Confidence and Connections Teacher Book 5 LEFT - Digital View by intercambio8

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

Not For Duplication

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Confidence and Connections Adult ESL The Intercambio™ Way Teacher Book

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

First Edition 2019

Printing 10 9 8 7 6 5 4

intercambio.org/teachers

Teacher Book 5 LEFT

CREDITS Level 5 Left Writers Rachel Fuchs 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, Jordana Levine, Rosie Piller, Lee Shainis and Marcie Smith

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

III

SCOPE AND SEQUENCE #

Title

I'm Going On A Road Trip

Have You Prepared For Your Interview?

Retirement Seems So Far Away

The City Has Been Working Hard

They Won't Get Help Unless They Know It's A Problem

I Wish I'd Tried It

Grammar

Conversation

By End of Lesson, You Can:

• Review of past, present and future

Discuss your preferred climate, geography, type of neighborhood Describe places you’ve lived

• Talk about common geographical areas and regions of the US using a variety of verb tenses

• Present perfect vs simple past

Talk about personal and professional accomplishments Areas for growth

• Talk about job interviews, experience and qualifications • Talk about things you have done before or did at a specific time in the past

• If clauses with could/ should/would

Describe differences and similarities between generations Discuss plans and preparations for retirement

• Talk about planning for retirement and common financial activities

• Present perfect continuous

Give your opinions on taxes and oth- • Talk about local government initiatives and er issues in your town, city and the US what has been happening in your town or city

• Unless, even though, because

Discuss addictions

• Discuss and give your opinion about common addictions in the US and your native country using unless, even though, & because

• Past unreal conditional vs future with will

Talk about things you want to do, never want to do, and things you wish you’d done

• Talk about regrets, hopes and dreams

• Must vs might for certainty and possibility

Discuss stereotypes

• Express degrees of certainty using must and might • Talk about prejudices, stereotypes and discrimination

That's Just A Stereotype!

Review and Progress Check

Field Trip

I Agree With Free Speech

• Agree/disagree with gerund or noun

Discuss and give opinions on controversial issues

• Share opinions and agree or disagree

Do You Think I Should Take My Shoes Off?

• Direct and indirect questions

Talk about personal culture and what influences it

• Talk about what kinds of things influence culture

You Filed A Claim, Didn't You?

• Tag questions

Talk about kinds of insurance and filing claims

• Talk about different kinds of insurance

• Once, before, until, since, for

Talk about important civil rights moments in your native country, in the US and around the world

• Talk about civil rights milestones in the US

Since Then Many Things Have Changed

Breaking A Mirror Is Bad Luck

• Gerunds as the subject of a sentence and it’s + adjective + infinitive

Discuss different superstitions around • Talk about and compare beliefs around the world superstitions

What An Inspiring Story!

• Words with verb, adjective Talk about things that give you and noun forms inspiration and how you take care of yourself

Review and Progress Check

Teacher Book 5 LEFT

• Talk about inspiration, motivation and selfcare

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

intercambio.org/teachers

L1 I’M GOING ON A ROAD TRIP By the end of the lesson, students will be able to: • Talk about common geographical areas and regions of the US while reviewing a variety of tenses 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 Warm-up: Greet students as they enter. Be sure to start class on time (or at least 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 them 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 their classmates’ and your 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' children and even pets. Listening Track 01 Isaac: Hey Karen. I can’t believe it’s almost summer. Do you have any travel plans? Karen: I’d like to go on a road trip to see some new places. Do you have any suggestions, Isaac? Isaac: Sure! I’ve been all over the country. I can definitely give you some ideas. Do you prefer the mountains or the coast? Karen: I like both. Isaac: Well, if you drive west, you’ll drive through the mountains. Then you can drive through the desert before you get to the West Coast. Karen: Wow – that sounds great. Have you ever been to the East Coast? Isaac: Yes, I went to the East Coast last year. If you go east from here, you’ll drive across the plains. There are a lot of small rural towns before you get to the East Coast. Karen: Is that where New York City is? Isaac: Yes, New York City is on the East Coast. If you go there and drive northwest, you can get to Niagara Falls, on the Canadian border. It’s really beautiful. Karen: Wow – that sounds neat. I’m going to look at a map and decide where I want to go. Thanks for your ideas!

Teacher Book 5 LEFT

I’M GOING ON A ROAD TRIP Pre Listening warm-up. Track 01: What kind of transportation will they use on their trip? Explore the pictures. Ask What do you see? This helps students activate their background knowledge about the topic and vocabulary. Pre Read the Pre question aloud, play track, elicit answer.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. tropics

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

desert

urban

rural

suburban

coast

border

hills

forest

plains

through

across

road trip

PRONUNCIATION Listen and repeat after your teacher. Write the words in the correct column. across

tropics coast range border

desert mountain through suburban

1 syllable

2 syllables

3 syllables

1.______________ tropics 1.______________ 2.______________ 2.______________ 3.______________ 1.______________ 3.______________ 4.______________ 5.______________ intercambio.org/students

Pronunciation First, read the words aloud and have students repeat. Then 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. 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 119.)

Answer Key: Pronunciation: 1 syllable - coast, range, through; 2 syllables - across, border, desert, mountain; 3 syllables suburban intercambio.org/teachers

VOCABULARY PRACTICE

B Look at the map of the US. Label the parts of the map with the words below. plains

West Coast

northern border

southern border

East Coast

mountains

desert

tropics

forest

A. ________________________ northern border B. ________________________ C. ________________________ D. ________________________ E. ________________________ F. ________________________ G. ________________________

B. E First, have students work individually. Then have them 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 beginning on page 119.)

H. ________________________ I. _________________________

LISTENING

Listen again to Track 01. Circle True or False. 1. Karen wants to see some new places.

TRUE

FALSE

2. Isaac hasn’t been to very many places in the country.

TRUE

FALSE

3. If Isaac drives west, he’ll go through the plains.

TRUE

FALSE

4. To get to New York City, Karen needs to drive east.

TRUE

FALSE

5. Niagara Falls is near Canada.

TRUE

FALSE

LANGUAGE TOOLS

D Listen to your teacher and repeat. TENSE REVIEW

PRESENT

PAST FUTURE 2

Where are you and your family living now?

We’re living in the suburbs.

Where do you want to go on vacation?

We want to go to the West Coast.

Where would you like to go?

We’d like to go to the mountains.

Did you ever live in a rural area?

Yes, I lived in a rural town when I was a child.

Where have you visited?

I’ve visited many places in the country.

Where are you going to go?

I’m going to the East Coast.

C. Go over the activity so F what students know they are going to listen for (true/false). Play track once without stopping. Pause to check answers in pairs. Play track again as many times as necessary. Stop if necessary. EXPANSION: Have students correct the false statements. See LISTENING. D. FOCUS: Review of G and future present, past, tenses and construction I’d like to.

Student Book 5 LEFT

Answer Key: B. B. West Coast C. southern border D. mountains (Rockies) E. East Coast F. desert G. plains H. tropics. I. forest C. 2. FALSE 3. FALSE 4. TRUE 5. TRUE

Teacher Book 5 LEFT

GRAMMAR PRACTICE

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

Circle the correct verb tense. 1. They’ve never been / They’re never been to the East Coast. 2. I’d like / I’m like to visit the Appalachian Mountains. 3. They went / they go to the tropics last year. 4. Sherry has been / have been to the West Coast. 5. We’re going to visit / We’ve going to visit the desert in Death Valley. 6. Where are they / would they like to go? 7. I’ve visited / I visited the coast last year. 8. Has you / Have you ever lived in the suburbs?

F F. First, point at the verbs in parentheses. Have students work individually. Then have them compare their answers in pairs/ groups. Then go through the answers together. G. Have students go over each response and underline signal words that help to choose the right tense (e.g., have, will, did, have, does). Have students work individually. Then have them compare their answers in pairs/ groups Finally, go through the answers together. EXPANSION: Ask and answer questions in pairs.

Complete the sentences with the correct form of the verb in parentheses. 1. We _______________ through the Rocky Mountains last year. (drive) drove 2. Have they ever ________________ near the coast? (live) 3. Does she ________________ cold weather? (like) 4. I’ve never __________________ in a rural area. (be) 5. They’d like to __________________ to the desert in Great Basin. (go) 6. Ben and Fred __________________ across the plains next summer. (travel)

G Write the questions. Use the words in parentheses. Have you ever lived in the tropics? 1. __________________________________________ No, I haven’t. (live in the tropics)

2. __________________________________________ She’ll go to the coast next year. (go next year) 3. __________________________________________ Yes, we did. (live in a rural area when you were young) 4. __________________________________________ No, they haven’t. (visit the desert) 5. __________________________________________ Yes, she does. (live near the mountains) intercambio.org/students

Answer Key: E. 2. I’d like 3. They went 4. has been 5. We’re going to visit 6. would they 7. I visited 8. Have you F. 2. lived 3. like 4. been 5. go 6. are going to travel G. 2. When will she go to the coast? 3. Did you live in a rural area when you were young? 4. Have they visited the desert? 5. Does she live near the mountains? intercambio.org/teachers

REAL LIFE / YOUR LIFE

Look at the information about the regions of the United States. Answer the questions. Discuss H. with a partner where you live and where you would like to visit. Have students work in pairs first. Then go Midwest Northeast through the answers Major Cities: Minneapolis, Detroit, Chicago, Major Cities: New York, Boston, Philadelphia St. Louis, Cincinnati together and have Known for: Urban areas; historical landmarks of early US history; students tell the group Known for: Agriculture, rural towns, suburbs, businesses; formal dress; cold, snowy winters; coastal areas how their partners “middle America” answered the last question.

West Major Cities: Las Vegas, Salt Lake City, Denver, San Francisco, Los Angeles, Seattle, Portland

South Major Cities: Nashville, Atlanta, New Orleans, Dallas, Miami

Known for: Pacific Ocean, the Rocky Mountains, deserts, Known for: Rural areas, agriculture, jazz and country forests, rivers, rustic/outdoor culture, skiing, hiking, music, southern food, warm summer climate, “southern camping, casual dress hospitality”

1. What US region is Chicago in?

___________________________________________

2. What US regions are known for agriculture?

___________________________________________

3. What US region is known for outdoor activities? ___________________________________________ 4. In what US region can you visit Boston?

___________________________________________

5. What US region is known for jazz music?

___________________________________________

6. What US region is Colorado in?

___________________________________________

7. Which region would you like to visit?

___________________________________________

CULTURE TIP Different regions in the US can have different accents, food, music, and cultural characteristics. The geography, climate, and history of the area often have an influence on how those characteristics developed. Does your native country have different regions with different kinds of food, music, languages, or other cultural characteristics? What about different accents? 4

Culture Tip EXPANSION: Use a video or your own voice to demonstrate English accents from different regions of the US.

Student Book 5 LEFT

Answer Key: H. 1. Midwest 2. Midwest and South 3. West 4. Northeast 5. South 6. West 7. Answers will vary.

Teacher Book 5 LEFT

1 I I. EXPANSION: Have students work in pairs and play a guessing game. One student describes a place, its climate, and geography, and the other one guesses which city/state it is.

J. EXPANSION: Use pictures or a map for students to choose a place to live with their favorite climate, geography, and kind of neighborhood. Have students make notes and prepare for a discussion. Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then ask some students to share what they have learned about their partners with the group. Be sure your students ask you questions too.

Work with a partner. Guess the city and state that go with each description. Ask your teacher for the answers! 1. City __________________________

2. City __________________________

State: ________________________

Climate: tropical Geography: coast / beach Description: This is an urban city and popular vacation spot with excellent nightlife, live music, dancing, shopping, and restaurants.

Climate: desert Geography: mountains / plateaus Description: This is an urban area with a population of about one million. It is located near the southern US border.

Cities: Tucson Miami Providence Des Moines States: Iowa Rhode Island Florida Arizona

3. City __________________________

4. City __________________________

State: ________________________ Climate: hot, humid summers/cold snowy winters Geography: plains and hills Description: With a population of 215,472, it is the most populous city in its Midwest state. It is located in a rural area of the country that is known for agriculture and food production.

State: ________________________ Climate: hot, humid summers/cold and wet winters Geography: coast and rocky bays Description: This is one of the oldest cities in the US. It is located in the Northeast, near the coast, and is known for being the capital of the smallest state in the country.

Check your favorite in each category. Write some notes about why you chose it. Favorite climate: tropical

warm and dry

cold and wet

other:_______________________

Favorite geography: coast

mountains forest hills plains desert other:_______________________

Favorite kind of neighborhood to live in: urban

rural

suburban

other:_______________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Their preferred climate, geography, and type of neighborhood and why • Where they would live if they could live anywhere and why • Where they lived in their native country with descriptions • Where they live now with descriptions • Regions in the US you’ve visited and your favorite intercambio.org/students

Answer Key: I. 1. City: Miami/State: Florida 2. Tucson/Arizona 3. Des Moines/Iowa 4. Providence/Rhode Island J. Answers will vary.

intercambio.org/teachers

HOMEWORK

Lesson 1 • I’m Going On A Road Trip

K Put the words in the correct order to form sentences. 1. she / live / Does / in / the / tropics? ________________________________________________________________________ Does she live in the tropics? 2. like / would / They / forest. / near / to / live / a ________________________________________________________________________ 3. to / mountains / you / Are / going / the / this weekend? ________________________________________________________________________ 4. gone / a / road trip. / We’ve / on / never ________________________________________________________________________

Complete the conversation. Write the correct form of the words in parentheses. are moving (move) to another city Maria: Hey, Fatima. I heard from Jose that you (1)__________________

Walk through each Preactivity. homework These are very similar to activities they did in class. Confirm that they understand each assignment by doing examples. See HOMEWORK. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book beginning on page 119.)

next month! Fatima: Yeah, I (2)___________________ (leave) next week. I (3)______________________ (pack) all of my things yesterday. Maria: Where are you (4)____________________ (go)? Fatima: I (5)____________________ (live) with my aunt on the East Coast. Maria: Have you ever (6)________________ ( be) to the East Coast before? Fatima: No, I (7) ___________________ (never / be) there before. It’ll be a new adventure!

Maria: Good luck! I’ll miss you, but I’m sure you (8) ________________ (like) it there. Fatima: Thanks, Maria. I’ll miss you too!

JOURNAL PROMPT Write about a place that you have visited that you liked. Why did you like it? Would you ever live there? Why or why not?

Encourage students to write a journal entry. Don’t forget to respond to it.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6

Student Book 5 LEFT

Answer Key: K. 2. They would like to live near a forest. 3. Are you going to the mountains this weekend? 4. We’ve never gone on a road trip. L. 2. ‘m leaving 3. packed 4. going 5. ‘ll live/’m going to live 6. been 7. have never been 8. will like 8

Teacher Book 5 LEFT

L2 HAVE YOU PREPARED FOR YOUR INTERVIEW? By the end of the lesson, students will be able to: • Talk about job interviews and their experience and qualifications • Use the present perfect and simple past tenses when talking about their experiences 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 • Real job opening ads (optional) Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask students where they would like to go on their next trip. Review homework from last lesson. Be sure to respond to their journal entries. You can respond in writing or have students read and respond to each other. See how to work with the journal in Homework section in the back of the book. Teacher notes: Remember, this is only the second day, so do not be discouraged if students can’t answer questions or don’t say much. Praise whatever they are able to provide. Model everything. Stay focused on the lesson objective. We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • qualified - having the skills or knowledge to do a job • internship - doing a job for a short time to learn about that job Listening Track 02 Behruz: Hey Nissi. Do you have a minute? I could really use your help. Nissi: Sure. What’s up? Behruz: Well, I’m looking for a job… Nissi: That’s great. Have you found any you want to apply for yet? Behruz: Yes, I have! I submitted my cover letter and resume last night. They called me to request an interview this morning, and I’m a little nervous. It’s my first time going to a job interview in English. Nissi: Oh, don’t worry. If you’re well-prepared, you’ll do fine. When’s your interview? Behruz: It’s tomorrow afternoon. Do you have any advice? Nissi: Hmm… make sure to look at the job description again before you go. Think about your top 3 accomplishments and be prepared to talk about how they match the desired skills. Behruz: Okay, I’ll prepare some ideas before I go. Anything else? Nissi: Be sure to wear something that looks professional. And it’s best to be early. Definitely don’t be late. Behruz: Thanks, Nissi! Nissi: No problem. Let me know how it goes!

intercambio.org/teachers

HAVE YOU PREPARED FOR YOUR INTERVIEW?

Explore the pictures. Ask What do you see? This helps students activate their background knowledge about the topic and vocabulary.

Pre Listening warm-up. Track 02: Has Behruz gone to his interview yet?

Pre Read the Pre question aloud, play track, elicit answer.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher.

qualified

job opening

submit

job description

internship

requirements

job offer

good fit

applicant

strengths

areas for growth

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

professional

challenges

PRONUNCIATION

Pronunciation See Pro Fun for more practice on this sound and to contrast it with the GREEN TEA sound.

Listen and repeat after your teacher. Underline the primary stress in each word. Circle the SILVER PIN words.

description

skills

requirements

desired

internship

find

submit

applicant

intercambio.org/students

Answer Key: Pronunciation: SILVER PIN: description, skills, intership, submit; Other words: find (WHITE TIE), requirements (WHITE TIE), desired (WHITE TIE), applicant (BLACK CAT)

Teacher Book 5 LEFT

VOCABULARY PRACTICE B. EXPANSION: Bring in real job opening ads which could be interesting to your students and have them find and underline the vocabulary from the lesson. Make sure the ads contain some of the words given in the box. Ask additional questions to check understanding of the content, e.g., What position is advertised? What are the requirements? etc. C. Go over the activity so students know what they are going to listen for (the advice that Behruz gives Nissi). 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 in the present perfect tense. Both the meaning and the form of this verb tense may be difficult for students.

B Complete the Job Opening advertisement with words from the box.

Opening Job (1)_______________ at Big Tires Automotive!

strengths We are looking for a (2)____________________ mechanic for our Lead Automotive

good fit

Mechanic position in Firestone. The (3)_____________________ include the ability

requirements

to inspect, service, and give maintenance advice for all types of personal vehicles.

Applicants

Your other (4)__________________ should include customer service and excellent

qualified

communication skills. (5) ___________________ for this position should have

Opening

at least two years of experience as a mechanic and availability to work evenings

and weekends as needed. If you meet these requirements, this job could be a (6)__________________ for you!

LISTENING

Listen again to Track 02. Check the advice that Nissi gives to Behruz.  1. look at the job description 2. dress professionally 3. memorize his accomplishments 4. talk about the desired skills 5. arrive early 6. write a thank you note

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTIONS

ANSWERS

Have you ever looked for an internship online?

Yes, I have. I found my last internship online. No, I haven’t.

Has he prepared his resume yet?

Yes, he has. He prepared it last night. No, he hasn’t.

Have you worked in this kind of position before?

Yes, I have. I worked in the same position at my last company. No, I haven’t.

We use the present perfect tense to talk about something that has happened at some unspecified time in the past. Ex: I have worked as a teacher (before). We use the simple past to talk about something that happened at a defined time in the past. We can answer a present perfect question with the simple past if the answer refers to a specific time. Ex: I worked as a teacher when I was younger. 8

Student Book 5 LEFT

Answer Key: B. 2. qualified 3. requirements 4. strengths 5. Applicants 6. good fit C. 1, 2, 5

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. See GRAMMAR. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book beginning on page 119.)

Circle the correct words. 1. Glenda applied / apply for the job yesterday. 2. They haven’t applied / didn’t apply for a job online before. 3. He came in / has come in for an interview yesterday. 4. Have / Did they made him an offer? 5. Have / Did they ask you about your accomplishments at the interview? 6. We didn’t think / haven’t thought he had the requirements for the position. 7. I haven’t found / didn’t find a job opening that I like yet. 8. She hasn’t had / didn’t have a lot of applicants yet for the job opening she posted.

Complete the conversation. Use the words in parentheses. Practice with a partner. Mr. Brown: So, Ms. Hassan. How (1) ___________________ did you hear (you / hear) about our job opening for a technician? Ms. Hassan: I (2)_________ (see) the job posted online last week and I knew I wanted to apply. Mr. Brown: That’s great. (3)___________________ (you / ever / work) in a similar position? Ms. Hassan: Yes. I (4) ________________ (work) as a technician for five years before I left my job to take care of my children. Mr. Brown: Yes, you have a lot of experience and are very qualified for this position. (5)________________ (Has / Have) you worked a full-time position before? Ms. Hassan: No, I haven’t, but I am looking forward to working full time now. Mr. Brown: Wonderful. We (6) ______________ (not / make) a decision yet. We’ll call you next week to let you know if we can make an employment offer.

F. First, point at the verbs in parentheses and elicit the past participle of these verbs (the 3rd column in the verb chart in the back of the book). Have students work individually. Then have them compare their answers in pairs/ groups. Go through the answers together. EXPANSION: Practice the dialog with a partner.

Ms. Hassan: Okay, thank you, Mr. Brown!

G Write the questions. Use the words in parentheses. Have you ever applied for a job online? 1. __________________________________________Yes, I have. (ever apply for a job online)

2. __________________________________________No, she didn’t. (see the internship opening today) 3. __________________________________________Yes, he has. (apply for an internship position before) 4. __________________________________________No, I haven’t. (receive a call from the manager yet) 5. __________________________________________Yes, they did. (call him for an interview yesterday) 6. __________________________________________No, she hasn’t. (accept their offer yet)

intercambio.org/students

G. Have students go over each response and underline signal words (yesterday, before, yet, etc.) that will help them to choose the right tense (i.e., have/has, or did). Have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together.

Answer Key: E. 2. haven’t applied 3. came 4. Have 5. Did 6. didn’t think 7. haven’t found 8. hasn’t had F. 2. saw 3. Have you ever worked 4. worked 5. Have 6. haven’t made G. 1. Have you ever applied for a job online? 2. Did she see the internship opening today? 3. Has he applied for an internship position before? 4. Have you received a call from the manager yet? 5. Did they call him for an interview yesterday? 6. Has she accepted their offer yet? 12

Teacher Book 5 LEFT

REAL LIFE / YOUR LIFE H. Before the task, have students work in pairs/ groups to write 5-6 tips for a successful interview. Then have students compare their ideas with the picture and do the task. Go through the answers together.

Culture Tip Expand the conversation by discussing accomplishments vs. strengths. Talk about the types of social media platforms your students use and how it can make a good impression on a potential employer.

H Read the Top Job Interview Tips. Check whether each person followed the recommendations or not.

1. Marla drove by the community center the day before her interview for a volunteer position so she would know how to get there. She arrived 15 minutes early for her interview the next day.

yes

2. Leo went to a sports game the morning of his job interview. He didn’t want to be late, so he didn’t go home to change his clothes. He arrived at the interview with a baseball hat, jeans and a T-shirt.

yes

3. Rebecca smiled and made eye contact during the interview. At the end of the interview, the hiring manager asked if she had any questions about the company. She said that she didn’t have any right now, but she was going to go home and read all about the company after the interview.

yes

4. Gerard practiced answering some interview questions with a friend the day before his interview. On the day of the interview, he took some deep breaths before going in. He was calm, smiled, often and made eye contact when speaking to the interviewer.

yes

CULTURE TIP Many interviewers now look at your online social media presence and profiles. Some experts suggest you make your online information professional so that you can make a good impression. Do you have anything on your social media profile that could be a problem if a potential employer saw it? In the US, it is normal to talk about your accomplishments and strengths at an interview. Did you do this in your native country when you applied for jobs? 10

Student Book 5 LEFT

Answer Key: H. 1. yes 2. no 3. no 4. yes

intercambio.org/teachers

2 Read the Employee of the Month certificate and answer the questions about Rita and about yourself.

WHAT ARE RITA’S STRENGTHS?

WHAT ARE YOUR STRENGTHS?

_________________________________________

Write two personal or professional accomplishments. Write one area of growth for you (something you would like to improve). ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Their personal and professional accomplishments • If they’ve ever interviewed for a job and what it was like • Their strengths • Areas of growth and what they’d like to improve intercambio.org/students

J. You may propose to students that their learning English is an accomplishment, just as your learning to teach English is one of your accomplishments. Not all students work and have experience with job interviews. You may ask them to talk about their friends, children, or other family members.

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 they have learned about their partners with the group.

Answer Key: I. Rita’s strengths: being on time, skills in two languages, providing support to others, a positive attitude J. Answers will vary.

Teacher Book 5 LEFT

HOMEWORK Walk through each homework activity. These are very similar to activities they did in class. Confirm that they understand each assignment by doing examples. See HOMEWORK. (All bold font within the callouts indicates a reference to the teacher training notes in the back of the book beginning on page 119.)

Lesson 2 • Have You Prepared For Your Interview?

K Complete the sentences. Write the correct form of the words in parentheses. Pre

1. She __________ went (go) to a job interview yesterday. 2. They __________ (apply) for a lot of positions. 3. He __________ (not accept) the offer last week. 4. Fran and Bernie ___________(work) in the field for many years. 5. I ___________(not find) a job that is a good fit yet. 6. Where _______ she ____________(work) before? 7. What ________ he ___________ (do) at his last job? 8. He ________________ (accomplish) a lot during his time at the company.

Circle the best words to complete the conversation. Ms. Franco: So, Ms. Griseldi, How did you hear / have you heard about this position? Ms. Griseldi: I saw / have seen the position online last week. I think I’d be a great fit! Ms. Franco: Have you done / Did you do similar work before? Ms. Griseldi: Yes. At my last job, I had / have had the same position.

