Confidence and Connections Teacher Book 4 RIGHT - Digital View by intercambio8

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

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Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Confidence and Connections Adult ESL The Intercambio™ Way Level 4 Right Teacher Book

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

First Edition 2019

Printing 10 9 8 7 6 5 4 3 2

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Teacher Book 4 RIGHT

CREDITS Level 4 Right Writers Rachel Fuchs, Lee Shainis 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, Laura Houston, Sarah James, Jordana Levine, Rosie Piller, Lee Shainis, Marcie Smith, and Minna Vallentine

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

III

SCOPE AND SEQUENCE #

Title

Here Are the Top Stories…

Do You Know Anyone?

It’s a Scam!

I Don’t Have Enough Vacation Time.

How Long Have You Lived Here?

You Could Program Your Thermostat

Conversation

By End of Lesson, You Can:

• Review of past, present Talk about different types of news and future tenses stories and where you get information about the news

• Talk about the news using a variety of mixed verb tenses

• Someone, anyone and no one

Ask for recommendations and talking about how to find someone to help with different projects

• Ask for and give recommendations for people that can help with different projects

• should vs. have to

Give advice for different situations and talking about how to protect yourself from scams

• Give and act on advice using “should” and “have to” • Discuss common scams in the US and how to protect yourself

• Too, too many, too much and enough

Talk about preferences and describe different activities and workplace benefits

• Express preferences and give descriptions about activities and workplace benefits using too, too much, too many and enough

• Present perfect

Talk about things that you have done or not done before in the past

• Talk about activities or things that have or haven’t happened at some point in the past • Discuss common health problems and injuries in the past

• Present perfect with for and since

Talk about things you have or haven’t done in your life and in your community

• Talk about activities I and others have done in the past • Use the words for and since to talk about for how long certain things have happened

• Could, should and make sure to

Give advice for different kinds of situations

• Give advice and express options for different situations

• will vs. going to in the future

Discuss future plans

• Talk about future plans using will and going to to express different degrees of certainty

• Might and maybe

Talk about common food allergies and preferences

• Talk about possibilities using might and maybe • Discuss common food allergies and dietary restrictions in the US

• So vs. such

Describe different experiences in the • Talk about what different experiences in past using so and such my past were like using so and such

Have You Ever Broken a Bone?

8 9

Grammar

Review and Progress Check Field Trip What Will You Pack?

I Might Be Allergic to Gluten

It Was Such a Blast!

• Should / It’s a good It’s a Good Idea to idea to… / It’s important Floss Every Day to…

Give advice and discussing dental health

• Give advice using should and “it’s a good idea / important to…” • Talk about common dental health issues and how to prevent them

• Remind vs. remember Don’t Forget to Be / Don’t forget to… Here by 4

Talk about memories, reminders and how to memorize information

• Use “remind” and “remember” correctly • Discuss reminders and different ways to remember information

Talk about uniforms and clothing that you used to wear and whether or not you wear them anymore

• Talk about how things have changed or stayed the same from the past to the present using still and anymore

I Still Have to Wear a Tie

15 16

• Still vs. anymore

Review and Progress Check

Teacher Book 4 RIGHT

Welcome to Confidence and Connections! The unique emphasis of this series is on using conversation to facilitate meaningful connections. It is as important for you, the teacher, to share your own stories as it is to elicit stories from your students. When you ask students questions, be sure to have them ask you questions, too. In a group setting, use pair work to encourage students to learn about one another. In one-on-one, learn about your student’s family and share information about your own. About your teacher book: Your teacher book is designed to be simple to use and make your classes as engaging and effective as possible. You’ll find a lead page at the beginning of each lesson. This page contains: • The learning objectives for the students (Students will be able to…) • Suggested materials to bring to class • Useful notes • Listening transcript In each lesson, you’ll see helpful callouts with activity notes as well as the answers for each activity. (NOTE: The answer key does not provide capitalization.) In the first two lessons, we included notes for most activities. After that, you’ll find notes only for activities that benefit from specific instructions. In the back of the book, you’ll find an in depth overview of teaching strategies for each section of the lessons, including additional engagement and expansion ideas that we encourage you to use. We've referenced sections from the back of the book within the callouts with bold text. The back inside cover of your Teacher Book has the Color Vowel™ Chart. If you do not already know how to use this tool, please go to intercambio.org/webinars and sign up to attend a pronunciation workshop. This fun, interactive training will help you use this tool, as well as Pronunciation Fun with Pictures (Pro Fun), and you will learn easy techniques for teaching the many sounds and stress in English. In addition, we encourage all teachers and students to use Pronunciation Fun with Pictures and The Immigrant Guide as supplements to their teaching. Happy teaching!

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L1 HERE ARE THE TOP STORIES By the end of the lesson, students will be able to: • Talk about the news and news stories using a variety of tenses learned in previous levels 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 supplement the pronunciation activities • Hand mirror (or a smartphone with a camera set in selfie mode) to show mouth shapes in pronunciation activity • The Immigrant Guide to supplement the culture tip Teacher notes: We’ve provided simple definitions for a few vocabulary words and phrases that we anticipate may be challenging to define. In Lesson 1, those words are: • social media: websites or apps on which you can interact with other users/people; e.g., Facebook, Instagram • media: TV, radio, internet, and newspapers that you use to communicate with other people • economy: the money and trade system of a country Warm-up: Greet students as they enter. Be sure to start class on time (or at least start with some informal conversation) even if only one or two students are there. You can do a brief icebreaker or use warm-up activity ideas in the back section of this book. Have each student write their first name on a name tag or table tent. Do your best to pronounce students’ names the way they say them. It’s okay to ask them to clarify a few times. It is as important for you to know your students’ names as it is for students to know your and 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 your student's name, and the names of their family, children, pets, etc. Listening Track 01 Jim: Welcome to WFRN News. Here are the top stories this evening. Tonya: A fire started this morning at a local restaurant. Firefighters put out the fire. However, one of the cooks broke his foot while evacuating the building. He’s being treated at General Hospital. Jim: Tonight is the exciting game between Brazil and England in the World Cup final. Sports fans for both teams are already lining up to get into the stadium. Lisa Smith is there now. Lisa? Lisa: Thanks, Jim. I’m at the stadium with thousands of excited fans. Some have been here since yesterday morning. It’s a sea of painted faces, and a lot of singing and yelling. Who will win the final? Well, you’ll have to wait and see. Jim: Thanks, Lisa. The World Cup final is starting tonight at 6 p.m. Tonya: Our last story of the night is about a young woman who is sailing around the world in a small boat. The 14year -old will be the first in her age group to make the trip alone. She is doing well and sends her love to her friends and family. Follow her journey online on our website.

Teacher Book 4 RIGHT

HERE ARE THE TOP STORIES Pre Explore the pictures. Ask What do you see in the pictures? This helps students activate their background knowledge about the topic and vocabulary. Read the Pre question aloud, play track, elicit answer. Ask Which news report do you find the most interesting?

A. Have students repeat each word after you. Be sure to work on stress and pronunciation.

Pre Pre

Listening warm-up. Track 01: How many people do you hear talking about the news?

VOCABULARY WORDS & PHRASES

Repeat after your teacher.

