wears glasses.

3. _________ has brown eyes and a moustache.

4. _________ has curly hair and brown eyes.

5. _________ has blue eyes and brown hair.

6. _________ has a beard and wears glasses.

Look at the people in activity E again. Circle True or False. (2 points each) 1. Annie’s hair is longer than Juan’s hair.

TRUE

FALSE

2. Linda’s eyes are lighter than Marco’s eyes.

TRUE

FALSE

3. Steve is older than Carla.

TRUE

FALSE

4. Juan’s eyes are darker than Linda’s.

TRUE

FALSE

5. Marco has the most hair on his face.

TRUE

FALSE

6. Carla’s hair is shortest.

TRUE

FALSE

STOP. Wait for your teacher.

G. Say Activity G is about speaking English. I will ask you a question. You will answer. For example, How are you? (Elicit response.) Follow with questions 1-5 in box below. NOTE: you will reference the images under the directions in the student book for the last two questions.

what/name Score

1. 0

Teacher Notes Lesson 1:

Lesson 7:

3. 0

Lesson 10:

4. 0

Lesson 14:

5. 0

Lesson 15:

what/like/eat?

NOT FOR DUPLCATION

what/need/do/post office?

Student Book 2 LEFT

________/ 25

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QUICK REFERENCE GUIDE vacuum

vacuumed

Present

visit

Simple Past

answer

answered

volunteer

clean

cleaned

phrasal verb

visited

Words with 2+ syllables adjective comparative

superlative

volunteered

convenient

more convenient

the most convenient

expensive

more expensive

the most expensive

dangerous

more dangerous

the most dangerous

clean out

cleaned out

compare

compared

cook

cooked

dance

danced

babysit

babysat

drop off

dropped off

(be) am/is/are

was/were

eat out

ate out

buy

bought

exercise

exercised

come

came

expect

expected

did

fill out

filled out

drive

drove

finish

finished

eat

ate

help

helped

eat out

ate out

learn

learned

get

liked

get ready

love

loved

mop

mopped

move

moved

mow

mowed

need

needed

order

ordered

pick up

picked up

play

played

practice

practiced

prepare

prepared

rent

rented

return

returned

shop

shopped

stay

stayed

study

studied

talk

talked

try

tried

use

used

want

wanted

walk

walked

wash

washed

watch

watched

work

worked

work out 

worked out

110

Teacher Book 2 LEFT

irregular verbs Present

Simple Past

Irregular forms good

better

the best

bad

worse

the worst

Words with 1 syllable adjective

comparative superlative

fast

faster

the fastest

slow

slower

the slowest

cheap

cheaper

the cheapest

easy

easier

the easiest

got

hard

harder

the hardest

got ready

safe

safer

the safest

get together(with)

got together (with)

long

longer

the longest

short

shorter

the shortest

get up

got up

big

bigger

the biggest

give

gave

small

smaller

the smallest

went

noisy

noisier

the noisiest

grow up

grew up

quiet

quieter

the quietest

new

newer

the newest

old

older

the oldest

hang out

hung out

have

had

lend

lent

make

made

meet

met

pay

paid

read

ride

rode

send

sent

sleep

slept

stand

stood

swim

swam

take

took

wear

wore

write

wrote

phrasal verb

Pronoun

I you we he she they

Possessive Adjective

my your our his her their

NOT FOR DUPLCATION

Regular verbs I know

Infinitive = to + verb to walk Base form = verb in the most basic form walk Phrasal verb = verb + preposition. These usually have a different meaning than the verb alone. I work every day = I go to my job every day. I work out every day = I exercise every day. Simple Present Base form of verb (+s with he/she/it) I walk to school every day. She walks to school on Tuesdays. We use the simple present for actions that are habits or are repeated.

NOT FOR DUPLCATION

Present Continuous Correct form of be + base form + ing He ‘s walking to school right now. We use the present continuous to talk about an action taking place right now. I’m walking to work tomorrow because my car broke down. We can also use the present continuous to talk about the future. Simple Past Base form + -ed I walked yesterday. We use the simple past to talk about completed actions in the past. Future with going to Correct form of be + going to + base form of verb I’m going to walk to work next week. We use “going to” to talk about (planned) actions in the future.