Ms. Franco: That’s great. Did you work / Have you worked full time at your last position? Ms. Griseldi: Yes, I did / have. Ms. Franco: Why have you left / did you leave your last job? Ms. Griseldi: I left because I wanted / I’ve wanted to find a job that is a better fit for my qualifications.

JOURNAL PROMPT Write about a time you or someone you know went to an interview. What happened? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Student Book 5 LEFT

Answer Key: K. 2. have applied 3. didn’t accept 4. have worked 5. haven’t found 6. has she worked 7. did he do 8. has accomplished L. 2. saw 3. Have you done 4. had 5. Did you work 6. I did 7. did you 8. I wanted intercambio.org/teachers

L3 RETIREMENT SEEMS SO FAR AWAY By the end of the lesson, students will be able to: • Talk about planning for retirement and common financial activities using could, would and should 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 • A rubber band for pronunciation activity (optional) Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask students what requirements for a mechanic position might be. Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define. • supplemental income - extra money you earn • net income - a person’s income after taxes • gross income - a person’s income before taxes Listening Track 03 Naomi: Hey David. I can’t believe you’ve been here for 6 months already. How do you like your job? David: It’s great. I love the schedule and our company has great benefits. Naomi: Yeah – it does. And now that you’ve been here for 6 months, you know you can enroll in the 401k retirement plan, right? The company will match 3% of anything you save. It’s like free money! David: Really? That’s great! Retirement seems so far away, though. And it’s hard for me to save anything right now. I live paycheck to paycheck, you know? Naomi: Yeah – I ‘ve been there before. I’m sure you’ll get a raise next year. Maybe you’ll be able to save money then. David: Yeah – I really should start saving some money, but I don’t know how. Naomi: You could see if your bank has a financial advisor you can talk to. Some banks offer a free consultation. David: That’s a good idea. Maybe they could help me think of some ways to cut down on my monthly expenses. Naomi: We make a monthly budget. It helps us make sure we aren’t living beyond our means. David: I’m going to see what I can do. I’ll start by finding out more about our retirement plan. Thanks for your advice!

Teacher Book 5 LEFT

RETIREMENT SEEMS SO FAR AWAY

Pre Listening warm-up. Track 03: Where are they? Pre Explore the pictures. What do you see? Read the Pre question, play track, elicit answer.

VOCABULARY WORDS & PHRASES A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Financial, social, pension all have the sh sound.

A Repeat after your teacher. Common Expressions: live paycheck to paycheck live beyond your means on the side

retirement plan

Medicare

investment

financial advisor

spend money on _____

supplemental income

pension

risky

social security

net vs. gross income

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

SOUNDS LIKE BLACK CAT financial 1._______________________

2._______________________

financial

transfer

income

advisor

plan

paycheck

retirement

pension

that

part

Medicare

can

3._______________________ 4._______________________ 5._______________________

intercambio.org/students

Pronunciation The BLACK CAT sound: Lower your jaw completely. Touch the back of your bottom teeth with the tip of your tongue and say cat. You can use a rubber band and stretch it vertically to show how the mouth opens for BLACK CAT. See Pro Fun for more practice. NOTE: Identifying the stressed syllable may help students identify the color of the word.

Answer Key: Pronunciation: financial, transfer, plan, that, can intercambio.org/teachers

VOCABULARY PRACTICE

B Complete the crossword puzzle with vocabulary words from this lesson. 1 2s

3 4 5 6

ACROSS 2. In the US, many people receive _________ Security when they retire. 6. Some companies offer a ___________ plan. DOWN 1. She doesn’t like that investment. She thinks it’s too _____. 2. Some people do work on the side to earn __________ income. 3. __________ is a US government program that provides health coverage to citizens over the age of 65 and others who qualify. 4. People in the US _______ a lot of money on health care. 5. Only a few people in the US, such as teachers and government workers, receive a ________ when they retire.

LISTENING

Listen again to Track 03. Circle True or False. 1. Both people work at the same company.

TRUE

FALSE

2. Their company has a retirement plan.

TRUE

FALSE

3. Their company will match 10% of anything they save.

TRUE

FALSE

4. David is saving money this year.

TRUE

FALSE

5. She thinks it is a good idea to make a budget.

TRUE

FALSE

LANGUAGE TOOLS

D Listen to your teacher and repeat. You could talk to a financial planner if you want some advice. If you want a safer investment, you shouldn’t get one that’s too risky. He would save more money if he didn’t have so many expenses. Sentences with if: These sentences have two parts. We use should/shouldn’t to give advice. We use could/couldn’t to express a possibility. Could/should + base form of verb + if + present tense of verb. We use would/wouldn’t to talk about a situation that is not true now. Would + base form of verb + if + past tense of verb. 14

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

C. Go over the activity so students know what they are going to listen for (true/false). Play track once without stopping. Pause to check answers in pairs. Play trackGagain as many times as necessary. Stop if necessary. EXPANSION: Have students correct the false statements. D. FOCUS: Real and unreal conditionals, and statements with could, should, would.

Student Book 5 LEFT

Answer Key: B. ACROSS: 2. supplemental 6. retirement DOWN: 1. risky 2. supplemental 3. Medicare 4. spend 5. pension C. 2. True 3. False 4. False 5. True 18

Teacher Book 5 LEFT

GRAMMAR PRACTICE

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

c If she didn’t spend so much on shopping, 1. ____

a. but he couldn’t.

2. ____ If they want to make more money,

b. they’d use a wire transfer.

3. ____ He wanted to save more,

c. she’d have more money.

4. ____ She shouldn’t spend so much money

d. if she wants to save more.

5. ____ If they wanted to send money to their family in Peru,

e. if he wants more information.

6. ____ He could talk to a financial advisor

f. they could do something on the side.

Circle the best word to complete the sentences. 1. That investment is too risky. He should / would choose a different kind of investment. 2. If they want to send money to another country, they would / could use a wire transfer. 3. They could / should save more money, but they can’t. They live paycheck to paycheck. 4. We shouldn’t / couldn’t live beyond our means. We need to save more! 5. Rita and Terry would / should have more money if they did something on the side. 6. If they didn’t have supplemental income, they shouldn’t / wouldn’t be able to save. 7. If we want to know more about retirement options, we could / would talk to a financial advisor. 8. She is almost 65 years old. Do you think she would / should sign up for Medicare?

G Answer the questions. Practice with a partner. G. Do a couple of similar examples to help students understand the task. EXPANSION: Ask and answer questions in pairs.

1. What should I do to plan for retirement?

You should make a budget. _____________________________________________ (make a budget)

2. Where could they go to get more information? _____________________________________________ (take a financial class) 3. What would she do if she retired next year?

_____________________________________________ (volunteer in the community)

4. What could Brenda and Lee do to save more? _____________________________________________ (compare prices at the grocery store) 5. What kind of investment should he make?

_____________________________________________ (one that’s not too risky)

6. Where would Nora like to retire?

_____________________________________________ (in Guatemala)

intercambio.org/students

Answer Key: E. 2. f 3. a 4. d 5. b 6. e F. 2. could 3. should 4. shouldn’t 5. would 6. wouldn’t 7. could 8. should G. 2. They could take a financial class. 3. She would volunteer in the community. 4. They could compare prices at the grocery store. 5. He should make the one that’s not too risky. 6. She would like to retire in Guatemala. intercambio.org/teachers

REAL LIFE / YOUR LIFE

Look at the chart about how people in different countries spend their income. Answer the questions and compare with a partner. PERCENTAGE OF INCOME SPENT BY COUNTRY (2013) Source: Eurostat (https://ec.europa.eu/eurostat) Category Spends the Most Spends the Least Housing & Utilities Japan (25.3%) Russia (10.3%) Food Russia (30.7%) USA (6.8%) Transportation Mexico (19%) Saudi Arabia (9.1%) Recreation Australia (10%) India (1.5%) Health Care USA (20.9%) Saudi Arabia (1.7%) Restaurants and Hotels European Union (8.2%) India (2.6%) Clothing Russia (9.2%) Mexico (3%) Furniture Saudi Arabia (7.3%) South Korea (3.3%) Communications Saudi Arabia (6.3%) India (1.1%) Alcohol & Cigarettes Russia (8.3%) Saudi Arabia (.5%) Education South Korea (6.7%) Russia (1.1%)

H. First, explain how to read the chart. Have students work in pairs to answer the questions. Then go through Jthe answers together.

1. Where would you spend the highest percentage of your income on food? ___________________________________________ 2. Where would you spend the lowest percentage of your income on health care? ___________________________________________ 3. What percentage of their income do Russians spend on alcohol and cigarettes?

___________________________________________

4. Do South Koreans spend more on furniture or on education?

___________________________________________

5. Where would you spend the highest percentage of your income on transportation? ___________________________________________

Look at the gross and net pay in the pay stub below. Discuss with a partner the difference in the gross and net pay amounts. Why is the net pay less? 123 - John J Doe

Pay Period 06/16/19 to 06/29/19

Rate 12.00

Hours 80

262.50 96.60 222.25 297.60

Health Insurance 401k Parking

00.00 00.00 00.00

NET PAY

$790.00

$3,950.00

Federal Income tax FICA - Medicare CO State Income Tax FICA - Social Security

960.00

4,800.00

Other Deductions

Student Book 5 LEFT Your Employer 1234 Main Street Boulder, CO 80304 PAY

52.50 13.92 44.45 59.52

YTD 4,800.00

Gross Pay

Required deductions

This Period 960.00

Earnings

Check Number: 005 Pay date: 07/12/19

***Seven hundred and ninety dollars and 00 cents**********************************************$790.00 VOID AFTER 90 DAYS

To the Order of John J Doe 321 Any Road Boulder, CO 80304

Employer Signature Authorized Signature

Answer Key: H. 1. In Russia 2. Saudi Arabia 3. 8.3% 4. education 5. Mexico I. Answers will vary. 20

Teacher Book 5 LEFT

I. After students have discussed the questions in pairs/ groups, have each of them share their partner’s answers with the class.

CULTURE TIP

Culture Tip Explain “assisted living” and its types. Where do people live when they cannot live alone in your country? J. Before the task, ask What generations and their characteristics do you know of? Elicit: baby boomers, generation X, millennials. Ask What generation are you from? Explain how to read the chart. Have students discuss which things they would most like to do when they retire. NOTE: If understanding the chart is challenging for your students, do this activity together.

Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then ask some students to share what they have learned about their partners with the group.

Many people in the US save money for retirement to pay for moving into an assisted living facility because they may not be able to take care of themselves and live on their own. Assisted living ranges from independent-style living to full-time nursing support. The quality of care in assisted living communities can be very different. How is this different from your native country?

Look at the chart. Circle your generation and things you would like to do when you retire.

ANTICIPATING RETIREMENT

What each generation of Americans is looking forward to most 50% MILLENNIALS: born between 1980 and 2000

40%

GENERATION X: born between 1960 and1980

30%

BABY BOOMERS: born between 1943 and 1960 Post Millennials: born after 2000

20%

10%

TRAVELING

SPENDING MORE TIME WITH FAMILY

PURSUING HOBBIES

WORKING IN SAME FIELD

GETTING INVOLVED IN COMMUNITY

SWITCHING CAREERS OR STARTING A BUSINESS

NONE OF THE ABOVE

SOURCE: TRANSAMERICA CENTER FOR RETIREMENT STUDIES, “THE RETIREMENT READINESS OF THREE UNIQUE GENERATIONS: BABY BOOMERS, GENERATION X, AND MILLENNIALS,” APRIL 2014.

K Check whether you would like to do these things when you retire. learn a new skill

definitely

maybe

definitely not

remodel my home

definitely

maybe

definitely not

travel to a different country

definitely

maybe

definitely not

help take care of grandchildren

definitely

maybe

definitely not

work

definitely

maybe

definitely not

read

definitely

maybe

definitely not

volunteer

definitely

maybe

definitely not

other: ____________________________

definitely

maybe

definitely not

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Things you would or wouldn’t like to do in retirement and why • Differences and/or similarities between you and others in your generation • What you think you should do to reach your retirement goals intercambio.org/students

intercambio.org/teachers

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

HOMEWORK

Lesson 3 • Retirement Seems So Far Away

Write the correct word to complete each sentence. should (would / should) go? 1. I want to learn more about managing my money. Where do you think I ___________

2. What __________________ (could / would) she do to save more money? 3. They want to learn more about Social Security. They _____________ (could / would) look at the website. 4. Where ________________ (could / would) they like to live if they could live anywhere?

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

5. I really think Brenda ________________ (should / would) do something on the side to earn supplemental income. 6. We aren’t sure if we ____________________ (would / should) work part time if we were retired. 7. There are a lot of options. He ____________________ (should / could) open a 401k, a pension plan, or other type of retirement plan.

M Complete the conversation with the best word: could, would or should. Alon: Hi, Craig. You’re a financial advisor, right? (1) _______________ I ask you a couple questions about Could saving for retirement? Craig: Sure. What (2)_________________ you like to know? Alon: Well, I’m not sure what to do to start saving, and I need some advice. What (3)_______________ I do? Craig: First of all, you (4)_________________ make a monthly budget. It’s really important to know how much money you are spending each month. Alon: Okay. Where (5)__________________ you go to get help making a budget and planning for retirement if you needed it? Craig: I (6)___________________ check with my local bank or city government to see if they offer free financial literacy classes. Alon: Great idea. Do you think I (7)___________________ learn more about Social Security, Medicare, and pensions, too? Craig: Yes, you (8)__________________. It’s important to know about all the options available to you.

JOURNAL PROMPT Do you think it is important for the government to help people when they retire? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 18

Student Book 5 LEFT

Answer Key: L. 2. could 3. could 4. would 5. should 6. would 7. could M. 2. would 3. should 4. should 5. would 6. would 7. should 8. should

Teacher Book 5 LEFT

L4 THE CITY HAS BEEN WORKING HARD By the end of the lesson, students will be able to: • Talk about local government initiatives and what has been happening in their town or city 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 Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask students When should a person start preparing for retirement? What can be done? Review homework from last lesson. Be sure to respond to their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • initiative - a strategy to improve a situation • affordable housing - homes reserved for people with low incomes Listening Track 04 Reporter: Good afternoon. I’m Julia Brown reporting live from the Silverton city council meeting today about several important issues. Here with me today is concerned citizen Jacob Worley. Tell me Jacob, why are you here? Jacob: I am here to voice my opinion about important problems facing our town. Reporter: What kinds of issues has your town been dealing with? Jacob: Well, they haven’t been building enough affordable housing, and schools are too crowded. We need more options. Reporter: Do you feel like the mayor has been doing a good job? Jacob: She’s been working on a lot of initiatives to bring business and jobs to town, but we need to create more housing and education options for our citizens. Reporter: Thank you, Jacob. We’re glad you’re here today to share your opinions. It is so important for citizens like you to be involved in their local government initiatives. I’m Julia Brown, reporting live for Silverton News.

intercambio.org/teachers

THE CITY HAS BEEN WORKING HARD Pre Listening warm-up. Track 04: Where is the reporter?

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

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: mayor, governor, and other similar words are only capitalized when they are part of a title.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. tax

proposal

candidate

citizens

city council

mayor

governor

vote for/against

sustainable

affordable housing

voice an opinion

deal with an issue

Phrasal verbs: work on (something), deal with (something)

initiative

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

STRESS ON FIRST SYLLABLE

STRESS ON SECOND SYLLABLE

1.__________________________ council

1.__________________________

2.__________________________

3.__________________________

4.__________________________

5.__________________________ 6.__________________________

council committee initiative candidate mayor governor citizens support government sustainable intercambio.org/students

Pronunciation After you read the words and students repeat, have them do the task individually or in pairs. You can clap to show the stressed syllable as you read the words. Then read the words and have them check their answers. You can write the words on the board and mark the stress. EXPANSION: Focus on the the difference between committee and comedy by talking about word stress (comedy - AUBURN DOG; committee - SILVER PIN), as well as mayor and major (using Pro Fun y/j practice).

Answer Key: Pronunciation: Stress on first syllable - candidate, mayor, governor, citizens, government; Stress on second syllable - committee, initiative, support, sustainable 24

Teacher Book 5 LEFT

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

B Write the correct word to complete each sentence. 1. There are three __________________________ (candidates / initiatives) for mayor. candidates 2. Each state has only one __________________ (mayor / governor). 3. Homes are too expensive! ______________________________(Affordable housing / City council) is a problem in our town. 4. A new _____________ (tax / citizen) on businesses will help us pay for city programs.

5. Who are you going to ______________ (vote / voice) for? 6. The city has a new proposal for an ______________ (initiative / issue) to improve public roads and parks. 7. The governor has created a ___________________ (committee / vote) to work on education. 8. The environment is important! We need more ______________________ (sustainable / affordable)

C. Play the track without stopping. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed or stop the track after each sentence with a gap.

businesses.

LISTENING

Listen again to Track 04. Complete the sentences. City Council meeting. 1. Julia Brown is reporting from the Silverton _________________

2. Jacob is there to _________ his opinion about problems facing the town.

3. He thinks the town hasn’t been building enough affordable _____________. 4. He thinks __________ are too crowded. 5. The mayor has been working on a lot of ___________.

LANGUAGE TOOLS D. FOCUS: Present perfect continuous tense. Provide more examples relevant to your students. See GRAMMAR.

D Listen to your teacher and repeat. QUESTIONS

RESPONSES

What issues has your town been dealing with?

We’ve been deciding where to allow new development.

What has the committee been working on?

They’ve been working on the budget for next year.

Has the mayor been doing a good job on crime?

Yes, we haven’t been having as much crime as before.

We use the present perfect continuous tense to talk about something that started at an unspecified time in the past and continues now. It is formed with have/has + been + _______ing. 20

Student Book 5 LEFT

Answer Key: B. 2. governor 3. Affordable housing 4. tax 5. vote 6. initiative 7. committee 8. sustainable C. 2. voice 3. housing 4. schools 5. initiatives intercambio.org/teachers

GRAMMAR PRACTICE

Match the parts of the sentences. b They’ve 1. ___

a. has been working on important decisions.

2. ___ We haven’t been having

b. been doing a lot of work.

3. ___ The city council

c. a great job.

4. ___ Our town has been

d. dealing with a lot of issues.

5. ___ She has been doing

e. a lot of crime.

Complete the conversation with the correct form of the verb in parentheses. Janice: Hi Luis. (1) ____________________ (you / go) to the city council meeting yesterday? Did you go Luis: Yes, I did! I’ve been (2)_____________ (go) to every meeting since July. Janice: Are they (3)_______________ (work on) important decisions? Luis: Yes. They’ve been (4)______________ (deal) with how to lower crime in our city. Janice: (5)_______________________ (they / have) any good ideas? Luis: Yes. They’ve been (6)________________ (try) to create a sustainable business program. Other people in the community have also been (7)________________ (help). Janice: That’s an important issue. Maybe next time (8)______________ ( I / go) with you to the meeting. Could you send me the meeting information? Luis: Sure. I just (9)______________ (send) it to your email. Hope you can go!

G Complete the sentences using the present perfect continuous. Use the words in parentheses. 1. They ___________________________________________________(support) the mayor for a long time. have been supporting 2. We _____________________________________(make) important decisions about affordable housing. 3. She ____________________________________________(work) on the sustainable business program. 4. I _____________________________________________ (read) information about all of the candidates. 5. He _______________________________________________ (work) on the city council for many years.

H Complete the conversation using the present perfect continuous. Use the words in parentheses. Practice with a partner.

1. Q: What __________________________________________________ (the city / do) to help its citizens? has the city been doing A: We _________________________________(look) for ways to involve more people in city decisions. 2. Q: How long ___________________________________________ (the governor / work on) that issue? A: He _____________________________________________ (deal with) the issue since he took office. 3. Q: Has the city council ________________________________________ (support) any new initiatives? A: Yes, they ____________________________ (work on) an initiative to support education programs. intercambio.org/students

F. In this activity, students need to decide when to use the new tense they have just learned (present perfect continuous) and when to use other tenses they have learned in previous levels. To help students use the correct tense, have them underline signal words (e.g., yesterday, since July). G. EXPANSION: Have students read the complete sentences aloud using contractions (e.g., They’ve been supporting the Mayor for a long time). H. First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together.

Answer Key: E. 2. e 3. a 4. d 5. c F. 2. going 3. working on 4. dealing 5. Have they had 6. trying 7. helping 8. I’ll go 9. sent G. 2. have been making 3. has been working 4. have been reading 5. has been working H. 1. have been looking 2. has the governor been working on/has been dealing with 3. been supporting/have been working on 26

Teacher Book 5 LEFT

REAL LIFE / YOUR LIFE I. After students have discussed the questions in pairs/ groups, go through the answers together.

Read about the candidates for mayor of Silverton. Circle your answers. Compare and discuss with a partner.

Alexis Lee, 57 Michael O’Brien, 37 • Grew up in Silverton and • Has been working as the CEO earned a Master’s Degree in of a large private company for Public Administration and over 10 years Planning • Supports lower taxes for • Supports more education businesses to increase the opportunities, lower health care number of jobs in the town costs, and better public parks • Has been serving on the city council for three years

Pamela Dorkova, 36 • Has been working on the city’s environmental committee for two years • Supports a ban on plastic , adding neighborhood watch to reduce crime, and proposes a small tax increase to pay for more city recycling programs

1. Which candidate has been working on the city council? Alexis Lee

Michael O’Brien

Pamela Dorkova

2. Which candidate do you think would support a proposal for a new city park? Alexis Lee

Michael O’Brien

Pamela Dorkova

3. Which candidate do you think would support a solar energy program for Silverton? Alexis Lee

Michael O’Brien

Pamela Dorkova

4. Which candidate do you think would support more business development in the city? Alexis Lee

Michael O’Brien

Pamela Dorkova

Michael O’Brien

Pamela Dorkova

Michael O’Brien

Pamela Dorkova

5. Which candidate do you think will reduce crime? Alexis Lee 6. Which candidate would you vote for? Alexis Lee

Why?________________________________________________________________________________

Culture Tip EXPANSION: Which positions have the most power where you grew up? Mayors? Council?

CULTURE TIP In the US, there are different kinds of local governments (for example, town council vs. city mayor). Some communities are controlled more by county commissioners and some are led by a mayor. Salaries for mayors and council members can be very different. Some are paid very little and others are paid a lot. Who is the mayor where you live? Where does your city council meet? 22

Student Book 5 LEFT

Answer Key: I. 1. Alexis Lee 2. Alexis Lee 3. Pamela Dorkova 4. Michael O’Brien 5. Pamela Dorkova 6. Answers will vary.

intercambio.org/teachers

4 J

Match the issue to the best proposal. ISSUES 1. _____ f The city has been having too much crime.

PROPOSALS a. Free full-day kindergarten for city residents

2. _____ Citizens have been having a lot of health b. A city tax to pay for better public transportation problems. 3. _____ People have been asking for more sustainable city policies.

c. A ban on plastic bags and straws, and free recycling for city residents

4. _____ Young children haven’t been going to kindergarten because it costs too much and their parents work.

d. More residential development with different housing options

5. _____ Many people are not able to travel around the city without a car.

e. A tax on sugary drinks that will pay for local diet/exercise programs

6. _____ People have been having a difficult time finding homes that they can afford.

f. A neighborhood watch program with training by the city

K Opinion Survey! Check whether you are in favor of (agree with) or against (disagree with) the following proposals. a. ban on plastic bags

in favor

against

b. taxes on sugary drinks

in favor

against

c. taxes to support free education for young children

in favor

against

d. health care programs paid for by the city

in favor

against

e. a neighborhood watch program

in favor

against

f. initiative to allow homeless people to camp on the street

in favor

against

g. taxes for better public transportation

in favor

against

h. legalized marijuana with taxes to support city programs

in favor

against

i. more housing development

in favor

against

j. lower taxes for large companies to come to the city

in favor

against

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Their opinions on the proposals in activity K and why they are for or against them • If there are other issues they feel strongly about in their town, city, or in the US • Your local government and current issues • Local elected officials

WORD BANK

Opinion starter In my opinion... It seems to me.... Disgreement I’m sorry, but I disagree. I don’t (agree) Agreement I agree. I think so, too.

intercambio.org/students

Answer Key: K. 2. e 3. c 4. a 5. b 6. d L. Answers will vary. 28

Teacher Book 5 LEFT

J. EXPANSION: Have students work in pairs and cover the proposals column to come up with their own proposals first. Then have them open the second column, do the matching, and compare the answers with their own ideas.

K. Encourage students to make notes.

Conversation Discuss the composition of the local government, names of officials, and current issues. As a field trip, consider taking your students to a city council meeting or asking a local official to come to class. Before the discussion, review the language to express opinion, agreement, and disagreement. 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 they have learned about their partners with the group.

HOMEWORK

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

Lesson 4 • The City Has Been Working Hard

Complete the sentences. Use the present perfect continuous.

Pre

1. Our governor __________________________ has been proposing (propose) many new initiatives. 2. The city _________________________ (build) new housing. 3. There aren’t enough housing options. They _______________________ (not / build) many new homes. 4. Most people _________________________ (support) the mayor’s programs. 5. Jan and Greg ____________________________ (work on) on the Education Committee. 6. She __________________________ (not / deal with) the issues that are important to me.

