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

CONFIDENCE and CONNECTIONS Teacher Book

Adult ESL The Intercambio Way

Teacher’s Name____________________________________________________________ Phone & Email_____________________________________________________________

Student(s) Information

Important Contact Information ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Confidence and Connections Adult ESL The Intercambio™ Way NOT FOR DUPLCATION

Teacher Book Level 5 Right

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

intercambio.org/teachers

NOT FOR DUPLCATION II

Teacher Book 5 RIGHT

CREDITS Level 5 Right Writers Leanne Chacon and Rachel Fuchs Editors Rachel Fuchs Design and Layout David Olivares Design Interns Arik Burton

NOT FOR DUPLCATION

Support Team Becky Campbell-Howe, Leanne Chacon, Rachel Gracie Freeman, Debbie Goldman, Sarah James, Ingrid Justin, 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

You Can’t Believe Everything You Read

He Didn't Look Me In the Eye.

Grammar

Conversation

By End of Lesson, You Can:

Express your opinions on topics that affect society and how to find reliable information

•Talk about how to check for reliable information and the difference between facts and opinions.

• Adjectives vs. adverbs

Talk about culture and cultural misunderstandings

• Talk about different aspects of culture using adjectives to describe nouns and adverbs to describe verbs

It Really Bothers Me When They Do That!

• Joining complex sentences using “when”

Discuss pet peeves and behaviors you appreciate

• Talk about situations and behaviors that bother you and that you appreciate”

Would It Be Possible to Compromise?

• Making polite requests

Talk about different strategies for resolving conflicts

• Talk about different ways to resolve conflicts • use polite requests to ask for solutions

Discuss different education options

• Talk about different kinds of education options in the US

• Direct vs. indirect questions

Discuss what kinds of things are confidential

• Talk about privacy and confidentiality • Use both direct and indirect questions

• Reflexive pronouns

Talk about why you are proud of yourself, things you have taught yourself

• Talk about life experiences and actions using reflexive pronouns

• Too much, too many, enough

Discuss how you take care of yourself and prioritize responsibilities

• Talk about how you deal with responsibility and what you do to take care of yourself

• Verbs followed by direct and indirect objects

Talk about you would do in different • Talk about favors and actions people do for others using direct and indirect objects situations and how you feel about assisted living

• Reflexive clauses with that She Likes the One • Pronouns: the one With the Online and the ones Learning Program

Do You Know If It’s Confidential?

I’m So Proud of Myself!

8 9

Review and Progress Check Field Trip

I Have Too Much on My Plate

Can You Get Me Some Medicine?

How Long Has He • Present perfect Been Playing the continuous Guitar?

I’m a Little Under the Weather

• Review of past, How Are They Go- present and future ing to Celebrate the Birth?

15 16

I’ve Been Supported By So Many People

• Articles: the, a, an

• Passive voice

Review and Progress Check

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

• Review of past, present and future

Share things you have been doing lately and have or haven’t done in the past

• Talk about things you have been doing lately or have done at some time in the past

Discuss common expressions in your native country and in the US

• Use some of the expressions that are common in the US

Share traditions around life events such as birth and death

• Compare customs and traditions relating to life events, using a variety of tenses.

Talk about your personal legacy and how you want to be remembered

• Discuss life experiences using the passive voice.

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:

NOT FOR DUPLCATION

• 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 YOU CAN'T BELIEVE EVERYTHING YOU READ By the end of the lesson, students will be able to: • Talk about common topics in the news using a variety of tenses • Talk about the difference between facts and opinions and how to identify fake news What to bring to class: • Table tents or name tags for student names • A variety for newspapers and magazines to review and discuss • Pronunciation Fun to supplement the vocabulary and pronunciation activities • Copies of The Immigrant Guide to supplement the culture tip What to expect: This is the first day so be sure to use the time to get a sense of what your students know. Also spend time building community by making sure students meet one another. At this level, encourage students to introduce themselves by sharing something about themselves. Be sure to share about yourself too. You can do the Two Truths and a Lie activity

NOT FOR DUPLCATION

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 student names, children, even pets.

Teacher notes: We’ve provided simple definitions for some of the vocabulary words and phrases that we anticipate may be challenging to define. In lesson 1, those words are: • prove: to show the existence, truth, or correctness of (something) (Now that you see all my research, it's easy to prove that I'm right!) • bias: an unfair belief that some people, ideas, etc., are better than others (I have a bias against little dogs. I just don't like them!) • opinion: a belief or way of thinking about something (or someone) (What you told me is what you think—it's your opinion—it's not necessarily the truth.) • hoax: something meant to trick or deceive people

Listening Track 1 Dan: Hey Sandra. Did you see the news article online yesterday about the giant fan the National Space Association is working on to stop global warming? It’s so exciting! Sandra: Yeah, I saw that story, but it’s just a hoax. That isn’t really happening. Dan: But the article said it’s the most important project in modern history! Sandra: Well, that’s an opinion, and if you check the facts you’ll find out that the story isn’t accurate. It’s from a news source that publishes funny stories that aren’t true. Dan: Oh, wow. I guess I have to be more careful when I read the news.… Sandra: Yeah, you can’t believe everything you read. It’s always good to do your own research.

Teacher Book 5 RIGHT

YOU CAN’T BELIEVE EVERYTHING YOU READ Pre Explore the pictures. Ask What do you see? This helps students activate their background knowledge about the topic and vocabulary. Read the Pre question aloud, play track, elicit answer.

Pre

Listening warm-up. Track 01: What was the news story about?

A. Have students repeat each word after you multiple times. Use simple definitions or describe words in context where possible. Be sure to work on stress and pronunciation.

NOT FOR DUPLCATION

VOCABULARY WORDS & PHRASES Repeat after your teacher. prove

fact

hoax

source

global warming

biased

accurate

opinion

reliable

research

author

homelessness

PRONUNCIATION A

When a word ends with the same sound that the next word begins with, the two sounds blend together to make one longer sound. Listen and repeat after your teacher. Draw a line connecting the letters that make one longer sound together. 1. They’re waiting at the bus stop. 2. Our town doesn’t have an ideal literacy rate. 3. That source stopped publishing news last year. 4. It was a good day to go to the park. 5. A major change isn’t very likely yet. 6. Her research is very important. 7. The newspaper is usually an accurate type of news source. intercambio.org/students

Pronunciation First, have students do the task individually or in pairs. Then read the sentences and have them check their answers. The connected sounds in these sentences are longer than they would be by themselves.

Answer Key: Pronunciation: 2. ideal literacy 3. source stopped 4. good day 5. likely yet 6. Her research 7. accurate type

intercambio.org/teachers

VOCABULARY PRACTICE

Complete the news article with the words in the box. facts source hoax

Your Guide to Checking the (1) ______________ Facts Ann Gorman is a regular columnist for the DC Post. She has been a featured (2)__________________ since 2001.

How will you know if the news story you’re reading is a (3)_________________? You can start by (4) _____________________ the information. Who wrote the article and where did they get their facts? Does the

author

story come from a (5) ________________ news organization or is it from a

biased researching

website that you’ve never heard of?

reliable

Even national newspapers can be (6) _________________— they may have a more liberal or conservative point

of view. It’s also helpful to look at the (7)_______________________ by googling the main subject of the story to see if there are other sources reporting similar information.

LISTENING

Listen again to Track 01. Fill in the bubble with TRUE or FALSE. 1. Dan heard about the news story on the television.

TRUE

FALSE

2. Sandra thinks the news story is a hoax.

TRUE

FALSE

3. The article says it’s the most important project in modern history.

TRUE

FALSE

4. The story is accurate.

TRUE

FALSE

5. Sandra tells Dan to do his own research.

TRUE

FALSE

LANGUAGE TOOLS

Listen to your teacher and repeat. Present Tense

You need to be careful when you read the news. There are some stories that aren’t accurate.

Past Tense

The story wasn’t true. It was a hoax. They have found many sources of information.

Future Tense

She’s going to write a story about the death penalty. They don’t think we’ll be able to prove it.

C. Go over the activity so that students know what they are going to listen for. Then have students try the task without listening to the track. Have students discuss their answers in pairs/groups. Next play the track all the way through without stopping for them to check their answers. Ask if they need to listen again. Play it multiple times or stop theGtrack after each target sentence if needed. EXPANSION: Have students correct the FALSE statements to make them TRUE. See LISTENING. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

Student Book 5 RIGHT

D. FOCUS: Review of present, past, and future tenses. NOTE: This lesson is written as a review (students have seen these tenses in other books, and will see this review again in lesson 14 of this book). If students need additional practice on these tenses, consider additional practice outside of the book.

Answer Key: B. 2. author 3. hoax 4. researching 5. reliable 6. biased 7. source C. 2. TRUE 3. TRUE 4. FALSE 5. TRUE

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

By Ann Gorman

GRAMMAR PRACTICE

Complete the sentences. Use the words in parentheses. Change the verbs to the correct tense. was (be) a hoax. 1. She thought the story was true, but it __________

2. They _______________________________ (look) for a more reliable source tomorrow. 3. Global warming ____________________________ (be) still a major problem today. 4. He ________________________ (do) his own research on the problem for more than 10 years. 5. When they looked at the facts, they ________________________ (not / think) they were true. 6. Homelessness ____________________________ (be / not) a problem many years ago, but now it is. 7. They don’t know if the story is true. They ___________________ (find out) tomorrow when they check the sources.

Complete the conversation with the correct form of the verb in parentheses. Practice with a partner. Ruth: Hi, Vic. I (1) __________ heard (hear) on the news this morning that homelessness (2)_________________________(increase) in our city every day.

E. and F. NOTE: There may be other correct answer options than what is provided in the answer key. The answer key only provides options that are appropriate given the language tools chart.

Vic: Yeah. I think it (3)__________________ (be) true. I (4)___________________(see) a lot more people in the city that are looking for work recently, too. Ruth: What do you (5)_______________________ ( think) the city should do about it? Vic: When I was younger, I (6) ___________ (think) it was a good idea to have shelters for people to live in, but now I think the city (7) ___________ (need) to have more programs to help people find work. Ruth: Yeah. That’s a good idea. The news said that the city council (8)__________________ (do) some research next month to find out the cause of the increase in homelessness and make a plan. Vic: That’s good! I’m glad they (9) ________________________ (work) on this issue. I’m sure they (10)______________________ (make) a good plan.

Look at the mistakes in each sentence in red. Write the corrections on the line.

NOT FOR DUPLCATION

Grammar Practice These activities practice verb tenses. You could review several of the words from the activities to remind students what the correct present, past and future tense would be for each verb. Guide students to look for clues in the sentence that help determine the correct form of the word in parentheses. See GRAMMAR. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

1. There is being a lot of opinions about how to increase literacy.

are _______________________

2. I believed the story when I saw it, but then I find out it wasn’t accurate.

_______________________

3. Last night, the news report about some research on global warming.

_______________________

4. Do you think they talk about their opinions tomorrow?

_______________________

5. The author isn’t writing any articles before. This is his first one.

_______________________

6. They don’t believe the story. They thinks it’s a hoax.

_______________________

7. We go to do some research this weekend.

_______________________

8. I don’t think the story was true, so I did my own research.

_______________________ intercambio.org/students

Answer Key: E. 2. will look OR are going to 3. is 4. did 5. didn’t think 6. wasn’t 7. will find out F. 2. is increasing 3. is 4. have seen 5. think 6. thought 7. needs 8. will do 9. are working 10. will make G. 2. found out 3. reported 4. will talk or are going to talk 5. hasn’t written 6. think 7. are going 8. didn’t think intercambio.org/teachers

Read about facts and opinions. Read each pair of sentences below and write which one is a fact and which is an opinion. Compare with a partner.