TIP:

social media

search engine

website

media

ads

top stories

headlines

live news

Ads = advertisements

economy

PRONUNCIATION Listen to your teacher. Complete the sentences with the words you hear. Listen for the Z sound. Practice with a partner. A

1. Did you hear the _________________________ story about the dog? news 2. The _________________________in the news this morning made her laugh. 3. You can go to the _________________________ to get more information. 4. The ___________________________ I saw yesterday surprised me! 5. The __________________________ for next Thursday’s big sale were printed yesterday. intercambio.org/students

Pronunciation After reading each sentence twice and giving students a chance to write the correct words, have them read their answers aloud in pairs. Listen for whether they wrote the correct word and are pronouncing the z sound at the end when appropriate. You can use Pronunciation Fun for more practice and strategies on the s vs z sound. Here are possible sentences to use: 1. Did you hear the news story about the dog? 2. The stories in the news this morning made her laugh. 3. You can go to the website to get more information. 4. The headline I saw yesterday surprised me. 5. The ads they printed didn't work very well. These sentences were written intentionally so that students have to listen for the “s” ending. All of these words end in voiced consonant sounds. When this happens and the word is plural, the “s” at the end makes a “z” sound. Students often have trouble pronouncing the “s” at the end of plural words and may not be able to distinguish between an “s” or “z” sound yet. Pronouncing words that end with "s" is a common challenge, especially when the "s" makes the "z" sound. If they can't produce the "z" sound after some effort, move on and try again in a later lesson. intercambio.org/teachers

VOCABULARY PRACTICE

Complete the sentences with words from the box. search engine top story

headline media

social media ads

live news

1. There is a lot happening in the world today. Our ____________________ is the World Cup. top story 2. I use a _______________________________ to find information on the internet. 3. Be careful. Not everything you read on _________________________________ is true. 4. Today’s _____________________ in the newspaper was “President Attends European Union Meeting.” 5. When Lisa reported from the stadium in Brazil, it was ___________________________________. 6. The ___________________ includes, radio, newspapers, TV and the internet.

B. First have students work individually, then compare their answers in pairs/groups. Finally, go through the answers together. See VOCABULARY. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book, beginningF Fon page 117.)

7. When I want to buy something, I check the ___________ in the local newspaper and on the internet.

LISTENING

Listen again to Track 01. Circle the correct answer. 1. How many news stories did you hear?

2. What happened this morning at a restaurant?

robbery

hurricane

fire

3. What event is tonight?

film festival World Cup

Super Bowl

4. How old is the woman sailing in the boat?

LANGUAGE TOOLS

C. First, have students try the task without listening to the GGmemory. Have track from students discuss their answers in pairs/groups. Then play the track to check. Ask if they need to listen again. Play it multiple times if needed. See LISTENING.

Listen to your teacher and repeat. TALKING ABOUT THE PAST What did you do last night?

I watched the news.

Were you texting during the movie?

No, I was sleeping.

TALKING ABOUT THE PRESENT Why are you reading the headlines?

I’m reading them to get the news.

Do you watch the news on TV often?

Yes, I do.

TALKING ABOUT THE FUTURE When are you going to buy tickets?

I’m going to buy them tomorrow.

Where will you watch the game?

I’ll watch it at my friend’s house.

When are you driving to the store?

I’m leaving in five minutes.

Student Book 4 RIGHT

Answer Key: B. 2. search engine 3. social media 4. headline 5. live news 6. media 7. ads C. 2. fire 3. World Cup 4. 14

Teacher Book 4 RIGHT

D. FOCUS: Review of simple present, past, and future tenses. EXPANSION: Rewrite the chart on the board without the blue headers (i.e., don’t write “Talking about the Past”). Have students identify if the sentences are about the past, present, or future and explain their choices. See GRAMMAR.

GRAMMAR PRACTICE E. First, have students work individually. Then compare their answers in pairs/ groups. Finally, go through the answers together. See ENGAGEMENT AND EASY EXPANSIONS. F. After students have compared their answers in pairs/groups and checked the answers as a whole class, have them work in pairs and ask each other these questions. Encourage students to ask follow-up questions.

Circle the correct words. 1. Why are you read / reading the paper? 2. He was texting when I call /called him. 3. Gina and Matt are going to visit / visiting them next year. 4. Do you use / using social media often? 5. She listen / listened to the radio last night. 6. They’re go / going to check the movie times on the theater’s website. 7. Why are you watch / watching the news? 8. According to the news, the economy improve / will improve next year.

Read the answers. Write the questions. 1. ___________________________________________ Where are you going tonight?

I’m going to a concert tonight.

2. ___________________________________________

We went camping last weekend.

3. ___________________________________________

She’ll study for the test tomorrow.

4. ___________________________________________

No, he doesn’t watch the news often.

5. ___________________________________________

They’re going to go shopping this weekend.

6. ___________________________________________

Yes, I like playing video games.

Read the news stories. Complete the stories using the words in parentheses.

G. Pre-teach/review vocabulary if necessary: shelter, suspects, encourage, proof.

reported

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Answer Key: E. 2. called 3. visit 4. use 5. listened 6. going 7. watching 8. will improve F. 2. What did you do last weekend? 3. When will she study for the test? 4. Does he watch the news often? 5. When are they going shopping? 6. Do you like playing video games? G. 2. telling 3. evacuate 4. looking 5. stole 6. provide 7. give 8. tell intercambio.org/teachers

REAL LIFE / YOUR LIFE

Read the news headlines below. Match the headline to the stories. Compare your answers with a partner.

What do you think these words mean? Circle the correct answer. 1. praises

a. gives positive comments

b. calls the police

2. begging

a. asking

b. walking

3. pitched in

a. gave money

b. shopped for food

4. heartfelt

a. funny

b. kind

5. hailed

a. called

b. asked

CULTURE TIP In the US, people can choose where to get their news. Different sources (TV, radio, print) may have different opinions. Is this the same in your native country? 4

Student Book 4 RIGHT

Answer Key: H. 2. a 3. b 4. c 5. d I. 2. a 3. a 4. b 5. a

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H. This reading exercise is designed to encourage contextual interpretation and also to inspire discussion. Some of these headlines could go with more than one description. The idea is that after doing this activity, students practice their speaking skills (in a variety of tenses) as they explain why they matched the headlines to each description.

Culture Tip Ask What was the most recent news story you heard about? What is the relationship between news sources and political parties in your native country? What is your favorite news source from your native country? Why? What about in the US?

1 J. Explain how to read the chart and have students work in pairs to answer the questions.

Look at the chart. Answer the questions.

TV Remains the World’s Number 1 News Source Preferred news sources of online consumers worldwide

53%

TV 38%

Search Engines 33%

Social Media 18%

Print Newspapers

17%

Newspaper Websites

16%

TV News Websites 11%

Radio Print Magazines

Magazine Websites

Radio Websites

Source: Statista Based on a survey among 30,000+ online consumers (age 15+) in 60 counties

TV 1. What is the number one source of news in the world? ________________________________________

2. Which is a more popular source of news–newspapers or social media? __________________________ 3. Which is the least popular source of news? _________________________________________________ 4. Are search engines a popular source of news? ______________________________________________ 5. Where do you get your news? ___________________________________________________________

K. Encourage students to add the names of the news sources they use.

Rank your favorite news sources below. 1 = most favorite, 10 = least favorite ___ TV

___ Radio

___ Search Engines (e.g., Google)

___ Print Magazines

___ Print Newspapers

___ Magazine Websites

___ Newspaper Websites

___ Radio Websites

___ TV News Websites

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • your favorite and least favorite ways to learn about the news • if you like to know about the news and why or why not intercambio.org/students

Answer Key: J. 2. social media 3. radio websites 4. yes 5. Answers will vary K. Answers will vary

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HOMEWORK

Lesson 1 • Here Are the Top Stories

Circle the correct words to complete the sentences. 1. The headline said a couple found / finding a lost dog yesterday while they were hiking. 2. Two local high school students are selling / sells furniture on social media to help their classmates. 3. Many people like to watch / watching live news on TV. 4. The top story today was that a large storm has brings / brought historic rain to our area. 5. They’ll read / reading the sports section together. 6. Police are looking / look for a suspect in the robbery. 7. The woman get / got sick after she ate food from the restaurant. 8. Did they checked / check the weather forecast for this weekend?