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VOCABULARY WITH STRESS AND COLOR VOWEL SOUNDS Color Vowel® Chart

Lesson 1: I Like Rock Music

get up

CUP OF MUSTARD

seat belt

GREEN TEA

go to bed

RED PEPPER

short

ORANGE DOOR

go to work

PURPLE SHIRT

taxi

BLACK CAT

in the afternoon

BLUE MOON

traffic

BLACK CAT

in the evening

GREEN TEA

use

BLUE MOON

way

GRAY DAY

wear

GRAY DAY/ RED PEPPER +R

action

BLACK CAT

classical

BLACK CAT

comedies

AUBURN DOG/ OLIVE SOCK

country

CUP OF MUSTARD

in the morning

ORANGE DOOR

drama

AUBURN DOG/ OLIVE SOCK

make

GRAY DAY

schedule

RED PEPPER

hip hop

AUBURN DOG/ OLIVE SOCK

shower

BROWN COW

take

GRAY DAY

horror

ORANGE DOOR/ AUBURN DOG + R

weeknight

GREEN TEA

work out

BROWN COW

love stories

CUP OF MUSTARD

movies

BLUE MOON

music

BLUE MOON

rock

AUBURN DOG/ OLIVE SOCK AUBURN DOG/ OLIVE SOCK

salsa

Lesson 10: What Do You Look Like? bald

AUBURN DOG/ OLIVE SOCK

beard

GREEN TEA + R

Lesson 5: What Are You Doing?

blond

AUBURN DOG/ OLIVE SOCK

answer

BLACK CAT

blue

BLUE MOON

babysit

GRAY DAY

brown

BROWN COW

drive

WHITE TIE

color

CUP OF MUSTARD

help

RED PEPPER

curly

PURPLE SHIRT

lend

RED PEPPER/SILVER PIN

dark

OLIVE SOCK + R

Lesson 2: We Had a BBQ

make

GRAY DAY

eyes

WHITE TIE

aunt

BLACK CAT/OLIVE SOCK

play

GRAY DAY

face

GRAY DAY

barbeque

OLIVE SOCK +R

take

GRAY DAY

glasses

BLACK CAT

BBQ

GREEN TEA

use

BLUE MOON

gray

GRAY DAY

boring

ORANGE DOOR

classmate

BLACK CAT

watch

AUBURN DOG/ OLIVE SOCK

hair

RED PEPPER / GRAY DAY + R

cousin

CUP OF MUSTARD

Lesson 6: It’s Faster and Less Expensive!

hazel

GRAY DAY

ROSE BOAT

cell phone

RED PEPPER

light

WHITE TIE

exciting

WHITE TIE

cleaner

GREEN TEA

friend

RED PEPPER

dryer

WHITE TIE

long

AUBURN DOG/ OLIVE SOCK

machine

GREEN TEA

moustache

CUP OF MUSTARD

microwave

WHITE TIE

red

RED PEPPER

oven

CUP OF MUSTARD

short

ORANGE DOOR

plan

BLACK CAT

straight

GRAY DAY

SUV

GREEN TEA

type

WHITE TIE

toaster

ROSE BOAT

wear

truck

CUP OF MUSTARD

RED PEPPER/ GRAY DAY + R

vacuum

BLACK CAT

Lesson 11: What Are You Going to Do Tonight?

van

BLACK CAT

bed

RED PEPPER

washing

AUBURN DOG/ OLIVE SOCK

car

OLIVE SOCK + R

clean

GREEN TEA

closet

AUBURN DOG/ OLIVE SOCK

friends

RED PEPPER

get ready

RED PEPPER

get together

RED PEPPER

coworker

fun

CUP OF MUSTARD

neighbor

GRAY DAY

relaxing

BLACK CAT

uncle

CUP OF MUSTARD

Lesson 3: I Grew Up Here baby

GRAY DAY

born

ORANGE DOOR

finish

SILVER PIN

get a job

AUBURN DOG/ OLIVE SOCK

grow up

CUP OF MUSTARD

married

RED PEPPER + R/ BLACK CAT

move

BLUE MOON

school

BLUE MOON

Lesson 4: It’s 11:00 P.M.