M Complete the letter. Use words from the box. has

Dear Mr. Mayor: supporting I have been (1)____________________ you for many years, and I think you have

been (2)_______________ a good job. However, lately our town (3)____________ been having a lot of problems with our parks. I (4)____________ been (5)____________________ trash all over my neighborhood park for weeks now. Yesterday, I even (6)____________ an old couch someone left at the park. I would like to ask you to please (7)_____________ with this (8)_______________ as soon as possible. Maybe you can form a (9)_________________________ to decide what to do or talk about it at the next (10)______________________________ meeting.

deal issue city council have doing finding found supporting

committee

Sincerely, Joe Franklin

JOURNAL PROMPT Are you involved or do you see yourself getting involved in your local government? Why or why not? What issues are important to you? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 24

Student Book 5 LEFT

Answer Key: M. 2. has been building 3. haven’t been building 4. have been supporting 5. have been working on 6. hasn’t been dealing with N. 2. doing 3. has 4. have 5. finding 6. found 7. deal 8. issue 9. committee 10. city council intercambio.org/teachers

L5 THEY WON’T GET HELP UNLESS THEY KNOW IT’S A PROBLEM By the end of the lesson, students will be able to: • Talk about common addictions in the US and their native country • Use even though, unless, and because in explanations What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the pronunciation activities • Different support group flyers (optional) • 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. Ask students What have you been doing since our last class? Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • substance abuse - a dependence on alcohol or drugs; you can’t stop taking drugs or drinking Listening Track 05 Radio Talk Show Radio Host: Welcome to our show. Today we’re talking about addiction in the US. We have with us Dr. Yang, who is an expert in addiction and recovery. Dr. Yang, welcome to the show. Dr. Yang: Thank you for having me. Radio Host: So, tell us about this growing problem in the US. Dr. Yang: Well, millions of Americans struggle each year with addiction to substances and harmful behaviors. Even though the US spends more than any other country on healthcare, addiction is still a major problem. Radio Host: Really? What should people do if they know someone struggling with an addiction? Dr. Yang: The first step is to talk to the person in a kind way. Many people don’t get help unless they realize they have a problem and feel supported. Radio Host: That’s good advice. We’ll talk more about how to do that after this short commercial break.

Teacher Book 5 LEFT

5 THEY WON’T GET HELP UNLESS THEY KNOW IT’S A PROBLEM Pre Listening warm-up. Track 05: What kind of show is this? What’s it about? Pre Explore the pictures. What do you see? Read the Pre question, play track, elicit answer.

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Make sure they pronounce caffeine with 2 syllables and alcohol with 3. Pronunciation To make the sh sound keep your tongue in the middle of your mouth. Your teeth almost touch. Blow air over your tongue and teeth continuously. See Pro Fun for more practice.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. recovery support group harmful be addicted to opioids/pain killers

occasional vaping caffeine

behavior drugs alcohol

substance abuse social media

PRONUNCIATION A

Listen and repeat after your teacher. Practice the SH sound. Write the words that have the SH sound in the box. 1.____________________________ 2.____________________________ 3.____________________________ 4.____________________________

shop

support

addicted

challenge

social

chef

substance

action

intercambio.org/students

intercambio.org/teachers

Answer Key: Pronunciation: shop, social, chef, action

VOCABULARY PRACTICE

B Look at the support group flyer. Fill in the blanks. Use the words in the box. Start Your Road to (1)

Recovery

You don’t have to go through your addiction alone. We have a number of (2)_________________where you meet and share your challenges and success stories with others who are struggling with (3)________________________. Join a group today, and start working on a healthier you.

Pain-free living

Substance-free living

(7)______________ addiction

This online support group This group is for people Do you check your phone connects you with others who are at any stage in the moment you wake across the country who their recovery process. up? Are you constantly want to live without taking Whether you currently take checking how many likes highly addictive illegal (5)_________ or drink your posts have? Learn (4)________________. (6)______________, this group will how to develop healthy Join today at help you get on a better path. technology habits. www.stopnow.com Join us on Tuesdays Join us on at 6:00 pm. Thursdays at 8:00 pm.

alcohol Recovery support groups opioids Social media drugs addiction

LISTENING

Listen again to Track 05. Circle the correct answers. 1. Dr. Yang is an expert in addiction and

a. recovery.

b. social media.

2. Millions of Americans struggle with addiction to substances and

a. harmful behaviors.

b. cigarettes.

3. The US spends more than any other country on

a. addiction.

b. health care.

4. Many people don’t get help unless they realize they have a

a. a problem.

b. friend.

LANGUAGE TOOLS

D Listen to your teacher and repeat. Many people don’t get help unless they know they have a problem. Unless they know they have a problem, many people don’t get help. I’m not addicted to my phone even though I check it every morning. Even though I check my phone every morning, I’m not addicted. She is going to a support group because she wants help. Because she wants help, she is going to a support group. • We use unless to talk about something that will happen only if something else happens (or doesn’t happen). • We use even though to state a fact that doesn’t support your conclusion. • We use because to give a reason for something. 26

Student Book 5 LEFT

Answer Key: B. 2. support groups 3. addiction 4. opioids 5. drugs 6. alcohol 7. Social media C. 2. a 3. b 4. a

Teacher Book 5 LEFT

B. First, have students work individually. Then E compare have them their answers in pairs/ groups. Finally, go through the answers together. EXPANSION: Bring in different support group flyers and ask students to find and underline the vocabulary from the lesson. Make sure the flyers contain some of the words given in the box. F Ask additional questions to check understanding of the content, e.g., Who is it for? When do they meet? etc. 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 their work. Play it multiple times if needed. D. FOCUS: G Complex sentences with unless, even though, and because. NOTE: We use a comma if we begin the sentence with unless, even though, or because. Students may have difficulty differentiating between unless and if. Simply stated, unless means “if not” or “except if.” Even though means “despite the fact that.” Provide more examples, e.g., Unless you have an amazing memory, repetition is very important. Even though I like dogs, I don’t want one.

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

Circle the correct words. 1. Drinking the occasional cup of coffee because / unless you’re tired doesn’t mean you’re addicted. 3. He struggles with drug abuse even though/ unless he has support from his family.

2. Unless / Because she changes her eating habits, she will gain weight.

5. Even though / Unless she spent all day on the Internet, she still wants to check her email.

6. Victor stays on social media late at night even though / because it makes him tired in the morning. 8. I have an occasional glass of wine with dinner unless / because I enjoy it.

7. They don’t use pain killers unless / because they are in pain.

4. Even though / Because he wanted help with alcohol abuse, he joined a support group.

Correct the sentences. Change the connecting words to unless, because or even though. 1. Unless I had to stay up late, I drank a cup of coffee. ____________________________________________________________________________ Because I had to stay up late, I drank a cup of coffee. 2. She will continue to have substance abuse issues even though she gets help. __________________________________________________ 3. Vaping will continue to be a growing problem because people get educated about the risks. _______________________________________________________________________ 4. Because we take pain killers, we have a lot of pain. ___________________________________________________________________________ 5. Tony is not addicted to drugs anymore even though he went to rehab. _________________________________________________________ 6. They kept drinking alcohol unless they knew they were drinking too much. ______________________________________________________

G Add the connecting word even though, because or unless and match parts of the sentences. G. If students have difficulty matching the sentences, have them find and underline the key words first (e.g., coffee - caffeine; mother's - she).

1. He still struggles with taking opioids___________________ even though

___ I used to struggle with caffeine addiction.

2. I don’t drink coffee ________________

___ she has homework due.

3. We’re worried about our mother’s addiction ______________ ___ someone buys him a beer. 4. She’s on social media too much ________________________ ___ 1 he went to a drug recovery program. 5. They won’t know they have a problem _________________

___ she lives alone without support.

6. He says he won’t drink tonight _____________________

___ you tell them their behavior is an issue.

intercambio.org/students

Answer Key: E. 2. Unless 3. even though 4. Because 5. Even though 6. even though 7. unless 8. because F. 2. unless 3. unless 4. Even though 5. because 6. even though G. 2. because I used to struggle with caffeine addiction. 3. because she lives alone without support. 4. even though she has homework due. 5. unless you tell them their behavior is an issue. 6. unless someone buys him a beer. intercambio.org/teachers

REAL LIFE / YOUR LIFE

H Read the brochure about addiction in the US. Answer the questions. Discuss your answers with a partner.

I H. Before the task, have students brainstorm what common addictions they know. Write students’ ideas on the board. Have students read the brochure to check their ideas. Have students work in pairs/groups to discuss the questions. Then go through the answers together. J

1. What are two addictions in the US that surprised you? Why? ______________________________________________________________________________________ 2. What warning signs surprised you? Why? ______________________________________________________________________________________ 3. What addictions are common in your native country? ______________________________________________________________________________________ 4. What do you think can be done to change the 1 in 4 addiction rate for people under age 18? ______________________________________________________________________________________

CULTURE TIP Addiction is when someone can’t stop doing an action or behavior. Addiction can be harmful for your physical, emotional, or mental health. If you know someone who is addicted to something and needs help, there are many resources, such as Alcoholics Anonymous or Narcotics Anonymous. There are also recovery centers in every state. Check www.findtreatment.gov to find a recovery/rehab center in your area. How do people get help for addiction in your native country? 28

Student Book 5 LEFT

Answer Key: H. Answers will vary.

Teacher Book 5 LEFT

Culture Tip Expand the conversation by asking Do you know of any treatment centers in your community here or in your native country? Use The Immigrant Guide (Health and Medical) to spark more discussion.

I I. Before the task, ask What are the typical signs of addiction? After students have discussed the question in pairs/ groups, have them do the task to check their ideas.

5 Read the list of signs of addiction. Fill in the blanks with words from the box.

Signs of Addiction You need more and more of the

substance

or activity.

even though You can’t stop

substance

it.

know work

You lie about it or don’t want other people to

about it.

thinking

doing

about it.

J. Encourage students to elaborate on their answers.

You can’t stop

You continue to do it it hurts you or people close to you. It affects your health, relationships or finances.

Think about the list above and read the sentences. Check whether you think the situation is substance abuse, behavior addiction, or not an addiction. Actions

Addiction

Not Addiction

1. Kate eats too much when she is feeling stressed.



2. Jeff uses dangerous drugs for fun, but only on the weekends.



3. I have to check my social media accounts at least 3 times a day.



4. His uncle exercises twice a day, seven days a week.



5. My mother has occasionally taken pain killers for the past 5 years.



6. Silvia drinks 4 cups of coffee every day and gets tired without caffeine.



It depends... (notes)

CONNECT WITH CONVERSATION Get to know a partner: Talk about: • If they think the situations in Activity J are addictions and why • Which addictions they think are most common • Which addictions they think are most dangerous • Why children can struggle with addictions even though they come from strong, supportive families • What they would say to friends or families who may have addiction issues intercambio.org/students

intercambio.org/teachers

Answer Key: I. 2. thinking 3. doing 4. even though 5. know 6. work J. Answers will vary.

HOMEWORK

Lesson 5 • They Won’t Get Help Unless They Know It’s A Problem

K Circle the correct words. 1. She checks the internet daily because / even though it’s her job.

2. Even though / Because I smoke every day, I can stop when I want to.

3. They don’t think drinking alcohol is an issue because / unless someone tries to drive.

4. She joined a support group even though / unless she felt embarrassed.

Pre

5. Because / Even though they saw a sale flyer, they are going to go shopping this weekend.

6. Monica knows she’s addicted to caffeine because / unless she gets a headache when she doesn’t drink coffee. 7. He wasn’t a good student even though / unless 8. Unless / Because I do my homework, I won’t be he went to very good schools. ready for tomorrow’s class.

Correct the sentence using because, even though, or unless. 1. Diana doesn’t abuse drugs because some of her friends do.

even though ___________________________

2. Unless he’s concerned about his health, he joined a gym.

___________________________

3. They are going to go on a road trip tomorrow because it snows.

___________________________

4. Unless he had surgery, he needs to take pain killers.

___________________________

5. We are going to eat a lot tomorrow even though it’s Thanksgiving. ___________________________ 6. She doesn’t eat breakfast because she knows it’s good for her.

___________________________

JOURNAL PROMPT What do you think are signs that someone is addicted to something? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Student Book 5 LEFT

Answer Key: K. 2. Even though 3. unless 4. even though 5. Because 6. because 7. even though 8. Unless L. 2. Because 3. unless 4. Because 5. because 6. even though

Teacher Book 5 LEFT

L6 I WISH I’D TRIED IT By the end of the lesson, students will be able to: • Talk about their regrets using the past perfect tense • Share their hopes and dreams 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 • Screenshots from movie The Bucket List for Activity J (optional) Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Say Even though I know that drinking coffee is not good for my health, I have two cups of coffee every day. What addictions do you have? Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • regret - to want to change something you did • have courage - to be brave; to not show fear in a scary or dangerous situation • take advantage of - to use something/someone to get what you want. Can be good or bad. Provide a few examples.

Listening Track 06 Elena: Hey Beto! I heard you’re moving! I’m sad to hear you’re leaving! Beto: Yes, I got a job in Houston, so I’m moving at the end of the month. I’m excited, but I’m going to miss my life here. Elena: What will you miss the most? Beto: I’ll miss my friends the most. I wish I’d spent more time with them. Elena: Yeah. We’ll miss you too. And you still haven’t tried my famous chocolate cake! Beto: Ah! I wish I’d tried it. Elena: What are you looking forward to doing in Houston? Beto: I’m looking forward to buying a house. The houses are more affordable there. Elena: Yeah. Housing is expensive here. Beto: I know. I’m also looking forward to trying new kinds of food, Houston has a lot of choices. Elena: I’ve heard that. I hope that I can visit you in Houston! Beto: Yes, please do!

intercambio.org/teachers

I WISH I’D TRIED IT Pre Listening warm-up. Track 06: What’s Beto’s news?

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

VOCABULARY WORDS & PHRASES

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Adventurous is usually pronounced with 3 syllables (adven-trus).

A Repeat after your teacher. worry

forgive

reconnect

regret

be adventurous

experience new things

take advantage of

Phrasal verbs:

stand up for (myself )

take care of (myself )

Expression:

stay in touch

PRONUNCIATION A

worry

courage

hurt

regret

touch

forgive

stand

care

advantage

can

adventurous

stay

pain

cake intercambio.org/students

Answer Key: Pronunciation: 1. regret 2. forgive 3. care 4. adventurous

Pronunciation Have students underline the stressed vowel in each word in a row. Then work on identifying which sound is different.

Listen and repeat after your teacher. Cross out the word in each line that does not have the same stressed sound as the others.

Teacher Book 5 LEFT

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

B Complete the sentences with words from the box.

1. She wants to ___________________ soon. reconnect

stay in touch

2. He made a mistake and hopes his dad will __________________ him.

take better care of

3. Even though they live far away, they said they’ll still

experience new things

______________________.

reconnect

4. Maria works so hard. She needs to __________________ herself.

stand up for

5. We’ve never been there. It will be fun to _______________________.

forgive

6. Gao is shy with his boss. He should ___________________ himself

regret

more. 7. Now that it’s the end of summer, I _______________ not spending more time hiking.

C. Play the track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. Play it multiple times if needed. EXPANSION: Have students correct the false statements. D. FOCUS: The use of wish + past perfect to talk about regrets and hope + will + verb to talk about things we want to happen in the future. NOTE: wish = past oriented (regret), hope = future oriented.

LISTENING

Listen again to Track 06. Circle True or False. 1. She heard Beto is moving.

TRUE

FALSE

2. Beto got a job in Miami.

TRUE

FALSE

3. Beto will miss his friends the most.

TRUE

FALSE

4. Beto wishes he had tried her banana cream pie.

TRUE

FALSE

5. Housing in Houston is more affordable.

TRUE

FALSE

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTIONS

ANSWERS

What do you wish you’d done differently? What does she wish she’d done when she was younger?

I wish I had stayed in touch with my friends. She wishes she’d taken advantage of more opportunities.

What do you hope will happen? What does he hope will happen?

I hope I’ll experience new things. He hopes he’ll reconnect with them someday.

We use wish + past perfect (had + past participle – ex: had eaten, had gone, had stayed) to talk about things that we want to be different in the past. We can use hope + will + verb when we talk about things we want to happen in the future. 32

Student Book 5 LEFT

Answer Key: B. 2. forgive 3. stay in touch 4. take better care of 5. experience new things 6. stand up for 7. regret C. 2. false 3. true 4. false 5. true

intercambio.org/teachers

GRAMMAR PRACTICE

Read the sentences. Circle the correct words. 1. He hopes he’ll reconnect / he’d reconnected

2. I wish I’ll stand up / I’d stood up for myself

with his family soon.

more.

3. She wishes she’ll have / she’d had more

4. I hope I’ll enjoy / I’d enjoyed the weekend with

courage when she was younger.

my family.

5. Tomas wishes he’ll take advantage of / he’d

6. They hope they’ll be / they’d been more

taken advantage of more opportunities at work.

adventurous when they are older.

E. If students are struggling, emphasize that wish indicates a regret so they should think of past tense. If they see hope, this is about possibilities, so that’s the future.

Complete the sentences with the correct form of the verb in parentheses. 1. She wishes _____________________________ for herself more when she was younger. she’d stood up (stand up) 2. Juan wishes _______________________ with his grandmother before she died. (reconnect) 3. They hope ____________________________ new things on vacation. (experience) 4. I wish _______________________ more adventurous when I was younger. (be) 5. She hopes ________________________________ to speak up the next time she disagrees. (have more courage)

is starting a new job. Using the words, write sentences about her regrets and hopes. G Melissa Practice with a partner. Her regrets about her last job

Her hopes about her new job

• Didn’t spend enough time with coworkers • Worked too much • Didn’t stand up for herself

• Make new friends • Have a good working environment • Get promoted

1. ____________________________________ She wishes she’d spent

1. ____________________________________

______________________________________ more time with coworkers.

______________________________________

2. ____________________________________

______________________________________

3. ____________________________________

______________________________________

Partner 1: What does she wish she’d done differently? Partner 2: She wishes she’d spent more time with her coworkers. intercambio.org/students

G. Draw students’ attention to the example and elicit the idea that if the regret is expressed in the negative (didn’t stand up for herself), the wish will be expressed in the positive (I wish I had stood up for myself). Try to encourage students to write the regrets in the past tense with wish and the hopes in the future tense with hope. Keeping these separate will help them understand them. In reality, we might interchange them.

Answer Key: E. 2. I’d stood up 3. she’d had 4. I’ll enjoy 5. he’d taken advantage of 6. they’ll be F. 2. he’d reconnected 3. they’ll experience 4. I’d been 5. she’ll have more courage G. Her regrets: 2. She wishes she hadn’t worked so much. 3. She wishes she’d stood up for herself. Her hopes: 1. She hopes she’ll make new friends. 2. She hopes she’ll have a good working environment. 3. She hopes she’ll get promoted. 40

Teacher Book 5 LEFT

REAL LIFE / YOUR LIFE

H Look at the chart about regrets in the US. Rank the sources of regret from 1 to 6 for US Americans and for yourself. 1= most regrets, 6 = fewest regrets

Regrets of the Typical US American Romance

Family Education

Career

Finances

Parenting

Health Other

Friends Spirituality

Community

Leisure

3% 6.

Self

Culture Tip Expand the conversation by asking Do you know of good places to take interesting classes here in our community?

Sources of Regrets

Regrets of Typical Americans

I. This topic may be a trigger for some students. It’s important to be sensitive to how much students may or may not want to share.

Percentage of Responses

H. Before the task, have students brainstorm possible regrets of the typical US American. Write their ideas on the board. Then explain how to read the chart and have students do the task.

K My Regrets

____ Education

____ Health

____ Family

____ 1 Romance

____ Romance

____ Friends

____ Other

____ Other ______________

Discuss with a partner how your regrets compare to the regrets of typical US Americans and to each other’s. Talk about things you wish you had or hadn’t done in the categories.

CULTURE TIP In the US, it is common to continue to take classes and learn new things throughout our lives. Many people believe that we are never too old to learn something new. Many communities, colleges, and universities offer classes on different topics. You can search for these as adult education or continuing education. Adult education programs often offer English classes. Is there anything else you would like to learn? 34

Student Book 5 LEFT

Answer Key: H. Regrets of Typical US Americans: 2. Family 3. Education 4. Health 5. Friends My Regrets: Answers will vary. I. Answers will vary.

intercambio.org/teachers

6 A popular thing to do in the US is to create a bucket list of things you hope to do, accomplish, or experience before you die. Read the common bucket list items below. Check the ones you have done, the ones you want to do someday, and the ones you don’t ever want to do. ACTIVITY Go to a World Cup match Get a tattoo Learn to play an instrument Camp in a national park Visit New York City Change my hair color Climb a mountain Play in the snow See the ocean Meet someone famous Run a marathon Ride an elephant

I’VE ALREADY DONE THIS.            

I WANT TO DO THIS SOMEDAY.            

I DON’T EVER WANT TO DO THIS.            

K Write your own bucket list. What things do you hope to do someday? Use the list above or add your own ideas.

My Bucket List 1.________________________________________________________ 2.________________________________________________________ 3.________________________________________________________ 4.________________________________________________________

J. Explain the concept of bucket list - the list of things you want to do before you die. Kick the bucket = die. Have students compare their bucket lists and ask follow-up questions.

K. Provide new vocabulary if needed. EXPANSION: Use screenshots from the movie The Bucket List to talk to students about the movie, and encourage them to watch it in English if they haven’t.

5.________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Things they have already done and things they hope to do someday • Things they don’t ever want to do • Something you wish you’d done when you were younger and why you didn’t do it • Bucket list ideas—things you would both like to do in your lifetime intercambio.org/students

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

Teacher Book 5 LEFT

HOMEWORK

Lesson 6 • I Wish I’d Tried It

Circle the correct words.

Pre

1. They wished they’d taken / they’ll take

2. She hopes she’d been / she’ll be adventurous

advantage of more opportunities.

on vacation.

3. I wish I’d stood up / I’ll stand up for myself

4. We hope we’d had / we’ll have lots of choices

more.

at the new restaurant.

5. He hopes he’d had / he’ll have the courage to

6. Gino wished he’d spent / he’ll spend less time

say something.

working.

M Complete the sentences. Use the words in parentheses. I’d taken 1. I wish ____________________________ (take) advantage of more opportunities.

2. She wishes _________________________ (try) new food on her vacation. 3. They hope their father ____________________________(forgive) their brother someday. 4. Winston wishes ___________________________(have) the courage to learn another language. 5. I wish _________________________________ (stand) up for myself at my last job. 6. He hopes ____________________________ (stay) in touch with his cousins when he goes to college. 7. We wish _______________________________ (spend) more time with our grandparents when we were younger.

A JOURNAL PROMPT Write about something you wish you’d done last year and something you hope will happen this year. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 36

Student Book 5 LEFT

Answer Key: L. 2. she’ll be 3. I’d stood up 4. we’ll have 5. he’ll have 6. he’d spent M. 2. she’d tried 3. will forgive 4. he’d had 5. I’d stood up 6. he’ll stay 7. we’d spent

intercambio.org/teachers

L7 THAT’S JUST A STEREOTYPE! By the end of the lesson, students will be able to: • Express different degrees of certainty when guessing, using must, must not, might, or might not • Talk about stereotypes, prejudice, and discrimination 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 Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Share your regrets about the past year and hopes for the next one. Have students share their regrets and hopes as well. Review homework from last lesson. Be sure to discuss their answers to the journal section. 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. We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • stereotype - a common idea about a group of people that is not always true • generalize - to make a large statement without looking at details; Ex: All homework is easy • prejudiced against - disliking something or someone without a good reason Listening Track 07 Samantha: Hi Brad. This is my friend Chloe. She’s visiting from California. Brad: Oh wow! Hi Chloe. Nice to meet you. California, huh? Don’t you have a lot of beaches there? Chloe: Yeah! We do. They’re really nice. Brad: You must really hate this cold snowy weather we’re having. Chloe: Actually, I love the snow! It’s so beautiful, and I love to ski! Brad: Really? I thought Californians couldn’t deal with cold weather. Don’t you go to the beach every day to get a tan? Chloe: Haha – No, that’s just a stereotype. Some people in California do that, but not everyone! I actually prefer to spend my free time hiking in the mountains and riding my bike. Brad: That’s cool. Chloe: In fact, we might go hiking tomorrow – do you want to join us? Brad: That’d be great. Shall I bring anything? Chloe: You might want to bring sunscreen. You have very fair skin – you must sunburn easily. Brad: I do.

Teacher Book 5 LEFT

THAT’S JUST A STEREOTYPE! Pre Listen to Track 07. Where is Chloe from? Pre Explore the pictures. What do you see? Read the Pre question, play track, elicit answer.

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: Work on the z sound ize/ ice - use Pro Fun for more practice on s vs z if they need.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. stereotype

generalize

bias

be prejudiced against

realize

be treated unfairly

discrimination

Phrasal verb: find out

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

stereotype

bias

discrimination

generalize

prejudiced

realize

find out

intercambio.org/students

Pronunciation First, have students do the task individually or in pairs. Then read the words aloud and have them check their answers. You can write the words on the board and mark the stress.

Answer Key: Pronunciation: bias, discrimination, generalize, prejudiced, realize, find out

intercambio.org/teachers

VOCABULARY PRACTICE

B Complete the article. Use words from the box. (1)__________________ Stereotypes are when people over-(2)_____________________

realize

about a specific group or type of people. When a person stereotypes another,

harmful

they think that a person has characteristics and abilities that may not be true. This can be very (3)________________________. Categorizing people can cause

Stereotypes

(4)___________________________, where people are not treated fairly. Many

find out

people do not (5)__________________ that they have a (6) _________________

bias

when making decisions. For example: Do you buy sneakers because of the brand

discrimination

name or because of the true quality and price of the shoe?

generalize

There are many tests you can take to (7)___________________ about your own biases and understand more about stereotypes and discrimination in our culture.

LISTENING

Listen again to Track 07. Circle the pictures of things that Chloe likes to do.