Put the words in the correct order. 1. She / news / the / read / yesterday. / didn’t She didnt read the news yesterday. _________________________________________________________________

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

2. get / newspaper / the / Sunday. / every / We _________________________________________________________________ 3. going / They’re / to go / the lake / weekend. / next / to _________________________________________________________________ 4. it / tomorrow. / He’ll / do _________________________________________________________________ 5. Do / listen / radio? / Jenny and Bob / to / the _________________________________________________________________ 6. talking / meeting? / during / you / Were / the _________________________________________________________________

JOURNAL PROMPT What kinds of news stories interest you most? Where do you get your news? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6

Student Book 4 RIGHT

Journal Encourage AA students to complete the journal activity. Providing a specific goal for length—such as 5 sentences or a paragraph— will help motivate them to do this. Alternatively, ask students to write for a specific amount of time (e.g., 10 minutes). Be sure students have an opportunity to share their responses in the next class, either in pairs, aloud, or they can turn it in so you can comment on it. When commenting on the journal entry, focus on content and not corrections—particularly if you gave students a time limit rather than a length limit.

Answer Key: L. 2. selling 3. watch 4. brought 5. read 6. looking 7. got 8. check M. 2. We get the newspaper every Sunday. 3. They’re going to go to the lake next weekend. 4. He’ll do it tomorrow. 5. Do Jenny and Bob listen to the radio? 6. Were you talking during the meeting? 8

Teacher Book 4 RIGHT

L2 DO YOU KNOW ANYONE? By the end of the lesson, students will be able to: • Talk about common home problems and who they need to call to fix them • Ask for and give recommendations for people to help with things around the home using someone, anyone, and no one What to bring to class: • Name cards / name tags • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip • Hand mirror (or a smartphone with a camera set in selfie mode) to show mouth shapes in Pronunciation Activity Teacher notes: This is the second lesson, so do not be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Stay focused on the lesson objectives. Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask students about the news they’ve seen in the media or heard from someone. Review homework from last lesson. Be sure to discuss their answers to the journal section. Listening Track 02 Conversation 1 A: Hey Miguel, what are you up to? Miguel: Hey! I’m looking for a mechanic, do you know anyone? A: Yes, I know someone. Mountain Motors is a good place. Miguel: Great. Thanks. A: No problem! Conversation 2 D: Carolyn, I heard you bought a house! Congrats! Carolyn: Thanks! D: When do you move? Carolyn: In a few weeks. First, I need to have a home inspection. Do you know anybody? D: Sorry, I don’t know any home inspectors. Ask your realtor. Conversation 3 Sales associate: Let me know if I can help you find some clothes. Liz: Thank you. I like these pants, but they are too long for me. Sales associate: That’s no problem, our store has a tailor that can hem them for you. Liz: Great! Can they hem them today? Sales associate: Sorry, no one is available today. How about another day? Liz: Maybe this Thursday? Sales associate: Great! We do have someone available on Thursday.

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DO YOU KNOW ANYONE? Pre Pre

Listening warm-up. Track 02: What is the customer looking for?

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

VOCABULARY WORDS & PHRASES

A. Have students repeat each word after you. Be sure to work on stress and pronunciation.

Repeat after your teacher. plumber

mechanic

inspector

chimney

roof

hem

electrician

tailor

home inspection

PRONUNCIATION Listen and repeat after your teacher. Cross out the words that don’t have the sh sound.

painter

chimney

inspection

mechanic

electrician

shirt

mends

tailor

shoes

choose

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Pronunciation The sh sound: Keep your tongue in the middle of your mouth. Your teeth almost touch. The tongue touches the roof of your mouth as you blow air over it continuously. Demonstrate this sound. Have students use a mirror or cell phone (with the camera set in selfie-mode) to see the placement of the tongue. (If you have access to a large mirror, it works well to stand side-by-side in front of the mirror with a student while making the sound so that the student can see your mouth and their mouth at the same time.) See Pro Fun for more practice. See PRONUNCIATION. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book, beginning on page 117.)

Answer Key: Pronunciation. chimney, mechanic, mends, tailor, choose

Teacher Book 4 RIGHT

VOCABULARY PRACTICE B. First, have students work individually. Then compare their answers in pairs/groups. Finally, go through the answers together.

Match the professional with the picture. 1. _____ d plumber 2. _____ electrician 3. _____ tailor 4. _____ chimney inspector 5. _____ mechanic

6. _____roof inspector

LISTENING

CC C. Go over what’s on the page so students know what they are going to listen for. Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary.

Listen again to Track 02. Fill in the chart. CONVERSATION 1

CONVERSATION 2

CONVERSATION 3

1. Miguel needs a

3. Carolyn bought a

5. Liz needs a

mechanic __________________________

__________________________

2. His friend knows

4. She needs a

6. There is __________________

__________________________

available today.

LANGUAGE TOOLS

TIP:

anyone = anybody someone = somebody no one = nobody

Listen to your teacher and repeat.

ANSWERS

QUESTIONS Do you know

someone

that can hem pants?

anyone

that can fix it?

Yes, Sorry, No, Sorry,

know

someone.

don’t know

anyone.

no one can fix it.

• We use anybody/anyone in questions and in negative answers when there is another negative word. • We use somebody/someone in affirmative sentences. We also use somebody/someone in questions when we expect an affirmative answer. • We use nobody and no one in negative sentences, when there isn’t another negative word. 8

Student Book 4 RIGHT

D. FOCUS: Q&As with someone, anyone, no one. Before students look at their books, write the chart on the board and ask them to try to figure out when we use each of those words. Then check by reading the usage rules below the chart. Go through the Tip together. NOTE: We have chosen to use that in these sentences. (Do you know someone that…?) Who is also correct. In the following activities, you can accept either from your student, but remember the focus of this lesson is on someone/anyone/no one.

Answer Key: B. 2. e 3. b 4. c 5. a 6. g C. 2. someone 3. house 4. home inspection 5. tailor 6. no one

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GRAMMAR PRACTICE

Complete the questions and answers with someone, anyone or no one. anyone 1. Q: Do you know _______________that can fix

2. Q: Do you know someone that can hem my

my washing machine?

pants?

A: Sorry, I don’t know_____________________.

A: Yes, I know ___________________________.

3. Q: Can your roof inspector come Monday?

4. Q: Do you know somebody that can fix my sink?

A: Sorry, ______________________ is available.

A: No, I don’t know _______________________.

5. Q: I need ________________ to fix my chimney.

6. Q: Can you fix it next week?

Do you know someone?

A: Sorry, _______________________ is available

A: Sorry, I don’t know ______________________.

then.

E. First, have students work individually. Then compare their answers in pairs/groups. Monitor and make sure everybody has the correct answer. Finally, have students role-play short dialogs.

Read the answers. Write the questions.

F. After students have compared their answers in pairs/groups and checked the answers as a whole class, have them work in pairs and ask each other these questions. Encourage students to ask followup questions. NOTE: The questions may be formatted using Do you know or Can someone. Also, someone or anyone are both correct for many of these since we do not know the intention of the speaker.

Do you know someone that can hem these pants? 1. Q: ____________________________________________________________________________?

