Confidence and Connections Teacher Book 3 LEFT - Digital View

CONFIDENCE and CONNECTIONS Teacher Book

TM

Adult ESL The Intercambio Way

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3L

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

Not For Duplication

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Confidence and Connections Adult ESL The Intercambio™ Way Teacher Book

Intercambio Uniting Communities © 2019 Confidence and Connections is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Intercambio Uniting Communities.

First Edition 2019

Printing 10 9 8 7 6

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CREDITS Level 3 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 Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Ingrid Justin, Jennifer Kurtz, Rosie Piller, Lee Shainis and Marcie Smith

Thank you to the following organizations and agencies that support our work and made the development of Confidence and Connections possible.

3Metas Argosy Foundation Jacques M. Littlefield Foundation Red Empress Foundation Schocken Foundation Workforce Boulder County intercambio.org/teachers

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SCOPE AND SEQUENCE #

Title

Grammar

Conversation

By End of Lesson, You Can:

1

I’m Going to Do My Best!

• Review wh-questions in the present, past, and future + going to tenses

Discuss things you did and are going to do in this and past classes

• Talk about things you like to do and make using the past, present and future tenses

2

She’s More Outgoing than Me

• Comparatives and superlative review with object pronouns

Compare family members and friends with others

• Compare different people you know with yourself and others

• Past continuous with when

3

What Happened?

Share stories about safety in • Talk about safety items in your home your home or at work • Talk about emergency situations

4

I Like Watching Soap Operas

• “Like” with gerunds • Comparing “too” and “very” with adjectives

Share about the kinds of things you like to watch, do, and listen to in your free time.

• Share about movies, music, and things you like to do • Compare types of movies and talk about dislikes and likes

• Future with “will” and “If” clauses • Imperative sentences

Talk about what you will do if there is a natural disaster

• Share ideas about how to stay safe if a weather event happens

• Comparing prepositions “for” and to

Talk about what you do when you feel sick, and medications

• Ask for help when looking for something

• Simple past with use to

Talk about things you used to and didn’t use to do

• Share about things in your past you used to do and now don’t do • Share about things you didn’t use to do and now do

Role-play discussion about objects and possessions

• Talk about things you and others own • Ask questions about items

5

What Will We Do?

6

How Can I Help You?

7

I Used to Play Outside

8

Review and Progress Check

9

Field Trip

10

Whose Hammer is This?

• Comparing this/that and these/those • Possessive pronouns

11

You Should Go to the Bank

• Giving advice using should or Giving advice about comshouldn’t mon things in life

• Talk about ways you spend and save money • Share advice about how to do things

• Comparing adjectives with -ed and -ing endings

Talk about how you and others are doing

• Tell someone how you are doing • Ask others about how they are and what makes them feel stressed

• Countable and uncountable nouns • Using quantifiers; a lot, a little, some, a few

Talk about how much you recycle

• Discuss how much you recycle, throw things out, and reuse things

• Future tense with “will” for promises and offers

Make offers to help with planning and events

• Talk about things you have planned and will plan in the future • Make offers for situations and parties

• “Looking forward to” with gerunds • Review present continuous

Share about the things you are looking forward to doing in the future

• Ask and answer questions about the things you are looking forward to doing in the future

12

It’s Relaxing

13

Reduce, Reuse, and Recycle

14

Who’ll Bring Dessert?

15

I’m Looking Forward to It!

16

IV

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 student(s). 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 a one-on-one setting, learn about your student’s family and share information about your own.

About your teacher book: Your teacher book is designed to be simple to use and make your classes as engaging and effective as possible.

You’ll find a lead page at the beginning of each lesson. This page contains: • The learning objectives for the students (“Students will be able to…”)

• Suggested materials to bring to class • Useful notes • Listening transcript In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. (NOTE: The answer key does not provide capitalization.) In the first two lessons, we included notes for most activities. After that, you’ll find notes only for activities that benefit from specific instructions.

In the back of the book, you’ll find an in-depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use. We’ve referenced sections from the back of the book within the callouts with bold text.

The back inside cover of your teacher book has the Color Vowel® Chart. If you do not already know how to use this tool, please go to intercambio.org/webinars and sign up to attend a pronunciation workshop. This fun, interactive training will help you use this tool as well as Pronunciation Fun with Pictures (Pro Fun) and you will learn easy techniques for teaching the many sounds and stress in English.

In addition, we encourage all teachers and students to use Pronunciation Fun with Pictures and The Immigrant Guide as supplements to their teaching.

Happy teaching!

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L1 I’M GOING TO DO MY BEST By the end of the lesson, students will be able to: • Talk about things they do or make • Talk about what others did or made • Talk about what they are going to do What to expect?

This is the first day, so don’t be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Use the board and have them use the board with you. Be careful in a group setting not to gauge your teaching level on one talkative student—especially for the first two lessons.

What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to use to supplement the pronunciation section • The Immigrant Guide to supplement the Culture Tip conversation • Prepared colored index cards for Activity D • To-do list of your own • Hand mirror (to show mouth shapes in Pronunciation Activity) Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • Make progress - to get closer to a goal; to move forward Warm-up: Greet students. Have them write their first name on a name tag or table tent (don’t forget to make one for yourself).

Do your best to pronounce students’ names the way they say them. It’s okay to ask them to clarify a few times.

It is as important for you to know your students’ names as it is for students to know their classmates’ 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 students, their children, even pets.

Listening Track 01 Malia: Hi Bernard, I’m in your class again this term.

Bernard: Hi Malia! Are you ready to start the next English book?

Malia: Yes, I am. I am going to do my best.

Bernard: Good! You know, you are making a lot of progress.

Malia: Thanks. I think I am making some progress, but I still make a lot of mistakes.

Bernard: It is good to make mistakes—that’s how you learn! Just be sure to do your homework this time.

Malia: Good idea. Last class I didn’t do a lot of homework. I am going to make sure to practice and do more.

Bernard: That’s a good plan! But can you do me a favor?

Malia: Sure—what’s that?

Bernard: Make sure you speak only English in class, okay?

Malia: Okay, I will!

Listening Track 02 (phone ringing) Jean: Hello?

Rafael: Hi Jean. It’s Rafael. Are you at home?

Jean: Yes, I am.

Rafael: Okay, great. I’m at the grocery store. I left my list at home and I need to make cupcakes for the open house tomorrow. Can you read it to me so I can remember what’s on it?

Jean: Oh okay, sure! Hold on (rummaging). Okay—it says we need milk, bread, eggs, and soap.

Rafael: Okay, thanks!

Jean: Your list also says you need to make a doctor’s appointment. Don’t forget!

Rafael: Oh, thanks for reminding me! I’ll do that now.

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I’M GOING TO DO MY BEST! Pre Pre Listening warm-up. Track 01: Is Malia a student or a teacher?

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

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

A. Have students repeat each phrase multiple times.

Repeat as whole group, then individually. Explain the phrases. Use hand gestures or body language where possible to demonstrate activities. See TEACHING VOCABULARY on page 122.

do the dishes

do a good job

do your best

make money

make a phone call

make progress

make a mistake

make a list

make sure to

do (someone) a favor

PRONUNCIATION Listen and repeat after your teacher. Practice the GRAY DAY sound.

Write the words with the GRAY DAY sound in the box.

A

GRAY DAY sounds

make

mail

beach

favor

family

hair

3. __________________________

mistake

party

healthy

4. __________________________

laundry

happy

parade

5. __________________________

breakfast

paper

account

make 1. __________________________

2. __________________________

6. __________________________ 7. __________________________

Pronunciation Read instructions. Let students look in the mirror at the shape of their mouths. Say words and have students repeat multiple times. Ask students to underline words with the GRAY DAY sound as they pronounce the words. Use Pronunciation Fun with Pictures for more practice on GRAY DAY words. See TEACHING PRONUNCIATION on page 123.

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Answer Key: Pronunciation: mail, favor, hair (can be RED PEPPER or GRAY DAY + r), mistake, parade, paper

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VOCABULARY PRACTICE

BB Write the words from the box in the correct column. make

do Homework

homework

your best

sure to

a list

progress

a favor

mistakes

money

a good job

dishes

her a favor

dinner

B. EE Read instructions. Students can refer to the vocabulary section for help. See ENGAGEMENT & EASY EXPANSIONS on page 132.

FF

LISTENING

CC

Listen again to Track 01. Circle the things that Malia is going to do or make. do my best

do laundry do my homework

do the dishes make a list

make mistakes

do my brother a favor make sure to practice

make money

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

GG See TEACHING LISTENING on page 121.

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

WH-QUESTIONS Present

When

do

you

Past

When

did

you

Future

Where

are

you

Present

When

do

you

Past

When

did

you

Future

2

Where

are

you

ANSWERS

do laundry? going to do make going to make

dinner?

I

do

on Sundays.

I

did

I’m

going to do

at the laundromat.

I

make

at 6:00 p.m.

I

made

I’m

going to make

laundry

dinner

last night.

last night. at home later.

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D. FOCUS: Wh- questions in the simple present, past, and future with “do/did” and “am/are.”

Write chart on board. Read and have students repeat the questions and answers several times. Point out in answer section how to decide present, past, future (e.g., for future tense, use “going to”). Do several real examples with the students—e.g., When do you go shopping? What did you do last night? Use colored index cards (see page 132) to practice. See TEACHING GRAMMAR on page 124.

Answer Key: B. do: a good job, her a favor, your best, a favor, dishes; make: sure to, progress, mistakes, a list, money, dinner C. do my homework, make sure to practice, make mistakes

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GRAMMAR PRACTICE E. Read the instructions.

Instruct students to write the letter of the answer on the line. Do first example together.

F. Read instructions and give students time to fill in the blanks. Go over answers, and then have students practice the dialogue with a partner.

EE

FF

Match the questions and the answers. e When are you going to do your homework?

1. ____

a. Yes, she made a list.

2. ____ Did he make a mistake?

b. No, he didn’t make a mistake.

3. ____ When did you make the phone call to the doctor?

c. I made it yesterday.

4. ____ When do they do laundry?

d. Yes, he’s going to make more money.

5. ____ Did she make a list?

e. I’m going to do it tomorrow.

6. ____ Are we making progress?

f. They do it on weekends.

7. ____ Is he going to make more money at his new job?

g. Yes, we’re making progress.

Complete the conversation with do or make. make a list of what we need from the grocery store?

Victor: Hey, Peppa. Did you (1)________

Peppa: Yes, I did! I’m going to the store right after I (2)________ my homework.

Victor: Great. I’m going to (3) ________ the dishes and laundry while you go to the store.

Peppa: Thank you! Can you (4)________ me a favor?

Victor: Sure.

Peppa: Can you look at the list I made for the grocery store? I want to (5)________ sure I didn’t make a mistake.

Victor: Okay. You did (6)________ one mistake. We don’t need any milk—we have another carton in the back of the fridge.

G. This activity has two parts.

Read the instruction. Then give students time to circle the correct answer. Have students work on the second part, writing questions. Read answers together as a group or with students taking turns.

GG Circle the correct words.

1. Can you do / did me a favor?

5. Are you do / doing him a favor?

2. Did he do / did the dishes last night?

6. We always make / making sure to do our homework.

3. She is making / makes progress.

4. Vera and Mateo made / making a lot of money last year.

7. They usually do / doing the laundry.

Write the questions.

Did you make a list?

1. __________________________________ Yes, I made a list.

2. __________________________________ No, he didn’t do the dishes.

3. __________________________________ Rebecca and her brother do laundry on Sundays.

4. __________________________________ Yes, she is making more money.

5. __________________________________ Yes, I’m going to do my homework.

6. __________________________________ No, I don’t make mistakes—just kidding!

7. __________________________________ Sure, I can do you a favor!

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Answer Key: E. 2. b 3. c 4. f 5. a 6. g 7. d F. 2. do 3. do 4. do 5. make 6. make G. 2. do 3. making 4. made 5. doing 6. make 7. do 2. Did he do the dishes? 3. When do they do laundry? 4. Is she making more money? 5. Are you going to do your homework? 6. Do you make mistakes? 7. Can you do me a favor? intercambio.org/teachers

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REAL LIFE / YOUR LIFE

JJ

H. EXPANSION: Show your own to-do list. Have students ask you questions about it. Then have each student make a short to-do list of their own and share with a partner.

HH Look at Rafael’s list of things to do.

Answer the questions.

1. Did he do his homework?

Yes, he did _________________________________________

2. Did he make dinner? _________________________________________ 3. What is he going to make? _________________________________________ 4. Did he do laundry? _________________________________________ 5. Did he make his appointment? _________________________________________

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Listen to Track 02. Circle True or False.

1. Jean is at the grocery store.

TRUE

FALSE

2. Rafael left his to-do list at home.

TRUE

FALSE

3. He didn’t make a list of things to buy at the grocery store.

TRUE

FALSE

4. He needs to make a doctor’s appointment.

TRUE

FALSE

5. He is going to call his best friend.

TRUE

FALSE

CULTURE TIP In the US, many people think that people learn from making mistakes. Do you agree? Can you give an example of a time you made a mistake and learned something?

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Answer Key: H. 2. No, he didn’t. 3. He’s going to make cupcakes. 4. Yes, he did. 5. No, he didn’t.

I. 2. True 3. False 4. True 5. False

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K I. Read the instructions. Have students read the statements.

Play the listening track.

Ask students to circle answers.

Play the track as many times as necessary.

Culture Tip Expand the conversation by asking what the #1 barrier to learning English is. Fear of making mistakes is #1! Let them know making mistakes is okay.

Ask how they can create a safe place and how they can support each other. Prepare some examples of how making a mistake helped you to learn something.

Share with students and then give them time to think of their own examples. Ask them to share examples, either with a partner or with the group.

J. Read the instructions.

Go over the chart with students. Review answers.

EXPANSION: Ask Do you agree with these tips? What other tips do you have?

JJ

1 Read the chart.

✔

DOs AND DON’Ts OF DOING LAUNDRY

DOs

DON’Ts

• Use hot water for whites • Check pockets • Dry sweaters flat • Remove items from dryer promptly • Clean washer with cleaner or vinegar regularly • Empty lint tray in dryer before each use

✘

• Mix colors and whites • Mix heavy and lightweight clothing • Overload washer • Wash bright colors in hot water • Dry delicate items on high heat in dryer

1. You want to wash a bright purple t-shirt. What is one important do or don’t? ___________________________________________________________________________________ 2. You want to wash three white blankets. What is one important do or don’t? ___________________________________________________________________________________ 3. You want to wash six pairs of blue jeans, six pairs of white socks, and eight t-shirts of different colors.

What is one important do or don’t? ___________________________________________________________________________________

K. Read the instructions. Go over the chart. EXPANSION: Ask Do you agree with these tips? What other tips do you have?

K

Read the chart. Write three things you are going to do or not going to do this term to learn English.

✔

DOs AND DON’Ts OF LEARNING ENGLISH

DOs

• Practice every day • Listen to the radio in English • Write down new words • Talk to one person in English every week • Ask questions if I don’t understand • Watch a TV show in English

DON’Ts

✘

• Be shy • Try to be perfect • Worry about my accent • Ask other people to speak English for me • Use the Internet to translate everything • Be scared to make mistakes

1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________

Conversation Ask students to find a partner and share 2-3 things they are going to do this term to learn English. They can use the sentences they wrote in Activity K. Have them ask their partner if they will do anything different from last term.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • What they’re going to do this term to improve their English • What they do to practice English that’s most helpful

WORD BANK What else?

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Answer Key: J. 1. Don’t wash in hot water. 2. Don’t overload washer. 3. Don’t mix colors and whites.

K. Answers will vary.

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HOMEWORK

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Lesson 1 • I’m Going To Do My Best

Martha made some mistakes in her journal. Look at the crossed out words.

Write the correct word on the line. do my best this year to learn English. Last year I didn’t did I am going to doing (1) ______

(2) ________ my homework. This year I can make (3) ________ my homework. Sometimes, I need to do the dishes or did (4)_______ the laundry, but I can still making (5) ________ a lot of progress. Yesterday, I make (6) ________ a list of all the things I need to do. It is a lot, but I can do it!

MM Put the words in the correct order.

1. need to / homework. / my / do / I

____________________________________________.

2. She / progress. / making / is / a lot of

____________________________________________.

3. okay / make / It’s / to / mistakes.

____________________________________________.

4. yesterday? / make / you / a phone call / Did

____________________________________________.

5. They’re/ the dishes / tonight. / doing

____________________________________________.

Pre Pre

Walk through each homework activity. These are very similar to activities they did in class. Confirm that they understand each activity. Do examples. See HOMEWORK on page 127.

NN Write answers to the questions. Use the words in parentheses.

1. What did you do last night?

2. What is she going to do?

3. What are they doing?

4. What is Ben doing?

__________________________________________________________ I did the laundry. (laundry) __________________________________________________________ (a favor for her brother) __________________________________________________________ (make dinner) __________________________________________________________ (make a phone call)

AA

JOURNAL PROMPT What are some things you are going to do or make next week? ____________________________________________________________________________ ____________________________________________________________________________

Journal If students need more space, encourage them to write on a separate piece of paper.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key: L. 2. do 3. do 4. do 5. make 6. made M. 1. I need to do my homework. 2. She is making a lot of progress. 3. It’s okay to make mistakes. 4. Did you make a phone call yesterday? 5. They’re doing the dishes tonight.

N. 2. She’s going to do a favor for her brother. 3. They’re making dinner. 4. Ben/He’s making a phone call.

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L2 SHE’S MORE OUTGOING THAN ME By the end of the lesson, students will be able to: • Describe both personality and physical appearance • Compare differences between people What to expect?

The grammar structure for comparison can be confusing. When comparing, the word “as” can refer to an equality or an inequality (e.g., Jose is as brave as Bill. Joe isn’t as brave as Bill.) It can also be confusing to know when to use the comparative/superlative (e.g., braver/bravest) versus “more ___ than” or “the most ___.” When words end with a “y,” the “y” is changed to “i” for the comparative/superlative forms (e.g., happy/happier/happiest). Students will need a lot of practice and repetition to learn this structure.

What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to use to supplement the pronunciation section • The Immigrant Guide to supplement the Culture Tip conversationPrepared colored index cards for Activity D • Prepared personality chart from Activity K Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • Selfish: to think only about yourself • Confident: to feel sure about your abilities • Brave: not afraid of danger • Outgoing: very friendly; likes to talk to people • Stubborn: will not change an attitude or position on something Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from last lesson. Give students an opportunity to discuss and share their journal entries in pairs or with the class.

Listening Track 03 Greta: Hi Oliver. Is this your family in the photo?

Oliver: Hey Greta. Yes, it is!

Greta: Neat—what are they like?

Oliver: Well, I have two brothers and one sister. My younger brother is really serious and hardworking. My older brother is funny and very smart. He is shorter than I am, but he is more athletic. He is the most confident person in our family.

Greta: What is your sister like?

Oliver: She is really nice and outgoing. She is definitely the funniest person in our family.

Greta: Oh, wow. I’d love to meet her. Is she as nice as you are?

Oliver: Well, I don’t know about that….

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2

SHE’S MORE OUTGOING THAN ME

NOTE: It’s also correct to say “more outgoing than I,” but “than me” is more common and also technically correct.

Pre Pre Listening warm-up. Track 03: How many brothers and sisters does Oliver have?

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

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher. selfish

nice

brave

stubborn

smart

shy

confident

lazy

funny

serious

hardworking

patient

outgoing

PRONUNCIATION A

A. Have students repeat each word after you multiple times. Explain the meaning of the personality traits. Use facial expressions and body language where possible.

EXPANSION: Bring in magazine photos of people demonstrating the personality traits.

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

Write the words in the correct box: selfish

outgoing

serious

hardworking

athletic

patient

FIRST SYLLABLE STRESSED

SECOND SYLLABLE STRESSED

selfish 1. __________________________

1. __________________________

2. __________________________

2. __________________________

3. __________________________

3. __________________________

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Pronunciation Read instructions. Discuss the number of syllables in each word. Explain that stressed syllables have more emphasis.

Say words aloud, clapping on each stressed syllable.

7

Answer Key: First syllable stressed: selfish, serious, patient; Second syllable stressed: hardworking, athletic NOTE: Outgoing is correctly pronounced with stress on either the first (outgoing) or second syllable (outgoing), though in the context of personalities, outgoing is generally pronounced with the stress on the second syllable.

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VOCABULARY PRACTICE B. BB Circle the correct word.

Read instructions. Students 1. She always thinks she can do things. She is very confident / funny. can refer to the vocabulary section for help.

2. They are very friendly and stubborn / outgoing. They aren’t shy.

EE

3. My cat sleeps all day and doesn’t like to go outside. She is quite funny / lazy.

4. They have three jobs. They are very hardworking / serious.

5. He always makes us laugh. He is so brave / funny.

6. Sometimes I think about my needs more than I think about the needs of others.

I can be serious / selfish.

7. My sister always helps other people. She is so confident / nice.

8. He never gets angry when he has to wait in line at the grocery store. He is so lazy / patient.

LISTENING

C C Listen again to Track 03. Circle the words that describe Oliver’s family members.

C. Go over the activity so 1. Oliver’s younger brother: shy hardworking serious students know what they are going to listen for 2. Oliver’s older brother: tall stubborn confident (circle what they hear).

Play track once without 3. Oliver’s sister: serious outgoing funny stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary.

LANGUAGE TOOLS

FF lazy funny smart

DD Listen to your teacher and repeat.

QUESTIONS

is

your sister

What

8

She’s like?

are

your neighbors

GG

ANSWERS braver than more easygoing than

me.

the funniest person in my family.

The Smiths are

as quiet as

the Garcias.

The Smiths aren’t

as fun as

them.

Student Book 3 LEFT

D. FOCUS: Comparative, superlative, and equative forms of adjectives and is/isn’t; are/aren’t. The grammar structure uses four types of comparison structures with the adjectives: 1. comparative for comparing two things (uses the ending ”er” + than ); 2. superlative for comparing three or more things (uses the ending “est”); 3. more + adjective + than (two things compared) or the most + adjective (three or more things compared); 4. as + adjective + as (equal or the same as).

NOTE: It is correct to say either “more outgoing than me” or “more outgoing than I (am)”; however, we have chosen to teach the former structure because that is how it is more commonly used in conversation. EXPANSION: Use colored index cards (see page 132) to practice.

Answer Key: B. 2. outgoing 3. lazy 4. hardworking 5. funny 6. selfish 7. nice 8. patient C. 2. confident, funny 3. outgoing, funny. intercambio.org/teachers

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2

GRAMMAR PRACTICE

E E Circle the correct word.

E. Read the instructions and the sentences. Instruct students to circle the answer, including the word “the” when appropriate.

You can discuss how the number of people being compared in each sentence determines the answer: than is the clue. In the superlatives, there is no than.

1. My sister is more / the most outgoing than me.

2. Her brother is as fun / most fun as her sister.

3. We are the shorter / shortest people in the class.

4. Ben is more / the most hardworking than his friends.

5. They are more / the most patient people I know.

6. She is smarter / the smartest than me.

7. You are more / the most confident than them.

8. He is funnier / the funniest teacher at the school.

9. He is as quieter / quiet as his brother.

10. Nina is as patient / more patient as her sister.

F F Match the questions and the answers. f What does he look like?

1. ____

a. He is more outgoing than me.

2. ___ What is your brother like?

b. Yes, she is the most patient person in their family.

3. ___ What is Maryam like?

c. Yes, they are as funny as he is.

4. ___ Is their mother patient?

d. No, he isn’t.

5. ___ Are his friends funny?

e. She is quieter than you.

6. ___ Is their teacher fun?

f. He is shorter than I am.

GG Write the answers.

1. What’s she like?

She’s quieter than her sister (quiet / than her sister) _________________________________________.

2. What’s he like?

_________________________________________. (confident / person I know)

3. What are they like?

_________________________________________. (funny / as their friends)

4. What are you like?

_________________________________________. (shy / person in my family)

5. What’s he like?

_________________________________________. (outgoing / as his brother)

intercambio.org/students

F. Read instructions and give students time to match the questions to the answers.

Have them check in pairs first. Then go over answers together. EXPANSION: Practice asking and answering in pairs.

9

G. Explain instructions and give students time to write the answers. Point out how many people are being compared and key words such as than and as. Have students check in pairs first. Then go over answers together. NOTE: In all English dictionaries, the comparative and superlative forms of shy can be: shyer or shier; shyest or shiest. You can also use more or most shy.

Students only need to practice one way.

Answer Key: E. 2. fun 3. shortest 4. more 5. the most 6. smarter 7. more 8. the funniest 9. quiet 10. as patient F. 2. a 3. e 4. b 5. c 6. d G. 2. He’s the most confident person I know. 3. They’re as funny as their friends. 4. I’m the shiest/shyest person in my family. 5. He’s as outgoing as his brother.

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Teacher Book 3 LEFT

REAL LIFE / YOUR LIFE

II

HH Read the personality tests about Raul and Hannah. Answer the questions.

H. Read instructions.

1= somewhat 2 = usually 3= always NOTE: The first three rows of adjectives show the results Points of the personality test for 1 stubborn 2 nice 3 outgoing 1 funny Raul and Hannah. The degree 2 confident 2 serious 2 patient 2 hardworking to which a person has a 1 shy 1 smart 2 brave 2 friendly certain quality is indicated 4 TOTAL 5 TOTAL 7 TOTAL 5 TOTAL by the number next to RAUL Eagle Owl Lion Elephant the quality (for example, Points Raul and Hannah are both 1 stubborn 2 nice 1 outgoing 2 funny somewhat stubborn—they 2 confident 1 serious 2 patient 2 hardworking both answered that question 3 shy 2 smart 1 brave 1 friendly with a 1). Point out that 6 TOTAL 5 TOTAL 4 TOTAL 5 TOTAL the “Total” number in each HANNAH Eagle Owl Lion Elephant column determines the most dominant personality trait What animal(s) is Raul like? ___________________________________________________________ (the highest number is the most dominant trait).

What animal(s) is Hannah like? ___________________________________________________________

Culture Tip Expand the conversation by discussing the consequences of telling offensive jokes (often called “dirty jokes”).

Ask your students if they know any “clean jokes” to share, or you share one if you know one! Use The Immigrant Guide (US Culture section) to spark more discussion.

Who is more confident?

___________________________________________________________

Who is more hardworking?

___________________________________________________________

Who is more outgoing?

___________________________________________________________

Who is funnier?

___________________________________________________________

JJ

CULTURE TIP In the US, it’s also common for people to tell funny jokes. However, jokes about race, gender, sexual orientation, disabilities, or religion can make people upset.

Is it common for people to tell jokes in your native country?

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Student Book 3 LEFT

Answer Key: H. 1. Lion 2. Eagle 3. Raul is as confident as Hannah. 4. Raul is as hardworking as Hannah. 5. Raul 6. Hannah

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13

II

2 Fill out your own personality test.

1= I’m not like this 2= I’m sometimes like this

3= I’m mostly like this

____ stubborn

____ nice

____ outgoing

____ funny

____ confident

____ serious

____ patient

____ hardworking

____ shy

____ smart

____ brave

____ friendly

I. Read the instructions.

Have students work in pairs to discuss their results.

____ TOTAL

Eagle

Owl

Lion

Elephant

What animal(s) are you most like?

____________________________________________________

Do you agree with the test results?

____________________________________________________

Compare your test with a partner’s test.

JJ

Fill in the chart about you and someone you know (a family member, friend, colleague, or classmate). Write words that describe what you are like.

ME

SOMEONE I KNOW

I am:

Name: __________________________________

1. ______________________________________

1. ______________________________________

2. ______________________________________

2. ______________________________________

3. ______________________________________

3. ______________________________________

I am not:

He / She is not:

4. ______________________________________

4. ______________________________________

5. ______________________________________

5. ______________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • What you are like • What someone you know is like • If you and the person you wrote about in activity J are similar or different • What your partner is like intercambio.org/students

Answer Key: I. Answers will vary.

J. Answers will vary.

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Teacher Book 3 LEFT

11

J. Read the instructions. Show students your previously prepared chart.

Conversation Read instructions, including the suggested topics.

