Sle level 2 teachers guide by Pagoda Group

SLE Fourth Edition Level 2 Teacher Guide

How to Use This Book This book is a supplement to the Fourth Edition of the SLE Level 2 series of books published by Wit & Wisdom, the professional language publishing company of the Pagoda Education Group. The lesson plans and supplemental materials correspond to their respective 2A, 2B, or 2C books. If you are using the SLE Level 2 Compact Edition, there is a unit conversion chart at the back of the book. *

In order to better understand the concepts behind the SLE series, read through the section What is SLE?. It will orient you with the themes the developers had in mind when creating the series, and the expectations for both instructors and learners. The section Anatomy of SLE will help you better understand the function of the various parts of a lesson, and how they are intended to be used. The majority of this book is dedicated to sample lesson guides which help instructors new to SLE get started. They are but one possible way to use a lesson. Once you feel familiar with the material, branch out, and make it your own. There is supplementary material which can be used alongside the course material. This can be easily photocopied and distributed in class, or it is available online at www.pagoda21.com/sle . Finally, there is also a weekly student evaluation form. Instructors can fill this out quickly and easily, in order to give learners an idea of which areas they need to focus on.

Table of Contents 3

How to Use This Book

Table of Contents

5 9 14

What is SLE? The Anatomy of SLE SLE FAQ

17 38

2A Lesson Plans 2A Supplemental Material

49 70

2B Lesson Plans 2B Supplemental Material

81 101

2C Lesson Plans 2C Supplemental Material

112 113

Weekly Student Evaluation Form Compact Edition Conversion Chart

What is SLE? This section is a brief breakdown of how the developers of SLE Fourth Edition see the text being used, and the kinds of questions instructors should ask themselves as they are preparing the material. What is it? At its core, SLE is a speaking class for adult English language learners with roots in communicative language teaching and task-based learning. The focus is on interaction among students as both a means and the goal of study. The books seek to create a learning environment that is both fun and filled with the unexpected. By keeping students entertained and on their toes, we want learners to be engaged by each lesson. The SLE Fourth Edition series is designed as a teacher “toolbox”. While there is a linear progression of units, the instructor should feel free to pick and choose what she likes in a lesson and build her plan around that. This gives the instructor more flexibility, and it gives the learner a more personalized lesson. The series as a whole takes a longitudinal view of language learning. Learners must understand that improving takes time, and requires specific focus and goals. What is it not? In order to negotiate expectations with students, it’s important to define what SLE is not. SLE is not intended to be:  A substitute for a grammar class  A reading class  A writing class  A test-prep class  An informative class (educational or academic learning)  A teacher-led class for students to sit and listen  A stand-alone way to learn English What is the goal of SLE? First and foremost, SLE is about developing learner confidence and communicative competence – the area that brings accuracy and fluency together, where learners deal with applying what they’ve learned appropriately within English communication. As the material is originally developed for Korean students, it is common that the learner has had many years of English language classes that focused on grammar and drilling. SLE gives those learners an opportunity to develop a context for when, where, and how to use English. Another important goal of SLE is putting both the responsibility and ownership of the learner’s language development back onto the learner. It makes them rely on their own imagination and creativity to come up with language that uniquely describes their life and situation. This is something the instructor cannot do for them. The level of ownership will hopefully make the lessons learned more meaningful and useful to the learner’s life, increasing their motivation and retention of the language. The main goals of SLE:  Learner confidence – lowering the ‘fear’ of speaking English or making mistakes; instead of looking for right answers, it’s about the answers the learner brings to the table  Communicative competence – learning to better use the English they know in appropriate, more natural contexts  Learner autonomy – people cannot learn a language passively. Learners have to take an active part in their learning, and be willing to step out and practice, take risks, and engage  Focus on relevant functional language – instead of learning grammar in a vacuum, SLE attempts to expand learner English ability in relevant fields based on common tasks

Who are SLE students? The target audience for the SLE series is adult English language learners across the globe. Although it was designed in Korea, it is written for an international audience, so there are no specific references to Korean or Asian learners. Although SLE is open to all learners, there are certain expectations going into SLE: A basic level of proficiency with the language focus. The language that is used in the SLE series isn’t expected to be “new” to the learner. If the learner is in need of basic grammar instruction, maybe this isn’t the place for them. We do provide supplementary material for those learners who need a refresher on the basic grammar presented. A willingness to engage with others. This is vital. Students need to understand first and foremost that SLE is a conversation class, not a lecture class or a seminar. There can be no wallflowers in SLE. What are the expectations of the SLE Instructor? A textbook is a limiting thing. In developing lessons and activities, there is only so much that the textbook can do. Think of the book as a starting point, giving you the materials you need to build your own personal lesson around. If you don’t like the instructions, change them. If you want students to take it a step further, do it. If you feel a particular activity isn’t relevant enough to your students, make it so! The key expectations for SLE instructors are: Be prepared. SLE is not a self-study book. Learners will have a difficult time picking it up and using it by themselves. Parts of the book are not always fully explained, and the number of examples is limited. The language points themselves give the minimal wording needed to explain a concept to learners. If your students need more background knowledge on the grammar, that’s where we expect you, the instructor, to step in. It should be noted that the SLE series focuses primarily on North American English in terms of spelling, grammar, and word choice. If certain words or phrases are not familiar to you, make sure to look them up beforehand. If you don’t feel that a specific activity is relevant enough to your class, alter the activity or its instructions to make it more so. Know your students. SLE offers opportunities to assess your learners in the form of warm ups and, in some cases, scaffolded grammar-focused activities. Find out what they can handle, and where they are on their journey. From that, decide which activities best fit their needs and your own teaching style. Choose carefully. Instructors are not expected to cover every activity in the book. Very few (if any) learners would be able to finish the entire SLE course by going through each book once. By giving the instructor a wide variety of options, the learners get a greater chance of having a completely different 6

SLE experience the next time they take the course because each instructor will choose different activities or teach them in different ways. Have fun and take risks. This is one of the most important aspects of teaching the SLE series. The books have been written heavily with the instructors in mind. If you’re not enjoying what you’re teaching, your class is going to have a hard time enjoying what they’re learning. The material was designed to be creative and full of surprises – make the most of it! If you see an activity that you think may not be appropriate for adult learners, go into it with a positive attitude and give it a try anyway. Each book is trialed by a variety of teachers, and every trial is littered with comments from apprehensive teachers who are very surprised to see the level of engagement learners have with activities they thought might be too childish or simplistic. Learners from any background can be creative given the chance. “The Why” One area that we’d like to stress is the importance of the “Why” in SLE. Before going into a language point, it’s important for learners to understand the need for that language. In order to create this context, we sometimes include a question or image for students to discuss before being introduced to the language point. If this isn’t present, we recommend coming up with your own story or example that provides relevance for the language. The unknown and the unexpected. The final aspect is the element of surprise or open-interpretation within the book. There are some images or activities that seem either ambiguous or incongruous in the context of a lesson or activity. The intention is two-fold:  to keep learners engaged and interested throughout the length of the class  to create a situation where the learners are subtly forced into creativity For example, SLE 2B, pg. 111 has a picture of a man holding out a suitcase to a lion. This is an activity about regrets. An instructor recently asked us what the intended regret was, and explained that her learners guessed everything from: “he should not have hit the lion” to “he should not have filled his suitcase with meat”. These are all perfect responses. If there had been an obvious answer, the conversation would have been limited and repetitive; instead, the learners came up with a wide variety of possible responses. This can cause frustrations, especially for Korean learners, because there isn’t always a “right” answer, and it’s very much a deviation from a style of teaching they are used to. By coming up with a unique response, that moment, and hopefully the language associated with it, will be retained much longer. In order to abate some of that frustration, we try to mix both conventional images with more unique ones. As an instructor, if you’re prepared for these kinds of moments, you can frame them as a bit of a guessing game, and share the different answers once the activity is over. Want to Learn More? If you’re curious about some of the methodologies mentioned or that have had an influence on the development of this series, we recommend the following texts:      

Impro: Improvisation and the Theatre (Johnstone, 1979) Communicative Language Teaching: An Introduction (Littlewood, 1981) A Framework for Task-Based Learning (Willis & Longman, 1996) Task-based Language Learning and Teaching (Ellis, 2003) Task-Based Language Teaching (Nunan, 2004) Doing Task-Based Teaching (Willis & Willis, 2007)

Let’s recap: SLE is… …focused on the interaction between students as both a means and the goal of study. What it is:    What it isn’t:       

A speaking class for adult English learners Based in communicative language learning and task-based learning A “toolbox” for instructors

A substitute for a grammar class A reading class A writing class A test-prep class An informative class (educational or academic learning) A teacher-led class for students to sit and listen A stand-alone way to learn English

Goals of SLE:  Learner confidence  Communicative competence  Learner autonomy  Focus on relevant functional language SLE students are:  Adult learners across the globe SLE students must have:  A basic level of proficiency with the language focus  A willingness to engage with others Expectations of the SLE Instructor:  Be prepared  Know your students  Choose carefully  Have fun and take risks The “Why”: 

You and your students should always have a reason for why they are learning  Your students should understand the context in which they are learning

The Unknown and the Unexpected:  Keeps learners engaged and interested  Creates a situation that stimulates learner creativity 8 Want to Learn More?

The Anatomy of SLE This section provides a structured breakdown of the areas and activities found in each unit. Use these lesson plans as a starting point for creating your own lessons. SLE is designed as a “toolbox” for making a lesson that is relevant for you and your class. Warm Up: The lesson 1 warm up gives learners a few minutes at the beginning of class to get comfortable speaking with one another, to get into the “mindset” of SLE, and to activate general knowledge on the topic of the lesson. No new language should be taught for the warm up. Instead, use it as an opportunity to assess what the learner already knows. Lesson 2 warm ups are intended primarily if lessons are taught on separate days and you wish to remind learners about the previous lesson. They serve the same purpose as the unit warm up. Do not feel you have to use this if you are teaching an entire unit in one class session. Note: Phrasal Verbs, Collocations, Idioms, etc. The unit cover page features a series of additional phrases. We do NOT recommend defining these in class. These are merely additional words or phrases related to the unit that learners may use if they wish, but they are not intended to be taught. Going through each one in class can be a lengthy process that takes away from time better used for student-talk-time. If you wish to include these in your lesson, consider having them as pre-class homework, or if a class finishes earlier than expected. Language Points: Language points in the book give a focal point to a lesson. We tried to keep them short, and where possible, illustrated to give learners a visual context as to why the language is relevant. While we provide some examples, we expect the instructor to add additional examples where needed. Where possible, we avoided using explicit grammatical terminology as many learners (and some instructors) are unfamiliar with the term, and instead chose to express the language point by a plainly worded function. Not all language points appear at the beginning of a lesson, and sometimes there are multiple language points for the instructor to choose from. Decide which best fits your lesson and plan accordingly! Even then, some lessons don’t have a language point. Use this as an opportunity for learners to have freer conversations. If you feel strongly that they need a focus for your lesson, see what language is suggested in the “Recycle Box”. Activities: Due to the diversity of learning and teaching styles, SLE has drawn from a variety of methodologies to form a series of activities in an ascending order of complexity. Some activities use more prescriptive, scaffolding language, allowing the instructor to assess the learner’s ability. Others are much more open-ended, relying solely on what the learner brings to the table. Controlled activities. Many lessons start with a controlled activity that allows learners to refamiliarize themselves with the language that will be used in the lesson. This is often a good opportunity to assess your classes’ ability, and decide if they need additional structured practice, if they’re ready to move on to communicative practice, or if you think they can handle the more free form task-based activity. Communicative activities. These activities allow for more conversational practice with the language, or the general topic. While they may require some scaffolding or examples by the instructor, the intent is to provide freer practice. Task-based activities. These activities are usually longer and more complex. They require learners to complete a task or solve a problem. The primary goal of the activity is not to use a specific language set, but rather to complete the task. The activities give the learners an opportunity to use both new language and language from previous units, but are really about giving them a chance to think critically in English, and to have authentic conversations that are completely their own.

Listening Passages: Follow the lives of the Thompson family (found at the beginning of the book). Adult learners come from wide variety of ages and backgrounds. In order to reach these various demographics, the family was designed to meet as wide a range of interests as possible. While it is not necessary to include this “family” dynamic in the class, it offers a sense of continuity and familiarity through the series. The images in the listening activities should be used as a prediction exercise before listening to the track. While learners may not always be correct in their guesses, they are activating prior knowledge of the subject, and significantly improving their listening comprehension ability. All listening passages have two speeds – a “level” speed, in which the passages are spoken at an appropriate speed for the corresponding level, and a “native” speed, in which the conversation happens at a more realistic speed. This can be used in ascending difficulty, as a means of flexibility with higher and lower level students, or potentially as a pre-class listening assignment. We do not recommend having the learners read the dialogues at the back of the book during the listening as the activities are designed to improve learners listening skills, not their reading ability. It also gives them an opportunity to hear native speaker voices other than their instructor’s. The listening passages are directly related to the Segue at the end of the unit (see Segue below). Discussion Questions: Each lesson finishes with a series of discussion questions that relate to the topic and language of the lesson. These can be used in a variety of ways:  A way to “cool down” at the end of a class  A means of classroom management – if a pair or small group finishes an activity before other classes, have them do a question or two while the others finish  Pre-class homework to think about and be prepared to discuss in class  Study group topic questions  An additional warm up on the following day of class to review material covered Bonus: At the end of each unit is a bonus activity. Sometimes this activity gives additional practice with language or the topic; other times, it might be something completely different. This allows the instructor to:  Swap out activities with something else in the unit  Come back to the activity as a review later in the course  Change up the class if learners are in need of a change of pace  Supplement if learners get through all of the lesson material quicker than expected  Provide for learners who want additional homework or out-of-class group study material Segue: At the end of each unit, there is a reading/writing activity. As the title suggests, this is meant as a transition from the previous unit into the next unit. The Segue is directly related to the listening passage, and usually gives additional information related to the subject in the listening. It is provided for learners that want reading and writing practice. The Segues are generally all written in a context that learners are likely to see English used – online interaction. Whether it be messaging, emailing, forums, or social networking sites, these activities provide a more relevant and engaging context for the material. 10

We do not expect the writing to be done in class, but again it provides additional opportunities for learners who want to take the lesson outside of the classroom and go the extra distance. Nuts and Bolts: Throughout the SLE books, you will notice a variety of additional boxes. Recycle Boxes. Serve two primary functions. The first is actually to help the instructor. It identifies a few key areas of language that the learner should be using within the activity. If you hear them struggling, it might be in one of these key areas. This allows the instructor to refresh themselves on that language. The second function is for the learner. It allows the learner to see the development of their own language ability, and the progression of their growth through the SLE series. As Level 2 progresses, they will hopefully see more of their own language building upon itself to create complex and diverse conversations. We attempt to limit the recycle boxes to what was learned in that specific book. There are some times when a skill from a previous book is mentioned – if a learner is unfamiliar with (or unable to use) the skill, it is a good opportunity to suggest they consider the previous level of study. Third Wheel. In creating a textbook, it is often difficult to predict how many learners a class may have. As such, it is very common (and hard to avoid) activities with a Student A/Student B dynamic. But what happens when there is an odd number in the class? The Third Wheel boxes offer an opportunity for that third person to still play an active role in the activity. It also helps serve as a starting point for an instructor who wishes to develop the Third Wheel concept further. Did You Know (Do You Know, Do You Remember, etc.). Sometimes, there is language that isn’t important enough to be considered a full language point, or is really just useful additional language. When language fits into this very ambiguous category, we keep it as a “Did You Know” box that instructors can do with as they please. You can teach it, expand on it, or leave it for the learners to discover and use on their own. Evaluation: SLE offers both assessment and self-assessment throughout the book. The two primary forms are the Review Boxes at the end of each unit and Unit 10. Review Boxes. These simple boxes give learners an opportunity to reflect on how comfortable they feel with the unit language. If they don’t feel entirely comfortable, this is a signal for them to do some additional practice out of class by using the supplementary material provided, or to form a study group outside of class to review the material covered. Unit 10 Evaluation. This includes both the warm up and the discussion questions. Using the warm-up questions, learners can take an informal quiz to review the content they’ve learned throughout the month, and realize how much they’ve covered. This gives them a general feeling for how confident they are with the language, and gets them to consider whether they need to take the course again. As for the discussion questions, the odd-numbered questions follow the story of the Thompson family. Even if you have not done these activities, or if learners do not remember, you can use the listening dialogues at the back of the book as a sort of scavenger hunt. The even-numbered questions practice the language from that specific unit. The instructor can listen to how well learners perform with the necessary language, and also assess the level of progress among individual learners. If learners ask for direct feedback on their progress, this is a good place to show them how you evaluated their ability. It should be noted that all activities in Unit 10 review material covered throughout the book. Glossary: In order not to overwhelm learners with vocabulary (or take up class time doing so), key words were chosen throughout the book and defined in footnotes. These words can all be found in a glossary at the back of the book. For learners who feel they are not getting enough vocabulary practice, you can direct them to the glossary, or they can make flash cards for self-study.

Supplemental Material: Included within this book, and available online to learners at www.pagoda21.com/sle, are worksheets related to each unit. All worksheets are written in the form of questions. Learners can not only practice the language, but also have a follow-up conversation with it. These worksheets can be used in a variety of ways:  Provided as pre-class homework to review language that will be covered  Provided after class for learners who desire additional practice  As an in-class supplement for lower-ability learners who need more structured practice  As the focus of out-of-class group study material

Let’s recap: The Anatomy of SLE Warm Ups:

  

Activate learner knowledge Pre-assess learner ability Allow learners to get comfortable speaking

Language Points:  Provide focal points for the lesson  Introduce concepts for instructors to expand upon  Use general language instead of specific grammatical terminology Activities: o

Controlled  Scaffolded activity  Refreshes learners on required language  Helps instructor to assess learner level Communicative  Less scaffolded activity  Opportunity for more open conversation  May require instructor examples Task-based  Often longer, more complex activity  Focus is on completing the activity  Can use any language to complete

Listening Passages:  Prediction for activation  Level and native speed  Opportunity to hear additional native-speaker voices Discussion Questions:  A way to “cool down” at the end of a class  A means of classroom management  Pre-class homework  An additional warm up on the following day of class Bonus – Alternate activity or review Segue – Reading and writing practice related to the listening passage Nuts and Bolts:   

Recycle Boxes – Review previously learned language Third Wheel – Optional role for odd-numbered groups Did You Know (etc.) – Helpful (but not necessary) language

Evaluation – End of unit and Unit 10 assessment Glossary – Foot-noted vocabulary words Supplemental Material - In-class, out-of-class, or group study homework

SLE FAQ In this section are a series of common questions and comments that we’ve heard during the development and implementation of the SLE Fourth Edition series. We will give you our personal thoughts and, in some cases, some potential solutions. “There’s too much for one lesson.” SLE was primarily developed around a one month program, with each lesson running approximately 50 minutes. As such, we understand there’s generally too much content to cover in one 50-minute class. This is by design. Learners cannot be expected to go from SLE 1A to 3C in nine months (though sometimes that might be their expectation). Instead, they will need to go through each level multiple times. Providing ample material offers a few benefits:  Giving learners the opportunity to have a different experience each time they take the course.  Giving instructors the flexibility to produce lessons based on their personal teaching style, and the level or interests of their learners.  Giving instructors an opportunity to change up lessons in order to avoid a sense of long-term tedium. There’s not an easy answer to give learners who feel they must “level up” after they complete a level. Fundamentally, they need to understand that getting through Unit 5 won’t make them a better English speaker. Focusing on improving their overall English will make them a better English speaker. Mastering a language is a long road, and while there are many practical implications of the expediency with which some learners wish to acquire language, there is no magic pill to make someone a “native speaker”. Possible Solutions: It’s all in the planning. SLE is a toolbox. Instead of trying to get through everything, choose one main activity or language goal, and center your lesson on that. Decide which additional activities, supplementary material, language points, and discussion questions best fit that goal. Then, build your lesson to achieve that goal. To help further narrow down which activities to choose from, consider the age, ability, and interests of your learners when deciding what best fits your style and their needs. “My students can’t be creative.” This is a common statement. Traditional forms of language learning focus on drilling (which expects very little other than parroting by the learner), or even worse, lecturing at the learner about English with absolutely no production whatsoever. Because of this, and other cultural or educational factors, it’s understandable that some learners are not always comfortable with “creative” activities that require them to provide their own thoughts. But don’t give up on them! Anybody, anybody can be creative, and everybody is on a daily basis whether they realize it or not. It might not be the most imaginative, but just by having spontaneous conversations, they are creating new, relevant, and authentic language out of thin air. It does often take time to get learners out of their comfort zone when producing English in this fashion – primarily because they’re not used to being asked to use English in this way. Some learners are simply not used to being asked at all what they think about things. This becomes more a conversation skill than an English skill. Possible Solutions: Patience and encouragement. Learners (and instructors) rarely come into the classroom 100% focused on English. In their minds, they are thinking about what they’ve done that day, what they’re going to do, if they’re hungry or tired, what other learners are thinking about them, what will happen if they say something wrong, etc. It’s up to the instructor to help learners relax and focus, to get passed this “filter”, and to understand that they are in a safe environment where there are no right or wrong answers. When learners feel comfortable in their environment, they open up and often surprise themselves. 14