• Can be proven • Don’t usually change • What someone knows

• Can’t be proven • Can change • What someone thinks • Common words: think, should, too, not enough, best, worst

Examples: Texting while driving is illegal in 43 states.

Examples: People shouldn’t text and drive.

Many people in the US cannot pay for health care.

Health care in the US is too expensive.

fact ________________________

1. Homelessness is at the highest rate in two years. Homelessness is the most difficult problem in our city. 2. Research shows that humans are causing global warming. The best way to fight global warming is to use solar energy. 3. City council is voting on a new proposal this Wednesday.

________________________ opinion ________________________ ________________________ ________________________

City council is voting on the most important proposal this Wednesday. ________________________ 4. Prescriptions are too expensive. Prescription prices are increasing. 5. We should do more research. We have been doing a lot of research.

CULTURE TIP

________________________ ________________________ ________________________ ________________________

Tips to identify Fake News:

• research the author • find out if it is from a reliable and non-biased source • check the facts from other sources

In the US and around the world, the term “fake news” has become a popular way to describe news stories that are published (often on the internet). Fake news presents information that is not entirely accurate, based on opinions instead of facts, or is untrue and meant to get more attention. Sometimes people have trouble finding out which news stories are accurate and which are fake news. Is fake news a problem in your native country? How do you think people can find out if a story is fake news? 4

Student Book 5 RIGHT

Answer Key: H. 2. F, O 3. F, O 4. O, F 5. O, F

Teacher Book 5 RIGHT

H. Give students time to read on their own. Then ask general comprehension questions (What is this about?) before giving students time to answer the questions. Ask students what clues they see in each of the sentences that will help them determine fact from opinion. (For example, opinion hints may include words such as should, most difficult, too expensive, best; facts can be proven.)

NOT FOR DUPLCATION

REAL LIFE / YOUR LIFE

Culture Tip The concept of fake news has grown in the US. Expand the conversation by asking What do you know know about fake news? Did you encounter fake news in your native country? Which sources do you currently use to stay on top of the news?

Read the article about life experience and formal education. Circle FACT or OPINION for each of the numbered sentences.

With the cost of college education continuing to rise each year, many people are asking themselves if earning a degree is really worth the money. (1) Life experience is much more important and valuable than formal education, and colleges should have more opportunities for students to practice their skills. (2) In a recent Employee Confidence Survey, 70% of participants said that they needed special training at their place of employment to correctly do their job. This training was in addition to the education they had received when they completed their formal college degree. (3) Additionally, a recent survey of 50,000 employers by the Chronicle of Higher Education showed that companies value work experience and internships more than the degree or performance of a candidate in their higher education program. (4) It is our responsibility as a society to make sure that colleges are preparing students for real life in the workplace. Practical opportunities to practice real life skills are a critical part of this.

FACT

OPINION

FACT

OPINION

FACT

OPINION

FACT

OPINION

Read the opinions below. Check the fact that supports them. OPINIONS

FACTS

1. People shouldn’t worry about global warming.

97% of scientists believe that the increase in temperature of the earth in recent years is because of human activity. The climate has changed many times in the past.

2. The best solution for homelessness is more affordable housing.

Many people are homeless because they cannot afford to pay rent. Domestic violence is a major cause of homelessness for women.

Only 1 in 4 high school students is academically ready for college 3. High schools need to prepare when they graduate. 14% of new teachers in the US resign before completing their first students better for college. year of teaching.

CONNECT WITH CONVERSATION

NOT FOR DUPLCATION

I. After giving students a chance to read the article on their own, consider doing this activity as a pair activity. If you do, be sure that students discuss why they believe each sentence is a fact or opinion.

Get to know a partner. Talk about: • what they thought about the facts or opinions in Activities I and J • how they find reliable information • if they have ever read or shared a “fake news” story and what happened intercambio.org/students

Answer Key: I. 2. FACT 3. FACT 4. OPINION J. Answers will vary

intercambio.org/teachers

Lesson 1 • You Can’t Believe Everything You Read

Complete the sentences with the correct tense of the verb in parentheses. 1. The story I read online yesterday ____________ (be) accurate. was 2. She thinks the news story that she’s reading __________________ (be) a hoax. 3. I ___________________________ (see) a lot of news about global warming lately. 4. They _______________________________ (not / write) an article before. 5. _____________________________________ (they / try) to find more opinions next week? 6. If they want to prove the facts, they ______________________ (need) to do some more research.

Check if the sentence is a fact or an opinion. 1. There has been an increase in homelessness in the city.

 FACT

OPINION

2. Global warming is the biggest challenge in society right now.

FACT

OPINION

3. Scientists are researching the cause of global warming.

FACT

OPINION

4. You should never get news information from social media.

FACT

OPINION

5. The internet is always a reliable source of information.

FACT

OPINION

6. There have been stories on the internet that were not accurate.

FACT

OPINION

JOURNAL PROMPT Do you think fake news is a problem? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Student Book 5 RIGHT

Answer Key: K. 2. is 3. 've seen 4. haven't written 5. Will they try/Are they going to try 6. 'll need L. 2. OPINION 3. FACT 4. OPINION 5. OPINION 6. FACT

Teacher Book 5 RIGHT

Students will be more likely do homework if they understand how. The goal of homework is to practice outside of class, so we Preto have success want them with this. Discuss how to do each activity before the end of class by reading the instructions together and doing an example for each activity.Make sure to review completed homework at the beginning of next class. See HOMEWORK. K. Go back to the language tools chart on the second page of this lesson to review present, past and future tenses. Remind students to look for clues in the sentences to determine the correct tense. For example, in the example sentence, yesterday provides the clue that the verb will be in the past tense.A

NOT FOR DUPLCATION

HOMEWORK

JOURNAL Consider giving students parameters around the journal. Either ask them to write for a certain amount of time (5 or 10 minutes), or a specific number of sentences (8-10). Don’t forget to respond to what students write by asking questions or adding comments. See HOMEWORK. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

L2 HE DIDN'T LOOK ME IN THE EYE 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 • Hand mirror or a phone in selfie mode to show mouth shapes in pronunciation activity • Copies of Pronunciation Fun to supplement the vocabulary and pronunciation activities • Copies of 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 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 this book.

NOT FOR DUPLCATION

Teacher notes: Remember, this is only the second day so be sure to spend some time getting to know one another, and make extra efforts to include any new students that may have just joined. We’ve provided simple definitions for some of the vocabulary words and phrases that we anticipate may be challenging to define. In lesson 2, those words are: • body language: movements or positions of the body that express a person's thoughts or feelings (We could tell from his body language that he was nervous.) • appropriate: right or suitable (Eye contact is generally an appropriate behavior in the US.) Listening Track 02

Marta: Hey Stuart. Did you meet our new neighbor, Wu? He just moved here from China. Stuart: Yes, I did. He’s nice, but I’m not sure if he liked me. Marta: Really? Why do you say that? Stuart: Well, he didn’t look me directly in the eyes when I was talking to him. It made me think he didn’t really want to be friends. Marta: Oh, well, maybe that is common in his culture. I’ve heard that in some Asian and Middle Eastern countries, it’s not polite for people to look others in the eye if they don’t know them well. Stuart: Hmm, I never would have thought about that because people in the US are usually more direct. I always look people in the eye when I talk to them. I guess it might be different in other cultures. Marta : Yeah, body language can be very different in other cultures. Sometimes it’s a good idea to observe things closely and learn more before we come to a conclusion. Stuart: Good point. Thanks Marta!

intercambio.org/teachers

HE DIDN’T LOOK ME IN THE EYE

Pre Explore the pictures. Ask What do you see? This helps students activate their background knowledge about the topic and vocabulary. Read the Pre question aloud, play track, elicit answer.

Listening warm-up. Track 02: Why did Stuart think his new neighbor doesn’t want to be friends?

NOT FOR DUPLCATION

Pre

VOCABULARY WORDS & PHRASES

A. Have students repeat each word after you multiple times. Use simple definitions or describe words in context where possible as these words will be tricky to define. Be sure to work on stress and pronunciation.

Repeat after your teacher. independent

quick

appropriate

offensive

misunderstanding

direct/indirect communication

body language

behavior

observe

come to a conclusion

PRONUNCIATION Listen and repeat after your teacher. Underline the stressed syllable. Circle the SILVER PIN words.

quickly

directly

didn’t

independently

offensively

uneasily

inappropriately

with

intercambio.org/students

Pronunciation To make the SILVER PIN sound, lower your jaw so your mouth is slightly open. Touch the back of your bottom front teeth with the tip of your tongue. See Pro Fun for more practice on this sound and to contrast it with the GREEN TEA sound. NOTE: We work with several adverbs (adjectives + ly) in this activity because this is what students will learn about in the grammar section of this lesson. Here, they should focus on the syllable stress and identifying the SILVER PIN words. The words “independently” and “offensively” can be pronounced correctly either as SILVER PIN or RED PEPPER words depending on accent or regional dialect.

Answer Key: Pronunciation: Circle: didn't, in, with Other words: directly (RED PEPPER), independently (RED PEPPER/SILVER PIN), offensively (RED PEPPER/SILVER PIN), uneasily (GREEN TEA), inappropriately (ROSE BOAT) 10

Teacher Book 5 RIGHT

VOCABULARY PRACTICE

Write the words from the box in the sentences below. 1. Helen likes to live alone and do things without help. She’s very

B. OPTION: Have students try to complete this activity while covering the word box. Then they can use the word box to check their work.

offensive

___________________________. independent 2. In the US, communication is more _____________ than in many other countries. Many people share their opinions in an open way. 3. In addition to speaking, _____________________ is a type of communication. 4. Culture can be very different in different places. Some things that are appropriate in one place can be ____________________ in another place.

behaviors misunderstandings independent direct body language

5. Sometimes people come to incorrect conclusions about what different _________________ mean. 6. Learning how to interact with people of different cultures can help prevent

D. FOCUS: Adjectives vs. adverbs. Both the adjectives/adverbs and the things or actions they are describing are bolded in this chart to show that adjectives describe nouns and adverbs describe verbs.