Lesson 7: He Has the Shortest Commute airplane

GRAY DAY/ RED PEPPER + R

car seat

OLIVE SOCK + R

commute

BLUE MOON

convenient

GREEN TEA

dangerous

GRAY DAY

at night

WHITE TIE

breakfast

RED PEPPER

eat dinner

SILVER PIN

long

AUBURN DOG/ OLIVE SOCK

eat lunch

CUP OF MUSTARD

safe

GRAY DAY

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groceries

ROSE BOAT

make

GRAY DAY

out

BROWN COW

pick up

CUP OF MUSTARD

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Vocabulary

AUBURN DOG/ OLIVE SOCK

sandwich

BLACK CAT

PURPLE SHIRT

side

WHITE TIE

OLIVE SOCK + R

soup

BLUE MOON

steak

GRAY DAY

vegetables

RED PEPPER

vegetarian

GRAY DAY + R/ RED PEPPER

BLACK CAT

wash

AUBURN DOG/ OLIVE SOCK

work yard

Lesson 12: What Are You Doing Later? a concert

AUBURN DOG/ OLIVE SOCK

a meeting

GREEN TEA

anything

RED PEPPER

Lesson 15: I Need to Mail a Package

beach

GREEN TEA

address

RED PEPPER

church

PURPLE SHIRT

domestic

RED PEPPER

get coffee

AUBURN DOG/ OLIVE SOCK

envelope

SILVER PIN/ OLIVE SOCK

go to

ROSE BOAT

fill out

BROWN COW

lake

GRAY DAY

in line

WHITE TIE

mountains

BROWN COW

international

BLACK CAT

not

AUBURN DOG/ OLIVE SOCK

label

GRAY DAY

mail

GRAY DAY

doing

BLUE MOON

ounces

BROWN COW

river

SILVER PIN

package

BLACK CAT

volunteer

GREEN TEA + R

pounds

BROWN COW

Lesson 13: What Did You Do on Vacation?

return

PURPLE SHIRT

boat

ROSE BOAT

shipping

SILVER PIN

buy

WHITE TIE

signature

SILVER PIN

cruise

BLUE MOON

stamps

BLACK CAT

food

BLUE MOON

stand

BLACK CAT

go on

OLIVE SOCK/ AUBURN DOG

weigh

GRAY DAY

hotel

RED PEPPER

museum

GREEN TEA

new

BLUE MOON

ocean

ROSE BOAT

pool

BLUE MOON

rides

WHITE TIE

river

SILVER PIN

road

ROSE BOAT

sightseeing

WHITE TIE

souvenirs

GREEN TEA +R

theme park

GREEN TEA

tour

BLUE MOON

trip

SILVER PIN

try

WHITE TIE

zoo

BLUE MOON

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pasta

vacuum

Lesson 14: I’d Like Dessert appetizer

BLACK CAT

dessert

PURPLE SHIRT

French fries

RED PEPPER

hamburger

BLACK CAT

RED PEPPER/ SILVER PIN

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COLOR VOWEL WORDS

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GREEN TEA

WHITE TIE

SILVER PIN

PURPLE SHIRT

GRAY DAY

OLIVE SOCK

RED PEPPER

BLACK CAT

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Write words you learn in the correct Color Vowel Box below. Underline the stressed syllable.

BLUE MOON

CUP OF MUSTARD

WOODEN HOOK

AUBURN DOG

ROSE COAT

ORANGE DOOR

BROWN COW

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TURQUOISE TOY

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CONVERSATION PRACTICE USING LANGUAGE TOOLS

Lesson 2 Who was there? Was his uncle there? Lesson 3 Where were they born? Where did you grow up? When did she move? Lesson 4 When does he go to work? What time do they go to bed? Lesson 5 What are we doing now? What is he doing? Can you drive her to the store? Can he come to my party? Lesson 6 Which SUV is faster? Which dryer is bigger? Which is more expensive? Lesson 7 What is the easiest way to get to work? What is the safest way to get to work? What is the most expensive way to get to work? Lesson 10 What does she look like? What are they like?

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I like love stories. Her favorite kind of music is hip hop.

Our coworkers were there. Yes, he was there.

They were born in Chicago. I grew up in Arizona. She moved five years ago.

He goes to work at 7:00 a.m. They go to bed around 10:00 p.m.

We’re studying. He’s watching a movie. Yes, I can. No, he can’t.

The silver SUV is faster than the blue SUV. The new dryer is bigger than the old dryer. Our rent is more expensive than our phone bill. A bike is the easiest. Walking is the safest. A taxi is the most expensive.

She has dark eyes and brown hair. They are friendly.

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Lesson 1 What kind of movies do you like? What’s her favorite kind of music?

Lesson 11 What are you going to do this weekend? What does he have to do today? What do they have to do tomorrow? Lesson 12 What is she doing now? Are we volunteering tomorrow? Is he going to class tonight?

I’m going to do my laundry and get together with friends. He has to do yard work. They are not doing anything.

She’s eating dinner. Yes, we are. No, he isn’t.

Lesson 14 What would you like to eat for dinner tomorrow? Would you like to eat a hamburger? Lesson 15 What does she need to do at the post office? What do you need to do tomorrow?

I went to Mexico. He spent time with his family.

I’d like pasta Yes, I would.

She needs to mail a letter. I need to run errands.

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Lesson 13 What did you do on vacation? What did he do on vacation?