A: Yes, I know a good tailor. 2. Q: ____________________________________________________________________________? A: Sorry, I don’t know anybody that fixes cars. 3. Q: ____________________________________________________________________________? A: Yes, someone can fix it on Monday. 4. Q: ____________________________________________________________________________? A: Sorry, nobody is available next week. 5. Q: ____________________________________________________________________________? A: Yes, I know someone that inspects homes.

Look at the incorrect words. Write the correct word on the line. 1. I know anyone that can fix it.

someone _________________

2. Sorry, I don’t know no one.

_________________

3. You know anyone that can help, right?

_________________

4. Anyone fixed the electricity.

_________________

5. I don’t know somebody that hems clothes.

_________________

6. I tried to go to the store, but it was closed. Anybody was there.

_________________ intercambio.org/students

Answer Key: E. 2. someone 3. no one 4. anyone 5. someone/anyone 6. no one F. 2. Do you know anyone that fixes cars? 3. Can someone fix it on Monday? 4. Can someone fix it next week? 5. Do you know someone who inspects homes? G. 2. anyone 3. someone 4. someone 5. anyone 6. no one 12

Teacher Book 4 RIGHT

REAL LIFE / YOUR LIFE

Read the ads below. Read the situations. Choose the best company to solve each problem. Discuss with a partner.

S HEAPE

n! n in tow T optio

.3476 450.555

th We are

0 $25rojects fp off o over 0! 0 $1,0

Free ons Inspecti ional ss fe ro P Staff Quality Work ble Afforda RO OF

AGE? M A D M STOR help! We can e dead

Insuranc

spection

FREE in

Before

Smart Wash Roof & Exterior

Your roof will

TIO

Leak repair

ICA BIG AMER

Emergency repairs

24 – HOUR EMERGENCY SERVICE Call to Hire Us:

Culture Tip Expand the conversation by asking Do you need to fix anything in your house? What things did you need to fix in the past? Whom did you ask for help? In the US, services offered by electricians and plumbers can be very expensive. Why do you think that is? Are those services expensive in your native country?

G AL ROOFIN COMMERCI

What we do: Re-roofing

450-555-3452

WATSON’S ROOFER

Qualified Residential Roofing Services New roofing

look like new!

Call today!

After!

100% customer satisfaction guaranteed or your money back

Soft Washing

for your

LL NOW

g – CA e loomin lines ar

RI GH T

H. Before the task, ask students if they have ever had any problems with the rooves in their houses and, if so, what they did about it. Then have students work in pairs to do the task. Be sure to have students explain their choices as there may be several possible answers.

e We specializ ices in roof serv ildings for large bu Call us for a

(450)555-9873

xt project! e on your ne

free estimat

450.555.4746

1. Brenda had a lot of rain and wind at her house last night. She wants to know if there is anything wrong with her roof.

a ______

2. Sanjay’s roof is very dark and dirty. He wants someone to help him get it back to its original color.

______

3. Milan owns a local restaurant and wants to install a new roof.

______

4. It is almost midnight, and Rita noticed that there is water coming into her home from the roof. She needs someone to fix it immediately.

______

5. Phil needs someone to fix problems with his store’s roof, but he wants to make sure he knows the price before he hires someone.

______

CULTURE TIP When you need to fix something in your home, you can ask friends and family if they know someone that can repair it. If they don’t know anyone, you can check reviews online for professionals in the area. Do you trust online reviews? Why or why not? 10

Student Book 4 RIGHT

Answer Key: H. 1. Right Way Roof (a) 2. Smart Wash (b) 3. America Commercial Roofing (d) 4. Watson’s Roofer (c) 5. Right Way Roof Inspection & Repair (a)

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to do li Read Marla’s to-do list, and answer the questions. st: get ro of insp 1. Does she have somebody to clean her home? ection Call: R __________________________________________ alph’s Yes, she has somebody. roofing hire m ontly c 2. Does she know someone that can do a roof inspection? leanin g serv Call: C ice __________________________________________ arrie’s c le a n ing se install rvice dining 3. Does she have someone that can fix her door? room li g h t lo ok onli __________________________________________ ne for handy fix br man r oken d 4. Does she know someone that can hem her work eferra oor ls look on pants? line fo r han dyma hem w n refe __________________________________________ ork pa rrals nts Call: E llen Br own (t Do you know anyone that can do the following ailor) things? Check the correct box. If you know someone, write the name. Share your answers with a partner.

I. Do the first one together, making sure that students answer in complete sentences using the grammar from this lesson. NOTE: Remind students that we have chosen to use that in these sentences. (Do you know someone that…)Who is also correct. In the following activities, you can accept either from your student, but remember the focus of this lesson is on someone/ anyone/no one. J. EXPANSION: Have students do a quick search on their mobile phones if they don’t know anyone who can do the things on the list. NOTE: Students will discuss this more in the Conversation activity that follows.

to do list: fix a light

need contact 

Call:______________ hem clothes

need contact 

Call:______________ fix cars

need contact 

Call:______________ repair furniture

need contact 

Call:______________ plant trees

need contact 

Call:______________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • who they use for the tasks in activity J • how they find recommendations for services (where they look/who they ask) • if they take care of things in their home by themselves, or if they prefer to call someone else • what they need to fix in their home soon intercambio.org/students

Answer Key: I. 1. yes 2. yes 3. no 4. yes J. Answers will vary

Teacher Book 4 RIGHT

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

Homework Students will be more likely do homework if they understand how to do the activities. The goal of any homework is to practice outside of class, so it is important that they have success with it. Discuss how to do each activity before the end of class by reading the instructions together and doing an example for each activity. Make sure to review completed homework at the beginning of next class.

HOMEWORK

Lesson 2 • Do You Know Anyone?

Complete the sentences with someone, anyone or no one.

PrP

1. Does Janet know __________________ that can help me clean my house twice a month? someone 2. She doesn’t have _____________________ that can help her. 3. Is John going to hire __________________ that can inspect his roof? 4. Sorry, I don’t know ___________________ that can clean a chimney. 5. There is ___________________ in our town that can hem pants. I have to go to another town for that.

Unscramble the sentences. 1. Nora / somebody / needs / can / that / fix / chimney. / her Nora needs somebody that can fix her chimney. ________________________________________________________________________

2. know / that / anyone / pants? / hem / can / Do / you ________________________________________________________________________ 3. George / fix / can / furniture. / that / knows someone ________________________________________________________________________ 4. know / Kiki / that / anybody / fix / sink? / your / Does / can ________________________________________________________________________ 5. They / do / can / that / need / someone / home inspection. / a ________________________________________________________________________

Journal Encourage students to complete the journal activity. Providing a specific goal for length—such as 5 sentences, or a paragraph— will help motivate them to do this. Alternatively, ask students to write for a specific amount of time (e.g., 10 minutes). Be sure students have an opportunity to share their responses in the next class, either in pairs, aloud, or they can turn it in so you can comment on it. When commenting on the journal entry, focus on content and not corrections—particularly if you gave students a time limit rather than a length limit.