LANGUAGE TOOLS

D Listen to your teacher and repeat. Statements She’s from California. She must love the beach. He didn’t answer his phone. He must not have it on. It’s a nice day. I might go hiking. I’m not sure if he works today. He might not be at the office. Both “might” and “must” can be used to talk about something we are not certain of. We use “must” to talk about things that we think are true. We use “might” to talk about things that are possibly true but that we are less sure about. 38

Student Book 5 LEFT

Answer Key: B. 2. generalize 3. harmful 4. discrimination 5. realize 6. bias 7. find out C. skiing, hiking, riding a bike

Teacher Book 5 LEFT

B. First, have students work individually. Then have E them compare their answers in pairs/ groups. Finally, go through the answers together. NOTE: Stereotypes is being used both as a noun and a verb. Depending on your class, you could getFfurther into the topics of discrimination and biases. C. Play the track without stopping it. Have students discuss their answers in pairs/ groups. Ask if they need to listen again. If your students are G you can tell struggling, them to listen for 3 things. Play it multiple times if needed. D. FOCUS: The use of must and might to make deductions. NOTE: This use of must is called “logical deductions.” We aren’t teaching must with the meaning of an obligation in this lesson, e.g., You must do your homework.

GRAMMAR PRACTICE E. EXPANSION: Discuss the stereotypes presented in the sentences. F. In many of these, both must and might are possible. The meanings will be slightly different. Having students discuss their different answers could lead to an interesting discussion. If students are struggling when to use might not or must not, have them look at the first part of the sentence. If there is a not (or negative) in the first part, there will be a not in the second part, e.g., She doesn’t think her uncle will be at the party (doesn’t)…He might not be able to get a ride.

E Match the sentences with the best follow-up statement.

1._____She’s an elementary school teacher. c

a. They must not know where they are going.

2._____They aren’t from here.

b. He might want to order the cake.

3._____He is a big guy.

c. She must love kids.

4._____Belinda lives far away.

d. They might want to talk to a realtor.

5._____John and Robert want to buy a house.

e. He must be good at football.

6._____Maurice loves dessert.

f. She might be late to the party.

Complete the sentences with might, might not, must or must not. Choose the word you think is the best fit. must 1. He is from a tropical climate. He ____________________________ go to the beach a lot.

2. They’re not used to cold weather. They ____________________________ like the snow. 3. She fell and hurt her leg. It doesn’t look too bad, but she _______________________ have a broken bone. 4. Nico drives an expensive car. He _______________________ make a lot of money at his job. 5. I don’t think he likes to go camping. He _______________________ want to do something else. 6. She doesn’t think her uncle will be at the party. He ____________________ be able to get a ride. 7. It could rain tomorrow. We __________________________ need to take an umbrella. 8. Lila didn’t order any food. She ________________________ be hungry.

G Write statements using must, must not, might, or might not. Use the words in parentheses. 1. They were treated badly when they entered the expensive store. There must have been discrimination. _____________________________________________________________________ (be discrimination)

2. Brian looks very young. ________________________________________________________________(have a lot of experience) 3. He’s not answering the phone. _____________________________________________________________________________ (be busy)

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

4. Francesca experienced discrimination there. ______________________________________________________________________ (want to go back) 5. Even positive stereotypes can be harmful. __________________________________________________ (think things that aren’t true for everyone) 6. Many people deal with discrimination every day. ___________________________________________________________________ (be difficult for them) intercambio.org/students

Answer Key: E. 2. a 3. e 4. f 5. d 6. b F. 2. must not 3. might 4. must 5. might 6. might not 7. might 8. must not G. 2. He must not have a lot of experience. 3. He must be busy. 4. She might not want to go back. 5. They might think things that aren’t true for everyone. 6. It must be difficult for them. intercambio.org/teachers

REAL LIFE / YOUR LIFE

H Look at the chart about stereotypes, discrimination and prejudice. Check which one you think the examples below represent. Compare with a partner. Stereotype:

(idea about all members of a group - can be positive or negative) “All people with blonde hair are not intelligent.”

Discrimination:

(action based on a prejudice) “I’m not going to allow Sally to be my child’s teacher because she has blonde hair and is not intelligent.”

Prejudice:

(an opinion about an individual because they belong to a certain group, based on a stereotype) “Sally has blonde hair. She must not be intelligent.”

H. There may be some gray area here with regards to which examples are stereotypes and which are prejudice or discrimination. This should lead to an interesting discussion.

J 1. “We need more people at our school with glasses. People with glasses are smart”. 2. “Fatima isn’t from the US. She must not understand English very well.”

3. “Bruno is a good candidate for the position, but we aren’t going to hire him because he’s too old. “ 4. “Liam is short, so he must not be very good at sports.”

5. “I don’t want to be friends with Kika. She has a lot of money, and people with a lot of money are rude.” 6. “Women are better at taking care of children.”

stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination stereotype prejudice discrimination

CULTURE TIP Discrimination is when people are treated unfairly because they are part of a particular group. It can be because of age, class, gender, national origin, religion, or sexual orientation, among others. Many types of discrimination are illegal in the US. A lawyer can provide advice if you think you or someone you know experienced discrimination. Have you experienced discrimination or prejudice or feel you’ve been stereotyped since you’ve been in the US? Is discrimination common in your native country? 40

Student Book 5 LEFT

Answer Key: H. Answers will vary.

Teacher Book 5 LEFT

Culture Tip This topic may be a trigger for some students. It’s important to be sensitive to how much students may or may not want to share. Use The Immigrant Guide (The Law and the Role of Police section) to spark more discussion.

Role-Play! Choose one of the situations below. Act it out with a partner. Partner 1: Andy starts school this fall, but I don’t want to send him to the public school. Partner 2: Why? Partner 1: There are too many poor people at the school. Partner 2: Why do you think being poor makes it a bad school? Partner 1: If they are poor, they don’t have parental support at home. Partner 2: What does their income have to do with supporting their children? (Notice how partner 2 asks “why” questions to help partner 1 dig deeper into why they have this belief)

I. Brainstorm the why questions (Why do you have this belief?) for each scenario first, so that the students can role play.

J. Encourage students to think of other stereotypes not mentioned in the list.

Situation 1:

Situation 2:

Situation 3:

Doesn’t want to send their child to a public school because they believe that there are too many poor people at the school.

Interviewed a woman candidate for a job but doesn’t want to hire her because they think a man would do a better job.

Has to work with a classmate who is learning English as a second language. They don’t want to work with this student because they think it will be more difficult to do the project.

Complete the conversation with your information. Practice with a partner. Stereotypes I think people from my native country have about people from the US rich poor loud quiet healthy unhealthy intelligent not intelligent selfish family-oriented fun serious hard-working lazy friendly shy dangerous other ________________

Stereotypes I think people from the US have about people from my native country rich poor loud quiet healthy unhealthy intelligent not intelligent selfish family-oriented fun serious hard-working lazy friendly shy dangerous other ________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Stereotypes you might think people in your native country have about the US and that people in the US might have about people from your native country • Why they think people might have these stereotypes • What they think people must do to overcome stereotypes, prejudice, and discrimination • If and when generalizing can be a good thing Ask your partner to share stories from their native country or their time in the US that demonstrate stereotypes, prejudice, and discrimination. intercambio.org/students

intercambio.org/teachers

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

HOMEWORK

Lesson 7 • That’s Just A Stereotype!

K Match the sentences with the best follow-up statement.

1.____ c It is really cloudy out today.

a. He must have a lot of friends.

2.____ Jacob is late, and he’s always on time.

b. She might play in college.

3.____ I don’t know if she likes spicy food.

c. It might rain.

4.____ They said they were going to the movies.

d. They might not be home.

5.____ He goes to a lot of parties.

e. She might not like it.

6.____ She’s on the high school tennis team.

f. He must be stuck in traffic.

Complete the conversation with might, might not, must, or must not. Elisa: Hey, Jacques. Our teacher didn’t come to class today. Do you know what happened? Jacques: No, I’m not sure. He (1)_____________ be sick. might Elisa: Yeah, that’s what I’m thinking, too. He didn’t look well in class. He (2)_________________ have that cold that’s going around. Jacques: Do you think he’ll be here next class? Elisa: I don’t know. I had that cold last week. It’s really bad, so he (3)________________ be back to class for a while. Jacques: That’s too bad. I (4)_________ call him later to see if he’s okay. Elisa: That’s a good idea. You’re so thoughtful—you (5)_________ have a lot of friends!

JOURNAL PROMPT What do you think are the most common stereotypes about immigrants? Where do you think they come from? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Student Book 5 LEFT

Answer Key: K. 2. f 3. e 4. d 5. a 6. b L. 2. might 3. might not 4. might 5. must

Teacher Book 5 LEFT

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. Encourage them that 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 08 Oliver: Hey Tina. I haven’t seen you in so long. What’ve you been up to? Tina: I know, it’s been a long time. I’ve been traveling a lot lately with my new job. Oliver: Oh really? Congratulations on your new job. Where have you been going? Tina: Let’s see. Last week I went to Nebraska and the week before that I drove to the West Coast. Oliver: That sounds neat. Do you like your new position?

Tina: Yeah, it’s a really good fit for me. How about you how have you been? Oliver: I’m good! I’ve been working with the city council on an initiative to support people in our community with addiction. Tina: Wow - you’re doing important work. That must be a challenge! Oliver: Yeah. It can be, but it’s also very rewarding. I’ve really been enjoying it so far.

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. 24 Total points 2nd page x2 100 Total points possible

Note: When grading, do not count examples as correct. Skip them. At bottom of each Progress Check page is a point scale. Write the number of correct answers (e.g., 24 / 26 points) Multiply number of correct answers by 2 for final score out of 100

intercambio.org/teachers

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… talk about common geographical areas and regions of the US (past, present and future) (Lesson 1) talk about job interviews, experience and qualifications (Lesson 2) talk about planning for retirement and common financial activities (Lesson 3) discuss local government and what has been happening in my town or city (Lesson 4) discuss and give opinions about addictions (Lesson 5) talk about regrets, hopes and dreams (Lesson 6) talk about prejudices, stereotypes and discrimination (Lesson 7)

This should have been completed as homework. Pair students to share their responses.

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

intercambio.org/students

Teacher Book 5 LEFT

REVIEW & PRACTICE A. Model this activity first by writing one or two of the categories on the board and adding ideas.

A Write your ideas in each column. Share with a partner. Places I’d like to visit:

Things I can do to plan for retirement:

Regrets I have:

Dreams I have for the future:

What’s been happening in my city lately:

B. Share answers in pairs before asking for individuals to share one of their answers so that you hear a response for each question.

B Complete the sentences with your ideas. Share with a partner. I want to see more of my state 1. I want to go on a road trip because ______________________________________________________.

2. I want to go on a road trip even though __________________________________________________. 3. I will go on a road trip unless ___________________________________________________________. 4. He’s been looking for a job for three months. He must _______________________________________. 5. He’s been looking for a job for three months. He might ______________________________________.

Circle the correct words. 1. If I had more time, I would / should get another job on the side. 2. If they want to retire someday, they would / should make a budget. 3. He’s not sure if he’ll go to a support group tomorrow. He might / must go. 4. She wishes / hopes she had prepared better for the interview. 5. They say they aren’t addicted to caffeine, even though / because they drink a lot of coffee. 6. We’ve been working / We’re working on some initiatives for our town since June. 44

Student Book 5 LEFT

Answer Key: A. Answers will vary. B. Answers will vary. C. 2. should 3. might 4. wishes 5. even though 6. we’ve been working

intercambio.org/teachers

8 D Circle the correct word. 1. The party was excited / exciting. 2. The graduation bored / boring him. 3. He was depressed / depressing during the rainy weather. 4. We’re surprised / surprising at the good prices! 5. The fundraiser was very confused / confusing. There were so many options! 6. The ceremony was interested / interesting.

E Write a sentence to describe what the people have been doing and for how long. E. Answers may vary somewhat; check only for grammatical correctness. 1.________________________________________ 2.________________________________________ (for a year) (since 10 a.m.)

3.________________________________________ 4.________________________________________ (since early this morning) (for a long time)

F Write the correct words. Practice with a partner. Peter: So, Nina, do you (1)__________________ (have / having) plans for this summer? have Nina: I’m not sure yet. I might (2)_________________ (go / to go) to California to visit my family there. Peter: That sounds fun. How (3)_____________________ (would / should) you get there? Nina: I’d like to fly, but I (4)___________________ (haven’t saved / haven’t save) enough money this year. I (5)__________________ (must / might) need to drive. Peter: That’s a long trip, isn’t it? Nina: Yes, but driving is nice (6)_________________ (unless / because) I can see a lot of different places. Peter: That’s true. Sounds like fun. (7)_______ (I’ve / I’ll ) never been to California. I hope (8)________ (you’ll / you’re) get to go this summer. intercambio.org/students

Answer Key: D. 2. bored 3. depressed 4. surprised 5. confusing 6. interesting E. 1. They’ve been saving money for a year. 2. She’s been working since 10 a.m. 3. He’s been driving since early this morning. 4. She’s been texting for a long time. F. 2. go 3. would 4. haven’t saved 5. might 6. because 7. I’ve 8. you’ll 54

Teacher Book 5 LEFT

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

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

START

What is your favorite kind of climate? Why?

If you could live anywhere, where would you live?

Have you ever interviewed for a job?

What are your strengths? What should someone do if they have an addiction?

What’s been happening in your city or town?

What is something you would never want to do?

What are some things you’d like to do when you retire?

Do you think stereotypes are harmful?

Would you rather live in an urban, suburban, or rural area?

What’s something you’ve been up to lately?

What are some common addictions? What is something you wish you had done when you were a child?

What do you think is your greatest accomplishment? What would you do if you were the mayor of your town or city?

What could someone do if they wanted to earn more money?

What do you think it is like to work on the city council?

What could you do to prepare for an interview?

END

Student Book 5 LEFT

intercambio.org/teachers

PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 50

A Listen to Track 08. Write the missing word. (2 points each) 1. Tina has a new ___________. job 2. She drove to the ______________.

Answer Key: 2. West Coast 3. working 4. addiction 5. rewarding

3. Oliver has been __________________ with the city council. 4. The initiative is to support people with ______________________. 5. He says it’s a challenge, but it’s also very _____________________.

B Write the correct form of the words in parentheses. (2 points each) Have you ever visited (you/ ever / visit) that city? 1. Q: _______________________________

B. Say Now you will work alone.

2. A: Yes, ____________________________ (I / go) there last year.

3. Q: How long ____________________ (she / work on) that project? 4. A: ________________________ (She / start) it last week, and she hasn’t finished yet.

5. Q: What do you wish _____________________ (you / do) last year? 6. A: I wish ______________________ (I / be) more adventurous.

7. Q: _____________________ (they / ever / experience) discrimination in their town before? 8. A: Yes, but __________________ (they / work on) a proposal to stop discrimination and prejudice in their community since January.

9. Q: My brother hopes __________________ (he / get) a different job next year. 10. A: ________________ (He / should / talk) to my uncle! He has a new store.

________/ 26

Teacher Book 5 LEFT

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

intercambio.org/students

Answer Key: 2. I went 3. has she been working (or “has worked”) 4. She started 5. you had done 6. I’d been 7. Have they ever experienced 8. they’ve been working on 9. he’ll get 10. He should talk

C. Answer Key: 2. d 3. f 4. b 5. g 6. a 7. e 8. h

D. Answer Key: 2. should 3. even though 4. wouldn’t 5. because 6. had taken 7. would 8. have been saving

E. Say Activity E 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. Find scoring instructions in the notes at the beginning of this lesson.

Match the sentences. (1 point each) c Where’s Tom? He never misses class. 1. ____

a. I wish I had taken better care of my teeth.

2. ____ Has she ever worked at that restaurant?

b. You could go to the dentist.

3. ____ Brian lost his job yesterday.

c. He must be sick.

4. ____ My tooth hurts. What should I do?

d. Yes, she worked there last summer.

5. ____ What would you do for a sore tooth?

e. She started a month ago.

6. ____ What do you wish you’d done differently?

f. Oh no. I hope he’ll find another one soon.

7. ____ How long has Jenna been working there?

g. I’d go to see a dentist.

8. ____ They’ve been talking a long time. What are they working on?

h. They might be preparing a new proposal.

D Circle the correct word. (1 point each) 1. She’s going to invest in that retirement plan

2. I lost my wallet. What should / would I do?

because / even though she wants to save money.

3. They hope they’ll stay in touch even though /

4. If we hadn’t gone to the city council meeting,

unless they are going to live in different cities.

we shouldn’t / wouldn’t have this information.

5. He gets a headache when he doesn’t drink

6. I wish I will take / had taken a road trip last

coffee unless / because he’s addicted to caffeine.

summer.

7. If they had a job on the side, they would /

8. They have been saving / are saving money for

should have supplemental income.

a long time.

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

1. 0

3. 0

4. 0

5. 0

Teacher Notes Lesson 6: Lesson 7: Lesson 3: Lesson 4: Lesson 3:

Student Book 5 LEFT

________/ 24

1. What is something you wish you had done last year? [Students should use “I wish I had…(gone, been, etc…).”] 2. My friend didn’t answer her phone when I called her. What might be the reason? [Students should use “might” or “must.”] 3. What would you do if you were treated unfairly at a store? [Students should answer with “would.”] Before Question 4 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. Ask me how long I’ve been living in my home. [Students should ask “How long have you been living in your home?” “How long have you lived in your home” would also be acceptable.] 5. Ask me where you should go for vacation. [Students should ask “Where should I go for vacation?”] intercambio.org/teachers

L9 FIELD TRIP Lesson 9 in every Confidence and Connections book is a field trip. The goal for the field trip is to provide your students with the opportunity to engage in the community in English and, in some instances, connect to resources of which they may not be aware. Take your students to a location that will be helpful for them in the long run. Tips for a successful field trip: • Visit the location ahead of time. Anticipate any challenges that may come up. Speak with the appropriate person at the site to let them know what is going on (if appropriate). If someone will be talking with your students, give them information about the students’ levels and tips for effectively communicating with English language learners. • Make sure students are aware of where and when class will meet on field trip day. Bring a map to class on Lesson 7 or 8. Emphasize that the field trip is a part of the class, not an extra activity. • We suggest you meet your student at the field trip location, or take public transportation together. • Once everyone has arrived, give an overview of the visit. It is up to you how you want to structure it and what other activities--games, conversation, etc.--you want to include. • Check to see that your students have their books and pens. • Spend time before the field trip (in class or as homework, or at the beginning of the day) filling out the first portion of the field trip lesson in the student book (Important Words and Phrases I Want to Use, Questions I Plan to Ask). • Make sure your students are prepared to interact in English. You may want to create a list of questions or practice through role play beforehand. • Before you have students work with the book, briefly review the activities. As students work, make yourself available for questions. You may want to pair / group students. • Although the purpose of the field trip is largely to allow students to experience English in a real-world setting and recording “correct” answers is not the focus, you may want to complete the activities yourself so that you can check their answers later. At the end of the visit, discuss the experience. Use the second half of the field trip lesson in the student book (Things I Saw or Found, People I Talked To, Notes) for this reflection. Have students discuss their findings in pairs or small groups before having a class discussion. After the discussion, assign homework. Remind students of the day and time of the next class. It is also a good idea to review the field trip at the start of the next lesson. If leaving the classroom is not possible, create a virtual field trip in the room or bring in a guest speaker to share information about a local resource. Prep the speaker with information about your class and any tips they need to communicate effectively with English language learners. There are a few suggested places to visit listed at the top of Student Book page 49. Option 1 - Visit a local city council meeting or town hall and listen in on discussions about local issues. If there aren’t any discussions happening, reach out to city officials to learn about local projects. Option 2 - Visit a bank to find out what is necessary to open an account. Students can also find out what kinds of retirement or investment services the bank offers. Many banks will visit your class or give a brief orientation about bank services for an individual student. Requirements for documentation vary among different banks. Option 3 - Find an Employment Center and visit to learn what services they offer and who is eligible for them. Prepare questions about the best ways to find a job and prepare for a job interview. Option 4 - My Idea: Students can come up with their own idea for a field trip based on their needs or interests and options available during class time. Or, consider somewhere else: A 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, public event 58

Teacher Book 5 LEFT

9 Pick a location or an activity: City Council Meeting | A Bank | A Local Employment Center 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

intercambio.org/students

intercambio.org/teachers

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

Pre

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Something that was difficult: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Field Trip Feedback 1. I talked in English:

a lot

a little

not at all

2. I learned:

a lot

a little

not a lot

3. I thought it was was:

good

okay

not good

Why? ____________________________________________________________________________

Student Book 5 LEFT

Teacher Book 5 LEFT

L10 I AGREE WITH FREE SPEECH By the end of the lesson, students will be able to: • Discuss controversial topics and give their opinion • Ask others for their opinions on different topics 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 Warm-up: Greet students. Talk about the Field Trip using the grammar and vocabulary you have covered in this course if possible. Talk about the Review and Progress Check, and celebrate student progress. Ask students to share what they have learned. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • right - something you are allowed to legally do

Listening Track 09 Juanita: Hey Ken, did you see that cartoon in the newspaper? It was so critical of the President! I can’t believe they printed that. Ken: Yeah, I saw it. I guess it’s a good example of free speech. That’s an important freedom here. Juanita: Huh. In my country, respect is really important. We try to be respectful of our leaders, even if we don’t agree with them. Ken: That’s interesting. So do you agree or disagree with free speech? Juanita: Well, I disagree with that cartoon. I think it’s disrespectful. But I agree with being able to express your opinion peacefully. What do you think? Ken: Well, I agree with free speech, so for me, I think cartoons like that are okay and are an important way for people to express their opinions. Juanita: Really? That’s interesting. Ken: Yeah, sometimes issues like these can be complicated.

intercambio.org/teachers

I AGREE WITH FREE SPEECH

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

Pre Listen to Track 09. What was in the newspaper?

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: Different uses of the word “right”: Yes, that’s right. Turn right. I have the right to be here. It’s right over there. Only bring up different uses if students seem confused and you think knowing additional meanings would be helpful.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. freedom

right

gun control

free speech

pros

cons

express your opinion

worship

religion

censor

allow

prohibit

press

PRONUNCIATION A

Listen and repeat after your teacher. Make a line to show when their voice rises or falls. Practice with a partner. Do you agree or disagree with free speech? Do you agree with the right to own a gun or should there be stricter laws? Is it more important to be rich or kind? Do you prefer cats or dogs? intercambio.org/students

Answer Key: Pronunciation: 2. gun (rise)/laws (fall) 3. rich (rise)/kind (fall) 4. cats (rise)/dogs (fall)

Teacher Book 5 LEFT

Pronunciation When we use “or” in a question, our voice goes up on the first choice and down on the second.

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

B Fill in the chart with the correct word. Use the box to help. Talk with a partner about the pros and cons.

censor

press

speech

express your opinion

worship

Freedom

FREEDOMS

PROS AND CONS Pro: You can (2) ________________________________________

Free speech (1) ________________________

Con: It allows hate speech.

(3) ________________________ of

Pro: People can (4)______________________ in different ways.

religion

Con: It can cause division if you don’t have the same beliefs.

Pro: News stories can have different views and opinions.

Freedom of the (5) _________________________

Con: The government can’t (6) ___________________ fake news.

C. First, have students try LISTENING the activity without listening to the track. C Listen again to Track 09. Circle the correct answer. Have students discuss 1. They saw a cartoon that was a. critical of the president. b. funny. their answers in pairs/ groups. Then play the 2. Ken thinks the cartoon was a. an example of free press. b. an example of free speech. track to check. Ask if 3. It’s more important in Juanita’s country to have a. free speech. b. respect. they need to listen 4. Juanita thinks the cartoon was a. funny. b. disrespectful. again. Play it multiple times if needed. 5. Ken thinks that cartoons like that are a. okay. b. a bad idea.

LANGUAGE TOOLS

D Listen to your teacher and repeat. QUESTION

Do you agree or

gun control?

disagree with

allowing citizens to have guns?

ANSWERS I disagree

with the right to bear arms.

I agree

with allowing people to have guns.

I think

that having guns is dangerous.

She thinks

that gun control is important.

• When you give your opinion, you can say, “I agree/disagree with...” a thing (noun) or action (verb + ing). • You can also say, “I think that...” + a thing (noun) or + an action (verb + ing) to express your opinion.

D. 52 Student Book 5 LEFT FOCUS: Expressing and asking for opinion using agree/disagree with, think that + verb + ing/noun. The verb + ing construction works as a noun here and is called a gerund. Some students may want to add “so” before “that” e.g., I think so that allowing people to have guns is bad. Explain that this is incorrect and that if they say “I think so,” it is a complete thought that answers a yes/no question. For example, Does she agree with freedom of speech? - Yes, I think so.

Answer Key: B. 2. express your opinion 3. freedom 4. worship 5. press 6. censor C. 2. b 3. b 4. b 5. a intercambio.org/teachers

GRAMMAR PRACTICE

E Circle the correct words. 1. I agree with censor / censoring media in

2. She agrees with the right to own / the right to

schools.

owning guns.

3. They think that prohibit / prohibiting drug use 4. We disagree with express / expressing your

in sports is important.

opinion in public.

5. He thinks that have / having freedom of

6. Toni thinks that allow / allowing people the

religion is a basic right.

right to vote is important.

7. We agree that give / giving people the right to

8. She thinks that talk / talking about

worship is important in society.

vaccinations in the US is necessary.