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Table of Contents

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1. Welcome to Confidence and Connections! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 2. Tips for Every Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 3. Starting Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 4. Teaching Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 5. Teaching Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 6. Teaching Pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 7. Teaching Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 8. Real Life: Culture Tip and Connect with Conversation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 9. Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 10. Ending Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 11. Tips for Checking Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 12. Making Corrections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 13. Teacher Toolkit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 14. Engagement and Easy Expansions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

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Welcome to Confidence and Connections! Confidence and ConnectionsTM is Intercambio’s English language curriculum, designed to build practical, relevant English language skills and cultural awareness for students and teachers. The curriculum prepares adult immigrants to use English in the community and create meaningful connections by building each lesson towards a personal conversation. Through this program, Intercambio facilitates access for people with or without teaching experience to become great teachers, which enables communities to meet extensive unmet demands for English classes. Our purpose is to ignite human potential by cultivating a world where people from different cultural backgrounds connect, communicate and engage. This section of the book will help you create dynamic classes that result in student participation, retention, and positive results. You will find tips on using the curriculum in the most effective and fun way as we believe that fun and engaging classes encourage better student retention and, in turn, inspire better results. One-on-one teachers, please note that although the activities described in this section are written with group classes in mind, most can be easily adapted for one-on-one settings. Remember that anytime there is an activity for pairs, you and your student are the pair. These three strategies will help you be a more effective teacher:

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1. Keep it simple. Give short and simple instructions. Use fewer words, and more gestures and visuals. Practice giving instructions before the class and anticipate where students may struggle. 2. Repetition is the key to success! To help your students remember a word or structure, repeat it 8-10 times in a variety of contexts. This will appeal to students with different learning styles and keep everyone engaged. 3. Maximize student engagement. Use techniques and fun activities that get students talking and moving around. As a teacher, you are also a learner - you’ll learn about language, effective teaching strategies and what works for your students, yourself, cultures, and life. It is OK to not know all the answers; be honest with yourself and actively find ways to learn alongside your learners. You are now part of a large and friendly Intercambio community. Good luck, have fun and happy teaching!

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

● ● ●

●

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●

one classes). Focus on the goal of your lesson. What will students be able to do after the lesson that they could not do before? (The “Students will be able to” statements at the onset of each lesson will help guide this.) Make the lesson relevant to students. Use examples that relate to their lives. Check for student understanding. Instead of asking, “Do you understand the directions?” ask, “What are you going to do?” Instead of asking if they understand a grammar concept, have them answer questions using it. Model what you want students to do before having them do it. If they need to write a paragraph about themselves, write one about yourself first. If they need to ask questions with a partner, model asking and answering questions with a student first. Establish class routines by using similar activities, instructions and gestures so that students know what to expect. Establish a gesture that means “repeat” so you can get them repeating words and phrases several times using that gesture. The teacher is always active even when they’re not in the front of the room. When students are working alone or in pairs/groups, you should walk around providing help when appropriate. During fluency activities, take notes of common errors that can be addressed later. You don’t need to have all the answers. If you are not sure about something, write it on the board and tell your students you will get back to them—then make sure you do.

Self-reflection is the key to successful teaching. Create the habit of asking yourself these questions after each class: • • • • • •

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

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

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

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

● Apple Tree

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

● Flashcard Review

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

● Memory Game

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

● Pictionary

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

● Charades

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

● Questions, Questions, Questions

Write 6 questions from previous lessons on the board (or a piece of paper for one-on-one). In pairs, take turns throwing a die and answering the question that corresponds to the number rolled. In addition to the warm-up, always take time at the beginning of class to review homework. You can have students check their own work against an answer key, review their work in pairs as they arrive, or go over it together. See the Homework section for more tips.

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Teaching Listening It is important to not skip this section because listening is an essential key to effective communication. It helps students learn new information, build confidence, and improve their vocabulary and pronunciation. Additionally, students will get used to how their teacher talks; that’s why it is important to expose them to different voices. The key to successful listening exercises is to employ a simple multi-step process. Start broadly at first, and then give students an opportunity to listen for details. The student book is designed so that each listening exercise includes three steps: pre-listening, listening for general information, listening for details. Pre-listening Before playing the listening track, prepare students by activating their background knowledge. Use one of these strategies: ● Point to the picture and ask, What do you see? ● Point to the picture and ask, What do you think the conversation is about? ● Point to the Listening Warm-Up question in Activity Pre and ask, What do you think the answer is? Write the students’ guesses down so that you can check and see who was right after playing the track.

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Listening for general information Students should listen for a general piece of information the first time they hear the track e.g. How many people do you hear? Confidence and ConnectionsTM provides this type of question for you in the Listening Warm-Up section of each lesson (Activity Pre). After reading the question together, play the track all the way through without stopping. Go over answers by: 1. Having students discuss their ideas/answers in pairs before checking them as a class. 2. Checking the answers as a class. Note: Play the recording again if necessary.