JOURNAL PROMPT Who do you call when you need help at your home? Write about someone you know that can fix things. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 12

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Answer Key: K. 2. anyone 3. someone 4. anyone 5. no one L. 2. Do you know anyone that can hem pants? 3. George knows someone that can fix furniture. 4. Does Kiki know anybody that can fix your sink? 5. They need someone that can do a home inspection. intercambio.org/teachers

L3 IT’S A SCAM! By the end of the lesson, students will be able to: • Give advice and talk about requirements using should and have to What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip Teacher notes: We’ve provided simple definitions for a few vocabulary words and phrases that we anticipate may be challenging to define. In Lesson 3, those words are: • suspicious: something that makes you think something is wrong • protect: to defend/keep safe • scam: a trick/plan to get money, usually in a bad way • hack: to break into a computer; to change information on another computer, usually for criminal purposes 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. Be sure to discuss their answers to the journal section. Listening Track 03 Ursula: Hi Dan. How are you doing? Dan: I’m doing okay, but I’m upset because somebody hacked my email yesterday! Ursula: Oh no! That happens a lot these days. You should change your password every couple of months. Dan: That’s a good idea. What else should I do? Ursula: You should also shred any documents that have your personal information. Don't just recycle them. Dan: Great idea—thanks for telling me! So, do I have to call the email company to create a new password? Ursula: No, you don’t have to call. You can do that online.

Teacher Book 4 RIGHT

IT’S A SCAM! Pre Pre

Listening warm-up. Track 03: Why is Dan upset?

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

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Consider pointing out that tear (GREEN) refers to a droplet of water falling from an eye, whereas tear (GRAY + R) means to rip.

Pronunciation The WOODEN HOOK sound: Your lips are slightly rounded. Draw your tongue towards the back of your mouth. The BLUE MOON sound: Position your lips like you are blowing out candles. Then vocalize. See Pro Fun for more practice.

VOCABULARY WORDS & PHRASES

Repeat after your teacher. , fraud alert

paper shredder

scam

hackers

suspicious

protect

shred

hack

Phrasal verbs: tear up, log in

PRONUNCIATION A

Listen and repeat after your teacher. Circle the WOODEN HOOK words and underline the BLUE MOON words. pool

could

cool

should

suit

foot

fruit

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Answer Key: Pronunciation. WOODEN HOOK: could, should, foot BLUE MOON: cool, suit, fruit

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VOCABULARY PRACTICE

Fill in the alert with the correct words.

scams

From: Forest County Sheriff’s Office

protect

Fraud Alert

To: Me

suspicious

Current (1)_____________________________________! Fraud Alert

shredding

tearing

Yesterday at 2:45 PM

Please be aware of current phone, mail or online (2)___________________________ requesting information or payment: Any phone calls from the IRS claiming you owe money on your taxes Any bills or statements in the mail from (3)_______________________________ companies that you don’t know Emails requesting your password or asking you how to (4)_________________________________ to your account If you receive any of these, please call our hotline at 432-555-1097 to report it.

EE B. Before the activity, ask What kinds of scams have you heard about? What should you do if you receive a suspicious email? Have students do the task individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together.

Don’t forget to (5)_________________________ your identity by (6)__________________________ up or (7)___________________________any documents with account or any other personal information. ice Off

Fore st

S unty heriff ’ Co

FF LISTENING

Listen again to Track 03. Circle True or False. 1. That doesn’t happen a lot.

TRUE

FALSE

2. You should change your password every year.

TRUE

FALSE

3. You should also shred any documents with personal information.

TRUE

FALSE

4. Dan doesn’t have to call the email company.

TRUE

FALSE

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

What should you do

to yourself? protect

ANSWERS I You We They He She

should

shred

bank statements.

shouldn’t

recycle

important mail.

don’t have to/ doesn’t have to

call

the email company.

have/has to

We use should and shouldn’t to give a recommendation or advice. We use have to for requirements. We use don’t have to for something that is not a requirement. 14

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Answer Key: B. 2. scams 3. suspicious 4. log in 5. protect 6. tearing 7. shredding C. 2. FALSE 3. TRUE 4. TRUE 18

Teacher Book 4 RIGHT

C. Go over what’s on the page so students know what they are going to listen for (whether the statements are true or false). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary.

D. FOCUS: Q&As with modal verbs should/shouldn’t, have to/don’t have to. Have students look at the chart and ask What word do we use to give a recommendation or advice? (should) What word do we use to talk about requirements or obligations? (have to) What do we say if something is not required? (don’t have to). NOTE: Another way to say have to is need to or got to (which is pronounced like gotta).

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

Circle the correct words. 1. I should / don’t have to watch for scams. 2. You should / shouldn’t use the same password for all your accounts. 3. He shouldn’t / had to change his passwords after hackers stole his identity. 4. Her father doesn’t have to / has to call the email company. He can change his password online. 5. They should / don’t have to log in to check their credit card for suspicious charges. 6. We were upset after someone stole our credit card. We were happy that we shouldn’t / don’t have to pay for the charges! 7. You should / don’t have to choose a strong password. It’s safer.

F. After students have completed the task and compared their answers in pairs/groups, have them role-play the dialog. NOTE: Elicit the difference between spam and scam.

Complete the dialogue with should, shouldn’t or have to. should I do? Avery: Hey Nico! I received a suspicious email today asking for my password. What (1) ___________

Nico: Oh no! It’s probably a scam. You (2) ____________ respond to it. You (3) _______________ just delete it. Avery: Do I (4) _______________ report it to someone? Nico: You don’t (5) _______________ report it, but you probably (6) ________________. You can just send an email to the government’s email address for reporting spam: spam@uce.gov. Avery: Okay, thanks!

G. Ask students if they do the things listed in the answers. NOTE: The key to writing the sentence correctly is to identify the correct pronoun. We've chosen to use "should" in all questions given that should is used for recommendations or advice. However, informally, it would be accurate to use "have to" for a similar context.

Write questions for the answers. What should you do with important documents? 1. Q:_______________________________________________________________________ A: You should shred important documents.

2. Q: ______________________________________________________________________ A: Yes, he should recycle his plastic bottles. 3. Q:_______________________________________________________________________ A: No, you don’t have to change your password every day. 4. Q:_______________________________________________________________________ A: No, don’t call if someone hacks your email. Change your password online. intercambio.org/students

Answer Key: E. 2. shouldn’t 3. had to 4. doesn’t have to 5. should 6. don’t have to 7. should F. 2. shouldn’t 3. should 4. have to 5. have to 6. should G. 2. Should he recycle his plastic bottles? 3. Should I change my password everyday? 4. Should I call if someone hacks my email? intercambio.org/teachers

REAL LIFE / YOUR LIFE

Read about the recommendations. Answer the questions.

JI H. Before the task, elicit/explain identity theft. Have students work in pairs to brainstorm what a person should do if they are a victim of identity theft. Then have students read the text to check their ideas and answer the questions.

1. What should you do if you think there was fraud with your wages? ______________________________________________________________________________ You should talk to your employer right away.

2. What should credit card companies do if your card was stolen? ______________________________________________________________________________ 3. What should you do if your identity was stolen? ______________________________________________________________________________ 4. Will you have to pay for charges that someone else made with your card? ______________________________________________________________________________ 5. Should you use the same password for all accounts? ______________________________________________________________________________

CULTURE TIP You should not share your personal information if someone calls or emails you asking for it. You should only share personal information when you are the one contacting the company. The Internal Revenue Service (IRS) does not call people asking for money. Are there scams or identity theft in your native country? What kinds are common? 16

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Culture Tip Expand the conversation by asking Have you ever received a suspicious phone call? What did the scammers want you to do/say? Use The Immigrant Guide (Finance section) to expand the conversation.

Answer Key: H. 2. They should issue you a new credit card in 8-10 business days. 3. You should file a police report. 4. No, you shouldn't have to pay for charges that you did not make. 5. You should use different passwords for each of your accounts. 20

Teacher Book 4 RIGHT

3 JI I. This activity prepares students for discussion in Connect with Conversation. Be sure to have students share why the passwords that shouldn't be used aren't strong ones.