Unscramble the sentences. 1. important. / thinks that / She / is / minimum wage / increasing _____________________________________________________________________________________ She thinks that increasing minimum wage is important. 2. allowing / to use / agree with / I / marijuana. / people / _____________________________________________________________________________________

F. EXPANSION: Use colored index cards for a sentence scramble activity.

3. high schools. / They/ with / agree / in / uniforms / wearing _____________________________________________________________________________________ 4. death penalty. / with / Tony / disagrees / the _____________________________________________________________________________________ 5. with / you / reducing / plastic bottles? / agree / Do _____________________________________________________________________________________ 6. thinks / a gun. / it’s / that / his right / to own / He _____________________________________________________________________________________

G Look at the answers. Write the questions. Ask your partner if they agree or disagree. Do you agree or disagree 1. Q:______________________________________ A: I agree with freedom of religion. People should be able to worship in different ways. with freedom of religion? _________________________________________

2. Q:______________________________________ A: He agrees with changing the current drinking age. He thinks that young adults should be able to _________________________________________ drink at age 18.

G. Encourage students to elaborate on their opinions.

3. Q:______________________________________ A: She disagrees with animal testing. She thinks _________________________________________ that it’s harmful for the animals. 4. Q:______________________________________ A: I agree with freedom of the press. I think that hearing news that isn’t censored by the _________________________________________ government is important. intercambio.org/students

Answer Key: E. 2. the right to own 3. prohibiting 4. expressing 5. having 6. allowing 7. giving 8. talking F. 2. I agree with allowing people to use marijuana. 3. They agree with wearing uniforms in high schools. 4. Tony disagrees with the death penalty. 5. Do you agree with reducing plastic bottles? 6. He thinks it’s his right to own a gun. G. 2. Does he agree with changing the current drinking age? 3. Does she agree with animal testing? 4. Do you agree with freedom of the press? 64

Teacher Book 5 LEFT

REAL LIFE / YOUR LIFE

H Look at the poster. Read the statements and write if they are True or False.

YOU HAVE RIGHTS

You have rights under the US Constitution and other laws.

All people in the US, whether citizen or noncitizen, have certain rights under the US Constitution and other laws.

I have You have the theremain right right to remain to silent. If you silent. You have a right to a copy of all your immigration papers. If you are not a US citizen, you have the right to call the consulate of your home country. Immigration and the police must let your consulate visit or speak with you.

want to exercise that right you should say it out loud.

You do not have to sign anything that you do not understand.

You have the right to speak to an attorney before answering any questions. You may say, “I will remain silent until I speak to an attorney.”

You have the right to refuse consent for immigration or the police to search yourself, your car or your home.

This is not intended as legal advice.

Source: iAmerica.org

1. ________ Police can search your house when they want.

2. ________ Immigrants have the right to all their immigration papers. 3. ________ Any citizen or noncitizen has the right to speak to an attorney before answering questions. 4. ________ You have the right to understand documents before you sign them. 5. ________ You can only contact your consulate if police allow it. 6. ________ To exercise the right to remain silent, don’t say anything.

Culture Tip Expand the conversation by sharing some funny or ridiculous laws in the U.S. and ask if they have weird laws in their home country.

CULTURE TIP You have many rights in the US. Visit aclu.org/know-your-rights to learn about rights in specific areas such as religion, law enforcement, discrimination, and others. What kinds of rights did you have in your native country? Were there any you liked better than here in the US? What were they and why? Are there any rights you like better here? What are they and why? 54

Student Book 5 LEFT

Answer Key: H. 1. false 2. true 3. true 4. true 5. false 6. false

intercambio.org/teachers

10 Read the quotes below. Check if you agree or disagree. CLIMATE CHANGE

GUN CONTROL

BANNING GROCERY BAGS

“I believe global warming and climate change are real threats to our planet.”

“I don’t think there should be more gun control. I think there should be more education.”

“Yes, we absolutely need to eliminate the single-use plastic bags …”

Andrew Cuomo

Sam Brownback

Kevin de Leon

agree

disagree

FREEDOM OF SPEECH

agree

disagree

agree

MINIMUM WAGE

“I disapprove of what you say, but I will defend to the death your right to say it.”

“Increasing minimum wage doesn’t build a stronger economy.”

Evelyn Beatrice Hall

Karen Handel

I. The purpose of this activity is for students to voice their opinions and agree or disagree with the quotes. The quotes are chosen purposefully to represent both liberal and conservative views in order to allow for more discussion and varied opinions.

disagree

DEATH PENALTY “My overriding belief is that it is always possible for criminals to improve and that by its very finality the death penalty contradicts this.” Dalai Lama

agree

disagree

agree

disagree

agree

disagree

Pick three issues from activity I. Write notes to support your opinion. ISSUE

AGREE/DISAGREE

REASONS

J. This activity prepares students for Connect with Conversation.

1. 2. 3.

CONNECT WITH CONVERSATION

Get to know a partner. Talk about: • Your opinions on issues in Activity J • If you think freedom in your native country is similar or different from the US and why • What you think are the most important rights or values in your native country intercambio.org/students

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

Teacher Book 5 LEFT

HOMEWORK

Lesson 10 • I Agree With Free Speech

K Complete the crossword puzzle. Use the words in the box. free speech

pros

religion

prohibit

a 2

l o

6 7

cons

worship

allow

Pre

ACROSS 2. This allows you to express your opinion in public 5. Freedom of religion allows people to do this 6. The negative points about something 7. When someone doesn’t let you do something DOWN 1. When someone lets you do something 3. A belief system that someone has 4. The positive points about something

Circle the correct words. 1. He agrees that to have / having safer laws is

2. Jorge thinks that it’s important to express /

important for gun control.

expressing your opinion to the local government.

3. I think it’s important to reduce / reducing the

4. She disagrees with to create / creating free

amount of plastic we use every day.

college for all. She thinks it’s important to pay for

5. Doria agrees with to provide / providing free

your education. 6. We think that it’s necessary to censor /

health care for all Americans.

censoring certain books from the library.

7. They think that to worship / worshipping is an

8. I disagree with to change / changing the

important freedom in society.

current voting age. I think 18 years old is fine.

JOURNAL PROMPT What are the top three things that you think a government should allow or have for people? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 56

Student Book 5 LEFT

Answer Key: K. 2. free speech 3. religion 4. pros 5. worship 6. cons 7. prohibit L. 2. to express 3. to reduce 4. creating 5. providing 6. censor 7. worshipping 8. changing

intercambio.org/teachers

L11 DO YOU THINK I SHOULD TAKE MY SHOES OFF? By the end of the lesson, students will be able to: • Talk about what influences culture, and ask indirect questions 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 Warm-up: Greet students. Practice the material from last class. Ask What human rights are the most important for you? Why? Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • roles - an action you should do in a specific situation; a position you take • custom - a traditional way of doing something • value - a person’s judgment about something that is important Listening Track 10 Benita: Hi Sally. What are you up to tonight? Sally: Hi Benita. I’m going to my neighbor’s house for dinner tonight. They are from Nepal. I don’t know much about Nepalese culture, so I’m a little nervous. Benita: Wow – that’s great! Don’t worry, I’m sure it’ll be a lot of fun. Do you know what kinds of foods they like to eat? Sally: No, but I think that food is important in their culture. I’m looking forward to trying their food. Do you think I should take off my shoes when I go inside their home? Benita: I’m not sure. Do you know if that is a custom in Nepal? Sally: No, I don’t. Maybe I’ll just ask them if they’d like me to take off my shoes. Benita: That’s a good idea. Have fun tonight! Sally: Thanks!

Teacher Book 5 LEFT

DO YOU THINK I SHOULD TAKE MY SHOES OFF?

Pre Listening warm-up. Track 10: What is Sally doing tonight? Pre Explore the pictures. What do you see? Read the Pre question, play track, elicit answer.

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: Teach difference between role vs roll (pronounced same, spelled differently); customs (traditions) vs customs at the airport; belief vs believe; value - what’s important vs value good deal.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. custom

respect

elders

roles

belief

behavior

acceptable

visible

personal space

values

cultural characteristics

PRONUNCIATION A

Did you know that if you look up an English word in an English dictionary, you can read the definition of the word and how to pronounce it too? Match the words below to their pronunciation. 1. ____ d belief

a. [ kar-ik-tuh-RIS-tik ]

2. ____ custom

b. [ HAHY-uh-rahr-kee]

3. ____ hierarchy

c. [ ak-SEP-tuh-buh l ]

4. ____ characteristic

d. [bih-LEEF]

5. ____ behavior

e. [ bih-HEYV-yer ]

6. ____ acceptable

f. [KUHS-tuh m] intercambio.org/students

Pronunciation In this activity, the focus is on pronunciation of the vocabulary while also teaching students how to look up pronunciation of English words in a dictionary. Be sure to point out that the pronunciation guides show students how the syllables of the word are pronounced and also put the stressed syllable in capital letters and bold print. NOTE: Some dictionaries use an apostrophe to mark stress.

Answer Key: Pronunciation: 2. f 3. b 4. a 5. e 6. c

intercambio.org/teachers

VOCABULARY PRACTICE

B Complete the sentences. Use words from the box. values custom

visible acceptable

personal space roles

Personal space 1. She doesn’t like it when people stand too close to her. __________________________ is important in her culture.

2. Greta and Francisco are a wonderful couple. They share the same ___________. 3. Some cultures have specific family ______________ that determine what kinds of things certain members of the family are responsible for. 4. Culture is very interesting. Some behaviors that are _____________________ in one culture can be considered rude in another culture.

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

5. Tipping your waiter 15-20% of the bill is a common _________________ in the US. 6. Some parts of culture are _____________________, such as clothing, food, and celebrations. Others are not.

LISTENING

Listen again to Track 10. Circle the correct answers. 1. Sally’s neighbor is from

a. Nicaragua

b. Nepal

2. Sally is feeling

a. excited

b. nervous

3. Sally thinks that ______ is important in Nepalese culture.

a. food

b. personal space

4. Sally doesn’t know if taking off your shoes in the home is

a. a custom in Nepal

b. a belief in Nepal

5. Benita tells Sally to

a. be funny

b. have fun

LANGUAGE TOOLS

D Listen to your teacher and repeat. Direct yes/ no questions

Indirect yes/ no questions and statements

okay for men to do dishes?

Are

there

any people here?

okay for men to do dishes?

there are

any people here.

Do you think

Can you tell me if Direct with “wh” words What

are

family roles

I wonder if

Indirect with “wh” words in China? Do you know

what

family roles

are

in China?

When we ask direct questions, the verb goes before the noun. Ex: Where is she? When we ask an indirect question, the noun or pronoun goes before the verb just like in a regular direct statement. 58

Student Book 5 LEFT

Answer Key: B. 2. values 3. roles 4. acceptable 5. custom 6. visible C. 1. b 2. b 3. a 4. a 5. b

Teacher Book 5 LEFT

C. First, have students try the task without listening to the track. Have students discuss their answers in pairs/ groups. Then play the track through completely to check. Ask if they need to listen again.

D. FOCUS: Indirect questions and statements. NOTE: The question becomes a statement when we add I wonder.

GRAMMAR PRACTICE

E Circle the correct words for the direct and indirect sentences.

F F. First, have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. EXPANSION: Use colored index cards for a sentence scramble activity.

Direct

Indirect

1. Is it / It is time to take a nap?

Do you think is it / it is time to take a nap?

2. They are / Are they going to the movie?

I wonder if are they / they are going to the movie.

3. Will we / We will drive there?

Can you tell me if we will / will we drive there?

4. He is / Is he going out to eat?

Do you think is he / he is going out to eat?

Unscramble the direct and indirect questions. 1. my phone? / is / Where

2. my phone / Do you know / is? / where

Where is my phone? _________________________________________

_________________________________________

3. Is / personal space / in / Japan? / important _________________________________________

4. I wonder if / is / in Japan. / personal space / important _________________________________________

5. feeling? / you / are / How

6. how / Can you tell me / feeling? / are / you

_________________________________________

7. their head ? / their custom / it / Is / to cover _________________________________________

8. to cover / I wonder if / their head. / it / their custom / is _________________________________________

9. we / the car? / Where / park / will

10. where / the car. / will / I wonder / we / park

_________________________________________

G Change the sentences to either direct or indirect. Begin indirect sentences with Do you think, Can you tell me if or I wonder if. Circle the sentences that are indirect. Discuss with a partner.

1. Is it important for people to respect their elders? Do you think it’s important for people to respect their elders? ______________________________________________________________________________________

2. Do you think it’s okay to leave food on your plate at someone’s home? ______________________________________________________________________________________ 3. Can you tell me if it’s rude to wear shoes inside someone’s home? ______________________________________________________________________________________ 4. Are shared personal values important to a happy marriage? ______________________________________________________________________________________ 5. Is it acceptable behavior for people to use their cell phones at dinner? ______________________________________________________________________________________ intercambio.org/students

Answer Key: E. 2. Are they/they are 3. Will we/we will 4. Is he/he is F. 2. Do you know where my phone is? 3. Is personal space important in Japan? 4. I wonder if personal space is important in Japan. 5. How are you feeling? 6. Can you tell me how you are feeling? 7. Is it their custom to cover their head? 8. I wonder if it is their custom to cover their head. 9. Where will we park the car? 10. I wonder where we will park the car. G. Answers will vary. Students should circle sentences 2 and 3 in the book, and their responses to 1, 4 and 5. intercambio.org/teachers

REAL LIFE / YOUR LIFE

H Read the list of things below that can make up culture. Write them above the water if you

think they are visible or below the water if you think they are there but we cannot see them. The closer they are to the water line, the more visible they are. Compare and discuss with a partner. THINGS THAT CAN MAKE UP CULTURE food holiday customs beliefs about family ideas about time values attitudes about class / social status greetings festivals

clothing respect for elders concept of beauty ideas about health ideas about personal space language sense of humor

CULTURE TIP The country we are from is not the only thing that influences culture. Culture and personality depend on many factors, including nationality, age, gender, race, income, sexual orientation, family status, education, religion, political affiliation, physical ability, and many more! Even the type of place where you grew up can influence your culture. For example, did you grow up in a big city or in a small town? How do you think that affects your personality or personal culture? 60

Student Book 5 LEFT

Answer Key: H. Answers will vary.

Teacher Book 5 LEFT

H. I The goal of the activities on this page is to get students thinking about different kinds of things that influence someone’s personal culture beyond simply where someone is from. Encourage students to think about all of the things that can influence someone’s culture and talk about the different kinds of cultures that they interact with in J their lives.

Culture Tip Use The Immigrant Guide (US Culture and Social Skills section) to spark more conversation.

11 I I. Be sure to give students time to read the article on their own and ask a student to summarize what they've read before engaging in any pair or group reading.

Read about Emma’s culture. Complete the chart about her and compare with a partner. I was born in Brazil. My father is Brazilian and my mother is British. I lived in Brazil until I was 15 years old and then moved to New York City 10 years ago. When people ask me what my culture is, I sometimes have a hard time explaining it. I feel Brazilian in many ways, even though some people think I look British. I celebrate Brazilian holidays and speak Portuguese as one of my first languages in addition to English. I am sociable and enjoy friendly small talk before talking about more serious issues. This doesn’t always work well with my US coworkers that prefer to get down to business. Like many people in Brazil, family and friends are very important to me and I spend a lot of time at family events. My mother has always had a calm and more formal presence, which some people think is a common characteristic of British culture. Even though I’m friendly, I can sometimes be similar to her in this way. People often tell me that I am not as outgoing as many Brazilians they know. Where was Emma born?

J J. This activity prepares students for Connect with Conversation.

Where does she live now?

Where are her parents from?

What language does she speak?

What is she like?

How old is she?

What has influenced her culture?

What has influenced your culture? Complete the chart below with ideas about your personal culture. MY CULTURE My native language(s) Where I was born Where my parents were born Where I live now My personality Values that are important to me

Customs thar are important to me Other things that influence my personal culture (age group, religion, my family, etc.)

CONNECT WITH CONVERSATION Get to know your partner. Talk about: • What they wrote about their personal culture in Activity J • What they think has influenced their personal culture • What they find most interesting about US culture intercambio.org/students

Answer Key: I. Brazil / New York City / Brazil and Britain / English and Portuguese / she's sociable, likes small talk, friendly, calm / 25 / her parents, places she's lived, languages she speaks J. Answers will vary. intercambio.org/teachers

HOMEWORK

Lesson 11 • Do You Think I Should Take My Shoes Off?

K Match the parts of the sentences.

1. Do you know

a. what the definition of culture is?

2. What is

b. what language they speak.

3. Where do you think

c. do you speak?

4. Is it acceptable

d. to have less personal space?

5. I wonder

e. they’re from?

6. What language

f. his native country?

Pre

Unscramble the sentences. 1. he / Does / it’s / to / think / acceptable / wear / shoes / inside? Does he think it’s acceptable to wear shoes inside? _____________________________________________________________________________________

2. wonders / what / from. / they’re / country / She _____________________________________________________________________________________ 3. your / sister / language / What / does / speak? _____________________________________________________________________________________ 4. think / Do / I / take off / shoes? / my / you / should _____________________________________________________________________________________

JOURNAL PROMPT What are some cultural behaviors you have noticed that are different in the US and in your native country? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 62

Student Book 5 LEFT

Answer Key: K. 2. f 3. e 4. d 5. b 6. c L. 2. She wonders what country they are from. 3. What language does your sister speak? 4. Do you think I should take off my shoes? 74

Teacher Book 5 LEFT

L12 YOU FILED A CLAIM, DIDN’T YOU? By the end of the lesson, students will be able to: • Talk about different types of insurance in the U.S. and which are required • Use tag questions to ask for more information on something 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 • Insurance advertisement for Activity H (optional)

Warm-up: Greet students. Practice the material from last class. Ask What customs and cultural norms do you like/dislike in the U.S.? Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • coverage - the insurance you have • deductible - the amount of money you must pay before your insurance will pay the rest • adjuster - The person who investigates insurance claims and says how much your insurance company will pay you • premium - the money you pay for insurance (for example, your monthly premium is $20)

Listening Track 11

Sophie: Hi Trang. You filed an insurance claim after the flood last week, didn’t you? Trang: Yes, I did. Your house was damaged by the flood too, wasn’t it? Sophie: Yes, it was. I’m not sure how to file an insurance claim to help with the repairs. Can you help me? Trang: Sure. You bought flood insurance for your home, didn’t you? Sophie: That’s good. All you have to do is call the insurance company or fill out the form online. They’ll be able to let you know how much your deductible is and what kind of coverage you have for the damage. Trang: Great – I’m going to call them now. Thanks!

Listening Track 12

Automated voice: Hello, you’ve reached Blue Ridge Insurance. Dara: Okay, great and is ginom@gmail.com still the best email If this is a new claim, press 1. If you already have a claim #, address for you? press 2. [presses #1] In order to file a new claim, please have Gino: Yes. the following available: Dara: And can you confirm your phone number? 1. Your full name 2. Your policy number 3. The date of the Gino: Sure, it’s 204 555- 7987. accident 4. A police report number; Dara: Okay and you said you have a police report, didn’t you? Press 1 now and we will connect you with a claims adjuster. Gino: Yes, the police came to the scene and filled out an [presses #1] accident report. Dara: Hi, this is Dara, who do I have the pleasure of speaking Dara: Great, can I have that number? with? Gino: Its 097-343-9979. Gino: Hi, this is Gino Miller. Dara: Perfect. I‘ve filed your claim –your claim number is LM7 Dara: Hello Gino, how can I help you today? – 435-672-7841. I will email your claim number to you, as well Gino: Yesterday, when I was at a red light, the car behind me as a list of authorized appraisers. These are drop-in appraisers, hit me. so pick one and they will inspect your vehicle and take pictures Dara: I’m sorry to hear that. Are you hurt? of the damage. Are you able to drive your vehicle? Gino: No, I’m fine, but the back of my car is totaled. I have a Gino: Yes. police report. Dara: That’s great. The appraiser will send everything back to Dara: I understand. First, can you please give me your policy #? us and we will process it along with the police report. We’ll get Gino: Its 07-374735 back to you in a couple of days. Please call us if you have any Dara: Okay, can I verify your name and contact information? questions. Gino: Yes, my name is Gino Miller. My address is 110 Apple Gino: Okay, thank you. Court, Greenville, Texas 75401. intercambio.org/teachers

YOU FILED A CLAIM, DIDN’T YOU?

Pre Listening warm-up. Track 11: What kind of insurance claim are they talking about? Pre Explore the pictures. What do you see? Preteach “insurance claim” (=when you formally ask your insurance company to give you money for a covered loss). Read the Pre question, play track, elicit answer.

VOCABULARY WORDS & PHRASES

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

A Repeat after your teacher. risk

protection

coverage

deductible

file a lawsuit

file a claim

covered

premium

bundle

adjuster

insurance agent

PRONUNCIATION

Listen to your teacher. Circle the answer you hear. Practice with a partner. A

1. What did he say?

2. What did she do?

3. Why are they doing it?

a. He said it’s a disk.

a. She paid it out of pocket.

a. Because they want protection.

b. He said it’s a risk.

b. She pulled it out of the socket. b. Because they want an inspection.

4. What is Tony doing?

5. Why is she upset?

a. He’s looking for files.

a. She is under a lot of strain.

b. He’s looking for tiles.

b. She is under a lot of claims. intercambio.org/students

Teacher Book 5 LEFT

Pronunciation Read the question and then one of the responses. Have students circle the answers they hear. EXPANSION: 1. Change the answers and have students hold up 1 finger if they hear the “a” answer or 2 fingers if they hear the “b” answer. 2. Have the students work in pairs saying different answers and holding up their fingers to indicate which response they think they hear. For 1-1, you can be the partner and have your student read and give answers while you respond by holding up fingers with the answer you think they read.

VOCABULARY PRACTICE

B Fill in the blanks. Use the words in the box to help. bundle

agent

file a claim

premium

deductible

coverage

insurance

discount

Safety First Insurance Options Auto Insurance Only

C. Play the track once without stopping it. Have students discuss their answers in pairs/ groups. Play again. Stop as necessary. EXPANSION: Have students correct the false statements. D. FOCUS: Positive and negative tag questions. A tag question is a statement followed by a mini-question. We use tag questions to ask for confirmation. NOTE: the tag repeats the auxiliary verb (e.g., do, be, have, etc.) from the statement and changes it to negative or positive.

This policy provides full coverage (1) for a single vehicle. The (2) is $50 per month. It has a $500 annual (3) and includes protection for up to $100,000 for collision, injury or medical expenses.

Auto and Renter’s Insurance Bundle

Auto, Renter’s and Life Insurance Bundle

Save money when you (4) your car and renter’s insurance. In addition to the auto coverage, the renter’s (5) policy includes protection against theft, fire, injury and natural disasters.

This bundle provides car and renter’s insurance coverage, as well as life insurance. You will earn a multi-policy (6) that makes these policies even less expensive. The policies include 24/7 access to an (7) who will help you (8) .

LISTENING

Listen again to Track 11. Circle True or False. 1. There was a flood.

TRUE

FALSE

2. Both Trang and Sophie have insurance.

TRUE

FALSE

3. Sophie already filed her insurance claim.

TRUE

FALSE

4. She can’t file a claim online.

TRUE

FALSE

5. The insurance company will tell her how much her deductible is.

TRUE

FALSE

LANGUAGE TOOLS

D Listen to your teacher and repeat. POSITIVE WITH NEGATIVE TAG QUESTION

NEGATIVE WITH POSITIVE TAG QUESTION

They have insurance, don’t they? It is difficult, isn’t it? There was a lot of damage, wasn’t there? She has called the insurance company, hasn’t she?

They don’t have insurance, do they? It isn’t difficult, is it? There wasn’t a lot of damage, was there? She hasn’t called the insurance company, has she?

Tag questions turn a statement into a question. We can use them to check information that we think is true. • When the statement is positive, the tag question is negative. • When the statement is negative, the tag question is positive. 64

Student Book 5 LEFT

Answer Key: B. 2. premium 3. deductible 4. bundle 5. insurance 6. discount 7. agent 8. file a claim C. 2. true 3. false 4. false 5. true

intercambio.org/teachers

GRAMMAR PRACTICE

E. EXPANSION: Work with a partner to ask and answer the questions.

E Circle the correct tag question. 1. You filed a claim online, didn’t you / did you? 2. She talked to a representative, didn’t she / did she? 3. We don’t have insurance, do we / don’t we? 4. The damage wasn’t that serious, was it / wasn’t it? 5. Gino hasn’t called them yet, hasn’t he / has he? 6. They don’t have a high deductible, do they / don’t they? 7. We filed our lawsuit yesterday, did we / didn’t we? 8. You met with an adjuster yesterday, didn’t you / did you? 9. Tomas spoke with an adjuster, did he / didn’t he? 10. It’s covered, is it / isn’t it?

Match the statements with the tag questions. 1. _____ e You like Mexican food,

a. is she?

2. _____ He filed a claim,

b. can they?

3. _____ It’s Monday today,

c. didn’t they?

4. _____ He didn’t come to class yesterday,

d. didn’t he?

5. _____They can’t speak Latin,

e. don’t you?

6. _____ She didn’t get in an accident,

f. did he?

7. _____ Tori isn’t coming,

g. isn’t it?

8. _____ They talked to an adjuster,

h. did she?

G Look at the sentences. Write the correct tag question. Practice with a partner.

