‘The American Language Course (ALC) is a comprehensive, multilevel language program for teaching, English for vocational and professional purposes. It is designed primarily for intensive English language training in a classroom setting, but can easily be adapted for slower paced instruction, The ALC’s curriculum has been developed by the Defense Language Institute English Language Center (DLI us Department of Defense schoo! under the operational control of the US Air Force. ‘Phe primary focus of the ALC is to provide a language curriculum for a diverse international military population. To that end, the course includes not only general English topics, but also military topics of a general nature highlighti typical language military personnel will encounter in theit professional and vocational career fields, The ALC has, however, also been very successfully used in non-military learning environments and in US high schools with immigrant student populations. Course components ‘The coordinated instructional packay > Student text (ST) > Instructor text (IT) > Homework and evaluation exercises booklet (HW and EE) > Audio recordings (lape or CD) > Language laboratory activities student text (LLAST) > Language > Computer-detivered interactive multimedia instruction (IMI) for Levels LIV > Quiz kit > Optional training aids es for Books 1-30 von oratory activities instructor text with audio scripts (LLAIT) Inquiries and orders Please address inquiries and requests for more information about DLIELC publications 10 DLIELCILESL 2235 Andrews Avenue Lackland Ae Force Base, Texas 782: Esmail: LESL@lackland afi © 2003 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, secording, or otherwise, without the prior written permission of the publisher. This book supersedes ALC Book 4 Instructor Text, January 1991 ‘Second Edition, January 2003 Fifth Printing, June 2006 200K 4 PREFACE =Objectives are clearty outlined = in simple, everyday language, They. ‘appeaton the page on which they introduced. ‘oratuan iia Exercise headings are visually | ‘matched for easy orientation. Texts for dications, O/A exercises, and norrative passages are provided || next to the exercise or act = ee tape : sorevnet tenn NOM Amon ‘on yy he ih? Examining an Instructor Text ‘The Instructor Text (IT) is fully coordinated with the Student Text (ST), with each page of the ST conveniently incorporated into the IT by means of a reduced image. The reduced facsimile includes answers to exercises whenever appropriate. It also. provides step-by-step instructions for carrying out exercises and activities. The text in the margins Basy-to-follow teaching notes make the IT simple to use. The two example {1 pages reproduced above show the layout of the instructor text and the locations of important information. The labels describe the different types of information that will be useful for teaching the ALC. The column on the right or the left side of each reduced page provides. information about: + Language objectives: Stated in clear and simple English, these objectives are statements of what students should be able to accomplish at the end Of the lesson, They are provided as a guide for the teacher and are measured on the quizzes. + New vocabulary: Bach new term is listed in the ‘margin on the page on which it first occurs. + Exercise instructions: Visually matched headings draw the eye from the reduced ST to identical headings in the TT margin and the text below. [AMERICAN LANGUAGE COURSEGe tepatosedd) Gann Sas gee Toca ig! New vocabulary is listed g Feactoaaed ‘on the individual page or aad = double-page spreat on : Howe dau gst deentownt Gamaasiteess |” which it first appears. 2 pean ge "ieee tsedomnimateste ovina = Recommended resources such transparency masters or HEE etn esi] | gto pei are sted next tothe non activi to which hey pera, Sees ‘The If offers teaching strategies, cooperative learning techniques, cultural notes, and supplementary ‘tivities that go beyond the sreaiment of the objectives in the student's book. eae + Teacher-dictated texts: Oral drills, listening, and Q/A exercises, as well as dictation texts are listed immediately adjacent to their respective exercise. + Additional resources: Suggested transparency masters, realia, props, related appendices, etc.. appear next to the activity. The text at the bottom of the page In the text below each reduced ST page, teachers will find a four-line abbreviated key that provides ‘:uidance for the presentation of drills and exercises in the lesson. ‘The information in the key always, appears in the same order. I indicates the conditions under which the aetivity is to be performed, the type of cue (visual, oral, written, ete.) the type of response (oral or written), and the student participation expeeted (individual, choral, paired, gt0up, etc.). Below cach key, teachers will find more etailed guidelines instructing how to execute the exercise, pertinent ESL/EFL teaching strategies, usefull cooperative learning techniques, interesting cultural notes, and challenging supplementary vities for use in mixed-level classes. Such tips are representative of the teaching techniques developed by the well-trained, native-speaker ESL/EFL professionals who teach at DLIELC. More tips about tried-and-true teaching techniques can be found in the subsequent pages of this preface. BOOK 4 PREFACEOrganization of the Student Text Each ST consists of five lessons (four lessons introducing new material and one review lesson), aan evaluation section, homework assignments, and useful appendices, In a 30-hour week of classroom instruction, students would ideally cover one lesson per day and complete an entire book in a single however, the material can easily be adapted ver-paced instruction. 1 two pages of each lesson are the table of contents and preview page. The preview pags presents a synopsis of a lesson’s vocabulary, ‘grammar, and language function objectives. The first section on the preview page lists vocabulary, Most new vocabulary is provided in alphabetical order; however, when useful, new words are grouped to enable students fo retain them more easily. Examples of new geammar structures and kanguage function phrases are included at the bottom of the page. ALC students frequently use the preview page as a study aid; instructors ean use it for developing, supplemental and review activities. Homework assignments for the initial four lessons provide additional practice in accomplishing the objectives. They also serve ax a means of identifying student language deficiencies. These exercises provide approximately two hours of homework for each lesson. The homework exercises are located at the end of the student text on especially marked pages: Evaluation exercises are also provided for the first four lessons, These exercises are formatted like short performance quizzes and are intended to be used to measure student mastery of objectives. They are located at the end of the student text. Instructor can administer the evaluations on a daily basis ina controlled classroom situation. Language objectives ‘The ALC is based on an instructional systems development (ISD) approach, which is a well- cumented pedagogical approach frequently used development of military courses for vocational purposes. As prescribed by the ISD approach, the ALC is based on objectives. These are language and skills objectives that are explicit statements of what the student should be able to accomplish upon compl ig lesson, In the instructor text, the objectives for a lesson are listed on the bottom of the contents and preview pages. This list is intended to serve . indicating what content instructors must cover in @ particular fesson. The objectives determine evaluative aspects of the lesson that are specifically measured by the quizzes. In the IT, objectives appear again in the upper left or right margins of the page on which they are first introduced in order to emphasize their importance, Instructors who have analyzed the objectives for a particular lesson can streamline their instruction, Objective and other vocabulary The individual lessons of the ALC present ‘vocabulary and grammar in context, New words and phrases introduced in a lesson as objective vocabulary will be tested by the quiz given at the book's completion. But, muck more lar provided in the classroom than what is found on the preview page of a lesson. Additional words, phrases, and expressions are included. This language may be contextually related, or it may be used to support the instructional process, The different types of non-objective vocabulary include recognition, instructional, and facilitative vocabulary, * Recognition vocabulary is vocabulary occurring n the text or used by the instructor that i related to the lesson content. Students shoul be able to recognize and respond to these items, Although these terms may appear on quizzes, they are not specifically tested. They are included on the preview page of each lesson, but no distinetion is made between recognition and objective vocabulary in the student text. However, in the IT, recognition vocabulary is italicized for the instructor's benefit + Instructional vocabulary includes words and phrases used in the text or by the instructor to explain new material, exercises, or the testing process and to conduct activities. Examples include: Fil in the blank; Circle a, b,c, ar ds Open your books; and Please move your chairs into « circle, Students see and hear these terms repeatedly and should be able to recognize and respond to them in class, in lab, and during tests. + Facilizative vocabulary consists of words and phrases used to help students understand the ‘AMERICAN LANGUAGE COURSEJesson more casily and, in many cases, to provide more realistic and authentic sounding material. For the instructor's benefit, they are alphabetically listed in the IT margin on the preview page of a lesson, These words and phrases do not appear on quizzes. For e in Book 2, Lesson 3 (a lesson dealing with food), the word cow is used to explain the meaning of beef. The word beef is an objective ‘vooabulary item and may appear on the book quiz; cow is a facilitative vocabulary item and will not appear on a Book 2 quiz, nple, Language laboratory materials ‘The ALC’s audio component reinforces lesson objectives. It is fully supported by a language laboratory student text (LLAST) containing exercises and activities that practice the same vocabulary, grammar, functions, and skills as those which were presented in the corresponding ST. The language laboratory instructor text (LLAIT) contains the audio scripts as well as answers to the language laboratory aetivities, The listening activities and audio recordings are an essential component of the language course, Approximately 80 minutes of recorded material is provided per lesson; instructors should plan to incorporate this instructional anaterial imo their lessons or homework assignments. When listening, students mast be actively involved. They should respond to and interact with the information presented in the recordings in order to obtain full benefit from the language laboratory activities. Instructors should use the laboratory practice as an opportunity to monitor students’ oral produetion and correct inaccurate pronunciation and inton Testing program Book quizzes measure mastery of the objectives and are administered upon completion of each book. They cover only objective material specifically noted on the preview pages of each lesson. Bach quiz consists of 50 multiple-choice items and requires 45 minutes to administer. A quiz has two parts (a listening and a reading section) and draws upon the skills of listening and reading to test the specific objectives outlined in the book, Auxiliary materials Some very useful optional language training aids that directly complement the ALC books are available, Flash cards: Although the STAT package for any individual ALC book might be considered self contained, supplemental vocabulary cards are available for some of the books. For example, Flash card packages can be obtained for all concrete vocabulary in Level T books. In fact, inthe first level of ALC books, the availability of a flash card (usually a large photograph of the vocabulary item) is indicated on the preview page of each lesson by the symbol ¥. Transparencies: Master copies for transparen recommended for the book ean be found in a book’s appendices. They are located just infront of the homework section in both the ST and IT. “Transparency masters may be copied for use with an overhead projector. nded that instructional aids be used when available because they enhance classroom presentation, provide variety, and allow the teacher to conduct activities not directly focused on the written text. Ifthe ALC instructional aids are unavailable, facsimiles can be constructed using realia or illustrations from magazines and pers. (See the DLIELC catalog for further details on auxiliary products.) list ‘omnm Interactive Multimedia Instruction ‘The ALC instructional package can be supplemented by interactive multimedia instruction (IMI courseware, Each IMI disc corresponds to a specific ALC student text and has been produced in order to enhance the teaching of the language skills and training objectives in the book. IMI provides an interactive medium in which students can participate ina variety of activities presented with audio, text, ‘graphics, animation, and video. The interactive environment allows students to learn at their own pace while mastering the instructional objectives. Its format enables students to learn and review materia in a non-threatening environment, BOOK 4 PREFACE aClassroom management ‘There are many factors that can enhance learning. A skilled instructor ean play a significant process, Instructors can ‘manipulate the language learning environment 10 create optimal conditions for learning, Classroom ‘management includes factors ranging from the physical layout of the classroom to the methods, practices, and procedures the instructor uses to successfully achieve lesson objectives. ‘The ALC presents an eclectic curriculum. incorporates practical teaching techniques from of methodologies. The suggestions provided on the following pages detail practice procedures for effective language teaching. The typical ALC student ALC students tend to be highly motivated, career oriented, adult learners. Most have previously attended courses and undergone rigorous training a wide variety of divergent fields, Their prior ‘experience may include academic or practical, professional or vocational, physical or mental training. While no learner arrives at the classroom asa blank slate, this is especially noticeable with regard to ALC students. They tend to bring superior cognitive abilities and vast prior knowledge and experience to the language learning environment ALC students are very likely (0 be able to ‘consciously draw on previous educational and training experiences when learning the new Janguage. Thus, ALC instructors should be mindful of this potential background and make learning, meaningful by + imerweaving course content with students! personal lives, interests, and career or academic goals + making connections and associations between students’ prior knowledge and new information. Encouraging