An easy “game” that usually works for showing learners their own creativity is called Mantle of the Expert. Pick a learner, and tell the class that that learner is actually a world-famous expert on a topic, then have the class decide what that topic is – usually something silly or unrealistic is better (ex. Hairdresser to the Stars, Food Therapist, etc.). That learner is now the expert on that topic, and anything they say about it is 100% correct. Have the class take turns asking the expert questions on the topic, and watch as the learner answers the questions like they’ve known about it their entire life. Take turns with different learners as the expert, but make sure to start either by being the expert yourself or choosing your most confident learner. Make sure to encourage them that there are no “wrong answers”, and to have fun with it. “My students don’t know the grammar.” This is always a concern in a conversation class. We do present grammar in various language points, but we rarely expect any grammar introduced to be “first contact” with that function Nevertheless, it does happen that instructors will have learners who either have forgotten or never fully learned a specific language point, and need additional help. Possible Solution: In order to provide for those learners without deviating from the purpose of SLE as a conversation-based class, we developed the supplemental material to allow additional scaffolded practice. These activities “drill” the target language while allowing the learner to create questions for further communicative practice. “Why do you put the production before the presentation of some skills?” While it may seem counterintuitive in contrast to traditional drill or PPP-based (Present, Practice, Produce) education, this comes directly from some of the modern concepts of CLT (Communicative Language Teaching) and TBL (Task-based Learning) that want the learner to find the need for the language before it is introduced – providing the context before the content. At its core, it is really providing three functions:  Activating the learners’ prior knowledge of the topic or language need.  Presenting a need for the language that will be introduced, and pushing the learner to reach for that language.  Allowing the instructor to assess the learners’ knowledge and ability with the language or topic. Remember that standardized content is about “what” to teach, not necessarily “how” to teach it. SLE is a toolbox system. If you feel you need to adjust the format to fit needs of specific learners, you have the power. We only request that you consider the content in its current format as we feel it is the most advantageous to learners. “Why ‘Mr. Squiggles’?” While a name can seem a trivial thing, this gets into the importance of emotional response in language learning. Much like how special moments stand out so vividly, and you can remember the details as if it had happened yesterday, giving learners something that evokes an emotional response will help them create and retain memories of the lesson and the material associated with it. Give them something unexpected, something surprising, something strange or disturbing, and it will stay with them longer. You see this in some of our image or situational choices, and yes, even specific words or names. “Mr. Squiggles” as a name is a little absurd, and a challenge for some learners to even pronounce, but from observations, everyone has something to say about him afterwards.

“Who is that on the cover?” All of our SLE cover models are (or were) actual instructors with Pagoda Academy. The books are written not just for the learners, but for the instructors, and we felt it was important to have a very real and direct connection between the material and those who use it. The models for Level 2 are: 2A: Tiara Smith 2B: Gemma Young 2C: Claire Zavialova Compact: Larissa Burgos “How do I get my learners to retain more information?” There’s an old adage for presentation skills – “Tell them what you’re about to tell them, tell them, then tell them what you told them.” This holds very much true for retaining information through a language course. Learners cover a significant amount of information throughout a class, so it’s vital to have them constantly and consistently reviewing previous material, and assessing their current progress. As an instructor, you have control over this aspect in how you plan and present your syllabus, or in your general way of instructing and guiding your learners throughout the class. As source material, we offer a few ways to help out:  Use the supplemental material as homework after a lesson or maybe a few days after a lesson to have them review specific content.  Use the discussion questions from one lesson as a warm up for the following day’s lesson.  Use the Recycle Boxes to remind learners that they are using skills learned earlier in the semester.  Use the Review Boxes at the end of each Unit to give learners a bit of introspection over the lesson.  Use the Unit 10 warm up and discussion question review to look back over the material covered through the semester. The added bonus here is that learners get a chance to consider how much you as the instructor have taught them.

SLE 2A Lesson Plans The following pages contain concepts for how to run the activities within SLE 2A. They are not lesson plans nor should they be used as a substitute for your own lesson plans. They are meant to guide instructors through certain activities or provide alternative ways to approach them.

2A Unit 1 Lesson 1

Language Goals: follow-up questions, predictions, shades of meaning Warm up

The idea of this warm up is to reinforce the use of follow-up questions.



Have the Ss give a short bio in a small group. Ex. My name is…, I live in…, etc.



After, give them a few minutes to actually write down follow-up questions in the spaces provided. Tell Ss that for yes/no questions they should think of a follow up for either answer.

A. Have You Ever…? 

If you feel that this activity is repetitive, move on to Activity B.



This activity reviews a language point from 1C. If Ss are having difficulty with this, it is a good time to let them know that this particular language is practiced in SLE 1C. They might feel more comfortable there. (ex. I hasn’t been skydive, I have gone travelled to another country, etc.)



The important thing to reinforce is asking and answering follow-up questions. Writing the beginning of information questions (what, where, etc.) on the board is a helpful reminder for the Ss.



Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.

B. First day of Work 

This listening is about a misunderstanding that happens on the first day of work. Transition into this by giving a quick anecdote about a mistake you have made during the first day of work or in school. Ask the Ss to share a story of their own.



Then, transition into the part 2 question, and have them make a guess about what happened in the picture. Predictions are an important part of every listening because it activates learner’s knowledge about what they are going to hear.



After the listening, have the students share their first day story again with a partner. They can give advice using (I would ________ in that situation.)

C. You’re Fired! 

Continue with the I would… language from Activity B. Write a full example on the board; give each S in the class, or in a group, a different number. Tell the Ss to read their situation, and ask you any questions if they don’t understand.



Have them stand up. The Ss mingle while asking others what they would do in their situation. Tell them if their partner doesn’t understand the situation, they have to try and explain it.

2A Unit 1 Lesson 2

Language Goals: discussing skills that are important at work or in school Warm up Start by having the Ss ask one another, “What do you do?”. Remind them that if they are a student or a homemaker that these are also considered work. Have them ask a follow-up question about their work and then transition into the warm up. A. What It Takes The Ss first must brainstorm a list of jobs from each category. Put the categories up on the board and ‘round robin’ until you have a nice list going. Pair work is better for a large class.  Then, have the Ss discuss what attributes someone would need in this job, and most importantly why they would need them.  Encourage them to use more terms than are listed at the bottom of the page. B. Job Interviews Begin by having the students choose one of the jobs from the board that you brainstormed in Activity A.  Tell the Ss they will be “interviewing” for this job. With a partner they should discuss how and if each point is relevant to the job they want. C. Good Morning, Sir It’s good to point out that even native speakers can make mistakes in formality. In the Korean language there are specific rules as to the level of formality used when speaking. In English, however, a speaker must choose their words carefully.  Have the Ss practice the roles from top to bottom, and label them 1-4. Then, on the two following pages, have the Ss decide together which number the conversation is closest to. Next, have the Ss practice the conversations using the language point as a guide.  Try to listen for specific words that might make the conversation sound too informal or too formal, such as can vs. could.  Alternatively, you could replace this activity with the Bonus. D. Discussion Questions  If you have a class of younger Ss, have them discuss questions six and seven as a cool down. Additional Notes: Bonus  This activity can be done as a group discussion, or you could assign each member of a group one role. Have the Ss read their role and think of reasons why they should keep their job. They should argue as to why their role deserves to stay.

2A Unit 2 Lesson 1

Language Goals: indirect language for being polite and clarifying information Warm up  Write a personal question on the board before class. Ex.(How much money do you make?) Tell Ss to ask each other the question, and that they are allowed to refuse to answer.  Write: “offended” and “it’s okay” on board. Ss discuss how each of the questions in the warm up would make them feel if they were asked. (Would it offend you or not? Why?)  You don’t have to spend time “explaining” idioms, phrasal verbs, and collocations – if you think that these expressions interest your Ss, have them review the expressions before class. A. Do you know…?  Have Ss look at the illustration, and ask why the woman is mad at Jill. Ask if there is any way to make the question sound more polite. Write several responses on the board.  Introduce indirect questions. Have Ss use the chart to change any of the questions in the Warm up to indirect questions. If Ss get it easily, move on to Activity B.  If the function is difficult, try putting Ss in groups. Divide up dialogs on the next page. Have them read the dialogs aloud. Go over the questions at the top, and underline the indirect questions. Call on each group after to check their comprehension.  Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.  Move on to Activity B or skip it, and move onto Activity C. B. The Egyptian Koala  Here you can show Ss that indirect questions are also used to clarify or confirm information.  Ask Ss: “What source of information is the most trustworthy?” Then, tell them before they answer to discuss the items in the pre-listening with a partner. Allow Ss time to discuss. Try to illicit the idea of indirect questions being used to clarify information.  Have Ss predict what the family is talking about in the illustration.  Listen to Track 4 (or Track 5 for a slightly faster pace), paying attention to indirect questions.  Alternatively, have Ss work in pairs to find all the indirect language in the listening script on pg.168. There are six.  Discuss post-listening in groups. -or- Move on to Activity C. C. Have you heard?  Have the Ss stand up! Give them A role or B role.  Tell them to use indirect questions to get info from their partners, starting with number 1.  You can have Ss switch partners several times while monitoring conversations. Reinforce follow-up questions!

2A Unit 2 Lesson 2

Language Goals: confirming information, seeking agreement Warm up  Have students look at part 1, and play a guessing game. Perhaps write a few more sentences on the board. Write : “You’re trying to say __________________ , aren’t you?” on the board. Tell Ss to use this question when they are confirming their partners’ gestures.  Remember, the purpose of the warm up is only to activate Ss prior knowledge for a few minutes. They don’t need to use accurate language for this. A. This is Delicious, Isn’t it?  Start by thinking of a question you know the answer to. Ask it as if you don’t know. For example, “Are you Korean?” Ask Ss why they thought it was a strange question for you to ask.  You can write the statement: “You are Korean.” On the board. Tell Ss that you are only 95% sure and don’t want to make a mistake; therefore, you can turn this statement into a question to confirm what you know. Add the tag- “, aren’t you.” Ask Ss which part is positive and which negative. Label each with a symbol. + ,  Using this method, you can have Ss label the statements in part 1 as +, or -. Explain that a tag must be opposite. As a class, brainstorm the answers to part 1.  Ask the Ss what the answers to the questions in part 1 are, checking to see if they are answering correctly. If Ss do well, move on to activity B or C.  If Ss are having trouble, look at the responding language on the next page. Have the Ss pay attention to matching the verb in the statement with the one in the question. Then, have them complete part 2. Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section. B. You Don’t, Do You?  This communication task can be done ‘round robin’ style with you leading the group. Start with the example. Have the Ss go around in a circle answering, and ask follow-up questions to make it more of a conversation. C. Tag Communication Party  This activity can be confusing for Ss because they must take on a “role” for part 1 of the activity. Try assigning the Ss their roles before you explain what to do. Give them a little time to think of reasons “why” they are who they are. Then, model the example with a stronger S in the ‘Todd’ role. When the S comes to the last line of the example, have her explain why she is a dance instructor.  Alternatively, you could have the Ss stand up and do it as a ‘mingle’. It doesn’t matter if two of the same characters are speaking with one another. Stranger things have happened!  For part 2 you could type up the three empty points, and even add some more if you wish. Make enough so every S has one. When they get up to mingle or work with a partner they can hand this piece of paper to their partner. Make sure they are asking follow-up questions as the point of this is to build small talk confidence.

2A Unit 3 Lesson 1

Language Goals: using comparatives and superlatives Warm up  To support this warm up, draw a t-chart on the board. Write “5 years ago” in the left-hand column and “Now” in the right-hand column. Give one comparison of your own life 5 years ago and now (ie: “My hair is shorter than it was 5 years ago.”)  Ask Ss to make comparisons between their life 5 years ago and now. Use the topics in part 1 to spark conversation. A. Actions Speak Louder Than Words  To introduce the language point, draw three different people on the board along with an age for each person. Ask Ss to compare the ages of two of the people, and then of all three. Using the images on the board, introduce comparatives and superlatives.  Ask Ss to discuss #1-3 using comparatives and superlatives. If students get it easily, move on to Activity B or C.  If Ss need more practice, you can ask them to complete Activity A, and check answers as a class. Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section. B. Blind Dating Blues  To make a link between the language point and Activity B, show Ss that comparatives and superlatives can describe levels of importance (ie: Most important, etc.).  Ask Ss to discuss the pre-listening with a partner.  To help prepare them for the listening, have Ss predict what is happening on Jack’s date.  Listen to Track 6 (or Track 7 for a slightly faster pace), paying attention to comparatives and superlatives.  Discuss the post-listening in groups, or move on to Activity C. C. Money Makes the World Go Round  Ss look at the pictures of the cars. Have them ask a partner which car looks most appealing to them, and give a reason why.  Once Ss have discussed their preferences, have them look at the statistics given on all of the cars. Discuss possible reasons why Richard, Lisa, and Charles might prefer each one.  Have Ss switch partners, and ask them to look at the housekeeper choices on the next page. They can discuss family members’ preferences as well as their own preferences.

2A Unit 3 Lesson 2

Language Goals: cause and effect Warm up 

Write one of the topics on the board, such as “university”. Ask Ss which factors are most important to consider when choosing a university. Write the examples on the board (i.e.: cost).



Ask Ss to discuss the warm up for a few minutes paying attention to the comparatives and superlatives from Lesson 1.

A. Why Did You Do That? 

To introduce the topic, bring Ss together, and ask each to share some factors they thought were important during the warm up. After each S shares, ask “Why?”



As Ss talk, listen to their use of “because”. Write some of these sentences on the board switching “because” to “since”. If Ss are comfortable using the words, move on to Activity B.



If Ss have trouble with the warm up, consider having them work on Part 1 in pairs, and check the answers as a class. Then part 2 in a circle.



Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.

B. Would You Rather? 

Put Ss in pairs, and ask them to discuss the “Would you rather…?” questions.



Try to reinforce the use of because and since during the discussion.



Alternatively, you could use the Bonus as a more structured activity.

C. Bringing It All Together 

Have Ss look over the pictures.



Put the Ss into small groups and assign a situation to each group.



Ask them to come up with a story that matches their situation.



Then, ask each group to share their story with the class.

Additional Notes: Bonus 

Make ten strips of paper with the story starters on them. Have the Ss “draw straws”. Whoever gets number 1 begins and so forth.

2A Unit 4 Lesson 1

Language Goals: expressing importance, urgency, and advisability Warm up 

Start by telling a story about someone who got married or won the lottery. Ask Ss what suggestions they might give this person.



Then, ask Ss to give advice to the different people in the warm up.

A. What Do You Recommend? 

Before introducing the language, write the four verbs from the language point on the board in order from weakest to strongest to illustrate the “shades of meaning” that differentiate the words.



Write an example sentence on the board, such as “My friend broke his leg. I ___________________ that he take a taxi to work instead of the bus.” Ask Ss to fill in the blank with an appropriate verb. Point out the different “strengths” of the verbs and the noun clause that accompanies them.



Next, have Ss work on Part 2, number 1. If students seem confident with the language, move on to activity B or C.



If students struggle with the language, you go back to Part 1 and give students more practice before moving on. Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.

B. What’s On Your Plate? 

For this activity, you could get some examples by asking each S what they have to do in a typical day. Make a list on the board. Then, ask Ss to discuss everything “on their plates” with a partner.



After some discussion, direct Ss to discuss pre-listening question three.



After listening to the passage, you can assess Ss comprehension by discussing Post-listening part 1 as a class. Move on to Activity C.



For further discussion, Ss can do Post-listening part 2 with a partner or in small groups.

C. What Would You Do? 

Before starting this activity, write the three modals (should, could, had better) on the board.



To introduce this language point, go back to the example from the warm up, but reworded: “My friend broke his leg. He ________________ take a taxi to work instead of the bus.” Ask Ss which modal best fits in the blank space. Discuss the difference in strength between the three words.



To assess Ss’ understanding, use the Student A/Student B activity. 24

2A Unit 4 Lesson 2

Language Goals: describing feelings and emotions with –ed and –ing participles Warm up 

Begin by talking about what happened in each scenario, and writing some possibilities on the board.



After, focus on the third question, “How do you think they feel in this situation?” as a class. Elicit some adjectives that describe how the person might be feeling; write them on the board.

A. How Do You Feel? 

Write some -ing participles to pair with –ed participles on the board (ie: annoyed/annoying), and ask Ss to choose the appropriate participle.



If Ss seem comfortable distinguishing between –ed and –ing , skip this activity and move to Activity B.



If Ss struggled to distinguish between when to use -ed or –ing, take some time to explain the difference. Provide further practice by asking Ss to work on Part 1 and Part 2 in pairs. Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.

B. What Have You Done For Me Lately 

Start by asking Ss to work with a partner to fill in the blanks. Focusing on correct use of –ed/-ing participles—you can walk around and check answers as they work.



Once Ss have filled in the blanks, have them stand up and mingle to find people who have felt that way or have been in that situation (Part 2). If your Ss need a little more scaffolding, you could write the beginning of the questions they need on the board. Have you…, Do you…, Were you…,

C. Who Are You? Who, Who? Who, Who? 

To start this activity, hand out a questionnaire that allows them to write answers to Part 1. Or create a character as a group.



Once Ss have created a character, they can discuss how their character might feel in the different situations, applying –ed/-ing participles as appropriate.

2A Unit 5 Lesson 1

Language Goals: discussing transportation and travel. Warm up 

Begin by writing “forms of transportation” on the board. Tell Ss to brainstorm as many different forms of transportation as they can think of. Consider listing an example or two of non-standard forms (camel, hot air balloon, etc.) to get them thinking creatively.



Ask Ss how they got to class today. Use the warm up questions in Part A to check Ss ability with direction language.

A. In a Rush 

Begin by having Ss look at the illustration, and discuss how far similar places are from their own homes. Have them discuss how they get there, using the vocabulary from the Need to Know box.



Make sure Ss understand how to read the illustration – ask something like “So how do we get from the Daily Coffee Shop (“C”) to Wok World Chinese Restaurant (“F”)?”



Put Ss in groups or pairs. Have them end with #6 as it transitions into the idea of the Thompsons going to the airport for their vacation (Activity B). If one group is particularly quick, they could try #7.

B. Bears, Bears, Bears 

Start by writing “Relaxing” and “Exciting” on the board. Ask Ss to discuss which kind of vacation they prefer and why.



Have Ss predict what the family is talking about in the illustration, focusing on question #2.



Listen to Track 10 (or Track 11 for a slightly faster pace). If they are an advanced class, consider having them fill out the post-listening box while they listen.



The listening features several statements for likely/unlikely situations. Ss aren’t expected to pick up on this, but consider framing a few “if” questions to check comprehension. This is indirectly introducing the language that will be the focus of Lesson 2.

C. When in Rome… 

Having discussed vacations in Activity B, now explain to the Ss that they are going on a vacation with their partner (or small group). Have them look at the eight locations, and decide if they would like to visit these locations.