G. Encourage students to ask follow-up questions in case their partner responds with “yes."

1. You’ve never filed a claim, _____________________? have you 2. It’s Tuesday today, ____________________________? 3. You didn’t work yesterday, _____________________? 4. The weather was nice today, ___________________? 5. It’s fun to exercise, ___________________________? 6. You don’t like singing, _________________________? 7. You think insurance is important, _______________? 8. You can’t speak German, ______________________? 9. We practice English a lot, ______________________? 10. Weekends are the best, ______________________? 11. You haven’t seen the Pacific Ocean, _____________? 12. It’s exciting to try new food, ___________________? intercambio.org/students

Answer Key: E. 2. didn't she 3. do we 4. was it 5. has he 6. do they 7. didn’t we 8. didn’t you 9. didn’t he 10. isn’t it F. 2. d 3. g 4. f 5. b 6. h 7. a 8. c G. 1. have you 2. isn’t it 3. did you 4. wasn’t it 5. isn’t it 6. do you 7. don't you 8. can you 9. don’t we 10. aren’t they 11. have you 12. isn’t it 78

Teacher Book 5 LEFT

H. This is the first time that students have a long listening task that asks them to fill in words. First, have students read through the dialog and predict possible answers, then listen to it multiple times as needed. Be sure to play completely through without stopping the first time in order to provide the complete context. Have students compare their answers in pairs/groups before you check as a whole class. This activity is intended to help develop the real-life skill of listening carefully to understand important information (including numbers). It will also give students a good script for common language used in conversations like this, which they can refer to if they ever have to have a similar conversation.

REAL LIFE / YOUR LIFE

H Listen to Track 12: Listen to the conversation. Fill in the blanks with the words you hear. Practice the dialogue with a partner.

new Automated voice: Hello, you’ve reached Blue Ridge Insurance. If this is a (1)________________ claim , press 1. If you already have a claim number, press 2. — You pressed 1.

Automated voice: In order to file a new claim, please (2)_____________________ the following available: 1. Your full name 2. Your policy number 3. The date of the accident 4. A police (3) __________________ number Press 1 now and we will connect you with a claims (4)_________________________. (presses #1) Dara: Hi, this is Dara, who do I have the pleasure of

Gino: Sure, it’s (9)________________________.

speaking with?

Dara: Okay, and you said you have a police report, didn’t

Gino: Hi, this is Gino Miller.

you?

Dara: Hello Gino, how can I help you today?

Gino: Yes, the police came to the scene and filled out an

Gino: Yesterday, when I was at a red light, the car behind

accident report.

me hit me.

Dara: Great, can I have that number?

Dara: I’m sorry to hear that. Are you (5)______________? Gino: Its (10) _____________________________. Gino: No, I’m fine, but the back of my car is

Dara: Perfect. I‘ve filed your claim – your claim number is

(6)________________________. I have a police report.

(11)______________________.

Dara: I understand. First, can you please give me your

I will email your claim number to you, as well as a list

policy number?

of authorized appraisers. These are drop-in appraisers

Gino: It’s (7)_________________________.

so pick one, and they will inspect your vehicle and take

Dara: Okay, Can I verify your name and contact

pictures of the damage. Are you able to drive your

information?

vehicle?

Gino: Yes, my name is Gino Miller. My address is

Gino: Yes.

(8)_____________ Apple Court, Greenville, Texas 75401. Dara: That’s great. The appraiser will send everything Dara: Okay, great. And is ginom@gmail.com still the best

back to us and we will (12)_________________ it along

email address for you?

with the police report. We’ll get back to you in a couple

Gino: Yes.

of days. Please call us if you have any questions.

Dara: And can you confirm your phone number?

Gino: Okay, thank you.

CULTURE TIP In the US, it’s illegal to drive your car without getting a license, registering your car, and having auto insurance. Car insurance requirements can vary from state to state. It’s important to talk with your insurance agent to make sure you are covered in case of an accident. If there is an accident, the plan you choose will determine how much money you will have to pay out of pocket. Do most people in your native country have insurance? What happens if their car, home, or other property is damaged? 66 Student Book 5 LEFT Culture Tip Expand the conversation by mentioning to students that prices for insurance can be different from company to company and, in addition to coverage, prices will often depend on things like age and driving record. If they are in an accident with someone who does not have insurance, they will need to have “uninsured driver” coverage to pay for damage. Use The Immigrant Guide (driving section) to spark more conversation.

Answer Key: H. 2. have 3. report 4. adjuster 5. hurt 6. totaled 7. 07-374735 8. 110 9. 204 555-7987 10. 097-343-9979 11. LM7-4356727841 12. process intercambio.org/teachers

12 I

What kinds of insurance do you think are most important? Rank the types below from (1) most important to (5) least important. _____ car insurance _____ home insurance ______ renter’s insurance _____ life insurance _____ health insurance

Read about Jim and Allison. Look at the insurance options. Write which insurance polices you would choose for Jim, Allison, and yourself and why. Jim is okay with spending a little more money to make sure he has the best coverage. He has had to have repairs on his cars a few times before, and he wants to be sure that his insurance policy will give him a car to use if his car needs repairs. Monthly

Company Premium

Allison is on a budget so she doesn’t want to spend a lot of money on car insurance. She is a very safe driver and has never had an accident before. If she is ever in an accident, she wants to have coverage that will pay for her repairs as well as for the repairs of someone else who does not have any insurance. Car Rental For Repairs

Annual Deductible

Special Offers

Good Choice

$120

$500

10% discount when bundled with home & life insurance

BeSure

$200

$350

5% annual safe driver discount

YES

Blue Ridge

$275

$200

15% annual safe driver discount

YES

Flat Rate

$95

$1,000

None

Coverage

 collision  liability medical uninsured driver  collision  liability  medical uninsured driver  collision  liability  medical  uninsured driver  collision liability medical uninsured driver

K. EXPANSION: Bring in real insurance advertisements and have students discuss which one would be best for them.

Reviews



1. Best insurance for Jim: 2. Best insurance for Allison: 3. Insurance I would choose for myself:

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Which insurance policies they chose for Jim, Allison and themselves and why • If either of you have ever filed an insurance claim and what that was like • The kinds of insurance they think are most important and why intercambio.org/students

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

Teacher Book 5 LEFT

HOMEWORK

Lesson 12 • You Filed A Claim, Didn’t You?

K Write the tag question. Then, answer the question. haven’t you 1. You’ve filed a claim before, ________________?

Yes, I have./ No, I haven’t. ____________________________

2. It’s a nice day today, ________________?

____________________________

3. You did your homework, ________________?

____________________________

4. It’s fun to play board games, ________________?

____________________________

5. You like where you live, ________________?

____________________________

6. Spicy food is delicious, ________________?

____________________________

7. Family visits are the best, ________________?

____________________________

8. Exercising is important, ________________?

____________________________

9. You’ve tried pizza, ________________?

____________________________

10. It’s important to have insurance, ________________?

____________________________

11. Playing a lot of video games is bad for you, ________________?

____________________________

Pre

JOURNAL PROMPT

Write about the differences between getting insurance in the US and your native country. Which place was easier? More expensive? Why? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Student Book 5 LEFT

Answer Key: K. 2. isn’t it? Yes, it is./No, it isn't. 3. didn’t you? Yes, I did./No, I didn't 4. isn’t it? Yes, it is./No, it isn't. 5. don’t you? Yes, I do./No, I don't. 6. isn’t it? Yes, it is./No,it isn't. 7. aren’t they? Yes, they are./No, they aren't. 8. isn’t it? Yes, it is./No, it isn't. 9. haven’t you? Yes, I have./No, I haven't. 10. isn’t it? Yes, it is./No, it isn't. 11. isn’t it? Yes, it is./No, it isn't. intercambio.org/teachers

L13 SINCE THEN, MANY THINGS HAVE CHANGED By the end of the lesson, students will be able to: • Talk about civil rights milestones in the U.S. using before, since, for, until, and once 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 • Picture of Martin Luther King, Jr. (optional) Warm-up: Greet students. Practice the material from last class. Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • politically correct - avoiding words or statements that could offend a person or a group of people • civil rights - legal rights to freedom and equality for everyone • race - used to describe a person’s physical characteristics, like skin color • ethnicity - used to describe cultural factors; nationality, ancestry, language Listening Track 13 Norma: Grandma – can I ask you some questions? Grandma: Yes, dear. What do you want to know? Norma: Well, I’ve been learning about US history at school and I want to know what life was like here when you were a little girl. Grandma: Oh – well life before was a lot different. Norma: Really, how? Grandma: Well, for example, there was segregation when I was young. Norma: What’s that? Grandma: It meant that kids of different races couldn’t go to school together. There was a lot of discrimination. Norma: Oh no – that’s too bad. When did things start to change? Grandma: Well, once the Civil Rights Act was passed in the 1960s, discrimination became illegal. Norma: Wow – it sounds like that was very important. Grandma: Oh yes, since then, many things in the US have changed. Now there is much more equality and less discrimination, but we still have to work hard to protect people. Norma: Yeah – that’s true. Do you think there will continue to be progress in the future? Grandma: Oh yes – I hope that people will continue to fight for their civil rights for many more years!

Teacher Book 5 LEFT

SINCE THEN, MANY THINGS HAVE CHANGED Pre Listening warm-up. Track 13: Pre Explore the pictures. What do you see? Read the Pre question, play track, elicit answer.

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE 1: Students may be confused by the word “act” as a verb (which they probably hear more often) and “act” as a noun (a written law made by Congress). You may want to distinguish between these and let students know that in this lesson, “act” is used as a noun. NOTE 2: “race” can mean “a group of people” or “a competition."

What was life like when her grandmother was young?

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. politically correct

civil rights

disability

race

ethnicity

equality

act

movement

segregation

PRONUNCIATION A

Repeat after your teacher. Underline the stressed vowel in each word and match the words to the color and key word from the Color Vowel ™ Chart. c rights 1. ____

a. GRAY DAY

2. ____ disability

b. OLIVE SOCK

3. ____ race

c. WHITE TIE

4. ____ equality

d. BLUE MOON

5. ____ movement

e. SILVER PIN

Pronunciation This is the first time students have to identify several different Color Vowel Chart sounds in a pronunciation activity.

intercambio.org/students

intercambio.org/teachers

Answer Key: Pronunciation: 2. e 3. a 4. b 5. d / disability, race, equality, movement

VOCABULARY PRACTICE

B Complete the sentences with words from the box.

1. The Americans with __________________ Disabilities Act protects people who are restricted by physical or mental limits.

equality Disabilities

2. The _________________ movement helped African Americans gain equal rights in the US. 3. We use the word __________ to describe a person’s physical characteristics, such as skin color.

race politically correct civil rights ethnicity

4. We use the word ______________ to describe the cultural identity of a person, which may include language, religion, nationality, and ancestry. 5. When everyone is treated the same, it is called _____________. 6. Jokes or rude comments about race are not ______________________.

LISTENING

Listen again to Track 13. Circle the correct word. 1. Things were different before / once. 3. Once / Until the Civil Rights Act was passed, discrimination became illegal. 3. Since / After then, many things in the US have changed. 4. She hopes people will continue to fight for their civil rights until / for many more years. 5. Since / Now, there is much more equality.

C. First, have students try the task without listening toF the track. Have students discuss their answers in pairs/ groups. Then play the track completely through. Play it again, stopping the track after each target sentence if needed.

LANGUAGE TOOLS

D Listen to your teacher and repeat. Discrimination was not illegal in the US until the 1960s. Once discrimination was illegal, it became less common. Discrimination has been illegal in the US since the 1960s. Discrimination has been illegal in the US for many years. Before the 1960s, some schools did not allow children of different races to study together. • until = up to a specific point in time • once = when, as soon as • since = from the past until now • for = a period of time • before = at a previous time 70

Student Book 5 LEFT

Answer Key: B. 2. civil rights 3. race 4. ethnicity 5. equality 6. politically correct C. 2. once 3. since 4. for 5. now

Teacher Book 5 LEFT

D. FOCUS: The G use of until, once, since, for, before. NOTE: In these examples, once does not mean “one time,” and since does not mean “because.”

GRAMMAR PRACTICE

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

Circle the correct word. 1. Equality cannot happen until / since everyone has the same freedoms. 2. Since / Until the 1960s, discrimination has been illegal. 3. Discrimination has been illegal for / since many years. 4. Before / Once I moved to the US, I didn’t know much about the civil rights movement. 5. Since / For many years now, it has been important to speak in a politically correct way in the US. 6. Some people don’t realize how common discrimination is since / until they experience it themselves. 7. Women have been able to vote in the US for / since many years. 8. She didn’t know how important it was to be politically correct at work since / until one of her coworkers told her. 9. Once / Until he told his boss about his disability, his boss gave him a special desk.

F F. EXPANSION: Use colored index cards for a sentence scramble activity.

Unscramble the sentences. 1. moved / to the / Once / her grandmother / US, / learning / about / started / US history. / she Once her grandmother moved to the US, she stared learning about US history. _____________________________________________________________________________________

2. He / a disability / had / since / was / has / he / a child. _____________________________________________________________________________________ 3. lived in / the same / She / small town / until / was / she / 25. _____________________________________________________________________________________ 4. have been / many years. / fighting / discrimination / They / for _____________________________________________________________________________________

G Write answers to the questions. Use the words in parentheses. 1. When did discrimination become illegal? Discrimination became illegal once the Civil Rights Act was passed. _____________________________________________________________________________________ (once the Civil Rights Act was passed)

2. How long have women been able to vote? _____________________________________________________________________________________ (since 1920) 3. When was segregation in US public schools legal? _____________________________________________________________________________________ (until 1954) intercambio.org/students

Answer Key: E. 2. Since 3. for 4. Before 5. For 6. until 7. for 8. until 9. Once F. 2. He has had a disability since he was a child. 3. She lived in the same small town until she was 25. 4. They have been fighting discrimination for many years. G. 2. Women have been able to vote since 1920. 3. Segregation in US public schools was legal until 1954. intercambio.org/teachers

REAL LIFE / YOUR LIFE

H Read about the US holiday of Martin Luther King Jr. Day. Circle True or False. Martin Luther King Jr. Day is a US holiday that celebrates the birth date of one of America’s greatest civil rights leaders. Dr. King’s date of birth is January 15th, but the holiday is celebrated on the third Monday in January. The holiday recognizes the great accomplishments Martin Luther King made to American society. His leadership to promote equal rights for black Americans changed the US forever. His non-violent protests led to new laws that were passed by the US government to make race discrimination in America illegal. Once the new laws were passed by the government, the US became a more equal society. The holiday is only one of four national holidays in the US to commemorate a person. This shows how important Martin Luther King was in US history. Dr. King continued to fight for equality until he was assassinated in 1968. Just 15 years later, in 1983, President Ronald Reagan signed the law to create the Martin Luther King Jr. holiday.

1. Martin Luther King Jr. Day is an international holiday.

TRUE

FALSE

2. Martin Luther King Jr. Day is celebrated every year on January 15th.

TRUE

FALSE

3. Dr. King’s protests were violent.

TRUE

FALSE

4. Dr. King passed new laws.

TRUE

FALSE

5. Dr. King fought for equality until 1968.

TRUE

FALSE

5. Martin Luther King Jr. Day has been a holiday in the US since 1983.

TRUE

FALSE

Complete the chart below about someone who is greatly respected in your native country. Share with a partner. Name:

Where they are from:

Their accomplishments:

CULTURE TIP Political correctness has become a popular topic in the US in recent years. It generally refers to using language that will not offend or upset other people. Some people think that being politically correct stops people from having open conversations about controversial topics. Do you think it is important to be politically correct? Why or why not? 72

Student Book 5 LEFT

Answer Key: H. 1. false 2. false 3. false 4. false 5. true 6. true I. Answers will vary.

Teacher Book 5 LEFT

H. J Before the task, show students a picture of Martin Luther King, Jr. and ask Who is this? Elicit the response. Ask What do you know about Martin Luther King, Jr.? After students have shared their ideas, have them read the text to check themselves and do the task.

I. EXPANSION: Play Guess Who, in which one student describes where a person comes from and their accomplishments and the otherK one guesses who the person is.

Culture Tip Use The Immigrant Guide (US Culture and Social Skills) to spark more conversation.

13 J

Look at the timeline of civil rights in the US. Answer the questions.

J. Have students work in pairs to answer the questions. Encourage them to express their personal opinion on the topics.

1. Since when have women been able to vote in the US? _____________________________________________________________________________________ 2. Since when has segregation been illegal? ______________________________________________________________________________________ 3. Until what year was same-sex marriage illegal in some states? ______________________________________________________________________________________ 4. What happened seven years before same-sex marriage became legal? ______________________________________________________________________________________ 5. What became illegal once the Americans with Disabilities Act was passed? ______________________________________________________________________________________

K Write any important civil rights moments in your native country on the timeline. Conversation Have students discuss the questions in new pairs or small groups. Encourage them to ask followup questions. Then ask some students to share what they have learned about their partners with the group.

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Important civil rights moments in their native country • What they think about civil rights in the US and how they compare to both of your native countries • If there are other civil rights that they think need to be protected in the US or in other countries intercambio.org/students

Answer Key: J. 1. Women have been able to vote in the US since 1920. 2. Segregation has been illegal since 1954. 3. Same-sex marriage was illegal until 2015. 4. The US elected the first black president. 5. Discrimination due to disability became illegal. K. Answers will vary. intercambio.org/teachers

HOMEWORK

Lesson 13 • Since Then, Many Things Have Changed

Match the parts of the sentences. 1. ____ d Marta couldn’t speak English

a. once she learned more about the culture.

2. ____ Once Gabe started cutting back on sugar,

b. 2001.

3. ____ They learned how to speak

c. many years.

4. ____ She felt more comfortable

d. until she started taking classes.

5. ____ They have been working there since

e. before they could read.

6. ____ I haven’t seen her for

f. he became healthier.

Pre

M Put the conversation in order. ____ Julia: Wow—that’s a long time. How did your family feel when they moved here? ____ Claude: Sure. I was born in Martinique and lived there until I was 20. I have lived in the US since 1994. ____ Julia: Yeah—friends are important. Did you find a job right away? ____ Claude: It was difficult at first, but once we made new friends, it became easier. ____ Claude: No—at first I studied. I didn’t find a job until after I finished my studies. 1 Julia: So, Claude, can you tell me a bit more about how you came to the US? ____

JOURNAL PROMPT Write about something you didn’t know until you moved to the US and something you knew before you moved here. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 74

Student Book 5 LEFT

Answer Key: L. 2. f 3. e 4. a 5. b 6. c M. 3, 2, 5, 4, 6, 1

Teacher Book 5 LEFT

L14 BREAKING A MIRROR IS BAD LUCK By the end of the lesson, students will be able to: • Talk about superstitions and their beliefs • Talk about and compare different superstitions around the world and in the U.S. 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 Warm-up: Greet students. Practice the material from last class. Ask What have you done since our last class? What have you wanted to do for a long time? What did you do before the lesson? Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • luck - good things happen by chance • fate - the things that will happen to a person or thing; the future that someone or something will have • knock on wood - people use this expression and hit something made of wood as a way to prevent bad luck after they talk about something good that has happened • just in case - to do something in the event that something does or does not happen • keep your fingers crossed - hope for luck Listening Track 14 Anya: Ah! Oh no! Bakir: Anya, are you okay? What happened? Anya: Watch out! Don’t step on the glass Bakir! I was trying to hang up this new mirror and I dropped it. Bakir: Uh oh. That’s 7 years of bad luck for you. Anya: What? Bakir: You’ve never heard that before? Breaking a mirror is bad luck. Anya: Really? Why 7 years? Bakir: Well, it’s really just a superstition. Some people think breaking a mirror will cause you to have bad health or problems. Anya: That’s interesting. In my culture it’s bad luck to compliment children. It will bring bad health or problems to them if you say they are smart or cute. Bakir: Really? What do you say then? Anya: Sometimes we say they are ugly! Haha. Or we don’t compliment them. But not many people believe that superstition anymore. Bakir: It’s the same with the mirror here. Anya: Oh good! I’m glad to hear that.

intercambio.org/teachers

BREAKING A MIRROR IS BAD LUCK

Pre Listening warm-up. Track 14: What happened? Pre Explore the pictures. What do you see? Read the Pre question, play track, elicit answer.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. luck Expressions: knock on wood ghosts just in case keep your fingers crossed

unlucky

superstition/superstitious

believe in

mirror

fate

wishbone

horseshoe

rabbit’s foot

PRONUNCIATION

knock

ghost

horse

light

listen

debt

write

answer

intercambio.org/students

Answer Key: Pronunciation: ghost, horse, light, listen, debt, write, answer

Pronunciation Invite students to come up to the board, write the words, and cross out the silent letters.

Listen and repeat after your teacher. Draw a line through the silent letters in each word.

Teacher Book 5 LEFT

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: The expressions listed to the left are not used in this lesson, but given their relevance to superstitions, they may be useful to discuss.

VOCABULARY PRACTICE

B Listen to your teacher and repeat.

luck today! 1. I just found $10.00 on the street. I must have good ________

superstitious

2. Some people _______________ superstitions, but others do not.

wishbone

3. He thinks black cats are _____________. He’d never have one as a pet.

unlucky

4. A common tradition in the US after eating a turkey dinner is to break the

ghost

________________ to see who will have good luck.

luck

5. Some people believe that when someone has died, they turn into a

horseshoes

_____________.

believe in

6. Many western cultures are __________________ about the number 13. They think it is unlucky.

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 or stop the track after each target sentence if needed.

7. My uncle thinks that ______________ are good luck. He puts them above the

doors in his home.

LISTENING

Listen again to Track 14. Circle True or False. 1. Anya broke a window.

TRUE

FALSE

2. Bakir says some people think a broken mirror is bad luck.

TRUE

FALSE

3. Bakir says it’s seven years for every broken piece.

TRUE

FALSE

4. Anya says complimenting children brings them good health.

TRUE

FALSE

5. Anya and Bakir don’t believe in superstition anymore.

TRUE

FALSE

LANGUAGE TOOLS D. FOCUS: Statements with an infinitive (to + verb) or a gerund (verb+ing).

D Listen to your teacher and repeat. Statements Breaking a mirror is bad luck. It’s bad luck to break a mirror. • When we start a sentence with an action, we use a gerund (verb + ing). • For example: Walking under a ladder is bad luck. • When we start a phrase or sentence with It’s + adjective , we use the infinitive (to + verb) (It’s + adjective + infinitive…) • For example: It’s good luck to knock on wood. 76

Student Book 5 LEFT

Answer Key: B. 2. believe in 3. unlucky 4. wishbone 5. ghost 6. superstitious 7. horseshoes C. 2. true 3. false 4. false 5. true

intercambio.org/teachers

GRAMMAR PRACTICE

E. Say These are common U.S./ Western superstitions. Have students work individually. Then have them compare their answers in pairs/ groups. Finally, go through the answers together. Ask What do you think about these superstitions? Do you believe in any of them? How do you think these superstitions got started?

Write the correct form of the verb. Do you agree with these superstitions? Discuss with a partner. 1. He thinks __________ living (live) on the 13th floor is bad luck. 2. It’s good fortune _____________ (find) a penny. 3. It’s superstitious _____________ (knock) on wood. 4. _______________(open) an umbrella inside is unlucky. 5. _______________ (throw) salt over your shoulder stops death. 6. It’s lucky ____________ (see) a shooting star. 7. It’s good fortune for a ladybug _________ (land) on you. 8. _____________ (step) on a crack will break your mother’s back.

Answer the questions. Use the words in parentheses. 1. Do you believe in any superstitions? Yes, I believe __________________________________________ it’s good luck to find a four-leaf clover.. (it’s/good luck/find/a four-leaf clover) 2. Does he believe in any superstitions? Yes, he believes _______________________________________ . (chew/gum at night/ bad luck) 3. Does Toria believe in any superstitions? Yes, she believes ____________________________________ . (it’s/bad luck/sit/on the floor) 4. Do they believe in any superstitions? Yes, they believe ______________________________________ . (cut/your nails at night/bad luck) 5. Does Natasha believe in any superstitions? Yes, she believes __________________________________ . (eat/12 grapes on New Year’s Eve/good luck)

G. NOTE: All of these were intentionally chosen because they are considered good luck by some and bad luck by others. Encourage students to explain their choices.

G Decide if you think the picture shows something that is good luck or bad luck and write a complete sentence. Compare with a partner.

see an owl

wear red

F. Say These are real superstitions around the world. Do you have similar superstitions in your home country? What other superstitions exist in your home country?

break a plate

Seeing an owl is 1__________________________ 2__________________________ 3__________________________ good luck. ___________________________ ___________________________ ___________________________

intercambio.org/students

Answer Key: E. 2. to find 3. to knock 4. opening 5. throwing 6. to see 7. to land 8. stepping F. 2. chewing gum at night is bad luck 3. It’s bad luck to sit on the floor 4. cutting your nails at night is bad luck 5. eating 12 grapes on New Year’s Eve is good luck G. Answers will vary. 92

Teacher Book 5 LEFT

H. Before the task, ask Do you know what you can do to avoid having bad luck if you break a mirror? Elicit responses. Then have students do the task to check their ideas. This activity introduces students to the concept of “getting rid” of bad luck. After going over the activity you can ask students what they think “get rid of” means from the context of the conversation. They’ll need to know this for the next activity.

REAL LIFE / YOUR LIFE

H Complete the conversation with words from the box. Practice with a partner. Penny: Oh no! I just dropped my (1)__________ and it (2)____________! That’s bad luck!! Brad: Oops! Well, whatever you do, don’t throw the pieces away.

breaking broke

Penny: What? Brad: Yeah—if you throw them away, you’ll have bad (3)___________. You can have good luck if you pick them up and bury them at night.

mirror luck taught

Penny: Really? I’ve never (4)____________that. Brad: Yes. My grandma (5)_________ me that as a way to get rid of bad luck from

heard

(6)______________a mirror. Penny: Wow—thanks!

Look at the things below that are considered bad luck by some people. How do you think someone can get rid of the bad luck from these things? Write your ideas and share with a partner. SUPERSTITION:

HOW TO GET RID OF THE BAD LUCK (MY IDEAS):

I. EXPANSION: Ask students if they know how to get rid of bad luck from any other superstitions not mentioned in the task.