student interaction Speaking is essential to langu: need opportunities to engage in meat learning, Students nfl andl authentic communication, i... the kind of language typically used in real-life situations to accomplish real-life tasks, Students will not always have access to English outside the classroom; therefore, itis up to the teacher to ereate such opportunities in the classroom. To help facilitate authentic language use, employ strategies like the following on a daily basis. + Begin each day mingling with students, practicing greetings, and engaging in small talk ‘nally + Provide time for students to converse inf with each other in English, + Ask about the students? personal lives opinions. To do this, focus on topies ‘events in which they are interested. id nd current + Encourage students to discuss their learning experiences. Talk about language difficulties they have experienced, Let them offer for solving language problems that classmates countered. have e1 Giving classroom instructions Classroom instructions should be simple, clear, and brief. Repeating, raising your voice, and over- explaining cause confusion and anxiety. As a ral + Demonstrate what you want students to do. + Spell individual words out loud when students say they don’t understand them, + Tell students (o turn to pages and exercises by using numbers and letiers whenever possible. + Provide realistic time limits for completing activities. Tell students exactly how long they have to complete an activity, and adhere to that time limit IF most students are unable to finish, extend the limit for a specified amount of time. Teaching classroom language Just as vocabulary and grammar are taught, classroom language should be taught. In the ST, exercise headings provide lots of instructional vocabulary or teacher talk. Encourage students to read and understand the headings. In addition, provide students with language to ask for help, e.g, + Repeat, please + Please spell that word. + Speak move stowly. + Say again? ‘AMERICAN LANGUAGE COURSEClassroom seating arrangements ‘The way you set up your elass for an aetivity directly affects how much and how often individual students get to actively participate WHOLE GROUP ARRANGEMENTS In these two seating configurations, students can ‘SMALL GROUP ARRANGEMENTS Working in small groups of 3 or 4 will provide your students with many more opportunities to speak. os Sa || Ve ey ean ak ec te ID & ‘These seating arrangements can be used for a variety of activities, + Presenting new information + Round-robin or chain drills + Mechanical and communicative drills + Whole group discussions + Dialog practice + Some listening activities ‘TRADITIONAL FRONTAL INSTRUCTION ‘The traditional classroom configuration promotes frontal or top-down instruction, ‘e., instruction that gocs from the teacher to the student. It Limits the role of the student to that of recipient, someone who generally may only speak when called upon. ‘This classroom arrangement is appropriate for situations in which you do not want your students to communicate with each other, such as + Testing + Lectures + Viewing films + Mechanical drills requiring choral response BOOK4 PREFACE ‘The following are a few small group activities + Discussion + Problem solving + Information gap + G + Role-plays PAIR WORK Pair work maximizes student participation. [tis an effective means of handling short, simple tasks. pair work for the following activities. + Checking homework and written assignments + Preparing for a group activity + Conducting certain question/answer activities + Practicing dialogs + Creating role-plays. + Interviewing + Simulating telephone calls with b seating In your role as a teacher, limit your involvement in group and pair work, bul keep on monitoring ‘your class's language production, Walk around and listen to what they are saying and watch what they are doing in order to assess progress and analyze language problems. Be available to answer questions nd provide guidance when needed or requested. Otherwise, do not interrupt or interfere, As a rule, always follow up with a whole-class discussion,Classroom practices Introducing a lesson’s theme Each ALC lesson introduces 30-40 new vocsbulary words. Usually these focus on one particular them Before beginning a vocabulary section, lead a warm- up discussion of the topic, Focus students’ attention ‘on any accompanying illustrations. The pictures and discussion will serve to stimulate interest and will give students an opportunity to use vocabulary they already know, It will also provide a little background information for students unfamiliar with the topic. If students have difficulty grasping the meaning of ‘anew term, keep in mind that meaning is often best conveyed by showing similarities and differences between vocabulary items. Here are some other effective ways of get ng meaning across. + Show an item, + Draw the item in contrast to another item. + Demonstrate, + Tilustrate size or angle with a scale or grade. + Present groups of words in a category. + Provide an antonym, + Provide a synonym, (Be sure to emphasize that the word is similar to rather than the same as.) In the ALC, we use the term vocabulary to mean not only single-word items, but also collocations (words at often go together), such as coffee cup or heavy rain, as well as lexical phrases and idiomatic usage, e.., How do you do? Once vocabulary has been introduced, provide pronunciation practice with the new terms. STEPS INTRODUCING NEW VOCABULARY 1. With student books closed, conduct repetition drills with the new words. 2. With books open, conduct another repetition drill with the new vocabulary items before beginning any other activity 3. Have students find and underline the new words in the text as you read the dialog or paragraph aloud, (It may be necessary to write the specific words occurring in | the text on the board to help students | recognize them.) NOTE: Often the most opportune time to teach a ‘word's pronunciation is before students see it. If you practice a vocabulary repetition drill with books Closed, the only clue students have is an oral one, ‘Thus, the confusion that often arises as a result of seeing the spelling of a word is eliminated. Any effect derived from prior famitiarity with the word is also eliminated. Take, for example, a military rank. If students only hear kermel with no meaning attached, they will repeat a close approximation of it, However, if they hear kernel but see colonel, ‘many students will say coh-lol-mel, even though it differs from the model, but very likely because of language transfer from their own language. For this reason, itis recommended that pronunciation of new vocabulary be practiced first with books closed, and then with them open. If students subsequently mispronounce a word while reading, the instructor can remind them that they said it correctly before. Correcting errors ‘The ALC’s goal is to help language leamers become proficient in English. In other words, the aim is to develop the skills people need to communicate effectively and comfortably in English. In order to develop these abilities, there will be times whi the focus needs to be on proficiency (the abitity to communicate ideas fluently), and other times when the focus needs fo be on accuracy (the ability to speak with as few errors as possible). As a result, error correction or constructive feedback witl vary, depending on the goal of « particular activity METHODS OF ERROR CORRECTION + Indicate where the error is, but let the student correct it + Give two or three correct answers, and let the sludent select the one he or she wants to use. + Ifa student has not been able to answer a question, give your own answer as a model; then, ask the question again. + Repeat the content of what the student said, but say it correctly. + Reword a question to which a student has given an inappropriate response. *+ Let other students provide correction. ‘AMERICAN LANGUAGE COURSEERROR CORRECTION IN DRILLS When students are practicing grammar and pronunciation diills, they are learning something new. The focus is on using the correct form of the language. Therefore, errors must be corrected, but only those in the particular area that the drill targets. For example, if students are practicing the present progressive, correct only errors in the formation of the present progressive. If practicing pronunciation of the phoneme Ji, don’t correct mispronuinciation of the past tense. ERRORS IN COMMUNICATIVE ACTIVITIES The purpose of these activities is to communicate ideas. Your students” focus should be on content, not form, If they succeed in getting their message across, they will have met the activity’s objective. Grammatical errors and mispronunciations that do not interfere with the message should be ignored. + Do not correct errors during the activity. + Keep a running list of errors with structures and vocabulary that students have alteady studied, Also note errors with commonly used, though not yet studied, items + Discuss the most important errors you've noted with the entire class at the end of the activity NOTE: Although correcting students during communicative aetivities is not advised, providing aan appropriate word, structure, or pronunciation assistance when requested is perfectly acceptable. However, at times, you may wish to encourage the development of student autonomy by not providing what they lack, and Tetting ther figure out alternative ways of saying what they want (0 say Receiving feedback about misunderstanding and miscommunication is very important for a student I’s authentic, and will give the student practice in self-correcting and cireumlocution, rewording, of paraphrasing in order to successfully communicate intended meaning. ERRORS IN WRITTEN EXERCISES. Mark the extor, but have the student correct it if itis something that has already been studied. If necessary, explain the mistake or provide a page number in the ST to which the student can refer Checking written exercise answers ‘There are many innovative ways to conduct the often mundane business of correcting errors. Some strategies listed here will usefully extend an exercise and wil let you get a little more mileage out of it + Have students read their answers aloud. + Have one or more students write their answers on the board, Encourage peer correction of any mistakes students see on the board ‘+ Write the answers from the book on the board or project them using an overhead transparency. Have students check their own work or exchange books and correct a classmate’s work + Write students’ answers on the board and let classmates discuss and contect. + Pair students and have them compare their answers. Discuss differences of opinion, At the conclusion, be sure everyone has the correct answer. + For multiple choice exercises, have students state out loud (individually or in unison) the letter of the answer they chose. + For true/false statements, have students st true or false (individually or in unison). For false statements, ask for a volunteer or call on a student at random (o restate it so that itis true. Eliciting student response A variety of techniques can be used to ensure that all students participate and respond in class. These can help to prevent boredom as well + Ensure that everyone has equal opportunity to talk. (Control students who exhibit 2 tendency to dominate; encourage reticent students.) + Call on students in random order. Ask the question before naming the respondent so that everyone is always required to pay attention. + Ask for vol ers {0 answer questions. + Allow students to call on one another. + Use eye contact or a gesture to indicate who should answer rather than naming the person. + Allow students plenty of time (o respond to a question they have been asked (approximately 30 seconds) BOOK 4 PREFACETeaching techniques and procedures for exercises ‘The ST uses various tried-and-true ESL exerci and activities repeatedly. These include matehing., true-false, gap-fill, labeling, categorizing, alphabetizing, answering questions, completing charts and geaphic organizers, ete, The IT also ‘occasionally recommends other exercises and activities and describes how to do them. The following pages provide short, step-by-step instructions for many of the exercises und activities ‘oceusing frequently in the ST. (Instructions that are such as those for matching and true~ are not included here.) false statement Oral drills Drilis can be divided into two main types: repetition drills and transformation drills. In repetition doills, students simply repeat what they hear without changing the word or sentence, Transformation ddilts require students to change the sentence in a iinor way. Students orally produce the transformed sentence; the teacher reinforces their production by repeating the correet form again. ‘There are variou types of transformation drills: person-nuunber substitutions, singular-plural iransformations, tense transformations, patterned response dill, chain drills, cued response, and directed dialog repetition. For all drills, keep these general guidelines in mi *+ Maintain a stimulating pace so that students don’t get bored; however, don’t speak so rapidly that they can’t keep up, than explain, ~ Keep possible, instructions as brief + Always have students listen first before you require them to repeat. + Don't repeat the prompt in unison with your students. ~ Listen to what they are saying, + Say Again and gesture with your hand when you want them to repeat + When the choral drill has been adequately mastered, move on to individual dvili + Istudents cannot master your choral drill, model problematic words or phrases again, Let them be successful before you move to individual drilling, STEPS DRILLING WORDS OR SENTENCES. 1. Tell students: Listen For individual words, say the word. Gesture for students to repeat. Listen to them saying the word, Reinforce correct Pronunciation by saying the word again. 3. Forstatements, say each sentence with falling intonation. For questions, say cach question with rising intonation. Gosture for students to repeat. Listen to their sentence. Reinforce correct pronunciation by saying the sentence again. 4, Have all students repeat in chores until performance is satisfactory. Then, follow the same procedure and drill with individual students. Choral dritls ate used because students feet more comfortable practicing in a group; however, on occasion a drill won't work right the first time. If a wond, sentence, or dialog line causes difficulty, and the group is unable to repeat in chorus even afier you've modeled a second time, stop the choral production and conduct the drill with individuals, Once students are able to repeat individually, give them another opportunity to repeat it in chorus. NOTE: With long sentences, backward build-up is effective. This technique entails having students repeat phrases from the end of the sentence to the beginning, Always maintain the pronunciation that each phrase has within that particular sentence. The following example demonstrates backward build-up. EXAMPLE: I want to go home early in the morning the day after tomorrow. TEACHER: tomorow STUDENT: fomorrow TEACHER: after 1omorrow STUDENT: after omorrow TEACHER: the day afer tomorrow STUDENT: the day afier tomorrow TEACHER: in she moming the day after tomorrow STUDENT: inthe moming the day after tomorrow "AMERICAN LANGUAGE COURSESTEPS DRILLING DIALOGS 1, Tell students to listen as you read the dialog at least twice. 