EXPANSION: Have students share three traits of their partners with the class to practice speaking and listening skills. Be sure your students ask you questions too.

HOMEWORK

Lesson 2 • She’s More Outgoing Than Me

KK Put the sentences in the correct order.

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

Pre Pre

1. as lazy as / Tino / me. / is Tino is as lazy as me. ______________________________________________________________________________________ 2. more hardworking / him. / is / Her classmate / than ______________________________________________________________________________________ 3. the Wangs. / aren’t / as funny as / They ______________________________________________________________________________________ 4. My neighbors / the nicest people / in the / are / neighborhood. ______________________________________________________________________________________ 5. most outgoing / is the / in their family. / His grandson / person ______________________________________________________________________________________ 6. as patient as / I’m / my wife. ______________________________________________________________________________________

LL

Look at the questions. Write the answer.

1. What’s Gino like?

He’s more patient than me. (patient / than me) ______________________________________

2. What’s Tomasa like?

______________________________________ (confident / than her sister)

3. What’s she like?

______________________________________ (quiet / as he is)

4. What are her friends like? ______________________________________ (serious / than she is) 5. What are they like?

______________________________________ (hardworking / in the family)

MM Read about Carly and Omar. Answer the questions.

Carly shy stubborn brave

He is more selfish than Carly (selfish / than Carly) 1. What’s Omar like? _________________________________.

Omar hardworking outgoing selfish

4. Who is more hardworking? _________________________________.

AA

2. Who is more shy? _________________________________.

3. What’s Carly like? ______________________________. (stubborn / than Omar)

5. Who is braver? ________________________________________.

JOURNAL PROMPT Who in your family is the most outgoing? Stubborn? Funny? Hardworking? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 12

Student Book 3 LEFT

Answer Key: K. 2. Her classmate is more hardworking than him. 3. They aren’t as funny as the Wangs. 4. My neighbors are the nicest people in the neighborhood. 5. His grandson is the most outgoing person in their family. 6. I’m as patient as my wife.

L. 2. She is more confident than her sister. 3. She is as quiet as he is. 4. They are more serious than she is. 5. They are the most hardworking in the family.

M. 2. Carly is more shy/shyer than Omar. 3. Carly is more stubborn than Omar. 4. Omar is more hardworking than Carly.

5. Carly is braver than Omar. intercambio.org/teachers

15

L3 WHAT HAPPENED? By the end of the lesson, students will be able to: • Talk about accidents and what they were doing when something happened • Discuss common safety features in the home What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to use to supplement the pronunciation section • The Immigrant Guide to supplement the Culture Tip conversation • Prepared activity chart for Activity K • Prepared BLACK CAT cards for Pronunciation (optional) • Sentence strips for Grammar Expansion Activity (optional) • Timeline for Grammar Expansion Activity (optional) Warm-up: Greet students. Practice the material from the last lesson by asking a few questions using the grammar and vocabulary. Review homework from last lesson.

Listening Track 04 Steve: Hey, Jane. Did you hear the smoke alarm in our apartment building last night?

Jane: Yes, I did! I was cooking dinner when it went off. Did you see the fire truck, Steve?

Steve: Yes. I was working out in my living room when I heard the alarm. I looked out the window and saw the fire truck outside.

Jane: I looked out the window and saw the smoke! Good thing the fire truck got here fast to put out the fire.

Steve: Yeah—and good thing the smoke alarm was working!

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Teacher Book 3 LEFT

3

WHAT HAPPENED? Pre Pre Listening warm-up. Track 04: What did they hear?

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

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

A. Have students repeat each word after you multiple times. Use facial expressions and body language where possible.

police officer fire extinguisher

ambulance

put out a fire

catch on fire

carry

arrive

fall down

firefighter smoke alarm go off

PRONUNCIATION A

Listen and repeat after your teacher. Practice the BLACK CAT SOUNDS. Circle the words with the BLACK CAT sound. fall

catch

alarm

ambulance

Pronunciation Read instructions. Practice the BLACK CAT sound, and then have students circle the words. Tell students that the vowel sounds can appear at the beginning or in the middle of a word: cat, apple.

police

class

sad

intercambio.org/students

13

EXPANSION: Use index cards. Prepare sound card for each student showing a “black cat” on it. Call out words that fit the sound and words that do not.

Students should hold up the black cat card when they hear the sound.

Answer Key: Circle: ambulance, class, sad intercambio.org/teachers

17

VOCABULARY

BB Read the story below. Number the pictures in the correct order 1–6.

Alana was making dinner last night when a fire started in the kitchen. The smoke was getting thicker when she called the fire department. The firefighters arrived and put it out with a fire extinguisher.

Her neighbors were looking out their windows when the ambulance arrived.

1

LISTENING

CC

Listen again to Track 04. Check the box of the person that did or was doing each action.

ACTIONS 1.

was cooking dinner

o Jane P

o Steve

2.

was working out

o Jane

o Steve

3.

saw the fire truck

o Jane

o Steve

4.

saw smoke

o Jane

o Steve

5.

looked out the window

o Jane

o Steve

LANGUAGE TOOLS

DD Listen to your teacher and repeat.

QUESTIONS What

happened?

What were you doing What was he doing

the alarm went off?

when

he fell down?

ANSWERS

They

were working out

I

was cooking

He

was doing laundry

the fire truck arrived. when

it went off. he fell down.

STATEMENTS When

14

the alarm went off,

I

the fire truck arrived,

they

were working out.

he fell down,

he

was doing laundry.

Student Book 3 LEFT

Answer Key: B. 1, 5, 3, 4, 6, 2 C. 2. Steve 3. Steve 4. Jane 5. Jane and Steve 18

Teacher Book 3 LEFT

was cooking dinner.

B. Before the activity, have studentsE Elook at the pictures.

Talk about what is happening in each picture without reading the text. See if they can put them in the correct order, again without reading the text. Then have them read the text to check their work.

C. FF 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. Play track again as many times as necessary. Stop if necessary.

GG D. FOCUS: Sentences with two clauses: one with the past continuous tense and one with the simple past tense. The past continuous tense describes an action or situation that was taking place when something else happened, and the simple past tense describes the action or event that happened. We use when before the simple past part of the sentence. Either part of the sentence (simple past or past continuous) can come first, but if the sentence begins with “When,” a comma is used between the two parts. EXPANSION 1: Write sentences with two clauses using “past continuous” and “simple past” on strips of paper. Cut the strips into pieces and have students put them together to form sentences. EXPANSION 2: Use a timeline to demonstrate when events may occur.

3

GRAMMAR PRACTICE

EE E. First, have students work individually and then compare their answers in pairs/groups. Finally, go through the answers together.

Match question to answer.

e What was she doing when she fell down?

1. _____

a. He was talking to his girlfriend.

2. _____ What were they doing when they heard the alarm?

b. I was cooking dinner.

3. _____ What were you doing when the fire started?

c. We were looking out the window.

4. _____ What were you and Don doing when the police arrived? d. They were working out.

5. _____ What was he doing when he saw smoke?

FF

e. She was carrying laundry.

Circle the correct words.

1. I was doing / did the laundry when the alarm was going / went off.

F. 2. When she was hearing / heard the alarm, she was working / worked out.

Read the instructions. Go 3. They were calling / called the police when the fire truck was arriving / arrived. over answers together.

NOTE: The simple past 4. Jordan was carrying / carried groceries when he was falling / fell down. tense goes in the part of the 5. The carbon monoxide detector was going / went off when the fire fighters were arriving / arrived. sentence (clause) with the 6. When the ambulance was arriving / arrived, the firefighters were putting out / put out the fire. word “when” and the past continuous tense goes in the 7. I was cooking / cooked dinner when the police officer was arriving / arrived. other part of the sentence (supporting clause).

GG Complete the conversations. Use the word in parentheses. Practice with a partner.

1. Q: What happened?

Was carrying A: He _____________________ (carry) groceries when he fell down.

G. Explain instructions and give students time to write the answers. Point out how they can determine the correct tense—Where is the word “when” in the sentence? Go over answers together.

2. Q: What were they doing?

A: They _________________________ (watch) a movie when the alarm went off.

3. Q: What was she doing?

A: She _______________________ (make) dinner when the fire started.

4. Q: What happened?

A: We _____________________(do) laundry when we heard an ambulance.

5. Q: What were you and your family doing?

A: We ________________________________(arrive) home when we saw the police at the front door.

intercambio.org/students

15

Answer Key: E. 2. d 3. b 4. c 5. a E. 2. heard, was working 3. were calling, arrived 4. was carrying, fell down 5. was going, arrived 6.arrived, were putting out 7. was cooking, arrived G. 2. were watching 3. was making 4. were doing 5. were arriving intercambio.org/teachers

19

REAL LIFE / YOUR LIFE

HH Read the directions for how to use a fire extinguisher.

Answer the questions.

Most fire extinguishers use the P.A.S.S. technique.

1

PULL...

Pull the pin. This will also break the tamper seal.

2

AIM...

Aim low, pointing the extinguisher nozzle (or its horn or hose) at the base of the fire.

3

SQUEEZE... Squeeze the handle to release the extinguishing agent.

4

SWEEP...

Sweep from side to side at the base of the fire until it appears to be out.

H. Read instructions.

Use body language to demonstrate how to pull, aim, squeeze, and sweep.

Discuss why you should have a fire extinguisher in your house and why it’s important JJ to check the expiration date.

EXPANSION: If your class is in a public place, see if there is a fire extinguisher so you can point out the parts.

WHEN IN DOUBT, EVACUATE IMMEDIATELY. What do you pull?

__________________________________________________________________

Where do you point it? __________________________________________________________________ What do you squeeze?

__________________________________________________________________

Where do you sweep?

__________________________________________________________________

Do you have a fire extinguisher in your home? ________ Check the expiration date.

II

Read the online post and comments. Answer the questions.

1. What happened when Jon was making dinner? ____________________________________________ 2. What was Mary doing?

I. Read the K Kinstructions.

Explain what is meant by “online post.” NOTE: #3 could be yes or no. It doesn’t talk about whether he got hurt or not. It just says no broken bones.

____________________________________________ 3. Did anyone get hurt? ____________________________________________ 4. What happened to Randy’s grandpa? ____________________________________________ 5. Did he break any bones? ____________________________________________

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Student Book 3 LEFT

Answer Key: H. 1. the pin 2. the base of the fire 3. the handle 4. side to side at the base of the fire I. 1. He heard an ambulance. 2. She was working out. 3. Unknown 4. He fell down the stairs. 5. No, he didn’t.

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Teacher Book 3 LEFT

Culture Tip Read the tip. Expand the conversation by discussing why smoke detectors are required by law. Have students answer the questions aloud. EXPANSION: Point out any smoke detectors or carbon monoxide detectors in your teaching environment. Use The Immigrant Guide housing section to spark more conversation.

J. Read the instructions.

Point out the columns—A, B, C, and the letters under the blanks. Ask students to share their stories.

3 CULTURE TIP All houses and apartments are required by law to have smoke detectors. Many states also require carbon monoxide detectors. It’s a good idea to check the detector regularly and replace the battery every year or when it beeps. What kinds of alarms do you have in your home now? What did you have in your home in your native country?

JJ

Write a story. Use the words below. Share your story with a partner.

A

B

make dinner do laundry ride bike work out at gym

C

fall down see a fire hear an alarm smell smoke

call 9-11 put out the fire fix it use fire extinguisher

Example: smelled smoke. was making dinner when I _____________________ Last night, I (1) __________________________ A

B

put out the fire I __________________________ and it was okay! Last night, I (1) __________________________ C

A

when I (2) ______________________. I (3)______________________________ and it was okay!

B

C

K K What were you doing? Write the activities you were doing at each of the times yesterday.

K. To prepare, write a chart on the board and add your info. Read the instructions.

Show students your previously prepared chart.

Give students time to fill in the chart and then ask them to share one sentence each.

YESTERDAY, I WAS

WHEN…

eating breakfast

At 8:00 a.m.

At 12:00 p.m.

At 5:00 p.m.

At 10:00 p.m.

At 12:00 a.m.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • What you and they were doing at different times yesterday • If their fire alarms or carbon monoxide detectors ever went off and what they were doing when they went off intercambio.org/students

17

Conversation Read instructions and have them use Activity K to talk about what they were doing at different times yesterday. EXPANSION: Have each student share one item about their partner’s home (not their own) with the class to practice speaking and listening skills. Be sure your students ask you questions too.

Answer Key: J. Answers will vary.

K. Answers will vary. intercambio.org/teachers

21

HOMEWORK

LL

Lesson 3 • What Happened?

Circle the correct word.

1. While Nano carried / was carrying boxes, he heard / was hearing the fire alarm.

2. Ynez was biking / biked when she fell down / was falling down.

Pre Pre

3. I was going / went out of the building when I was seeing / saw smoke.

4. When the microwave caught / was catching on fire, he was cleaning / cleaned the house.

5. I cooked / was cooking dinner when the ambulance was arriving / arrived.

MM Read about Jackie’s afternoon yesterday. Answer the questions.

Yesterday afternoon Yesterday afternoon, Jackie was watching TV when her furnace caught on fire. Her fire alarm went off at 3:15 p.m. Smoke was coming out of her window when her neighbor saw the smoke and called 9-1-1.

Her neighbor was getting a fire extinguisher when the fire truck arrived at around 3:30 p.m.

Jackie’s furnace caught on fire.

1. What happened yesterday afternoon? ___________________________________________________

2. What was Jackie doing when her furnace caught on fire? ____________________________________ 3. When did her fire alarm go off? _________________________________________________________ 4. What did her neighbor do? ____________________________________________________________

AA

5. When did the firefighters arrive? _______________________________________________________

JOURNAL PROMPT Write about a fire or accident that you saw on the news.

What happened? What were people doing? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 18

Student Book 3 LEFT

Answer Key: L. 2. was biking/fell down 3. was going/saw 4. caught/was cleaning 5. was cooking/arrived M. 2. Jackie was watching TV when her furnace caught on fire. 3. Her fire alarm went off at 3:15 p.m.

4. Her neighbor saw the smoke and called 9-1-1. 5. The fire fighters arrived around 3:30 p.m.

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Teacher Book 3 LEFT

L4 I LIKE WATCHING SOAP OPERAS By the end of the lesson, students will be able to: • Talk about their likes and dislikes • Talk about kinds of TV shows they watch What to bring to class: • Table tents or name tags for student names • Prepared Activity Cards for Pronunciation (optional) • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from the last lesson.

Listening Track 05 Darren: Hey Nikki. What are you up to this weekend?

Nikki: Not much. Mostly errands.

Darren: My favorite crime show has a 2-hour special this Saturday. Do you wanna come over and watch with me?

Nikki: No, thanks. I don’t like watching crime shows. They are too violent!

Darren: What do you like to watch?

Nikki: I like watching soap operas, sitcoms, and reality TV—especially shows that are funny.

Darren: Oh, reality TV, I’m not a fan. It’s too unrealistic for me. I prefer watching the news.

Nikki: The news, ick, that’s way too depressing. How about sports? Do you like watching football?

Darren: Oh yeah—I love watching football!

Nikki: Me too! Wanna watch the game together on Sunday?

Darren: Sounds good!

intercambio.org/teachers

23

4

I LIKE WATCHING SOAP OPERAS Pre Pre Listening warm-up. Track 05: What are they talking about?

Pre Explore the picture; ask What do you see in the pictures? Next, point out the warm-up question.

Read it aloud, and write it on board. Play track once.

Point to the question on board. Elicit answers.

VOCABULARY WORDS & PHRASES

A. Have students repeat each word after you multiple times. Use facial expressions and body language where possible.

Emphasize the stress using clapping or hand gestures for unrealistic, entertaining, and violent.

Ask how many syllables violent has (2).

A A Repeat after your teacher.

soap operas

sitcoms

sports

game shows

reality TV

crime shows

the news

unrealistic

silly

violent

educational

entertaining

PRONUNCIATION A

Listen and repeat after your teacher. Listen to your teacher again.

Raise 1 finger if the word is in line 1. Raise 2 fingers if the word is in line 2.

1 watching

which

chew

cheese

cheap

2 washing

wish

shoe

she’s

sheep intercambio.org/students

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Teacher Book 3 LEFT

19

Pronunciation Read all the ch words.

Then read all the sh words. Read the instructions and then read the words in a random order while students raise their fingers. NOTE: The sh sound flows (is continuous). Ch sounds like t+sh. See Pro Fun for more sh/ch practice.

VOCABULARY PRACTICE B. Read instructions. Have students do the task individually first and then check in pairs/groups.

Finally, check it as a whole class.

EE

BB Choose the correct word to complete the sentences. soap operas game shows / soap operas 1. She likes watching __________________.

1

2

3

4

5

6

2. He likes watching __________________. the news / reality TV 3. They like watching __________________. sitcoms / sports 4. It is very __________________. funny / educational 5. It is too __________________. unrealistic / violent 6. We like watching __________________. game shows / reality TV

FF

LISTENING C. Read instructions. Play the listening track again.

Ask students to check the people that liked each kind of show. Repeat track as many times as needed.

C C Listen again to Track 05. Check who likes each kind of TV. crime shows

soap operas

sitcoms

reality TV

the news

sports

P

o Darren o Nikki

o Darren o Nikki

o Darren o Nikki

o Darren o Nikki

o Darren o Nikki

o Darren o Nikki

GG

LANGUAGE TOOLS

DD Listen to your teacher and repeat.

D. FOCUS: -ing form of a verb after the verb like.

Read chart aloud and have students repeat. Explain the meanings of too (excessive amount) and very (a lot). Very and a lot can be good or bad.

QUESTIONS

Do

watching TV? going to museums?

you they

Yes,

it’s

very

entertaining.

No,

it’s

too

boring.

Yes,

those shows are

very

funny.

too

unrealistic.

I they we

like Does

20

he she

reality TV? soap operas?

HH

ANSWERS

think

No,

they’re he she

thinks

Student Book 3 LEFT

Answer Key: B. 2. the news 3. sitcoms 4. funny 5. violent 6. game shows C. Soap operas: Nikki; Sitcoms: Nikki; Reality TV: Nicky; The News: Darren; Sports: Nikki, Darren intercambio.org/teachers

25

4

GRAMMAR PRACTICE

EE

E. Read the instructions and the example. Instruct students to fill in the blank using the words in parentheses.

Complete the sentences. Write the correct form of the word in parentheses. Ask a partner. going 1. Do you like ________________ (go) to museums?

2. Do you like ___________________ (listen) to country music?

3. Does your family like _____________ (go) camping?

4. Does your best friend like _________________ (watch) sports?

5. Does your roommate like ______________(clean) the house?

FF

Match the questions and the answers.

e Does she like reality TV shows?

1. _____

a. Yes, they think they’re very interesting.

2. _____ Do they like watching crime shows?

b. Yes, we think they’re very funny.

3. _____ Does he like documentaries?

c. Yes, he thinks it’s relaxing.

4. _____ Do you like game shows?

d. No, I think they’re too silly.

5. _____ Do you and Bill like sitcoms?

e. No, she thinks they’re too unrealistic.

6. _____ Does he like watching TV at night?

f. Yes, he thinks they’re very educational.

GG Correct the mistakes in the questions and answers.

1. Q: Do you like watch TV on the weekends?

2. A: Yes, it is too entertaining.

watching

very

3. Q: Do she like game shows?

4. A: No, she think they’re too boring.

5. Q: Does Lana and her sister like crime shows?

6. A: No, they think their too violent.

7. Q: Does Greg likes watching soap operas?

8. A: Yes, he thinks they’re too silly.

G. Read the instructions. Point out that there are mistakes in both the questions and answers. Have students work individually first, and then check in pairs/groups. Finally, go over answers together.

HH Write the questions or the answers. Use the words in parentheses.

1. Q: A:

Does she like watching TV?

H. Read the instructions. Point out that a form of all the words in the parentheses will be used.

No, she thinks it’s too boring ________________________________________________. (no / think / boring /too)

2. Q: _____________________________________________________? (crime shows) A:

No, I think they’re too violent.

3. Q: Does he like sitcoms?

A:

_____________________________________________________. (yes / entertaining / very)

4. Q: _____________________________________________________? (watch the news) A:

Yes, she thinks it’s very important and educational. intercambio.org/students

21

Answer Key: E. 2. listening 3. going 4. watching 5. cleaning F. 2. a 3. f 4. d 5. b 6. c G. 3. Does 4. thinks 5. Do 6. they’re 7. like 8. very H. 2. Do you like watching crime shows? 3. Yes, he thinks they’re very entertaining. 4. Does she like watching the news?

26

Teacher Book 3 LEFT

JK

REAL LIFE / YOUR LIFE I. Read the instructions.

Explain the chart. This type of chart may not be something students have seen before. Consider doing the activity together.

EXPANSION: Have students correct the false statements.

HI

Look at the chart. Circle True or False.

Favorite TV Genres by Gender 90 ___________________________________________________________________________________

84 80 ___________________________________________________________________________________ 80

79

77 74 70 ___________________________________________________________________________________ 75 73 69

60 ___________________________________________________________________________________

60

62

50 ___________________________________________________________________________________ 40 ___________________________________________________________________________________ 30 ___________________________________________________________________________________ 20 ___________________________________________________________________________________ 10 ___________________________________________________________________________________ 0 ____________________________________________________________________________________ Comedy/ Reality TV Action/ Drama/ News Sitcoms (including Crime Shows Soap Operas competitions and game shows)

IJ

1. Women like watching comedy and sitcoms more than men.

TRUE

FALSE

2. Women like watching the news more than men.

TRUE

FALSE

3. Men like watching action and crime shows more than women.

TRUE

FALSE

4. Women like watching drama and soap operas more than men.

TRUE

FALSE

5. Men like watching reality TV more than women.

TRUE

FALSE

KL

Rank the kinds of TV shows you like to watch.

1= your most favorite, 5= your least favorite. Share with a partner: _____ news _____ comedy / sitcoms _____ drama / soap operas

_____ reality TV (including competitions and game shows) _____ action /crime shows

CULTURE TIP Culture Tip Read the tip. Expand the conversation by discussing different ways to watch their favorite shows. Do your kids watch shows on TVs or on smart phones?

Do you have cable? Do you stream TV shows?

Many people in the US like watching TV in their free time. Some people use a high-speed Internet streaming service to watch TV shows. Sometimes this is called “on-demand.” Streaming services are usually less expensive than television cable service, but cable usually offers more channels. Are streaming networks popular in your native country? What kinds of TV shows do people like watching?

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Student Book 3 LEFT

Answer Key: I. 2. False 3. True 4. True 5. False J. Answers will vary. intercambio.org/teachers

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JK

4 Read the article. Answer the questions.

K. Before the activity, ask Can watching TV help you learn a language? Elicit answers.

Then have students read the text to check their ideas and answer the questions.

Can You Really Learn a Language by Watching TV? Many people like watching TV, streaming networks and movies in another language to help them learn more. But can watching TV really help you learn a new language?

Studies suggest that it can! TV shows and movies have something of interest for just abouteveryone.Whetheryoulikewatching news,sitcoms,dramaorrealityTV,itcanall helpyoulearnmorevocabularyandgetmore listening practice.

To get the most out of your TV and movie time, watchsomethingthatyouthinkisinterestingand entertaining. Sometimes,itcanbehelpfultoturn on subtitles in English, too! DON’T worry if you don’t understand everything. FOCUS on what you DO understand and try to imagine what is happeningevenifyoudon’tunderstandallofthe words.

1. Can watching TV help you learn a language?_______________________________________________ 2. What can be helpful while watching TV? __________________________________________________ 3. What can you do if you don’t understand everything? _______________________________________

KL

What shows do you like watching during the week? Fill in the chart.

NAME OF SHOW

KIND OF SHOW

I LIKE IT BECAUSE IT’S …

Win Big!

game show

exciting

L. This activity prepares students for Connect with Conversation.

1.

2.

3.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • The TV shows they like and don’t like watching and why • If they watch TV in English • If they use a streaming service and why / why not • If everyone in their home likes watching the same kinds of TV shows intercambio.org/students

23

Answer Key: K. 1. Yes, it can. 2. Turning on the subtitles in English can be helpful. 3. Focus on what you do understand.

L. Answers will vary.

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HOMEWORK

Lesson 4 • I Like Watching TV

L M Complete the conversations. Circle the correct words.

1. Q: Do you like watch / watching TV?

Walk through each homework activity.

These are very similar to activities they did in class. Confirm that they understand each activity.

Do examples.

Pre Pre

2. Q: Does she like / likes watching crime shows?

3. Q: Do / Does they like watching the news?

4. Q: Does Jane like watch / watching talent competitions?

5. Q: Does he like go / going to the gym?

6. Q: Do / Does you like study / studying English?

MN Complete the sentences with too or very.

1. No, I don’t like watching the news, it’s ____________ boring.

2. No, she doesn’t like crime shows. She thinks they are ____________ violent.

3. Yes, they like reality TV. They think it’s _____________ interesting.

4. Yes, he loves watching sports. He thinks it’s _____________ entertaining.

JOURNAL PROMPT What kinds of TV shows do you like watching and why?

AA

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key: M. 2. like 3. Do 4. watching 5. going 6. Do/studying N. 1. too 2. too 3. very 4. very

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L5 WHAT WILL WE DO? By the end of the lesson, students will be able to: • Talk about different natural disasters • Make an emergency preparedness plan What to bring to class: • Table tents or name tags for student names • Prepared Disaster Cards for Grammar Activity F (optional) • Prepared Emergency Plan of your own • Hand mirror (to show mouth shapes in Pronunciation Activity) • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: The same grammar focus in this lesson appears earlier in this book as well as in Lesson 5 in 3R with a slightly different context to give students plenty of opportunity to practice.

Warm-up: Greet students. Practice the material from the last lesson by asking a few questions using the grammar and vocabulary. Review homework from last lesson.

Listening Track 06 Jimmy: Hey Anika. How do you like living in California?

Anika: It’s nice, but I am nervous about the earthquakes here.

Jimmy: Yeah, we do have earthquakes sometimes. You need to make a plan, just in case.

Anika: Okay, so what will I need to do if there’s an earthquake?

Jimmy: If there’s an earthquake, you’ll need to get under a table while it’s going on.

Anika: What else?

Jimmy: When it’s over, you’ll need to evacuate your home in case there’s a fire.

Anika: Anything else?

Jimmy: You’ll need battery radio to listen to the news and get important information.

Anika: Okay, so if there is an earthquake, I’ll get under a table. I won’t go outside until it’s over. I’ll buy a batterypowered radio just in case.

Jimmy: That sounds like a good plan.

Anika: Thanks, Jimmy. I feel better now!

Listening Track 07 This is an update for the Clark Fire on September 7th at 4:00 p.m. The following areas are under an evacuation order: The Cathedral Oaks to Sunshine Canyon. If you live in these areas, you will need to evacuate immediately and head to the nearest shelter. Areas under evacuation warning: Glendale and Camino Viejo. The next update will be on September 8th at 8:00 a.m. To hear this alert again, press 1.

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5

WHAT WILL WE DO? Pre Pre Listening warm-up. Track 06: Why is Anika nervous?

Pre Explore the picture; ask What do you see in the pictures? Next, point out the warm-up question. Read aloud, write it on board.

Play track once. Point to the question on board.

VOCABULARY WORDS & PHRASES

A A Repeat after your teacher.

A. Have students repeat each word after you multiple times. Use facial expressions and body language where possible. Consider using a dictionary in English and the student’s home language to supplement if needed.

hurricane

flood

earthquake

wildfire

warning

tsunami

tornado

evacuate

get under

blizzard

stay off the roads

PRONUNCIATION A

Listen and repeat after your teacher. Practice the th sound.

Touch the words you hear. boat

tree

eight

Bert

true

both

three

eighth

birth

through

Pronunciation Read all the t words. Then read all the th words. Show students how the tongue positions are different for each sound. Have students use a mirror or front-facing camera on a smart phone to see the movement of the tongue. Read the instructions and then read the words in a random order. Have students touch the words they hear.

See Pro Fun for more practice.

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31

VOCABULARY PRACTICE

B B Look at the pictures. Write a sentence about the event using there’s. wildfire

tornado

blizzard

hurricane

flood

EE B. Read instructions and talk about the pictures. Go over answers.