Culture Tip After students share what they believe are the most common superstitions in their native countries, ask if those superstitions exist in other people's native countries. Share what you believe to be the most common superstition in the U.S.

CULTURE TIP Many superstitions around the world are very old and are passed from generation to generation. One of the most common superstitions in the US is around the number 13. Some buildings don’t have a 13th floor and many airplanes don’t have a 13th row. Do you think 13 is unlucky? What do you think the most common superstition is in your native country? 78

Student Book 5 LEFT

Answer Key: H. 1. mirror 2. broke 3. luck 4. heard 5. taught 6. breaking I. Answers will vary.

intercambio.org/teachers

14 J

Read about the superstitions these people have had in their lives.

J. Ask What similar superstitions did you use to have or do you have now?

Chris’s superstition:

Belinda’s superstition:

Marcie’s superstition:

“When I was little, I couldn’t go to sleep at night unless the closet door was shut. If my parents didn’t close the door, I thought monsters would come out.”

“My mother used to make me take my shoes off before coming in the house. The reason I had to take off my shoes outside the house was to leave the bad luck outside.”

“On the day I got married, clouds filled the sky and it rained, and rained and rained. My best friend told me that rain on your wedding day is a sign of a long, happy marriage.”

K Choose one of the pictures below and make up a superstition or a story that involves the image in the picture. Share with a partner.

K. Encourage students to use the vocabulary from the lesson. If students are struggling, refer them to Activity J as an example.

_____________________________________________________________________________________

Check the things that you believe in. ghosts

horseshoe is good luck

fate

unlucky numbers

it’s good luck to knock on wood

it’s bad luck to break a mirror crossing your fingers is good luck

other superstitions:__________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Things they believe or don’t believe in from Activity L and why • Common superstitions in their culture • Common superstitions in their family or that they had growing up intercambio.org/students

Answer Key: K. Answers will vary. L. Answers will vary.

Teacher Book 5 LEFT

HOMEWORK

Lesson 14 • Breaking A Mirror Is Bad Luck

M Look at the map. Answer the questions. Pre

1. Which region is the most superstitious? __________________________________________ 2. Which region is the least superstitious? __________________________________________ 3. Which region do you live in? __________________________________________ 4. Do you think people are more or less superstitious where you live now or in your native country? Why? __________________________________________ __________________________________________

N Write the correct verb in the blank. 1. __________________ (carry) a rabbit’s foot is Carrying lucky.

2. It’s good luck __________________ (hang) horseshoes over your house.

3. It’s good luck _______________ (wish) on a star. 4. _______________(see) a black cat cross your path is unlucky. 5. ___________________ (cross) your fingers is for 6. It’s bad luck __________________ (walk) under good luck. a ladder. 7. __________________(put) new shoes on the table is bad luck.

8. _________________ (cut) your fingernails at night is unlucky.

JOURNAL PROMPT What kinds of things do you believe in? Have you always believed in them? Did you believe in things as a child that you no longer believe now? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 80

Student Book 5 LEFT

Answer Key: M. 1. The South 2. The West 3. Answers will vary. 4. Answers will vary. N. 2. to hang 3. to wish 4. Seeing 5. Crossing 6. to walk 7. Putting 8. Cutting

intercambio.org/teachers

L15 WHAT AN INSPIRING STORY! By the end of the lesson, students will be able to: • Talk about inspiration, motivation, and self-care using the adjective and noun forms of many common verbs 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 Warm-up: Greet students. Practice the material from last class. Ask Have you noticed any of the superstitions we talked about in the last class? Review homework from last lesson. Be sure to discuss their answers to the journal section. Teacher notes: Read ahead for Lesson 16 – Final review and Progress Check. Prepare how you will lead the final review and give the Progress Check. Consider assigning the self-reflection in the student book as homework, in addition to the regularly assigned homework at the end of Lesson 15. We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • inspire - to make someone want to do something, or feel like they can do something • fulfill - to make someone feel satisfied or happy Listening Track 15 Kaya: Hey Punnu. I can’t believe our English class is almost over this year. Do you feel like you learned a lot? Punnu: Oh yes, I definitely learned a lot. In fact, the other day my daughter told me how exciting it was that I could talk to her teacher without her there to translate! Kaya: Wow! That is so inspiring. Learning English can be really hard sometimes, but stories like that really motivate me to keep learning. Punnu: Are you going to continue taking classes? Kaya: Yes, I am. I have a lot of responsibilities but my teacher is so encouraging. He really believes in me and inspires me to keep studying. Punnu: That’s great! Just remember to leave time for yourself too. It is important to recharge sometimes.

Teacher Book 5 LEFT

WHAT AN INSPIRING STORY! Pre Listen to Track 15. What is Kaya and Punnu’s relationship? Pre Explore the pictures. What do you see? Read the Pre question, play track, elicit answer.

VOCABULARY WORDS & PHRASES

A Repeat after your teacher. A. Have students repeat each word after you. Be sure to work on stress and pronunciation. Pronunciation Ask What other nouns that end in “tion” do you know? NOTE: General rule = stress the syllable before the -tion.

inspire

motivate

fulfill

fascinate

energize

balance

recharge

productive

self-care

responsibility

PRONUNCIATION A

Repeat after your teacher. Underline the stressed syllable. What is the general rule for words that end in “tion”? inspiration

motivation

fascination

celebration

education

description

vacation

position intercambio.org/students

Answer Key: Pronunciation: inspiration, motivation, fascination, celebration, education, description, vacation, position

intercambio.org/teachers

VOCABULARY PRACTICE

B Complete the crossword puzzle. Use the words in the box. recharge

balance

fulfillment

productive 1

motivation

l a n 4

energizing

DOWN 1. It can be difficult to_____ my responsibilities with my passion 2. Bertha’s_______to keep learning is to get a better job 3. She is most_______in the morning

inspires

c e

ACROSS 4. We work hard and sometimes we need to _______ 5. Helping people is what_________me most 6. He gets a lot of______ from helping his kids 7. It is so______to spend time in nature – I love it!

LISTENING

Listen again to Track 15. Circle the correct answers. 1. Kaya feels like she learned

a. a lot.

b. a little.

c. not much.

2. She is able to talk to

a. her teacher.

b. her daughter’s teacher.

c. her doctor.

3. Punnu is motivated by Kaya’s

a. story.

b. daughter.

c. teacher.

4. Kaya tells Punnu that it’s important to

a. study.

b. practice.

c. recharge.

LANGUAGE TOOLS

D Listen to your teacher and repeat. ACTION (VERB) Her story inspires me. His work fulfills him.

DESCRIPTION (ADJECTIVE) It’s an inspiring story. It’s fulfilling work.

THING (NOUN) Her story gives me inspiration. His work gives him fulfillment.

Many words in English have several forms. For many verbs in English, we can add “-ing” to form adjectives. We can often add “-ment” and “–tion” to make nouns. 82

Student Book 5 LEFT

Answer Key: B. 2. motivation 3. productive 4. recharge 5. inspires 6. fulfillment 7. energizing C. 1. a 2. b 3. a 4. c

Teacher Book 5 LEFT

C. First, have students try the task F 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 or stop the track after each target sentence if G needed. D. FOCUS: Word formation.

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

Complete the chart. VERB

ADJECTIVE

Their work inspires them.

inspiring It’s (1)________________ work.

She motivates him.

She’s a motivating person.

Our teacher encourages us. Helping others

We have an (3)________________ teacher. They think that helping others is

(4)____________________ them. fulfilling. The class energizes me.

F. This activity focuses on helping students recognize when to use a particular form of a word. If you or your students have a hard time recognizing why a certain form of the word is used in these sentences, it can be helpful to refer back to the chart in Activity C to see how the word is being used in the sentence (as an action, description or thing). Once students recognize the difference between how the words work in the sentences, they are more likely to use them correctly.

The factory (6)_______________ a lot of materials. The story fascinates me.

NOUN They get inspiration from their work. She gives him a lot of (2)________________________. Our teacher gives us a lot of encouragement. It gives them a lot of fulfillment to help others.

It’s an (5)_______________ class. The class gives us energy.* It’s very productive. *

It has good production.

It’s a fascinating story.

I have a (7)__________________ with that story.

*Some verbs have different forms for adjectives and nouns. It’s important to memorize these.

Write the correct word. 1. Being a teacher is so _________________ (inspire / inspiring). inspiring 2. It really _______________ (motivates / motivating) me to see how much the children can learn each year. 3. I give them _________________________ (encouragement / encouraging) every day to keep learning. 4. It must be one of the most _________________________ (fulfilling / fulfillment) jobs there is. 5. Sometimes it requires a lot of _______________________ (energize / energy). 6. But, it starts early and I’m most ______________________ (producing / productive) in the mornings. 7. The kids are so creative. It is _______________________ (fascination / fascinating) to see all that they can do in class!

G Unscramble the questions. Discuss with a partner. 1. something / you? / What / that / inspires / is / What is something that inpires you? _____________________________________________________________________________________

2. you / productive? / When / are / most _____________________________________________________________________________________ 3. motivation / is / your / to / English? / study / What

G. EXPANSION: Use colored index cards for a sentence scramble activity.

_____________________________________________________________________________________ 4. you are / What / energizes / feeling / you / tired? / when _____________________________________________________________________________________ intercambio.org/students

Answer Key: E. 2. motivation 3. encouraging 4. fulfills 5. energizing 6. produces 7. fascination F. 2. motivates 3. encouragement 4. fulfilling 5. energy 6. productive 7. fascinating G. 1. What is something that inspires you? 2. When are you most productive? 3. What is your motivation to study English? 4. What energizes you when you are feeling tired? intercambio.org/teachers

REAL LIFE / YOUR LIFE

H Read the descriptions about the books below. Circle the correct answers. Compare with a partner.

H. I This is a contextual reading exercise to practice reading for the main point without knowing what every word means.

1. What do you think the word “eventually” means? a. maybe

b. after some time

c. never

2. What do you think the word “hardship” means? a. difficulty

b. funny

c. tired

3. What do you think the word “heartwarming” means? a. happy

b. sad

c. upset

4. What do you think the word “meaning” means in this context? a. self-care

b. recharge

c. motivation

CULTURE TIP Many communities in the US have “book clubs” where groups of people read the same book and get together weekly to discuss it. The books are often inspiring stories that lead to interesting and important discussions. They can also be books about science fiction, history, and biographies. Have you ever participated in a book club? Would you like to in the future? What type of books would you like to read? 84

Student Book 5 LEFT

Answer Key: H. 1. b 2. a 3. a 4. c

100

Teacher Book 5 LEFT

15 I I. Explain how to read the chart and have students work in pairs. Then go through the answers together and have students tell the group how their partners answered the last question.

Look at the chart about what motivates people in their jobs. Answer the questions and compare with a partner.

What Motivates You to Excel and Go the Extra Mile at Our Organization? 20%

Motivation from coworkers

17%

Internal motivation to do a good job

13%

Encouragement and recognition

10%

Making a difference Professional growth

Helping customers/clients

8% 7%

Money and benefits Positive supervisor

Believing in the company/product

Other

1. What do people find most motivating? ____________________________________ 2. What do people find least motivating? ____________________________________ 3. What motivates people more, money/benefits or helping people? ______________________________ 4. What things on this list motivate you?____________________________________

J J. Encourage students to add more activities relevant to them.

Rank the activities below according to how much they energize or inspire you. 1 = most energizing/inspiring

10 = least energizing/inspiring

_____ socializing with other people

_____ solving problems

_____ helping others improve their lives

_____ creating new things

_____ analyzing numbers

_____ being in nature

_____ learning about new topics

_____ working with animals

_____ working with technology _____ hearing stories about how people have overcome challenges

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • Their rankings in Activity J • Where they go for inspiration • How they balance their responsibilities with self-care intercambio.org/students

Answer Key: I. 1. co-workers 2. positive supervisor and believing in the company product 3. helping people 4. Answers will vary. J. Answers will vary. intercambio.org/teachers

101

HOMEWORK

Lesson 15 • What An Inspiring Story!

K Match the parts of the sentences.

1. ____ b It is such an

a. very inspiring story.

2 . ____ She has a

b. inspiration to see so many people helping others.

3. ____ His motivation

c. for studying is to get a better job.

4. ____ They are

d. different people energizes me.

5. ____ Talking to lots of

e. most productive at night.

Remind students to do page 87 before the next class, too.

Complete the sentences. Use the correct form of the verb in parentheses. 1. Did you see the story about the woman and her dog on the news? It was so ______________________ (inspire). inspiring 2. Miriam works so hard to do a good job. I think she gets a lot of _____________________ (motivate) from helping people. 3. Daniel doesn’t like to work early in the mornings. He is most ________________ (produce) at night. 4. They really enjoyed the presentation. They thought it was __________________ (fascinate). 5. It ____________ (fulfill) me so much to see my children as successful adults. 6. She’s looking for a new job. She doesn’t think the one she has now is very ____________ (fulfill). 7. I love teaching in the evenings. It’s so ________________________ (energize) to work with my students. 8. Sometimes we get tired of our work. It really helps to have coworkers that give us _________________ (encourage).

JOURNAL PROMPT Write about what motivates you to do the things you do in your life. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 86

Student Book 5 LEFT

Answer Key: K. 2. a 3. c 4. e 5. d L. 2. motivation 3. productive 4. fascinating 5. fulfills 6. fulfilling 7. energizing 8. encouragement

102

Teacher Book 5 LEFT

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. Encourage them that 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. D: Listening Track • Do the listening together (Activity D). 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. • Please note that the listening exercise, which generally comes first on the Progress Check, is Activity D. In a group setting, you may want to begin the Progress Check with Activity D and then have students work independently to complete the test." Listening: Track 16 Helen: Hey Ron. What do you think about the new recycling proposal for our town? Ron: I think it’s great! I just wish they had done it sooner. Helen: Really? I disagree with it. I don’t think people should have to recycle unless they want to. Ron: Really? I agree that people should have the right to do what they want to do, but sustainable programs like recycling are so important for our environment Helen: Yeah, I guess so. I haven’t ever recycled. I wonder if it’s hard to do. Ron: It’s easy! I’d be happy to show you how it works. Helen: That would be great. Thanks! 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. NOTE: As long as an answer is grammatically correct (whether it uses the structure SCORING 20 Total pts 1st pg.

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

30 Total pts 2nd pg

At bottom of each Progress Check page is a point scale. Write the number of correct answers (e.g., 18 / 20 points)

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

100 Total points possible intercambio.org/teachers

103

REVIEW & PROGRESS CHECK Check the items you can do. Practice the items you can’t. I can… talk about common geographical areas and regions of the US using a variety of tenses (past, present, and future) (Lesson 1)

This should have been completed as homework. Pair students to share their responses.

talk about job interviews and things I have done before or at a specific time in the past (Lesson 2) talk about planning for retirement and common financial activities (Lesson 3) talk about local government and what has been happening in my town or city (Lesson 4) talk about addiction and use words like unless, because, and even though (Lesson 5) talk about my regrets, hopes, and dreams (Lesson 6) talk about prejudices, stereotypes, and discrimination (Lesson 7) make guesses with different degrees of certainty using might and must (Lesson 7) share my opinions by agreeing or disagreeing about controversial issues (Lesson 10) talk about culture and what kinds of things influence it (Lesson 11) use indirect questions to find out more information (Lesson 11) talk about different kinds of insurance and filing claims (Lesson 12) understand and use tag questions, such as don’t you? aren’t you?, etc. (Lesson 12) talk about important civil rights milestones in the US and use expressions of time, such as once, before, until, since, and for (Lesson 13) talk about and compare beliefs around superstitions (Lesson 14) talk about inspiration, motivation, and self-care using different word forms (Lesson 15)

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

intercambio.org/students

104

Teacher Book 5 LEFT

A. Model this activity with a student using the example. EXPANSION: Divide the words amongst pairs of students. The pairs write definitions on separate index cards. Collect all of the cards and pass them out again (making sure that you don’t give anyone words that they defined initially) for pairs to guess the correct word. OPTION: Play Charades.

REVIEW & PRACTICE

A Work with a partner. Choose a word from below and describe it to your partner. Do not say the word! See if your partner can guess which word you are describing. Switch roles.

EXAMPLE:

A: This is something you can do for a vacation in a car. B: A road trip! mountains

addiction

vote

pain killers

inspiring

free speech

civil rights

deductible

premium

proposal

harmful

social media

regret

stereotype

discrimination

accomplishment

superstition

productive

B Write the correct form of the verb in parentheses. Compare with a partner. Carrying (carry) a rabbit’s foot is good luck. 1. ______________

2. The city ___________________ (work on) that proposal for a long time. I can’t believe it isn’t finished! 3. They ___________________ (go) to the park tomorrow unless it rains. 4. He wishes he _____________________ (stand up) for himself more at his last job. 5. She had a great time on her vacation, but she wishes she ____________________ (visit) more places. 6. We have traveled to the West Coast many times. In fact, we ______________ (go) there last summer.

Complete the sentences with your own ideas. Discuss with a partner. 1. _____________________________________ is bad luck. 2. I wonder if ____________________________. 3. I agree with ___________________________. 4. I disagree with ______________________________. 5. __________________________________________ is an important right. 6. If someone experiences discrimination, they should _______________________. 88

Student Book 5 LEFT

Answer Key: A. Answers will vary. B. 2. has been working on 3. are going (will go) 4. had stood up 5. had visited 6. went C. Answers will vary. intercambio.org/teachers

105

16 D Write the tag questions. Compare with a partner. didn’t she 1. She went to the store yesterday, ___________________________________ ?

2. They won’t go to the party if it’s too cold,____________________________ ? 3. He hasn’t ever been to a town council meeting, ______________________ ? 4. We filed a claim for the insurance,__________________________________ ? 5. You aren’t going on a road trip this year, ____________________________ ? 6. I have the right to free speech, ____________________________________ ? 7. She doesn’t agree with him, ______________________________________ ? 8. Personal space is important in their culture, _________________________ ?

E Make the questions indirect. Ask your partner the questions. 1. Direct: Where is your home? Indirect: Can you tell me ____________________________________________________________ ? where your home is 2. Direct: How long have you lived here? Indirect: Can you tell me ____________________________________________________________ ? 3. Direct: Where is your best friend right now? Indirect: Do you know ______________________________________________________________ ? 4. Direct: Is free speech important? Indirect: Do you think ______________________________________________________________ ?

F Complete the dialogue with would, should or could. Practice with a partner. should Valerie: Hey, Dan. I’m applying for a job tomorrow. Any ideas about what I (1)_______________ do?

Dan: Wow—that’s great! You (2)_________________ definitely prepare before the interview. Valerie: Okay. How (3)________________ you prepare if you had an interview? Dan: I (4)________________ look up information about the organization and think about my accomplishments, as well as questions I (5)____________________ like to ask. Valerie: That’s a good idea. Do you think I (6)____________________ ask about the salary? Dan: No, not at the first interview. If you want to get an idea about how much they pay, you (7)___________________ look online. Valerie: Great. Thanks, Dan! intercambio.org/students

Answer Key: D. 2. will they 3. has he 4. didn’t we 5. are you 6. don’t I 7. does she 8. isn’t it E. 2. how long you have lived here 3. where your best friend is right now 4. free speech is important F. 2. should 3. would 4. would 5. would 6. should 7. could/should

106

Teacher Book 5 LEFT

G Review Game. Play with a partner or in a small group. Take turns choosing a category and filling in the blanks. Write your points down for correct answers.

Add the tag question!

Add the correct form of the word and answer the question

100 100 100 100 100 ____________. _____________ She has lived She called _____________ in a suburban she / live / (eat) healthier neighborhood the insurance (break) a mirror there when I was agent, is bad luck. _____________ ____________? younger. 10 years.

100 What is something that _______ (inspire) you?

Superstitions

I wonder if...

I wish...

Until, since, before or for?

200 200 200 200 _____________ _____________ He didn’t 200 It’s bad luck 200 he / experience believe in Is your job _____________ discrimination (be) more You weren’t _______ hurt, _______? _____________ (live) on the adventurous ghosts / before he saw one (fulfill)? 13th floor. last year. last night! 300 300 300 300 300 Are you _____________ _____________ They are 300 _____________ caffeine (do) my retired. They It isn’t harmful, _____________ (see) an owl is (motivate) to addiction / be / homework haven’t worked ____________? good luck. keep learning harmful yesterday. _______2014. English?

400 400 400 400 400 400 It’s good luck ___________ ________ you When are _____________ You’ve visited _____________ see / black cat / (not / break) file a claim, you the East Coast, you most (break) a that mirror last need to get a unlucky ____________? _____________ wishbone. night! police report. (produce)? 500 500 500 500 500 We haven’t 500 What is _____________ _____________ _____________ gone on a lot They had never something (knock) on she / go on (not / have) so of road trips gone on a road you think is wood is good a road trip / much to do last ______ last trip before, _____________ luck. before weekend. year, when our ____________? (fascinate)? baby was born. My points: _________ Notes:

Student Book 5 LEFT

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

intercambio.org/teachers

107

PROGRESS CHECK Total: 50 x 2 = 100

My score________/ 50

A Match the questions with the answers. (1 point each) 1. ___ g She has insurance, doesn’t she?

a. Yes, it does.

2. ___ He’s been to New York, hasn’t he?

b. No, he hasn’t.

3. ___ Do they agree with prohibiting guns?

c. No, he doesn’t.

4. ___ Did they have to pay a deductible?

d. No, she hasn’t.

5. ___ Are the classes motivating?

e. Yes, they are.

6. ___ He agrees with the proposal, doesn’t he?

f. No, they didn’t.

7. ___ Does the story inspire him?

g. Yes, she does.

8. ___ Has she ever experienced discrimination before?

h. Yes, they do.

B. Say Now you will work alone.

B Circle the correct words to complete the sentences. (1 point each) 1. I disagree with allow / allowing people to take dogs to work. 2. Has she ever filed / Did she ever file a claim before?

Answer Key: 2. has she ever filed 3. breaking 4. should 5. have been going 6. might 7. once

3. Break / Breaking a mirror is unlucky. 4. Jose doesn’t like his job. He should / would find another one. 5. They have been going / go to the support group since December. 6. He’s not sure what he’s going to do this summer. He must / might take a road trip. 7. Once / Since city council presents the proposal, residents will vote.

Complete the sentences with the correct form of the word in parentheses. (1 point each)

C. Answer Key: 2. to live 3. Taking off 4. hadn’t/had not broken 5. will be/are going to be 6. has been talking/ has talked 7. Drinking 8. be

1. Some people think __________ seeing (see) a black cat is unlucky. 2. It’s risky __________ (live) beyond your means. 3. ______________ (Take off ) your shoes is important in some cultures. 4. They wish they ____________ (not break) the mirror last night. It’s bad luck! 5. We hope stereotypes ___________ (be) less common in the future. 6. He ________________ (talk) to his brother on the phone since 5 a.m., and they are still talking! 7. ______________ (drink) too much alcohol can be harmful. 8. She’s retiring next year. She must _______ (be) excited. ________/ 20

108

Teacher Book 5 LEFT

A. Answer Key: 2. b 3. h 4. f 5. e 6. c 7. a 8. d

intercambio.org/students

D. Say I will play the track 3 times. Read the instructions aloud. Play track 3 times without pausing. Answer Key: 2. true 3. false 4. false 5. true

D Listen to Track 16. Circle True or False. (2 points each)

1. The town has a new tax proposal.

TRUE

FALSE

2. Ron agrees with the proposal.

TRUE

FALSE

3. Helen agrees with the proposal.

TRUE

FALSE

4. Ron thinks recycling is not important.

TRUE

FALSE

5. Ron is going to help Helen with recycling.

TRUE

FALSE

Write answers to the questions in complete sentences. Use the words in parentheses. (2 points each) 1. How long has she been living in that apartment? ______________________________________________________________________ (for / three years) She has been living there for three years.

E. Answer Key: 2. He might be in traffic. 3. Yes, they’ll come unless it rains. 4. She’ll move once her children grow up.

2. He’s late! Do you know where he is? ______________________________________________________________________ (might / in traffic) 3. Will they come to the party? _________________________________________________________________________ (unless / rain) 4. When will she move? _______________________________________________________________(once / children / grow up)

F F. Answer Key: 2. what time it is 3. he should go to a support group 4. what they are going to do once they retire

Write indirect questions or statements. Use the words in parentheses. (2 points each) 1. Where is the bathroom? Can you tell me_________________________________________________________? where the bathroom is 2. What time is it? I wonder_______________________________________________________________. 3. Should he go to a support group? Do you think ___________________________________________________________? 4. What are they going to do once they retire? Do you know___________________________________________________________?

G STOP. Wait for your teacher. (2 points each) 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. Find scoring instructions in the notes at the beginning of this lesson.