2, Read each sentence with normal ntonation 3. Ask a few questions to ensure students understand the main points of the dialog, 4, Have students repeat in chorus until performance is satisfactory. Divide the class in halt. 6. Have one half repeat Part A of the dialog and the other Patt B. Then, switch parts | Divide the 8. Have paits of volunteers read each part “individually. Allow sufficient tine for pair practice. into pairs of students, 9. | Have pairs of volunteers recite or role: play the dialog for the rest of the group. STEPS SUBSTITUTION DRILLS Have students close their books. ‘Tell them: Listen only. Gesture to yourself and say th sentence, €., Jin is happy. i Gesture to yourself again and say the word you want the students to substitute into the base sentence, e.g., hungry. 5, Gesture to the class and model the new sentence, e.g., Jim is hungry. 6. Repeat this procedure with each new cue word if necessary. 7. Finally, tell students: Listen. Go back to | the original base sentence and give the initial cue word (in our example, happy.) 8. Gesture to the class and listen as they say the new sentence NOTE: You will have noticed that Steps 7 and 8 take ‘you full circle back to the beginning of the e Returning to the base sentence will give your students the opportunity to recognize the struct again, thereby reinforcing the purpose of the drill. BOOK 4 PREFACE STEPS TRANSFORMATION DRILLS Have students close their books. ‘Tell them: Listen only 3. Gesture to yourself and say the base sentence, e.g, Jim is happy. Gesture to your self again and word(s) the students will subst the base sentence, e.g.. Mary and Sue. 5. Gesture to the class and model the new sentence, eg., Mary and Sue are happy. - 6. Repeat this procedure with each new cue if necessary. 7. Finally, tell students: Listen to the original base sentence. Gi initial cue word, 8. Gesture to the class and listen as they say the new sentence, Some drills are very enjoyable for students and take ‘on a game-like character. Chain or round-robin drills fall into this category. STEPS CHAIN DRILLS 1. Begin with a statement or question, e.2. What country are you from? ‘The first students answers and, then, turns to the next student and asks the same or a similar questio 3. "The third student responds and so on around the class. 4. ‘The activity moves from one student to the next in sequence and without additional instructor direction. In sum, as an instructional technique, drilling benefits learners by offering them an opportunity to listen fo a clearly tangeted Language feature or structure and repeat it in @ fully controlled ‘manner. Drills permit students to focus specifically on producing the fanguage’s rhythm, stress, and intonation patterns, 2s well as individual phonemes, In addition, when used for grammar practive, drills serve to reinforce recognition of predictable patterns.Pronunciation In order to practice accurate English pronunciation the teacher will need to employ both listening and ing exercises. There are six phonological features that come into play. They are reduction, syllable stress, word stress, thought groups, linking, and intonation. Teachers may also develop sound- discrimination listening exercises ‘with minimal-pairs (e.g., ree / three) in situations where specific sounds interfere with successful communication, (The ALC language laboratory materials provide good models of American pronunciation, Be sure students practice with the fab materials for at least 2 hrs/day.) REDUCTION Reduction refers to the way sounds disappear or change in rapid speech or in relationship to other sounds. For example, + a me words, syllables disappear completely, vegetable and liable. + Sometimes words are pronounced one way in one context and a different way in another context. Consider the pronunciation of the word 10 in the following sentences, Who do I give the book to? Give it to him. + Ail contractions — both formal and informal ~ ave forms of reduction. Gonna, when it replaces going 10, and didja, when it replaced did you, are examples of informal types of reduction, STEPS PRACTICING SYLLABLE REDUCTION 1. | Hand out fists of words with disappearing syllables from previously introduced ALC vocabulary. Have students cross out the silent syllables. 2. Demonstrate how colloquial English sounds by contrasting examples of spoken and written language. Do ya wanna dance? Do you want to dance? 3, Have students write expression in two ways in their vocabulary notebooks. First, the way they hear them and, again, the way they are properly written SYLLABLE STRESS Make sure your students can define a syllable, Tell them: Bvery word has at least one syllable. Each syllable has just one vowel sound. STEPS COUNTING SYLLABLES 1. | Conduct this exercise orally. To demonstrate the meaning of a syllable, say a one-syllable word, €g., friend Hold up one finger to indicate how many syllables the word has. 2. Say another word with three syllables, e.g. seevenstcen. Holl up 3 fingers, 3. Ifnecessary, write a few more words on ‘the board and break them up into widely separated syllables, separating them swith extra space or dashes, Circle the individual syllables, State the number 4, | Provide syllable counting practice with a Tesson’s new vocabulary. Say a word and have each student indicate the number of syllables with a show of fingers. Alter students recognize what a syllable is andl that a word will have one or more syllables, you should introduce the concept of syllable stress, In ultisyllabie words, one syllable will receive mote emphasis than the others, In English, the stress will usually be on the first syllable; however, be aware. that this is not always the case. Helping students identify the stressed syllable in new vocabulary will aid their pronunciation tremendously. Misplaced stress is often a primary eause of miscommunication, STEPS IDENTIFYING SYLLABLE STRESS 1. Have students listen for the stressed syllable, Explain that the stressed syllable is the one that sounds longer, Fouder, and ‘higher than the other syllables, 2. With a show of licate which s ngers, have students Provide frequent practice with a good sampling of familiar words having two ‘or more syllables, In these exercises, you may wish to exaggerate the stressed | syllable’s loudness, length, and pitch | change so that students can identity it, [ANERICAN LANGUAGE COURSEItis wise for language learners to keep a running list of new vocabulary they have learned. ‘They should ‘mark each word to remind them how new words and phrases are pronounced. ‘The ALC uses the following symbols. The triangle indicates a stressed syllable and the dot indicates an unstressed syllable. _ ae lew butter | rerrific If students are keeping their own notebook, they also have some other options for marking the stressed. syllable, such as capitalizing the syllable (ter RIF ic) or underlining it (errific). SYLLABLE STRESS: STEPS SORTING DICTATED WORDS 1. | On the board, draw these two stress patterns for 2-syllable words, @ and © A. Draw a horizontal line under the patterns and a vertical line between them as you see in the example above. Say the word classroom and write it under the symbol on the right. 3. Say the word roday and write it under the symbol on the left don eel 4, Point out that classroom is stres the first syllable, while today on the second one. 5. Dictate a variety of other 2-syllable words. Say each word twice. Students write them under the correct symbol (You should be aware that most will receive stress on the first syllable.) 6. To check, simply have a student read the column with the fewest words This syllable categorization exercise is frequently used in the ALC books for words containing up to five syllables in fongth. The ALC often uses it to kill ‘two birds with one stone: It combines word dictation (spelling practice of new vocabulary) and sorting according to syllable stress. Combining an emphasis ‘on pronunciation with a speiling exercise will benefit your students greatly. NOTE: To help students physically hear and see the stressed syllable, provide visual or auditory reinforcement by marking the syllable as different, You may reinforce the syllable with sound. For example. whisper the unstressed syllable(s) and say the stressed syllable louder, clap your hands to the intonation pattern of the word, oF tap your desk as you say each syllable but tap louder on the stressed syllable, To visually reinforce the stressed syllable’s creased length, use a rubber band. Hold it up with your thumbs (palms facing the students) and stretch, it wide and taut when you say the stressed syllable, return it to its normal size For unstressed syllables, ‘THOUGHT GROUPS. People proficient in their own language speak and read in thought groups. These are groups of words that helong together, such as prepositional phrases, ‘noun plus its adjectives, and adverbial phrases. short sentence may itself be one thought group. In speaking, these chunks of language are separated by pauses; in written texts, punctuation often (but not always) marks the pause. Learness of English are often difficult to understand because they speak the language word-by-word. They also often break up groups of words that naturally belong together when a native English-speaker speaks. The sentences below are identical, but notice the difference in ‘meaning when hwo commas mark pauses in the second ‘My boss said John is stupid. My boss, said John, és stupid. STEPS MARKING THOUGHT GROUPS 1. Select a text that has a written trans (The ALC language laboratory I source for this material.) Hand each students a copy of the transcript. Tell them they should mark it whenever they hear the speaker pause, indicating the end of a thought group. are a 3. Read the text to the students or play the recording. Students mark their copy. 4, Divide the class into pairs, Students read the text to each other, saying the groups of words between cach pair of slashes they have marked in a single breath. BOOK 4 PREFACENOTE: Transcripis of song lyrics are a wonderful source for pronunciation practice, Songs are generally sung in thought groups and provide a fine medium for promoting the concept of thought ‘groups, Most students enjoy working with them. LINKING In writing, words appear separated. In speech, they are heard as one continuous stream because they are linked. Linking occurs within the thought groups. Under certain circumstances, some sounds (esp. Jwhand /yf) occur naturally to facilitate this finking, ex, do it often sounds like do(w)it between or within words. Linking makes English sound smooth and fluent. It makes the spoken language easier for the native speakers to understand. As a teacher, you should strive to break your students of the habit of speaking or reading one word at a time. STEPS MARKING CONSONANT-VOWEL LINKING 1. On the board, illustrate consonant-to vowel linking by writing phrases like pik itp piki mp pickitap 2. Ina dialog transeript, have students mark where they think thought groups occur. ‘Then, have them mark the linking of words within the thought groups. Finally, have them say the dialogs, incorporating the linking within the thought groups and pauses between them, 3. Collect examples of phrases with sound insertions mentioned. Have students mark ‘where the sounds Aw/ and fy/ naturally ‘occur to make the phrases link smoothly. 4, Point out examples of consonant-to- vowel linking that appear in texts and audio recordings and remind students to link, Whenever possible, use these opportunities to have them practice the linking in these expressions. WORD STRESS Within a thought group, one word is usually stressed more than others. Like stressed syllables, this word will be fouder and longer with a higher (rise-fal) pitch. In most cases, the stressed word is the last major content word of the thought group, €.2., Who did you go to the party with? Twent with Mary. Certainly, a speaker is free to put emphasis on ‘any word. The chosen emphasis will very likely communicate something, ~ and, hopefully, it will be something the speaker intended to say. Examine the tree identical sentences below. Notice that when 4 different word is stressed, the meaning changes. (Implied meanings are in parentheses.) We love chocolate. (Not coffee, not carrots, ete.) We love chocolate. (We don’t like it, we love it.) We love chocolate, (Not you, not he or she, only we love chocolate.) On the other hand, choosing not to stress anything by speaking in a monotone, ie., maintaining the same pitch throughout, is also likely to confuse oF invitate listeners. Tell students that even when their grammar and vocabulary are perfect, listeners will Struggle to understand if word stress is inappropriate or missing. STEPS MARKING STRESS IN SENTENCES L.. Select a transcript fora short text and tive each student a copy. (Phe ALC lab material is @ good source.) them that each sentence may have more than one thought group, so they should be prepared to mark each word that sounds louder, longer, and higher. Read the text sentence by sentence. Check by having individual students, read back the sentences in accordance with how they marked the stress. Provide conreetion us necessary. 5. Divide the class into pairs. Students read the same text to each other, saying the sentences as they have marked them. ‘AIAERICAN LANGUAGE COURSNOTE: Short dialogs expressing emotion or contrast can provide useful practice, Stress different worls and discuss how stress changes affect the meaning. INTONATION Intonation is the rise and fall of the voice in speaking, especially as it affects meaning. Some sentences have predictable intonation patterns. €.8. + Yes/no questions end in rising intonation. + Information (or wh-questions) end in falling intonation + Statements end in falling intonation, In general, incompleteness is indicated by risin intonation, while falling intonation indicates completeness. These basic features of English need to be practiced and perfected, Just as with the other pronunciation features discussed thus far, itis important to realize that intonation is not merely a flourish to be added to a language leamer repertoire: instead, itis essential for fluency. Without appropriate intonation, students will produce mionotone, robot-like utterances that make their speech irritating to the native speaker's ear and difficult (0 understand. ‘STEPS PRACTICING INTONATION 1. | Select recordings of short dialogs for which transeripts are available. (The ALC Janguage lab ITs are a good source.) 2. Pair students. Have them role-play the dialogs together first. 