Listening for details 1. Read the directions and model what students need to do first. Then play the track all the way through again. 2. Let students listen and do the task individually. If needed, play the track multiple times. 3. Ask students to compare their answers with a partner. 4. Check the answers together with the class and write them on the board. Put a question mark if students are not sure or do not have an answer yet. 5. Play the recording again. Make sure you have the correct answers and no question marks on the board. Expansion Ideas Follow the listening with a review so that students can use the language they just learned. Review suggestions: ● Practice dialogs in pairs after completing an activity. ● Have students retell the story they heard to each other. ● Ask students about a personal opinion or experience related to what they heard. ● Ask students to listen again and mark the stressed syllable in key words (such as words from the vocabulary section). Write the words on the board and mark the stress together. Read each word one by one and have students repeat after you. Do’s and Don’ts for listening

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

(This is generally built into the pre-listening stage.)

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

Remember: Listening is never boring! Some tracks might seem dull to you as a teacher, but it is actually challenging and engaging for your students. Don’t shortchange the listening section of the lesson by going through it too quickly. 122

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

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2. Pronunciation refers to how to say the word correctly. Use this process: ● Read the vocabulary list and have students repeat each word. ● Make sure everybody pronounces the vocabulary correctly. First, do choral repetition with the whole class several times. Then, have smaller groups pronounce the word. Finally, have individual students repeat after you if necessary. The goal is to help students be comprehensible rather than perfect, so do not spend more than 1-2 min on it. ● Optional: For multisyllable words, it may be helpful to read the list again while students underline the stressed vowel sound. Do the first word together. Write a word on the board, pronounce it and mark the stress. 3. Form refers to the spelling. Write the word on the board. Adding vocabulary words

Be intentional about how you add additional vocabulary words to a lesson (beyond what is in the book). Consider adding a few new words that students need in order to ensure a lesson’s relevance (for example, if a “jobs” lesson does not include a student’s profession, add that word to the list). You can always reserve a section of the board to collect new words based on student needs or interests. Have students add the new words to their books at the end of the class using this list. Only add words that are truly relevant to students. In general, no more than 2 or 3 so that students don’t get overwhelmed. How to practice vocabulary The key to learning vocabulary is repetition and review. Allow multiple opportunities for all students to repeat the new vocabulary. Simply telling students a new word does not mean they have learned it. They need to use the new words in meaningful contexts many times before they learn them. Starting in level 2, there is vocabulary practice in the student book. In addition, we recommend making flash cards of new vocabulary. Ideally, both you and your student(s) will each make your own set. This will allow students to practice at home and give you a set to use for a variey of activities each class such as Charades, Pictionary, Memory Games, etc. See the Engagement and Easy Expansions section for details. Review the new vocabulary during the next class meeting and periodically after that. When/if you create your own grammar activities, include vocabulary words that have been learned in past lessons. Regular review will help students remember the new words.

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

Select 1 or 2 sounds that might be confusing. Have them listen to you make the sound. Help them identify physically how to make the sound. Have students repeat the sounds. Have students repeat the sound in context (i.e. in words).

Teach students how to use The Color Vowel Chart® in their books. This tool enables teachers and learners to talk easily and accurately about vowel sounds in English without the use of phonetic symbols. Instead of phonetic symbols, the Chart uses colors and key words to represent vowel sounds.

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How to find the “color” of a word in English: 1. Identify the syllable that receives the primary stress i.e. the syllable we say longer and louder than the rest of the word. For example, teacher, student, attendance, and amazing each have one main stress. 2. Find the Color Vowel anchor phrase that most closely matches the vowel sound in the stressed syllable. For example teacher is GREEN TEA (because the stressed sound in teacher sounds like the stressed sounds in green tea), student is BLUE MOON, attendance is RED PEPPER, and amazing is GRAY DAY. 3. Practice pronunciation by saying the anchor phrase, the vowel sound, and the word, slowly like this: GRAY DAY… “a”... amAzing. Here are some other tips to help make teaching pronunciation most successful and fun:

● Every time you introduce a new word or structure, make students repeat after you three times. ● Use Pronunciation Fun (Pro Fun) to practice challenging sounds through minimal pairs (two words that differ in

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

Learning English pronunciation can be challenging but do not let it dishearten your students. Motivate your students by noticing their improvement and being supportive and encouraging.