_____________________________.

LISTENING

Listen again to Track 02. Complete the dialogue with the words you hear. Marta: Hey Stuart. Did you meet our new (1) __________________, Wu? He just moved here from China. neighbor Stuart: Yes, I did. He’s nice, but I’m not sure if he liked me. Marta: Really? Why do you say that? Stuart: Well, he didn’t look me directly in the (2) ______________________ when I was talking to him. It made me think he didn’t really want to be friends. Marta: Oh – well, maybe that is common in his culture. I’ve heard that in some Asian and Middle Eastern

NOT FOR DUPLCATION

C. Go over the activity so students know what they are going to listen for. Be sure to play the track all the way through at least once, rather than stopping after each number. OPTION: Have students try to complete the dialog without listening to the track first. Then they can use the track to check their answers. NOTE: Not considering the listening part of this activity, it is possible to complete the sentences with a variety of words that mean the same thing. Discuss the different words students may have chosen.

countries, it’s not (3) _____________ for people to look others in the eye if they don’t know them well. Stuart: Hmm – I never would have thought about that because people in the US are usually more (4)__________________. I always look people in the eye when I talk to them. I guess it might be different in other cultures. Marta : Yeah – (5)________________ language can be very different in other cultures. Sometimes it’s a

good idea to observe things closely and learn more before you come to a (6) ____________________. Stuart: Good point. Thanks, Marta!

LANGUAGE TOOLS

TIP:

Listen to your teacher and repeat.

If an adjective ends in y, we usually replace the “y” with an “i” and “ly” to form an adverb, e.g., angry – angrily, happy – happily. Good is an adjective that changes to an irregular adverb, well. He’s a good musician. He plays piano well.

ADJECTIVES

ADVERBS

The service is slow here. She’s a very quick worker. People here are more direct.

They serve food slowly here. She works very quickly. People here share opinions more directly.

Adjectives like slow, quick and loud describe things, people or places (nouns). Ex: The party is loud. Adverbs like slowly, quickly, and loudly describe actions (verbs), or how something is done. Ex: People at the party are speaking loudly. 8

Student Book 5 RIGHT

Answer Key: B. 2. direct 3. body language 4. offensive 5. behaviors 6. misunderstandings C. 2. eyes 3. polite 4. direct 5. body 6. conclusion

intercambio.org/teachers

Circle the person or thing that the underlined adjective is describing. 1. Their classmates are happy. 2. The ceremony was beautiful. 3. Shawna’s emails are usually very direct. 4. The celebration was loud. 5. Brian’s communication with his coworkers was always appropriate.

Circle the action that the underlined adverb is describing. 1. Their classmates were laughing together happily. 2. The woman at the ceremony sang beautifully. 3. Shawna usually writes very directly. 4. The people at the celebration were talking loudly. 5. Brian always communicates with his colleagues appropriately.

Circle the correct words. 1. The food at the restaurant was delicious / deliciously. 2. Liliana does a good job and works very quick / quickly. 3. I can’t hear you. Can you please talk more loud / loudly ? 4. Some cultures are less direct / directly than others. 5. The test was easy / easily. We didn’t think it was difficult at all. 6. It’s important to learn about other cultures so that you can communicate appropriate / appropriately.

E. and F. These activities are designed to help students identify the word that the adjective or adverb is describing. In Activity E, point out that all of the words that students will circle are nouns (things or people). In activity F, all of the words that they will circle are verbs (actions). This reinforces the grammar point of this lesson that when we are describing a noun, we use an adjective (e.g., direct) and when we are describing a verb, we use an adverb (e.g., directly). First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together. See GRAMMAR. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

7. This line is so long. I hope it starts to move more quick / quickly.

Complete the sentences with the adverb form of the underlined adjective. loudly 1. They were so loud at the party. They were singing very ______________________.

2. Her dance was beautiful. She moved _______________________. 3. He’s so quiet. He always sits very ________________________ at his desk. 4. They aren’t very careful. They don’t drive _____________________. 5. Elena is very respectful. She talks to people ___________________. 6. Their behavior was inappropriate. They behaved ______________________. 7. Mark is very independent. He works _________________.

intercambio.org/students

Answer Key: E. 2. ceremony 3. emails 4. celebration 5. communication F. 2. sang 3. writes 4. were talking 5. communicates G. 2. quickly 3. loudly 4. direct 5. easy 6. appropriately 7. quickly H. 2. beautifully 3. quietly 4. carefully 5. respectfully 6. inappropriately 7. independently 12

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

GRAMMAR PRACTICE

REAL LIFE / YOUR LIFE I. Give students time to read the section about culture independently before working in pairs or groups to answer the questions. Encouage students to discuss their answers. NOTE: In cultural education contexts, what is referred to as a conclusion is often called an interpretation. We've chosen to use the word conclusion here because it is part of the lesson's vocabulary and has a similar meaning.

Culture Tip Share what you did after you graduated from high school (or finished another level of school). Expand the conversation by asking what your students did when they finished school.

Read the short article and look at the statements below. In each pair, one is an observation and the other is a conclusion about what it means. Write an “O” next to the one you think is an observation and a “C” next to the one you think is a conclusion. Compare with a partner. Oops, I Misunderstood

Misunderstandings are common when people of different cultures interact. Misunderstandings can happen when we come to an incorrect conclusion about what a behavior that we observe really means. Two people can observe the same behavior but come to very different conclusions about what it means. Conclusions can also change depending on the amount of information you have about the person, their culture and their current situation. When interacting with someone of a different culture, it can be helpful to try to talk about the behaviors that you observe and ask questions instead of immediately coming to conclusions about what the behavior means. BEHAVIOR

POSSIBLE CONCLUSIONS ABOUT WHAT IT MEANS

Nora is late for a meeting.

• She doesn’t care about her job. • She cares about her job, but has too many responsibilities right now. • She thinks it’s okay to arrive late to meetings.

Hiro doesn’t look his coworkers in the eyes.

• He is shy. • He has a secret. • He is trying to show respect.

1. _____ o Yuri is speaking loudly.

_____ c Yuri is angry and doesn’t like me.

2. _____ They don’t have very strong opinions.

_____ They don’t often share their opinions openly.

3. _____ John doesn’t like us.

_____ John said he was going to come to the party, but he didn’t come.

4. _____ She stands very close to me when she speaks.

_____ She wants me to feel uncomfortable.

CULTURE TIP In the US, many children leave home to live on their own soon after they graduate from high school. Why do you think they do this? What do you think it means? Is this the same in your native country? What are some different conclusions someone could have about this? 10

NOT FOR DUPLCATION

Student Book 5 RIGHT

Answer Key: I. 2. C, O 3. C, O 4. O, C

intercambio.org/teachers

2 J

J. NOTE: This situation could have several different conclusions. For example: They don't want me to get their floor dirty; They want me to feel more comfortable; They think it is bad luck for guests to wear shoes in their house; Their floor is very expensive; They think my shoes are not clean.

Write possible conclusions for the behavior. Compare with a partner. BEHAVIOR

POSSIBLE CONCLUSIONS

My friends ask me to take my shoes off at their house.

Look at the list of things that can be a part of someone’s culture. Circle the three things that have been the most important for defining your personal culture. Discuss with a partner. my native country

the color of my skin

my native language

the food I eat

the music I listen to

my age

my gender

number of children

my personality

my religion

where I live

other: _____________

Check whether you agree or disagree with the statements below. Interrupting someone when they are speaking is rude.

agree

disagree

not sure

Small talk is important.

agree

disagree

not sure

It is okay to yell at work if you have a strong opinion.

agree

disagree

not sure

It is important to listen quietly when someone is speaking to you.

agree

disagree

not sure

It is best to always tell people directly when you are not happy about something.

agree

disagree

not sure

It is inappropriate to arrive more than 30 minutes late to a social event.

agree

disagree

not sure

Children should live with their parents until they get married. agree

disagree

not sure

A son or daughter should always allow their parents to live with them when they get older.

disagree

not sure

agree

NOT FOR DUPLCATION

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • whether they agree or disagree with the statements in the Activity L and why • if they have ever experienced a cultural misunderstanding in the US and what happened • things you circled in Activity K and how they define you culturally intercambio.org/students

Answer Key: J. Answers will vary K. Answers will vary L. Answers will vary 14

Teacher Book 5 RIGHT

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. Students may need to be reminded that “small talk” refers to informal, friendly conversations about unimportant topics. Small talk is a common way for people to try to be more friendly in the US.

HOMEWORK

Lesson 2 • He Didn’t Look Me in the Eye

Circle the word that the underlined adjective or adverb is describing. 1. Body language can be more expressive in some cultures. 2. Brian speaks very directly.

3. John is more independent than his brother. 4. Melinda is speaking too loudly! 5. We are late for the meeting. We need to walk quickly. 6. I don’t know why they’re upset. I didn’t think John’s behavior was offensive at all!

Complete the sentences with the adjective form of the underlined word. careful 1. Lana was very ____________________ when she painted the wall. She painted it carefully.

2. Bruce needs to be ______________________. He should behave more appropriately. 3. They are so ________________________. They do everything very independently. 4.He isn’t very ___________________________. He doesn’t talk very loudly.

Complete the sentences with the adverb form of the underlined word. easily 1. The homework was easy. She did it _____________________.

2. Deanna and I are quicker than our colleagues. We work more ____________________. 3. You like to say things in a more indirect way. You say things more _____________________ than I do. 4. Susan is very direct. She communicates very __________________________.

JOURNAL PROMPT Write about something that people in your native country do differently than people in the US. Why do they do it that way? ____________________________________________________________________________ ____________________________________________________________________________

NOT FOR DUPLCATION

Students will be more likely do homework if they understand how. The goal of homework is to practice outside of class, so we want them to have success with this. Discuss how to do each activity before the end of class by reading the instructions together and doing an example for each activity. Make sure to review completed homework at the beginning of next class. See HOMEWORK. (Bold font within the callouts references the teacher training notes in the back of this book beginning on page 117.)

Student Book 5 RIGHT

Answer Key: M. 2. speaks 3. John 4. is speaking 5. walk 6. behavior N. 2. appropriate 3. independent 4. loud O. 2. quickly 3. indirectly 4. directly intercambio.org/teachers

L3 IT REALLY BOTHERS ME WHEN THEY DO THAT By the end of the lesson, students will be able to: • Talk about things that bother them or that they appreciate using the word “when” to put together how they feel and the behavior that makes them feel that way What to bring to class: • Table tents or name tags for student names • Hand mirror or a phone in selfie mode to show mouth shapes in pronunciation activity • A rubber band for pronunciation activity (optional) • Pronunciation Fun to supplement the vocabulary and pronunciation activities • The Immigrant Guide to supplement the culture tip Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section.

Listening Track 03 Ian: Hey Beth, look at that couple over there kissing! Beth: Aww how sweet. Ian: Sweet? I can’t stand public displays of affection like that. It really bothers me! Beth: Really? Why? I don’t mind it at all. Ian: I don’t know. It makes me uncomfortable.… Beth: Does it bother you that they are kissing or that we can see them kiss? Ian: I guess I don’t like it when people kiss in public. It’s just a pet peeve I have. Beth: We all have pet peeves. I can’t stand it when people fidget. It drives me crazy and makes me so nervous. Ian: I guess everyone has their own pet peeves. Beth: Yeah, I guess so….

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define: • pet peeve: something that bothers or annoys you • pushy: aggressive (usually verbally) (I told the person on the phone "no thank you" three times before hanging up. She was very pushy.)

IT REALLY BOTHERS ME WHEN THEY DO THAT! Pre

Listening warm-up. Track 03: What is Ian’s pet peeve?