3. Use the same dialogs and have students role-play again, demonstrating several different emotions. First, ask them to act as if they were bored, then angry, then happy, then sad, etc VARIATION: Set up 2 contest in which students act as judges. Obtain a number of recorded dialogs with animated exchanges. Divide the class into judges nd pairs of role-play actors. Have several pairs of students listen to a dialog. Then, have each pair roke- play the same dialog themselves imitating what they heard. ‘The judges also listen to both the recording and the role-play. The judges decide which pair comes closest to sounding just like the recording. (To allow for self-assessment, use a second tape recorder to record student production.) BOOK 4 PREFACE. At the intermediate level and above, have students create their own situations for role-plays, Give them freedom to select the actors and direct their own role-plays. Encourage them to use props. Give students sufficient freedom for this activity in order to allow them to create fully with the language they have learned so far Total Physical Response Total Physical Response (TPR) activities require students to listen and perforna a series of conmmands tiered by the speaker. The objective of TPR is to teach the spoken language by demonstrating an action executed in response fo a command. All TPR statements are imperatives, ic., verb + object. We know that the imperative is used for giving instructions and commands, as well as stating requirements. It goes without saying that the imperative is a grammatical form frequently encountered in military environments. STEPS TOTAL PHYSICAL RESPONSE L.) Give a command and simultaneously model the action it ealls for, same command, Have the action with you. 3. Repeat the command again without performing the action. Wateh to make sure that students execute an appropriate action 4, Recombine old and new commands with and without performing the action yourself, Students should exceute appropriate actions. If students demonstrate confusion, immediately begin modeling the actions for them. again. TPR is a very useful activity that can be repeated often duting the initial stages of language learning. However, it loses its value as a teaching tool once students progress past the novice stage, NOTE: The imperative occurs throughout the ALC. It is present in every exercise heading. Make sure that your students recognize and continue to use itDictation ALC word dictations are u 12 words and practice new vocabulary. Dictations practicing sentence-length statements and questions generally range from 6 to 12 words in length ly limited to 8 to STEPS DICTATING WORDS OR SHORT PHRASES 1.) Tell students you will read each word or phrase three (3) times. Tell them they will hear the word, a sentence with the word iit, and the word aga 2._ Insist on silence once the dictation starts Read at 2 normal rate of speech with natural intonation and enunciation. With, one-word items, be sure to use falling intonation after each item. 4, | Pause after euch item to give students sufficient time to write. 5. When students have finished, have different individuals write the words or sentences on the board if time permits. STEPS DICTATING SENTENCES 1. Tell students you will read each three (3) times, Instruct them that + the first time you read the sentence, they should only listen + the second time, they should write; + the third tim for errors, fill in missing words, and make necessary corrections. they should check 2. Read all sentences at a normal rate ‘of speech with natural intonation and ‘enunciation, Provide a 10-second pause between the sentences. (At natural breaks in longer sentences, pause longer than | you would in a real conversation in order ‘Ho give students sufficient time to write.) 3. When they have finished, and if time permits, have individual students w the sentences on the board, 4. Collect student papers, check each one work, mark errors (but let the student correet them), and provide feedback. Capitalization and punctuation Punctuation is introduced gradually and sprinkled throughout the ALC books. AC first, students only ‘work with short sentences which require a capi etter at the beginning and a period at the end. In time, however, they need to be familiar with commas, apostrophes, guestion marks, exclamation marks, quotation marks, as well as capitalized letter and periods. In punctuation exercises, students will see an unpuncttated paragraph and be required to rewrite it with correct punctuation STEPS PUNCTUATING UNPUNCTUATED TEXTS 1. Have students listen and follow along as you read the unpunctuated paragraph, Read at « normal rate of speech with appropriate intonation, but come to a complete stop at end punctuation, Students should mark pauses on thei text as you read 3. Have students rewrite the pe appropriate punctuation, 4. Check work by having students read the paragcaph aloud, naming the corrcet punctuation and capitalization where it is needed, or have a student write the paragraph on the board if time permits. 5. Examine each student's written work. graph with Categorizing A very useful vocabulary exercise for helping students’ remember new vocabulary requites that they sort words into categories. STEPS CATEGORIZING VOCABULARY WORDS 1. | Identity words that can be sorted into 3. categories, Create a grid with headings | as well as a word bank containing all th word Divide the class into pairs or small ‘groups. Hand out the grid or draw it on the board. Tell students to sort the words. 3. Have a member from each group write their results on the board 4. Disc 3 differences if necessary, ‘AMERICAN LANGUAGE COURSEVARIATION: Categorizing exerci in using langua, can easily be revised for use with students at higher or lower proficiency levels. By simply rewriting the category heads, you can often change an exercise’ level of difficulty. The examples below require students to categorize vehicles. s provide practice For beginners, list concrete items in a word bank plane bus car helicopter boat train and provide a grid requiring objective answers, Air Ground Transportation | Transportation Water Transportation Advanced beginners and intermediate students can be given the same word bank, but give them a grid requiring them to expr ions. Here, the headings have been ch rete headings that requite subjective a Transportation | Transportation | Transportation you like you don't ike | you've never used For high intermediate and advanced students, use concrete headings requiring both objective and ibjective answers that draw on prior knowledge and rand opinions. ‘Transportation obsolete | by the 22nd century Transportation stil existing 100 years from now. Outlines and graphic organizers People often say that a picture is worth a thousand words. Certainly, the ALC 2nd edition now contains some photographs, but it also endeavors to offer students lots of information presented in charts, ‘maps, graphs, time lines, outlines, diagrams, and more. We know that it has been scientifically proven that people retain visually delivered information better than information they have only heard, In addition, you wil find that today’s students are fully accustomed to obtaining the bulk of their daily information from visual media ~ particularly from television and the internet sources. In view of these facts, the ALC books try to present sige amount of information graphically. Visual ids such as outlines and graphic organizers sre axlvantageous because they can show ata glance the key parts of the whole as well as the relationships between the parts, As your students learn English, they will benefit from examining, analyzing, and ting graphic organizers themselves. Some typical 1al aids are fisted in the table below. a A list of facts or numbers arranged in a special order, usually in rows and. Table columns, Graph | A planned drawing, consisting of @ | Tine or lines, showing how two or more sets of numbers are related to exch other Bar graph | A diagram that uses narrow bands of different heights to show different | amounts, so that they can be compared. Pie chart | A diagram consisting of a circle that is divided into sections to show the ize of particular amounts in relation [tothe whole. Flow chart | A diagram that shows the conne; between the different stages of « process or parts of a system. ions (On the next page, box outlines, semantic maps, and Venn diagrams are discussed in greater detail In the ALC, box outlines are predominately used o demonstrate the preferred structure for a typical military paragraph. However, all of these graphie organizers ate well suited for presen complex information, BOOK 4 PREFACEBOX OUTLINES ANDTHE AMERICAN PARAGRAPH An out generally covers the main points of ‘a subject. It can provide a cursory overview of a ‘written text or speech, and it usually allows the adience fo survey the main points by means of headings and subheadings. The ALC introduces box outlines at an early stage in the language learning process as a way to familiarize students with the typical structure of a short American-English paragraph, Most mifitary paragraphs adhere to this structure. They are generally brief and to the point with @ recommended length of 6 sentences and 90 words. Content is restricted to one topic, and they have a clear, hierarchical structure comprised of a ‘main idea sentence with several supporting details (Topic ‘The ALC uses a hierarchical box outline to visually analyze the structure of the American paragraph ‘This format is appropriate for oral presentations well as written texts, Initially, students p ing notes in the box outline format. Subsequently, they write their own paragraphs from the same format, In higher books, they transfer information from the boxes to «tabular outline format. Below, you can examine an example found in ALC Book 7. EXAMPLE: Hvery year; Reagant High School makes a schedule for sports, Reagan High has about 1500 students. I plays teams from other schools that have about the same number of students. This year's {fal sports are football and soccer. The school's basketball and volleyball teams will play in winter: In spring, students can play baseball or tennis, A student may play only one school sport in a season. Reagan High School Sports Sch Pot al a fall | ial Spi a a am pee feel ar foley} = iis] Ps Rara P ‘SEMANTIC MAPS OR WEBS ‘The box outline uses a very formal structure, but other graphic organizer's appear to be more organic. ‘Students should be encouraged to experiment with, them as well. For vocabulary review or expansion, have students create semantic maps. In the center of the web, students write the topic; in the branches, they show related items, Subheadings __ Covet ete a Gaya) Guble) Gdining room) Gn pa tables) Cool oles Who G0 =) S. NOL Get )RNIT! URE > os : eee Cet) Chest of drawer ght stand) are also possible and further develop students’ ability to classify terms. A quick demonstration is, the best way to introduce the concept of seman maps. Higher level students can use semantic maps for brainstorming ideas and then reorganizing them into a more logical format, Mapping can also be used for note taking. Activities requiring students to ereate a semantic map or web work nicely for one student alone, students pairs, or small groups of 3-5, VENN DIAGRAMS A simple and useful graphic organizer for showing differences and shared features is the Venn diagram, Comparing and contrasting information can be effectively shown by drawing a diagram consisting of two overlapping circles. Students write similarities in the area where the two circles overlap and differences in the outer part of each citcle. ‘AMERICAN LANGUAGE COURSEBook 4 Contents LESSON 1: Sports and games .......... i LESSON 2: He's in the Army now, ........ 000.000 c seen eee .29 LESSON 3: Where are my clothes? 00.0... 000ceeevceeeeeeeee 5B LESSON 4: Pencils in 10 colors .............45 i ... 83 LESSON 5: Review ...... Ee eee ee cee rede) APPENDICES: A: Word list. eee <1at B: Structure list... .... Heat ere te c: Flash cards 0.000... ec eee cece eeee 181 D: ‘The English alphabet ................. . 133 E: American English sounds.....0... 0000000005 135 F: List of Contractions... .00ceee eee » 137 G Spelling Rules for Regular Past Tense Verbs. ..... 139 H: Patterns of hrrogular Verbs... 0 0c e ee ML I Punctuation and Capitalization. ....... ceeeees 146 HOMEWORK: eee ata late etter ee eee et tate HW-1 EVALUATIONEXERCISES: 0.0... c ccc cec ee eeecceeeeeeeeeeeees .EE-1 BOOK’ PREFACE eae EnPRONUNCIATION OBJECTIVE: Liston and mark the primary stress on new vocabulary tems, NEW VOCABULARY Los Angelos Bota open Ora edriten cw Mite response tna Conclude wit repetition drill, EE Books open Oral and written cue Written response Individual Conclude with a repetition drill, BEEN write esen worain mo ca Chicago Houston ily [Now York asa Houston Georgetown oy football SESE Mark the pri o 1. Pshington a 2. Rtow a 3, Goemany Books open Visual eue \Writen response Individual New York smn wit its stress patton Georgetown football eae Chicago Key etna ‘oma te 4, Aiterican 2 san Anti “ 6 Bae 5, ‘RANA COURS Additional activity Hold a discussion to find out how ‘much and what your students know sibout these cities, Where have they gotten their information: from another English class? from TV or the movies? from first-hand travel experiences? Let them tell their Classmates as much 26 they can, Finally, share with the ekass any pictures, posters, or pasteards you ray have of these cities AMERICAN LANGUAGE COURSEEGRESS in srouns of three, asi (Cotnere ave you from?) a 7K , in from Dalla nu >in fiom New York ily t (aetsvety natty tobe) Ellon pete y i { \ tient 7 ff I L BEEEEESED feed more about oo, Pau and sports eae) Dial continued fom pes ‘Jae: The Comboys. They'e the football, team from Dallas Da you watch Football? Paul: Yoo. ike to watch hasaball and Inashetball on TY, to, Joe: ike to watch the Los Angeles Lakers. Did you go toa baseball same in New York or Chicage? Paul: Oh, yes. I watehed a Mets game in New York, Iestarted at 1:00 and ceded at70011 havea ball rom that game: [also watehes soccer ona visit to Chicago Jou: Dovs Chicago have a woccvs teaan? Paul: Yes, its the Chiengo Fire. eva ood team, 00 ‘aoaKa TESST a = PExERSE E | ae Boots cand Crewe Dales raven Oral enporse on Chor set If students need to use the example Conduct a repetition drill with the new vocabulary items. «asa model, et them keep their books ‘open, atleast intially. BOOK 4 LESSON 1 NEW VOCABULARY What about you? team baseball basketball game start(ed) cendec) ball visit (n) Conduct the same exercise a second time under the following conditions Books open Wirlten and oral cue Silent reading Inclvidual Read the dialog aloud 2-3 times as students read along silently. Discuss the vocabulary,NEW VOCABULARY tennis ACISE H baseball basketball, football golf ball soccer ball tennis ball a Books open Wiiten cus ‘Written esponse Individual 1, Do the Dallas Cowboys play basketball or fovthall? —_Faotball, 2 Does Paul wate otal? Yes. someting 8. Are the Mets. bss em orascer team? __A baseball eam | 4 Where dia Pot wats ass gamo? In Now York 5. What time did to game ser? “190. 16, What time did tho game end? Whore did ho watch 2 seecer game? In Ghieage. 