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Teaching Grammar Grammar is an important component of Confidence and ConnectionsTM and new grammar structures are introduced every lesson in the Language Tools section. It is important to introduce grammar both directly and in context. For real learning to take place, students need to have exposure to the language; they need to notice and understand grammar being used; they need to try using language themselves in ‘safe’ practice ways and in more demanding contexts; they need to remember the things they have learned. There are different ways to teach a language. For example, a formal approach might include teaching through rules, diagramming, translation and drills. An informal approach might focus on pure conversation without a book and limit the amount of correction. Confidence and ConnectionsTM is designed to incorporate the best of these two extremes by introducing structure, then giving opportunities to practice through relevant life skills contexts and meaningful conversation. Language Tools Presentation (Grammar Chart) Before you begin the grammar practice activities, it’s important to walk through the chart with your students. If you are teaching a group, it is useful to copy the chart onto the board or on chart paper so that everyone can focus on the same thing. Many of the charts are set up as Questions and Answers. Some are Statements. Many charts include a Tip Box. Go over everything with your students.

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Have students try to work out the rules for themselves first by giving them a minute to look at the chart silently. Then go over it together. Circle or point out what is important. Read each sentence and ask them to repeat. Provide some context, so that students can relate the grammar to something they know. The grammar point will normally be something they have just heard in the listening section. Consider what is most difficult about the grammar point you are presenting. Is it a concept which they may not have in their native language? Is it the form, such as irregular past tense? Or is it the use, for example: when to use that particular structure, e.g.”I’m going to” vs. “I will”?

Use engagement techniques, such as TPR (which is explained in the Engagement and Easy Expansions section), Index cards to scramble sentences and questions for them to put in order, sentence strips, and games to practice the grammar chart. This will build confidence and understanding before the practice activities.

Don’t over explain the grammar. Most students find too much grammatical terminology confusing. Many times, it’s best to just go over the examples, highlighting the grammar point, and then practice. Beginning at level 4, we provide a short explanation of the grammar under the grammar chart or box. Grammar Practice In this section, the activities provide closed practice, meaning that activities have only one answer. (In the Real Life section, students will do more open, communicative activities.) The first activity on the grammar page involves just filling in, matching or selecting the best word. By the end of the page, the students are writing sentences. Try to expand the activities to provide multiple chances to work on the grammar point. See the Engagement and Easy Expansions section for ideas. If you have students complete the activity in pairs, give them a chance to look at the activity individually for a minute first. After each activity, have students compare their answers in pairs or groups. Then check the answers together as a class. Take note of where students make mistakes. Write mistakes on the board and have students correct them (for one-on-one students, see if they can correct their own mistakes first). More guidelines on making corrections can be found in the Making Corrections section.

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

Culture Tip

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impede communication. You might want to note students’ mistakes and address them later. ● Adapt the exercises to meet your students’ needs. Make your own choices based on your students’ interests and abilities. If a topic does not seem relevant to your students, ask them to talk about something that is. This may require teaching a bit of additional vocabulary and that’s okay. Do this quickly by adding relevant words to the board and briefly going over the pronunciation. ● First, have students work in pairs or small groups. Then, have a whole class discussion. ● For reading activities one strategy is to have students walk around the room and read to themselves individually aloud. This is a way they can practice reading out loud without feeling ashamed.

Every Real Life section has a Culture Tip that corresponds to a section of The Immigrant Guide, which often has more detail than what is mentioned in the Culture Tip in case you want to go deeper on a topic with them. Culture is composed of both visible and invisible elements. We can think of it as an iceberg. What you see may be about 10% of the total. You may see behaviors, but attitudes and values can be hidden.

You will generally find the Culture Tip on the first or second page in the Real Life section. Go over this with your students and have a short discussion. For groups, you can ask them to discuss the tip in pairs or small groups first and then share their ideas with the class. Starting in 2L and 2R, discussion questions are included with the culture tip. Possible discussion questions: ● Is it surprising? Why? ● What is your experience with it? ● How different is it from your native country? When it comes to cultural differences, there is no right or wrong (other than laws, which our students do need to know). Our goal is for people to observe and learn from differences rather than interpret them as better or worse. We mention certain behaviors and actions that are more common in the United States and we ask students to talk about common behaviors in their native country, but every individual is different. Language and country of origin are two of many aspects that make us who we are. We encourage cultural humility - a lifelong process of self-reflection and learning. We hope to broaden teachers’ and students’ perspectives by opening doors to discuss our differences in safe, respectful ways. It’s easy to make mistakes when we connect with people across cultures, and that’s okay. Often we aren’t aware of mistakes we make, so awareness is usually the first step to learning more and bridging cultural gaps. If you enjoy connecting across cultures, students are likely to enjoy taking this profound learning journey with you!

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

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Remember that the objective is to create a respectful and comfortable environment to practice English using real-life experiences and to have fun!

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

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

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

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

time to introduce the lesson effectively.

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

Exit Tickets

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

● Pass around a box of random objects. Students choose an object from the box and say why it indicates how they

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

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

(happy, confused, frustrated, excited, etc.).