Give the Ss a budget as per part 2, and have them weigh the pros and cons of the places they want to go. 26

2A Unit 5 Lesson 2

Language Goals: likely and unlikely situations Warm up  Direct Ss to the yellow signs. Put ten different interpretations of the signs on the board, and have the Ss discuss which one is most likely for each sign. If this is a 100 minute class, skip this. A. What Will Happen If…  Write a few situations on the board representing likely and unlikely situations (“It will snow”, “Dogs will talk”, etc.) Have the Ss decide whether each situation is likely (“Real”) or unlikely (“Unreal”).  Divide Ss into pairs or small groups to complete the activity. Have them just do #1 and #2 for Real and Unreal situations. IF the students get this easily, move on to Activity C.  If this language point proves difficult for any of the students, have them continue the activity. Go through the answers with them; then, move on to Activity B.  If Ss need more practice, additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section. B. If I Had My Way  Write “$10,000” on the board (or whichever currency you prefer). Ask the Ss if they would consider this a lot of money. Would they consider someone with this amount of money to be “rich”? Adjust the price until everyone agrees on an amount that is “rich”. Ask them if it’s likely that they will have this amount of money in the near future. Finally, ask them what they would do if they had that much money. Write correct answers on the board to model the form.  Write: “What would you do if…” on the board.  Have the Ss stand up and ask each other the situations as a mingle. Pay attention to how the Ss frame the questions, and provide feedback as they go. C. A Three-Hour Tour  Set up the situation for the Ss based on the Part 1 instructions. To add a bit of context, consider setting it up as a role play. (“So as you know, we’re all currently sailing on a yacht. Is this anyone’s first cruise? But wait, what was that? Oh, no, we’re sinking!”)  Divide Ss into pairs or small groups to discuss which items to bring to the island. You could have them write down the five items they agree upon. Tell them they only have “x” amount of time before the ship sinks (based on how much time you want to give them for the activity) to decide.  If you have time, the groups could go through the situations in Part 2, using the items from Part 1. Additional Notes: Bonus  The bonus is another quick little conundrum the Ss could do as a cool down. The answer is to take the chicken and the corn across, then bring the chicken back.

2A Unit 6 Lesson 1

Language Goals: discussing things that happen to us, passive voice Warm up Begin the lesson by telling the Ss about a chore or errand you had to do recently. A lot of younger Ss have no context for doing household chores. If you can think of something that you would still consider a ‘chore’ but not around the house, this creates context.  For example, “I had to buy some new shoes.” The idea is that you had to do something out of necessity. A. Who Kicked Mr. Squiggles?  Try writing down a few of the ‘chores’ you hear in the warm up on the board. Write the question: “What happened?” underneath.  Choose one of the items from the examples and ask: “What happened?” try to illicit the idea that the object received the action. Ex. “The shoes had holes in them.” “My phone was broken.” Etc.  Have the Ss take a minute to write out the questions in Part 1 on a separate piece of paper and check their answers. Then, have the Ss ask and answer the questions in small groups.  If the activity seems easy, stop and move on to Activity B or C.  If Ss are having difficulty with the activity, additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section. B. The Case of the Consumed Cream Cake  Start by referring back to the ‘what happened’ question. Have the Ss look at the title, the cake, the pictures, and the clues to make a guess about what happened to the cake.  Have the Ss scan the contents of the chart so they are familiar with it. Tell them you are going to play the dialog twice, so they don’t feel stressed if they don’t get it the first time.  Have them compare their notes with a partner, and then move onto the post listening clues and questions.  Lastly, have a class discussion about who you think did it. You could even use the Segue for more information. Note- There is no “answer” given. C. I Said Hey, What’s Going On?  You could try brainstorming ‘what happened’ as a class first. After you have some of the answers in place, have the Ss reconstruct the story backwards.  Note: It’s not really that important to reinforce the use of the passive voice. The Ss should focus on being creative and asking each other ‘why’ it happened.  Alternatively, if the students like the mystery theme, you could replace this activity with the Bonus. Additional Notes: Segue  If you did the listening, this would also be a good day to give the Segue as a homework assignment. Ss could discuss the questions before the next lesson. 28

2A Unit 6 Lesson 2

Language Goals: discussing getting things done for us, causative passive Warm up The warm up is intended to be a quick refresher of what was covered in the last lesson.  The Ss begin by making active sentences. Ex. “A florist waters and arranges flowers.” that you write up on the board. Then, have the Ss ask the first question in the warm up. The Ss change the active sentences on the board to passive ones. A. Hotel Management  This is a quick and easy activity that adds in the element of the future tense to the passive construction.  If you have an odd number of Ss, make a stronger S the odd one in the activity. Have the odd S close his/her book, and write down what they hear. Confirming the information with a tag question as they go. Ex. “The food is going to be cooked by Chef Jeremy on Wednesday, right?”  If you think this activity is too easy, skip it and go straight to B or C. B. What a Beautiful Day in the Neighborhood  Begin by having Ss come up with a list of people in their lives. Mom, Dad, Husband, Wife, Brother, Sister, etc. Then have the Ss use these people in the part 1 sentences to add variation. Ex. “My Dad had a pizza delivered by Mr. Pizza.”  Part 2 is pretty straight forward. The problem here could be Ss not having any idea what the services at the bottom do. Introduce the services by holding an open discussion asking Ss questions like: “What do you think a lawn service does?” Tell Ss the answers are in the verb section. Ex. “A lawn service cuts grass.”  Alternatively, rather than having the Ss talking about what Richard and Susan did with the lawn in the past tense, you could make them the owners of the house and make suggestions on what they should do to get the house into shape. Ex. “Let’s get the lawn cut by Larry’s Lawn Service.” C. Decisions, Decisions, Decisions…  Assign each S one or two of the numbers in A and B. Have the Ss stand up, and get advice about their wants from several different people. At the end of the ‘mingle’, have them come back to their chairs, and say who gave them the best advice.  It’s not really important in this activity that the Ss use passive construction. If it comes up naturally, that’s good but not essential. Additional Notes: Bonus  The obvious answer is that Sam Smith ran off with his secretary. You could go through the activity together and point the Ss to this conclusion. Then, put the Ss in pairs and have them think up an alternative solution.

2A Unit 7 Lesson 1

Language Goals: describing feelings, using euphemism Warm up  Begin by writing the words “Happy” and “Sad” on the board. Have Ss describe the facial expressions of the man in the pictures. Tell them that they cannot use the words “Happy” or “Sad” (or any other basic words you wish). They can use the list of adjectives in Part 1, or come up with their own.  Alternatively, you could give each S or group a color of the rainbow in part 2. Have them brainstorm feelings they associate with that color.  Remember that the warmer should be quick and simple. The Ss don’t need additional language to complete it. A. Shades of Meanings  Begin by choosing one of the words described in Part 2 of the warm up – ideally one that you can already think of a weak, neutral, and strong variation. Write these words on the board, and elicit situations where Ss feel these emotions.  Have Ss look at the illustration. Elicit examples of when a person might feel each of these emotions. (Ex. Different things a person might do to you on the subway).  Put Ss into three groups for the activity. Assign each group one of the stories. Have them write notes on what happened, and how they think the person feels.  After, have each group report what happened in their situation and how the person felt. B. You Don’t Know Jack  Have the Ss look at the illustrations at the bottom of the page. Ask Ss what kind of personality they think Jack has. (Possibly put a few more “forbidden words” on the board).  Explain to the Ss that Jack is going to take an online personality quiz for a dating site, and have them ask the first pre-listening question.  While listening, have Ss fill out the quiz for Jack as they go.  Ask Ss, “Did Jack’s quiz responses match your guesses from the illustrations?” “How honest was Jack?”  Have Ss fill out the quiz for themselves in pairs, giving reasons for their responses. C. See It My Way  This activity is a bit more advanced as it adds in the element of euphemism. You could prep the activity by giving them an adjective bank for use in the five situations.  If you feel that this might be too hard for your class, you could replace it with the Segue activity. The Segue has a lot of vocabulary that the Ss might not know so it would be good to prep it with a simple cheat sheet of definitions for the more difficult adjectives.

2A Unit 7 Lesson 2

Language Goals: describing self-improvement, the present perfect progressive Warm up  Ask the Ss to give the people in the photos names, and write them up on the board. Then, have the Ss brainstorm adjectives they would use to describe them. A. I’ve Been Watching You  Start by asking: “What are they arguing about?” Discuss different issues the couple might have with Ss. Turn the focus to the content on the right of the page – “…they have been fighting since last Tuesday…” etc. Use this example to frame the context for the Language Point.  Elicit some examples of things students have been doing lately. Ex. “How long have you been studying in SLE 2A?”  Divide students up for part 1. If they seem to get this easily, move on to Activity B or C.  If students need more practice, continue with part 2. 

If Ss are having difficulty with the activity, additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.

B. Bad Habits  You could begin by writing “pet peeve” on the board. Write some of the habits people have that get on your nerves. Then, ask Ss what annoys them.  Divide Ss up into pairs or small groups, and have them take turns role playing having some of the bad habits. The other Ss should offer creative advice for how to quit the habit.

C. Good Job, Stella!  This activity reminds Ss of the positive and negative connotations from Lesson1. As a class, go over the adjective opposites.  Divide Ss into pairs or small groups. Using the vocabulary from Part 1, have them discuss the things they think Stella has been doing to improve herself.  OR If students seem frustrated or burnt out from the grammar, consider having them discuss the positive adjectives from part 1 and talk about ways to make themselves more… (smart, generous, etc.)

Additional Notes: Bonus  The bonus would make a good substitute to Activity C to break up the lesson a little, and still keep to the theme of personality. Segue  Consider assigning each S their ‘animal’ as homework. They should look up the meaning of the adjectives they don’t know, and be prepared to explain them to the other Ss in the next class. 31

2A Unit 8 Lesson 1

Language Goals: discuss celebrations, review language covered earlier in the book Warm up  Start by having Ss look at the two pictures, and the image of the fireworks. Ask them what they think is being celebrated. Write “celebrations” on the board.  Have Ss discuss what days are celebrated in their country, which ones are their favorite, how they are celebrated, etc. Try to lead the focus from holidays into specific celebrated events – birthdays, anniversaries, weddings, etc. List them on the board. A. Happily Never After  If you feel like your Ss need more of a language focus in part 1, introduce the idea of a gerund phrase as the subject. Ex. “Having children is a bad reason to get married because…”  Consider introducing some of the “Do You Know” language to lead a discussion on different ideas of marriage.  Transition into the idea that unfortunately not all marriages work out. Divide Ss back into new groups to discuss Part 2. –Or- you could move on to Activity B or C. B. Guess Who is Joining the Family  Divide Ss into pairs or small groups, and have them discuss what kind of personality they think each woman has based on their photo. Brainstorm a list of personality traits.  Set up the situation within the listening as described at the top of the page – “The Thompsons are all guessing…”  Listen to Track 16, and have Ss find out which of the women is the bride-to-be. Check their responses at the end to see if everyone agrees that Katka is the one.  Divide Ss into pairs or small groups to play ‘Guess Who’ with the faces. Write on the board, “Is your person…” and “Does your person…” to frame the questions they need to ask. C. Celebration Time, Come on!  This activity takes place at the wedding from Activity B, but it is not necessary to do B before.  Have the Ss stand up and mingle. Assign them the roles in the illustration.  Make sure Ss understand the score that reflects their opinion of the party. Frame the activity through a short demonstration with a S.  Have Ss switch partners several times while monitoring conversations. Be sure to reinforce follow-up questions!  It doesn’t matter if the two Ss speaking have the same role. It just means they agree on everything.

2A Unit 8 Lesson 2

Language Goals: discussing two points in time, adverbial time clauses Warm up Bring in a rudimentary lifeline on a handout. Put today’s date in the middle with increments of five or ten years going each way. First, the Ss plot the milestones that have occurred for them to the left, and speak about which ones were most important to them. Model this on the board.  Next, they can enter those things they haven’t done to the right when they would like them to occur. A. All in the Timing  Start by writing the phrase: “Before I came to Pagoda, I…” on the board. Have the Ss call out a few of the things from their time line.  You could then transition to the future tense, and make some predictions. Be aware of the verb used in the time clause.  If your Ss get this easily, move onto Activity B or C.  If Ss are having difficulty with the activity, additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section. B. Family Memories  This can be difficult for Ss to come up with the time clause. You can set it up: 1. Write the question on the board: “What happened at…..?” 2. Write all the times followed by which time clause word you want them to use. Ex. 9:30while.  Point out to the Ss that the past progressive is often used with a written example. C. Create a Holiday  Although this gives the Ss a few chances to use time clauses in the future, it is not necessary to reinforce it during the activity. Rather, Ss should be given time to be creative, and then present their holiday to the class.  You could even hold a vote as to which is best, or make it a ‘dictators’ decision.  Alternatively, the Bonus would make a good substitute for this activity. Additional Notes: Bonus  A ‘mad libs’ style activity with lots of time clauses.  A fun way to do this would be to write the 20 word clues on the board. Don’t let the Ss look at the page. Have them go up one by one and fill in the blanks until the chart is full.  Next, have the Ss turn to the bonus page, and take turns reading it aloud. Correct diction as you go.

2A Unit 9 Lesson 1

Language Goals: discussing health and well being Warm up 

Begin by writing on the board: “When was the last time you felt under the weather?” Tell the Ss to look at the pictures, and make a guess as to what the idiom means.

A. How Do You Feel? 

To introduce the language point and pre-assess Ss, write two sentences like “Bill __________ a cold” and “Tom ___________ sick” on the board. Ask Ss to choose whether have or feel fits better in each sentence.



If Ss seem comfortable distinguishing between have and feel, ask them to discuss the pictures with a partner using the vocabulary provided. Move on to Activity B.



If Ss are having difficulty with the activity, additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.

B. Baby On Board 

Start by asking Ss to number the pictures as they happened by themselves. After, put them in a group, and have them debate the series of events giving evidence for their decision.



In the post-listening, have the Ss focus on the second set of questions.

C. What Seems to be the Problem? 

Ask Ss to look at the first set of symptoms as a class. Decide whether to use have or feel with each symptom.



Role play the doctor/patient scenario with a S to give a clear example of how the role play works. All of the text in yellow would be replaced for each new symptom.



Put Ss into pairs, and have them take turns role playing doctor and patient. In lower-level classes, you could write some sentence starters on the board to support the role play.



In a higher-level class, you ask Ss to close their books and give the “patients” strips of paper with symptoms on them to reduce dependence on the books.



You could also replace this activity with the Bonus if you feel that it might be too hard for your class.

2A Unit 9 Lesson 2

Language Goals: discussing stress and self-care, reflexive pronouns Warm up  Begin by asking Ss to discuss the pictures, using the questions.  If you hear any S say “lose my weight” or “lose his weight”, draw their attention to the correction in the tip box.  Activity A could also be used as a more in depth warm up. A. Keeping Your Cool  To introduce the concept of stress, describe something that you consider to be stressful, and ask Ss for examples of things that they consider to be stressful. (ie: Exams, traveling on a crowded subway). Write them on the board.  Next, have Ss discuss possible forms of stress relief for the things listed on the board. B. All by Myself  Begin by asking Ss what they see through the window. Then, ask what they see when looking at a mirror. If you feel that this is too easy for your Ss, move on to Activity C.  Have Ss check which of the activities they like to do by themselves. Have them compare the ones they checked with a partner, and give reasons why they like to be alone.  For additional activities using reflexives you can use the worksheet provided at www.pagoda21.com/sle or in the supplementary material section. C. An Apple a Day  This activity provides a more conversational context. Although Ss can use reflexives when speaking, it need not be enforced as the aim is for freer conversation.  Introduce the activity by discussing one of the profiles. Decide whether the person’s habits are healthy or not.  Put the Ss into pairs or groups. Assign each of them a person. Have them discuss whether that person is healthy or not and why. Then have them report their findings to the class.  For Ss that feel comfortable with one another, continue the conversation with the questions below. Additional Notes: Bonus  It is important that the Ss frame the questions correctly before mingling.  Go around in a circle and have them change the statement to a question. Then, have them stand up and find someone.

2A Unit 10 Looking Back

Language Goals: reflecting on what we studied, fluency Warm up The warm up in Unit 10 can be used in several different ways: 

Ss take the quiz with you in a sort of informal discussion. Ask them how they felt during the activities, and grade it using the scores at the bottom.



You can use this as an evaluation of their proficiency on the 15th day. Print the page out and write their names at the top. Put the Ss in pairs, and have them discuss questions 1-14 in Activity E(discussion questions); monitoring them as they go. Use this as an aid in deciding whether or not they can progress in SLE. A sort of speaking test.

A. The Bemusement Park 

Run this as a group presentation. Put the Ss in small “teams”. Tell them they will have to present six ideas to the CEO, and that you will give the winning team a prize. Give each S a role in their group. One will take notes, another will present, etc.

B. Listening 

Ss have to follow the conversation in this activity, and number them as they happened. It would be a good idea to look at all the points in the picture and brainstorm what they are before the Ss listen. (hospital, chess game, etc.)



Give them a minute to brainstorm questions about the different parts in the post listening.

2A Unit 10 Looking Back C. Comedy of Errors  In this game Ss land on squares, and change the incorrect sentences into correct ones before moving on. Note: Some of the grammar is not covered in this book and comes from previous SLE books. Also, some of the sentences might be correct grammatically but have strange syntax. D. We Have a Winner! 

If you have a more advanced group, try having them read the bios for the couples at the bottom just as an example. Then, have the Ss make up their own bios.



The partners write a bio for themselves as friends going on a trip. Then, hand their bios off to another group who will plan out their trip. Lastly, they present the trip they planned to the other group, and discuss with one another if they liked the choices that were made for them.

E. Review Discussion 

The review discussion can be used in a few different ways: 

The odd numbered questions follow the story of the Thompson family. Put the Ss in groups. Have them ‘scavenger hunt’ for the answers in the listening scripts at the back of the book.



After they find the answers to the family questions, Ss can go back and answer the follow-up questions and the even number questions. Note: These can be used as an informal review/speaking test in conjunction with the warm up.

Bonus- Job Interview 

Try running this interview ‘Korean style’ with you or another student as the interviewer, and a panel of interviewees on the other side. It’s good to point out that western style interviews are far less formal than Korean ones. For example, more emphasis is placed on being personable than formal.

2A Supplemental Materials

Unit 1 A. Choose the correct verb for the space, and answer in your own words. Example: Have you ever worked overtime? Yes, I have. I have to work overtime every time I have a project. be have

travel do cut

join buy embarrass

1. Have you ever________ your own hair?  ________________________________________ 2. Have you ever ________ volunteer work?  ________________________________________ 3. Have you ever ________ yourself in front of a group of people?  ________________________________________ 4. Have you ever_________ a part-time job?  ________________________________________ 5. Have you ever_________ abroad?  ________________________________________ 6. Have you ever_________ a suit?  ________________________________________ 7. Have you ever_________ late to work/school?  ________________________________________ 8. Have you ever_________ a club?  ________________________________________ B. Fill in the blank with the correct vocabulary word. Then, answer the question. to fire to quit

to lay off to promote

to retire to demote

1. What age is best to__________________?  __________________________________________________________________ 2. Have you ever wanted to________ your job/school?  __________________________________________________________________ 3. How often should companies _____________ employees and give them a higher salary?  ___________________________________________________________________ 4. What are some reasons companies need to____________ a large number of workers?  ___________________________________________________________________ 5. When an employee does something bad, should the manager _________ or _________ the person?  __________________________________________________________________

Unit 2 A. Change the question into an indirect question, and write a polite response. Example: When does the movie start? A: I was wondering when the movie starts. B: It starts at 9p.m. 1. What time is it? o ________________________________________________________ 2. Are you hungry? o ________________________________________________________ 3. Where are you from? o ________________________________________________________ 4. Why are you here so early? o _______________________________________________________ 5. Is this filled out correctly? o _______________________________________________________ 6. How much do these shoes cost? o _______________________________________________________ 7. Is there any cake left? o _______________________________________________________ 8. Should I call him? o ______________________________________________________ B. Add tag questions to the statements. Write a response agreeing or disagreeing. Example: We have class tomorrow. A: We have class tomorrow, don’t we? B: No, we don’t have class again until next Monday. 1. You brought your book, ________________? o ______________________________________________________ 2. The teacher didn’t understand you, __________? o ______________________________________________________ 3. That’s your phone, ______________________? o ______________________________________________________ 4. Everyone came to class last time, _____________? o ______________________________________________________ 5. You’ve never been to Antarctica, _____________? o ______________________________________________________

Unit 3 A. Answer the question by making a comparative or superlative sentence. Example: What’s the difference between: English, Math, and Science? Science has always been the easiest subject for me, but I think Math is the most interesting.

Possible adjectives:

What’s the difference between:

Cold

Environmental

1. Winter and summer? o ________________________________________

Hot

Exciting

2. Russia, Australia, and Egypt? o ________________________________________

Dry

Wet

Humid Personal 3. Eating in a restaurant and eating at home? o ________________________________________

Large

Formal

4. A sports car, a motorcycle, and a bicycle? o ________________________________________

Rich

Outdated

Poor

Boring

5. Ice skating and swimming? o ________________________________________ 6. Sending letters, sending email, and sending text messages? o ________________________________________

Delicious Friendly Healthy Expensive

7. Working out in the gym and exercising outside? o ________________________________________

Dangerous Easy

8. A large dog, a small dog, and a cat? o ________________________________________

Quick

Kind

B. Write a question that asks for the information given in the sentence. Then give the reason. 1. Why did you buy a new car? o I bought a new car because I …………. 2. Why ________________________________________________? o Because she ……………., she lived alone for a long time. 3. Why _______________________________________________? o I couldn’t go out late with my friends since……... 4. Why_______________________________________________? o Since……………, I bought a new pair of running shoes. 5. Why_______________________________________________? o It took five hours to get here because…………..