There’s a wildfire.

tsunami

FF

LISTENING

CC

Listen again to Track 06. Circle what Anika will do if there is an earthquake. get under a table

stay off the roads

listen to the news

get a flashlight

buy groceries

call the police

stay inside her house

evacuate her home

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

What’ll you do if

there’s a wildfire?

I’ll = I will what’ll = what will won’t = will not

ANSWERS If there’s an earthquake, I’ll get the family photos

evacuate the house.

I’ll

get a flashlight. if there’s a wildfire.

Yes, I will.

Will you stay in your house?

No, I won’t.

26

GG

TIP:

QUESTIONS there’s an earthquake?

C. Read instructions. Play the listening track all the way through. Ask students to circle what Anika will do. Track can be repeated multiple times.

Student Book 3 LEFT

D. FOCUS: “If” conditional clauses. This type of conditional sentences have 2 parts: if + simple present + will verb. Either part of the sentence can come first. In short answers, we just use the will/won’t. Use a comma after the first part of the sentence when “if” comes first. Read chart aloud and have students repeat. Read the Tip Box. Point out to students that you need a comma after an “if” phrase.

Answer Key: B. There’s a tornado. There’s a blizzard. There’s a tsunami. There’s a hurricane. There’s a flood.

C. listen to the news, evacuate her home (after it’s over)

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5

GRAMMAR PRACTICE E. First, have students work individually and then compare their answers in pairs/groups. Finally, go through the answers together.

EE

Complete the conversation with will or won’t. will we do if a hurricane comes to our town?

Mary: I’m scared of hurricanes. What _________

John: If a hurricane comes to our town, we _______ listen to the news and we _______ evacuate our house if we need to. It’s dangerous to stand near the windows, so we _______ do that.

Mary: Okay. ________ we have electricity?

John: No, we ________ have electricity if the hurricane is strong. We ________ need some flashlights.

Mary: Okay, I ________ buy some flashlights tomorrow in case we need them!

F. F F Answer the questions using I’ll, you’ll, he’ll, she’ll, we’ll, they’ll, will or won’t.

Read the instructions.

Instruct students to fill 1. Q: What will she do if there’s a drought?

2. Q: Will you stay in your house? in the blank with the she’ll A: If there’s a drought, ___________save water.

A: No, I ___________. correct word. Review what each contraction means.

3. Q: Will you stay in your house?

4. Q: What will they do if there’s a blizzard?

EXPANSION: Use activity A: No, ____________ evacuate.

A: If there’s a blizzard, ___________ stay home. cards. Write different natural disasters on 5. Q: Will he buy a flashlight?

6. Q: What will she do if there’s a tornado? index cards (one for each A: No, he ___________.

A: __________ go to a safe room. student). Hand out the cards. Ask each of them to 7. Q: What will they do if there’s a hurricane 8. Q: Will they stay off the roads? find a partner and tell their warning?

A: Yes, they ____________. partner one thing they A: _________ watch the news. would do if the disaster 9. Q: What will we do if there’s no electricity? happens. Then trade cards 10. Q: What will you do if there’s an earthquake?

A: If there’s no electricity, _________ use a and find a new partner and A: _______ get under a table. do the same. For 1-on-1, flashlight. shuffle the cards and have them randomly pick a card. GG Write the sentences using if, and the words in parentheses.

If there’s a wildfire, she’ll evacuate.

1. _______________________________________________

G. Read the instructions.

Point out there are two ways to write the sentences. Go over answers together.

or She’ll evacuate if there’s a wildfire. _________________________________________________(wildfire / she / evacuate)

2. _______________________________________________ _________________________________________________(earthquake / I / get under a table 3. _______________________________________________ _________________________________________________(blizzard / they / not drive) 4. _______________________________________________ _________________________________________________(tornado / he / go inside his closet) 5. _______________________________________________ _________________________________________________(hurricane / we / not stand near windows) intercambio.org/students 27

Answer Key: E. 2. will 3. will 4. won’t 5. will 6. won’t 7. will 8. will F. 2. won’t 3. I’ll 4. they’ll 5. won’t 6. She’ll 7. They’ll 8. will 9. we’ll 10. I’ll G. 2. If there’s an earthquake, I’ll get under the table. / I’ll get under the table if there’s an earthquake. 3. If there’s a blizzard, they won’t drive. / They won’t drive if there’s a blizzard. 4. If there’s a tornado, he’ll go inside his closet. / He’ll go inside his closet if there’s a tornado. 5. If there’s a hurricane, we won’t stand near windows. / We won’t stand near windows if there’s a hurricane. intercambio.org/teachers

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JJ

REAL LIFE / YOUR LIFE

HH Look at the text message. Answer the questions.

1. What kind of text message is this?

An emergency alert _______________________________________

2. Who is the text from? _______________________________________ 3. What kind of emergency is it? _______________________________________

H. Read instructions and explain the text message. Explain “NWS” is the “National Weather Service.” Ask Has anyone ever seen an Emergency Alert on their phone? On their TV? For what emergency? Do you read them?

4. How long is the warning for? _______________________________________ 5. What do people need to do? _______________________________________

II

Listening Track 07. Circle the correct answer.

1. What kind of emergency is it?

a. a blizzard b. a wildfire

2. What area is under an evacuation order?

a. Cathedral Oaks

I. Read instructions. Play the listening track all the way through before checking answers or playing it again.

b. Beachside 3. What should people do in those areas?

a. stay home

KK

b. go to the nearest shelter 4. When will the next update be?

a. September 8th at 4:00 p.m. b. September 8th at 8:00 a.m.

[Need image of a person looking at a

CULTURE TIP

website with emergency plan info]

You can check out this free government website, ready.gov/make-a-plan, to learn how to make a disaster plan for your family.

Another webpage, ready.gov/be-informed, has information about many types of emergencies. Do you have an emergency plan? If so, what is it?

28

Culture Tip Read the tip. Ask students to share if they have plans already. Do they need a plan for every natural disaster where they live? What natural disasters happen in your native country?

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Answer Key: H. 2. NWS, National Weather Service 3. Flash Flood Warning 4. Until 3:00 a.m. 5. Avoid flood areas I. 2. a. Cathedral Oaks 3. b. go to the nearest shelter 4. b. September 8th at 8:00 a.m.

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JJ J. First, have students work in pairs to brainstorm what they should do before, during, and after tornado.

Then have them read the chart to check their ideas and write about Harry’s plan.

5

Read Harry’s emergency plan. Answer the questions.

Type of emergency: Tornadoes BEFORE:

DURING:

AFTER:

o sign up for o grab pillows and emergency text alerts mattress to protect me

o go outside and see if others need help

o download a weather app for my phone

o go to the safe room with cell phone

o wear long clothing if I need to clean up

o have a bag with a flashlight, dry food, and blanket

o wait until the tornado o use my phone only stops to let my family know I’m okay

o make a safe room in the house with no windows

1. Write one thing Harry will do before a tornado.

He’ll sign up for emergency text alerts. ____________________________________________________________________________________.

2. Write one thing he’ll do during a tornado. ____________________________________________________________________________________.

3. Write one thing he’ll do after the tornado. ____________________________________________________________________________________.

K K Write your own emergency plan.

K. Read instructions.

Show students an emergency plan you have prepared for yourself. Have them guess what type of emergency it is for.

Type of emergency: _____________________________________ BEFORE:

DURING:

AFTER:

o

o

o

o

o

o

o

o

o

CONNECT WITH CONVERSATION Conversation Read instructions, including the suggested topics.

Students can use their charts from the last activity.

Get to know a partner. Compare emergency plans. Talk about: • If they had an emergency plan before today • If they ever experienced an emergency, what kind, and how they felt intercambio.org/students

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Answer Key: J. Answers will vary.

K. Answers will vary. intercambio.org/teachers

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HOMEWORK

LL

Lesson 5 • What Will We Do If There’s An Earthquake?

Complete the sentences.

Pre Pre

we’ll evacuate. (we) 1. If there’s a fire, _________

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

Do examples.

2. __________ go under a table and stay inside if there’s an earthquake. (she) 3. __________ listen to the news if there’s a tsunami warning. (I) 4. If there’s a tornado, _________ go into the bathroom. (he) 5. If there’s a hurricane, _________ evacuate. (Peter and Rebecca) 6. ____________ stand near the windows because it’s dangerous. (we / not)

MM Look at Wendy’s emergency plan. Answer the questions.

My Plan: Blizzard BEFORE:

DURING:

o sign up for emergency P

o stay home

o have extra blankets P

o have a fire in my fireplace

AFTER: o check on neighbors

alert texts

and food ready

1. What did Wendy do to prepare for a blizzard?

She signed up for emergency alerts and got blankets and food ____________________________________________________________________________________.

2. What will she do during a blizzard? ____________________________________________________________________________________.

3. What will she do after a blizzard? ____________________________________________________________________________________.

JOURNAL PROMPT Which do you think is the worst: a tornado, earthquake, or fire? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key: L. 2. She’ll 3. I’ll 4. he’ll 5. they’ll 6. We won’t M. 2. She will stay home and have a fire in her fireplace. 3. She will check on neighbors.

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AA

L6 HOW CAN I HELP YOU? By the end of the lesson, students will be able to: • Talk about things they need, things they are looking for, or things they want to do at the pharmacy What to bring to class: • Table tents or name tags for student names • Hand mirror (to show mouth shapes in Pronunciation Activity) • Deck of playing cards for partnering (optional) • Prepared sentence strips or index cards for Activity F • Medicine bottles to discuss instructions, dosage, etc., for Culture Tip (optional) • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: The same grammar focus in this lesson appears earlier in this book as well as in Lesson 7 in 3R with a slightly different context to give students plenty of opportunity to practice.

Use the following suggested definitions for the vocabulary that may be challenging to explain for 3L students: • Antacids—medicine to reduce acid level in stomach Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from last lesson. Conversation starter: What do you do when you feel sick? Do you go to the doctor? What if he/she says you need medication?

Listening Track 08 Pharmacy Tech: Good morning. How can I help you?

Oliver: Hi. I’d like to buy some antacids and I’d like something for itching.

Pharmacy Tech: Okay, sure. We have these pills for antacids and this ointment for itching.

Oliver: Thank you very much.

Pharmacy Tech: Of course. Is there anything else you need?

Oliver: Yes, I’d also like to pick up a prescription and get a flu shot.

Pharmacy Tech: Okay, no problem. We can help you with that right over here. You’ll need to wait a few minutes for us to fill your prescription, but you can take your blood pressure while you wait.

Oliver: Okay, great. I’m going to do that. Thank you!

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6

HOW CAN I HELP YOU? Pre Pre Listening warm-up. Track 08: Where are they?

Pre Explore the picture; ask What do you see in the pictures?

Next, point out the warmup question. Read it aloud, and write it on board. Play the track once. Point to the question on the board. Elicit answers.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

A. Have students repeat each word after you multiple times.

If they struggle with the SILVER PIN sound, practice itch/each, pick/peek, pill/ peel.

take your blood pressure ointment pain medication cough syrup

a toothache

pills

pharmacy

allergies

itching

indigestion

antacids

buy some medicine

pick up a prescription

get a flu shot

PRONUNCIATION A

Practice the TURQUOISE TOY sound. Listen and repeat after your teacher.

Underline the words with the TURQUOISE TOY sound. ointment

boy

toilet

toothache

noise

doing

outgoing

cough

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Answer Key: Pronunciation: boy, toilet, noise

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Pronunciation Read all the words. Show students how the mouth is shaped when making the sound. Let them look in the mirror at their mouths. Read the instructions and then read random words while students underline words with the TOY sound.

VOCABULARY PRACTICE B. Read instructions and explain the columns. Go over answers.

EE

BB Write the words from the word box in the correct column. pain medication, itching, pills, get a flu shot, allergies, cough syrup, indigestion, a toothache, antacids, pick up a prescription, take your blood pressure, buy some medicine THINGS YOU CAN BUY

THINGS YOU CAN DO

HEALTH PROBLEMS

pain medication 1. _______________________

1. _______________________

1. _______________________

2. _______________________

2. _______________________

2. _______________________

3. _______________________

3. _______________________

3. _______________________

4. _______________________

4. _______________________

4. _______________________

LISTENING

FF

C. C C Listen again to Track 08. Circle the correct answer.

Read instructions. Play the 1. Oliver would like to buy some pain medicine. listening track again. Track 2. They have some pills for itching. can be repeated multiple times. EXPANSION: Have 3. He’d like to pick up a prescription. students correct the false 4. He needs to wait to pick up his prescription. statements.

5. He’s not going to take his blood pressure.

TRUE

FALSE

TRUE

FALSE

TRUE

FALSE

TRUE

FALSE

TRUE

FALSE

GG

LANGUAGE TOOLS

DD D. FOCUS: Prepositions “to” and “for.”

NOTE: To is used with an infinitive (base form of a verb). (e.g., to get). For is used with a noun (e.g., for allergies).

Read chart aloud and have students repeat.

Review the two contractions (I’m = I am, I’d = I would)

Listen to your teacher and repeat.

QUESTIONS

ANSWERS I’m

How

can

I

help

something

you?

I’d like

32

looking for

for

pain medication. cough syrup. allergies. indigestion.

HH

to buy some cough syrup. to pick up a prescription. to get a flu shot.

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Answer Key: B. Things You Can Buy: pills, cough syrup, antacids, ointment / Things You Can Do: get a flu shot, pick up a prescription, take your blood pressure, buy some medicine / Health Problems: itching, allergies, indigestion, a toothache C. 2. FALSE 3. TRUE 4. TRUE 5. FALSE

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6

GRAMMAR PRACTICE

EE

Complete the sentences with to or for.

E. Read the instructions and the example. First, have students work individually and then compare their answers in pairs/groups. Finally, go through the answers together.

to 1. He’d like _________ buy some cough syrup.

2. She’d like something _________ itching.

3. We’d like _________ pick up a prescription.

4. Ana would like something _________ allergies.

5. They’d like _________ buy some antacids.

6. I’d like _________ get a flu shot.

7. He’d like _________ take his blood pressure.

8. We’d like _________ buy some ointment.

F. Read the instructions. Instruct students to write the correct letter on the line. EXPANSION: Write sentences on strips of paper or index cards. Cut the strips into pieces and have students put them together to form sentences. Cut “to” and “for” into separate pieces.

They can work as a group or individually if you have enough cards.

9. Brenda and Lilia would like something _________ indigestion.

10. Leo would like _________ buy pain medicine for a toothache.

FF

Put the words in the correct order.

1. ____ d She’s looking

a. pick up our prescriptions.

2. ____ He’d like something for

b. to get flu shots.

3. ____ They need

c. for indigestion.

4. ____ We’d like to

d. for pain medicine.

5. ____ I need something

e. allergies.

G G Complete the conversation with to or for.

TIP: tech = technician

Pharmacy tech:

Hello. How can I help you?

Customer:

for cough syrup.

Good morning. I’m looking (1) _________

Pharmacy tech:

Sure. We have some right here. Do you need (2) _________ buy anything else?

Customer:

I’d like something (3) _________ allergies and I’d also like (4) _________ get a flu shot.

Pharmacy tech:

Okay. Would you like (5) _________ take your blood pressure, too?

Customer:

Yes, please. Oh – and I need something (6) _________ indigestion.

Pharmacy tech:

No problem. This medicine is good for that.

HH Write complete sentences. Use the words in parentheses.

They’re looking for pain medication.

1. _____________________________________________________ (they / looking / pain medication).

2. _____________________________________________________ (she / need something / itching).

3. _____________________________________________________ (we / take blood pressure).

4. _____________________________________________________ (he / looking / cough syrup.

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H. Read instructions.

Point out that they might need to use a contraction at the beginning. Remind students to use capital letters at the beginning and periods at the end of each sentence.

EXPANSION: Do this as a sentence scramble on colored index cards.

Answer Key: E. 2. for 3. to 4. for 5. to 6. to 7. to 8. to 9. for 10. to F. 2. e 3. b 4. a 5. c G. 2. to 3. for 4. to 5. to 6. for H. 2. She needs something for itching. 3. We’d like to take our blood pressure. 4. He’s looking for cough syrup.

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Teacher Book 3 LEFT

REAL LIFE / YOUR LIFE

II I. Read instructions and the page from the website aloud. EXPANSION: Have students predict the right answers without reading the text. Then have them read the text to check themselves.

After they read it, have them summarize the information. Ask What did you read about? or What did you learn?

JJ

Read the website information. Circle the correct answers to the questions.

Getting a prescription filled The most common place to fill a prescription is at a local pharmacy. Some pharmacies are located inside of a grocery or large “chain” store. It is also possible to fill a prescription by mail.

It is best to fill all of your prescriptions with the same pharmacy. That way, the pharmacy has a record of all the medicines you are taking. This helps prevent bad drug interactions.

Your health insurance may require you to use certain pharmacies. They may not pay for your prescription if you do not use one of these pharmacies. In the US, pharmacies may have different prices for the same medication.

To find a pharmacy that takes your health insurance:

• Call the phone number on the back of your insurance card.

• Call the pharmacy you want to use to see if they have a contract with your insurance company.

Culture Tip Read the tip. Ask students to share if they have recently been to a pharmacy. Expand the conversation by asking Where was it? Did they have to show an insurance card? Optional: Expand the conversation by bringing in medicine bottles to discuss instructions, dosage, etc. Use The Immigrant Guide health and medical section to spark more conversation.

1. The most common place to fill a prescription is a. at a doctor’s office.

b. at a local pharmacy.

2. “Fill a prescription” is the same as a. pick up a prescription.

b. return a prescription.

3. Pharmacies can be located inside a grocery store. a. true

b. false

KK

4. It is best to pick up your prescriptions at the same pharmacy because a. they have a record of your medicines. b. they have the cheapest prices.

5. You can call the pharmacy to ask if they a. have a contract with your insurance company.

b. know the number on your insurance card.

CULTURE TIP All medicine comes with directions on the label. It’s important to read the directions carefully. They will tell you how often to take the medicine, how much to take, what kind of side effects it can cause, and what to do if the medicine doesn’t work. You can only get prescriptions at a pharmacy after talking to your doctor. Is this the same in your native country? Where do you buy medicine in the US? 34

Student Book 3 LEFT

Answer Key: I. 2. a 3. a 4. a 5. a

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6 JJ

Imagine you are one of the people below.

Write what you need and want to do at the pharmacy.

Name: Luisa Problem: allergies Wants: • allergy pills • take blood pressure

Name: Fazlollah Problem: indigestion Wants: • antacids • get a flu shot

Name: Fiona Problem: toothache Wants: • pain medication • pick up a prescription

1. My name is

____________________________________________________________.

2. I need something for

____________________________________________________________.

3. I’m looking for

____________________________________________________________.

4. I’d like to

____________________________________________________________.

K. Read instructions. You can use Activity G to demonstrate what their interactions should sound like.

KK ROLE PLAY! Imagine you are one of the people above. Your partner works at the pharmacy. Take turns asking for things you need, are looking for, or want to do.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Which pharmacy they like to go to and why • What they do when they start to feel sick • If they like using prescription medicine or natural products • What kinds of things people do in their native country when they’re sick intercambio.org/students

Answer Key: J. Answers will vary.

K. Answers will vary.

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Conversation Read instructions, including the suggested topics. EXPANSION: Use activity cards. If you have several students, you can use colored index cards or a deck of playing cards to partner students. (Give two students Kings, two students Queens, two students Jacks, etc. Then tell your students to find someone with the matching card.) Be sure your students ask you questions too.

HOMEWORK

LL

Lesson 6 • How Can I Help You?

Complete the sentences with to or for.

1. She’s looking ________ for antacids.

Pre Pre

2. They’d like ________ take their blood pressure.

3. We’d like ________ pick up a prescription.

4. He needs something ________ indigestion.

5. Mary would like ________ get a flu shot.

6. Nico and Vera are looking ________ pain medication.

7. We need something ________ allergies.

8. She’s looking ________ an ointment.

9. He’d like ________ buy some medicine.

MM Write complete sentences. Use the words in parentheses.

She’s looking for pain medication.

1. _________________________________________________________________________________ (she / looking / pain medication).

2. _________________________________________________________________________________ (we / need something / indigestion).

3. _________________________________________________________________________________

AA

(we / like / take blood pressure).

4. _________________________________________________________________________________ (he / looking / cough syrup).

5. _________________________________________________________________________________ (she / need something / itching).

JOURNAL PROMPT How is medicine or the price of medicine different in your native country? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 36

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Answer Key: L. 2. to 3. to 4. for 5. to 6. for 7. for 8. for 9. to M. 2. We need something for indigestion. 3. We’d like to take our blood pressure. 4. He’s looking for cough syrup.

5. She needs something for itching. intercambio.org/teachers

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L7 I USED TO PLAY OUTSIDE By the end of the lesson, students will be able to: • Talk about things they used to do throughout their childhood • Have simple personal interviews with others • Know the difference between small talk and other conversations What to bring to class: • Table tents or name tags for student names • Hand mirror (to show mouth shapes in Pronunciation Activity) • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: Read ahead for Lesson 8—Review and Progress Check. Prepare how you will lead the Review and give the Progress Check. Consider assigning the self-reflection in the Student Book as homework in addition to the regularly assigned homework at the end of Lesson 7.

Prepare for Field Trip Lesson 9: • Where will you go? How will you prepare them? Words, phrases, logistics.

• If you are not going out, consider arranging the classroom as a place and have them role play.

• Consider a guest speaker or a former student to share stories about how they learned English.

Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from the last lesson. Warm-up question: Do you remember your favorite thing you did growing up?

Listening Track 09 Grandma: Lila—are you watching TV again?

Lila: Yeah! Didn’t you watch a lot of TV when you were a child, Grandma?

Grandma: Oh no, Lila, I didn’t. I used to play outside.

Lila: What did you do outside?

Grandma: Oh, I used to do all kinds of things, like play with the neighbors, climb trees, ride my bike. It was a lot of fun!

Lila: How about my dad? What did he do when he was younger?

Grandma: When he was a child, he played a lot outside too. He used to get into trouble sometimes.

Lila: What kind of trouble?

Grandma: Well, he used to argue with his siblings, but now they almost never fight.

Lila: How about when he was a teenager?

Grandma: When he was a teenager, he used to eat a lot of junk food, but now he eats very healthy!

Lila: Did he stay out late?

Grandma: No, he didn’t. He used to have a curfew!

Lila: What’s that?

Grandma: He used to have to be home by 10 p.m.

Lila: Wow—that’s late!

Listening Track 10 Paula: Before I came here, I lived in El Salvador. I worked as a cook in my family’s restaurant. I used to wash the dishes and help with the cooking. I didn’t use to speak English but now I can.

After I came here, I used to spend a lot of time alone. But then I went to English classes. My teacher was very nice and helped me. I made a lot of friends. Now I own my own restaurant and can talk to people. I used to feel scared, but now I feel proud.

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7

I USED TO PLAY OUTSIDE Pre Pre Listening warm-up. Track 09: Where did Grandma use to play?

Pre Explore the picture: Ask What do you see in the pictures? Next, point out the warm-up question.

Read it aloud, and write it on the board. Play the track once. Point to the question on the board.

Elicit answers.

A. Have students repeat each phrase after you multiple times.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

smoke cigarettes

get in trouble

collect something

stay out late

argue with my siblings

have a curfew

eat junk food

child

sleep in

play outside

teenager

young adult

PRONUNCIATION Listen and repeat after your teacher. Practice the y and j sounds.

A

Y SOUND

J SOUND

yesterday 1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________

1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________

yesterday

young

junk food

you

January generous

generic used to

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Pronunciation Read all the words. Show students how the mouth is shaped when making the sounds. Let them look in the mirror at their mouths. TIP: It can be helpful to position the mirror so students can see their mouth and your mouth in it at the same time. Read the instructions and then give students time to fill in the chart. Point out that the words don’t necessarily begin with a y or j. Go over answers.

Answer Key: Y sound: young, you, used to J sound: junk food, January, generous, generic intercambio.org/teachers

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VOCABULARY PRACTICE

EE

BB Check the columns to show how old you were when you did these things.

Share with a partner.

ACTIVITY

CHILD

TEENAGER

ADULT

NEVER DID THIS

collect things (dolls, stamps, books, coins) eat junk food watch TV

B. Read instructions and explain the columns. Point out that the directions are not asking for a specific age. Go over answers.

play outside smoke cigarettes stay out late argue with my siblings have a curfew get into trouble sleep in

FF

LISTENING

CC

Listen again to Track 09. Circle the activities that Lila’s dad used to do. get into trouble

watch TV

play outside

argue with his siblings

eat junk food

eat healthy

stay out late

have a curfew

LANGUAGE TOOLS

DD Listen to your teacher and repeat.

QUESTIONS

ANSWERS

What did you use to do when you were younger?

Where did you live when you were a child?

Where did you use to live?

Did you use to watch TV when you were a kid?

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used to I

stay out late, but now

used to

Yes, I did.

No, I didn’t.

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C. play outside, argue with his siblings, eat junk food, have a curfew

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I live in the US.

live in Mexico, didn’t use to

Answer Key:

46

I don’t.

I do.

C. Read instructions. Play the listening track all the way through. Instruct students to circle the activities Lila’s dad used to do. Track can be repeated multiple times.

D. FOCUS: Questions with “use to + verb”GG and statements with “used to + verb.” Used to is a regular verb. It indicates a change from the past to the present. Since it always refers to the past, “-d” is added to the base form of the word use. When the statement is positive, used to is the correct form (I used to dance a lot). When the statement is negative, use to is the correct form (I didn’t use to dance a lot). NOTE: In spoken English, “used to” and “use to” can be very hard to differentiate.

Tell students they might not hear the difference and to pay attention to whether or not “didn’t” comes before “use.”

E. Read the instructions.

Ask students to circle the correct answer. NOTE: The base form of the verb is used after “to.”

7

GRAMMAR PRACTICE

EE

Look at the questions. Circle the correct word.

1. Q: What did you use to do when you were a child?

A: I used to play / playing a lot outside, but now I don’t have time.

2. Q: What did she do when she was a teenager?

A: She used to ate / eat junk food, but now she doesn’t.

3. Q: Did they use to sleep in when they were teenagers?

A: Yes, they used to sleep / slept in late every morning, but now they can’t.

F. 4. Q: What did he collect when he was a child?

Read the instructions.

A: He used to collecting / collect comic books, but now he doesn’t.

Instruct students to write the correct words on the line. NOTE: If the action is positive, the used to in the first part of the sentence will be paired with the F F Complete the sentences with used to or didn’t use to. negative in the second part didn’t use to 1. He ___________________________ play outside, but now he does. of the sentence and vice versa. EXPANSION: Write 2. They ___________________________ sleep in, but now they don’t. sentences on strips of 3. She ___________________________ smoke cigarettes, but now she doesn’t. paper or index cards. Cut 4. Benji ___________________________ have a curfew, but now he does. the strips into pieces and have students put them together to form sentences.

Cut used to, didn’t, and use to into separate pieces.

They can work as a group— or individually if you have GG Write complete sentences about what the people used to do. Rewrite the sentences. Use “used to” or “didn’t use to”. enough cards.

1. I lived in El Salvador when I was a child, but now I don’t.

G. Read the instructions. Go over answers together.

EXPANSION: Have students re-write the sentences again, but in opposite form (I didn’t use to live in El Salvador).

I used to live in El Salvador. ________________________________________________________

2. They ate a lot of junk food when they were young, but now they don’t. ________________________________________________________ 3. Brad collected coins when he was a teenager, but now he doesn’t. ________________________________________________________ 4. Jenny didn’t ride her bike to work last year, but now she does. ________________________________________________________ intercambio.org/students

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Answer Key: E. 1. play 2. eat 3. sleep 4. collect F. 2. used to 3. used to 4. didn’t use to G. 2. They used to eat a lot of junk food when they were young. 3. Brad used to collect coins when he was a teenager.

4. Jenny didn’t use to ride her bike to work. intercambio.org/teachers

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REAL LIFE / YOUR LIFE

II

H H Read about Liz Claiborne. Answer the questions.