Score

1. 0

3. 0

4. 0

5. 0

Teacher Notes Lesson 14: Lesson 3: Lesson 6: Lesson 15: Lesson 4:

Student Book 5 LEFT

________/ 30

1. What is something that is lucky or unlucky in your native country? [Students should answer with “It is lucky/ unlucky to…” or “(verb)ing is unlucky/lucky.”] 2. What should someone do if they experience discrimination? [Students should answer with “They should…”] 3. What is something you wish you had done when you were younger? [Students should answer with “I wish I had gone/done/seen, etc.”] 4. What is something you think is motivating? [Students should answer with “I think __ is motivating.” Or “I think it is motivating to __”] 5. Ask me about what I’ve been doing lately. [Students should answer with “What have you been doing lately?] intercambio.org/teachers

109

QUICK REFERENCE GUIDE Regular Verbs I Know Present

Simple Past

live

lived

verify

verified

look

looked

voice

voiced

aim

aimed

meditate

meditated

vote

voted

allow

allowed

motivate

motivated

wait

waited

appear

appeared

open

opened

watch

watched

apply

applied

order

ordered

work

worked

argue

argued

pass

passed

work on 

worked on

arrive

arrived

permit

permitted

work out 

worked out

believe in 

believe in

pick up 

picked up

worry

worried

block

blocked

point

pointed

phrasal verb

borrow

borrowed

prevent

prevented

burp

burped

prohibit

prohibited

Irregular Verbs I Know Present

Simple Past

Past Participle

call

called

pull

pulled

(be) am/is/are

carry

carried

realize

realized

break

broke

broken

censor

censored

reconnect

reconnected

bring

brought

chew

chewed

regret

regretted

buy

bought

clean

cleaned

recharge

recharged

come

came

come

clean up 

cleaned up

recycle

recycled

cut

collect

collected

remodel

remodeled

deal with

dealt with

compare

compared

report

reported

did

done

cook

cooked

require

required

drive

drove

driven

donate

donated

reserve

reserved

eat

ate

eaten

energize

energized

respect

respected

fall

fell

fallen

enter

entered

retire

retired

fall down

fell down

fallen down

evacuate

evacuated

return

returned

fall for

fell for

fallen for

examine

examined

rob

robbed

feed

fed

excite

excited

save

saved

feel

felt

experience

experienced

seem

seemed

find out

found out

express

expressed

separate

separated

forgive

forgave

forgiven

fascinate

fascinated

show up 

showed up

get

got

gotten

file

filed

shovel

shoveled

give

gave

given

fill

filled

sign

signed

went

gone

fix

fixed

signed up

go off

went off

gone off

fulfill

fulfilled

slurp

slurped

grow

grew

grown

fumigate

fumigated

smell

smelled

hang up

hung up

generalize

generalized

smoke

smoking

hear

heard

grab

grabbed

spell

spelled

leave

left

head

headed

squeeze

squeezed

lend

lent

help out 

helped out

stare

stared

keep

kept

happen

happened

start

started

make

made

hire

hired

stay

stayed

meet

met

inspire

inspired

stay off 

stayed off

pay

paid

knock

knocked

survive

survived

put

learn

learned

turn down 

turned down

put away

put away

liked

unpack

unpacked

ride

rode

ridden

listen

listened

use

used

run

ran

run

litter

littered

visit

visited

phrasal verb

110

Teacher Book 5 LEFT

was/were

been

continue pg. 111

continuation of pg. 110 Irregular Verbs, con.t Present

Simple Past

Past Participle

see

saw

seen

send

sent

set up

set up

show

showed

shown

sleep

slept

sleep in

slept in

speak

spoke

spoken

speed

sped

spend

spent

spit

spit / spat

stand

stood

stand up for

stood up for

swear

swore

sworn

sweep

swept

take

took

taken

take out

took out

taken out

tell

told

think

thought

throw out

threw out

thrown out

try

tried

wear

wore

worn

withdraw

withdrew

withdrawn

write

wrote

written

phrasal verb

Pronouns Subject Pronoun

Object Pronoun

Possessive Adjective

Possessive Pronoun

mine

you

your

yours

our

ours

him

his

she

her

hers

they

them

their

theirs

Infinitive = to + verb to walk Base form = verb in the most basic form walk Gerund= verb + ing. The gerund always works as a noun. Walking is quicker than driving. Past Participle = verb + ed (regular verbs). Irregular forms vary. Used to form the present perfect tense. He has worked for 3 years. I have gone there many times.

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 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. Present Continuous Correct form of be + base form + ing He‘s walking to school right now. We use the present continuous to talk about an action taking place right now. I’m walking to work tomorrow because my car broke down. We can also use the present continuous to talk about the future. Simple Past Base form + -ed I walked yesterday. We use the simple past to talk about completed actions in the past. 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 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 talk about (planned) actions in the future. 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. Present Perfect have/has + past participle He has left for work already. I have called her twice. We use the present perfect for actions that happened at an unspecified time in the past. We can also use it for actions that began in the past and still continue or are repeated. Present Perfect Continuous have/has + been + verb+ing He has been walking to work all summer. I have been calling her since 9 a.m. We use the present perfect continuous for actions that began in the past and are still going on.

intercambio.org/teachers

111

VOCABULARY WITH STRESS AND COLOR VOWEL SOUNDS Vocabulary

Color Vowel® Chart

Lesson 1: I’m Going On A Road Trip

on the side

WHITE TIE

reconnect

RED PEPPER

pension

RED PEPPER / SILVER PIN

regret

RED PEPPER

stand up for

CUP OF MUSTARD

retirement plan

WHITE TIE

stay in touch

CUP OF MUSTARD

across

OLIVE SOCK / AUBURN DOG

border

ORANGE DOOR / AUBURN DOG + R

risky

SILVER PIN

social security

PURPLE SHIRT

coast

ROSE BOAT

take care of

RED PEPPER + R

spend money on

CUP OF MUSTARD

desert

RED PEPPER

worry

PURPLE SHIRT

ORANGE DOOR / AUBURN DOG+ R

SILVER PIN

Lesson 7: That’s Just A Stereotype!

forest

supplemental income

hills

SILVER PIN

affordable housing

BROWN COW

plains

GRAY DAY

candidate

road trip

ROSE BOAT

rural

PURPLE SHIRT

suburban

PURPLE SHIRT

through

take advantage of BLACK CAT

be prejudiced against

RED PEPPER

BLACK CAT

be treated unfairly

GRAY DAY + R

citizens

SILVER PIN

bias

WHITE TIE

city council

BROWN COW

discrimination

GRAY DAY

committee

SILVER PIN

find out

BROWN COW

BLUE MOON

deal with

GREEN TEA

governor

CUP OF MUSTARD

generalize

tropics

OLIVE SOCK / AUBURN DOG

RED PEPPER/ SILVER PIN

SILVER PIN

GREEN TEA

PURPLE SHIRT

initiative

realize

urban

issue

SILVER PIN

stereotype

GRAY DAY + R

mayor

GRAY DAY ROSE BOAT

Lesson 2: Have You Prepared For Your Interview?

Lesson 4: The City Has Been Working Hard

accomplishments

OLIVE SOCK / AUBURN DOG

proposal sustainable

GRAY DAY

applicant

BLACK CAT

tax

BLACK CAT

areas for growth

ROSE BOAT

voice an opinion

TURQUOISE TOY

challenges

BLACK CAT

vote

ROSE BOAT

good fit

SILVER PIN

work on

PURPLE SHIRT

internship

SILVER PIN

job description

OLIVE SOCK / AUBURN DOG

Lesson 5: They Won’t Get Help Unless They Know It’s a Problem

offer

OLIVE SOCK / AUBURN DOG

opening

ROSE BOAT

caffeine

GREEN TEA

professional

RED PEPPER

drugs

CUP OF MUSTARD

qualified

OLIVE SOCK / AUBURN DOG

harmful

OLIVE SOCK + R / AUBURN +R

requirements

WHITE TIE

occasional

GRAY DAY

strength

RED PEPPER/GRAY DAY/SILVER PIN

opioids

ROSE BOAT

submit

SILVER PIN

Lesson 3: Retirement Seems So Far Away

alcohol

BLACK CAT

be addicted to

SILVER PIN

behavior

GRAY DAY

pain killers

GRAY DAY

recovery

CUP OF MUSTARD

social media

GREEN TEA

substance abuse

CUP OF MUSTARD

Lesson 10: I Agree With Free Speech allow

BROWN COW

censor

SILVER PIN

cons

OLIVE SOCK/ AUBURN DOG

control

ROSE BOAT

express

RED PEPPER

freedom

GREEN TEA

free speech

GREEN TEA

gun

CUP OF MUSTARD

press

RED PEPPER

prohibit

SILVER PIN

pros

ROSE BOAT

opinion

SILVER PIN

religion

SILVER PIN

Lesson 11: Do you think I should take off my shoes? acceptable

RED PEPPER

behavior

GRAY DAY

belief

GREEN TEA

cultural

WOODEN HOOK

custom

CUP OF MUSTARD

elders

RED PEPPER

gender

RED PEPPER

financial advisor

BLACK CAT

gross

ROSE BOAT

income

SILVER PIN

support group

ORANGE DOOR/ AUBURN + R

investment

RED PEPPER

vaping

GRAY DAY

personal

PURPLE SHIRT

live beyond your means

GREEN TEA

Lesson 6: I Wish I’d Tried It

respect

RED PEPPER

live paycheck to paycheck

be adventurous

RED PEPPER/SILVER PIN

roles

ROSE BOAT

GRAY DAY

experience

GREEN TEA + R

space

GRAY DAY

Medicare

RED PEPPER

forgive

SILVER PIN

value

BLACK CAT

have courage

PURPLE SHIRT

visible

SILVER PIN

net

RED PEPPER

112

Teacher Book 5 LEFT

Lesson 12: You Filed A Claim, Didn’t You?

fascinate

BLACK CAT

adjuster

CUP OF MUSTARD

energize

RED PEPPER

bundle

CUP OF MUSTARD

balance

BLACK CAT

claim

GRAY DAY

coverage

CUP OF MUSTARD

recharge

OLIVE SOCK + R / AUBURN DOG + R

covered

CUP OF MUSTARD

productive

CUP OF MUSTARD

deductible

CUP OF MUSTARD

self-care

GRAY DAY + R

responsibility

SILVER PIN

file

WHITE TIE

insurance agent

PURPLE SHIRT

lawsuit

OLIVE SOCK/ AUBURN DOG

out of pocket

OLIVE SOCK/ AUBURN DOG

premium

GREEN TEA

protection

RED PEPPER

risk

SILVER PIN

Lesson 13: Since Then Many Things Have Changed act

BLACK CAT

civil rights

WHITE TIE

correct

RED PEPPER

disability

SILVER PIN

equality

OLIVE SOCK / AUBURN DOG

movement

BLUE MOON

politically

SILVER PIN

race

GRAY DAY

segregation

GRAY DAY

Lesson 14: Breaking A Mirror Is Bad Luck believe in

GREEN TEA

fate

GRAY DAY

fortune

ORANGE DOOR/AUBURN DOG + R

ghosts

ROSE BOAT

horse shoe

ORANGE DOOR/ AUBURN DOG + R

just in case

GRAY DAY

keep your fingers crossed

GREEN TEA/ SILVER PIN

knock on wood

WOODEN HOOK

luck

CUP OF MUSTARD

rabbit’s foot

BLACK CAT

superstition

SILVER PIN

superstitious

SILVER PIN

unlucky

CUP OF MUSTARD

wishbone

SILVER PIN

Lesson 15: What An Inspiring Story! inspire

WHITE TIE

motivate

ROSE BOAT

fulfill

SILVER PIN

intercambio.org/teachers

113

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

114

GREEN TEA

WHITE TIE

SILVER PIN

PURPLE SHIRT

GRAY DAY

OLIVE SOCK

RED PEPPER

BLACK CAT

Teacher Book 5 LEFT

TURQUOISE TOY

BLUE MOON

CUP OF MUSTARD

WOODEN HOOK

AUBURN DOG

ROSE BOAT

ORANGE DOOR

BROWN COW

intercambio.org/teachers

115

CONVERSATION PRACTICE USING LANGUAGE TOOLS Lesson 1 Where are you living now? Where would you like to go? Where have you visited? Lesson 2 Have you ever looked for a job online? Have you worked in this position before?

I’m living in the suburbs. We’d like to visit the mountains. I’ve visited many places in the country.

Yes, I have. I found my last job online. Yes, I have. I worked in the same position at my last job.

Lesson 3 You could talk to a financial planner if you want some advice. If you want a safer investment, you shouldn’t get one that is too risky. He would save more money if he didn’t have so many expenses. Lesson 4 What issues has your town been dealing with? What has the committee been working on?

We’ve been dealing with a lot of issues. They’ve been making a lot of decisions.

Lesson 5 Many people won’t get help unless they know they have a problem. Even though I check my phone a lot, I’m not addicted. She’s going to a support group because she wants help. Lesson 6 What do you wish you had done differently? What do you hope will happen?

I wish we had stayed in touch. I hope we will reconnect.

Lesson 7 They must love the beach. I might go hiking. Lesson 10 Do you agree or disagree with gun control?

116

Teacher Book 5 LEFT

I agree with allowing people to have guns. I disagree with the right to bear arms.

Lesson 11 Are there any people there? Is it okay to wear shoes in the house? Are they from Nepal?

Do you think there are any people there? Do you know if it is okay to wear shows in the house? I wonder if they are from Nepal.

Lesson 12 They have insurance, don’t they? There was a lot of damage, wasn’t there? She has already called the insurance company, hasn’t she? Lesson 13 Discrimination was not illegal in the US until the 1960s. Once discrimination was illegal, it became less common. Discrimination has been illegal in the US since the 1960s. Discrimination has been illegal in the US for many years. Before the 1960s, some schools did not allow children of different races study together. Lesson 14 Breaking a mirror is bad luck. It’s bad luck to break a mirror. Lesson 15 Her story inspires me. His work fulfills her.

It’s an inspiring story. It’s fulfilling work.

Her story gives me inspiration. His work gives him fulfillment.

intercambio.org/teachers

117

Table of Contents 1. Welcome to Confidence and Connections! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 2. Tips for Every Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 3. Starting Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 4. Teaching Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 5. Teaching Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 6. Teaching Pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 7. Teaching Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 8. Real Life: Culture Tip and Connect with Conversation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 9. Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 10. Ending Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 11. Tips for Checking Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 12. Making Corrections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 13. Teacher Toolkit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 14. Engagement and Easy Expansions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

118

Teacher Book 5 LEFT

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

intercambio.org/teachers

119

Tips for Every Class Before we get into each section of the lesson, here are some general tips to keep in mind: ● ● ● ● ● ●

●

Encourage students to only speak English in class, especially in a class with many native languages. Write an agenda on the board* and go over it at the beginning of class (this is important even for one-on-one classes). Focus on the goal of your lesson. What will students be able to do after the lesson that they could not do before? (The “Students will be able to” statements at the onset of each lesson will help guide this.) Make the lesson relevant to students. Use examples that relate to their lives. Check for student understanding. Instead of asking, “Do you understand the directions?” Ask “What are you going to do?” Instead of asking if they understand a grammar concept, have them answer questions using it. Model what you want students to do before having them do it. If they need to write a paragraph about themselves, write one about yourself first. If they need to ask questions with a partner, model asking and answering questions with a student first. Establish class routines by using similar activities, instructions, and gestures so that students know what to expect. Establish a gesture that means “repeat” so you can get them repeating words and phrases several times using that gesture. The teacher is always active, even when they’re not in the front of the room. When students are working alone or in pairs/groups, you should walk around providing help when appropriate. During fluency activities, take notes of common errors that can be addressed later. You don’t need to have all the answers. If you are not sure about something, write it on the board and tell your students you will get back to them—then make sure you do.

Self-reflection is the key to successful teaching. Create the habit of asking yourself these questions after each class: • • • • • •

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

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

120

Teacher Book 5 LEFT

Starting Class The way you start a class impacts the entire lesson and classroom atmosphere. We encourage you to always start class on time. The first few minutes provide a great opportunity to review the last lesson, answer questions, work on common errors or simply interact with your students (ask about their weekend, plans, or news in general). Start your class with a warm-up activity. The ideal warm-up includes a review of previously learned material. It also provides a chance for students to get into the mindset of class, as well as allowing those who arrive late to join in without missing out on new material. Some quick easy warm-ups that require little or no advance preparation are: Tic-Tac-Toe Make a 3 X 3 grid. Write a vocabulary word in each space. In order to mark an X or O, the student must use the word in a sentence, or define it. You can play this with an individual student, in pairs, or in teams. ●

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

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

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

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

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

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

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

intercambio.org/teachers

121

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

122

Teacher Book 5 LEFT

Teaching Vocabulary How to present vocabulary Every time you present a vocabulary list, check if your students know any of the words before you teach them. Remember that, even if they know the meaning, they might not know how and when to use it in a sentence. When presenting vocabulary, follow the pattern: Meaning - Pronunciation - Form. 1. Meaning refers to the step in which you teach a word’s meaning and how to use it in a sentence. ● Use visuals to convey the meaning (a picture, a drawing on the board, miming, pointing, etc.) ● Tell a short anecdote and have students guess the meaning from the context. ● Give a simple definition / example. ● Only translate a word as a last resort. For example, refer students to a dictionary or translation device. 2. Pronunciation refers to how to say the word correctly. Use this process: ● Read the vocabulary list and have students repeat each word. ● Make sure everybody pronounces the vocabulary correctly. First, do choral repetition with the whole class several times. Then have smaller groups pronounce the word. Finally, have individual students repeat after you if necessary. The goal is to help students be comprehensible rather than perfect, so do not spend more than 1-2 min on it. ● Optional: For multisyllable words, it may be helpful to read the list again while students underline the stressed vowel sound. Do the first word together. Write a word on the board, pronounce it, and mark the stress. 3. Form refers to the spelling. Write the word on the board. Adding vocabulary words Be intentional about how you add additional vocabulary words to a lesson (beyond what is in the book). Consider adding a few new words that students need in order to ensure a lesson’s relevance (for example, if a “jobs” lesson does not include a student’s profession, add that word to the list). You can always reserve a section of the board to collect new words based on student needs or interests. Have students add the new words to their books at the end of the class using this list. Only add words that are truly relevant to students. In general, no more than 2 or 3 so that students don’t get overwhelmed. How to practice vocabulary The key to learning vocabulary is repetition and review. Allow multiple opportunities for all students to repeat the new vocabulary. Simply telling students a new word does not mean they have learned it. They need to use the new words in meaningful contexts many times before they learn them. Starting in Level 2, there is vocabulary practice in the student book. In addition, we recommend making flash cards of new vocabulary. Ideally, both you and your student(s) will each make your own set. This will allow students to practice at home and give you a set to use for a variey of activities each class, such as Charades, Pictionary, Memory Games, etc. See the Engagement and Easy Expansions section for details. Review the new vocabulary during the next class meeting and periodically after that. When/if you create your own grammar activities, include vocabulary words that have been learned in past lessons. Regular review will help students remember the new words.

intercambio.org/teachers

123

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

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

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

● ●

Every time you introduce a new word or structure, make students repeat after you three times. Use Pronunciation Fun (Pro Fun) to practice challenging sounds through minimal pairs (two words that differ in only one sound, i.e., booTH, booT). Pro Fun is a great resource for a quick, energizing activity. See inside the front cover of Pro Fun for instructions and tips on how to use it. When teaching a consonant sound, use a picture, drawing, or your hands to demonstrate the movement of the organs of speech (tongue, teeth, lips) in the mouth. Encourage students to mimic the movement and repeat. Pay attention not only to sounds and separate words but also to sentence stress and intonation.

In addition to incorporating pronunciation into your lesson when teaching new words, you’ll find a dedicated pronunciation activity in each lesson of Confidence and ConnectionsTM. Learning English pronunciation can be challenging, but do not let it dishearten your students. Motivate your students by noticing their improvement and being supportive and encouraging.

124

Teacher Book 5 LEFT

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

intercambio.org/teachers

125

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

● ●

In many activities, answers will vary. Focus on natural conversation and correct only those mistakes which impede communication. You might want to note students’ mistakes and address them later. Adapt the exercises to meet your students’ needs. Make your own choices based on your students’ interests and abilities. If a topic does not seem relevant to your students, ask them to talk about something that is. This may require teaching a bit of additional vocabulary and that’s okay. Do this quickly by adding relevant words to the board and briefly going over the pronunciation. First, have students work in pairs or small groups. Then have a whole class discussion. For reading activities, one strategy is to have students walk around the room and read to themselves individually aloud. This is a way they can practice reading out loud without feeling ashamed.

Culture Tip Every Real Life section has a Culture Tip that corresponds to a section of The Immigrant Guide. These sections in The Immigrant Guide often have more detail than what is mentioned in the Culture Tip, so we encourage you to refer to them if you want to go explore topics on a deeper level. Culture is composed of both visible and invisible elements. We can think of it as an iceberg. What you see may be about 10% of the total. You may see behaviors, but attitudes and values can be hidden. You will generally find the Culture Tip on the first or second page in the Real Life section. Go over this with your students and have a short discussion. For groups, you can ask them to discuss the tip in pairs or small groups first and then share their ideas with the class. Starting in 2L and 2R, discussion questions are included with the Culture Tip. Possible discussion questions: ● Is it surprising? Why? ● What is your experience with it? ● How different is it from your native country? When it comes to cultural differences, there is no right or wrong way (other than laws, which our students do need to know). Our goal is for people to observe and learn from differences rather than interpret them as better or worse. We mention certain behaviors and actions that are more common in the United States and we ask students to talk about common behaviors in their native country; nonetheless, every individual is different. Language and country of origin are two of many aspects that make us who we are. We encourage cultural humility - a lifelong process of self-reflection and learning. We hope to broaden teachers’ and students’ perspectives by opening doors to discuss our differences in safe, respectful ways. It’s easy to make mistakes when we connect with people across cultures, and that’s okay. Often we aren’t aware of mistakes we make, so awareness is usually the first step to learning more and bridging cultural gaps. If you enjoy connecting across cultures, students are likely to enjoy taking this profound learning journey with you!

126

Teacher Book 5 LEFT

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

intercambio.org/teachers

127

Homework All Confidence and ConnectionsTM textbooks have a homework section on the last page of the lesson. Typically, there are at least three activities. Homework is an extremely important part of the lesson as it provides for structured practice. Demonstrate its importance by assigning and reviewing it every class. To help you and your students get the most from it, here are some tips: ● ●

●

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

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

128

Teacher Book 5 LEFT

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 ___.

intercambio.org/teachers

129

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

130

Teacher Book 5 LEFT

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

●

Give a chance for self-correction by showing with a gesture or facial expression that there is an error in the sentence, or by repeating the sentence up to the point of the error and stopping: “Your wife …??” Use peer correction if self-correction is not working. To do this, ask if anyone else in the class can offer the correction. If someone does, then ask the original student to repeat the correct sentence. Do this sensitively by creating an atmosphere where mistakes are applauded as a sign of courageous practice. If neither self- nor peer-correction is eliciting the correct response, say the entire sentence aloud while making the correction. Be sure to have the student repeats the full, correct sentence, not just the word that you corrected. You may even have all students repeat the correction - generally if one person needs the correction, everyone does.

2. If the mistake was made during a “fluency” exercise (e.g., during conversation), be cautious about not interrupting to make a correction. Ways you might address this are: ● ●

As you go around the room listening to students, jot down mistakes you hear. Following the activity, discuss the problem areas without pointing out who made which mistake. Write the sentence with the mistake, and then talk about the correction or have the group correct it on the board.

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

intercambio.org/teachers

131

Teacher Toolkit Using objects in your class can keep lessons fun and engaging. Fill a tote bag with these objects. Store your teacher book in the bag, and you’ll always have an easy, go-to toolkit for class. Here are some suggestions for your toolkit, as well as ideas for how to use them. Pencil and pen (and/or colored markers) ● Bring different colors to create color-coded sentence cards, flash cards, or to make corrections. ● NOTE: Students often don’t like making mistakes in their books. However, they may not bring a pencil to class, so having extra pencils on hand can help. Making mistakes is part of the learning process! Index cards ● Word cards: Use the vocabulary from lessons and generate a stack of cards to play various timed games. ● Sentence strips: Write the words from grammar charts on individual index cards to practice making sentences. ● NOTE: It is a great idea to have students make their own flash cards. This not only saves you time, but also gives students extra opportunities to practice! Notebook ● Many students like to take additional class notes. Have them use a dedicated notebook to do this. Consider dividing the notebook into sections using sticky notes to keep the notebook organized. Their sections may include: notes, vocabulary, journal, questions. ● For students who don’t like to make mistakes in their student book, have them practice first in their notebook, then transfer the information to their student book. Dictionary ● Choose wisely and consider a “learner’s dictionary” which provides level-appropriate definitions. Teach students how to use it! Other items ● Photographs, pictures of a variety of people or objects from magazines, grocery store ads, to-go menus, sticky notes (in a variety of colors), dice for Questions, Questions, Questions and board games, a box of objects relevant to the lesson topic, a small ball for Ball Toss, baggies, rubber bands, paper clips for Bingo markers and board game pieces, scissors, scrap paper, blank game boards, puppets, pennies (great for counting games), glue sticks, play money, fly swatters for Fly Swatter Game.

132

Teacher Book 5 LEFT

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

intercambio.org/teachers

133

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

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

134

Teacher Book 5 LEFT

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

Sample questions for students who know each other

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

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

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

135

finally, and other expressions of time or order. 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?).

136

Teacher Book 5 LEFT

w w

y GREEN TEA

BLUE MOON

PURPLE SHIRT

SILVER PIN

WOODEN HOOK w

ROSE BOAT r

Not For Duplication

GRAY DAY

a CUP of MUSTARD

ORANGE DOOR y

TURQUOISE TOY

RED PEPPER

North American English Fifth Edition

OLIVE SOCK

AUBURN DOG

WHITE TIE

BLACK CAT

BROWN COW

Twentieth Anniversary Edition

The Color Vowel® Chart

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

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

Intercambio is a 501 (c) 3 nonprofit organization founded in 2001. In addition to our successful and continually advancing program in Boulder Colorado, we support and share best practices with organizations across the country that use our curriculum, training and resources. We are committed to learning from everyone. Please share ideas or feedback with us at www.intercambio.org/comments $18.00 ISBN 978-1-947639-35-5

51800

www.intercambio.org • resources@intercambio.org 9 781947 639355