Unit 4 A. Answer the question using a suggestion or demand sentence. Example: What does the teacher want us to do? (demand) The teacher demands that we be on time to class. 1. What does the government say we need to do? (insist) o __________________________________________________ 2. Where should they go on vacation? (suggest) o __________________________________________________ 3. What did the boss say to her? (demand) o __________________________________________________ 4. What did the doctor think he should do? (recommend) o __________________________________________________ 5. Where could we take her for her birthday? (suggest) o ________________________________________________ 6. What do you think the bank robber will ask for?(demand) o ________________________________________________ B. Answer the questions using participle adjectives (-ed or _ing). Example: When an assignment confuses you, how do you describe the assignment? The assignment is confusing. 1. When a horror movie terrifies you, how do you describe yourself?

o _____________________________________________

2. When an exhibit interests you, how do you describe the exhibit?

o ____________________________________________

3. When an insect annoys you, how do you describe the insect?

o ____________________________________________

4. When work or school tires you, how do you describe yourself?

o ____________________________________________

5. When a person frustrates you, how do you describe the person?

o ____________________________________________

6. When a news story depresses you, how do you describe yourself?

o _____________________________________________

7. When someone embarrasses you, how do you describe yourself?

o _____________________________________________

8. When an accident shocks you, how do you describe the accident?

o _____________________________________________

Unit 5 A. Answer all questions about likely situations using a full sentence. Example: If it rains, what do people do? If it rains, people always use umbrellas. 1. If the day is going to be hot, what will you wear? o ______________________________________________ 2. What happens to a car if you don’t put oil in it? o ______________________________________________ 3. Where should I go if I have two weeks of vacation? o ______________________________________________ 4. If you need to buy new clothes, where do you go? o ______________________________________________ 5. If you don’t wear sunscreen at the beach, what’s going to happen? o ______________________________________________ 6. What happens if there is a heavy snowstorm during rush hour? o ______________________________________________ 7. If I visit your neighborhood, where is the best place to eat? o ______________________________________________ 8. What are you going to do if you can’t make it to class? o _______________________________________________ B. Answer with “no”, and give a reason why not with an unlikely conditional sentence. Example: Is the baby hungry? No. If the baby were hungry, she would cry. 1. Do you have enough money for the trip? o _______________________________________________ 2. Did you forget to pay your phone bill? o _______________________________________________ 3. Can you meet me an hour earlier? o _______________________________________________ 4. Are there enough open seats on the ferry? o _______________________________________________ 5. Did she miss her plane? o ______________________________________________ 6. Is he able to receive email at the resort? o ______________________________________________

Unit 6 A. Answer all questions with a passive sentence. Example: Who built the Eiffel tower? The Eiffel tower was built by Gustave Eiffel. 1. Who was your phone made by? __________________________________ a. Where was your phone made in? ___________________________ b. What is your phone used for? ______________________________ 2. What company are your shoes made by? ___________________________ a. What material are your shoes made of? ______________________ b. Who are shoes repaired by? _______________________________ 3. Who was your favorite book written by? ___________________________ a. Who is your favorite song sung by? _________________________ b. Who was your favorite painting painted by? __________________ 4. What countries is English used in? _______________________________ a. What kind of job is English important for? ___________________ b. How many people is your language used by? _________________ B. Use should and the verb given with the causative passive to give advice. Example: My phone is broken. What should I do? (fix) You should get it fixed by a service center. 1. My coat is dirty. What should I do? o (clean) __________________________________________________ 2. A tire on my car is low. What should I do? o (fill) ___________________________________________________ 3. My tooth is really bothering me. What should I do? o (pull) __________________________________________________ 4. I think my dog has fleas. What should I do? o (check) _________________________________________________ 5. My hair is too long and shaggy. What should I do? o (cut) ___________________________________________________ 6. The air conditioner is old and always breaking. What should I do? o (replace) _______________________________________________

Unit 7 A. Answer the question with the adjective that would best describe how you would feel. Example: How would you feel if your cat died? (upset/devastated) I would be devastated because he is my best friend. 1. How would you feel if you were in an airplane making an emergency landing? o (scared/ terrified) _______________________________________________ 2. How would you feel if you found out your friend won the lottery? o (happy/ecstatic) ________________________________________________ 3. How would you feel if you were going on a trip to New York? o (excited/thrilled) _______________________________________________ 4. How would you feel if you had to have minor surgery tomorrow? o (worried/ afraid)________________________________________________ 5. How would you feel if you worked for fifteen hours straight? o (tired/ exhausted) _______________________________________________ 6. How would you feel if you found out your company was moving you to India? o (surprised/ shocked) ____________________________________________ B. Answer the questions using the present perfect progressive. Lisaâ&#x20AC;&#x2122;s schedule Morning Afternoon

Monday School 3hrs. Work out 1hr.

Tuesday Shopping 2hrs. School 3 hrs.

Wednesday School 3hrs. Group study 1h

Thursday Walk w/grandpa School 3hrs.

Evening

Help Mom 2 hr

Homework 1hr

Work out 1hr.

Homework 1hr.

Friday School 3hrs. Shopping 2hrs. Meet friends

1. What kinds of things has Lisa been doing recently? o ______________________________________________________________ 2. What things has Lisa been doing since Monday?(If it is today) o ______________________________________________________________ 3. How many hours has Lisa been studying so far this week?(If it is today) o _____________________________________________________________ 4. How often has Lisa been working out? o _______________________________________________________________ 5. If it is Thursday afternoon, how long has Lisa been walking with Grandpa? o ______________________________________________________________ 6. If it is Friday afternoon, how many hours has Lisa been shopping this week? o ______________________________________________________________

Unit 8 A. Fill in the blank with the best vocabulary word. Answer the question. get married wedding ceremony

get divorced reception

bride honeymoon

groom newlyweds

1. What do you think is the best age to ________________________ to someone? o

___________________________________________________________

2. What traditions are important during a ______________________? o

__________________________________________________________

3. What is the best food to have after at the _____________________________? o

________________________________________________________

4. What kind of clothes should the _______________ and _____________ wear? o

__________________________________________________________

5. Where is the best place for the ________________ to go on their _____________? o

_______________________________________________________________

6. What advice would you offer a couple who is having trouble and might _______________? o

_________________________________________________________________

B. Make questions using the given time words about Jack’s day. Morning

Afternoon

Evening

8:00 a.m. - wake up 8:15 a.m. - eat breakfast 8:15 a.m. – watch cartoons 9:50 a.m. – go back to bed 10:00 a.m. – friend calls 10: 30 a.m. – take a shower

11:15 a.m. – go to school 2:00 p.m. – meet friend for lunch 4:00 p.m. – sleep in the library 6:00 p.m. – get ready for date.

7:30 p.m. - meet date at bar 7:33 p.m. –order drinks 8:00 p.m. – go to restaurant 8:15 p.m. - order food 8:25 p.m. – run away 8: 30p.m. – hail a taxi

1. (after) What happened after Jack woke up? 2. (while)_____________________________________________________________? 3. (before) ____________________________________________________________? 4. (when) ____________________________________________________________? 5. (after) ______________________________________________________________? 6. (as soon as)__________________________________________________________?

Unit 9 A. Give advice for the questions with feel + adjective or have + noun. Example: What should I do if I ___________ a cold? If you have a cold you need to drink plenty of water. 1. What should I do if I ______________ dizzy? o ________________________________________________________________ 2. What should I do if I _______________stuffy? o ________________________________________________________________ 3. What should I do if I ______________a sore throat? o ________________________________________________________________ 4. What should I do if I ________________nauseous? o _______________________________________________________________ 5. What should I do if I _______________ a blister? o _______________________________________________________________ 6. What should I do if I _______________ the flu? o ______________________________________________________________ 7. What should I do if I ______________ cold? o ______________________________________________________________ 8. What should I do if _______________ a rash?

B. Answer the questions using a reflexive pronoun. 1. Parents often see someone in their children. Who do they see? o ____________________________________________________________ 2. My friend put a sharp knife into his thumb. What did he do? (hurt, cut) o ____________________________________________________________ 3. Babies depend on their mothers for everything. What can’t babies do? (look after, take care of) o ____________________________________________________________ 4. The lonely boy says he’s talking to his imaginary friend. Who does it look like he’s talking to? o ____________________________________________________________ 5. You got the best score in the class on the test. How do you feel? (proud, good about) o ____________________________________________________________ 6. When she fell down in front of everyone it was embarrassing, but she laughed anyway. Who was she laughing at? o _____________________________________________________________ 7. When there are a lot of people we don’t know, what is the polite thing to do? (introduce) o _______________________________________________________________

C. Only change the given word in the sentence and the reflexive pronoun to match. Example: He pushes himself. Hurt â&#x20AC;&#x201C; He hurt himself. We- We hurt ourselves. Like- We like ourselves. She hurt herself. 1. He 2. Looked at 3. They 4. You 5. Are talking to 6. Taught 7. We 8. I 9. Promised 10. Enjoyed 11. All of us 12. She 13. Is feeling sorry for 14. Is proud of 15. You all

SLE 2B Lesson Plans The following pages contain concepts for how to run the activities within SLE 2B. They are not lesson plans, nor should they be used as a substitute for your own lesson plans. They are meant to guide instructors through certain activities or provide alternative ways to approach them.

2B Unit 1 Lesson 1

Language goals: discussing free time then and now Warm up

A simple warm up that gets Ss talking about what they did versus what they do in their free time.



Pay attention to Ss answers in order to assess their comfort level in the class.

A. The “Why” Game 

If your Ss asked each other a lot of questions during the warm up, move on to Activity B.



This activity is a review of the importance of asking open-ended questions to keep a conversation going.



Alternatively, you could take the list of topics in part 2(and any others you can think of), and print them out on strips of paper. Have the Ss ‘draw straws’ and write some questions on their topic. Have them mingle, and ask one another the questions.

B. I Used To Wear a Tutu 

Start by discussing the question before the language point. Give the Ss an example of something you used to do but don’t do anymore. If the Ss answer easily, move onto the pre-listening.



If the Ss are having difficulty with the construction, or mostly using would instead of used to, review the language point. Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.



In the pre-listening have the Ss make guesses about what Grandpa used to do. This is a good time to introduce the family in the Bio section at the beginning of the book.



After the listening, the Ss can go back to the question at the top and answer again, but this time they should give a reason as to why they stopped or did not stop doing their pastime.

C. Then and Now 

Susan Thompson is the mother of the family. The chart details what she does now versus what she used to do. Have the Ss make some comparisons of her life first. Scaffold the question on the board, “What did Susan use to ___(do)__________, and what does she ____ (do)_________ now.”



Have them stand up and mingle while asking the questions for the different categories.



For part 2 Give them a time frame like 10 years ago, or something more general like: in high school, in elementary school, etc.

2B Unit 1 Lesson 2

Language goals: discussing hobbies, sports, and going places. Warm up

Brainstorm a list of hobbies and activities. Write them on the board as you go.



With everyone, have a hands up/hands down vote as to which are the most fun/dangerous/unhealthy/etc.

A. Hobby Horse

Part 1 gives you a chance to assess how much vocabulary the Ss have on the topic, and their accuracy with the present progressive. If you have a lower level class, consider having the list of activities on the board for them to choose.



If you have a higher level/talkative class, consider going straight to part 2.

B. Let’s Go Bowling!

The language point in this activity covers an idiomatic use of the verb go. A common mistake for many English learners is to use Go + to + a gerund. This activity drills the Ss with the two different uses. The verbs for the activities are under the pictures. If they need more focused practice with this, you can use the worksheet provided at www.pagoda21.com/sle or in the supplemental material section.



Part 3 gives Ss a chance to personalize the activities.

C. What Would You Do?

Activity C reviews a language point from 2A unreal situations (the second conditional), and adds in the element of activities.



Have the Ss discuss which one they would most like to visit and why. If you want to make this activity more the focus of the lesson, they can go though each location and come up with a list of things to do in each place.



In part 2 have the Ss make a plan for one of the places as if it were a weekend getaway. You could even consider giving them a budget they must stay within.

Additional Notes: Bonus 

This activity is a simple review of the present perfect, and could be used to replace another activity if you feel that the Ss need something different. 51

2B Unit 2 lesson 1

Language goals: being vague and precise, giving general amounts Warm up

Write “vague” and “precise” on the board. Have Ss discuss when (or with whom) they would be vague or precise about the topics in the warm up.



Discuss with Ss why they think they are sometimes vague and sometimes precise when speaking.

A. You Know What I Mean? 

Ask Ss what time class started. Elicit both a vague and precise time. Ask Ss a few other vague and precise questions – “What time did you leave for class?”, “What time do you go to bed?”, etc.



If Ss need practice with this concept, have them do the main activity in pairs. Give them an example to get started by eliciting the location of a movie theatre close to class.

B. Rock Starish 

Tell Ss you are hungry, or you want to buy a new shirt, etc. Ask them how much it would cost to buy a meal nearby. Have them discuss in small groups the topics in the pre-listening.



Have Ss look at the illustration. Ask them what is happening in the situation. Ask them what they are precise and vague about when talking to their father and mother. Use this to lead into the “Did You Know Box” about using vague answers to avoid giving information.



Have Ss listen to find out what is happening, then as a class, confirm the answers.



Allow Ss a few minutes to discuss the questions in the post-listening.

C. A Thousand and One Things 

Ask Ss an opinion question – “How many of you have part-time jobs?” or some other statistic-based question. Ask Ss to describe the number elicited in a vague and precise manner. Use this as a transition into discussing how to express general amounts with numbers and percentages.



Have Ss brainstorm as many different statistics as they can about either of the pictures at the bottom of the page. Bring in other pictures or magazines for the Ss to describe.

2B Unit 2 Lesson 2

Language goals: describing when things happen, planning events Warm up

Have Ss discuss the warm up in small groups. Make sure to reinforce follow-up questions about “where” and “why”. Listen to assess how comfortable Ss are with prepositions of time.

A. Always on Time 

Have Ss work in pairs to complete Part 1, filling in the blanks then answering the questions.



If Ss appear to need more practice, have them do Part 2. Or move on to Activity B or C.

B. Band Aid 

Ask Ss which of them has a specific hobby that they do a lot. Ask them how they manage their time, and allow this to lead into a class discussion about time management.



Have Ss look at the schedule for the Crimson Kings. Elicit what jobs they think the three band members have.



Divide Ss into small groups and have them plan when the Crimson Kings can accomplish the things on the To-do List. It might be useful to make a small spreadsheet that matches the schedule for students to fill out.

C. What Would You Do?

Explain to the Ss that they are working for a company that plans special events. Have them look over the different venues, advertisements, and add-ons to see if they have any questions.



Divide the Ss into small groups and have them each plan an event for a different client of their choice.



Once Ss have completed their planning, have them tell the class about their event.

2B Unit 3 Lesson 1

Language goals: checking and confirming information. Warm up

Start by writing on the board, “Where is the best place to learn about _______________?”



Have the Ss ask the questions and answer one another. Make sure they give a reason for their choice.

A. Checking and Confirming Information 

Tell Ss you heard that the best place to rent/buy an apartment in the city is _______, and ask them if that’s correct. If a S disagrees, turn to another and say, “X told me ______ isn’t a great place to rent. What do you think?” Write the verbs hear and tell on the board as they come up.



Give each S a different character from the next page. Tell them to come up with something ridiculous about their person. Remind them that the truth is not important! Have them report what they’ve written, and write some of the examples on the board.



If Ss are having trouble forming the noun clause in a natural way, you could give them extra practice with the worksheet available at www.pagoda21.com/sle or in the supplemental material section.

B. Say What? 

You could skip this and go onto activity C if you think the Ss need more focused practice.



The pre-listening activates the Ss interest in the conversation in the listening, but is not integral to understanding the listening.



Before listening, go through the pronunciation of the ten words and ask why they might cause confusion. Listen to track six and seven. Then, have the Ss check their answers in pairs.



You could have a post-listening discussion here to check comprehension. If they got the listening easily, play the game of whispers. This works better with a bigger class.

C. A Little Bird Told Me… 

If you skipped the ‘Whispers’ activity, it would be good to write the language points on the board. Tell the Ss to use these in the activity.



Have the Ss go through the lists and choose one from each category. Photo copy and blow up the picture. Cut it into squares, shuffle the squares up, and put them into piles upside down on the table. Have a S draw a square from a category, and say to their partner (or person on their right), “I heard you ____________” The S then says whether this info is true or not using one of the phrases. The first S should then ask a follow-up question!

2B Unit 3 Lesson 2

Language focus: resolving misunderstandings Warm up This warm up is intended to get the Ss to think about things they have already studied. It’s not so important that they use the grammatical structures correctly. Tell them they can find the answers at the bottom of the lesson 2 discussion questions in units 1 and 2. A. That’s Not What I Meant Part 1 is a simple vocabulary quiz on homonyms. Tell the students to guess which pictures go with which sentences. Actually learning the vocab is not the aim here. The aim is to get Ss to see that we need language to clarify our meaning.  You could go straight to part 2. This exercise deals with minimal pairs. Not all of them are pronunciation problems for Korean learners. Some will be easier to understand than others.  For a higher level class, try printing out the sentences, cutting them up, and highlighting the word you want them to use. Distribute the sentences and have Ss read them one by one. The other student(s) find the correct question in their books to respond. Remind them to use the phrases from the language point when a misunderstanding occurs. B. It’s All Been One Big Misunderstanding This activity forces the Ss to use the phrases from the language point. Leave them up on the board from Activity A.  In this activity the Ss must play a role. Role plays work best when you, the instructor, model first what it is you want the Ss to do. Pick a strong S and give her the student A role for number 1. Have the S read her number. Have all the other Ss join you on student B #1. Instruct the S to ask you the question. Really over act the situation. Then ask the Ss to find the mistake, and discuss what it is. Now, have the first S correct the mistake. Partner up the class and let them go at it. Tell them to discuss what each misunderstanding is. C. International Job Swap? Activity C lets Ss practice the resolving of misunderstandings, but is a more open task-based activity. Don’t feel like you need to constantly correct the Ss if they are making mistakes.  Divide the class down the middle.(half A, half B) Give them a minute to choose an identity, and familiarize themselves with it.  Have the Ss stand up and do a timed mingle. Every minute make them switch. They might meet other A party goers if they are an A. That’s okay! They might meet someone with the same name. That’s okay too. Stranger things have happened! Additional Notes: Bonus  This is a difficult unit. The Ss might feel they are in over their heads. If they seem frustrated and need a break, the bonus makes a great plan B. Or a good homework exercise to start class with the next day.

2B Unit 4 Lesson 1

Language goals: discussing social problems and emergency situations Warm up

Have Ss brainstorm different natural disasters, and list them on the board. If they don’t know the vocabulary for a disaster, have them try to draw it on the board as a guessing game.



Ask Ss if they have ever been in one of the listed natural disasters. See if they are willing to discuss their experience. If multiple Ss have responses, divide them into groups to discuss.

A. What Do I Do? 

Divide Ss into small groups, and have them discuss the four sets of situations. If you wish to save time, have each group discuss a different set of situations.



Again, ask Ss if they have any personal experience with these situations, and see if they are willing to discuss their experience.

B. When It Rains, It Pours 

Ask Ss if they have ever been in a flood (unless this was already discussed previously). Ask what they would take with them if their home was about to flood, or if it had to be evacuated for some reason. Give them a few minutes to discuss in small groups.



Have Ss look at the illustration and predict which items they think the different members of the Thompson family are going to take with them and why.



Have Ss listen to find out which items were taken. Discuss post-listening question 1 as a class, then in small groups for question 2.



In the same small groups, have Ss discuss what precautions to take to prepare or avoid the situations listed. Tell them they can use some of the list below but must also add their own.

C. Well, You Really Should… 

Have Ss look at the picture, discuss what problem they think Mary is having, and what she should do about it.



Review answers as a class then give an additional example – “I cut my finger”, or “I am hungry”, and have Ss give suggestions, eliciting strong or weak advice. Get the class to agree on what is good advice to solve your problem. Then, give some bad advice, and ask them if it is good advice. “I cut my finger, should I put it in saltwater?”, etc.