5 —_svecer ball, = ce i IN RE Books open Visual and writen cue Written response Pairs Practice vocabulary and have students lahel the pictures NOTE: If necessary write the worcs in the column above on the board for students to use in the exercise AMERICAN LANGUAGE COURSEEXERCISE | MERENEY a pinay a ~ exam 1 fe Sevan “ “ 2 Bie Poerat “ “4, 3. fair fran 4 Boni nis batt 5. icon cor bat “ 6. Braket eet EES Fi in tho banks to compiato the three aiatogs. live ke to end play stort town ty Mr Jones: Excase me, What time doos class start? Mans ith: At7:90.1¢__ends st 2:0. Mary: Do youve __inu__town or n__clty 2 Ann: I__live___ ina very small__town ‘Sam: Dues your brother keto play soscer? Martin: No, he doesn’t, He ikes to play baseball. an Ela Additional activity Books open Books open Have pairs perform the dialogs with Oral and writen ve Wwrtn eve the answers provided. Then have ten and oral response Writln response rs perform the same dialogs, but Inv Pai aoe ie hhave them substitute authentic ques- Conclude with a repetition drill tions and respon: BOOK 4 LESSON 1 Ee =FUNCTION eer : OBJECTIVE: Initiate and participate | KEEREEEI Read more about. Paul, and sports. Z | in conversations conceming leisure | iain continue from pase 5 activitios, ‘So, Chicago asa soccer team. NEW VOCABULARY Dogo ly aorta ts? did't Yes, soccer. I play tennis tno sport Tike it How about you? Lots get together, How about (next) Saturday? {als play tennis. Lets got fogother and play sometime. ‘OK. How abot noxt Saturday? EEEoa 1. Does Paul play sports? MBER Fis sick nono te sports you toto pay 2. Does Joe play saccer? 4 ports you like to py. ike to play aoceor ike to play foot kot play go ike to play table te “J Like to play baaketbatt, [_] 1 ike to ploy baseball ike to play tonnis, "ike to play ater sports ‘ak your clasamales yes/no questions about sport they pay. (Wes. do. play sows 4, oye pny spore) ind bayheat vee (soe T play ult EXERCISE K Read the d log aloud 2 or 3 times, Books coed ‘Then ask the questions inthe column model, Some may want to refer to Otaleus above Exercise 148 well Ora esos CULTURAL NOTE: Arctica Choral and individual Books open often say, “Let's sometime,” Conduct repetition ills with the Writeneue tobe fienly and show postive ian aeinaiey Wiiten response intentions. tis frequently not meant Conduct the same exercise a second Individual asa specific invitation, and they are not necessaily ready (o commit toa {ime under the following conditions, Se specific date and time, Books open Books open Written and oral cue Orat cue Ora response response Individual Inividuat = zs "AMERICAN LANGUAGE COURSEaig meets ] Liston to the datos. Repeat them ale our instruc: Then rl play with «partner 1. Paul: T play basketball un Sundays, ay? awl: Outside the barracks, Joe: Where da 300 pl Joe: Are the games good?” Poul: Yes, they're great, Play with us when we play again. 2 Sam: Do you play eports? Martin. Yes, golf and tennis, How about you? ‘Sam: T play tennis, Lets play together som Martin: OK. How about Sunday? Sam: Sunday’ fine 8. Jennifer: Do you play wot Jinn: No, Pm sorry ¥ don't. Hay tennis, Jennifer: like to play tennis, to. Jim: Lot's play somotime. How about Satueday? | Jennifer: All ight Lats play ot 10 am. on Saturday. | Jims Okay, Procedure Additional activity Working with one dialog ata time, After students have performed all conduct dialog repetition drills as presented, let them Encourage accurate stvess, intonation, perform then substituting authentic and rythm. Then pair students, give questions and responses them time to practice some more, and have pairs recite the dialogs for the class, BOOK 4 LESSON T SPEAKING SKILL OBJECTIVE: Repeat after a model a dialog containing a maximum of 5 exchanges and utterances of ‘no more than 10 syllables, using appropriate stress, inlonation, and shyt, OBJECTIVE: Recite a dialog Containing a maximum of 8 medium for 5 short exchanges and utterances ‘of no more than 10 syllables after repeating It after a modelGRAMMAR OBJECTIVE: Produce oral and. written affirmative/negatve statements, yesioo questions and longishort answors (both full and contracted forms) in the past tense in response to oralvisualwrtten cues itustrating a past action. Simple past tense Inroduce the pattern and conduct repetition drils with the mode sentences, 10 Aived | in | ast year stopped studied he prosont and past tense. | [Past tense Ee ‘Paul visited Naw York fast yeor: asl ists New York every gwar Paulusite New York euory day. | | Paul visited New York yesterday Paul sited Now York 0 ks ag aul vite New York every wes. Use yesterday, last, and ago to talk about pas time Additional activity ave students find and underline the Books open Have students find and underline the Bo9KS OPEN past tense sentences in the dialog at the beginning of this lesson, ene he beginning of this les Choral ANERICAN LANGUAGE COURSEua check (owt othe activites you didnt wodkond [Janene f piged mse [Janitenattomsie — [] tated ant ' [Joint rend [Jagd ntti | [Jrintted on te ttephans, ["] rare oe [_Jiwontea [_Jrayed tenia [] satin [| rotge bab EEE Pot your ct sino about your a Lplayod tennis on Saturday. » vl friends in (1 studied English >) Newer) reer 1 worked on ny homework < i AM Task weeks Soa Books open Books open Wilton cue Wiiten cue Written response Oral sponse Individual Incivicual Conduct a round robin activity. ‘Students ean use their answers from Exewise B. BOOK 4 LESSON TBooks open Writen cue ‘riten response Individual Ea VERE tale ropoat lean play open circle shave stop prefer took dt od dl “ed stay ary | wy See the appendix tor Past Tons and wld ed | Drop thee | Dowble the | Stepped ‘ond ade | OCcoreed tated wanted repeated steamed played aponed anewased dread preferred sade dried tried paling Res WaITE THE! PAST TENSE talk talked vant wanted repeat | repeated lean | cleaned play played open opened anower | anpwered diets | ma weetr | stuay hy tried | f= | AMERICAN LANGUAGE COURSEaaa z= z PRONUNCIATION OBJECTIVE: Listen for, Identily, and practice using the 3 regular past tense phonemes (/V/, fl, oF /ad/) fecouacat EGE Seving the past tense marker -ed Listen tothe past tense Then erie the sun her: Past tense sound ete ed | OBJECTIVE: Repeat after a model 3 learned it watched ae ‘groups of words, each with a difforont ‘past tense phoneme, leaned it cooked it started st pelted it Arosa it ended it aaa phayedit mappod it wanted it cleaned it ancwored it washed i ropoated it played it spelled it answered it [SCNISETNEW fepest thse sentences. (Past tense endings he sound) _| 2. watched it 1. Dan Fonened ane eon peste Cooked it eee eee arossod it 2, Pallstnu to the radio yesterday aterm, eae 3, Sam opened his window yesterday morning. meshed i 4 Dich just shaved inthe mori 2. wise it 5. Our toncher reviewed our lesonyestory. erat re ee eae wanted it ‘Ghango thse sentoncos to the past tenes repeated it Jennifer memorizes a new word (yestorday) 2 Hacry plays a gumo of sovear (yostorday aftnoen) 3. Richnd closes a window hie morning) 4. Suean cleans her room. (yesterday) 5. Our toacher civelos a letter: (yesterday) 00K TeSSONT = Procedure the sound /z1, Can they feel the EEa ey difference? Try this again with the © With books open read the $ words Ty tig agin with hy Books closed sounds If and fv. Say, Notice that in the first group above ata normal Shan you say al op, our vera? OFM CUE rate with Falling intonation Conds vibrate. Notice also that there ralresponse @ Ask students what sound they ‘eno vibration when you say sf or, Choral and individual hear for the past tense ending (4d). © Have them write d in the blank above this column in their books, © Repeat the same procedure for the nest Wo groups of words. Point out that the final sound of the ‘pase form of the verb determines the ound of the ~ed ending. fo help students determine the correct pronunciation of the ~ed tending, have them place their fingers ‘on their throats, Ask them (o say’ the sound /s/. Now have them say Wi. Sounds thar cause the vocal cords 10 vibrate are voiced, while those ‘causing no vibrations are voiceless Give students the following rule (generalization): Prone yal after vowels an voiced consonants (except d) + Jt alter voiceless consonants, fexcept + Jad/ after cord Conduct the same exercise a second ‘ime under the following conditions. Books open (Oral and written cue Oral response Choral and individual BOOK 4 LESSON tEXERCISE C Books closed Oral cue Oral response Choral and individual Conduct the same exercise a second time under the followin Books open ral and written cue ‘ra response (Choral and individual conditions ESTER epeat ovo sontocos, Past tense onding isthe f/ sounel) | 1, Dap asked questians yesterday. 2 Jom cooked a men estonia evening 2. ‘Tho ins walled to seo estorday moring | 4, Kom looked up the new words yesterday afternoon, nae 1. Jim and Jennifer ttl atthe game. (yesterday) past tense. sentences 2, on likes all the games onthe weekend. (ast weekend) 3. We watch a'F¥ show every night. (esterday) 4, John works Monday to Friday. (last your) 5, Tho girls mark an answer in their books. (yesterday morning) ese selene, Pains ending ithe il oun 1) ] SEM Repeat 1, The movie started at 800. 2. We wanted to goto the movies yesterday. | 5. Mias Brown corrected our papers yesterday afterncon. 4, Lvinted my brother on the weekend hangs 1, Dan repeats ques fences tothe pasttense, J ons in cass, yoaterdy) Jol selects the correct answer: (on yesterday’ test) 8. Our testends at 1000 a.m, (last Friday) 4. Bruce and Brian want to got the movies (yesterday evening) “TER ARE COURSE ‘AMERICAN LANGUAGE COURSEPASTTENSE TIME EXPRESSIONS yesterday avtyear——rominaen ago esterday morning — last month sn owe ag yesterday allernoon Inst week four days ago esterday evening last wockond a eck ago Yesterday 26:30 lastnight sic month ao Toot Saturday a year ago ‘the paragraph with yostorday or lt. ‘Ann, Lisa, and Jeff aro good fronds They like to go ta the movies, Ac tale to Jeffat school _ yesterday __ morning, She alo talked to Lisa st work yesterday afternoon. Lisa wanted to go downtown yesterday evening She wanted to see movie, Ann, Lisa, and Jot watched the show together ___last__ night, 1¢ was a gooll movie, and they liked it. Aftor the movie, they went to a snack bar to drink. coffee and talk about the movie They had a good time __ yesterday ‘evening, They want to goto the movies again wotortos, oo eso Presentation Inroduce the past tense time Boks open expression and cond retin ten enone oa Individual BOOK 4 LESSON T zaNEW VOCABULARY ‘cook Books open Oral cue Orat response Individual and choral EXAMPLE: Mary atudies French every day. last month) Mary studied French last. month, | 1. Dan tearns new words every da. (yesterday) nt listens ta the radio i the morning, (lastnight) 3. Sam opens his window at might (an 240 4, Dick shaves every morning, (10 minute 5, Our teachor reviews the ald words every day. (last Friday) } ETERS Change the sentences to the si EXAMPLE: John always fies hie homework on time. ast Tuesday? ‘Joh finished his homenork last Tuesday. = 1. Dan always asks questions, (esterday evening? 2, Sometimes John coks dinner (vo hours ao) 2. My daughters walk to school every day (last year) 4. Ken looks up the now words afer eas (an hour ago) ‘on sleays likes sell games. (last woek? MESES conc ie sentences to the simple past tense (sound). | EXAMPLE: I repeat the words every day. (yostery) J repeated the words yeaterday, 1. ‘The early movie starts at 8:00 every ight. last night) 2 Wewant to go to the movies today (yesterday evening) 4, Our teacher eorrets our papers at night (ash night) 4. Tvisit my brother on the weekends (let weokend) 5, Our test ends at 10:00 a.m. (1 hoor ago) [= RTE CORSE [ANERIGAN LANGUAGE COURSE‘Ghange thse sontone tothe past tense. 1. "The students learn new wards (yesterday) ‘The students learned new words yesterday. ‘3. ‘They always lok up every new word. (last week) Last. week they locked up every new word, ‘Sometimes Joe plas basketball (set month) Jor played basketvall ast month, 1, Paul visited Chicago __last__ yea 4, Wo studied Book Three last __ week, 5. We studied Book'Two three weoks ago 6. Tatudiod 50 words _yesterday evening 1. Talked to Mr Johnson yesterday — morning ‘8 dm talked to Ms. Johnson wo hours ago 9 Paul talked to mast Mor 30. Mary watehed'T'V___laot__ night. 11, ohn watched TV yesterday — at alos 12, Twatehed TV a fow yates ago SETS Books open Wiiten cue Written response Individual 2, ‘They always listen to tho teacher at 10 asm, this morning) ‘They listened to the teacher at 10 a.m, this morning. MGEEEEGNE Complete these sentences, Uso yestorday lst, or ago ee 4, Sometimes Susan talks to her son on the phone. (two days go) Susan talked to her son on the phone two daye ago. 2. Mary and Joh arrived in Now Vork three days ago 3. Jim and Paul talkod about football yesterday _alternoon GRAMMAR OBJECTIVE: Produce oral and written affirmativenegative statements, yes/no questions ane! long/short answers (both fll ant ‘contracted fois) in the past tense i BOOK 4 LESSONTGRAMMAR OBJECTIVE: Produce ofat ae votlen alfirmative/negative statements, yes longishort ex (boi full and ) nthe past terse in 010 oration 1 past ection Presentation Introduce the patie repetition drills with the model sentences nid conduct CREE aking negative past tense statements She id nat vist | Chieago | last year. opeat these 3 enienes wih negative simple paatense, | 1, am dd lean his om ast Sate 2. Linda dd oto anor a ight 5. Goo dt pay basta yard. 4. They di not ike Cheng. 5. He didnt have this mening 6, lack did't tive in Now York vo years ago. 1. My Boy ich clas di’ start at 780 this morning 8, Mark didn’t visit Los Angelo last anon, mi CURE Books open (Oral and written cue Oral response (Choral and individual Conadvet the same exercise a second lime under the following conditions, Books closed Oral cue Oral response Choral and individual [AMERICAN LANGUAGE COURSEESEEIEEN Wake » negative statement in the simple past tense. 1. My brother visitod Dallas. Houston) He didnt viit Houston. 2 san played tennie yesterday. (soccer) She didn't play soccer, A. Sally coke chicken for dinner. boo!) ‘She didnt cook beet, 4. Frank cleaned his car lost week, (his week) He didi’ clean it thie week. 5, Dun shaved lastnight. yesterday) He dide't shave yesterday. 6 ‘The movie onded at 10:80 lastnight. 10:00) 11. Jol logened English. (Arabis) He ide learn Arabio. 8. The game started at 7.00 pin-(4 pm.) Ie didn’ ata a pm, ESSENSE with your classmates, make negative and afiemative satemer (aid speak Bngtish last C year. speak it now. (ais y ame Getrag) Aneto my wi CC inehour age Watt play te tr C chit week > aca 58857 or EE Books open Books closed Wirlten cue Orat cue Wilton response Oral response Individual Group BOOK 4 LESSONNEW VOCABULARY How's it going? all long break downtown show lean (up) Presentation ‘To introdace this dialog, students focus on the pictures of the ‘man and the woman, Ask the students, what they are doing and have them speculate about what they are talking about. Introduce the new vocabulary words downtown and show to suggest what the characters, Joe and Susan, ‘want to do this evening. Next, with books open, read the dialog aloud. Discuss the conversation with your students again, asking about the couples” plans and what they have todo to get ready. Then, conduct Susan, "Thi gos, How ane Helle, Joe m fie, How's it sing? Joe: Well, I worked al day long. 1 want a break. Lat‘ go downtown, fenight.Iwant to poe «show. (kay Fm really hungry, dont want to col, Lyust played tennis fortwo hors, Ie was a very Jong game, Joe: Allright, Lats goto restaaraat, to Lot's goat oven. ‘hate fine. Lwant to take a shower and elesn wp. S00 you at Torin and Fiorfase. | Joo wants to go downtewn tonight «Joe wants to wate game, Susan played tonne all daylong. 