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

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Tips for Checking Answers Checking answers to activities is a must! Since you will be checking answers several times each lesson, be intentional about how you do this to keep students engaged during the process. Here are some tips: 1. As students finish an activity, assign pairs to do a check first. This allows students to confirm and/or discuss their answers together. The peer might benefit from explaining why they believe they have the right answer as well as the student who gets to process an uncertainty. The teacher can wander the room to answer questions and, once he/she has determined that an answer is correct, assign pairs to write it on the board. This also gives students who have not completed the work a chance to attempt it. This preliminary step insures that there will be less dead time during the whole-class check. 2. As you monitor students during an activity by walking around the room, look for people who have a correct answer. Ask them to write their answer on the board. As students finish their work, have them check themselves against the answer key that the class has been collectively generated on the board.

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3. After bringing the whole class together, have students take turns giving the correct answer. Train students to monitor themselves. Let them know that they can pass (not answer) if they want to. This can save time and embarrassment. Sometimes, a student will hesitate. Consider telling him that you will come back to him, and give him a few seconds to think. Be sure that you do! Also, ask the class to let the nominated student answer the question. When others shout out the answer to “help,” politely advise them that this is “Maria’s” question, and they must let Maria answer it. Give Maria six seconds to answer. Again, she can pass if she wants to. 4. Try to cover the entire room. Research shows that teachers tend to call on students in an uneven way. Consider moving in an asterisk so that you move from the student in the upper right corner to the lower left and then from lower right back up to upper left. Then middle-rear to front followed by left to right. Or, in classrooms where students sit in a horseshoe formation, call on the student to the far right first, then the far left, then the person next to the far right student, and so forth. 5. To encourage students to learn each others’ names, you might ask the student who just answered to name the next student to speak.

6. Ask a student who thinks he/she has all the right answers to read all the answers. Other students shout STOP! if they hear something different from their own answer. The original student and “stopper” must then justify their different answers. The one who is correct continues reading. Sometimes this results in spirited arguments or in a class vote on the correct answer. It always results in everyone paying attention! 7. As an alternative to tip 1, after pairing students, pair the pairs (to make groups of 4). Continue until you run out of students. Skip the whole group check. This will ensure correct answers without having to check them as a whole class.

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

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

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

correction. If someone does, then ask the original student to repeat the correct sentence. Do this sensitively by creating an atmosphere where mistakes are applauded as a sign of courageous practice. ● If neither self- nor peer-correction is eliciting the correct response, say the entire sentence aloud while making the correction. Be sure to have the student repeats the full, correct sentence, not just the word that you corrected. You may even have all students repeat the correction - generally if one person needs the correction, everyone does.

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2. If the mistake was made during a “fluency” exercise (e.g. during conversation), be cautious about not interrupting to make a correction. Ways you might address this are: ● As you go around the room listening to students, jot down mistakes you hear. Following the activity, discuss the

problem areas without pointing out who made which mistake.

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

board.

3. During an informal exchange before, during or after class, the focus is on normal, human conversation in English. Do not interrupt students to make a correction; instead, monitor the activity, take notes, and address the mistakes later. You might want to correct only those mistakes which clearly impede the communication or have already been covered in class.

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

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Teacher Toolkit Using objects in your class can keep lessons fun and engaging. Fill a tote bag with these objects. Store your teacher book in the bag, and you’ll always have an easy, go to toolkit for class. Here are some suggestions for your toolkit, as well as ideas for how to use them. Pencil and pen (and/or colored markers)

● Bring different colors to create color-coded sentence cards, flash cards, or to make corrections. ● NOTE: Students often don’t like making mistakes in their books but they may not bring a pencil to class, so having

extra pencils on hand can help. Making mistakes is part of the learning process!

Index cards

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

but also gives students extra opportunities to practice!

Notebook

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

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

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

how to use it!

Other items

● Photographs, pictures of a variety of people or objects from magazines, grocery store ads, to go menus, sticky

notes (in a variety of colors), dice for Questions, Questions, Questions and board games, a box of objects relevant to the lesson topic, a small ball for Ball Toss, baggies, rubber bands, paper clips for Bingo markers and board game pieces, scissors, scrap paper, blank game boards, puppets, pennies (great for counting games), glue sticks, play money, fly swatters for Fly Swatter Game.