H. Read instructions. Instruct students to circle true or false.

EXPANSION: Have students correct the false statements.

A Road to Success Name: Liz Claiborne Where did she live when she was a child? She used to live in Brussels, Belgium with her family. She moved to the US when she was a child.

What did she do when she was a teenager? As a teenager, she didn’t go to school, because her father thought she didn’t need to. She used to travel to Europe to study art and painting.

What did she do when she was a young adult? When she was a young adult, she moved to Manhattan where she drew and designed clothing for work.

How did she use to feel growing up? She used to feel frustrated as a young adult because there were not a lot of clothing options for businesswomen.

What is something she did as an adult? She worked very hard and started her own clothing company.

What is her biggest accomplishment? She was the first female chief executive officer (CEO) of a “Fortune 500” company. Today her clothes are very popular.

1. Liz Claiborne used to live in the US when she was a child.

TRUE

FALSE

2. Her father used to take her to school.

TRUE

FALSE

3. She didn’t use to draw and design clothing for work.

TRUE

FALSE

4. There used to be a lot of clothing options for businesswomen.

TRUE

FALSE

5. Her clothes are very popular.

TRUE

FALSE

CULTURE TIP In the US, when people want to get to know others, they often talk about things like sports, movies, shopping, and the weather. This is called “small talk.” To get to know someone better, and have a deeper conversation, you can ask them questions about their family, their past experiences and their opinions. What kinds of things do you ask to get to know someone?

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Answer Key: H. 2. False 3. False 4. False 5. True 48

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JJ

Culture Tip Read the tip. Ask students to share examples of questions they might ask for “small talk” versus questions for a deeper conversation.

I. Read instructions. Play the listening track. Track can be repeated multiple times.

II

7 Listen to Track 10. Circle the words or phrases you hear.

Paula’s story BEFORE 1. She used to live in

a. El Salvador.

b. the US.

2. She used to work as a

a. nail technician.

b. cook.

3. She used to work in her

a. family’s salon.

b. family’s restaurant.

4. She didn’t use to

a. wash dishes.

b. speak English.

5. She used to

a. be friendly.

b. be alone.

6. Her teacher was

a. very nice and helped her.

b. very smart and friendly.

NOW

JJ J. Read instructions and give students time to fill in the blanks so they can use this activity in their conversations in the next section.

7. She owns her own

a. restaurant.

b. nail salon.

8. She feels

a. proud.

b. scared.

Think about things that are different in your life now. Fill out the chart with your information.

BEFORE

NOW

I used to live ____________________________.

I used to work (or study) at ________________.

I used to _____________ when I was a child.

I used to ____________ when I was a teenager.

I used to be ____________________________.

I used to feel ___________________________.

I used to like ____________________________.

CONNECT WITH CONVERSATION Conversation Have students talk to their partners first. Then have students share the information about their partner. If students need additional vocabulary for this activity, generate a list on the board.

Get to know a partner. Talk about: • How their life is different now than before • How they felt when they moved here and how they feel now • Something they are proud of in their life intercambio.org/students

41

Answer Key: I. 2. b 3. b 4. b 5. b 6. a 7. a 8. a J. Answers will vary. intercambio.org/teachers

49

HOMEWORK

Lesson 7 • I Used To Play Outside

KK Circle the correct words to complete the sentences.

1. We used to go / going to the beach every summer, but now we don’t.

2. They didn’t use to eat / ate healthy, but now they do.

Don’t forget to assign Progress Check checklist on p.43 for homework.

3. He didn’t use to drive / drove a car, but now he has a driver’s license.

4. We didn’t use to watch / watching TV, but now we do.

5. She never used to do / did her homework, but now she does.

6. I used to smoke / smokes cigarettes, but I quit last year.

7. You used to be / being late, but now you arrive early.

LL

Look at the questions. Write answers with “used to” and the words in parentheses.

I used to watch cartoons (cartoons) 1. What did you watch when you were a child? _____________________________________.

2. Where did he use to live?_________________________________________________________. (Syria) 3. What did she use to do? ______________________________________________. (argue with siblings) 4. Where did they use to go?____________________________________________________. (to the lake) 5. How did we use to feel?_________________________________________________________. (scared)

JOURNAL PROMPT What are some things you use to do when you were younger?

Do you do them now? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Answer Key: K. 1. go 2. eat 3. drive 4. watch 5. do 6. smoke 7. be L. 2. He used to live in Syria. 3. She used to argue with siblings. 4. They used to go to the lake. 5. We used to feel scared.

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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 enough time for your students to work uninterrupted on the Progress Check.

• Adapt Lesson 8 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the Review in one class and the Progress Check in another.

Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole Progress Check with students, letting them know that you’ll be calling them up individually for the oral section.

• Let students know they can ask you questions during the Progress Check and that this is a time to see what they have learned.

A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the Progress Check at their own pace. You’ll call students up for the oral section individually.

• Explain to the students that you will play the listening only 3 times (no exceptions). If in a class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity.

• Read the instructions together as you would in a normal lesson.

Listening: Track 11 Woman: Excuse me, can you help me? Grocery store worker (GSW): Sure. How can I help you?

Woman: I’m looking for a few things before tomorrow’s big blizzard but can’t find them.

GSW: I understand. It’s good to stock up on supplies. What are you looking for? Woman: I need to get 2 gallons of water, some bread, a pack of batteries, and pain medication. GSW: No problem. The water and batteries are on aisle 4. The bread is just over here. The pain medication is on aisle 10 next to the pharmacy.

Woman: Great. Thank you! GSW: No problem. Can I help you with anything else? Woman: I’m wondering if I need extra flashlights in case the blizzard knocks out the power. GSW: The flashlights are on aisle 4 too.

G: Speaking Repeat the question one time if needed. Do not give prompts to the student. Score explanation: 2 = Understood question, answered question in a complete sentence, AND used correct grammar (from any lesson) 1 = Understood question BUT answered with incorrect grammar and/or an incomplete sentence 0 = Did not understand question, did not give answer OR answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of the Progress Check in the Student Book. Be sure to review any incorrect responses together before moving on to Lesson 10. NOTE: As long as an answer is grammatically correct (whether it uses the structure taught in this level or not), students should be given full credit.

SCORING 26 Total points 1st page.

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

24 Total points 2nd page

At bottom of each Progress Check page is a point scale. Write the number of correct answers (e.g., 24/26 points)

x2

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

100 Total points possible intercambio.org/teachers

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8

REVIEW & PROGRESS CHECK

This should have been completed as homework. If it wasn’t, give students time to work on it. Pair students to share their responses.

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

I can… o talk about things I like to do in different tenses (past, present and future) (Lesson 1) o compare different people I know in my life (Lesson 2) o talk about safety items in my home (Lesson 3) o talk about emergency situations (Lesson 3) o share about movies, music and things I like to do (Lesson 4) o compare types of movies and talk about likes and dislikes (Lesson 4) o share ideas about what to do and how to stay safe if a weather event happens (Lesson 5) o ask for help when looking for something (Lesson 6) o share things that I used to do in the past and don’t do now (Lesson 7)

Answer the questions.

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

Generate a list of words on the board. Students can explain the words to each other.

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

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EE

REVIEW & PRACTICE

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

A. After students share in pairs, DESCRIPTIONS OF WEATHER STORMS ITEMS IN A TV SHOWS generate a list for each PEOPLE AND EVENTS PHARMACY category of everyone’s words nice on the board.

FF BB Circle the correct word.

1. I was too / very full. I couldn’t eat another bite.

2. His son is too / very smart.

3. They like watching sports. It’s too / very entertaining.

4. She doesn’t watch soap operas because she thinks they are too / very silly.

5. I used to eat too / very much junk food. Now I eat healthy food.

CC

Check things you used to do in the past but don’t do now. Circle the things you do now.

Compare with a partner. o eat junk food

o play games

o have a curfew

o get into trouble

o drink coffee

o sleep in

o collect o play outside ____________________ o work o stay out late

o go on vacation

o cook

o watch TV

o smoke

o speak another language

o live with my family

DD Write the correct verb in the blank. was working 1. When she heard the alarm, she _______________________. (work)

2. I _______________________ (cook) dinner when the alarm went off.

3. They were watching TV when they _______________________ (hear) sirens.

4. We _______________________ (drive) to the airport when we got in an accident.

5. When Mark was carrying his groceries, he _______________________ (fall down).

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Answer Key: A. Answers will vary.

B. 2. very 3. very 4. too 5. too C. Answers will vary.

D. 2. was cooking 3. heard 4. were driving 5. fell down intercambio.org/teachers

53

EE

FF

8 Write the correct verb in the blank.

1. What’ll you do if there’s an earthquake?

_____________________________________________ (evacuate the house)

2. What’ll he do if there’s a tornado?

_____________________________________________ (go inside his closet)

3. What’ll they do if there’s a tsunami?

_____________________________________________ (evacuate)

4. What’ll she do if there’s a blizzard?

_______________________________________________ (buy supplies and stay home)

5. What’ll you do if there’s a flood?

_______________________________________________ (stay off the roads)

Complete the sentence with the item. Circle to or for.

1.He’s looking to / for

2. They need to / for buy

3. She’d like to / for pick up her

5. I’d like something to / for

6. Shelia would like to / for get a

ointment

4. They’d like something to / for

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Answer Key: E. 1. If there’s an earthquake, I’ll evacuate the house. 2. If there’s a tornado, he’ll go inside his closet. 3. If there’s a tsunami, they’ll evacuate. 4. If there’s a blizzard, she’ll buy supplies and stay home. 5. If there’s a flood, I’ll stay off the roads.

F. 2. to/cough syrup (medicine) 3. to/prescription (medicine, pills) 4. for/indigestion 5. for/allergies 6. to/flu shot 54

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GG Review Game. Play with a partner or in a small group. Put a marker on START. Roll the dice.

Move your marker the correct number of spaces. Answer the question.

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

START

When do you make dinner?

When do you do laundry?

AA What are you like?

Tell me about what someone in your family is like.

What kinds of TV shows do you not like?

What kinds of TV shows What kinds of TV shows does your partner like? do you like to watch?

Tell me about something that happened in the news.

What’ll you do if there’s a tornado?

What did you use to do when you were younger?

BB

What’ll you do if you can’t go to class?

What’ll you do if you get a headache?

What’ll you do if there’s a blizzard?

What did your partner use to do when they were younger?

END

46

Where did you use to live?

What did your partner use to do when they were a teenager?

What did you use to do when you were a teenager?

CC

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8

PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

A A Listen to Track 11. Listen to the conversation. Circle the correct answer. (2 points each) 1. She is getting things before

a. the hurricane.

b. the blizzard.

2. She needs

a. 2 gallons of water.

b. 4 gallons of water.

3. She needs

a. 1 pack of batteries.

b. 3 packs of batteries.

4. The pain medication is on

a. aisle 4.

b. aisle 10.

5. The flashlights are on

a. aisle 4.

b. aisle 10.

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

Answer Key: 2. 2 gallons of water 3. 1 pack of batteries 4. aisle 10 5. aisle 4

B B Write the words in the correct box. (1 point each) money a mistake a good job homework a list laundry dinner your best someone a favor sure to

CC

B. Say, Now you will work alone.

DO

MAKE

do the dishes 1. _____________________________

1. _____________________________

2. _____________________________

2. _____________________________

3. _____________________________

3. _____________________________

4. _____________________________

4. _____________________________

dishes

5. _____________________________

Answer Key: NOTE: Maximum points possible is 8 (there are 10 words in the word bank; one will not be used) Do: 2. do a good job 3. do homework 4. do the laundry 5. do your best 6. do someone a favor Make: 1. make a mistake 2. make a list 3. make dinner 4. make sure to

Circle the correct words. (2 points each) 1. I was doing / did the dishes when the alarm went off.

2. When Marco was evacuating / evacuated, the fire was burning four blocks away.

C. Answer Key: 2. evacuated 3. fell 4. saw 5. was going off 6. was driving

3. They were carrying laundry when they were falling down / fell down.

4. Gina was talking when we were seeing / saw a tsunami.

5. When the fire fighters arrived, the carbon monoxide detector was going off / went off.

6. She was driving / drove to the store when she heard the tornado siren. ________/ 26

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D. Answer Key: 2. too 3. very 4. very 5. very

DD Complete the sentences with too or very. (2 points each) too 1. He doesn’t like educational shows, he thinks they are __________ boring.

2. I used to sleep __________ much. I missed class at least once a week.

3. His sister is __________ smart. She gets very good grades.

4. He was __________ full, but he still could eat cake.

5. We think crime shows are __________ entertaining.

E. Answer Key: 2. most patient 3. make 4. for 5. what’ll 6. aren’t 7. did she go

EE

FF 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: Find scoring instructions in the notes at the beginning of this lesson.

Correct the mistakes in the sentences below. (1 point each) 1. If it’s raining tomorrow, she’s bring an umbrella.

she’ll _________________

2. He is the patientest teacher at school.

_________________

3. When do you do dinner?

_________________

4. They’d like something to indigestion.

_________________

5. What you do if there’s an earthquake?

_________________

6. The Smiths isn’t as fun as the Garcias.

_________________

7. Where does she go last night?

_________________

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

48

Teacher Notes

A. 0

1

2

B.

0

1

2

C. 0

1

2

D. 0

1

2

E. 0

1

2

Lesson 7: Lesson 4: Lesson 2: Lesson 6: Lesson 2:

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________/ 24

Next, ask questions 1-3. You can repeat the question one time. Do not give prompts to the student.

1. What did you use to do when you were younger?

2. Do you like watching the news? [pause wait for answer] Why? 3. What are your neighbors like?

Then say Now you will ask me questions. For example: “Ask me what my name is.” See if the student responds and say, “What’s your name?” If they don’t, help them before asking the next two questions.

4. Ask me if I need help. [CORRECT ANSWER: How can I help you?/Do you need help?]

5. Ask me about my family. [CORRECT ANSWER: What is your family like?/Do you have a big family? etc.] intercambio.org/teachers

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

Tips for a Successful Field Trip: • Visit the location ahead of time. Anticipate any challenges that may come up. Speak with the appropriate person at the site to let them know what is going on (if appropriate). If someone will be talking with your students, give them information about the students’ levels and tips for effectively communicating with English language learners.

• Make sure students are aware of where and when class will meet on field trip day. Bring a map to class on day 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity.

• We suggest you meet your students at the field trip location, or take public transportation together.

• Once everyone has arrived, give an overview of the visit. It is up to you how you want to structure it and what other activities—games, conversation, etc.--you want to include.

• Check to see that your students have their books and pens.

• Spend time before the field trip (in class, as homework, or at the beginning of the day) filling out the first portion of the field trip lesson in the student book (Important Words and Phrases I Want to Use, Questions I Plan to Ask).

• Make sure your students are prepared to interact in English. You may want to create a list of questions or practice through role play beforehand.

• Before you have students work with the book, briefly review the activities. As students work, make yourself available for questions. You may want to pair/group students.

• Although the purpose of the field trip is largely to allow students to experience English in a real-world setting and recording “correct” answers is not the focus, you may want to complete the activities yourself, to use as an answer key so that you can check their answers later.

At the end of the visit, discuss the experience. Use the second half of the field trip lesson in the student book (Things I Saw or Found, People I Talked To, Notes) for this reflection. Have students discuss their findings in pairs or small groups before having a class discussion.

After the discussion, assign homework. Remind students of the day and time of the next class. It is also a good idea to review the field trip at the start of the next lesson.

If leaving the classroom is not possible, create a virtual field trip in the room or bring in a guest speaker to share information about a local resource. Prep the speaker with information about your class and any tips they need to communicate effectively with English language learners.

There are a few suggested places to visit listed at the top of Student Book, page 49.

Option 1—go to a pharmacy and look at prices, pick up something if you like, ask for help Option 2—go a local weather organization, history museum, or TV weather station and learn about the kinds of weather and storms in your area Option 3—choose a TV show (short film, documentary, etc.) to watch and discuss together in English. You can use subtitles if helpful.

Or, consider somewhere else: Grocery store (practice vocabulary, apply for a store card, do a 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, do a scavenger hunt); museum; post office; drugstore; apartment for rent; city council meeting; public event (such as a farmer’s market or outdoor festival)

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9 Pick a location or an activity: Pharmacy / Weather Center / Watch a TV show together My Idea: _______________________________________ Address: _________________________________________________ Date and time to meet: _____________________ _______a.m. / p.m.

IMPORTANT WORDS AND PHRASES I WANT TO USE _________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

QUESTIONS I PLAN TO ASK

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

DURING THE FIELD TRIP Things I saw or found

People I talked to

Notes

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

Pre Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

o a lot

o a little

o not at all

2. I learned:

o a lot

o a little

o not a lot

3. I thought it was:

o good

o okay

o not good

Why?________________________________________________________________________________

50

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AA

L10 WHOSE HAMMER IS THIS? By the end of the lesson, students will be able to: • Use possessive pronouns and adjectives • Talk about tools and fixing things What to bring to class: Table tents or name tags for student names • Bring in real objects for vocabulary section (various small tools) • Prepared sentence strips or index cards for Grammar section (optional) • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: The same grammar focus in this level appears earlier in this book as well as in Lesson 12 in 3R with a slightly different context to give students plenty of opportunity to practice.

Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from last lesson.

Listening Track 12 Katya: Hey Binh. Thanks for helping me fix my sink. How’s it going?

Binh: Just a few more minutes and I’ll be done.

Katya: Wow—there’s a lot of stuff here. Are all these tools yours?

Binh: Some are mine and some I found under the sink.

Katya: Oh, they must be my roommate’s. Let me put them away. Whose hammer is this; is it yours?

Binh: Nope.

Katya: Oh, my roommate probably left it here. Is that her screwdriver too?

Binh: No, that’s mine.

Katya: How about these nails and tape measure. Are they yours?

Binh: Yep, those are mine.

Katya: Okay—I think we got it all sorted out. Thanks again!

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10

WHOSE HAMMER IS THIS? Pre Pre Listening warm-up. Track 12: Who likes fixing things?

Pre Explore the picture; ask What do you see in the pictures?

Next, point out the warm-up question. Read aloud, write it on board. Play track once. Point to the question on board.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

Tools

A. Have students repeat each word after you multiple times.

Have them label the tools in the picture above.

screws screwdriver

nails

ladder

hammer

tape measure

wrench

electric drill

toolbox

Listen and repeat after your teacher.

Circle the words that have the z sound.

ice

plunger

Z sound

S sound

PRONUNCIATION A

saw

eyes

nails

saw

whose

hers

his

this

those

is intercambio.org/students

51

Pronunciation Read all the words. Point out the differences in the two examples. The “s” and “z” sounds use the same mouth position.

The “s” sound is unvoiced—the vocal cords do not vibrate, and only air passes through the teeth. The “z” sound is voiced, meaning the vocal cords vibrate. By placing a hand on your throat when making a sound, you can tell if the sound is voiced (you’ll feel vibration) or not (no vibration). We use the “z” sound when the word ends in a vowel or other voiced sound like the m, n, ng, l, b, d, g, v, voiced th, or r sound. Go over answers.

Answer Key: Pronunciation: whose, hers, his, those, is

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VOCABULARY PRACTICE B. Read instructions and give time for students to draw.

EE

B B Choose four tools from the word box and draw them in the toolbox.

Compare with a partner and guess what they are!

hammer nails screws wrench saw tape measure electric drill

LISTENING C. Read instructions. Play the listening track all the way through. Track can be repeated multiple times.

CC

FF

Listen again to Track 12. Check the things that belong to each person.

Katya

Binh

Katya’s roommate

o sink

P

o sink

o sink

o hammer o screwdriver

o hammer o screwdriver

o hammer o screwdriver

o tape measure

o tape measure

o tape measure

o nails

o nails

o nails

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

QUESTIONS

GG

ANSWERS

hammer

is

this? that?

It’s This is That’s

nails

are

these? those?

They’re These are Those are

It’s my hammer.

It’s mine.

It’s your hammer.

It’s yours.

It’s our hammer.

It’s ours.

It’s his hammer.

It’s his.

It’s her hammer.

It’s hers.

It’s their hammer.

It’s theirs.

Whose

mine. my hammer. theirs. their nails.

52 Student Book 3 LEFT D. FOCUS: Possessive adjectives (first column) & possessive pronouns (second column). Possessive pronouns are used instead of nouns: “That dog is mine” instead of “That is my dog.” Possessive adjectives are used to describe nouns and always come before the nouns they modify: “My dog is big” instead of “The big dog is mine.” Students don’t need to know the grammar terminology. They just need to know how to use the structure and what it means. NOTE: These and those are the plural forms of this and that. This/these refer to objects close to the speaker; that/those refer to objects that are farther away. Read chart aloud and have students repeat. Point out the top chart.

Answer Key: C. Katya’s sink. Binh’s screwdriver, tape measure, nails. Katya’s roommate’s hammer.

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10

GRAMMAR PRACTICE

EE

FF

Match the sentences with the same meanings. f These are my screwdrivers.

1. _____

a. That’s theirs.

2. _____ Those are his hammers.

b. Those are his.

3. _____ That’s not her ladder.

c. This isn’t his.

4. _____ These are her wrenches.

d. These are hers.

5. _____ This isn’t his plunger.

e. That’s not hers.

6. _____ These are not our nails.

f. These are mine.

7. _____ That’s their sink.

g. These aren’t ours.

E. First, have students work individually and then compare their answers in pairs/groups.

Finally, go through the answers together.

Circle the correct words.

1. Q: Whose hammer is (that / those)?

A: It’s (my / mine).

3. Q: Whose nails are (this / those)?

A: (Their / They’re) mine.

5. Q: Whose saws are (these / this)?

A: (Their / They’re) mine.

2. Q: Whose screws are (this / these)?

A: They’re (her / hers).

4. Q: Whose plunger is (that / those)?

A: It’s (our / ours).

6. Q: Whose ladder is (these / that)?

A: It’s (theirs / their).

G G Look at the answers. Write the questions.

1. __________________________________________________?

Whose hammer is that

That’s mine. (that hammer)

2. __________________________________________________?

Those are his. (those nails)

3. __________________________________________________?

It’s Brenda’s. (this electric drill)

4. __________________________________________________?

They’re theirs. (these screws)

5. __________________________________________________?

It’s mine. (that ladder)

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Answer Key: E. 2. b 3. e 4. d 5. c 6. g 7. a F. 2. these, hers 3. those, They’re 4. that, ours 5. these, They’re 6. that, theirs G. 2. Whose nails are those? 3. Whose electric drill is this? 4. Whose screws are these? 5. Whose ladder is that?

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REAL LIFE / YOUR LIFE H. Read instructions. Point out examples around the room of both singular and plural objects. Have students share some of their sentences.

JJ

HH Let’s move! Stand up. Walk around the room. Find five things and write sentences about whose they are. Use mine, yours, his, hers, theirs, and ours.

Examples:

The TV is ours.

The pencil is hers.

1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________

II

I. Read instructions and the chart. Go over answers.

NOTE: The “toolbox” is the box below the person’s image. The first box, belongs to “you” and refers to the person doing the activity, so students will answer with “mine.”

Culture Tip Read the tip. Expand the conversation by asking What would you do if you needed a tool you didn’t have? Do you share your things with people here?

Who? Did you share stuff with your neighbors in your native country?

Look at each person’s toolbox. Check TRUE or FALSE. If the sentence is false, write the true sentence on the line.

You

Karina

Sang & Pram

Miguel

tools: hammer, saw

tools: plunger, wrench

tools: electric drill, screws, tape measure

tools: ladder, nails

1. The electric drill is hers.

o TRUE

It’s not hers. It’s theirs. o FALSE _______________________________________ P

2. The ladder is his.

o TRUE

oFALSE

_______________________________________

3. The nails are Miguel’s.

o TRUE

o FALSE

_______________________________________

4. The plunger is his.

o TRUE

o FALSE

_______________________________________

5. The saw is theirs.

o TRUE

o FALSE

_______________________________________

6. The tape measure is hers.

o TRUE

o FALSE

_______________________________________

KK

CULTURE TIP In the US, it is common for friendly neighbors to allow each other to borrow tools or other things you might not have. For example, if you don’t have the tools you need to fix or build something and you don’t want to buy them, you can ask a neighbor or friend if you can use theirs. Another option is to go to a rental center or hardware store to rent what you need. You can also call a handyman to help you.

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Answer Key: H. Answers will vary.

I. 2. True. 3. True. 4. False. It’s not his. It’s hers. 5. False. It’s not theirs. It’s mine. 6. False. It’s not hers. It’s theirs.

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JJ

10 Oh no! A tornado mixed up everyone’s tools! Help everyone find their tools.

Write answers to the questions.

Your tools are yellow.

Karina’s tools are red.

Sang and Pram’s tools are orange.

Miguel’s tools are blue.

1. Whose ladder is that in the dining room?

It’s Miguel’s ladder. It’s his. _________________________________________.

2. Whose hammer and nails are in the bedroom?

_________________________________________.

3. Is that Miguel’s plunger in the bathroom?

_________________________________________.

4. Whose electric drill is in the kitchen?

_________________________________________.

5. Is that Karina’s wrench in the bathroom?

_________________________________________.

J. Read instructions and point out the different colors of tools for each person. Read the example and point out the two parts to the answer (It’s Miguel’s ladder./It’s his).

K K Look at the things below. Complete the sentences.

Waleska’s:

John’s:

Complete the sentences with his or hers.

1. The cat is ___________________.

2. The dog is _________________.

3. The apartment is __________________.

4. The red car is _________________.

5. The house is _________________.

6. The truck is _________________.

Write whose things you like more.

I like ____________________ home more.

I like____________________ pet more.

I like_____________________ vehicle more.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Whose things you like more from activity K and why • If you let friends or neighbors use your things • If you like fixing things

WORD BANK Tell me more!

Why? intercambio.org/students

Conversation What are some things that need to be fixed in your community here or where you grew up? (e.g., the roads, parks, etc.) Be sure your students ask you questions 55 too.

Answer Key: J. 2. They’re mine. They’re his. 3. The plunger is Karina’s. It’s hers. 4. It’s Sang’s and Pram’s. It’s theirs.

5. Yes, it’s Karina’s. It’s hers.

K. 1. his 2. hers 3. hers 4. hers 5. his 6. his 66

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HOMEWORK

LL

Lesson 10 • Whose Hammer Is This?

Circle the correct words.

1. Q: Whose tape measure is (that / those)?

A: It’s (his / my).

3. Q: Whose ladder is (this / those)?

A: It’s (they / theirs).

5. Q: Whose hammers are (these / this)?

Pre Pre

2. Q: Whose plunger is (this / these)?

A: (It’s / They’re) mine.

4. Q: Whose screws are (this/ these)?

A: They’re (our / ours) screws.

6. Q: Whose saw is (these / that)?

A: They’re (hers / her) hammers.

A: It’s (my / mine).

MM Put the conversation in order. Write the number next to each line.

1. ________ Felix: Those are mine. Whose saw is this?

2. ________ Felix: Yes, those are mine!

3. ________ Felix: Oh no! Someone put our tools in the same toolbox! Is this tape measure yours?

1 4. ________Veronica: No, it isn’t mine. I think it’s Sally’s. The wrench is hers, too. Whose nails are these?

AA

5. ________Veronica: That’s my saw. Are these screwdrivers yours?

JOURNAL PROMPT Write about a time you had to fix or make something. What tools / items did you use? Did you like fixing / making it? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 56

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Answer Key: L. 2. this/It’s 3. this/theirs 4. these/our 5. these/her 6. that/mine M. 3, 5, 1, 2, 4

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L11 YOU SHOULD GO TO THE BANK By the end of the lesson, students will be able to: • Give advice using should and shouldn’t • Talk about financial topics What to bring to class: • Table tents or name tags for student names • Real objects for vocabulary section (such as a checkbook, deposit slips, blank money order form, or sample budget) • Hand mirror (to show mouth shapes in Pronunciation Activity) • Photo copies of blank money order forms for Real Life/Your Life activity (optional) • Prepared chart for Activity J example • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: Use the following suggested definitions for the vocabulary that may be challenging to explain for 3L students: • Interest rates: the percent of money you make on an investment • Loan: money (or other thing) that you borrow • Money order: a paper that you can use to send money • Cashier’s check: a check signed by a bank, not a person Warm-up: Greet students. Practice the material from the last lesson by asking a few questions using the grammar and vocabulary. Review homework from the last lesson.