Divide Ss into small groups, and have them complete the table at the bottom of the page. Once they are finished, have them share their answers with the class.

2B Unit 4 Lesson 2

Language goals: unexpected results and global emergencies Warm up Have Ss discuss the warm-up questions in small groups.  Get Ss as a class to agree on Part B using the statistic language from Unit 2, Lesson 2. A. Expect the Unexpected  Start with an example of something you tried to do that didn’t work out like you thought it would, or use the example as your own situation. Ex. Even though I am studying Korean, I don’t feel I’m getting any better. Elicit some similar situations from Ss.  Write the beginning of sentence #1 in Part 1 on the board, adding “even though”: “Even though Jack studied hard…” then have Ss give possible answers. It can be the logical response, “he failed the exam.”, or any other creative response.  If Ss seem comfortable with this language, move on to Activity B or C. If they are struggling, have them do Part 2 in pairs, then review answers as a class. B. Saving the World, One Idea at a Time  Write the phrase “Going Green” on the board. Ask Ss if they know what the phrase means. Use this to start a short discussion on recycling or reducing waste, and elicit any examples of what they do to help the environment.  Take the example in Part 1 of “Buying a New Car” vs. “Public Transportation” – tell Ss that even though public transportation is better for the environment, there are some downsides. Elicit some downsides of public transportation.  Divide Ss into two groups, one being “Consumerism”, the other “Conservationism”. Give them a few minutes to look at their side of the chart.  Have Ss close their books and hold a debate over the topic; as needed, give Ss the topics to discuss from the chart in Part 1. C. Doomsday  Write on the board, “The End of the World”. Ask Ss what this means to them. Then, divide them into small groups to discuss Part 1.  Depending on which way most Ss thought the world was ending, tell them that the world, in fact, has ended, and it was because of ______ (whichever way they said was most likely). Explain that only 13 people have survived, and they must leave the planet to continue the human race. There’s only one problem – the spaceship that will take them to a new planet only seats 6 people, and one of those seats is for the astronaut.  Divide Ss into small groups. Have them look at the survivors, and decide which five will go. Make sure to point out that each candidate has pros and cons. They should consider not only their job, but how long they will live, and how necessary their skills are both long term and short term.  Once the Ss have decided, have them look at Part 3. Tell them what the situation on the new planet is. Then, have the Ss discuss the difficulties in the same small groups.  Once they finish Part 3, discuss each of their solutions as a class. 57

2B Unit 5 Lesson 1

Language goals: making assumptions Warm up

The warm up is a basic body language quiz. Another way to do it would be to make the gestures, and have the Ss guess which one from the list you are acting out. Hilarity ensues.

A. Body Language 

The Ss must first match the numbers to the pictures. Then, the meaning to the numbers.



There is a good opportunity here to discuss how things are different from the picture with the Ss culture, and how cultural miscommunications can arise from body language.

B. It’s Show Time! 

The listening gets the Ss to make assumptions based on appearances, and check to see if those assumptions are correct or not. Start by putting up some examples from the language point.



In the pre-listening the Ss will use the forms above to make assumptions based on the people’s appearance or the look of the show. Call on the Ss after they have discussed, and put some of these assumptions on the board.



In the post-listening Ss can discuss to check comprehension. If they need more help with the language point, you can use the worksheet from www.pagoda21.com/sle or in the additional materials section.

C. The Power of First Impressions… 

Leave the sentence starters from the language point on the board to give Ss an anchor, but don’t feel like you need to reinforce it if they are communicating their ideas in a different way. This activity should promote freer discussion.



Alternatively, you could give each S in a pair one of the characters. Have them write down a list of five assumptions about their character based on the five points. Then, have them report their assumptions using the verb hear, Ex. “I heard that Blake is a fun guy. He drives a jeep!”



If you have time, part 2 gives the Ss a chance to internalize the subject by comparing themselves to the characters.

Additional Notes: 

The Bonus would make a good substitute for activity C if your Ss need something more light hearted.

2B Unit 5 Lesson 2

Language goals: describing which one or what kind Warm up

The Ss don’t necessarily need the language point to describe the pictures - an umbrella, a bell pepper, a turtle, and a flower.

A. It’s a Thing-a-ma-bob

You could start with a picture of two similar things (like the example), and ask the Ss which is better. Try to get them to define which thing/person they are talking about. It can be as simple as, “The person that is on the left.” Write this up on the board, and help the Ss to see we use relative clauses to make things more definite.



Rather than spending a lot of time explaining the language point, have the Ss identify the two similar things in the sentences. i.e. the students in number one. After they have done this, have them answer the questions by choosing one of the two similar things. i.e. The student who…



If your Ss are struggling to form correct sentences, you can give them some additional help with the worksheet from www.pagoda21.com/sle or in the additional materials section.



If Ss get it easily, end the questions early and move on to part 2. In part 2 the emphasis is on who or that.

B. Forbidden Words

Just a copy of the game Taboo™.



You could print out all three sheets, cut them up, and play as two teams with a one-minute time limit.



Reinforce the use of: This is a thing that… by writing it on the board. Ss will inevitably devolve into shouting out words.



You could also skip and go right to Activity C.

C. The Dave Convention

Activity C could take most of the class time if you wanted it to. This activity really gets the Ss using the language points to define the exact Dave.



Write, “The Dave that…” on the board. The Ss go through the awards, and discuss based on their opinions.



For the next part, write a description of each Dave on a card. (i.e. no shirt Dave, doctor Dave, zombie Dave.) Distribute the Dave cards, and have the Ss mingle while asking one another, “Which Dave are you?” The Ss cannot use the adjective on the card in their answer (no shirt, doctor, zombie). They must instead describe who they are in other ways. Ex. “I’m the Dave that is drinking a cocktail half naked.” 59

2B Unit 6 Lesson 1

Language goals: Making guesses about past events Warm up

Have Ss brainstorm a few possible answers to the warm up questions, OR bring in a few alternate pictures for them to predict from.

A. Who Stole the Cookie from the Cookie Jar? 

Draw a horizontal line on the board and mark the left as “didn’t” and the right as “must have” with “might/could have” in the middle.



Have Ss look at the picture of Richard and Susan on a boat. As a class, discuss some possible answers for “Didn’t”, “Might/Could”, and “Must” for “Where did the cruise go?”



Divide Ss into pairs and have them complete the activity.



Review as a class by asking a few questions to different groups about each situation.

B. When It Rains, It Pours 

Divide Ss into pairs, and have them match each picture’s letter to a corresponding circle of where they think Mr. Squiggles has gone.



Have Ss listen, and confirm their guesses.



As a class or in small groups, have Ss play “20 Questions” with locations they have been to. It can be in or out of the country. Remind them that they can lie about where they’ve been!



In small groups, have Ss complete the post-listening. Have them make up at least one statement for where the suitcase owner’s didn’t go, what they might have done, and what they must have done.

C. The Graphs of Life 

Before class, come up with a graph to represent your day (real or fake). Draw a line on the board to represent that day. Have Ss guess what the line is.



Explain your day, marking each moment on your graph as it comes up. Ask Ss to guess what the ups and downs represent, eliciting “how you felt/your emotions/etc.”



Divide Ss into pairs. Have them look at James and Sue’s blind date. Tell them to make guesses about what happened at each moment of the date. Discuss as a class.



Have Ss make their own graphs in part 2. Have a few Ss share.

2B Unit 6 Lesson 2

Language goals: regrets and consequences Warm up

Have Ss discuss the warm-up questions in small groups.

A. Coulda, Shoulda, Woulda but Didn’t 

Start with a personal story or an example of a regrettable situation. Ex. I was on a date in the park, and it started to rain. You had no umbrella and a white shirt. Have Ss identify the problems and things that you could have done differently.



If Ss seem comfortable with this language, move on to Activity B. If they are struggling, divide them into pairs to practice the full activity.



Note that there are not always specific right or wrong answers, and encourage your students to be creative in their responses. Ex. Reggie should not have filled his suitcase with meat; Reggie shouldn’t have hit the lion with his suitcase, etc.

B. Life Coach 

Present example sentence as if they are your problem with a coworker. Elicit responses from the class.



Express that you are so impressed with the suggestions that their job is going to be giving life advice to their classmates.



Divide the Ss into small groups, and have them take turns offering advice for the situations listed.



Alternatively, copy (or retype) the situations onto several small pieces of paper. Give each student one situation card and have them mingle getting different advice from different Ss. Discuss who they think gave them the best advice.

C. Choices and Consequences 

If you did Activity B, take one of the solutions, and ask the Ss to consider what some of the possible consequences of that action are. Lead that into “you” at a restaurant recently, and the waiter didn’t charge you for part of your meal. Briefly ask Ss what they think you should have done.



Divide Ss into pairs to complete part 1. Once they have finished, discuss why they chose the answer they did. Write: I would __________ because __________ on the board.



Move on to part 2. Have them discuss the consequences of their actions, and whether or not they would change their decision now that they know what happened. Write: I should/shouldn’t have ____________ on the board.



Ss sometimes get frustrated because most of the answers are negative. Allow them to talk about what they could have done differently, and what the result might be. 61

2B Unit 7 Lesson 1

Language goals: discussing dos and don’ts. Warm up

Come prepared for this warm up with an example of the Ss culture to get the ball rolling. After they get the context, they usually have a lot to say. Put them in groups, and have them come up with at least two examples for each.

A. Don’t Even Think About It 

Lesson 1 focuses on adding elements to the imperative form in order to help the Ss make more natural sentences. The imperative form on its own is introduced earlier in the SLE series.



If the Ss had a lot to say during the warm up, try starting off with part 2.



As a follow-up, Ss could come up with a guide for people visiting their country.

B. Life Tips from Grandpa 

The language point adds adverbs of frequency and manner to the imperative form, but is not a vocabulary exercise. If you think your Ss need some adverbs, you could bring in some lists for them to reference, but avoid making it a vocab lesson.



Start by having the Ss write a simple bit of travel advice using an imperative. Tell them you will come back to this.



Have them listen twice and fill in the advice. Compare their answers with a partner.



After the listening, have the Ss match the travel advice in the post-listening.



Then, have the Ss go back to the basic advice they wrote before, give a reason, add an adverb, and share their advice in a group.

C. Mystery Chef 

This activity adds in the element of time sequencers used for directions or instructions.



Divide up the class into teams. Have the Ss race to put the omelet and bread pudding in order on the board, adding the time words as they go. Each member of the team is responsible for writing a new line. Put an X by any line that doesn’t make sense. The Ss must then fix the order. The answers are on the next page.



Alternatively, go through the recipes as a class. Then, put the Ss in groups and have them write their own recipe and present it. 62

2B Unit 7 Lesson 2

Language goals: communicative practice using model U.N. tasks Warm up

If you do this warm up, consider researching what all the elements of the table setting are for. Have the Ss match them using adjective clauses as a review. Ex. I think this is the fork that is used for dessert.

A. These Are My People

Note: The three activities can be done as one task, or separated. If you decide to separate the activities, skipping part 1 is suggested.



In Part 1 Ss choose a nation. Try to get them to think about their choice by writing some questions on the board: What is your title? Why did you choose to lead this nation? What good and bad things happen in your nation? Etc.



If you have a higher level class, make them develop their own nations in teams. Encourage them to be creative. Tell them to keep their nation in mind when discussing the customs in part 2.

B. Cultural Perspective

This is just a devil’s advocate activity. If the for/against flags are causing confusion, just have them switch back and forth. You must debate the side you are on whether you agree with the opinion or not.



You could skip this, or come back to this last and do A and C instead.

C. Model Five Nations

Activity C works best if you tell them they need to come to a solution in a time limit. For each problem tell them to use the questions. It could help to write on the board some sentence starters. We should… We could have…etc.

Additional Notes: Bonus 

The dinner party really is the same as the Five Nations just far simplified. They have to negotiate an agreement.

2B Unit 8 Lesson 1

Language goals: Housing and living arrangements Warm up

Have Ss discuss the warm up questions.



Ask Ss to talk a little about their partner’s answers.

A. Whose House? Jack’s House. 

Write the words “Current” and “Ideal” on the board.



Choose a S, and ask her to give some examples of amenities near her house. Write these under “Current”. Then ask that S for some things that aren’t near her house, but that she wants to be near her house. Write these under “Ideal”.



Divide Ss into pairs and have them discuss the questions at the bottom of the page.

B. Odd Couple 

As a class, discuss the first pre-listening question.



Divide Ss into pairs, and have them discuss the pros and cons of the four possible roommates. If Ss all choose the same roommate, have them rank the remaining roommates. They explain why they made their choices.



Have Ss look at the illustration, and say whether they are more like Antoine or George. Have them look back at Jack’s profile, and guess which roommate Jack is going to choose.



Listen to the dialogue to find out the correct answer.



Divide Ss back into pairs to complete the post-listening. Once they are finished, discuss as a class which pairs would make good roommates and why.

C. Pagoda 21 Realty 

Divide Ss into pairs. Explain that they are going to be moving in together as roommates.



Have Ss discuss the pros and cons of each home. Then, they must come to an agreement about which home to move into.



Divide Ss back into their same pairs to complete Part 2. Discuss the results as a class.

2B Unit 8 Lesson 2

Language goals: complaining and finding the positive in a bad situation Warm up

Have Ss discuss the warm-up questions in small groups.



Discuss answers as a class.

A. Cousin Squaggles 

Draw a circle on the board and write “Urban” inside of it. Draw a circle around that circle and write “Suburban” in that section of the circle. Draw a third circle and label that section “Rural”. If you want to add some flavor, add an additional circle and label that a slang expression such as “the Sticks”/”the Boonies”, etc. Ask the Ss what kind of person they consider themselves to be – city people, country people, etc., and show them where they are in the graph.



Divide Ss into small groups, and have them discuss the pros and cons of each of the topics listed. Remind them to give specific examples where possible. You could also use this as an opportunity to remind them to use clauses with “even though” and “although” from Unit 4.



Alternatively, you could use this as a debate activity.

B. Silver Linings 

Take a few of the cons Ss mentioned in Activity A, and write them on the board.



Divide Ss into small groups. Have them come up with at least two silver linings for each point. Then, discuss the results as a class.



Divide Ss back into groups, and have them contrast the pros and cons of the four situations at the bottom of the page.

C. Susan’s Catering Nightmare 

Introduce the situation of the game to Ss. Use the examples with a S to show what kind of answers they should give. Remind them there are no wrong answers.



Divide Ss into groups of two or three to play the game. If they don’t have a coin, simply have them answer the problem. Then, the other person or team will answer the problem in the next box, and so on.



Discuss a few key results as a class to find out how the Ss dealt with certain situations.

2B Unit 9 Lesson 1

Language goals: discussing free time then and now Warm up

For the warm up try writing these two sentence starters on the board. I agree that _____________ because… I disagree that ____________________ because…

A. What’s Old is New 

Another devil’s advocate. It is important to remind the Ss that even though they might disagree as to whether the product is useful or not, thinking of reasons why it is useful will help them to develop their fluency.

B. Postmodern Prometheus 

Start by having the Ss look at the picture. Brainstorm a list of all the appliances the robot is constructed out of, and write the list on the board. Based on the list what can the robot do?



Have the Ss listen, and check to see if any of these predictions were correct.



The post-listening makes a good transition to the next activity.

C. Robot Schmobot 

This works well if you put the Ss in pairs, and have them role play a sales person/customer. The sales person has to come up with a question for each category. Ex. Do you want your robot to have limited speaking ability, or upgrade to a vocabulary of 10,000 words? The customer should justify her answer to the sales person. Then they switch roles.



In part 2 the Ss should keep their choices from part 1 in mind when giving answers.

Additional Notes: 

The Segue continues the story of Bill the robot, and is a good review of the adverbial contrast clauses earlier in the book.

2B Unit 9 Lesson 2

Language goals: discussing hobbies and sports, and going places Warm up

This is a very big open-ended question. You could narrow it down by listing some topics on the board. i.e. phones, cars, houses, etc.

A. Perhaps One Day

Part 1 does not have definite answers as to which modal verb is used for each situation. If you think your Ss need guidance, put the verbs you would choose in a list for each situation.



You can also use the worksheet provided at www.pagoda21.com/sle or in the supplemental material section.



Part 2 is less structured and more conducive to free discussion.

B. Time Keeps on Tickin’

This activity brings up a language point from SLE 2A (adverbial time clauses).



First the Ss should plot out their past on the time line, and compare their time line to a partner’s. Then, they can discuss what things might happen. It’s important for them to compare what they envision happening. Ex. I will go on a big trip abroad before I have kids.

C. The Best Idea in History

Activity C is easy and a fun review of superlatives. Get the Ss to create questions for each other, ex. Which invention is the most likely to cause health problems?



Once they understand how to form the questions, have them stand up and mingle. They don’t have to ask them in order.

Additional Notes: Bonus 

This bonus is for Ss that are a bit more serious. It could be used to replace one of the more light-hearted activities.

2B Unit 10 Looking Back

Language goals: students reflect on what they have learned Warm up The warm up in Unit 10 can be used in several different ways: 

Ss take the quiz with you in a sort of informal discussion. Ask them how they felt during the activities, and grade it using the scores at the bottom.



Monitor them as they go. Use this as an aid in deciding whether or not they can progress in SLE. A sort of speaking test.

A. Design Your Own Apartment 

Draw a rough blueprint of your apartment on the board, and briefly describe some of the items you have in it. Embellish as you see fit.



Divide Ss into pairs, and tell them that you’re going to give them $15,000 (feel free to convert that to whatever currency you wish) to design an apartment with their partner.



Additionally, you could give them a blank sheet of paper. Let them draw out what they will buy, and where they will put it in their new apartment.

B. Caketastrophe 

Have Ss look at the picture, and guess what the situation is going to be about.



Divide Ss into small groups. Have them do the pre-listening, and then discuss as a class.



To prepare Ss for the listening, consider having them close their eyes, and give them some simple math problems to do with their fingers. Ex. “Ten minus four, plus three, divided by three. Open your eyes – who got ‘three’?”



Have Ss close their eyes and follow the listening activity. They might need to do it twice. The answer to the post listening question #1 is two: 10 – 5 + 3 – 1 – 1 = 6 – 2 = 4 x 2 – 1 – 2 – 2 -1 = 2



Divide Ss into small groups to discuss the post listening. They can use the listening dialogue at the back of the book to figure out the bonus question. The answer to the bonus question is eleven. 5 + 1 + 1 + 2 + 2 = 11

2B Unit 10 Looking Back

C. Taking Money From a Baby 

Divide Ss into pairs (or ideally groups of three, 1 bank clerk and 2 customers) for Part 1. Have Ss read the first line of their card and make sure that the ‘customers’ understand that they’re planning to rob the bank. This can be tricky as you don’t want the bank clerk Ss to find out!



Once Ss have completed Part 1, ask the ‘bank clerks’ if they thought the questions the ‘customers’ were asking seemed strange. Then, ask the customer Ss to explain what they were planning.



Have that same group now work together to complete Part 2. Have Ss present to the class afterwards.

D. Comedy of Errors 

In this game Ss land on squares, and change the incorrect sentences into correct ones before moving on. Note: Some of the grammar is not covered in this book, and comes from previous SLE books. Also, some of the sentences might be correct grammatically but have strange syntax.

E. Review Discussion 

The review discussion can be used in a few different ways: 

The odd-numbered questions follow the story of the Thompson family. Put the Ss in groups, and have them ‘scavenger hunt’ for the answers in the listening scripts at the back of the book.



The even-numbered questions use language from previous units; use this to assess their ability.

Bonus- Tour Guide 

Divide Ss into small groups to complete this activity.



As an alternative rule, suggest to some groups that they are planning a vacation for someone they don’t like.



OR list a few different kinds of people on the board – from royalty to someone considering study abroad. Divide the different kinds of people up among the groups, and see how the different backgrounds affect their choice of itinerary.

2B Supplemental Materials

Unit 1 A. Choose the correct verb to complete the question. Then, answer the question.

Study Drive

Watch Enjoy

Sing Be

Go Do

1. Did you use to ___________________ late at night when you were in high school?  ________________________________________________________ 2. What kind of car did your family use to ________________________?  ____________________________________________________ 3. What is something you used to _____________ on T.V. when you were in elementary school?  ____________________________________________________ 4. What is something you didn’t use to _________________ eating, but you like now?  ____________________________________________________ 5. What song did you use to _______________ with friends in High School?  ______________________________________________________ 6. Is there something that you used to ___________________ afraid of, but doesn’t scare you now?  ______________________________________________________ 7. Where is a place you used to ________________, but haven’t visited in a long time?  _____________________________________________________ 8. Which hobbies did you use to _______________ that you don’t have time for anymore?  _____________________________________________________ B. Finish the question with either go + ing or go + to, and answer the question.