4, Sosan wants to slesn up F_ Joe wants to dean his room F.. 6, docand Susan don't wantt et, TL. 1. dootnd Susan ae rend F& Joeund Susan are going out at 7 am. F.9 soe std work al day = RT SHE TORE EXERCISE A dialog reading drill with the entire class, Follow this with reading Books open in pairs, Explain any vocabulary Written cue students don’t understand. ‘Wilten sponse Individual “ave students scam the dialog to find RIGAN LANGUAGE COURSETIEW ead the sentences and fil in ti 4. Joo worked al day long 2, sae __wante to see. movie 4, Susan played __temnis for two hours. 4. Susan __wanta ta go to restaurant 5, Susan wants to ___ take a shower and clean up EXEESSGM What co you co ail the ti allmenth long all ater noon fon all morning long all evening long a) night long all day long alle long all yearlong Number Lisa exon 4, Hearn English all day long. (Anewers wll vary) 2 EXERCISE B EE Books open Books open Written cue Written cue Written response Witten response Indviduat Indivicual I necessany, have students scan the dialog on the previous page 10 find the verbs, When checking, pay attention t 3rd-person singular and past tense verb cuglings, BOOK 4 LESSON 1GRAMMAR OBAECTIVE: Produce oral andl allrativoinegativa statements, yesino questions and longyshort answars (both ful and ‘contracted forms) in the past tense pone to oralvieniatwriten cues waitlon Grammar Introduce the pattern and then. ‘conduct repetition drills with the del sentences. ‘To make a question, put adi font ofthe subject and drop the «or vod trom LONG ANSWERS Ne, SHORT ANSWERS Yes, No, Fad noteaidn't Additional activity Have studeats find and underline the model sentence (Did you like Chicago?) in the frst dialog att beginning of this esson, 1 you he she it they Tiked id not did i. id ot, ida’. AMERICAN LANGUAGE COURSECEN Hine 12 pst tana cers are i this panaraph ead the paragraph and underline tho post Pl visi [New York and C) [New York, He watehed a bosoball game thore. The team ws ths [New York Mets.The game started at 1:00 and ended at 7:00, In Chicago, he wate soeear game. The team wax the Chicago Fire, Chiengo was very Hae the city, but Like can cities last yoar. They were jengo. Ho liked the restaurants aed shows in ban Sewer aa) 2 1. Did Paul visit American cities last. yeas? a, Noy be dida’t play tenis, 6% Did ho visit Los Angeles? Db. Yow it started ut A 8. Did Pil play tennis? 6 Nahe dido'tgo to L.A. £4, Did he wateh a baseball game? Novit didnt end at | b 5. Did the Mets game siartat 1pm? e Yes, he was in two US cities d_ 6 Did the Mets gemeend at 6 pm.? £ Yes, he watshed basebatl yosino questions about Exercise A 1 Bia ‘Munters an example 1. Did Paul watch 2 Chicago Fire baseball game?.__(Anowers wil vary) kz Additional activity Books open Before students do Exercise B, histone conduct listening activity. Books rain closed, tell everyone to Histen as you ad the paragraph in Exercise A. When you finish, ask for volunteers to tell you what they remember. ‘Then, books open, read the paragraph again as students read along silently, BOOK # LESSON Sena Books open Writon cue ‘Written response Individual Earn Books open Wiiten cue Written response IndividualEXERCISE D Books open Wilton cue Wirten response Incividuat KEEEESED. rocaniic tie Number ican example 1. lived not oe Fin Germany Joo didn't lve in Germany. 2. didnot [Joe fo Chiengo/ go Joe didn't go to Chicago, _ 1, dhe New Yorke Mets game (oe fot watel Joe didn’t watch the NewYork Mets game. nat Joo Pike Now Yor id Joe didnt tke New York a 5. in Chicago / baseball game did seo/not/ Joo Jon didn't s22.a basoball game in Chicago. WEEE er with 2 pa ‘Ash yosIno questions Then change rolos and anoer your partner guections. ‘Ask about a game you watched. | Dia you wateh the fotbail _gumo yesterday? ) (Yeo i (ato bout you?) Fade wath i Ista cl Did hs) \ inh the game” : (Yes, they did. Tt was AY Ceecaiime aE CAE EE Books closed Orateue Oral response Pairs Studenis may need to keep their books open to refer to the model. NOTE: Two examples of follow-up questions are given; if students need more, have them brainstorm others 2s a group. ‘AMERICAN LANGUAGE COURSEges pemus ince the seme word asthe hey word on the let. Nentber ivan example READING SKILL | ‘OBJECTIVE: Ciro the word (in a | | row with a maximum of 6 words per row) which has the same moaning 2s ‘2 key word (imited time-3 seconds Lago after sirman Go) again angry per row) 4. anaver | tenia Apl tit sco (fit |eetmea ieee ea tng i 10, diornt | pny dee oe dol 1 doo | dda aaemit do dec v2, fill | toe! smcer all tai 15, hear hella here hi her 1 te ibn fata nsf vi tray | eary ler ton tad 19. meat moat, ‘moan man ‘moon 20. open opal ga HCH Hau CeCe Procedure Have students cover the exereise items (not the example) with piece of paper. Go over the example together, When everyone is ready to begin the exercise, tll them you will keep track of time by writing 5 second intervals on the board. They shoud ‘work ay fast as they can and as soon as they each finish they should write the number of seconds that is on the board at the top of the page. After checking answers, they should write the mumber of correct items over their time,Procedure © Tell students they will make a bar graph using information concerning ‘numbers. Have them look al the example with information about the population of 3 US cities. (Give them ‘the opportunity to explain oF gt the meaning of the word population before giving thom the meaning.) e ‘contains a chart, while the box on the right contains a bar graph. Ask whi gives a clearer idea of population growth (hopefully they will say the bar graph does). plain thatthe box on the left 6 “The two charts show information abort pope living in ce USeten Bo carte eww the same information, Pcchart Ph oft tae The rho the right le bar ava Complete ber deh for Chie | [pena ioe PROFESSIONAL ATHLETES: SALARIES 1990 1995, 2000 Footbal player ‘400,000 $700,000 $1,300,000 Baseball player 0,000 $1,100,000 $1,800,000 Soccer player $300,000 $700,000 $1,400,000 Basketball player $800,000 $1,600,000 $3,900,000 RCA COURS Gans © Have volunteers read the number of people in each city in Books open both 1990 and 2000. Then have Written and visual cues. students complete the bar graph with Written response the information Inetviduat Population. Have students look atthe ca and ask iff anyone can explain solar athlete, and professional. When everyone understands the vocabu- lary, conduct a repetition dill with the numbers in the eat. Then have tents complete the bar graph on the next page ‘ANERICAN LANGUAGE COURSEioe LEO Procedure See previvus page. BOOK 4 LESSON TLISTENING SKILL ‘OBJECTIVE: Listen to a dialog and supply information as instructed Dialog 1 Bon: How many students are in your class? Mary: Seven. Five men and two women. Ben: We have eight students in my lass. All of them are men. Dialog 2 ‘Sam: IMmmrn, | cooked chicken last night, It was good. Mary: | don't like to c00k chicken. 1 ‘ke fam. ‘Sam: How about beet? Mary: Oh, yeah, I ike beet, toc. Im ‘cooking hamburgers tonight. EEE visited to cities last year, Did you visit an American oly last year? Paul didn't ke the restaurant. Did you watch sports on TV yesterday? 5, Joe worked all day long vesiertlay Did you do your homework last night? ‘They dict clean up the barracks aftr lunch, 8. Did Mary cook breakfast this ‘morning? fe Procedure Books open, tell students you will read 2 dialogs 2 times each, al a normal rate For the frst dialog, teil them to listen for numbers and to waite them on the lines provided (cither as digits ‘or spelled out in letters) as they he them, Read the dialog in the column sibove 2 times, the second dialog, tell them to listen for and write the names of foods. ‘Then read the second dialog in the colunnn above 2 times. 2 Pe ees ison to yar teacher's inteutions Numbers Food. Ht chicken aonb beef __hamburger(o) ‘write the sentences you hear. 1, visited two cities last year. =a 2, Did you visit. an American city last year? fc ke the restaurant, 3, Paul 4. Did youwatch sporte on Ty yeoterday® 5, Joe worked allay long yesterday, 6. Pid you do your homework last might? +7. They did't clean up the kitchen after Inch 8 Bld Mary cook breakfast this morning? “a Te RE EXERCISE Books open Oral cue Wiritan response Individual ‘AMERICAN LANGUAGE COURSEPRONUNCIATION: GRAMMAR: VOCABULARY: VOCABULARY REVIEW: READING: PERFORMANCE CHECK: BoE EON Objectives He's in the Army now. VOCABULARY: Miltory personnel working om bates and post o.81 A sor giting ead For ty a US Air Force offer ranks and insigain Saying the regular past tone. a veg Making past tense questions with iregul ar past tonso verbs 38 vor ‘two soleiens taking brea. 46 Military time: Tho 24-hour clock 48 Reporting for miliary training 50 Classifying voeabulary words st Scanning across a Hine to Gnd the same WOES non ‘Making timeline A © Listen an mak the primary siresson vocabulary items © Pronounce ineligibly and use in discourse the words, phrases, and expressions listed on the preview page, © Recognize and respond suitably to ‘vocabulary italicized onthe preview page, which will no be tested, but Which inay appear on book quizzes © Ask for and give information bout past actions/eonitions. © Ask and answer, orally and in writing, past tense wh questi Listen and categorize new vocabulary tems according to their stress patterns © Identify the numberof syllables in the present ani past tense forms of aver. © Listen and identify the past tense phoneme of a verb © Read and write the past tense of verbs ancl identify theit past tense phonies © Practice pronouncing the three phonemes used withthe regular past tense Ul, and fad © Listen to. recorded informal conversation and answers question LESSON 2 OVERVIEW RESOURCES: Basic classroom ‘equipment and materials and flash cars (as indicated by ¥ in the vocabulary list on the preview page). For recommended teaching techniques, refer to the Preface of this text, © Listen to. text of 30-300 words (about 20-90 seconds) and then select from amon true statement © Repeat a dialog containing amin ofS exchanges and teramees of no more than 10 syllables using appropriate stress, inmonation, al hythm © Recite a dialog containing a snaximum of 3 medim or 5 short exchanges and utterances of no more than 10 syllables ater repeating it nll aller a (continued on next page >>>) BOOK4 LESSON 2 siiven prior to hearing it. (Audio)PRONUNCIATION OBJECTIVE: Listen and categorize raw vocabulary items according to their stress patterns, Ee Books open Oral and written cue Written response Individual Reading across, say each word in the word bank, Follow up with a repetition dill. IF you hear anyon adding syllubles (Co-Lo-nel) have them listen to the word ag you say itand jell you how n Syllables they hear ESTES ite each wor inthe column wit its svess pater. w sale a ada unifrm —IDeard_—coomel—_anigeant ‘major general’ evtenant captain ae a kee tae | her © uniform [1D cara major general | feutenant naval | vamme tag sergeant colonel | (es anaieetaa | Key captain | | — (Pons loutenant comes before eaptsin (7 Liewtenant colon (comes after major (etter major?) Na a COUR Born Additional activity ora ‘Conduct the same activity with the a whole group, books close, after Gr me have finished the practice in roup Exercise B. Refer students to the previous page for vocabulary support with this exerci AMERICAN LANGUAGE COURSEESERIES Write rank abbreviations and the person’s last nam Naber 1 ican esanpte 1. Tie i Kon Jones Hs a major This ia Maj Jones 2, Thies Linda Barnes She's captain ‘hiss Capt Barnes 3, This ia Bill McDonald. Hes a seed, This i Sa MoDonald, 44 ‘his is don Banks. He soln ‘hie ie Col Banks. 5. hie is Anne Mario Gront, She's «litera eotons ‘This is Le Col Grant. 6. This in Potor Nichola, Hee general “hie is Gen Nichole. 7. isis Rick Martin, He's a Hentenant ‘hi fo Lt Martin. | This is Lisa Holmes, “This is Maj Holmes. 9, This is Henry Chong, Hes a gone This Is Gen Chong. 10, This ie Stovp Rushing Hols a sveond Kontenant This is Lt Rushing. ore eo Books open Written cue ‘Wien response Individual BOOK 4 LESSON 2SPEAKING SKILL OBJECTIVE: Repeat a dialog containing a maximum of 5 exchanges and utterances of no more than 10 syllables using appropriate stress, intonation, and tytn, OBJECTIVE: Rocite a dialog containing a maximum of 3 medium or 5 short exchanges and utterances ‘of no more than 10 syllables after repeating Wt after a modal EXERCISE D 1. Books closed Oral cue Oral response (Choral and incvidual Conduct dialog repetition drills with ach dialog, 2. Books open, then closed Writen cue Oral response Pairs Have students practice tuy to recite the Read the daiogs. cra Inthe colonel office cod nex: Come int ‘Maj Lee: Good morning, i ner: Goad morning, Major Please tell Lt Dale to come see me at 1000 hours, Maj Lee: Yos, sie ts that al, sir? Cal Jones: ‘That's al for nw, Major. nthe mayer of Ma Lee: Lieutenant, Col Jones wants to soe you at 1000 hours [Lt Dale: Yes, ma'am, Do you know why? Lee: He did't sy, Licotonant. Just go, Lt Dale Ye, sm mPa you FSCS Answer these questions about the dialogs above. 1. Is Major Loo a man ora woman? What tells you that? Major Lea s.a woman, The leutenant saye “ma'am” | 2, Is Colonel Jones a naa ot wornan’? What tells you that? Colonel Jones is.a man. The major says “se” = SEE ae CELE COURSE Gonna Additional activity aaa! Hold a class discussion of ranks, itn cue promotions, length of service, pay, ‘Written response el erent military branches ban ‘etc. of different military branch and/or different countries’ military organizations. ‘AMERICAN LANGUAGE COURSEPast tense sounds tot Leone 2 2 check 1 Bde 4 A watch 5 repeat 2 6 arm A 1 cook 1 & wont 4 ESIENSEM se: Number 1 ison exemple 1 eaect _ 8. dance seca Tess Procedure © Books closed, conduct a iet review. Ask students, “What are the tage pronunciations of the past tense?” Ul, tf, fad) Write these on the board as the students say them. @ Ask for examples of each (e. cleaned, played/watched, mapped! ‘ended, started) and write those on the board. © Ask "When do we say /4/? voiced sounds): "When do we use ‘Af? (alter voiceless sounds): and BOOK 4 LESSON 2 HEDIS Wie the number of eylaios and th the past tense. Then write the final sound. 1, repeat repeated 2 called study studied. work worked record recorded a heal counted 3 ad checked 1 loaned 1 woidied 1. repeated 8. od ee cooked tt learned wanted 2. od ‘When do we use /ed/?” (after t and d). oc words you have wrt NOTE: Sce page 13 for detailed explanation of voiced/vviceless sounds, Books open Written and oral cue Wilton response Individual Conclude with a repetition drill PRONUNCIATION OBJECTIVE: Identify the number ‘of syllables in the present and past tense forms of a vert. ‘OBJECTIVE: Listen and identity the ppast tense phoneme of a verb. OBJECTIVE: Read and write the past tense of verbs and identify their past tense phonemes, OBJECTIVE: Practice pronouncing | the three phonemes used with the regular past tense (/d,/tJ, and fad). EXE Books open Wirlten cue Wirten response Individual a ‘Conclucle with a repetition drill,NEW VOCABULARY begin bring 1. Did Jo Ann drive to work yesterday? 2, Did she get to work at 8 o'clock? 