Listening Track 13 Cathy: Hey Orlando. How are you doing?

Orlando: Hi Cathy. I’m okay, but I’m a little overwhelmed.

Cathy: Why? What’s going on?

Orlando: I’m trying to buy a house. It’s my first time, so I’m learning what I need to do. It’s stressful!

Cathy: Wow­—yeah that is stressful, but also exciting! I remember when I bought my first house.

Orlando: How was it for you?

Cathy: I was excited and also nervous. Did you apply for a loan yet?

Orlando: Not yet. What should I do to apply for a loan?

Cathy: Well, first you should make a budget so you know how much you want to apply for.

Orlando: Okay. Then what?

Cathy: Then you should go to a bank and talk to a representative there about mortgage loans.

Orlando: Should I withdraw all the money from my savings account so I can pay for the deposit on the new house?

Cathy: No, you shouldn’t do that. You’ll need to have money in your account to apply for the loan.

Orlando: Oh really? Thank you for giving me this advice! I feel more relaxed now.

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11

YOU SHOULD GO TO THE BANK Pre Pre Listening warm-up. Track 13: What does Orlando want to do?

Pre Explore the picture; ask What do you see in the pictures? Next, point out the warm-up question. Read aloud, write it on board. Play track once. Point to question on board.

Elicit answers.

VOCABULARY WORDS & PHRASES A. Have students repeat each phrase after you multiple times. NOTE: If you brought in real objects, you can hold each one up as you say the word.

A A Repeat after your teacher.

compare interest rates

open a checking account

open a savings account

give (someone) advice

make a deposit

withdraw money

apply for a loan

get a money order

get a cashier’s check

transfer money

make a budget

spend money

save money

check mortgage rates

PRONUNCIATION Listen and repeat after your teacher. Circle the words with the WOODEN HOOK sound.

A

would

should

account

food

floor

look

good

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Pronunciation Read all the words. The WOODEN HOOK sound is made without moving your lips, keeping them in a neutral position. Other “oo” sounds (such as “food”) are made by forming a circle with your mouth.

Answer Key: Pronunciation: should, good, look

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VOCABULARY PRACTICE

EE

B B Put the verbs from the box in the correct columns. Some verbs can go in more than one column.

VERBS spend save buy apply for make withdraw deposit compare get open

apply for

a loan

money

a checking account

a money order

a budget

a house

interest rates

B. Read instructions and verb chart. NOTE: Students may question which verbs can be used more than once and why. You may need to explain the meanings of some of the verbs and how they may change. NOTE: To simplify this activity, depending on your students, only choose the most common verb uses from the FF answer key.

LISTEN

CC

Listen again to Track 13. Circle the correct answers to complete the sentences.

1. Orlando wants to buy his

a. first house.

b. second house.

2. He is

a. excited.

b. overwhelmed.

3. He should

a. go to a bank.

b. open a savings account.

4. He shouldn’t

a. withdraw money.

b. apply for a loan.

5. He thanks Cathy for

a. her loan.

b. her advice.

C. Read instructions. Play the listening track all the way through. Track can be repeated multiple times.

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

GG

QUESTIONS What Where

should

When

I you we he she they

Should 58

ANSWERS

I

do?

go?

go

now?

compare

interest rates.

go

to the bank. tomorrow.

You We He She They

should

Yes,

you

should.

No,

you

shouldn’t.

Student Book 3 LEFT

D. FOCUS: Giving advice using should and shouldn’t.

Read chart aloud and have students repeat. We use should and shouldn’t when we give advice. Should means the speaker thinks it is a good idea to do something. Shouldn’t means the speaker thinks it is a bad idea. After should we use the base form of the verb (e.g., should go).

Answer Key: B. loan: get, make, compare; money: spend, save, make, withdraw, deposit, get; checking account: apply for, open; money order: buy, deposit, get; budget: make; house: buy; interest rates: compare C. 2. overwhelmed 3. go to a bank 4. withdraw money 5. her advice 70

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11

GRAMMAR PRACTICE

EE

Circle the correct word to complete the questions and answers.

1. Q: Where should he get / getting a money order?

A: He should got / get one at the bank.

3. Q: When should we apply / applying for the loan?

A: You should applies / apply tomorrow.

5. Q: What should I do / doing?

A: You should make / makes a budget.

FF F. Read the instructions.

Have students work individually first. Then have them compare their answers in pairs.

Finally, go over answers together.

2. Q: Should they compare / compared interest rates?

A: Yes, they should / shouldn’t.

4. Q: Should he make / made a deposit?

A: No, he should / shouldn’t do that yet.

6. Q: Should she open / opened a savings account?

A: Yes, she should / shouldn’t.

Complete the conversations with what, where, when, who, or should.

When 1. Q: ____________should he go?

2. Q: ____________ should they do?

A: He should go on Tuesday.

A: They should get a money order.

3. Q: ____________ should she apply for a loan?

A: She should apply at a bank.

5. Q: ____________ we open a savings account?

A: Yes, you should.

7. Q: ____________ we make a budget?

A: Yes, we should make a budget tomorrow.

4. Q: ____________ we buy a house?

A: No, you shouldn’t.

6. Q: ____________ should I speak to?

A: You should speak to a representative.

8. Q: ____________ should give her advice?

A: The bank representative should give her advice.

G G Look at the questions. Write the answers. Use the words in parentheses.

Yes, you should 1. Should we apply for a loan? ______________________________________________________. (yes)

2. When should they make a budget? _____________________________________________. (tonight) 3. Who should she speak to? ____________________________________________. (the representative) 4. Where should they go to make a deposit? _______________________________________. (the bank) 5. Should they withdraw money? _____________________________________________________. (no) 6. Should I open a savings account? __________________________________________________. (yes) 7. What should he do? _____________________________________________. (compare interest rates) intercambio.org/students

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Answer Key: E. 2. compare, should 3. apply, apply 4. make, shouldn’t 5. do, make 6. open, should F. 2. What 3. Where 4. Should 5. Should 6. Who 7. Should 8. Who G. 2. They should make a budget tonight. 3. She should speak to the representative. 4. They should go to the bank. 5. No, they shouldn’t. 6. Yes, you should. 7. He should compare interest rates. intercambio.org/teachers

71

REAL LIFE / YOUR LIFE

HH Read the steps for getting a money order.

Answer the questions.

How to Get a Money Order at a Bank Step 1: You should write the name of the person you are sending money to. You should

II

H. Read instructions. Give students time to read individually first. Go over answers. EXPANSION: Bring in photo copies of blank money order forms for students to practice filling out.

make sure it is correct and spelled accurately.

Step 2: You should enter your address in the money order form where it says “Purchaser’s Address.”

Step 3: You should write any other important information on the money order form where it says “Memo.” For example: “Deposit to pay bills.”

Step 4: You should sign the front of the money order. You should not sign the back of the money order; that is for the person who receives it.

Step 5: You should make sure to keep the receipt of the money order and put it in a safe

JJ

place. If the money order gets lost or someone else tries to cash it, you can use the receipt to get a refund.

1. Should you check the information of the person you are Yes, you should. sending money to? _____________________________________________________________.

2. Where should you go to get a money order? _________________________________________.

3. What should you write in the “Memo” section of the form? ______________________________.

4. Should you sign the back of the money order? ________________________________________.

5. What should you do if the money order gets lost? _____________________________________.

CULTURE TIP There are many options for saving money in the US. You can open checking or savings accounts with a bank or credit union. These are safe places to keep your money. Many banks pay you interest so that your money grows every year. ATMs and debit cards can be free if they are from your bank. Where do people keep their money in your native country? Is it safe?

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Culture Tip Expand the conversation by asking Are you saving for anything? What is it? What services do you use often at your bank or credit union? Notaries, loans, etc.? Do they know what a Notary is? If they don’t, use The Immigrant Guide to discuss it. Use The Immigrant Guide finance section to spark more conversation.

Answer Key: H. 2. You should go to a bank. 3. You should write important information in the memo section. 4. No, you shouldn’t. 5.

You should use the receipt to get a refund.

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II

11 Give Vincente and Amalia advice about what they should or shouldn’t do.

Vincente

I. Read instructions. Point to the boxes about Vincente and Amalia. Say Read about Vincente and Amalia. Give students time to read silently.

Then have a student read aloud. Point out words in parentheses in chart.

• Wants to buy a

• Needs to send

Amalia

house

money to her family in Mexico

• Wants to

• Wants to save

get to know his neighbors

Advice for Vicente: To buy a house:

Advice for Amalia: To send money to her family in Mexico:

1. He __________________ money. (save) should save

5. She _____________ send cash in the mail.

2. He __________________ interest rates and loans. (compare)

6. She _____________ send a money order or transfer money.

To get to know his neighbors:

JJ

more money

To save more money:

3. He _____________ and introduce himself. (smile)

7. She ___________ make a budget and follow it.

4. He ______________ inside his house every day. (stay)

8. She ___________ spend a lot of money shopping and eating out.

Think about something you want or need to do this year.

Then think about what you should or shouldn’t do to get it.

I want / need to:

take a vacation

I should:

save money

get sick I shouldn’t: • ________________________________________ ________________________________________ • ________________________________________ ________________________________________

1.

2.

• ________________________________________ ________________________________________ • ________________________________________ ________________________________________

3.

• ________________________________________ ________________________________________ • ________________________________________ ________________________________________

CONNECT WITH CONVERSATION Get to know your partner. Talk about: • What they want or need to do this year • If they like to give advice to friends and family members • If they like to receive advice intercambio.org/students

61

Answer Key: I. Advice for Vicente: 1. should save 2. should compare 3. should smile 4. shouldn’t stay Advice for Amalia: 1. shouldn’t 2. should 3. should 4. shouldn’t J. Answers will vary. intercambio.org/teachers

73

HOMEWORK

Lesson 11 • You Should Go To The Bank

L K Match the answers and the questions.

ML

d 1. ______What should they do to open an account?

a. No, you should go today.

2. ______Where should I go to get a money order?

b. You should speak to the representative.

3. ______ Who should I talk to?

c. He should compare interest rates.

4. ______ Should I go tomorrow?

d. They should bring ID and money to the bank.

5. ______ What should he do first?

e. She shouldn’t spend a lot of money shopping.

6. ______ What should she do to save money?

f. You should go to a grocery store or bank.

Pre Pre

Complete the conversations with what, where, when, who or should.

1. Q: _______________ should she do?

A: She should save money.

2. Q: _______________ should they open an account?

A: They should open an account at a bank.

3. Q: _______________ should he go to the bank?

A: He should go on Monday.

4. Q: _______________ we make a budget?

A: Yes, we should make a budget tonight.

5. Q: _______________ should I speak to?

A: You should speak to a teller.

6. Q: _______________ should he do first?

A: First, he should make a deposit.

7. Q: _______________ should give them advice?

A: The loan officer should give them advice.

8. Q: _______________ I withdraw money for the loan?

A: No, you shouldn’t withdraw money yet.

JOURNAL PROMPT Do you like saving money, spending money, or both? Do you make a budget?

How do you feel about money? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 62

Student Book 3 LEFT

Answer Key: K. 2. f 3. b 4. a 5. c 6. e L. 1. What 2. Where 3. When 4. Should 5. Who 6. What 7. Who 8. Should

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Teacher Book 3 LEFT

AA

L12 IT’S RELAXING By the end of the lesson, students will be able to: • Talk about feelings and emotions around different topics • Learn different ways of handling stress What to bring to class: • Table tents or name tags for student names • Bring a list of crisis hotline phone numbers and/or a list of where one can go for help • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: Use the following suggested definitions for the vocabulary that may be challenging to explain for 3L students: • Meditate: to quiet your brain to relax; to breathe deeply and slowly Warm-up: Greet students. Practice the material from the last class by asking a few questions using the grammar and vocabulary.

Review homework from last lesson.

Listening Track 14 Toni: Hey Bob, I know you are working hard this week. How are you doing?

Bob: I’m okay, but I’m a little stressed.

Toni: Is everything okay at home?

Bob: Yeah, I just have too much to do. It’s overwhelming.

Toni: I’m sorry to hear that. Is there anything that helps you when you are feeling stressed?

Bob: Sometimes I take a walk or meditate.

Toni: Those sound like good ideas. I try to take deep breaths when I’m overwhelmed. It’s relaxing.

Bob: Yeah, that’s a good idea too. Thanks for listening.

Toni: Sure—anytime. Let me know if there is anything I can do to help.

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12

IT’S RELAXING Pre Pre Listening warm-up. Track 14: How is Bob doing?

Pre Explore the picture; ask What do you see in the pictures?

Next, point out the warmup question. Read it aloud, and write it on the board.

Play the track once. Point to the question on board. Elicit answers.

A. Have students repeat each phrase after you multiple times.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

Problems

Activities

marriage problems

financial problems

take a nap

take deep breaths

an illness

an injury

talk to a counselor

meditate

put on relaxing music take a walk

PRONUNCIATION Listen and repeat after your teacher. Cross out the silent letter in each word.

A

stressed

overwhelming

relaxed

talk

take intercambio.org/students

Answer Key: Pronunciation: overwhelming, relaxed, talk, take

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Teacher Book 3 LEFT

Pronunciation Read instructions.

Repeat the words several times so students can listen to the words and notice the silent letters.

63

LANGUAGE TOOLS

EE

B B Write the words in the correct box. Add any other words you know.

B. Read instructions and words in box. Encourage students to add words of their own to the chart.

financial problems

take deep breaths overwhelmed

meditate

marriage problems

take a nap

too much to do

stressed

relaxed

take a walk

an injury

SITUATIONs

an illness

talk to a counselor

FEELINGSs

THINGS YOU CAN DOs

financial problems

FF

C. Read instructions. Play the listening track again.

Track can be repeated multiple times.

LISTENING

CC

Listen again to Track 14. Check the words you hear. o stressed

P

o stressful

o overwhelmed

o overwhelming

o relaxed

o relaxing

o take a walk

o meditate

o take deep

o take a nap

breaths

GG

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

D. FOCUS: Adjectives describing feelings (stressed) vs. qualities (stressful). Read chart aloud and have students QUESTIONS repeat. Adjectives ending in -ed = how you feel.

How are you / they doing?

Adjectives ending in -ing How is he / she doing? = describe the situation or activity.

What’s wrong?

What do you do when you’re stressed?

64

I’M stressed overwhelmed relaxed

IT’S stressful overwhelming relaxing ANSWERS

I’m / They’re He’s / She’s

stressed. overwhelmed. relaxed.

I / They

have

financial trouble.

He / She

has

too much to do.

It’s

stressful. overwhelming.

I meditate.

Student Book 3 LEFT

Answer Key: B. Situations: marriage problems, an injury, an illness, too much to do Feelings: overwhelmed, stressed, relaxed Activities: take deep breaths, meditate, take a nap, take a walk, talk to a counselor C. overwhelmed, overwhelming, relaxing, take a walk, meditate, take deep breaths intercambio.org/teachers

77

12

GRAMMAR PRACTICE

EE

Circle the correct word.

1. I have too much to do. I’m stressed / stressful.

2. She meditates when she’s overwhelmed / overwhelming.

3. He takes a walk when he’s overwhelmed. It’s relaxed / relaxing.

4. They have financial problems. It’s stressed / stressful.

5. He has family problems. He’s stressed / stressful.

6. We have too much to do. It’s overwhelmed / overwhelming.

7. I have an injury. It’s stressed / stressful.

8. Jon has an illness. He’s overwhelmed / overwhelming.

FF

Fill in the bubble with the correct answer.

1. How are you doing?

a I’m relaxed.

b I’m relaxing.

2. How was your vacation?

a It was relaxed.

b It was relaxing.

3. What’s his job like?

a It’s stressed.

b It’s stressful.

4. What’s wrong?

a I’m overwhelming.

b I’m overwhelmed.

5. How does Ivana feel at her new job?

a She’s stressed.

b She’s stressful.

G G Look at the pictures. Answer the questions.

1. Q: What do they do when they’re overwhelmed?

2. Q: What does Mario do when he’s stressed?

3. Q: What do they do when they want to relax?

They meditate A: ______________________

A: ______________________

A: ______________________

4. Q: What does she do when she is stressed?

5. What does he do when he’s tired?

6. What does Cara do when she is overwhelmed?

A: ______________________

A: ______________________

A: ______________________ intercambio.org/students

G. EXPANSION: Practice questions & answers in pairs.

65

Answer Key: E. 2. overwhelmed 3. relaxing 4. stressful 5. stressed 6. overwhelming 7. stressful 8. overwhelmed F. 2. b 3. b 4. b 5. a G. 2. He talks to a counselor when he’s stressed. 3. They take a walk. 4. She listens to (relaxing) music.

5. He takes a nap when he’s tired. 6. She takes deep breaths.

78

Teacher Book 3 LEFT

JJ

REAL LIFE / YOUR LIFE H. HH Look at the chart. Answer the questions.

Read instructions. Explain the pie chart (point Causes of Stress 1. What is the biggest cause of stress? out the percentages in _____________________________________________________ parentheses). You may want to discuss what 2. What is the 2nd biggest cause of stress? _____________________________________________________ “other” might include.

Some students might 3. What causes more stress, financial trouble or work problems? need support interpreting _____________________________________________________ the chart. Say The size of the piece of the circle Too Much Work (35%) 4. What causes less stress, family trouble or injury? shows how much.

Personal / Work Problems (10%) _____________________________________________________

Financial Trouble / Bills (20%) Marriage / Family Trouble (20%) Injury / Illness (10%) Other (5%)

II I. Read instructions and ask students to share their answers with a partner.

EXPANSION: Make a tally chart on the board with columns labeled 1-6.

Assign a letter to each cause of stress. Have students write a letter in each column based on their answers in this activity. Tally up the letters to discover most stressful causes for your class. For 1-1, compare your answers with your student.

5. What is a bigger cause of stress: too much work or personal problems? _____________________________________________________

Rank the items that cause you the most stress (1 = most stressful, 6= least stressful).

Compare with a partner. ________ too much work

KK

________ personal or work problems ________ financial trouble/bills ________ marriage/family problems ________ injury or illness ________ other: _____________________________________

CULTURE TIP In the US, it is common for people to talk to a counselor, social worker, or therapist when they feel stressed, overwhelmed, or depressed. If you or someone you know feels this way for a long time, it might be a mental health issue. Most communities in the US have counseling centers or mental health help programs. Many cities have a free phone number you can call for help. How do people get help for mental health issues in your native country?

66 Student Book 3 LEFT Culture Tip Read the tip. Expand the conversation by asking Do people talk about depression in your native country? Why or why not? Show students a list of hotline phone numbers or resources if available. NOTE: Expand the conversation by discussing what might stop someone from using the resources. Talk about privacy issues. Use The Immigrant Guide health and medical section to spark more conversation.

Answer Key: H. 1. too much work 2. financial troubles/bills and marriage/family 3. financial troubles 4. injury/illness 5. too much work I. Answers will vary.

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79

JJ

12

Look at the mental health form. Answer the questions.

Maple Counseling Center We are very happy you are going to talk to one of our counselors. We are here to help you!

Please fill out the information below before your appointment.

Marina Cortez DOB: 04/21/1951 Name: ___________________ ____________

How are you doing today? Use the following scale: (1= not at all, 5 = very)

1. What is this form for?

To talk to a counselor. ___________________________________

J. Read instructions. Give 2. What makes Marina feel stressed/ students time to read the form overwhelmed? individually. Discuss it. Check ___________________________________ answers.

3. What makes her feel relaxed?

4 stressed ____ 2 relaxed ____

1 happy ____

___________________________________

4 sad ____ 5 overwhelmed ____ 2 excited ____

What makes you feel stressed/overwhelmed?

I have financial trouble. My sister ___________________________________________ and I don’t talk. I feel sad. ___________________________________________

What makes you feel relaxed?

When I can go shopping and spend ___________________________________________ time with my family at home. ___________________________________________

Tell us more about why you are here today.

I feel overwhelmed, tired and ___________________________________________

4. How overwhelmed is she? ___________________________________ 5. How happy is she? ___________________________________ 6. Why does Marina want to see a counselor? ___________________________________

stressed. I want to be happy ___________________________________________ and feel more relaxed. ___________________________________________

K K Look at the situations below. Write a word that describes the situation and how it makes you feel.

SITUATIONS talking to a counselor

A WORD THAT DESCRIBES THE ACTIVITY

A WORD THAT DESCRIBES YOUR FEELING

scary

scared

going to the doctor shopping speaking in English taking a walk

K. Read the instructions.

Discuss the example. Make a chart on the board to add your own descriptions. EXPANSION: Add all of the words people chose to describe each situation on the chart you drew on the board.

CONNECT WITH CONVERSATION Get to know your partner. Talk about: • Situations or things that make them feel stressed and overwhelmed or relaxed and happy • What they think they should do when they’re stressed or overwhelmed • How learning English makes them feel intercambio.org/students

Conversation Students can use their responses from Activity K. Be sure your students ask you questions too.

67

Answer Key: J. 2. financial problems and family problems 3. shopping and family time at home 4. very overwhelmed 5. not at all happy 6. She’s overwhelmed, tired, and stressed.

K. Answers will vary.

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Teacher Book 3 LEFT

HOMEWORK

LL

Lesson 12 • It’s Relaxing

Match the questions and answers. e 1. ______ What does she do when she’s stressed?

a. We have too much to do.

2. ______ How are you doing?

b. He’s feeling better.

3. ______ What do they do when they’re stressed?

c. They meditate.

4. ______ How is he doing?

d. I’m relaxed today.

5. ______ What’s wrong?

e. She talks with a counselor.

MM Read the mental health form.

Answer the questions.

1. Who does Colin want to see?

A counselor. ___________________________________ 2. How overwhelmed is he? ___________________________________ 3. How relaxed is he? ___________________________________ 4. When can he go to the center? ___________________________________ 5. Why does he want to see a counselor? ___________________________________ 6. How long has he felt this way? ___________________________________

Pre Pre

Community Vista Mental & Physical Health Welcome to our center. We are looking forward to helping you.

Colin Huang Name: ___________________ DOB: 01/15/1972 ____________

Who do you want to see today?

P

o doctor o counselor o gym / fitness instructor

How are you doing today? Use the following scale: (1= not at all, 5 = very) 4 stressed ___ 3 sad 1 relaxed ___ 2 happy ___ ___ 3 excited ___ 3 healthy ___ 5 overwhelmed ___ 1 sick ___

AA

If you wrote “5”, how long have you felt this way?

3 months ___________________________________________

Tell us more about why you are here.

I feel overwhelmed, tired and ___________________________________________ stressed. I want to be relaxed ___________________________________________ and have a happier life. ___________________________________________

How often can you come to our center?

Tuesday and Thursday evenings ___________________________________________

JOURNAL PROMPT Write about a time when you were very stressed or very relaxed. What happened?

Why did you feel that way? What changed? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 68

Student Book 3 LEFT

Answer Key: L. 2. d 3. c 4. b 5. a M. 2. He’s very overwhelmed. 3. not at all 4. Tuesday and Thursday evenings 5. He feels overwhelmed, tired, and stressed. He wants to be relaxed and have a happier life. 6. 3 months intercambio.org/teachers

81

L13 REDUCE, REUSE AND RECYCLE By the end of the lesson, students will be able to: • Learn basics about recycling in the US • Talk about how much they reduce, reuse, and recycle items What to bring to class: • Table tents or name tags for student names • Bring examples of items that can and cannot be recycled • Hand mirror (to show mouth shapes in Pronunciation Activity) • Prepared chart for Activity K • Charts or posters from local recycle centers, including, if possible, centers for hard-to-recycle items, medicines, etc. (optional) • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: Recycling centers in your area may offer tours. This would be a meaningful field trip for this lesson.

Use the following suggested definitions for the vocabulary that may be challenging to explain for 3L students: • Hazardous materials: dangerous chemicals and objects Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from last lesson.

Listening Track 15 A: Hi. Welcome to the Recycling Center. How can I help you?

B: Good morning! I have some things to recycle.

A: Okay. What do you have?

B: I have a lot of cardboard, a little paper, a lot of cans and glass bottles and a few plastic bags—oh, and a little Styrofoam.

A: Hmm. We can’t recycle Styrofoam, so you’ll need to throw it out, but we can take everything else. How many bottles and cans do you have?

B: Let’s see (counting)…I have 20 glass bottles, 25 cans, and 5 plastic bags.

A: Okay, great—you can turn them in over there. Thank you for doing your part to reduce, reuse, and recycle!

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Teacher Book 3 LEFT

13

REDUCE, REUSE AND RECYCLE Pre Pre Listening warm-up. Track 15: Where are the people talking?

Pre Explore the picture; ask What do you see in the pictures? Next, point out the warm-up question.

Read it aloud, and write it on the board. Play the track once. Point to the question on the board.

Elicit answers.

VOCABULARY WORDS & PHRASES

AA Repeat after your teacher.

A. Have students repeat each word after you multiple times. NOTE: If you brought in real objects, you can hold them up as you say the words.

cardboard glass bottles recycle

throw out

newspapers

Styrofoam

trash

hazardous materials

donate

plastic bags

separate

magazines

reuse

reduce

PRONUNCIATION A

Practice the CUP OF MUSTARD sound. Listen and repeat after your teacher.

Underline the words with the CUP OF MUSTARD sound.

Pronunciation Read instructions. Read each of the paired words and give students time to underline the correct word.

some

match

up

sun

when

same

much

app

soon

one intercambio.org/students

69

Answer Key: Pronunciation: some, much, up, sun, one

intercambio.org/teachers

83

VOCABULARY PRACTICE

B B Look at the sign. Write the words from the box in the blank spaces.

REDUCE, REUSE, RECYCLE (1)

Separate Donate Recycle

Don’t (2) __________________ your trash, recycle it!

B. EE EXPANSION: Take turns reading the tip aloud. Ask Did you learn anything new?

throw out

(3) ____________________ your trash into two bins before

cardboard

you take it to a recycling center.

FF

Reduce

Put cans,(4) _____________, and glass bottles together. Put paper,

reuse

(5) _____________________ , newspapers, and magazines in the

plastic

other bin. (6)________________ clothes, furniture, or other things

Hazardous materials

in your home that you don’t want or need.

C. Read instructions. Play the listening track all the way through. Track can be repeated multiple times.

(7)___________________ the number of plastic bags you use - buy bags that you can (8)___________________. __________________________ can also be recycled.

GG

LISTENING

CC

Listen again to Track 15. Check how much or how many he has of each thing. cardboard o a lot P

o a little

DD

paper

cans

glass bottles

plastic bags

Styrofoam

o a lot

o a lot

o a lot

o a lot

o a lot

o a little

o a few

o a few

o a few

o a little

LANGUAGE TOOLS Listen to your teacher and repeat.

QUESTIONS How much

cardboard

How many

bottles

Do

70

you

Student Book 3 LEFT

do does

have

you he

ANSWERS

have? want to recycle?

I He

have has

a lot. a little.

I He

have has

a lot. a few.

magazines?

Yes, I have a few.

No, I don’t have any.

trash?

Yes, I have a little.

No, I don’t have any.

any

D. FOCUS: How much, How many, a lot/ a little/ a few.

Read chart aloud and have students repeat. How much is used for items that can’t be counted (noncountable nouns).

How many is used for items that canHH (countable nouns).

We use any in questions and negative statements.

A little is used for items that cannot be counted. A few is used for items that are countable. A lot is used for both uncountable and countable items. NOTE: “A lot” is often misspelled as “alot” (one word). Consider writing a chart on the board to clearly spell this out.

Answer Key: B. 2. throw out 3. Separate 4. plastic 5. cardboard 6. Donate 7. Reduce 8. reuse 9. Hazardous materials C. cardboard: a lot; paper: a little; cans: a lot; glass bottles: a lot; plastic bags: a few; Styrofoam: a little

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Teacher Book 3 LEFT

13

GRAMMAR PRACTICE

EE E. NOTE: We often use “a couple” the same as we use “a few.”