VOCABULARY WORDS & PHRASES

A A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: Have students identify the primary stress for each word and the sound from the Color Vowel® Chart (CVC) found on the inside of the back cover of this book, and your students' books. See PRONUNCIATION.

Repeat after your teacher. bother

pet peeve

fidget

pushy

complain

uncomfortable

Phrasal verbs: pick up after (someone), put (something) away, show up Expressions: drive (someone) crazy, can’t stand (something), public displays of affection (PDA)

PRONUNCIATION Repeat after your teacher. Circle the stressed words in each sentence. A

1. I can’t stand it when people whine. 2. Public displays of affection drive her crazy.

NOT FOR DUPLCATION

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

3. It really bothers him when people fidget. 4. They love it when people show up on time. 5. I don’t mind it when my teacher corrects me. intercambio.org/students

Pronunciation This activity is meant to show that when we speak normally, we (often subtly) stress content words, not function words such as the, an, prepositions, etc. Be sure to read the sentences aloud several times for your students to listen. Then have them repeat. Make sure they don’t stress the function words. This type of detail-level pronunciation is challenging but important at higher levels.

Answer Key: Pronunciation: 2. Public displays of affection drive her crazy. 3. It really bothers him when people fidget. 4. They love it when people show up on time. 5. I don't mind it when my teacher corrects me. intercambio.org/teachers

VOCABULARY PRACTICE

Match the sentences to the pictures.

1. ____ e It really bothers me when my little brother complains.

2. ____ They appreciate it when their kids put their phones away at the dinner table. 3. ____ It drives me crazy when people don’t pick up after their pets.

4. ____ It bothers them when the salesperson is pushy.

B. E First, elicit words about each picture from the students. Then have them work individually to match the sentences to the pictures. Finally, have them compare their answers in pairs/groups.

5. ____ Brenda can’t stand it when her classmates fidget. 6. ____ Public displays of affection make him uncomfortable.

LISTENING

Listen again to Track 03. Check the statements that are TRUE.

 1. Ian and Beth are at a public place.

2. Public displays of affection bother Beth.

3. Ian is uncomfortable.

4. It annoys Ian when people fidget.

5. Both Ian and Beth have pet peeves.

6. Fidgeting makes Beth nervous.

LANGUAGE TOOLS

Listen to your teacher and repeat. STATEMENTS It bothers me It makes me happy

when he complains. when my kids put their things away.

I don’t mind it She doesn’t like it I love it

when people fidget. when her brother is pushy. when my friends arrive on time.

We can join two sentences by adding when. In these sentences, Part 1 is how we feel. Part 2 (after when) explains the situation that causes the feelings. Part 1: (It bothers me) + when + Part 2 (he complains). (I don’t like it) + when + Part 2 (they are pushy). 14

NOT FOR DUPLCATION

C. Go over the activity so students know what they are going to listen for (TRUE statements). G 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.

Student Book 5 RIGHT

D. FOCUS: Complex sentences joined by when. NOTE: "It" refers to the behavior (complains, putting things away, etc.), and as is typical, if "it" is the subject, it comes before the verb. If "it" is the object (receiving the action), it follows the verb. Native speakers will often eliminate the "it" in these sentences (e.g., I don't mind when people fidget.), but for clarity of meaning and function, we have chosen to teach this lesson with "it" as always part of the sentence.

Answer Key: B. 2. d 3. b 4. f 5. c 6. a C. 3, 5, 6 18

Teacher Book 5 RIGHT

GRAMMAR PRACTICE

F. NOTE: Students should think about whether the behavior is the subject or the object. Refer back to the notes for Activity D and remind students of the explanation there. EXPANSION: Talk about how people feel about the opinions shared in the statements. In other words, who in the class also does not like it when people are late?

Match the parts of the sentences. 1. _____ e It drives them crazy

a. it when salespeople are pushy.

2. _____ It bothers

b. do their homework.

3. _____ He doesn’t like

c. teacher corrects me.

4. _____ We appreciate it when

d. her when people don’t pick up after their pets.

5. _____ I like it when my

e. when their coworker fidgets.

6. _____ They love it when their kids

f. our friends show up on time.

Complete the sentences. Use the words in parentheses and add it. 1._______________________________________ (we / not like) when people are late. We don’t like it 2._______________________________________ (bother / me) when my friends complain. 3._______________________________________ (annoy / them) when people kiss in public. 4._______________________________________ (I / not mind) when my colleagues fidget. 5._______________________________________ (they / can’t stand) when their kids are noisy.

NOT FOR DUPLCATION

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

6._______________________________________ (we / love) when the weather is sunny. 7._______________________________________ (make / me / happy) when I can practice my English. 8._______________________________________ (make / me / uncomfortable) when people use their phone at the dinner table.

Join the sentences using when. 1. Her friends complain a lot. It bothers her. __________________________________________________________________________________. It bothers her when her friends complain a lot. 2. Their classmates fidget. They can’t stand it. ___________________________________________________________________________________. 3. His family arrives late. He doesn’t mind it. ___________________________________________________________________________________. 4. Our kids don’t put their toys away. It drives us crazy. ___________________________________________________________________________________. 5. My sister helps me with my homework. I appreciate it. ___________________________________________________________________________________. intercambio.org/students

Answer Key: E. 2. d 3. a 4. f 5. c 6. b F. 2. It bothers me 3. It annoys them 4. I don't mind it 5. They can't stand it 6. We love it 7. It makes me happy 8. It makes me uncomfortable G. 2. They can't stand it when their classmates fidget. 3. He doesn't mind it when his family arrives late. 4. It drives us crazy when our kids don't put their toys away. 5. I appreciate it when my sister helps me with my homework. intercambio.org/teachers

Check your answers in the survey below about common pet peeves. Answer the questions and compare with a partner. COMMON PET PEEVES BEHAVIORS

HOW MUCH IT BOTHERS ME

when someone chews with their mouth open

it drives me crazy

it bothers me a little

I don’t mind it

when someone uses my things without asking

it drives me crazy

it bothers me a little

I don’t mind it

PDA

it drives me crazy

it bothers me a little

I don’t mind it

when someone doesn’t answer my text messages or emails

it drives me crazy

it bothers me a little

I don’t mind it

when someone talks during a movie

it drives me crazy

it bothers me a little

I don’t mind it

when someone wears a lot of perfume or cologne

it drives me crazy

it bothers me a little

I don’t mind it

when a pushy salesperson comes to my house to try to sell me something

it drives me crazy

it bothers me a little

I don’t mind it

when people use their phone when they are with friends

it drives me crazy

it bothers me a little

I don’t mind it

when people text and drive

it drives me crazy

it bothers me a little

I don’t mind it

1. Which of these behaviors bothers you the most? __________________________________________

H. Before the task, ask What are some of your pet peeves? Explain how to read the chart, then give students time to work individually. NOTE: If understanding the chart is challenging for your students, do this activity together.

_____________________________________________________________________________________ 2. Which of these behaviors bothers you the least? ___________________________________________ _____________________________________________________________________________________ 3. Do you like to do any of these things? ___________________________________________________ _____________________________________________________________________________________

CULTURE TIP Some behaviors don’t only bother people, they can also be illegal. For example, texting and driving is illegal is most states in the US. In some places, selling things by going to people’s homes (soliciting) can also be illegal. What behaviors in your native country do you think are annoying, illegal or both? 16

Student Book 5 RIGHT

Answer Key: H. Answers will vary

Teacher Book 5 RIGHT

Culture Tip Use The Immigrant Guide (Driving section) to spark more discussion.

NOT FOR DUPLCATION

REAL LIFE / YOUR LIFE

The Random Acts of Kindness Foundation is an organization that believes all people can connect through kind acts. Look at the random acts of kindness list below. With a partner, think of one of the acts that you would like to do and take turns asking each other questions to guess which one it is. • Tell someone something you appreciate about them. • Buy a coffee for the person behind you in line at the coffee shop. • Give vegetables or fruit from your garden to your neighbor. • Go for a 30-minute walk and pick up all the trash you see. • Recycle leftover newspapers in your home. • Buy a meal for someone that is homeless. • Leave a server a tip of more than 20% at a restaurant. • Ask someone older than 80 to tell you about their life. • Donate your old clothes to someone that needs them. • Tell someone a funny joke. • Cook a meal for a friend. • Visit someone in the hospital. • Smile at someone you don’t know.

EXAMPLE: Partner A: Is it something you can do alone? Partner A: Is it something that costs money? Partner A: Is it telling someone a funny joke?

J. EXPANSION: Have students turn to someone near them and share what they wrote. Ask them to commit to doing one of the "random acts of kindness." 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. Share your own opinion too.

Partner B: No. Partner B: No. Partner B: Yes!

Circle your three favorite random acts of kindness above. Write one of your own ideas for a random act of kindness. Discuss with a partner. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • their biggest pet peeves • if they or someone in their family has a pet peeve that doesn’t bother other people • if they have ever done or received a random act of kindness • other ideas they have for random acts of kindness intercambio.org/students

NOT FOR DUPLCATION

• Let someone go in front of you in line at the supermarket.

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

HOMEWORK

Lesson 3 • It Really Bothers Me When They Do That!

Complete the sentences. Use the words in parentheses and add it. 1. ________________________________ (I / not / like) when people use their phones while driving. I don’t like it 2. ________________________________ (make / her / nervous) when her friends don’t answer her texts. 3. ________________________________ (make / her / happy) when friends help her with homework. 4. ________________________________ (we / can’t / stand it) when people talk loudly in public.

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

5. ________________________________ (bother / you) when salespeople are pushy?

Join the sentences using when. 1. It drives them crazy. People don’t pick up after their pets. _____________________________________________________________________________________ It drives them crazy when people don’t pick up after their pets. 2. She loves it. People smile at her. _____________________________________________________________________________________ 3. They appreciate it. Their teacher corrects them. _____________________________________________________________________________________ 4. He doesn’t like it. Salespeople are pushy.

5. It drives me crazy. People text and drive. _____________________________________________________________________________________

JOURNAL PROMPT Write about something that bothers you or something you appreciate. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

NOT FOR DUPLCATION

_____________________________________________________________________________________

____________________________________________________________________________ 18

Student Book 5 RIGHT

Answer Key: K. 2. It makes her nervous 3. It makes her happy 4. We can't stand it 5. Does it bother you L. 2. She loves it when people smile at her. 3. They appreciate it when their teacher corrects them. 4. He doesn't like it when salespeople are pushy. 5. It drives me crazy when people text and drive. 22

Teacher Book 5 RIGHT

L4 WOULD IT BE POSSIBLE TO COMPROMISE? By the end of the lesson, students will be able to: • Talk about resolving conflict and use polite requests What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the vocabulary and pronunciation activities • The Immigrant Guide to supplement the culture tip

Teacher notes: We’ve provided simple definitions for some of the vocabulary words and phrases that we anticipate may be challenging to define. In lesson 4, those words are: • disagreement: I want pasta for dinner; you want rice. • conflict: a serious disagreement that usually lasts a long time and for which it is hard to find a solution • solve a problem: find a solution • compromise: when both sides have to give up something so no one person gets everything they want • apologize: say you are sorry. • communication: getting your thoughts or ideas out through speaking, writing and/or gestures • talk it out: discuss a problem to reach some type of solution • happy medium: compromise

NOT FOR DUPLCATION

Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Ask students What is one of your pet peeves? What is something you appreciate? Review homework from last lesson. Be sure to respond to their journals.