Example: Is ______________ fishing a relaxing way to spend a day? A: Is going fishing a relaxing way to spend a day? B: No, going fishing is the most boring thing in the world. 1. Have you ever__________________ skydiving before?  ____________________________________________ 2. When is the best time to ___________________ a movie theater?  ____________________________________________ 3. Would you like to __________________________ Switzerland?  ____________________________________________ 4. Do you think ____________________ shopping is a waste of time?  ____________________________________________ 5. How often do you _________________ dancing?  ____________________________________________ 6. Who was the last person you _________________ a restaurant with?  ___________________________________________

Unit 2 A. Use fractions and percentages to answer the questions below.

Desserts

Classroom

chocolate women

pastry

men

frozen

1. How many people in the class are men?  __________________________

4. How many desserts are chocolate? ______________________________

2. How many people are women?  __________________________

5. There is sorbet, frozen yogurt, and gelato on the menu. What percentage of all desserts are these? ______________________________________

3. How many people in the class are men, and how many are women? ____________________________

6. Your friend thinks chocolate is too sweet, and doesn’t like cold food. How many desserts could you order?

7. About how much of your day do you spend at work/school?  _________________________________________________________ 8. If you found a wallet on the street, how much of the cash inside would you expect as a reward?  _________________________________________________________ B. Choose the correct preposition to complete the question. Answer the question, and confirm or correct the information.

Example: Were you born (in, on, at,) the nineteen eighties? A: Were you born in the nineteen eighties? B: No. Actually I was born in the nineteen seventies. 1. Do you wake up (in, on, at) eight or nine a.m.?  ____________________________________________________ 2. Have you ever eaten breakfast (in, on, at) night?  ____________________________________________________ 3. The next time you go on vacation, will you go (from-to, for, until) two weeks?  ____________________________________________________ 4. Do you have to come to Pagoda (in, on, at) Mondays or Tuesdays?  ____________________________________________________ 5. Do you sometimes stay at work (from-to, until, for) ten p.m.?  ___________________________________________________ 6. Weren’t you born (in, on, at) the summer?  ___________________________________________________ 7. Do you sleep late (in, on, at) the weekend?  __________________________________________________

Unit 3 A. Use heard and told to answer the questions about the following story. Ask a follow up question. Lola: Guess what? Last week Mike went to Brazil on vacation! He took a cruise on the Amazon River where he saw fresh water dolphins. He stayed in a tree house hotel, and slept in a hammock. He ate delicious local food like turtle and exotic fruit. He said that one of the most interesting things was a place where two rivers met. One river is white and the other is black. Where they meet looks like coffee and milk mixing together. 1. Where was Mike last week? (hear)  ___________________________________________________ Have you ever…… 2. What did he see on the cruise? (hear)  ___________________________________________________ 3. Where did he stay while he was there? (hear)  ___________________________________________________ 4. What kind of food did he eat there? (hear)  ___________________________________________________ 5. Did he say he saw anything interesting? (Lola told)  ___________________________________________________ 6. What was so interesting about it? (Lola told)  ___________________________________________________ B. Resolve the misunderstandings about Mike’s vacation. Then ask a follow up question.

Example: I was told that you liked your vacation. A: I don’t know where you heard that, but it was Mike that went on vacation. B: Oh okay. Do you have a vacation coming up? 1. Someone told me that Mike went to Basil, Switzerland on vacation.  (Actually….) ___________________________________________  Example: _______When did he go? _____________________ 2. That’s right. And I heard he got a bruise on the Amazon River from a dolphin.  (I don’t know where you heard that, but…)________________________  ______________________________________________ 3. Didn’t you say that he stayed in a free house? How did he get that?  (What I meant was…)______________________________________________  ______________________________________________ 4. So, did you say that he ate disgusting local food like turtle and that the fruit was toxic?  (What I actually said was…)_____________________________________________  __________________________________________________________________ 5. Well is this right? I heard that he went to a place where two lovers met. One lover was white and the other was black, and when they met it was like salt and pepper mixing together.  (I think there’s been a misunderstanding…) ___________________________________________  ____________________________________________

Unit 4 A. Add a modal verb (don’t have to, could/should, shouldn’t, have to) to the following imperative based on your opinion of the situation. Then answer the question.

Example: While walking home alone late at night, you ____________ walk extremely fast. A: While walking home alone late at night, you shouldn’t walk extremely fast. B: Why do you think so? __You shouldn’t walk extremely fast because you will look like you are afraid and attract attention. 1. When you get stung by a bee, you ____________________ put ice on the wound.  Why do you think so? ____________________________________________ 2. During a robbery, you _____________________________ do whatever the robber says.  Why do you think so? ____________________________________________ 3. After getting in a car accident, you _________________________ call the police.  Why do you think so? ____________________________________________ 4. Before going on an overseas trip, you _______________ make a copy of your passport.  Why do you think so? _______________________________________________ 5. If you spill coffee all over your shirt, you __________________ run to a store and buy a new shirt.  Why do you think so? _______________________________________________ 6. When a big snowstorm covers the city, you _____________________ stay at home.  Why do you think so? __________________________________________________

B. Answer the question by expressing an unexpected result using even though or although. Begin your response with a yes or no. 1. I heard your house burned down. Is your family safe? (yes)  ____________________________________________________________ 2. The earthquake happened during rush hour. Were a lot of people hurt? (no)  ____________________________________________________________ 3. The people of that country are protesting their government. Do you think it’s safe to travel there? (yes)  ____________________________________________________________ 4. There were a lot of fishing boats destroyed in the typhoon. Is the price of seafood going up? (no)  ____________________________________________________________ 5. Global warming will be very difficult to stop. Should we take action now? (yes)  ____________________________________________________________ 6. Gasoline is becoming scarce. Will we be able to drive in ten years? (yes)  ____________________________________________________________

Unit 5 A. Answer the question using seems/looks + adjective or seems/looks like +noun based on your opinion of the description. 1. Jason hasn’t bought any new clothes in many years. He doesn’t go out and spend money in restaurants. He lives in a small apartment by himself.  What kind of person does he seem like? ________________________________________________ 2. Amy is lying with her head on her desk. She has dark circles under her eyes. She can’t stop yawning?  How does Amy seem to you? _________________________________________________________ 3. J.J. just bought a shiny new Porsche. He drives his new car up and down a fashionable street with the top down. It’s night time and he’s wearing sunglasses.  How does he look? _________________________________________________________________ 4. Tara is wearing boots with 10cm platform heels. She is wearing a one piece dress that is a mix of colors and patterns. Her hair is dyed white, and styled straight up. She has tattoos of cartoon characters on her arms, and heavy face make up.  What kind of girl does Tara look like? __________________________________________________ 5. Gladys likes to listen to music from the 1950s on the radio. She meets her friends at a community center, and they do dances such as the twist and the jive. Everyone talks about how much they loved “those days”  How does Gladys’ hobby seem to you? __________________________________________________ B. Answer the question in your own words, and ask someone what they think.

Example: What kind of movies do you like? A: I like movies which have lots of handsome lead actors and kissing. How about you? B: I prefer movies that have aliens and cowboys and ninjas. 1. What kind of deserts do you like?  I like deserts which ________________________________________________________ 2. What kind of people do you respect?  I respect people who _______________________________________________________ 3. What are the qualities of a good friend?  I think a good friend is someone that___________________________________________ 4. What is a meal you will never forget?  I’ll never forget the meal that ________________________________________________ 5. Who is a person you will always remember?  I’ll always remember the (person, girl, teacher) who ________________________________________________________________________ 6. What is something you could never throw away?  Something I could never throw away is the (thing, letter, gift) that ______________________ 7. What trip can you never forget?  I can never forget the trip that ________________________________________________

Unit 6 A. Respond to the first question using might have/could have/might not have. Respond to the second question using must have/could not have/must not have. 1. Joe wasn’t in class yesterday. Where was he? _______________________________________________  I heard him say, “My sister’s plane was late.” Now what do you think? ____________________________________________________________ 2. What didn’t Susie do yesterday afternoon? _________________________________________________  I know that she doesn’t have any money. Where did she not go? ______________________________________________________________ 3. Colin said he went somewhere hot and exotic. Where do you think he went? _______________________  I heard him say he planned to go on a safari and take pictures of lions. Where did he go? ___________________________________________________________________ 4. Harold’s coming over here, and he looks really embarrassed. What happened? _______________________  He was talking to that girl, and now he has beer all over his shirt. I wonder what he said to her. __________________________________________________________ 5. Genie didn’t use to eat fish when she was young. Why do you think so? ____________________________  She told me that when she was young she lived in the middle of the desert. Why didn’t her family eat fish? __________________________________________________ B. Give “hindsight” advice to the speaker. Use could have or should/shouldn’t have. 1. I completely forgot to invite Jimmy to the party. I feel really bad about forgetting.  __________________________________________________________________________ 2. I really wanted to visit all of the museums in New York when I was there, but there wasn’t enough time.  ___________________________________________________________________________ 3. I bought a new BMW last week, so I don’t have enough money left to buy my girlfriend a birthday gift.  ___________________________________________________________________________ 4. I started feeling a little sick yesterday, but I went out drinking with my friends. I feel terrible today.  ___________________________________________________________________________ 5. I overslept this morning because I was using my phone for an alarm clock, and it died.  ___________________________________________________________________________ 6. I lent a dress to my sister, and it came back ripped. She feels bad, but doesn’t have any money to replace it.  ____________________________________________________________________________

Unit 7 A. Give advice using an imperative, and give a reason why.

Example: What is important to do when visiting your country?  Hold the door open for people when entering a building because it’s expected by the person behind you.  Don’t smoke in restaurants or bars because it’s against the law. 1. What is important when someone is meeting your parents?  __________________________________ because_________________________________________  Don’t _____________________________ because ________________________________________ 2. What do I do during my interview at (name of company)?  __________________________________ because _________________________________________  Don’t ______________________________ because _________________________________________ 3. What is important to do before a test?  ___________________________________because _________________________________________  Don’t _______________________________because _________________________________________ 4. What is something to do before going on vacation?  ____________________________________ because _______________________________________  Don’t _______________________________ because _______________________________________ B. Put the steps in order using the time words from the box, and add adverbs to some of the steps. (The order of the steps can be different. Give a reason why you would do something in your order) What do I need to do to travel overseas?

First Next Second

Then After that Finally

Always Carefully Definitely

Quickly Absolutely Never



______ Pick a destination that you want to go to.



______ Book your tickets well in advance so that you get the times you want.



______ Make a budget so that you know where you can afford to go.



______ Pack your suitcase because you don’t want to carry anything you won’t use.



______ Get your documents in order early because you don’t want stress.



______ Get any necessary shots or medicine before leaving.



______ Create an itinerary that allows you to be flexible.



______ Research local customs because you don’t want to embarrass yourself.



______ Get to the airport early so that you can avoid delays.

Unit 8 A. Match the statements on the left with their definitions on the right.

a. owns the building.

1. What are amenities?  Amenities are things that _______________________________________ 2. Who are neighbors?  Neighbors are people who ______________________________________ 3. What is a neighborhood?  A neighborhood is a place where ________________________________ 4. What is a roommate?  A roommate is a person who ____________________________________ 5. What is rent?  Rent is the money that ________________________________________ 6. What is a landlord?  A landlord is a person who _____________________________________ 7. What is moving?  Moving is an activity that ______________________________________ 8. What is furniture?  Furniture is stuff that ________________________________________

b. you share an apartment with. c. you do when changing homes. d. people live close to each other. e. live close to your home. f. you pay to live in a house temporarily. g. provide convenience around your neighborhood. h. You use inside your house to make it comfortable.

B. Answer the question using: Too much/many/Not enough+ noun. < Or> Too + adjective/ Not + adjective + enough. Then, contrast the complaint with a positive statement using but or even though. 1. What’s wrong with the amenities around your house? _ (There aren’t enough cute cafes in my area) ___  What’s good about them? _(Even though there aren’t a lot of cafes, there is a nice park)_____ 2. What’s wrong with your neighbors? _______________________________________________________  What’s good about them? ___________________________________________________________ 3. What’s wrong with your neighborhood? ___________________________________________________  What’s good about it? _____________________________________________________________ 4. What’s bad about living with a roommate? _________________________________________________  What’s good about it? ______________________________________________________________ 5. What’s bad about the cost of living? ______________________________________________________  What’s good about it? _____________________________________________________________ 6. What’s the worst thing about moving? ____________________________________________________  What’s good about it? _____________________________________________________________ 7. What’s the matter with your furniture? ___________________________________________________  What’s good about it? ____________________________________________________________

Unit 9 A. Answer the questions about the possibility of these things happening in the future, and give a reason why. 1. Tina has been studying for several months. She has always been a good student and test taker.  How will she do on the test? She should do __________________because ________________________ 2. Sean called me. The subway stopped running, and he is walking home.  How do you think he will feel when he gets here? He might be _________because__________________ 3. Danielle went to the best high school in the city, and then went to a really good university. She has done several internships at big companies.  What kind of a job do you think she will get? She will get ___________because____________________ 4. Lara has been saving money for several years. Her company just went bankrupt, and she lost her job.  What is she going to do now? She could __________________________ because ________________ 5. Harry is never late. He sets his watch five minutes early to keep himself ahead of schedule. He said he would be here at six and it’s 5:50.  When will Harry arrive? He should be ______________________ because______________________ 6. Last time Julian visited he couldn’t speak the language very well. He said he studied, but he’s really lazy.  What do you think his speaking ability will be like when he visits next week? He might not be _____________ because ______________________________________________ B. Answer the questions about the certainty of the future in your life. 1. What might you be doing at this time next year?  ___________________________________________________________________________ 2. What could you do with $500?  ___________________________________________________________________________ 3. What is something we should be able to do in the next ten years?  ____________________________________________________________________________ 4. When will you go on vacation next?  ____________________________________________________________________________ 5. Where do you think you might be going?  ___________________________________________________________________________ 6. How long will it take you to reach the speaking skill in English you hope to achieve?  ___________________________________________________________________________

SLE 2C Lesson Plans The following pages contain concepts for how to run the activities within SLE 2C. They are not full lesson plans nor should they substitute your own lesson plans. They are meant to guide instructors through certain activities or provide alternative ways to approach them.

2C Unit 1 Lesson 1

Language goals: Introductions, describing things in specific detail Warm up

As Ss are coming into class, have them work in small groups to answer the warm-up questions.



Have a few follow-up questions for the different topics listed on the board to get the Ss started.

A. You Are How You Live 

To introduce this lesson, consider bringing in some items (or have images of items) that you think represent different parts of your life – clothing, a book, a piece of art, shoes, etc. Explain to Ss how these items represent you.



Have Ss look at the illustration. Tell them that they are going to choose a series of items to ‘build’ a home that represents them – the architecture, the car, and the things inside the house. These will give your partner a visual idea of who you are.



Ask Ss, based on first impressions, which ‘House’ they think you are. Then, have them explain why they think so. Ask a few Ss which house represents them, and have them explain. Once Ss seem to understand the concept of the activity, divide them into small groups.

B. Art Show, Smart Show 

Divide Ss into pairs, and have them describe each of the images on the page. Tell them to consider some of the vocabulary at the bottom of the page, but allow them to use any adjectives they can think of.



As an alternative, consider bringing in several different examples of art. Print out, and cut up the vocabulary listed on the page. Divide the Ss into small groups, and have them sort the images with the words they think best relate to that image. Ideally, each image should get two or three words.

C. But Is It Art? 

Bring in a questionable or strange (in your opinion) piece of art, or something similar to the ‘Sir Dogfry’ example. Have Ss describe the piece, and how it makes them feel. Ask them if it is art. Discuss. Then ask them what they would call the piece. Then, ask how many of them would hang it up in their house.



Divide Ss into small groups. Have them describe and name the various images. Once they have finished, review each piece as a class. Write a few of the good ones up on the board for laughs.



Alternatively, give Ss a blank piece of paper, and tell them to think of three adjectives from Activity B that they will interpret on the piece of paper. Give them a few minutes to draw a picture. Tell them it can be anything – a location, a person, something “modern”, anything. Once they finish, have them follow the same concept for the activity, only with their own sketches.

2C Unit 1 Lesson 2

Language goals: Describing levels of importance, genres, and story order Warm up Have Ss discuss which genre they prefer in each category, and have them explain why they think that genre is one of the best.  This can lead into a mini-debate if Ss seem interested. A. Portrait of an Artist  Write “Not important”, “Important”, and “Necessary” on the board. Ask Ss a few general questions to elicit answers in each category. Ex. “Is it important to brush your teeth every day?” OR “Do I need to exercise every day? No, it’s not necessary to exercise every day? But do you think it’s important to exercise every day?”, etc.  Ask Ss about what things are important for improving English. Ask Ss what things aren’t important. Ask about things that obviously aren’t important if Ss have a hard time answering this. Ex. Eating western food. Finally, ask Ss if they think actually speaking English is actually necessary for improving their English. Give them a few minutes to discuss in pairs. Then, review their answers as a class.  Divide Ss into small groups to discuss questions 2 and 3. If they seem comfortable with the language, move on to Activity B or C. If they are having a difficult time, move on to part 2 in pairs. B. The Right Mix  Have Ss look at the music genres at the top right of the page. Ask them if they can think of any other genres that they like.  Divide Ss into small groups to discuss the questions. Review their answers as a class, maybe having the Ss describe their partners’ choices.  Do the same with part 2. C. The Silver Screen  Ask Ss what they think are some of the best movies ever made. Select one movie that they’ve all seen, and draw a chart that marks “beginning”, “rising action”, “climax”, “falling action”, and “end” (Like the chart in Unit 9, Lesson 2 Warm up). As a class, mark these key moments in the movie.  Divide Ss into small groups, and have them work together to come up with a synopsis for one of the other movies mentioned. Review as a class.  In their same groups, have the Ss choose one or two movie posters, and come up with a synopsis for that movie based on the questions listed in part 1. Then, have the groups present their movie to the class.  Have Ss move on to part 2, and let them either use the chart or make up their own characters, plot hook, and location. Have them follow the chart on the board if they need guidance.

2C Unit 2 Lesson 1

Language goals: raising considerations, making suggestions Warm up

As Ss are coming into class, have them work in small groups to answer the warm-up questions.



Perhaps brainstorm some other times people plan to do something and things people plan for.

A. Decisions, Decisions 

This activity brings up a language point that was introduced in SLE 2A.



Go over the example so they get the idea of raising a consideration. Put the Ss in groups of four, and assign each of them one of the points. Give them a minute to write some considerations in the blank spaces. They can then take turns giving the other people in their group advice. Write, “I am __________ what should I consider?” on the board. The first S asks the question, and the S who wrote considerations for that point gives advice. Additional controlled practice is available at www.pagoda21.com/sle or in the supplemental material section.



Next, have them write down something they want to do, and ask their class mates for some considerations.

B. Whatever’s Clever 

The language point in this activity is pretty simple, and you probably don’t need to spend much time explaining it. Have the Ss dive right into the pre-listening discussion.



Have the Ss listen, and circle where Richard and Stan decide to go.



The post-listening can be fun if you model the reactions before starting. Have a S ask you the first question and say, “Wherever.”. Tell them they must suggest things until you hear something you like.

C. This Wasn’t in the Plan. 

Good for serious Ss/instructors.



Consider letting them do a couple. Then, bring one of their own problems to the table, and use the steps to help them find an answer. (Tell them the problem doesn’t have to be serious nor real.)

Additional Notes: 

The bonus would make a good replacement for activity C if you feel it is too serious for your class.

2C Unit 2 Lesson 2

Language goals: advice in the past, negotiating and compromising Warm up 

Have Ss discuss which of the things they would do on the list, and give reasons for their choices.

A. I Didn’t Think This Through 

A review of expressing regret from SLE 2B. If this proves to be difficult language for your Ss, consider bringing in some supplemental material from 2B to give them more practice. Available at www.pagoda21.com/sle or in the 2B supplement section.



Pretty straight forward. Ss think about things the people in the picture should or could have done differently. Tell them to try and think of at least two possible regrets the people might have.

B. Negotiation Station 

The language point is review. The phrases are suggestions to help the Ss practice more natural conversation flow. They are only suggestions, so the Ss should not feel limited to them.