FF F. First, have students work individually and then compare their answers in pairs/groups. Finally, go through the answers together, and then practice in pairs.

Complete the conversations. Write the correct words. Practice with a partner.

1. Q: How much trash do you have to throw out?

2. Q: How many bottles does she want to recycle?

A: I have ___________. a lot / a few a lot 3. Q: How much cardboard do they have to recycle?

A: She has ___________. a few / a little 4. Q: Do they have any newspapers to recycle?

A: They have ___________. a little / a few

A: Yes, they have ___________. a little / a few

Complete the questions with How much or How many. Practice answering with a partner.

How many 1. ___________________ plastic bottles do they have?

2. ___________________ glass do they have to recycle?

3. ___________________ Styrofoam does he have to throw out?

4. ___________________ magazines do we have to recycle?

5. ___________________ newspapers do they have?

6. ___________________ cans does she have to recycle?

7. ___________________ trash do you have to throw out?

G G Read the conversation. Circle the correct words.

Jesse: Hey Rolando. Where are you going?

Rolando: I’m going to the recycling center. I have a

G. EXPANSION: Practice as a dialogue/role-play.

(1) few / many glass bottles to recycle.

Jesse: Can I go with you? I have (2) many / a lot of magazines and plastic to recycle and (3) a little / many cardboard.

Rolando: Okay — sure! (4) How many / How much magazines do you have?

Jesse: About 10.

Rolando: Okay and (5) how much / how many cans do you want to recycle?

Jesse: Just (6) a few / a lot — and only three cardboard boxes.

HH Read the questions. Write the answers. Use the words in parentheses.

1. How many newspapers do they have?

They have a few ________________________________. (a few)

2. How much trash does she have to throw out?

________________________________. (a little)

3. How much Styrofoam do we have?

________________________________. (any)

4. How many plastic bottles does he have to recycle?

________________________________. (a lot)

5. How many shirts do they have to donate?

________________________________. (a few)

6. How much cardboard do you have to recycle?

________________________________. (any) intercambio.org/students

71

Answer Key: E. 2. a few 3. a little 4. a few F. 2. How much 3. How much 4. How many 5. How many 6. How many 7. How much G. 1. few 2. a lot 3. a little 4. how many 5. how many 6. a few H. 2. She has a little. 3. We don’t have any. 4. He has a lot. 5. They have a few. 6. I don’t have any. intercambio.org/teachers

85

REAL LIFE / YOUR LIFE

II

Look at the brochure for Clean Cycle Center.

Help Andrew separate his recycling in the chart below.

Clean Cycle Center

I. Read instructions. Point to J J Explain the the reading. chart. Instruct students to answer the questions after filling it in. If pairing students, give them time to read silently first before they work in pairs.

How to Recycle Household Items

• Plastic Appliances: Electric and battery appliances can be recycled. There is a fee of $5.00 to bring them to the center (no vacuum bags, glass coffee pots, glass blenders).

• Other Appliances: Microwaves, pans, refrigerators, and air conditioners cost $15 to recycle.

• Electronics: Computers, printers, tablets can be recycled for free. Audio equipment, TVs, mobile phones or other items with batteries cost $2.00 to recycle.

• Bikes and bike parts: Can be recycled for free.

• Clothing, books and shoes (in good condition and are clean): Can be recycled for free.

• Sinks and toilets: All non-porcelain ones can be recycled. Toilets cost $12.75 and sinks $3.50 to recycle.

• Plastics and foam: All plastic bags can be recycled for free. Make sure they don’t have food or liquids in them. No Styrofoam or “to-go” boxes from restaurants.

• Hazardous materials: Paint, household cleaners and medicines can be recycled for free.

Cooking and automotive oils cannot be recycled.

Andrew’s items to recycle: old sinks (2), shoes (3 pairs), plastic bags (30), TV (1), microwave (1), Styrofoam (5 pieces) COSTS TO RECYCLE ITEMS Free to recycle

Less than $5.00

More than $5.00

Items that can’t be recycled:

LK

2 old sinks ($6.50)

1. Does Andrew have any glass to recycle?

No, he doesn’t. ________________________________________.

2. How many pairs of shoes does he have to recycle?

________________________________________.

3. How much cardboard does he have?

________________________________________.

4. What’s the cheapest item(s) he has to recycle?

________________________________________.

5. What’s the most expensive item he has to recycle?

________________________________________.

6. What item can’t he recycle?

________________________________________.

7. Does he have any sinks to recycle?

________________________________________.

72

Student Book 3 LEFT

Answer Key: I. Free to Recycle: shoes, plastic bags / Less than $5.00: TV / More than $5.00: microwave / Can’t be Recycled: Styrofoam 2. He has 3 pairs. 3. He doesn’t have any (cardboard). 4. The shoes and plastic bags are free.

5. It’s the microwave. 6. He can’t recycle the Styrofoam. 7. Yes, he has 2 sinks to recycle.

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Teacher Book 3 LEFT

Culture Tip Read the tip.

Show students posters from a local recycle center if available.

JJ

CULTURE TIP Do you want to recycle items but don’t know where to go in your community?

Visit earth911.com and type in your zip code to find recycling centers near you that take everything from common recyclable material to medications, hazardous materials, and electronics.

Here is Susan’s separated recycling. Check if each item is a few, a lot, a little or many.

ITEM

J. Read instructions and discuss table. Discuss what might be considered a few, a lot, a little, many.

13

HOW MUCH

A FEW

A LOT

Mail

MANY

P

3 weeks Soda cans

A LITTLE

kitchen basket full

Plastic water bottles

24

Glass jars

4

Baby clothes size 2T

6-8

L K Look again at the information in activity I. Think of five items you have at home right now L. Read the instructions. Show prepared example.

that you could recycle or donate. Write them below. Determine how much you have by checking a few, a lot, a little, or many.

ITEM

A FEW

A LOT

A LITTLE

MANY

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • If people in their hometown reduce, reuse and / or recycle • If they know where a recycling center is in their area • If they donate things when they don’t want or need them • If there are things that they like to reuse and how they reuse them intercambio.org/students

73

Answer Key: J. soda cans: a lot or many; plastic water bottles: a lot or many; glass jars: a few; baby clothes: a few L. Answers will vary.

intercambio.org/teachers

87

HOMEWORK

ML

Lesson 13 • Reduce, Reuse, Recycle

Complete the questions with How much or How many.

How many 1. _______________________ bottles does she have to recycle?

Pre Pre

2. _______________________ Styrofoam do they have to throw out?

3. _______________________ cardboard do you have to recycle?

4. _______________________ cans does he have to recycle?

5. _______________________ newspapers do we have?

6. _______________________ trash do you have to throw out?

7. _______________________ glass do they have to recycle?

NM Look at the questions. Write the answers. Use the words in parentheses.

1. How many do they have?

They have a few ________________________________. (a few)

2. How much trash does she have to throw out?

________________________________. (a lot)

3. How much Styrofoam do we have?

________________________________. (a little)

4. How many plastic bottles does he have?

________________________________. (a lot)

N N Look at the questions. Write the answers. Use the words in bold.

1. Q: How much cardboard does she have to recycle? 2. Q: Do you have any glass to recycle? a little A: She has ______________. a little / a few

A: Yes, I have______________. a few / a lot

3. Q: How many cans do they have to recycle?

4. Q: Do they have any newspapers to recycle?

A: They have ______________. a little / a few

A: Yes, they have ______________. a little / a few

JOURNAL PROMPT Write about something that you reuse or recycle in your home. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 74

Student Book 3 LEFT

Answer Key: L. 2. How much 3. How much 4. How many 5. How many 6. How much 7. How much M. 2. She has a lot 3. We have a little 4. He has a lot N. 2. a lot 3. a few 4. a few 88

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AA

L14 WHO’LL BRING DESSERT? By the end of the lesson, students will be able to: • Talk about events and basic planning What to bring to class: • Table tents or name tags for student names • Hand mirror (to show mouth shapes in Pronunciation Activity) • Real objects for vocabulary items • Markers and poster sheets for Activity Idea in Activity K • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities Teacher notes: Use the following suggested definitions for the vocabulary that may be challenging to explain for 3L students: • Centerpiece: an object or decoration in the middle of the table Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from last lesson.

Listening Track 16 A: Hey Bria. Did you know it’s Taylor’s birthday this weekend?

Bria: Really? We should have a party!

A: Yeah—that’s a great idea. Okay, let’s see…Whose house can we use?

Bria: Dina has a big living room and a nice backyard. Let’s ask if we can use hers.

A: Great. So, we just need to order food, send invitations, and make decorations.

Bria: My cousin makes great pizzas. I’ll order the food from him. He’ll give us drinks with them, too.

A: Nice! I’ll send out invitations and make some decorations.

Bria: Perfect. I’ll bring a dessert, and we can all help clean up after the party.

A: Sounds like a great plan!

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14

WHO’LL BRING DESSERT? Pre Pre Listening warm-up. Track 16: What are they planning?

Pre Explore the picture; ask What do you see in the pictures?

Next, point out the warm-up question. Read it aloud, write it on the board. Play the track once. Point to the question on board. Elicit answers.

A. Have students repeat each word or phrase after you multiple times. Reference the main image and smaller images above the words and phrases to define the vocabulary.

VOCABULARY WORDS & PHRASES

A A Repeat after your teacher. plates cups

make decorations

utensils

order food

buy drinks

send invitations

napkins

reserve a space

hire a DJ

flowers

bring a dessert

centerpiece

PRONUNCIATION A

Listen and repeat after your teacher. Practice the l and r sounds. Hold up one finger if you hear the l sound. Hold up two fingers if you hear the r sound. collect

play

glass

he’ll

we’ll

correct

pray

grass

here

we’re intercambio.org/students

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Teacher Book 3 LEFT

Pronunciation Read instructions.

Read all of the words once.

Use a hand mirror to show students the mouth shape for each sound. For the /l/, show your tongue touching the back of your front teeth. Then read the words randomly and ask students to hold up 75 their fingers according to the instructions.

VOCABULARY PRACTICE B. Read instructions and words in box. First, have students work individually and then compare their answers in pairs/groups. Finally, go through the answers together. EXPANSION: Have students role-play the dialogue.

B B Complete the conversation. Use words from the box.

centerpiece

A: I’m so excited — I’m getting married in six months!

DJ

B: Wow! What do you need to do before the wedding?

plates

EE

napkins

space A: We need to reserve a (1)_________________, send the

invitations

(2)___________________, (3)_________________ food, and hire a (4)_____________________.

space make decorations

B: That’s a lot. Is there anything I can help with? What about a

order

(5)__________________ for the food table?

A: No — don’t worry. My mom likes to (6)______________________, so she’ll do that.

FF

B: I saw these very pretty paper (7) _____________ and (8) _____________ at the party store. Would you like to go together to see them?

A: Yes? Thank you!

LISTENING C. Read instructions. Play the listening completely through once. Check answers. Track can be repeated multiple times.

CC

Listen again to Track 16. Check the things they will do. o order food P

o send invitations

o hire a DJ

o buy drinks

o make decorations

o reserve a space

o bring a dessert

o clean up

will TIP: Who’ll =I’llWho = I will we’ll = we will you’ll = you will he’ll = he will she’ll = she will they’ll = they will

LANGUAGE TOOLS D. FOCUS: Q&As in the future simple using who, where and when. Read the Tip first.

Read the chart aloud and have students repeat.

GG

D Listen to your teacher and repeat.

QUESTIONS

Who

HH

ANSWERS

send the invitations?

I’ll

send

the invitations. them.

order the food?

She’ll

order

the food. it.

will

Where

will

the party

be?

It’ll

be

at Dina’s house.

When

will

they

order the food?

They’ll

order

the food on Tuesday.

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Answer Key: B. 2. invitations 3. order 4. DJ 5. centerpiece 6. make decorations 7. plates 8. napkins C. send invitations, make decorations, bring a dessert , clean up

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14

GRAMMAR PRACTICE

EE

Write the correct form of the word in the blanks. Use the word in parentheses.

Practice with a partner. _________________ make them. (she) She’ll

_______________ order it on Monday. (we) 4. Who will clean up?

3. Who will send the invitations? _________________ send them. (Mira and Jose)

_______________ clean up. ( I ) 6. Where will the party be?

5. Who will hire the DJ?

___________ be at the park. (It)

You ______________.

8. Who will make the dessert?

7. When will he go to the party?

He ________________________.

_______________ go at 7. (he)

FF

E. Read the instructions.

Point out the words in parentheses. NOTE: We can’t use a contraction when it’s the last word of the sentence (e.g., in numbers 5. and 8.).

2. When will we order the food?

1. Who will make the decorations?

F. Check answers by reading the question to elicit the response from a student. Ask Do you agree? to the rest of the class.

Match the questions to the answers. d Who will make the decorations?

1. _____

a. He will.

2. _____ Where will the party be?

b. We’ll order it Tuesday.

3. _____ When will we send the invitations?

c. We’ll send them out Friday.

4. _____ Who will bring a dessert?

d. They’ll make them.

5. _____ When will we order the food?

e. I’ll hire one.

6. _____ Who will hire a DJ?

f. It’ll be at the rec center.

GG Look at the questions. Write the short answers. Use the words in parentheses.

1. Who’ll reserve a space?

She will __________________________________. (she)

2. Who will send the invitations?

__________________________________. (we)

3. Who’ll order food?

__________________________________. (they)

4. Who’ll make decorations?

__________________________________. (I)

5. Who will buy drinks?

__________________________________. (he)

HH Correct the sentences by adding will or ‘ll. Write the complete sentences.

1. We make the decorations tonight.

We’ll make the decorations tonight. ____________________________________________________

2. She make the food.

____________________________________________________

3. He send out the invitations.

____________________________________________________

H. First, have students work individually and then compare their answers in pairs/groups.

Finally, go through the answers together.

4. They reserve the space at the park. ____________________________________________________ 5. The dinner be at the restaurant.

____________________________________________________

6. You order the food.

____________________________________________________

7. Lori clean up.

_______________________________________________ intercambio.org/students

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Answer Key: E. 2. We’ll 3. They’ll 4. I’ll 5. Will 6. It’ll 7. He’ll 8. will F. 2. f 3. c 4. a 5. b 6. e G. 2. We will. 3. They will. 4. I will. 5. He will.

H. 2. She’ll make the food. 3. He’ll send out the invitations. 4. They’ll reserve the space at the park. 5. The dinner will be at the restaurant. 6. You’ll order the food. 7. Lori will clean up.

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IJ

REAL LIFE / YOUR LIFE

HI

Ina and Tony are getting married. Look at their wedding plan below. Answer the questions.

I. Read instructions. Look at the wedding plan together.

Give students time to read it silently. Then have students answer the questions.

Tony’s parents

WHO WILL DO IT

ITEM Send wedding invitations Reserve a wedding venue (space) Buy wedding rings Find a wedding dress Make decorations Find a caterer (food and drinks) Buy flowers Reserve a space for the rehearsal dinner Hire a DJ Hire a photographer

Culture Tip Read the tip and ask students if they can share something about weddings in their native country.

Use The Immigrant Guide US culture and social skills section to spark more conversation.

Ina’s parents

Tony and Ina’s Wedding Budget WHO WILL PAY

DEADLINE

Ina & her parents

Ina’s parents

February

Ina

Ina’s parents

November

Ina & Tony Ina & her parents Ina & her parents Ina’s parents

Ina & Tony Ina Ina’s parents Ina & Tony

May January May February

Ina & her parents Tony’s parents

Tony Tony’s parents

April May

Ina & Tony Ina

Ina & Tony Ina’s parents

April January

1. Who will pay for the wedding dress?

Ina will ______________________________________________.

2. Who’ll pay for the wedding rings?

______________________________________________.

3. When will they send out invitations?

______________________________________________.

4. Who’ll reserve the wedding venue?

______________________________________________.

5. Who’ll pay for the rehearsal dinner?

______________________________________________.

6. When will she need to find the dress?

______________________________________________.

7. Who will pay the most for the wedding?

______________________________________________.

8. Who will pay the least for the wedding?

______________________________________________.

JK

CULTURE TIP Most married couples in the US wear a wedding ring on the ring finger of the left hand. Is this the same in your native country? What kinds of wedding traditions does your native country have? Who usually pays for the wedding?

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Answer Key: I. 2. Ina and Tony will. 3. They’ll send them out in February. 4. Ina will. 5. Tony’s parents will. 6. She’ll need to find the dress in January. 7. Ina’s parents will pay the most. 8. Tony’s parents will pay the least.

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IJ

14 Silvia’s class is planning a party for the end of the term. Look at who is bringing items and offering help.

J. Read instructions and discuss the chart.

Caleb

Raquel

Silvia

Ming

Deepa

• space • clean up

• food • decorations

• food • clean up

• dessert • drinks

• dessert • music • decorations

1. Who’ll make food?

Raquel and Silvia will ______________________________________________.

2. Who’ll bring music?

______________________________________________.

3. Who’ll clean up after?

______________________________________________.

4. Who’ll buy drinks?

______________________________________________.

5. Who’ll make decorations?

______________________________________________.

J K Pretend you are planning a party for your teacher. Talk about what you

K. EXPANSION: Place students in small groups to brainstorm.

Draw one or more charts on the board and have students fill in their names and what they’ll bring. At the end, have each student tell the class orally what he or she will bring.

will bring and who will bring other things.

YOU Bring

Bring

Bring

Bring

CONNECT WITH CONVERSATION Get to know your partner. Talk about: • What they’ll bring to a class party • A time they went to a wedding or party in the US and what it was like • A time they went to a wedding in their native country and what it was like • Their favorite party and why it was their favorite intercambio.org/students

Answer Key: J. 2. Deepa will. 3. Caleb and Silvia will. 4. Ming will. 5. Raquel and Deepa will.

K. Answers will vary.

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79

HOMEWORK

KL

Lesson 14 • Who’ll Bring The Dessert

Write the correct form of the word in the blanks. Use the word in parentheses.

1. Q: Who will send the invitations?

He’ll A: _______________ send them. (he)

3. Q: Who will order the food?

A: _______________ order it. (me) 5. Q: Who will bring drinks?

A: _________________________ bring drinks. (they)

Pre Pre

2. Q: Who will reserve a space?

A: _______________ reserve it. (we).

4. Q: Who will hire the DJs? A: _______________ hire them. (she) 6. Q: Who will clean up?

A: _______________ clean up. (you)

L M Complete the To-Do list.

GRADUATION PARTY – TO DO’S Send invitations • (1) ___________ • Ask Pam to (2) ____________ a space at the rec center.

• Check that Mom will order the (3) _______________________.

• (4) ___________ the DJ. • Make sure Gino and Mark will (5) ____________ the drinks.

reserve send hire bring food

AA

Rico will send the invitations.

1. Who’ll send the invitations? _____________________________________________________

2. Who’ll reserve a space at the rec center? ____________________________________________ (Pam) 3. Who’ll bring the drinks? ______________________________________________ (Gino and Mark) 4. Who’ll order the food? ______________________________________________________ (Mom) 5. Who’ll hire the DJ? ______________________________________________________ (he)

JOURNAL PROMPT Write about a party or an event you planned or went to. What was it like?

Who did what? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Student Book 3 LEFT

Answer Key: L. 2. We’ll 3. I’ll 4. She’ll 5. They’ll 6. You’ll M. 2. reserve 3. food 4. Hire 5. bring Answers: 2. Pam will reserve a space at the rec center. 3. Gino and Mark will bring the drinks. 4. Mom will order the food. 5. He’ll hire the DJ. intercambio.org/teachers

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L15 I’M LOOKING FORWARD TO IT By the end of the lesson, students will be able to: • Talk about different future events they are looking forward to • Identify basic activities around retirement and volunteering What to bring to class: • Table tents or name tags for student names • Prepared chart for Activity I • Markers and poster sheets for Activity Idea in Activity I • Index cards for sentence scramble • The Immigrant Guide to supplement the Culture Tip conversation • Pronunciation Fun to supplement the pronunciation activities 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.

Use the following suggested definitions for the vocabulary that may be challenging to explain for 3L students: • Flexible schedule: a schedule that can change; you can work when you want to work Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary.

Review homework from last lesson.

Listening Track 17 Sofia: Hey Ken. How are you doing?

Ken: Hi Sofia, I’m good, but it’s so cold and windy today. I’m really looking forward to warmer weather this summer.

Sofia: Me too! What are you doing this summer?

Ken: My family and I are taking a vacation to visit my aunt and uncle.

Sofia: Wow—that’s great. Are you excited about it?

Ken: We’re really excited about it! How about you?

Sofia: I’m retiring this summer!

Ken: Are you looking forward to retiring?

Sofia: Yes, I am. I’m looking forward to having a more flexible schedule.

Ken: What will you do with your free time?

Sofia: I’m excited about working in the garden, spending time with my grandchildren, and giving back to my community.

Ken: Nice. I’d love to volunteer, too. Maybe this summer.

Sofia: That would be great!

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Teacher Book 3 LEFT

15

I’M LOOKING FORWARD TO IT! Pre Pre Listening warm-up. Track 17: Are they talking about the future or the past?

Pre Explore the picture; ask What do you see in the pictures?

Next, point out the warm-up question.

Read it aloud, write it on the board. Play the track once. Point to the question on the board. Elicit answers.

VOCABULARY WORDS & PHRASES

A A Repeat after your teacher.

A. Have students repeat each word or phrase after you multiple times. NOTE: The u in community and schedule is pronounced like you.

spend time with family, friends, kids

retire

learn a new skill

work in the garden

see my friends

give back to my community

travel

have a more flexible schedule

warmer weather

PRONUNCIATION Listen and repeat after your teacher. Practice saying I’m, he’s, she’s, we’re, they’re.

A

1. I’m looking forward to retiring.

2. He’s looking forward to traveling.

3. She’s excited about the warmer weather.

4. We’re looking forward to our vacation.

5. They’re excited about spending time with their family.

Pronunciation Read instructions. Discuss the importance of saying the entire contraction in the sentence. NOTE: Students often leave off the ‘m, ‘s, ‘re when saying these contractions.

Even though they are reading the correct version, it can sometimes sound like: “I looking forward to it,” or “he excited about it.”

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VOCABULARY PRACTICE

B B Look at the pictures for each number. What are they doing?

EE

Write sentences. Use words from the box.

1

2

3

4

He’s retiring 1. _______________________________________________________.

give back to the community

2. _______________________________________________________.

travel

3. _______________________________________________________.

work in the garden

4. _______________________________________________________.

retire

B. Read instructions and words in box. Have students do the task individually first and then check in pairs. Finally, check it as a whole class.

FF

LISTENING

CC

Listen again to Track 17. Check the things that each person talks about.

Ken

Sophia

P

warmer weather taking a vacation retiring have a flexible schedule working in the garden

C. Read instructions. Play the listening track all the way through. Have students do the task individually first and then check in pairs. Finally, check it as a whole class.

Track can be repeated multiple times.

giving back to the community volunteering

GG

LANGUAGE TOOLS

D D Listen to your teacher and repeat.

QUESTIONS

What are you looking forward to

Are 82

you

looking forward to

ANSWERS

doing

next summer?

looking forward to I’m

excited about

retiring. traveling. the warmer weather.

visiting family?

Yes,

I am.

retiring?

No,

I’m not.

D. FOCUS: Q&As using look forward to. Read the chart aloud and have students repeat.

Both look forward to and excited about are followed by verb + ing or a noun.

Student Book 3 LEFT

Answer Key: B. 2. She’s working in the garden. 3. They’re traveling. 4. They’re giving back to the community.

C. warmer weather—Sophia and Ken; taking a vacation—Ken; retiring— Sophia; have a flexible schedule—Sophia; working in the garden—Sophia; giving back to the community—Sophia; volunteering—Sophia and Ken 98

Teacher Book 3 LEFT

E. Read the instructions and the words in the parentheses. When checking answers, point out that the silent “e” at the end of a word is dropped before adding - ing.

15

GRAMMAR PRACTICE

EE

Complete the sentences with the correct form of the words in parentheses. visiting 1. She’s looking forward to ________________________ her family. (visit)

2. They’re excited about ________________________ (retire).

3. He’s looking forward to ________________________ (have) a more flexible schedule.

4. We’re excited about ________________________ (see) our friends.

5. Vivian is looking forward to ________________________ (spend) time with her grandchildren.

6. They’re looking forward to ________________________ (give) back to their community.

7. Bernard is excited about ________________________ (learn) a new skill.

F. Read instructions.

Have students do the task individually first and then check in pairs. Finally, check it as a whole class.

EXPANSION: Make sentence scramble cards for each sentence. Work with one sentence at a time.

Give each student one card from the sentence.

Have students stand up and move around the room to put themselves in the correct order.

If there are students still seated without a word, have them read the sentence aloud to check if it’s accurate.

FF

Unscramble the sentences.

1. looking forward to / She’s / having / a more flexible schedule.

She’s looking forward to having a more flexible schedule _______________________________________________________________________________.

2. / seeing / his / friends. / excited about / He’s _______________________________________________________________________________.

3. looking forward to /new skill. / a / They’re / learning _______________________________________________________________________________.

4. our / We’re / excited about / vacation. _______________________________________________________________________________.

5. warmer weather. / She’s / the / looking forward to _______________________________________________________________________________.

G G Put the conversation in order.

1. _______ Chad: Me too, but I don’t know how to dance.

2. _______ Chad: Really? Thanks! I’m always excited about learning new skills.

3. _______ Chad: Yes, they are looking forward to it. They hired a DJ to play salsa music!

4. _______ Stephanie: Don’t worry. I can teach you.

1 5. _______ Chad: Hey, Stephanie. Are you looking forward to the party this weekend?

6. _______ Stephanie: They did? Wow! I’m looking forward to dancing a lot.

7. ________ Stephanie: Yes, I am really excited about it! Is your family going?

G. OPTION: Photocopy this page. Cut the sentences into strips. Have students work in pairs to put the sentences in order. Then have them role-play the dialogue to check for accuracy.

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Answer Key: E. 2. retiring 3. having 4. seeing 5. spending 6. giving 7. learning F. 2. He’s excited about seeing his friends. 3. They’re looking forward to learning a new skill. 4. We’re excited about our vacation. 5. She’s looking forward to the warmer weather.

G. 5, 7, 3, 6, 1, 4, 2 intercambio.org/teachers

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REAL LIFE / YOUR LIFE

H. Read instructions and the blog aloud. Have students do the task individually first and then check in pairs.

Finally, check it as a whole class.

HH Read the blog post about summer. Look at the people. Circle the correct answers

Warm weather

1

Temperatures are higher, the sun shines longer, and it’s a great time of year to enjoy being outside by a pool.

READ MORE Concerts and community events Summer days and nights are the perfect time for a party, concert, or community event. There are many ways to give back to your community during the summer by volunteering at an event or party.

READ MORE

2

Relax on the beach or on vacation

3

Taking a vacation is one of the best ways to enjoy the summer months.

You can go sightseeing, take a road trip, or relax on the beach.

READ MORE

Get outside

4

Because the days are longer during the summer, your schedule can be more flexible for going outside and for enjoying parks in your community.

READ MORE

Fresh food

5

The summer can be one of the best times of year to get fresh fruits and vegetables. The smell of an outdoor BBQ is one of the best smells of the summer.

READ MORE

Donna

Juan

Ming

Hilda

• hot weather • swimming

• travel • gardening

• BBQ • parties and events

• music • camping

1. What is Donna looking forward to this summer?

1

2

3

4

5

2. What is Juan looking forward to this summer?

1

2

3

4

5

3. What is Ming looking forward to this summer?

1

2

3

4

5

4. What is Hilda looking forward to this summer?

1

2

3

4

5

5. What are you looking forward to this summer?

1

2

3

4

5

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Answer Key: H. 1. 1; 2. 3; 3. 2; 4. 2 5. Answers will vary. There may be some variation in answers.

100

Teacher Book 3 LEFT

II

CULTURE TIP

Culture Tip Read the tip.

Brainstorm together different places where students can volunteer in their community. Expand the conversation by asking Do you volunteer?

Where? Why/why not?