Look at the chart about how to create a strong password. Check which passwords should be used and which shouldn’t. Compare with a partner.

CREATING A STRONG PASSWORD YES

********

PASSWORD

SHOULD USE

SHOULDN’T USE...

1. cheese123

Upper and Lowercase

Birthday

8+ Characters

Son’s Name

Abbreviated Phrases

Pet’s Name



2. May201980 3. bigtrees5 4. Kire98#52!

!#$*&% 123456

Symbols and Numbers

cat

Common Words

5. bobbyA3$myu

EXAMPLE

TiaGDfaGd@!5~3

mary77

6. !@#$%

What do you think someone should do in the following situations? SITUATION

SHOULD

SHOULDN’T

someone stole my password

create a new password

use a password with only letters

crashed into a parked car lost my credit cards want to meet more people want to earn more money

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

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • your recommendations from activity J • what you do now or will do in the future to protect yourself from identity theft • scams you know about intercambio.org/students

Answer Key: I. 1. shouldn’t use 2. shouldn’t use 3. shouldn’t use 4. should use 5. should use 6. should use J. Answers will vary

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HOMEWORK

Lesson 3 • It’s a Scam!

Complete the sentences with should, shouldn’t or have to. 1. Do we ___________ have to report suspicious emails? 2. Where ____________ I go if I want to report a scam? 3. They ____________ share their passwords with their friends. 4. We _____________ change our password because we can’t remember the old one.

Pre Pre

Walk through each homework activity. Confirm that students understand each activity by doing examples.

5. When ______________ Ben talk to the police? 6. How many letters and numbers _____________ I have in my password?

Match the problem to the advice. 1. ____ d Marie lost her driver’s license.

a. They don’t have to eat anything.

2. ____ Jacob feels sick.

b. He should see a doctor.

3. ____ We can’t pay our bill.

c. She should ask her friend.

4. ____ They aren’t hungry.

d. She has to go to the DMV to get a new one.

5. ____ She needs someone that can help her.

e. You should call the company to let them know.

Write answers to the questions. Use the words in parentheses. 1. What should I do if someone uses my credit card? You should call the credit card company. _____________________________________________________________ (call the credit card company)

2. What should they do if someone calls to ask for their password? ____________________________________________________________________ (not / give it to them) 3. What do we have to do if we don’t remember our password?

_________________________________________________________________ (create a new password) 4. Who should she call if she loses her credit card? ________________________________________________________________________________ (bank)

JOURNAL PROMPT Write about a time you or someone you know received a suspicious phone call or email. What happened? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 18

Student Book 4 RIGHT

Answer Key: K. 2. should 3. shouldn’t 4. have to 5. should 6.should L. 2. b 3. e 4. a 5. c M. 2. You shouldn't give it to them. 3. We have to create a new password. 4. She should call the bank. 22

Teacher Book 4 RIGHT

L4 I DON’T HAVE ENOUGH VACATION TIME By the end of the lesson, students will be able to: • Talk about stressful situations using too or enough • Talk about basic work policies and time off in the US What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip Teacher notes: We’ve provided simple definitions for a few vocabulary words and phrases that we anticipate may be challenging to define. In Lesson 4, those words are: • supportive: gives help or is always available to assist you • intense: very strong; for example, strong feeling or opinions are intense • gossip: talk about other people Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask What should you do to improve your English? What do you have to do to complete the English course successfully? Review homework from last lesson. Be sure to discuss their answers to the journal section. Listening Track 04 Anna: Hey Ben. How’s it going? You look a little stressed. Ben: It’s going okay, but I think I am going to quit my job at the restaurant. Anna: Really? Why are you quitting your job? Ben: It is too intense. I work a lot of nights and weekends and I don’t get enough vacation time. Anna: Oh, yeah—that’s not good. Are you going to look for a different job? Ben: Yes, my cousin works for a store downtown. There are a lot of openings now. I’m going to apply for a job there. I just hope the salary is high enough for the position I want. Anna: Well, good luck! I hope it isn’t too challenging for you to find another job. Ben: Thanks!

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I DON’T HAVE ENOUGH VACATION TIME Pre Pre

Listening warm-up. Track 04: When is Tim going on vacation?

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

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: Spend time working on the pronunciation of salary (RED)/celery (BLACK). Use Pronunciation Fun for ideas on how to work on these sounds.

VOCABULARY WORDS & PHRASES Repeat after your teacher.

quit a job

vacation time

sick time

reference

salary

intense

boss

supportive

opportunities

gossip

challenging

PRONUNCIATION Listen and repeat after your teacher. Cross out the words in each line that don’t have three syllables.

salary

position

boss

challenging

supportive

opportunities

vacation

reference

gossip

intense

manager

difficult intercambio.org/students

Pronunciation First, have students do the task individually or in pairs. Then read the words and have them check their answers. You can write the words on the board and mark the syllables. NOTE: You'll want to point out that while reference, in line 3, appears to have three syllables, many people say it as two: reference.

Answer Key: Pronunciation. 2. opportunities 3. reference, gossip 4. intense

Teacher Book 4 RIGHT

VOCABULARY PRACTICE B. Students may need help understanding how to fill in a crossword puzzle. Point out that the number of boxes indicates the number of letters the word will have. Remind students that they will be using the words from the vocabulary on the previous page. First, have students work individually. Then compare their answers in pairs/ groups. Finally, go through the answers together.

Complete the crossword puzzle. Use the clues below. 1

ACROSS 4. Someone that helps you is _________. 5. Another word for supervisor 7. If you don’t like your job, you can _______. 8. Another word for difficult

2 3

DOWN 1. When people talk about other people when they are not present, it is called _________. 2. When you work too many hours, your job can be too __________. 3. It is good to have a job with a lot of ______________ to grow. 6. The amount of money you receive for a job is called your __________.

5 6 7

LISTENING C. First, have students try the task without listening to the track. Have students discuss their answers in pairs/groups. Then play the track to check. Ask if they need to listen again. Play it multiple times if needed. D. FOCUS: Statements with too, too many, too much, and enough. Have students look at the chart and ask Do we put “too” before or after an adjective? Do we put “enough” before or after an adjective? What about nouns? Elicit more examples from students.

Listen again to Track 04. Circle the reasons why Ben is quitting his job. 1. too intense

2. salary isn’t high enough

4. too much gossip

5. not enough vacation time

3. too many night/weekend hours

LANGUAGE TOOLS

Listen to your teacher and repeat. It

isn’t

have

work There’s

too

stressful. enough.

challenging enough

hours at work.

too many

hours.

too much

gossip.

We use too, too many, too much and enough to indicate the amount of something. • Too goes before an adjective (describing word) and means something is more than what is needed. • Too many goes before a noun (thing) you can count. Too much goes before a noun you cannot count. • Enough goes after an adjective or noun and means sufficient. 20

Student Book 4 RIGHT

Answer Key: B. Across: 4. supportive 5. boss 7. quit 8. challenging Down: 1. gossip 2. intense 3. opportunities 6. salary C. 1. too intense 3. too many night/weekend hours 5. not enough vacation time intercambio.org/teachers

GRAMMAR PRACTICE

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

Read the sentences. Circle the correct word. 1. There is too much / too many gossip at work. 2. Is the salary high enough / too much? 3. Does he work too much / too many hours? 4. That job isn’t close too much / enough to my house. 5. Her job is very stressful. It is too / enough intense. 6. Their position doesn’t have too / enough sick time. 7. They like their job. It isn’t too / enough challenging. 8. His resume looks good, but he doesn’t have too much / enough references. 9. My boss doesn’t help me. He isn’t supportive too much / enough. 10. They are going to quit their job because they don’t have too many / enough vacation time.