Listening Track 04 Laura: Hi Joe. Nice to see you. Joe: Hey Beth. Thanks, you too. Your yard looks great! Laura: Thanks! Hey, do you have a minute? I was wondering if we could talk about something. Joe: Yeah, sure. What’s up? Laura: Well, I wanted to talk with you about when you practice your drums, it’s a little late at night. My kids have to go to sleep early on the weeknights because they have school. Would you mind trying to keep the music down after 8 o'clock? Joe: I’m sorry, I apologize. It’s hard because I don’t usually get off work until 8, so I can’t practice until after then. Laura: I see, hmm. Would it be possible to compromise? It isn’t as much of a problem for us on Fridays and Saturdays. The kids go to bed a little later on those nights. Joe: Sure, no problem. I’ll save my practice for Fridays and Saturdays and will try not to make too much noise on the weeknights. Laura: Thanks, Joe. I really appreciate it. I’m glad we were able to find a happy medium. Joe: Me too!

intercambio.org/teachers

WOULD IT BE POSSIBLE TO COMPROMISE?

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

Listening warm-up. Track 04: What is the problem?

VOCABULARY WORDS & PHRASES

Repeat after your teacher. disagreement

communication

find a solution

solve a problem

reach an agreement

apologize

compromise

resolve a conflict

conflict Phrasale verb: talk it out

resolution Expressions: happy medium

PRONUNCIATION Repeat after your teacher. Underline the stressed vowel in each word. Write the words that sound like OLIVE SOCK in the box.

SOUNDS LIKE OLIVE SOCK conflict 1._______________________ 2._______________________ 3._______________________ 4._______________________ 5._______________________

conflict

resolution

apologize

solve

solution

out

compromise

problem intercambio.org/students

NOT FOR DUPLCATION

Pre

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. NOTE: For Spanish-speaking students, compromise is a false cognate. In Spanish, “compromiso” looks like the word “compromise” but actually means something more equivalent to “commitment” in English. This may take extra explaining for Spanishspeaking students.

Pronunciation Consider having students try to underline the stressed vowel first, before they listen to you say the words. Remind them that they need to say the word aloud to themselves in order to hear the stress. Then read the words and have them check their answers. You can write the words on the board and mark the stress for students to double-check their own work. NOTE: Regional accents/dialects may mean that some words are AUBURN or OLIVE. To make the OLIVE sound, lower your jaw and round your mouth slightly. Use Pronunciation Fun for more practice on this sound.

Answer Key: Pronunciation: apologize, compromise, solve, problem; other words: solution (BLUE MOON), resolution (BLUE MOON), out (BROWN COW) 24

Teacher Book 5 RIGHT

VOCABULARY PRACTICE B. First, have students work individually. Then have someone share aloud so that others may compare answers. Discuss any inconsistencies.

Check the verbs that go with each of the vocabulary words. Some may work with more than one. Compare with a partner. SOLVE

REACH

FIND



an agreement a problem a solution a conflict a disagreement a compromise

LISTENING

D. FOCUS: Polite requests. See GRAMMAR.

Listen again to Track 04. Fill in the bubble with the correct answer. 1. Laura and Joe are

a. neighbors.

b. married.

2. Laura wants to talk to Joe about

a. noise.

b. the backyard.

3. Joe works until

a. 8 p.m.

b. 8 a.m.

4. Laura’s kids go to bed at 8:00 p.m. on

a. weekends.

b. weeknights.

5. They _____________ able to compromise.

a. weren’t

b. were

LANGUAGE TOOLS

Listen to your teacher and repeat. POLITE REQUESTS Is it okay if I Could you please

turn down the music?

Would it be possible

to turn down the music?

Would you mind

turning down the msuic?

POLITE RESPONSES No problem. I’d be happy to. Sure. My pleasure.

To make polite requests you can use these: • “Could you please…/“Is it okay if…” + base form of verb • “Would it be possible…” + to + verb • “Would you mind…” + verb + ing 20

NOT FOR DUPLCATION

C. Play the track all the way through 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 for students to complete each item.

Student Book 5 RIGHT

Answer Key: B. SOLVE: a problem, a conflict REACH: an agreement, a solution, a compromise FIND: a solution, a compromise C. 2. a 3. a 4. b 5. b intercambio.org/teachers

GRAMMAR PRACTICE

Circle the correct word or words to complete the sentences. Practice with a partner. 1. Could you please talking / talk more quietly? It is difficult to concentrate. 2. Would it be possible to find / find a solution? 3. Is it okay if I close / closing the door? 4. Would you mind turn down / turning down the music? 5. Is it okay if my daughter goes / going with me to the potluck? 6. The children are very loud. Could they please to play / play outside? 7. Would it be possible to compromise / compromise? 8. Is it okay if they talk / talking in the other room?

F. EXPANSION: Have pairs role play the dialog.

Complete the conversation with the correct form of the verb in parentheses. David: Hey Bella. Could we please (1)_____________ (talk) for a minute? talk Bella: Sure. What’s going on? David: Well, it’s difficult for me to concentrate when you and Greg talk loudly in here. Would you mind (2)_________________ (speak) more quietly? Bella: I’m sorry. I didn’t think we were being that loud. Is it okay if we (3) _______________ (work) right

Bella: Sure, no problem. But, could you please (5)__________________ (let) us know when you leave for the day so that we can move back into the office? David: Okay, I’ll let you know. Bella: Thanks!

Write polite requests using the words in parentheses. Practice asking and giving polite answers with a partner. 1. It’s difficult for me to study because you are talking on the phone. Is it okay if I close the door? _____________________________________________________________________________________ (Is it okay / I / close the door)?

2. That time doesn’t work for me. _____________________________________________________________________________________ (Would it be possible / change / reservation)? 3. It’s time for dinner, but the kids are still playing outside. _____________________________________________________________________________________ (Would they mind / come / inside) to eat now? 4. The music is a little loud. _____________________________________________________________________________________ (Could they / please / music / turn down)? intercambio.org/students

Answer Key: E. 2. to find 3. close 4. turning down 5. goes 6. play 7. to compromise 8. talk F. 2. speaking 3. work 4. to close 5. let G. 2. Would it be possible to change the reservation? 3. Would they mind coming inside to eat now? 4. Could they please turn the music down? 26

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

outside this room, instead? David: Yes, that would be great. Would it also be possible (4)____________________ (close) the door?

REAL LIFE / YOUR LIFE

Read about the different strategies for resolving conflicts. Write which strategy each person is using in the situations below. Strategy 1: Avoiding Avoiding a conflict means ignoring it or pretending that there isn’t a problem. Sometimes people will choose this strategy when they feel more uncomfortable talking about the conflict than they feel about the problems the conflict is causing. Strategy 2: Competing Competing happens when someone wants to resolve a conflict by “winning.” They are not usually worried about the feelings of the other person and feel that only one person can win. Strategy 3: Accommodating Accommodating is when one of the people involved in the conflict gives the other person everything they want so that they can protect the harmony of the situation and avoid the conflict. Strategy 4: Collaborating Collaborating happens when both people in the conflict work together to create a solution that everyone is happy with. Strategy 5: Compromising Compromising happens when participants are both actively looking for a solution to the problem and cooperating together. In this strategy, no one gets everything they want. Each person gives up a little bit of what they want so that there is a solution that is fair for both, even if it is not exactly what each person wanted.

Which of the strategies above do you think are being used in the following situations? Write your answers and compare with a partner. 1. Amy’s boss has asked her to work every Saturday this month. She doesn’t like to work on Saturdays,

NOT FOR DUPLCATION

H. First give students time to read the strategies alone. Discuss what they understood after that initial reading. Then read these strategies to your students aloud and stop after each one to talk about what they mean. After students complete the exercise, discuss the answers. EXPANSION: Ask what your students would do in each situation. NOTE: It can be difficult for students to read and comprehend in English at the same time. This is especially true when reading aloud. Never ask your students to read a text such as this aloud without previously reading it silently.

but she doesn’t want to cause any problems so she tells him she is available to work as many Saturdays as he needs. ______________________________ 2. Brandon and Everett are neighbors. Brandon’s apple tree is growing into Everett’s yard. Everett often picks up the apples that fall from the tree and takes them to his house. Brandon says that those apples are his and that Everett cannot have them. They cannot reach a solution so they file a lawsuit to decide who is right and can have the apples that fall off of the tree. _______________________________

3. Lara and Emily both work at the same store. Both of them want to work 35 hours a week, but the store only has 50 hours total to offer. They talk together and decide that each of them will work 25 hours per week instead of one of them working 35 hours._____________________________________

CULTURE TIP In the US, communication about conflict is often direct and people are generally encouraged to talk about how they feel when they are looking for a solution. Compromise is often part of a solution and many people in the US will try to “find a happy medium” where both people get some of what they want but not everything. How are conflicts usually resolved in your native country? Do people usually talk about them or ignore them? 22

Student Book 5 RIGHT

Answer Key: H. Answers will vary

intercambio.org/teachers

Role-Play! Look at the situations below. Act them out with a partner and try to find a solution.

SITUATION 1

SITUATION 2

Rima wants to take vacation time from her job to go to a family wedding next month, but she doesn’t have any vacation time left. She needs to ask her boss for extra vacation time.

Ron’s daughter, Ana, comes home from school every day crying because another child, Tina, is bullying her. Ron is going to talk to Tina’s mother.

Partner A: Rima Partner B: Rima’s boss

Partner B: Ron Partner A: Tina’s mother

SITUATION 3

SITUATION 4

Paul’s neighbor, Jack, has parties almost every night. Paul has to wake up early in the morning to go to work and can’t sleep with the noise his neighbor makes in the backyard.

Olivia and her husband, Dan, both work full time. They have three young children and feel like they don’t have enough time to keep their home clean, cook meals and spend time with their children. They are both frustrated and angry most of the time.

Partner A: Paul Partner B: Jack

Partner B: Olivia Partner A: Dan

Write notes below about how you would solve one of the conflicts in the situations above. Who the conflict was with: ______________________________________________________________ What I wanted: ________________________________________________________________________ What the other person wanted: __________________________________________________________ Solution: _____________________________________________________________________________

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • a time they had a conflict with someone and how they found a solution • how they usually deal with conflict • how they think they could handle conflict better in the future intercambio.org/students

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

Teacher Book 5 RIGHT

I. Role play one of the situations with a volunteer before asigning each pair one of the other situations. Encourage students to use the vocabulary in their role plays. After pairs share their role play, discuss other ways to find a solution.

NOT FOR DUPLCATION

J EXPANSION: Find out how people chose to solve one of the situations. Then put people into groups that consist of people who chose different ways of solving that conflict. Have them discuss their reasons for choosing the solution. EXPANSION: Have students act out one of the scenarios and also act out their ideas for solutions to them.

HOMEWORK

K Walk through each homework activity. Confirm that students understand each assignment by doing examples. See HOMEWORK.

Lesson 4 • Would It Be Possible to Compromise?

Write the correct form of the verb. closing 1. Would you mind ___________________ (close) the door?