Many people enjoy volunteering in the US. Volunteering is a great way to: • Get connected to your neighborhood, town, or city • Give back to your community • Learn more about where you live • Get job experience You can find out more about volunteering by looking at community websites and bulletin boards. Have you volunteered before? What did you do?

II

What are you looking forward to? Why? Look at the list of things people like to do in each season. Check the ones you look forward to doing as well. You can write in other things that you look forward to doing.

THINGS PEOPLE LOOK FORWARD TO

I. Read instructions and discuss the chart. Show students a chart you have prepared about yourself.

15

Swimming

P

WHY?

Hiking Playing / watching baseball Fall colors Playing / watching football Visiting family Skiing Playing in the snow Celebrating holidays Going on vacation Gardening Blooming flowers Biking

CONNECT WITH CONVERSATION Conversation Add extra vocabulary to the board if students need different words.

Get to know a partner. Talk about what they’re looking forward to doing: • In the summer, fall, winter, and spring • When this class term is over • Next year • When they retire intercambio.org/students

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HOMEWORK

JJ

Lesson 15 • I’m Looking Forward To It!

Read what each person is looking forward to and answer the questions 1. ____ What is she looking forward to?

2. ____ What is he looking forward to this weekend?

3. ____ What are you looking forward to next year?

4. ____ What are they looking forward to?

5. ____ What are you looking forward to this summer?

6. ____What is he looking forward to after class?

a. I’m looking forward to having a flexible schedule. b. She’s looking forward to giving back to the community. c. He’s looking forward to seeing friends this weekend. d. He’s looking forward to sleeping after class. e. I’m looking forward to the weather this summer. f. They’re looking forward to learning a new skill.

K K Complete the sentences with the correct form of the words in parentheses.

1. Greta is looking forward to ____________________ (spend) time with her family.

2. I’m excited about____________________ (go) on vacation.

3. He’s looking forward to ____________________ (learn) a new skill.

4. They’re excited about ____________________ (give) back to their community.

5. We’re looking forward to ____________________ (see) our grandchildren.

6. Miguel is excited about ____________________ (cook) BBQ this summer.

7. She’s looking forward to ____________________ (speak) English better next year.

LL

Put the conversation in order.

1. ______ Walt: Sure! Can you bring some drinks?

2. ______ Walt: Hi Francis! Are you looking forward to the graduation party tomorrow?

1 3. ______ Francis: Yes, no problem. I can pick up drinks on my way to the party. What time does it start?

4. ______ Francis: Yes, I am! Do you want me to bring something?

5. ______ Walt: 8:00 p.m. See you there!

JOURNAL PROMPT What are you most looking forward to in the next five years? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 86

Student Book 3 LEFT

Answer Key: J. 1. b 2. c 3. a 4. f 5. e 6. d K. 1. spending 2. going 3. learning 4. giving 5. seeing 6. cooking 7. speaking L. 1. 3, 3. 4. 2, 3. 5

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L16 REVIEW & PROGRESS CHECK

Timing Note: • The Review and Progress Check can take as long as two hours (about one hour each). Be sure to allow enough time for your students to work uninterrupted on the Progress Check.

• Adapt Lesson 16 to fit the needs of your particular teaching situation. For example, if the schedule allows, consider doing the Review in one class and the Progress Check in another.

Giving the Progress Check: • First, let the students know the schedule for the class. Tell them they can do it! Go over the whole Progress Check with students, letting them know that you’ll be calling them up individually for the oral section.

• Let students know they can ask you questions during the Progress Check and that this is a time to see what they have learned.

A: Listening Track • Do the listening together (Activity A). Once complete, students will work on the rest of the Progress Check at their own pace. You’ll pull students out for the oral section individually.

• Explain to the students that you will play the listening only 3 times (no exceptions). If in a class, you will all listen together 3 times. For home classes, play the track only 3 times, even if your student doesn’t complete the full activity.

• Read the instructions together as you would in a normal lesson.

Listening: Track 18 Brian: Hi Gina! I haven’t seen you in a while! How are you doing?

Gina: Hey! I’m okay. I’m a little stressed lately.

Brian: Really? Why? Gina: Well, work is overwhelming right now and my family is coming in town. I’m a planning a party for everyone, but I’m worried I don’t have time to run errands.

Brian: Could I help you?

Gina: That would be great!

Brian: What should I do?

Gina: Let’s see, I need someone to pick up plates, napkins, cups, and utensils.

Brian: I’ll do that, no problem.

Gina: Thanks Brian! That would be a huge help!

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 an answer, OR the answer did not make sense for question GRADING & SCORING After grading, write the correct number out of 100 at the top of the Progress Check in the Student Book. Be sure to review any incorrect responses. 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 23 Total points 1st page.

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

27 Total points 2nd page

At bottom of each Progress Check page is a point scale. Write the number of correct answers (e.g., 21/23 points).

x2

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

100 Total points possible intercambio.org/teachers

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16

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

I can… o talk about things I like to do in different tenses (past, present and future) (Lesson 1) o compare different people I know in my life (Lesson 2) o talk about safety items in my home (Lesson 3)

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

o talk about emergency situations (Lesson 3) o share about movies, music and things I like to do (Lesson 4) o compare types of movies and talk about likes and dislikes (Lesson 4) o share ideas about what to do and how to stay safe if a weather event happens (Lesson 5) o ask for help when looking for something (Lesson 6) o share things that I used to do in the past and don’t do now (Lesson 7) o discuss items using this, that, these, those (Lesson 10) o talk about who owns an item using possessive pronouns (Lesson 10) o talk about ways I spend and save money (Lesson 11) o talk about how I’m doing and ask people how they are feeling (Lesson 12) o talk about how I reduce, reuse and recycle things (Lesson 13) o talk about my plans in the future (Lesson 14) o make offers to help others at future events (Lesson 14) o ask questions about what people are looking forward to in the future (Lesson 15) o tell others about what I’m looking forward to (Lesson 15)

Answer the questions.

1. What is one thing you can do now?

2. Write two questions you know how to ask. a. ___________________________________________________________________________ b. ___________________________________________________________________________

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Teacher Book 3 LEFT

87

REVIEW & PRACTICE

DD

A A Choose three words or phrases below. Act them out for your partner and have them guess.

Switch. Write the three things your partner acted out.

A. EXPANSION: Create flash cards using the listed words. Have pairs play PICTIONARY.

worried stubborn put out a fire shy take out the trash

do the dishes plunge the toilet watch TV hammer a nail work in the garden

indigestion hardworking allergies meditate DJ

take deep breaths make a phone call make a mistake take a walk

clean up itching fall down brave

EE

1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________

B B Match the questions and answers.

CC

1. ______ d When will you send out the invitations?

a. It’ll be at the park.

2. ______ Who’ll help make decorations?

b. My brother will.

3. ______ Who’ll hire the DJ?

c. She’ll make the dessert.

4. ______ Where will the party be?

d. I’ll send them out on Thursday.

5. ______ When will we order the food?

e. They’ll help make them.

6. ______ Who’ll make dessert?

f. We’ll order the food Friday.

Fill in the blank using a few, a little, a lot, or any. Use the words in parentheses. a lot of invitations. (1,000 invitations) 1. I have __________

2. We have _____________________ nails. (5 nails) 3. She has __________ milk left. (less than half a carton) 4. He doesn’t have ___________ trash. (none) 5. They have _____________ of recycling. (8 bags) 6. You have ___________ tools. (3 tools)

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Student Book 3 LEFT

Answer Key: A. Answers will vary.

B. 2. e 3. b 4. a 5. f 6. c C. 2. a few 3. a little 4. any 5. a lot of 6. a few intercambio.org/teachers

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D D Look at what people need to do. Give them advice.

1. Christina needs to open a bank account.

_________________________________.

She should go to a bank (bank)

2. I have a cold and sore throat.

_________________________________. (doctor)

3. They feel overwhelmed.

______________________________. (take deep breaths)

4. We want to buy a house.

________________________________. (apply for a loan)

5. He wants to watch an exciting movie.

_________________________________. (action movie)

E E Look at the items and who they belong to. Answer the questions using the correct pronoun.

Me It’s his 1. Whose hammer is that? ___________________ .

2. Whose cell phone is this? _________________.

3. Whose dirty dishes are those? _____________ .

4. Whose laptop is that? ____________________.

5. Whose books are these? __________________.

6. Whose trash bags are those? ______________.

7. Whose car is that? _______________________.

8. Whose keys are these? ___________________. intercambio.org/students

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Answer Key: D. 2. You should go to the doctor. 3. They should take deep breaths. 4. You should apply for a loan. 5. He should watch an action movie.

E. 2. It’s hers. 3. They’re his. 4. It’s mine. 5. They’re mine. 6. Those are theirs. 7. It’s theirs. 8. These are hers.

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Teacher Book 3 LEFT

FF

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.

Recycling

Pronouns

Feelings and Personalities

Items for a Party

“Will” Contractions

Using “should”

100

100

100

100

100

100

This person plays music at your party.

I will go to the store tomorrow.

I need to open a bank account.

Tell me what to do.

TRUE OR FALSE. It’s her hammer.

If someone You can recycle Whose makes you Styrofoam. hammer is it? laugh, they are what?

200

200

200

200

200

200

Name 2 things you can recycle.

It’s my cell phone.

Whose is it?

If someone is good at sports they are what?

This food is at the end of the meal.

She will play soccer this weekend.

I need to mail a letter. Tell me what to do.

300

300

300

300

300

300

Ask me the amount of trash I have to throw away.

It’s his wrench.

Whose is it?

If someone only thinks of themselves, they are what?

Name 3 things you use to eat food.

They will make a cake for the party.

I need to buy a house. Tell me what to do.

400

400

400

400

400

400

I have many shirts to donate. What’s another word for many?

It’s their car.

Whose is it?

If someone won’t listen to others and does things their own way, they are what?

What do you send to tell people about the party?

We will go on a road trip for vacation.

I want to get to know my neighbors. Tell me what to do.

500

500

500

500

500

500

I have a small amount of paint take to the recycling center. What’s another word for a small amount?

It’s our TV. Whose is it?

It will rain tomorrow.

Ask me for advice about something in your life.

If someone Name one waits and is thing to do to able to work prepare for a through party. Name problems one thing to do without after a party. getting upset, they are what?

AA

BB

CC

DD

My points: ___________________________ Notes:

90

Student Book 3 LEFT

F. 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 team for its answer. You can give points to the team that answers correctly. If a team gets an answer correct, they can choose the next category in any order.

One-on-One—Play the game with your student and take turns reading the categories and answering them in any order.

You can keep your own points if you want. If a student gets a question wrong, look back together and review the item.

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16

PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 100

A A Listen to Track 18. Check how Gina feels. Check the things that Brian will do. (2 points each) How Gina feels

P

What Brian will do

1. o stressed

6. o pick up flowers

2. o relaxed

7. o pick up plates

3. o excited

8. o pick up napkins

4. o worried

9. o pick up cups

5. o tired

10. o pick up milk

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

Answer Key: Gina: 4 Brian: 7, 8, 9

B B Write the correct form of the word. Use the words in parentheses. (1 point each) 1. Who’ll help you?

They’ll _____________ (they) help you make dinner.

2. What’ll you do if there’s a flood?

_____________ (I) stay off the roads if there’s a flood.

3. What’ll she need for a cough?

_____________ (she) need cough syrup for a cough.

4. Who’ll sleep in tomorrow?

_____________ (we) sleep in.

5. Where will the party be?

_____________ (it) be at the park.

6. What’ll he do if he’s stressed?

_____________ (he) take a nap.

B. Say Now you will work alone.

Answer Key: 2. I’ll 3. She’ll 4. We’ll 5. It’ll 6. He’ll

C C Circle the correct answer. (1 point each) 1. Q: Whose hammer is that / those?

C. Answer Key: 2. these/hers 3. those/mine 4. that/ours

2. Q: Whose newspapers are this / these?

A: It’s my / mine.

A: They’re her / hers.

3. Q: Whose plastic bags are this / those?

4. Q: Whose trash is that / those?

A: They’re my / mine.

A: It’s our / ours.

D D Look at the items Gene has to recycle. Write the name of the

item and fill in the blank using a few, a lot of, a little or many. (1 point each)

1

2

3

D. Answer Key: 2. a little cardboard 3. many, magazines or a lot of, magazines 4. a lot of or many

4

a few cans 1. He has ___________________________ to recycle.

2. He has _____________________________ to recycle.

3. He has ___________ stacks of ________________________.

4. He has ____________ bottles to recycle. ________/ 23

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Teacher Book 3 LEFT

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E. Answer Key: E E Read about the family. Write the name of the family member and pronoun for each object.

(1 point each) 2. mine 3. John’s/his brother’s 1. The movies are my _____________________.

4. sister’s/hers his My sister likes music and is outgoing.

They’re ______________________.

5. Cam and Taylor’s/theirs My brother is funny and likes movies.

2. The book is _____________________.

I’m shy and I like to read.

3. The soccer ball is ______________________.

It’s ___________________________.

John is friendly and likes to play soccer.

Cam and Taylor like to shop.

4. The CDs are my________________________.

They’re ______________________.

5. The bags are _________________________.

They’re ______________________.

F. Answer Key: 2. He should open a bank account.

F F Answer the questions. Use the words in parentheses. (2 points each) 3. They should talk to a 1. Jennifer can’t buy decorations for the party. What should she do? counselor.

She should make decorations for the party. ____________________________________________________________________________(make) 4. You/We should donate 2. Chris doesn’t have a bank account. What should he do? them. ____________________________________________________________________________ (open) 5. You should watch a comedy (movie).

3. Tony and Ari are having marriage problems. Who should they talk to?

6. She should go to a _________________________________________________________________________(counselor) bank.

4. We have a lot of old clothes. What should we do with them? ___________________________________________________________________________(donate) 5. I want to watch something silly. What should I watch? __________________________________________________________________________(comedy) 6. Diana wants to get a money order. Where should she go? ____________________________________________________________________________(bank)

GG G. Say Activity G is about speaking English. Say I will ask you a question.

You will answer. For example, How are you?

(Elicit response.)

Follow with Questions 1-5 in box below. NOTE: Find scoring instructions in the notes at the beginning of this lesson.

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

92

Teacher Notes

1. 0

1

2

2.

0

1

2

3. 0

1

2

4. 0

1

2

5. 0

1

2

Lesson 10: Lesson 15: Lesson 11: Lesson 3: Lesson 12:

Student Book 3 LEFT

________/ 27

1. [HOLD up your teacher book] Whose book is this?

2. What are you looking forward to doing next weekend?

3. Where should I go to make a deposit? [Correct answer should include the word “should”.]

Then say Now you will ask me questions. For example: “Ask me what my name is.” See if students respond and say “What’s your name?” If they don’t, help them before asking the next two questions.

4. I’m late to work. Ask me why.

5. Ask me how my brother is doing. intercambio.org/teachers

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QUICK REFERENCE GUIDE Regular Verbs I Know

wait

waited

Present

Simple Past

watch

watched

aim

aimed

work out

worked out

appear

appeared

phrasal verb

apply

applied

argue

argued

arrive

arrived

carry

carried

clean up

cleaned up

collect

collected

compare

compared

donate

donated

enter

entered

evacuate

evacuated

excite

excited

fix

fixed

grab

grabbed

happen

happened

hire

hired

learn

learned

listen

listened

live

lived

meditate

meditated

order

ordered

pick up

picked up

point

pointed

prevent

prevented

pull

pulled

recycle

recycled

require

required

reserve

reserved

retire

retired

return

returned

separate

separated

sign

signed

sign up

signed up

smell

smelled

smoke

smoking

spell

spelled

squeeze

squeezed

start

started

stay

stayed

stay off

stayed off

use

used

use to

used to

110

Irregular Verbs I Know Present

Simple Past

(be) am/is/are was/were break

broke

bring

brought

buy

bought

come

came

do

did

drive

drove

eat

ate

fall

fell

fall down

fell down

feel

felt

get

got

give

gave

go

went

go off

went off

grow

grew

hear

heard

keep

kept

make

made

pay

paid

put

put

ride

rode

see

saw

send

sent

sleep

slept

sleep in

slept in

speak

spoke

spend

spent

stand

stood

sweep

swept

take

took

tell

told

think

thought

throw out

threw out

try

tried

wear

wore

withdraw

withdrew

write

wrote

phrasal verb

Teacher Book 3 LEFT

Gerund= verb + ing. The gerund always works as a noun.

Walking is quicker than driving.

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.

Modal verb = a special kind of verb that we use to talk about certainty, advice, possibility, ability and others.

I can work every day. = I have the ability I should work every day. = it’s a good idea if I work every day 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.

Past Continuous Past form of be + base form + ing He was walking to school yesterday.

We use the past continuous to talk about an action taking place at a certain time in the past.

Future with will will + base form of verb I will walk to work next week.

We use will to talk about actions in the future or offers. We use will for predictions, promises and when we have not made specific plans.

Infinitive = to + verb to walk Base form = verb in the most basic form Walk 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 repeated actions or habits.

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 Present tense 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.

VOCABULARY WITH STRESS AND COLOR VOWEL® SOUNDS Vocabulary

Color Vowel® Chart

Lesson 7: I Used to Play Outside

educational

GRAY DAY

Lesson 1: I’m Going to Do My Best!

entertaining

GRAY DAY

argue

OLIVE SOCK + R

dishes

SILVER PIN

game

GRAY DAY

child

WHITE TIE

do

BLUE MOON

news

BLUE MOON

cigarettes

SILVER PIN

favor

GRAY DAY

reality

BLACK CAT

collect

RED PEPPER

good job

OLIVE SOCK

shows

ROSE BOAT

curfew

PURPLE SHIRT

list

SILVER PIN

silly

SILVER PIN

eat

GREEN TEA

make

GRAY DAY

sitcoms

SILVER PIN

junk food

CUP OF MUSTARD

mistake

GRAY DAY

soap opera

ROSE BOAT

late

GRAY DAY

money

CUP OF MUSTARD

sports

ORANGE DOOR/ AUBURN DOG +R

outside

WHITE TIE

phone call

ROSE BOAT

play

GRAY DAY

unrealistic

SILVER PIN

OLIVE SOCK/ AUBURN DOG

siblings

SILVER PIN

progress

violent

WHITE TIE

sleep in

GREEN TEA

smoke

ROSE BOAT

something

CUP OF MUSTARD

stay out

BROWN COW

teenager

GREEN TEA

sure to

PURPLE SHIRT

Lesson 2: She’s More Outgoing than Me brave

GRAY DAY

Lesson 5: What Will We Do? blizzard

SILVER PIN

earthquake

PURPLE SHIRT

evacuate

BLACK CAT

flashlight

BLACK CAT

confident

OLIVE SOCK/ AUBURN DOG

trouble

CUP OF MUSTARD

funny

CUP OF MUSTARD

flood

CUP OF MUSTARD

young adult

CUP OF MUSTARD

hardworking

PURPLE SHIRT

get under

CUP OF MUSTARD

Lesson 10: Whose Hammer Is This?

lazy

GRAY DAY

hurricane

PURPLE SHIRT

electric drill

SILVER PIN

nice

WHITE TIE

roads

ROSE BOAT

hammer

BLACK CAT

outgoing

ROSE BOAT

stay off

ladder

BLACK CAT

patient

GRAY DAY

OLIVE SOCK/AUBURN DOG

nails

GRAY DAY

selfish

RED PEPPER

plunger

CUP OF MUSTARD

saw

OLIVE SOCK/ AUBURN DOG

serious

GREEN TEA + R

shy

WHITE TIE

smart

OLIVE SOCK + R

stubborn

CUP OF MUSTARD

tornado

GRAY DAY

tsunami

OLIVE SOCK/ AUBURN DOG

warning

ORANGE DOOR/ AUBURN DOG + R

screwdriver

BLUE MOON

wildfire

WHITE TIE

screws

BLUE MOON

Lesson 3: What Happened?

Lesson 6: How Can I Help You?

tape measure

GRAY DAY

ambulance

BLACK CAT

allergies

BLACK CAT

toolbox

BLUE MOON

arrive

WHITE TIE

antacids

BLACK CAT

tools

BLUE MOON

carry

GRAY DAY + R

blood pressure

CUP OF MUSTARD

wrench

RED PEPPER

catch on

OLIVE SOCK/ AUBURN DOG

cough syrup

OLIVE SOCK/ AUBURN DOG

Lesson 11: You Should Go to the Bank advice

WHITE TIE

extinguisher

GREEN TEA/ SILVER PIN

flu shot

BLUE MOON

apply

WHITE TIE

indigestion

RED PEPPER

budget

CUP OF MUSTARD

fall down

BROWN COW

itching

SILVER PIN

check

RED PEPPER

fire

WHITE TIE + R

medication

GRAY DAY

checking account

RED PEPPER

fighter

WHITE TIE

medicine

RED PEPPER

compare

GRAY DAY +R

go off

OLIVE SOCK/ AUBURN DOG

ointment

TURQUOISE TOY

pain

GRAY DAY

deposit

OLIVE SOCK/ AUBURN DOG

officer

OLIVE SOCK/ AUBURN DOG

pharmacy

OLIVE SOCK + R

give

SILVER PIN

police

GREEN TEA

pick up

SILVER PIN

interest

SILVER PIN

put out

BROWN COW

pills

SILVER PIN

loan

ROSE BOAT

smoke alarm

ROSE BOAT

prescription

SILVER PIN

make

GRAY DAY

toothache

BLUE MOON

money

CUP OF MUSTARD

mortgage

ORANGE DOOR/ AUBURN DOG +R

Lesson 4: I Like Watching Soap Operas crime

WHITE TIE

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111

open

ROSE BOAT

clean up

CUP OF MUSTARD

rates

GRAY DAY

cups

CUP OF MUSTARD

save

GRAY DAY

decorations

GRAY DAY

savings account

GRAY DAY

dessert

PURPLE SHIRT

someone

CUP OF MUSTARD

DJ

GREEN TEA

spend

RED PEPPER

withdraw

OLIVE SOCK/ AUBURN DOG

drinks

GREEN TEA/ SILVER PIN

flowers

BROWN COW

Lesson 12: It’s Relaxing

food

BLUE MOON

breath

RED PEPPER

hire

WHITE TIE +R

counselor

BROWN COW

invitations

GRAY DAY

deep

GREEN TEA

make

GRAY DAY

financial

BLACK CAT

napkins

BLACK CAT

illness

SILVER PIN

marriage

BLACK CAT

order

ORANGE DOOR/ AUBURN DOG +R

meditate

RED PEPPER

plates

GRAY DAY

reserve

PURPLE SHIRT

send

RED PEPPER

music

BLUE MOON

nap

BLACK CAT

problems

OLIVE SOCK/ AUBURN DOG

space

GRAY DAY

utensils

RED PEPPER

put on

OLIVE SOCK/ AUBURN DOG

Lesson 15: I’m Looking Forward to It!

relaxing

BLACK CAT

take

GRAY DAY

talk

OLIVE SOCK/ AUBURN DOG

walk

OLIVE SOCK/ AUBURN DOG

Lesson 13: Reduce, Reuse and Recycle

back

BLACK CAT

community

BLUE MOON

flexible

RED PEPPER

friends

RED PEPPER

give

SILVER PIN

learn

PURPLE SHIRT

more

ORANGE DOOR/ AUBURN DOG +R

my

WHITE TIE

new

BLUE MOON

bags

BLACK CAT

bottles

OLIVE SOCK/ AUBURN DOG

cardboard

OLIVE SOCK +R

retire

WHITE TIE +R

donate

ROSE BOAT

schedule

RED PEPPER

glass

BLACK CAT

see

GREEN TEA

hazardous

BLACK CAT

skill

SILVER PIN

materials

GREEN TEA + R

spend time

WHITE TIE

magazines

BLACK CAT

travel

BLACK CAT

newspapers

BLUE MOON

warmer

plastic

BLACK CAT

ORANGE DOOR/ AUBURN DOG +R

recycle

WHITE TIE

weather

RED PEPPER

reduce

BLUE MOON

work

PURPLE SHIRT

reuse

BLUE MOON

Pronouns

separate

RED PEPPER

Styrofoam

WHITE TIE

Subject Pronoun

Object Possessive Possessive Pronoun Adjective Pronoun

throw out

BROWN COW

I

me

my

mine

trash

BLACK CAT

you

you

yours

yours

we

us

our

ours

Lesson 14: Who’ll Bring the Dessert? bring

GREEN TEA/ SILVER PIN

he

him

his

his

she

her

her

hers

buy

WHITE TIE

they

them

their

theirs

centerpiece

RED PEPPER

112

Teacher Book 3 LEFT

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

GREEN TEA

WHITE TIE

SILVER PIN

PURPLE SHIRT

GRAY DAY

OLIVE SOCK

RED DRESS

BLACK CAT

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114

TURQUOISE TOY

BLUE MOON

CUP OF MUSTARD

WOODEN HOOK

AUBURN DOG

ROSE BOAT

ORANGE DOOR

BROWN COW

Teacher Book 3 LEFT

CONVERSATION PRACTICE USING LANGUAGE TOOLS Lesson 1 What kinds of things do you do once a week?

What did he do yesterday?

What are you going to do in this class?

Lesson 2 What is your brother like?

What are their neighbors like?

I do laundry on Sundays.

He made dinner yesterday.

I’m going to do my homework.

He’s braver than me.

They are as easygoing as the Garcias.

Lesson 3 What happened?

What were they doing when they fell down?

When the alarm went off, Lesson 4 Do you like watching TV? Does he like reality TV? Lesson 5 What’ll you do if there’s a wildfire?

Will he stay in his house?

She was working out when the fire truck arrived.

They were doing laundry when they fell down.

I was cooking dinner.

Yes, it’s very entertaining.

No, he thinks it’s too unrealistic.

If there’s a wildfire, I’ll get the family photos.

No, he’ll evacuate.

Lesson 6 How can I help you?

Lesson 7 What did she use to do when she was younger?

Where did you use to live?

Did he use to watch TV? Lesson 10 Whose hammer is this?

Whose nails are these?

I’m looking for cough syrup.

I’d like to buy a shirt.

She used to play piano, but now she doesn’t.

I used to live in Mexico, but now I don’t.

No, he didn’t.

It’s his.

They’re mine.

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Lesson 11 What should he do?

Where should they go?

When should she apply?

Should I go now?

Lesson 12 How is she doing?

What’s wrong?

What do you do when you’re stressed?

Lesson 13 How much cardboard to you have to recycle?

How many bottles does he want to recycle?

Do you have any trash?

Does she have any magazines?

Lesson 14 Who’ll send the invitations?

Where will the party be?

When will they order the food?

Lesson 15 What are they looking forward to doing next summer?

Are you looking forward to retiring?

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He should compare interest rates.

They should go to the bank.

She should apply tomorrow.

Yes, you should.

No, you shouldn’t.

She’s stressed.

She has too much to do. It’s overwhelming.

I meditate.

I have a lot.

He has a few.

Yes, I have a little.

No, she doesn’t have any.

She’ll send them.

It’ll be at Dina’s house.

They’ll order the food Tuesday.

They’re looking forward to traveling.

Yes, I am.

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

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Welcome to Confidence and ConnectionsTM! 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 toward a personal conversation.

Through this program, Intercambio facilitates access for people with or without teaching experience to become great teachers, which enables communities to meet extensive unmet demands for English classes. Our purpose is to ignite human potential by cultivating a world where people from different cultural backgrounds connect, communicate, and engage.

This section of the book will help you create dynamic classes that result in student participation, retention, and positive results. You will find tips on using the curriculum in the most effective and fun way, as we believe that fun and engaging classes encourage better student retention and, in turn, inspire better results. One-on-one teachers: Please note that although the activities described in this section are written with group classes in mind, most can be easily adapted for oneon-one settings. Remember that anytime there is an activity for pairs, you and your student are the pair.

These three strategies will help you be a more effective teacher: 1. Keep it simple. Give short and simple instructions. Use fewer words and more gestures and visuals. Practice giving instructions before the class and anticipate where students may struggle.

2. Repetition is the key to success! To help your students remember a word or structure, repeat it 8-10 times in a variety of contexts. This will appeal to students with different learning styles and keep everyone engaged.