Unscramble the sentences. Why is she quitting her job? 1. quitting / job? / she / her / Why / is ______________________________________________________

2. boss / isn’t / enough. / supportive / My

_______________________________________________

3. They / vacation / time. / have / enough / don’t

________________________________________

4. work / many / hours? / too / you / Do

_______________________________________________

5. isn’t / work / challenging / The / enough.

_______________________________________________

Complete the sentences with too or enough. enough 1. Q: Is your work challenging __________________?

A: Yes, but I have to work ___________ many hours.

2. Q: Is his job _____________ stressful? A: Yes, his boss is ____________ intense.

3. Q: Why is she quitting her job? Is it ______ stressful? 4. Q: Are they able to work _________ hours? A: She doesn’t get __________ vacation time. 5. Q: Are their co-workers supportive _____________? A: Yes, but their job is ______________ intense.

F. First, have students work individually. Then have them compare their answers in pairs/groups. Monitor and make sure everybody has the correct answer. Finally, have students role-play short dialogs. G. EXPANSION: Use colored index cards for a sentence scramble activity.

A: Yes, but the salary is __________ low. 6. Q: Is the salary high ____________? A: Yes, but it has __________ many hours.

Rewrite the sentences using enough. 1. John needs more hours.

______________________________________________________ John doesn’t have enough hours.

2. They need more vacation time.

______________________________________________________

3. She needs more opportunities.

______________________________________________________ intercambio.org/students

Answer Key: E. 2. enough 3. too many 4. enough 5. too 6. enough 7. too 8. enough 9. enough 10. enough F. 2. My boss isn’t supportive enough. 3. They don’t have enough vacation time. 4. Do you work too many hours? 5. The work isn’t challenging enough. G. 1A. too 2. too/too 3. too/enough 4. enough/too 5. enough/too 6. enough/too H. 2. They don’t have enough vacation time. 3. She doesn’t have enough opportunities. 26

Teacher Book 4 RIGHT

REAL LIFE / YOUR LIFE I. Before the task, ask How many days of paid vacation do Americans have? Do you know any interesting facts about paid vacation days in other countries? Pre-teach/ review mandatory. Then have students work in pairs to answer the questions. Discuss the answers together.

Look at the chart of paid vacation times around the world. Answer the questions and check with a partner.

Paid Vacation

Total

1. Which country has the fewest total vacation days?

Mexico

United Kingdom

2. Which of these countries has the most public holidays?

Australia

Canada

Chile

3. Which country has the most paid annual vacation days?

France

Mexico

United Kingdom

4. Circle your native country if it’s on the chart. How many paid vacation days does it have? _______________________________________________________________________ 5. What do you think about the amount of paid vacation time in the United States? _______________________________________________________________________

Culture Tip Ask How many vacation days would you like to have each year? What do you usually do on vacation? Use The Immigrant Guide (Jobs and the Workplace section) to expand the conversation.

CULTURE TIP The US does not have standard paid vacation days. It is up to employers to create paid time off days for their employees. Does this surprise you? Why or why not? How is it different from your native country? 22

Student Book 4 RIGHT

Answer Key: I. 1. US 2. Chile 3. United Kingdom 4. Answers will vary 5. Answers will vary

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4 Read the infographic to answer the questions. Then circle your opinion.

J. This activity prepares students for Connect with Conversation.

Common Preferences in the US 72 degress is the average room temperature that most people like.

According to the infographic 1. Most people prefer a room that is 72° ____degrees.

DAYS

In the US, new mothers can have up to 12 weeks of unpaid maternity leave to care for their children.

FOOD

FAMILY

SEASONS

The favorite season in the US is spring. 57% of people in the US prefer warm weather.

TEMPERATURE

SICK DAYS

Most people get up to 7 days paid sick leave, but only 25% of Americans take it.

If people in the US could have only one kind of food to eat for the rest of their life, most would choose pizza.

Monday is the least favorite day of the week for most people in the US.

My opinion too hot

just right

not hot enough

2. Most people get _____days of paid sick leave.

too many days

just right

not enough days

3. New mothers can have up to _______weeks of unpaid maternity leave.

too many weeks

just right

not enough weeks

4. Most people would choose __________ if they could eat only one food the rest of their life.

too much pizza

just right

not enough pizza

5. Monday is the ____________favorite day of the week for most people.

I agree

I disagree

6. The favorite season is ____________________.

I agree

I disagree

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • their opinions about Activity J • what common preferences people in their native country have • what they like about their job and what they don’t like intercambio.org/students

Answer Key: J. 2. 7 3. 12 4. pizza 5. least 6. spring

Teacher Book 4 RIGHT

HOMEWORK

Lesson 4 • I Don’t Have Enough Vacation Time

Read the sentences. Circle the correct word. 1. He quit his job because the pay is not too many / enough.

Walk through each homework activity. Confirm that students understand each activity by doing examples.

Pre P

2. Her job is very stressful. It’s too / enough intense. 3. Do they work too many / too much hours? 4. Is there too many / too much gossip at work? 5. My job isn’t close too many / enough to my house. 6. Their job doesn’t have too / enough maternity leave. 7. His position doesn’t have too / enough sick time.

Complete the conversation using too or enough. too Tim: Hey, Vicky! How’s your job going? Is it still (1)___________stressful?

Vicky: Yeah. There are still (2) _________ many things to do and not (3) ___________ time! Tim: Will it get better soon? Vicky: I’m not sure. My boss is (4) _________ busy and not supportive (5) _____________. Tim: I’m sorry.

JOURNAL PROMPT Write about a time you went to an event that was too stressful, or too boring. What was the event like? Why was it that way? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 24

Student Book 4 RIGHT

Answer Key: K. 2. too 3. too many 4. too much 5. enough 6. enough 7. enough L. 2. too 3. enough 4. too 5. enough

intercambio.org/teachers

L5 HAVE YOU EVER BROKEN A BONE? By the end of the lesson, students will be able to: • Talk about health situations that have and haven’t happened to them using the present perfect What to bring to class: • Table tents or name tags for student names • Copies of Pronunciation Fun to supplement the pronunciation activities • The Immigrant Guide to supplement the culture tip 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. Be sure to discuss their answers to the journal section. Listening Track 05 Jack: Hey Suzanne! How was your weekend? Suzanne: It was a lot of fun until Ricardo broke his leg! Jack: Oh no! What happened? Suzanne: While we were riding bikes downtown, he fell off his bike! He had surgery and now he is in a cast. Jack: That’s awful. I’ve never broken a bone before. Have you ever broken a bone? Suzanne: Yes, I have! I broke my wrist when I was in high school. You’ve never broken a bone, huh? Jack: I’ve sprained my ankle before. I had to get an X-ray and then wear a brace, but that’s it! Suzanne: You must have strong bones!

Teacher Book 4 RIGHT

HAVE YOU EVER BROKEN A BONE? Pre Pre

Listening warm-up. Track 05: What happened to Ricardo?

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

VOCABULARY WORDS & PHRASES A. Have students repeat each word after you multiple times. Be sure to work on stress and pronunciation. EXPANSION: Spend time working on the pronunciation of cut/ cat (MUSTARD/BLACK). Use Pronunciation Fun for ideas on how to work on these sounds.