2. Would it be possible __________________ (lend) me your car this weekend?

3. Could she please ______________________ (call) me when she gets here? 4. Is it okay if we ________________________ (change) the date of the party? 5. Would it be possible for you ______________________ (speak) more quietly? 6. Is it okay if she _______________________ (take) a friend to the event? 7. Would they mind ____________________ (not park) their car there? 8. Could they please ____________________ (open) the window?

Unscramble the sentences. 1. mind / Would / he / a ride / giving / the mall? / me / to Would he mind giving me a ride to the mall? ____________________________________________________________________________________

2. it be / change / Would / to / the meeting? / the time / of / possible

3. if / Is / okay / it / she / your / pen? / uses ____________________________________________________________________________________ 4. please / they / stop / Could / parking / their car / there? ____________________________________________________________________________________

JOURNAL PROMPT Write about things you think are important to do when resolving a conflict. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

NOT FOR DUPLCATION

____________________________________________________________________________________

Student Book 5 RIGHT

Answer Key: K. 2. to lend 3. call 4. change 5. to speak 6. takes 7. not parking 8. open L. 2. Would it be possible to change the time of the meeting? 3. Is it okay if she uses your pen? 4. Could they please stop parking their car there? intercambio.org/teachers

L5 SHE LIKES THE ONE WITH THE ONLINE LEARNING PROGRAM By the end of the lesson, students will be able to: • Talk about the education system in the US • Combine ideas into one sentence using “that” What to bring to class: • Table tents or name tags for student names • Websites, brochures or advertisements for different schools or universities • Pronunciation Fun to supplement the vocabulary and pronunciation activities • The Immigrant Guide to supplement the culture tip

Listening Track 05 Jake: Krista, nice to see you. Krista: Hi, Jake, how are you? Jake: We’re all good. Isn’t your daughter graduating high school this year? Krista: Yes, she’s a senior. She’s applied to several colleges. Jake: Exciting times. Which school does she like the best? Krista: She likes the one with online learning. Jake: Is that the one you prefer? Krista: Paul and I prefer the school that offered her a small scholarship. Jake: Hmmm. That’s a tough decision. What does she want to major in? Krista: She’s interested in business, accounting and computers. Jake: Sounds like she likes the ones that will lead to a great job. Krista: We hope so.

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

Warm-up: Greet students. Practice the material from last class by asking students to share a summary of what they wrote in their journal. Review homework from last lesson.

SHE LIKES THE ONE WITH THE ONLINE LEARNING PROGRAM Pre

Listening warm-up. Track 05: What are they talking about?

VOCABULARY WORDS & PHRASES A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: There are many vocabulary words with multiple syllables. Practice the syllable stress for each one by identifying the primary stress and its color (e.g., community college - AUBURN DOG)

Repeat after your teacher. university

community college

public school

private school

charter school

campus

degree program

online learning program

tuition

financial aid

scholarship

extracurricular

PRONUNCIATION

NOT FOR DUPLCATION

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

Repeat after your teacher. Underline the stressed syllable. A

university

scholarship

degree

public

community

college

intercambio.org/students

Pronunciation Say each word slowly twice for students to have time to work. It may help students to first identify how many syllables a word has before identifying the one that is stressed.

Answer Key: Pronunciation: scholarship, degree, public, community college

intercambio.org/teachers

VOCABULARY PRACTICE Write the words in the column where you think they fit best. Some words can go in both columns. K—12 EDUCATION

HIGHER EDUCATION community college

community college university private charter public campus

extracurricular online learning financial aid scholarship degree program

LISTENING

Listen again to Track 05. Circle TRUE or FALSE. 1. Krista’s daughter is going to college soon.

TRUE

FALSE

2. Her daughter likes the school with online classes.

TRUE

FALSE

3. Krista likes the school with art classes.

TRUE

FALSE

4. Her daughter wants to study history.

TRUE

FALSE

5. Her daughter wants to study computers.

TRUE

FALSE

B. E First, have students work individually. Then have them compare their answers in pairs/groups. Finally, go through the answers together. NOTE: Be sure to discuss the different categorization that students choose given that answers may vary. EXPANSION: Talk about F experience with people's each of these items.

C. First, have students try the task without listening to the track (by what they heard in Activity A). Then play the track to check their work. Play it multiple times if needed. EXPANSION: Have students G correct the FALSE statements.

LANGUAGE TOOLS

Listen to your teacher and repeat. QUESTIONS

ANSWERS

Which school do you prefer?

I like the one that has extracurricular activities.

Which schools does she like the best?

She likes the ones that have online classes.

Which school is he going to go to?

He’s going to go to the one that offered him a scholarship.

• We can use “that” to join two ideas in a sentence when the second idea gives us more information about the first part. • We can use “the one” or “the ones” to replace a noun that has already been identified. 26

Student Book 5 RIGHT

D. FOCUS: This lesson focuses on two different grammar points: 1) replacing a noun that was already mentioned with the one (singular) or the ones (plural). 2) relative clauses. We use “that” to join two sentences when the second sentence gives us essential information about the first part. NOTE: That + is is often contracted as that's.

Answer Key: B. K-12: private, charter, public, campus, extracurricular, online learning Higher Education: university, community college, private, public, campus, extracurricular, online learning, financial aid, scholarship, degree program (NOTE: There can be some variety to the answers here. E.g., some private K-12 schools offer financial aid and/or scholarships.) C. 2. TRUE 3. FALSE 4. FALSE 5. TRUE 32

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

GRAMMAR PRACTICE

Match the parts of the sentences. c She likes the schools 1. ____

a. that are available online.

2. ____ We like the one

b. that he can do online.

3. ____ Aaron’s going to go to

c. that have online programs.

4. ____ They want to learn more about the programs

d. the one that has a big campus.

5. ____ We are looking for one that

e. that has a lot of extracurricular activities.

6. ____ That school doesn’t have a program

f. has financial aid and scholarships.

Complete the sentences with one or ones. 1. You have seen a lot of schools. Is there _________ that you like? 2. Bill likes the university, but he would prefer ________ that has a smaller campus. 3. Tatiana is interested in a lot of programs. She really likes the ________ that have online classes.

5. Orlando has worked at a lot of charter schools. Right now, he’s working at the _________ that’s down the street. 6. You’ll need to fill out these forms. Don’t forget to complete the _________ that are about financial aid.

G. NOTE: The fourth one may be tricky. "That" from the first sentence is replaced with "the" when we add "that" to connect the two sentences.

Read the sentences. Rewrite them together using that. 1. Frank and Jessie are looking for a school. They want it to have extracurricular activities. Frank and Jessie are looking for a school that has extracurricular activities. _____________________________________________________________________________________

2. She prefers the community college. It’s closer to her house. _____________________________________________________________________________________ 3. They have a good degree program. It’s online. _____________________________________________________________________________________ 4. He likes that one. It has a beautiful campus.

NOT FOR DUPLCATION

4. There are a lot of good public schools here. Is there _________ that is near your house?

_____________________________________________________________________________________ 5. There are good schools in their district. They’re public. _____________________________________________________________________________________ intercambio.org/students

Answer Key: E. 2. e 3. d 4. a 5. f 6. b F. 2. one 3. ones 4. one 5. one 6. ones G. 2. She prefers the community college that's closer to her house. 3. They have a good degree program that's online. 4. He likes the one that has a beautiful campus. 5. There are good schools in their district that are public. intercambio.org/teachers

REAL LIFE / YOUR LIFE

Read about the US education system. Label the chart with the bold words from the article. The US education system has several levels of schooling that begin with (1) preschool/ kindergarten when children are 3–5 years old. After that, children move on to (2) elementary school, which generally takes them from 1st to 5th grade. Most students then go on to (3) middle school for grades 6 through 8, and (4) high school for grades 9 through 12. After high school, some students will enter the workforce, while others choose to go on to earn a degree at a (5) community college or (6) university. Community colleges generally offer degree programs that range from two months to two years, while university undergraduate degree programs usually take at least four years to complete. After earning an undergraduate degree, some students go on to (7) graduate school to earn a master’s or doctoral degree.

Master’s Degree (2–3 years) ___________________________________(4 years)

Post-Secondary School

Graduate School

Doctoral Degree (3–6 years)

H. Before the task, ask students what they already know about the school system in the US. Write students’ ideas on the board. Have students read the article and look at the chart to check their ideas. Have students work in pairs/groups to label the chart. Then go through it together.

_______________________________________________(4 years)

_________________________________________________________________ (3 years)

____________________________________________________________________________

AGE

Primary School

_________________________________________________________________(5 years)

12 11 10 9 8 7 6 5 4 3 2 1

Secondary School

17 16 15 14 13 12 11 10 9 8 7 6 5 4 3

GRADE

CULTURE TIP Most public elementary, middle and high schools in the US are free. However, colleges and universities in the US can be very expensive. Many public and private community colleges and universities offer scholarships. Government financial aid is also available for some students. Community colleges often have technical classes that are less expensive than classes at universities, and in many cases the class credits can transfer to universities. What is the education system like in your native country? 28

Student Book 5 RIGHT

NOT FOR DUPLCATION

_________________________(2 months – 2 years)

Culture Tip Expand the conversation by asking: Do you have experience with the education system in the US? What about in your native country? Do you think education should be free? Until what age? Use The Immigrant Guide (Education System section) to spark more discussion.

Answer Key: H. From bottom to top: preschool/kindergarten, elementary, elementary/middle, high school, community college, university

Teacher Book 5 RIGHT

I. Have students try the exercise on their own before they work with a partner to check their answers. Compare answers as a whole group. Have students share why they made the choices they made.

5 Read the information about the schools. Write down which school you think is best for Teo and Annisa. Compare with a partner. • Certificate programs and 2-year degrees in Business, Technology, Nursing, Education and Tourism

4-year degrees and graduate degrees in Social Sciences, Engineering, Education, and Natural Sciences.

• Small, friendly campus for students who commute to class • Flexible online learning programs

Offers extracurricular activities like drama, art, clubs and sports.

• Federal financial aid is available • Small classes of no more than 25 students

Scholarships available Large, beautiful campus with open spaces and student housing

Teo • has two small children • knows a lot about cars but wants to learn how he can have his own repair shop • needs a program that is flexible

School:______________________

School:_____________________

J. Encourage students to elaborate on their ranking in pairs or small groups. 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. Be sure your students ask you questions too.

Annisa • is graduating from high school next year • not sure what she wants to study • wants to live on campus for the first year

Rank the school characteristics in order of how important you think they are. 1 = most important, 10 = least important. ____ the teachers ____ the campus ____ online programs ____ extracurricular activities

____ the cost of tuition ____ scholarships available ____ size of the classes ____ public

____ private ____ close to home

CONNECT WITH CONVERSATION

NOT FOR DUPLCATION

Large classes in auditorium-like classrooms

Get to know a partner. Talk about: • how they ranked the school characteristics in Activity J • what kinds of schools they or their family members have gone to and if they liked them or not • if they think private schools are a good idea • if they think people without children should pay taxes to support public schools • what kinds of extracurricular activities they or their children would like to do intercambio.org/students

Answer Key: I. Teo: Pleasanton Community College Annisa: North State University J. Answers will vary

intercambio.org/teachers

HOMEWORK

Lesson 5 • She Likes the One With the Online Learning Program

Circle the correct words to complete the conversation. Amy: So, Bob, has your son decided what college he wants to apply to?