3. Maximize student engagement. Use techniques and fun activities that get students talking and moving around.

As a teacher, you are also a learner—you’ll learn about language and effective teaching strategies, as well as what works for your students, yourself, different cultures, and life. It is okay to not know all the answers; be honest with yourself and actively find ways to learn alongside your learners. You are now part of a large and friendly Intercambio community.

Good luck, have fun, and happy teaching!

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Tips for Every Class Before we get into each section of the lesson, here are some general tips to keep in mind: ● ● ● ● ● ●

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Encourage students to speak only English in class, especially in a group class with learners that speak different first languages.

Write an agenda on the board* and go over it at the beginning of class (this is important even for one-on-one classes).

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

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

Make the lesson relevant to students. Use examples that relate to their lives.

Check for student understanding. Instead of asking, “Do you understand the directions?”, ask “What are you going to do?”. Instead of asking if they understand a grammar concept, have them answer questions using it.

Model what you want students to do before having them do it. If they need to write a paragraph about themselves, write one about yourself first. If they need to ask questions with a partner, model asking and answering questions with a student first.

Establish class routines by using similar activities, instructions, and gestures so that students know what to expect.

Establish a gesture that means “repeat” so you can get them repeating words and phrases several times using that gesture.

The teacher is always active, even when they’re not in the front of the room. When students are working alone or in pairs/groups, you should walk around providing help when appropriate. During fluency activities, take notes of common errors that can be addressed later.

You don’t need to have all the answers. If you are not sure about something, write it on the board and tell your students you will get back to them—then make sure you do.

Self-reflection is the key to successful teaching. Create the habit of asking yourself these questions after each class: • • • • • •

Were the lesson goals met? How do I know?

Was the lesson well-organized with a logical flow between activities?

Did I check for understanding? How? Were the students doing more talking than I was?

Were corrections made effectively? How? What types of groupings were used (teacher-class, small group, pairs) and for what types of activities?

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

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Starting Class The way you start a class impacts the entire lesson and classroom atmosphere. We encourage you to always start class on time. The first few minutes provide a great opportunity to review the last lesson, answer questions, work on common errors or simply interact with your students (ask about their weekend, plans, or news in general).

Start your class with a warm-up activity. The ideal warm-up includes a review of previously learned material. It also provides a chance for students to get into the mindset of class, as well as allowing those who arrive late to join in without missing out on new material.

Some quick and easy warm-ups that require little or no advance preparation are: Tic-Tac-Toe Make a 3 X 3 grid. Write a vocabulary word in each space. In order to mark an X or O, the student must use the word in a sentence or define it. You can play this with an individual student, in pairs, or in teams. ●

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

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

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

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

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

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

In addition to the warm-up, always take time at the beginning of class to review homework. You can have students check their own work against an answer key, review their work in pairs as they arrive, or go over it together. See the Homework section on page 127 for more tips.

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Teaching Listening It is important to not skip this section because listening is an essential key to effective communication. It helps students learn new information, build confidence, and improve their vocabulary and pronunciation. Additionally, students will get used to how their teacher talks; that’s why it is important to expose them to different voices.

The key to successful listening exercises is to employ a simple multi-step process. Start broadly at first, and then give students an opportunity to listen for details. The student book is designed so that each listening exercise includes three steps: pre-listening, listening for general information, and listening for details.

Pre-Listening Before playing the listening track, prepare students by activating their background knowledge. Use one of these strategies: ● Point to the picture and ask What do you see? ● Point to the picture and ask What do you think the conversation is about? ● Point to the Listening Warm-up question in Activity Pre and ask What do you think the answer is? Write the students’ guesses down so that you can check and see who was right after playing the track.

Listening for General Information Students should listen for a general piece of information the first time they hear the track (e.g., How many people do you hear?) Confidence and ConnectionsTM provides this type of question for you in the Listening Warm-ip section of each lesson (Activity Pre). After reading the question together, play the track all the way through without stopping. Go over answers by: 1. Having students discuss their ideas/answers in pairs before checking them as a class.

2. Checking the answers as a class.

Note: Play the recording again if necessary.

Listening for Details 1. Read the directions and model what students need to do first. Then play the track all the way through again.

2. Let students listen and do the task individually. If needed, play the track multiple times.

3. Ask students to compare their answers with a partner.

4. Check the answers together with the class and write them on the board. Put a question mark if students are not sure or do not have an answer yet.

5. Play the recording again. Make sure you have the correct answers and no question marks on the board.

Expansion Ideas Follow the listening with a review so that students can use the language they just learned. Review suggestions: ● Practice dialogues in pairs after completing an activity. ● Have students retell the story they heard to each other. ● Ask students about a personal opinion or experience related to what they heard. ● Ask students to listen again and mark the stressed syllable in key words (such as words from the vocabulary section).

Write the words on the board and mark the stress together. Read each word one by one and have students repeat after you.

Do’s and Don’ts for Listening ● DO check the equipment and sound quality before the class. ● DO check students’ ideas after each listening exercise and have a clear wrap-up after the whole activity. ● DON’T say, Just listen. Give students a concrete goal/task before listening, e.g., How many people do you hear? (This is generally built into the pre-listening stage.) ● DON’T only ask Do you understand? Instead, ask specific questions, such as What is the problem? What is the solution?

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

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Teaching Vocabulary How to present vocabulary Every time you present a vocabulary list, check if your students know any of the words before you teach them. Remember that, even if they know the meaning, they might not know how and when to use it in a sentence.

When presenting vocabulary, follow the pattern: Meaning—Pronunciation—Form.

1. Meaning refers to the step in which you teach a word’s meaning and how to use it in a sentence. ● Use visuals to convey the meaning (a picture, a drawing on the board, miming, pointing, etc.) ● Tell a short anecdote and have students guess the meaning from the context. ● Give a simple definition/example. ● Only translate a word as a last resort. For example, refer students to a dictionary or translation device.

2. Pronunciation refers to how to say the word correctly. Use this process: ● Read the vocabulary list and have students repeat each word. ● Make sure everybody pronounces the vocabulary correctly. First, do choral repetition with the whole class several times. Then have smaller groups pronounce the word. Finally, have individual students repeat after you if necessary.

The goal is to help students be comprehensible rather than perfect, so do not spend more than 1-2 minutes on it. ● Optional: For words with more than one syllable, 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 variety of activities each class, such as Charades, Pictionary, Memory Games, etc. See the Engagement and Easy Expansions section on page 132 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 that are stressed differently, etc. Many adults have never activated the particular muscles needed to make certain English sounds. That is why it is crucial to build awareness of where to make sounds and put stress and then provide students with a lot of practice.

Tell students that it is okay to have “an accent”—we all do! When teaching pronunciation, use the following pattern: 1.

2.

3.

4.

5.

Select 1 or 2 sounds that might be confusing.

Have them listen to you make the sound.

Help them identify physically how to make the sound.

Have students repeat the sounds.

Have students repeat the sound in context (such as saying the sound found in a word).

Teach students how to use The Color Vowel® Chart in their books. This tool enables teachers and learners to talk easily and accurately about vowel sounds in English without the use of phonetic symbols. Instead of phonetic symbols, the Chart uses colors and key words to represent vowel sounds.

How to find the “color” of a word in English: 1. Identify the syllable that receives the primary stress, i.e., the syllable we say longer and louder than the rest of the word. For example, teacher, student, attendance, and amazing each have one main stress.

2. Find the Color Vowel® anchor phrase that most closely matches the vowel sound in the stressed syllable. For example, teacher is GREEN TEA (because the stressed sound in teacher sounds like the stressed sounds in GREEN TEA), student is BLUE MOON, attendance is RED PEPPER, and amazing is GRAY DAY. 3. Practice pronunciation by saying the anchor phrase, the vowel sound, and the word, slowly like this: GRAY DAY… “a”... amAzing.

Here are some other tips to help make teaching pronunciation most successful and fun: ● ●

● ●

Every time you introduce a new word or structure, make students repeat after you three times.

Use Pronunciation Fun (Pro Fun) to practice challenging sounds through minimal pairs (two words that differ in only one sound, i.e., booTH, booT). Pro Fun is a great resource for a quick, energizing activity. See inside the front cover of Pro Fun for instructions and tips on how to use it.

When teaching a consonant sound, use a picture, drawing, or your hands to demonstrate the movement of the organs of speech (tongue, teeth, lips) in the mouth. Encourage students to mimic the movement and repeat.

Pay attention not only to sounds and separate words but also to sentence stress and intonation.

In addition to incorporating pronunciation into your lesson when teaching new words, you’ll find a dedicated pronunciation activity in each lesson of Confidence and ConnectionsTM. Learning English pronunciation can be challenging, but do not let it dishearten your students. Motivate your students by noticing their improvement and being supportive and encouraging.

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Teaching Grammar Grammar is an important component of Confidence and ConnectionsTM and new grammar structures are introduced every lesson in the Language Tools section. It is important to introduce grammar both directly and in context. For real learning to take place, students need to have exposure to the language; they need to notice and understand grammar being used; they need to try using language themselves in “safe” practice ways and in more demanding contexts; and they need to remember the things they have learned.

There are different ways to teach a language. For example, a formal approach might include teaching through rules, diagramming, translation, and drills. An informal approach might focus on pure conversation without a book and limit the amount of correction. Confidence and ConnectionsTM is designed to incorporate the best of these two extremes by introducing structure, then giving opportunities to practice through relevant life skills, contexts, and meaningful conversation.

Language Tools Presentation (Grammar Chart) Before you begin the grammar practice activities, it’s important to walk through the chart with your students. If you are teaching a group, it is useful to copy the chart onto the board or on chart paper so that everyone can focus on the same thing. Many of the charts are set up as questions and answers. Some are statements. Many charts include a Tip Box. Go over everything with your students.

Have students try to work out the rules for themselves first by giving them a minute to look at the chart silently. Then go over it together. Circle or point out what is important. Read each sentence and ask them to repeat. Provide some context so that students can relate the grammar to something they know. The grammar point will normally be something they have just heard in the listening section.

Consider what is most difficult about the grammar point you are presenting. Is it a concept that 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 on page 132), index cards to scramble sentences and questions for them to put in order; sentence strips; and games to practice the grammar chart. This will build confidence and understanding before the practice activities.

Don’t over-explain the grammar. Most students find too much grammatical terminology confusing. Many times, it’s best to just go over the examples, highlight the grammar point, and then practice. Beginning at Level 4, we provide a short explanation of the grammar under the grammar chart or box.

Grammar Practice In this section, the activities provide closed practice, meaning that activities have only one answer. (In the Real Life section, students will do more open, communicative activities.) The first activity on the grammar page involves just filling in, matching, or selecting the best word. By the end of the page, the students are writing sentences. Try to expand the activities to provide multiple chances to work on the grammar point. See the Engagement and Easy Expansions section on page 132 for ideas.

If you have students complete the activity in pairs, give them a chance to look at the activity individually for a minute first.

After each activity, have students compare their answers in pairs or groups. Then check the answers together as a class.

Take note of where students make mistakes. Write mistakes on the board and have students correct them (for one-onone students, see if they can correct their own mistakes first). More guidelines on making corrections can be found in the Making Corrections section on page 130.

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Real Life The Real Life section is where students use the grammar structure, vocabulary words, and phrases for practical and personal application through reading, writing, listening, and speaking activities. Before this section, you will have presented the new material and the students will have practiced it. In Real Life, they apply the material—often 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 that 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 embarrassed.

Culture Tip Every Real Life section has a Culture Tip that corresponds to a section of The Immigrant Guide. These sections in The Immigrant Guide often have more detail than what is mentioned in the Culture Tip, so we encourage you to refer to them if you want to explore topics on a deeper level.

Culture is composed of both visible and invisible elements. We can think of it as an iceberg. What you see may be about 10% of the total. You may see behaviors, but attitudes and values can be hidden.

You will generally find the Culture Tip on the first or second page in the Real Life section. Go over this with your students and have a short discussion. For groups, you can ask them to discuss the tip in pairs or small groups first and then share their ideas with the class. Starting in 2L and 2R, discussion questions are included with the Culture Tip. Possible discussion questions: ● Is it surprising? Why? ● What is your experience with it? ● How different is it from your native country?

When it comes to cultural differences, there is no right or wrong way (other than laws, which our students do need to know). Our goal is for people to observe and learn from differences rather than interpret them as better or worse. We mention certain behaviors and actions that are more common in the United States, and we ask students to talk about common behaviors in their native country; nonetheless, every individual is different. Language and country of origin are two of many aspects that make us who we are.

We encourage cultural humility—a lifelong process of self-reflection and learning. We hope to broaden teachers’ and students’ perspectives by opening doors to discuss our differences in safe, respectful ways. It’s easy to make mistakes when we connect with people across cultures, and that’s okay. Often we aren’t aware of mistakes we make, so awareness is usually the first step to learning more and bridging cultural gaps. If you enjoy connecting across cultures, students are likely to enjoy taking this profound learning journey with you!

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Connect with Conversation At the end of the Real Life section you will find the Connect with Conversation box. The goal for Connect with Conversation is to give students an opportunity to talk about their lives, get to know their teacher (and other students), and form connections. This is what the whole lesson is building to, so please allow enough time for this activity. Do not skip it!

First, talk about yourself to model the conversation, writing relevant words, phrases, questions, or a sample dialogue on the board. Then have your students discuss the topic with a partner or in small groups. If students get stuck, provide additional examples and vocabulary by brainstorming as a group and writing options on the board. Encourage them to use the vocabulary and grammar they have just learned. Finally, have each student share something their partner said. For one-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 (see page 133) as an expansion. See the Engagement and Easy Expansions section on pages 132-135 for details.

Remember that the objective is to create a respectful and comfortable environment to practice English using real-life experiences—and to have fun!

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Homework All Confidence and ConnectionsTM textbooks have a homework section on the last page of the lesson. Typically, there are at least three activities. Homework is an extremely important part of the lesson as it provides for structured practice.

Demonstrate its importance by assigning and reviewing it every class. To help you and your students get the most from it, here are some tips: ● ●

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Be consistent. Your students will learn more if they do homework after every class.

Give short assignments. Most of our adult students lead busy lives. They don’t have hours to spend on homework.

Giving short assignments can make it more “doable.” For example, if a student consistently does not do their homework, ask them to commit to just one of the exercises, instead of all of them.

Don’t wait until the last minutes of class to assign homework. Include it in the agenda on the board, and mention it during class. Allocate 5 minutes at the end of the class to walk through the homework activities and do a couple of examples together. This will help reduce anxiety because they understand the task better.

Don’t neglect the journal prompts. You can provide a notebook/journal to encourage your students to use. This can be as simple as a few pieces of paper folded in half and stapled in the middle to form a notebook. Lower-level students may only write a few words, but as your students progress, their entries will become longer. Rather than correcting journal entries, respond to the content only. As students advance, consider having classmates review each other’s entries. If they want you to collect and correct their entries, you can do that if you have the time.

Be sure to go over the homework in the following class. If you are tutoring an individual student, go over the answers together. If you are teaching a group, have students check in pairs or have people write answers on the board as they enter the classroom. Then go over the answers together to make sure they are correct.

If students did not complete their homework, give them a few minutes at the beginning of class to do it.

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

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Ending Class Be intentional about how you use the last few minutes of class, and be sure to end on a positive note. Spend this time reviewing, playing a game, having a conversation, or working on pronunciation.

Here are some tips for making the end of class most effective: ● ● ● ● ● ●

Have a collection of filler activities, worksheets, or conversation ideas in case you end up with extra time.

Use the back of the student book to review words, grammar, or other quick references.

We do not recommend starting a new “lesson” in the last few minutes of class because you won’t have enough time to introduce the lesson effectively.

Go over the agenda once again with your students. Ask for examples of what they’ve learned.

Confirm the date and time of the next class. Showing this on a calendar can help low-level students understand.

Use exit tickets (see below).

Exit Tickets Exit tickets are strips of paper that include questions that allow the teacher to check student understanding. Alternatively, write the question on the board for students to answer, rather than handing out tickets. In order to exit the room, they must turn in the ticket or answer the question verbally. Exit tickets have the added bonus of allowing you the opportunity to check-in with students indirectly, yet individually. They can give you insight into how your students are doing with the new material and how you may need to focus a review in the next class.

Even Level 1 students can be given exit tickets. You can ask them to write one new word they learned in class. Higher-level students can be asked to answer a question using the grammatical structure covered in class, or they can write a sentence with new vocabulary.

Creative Exit Ticket Ideas ● ● ●

Pass around a box of random objects. Students choose an object from the box and say why it indicates how they feel, or use it in a context related to the lesson. It can be amazing to hear the connections they make.

Pass around pictures of people. Students choose a picture based on how they feel at the end of the lesson (happy, confused, frustrated, excited, etc.).

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

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Tips for Checking Answers in Groups Checking answers to activities is a must! Since you will be checking answers several times each lesson, be intentional about how you do this to keep students engaged during the process. Here are some tips: 1. As students finish an activity, assign pairs to do a check first. This allows students to confirm and/or discuss their answers together. The peer might benefit from explaining why they believe they have the right answer as well as the student who gets to process an uncertainty. The teacher can wander the room to answer questions and, once he/she has determined that an answer is correct, assign pairs to write it on the board. This also gives students who have not completed the work a chance to attempt it. This preliminary step ensures that there will be less dead time during the whole-class check.

2. As you monitor students during an activity by walking around the room, look for people who have a correct answer. Ask them to write their answer on the board. As students finish their work, have them check their work using the answer key that the class has collectively generated on the board.

3. After bringing the whole class together, have students take turns giving the correct answer. Train students to monitor themselves. Let them know that they can pass (not answer) if they want to. This can save time and embarrassment.

Sometimes, a student will hesitate. Consider telling them that you will come back to them, and give them a few seconds to think. Be sure that you do! Also, ask the class to let the nominated student answer the question. When others shout out the answer to “help,” politely advise them that this is, for example, “Maria’s” question, and they must let Maria answer it.

You would then give Maria six seconds to answer. (Again, she can pass if she wants to.)

4. Try to cover the entire room. Research shows that teachers tend to call on students in an uneven way. Consider moving as if you were drawing 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 they have all the right answers to read all the answers. Other students say “STOP!” if they hear something different from their own answer. The original student and “stopper” must then justify their different answers.

The one who is correct continues reading. Sometimes this results in spirited arguments or in a class vote on the correct answer. It always results in everyone paying attention!

7. As an alternative to Tip 1, after pairing students, pair the pairs (to make groups of 4). Continue until you run out of students. Skip the whole group check. This will ensure correct answers without having to check them as a whole class.

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Making Corrections Giving feedback to students about their English is an important part of teaching. Class may be the only opportunity students have to be corrected. Plus, many students feel that if they’re not being corrected, they’re not learning. At the same time, it is important to be sensitive regarding mistakes. Before you decide whether or not to correct the student, pay attention to what kind of mistake it is to determine if, when, and how to correct it.

1. During a controlled exercise or drill, the focus is on accuracy, and the teacher should give immediate feedback. Generally the first 2-3 vocabulary and grammar activities in Confidence and ConnectionsTM are controlled activities focused on accuracy. 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 …??”

In a group class, 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 repeat the full, correct sentence, not just the word that you corrected. In a group class, you may even have all students repeat the correction—generally if one person needs the correction, everyone does.

2. If the mistake was made during a “fluency” exercise (e.g., during conversation), be cautious about not interrupting to make a correction. Ways you might address this are: ● ●

As you listen to your student(s) practicing conversation, jot down mistakes you hear. Following the activity, discuss the problem areas (without pointing out who made which mistake in group classes).

Write the sentence with the mistake. Then, talk about the correction, and invite your student(s) to try to correct it. In a group class, you can 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 that clearly impede the communication or have already been covered in class.

4. When you check a writing task, follow the same framework as in #1 and #2 above. If the exercise is intended to develop fluency (i.e., write about a certain topic), try to limit corrections and, instead, focus on making general comments or asking questions about or responding to 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 and flash cards or to make corrections. ● NOTE: Students often don’t like making mistakes in their books. However, they may not bring a pencil to class, so having extra pencils on hand can help. Making mistakes is part of the learning process!

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

Notebook ● Many students like to take additional class notes. Have them use a dedicated notebook to do this. Consider dividing the notebook into sections using sticky notes to keep the notebook organized. Their sections may include: notes, vocabulary, journal, questions. ● For students who don’t like to make mistakes in their student book, have them practice first in their notebook, then transfer the information to their student book.

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

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

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Engagement and Easy Expansions We learn best when we are having fun! Try to make class engaging and meaningful to your students by doing a variety of activities during class. Below are some low-prep activities you can do with your student(s). While many can be adapted to cover different topics (grammar, speaking, pronunciation, writing), we have indicated the most common use for each one in parentheses.

Ball Toss (Speaking, Grammar) Form a circle and toss a ball or stuffed animal. For one-on-one, stand across from each other. ● If working on verbs like to be, the teacher can say “I,” then toss the ball to a student who should say “am” and toss it back to the teacher. The teacher says “you” and tosses it to another student who says “are,” etc. ● Alternatively, the teacher asks a question and throws the ball to a student who answers it. Now that student asks a question and tosses it to another student to answer, etc. You can do this to review or to practice the questions in the Language Tools chart.

Categorizing (Vocabulary, Pronunciation) Sort vocabulary words into different categories. For example, if students learned about food in a certain lesson, use categories of meat, dairy, vegetable, fruit, and grain and have students place items into the correct categories. This also works with sounds. For example, have them put verbs with -ed into groups based on whether -ed sounds like “t”, “d”, or “id.”

Charades (Vocabulary) In the classic game of charades, students mime words or phrases while the others watch. The class guesses the demonstrated word and, for extra practice, uses it in a sentence. To make this more fun, write the vocabulary words on strips of paper and wad them into a ball. Toss it to the first student, who pulls out a strip and acts out the word or phrase on it while the class guesses. The student then throws it to the next person.

Class Tic-Tac-Toe (Vocabulary) The teacher draws a tic-tac-toe grid on the board and fills the spaces with vocabulary words. Divide the class into two teams. In order to put an X or O in a space, the team representative must use it in a sentence correctly. Students can also play this game in pairs.

Cocktail Party (Speaking, Grammar) This activity mirrors a cocktail party. Students are given a topic and walk up to different people and talk about it. It’s often helpful to list some questions on the board to get them started. Students should speak and listen to multiple people during this exercise, which may require some encouragement from the teacher. This can also be a dynamic way to check answers or to use the Connect for Conversation section of the book.

Colored Index/Grammar Cards (Grammar) These can really help students interact with grammar structures. Colors can be used to indicate singular or plural, or verb tense changes based on pronouns.

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Conversation Rotation or One-on-One 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, moving only the person in Line A.

Concentration/Memory Game (Vocabulary) Using vocabulary from previous lessons, write the word on one index card and the definition or a picture on another. Do this for each vocabulary word you want to use. To play, place all the cards face down on the desk in an organized fashion.

The students try to find a match by flipping over two cards at a time. If the word and the definition match, they keep the cards and go again. If they’re incorrect, they place the cards face down in the same spot so the next student can use that information to make a better guess. You can play in pairs or as a group.

Corners (Warm-up, Speaking) Post pictures of opposite things on two walls (or call out the words) and have students move to the side of the room that corresponds to the option that is their preferences of the given two. Call on volunteers to share why they chose what they did. Example word pairs: beach/mountains, snow/rain, cats/dogs, ice cream/cake. Adapt the words to the level of your students. For one-on-one, the student and teacher can write their preferences on pieces of paper and then reveal their answers at the same time.

Dialogue/Role Play (Speaking, Grammar) Turn a listening exercise or grammar activity based on a dialogue, into a role play by pairing students and having them practice aloud.

Find Someone Who (Warm-up, Speaking) Students must interview classmates to find someone who fits into each category (see short example below). Make sure students know how to ask each other by writing a sample question and answer on the board (e.g., Do you like bananas?

Yes, I do. / No, I don’t.).

Find Someone Who……

Student Name 1. ...likes bananas. __________________ 2. ...likes vegetables. __________________ 3. ...likes liver. __________________ Be sure to follow-up the activity by asking for students’ summaries of what they discovered (e.g., Who likes bananas? etc.).

You can choose questions based on that day’s topic or review previous grammar points.

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Fly Swatter Game (Vocabulary, Grammar) Write vocabulary words or put pictures on the board. Divide the class into two teams and have one member of each team come to the board. Give each person at the board a fly swatter. Give the word or clue, and the student that hits the correct word or picture first gets a point for their team. To practice grammar, write verb conjugations on the board (e.g., have / has). Say pronouns and have students hit the correct form of the verb.

Heads Up (Vocabulary) Students work in groups of 3-4. One student in the group picks a card with the vocabulary word on it and puts it to their forehead without looking at it. Other group members give them clues to help them guess the word.

Info Gap (Speaking) This activity is done in pairs. Each partner is missing some information, but together they have all of the information.

Depending on the specific activity, Partner 1 asks Partner 2 a question. Partner 2 answers by looking at what they have and providing the needed information to Partner 1. In some Info Gap activities, Partner 1 and 2 are role playing and after they complete a round, they reverse roles. Other Info Gap activities are similar to the game Battleship where Partners 1 and 2 take turns asking and answering questions to complete the activity.

Magazine Picture Hunt (Vocabulary) Hand out magazines to the class. Give them a word and have them find a picture of it in their book. Have people stand up when they find it.

Pictionary (Vocabulary) Draw a vocabulary word or phrase. Have your students guess it. Switch roles. Having students draw their representation of a word allows for deeper understanding of the meaning of the word. For extra points, have students either spell it or use it in a sentence.

Questions, Questions, Questions (Speaking) Write 6 questions on the board or on a piece of paper for one-on-one (make sure to number them). In pairs, students take turns throwing a die and answering the question that corresponds to the number they rolled. You can adapt the questions depending on how well the students know each other, or to focus on reviewing the vocabulary or grammar from a previous lesson. Every so often, erase one of the questions and write a new one. This can also be played in groups.

Sample questions for new students

Sample questions for students who know each other

1. What’s your name?

2. Where do you live?

3. What do you do for a living?

4. Tell us about your family.

5. What is your favorite thing to do?

6. What is your favorite animal?

1. What are you scared of?

2. What are you good at?

3. What makes you laugh?

4. What makes you angry?

5. Tell us about your first memory.

6. What do you do to relax?

Running Dictation (Listening, Reading, Writing) Have sentences posted on one wall and put students in pairs. One is the writer and one is the runner. The runner must go to the wall, read and memorize a sentence, and then tell it to the writer.

Snowball Fight (Warm-up, Speaking) Have students write 1-3 interesting things about themselves on a piece of paper and wad it up. They now have a snowball fight (throw the paper at each other). After around 30 seconds of this, have students pick up the paper nearest to them.

They now have to ask questions until they find the writer.

Time Expression Cards (Vocabulary) Use slips of paper or index cards to write time words so that students can put them in order (morning, afternoon, evening, or early, midday, late). You can do the same thing when students are learning sequence words such as first, next, then, finally, and other expressions of time or order.

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

The basics of TPR The Intercambio Way:

Example: Write your name on the board. Say and do underline my name: Anna. Have a student come up to board. Write your name again, Anna and say underline my name and have the student do what you said.

Trash Can Conjugation (Grammar) Have students crumple recycled paper (about 10 balls each) and then set up trash cans labeled with the verb you are working on (have/has or am/is/are, for example). Hold up a pronoun (she, he, it, I, etc.) and have students throw a wad of paper into the appropriate trash can. Alternatively, you could label the trashcans present, past, and future and then say sentences in these different tenses. Students have to throw the crumpled paper into the trash can with the right tense.

Two Truths and a Lie (Warm-up, Speaking) In pairs, have students tell their partners three statements about themselves. Two should be true and one a lie. Partners can ask questions before guessing which was the lie. This works for the first day of class and for students who know each other. In the second case, use a specific question (e.g., What are three things you did last weekend?).

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NOTES

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y

w w

r

y GREEN TEA

BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK

Not For Duplication

w

y

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

w

y

WHITE TIE

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

K. Taylor, S. Thompson © 2018

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 978-1-947639-31-7

51800

www.intercambio.org • resources@intercambio.org 9 781947 639317