3. Did she leave at 5 p.m.? Sota ieee t “The drive home took longer. She arvived at 5:15, It took hor 45 minutos to drive hum. [etew| ow || seve | [psy] | You He She arove to work esterday: It We You they PRESENT PAST BRESENT “PAST ——~“PAESENT PAST begin > bon fy flew ay Dring > drowahe get up > zotup see + a uy > bought fo went sit at choose > cher have + had sleep + slaw come > sume hear + eant speak + apube tit oow kxcee stand + stood dteank leave + let ‘swim > suare rove put pur take + took _ae write» wrote Procedure © Read the paragraph aloud as stuvdens read along sient. @ Ask the questions in the upper ‘columa. Encourage students to nswes with complete sentences © Discuss the new grammar © Conduct repetition dlls with the model sentences) and the verbs listed at the bottom ofthe page “Tell students they have to memorize the irregular past tense forms Irregular verbs are the most common verbs in English 7AMNERICAN LANGUAGE COURSE[STEEN rie is pst tonse form of each vor. have had it ee do —dlA_ stand stood say sald_ pee pat speak _epoke bees chose write strate hear hear vead read see saw know ew sat ate come ame vine — drank f° went sloop slept leo tee stup 08a bugin began drive rove bring tough. vim ene wake took ty few, MESIEIEIESRIN ee thvsesoricncos, Unrin tho post tonoe verbs. 1 Potor stom after elses yorterday 2. Hewent to his harracks ab 7 pam, ond took a shower Ho ate fish, ric, and sale for dinner Hy drank water his homework at 8 pam. He knew all the answeors tothe questions. — | “He spoke to two friends athe smackbar between 9 and 10 p.m. 6. He went to bed at 10:30 p.m. and slept until 6 a.m, in the morning. ao veston Coa EES Books open Books open Writen cue Wiriten cue Written response Written response Individual Inetvidual Conclude with a repet BOOK 4 LESSON?NEW VOCABULARY become FACILITATIVE VOCABULARY (Continued) ‘Army War Collage bom career Chiet of Statt ‘Command and General Staff School Denison Duiight D. Eisenhower Fort Leavenworth, Kansas graduated many married US Miltary Academy at West Point Panama Philippines president star World War I Presentation Please note that the text about President Eisenhower and the ‘wo subsequent exercises are related, Because the reading text in Exercise C will challenge most of your students, we recommend that you employ the following strategies for working through the exercises. O Begin with a pr reading group discussion to elicit as much information as possible from your students about Dwight D. Eisenhower. @ Prior to reading the text aloud, advise the students that they do not need to understand every word in order to understand the gist of the reading, Your pre-reading discussion will have ensured that students are already aequainted with the topic. © Clarify only the most important vocabulary, words such as career, academy, and president @ Exercise D focuses on past tense verbs. Conduct it as a dictation, Students listen to the a eee FSTEITG Feac abou Owight 0. Elseniower—US president, Doight D. Bisonhower was the 8 1952-1960. He a aloo 8 People called isn tke Bisenrbower's military career began in 1911, He chose to go to the US Military Acadomy at West Point, and le went thor four years. He graduated in r hs prosident ofthe United States from ty officer. He vas born in 1800 in Denton, Texas. ssa sevond Heutonant.hen he worked at many Ike Elsenhower was wore kilometers bese it ‘question mark ther words sd punctuation sloop marks ae ¢ scantacarves arate La wel Se NEW GRAMMAR STRUCTURES USEFUL PHRASES rules She can swim, Wo, yon door run Tean'swim vory wel Groat shows He must study i so He must net smoke in class writing Also see page 82 for additional facilitative vocabulary.) = ‘a AN CORE | © Listen and indicate primary sts @ Take a role in a dialog after fon new vocabulary items, hearing the complete recorded dialog © Listen to and distinguish between (maximum S exchanges). (Audio) ements containing can and can't, @ Alphabetize a group of 5 words, © Repeat sentences with reduced each staring withthe sine 2 letters. a0 alts © Write short dictated sentences © Repeat after a model a dialog. (6-12 words), containing a maximum of 5 © Listen to 20-50 word paragraph, exchanges and utterances of no more then rewrite the unpunctuated written than J0 syllables, using appropriate version, dividing it into sentences and ss, intonation, and rhythm. supplying capital letters, apostrophes, © Recite a diatog containing a «question marks, and periods as maximum of 3 medium or short Tequired. ‘exchanges and utterances of no mone than 10 syllables after repeating it after model. zm Hee AMERICAN LANGUAGE COURSESally: You Took good today. Your suit is very nice ‘Thank you. just bought it Jat work. Bt now Ensed now clothes for dinner party What kind of party iit? Oh, tsa busines T mst laok goed, Susan [Look a this dress. Do you like iw Yos, Ido, How much iit? Hore’ the price. 1 $99.95, Just undr handed dolla ‘That's good. Let me put ion Sally: Wow, you look great, "Thank you. This is goed adress fora business dine, Dut don’t have the right shoes to were with the dress Susan: Sally: Ys, you need the right shoes ‘You ean by shoes ere, 00. Susan: Great: La’ look for hoes now Procedure © Focus student attention on the photographs in the text and conduct warm-up discussion related to clothes, © Conduct repetition drills with the new vocabulary © Read each dialog times as students: aloud 2-3 slong silently. © Discuss new vocabulary, NEW VOCABULARY suit clothes must cress puton ‘shoes wear BOOK 4 LESSONSPRONUNCIATION Listen and indicate primary siress on aw vocabulary items. NEW VOCABULARY ~ stockings scartiscarves sweater dress boots hat blouse skirt gloves Procedure © Conduct a repetition drill with the strossed items in the ealumn above. © Have students listen, find the words, an! mark the primary stress ‘on these items in the exercise in their books as you read them again. © Conduct another repetition dri, AA UNINC CORSE NOTE: ts that ‘some of the items are gender neutral nd can be used by men and women, (ooots fat / gloves f belt / jacket) ‘AMERICAN LANGUAGE COURSENEW VOCABULARY ~ Think socks pants/slacks tielnecktie shit belt Ca (ackev/coat ett cap incket/oat oo sss — = Procedure See previous page. BOOK 4 LESSONSark an Kin tho box forte lates each po a [ a | [swe [] tase (1 aa i] bane Fe] ane [x] nveater | eo | out [Ee] [] secs seat eg | = | ' oe a [x] shoes stockings LI] wa Cons Cl we [1] seu | sie “] ser [acs x] pants x) cou X] dees = nae ot en aE ORE EXERCISE A Books open ‘Visual and written cue Written response Individual = "AMERICAN LANGUAGE COURSEblouse Jacket. Eee | ‘Whats she wearing? pantsislacks. a sult. shoes/boots EXERCISE C [i _tie ble What's he wearing? shoes slacks/pants_ shit the plurals of these nouns. 1 hat hate 7. shoe shoes 2, Bowe blouses 5 boot boots 3. des dressa5 9, jacket jacket 4. seat 10. suit suits. 5. ‘Tehirt shirts 1 tio ties 6. stocking stockings 12, wack ack Sena Books open Visual cue Witten response Inetviduat Accept various answers from students, for example, ether suit or slacks and jacket EE Books open Writen eve Wiiten response Individual BOOK4 LESSONSEXERCISE D Books open Oral and writen cue Whiten response Indvidual Conclude with a repetition dil, isin. ark the primary stress on each wossy able no a a 3, Teanie, 4, Seater a ‘_ 2. jacket 5. blouse 8, sleckings 6. necktie PSTEIETEEER (00k he poopie nie sisson What are hy wearing? 1, What is your teacher wearing (Answers will vary.) 2 What ave the students wearing? |. What did the studonts wear yesterday evening after cass? SESE Py chain on ‘Sinames one item. Serpents Hem Fond names anather:S “anathor Continue until esersone has tar ‘Athe BX, Phot ) Cte 9%, t bought : (Ax tno BX, both ec J | <= a soo Books open Books ciosed Written and visual ue Oral cue Written response Oral response Individual Group If necessary, Jot students look at the vocabulary pictures in this lesson for help with the new words. ‘AMERICAN LANGUAGE COURSEpoten | take ott Those two-word verbs can be ESM Listen | 1. Moppute an bis socks Ho puts his socks on He's putting on his soces now Hits puting his seks on nov Hie put ow his socks yesterday He put his socks on yesterday eo LN Procedure Books closed, demonstrate the new vocabulary using such items watch, 2 hat, a jacket, a sweater, and glasses. Be sure to demonstrate sulficiently so that the students tunderstand that these plarasal verbs are opposites. Ho putting on his ck He putting his jacketon e's cabing off bis jacket Ho's taking his jacket of ed together, or they oan bo epi repeat the sentences. 2. He tokes off his sks. Ho aes his socks off Hes toning off is socks now, Hees tading his eoeks of 10m, He took off his seks yesterday: He took his socks off yestentay, EXERCISE A Books closed Oral cue Oral response Choral and individual Conduct the same exercise a second time under the following conditions, Books open Witten and oral cue Oral response (Choral and individual NEW VOCABULARY alroady take off Discuss grammar, making sure to draw students’ attention to the note in the middle of the page concerning these separable two-word verbs, BOOK 4 LESSONSNEW VOCABULARY WEG Hsien eng marke wwake/ woke up ~ a 1, Marke woke up Robert 3. Hl took ff his scart hhang/hung (up) aire 7 Mark woke Robert $8, Ho took his santa a a 2, Ho put ons jtrkot 4, ‘Ho bung up his Aothes, He pat a jacket, He hong his clothes ff, ESTES isi ho past tense of nee verbs 1. take ott ook oft 6 wakeup wakeup 2 wo ook th tard 3. cone cone 8 gotup Gok p 4 aw 8 fallaseey fell aleep— 5. puton—_puben 10, got dressed — got vege WEEIEERN Fin the bits nae corset woswora vers. | aa on wali take ft woke up 1. Twas sleeping My brother, woke me up — at 00 2 Lolseays wake up a 7.00 on weekdays. On Su aetup_at 9am, 8, After I took shower, put amy clothes _ on 4, Comecn_. We're late for elas 5. You must __ ake off your hat. You're inside a building now, 6, Ws hot. fm going to_take_my coat _ off 17. 8 vory cold in hero. going to__puton_ my jacket | ‘RITE CORSE BEEN Ear Ea Books open Books open Books open Written and oral cue Wiiten cue ‘Written cue Wiiten response ‘Witten response \Writion response Invidual Indiv Individual zn ‘ANIERIGAN LANGUAGE COURSEESM Fee ont silently. Ci Yesterday, Janumry 25°, abort didn’ sleep well, Hee was awake until 100 a.m, He fll asleop at 1:30, and he woke up at 6:30. It was very eold, He got up, look ‘hot show 1nd got deessed. He puton his eo, He ‘Also put his eear, cap, and gloves an. 1 tok twenty-five rinotes ta wall to schoo "The classroom wasn’t enld. Robert was foo hat, So he took off hi sea, his tlovea, and his eap. Ho put them wader hi chain ‘Then he sat down at is desk, Mut hho wa¢ still to hot. So he stood up and look his cout to. He did't put the eat ‘under hie chan He hung it oa the hack ofthe ete Robert wat (red after clase, Ho went hoae and fellasieen. His friend Mark bert woke up and opened the door. The two friends {ale far five minutes. Thon they went to s restaurant and had diner. ter dinnes, bert went home, He did hie homewark and went to bed. 1s just 9:05 in tho evening, 0 ta his rom at 6 pam, falling estoy FSERSSSEM Liston and ropeat. Siashes (/) mark each thought group. Yesterday, | January 259, / Robert didn't sleep well./ He was awake until 100 a.m. He fell asleep at 1:90, / and he woke ap at 6:90. Tt was very col! He got up, took « hot shower, 1 got dreaded. / He put on his oat. 18 took. twenty-five minutes / to walle to school zo SEnsa Books closed Books open Oral cue Written and oral cue Wilton response Oral response Individual Inelviduat Prior to reading the passage aloud, Read the paragraph aloud, pausing have students read the wueifalse after each thought group marked statements in Exereise Gon the next with slash, Explain to students that page and then close their books, reading words in groups, rather than After you read the passage, have individually, isa skill that improves students complete Exercise G. comprehension. Upon completion of Exereise G, have After reading to the class, call on sfuidents read the paragraphs in this volunteers to do the same, Imertupt exercise and circle all the verbs, to correct only if reuder pa BOOK 4 LESSONS NEW VOCABULARY falifoll asleep wel awake ‘asleep ‘he wrong place. You may want 10 allow time for everyone to practice individually. Additional Activity Return to Exercise B and have students mark the remaining 2 paragraphs with slashes as you read aloud,LISTENING SKILL OBJECTIVE: Listen to a text of 30~ 300 words (abiout 20-80 seconds) and then select from among 24 choices the true statement based on the text Paragraph 1 fee morning, Joh gt up ety tre go coated. Heo soy ed fe tohet The bos do cone voy tes sto and ess retarted ogot atop At 80 Pe vaste honeyed fe dee vant hate fismobor ead how wor yout ts Sacday toad go Palette Paragraph 2 ‘Linda went to her room attor class. She put hier books and notebooks on her desk. She took off her hat, ‘shoes, and dress. She put an an old Shirt and pants. Now she's listening fo tapes. Her dress is on her bed. Her ‘shoes are on the chait, and her fat is on the table. Paragraph 3 Carlos is from Spain. He doesn't speek English. He speaks Spanish Carlos is learning English at school. He began his English class two Weeks ago. His teacher writes new words in sentences on the board every morning. Carlos always studies his lesson at night. EE Books open ‘Written cue ‘Written response. Individual ‘This exercise should be done in conjunction with Exercise E on the previous page. Cor Poragrap Panagraph 2: Furugraph 3 ead the sonten 1. Reert was alee a 1:00 a.m. 2, Me woke up at midnight 3. Te was old outside, 4, He pat gloves and a dress on 5, Hobert was avake at noon. 6, ober tok the bus to acho 11. Robert's lassroom was cold & Mark is Roberts brother isin hice poragiaphs Sele he toe statment or ach.) a, The hus came eory ‘he bus doen't come on Saturday, “STi busenme very lat. 4. Tho us comes ovary day at 750. ‘4, Linda did her homework sfter ens, Jb. Linda didn’t go to schoo! | inda dida’t clean up her room, | nda cleanest up her roo. a Caos speaks Raglish 1h Carlos is from Veneta, os goos to work at night ngs Ome EXERCISE H Books open Oral cue Wiriten response Individual Read the paragray above, jphs in the column ANIERICAN LANGUAGE COURSEEXAMPLE: / ‘ioeary (=) Werary Feutenant. nae loten mae Le Procedure Books open, remind students they must look at the 3° Feter to ulphabetize these words, BOOK 4 LESSONS {rw {tam | taneuage \ om | tae / kb lamb language hot {wna Pn \ sta / = a 7 a iin sone tor ow READING SKILL OBJECTIVE: Alphabetize a group of 5 words, each starting with the same 2lottors,WRITING SKILL OBJECTIVE: Correctly waite short dictated sentences (6-12 words). OBJECTIVE: Liston to a 20-60 ‘word paragraph, then rewrite the Lunpunctuated written version, dividing It into sentences and supplying capital fattors, apostrophes, question marks, and periods as required. Books open Oral cue ‘Written response Incividual STEEN Liston and waite the sentences you hes 1, The lab is cola 2, The gls are putting on theie coats, 8, Do students do their homework in the morning# 4. Noite too cold. 5, They're studying for an English test now, 46, Will they play sports this afternoon? Listen toe paragraph Then write Wand punciuete corecty tom gets up at 6:00 he takes a shower and shaves he puts on his the ining hall he sits doven at able and eats breaklast mark sits w smokes. egarete tom docs ainoke bath men wallet class at 7515 ‘om gets up at @:00, Me takes