Pre

Bob: No, not yet. He’s most interested in the (1) one / ones that have technology programs. Amy: That’s great. Would he like to go to (2) one / ones that has on-campus housing? Bob: No, I think he’d prefer to go to (3) one / ones that are part time. Amy: Are there any around here that (4) have / has online learning programs? Bob: Yes, there are a few near our house that (5) have / has great online programs. We’re going to check them out. Amy: That’s great! Let me know which (6) one / ones he likes the best!

Combine the sentences using that. 1. It’s a great school. It has a lot of extracurricular activities. It’s a great school that has a lot of extracurricular activities. _____________________________________________________________________________________

2. He likes the school. It’s in our school district.

3. They liked the school. It is on a beautiful campus. _____________________________________________________________________________________ 4. She applied to the community college. It has a nursing program. _____________________________________________________________________________________

A JOURNAL PROMPT What kind of school did you go to in your native country? Do you think it was a good school? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

NOT FOR DUPLCATION

_____________________________________________________________________________________

Student Book 5 RIGHT

Answer Key: L. 2. one 3. ones 4. have 5. have 6. one M. 2. He likes the school that's in our school district. 3. They liked the school that's on a beautiful campus. 4. She applied to the community college that has a nursing program. 36

Teacher Book 5 RIGHT

L6 DO YOU KNOW IF IT'S CONFIDENTIAL? 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 supplement the vocabulary and pronunciation activities • The Immigrant Guide to supplement the culture tip Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section.

NOT FOR DUPLCATION

Teacher notes: We’ve provided simple definitions for vocabulary words and phrases that may be challenging to define. Both of the words below may be used as a verb or a noun. In this lesson, they are used both ways. • access: to be able to use (verb); the way to get near at or to something (noun) • warrant: to make an action seem necessary (verb) (What he did was serious enough to warrant punishment.); legal document for police (noun) Listening Track 06 Barbara : Hey Franco. Did you hear that they are going to do a census next year? Franco: No, I didn’t. What’s that? Barbara: It’s a survey the country does every 10 years to count how many people live here and decide how much money to give different states and cities. Franco: Huh, interesting. I’m not sure I want to share my information. Privacy is important to me. Do you know if they give the information to anyone else? Barbara: Privacy is important to me too. I don’t usually like to share personal information, but the census is confidential. Franco: That’s good. What about those other calls I get that ask me to take surveys? Barbara: Yeah, those are different. Sometimes those aren’t confidential, but the government workers that do the census take an oath to keep personal information confidential. Franco: Oh, I see. I guess I’ll answer the census then, because that sounds important. I’m not going to answer any other survey calls, though! Barbara: That’s a good idea.

intercambio.org/teachers

DO YOU KNOW IF IT’S CONFIDENTIAL? Listening warm-up. Track 06: What is Franco worried about?

NOT FOR DUPLCATION

Pre

VOCABULARY WORDS & PHRASES

A. Have students repeat each word after you. Be sure to work on stress and pronunciation. EXPANSION: Spend time working on the pronunciation of th/t (oath/ oat) as well as the w. These sounds are challenging for many students. Use Pronunciation Fun for ideas on how to work on these sounds.

Repeat after your teacher. census

survey

weight

warrant

data

access

confidential

oath

private

HIPAA (Health Insurance Portability and Accountability Act)

PRONUNCIATION Listen and repeat after your teacher. Cross out the silent w in the words that have one.

write

weight

two

warrant

wrong

answer

white

will intercambio.org/students

Answer Key: Pronunciation: write, two, wrong, answer

Teacher Book 5 RIGHT

Pronunciation Read the words slowly, but rhythmically so that students have to quickly identify whether or not they hear the "w" sound.

VOCABULARY PRACTICE B. Encourage students to try completing the sentences without the word box first. Then they can use the word box to check their answers.

Listen to your teacher and repeat. 1. Marcia doesn’t like it when people talk about her ______________________. weight 2. His phone fell in the water yesterday, and he lost all of his _____________________.

confidential data

3. The police were not allowed to go inside Ian’s house because they didn’t have a

oath

__________________. 4. My company doesn’t share employee files and salary information because they are

warrant census

_____________________. 5. Their medical information is protected by ____________________.

HIPAA

6. The _________________ collects important information about residents all across the

weight

country. 7. In court, you take an ________________ to promise to tell the truth in court.

LISTENING

D. FOCUS: Indirect and direct questions. NOTE: “I wonder if…” is an indirect statement that is not an actual question (it ends in a period instead of a question mark) but implies a question.

Listen again to Track 06. Circle the correct answers to complete the sentences. 1. They are going to do a census

a. this year.

b. next year.

2. They do the census

a. every year.

b. every 10 years.

3. They agree that _________ is important.

a. privacy

b. confidential

4. Barbara says that government workers take

a. an oath

b. a vote

5. The census _______ personal information confidential.

a. keeps

b. doesn’t keep

LANGUAGE TOOLS

Listen to your teacher and repeat.

NOT FOR DUPLCATION

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.

DIRECT QUESTION

INDIRECT QUESTION/STATEMENT

Should the government have access to people’s phone data? Can you ask someone about their salary?

Do you think the government should have access to people’s phone data? Do you think it’s okay to ask someone about their salary?

Can the police search without a warrant? Will they go to the party this year?

Do you know if the police can search without a warrant? I wonder if they will go to the party this year.

• Normally in a direct question, the verb comes before the noun (ex. Is he there?) When we use “Do you think…” also, do you know if, I wonder if to ask an indirect question, the noun goes before the verb, just like in a regular statement. (ex. Do you think he is there?) • We use “if” in an indirect question that requests a “yes” or “no” answer. (Do you know if…? / I wonder if….) 32

Student Book 5 RIGHT

Answer Key: B. 2. data 3. warrant 4. confidential 5. HIPAA 6. census 7. oath C. 2. b 3. a 4. a 5. a

intercambio.org/teachers

GRAMMAR PRACTICE

Match the parts of the sentences. c 1._____ Should we

a. information is protected by HIPAA?

2._____ Do you know if our

b. the library is?

3._____ Is it okay to ask someone

c. share our information?

4._____ Do you think

d. it’s okay to ask someone about their salary?

5._____ Do you know where

e. about their weight?

Complete the questions. Use the words in parentheses. 1. Do you think ___________________ (she / should) keep the information confidential? she should 2. _________________ (they / can) access the information? 3. Where ______________________ (he / is)? 4. Does she know where ____________________ (he / is)?

6. ____________________ (we / can) ask who they voted for?

Change the direct questions to indirect questions with “Do you think…”. Then ask the questions to a partner. 1. Should the government be able to access private information? the government should be able to access private information Do you think _________________________________________________________________________?

2. Is it okay to ask someone about their weight?

G. EXPANSION: Have students discuss their opinions about the questions in pairs.

Do you think _________________________________________________________________________? 3. Should parents have access to all of their children’s information? Do you think __________________________________________________________________________? 4. Should salary information be confidential? Do you think _________________________________________________________________________? 5. Do the police need a warrant to search your home? I wonder if ___________________________________________________________________________.

intercambio.org/students

Answer Key: E. 2. a 3. e 4. d 5. b F. 2. Can they 3. is he 4. he is 5. they can 6. Can we G. 2. it's okay to ask someone about their weight 3. parents should have access to all of their children's information 4. salary information should be confidential 5. the police need a warrant to search your home 40

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

5. I wonder if ________________________ (they / can) share the information.

REAL LIFE / YOUR LIFE H. Before the task, have students brainstorm what they think the Office for Civil Rights does. EXPANSION: Have students correct the FALSE statements.

Read the flyer below about health information privacy. Circle True or False. What surprised you? Discuss with a partner. Your Health Information Privacy Rights

YOUR HEALTH INFORMATION PRIVACY RIGHTS Most of us feel that our health information is private and should be protected. That is why there is a federal law that sets rules for health care providers and health insurance companies about who can look at and receive our health information. This law, called the Health Insurance Portability and Accountability Act of 1996 (HIPAA), gives you rights over your health information, including the right to get a copy of your information, make sure it is correct, and know who has seen it.

GET IT! You can ask to see or get a copy of your medical records and other health information. Get It. If You youcan want a copy, you may need to put your request in writing and pay for the cost of ask to see or get a copy of your medical record and other health information. If you want a copying most cases, yourand copies beof given you within 30 days. copy, youand may mailing. have to putInyour request in writing pay formust the cost copyingto and mailing. In most

source: www.hhs.gov/ocr

CHECK IT! Check It. You can ask to change any information in your file or add information to your file if you You can ask to change any wrong information in your file or add information to your file if you think think something is ormissing or incorrect. if youagree and that your hospital something is missing incomplete. For example,For if youexample, and your hospital your file has agree the your wrong file result for athe test,wrong the hospital change Even if the hospital believesit.the test result that has test must result, the it.hospital must change Even if theis hospital correct, you still have the right to have your disagreement noted in your file. In most cases, the file believes the test result is correct, you still have the right to have your disagreement should be updated within 60 days. noted in your file. In most cases, the file should be updated within 60 days.

Know Who Has Seen It.

By law, your health information can be used and shared for specific reasons not directly related to your care, like making sure doctors give good care, making sure nursing homes are clean and safe, reporting when the flu is in your area, or reporting as required by state or federal law. In many of these you can out a who has seen your health information. 1. Only your doctor iscases, allowed tofind have copy of your medical record.You can: TRUE FALSE •

Learn how your health information is used and shared by your doctor or health insurer. Generally,

2. If your medical recordyour is not correct, there isn’t you can do. related to your TRUE FALSE health information cannot be anything used for purposes not directly care without your

permission. For example, your doctor cannot give it to your employer, or share it for things like 3. You are allowed to know who has seen your health information. TRUE FALSE marketing and advertising, without your written authorization. You probably received a notice telling you how health information may be used your firstthe visitoffice. to a new health care provider or FALSE 4. You can always get a copy ofyour your medical record just byoncalling TRUE when you got new health insurance, but you can ask for another copy anytime.

5. You will usually be•able receive copy your record within days. Let to your providersa or healthofinsurance companies know30 if there is informationTRUE you do not want toFALSE share. You can ask that your health information not be shared with certain people, groups, or

6. You can ask a hospitalcompanies. to change information medical TRUEyour medicalFALSE If you go to a clinic,in foryour example, you canfile. ask the doctor not to share records with other doctors or nurses at the clinic. You can ask for other kinds of restrictions,

7. Hospitals have a yearbut to they update file. to do what you ask, particularly if it could TRUE FALSE do notyour alwaysmedical have to agree affect your care.

Culture Tip Expand the conversation by asking: Have you ever asked someone a question and then afterwards realized you shouldn't have? What was it? Do you agree or disagree with common US taboos? Which ones? Use The Immigrant Guide (US Culture and Social Skills section) to spark more discussion.