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Engagement and Easy Expansions We learn best when we are having fun! Try to make class engaging and meaningful to your students by doing a variety of activities during class. Below are some low-prep activities you can do with your student(s). While many can be adapted to cover different topics (grammar, speaking, pronunciation, writing), we have indicated the most common use for each one in parentheses. Ball Toss (Speaking, Grammar) Form a circle and toss a ball or stuffed animal. For one-on-one, stand across from each other. ● If working on verbs like to be the teacher can say “I” then toss the ball to a student who should say “am” and toss it back to the teacher. The teacher says “you” and tosses it to another student who says “are”, etc. ● Alternatively, the teacher asks a question and throws the ball to a student who answers it. Now that student asks a question and tosses it to another student to answer, etc. You can do this to review or to practice the questions in the Language Tools chart. Categorizing (Vocabulary, Pronunciation) Sort vocabulary words into different categories. For example, if students learned about food, use categories of meat, dairy, vegetable, fruit and grain and have students place items into the correct category. This also works with sounds. For example, have them put verbs with -ed into groups based on whether -ed sounds like /t/, /d/, or /id/.

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Charades (Vocabulary) In the classic game of charades, students mime words or phrases while the others watch. The class guesses the demonstrated word and, for extra practice, uses it in a sentence. To make this more fun, write the vocabulary words on strips of paper and wad them into a ball. Toss it to the first student, who pulls out a strip and acts out the word or phrase on it while the class guesses. The student then throws it to the next person. Class Tic-Tac-Toe (Vocabulary) The teacher writes a tic-tac-toe grid on the board and fills in vocabulary words. Divide the class into two teams. In order to put an X or O in a space, the team representative must use it in a sentence correctly. Students can also play this game in pairs.

Cocktail Party (Speaking, Grammar) This activity mirrors a cocktail party. Students are given a topic and go up to different people and talk about it. It’s often helpful to list some questions on the board to to get them started. Students should speak and listen to multiple people during this exercise, which may require some encouragement from the teacher. This can also be a dynamic way to check answers or to use the Connect for Conversation section of the book. Colored Index/Grammar Cards (Grammar) These can really help students interact with grammar structures. Colors can be used to highlight singular and plural, and verbs tense changes based on pronouns.

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

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

Be sure to follow-up the activity by asking for students’ summaries of what they discovered e.g.“Who likes bananas?” etc. You can choose questions based on that day’s topic or review previous grammar points.

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Fly Swatter Game (Vocabulary, Grammar) Write vocabulary words or put pictures on the board. Divide the class into two teams and have one member of each team come to the board, give each person at the board a fly swatter. Give the word or clue and the student that hits the correct word or picture first gets a point for their team. To practice grammar, write verb conjugations on the board e.g. have/has. Say pronouns and have students hit the correct form of the verb. Heads Up (Vocabulary) Students work in groups of 3-4 and pick a card with the vocabulary word on it and put it to their forehead without looking at it. Other students give them clues to help them guess the word. Info Gap (Speaking) This activity is done in pairs, Partner 1 and Partner 2. Each Partner is missing some information, but together they have all of the information. Depending on the specific activity, Partner 1 asks Partner 2 a question. Partner 2 answers by looking at what they have and providing the needed information to Partner 1. In some Info Gap activities, Partner 1 and 2 are role playing and after they complete a round, they reverse roles. Other Info Gap activities are similar to the game Battleship where Partners 1 and 2 take turns asking and answering questions to complete the activity. Magazine Picture Hunt (Vocabulary) Hand out magazines to the class. Give them a word and have them find a picture of it in their book. Have people stand up when they find it.

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Pictionary (Vocabulary) Draw a vocabulary word or phrase. Have your students guess it. Switch roles. Having students draw their representation of a word allows for deeper understanding of the meaning of the word. For extra points, have students either spell it or use it in a sentence.

Questions, Questions, Questions (Speaking) Write 6 questions on the board or on a piece of paper for one-on-one. Make sure to number them. In pairs, students take turns throwing a die and answering the question that corresponds to the number they rolled. You can adapt the questions depending on how well the students know each other, or to review the vocabulary or grammar from a previous lesson. Every so often, erase one of the questions and write a new one. This can also be played in groups. Sample questions for new students

Sample questions for students who know each other

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

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

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

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

Example: Write your name on the board. Say and do underline my name: Anna. Have a student come up to board. Write your name again, Anna and say underline my name and have the student do what you said.

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

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GREEN TEA

BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK w

ROSE BOAT r

GRAY DAY

a CUP of MUSTARD

ORANGE DOOR y

TURQUOISE TOY

RED PEPPER

North American English Fifth Edition

OLIVE SOCK

AUBURN DOG

WHITE TIE

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

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

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

Intercambio is a 501 (c) 3 nonprofit organization founded in 2001. In addition to our successful and continually advancing program in Boulder Colorado, we support and share best practices with organizations across the country that use our curriculum, training and resources. We are committed to learning from everyone. Please share ideas or feedback with us at www.intercambio.org/comments $18.00 ISBN 978-1-947639-29-4

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www.intercambio.org • resources@intercambio.org 9 781947 639294