If you have a high level class, skip over part 1.



In part 2, divide the class into A and B roles. Give them a minute to fill in the missing information, and model the example with a S.

C. Project Plan 

Another more serious activity. The Ss need to know that without making compromises the activity cannot be completed. Go over the example with a S, and point out the compromises.



This activity reviews prepositions of time from SLE 2B. It might be helpful if you gave them a refresher of in and on as it is a common area in which Ss make mistakes.



It is also a good idea to make sure the Ss understand the vocabulary for things in their schedules before starting out. Tell them that they should be willing to compromise on the things they don’t enjoy as much, and less willing about the things they do enjoy.

2C Unit 3 Lesson 1

Language goals: Discussing responsibility and productivity Warm up

Write the warm-up question on the board, and a starter prompt, “I have to…”



After Ss have discussed, review as a class.

A. Responsible Slacker Quiz 

Divide Ss into pairs to complete the quiz. Make sure Ss explain why they made their choice, and give specific examples when possible.



After Ss have scored themselves, review the scores as a class. Finish by having them discuss the cons of being too responsible or too much of a slacker.

B. I’ll Stop Procrastinating…Tomorrow 

Have Ss look at the images in the pre-listening, and discuss which habits they have. Then, discuss the pros and cons of each – are they productive or irresponsible?



Ask Ss what they think an “efficiency expert” is, and once it has been explained, have them predict what the listening is about based on the illustration.



Listen to the dialogue, and have Ss circle the points being discussed (a, j, d, g, c). For a comprehension check, have Ss discuss the post-listening questions in pairs.

C. See It My Way 

Explain to Ss that they are now going to take on the role of a consultant in order to determine who gets a promotion for their company. Give an example of the role play with one S. Then, divide the class into pairs to complete the activity.



As a class, decide which employee should get the promotion.

2C Unit 3 Lesson 2

Language goals: Expectations and making responsible choices Warm up In the Lesson 1 Warm up, Ss talked about what responsibilities they have; this warm up focuses on what they expect other people to do for them. This could be a good place to review “important to” and “important for” from Unit 1. Write an example on the board such as, “It’s important for a best friend to give you a gift on your birthday.”, etc. A. Let’s Talk Responsibility  Tell Ss that a friend of yours is moving into a new house soon. Ask them what you’re supposed to do – should you give them a gift, help them move in, etc.  Divide Ss into small groups to complete part 1. Once they finish, review as a class.  If Ss get this language easily, move on to Activity B or C; if they need additional practice, have them do part 2 in their groups.  For this Language Point, don’t put too much focus on using one over the other; they are there more for reference. They can be used, at times, interchangeably, but it’s helpful for them to understand that they may hear either. B. Do the Right Thing  Tell Ss about a time when you had to deal with a rude person or awkward situation. Ex. I was standing in the elevator, and a person got onto the elevator. For no reason, they started screaming. Ask Ss what the responsible way to handle that situation would be. Discuss with Ss how they would respond.  Divide Ss into small groups, and have them discuss each situation.  If it helps Ss, print out the Reaction Bank for them to cross off reactions they’ve already used, or, if done as a class, write the reactions on the board and cross them out as they’re used. C. We Built This City  For this activity, Ss will be looking at the responsibility of the community and government in creating a healthy city.  In pairs, have Ss look at the illustration, and identify various problems the city is having. Have them decide which department should be responsible for fixing that problem.  Once they’ve identified several problems, have Ss rank the five departments in order of importance. The number they give will determine how many points they have to ‘spend’ in part 2.  Divide Ss into small groups and have them decide which ‘bills’ to assign to each department, making sure they use the number of points decided in part 1. Have them discuss the pros and cons of each bill before making their decision.  Alternatively, divide the class into five groups, one for each department. After each department has discussed which bills they will pass, have them present their bills, and the effect they think the bill will have to the class.

2C Unit 4 Lesson 1

Language goals: stipulating conditions Warm up

The decisions are meant to be difficult. Neither option being ideal. If your Ss find one option easier to choose than the other, challenge them to give good reasons for their choices.

A. No Strings Attached 

This lesson introduces adverb clauses of condition. It is a pretty difficult grammar point. Don’t worry about explaining the specifics of the grammar, but rather just get the Ss talking. The Ss can answer all the questions using just the second conditional. Get them comfortable with answering the questions, and try to guide them into using the expressions.



If Ss are struggling to use the expressions, this would be a good lesson to give them the handout available at www.pagoda21.com/sle or in the supplemental material section. Give them a moment to think about how they would respond to each question. Then ask them one by one. After, you could let them try some of the conditional statements again.

B. Only If I Have To 

Have the Ss discuss the pre-listening questions before introducing the language point.



Introduce the idea in the language point (the contrast between only if and even if). Then, have the Ss look at the picture, and the only if statements on the next page. Ask them to discuss under what conditions they would tell their friend.



Have Ss listen, and circle the advice Lisa gets from Susan.



Write: I will ________________ only if ______________ on the board. Have Ss discuss the postlistening in pairs using the sentence cue and their own words. Be sure to enforce follow ups!

C. Pickles 

This would be quite a lengthy activity to have Ss read each situation, and respond. Instead, put the Ss in pairs, and give them each one number to discuss. Write: Wrong Way ______________ Right way on the board.



Have each group come up with what they think are the right and wrong ways to do their specific number. If you have time, have them report to you, and list them on the board.



Alternatively, you could replace this activity with the Bonus. Give the Ss several minutes to think about and respond to whom they would bring. Write the names of the three people on the board, and put it to a vote. 88

2C Unit 4 Lesson 2

Language goals: weighing options and making choices Warm up

The warm up is a continuation of Activity C from Lesson 1. Skip it in a 100 minute class, or substitute any of the situations from that activity as the warm up.

A. Weighing Your Options 

The idea is for the Ss to discuss both sides of the situation, and to try and find a middle ground.



If you have lower level Ss, give them several options for each, and have them choose the best one. Ex. 1. Joe could stop going out with friends on the weekend. 1. Joe could spend his vacation applying for new jobs.

B. Needs vs. Wants 

An alternative way you could run this activity is to tell the Ss they may only choose four ‘needs’ from the list (they cannot choose money). The rest of the things can only be ‘wants’. Then, they discuss which ‘needs’ they chose and say why they chose them.



In part 2, Ss discuss what they would do in each situation. You could even add some things to the list to make it more interesting. Ex. make kimchi bokumbob (no rice cooker, no stove)

C. Go With The Flow 

This activity is easy once the Ss get the hang of it. The important thing is for them to get the idea of forming a question when there is a choice.



Write: Would you ___________________ or _______________ on the board. Tell them to refer to this every time there is a choice. Go through the example together so they get the hang of it.



Something to keep in mind is that a flow chart really only gives the illusion of choice. Most outcomes are pretty much the same.

2C Unit 5 Lesson 1

Language goals: describing products, expressing preferences, adjective order Warm up

Give the Ss a reference for the difference between kind of and brand of. Ex. My favorite kind of shoes is sneakers. My favorite brand of shoes is Puma.

A. Fashion Fades, Style is Eternal 

Before having Ss turn to this activity, bring in a couple of pictures of famous people wearing different styles of clothing. Show Ss a picture, and tell them we will be talking about clothing and fashion. Then, hide the picture, and have them describe what the person was wearing. As a class, see which group was closest in their description. Alternatively, you could simply have them describe what you (or their partner) are wearing.



This Language Point is meant more for reference than to be specifically taught. Native speakers do this without realizing that they’re putting adjectives in a specific order. If you wish to practice it, have Ss brainstorm adjectives that would fit in each category to ensure they understand the meaning of each section.



Divide Ss into small groups to complete part 1. Once they are finished, have them present their outfit, and say where they would go in it.



If Ss are enjoying this activity, move on to part 2; otherwise, move on to Activity B or C.

B. London Calling 

Remind Ss of the previous conversation in the warm up, specifically about brands of cell phones. Tell them about your phone or maybe an upcoming phone. Ask them how much they would pay for an upcoming phone – how much is ‘reasonable’.



Have the Ss discuss what kinds of phones they’ve had previously, and how contracts have changed in price over the years.



Listen to the dialogue, and confirm answers as a class. Have Ss discuss the first post-listening question in pairs. Once everyone is finished, get a consensus of which phone is more popular among the Ss.



For the second post-listening question, offer to sell Ss some small object (a coffee cup, a sticker, a pen, etc.). Offer an outrageous price, and pretend it is reasonable. Have them offer what they think is a reasonable price; meet in the middle, then let them haggle you down. Divide Ss into small groups, and have them take turns being the buyer and seller.

C. Don’t Count Your Chickens 

Divide Ss into small groups for this activity. Then, discuss answers as a class once they are finished. 90

2C Unit 5 Lesson 2

Language goals: using adjectives with prepositions to describe feelings and objects Warm up

Have Ss discuss the warm up questions in small groups. Then, discuss as a class.

A. Information Overload 

Bring in a series of pictures of people with varying emotions, and have corresponding emotions on the board (related to the Language Point). Have Ss match an emotion on the board to one of the pictures, and answer the question. “What is he proud of?”/”What is she sad about?”, etc.



Part 1 answers: 1. About 2. Of 3. With 4. For 5. At 6. In



Part 2 possible answers: 1. Angry at 2. Disappointed in 3. Content with 4. Shocked by 5. Proud of

B. Selling Ice to an Inuit 

Bring in an object (or a picture of an object), and have Ss brainstorm all of the possible uses for it. It could be a mundane item, a broken item, or an unidentifiable item. Ex. A straw, a spring, etc. Write all of the answers on the board.



If Ss do well with this, divide them into small groups to complete this activity. If they are having difficulties, do #1 with them.

C. It Slices! It Dices! 

Setup this activity in a role play fashion – the Ss are, in fact, working for the advertising company.



Show them the current product that has been marketed, Dazzler, and ask if they would use the product.



Tell them that sales have been down, and they really need a hit new product in order to save the company.



Divide them into small groups. Have them either create a product, or use one of the sample products. Then, create a marketing campaign for it.



Once Ss complete this activity, have each of them present their product to the class.

Additional Notes: Bonus. The Bonus in this unit provides an additional opportunity to use some of the topic vocabulary, and could be used as a substitute for Activity B or C. Have Ss be specific as to what kind of gift they give in order to practice adjective order.

2C Unit 6 Lesson 1

Language goals: creating more natural conversations Warm up

Put Ss in pairs. Have them discuss which option they would choose, and give a reason why.



Be sure to let the Ss know that there is really no right answer here.



For an advanced group, have them come up with an alternative D. Then, answer for each category.

A. The Conversationalist 

Rather than go through the responses one by one. Have the Ss start with part 1. Tell them that every time they use one of the responses in the personal response bank they must cross it out, and use a different one for the next number.



For part 2 give the Ss a reasonable time limit. (30 seconds). Tell them they have to talk about each number for that time, but are free to make the conversation go in any direction they wish.

B. Conversation Breakdown 

This activity focuses on a rather difficult element of conversation. If you feel like it is too hard for your class, you could replace it with the Bonus. You could also give the Ss the worksheet available at www.pagoda21.com/sle or in the supplemental material section.



Consider taking the sentences from the post-listening, creating some of your own, and typing them up on strips of paper. Put the Ss in groups and distribute the strips. Tell them to emphasize the second word in the sentence to their partner, who must then give an answer. The Ss pass the strip on, but this time they emphasize the third word and so on.

C. Finding an In 

This activity is about breaking an awkward silence. Something your Ss are probably really good at already. This activity is more about being good at conversation than English. It can help the Ss to know that many native speakers feel uncomfortable in these situations as well.



If you think your class needs it, set up an ‘in’ question for them to start in each situation. Ex. Excuse me, is this your first time visiting London? Then, they choose one of the follow ups from below, or use their own.

2C Unit 6 Lesson 2

Language goals: euphemism and exaggeration Warm up

Very straight forward. Best for a group discussion. Keep in mind that some of these are not okay to ask people in Korea, but are okay in Western countries and vice versa.

A. Chew Your Words 

Go through the shades of meaning example with the Ss. Write: Gentle ____________ Harsh on the board. Brainstorm things to say for each sentence in part 1 as a class.



If the Ss get the idea, have them move on to part 2 in groups, or go onto Activity B.

B. A Little Bit Over the Top… 

This is very much the same as Activity A except that the focus is on exaggerating. The example creates easy context for what you want the Ss to do in part 1.



Put the Ss in groups of four if you can. Have them go through the questions. Exaggerating each part as they go.



Part 2 is better suited to advanced classes because they need to use reported speech in their conversation.

C. Exaggeration Evaluation 

This is kind of a two truths and a lie activity except the Ss shouldn’t lie, but rather exaggerate.



Take some heavy paper, and cut it into identical sized ‘cards’. Write truth, truth, exaggerate on the cards. (so they cannot see the words through the back)



Put Ss in groups of four. (add more cards for different size groups)



Ss then go through the five topics, and ask their partners to relate a story of a time when they were in the situations. The Ss asking each draw a card. If it says truth, they tell the truth. If it says exaggerate, he/she exaggerates.



The S asking must decide who is exaggerating and who is telling the truth.

2C Unit 7 Lesson 1

Language goals: expressing skepticism, discussing supernatural concepts and dreams Warm up

Have Ss brainstorm answers to the second question. Start a list of them on the board.



Discuss some supernatural beings – this is a good spot to introduce some the Ss might not be familiar with from Western culture (the Tooth Fairy, Easter Bunny, etc.)

A. I Don’t Buy It 

Have Ss complete the part 1 quiz in pairs.



Draw a genie and a Pegasus on the board, and maybe a race track. Discuss with Ss which would win in a race and why. If Ss seem to get the concept, divide them into small groups to complete part 2.



Alternatively, do this activity as a class debate. Ss must give at least three reasons for the side they are given.

B. Lisa Through the Looking Glass 

Tell Ss to identify the five symbols in the pre-listening – possible answers: falling, water, doors, being chased, and studying. Brainstorm any additional symbols on the board. Divide Ss into small groups to discuss what they think the symbols mean.



Have Ss look at the illustration, and come up with their own story of what they think Lisa’s dream is about.



Listen to the dialogue so Ss can compare their story with Lisa’s actual dream. Divide Ss back into their groups to discuss the post-listening Part 1 questions.



If Ss seem interested in discussing their dreams, continue on to Part 2, or informally have Ss volunteer to tell about a dream. Have the class interpret it.

C. The Deepest Meaning 

Consider passing out a sheet of paper for Ss to take notes on. Narrate the questions in Part 1, giving them time to jot down ideas.



Have them compare their answers to Part 1 with a partner.



Have them turn to Part 2 and answer the questions with a partner. Tell them to discuss if they think the interpretation is accurate or not.

2C Unit 7 Lesson 2

Language goals: expressing wishes and regrets, discussing escapism Warm up

Ask Ss if they have ever seen the movie Aladdin. See if they can recall the three rules the genie had about giving wishes. They were, “can’t wish for more wishes”, “can’t make someone fall in love with you”, and “can’t bring someone back from the dead”.



Give Ss a minute to come up with some additional rules. Then, have them take turns coming up with what they would wish for (keeping the new rules in mind).



For an added level of difficulty, have the ‘genie’ think of a way to make the wish come out negative based on the wording of the wisher. Ex. “I wish for everything I touch to turn to gold…” “Granted! Unfortunately, you’re going to have a hard time eating or kissing your date…” OR “I want to be incredibly attractive to women!” “Okay, poof, you are now an adorable kitten!”

A. I Wish My Brother George Were Here 

Part 1 focuses primarily on wishes in the past and present, so consider writing these two forms on the board for reference. Start with an example as a class, maybe about the weather. Elicit a couple of examples.



If Ss seem to get this, have them complete Part 1 in small groups.

B. The Escapist 

Ss have been talking about wishes, so transition by acknowledging that we can’t always get what we wish for. Sometimes we have to deal with reality through escapism. Describe how you escape, and elicit a few examples from the class.



Divide Ss into small groups. Have them complete Part 1, putting each method of escape into one of the three categories, and discussing the matching questions to the right of each box. Review as a class.

C. Basements & Lizards™ 

This activity brings back both the supernatural and escapism. Explain to the Ss that they are going to first make a character. Then, play a game with the character they make.



Divide Ss into groups of 2 to 4 people, and have them decide who will be which character from Part 1. Ss can be the same kind of character if they wish – you could have a group of four wizards if they really want. Part 2 allows them to customize their character and make it more unique to them. If they are working in pairs, consider allowing them two extra items instead of just one.



Have Ss play through the board game on Part 3, keeping in mind the abilities, flaws, and items they chose. 95

2C Unit 8 Lesson 1

Language goals: defining concepts, talking about success Warm up

Ss look at the profiles, and discuss which person most fits their idea of success.



Ask the Ss to find what they consider to be a success and a failure in each person’s profile.

A. The Ladder to Success 

This language point is more poetic than natural. The idea is more about getting the Ss to discuss abstract concepts than use the language point correctly. These are the kinds of topics Ss will encounter more in the SLE 3 levels.



In part 1, give the Ss a few moments to choose which five things they think make someone successful, and have them give reasons for their choices.



If your Ss want a bit of fun, try playing the song “Happiness” from You’re a Good Man Charlie Brown. Have the Ss write down as many gerund phrases as they can, then come up with their own.

B. Cry If I Want To 

Go to the post-listening first. As a class, come up with a list of what matters and what doesn’t matter. Write the items up on the board.



With the Ss, brainstorm all the things that Susan might be unhappy about in the illustration.



After the Ss listen, have the Ss compare Susan and Richard’s matters and don’t matters with the ones they brainstormed.

C. Growing Pains 

This activity can be a lot of reading if you don’t break it up. Write: Success ______________ Failure on the board. Write the names of the people down the left side.



Put the Ss in pairs, and assign them two of the people. Have them write down a list of a few predictions for their people.



Turn the page. Have them check their predictions, and decide if they consider the people to be successful or not.



Then, have each group report their findings, and decide which column to put them in.

2C Unit 8 Lesson 2

Language goals: the game of life Warm up

The warm up is used to introduce the Ss to the four symbols used throughout the lesson. (money, time, family, fame)



Once you establish what they mean, have the Ss decide which is most important to them and why.



The activities can be done separately, but are best played as a kind of game from beginning to end.

A. Build a You 

Tell the Ss that in this activity they get to create a ‘different’ you. The person they create can be similar to them, or completely different.



Ss should ask one another the questions, record their answers, and write their totals in the bank at the top.



After they enter their totals, ask them what their highest score is. Ask if it’s different from what their initial idea of success was.

B. Life Choices 

First, have Ss transfer in their points from Activity A into the four fields at the top.



Change up the pairs/groups, and have them speak with someone else. This time they should answer the questions about each situation together, and record their points in the boxes adding the total as they go. Like you would in a game of Scrabble.



Make sure the Ss are giving reasons for their choices, or it will be a really quick activity! Frame this by writing: I will/won’t go because _________________ on the board. Go over number 1 with the Ss. Write your personal info in the space on the board.

C. Good Intentions 

First, have the Ss take their totals from activity B, and write them in the B column in the score board.



Get each S to come up with their own game piece( a button, an eraser, a usb)



The Ss flip a coin to advance. In this game, advancing slower is actually more beneficial because you have the chance to get more points. (just like real life)



Ss then go through the board answering the questions and recording their points for each box.



For the ‘Chance’ boxes the Ss pick one of the three numbers, and turn the page to get their question.



The score card is pretty tongue in cheek. Ask the Ss if they are satisfied with their score in each area, and if they wish anything were different.

2C Unit 9 Lesson 1

Language goals: storytelling, inferring missing information Warm up

Have Ss brainstorm famous ‘good guys’ and ‘bad guys’ in movies, books, on TV, etc.

A. Fables and Foibles 

Ask Ss if they are familiar with some of the Fables mentioned in Part 1. As a class, reconstruct the story of the Grasshopper and the Ant. Don’t feel the story has to be correct; let them fill in parts they don’t remember or add in elements of their own. Once the story has been told, have them discuss some of the possible lessons in small groups to make sure they understand the concept.



Have Ss complete two through five in their groups (telling the story and discussing the lessons). Then, give Ss an opportunity to share their version of the fable.



If Ss seem very interested in these, allow them to share additional fables they know. Or a cultural one you might not be aware of.

B. Reading Between the Lines 

Have Ss make a guess about which image matches Story A or Story B.



Listen to the dialogue to confirm their guesses.



As a class, look at #1 of the post-listening. Elicit a name for the woman, and a time the story is taking place. Have Ss describe what is happening in the first and third pictures. Then, elicit a couple of different possibilities for what happened between these two moments.