Finally, you can also ask your health care provider or pharmacy not to tell your health insurance company about care you receive or drugs you take, if you pay for the care or drugs in full and the provider or pharmacy does not need to get paid by your insurance company.

CULTURE TIP

Many people in the US value privacy, and there are several topics that are considered “taboo” or not appropriate to talk about with people outside of your family or very close friends such as how much you earn and your religous or political preference. What kinds of topics are considered taboo in your native country? 34

NOT FOR DUPLCATION

cases, your copies must be given to you within 30 days.

Student Book 5 RIGHT

Answer Key: H. 2. FASLE 3. TRUE 4. FALSE 5. TRUE 6. TRUE 7. FALSE

intercambio.org/teachers

Look at Odette’s social media profile. Cross out the information you think she should keep private. Compare and discuss with a partner.

I. EXPANSION: Discuss what is safe to put online and what isn't. Considerations include scams, safety for children, and what an employer might see, etc.

January 13th

Home News feed About Photos Videos

37 2 Riverton, North Carolina Marketing Coordinator at East Wind Communications Divorced / single 252-555-9834 ogreen@memail.com Christian Republican jazz music, wine, shopping, low-calorie cooking, natural cures for cancer, ways to get out of debt, hiking, volunteering I am a divorced mother of two wonderful children, Michelle (5) and Grady (8). We live on Lone Tree Lane in the Grandview neighborhood. My kids attend Riverton Elementary School, where I volunteer at least twice a month. On the weekends, we are almost never home because we usually go hiking in the hills. My favorite hobby other than hiking is drinking wine!

Complete your own social media profile below with information you feel comfortable sharing online. If you prefer to keep the information private, leave the space blank. Name:_____________________________Birthday: __________________Age: _______Children: _____ Lives in: _________________________________ Job: ______________________________________ Relationship status: ______________ Contact information: ___________________________________ Religious views: ___________________ Political party: ____________________________ Interests: About me:

CONNECT WITH CONVERSATION Get to know a partner. Talk about: • which information they chose to share in their social media profile above and why or why not • if there are topics in their native country that most people prefer to keep private • if they do anything to keep their information private • if they are worried about technology and access to their personal data • what kinds of things they think children should or shouldn’t post online intercambio.org/students

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

Teacher Book 5 RIGHT

NOT FOR DUPLCATION

Remember to walk through the sample answers in the homework. This helps students see that the homework is what they did in class.

HOMEWORK

Lesson 6 • Do You Know if It’s Confidential?

Circle the correct words. 1. Receptionist: Good morning. Can you / You can please fill out these forms before the doctor sees you? 2. Frank: Oh wow - There are / Are there a lot of them! 3. Receptionist: Yes, we need / need we to have these forms completed by all patients. 4. Frank: Alright. Do you know if the information is / is the information confidential? 5. Receptionist: Yes, it is. We don’t / Don’t we share it with anyone except our employees and the insurance company. 6. Frank: Okay. Do you think it’s / is it okay to fill out the forms with a pencil? 7. Receptionist: No, you need to use a pen. Here’s one you can / can you use. 8. Frank: Okay. Do you know how long this will / will this take? 9. Receptionist: Shouldn’t it / It shouldn’t take you more than 15 minutes.

Unscramble the sentences. Do they think it’s okay to talk about weight? ___________________________________________________________________________________

2. wonder / where / is. / the party / I ___________________________________________________________________________________ 3. know / Do / you / she / can / if / English? / speak ___________________________________________________________________________________ 4. can / we / you / Do / think / this weekend? / go to / the mountains ___________________________________________________________________________________

JOURNAL PROMPT What kinds of things do you think are important to keep confidential? Why? ____________________________________________________________________________ ____________________________________________________________________________

NOT FOR DUPLCATION

1. think / they / to talk / about / weight? / Do / it’s okay

Student Book 5 RIGHT

Answer Key: K. 2. There are 3. we need 4. the information is 5. We don't 6. it's 7. you can 8. this will 9. It shouldn't L. 2. I wonder where the party is. 3. Do you know if she can speak English? 4. Do you think we can go to the mountains this weekend? intercambio.org/teachers

L7 I'M SO PROUD OF MYSELF! By the end of the lesson, students will be able to: • Talk about their and other people's accomplishments using reflexive pronouns (myself, yourself, himself, herself, themselves, ourselves) What to bring to class: • Table tents or name tags for student names • Pronunciation Fun to supplement the vocabulary and pronunciation activities • The Immigrant Guide to supplement the culture tip Warm-up: Greet students. Practice the material from last class by asking a few questions using the grammar and vocabulary. Review homework from last lesson. Be sure to discuss their answers to the journal section.

Prepare for Field Trip Lesson 9: • Where will you go? How will you prepare your students? Words, phrases, logistics. • If you are not going out, consider arranging the classroom as a place and have them role play. Listening Track 07

NOT FOR DUPLCATION

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.

Benita: Hey, Carlos. You’re living on your own now, right? How’s it going? Carlos: So far, so good, but it is a lot different. Benita: Oh really? How so? Carlos: Well, I did laundry on my own for the first time yesterday. I’m so proud of myself! Benita: Wow, that’s great! Are you learning to do anything else on your own? Carlos: Yea, I made some appointments for myself yesterday. I haven’t ever done that before. Benita: That’s good. How about cooking? Are you cooking on your own too? Carlos: Sometimes. This morning, I made myself breakfast. It was okay. The great part was that I didn’t hurt myself when I was cutting the fruit and afterwards, I even did my own dishes! Benita: Haha, that’s great. I remember when I first moved out. It was strange to live on my own. Carlos: How did your parents feel when you left? Benita: At first, they were sad, but then they really started to enjoy themselves! Carlos: Yeah. It’s a transition for everyone.

Teacher Book 5 RIGHT

I’M SO PROUD OF MYSELF! Listening warm-up. Track 07: Who is Carlos living with?

VOCABULARY WORDS & PHRASES A. EXPANSION: As you define these, practice the words by switching up yourself with myself, himself, herself, etc. For example, use be proud of myself in a sentence to provide an example of the meaning.

Repeat after your teacher. be proud of yourself

blame yourself

feel sorry for yourself

enjoy yourself

set goals for yourself

help yourself

by yourself

on your own

PRONUNCIATION

NOT FOR DUPLCATION

Pre

Repeat after your teacher. Circle the words with the RED PEPPER sound. A

myself

set

help

feel

himself

intercambio.org/students

Pronunciation To make the RED PEPPER sound, lower your jaw completely. Touch the back of your bottom teeth with the tip of your tongue. Use Pronunciation Fun for more practice on this sound. NOTE: Reflexive pronouns (myself, yourself, himself, herself, themselves, ourselves) normally have the stress on the –self syllable.

Answer Key: Pronunciation: set, help, himself

intercambio.org/teachers

VOCABULARY PRACTICE

Match the parts of the sentences. j If you are hungry, there are some cookies in the kitchen. Please, 1. ____

a. proud of yourself!

2. ____ Jill is depressed. She is feeling

b. by yourself.

3. ____ He made a mistake and

c. blames himself.

4. ____ If you don’t want to hire a handyman, you can

d. hurt yourself.

5. ____The party is going to be a lot of fun. I’m sure our guests will

e. on his own.

6. ____You did it! You should be very

f. enjoy themselves.

7. ____ I don’t know what to do with my life. I need to

g. set goals for myself.

8. ____ Be careful! You could

h. sorry for herself.

9. ____ It’s dark outside. You shouldn’t walk in the city at night

i. do it by yourself.

10. ____ Rob doesn’t need help. He can do it

j. help yourself.

LISTENING Listen again to Track 07. Check the things that Carlos talks about doing by himself.  1. do laundry

2. clean the bathroom

3. cook

5. make the bed

6. go grocery shopping

7. make appointments

4. do dishes

B. E NOTE: Show students the clue that the reflexive pronoun will be reflected in the first part of the sentence in the pronoun that's there. For example, in #1 the reflexive pronoun YOURSELF shows up in the first part of the sentence as YOU.

C. Ask students which of these activities they do by themselves, too.

LANGUAGE TOOLS Listen to your teacher and repeat.

TIP:

by yourself = on your own = alone

I made myself breakfast yesterday. She’s very careful when she cooks. She doesn’t want to hurt herself. He doesn’t want to hire a handyman. He’s going to do it himself. It was difficult at first, but then they started to enjoy themselves. He did the dishes by himself. He did the dishes on his own. • We use reflexive pronouns (myself, yourself, himself, herself, ourselves, themselves) when the person(s) doing and receiving the action are the same. Ex. I made myself breakfast = I made the breakfast for me. • We use “by + reflexive pronoun” or “on (my/your/his/her/our/their) own” to describe an action that we do without help or alone.

Student Book 5 RIGHT

Answer Key: B. 2. h 3. c 4. i 5. f 6. a 7. g 8. d 9. b 10. e C. 3. cook 4. do dishes 7. make appointments

Teacher Book 5 RIGHT

D. FOCUS: Reflexive pronouns.

NOT FOR DUPLCATION

GRAMMAR PRACTICE E. EXPANSION: Have students come up with examples of sentences using the reflexive pronouns. (E.g., I do my laundry by myself, etc.)

Complete the reflexive pronoun chart. SUBJECT PRONOUN

REFLEXIVE PRONOUN

myself (1)______________________

(2)______________________

yourself

(3)______________________

(4)______________________

herself

(5)______________________

(6)______________________

ourselves

they

(7)______________________

Circle the correct words to complete the sentences. 1. Q: Does Sally live alone or with her parents? A: She doesn’t live with her parents anymore. Now she lives by herself / herself now.

3. Q: Can I get you a glass of water? A: Don’t worry. I’ll help myself / by myself. 4. Q: Are they upset about what happened? A: Yes, they are. They blame themselves / by themselves. 5. Q: How was the trip? A: It was great! We really enjoyed by ourselves / ourselves. 6. Q: Do you think I should hire someone to help me? A: No! You can do it by yourself / himself.

Complete the sentences using a reflexive pronoun. Add by when necessary. 1. No one helps them with their laundry. They do it __________________________. by themselves 2. Carmen now lives alone. She is living__________________________. 3. He is sad and feeling sorry for _____________________________. 4. We really enjoyed _________________________ on our vacation.

NOT FOR DUPLCATION

2. Q: Who painted your wall for you? It looks great! A: Thanks! I did it myself / yourself.

5. They are so proud of ________________________ for all that they have accomplished this year. 6. Brenda and Fiona went camping alone. They went _____________________. 7. If you’d like some cake, please go ahead and help _____________________. 8. Every morning, I look at ____________________ in the mirror while I comb my hair. intercambio.org/students

Answer Key: E. 2. you 3. himself 4. her 5. itself 6. we 7. themselves F. 2. myself 3. myself 4. themselves 5. ourselves 6. by yourself G. 2. by herself 3. himself 4. ourselves 5. themselves 6. by themselves 7. yourself 8. myself

intercambio.org/teachers

REAL LIFE / YOUR LIFE

Imagine you have just bought a “fixer upper” house. Read the list of things below that you need to do to the house. Check which ones you would do by yourself and which ones you would hire a professional to do.

H. Define "fixer upper" as a house that needs a lot of repairs.

Fixer Upper Checklist