Repeat after your teacher. get (gotten) an X-ray

get (gotten) a blood test

have (had) surgery

sprain (sprained) a muscle

dislocate (dislocated) your shoulder

break (broken) a bone

get (gotten) a cut

have (had) stitches

wear (worn) a brace

use (used) crutches

have (had) a cast

heal (healed)

PRONUNCIATION A

Listen and repeat after your teacher. Circle the word you hear. Practice saying the sentences with a partner. 1. The X-ray showed he had sprained / strained a muscle. 2. My sister has a cast / past. 3. He has tons of stitches / riches. 4. She got mud / blood on her shirt. 5. Carey had to buy a vase/ brace. intercambio.org/students

Pronunciation Read each sentence twice. NOTE: While the sentences make sense with either bolded word, the intention behind this activity is to practice the words from the vocabulary (related to medical terminology). EXPANSION: Have students mark sentence stress while you are reading the sentences. Write the sentences on the board and mark the stressed words in each sentence. Have students practice saying the sentences while stressing the right words.

Answer Key: Pronunciation. 1. sprained 2. cast 3. stitches 4. blood 5. brace intercambio.org/teachers

VOCABULARY PRACTICE

Fill in the form. Use the words in the box to help. blood test

surgery

brace

cast

X-ray

stitches

crutches

What a Game! X-ray At last weekend’s game, Carlos fell and broke his leg. He got an (1) ___________________ and his ankle

needs to wear a (2)____________________. He’ll also need to use (3) ________________________ for six

EE B. First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together. FF

weeks. Ricardo ran into another player and cut his cheek. He needs (4)_________________. Jose sprained his arm. He needs to wear a (5)____________ on his wrist for two weeks. Ramon has an infection, and didn’t even play! He needs a (6) ____________________________ to see what’s wrong.

LISTENING

Listen again to Track 05. Underline the injuries and match to the parts of the body that were hurt. 1. The accident happened

a. Friday

b. on the weekend

2. They were

a. jogging in the park

b. riding bikes downtown

3. Ricardo

a. broke his leg

b. sprained his wrist

4. Suzanne

a. broke her wrist

b. sprained her ankle

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS Have

Has

you we they she he Nora

ANSWERS

had

surgery?

gotten

an X-ray?

ever

Yes, No, Yes, No,

I we they she he Nora

have (had surgery). haven’t (gotten an X-ray). has (had surgery). hasn’t (gotten an X-ray).

We use the present perfect to talk about something that happened at some unspecified time in the past. We use ever when we are referring to someone’s entire past. To form the present perfect, we use has/have + the past participle. 26

Student Book 4 RIGHT

Answer Key: B. 2. cast 3. crutches 4. stitches 5. brace 6. blood test 7. surgery C. 2. b 3. a 4. a 32

Teacher Book 4 RIGHT

C. First, have students try the task without listening to the track. Have students discuss their answers in pairs/groups. Then play the track to check. Ask if they need to listen again. Play it multiple times if needed. D. FOCUS: Q&As in the present perfect tense. Explain that for regular verbs, the past participle is the same as the simple past. GH For irregular verbs, students need to memorize the form.

E. First, have students work individually. Then have them compare their answers in pairs/groups. Go through the answers together and write the forms on the board. NOTE: Once this chart is filled in, it will become a useful tool for your students as they learn to use the present perfect tense. F. First, have students work individually. Then have them compare their answers in pairs/groups. Monitor and make sure everybody has the correct answer. G. NOTE: The contrast between simple past and present perfect is this: If there’s a specific time, e.g. last week, the answer will be in the simple past. Notice that when the answer is affirmative (yes), even if the question is in the present perfect, we often switch to the simple past to respond if a specific time is provided in the answer (e.g. see #1).

GRAMMAR PRACTICE

Complete the chart with the present perfect. be

Yes, I/we/they

have been

No, I/we/they

haven’t been

Yes, he/she/Tim

has been

No, he/she/Tim

hasn’t been

have

cut

break

get

wear

Fill in the correct form of the word to complete the questions and answers. 1. Q: Have you ever had an X-ray?

A: Yes, I ____________________ an X-ray. have had

2. Q: Has she ever had stitches?

A: No, she _________________ them before.

3. Q: Have they ever taken a vacation?

A: Yes, they ___________________ many vacations.

4. Q: Has Carl ever worn a jeans to work?

A: No, Carl _____________________ jeans to work.

5. Q: Mom, have I ever broken a bone?

A: No Justin, you _______ never ____________ a bone.

6. Q: Has Pierre ever gotten a flu shot?

A: Yes, he ______________ the flu shot but he hates needles.

Review the questions in present perfect with simple past or present perfect answers. Read the questions, circle the correct answer. 1. Marcie, have you ever bought a brand new car? a. Yes. I bought a new car last year.

b. Yes, I did bought a new car.

2. Have you ever worked in a factory? a. Yes, I’ve worked in a factory most of my life.

b. Yes, I’ve worked in a factory last year

3. Has he ever worn a cowboy hat? a. No, he didn’t wear one.

b. No, he hasn’t worn one yet

4. Have they cut the lawn yet? a. Yes, they cut it this morning.

b. Yes, they have cut it this morning.

5. Have you ever had a dog? a. Yes, I had.

b. Yes, I’ve had three dogs.

Check if you’ve had this things. Write sentences if you have or haven’t had them.

crutches brace cast blood test surgery stitches intercambio.org/students

Answer Key: E. Yes, I/we/they: have had, have cut, have broken, have gotten, have worn; No, I/we/they: have had, have cut, have broken, have gotten, have worn; Yes, he/she/Tim: has had, has cut, has broken, has gotten, has worn; No, he/she/Tim: hasn't had, hasn't cut, hasn't broken, hasn't gotten, hasn't worn F. 2. hasn't had 3. have taken 4. hasn't worn 5. 've/broken 6. has gotten G. 2. a 3. b 4. a 5. b H. Answers will vary intercambio.org/teachers

REAL LIFE / YOUR LIFE

Read Robert’s conversation with the nurse. Complete Robert’s medical form. Nurse: So, Robert. Tell us a little about your health and your family health history. Robert: Well, I’m 62 years old and I’m pretty healthy overall, but I do have high blood pressure and type 2 diabetes. I take medication for both. I used to have allergies when I was a child, but now I don’t. Last fall I was in the hospital for four days with pneumonia. Luckily, the doctors were able to give me some antibiotics and I got better pretty quickly. I also had knee replacement surgery last year. It wasn’t too bad. I was able to get back to my normal activities after a couple of months. My family has had some health problems. My dad had diabetes too, and passed away from lung cancer when he was 75. My mom has high blood pressure and had a heart attack in 2010, but she recovered and is doing great now!

Blue Lake Family Medicine Medical History Name: ____________________________________ DO YOU HAVE OR HAVE YOU EVER HAD… 1. hospitalization for an illness or injury? 2. allergies? 3. surgery? 4. high blood pressure? 5. heart problems? 6. asthma? 7. cancer? 8. diabetes?

yes yes yes yes yes yes yes yes

Age:_______ no no no no no no no no

if yes, describe:_______________________ if yes, now past if yes, describe:_______________________ if yes, now past if yes, now past if yes, now past if yes, now past if yes, now past

I. Before the task, ask What is a medical history? What information can you find in a medical history card? Elicit: surgeries, vaccinations, illnesses, current/past medications. Then have students work in pairs to read the form and answer the questions. EXPANSION: After students have completed the task, have them work in pairs to compare their notes and ask each other questions about the checked words (e.g., When did you have crutches? What happened?)

HAVE ANY OF YOUR IMMEDIATE FAMILY MEMBERS EVER HAD… 1. allergies?

yes