Divide Ss into pairs, and have them complete two through five. Then, let them present their stories. Alternatively, have them draw out the missing picture(s), and show them as they tell their story.

C. The Black Out 

Put the Ss into groups. Tell them they need to reconstruct the story of their night in five or more sentences. Present their story. Somebody votes on the best one.



You could use the diagram in the Lesson 2 warm up to help the Ss outline their story arcs.

Additional Notes: Bonus. The bonus activity for this unit gives Ss an opportunity to develop their own fables while still providing the basic lesson concepts. You can use this as an alternative activity to continue from Activity A.

2C Unit 9 Lesson 2

Language goals: describing characters and telling personal stories Warm up

In the Lesson 1 warm up, Ss brainstormed some of their favorite protagonists and antagonists. Write the graph from the warm up on the board, and have Ss fill in the plot points from their favorite movies.

A. Anecdotal Evidence 

Divide Ss into pairs, and have them interview their partner for the information in Part 1.



Next, have them switch to a new partner to tell stories in Part 2.



Once they have finished, have a few Ss share stories they made about their first partner.



Alternatively, have the partner from Part 2 share a story they heard about their partner’s partner from Part 1. (just to confuse everyone)

B. Get Your Story Straight 

Make a copy of the storyboards, and cut it up into twelve cells. Make enough for a few different groups.



Pass out the stack of story cells, and have them put the story together in any order they wish.



Once everyone has finished, have them share their stories as a class.

C. A Storied Past 

Have Ss complete Step 1.



Divide Ss into pairs, and have them talk about their characters with each other. Then, agree on Step 2 and Step 3.



Have the pairs make a story in Step 4 using one of the rule forms. If Ss seem engaged, have them repeat Step 4 with a new partner (repeating steps 2 and 3 as well). Consider alternative rules in making the chain story. Ex. Play it as a game of “snake” where they can choose any one of the verbs directly above/below/next to the last verb used.

2C Unit 10 Looking Back

Language goals: reflecting on what we have learned Warm up The warm up in Unit 10 can be used in several different ways:  Ss take the quiz with you in a sort of informal discussion. Ask them how they felt during the activities, and grade it using the scores at the bottom.  Monitor them as they go. Use this as an aid in deciding whether or not they can progress in SLE. A sort of speaking test. A. Devil’s Debate  Write out the numbers 1-10 on pieces of paper, and put them into a bag.  Have Ss grab a number out of the bag. That is their opinion.  Ss mingle around the room reading their opinions to others. The person they speak with MUST disagree. B. This is the End, Beautiful Friend, the End.  Ss trace the lines, and listen to find out if they are correct.  In the post-listening, have them underline the items they accomplished, check the ones they want to do, and put an X in the boxes of things they think are impossible for them.  Ss should ask one another questions about their lists. C. The Device  Divide Ss into pairs (or ideally groups of three)  This is a marketing game, so it’s good for business oriented Ss.  Have them spend some extra time on it, and make it a presentation on the last day. You are the president, and will award a prize to the group with the best presentation/product. D. Comedy of Errors  In this game Ss land on squares, and change the incorrect sentences into correct ones before moving on. Note: Some of the grammar is not covered in this book and comes from previous SLE books. Also, some of the sentences might be correct grammatically but have strange syntax. E. Review Discussion  The review discussion can be used in a few different ways:  The odd-numbered questions follow the story of the Thompson family. Put the students in groups, and have them ‘scavenger hunt’ for the answers in the listening scripts at the back of the book.  The even-numbered questions use language from previous units. Use these to assess their ability. Bonus. Haiku  This looks like a writing activity on the surface, but counting syllables is a great way to improve pronunciation.  Have Ss write Haiku, and read them aloud. Their partners should count the syllables as they hear them, and make sure they are following the form. 100

2C Supplemental Materials

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Unit 1 A. Complete each question below with an adjective from the bank. Any adjective can be used with any question. Original Deep Intense

Subtle Abstract Moving

Pretentious Disturbing Dull

What is the most/-est _______________ art piece you have ever seen?

Should art be _______________? Why or why not?

Do you like art that is _______________? Why or why not?

Do you like movies that are _______________ or _______________? Why?

Do you think horror movies are _______________? Why?

What is the most/-est _________________ movie you have ever seen?

Do you prefer listening to music that is __________________ or ___ (add your own adjective) __?

B. Answer the questions about generalities using to. Answer questions about specifics using for. Example: What is important to eat every day? A: It’s really important to eat fruits and vegetables. What is necessary for you to eat? B: It’s absolutely necessary for me to eat chocolate. I would die without it. 1. What subjects are important to study in school?  What is important for girls to study in school? 2. What is something that is unnecessary to do on vacation?  What is something that is necessary for you to do on vacation? 3. What is important to do when visiting an art museum?  What is necessary for art museums to do to attract people to shows? 4. What is important to consider when choosing a new phone?  What is important for tech companies to do to keep customers? 5. What is unimportant to have in a good movie?  What is something necessary for a movie to become a blockbuster? 6. Do you think it is necessary to get married?  Is it more important for men or women to get married?

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Unit 2 A. Answer the questions about considerations using an indirect question. Example: What do I need to keep in mind when buying a watermelon? A: You should keep in mind how firm the outside feels. B: You should also keep in mind how many people will be eating it with you. 1. What should I think about when planning a trip to Europe?  You should think about _____________________________________ 2. What do I have to keep in mind when planning a dinner party?  _________________________________________________________ 3. What do I need to think about before going abroad to study?  _________________________________________________________ 4. What do I need to keep in mind when driving on a long trip?  _________________________________________________________ 5. What should I consider after I finish this class?  _________________________________________________________ 6. What do I have to keep in mind if I want to make a lot of money?  _________________________________________________________ B. Make a statement about something you “regret”. Answer your partner’s statement with advice on something they could or should have done, and what they could or should do now. 1. A: I’m really cold even though I wore a thick coat.  B: _You should’ve…______________________________________________ 2. A: I don’t know how to spell this word, and it’s not in my phones’ dictionary.  B:__________________________________________________________ 3. A: I spent all of my money on lunch, and now I don’t have enough to get home on the bus.  B:__________________________________________________________ 4. A: I left the window open, and now the room is full of mosquitoes!  B:__________________________________________________________ 5. A: I feel really tired even though I drank several cups of coffee.  B: __________________________________________________________

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Unit 3 A. Check the boxes to indicate your opinion. Explain your choice. Which of the actions below are responsible? Which are irresponsible? Action

Responsible

Irresponsible

1. Skipping breakfast so you have more time to get to work/class



2. Gossiping about coworkers/classmates



3. Staying out late with friends the night before an important presentation



4. Working all day without taking a break



5. Checking messages on a cell phone during meetings/classes



6. Going home early so you have time to rest



7. Eating lots of fast food to give you more time for work



8. Working all night to complete a project or assignment



9. Drinking coffee/energy drinks to stay awake



10. Spending money on gifts for friends and family



B. Answer the questions using either be supposed to, be expected to, or be not supposed to. Example: What are you supposed to do if there is a fire in the building? A: You’re not supposed to use the elevator or grab the door handles with your bare hands. B: You’re supposed to take the stairs and cover your mouth. 1. What things are you supposed to do before you take off in an airplane? 2. What things does the government of your country expect you to do? 3. When are you supposed to be at work or school? 4. When are expected to be at home tonight? 5. Where are you supposed to be at this time tomorrow? 6. If someone tells you a secret, what are you absolutely not supposed to do? 7. When you visit someone’s house, what are you expected to bring?

C. Answer the questions using be supposed to in the past. 1. What were you supposed to do sometime last week, but didn’t? 2. What was something you were supposed to do at home when you were younger, but don’t have to do now? 3. What were you supposed to do in school, and hated?

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Unit 4 A. Answer the questions using even if or unless. Example: Would you leave the house wearing nothing but a swimsuit? Why or why not? A: Even if you paid me, I wouldn’t leave the house in a swim suit because I would be too embarrassed. B: I wouldn’t either unless I lived by the beach. 1. Could you win a gold medal in the Olympics if you practiced every day? Why or why not? Even if I practiced every day, _____________________________ because____________________ 2. Can you go swimming tomorrow? Why or why not? I can’t go swimming unless ________________________ because ________________________ 3. Would it be possible for you to meet me at five A.M.? Why or why not? ______________________________________________________________________________ 4. Will your parents buy you a car if you get good grades? Why or why not? ______________________________________________________________________________ 5. Can you eat an entire extra large pizza by yourself? Why or why not? ______________________________________________________________________________ B. Answer the condition with only if or even if. 1. Would you eat a bowl of really spicy peppers? I wouldn’t even if ______________________________________________________ I would only if _________________________________________________________ 2. Would you change your gender for a week? I wouldn’t even if ______________________________________________________ I would only if _________________________________________________________ 3. Would you donate a kidney? I wouldn’t even if ______________________________________________________ I would only if _________________________________________________________ 4. Would you jump out of a moving bus? I wouldn’t even if ______________________________________________________ I would only if _________________________________________________________ 5. Would you reject a gift of $1,000,000? I wouldn’t even if ______________________________________________________ I would only if ______________________________________________________________ 105

Unit 5 A. Describe your preferences in products using at least two adjectives before the item, and give a reason for your opinion. Example: What kind of hats do you like or dislike? A: I like grey tweed driving caps because they look classic. B: I don’t like chunky wool stocking caps because they make me look too young. 1. What kinds of tops do you like or dislike? I’m into_______________________________________________________________________ I dislike_______________________________________________________________________ 2. What kinds of bottoms do you like or dislike? I like _________________________________________________________________________ I can’t stand ___________________________________________________________________ 3. What kinds of shoes do you like or dislike? I prefer _______________________________________________________________________ I hate _________________________________________________________________________ 4. What kinds of accessories do you like or dislike? I love _________________________________________________________________________ I don’t like _____________________________________________________________________ B. Answer the questions using the adjective + preposition combination in italics. 1. What is something you are scared of?  ____________________________________________________________________________ 2. What thing do you own that you are very content with?  _____________________________________________________________________________ 3. Who is someone you are really jealous of?  _____________________________________________________________________________ 4. What is something people do in your society that you are opposed to?  _____________________________________________________________________________ 5. What bad habit are you guilty of?  _____________________________________________________________________________ 6. What is something happening in the world that you are concerned about?  ____________________________________________________________________

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Unit 6 A. Read the statement on the left, and stress the word in bold. Match it to the reason on the right, and ask a follow-up question. Example: A: I did not say you borrowed my green sweater. B: You mean, someone else said it, not you. Who said it? A: My friend said you borrowed it. 1. I did not say you borrowed my green A. If I didn’t borrow your green sweater then what sweater. was it? 2. I did not say you borrowed my green B. So who do you think borrowed it then? sweater. C. So you think I borrowed your blue sweater? 3. I did not say you borrowed my green sweater. D. Whose green sweater did I borrow then? 4. I did not say you borrowed my green E. But you are implying that I did it. Why? sweater. F. So you think that I stole it? 5. I didn’t say you borrowed my green sweater. 6. I did not say that you borrowed my green sweater. B. Answer the questions using an exaggeration. Example: A: How many times have you shopped there? B: I’ve shopped there so many times that the clothes have my name stitched on the label. 1. How big is your dog? My dog is so big that ________________________________________________________. 2. How good are you at _________________? I am so good at ______________ that _________________________________________. 3. How long is your walk to school? My walk to school is so long that ________________________________________________. 4. How hard was the wind blowing? The wind was blowing so hard that ____________________________________________. 5. How hot was it? It was so hot that __________________________________________________________. 6. How long has it been since you___________________? It’s been so long that _______________________________________________________. 7. How much did you study in high school? I studied so much that ______________________________________________________. 8. How delicious was the food at _________________? It was so good that ________________________________________________________. 107

Unit 7 A. Match the mythical creatures on top with the things you think they would be good at doing on the bottom. Give a reason for your opinion. Example: Cyclops A: I think Cyclops would make a good night watchman. B: That makes sense. He could see bad guys easily with his one big eye! 1. A vampire 2. A werewolf 3. The tooth fairy 4. The Easter bunny 5. Santa 6. An alien

7. Medusa 8. A ghost 9. A zombie 10. Bigfoot 11. A mermaid 12. A dragon

A. Tattoo artist B. Dentist C. High school gym teacher D. Package delivery man E. Bus driver F. Farmer

G. Hair stylist H. Detective I. Valet J. Security guard K. Lifeguard L. Banker

B. Discuss the questions. Pay attention to the tense in the question. 1. What is a thing you don’t have, but wish you had? 

__________________________________________________________________________

2. What is something you have to do, but wish you didn’t have to? 

__________________________________________________________________________

3. What is something you don’t know how to do, but wish you knew? 

__________________________________________________________________________

4. What is something you couldn’t do yesterday, but wish you had done? 

__________________________________________________________________________

5. What is something that has happened in your life, but you wish hadn’t happened? 

__________________________________________________________________________

6. What is something that has never happened in your life, but you wish would happen? 

__________________________________________________________________________

7. Where is a place you haven’t gone, but wish that you could go? 

__________________________________________________________________________

8. What do wish you were doing right now? 

__________________________________________________________________________ 108

Unit 8 A. Ask your partner the question on the left. Give an answer to the question using a definition on the right. Say whether you agree or disagree with the definition. What do you think… 1. …courage is? 2. …duty is? 3. …empathy is? 4. …greed is? 5. …honesty is? 6. …kindness is? 7. …respect is? 8. …trust is?

___________________is….. A. …feeling the same pain as your loved one. B. …coming when responsibility calls. C. …telling the truth even when you know it will hurt you. D. …doing something and not expecting anything in return. E. …taking extra pieces of cake when no one is looking. F. …standing up when it would be easier to sit down. G. …believing that someone will carry through with their promise. H. …admiring someone because of what they do, not who they are.

Do you agree or disagree with that definition? B. Based on your opinions, choose one answer to each of the questions below. Explain your choices. 1. What do you think the most important thing in life is? I think that the most important thing in life is… a. …time. c. …family. b. …money. d. …fame. 2. Which of the options below is most appealing to you? a. A close relationship with family… c. A year of free time… b. Worldwide fame… d. $1,000,000… …is because _____________________________________________________________ 3. What must everyone in the world have to be happy? Everyone in the world must have _____________ to be happy because ________________. a. fame and recognition c. a strong family b. free time d. lots of money 4. Would you rather… a. …work in a boring job for a year and earn a large salary? Or… b. …do something that you love for a year and earn a small salary? I’d rather _______________________________________________________________. 5. Would you rather… a. …live near your family? Or… b. …be famous and travel the world, only seeing your family for about one week per year? I’d rather ________________________________________________________________. 109

Unit 9 A. Read the statement on the left. Tell your partner how you think they feel, and give a reason why. That’s an inference! Really? You must feel… 1. Today is my birthday!

A. …annoyed.

2. I have to give a speech in front of a lot of people.

B. …confused.

3. I was up late last night doing homework.

C. …grumpy.

4. I’m not a morning person.

D. …excited.

5. I don’t really feel like doing anything today

E. …nervous.

6. I can’t remember where I parked my car.

F. …tired.

7. He won’t stop tapping his pencil on the desk.

G. …lazy.

8. I can’t believe he would do such a thing!

H. …shocked.

9. She is having surgery today. I hope she’s okay.

I. …worried.

Why do you think so?

B. Read each passage, and respond to the questions. Ana sat by the fountain in the park with her head in her hands. She was weeping and wearing all black. In between sobs, Ana cried out a name: “Oh... John…” And then her cell phone beeped. Her hand ran into her purse and her heart fluttered. The text message was from John. She opened up the message and read the words, “I need to get my jacket back from you.” Ana threw her head into her arms and continued sobbing. 1. Why is Ana wearing all black? 2. What relationship do John and Ana have? _________________________________________ Why do you think so? 3. Why is Ana sad? _____________________________________________________________ How do you know this? 4. What happened next? ______________________________________________________________ Why do you think so? Cassie rolled over in her bed when she felt the sunlight on her face. The sun was warming the back of her neck when she slowly realized that it was a Thursday. She felt a little too good for a Thursday. Suddenly opening her eyes, she looked up at the clock. “9:48,” she shouted, “Holy cow!” Cassie jumped out of bed, threw on the first outfit she saw, brushed her teeth in two swipes, threw her books into her backpack, and then ran out the door. 1. What problem is Cassie having? _____________________________________________________ How do you know this? 2. Where is Cassie going? ____________________________________________________________ How do you know this? 3. What happened next? ______________________________________________________________ Why do you think so? 110

Alternate Inferences A. • • •

I am going to the beach this afternoon. I am wearing a coat and rain boots. I am excited. I have an umbrella in the car.

What can you infer about my day? I need to give a fifteen-minute presentation in my science class today. • My hands are shaking. • My stomach feels sick. • I have been preparing for the presentation for 2 weeks. What can you infer about my feeling? B. Easy 1. She hasn't called me back.

A. She must not have checked her messages yet.

2. Their plane might be delayed.

B. Just look at the people going in.

3. His jacket's here.

C. He should be home by now.

4. It must be a good restaurant.

D. For all I knew you could have been in an accident.

5. Why didn't you call? E. The lines are really long. 6. Let's just go over to his house. F. He must be here too. 7. This restaurant can't be that expensive. G. It's snowing like crazy in New York. 8. That couldn't be the real price. H. They must have made a mistake. C. Harder 1. There was a big storm the night before. 2. We were going to a movie. 3. I overslept. 4. They are tired. 5. They are tired. 6. They do not have a pen and they are stealing. 7. They will go to study hall. 8. They will get in trouble. 9. They got hurt or were picked on. 10. She plays well. 11. It was raining outside.

A. Sharon grabbed her rain coat and her umbrella. B. Mary plays her flute for 2 hours every day. C. A student returns from recess crying. D. Three students leave the room without permission. E. A group of students has not completed homework. F. One student takes a pen from a classmate's desk. G. A student falls asleep H. A student yawns several times I. I forgot to set my alarm clock last night. J. We bought tickets and some popcorn. K. When I woke up, there were branches and leaves all over the yard.

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Weekly Student Evaluation Forms

Student: Listening and Understanding

Class Days: Use of Vocabulary

Use of Grammar

Additional areas to focus on:  Speed  Turn-taking in Conversation  Follow-up Questions  Initiating Conversation 1 = Needs practice and review

2 = Needs practice

1-5

6-10

11-15

Pronunciation

16-20

Conversation Involvement

 Staying on task  Other _____________________ 3 = At level

4 = Very proficient

____________________________________________________________ Student: Class Days: 1-5 6-10 11-15 16-20 Listening and Understanding

Use of Vocabulary

Use of Grammar

Additional areas to focus on:  Speed  Turn-taking in Conversation  Follow-up Questions  Initiating Conversation 1 = Needs practice and review

2 = Needs practice

Pronunciation

Conversation Involvement

 Staying on task  Other _____________________ 3 = At level

4 = Very proficient

____________________________________________________________ Student: Class Days: 1-5 6-10 11-15 16-20 Listening and Understanding

Use of Vocabulary

Use of Grammar

Additional areas to focus on:  Speed  Turn-taking in Conversation  Follow-up Questions  Initiating Conversation 1 = Needs practice and review

2 = Needs practice

Pronunciation

Conversation Involvement

 Staying on task  Other _____________________ 3 = At level

4 = Very proficient

____________________________________________________________ Student: Class Days: 1-5 6-10 11-15 16-20 Listening and Understanding

Use of Vocabulary

Use of Grammar

Additional areas to focus on:  Speed  Turn-taking in Conversation  Follow-up Questions  Initiating Conversation 1 = Needs practice and review

2 = Needs practice

Pronunciation

Conversation Involvement

 Staying on task  Other _____________________ 3 = At level

4 = Very proficient

SLE Level 2 Compact Edition Conversion Chart If you are using the SLE Level 2 Compact Edition, use this chart to find the appropriate lesson plans and supplemental materials provided within this book. SLE Compact Edition Unit #

Equivalent SLE Book Title and Unit #

Unit 1

2A, Unit 1

Unit 2

2A, Unit 2

Unit 3

2A, Unit 5

Unit 4

2A, Unit 6

Unit 5

2B, Unit 4

Unit 6

2B, Unit 5

Unit 7

2B, Unit 6

Unit 8

2B, Unit 9

Unit 9

2C, Unit 5

Unit 10

2C, Unit 6

Unit 11

2C, Unit 8

Unit 12

2C, Unit 9

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