a shower and shaves. He puts. ‘ot hie uniform. He gows to the dining hall He sits down at a tabl and eats breakfast, Mark sits with Tom. Mark emokes a cigarette. Tom doesn't smoke, Both men walk to class at 716. = aC CANINE COURBE Book open ences wnt Read the paragraph aloud 1 time at normal speed while students follow in their books. The have students correct punctuation, If there is not ‘enough time for students to rewrite the paragraph, they cam punctuate the paragraph in the book, [AMERICAN LANGUAGE COURSEie Tie 80 pound with ny arms fly @plane rive wee ron 42 kilometers or 25 milo Jim, Ken, and Randy ean rn 10 wiles, Kelly cant ran 10 miles Pol eam swim wel Poler eum swvitn very well, a0 ‘Theckthe boxes. Then tel your lassmatos what you can do, | Teandoit Yeandoltwek. teennot do Procedure © Focus student attention on the photographs and sentences, © Conduct repetition drills with the new vocabulary. © Conduct repetition drills with the © Discuss meaning new vocabulary. Pronunciation © Books closed, write 4 next (0 the word can and ~ next to can BOOK 4 LESSONS © “ell students to listen, then point fo the ~ and read the sentences with ‘ean’ the upper column. © Point to the + and read the statements with can. © Ask what the difference is between the 2 groups of sentences el in ean't vs fal in cal, © Conduct repetition drills with first the negative statements and then the affirmative ones, NOTE: The sound in unstressed affirmative can is a reduced vowel sound (/kon/). Reduced vowels oceur in syllables that receive no sivess GRAMMAR OBJECTIVE: Produce oral and ‘written affrmative/negati statements, yes/no questions, long short answers, and wh- questions using cam (both full and contracted forms), NEW VOCABULARY can (ability) cant cannot PRONUNCIATION OBJECTIVE: Listen to and you drive a bus? EB = ‘RAERCR LAROTNGE COURSE Boks on books onan terol ae amen outsngnee pibabedy Sho Pua tenes ini Red hh th dog? 0 3 ins sow Afters te practi hve aie RANTTANGURGE COURSE‘QUESTION ANSWER ‘What sports ean you play? Tan play basket nd baseball, How many stadents.can play tennis? ive students cnn play tennis, Who can play soccer well? Sins cant How afte can childvon svn? EEE ii insta Tate Mj Kin opens Koes apenas cn aghnh,Cap sent Pr ahr and Engh ‘hey can swim everyday. Nair 1 i an esample jt Camdi can speak Arabic. 2 What can Maj Kim speak?/What languages can Maj Kim speak? He can speak Korean, Japanese, and English ‘8. Wha can speak Spanish? [Lt Romo and Lt Fefana ean speak Spanish 4. What can Sat Gamal speak? He can speak Arahie and Bnglish 5, What can Capt Rossel speak? She can speak French, Hatiaa, and English, 6, What language can all the students speak? All the students in the lass ean speak English, ice TERRI Procedure Eis © Conduct epaition ils with he B22K8 pen questions and answers ee aeee @ Have student pairs read the Individual questions and answers. © Discuss grammar pattern BOOK 4 LESSONS 1, Who.can spsak Arabic? ___¢Anewers wil vary) GRAMMAR OBJECTIVE: Produce oral «xt avitlen almalivagnegalive sfatemonts, yes/no quostions, long short answers, and wh- questions using ean (pot full and eonteavie forms}.GRAMMAR OBJECTIVE: Produce oral and ‘written affirmative statements using ‘mustin response to oralvisual’ written cues illustrating obigation, Procedure © Conduct repetition dritis with the sentences. © Discuss meanin, ee ee Look at he pictures an eal the sentences. Students must iste tothe teacher in lass Students most study every day. They must da their humework everynight, Soldiers must wear wnirms Wo class ‘The soldi must report to the oficer An enlisted soldier musts and grammar of AMERICAN LANGUAGE COURSEHEEEEENN Answer ino questions. vee Number 1 isan example 4. You have atest tomorrow. What must you do? atady} J must study forthe test. sana 2, You are getting dressed for elas, What aust you wear? (uniform) | must woar my unlfor 8, Is time for elas Your book is in your room. Who must you spenk to? teacher? | must epeak to my teacher You area soldier You're going outside, What must you put on? (esp) I must pur on my cap. A 5, You ave taking an English class, What language tmast you speak? (English) must speak English, 6. Youre major Youve outside, A colonel What must you da? (salute) _Lmust salute the colonel SEEoat ate in he canarvens 18 1200, What st youd bore yo eae? Where mayo foriuneh, rte whatyoumustdo. | (Answers wll vary) SEIN EE Books opon Books open Writen cue Wirlten cue ‘riten response Wirtten response Individual Individual BOOK 4 LESSONSEas Books open Written cue Writen response Individual ‘Munster #00 example. LE nove/ 20 must ae nom, hey fstndy fr the test tonight “They must study for the teot tonight. 3. tomorrow /T ell home {must call home tomorrom, 4. swe/ oar rooms /elean / befor the inspection Wo must clean our rooms before the inepection 5, Sxl Blair/ take /to the mechanie hie car ‘Sgt Blalr must take his car to the mechanic 6. Major Gosdon / General Sullivan / salute Major Gordon must salute General Sulivan 1. wear fatudents name tage? Must students wear name tags? 8, Soldiens/dsink / water Soldiers must drink water 9. speak /Bnglsh Fin class /stndenta? Must students speak English in class? 10, stants /bring/beoks / and pent to class Students must bring books and pencils to clase. = ‘rican ance coum ‘AMERICAN LANGUAGE COURSEDo not Dring ID to class Lust bring my 1D to class. sleepin the lab Lust not sleep in the lab alate officers must salute officers. ‘eat inthe lab must not eat ia the ab, Procedure © Conduet repetition drills with the sentences, @ Discuss meaning and grammar of BOOK 4 LESSONS PN scares ‘You must not smoke in the classroom, othe classroom, ‘You must not eat or drink in the lab, Do not eat or drink in the lab You musta’ drink und drive Do not dink and drive WES Chosic wnat you must not do. Thon make soniences. | (5. aonomewon must do my homework. (Je. wear name tng I muck woae a name tog. 11 ame in lass -Limust not smoke in class, — TX] 5, wear a hatin the etassroom Lust not wear my hat “inthe agsroom. EXERCISE Books open Wirlten cue Wiriten response Individual GRAMMAR OBJECTIVE: Produce oral and ‘written negative statomonts using ‘must not or mustn't in response to oral/visual/writen cuss illustrating prohibition. NEW VOCABULARY must not rmusto'tGRAMMAR OBJECTIVE: Produce oral and written affrmativeinegative statements, yes/no questions, and long/short answors using can and ‘may in response to oral/visual! written cues illustrating permission, NEW VOCABULARY may can (permission) Procedure © Focus student attention on the photographs in their texts and ‘conduct a warm-up discussion, @ Read cach dialog aloud 2~ 3 times as students read along silently. © Discuss use of may and can for permission. EE oc sernscnwinnyandean | ‘Young girl: Ob, Morn That pra loks #0 ‘ond. May I pats, please? other: Yes, you may, You may eat just ‘Young gick Mom. Pm hungry again. May 1 ploase have aa apple? Mother: No, you may not You just hed pa ad we eat dinner in 15 ests; use can in intormal request, ‘Twonager: Hey Mom! That peat Tooks ood Can. I eat it? Parent: Suro, bub just eat one, ‘Teenager: Mom. Pav hungsy Ihave an apple? Parent: No, you cannot You just adda peak and we eatdinnorin 15 mninaes = aaa 7a a aE COE NOTE: May. and can are both used tw ask for permission, Most native speakers use them indiscriminately We have tried to show the difference in politeness by using a young child a teenager. Explain io students the difference in use as one of showing respect to the person from ‘whom you ate asking permission ‘AMERICAN LANGUAGE COURSE1. Student Teacher 2. Capt Yates: Capt Bates 8. Me Kline: Set Moore 4. Student ‘Teacher: 4 the classroom + ateachor tadont a drink of water In the barracks 1+ auergeant + aprvate mooie sO ‘he student asks perm "The private is tired, He ast Permission to go to bed. uta, Can Have early today? No, you cant, Can he answer a question? Yes, he con anewer the noxt auction Can they eome with us? ‘Yes, the men can go tothe basketball game, 1s 12 o¥lock. May T please leave the classroom now? No, you may not KEENE oie situation. Roe payit witha er At the les = anomployor + an employee ‘Te employe asks permission to fe home ear. Athoms + Aporent + child ‘The child asks permisnion vo play SE See Books open Books open Wiriten and ora cue Witten cue Oral response Oral responso Choral, individual, then pais Pris Have each pair perform their cole play in front of the class BOOK 4 LESSON3 =FACILITATIVE VOCABULARY (Continued) badminton cricket hockey ivfine skating racquetball king softball table tennis volleyball Procedure sare unfamiiar with jain the game to them, ‘Some sports not previously named in dhe ex ae provided in his Bingo Can you play. Do you play Do you ‘To win, student must have bo» a row down, across, or diagonally and must call out “Bingo” first, Do not stop the game until you have 2 a eeage Sports BINGO | teyating | satan fondant Teeth] ce | asa | he = “HiesiCANLANELNGE COURSE checked the accuracy of a student's claim, IF the student does not have Bingo, continue until someone else docs. "AMERICAN LANGUAGE COURSEObjectives © Pronounce intelligibly and use in discourse the words, phrases, and expressions listed on the review page © Recognize and respond suitably to vocabulary italicized on the preview Pre, which wil not be tested, bt ‘which may appear on book quizzes © Ask and respone! to questions related to buying and selling, merchandise BOOK 4 LESSON 4 a 8 Pencils in 10 colors IN VOCABULARY: Buying pencils in 10 different colors 88 “The four seasons ofthe year 89 GRAMIIAL ‘Asking questions with What + noua 92 READING: ‘Scanning aerass a Tine to find the same words... 94 GRAMMAR: ‘Asking questions about prices ~ How muh...? oo Demonstrative adjectives ~ this thas, these, hose... 98 VOCABULARY: Listening to music 100 PRONUNCIATION: Saying //in reduced syllables 102 READING: Alphabetizing 108 WRITING: Punetuatian 108 GRAMNAR: Reviewing irregular past tense verbs 105, © Respond to oral/visuabhurite ‘eves with the following question patter ‘What noun + aux + (pre)noun verb? What book did Tom tke? What color + BE + (pron? What colori the © Respond to oral/visuab/writ ves with the following question alters How much + BE+ (pronoun? iow much isthe eat? How much + aux + (pronouns cost? How much does it cost? LESSON 4 OVERVIEW RESOURCES: Basic classroom equipment and materials and lash cards (as indicated by ¥ in the vocabulary ist on the preview page) A stop watch or a wateh or clock that shows seconds elapsed (for time reading exercises). For recommended teaching techniques, refer to the Preface of this text © Produce ona and writen slinnative/negative statements, yesdno questions, and ansiers wing thisthatthesethose a demonstrative djectives in response to oral suiten ees illastating proximity. © Listen and inicate prim ‘on new vocabaly items jy stess © tensity the commonly shared reduced vowel sound fina series of words.VOCABULARY OBJECTIVE: Pronounce intalgibly ‘and use in discourse the words, phrases, and expressions fisted on the student text preview page. OBJECTIVE: Recognize and respond suitably to vocabulary italicized on the preview page, which wil not bo tested, but which may appear on ‘book quizzes. Flash cards are available for words marked by the symbol ¥. FACILITATIVE VOCABULARY bar graph between Burr GD player GD Walkman choice colored customer dancing (gerund) dificut get on iced toa aly make paper Paris price solection someone video won © Repeat a the reduced vowel sound /of © Mark the stressed and reduced syllable in 2-sylfable words and in phrases © Repeat after a mode! containing a maximum of 5 exchanges and utlerances of no more than 10 syllables, using appropriate sires, intonation, and rhythm. © Recite a dialog containing « log maximum of 3 medium or 5 short -e8 of nO More it exchanges and ute than 10 syllables after repeati afer @ model. Hw mach is the book? How much does the pen cot? What color is yor ear? What movie did he #00? I on ike thie shirt 1 ike that sit role in a dialog afice hearing the complete recorded dialog (maximum 5 exchanges). (Audio) © Alphabetize a group of Swords, each starting withthe sane 2 eters © Circle the word (in aw with smaximam of S words per row) which has the same meaning a8 key word limite ime-2 seconds per row) © Circle the two words (in a row with a maximum of 6 words pet 10) ‘which has the same mening a key sword Gime time-8 secon per row). EGE at's now in Lesson 4? NEW VOCABULARY Nouns Verbs. otter F sxtor, ast cost © black clerk dance 7 blue colors) help % brown dance record vol fl) sell > sold Fares 7 headphones take > took (hays earry) 7 areen de 7 orange music 7 pink ¥ season 7 purple 7 spring ved Z stare warm | 7 summer 2 white 2 winter ¥ yellow NEW GRAMMAR STRUCTURES USEFUL PHRASES: Here you av. ‘That looks good the day afer tomorrow the day bare yesterday oer here over there od © Listen to an oral text and fill in the missing words in the same written text (cloze). © Rewrite an unponctuated paragraph of 20 ~ 50 words, dividing itinto sentences and supplying pital Letters, apostrophes, question ‘marks, and periods as required, after having hear it ead © Rewrite an unpunctuated paragraph of 20:50 words, dividing it to sentences and supplying capital Teter, apostrophes, question marks and periods as coquised, (Homework) ‘AMERICAN LANGUAGE COURSEJan _Uhave homework. My teashor wants a bar graph in cola, Loft; Do you havo poneia in dif colons? Jan: No, T don't eam buy tox of cenlorod pone at te store, sett Can Igo with you? Lhave to buy ‘paper and a pon for elas. Jan: Okay. Lets go now. Ma'am. How much sre these? “Theyre $4.96 for the bor, Al ight, Hees $20.00, im sorry, matam. 1 don't have change Do you have a $5.00 vl [Lat me lok. Yes, here you a {$4.95 from $5.00. Your change i ‘nickel. "Thank you, msm, on Clerks lerks San PRONUNCIATION OBJECTIVE: Liston and indicate primary sttess on new vocabulary items, FUNCTION OBJECTIVE: Ask and respond to | questions related to buying and salling merchandise, NEW VOCABULARY ~ oor | overhero ~ ‘That looks good. store {Look over here He svi tan fren hal looks good. ‘Yes it has black, blue, brawa, seen, orange, pink, purple, red ad yellow as sete da black blue ell: Ave those the right colons? | Yes, these colors sre all right going to tae this bem brown Jan: geen range pink a Parplo red white x FPiow take (buy) ma'am clerk ~ Here you ate. Vocabulary © Lead a warm-up discussion sted tthe topic. © Conduct epeition dill withthe sew voabulary @ Read cach dialog aloud as students read along sient. © Discuss new vocabulary, BOOKS LESSON Pronunciation © Conduct a repetition drill with the: stressed items in the column above, ® Have students listen, find th words, and matk the primary stre ‘on these items in the dialogs in their books as you read them again, © Conduct another repetition dri,NEW VOCABULARY ta aay Hack blue brown ray green vic yellow — Read these sentences about things in a classroom. 2, "The bulletin bos is brown 2, Tho'TV ie black. 8. The walls are pink 4. ‘The chains aro ne, 5, The door ie gray. 6, Tho board ie white 11. oe book ia blu, re, and yellow 8, The teacher's pen i red EE Books open Books open Visual cue Witten and oral cue Witton response (ra esponse Invidual ‘Chora and incivdual AMERICAN LANGUAGE COURSEColor | _Intne classroom a0 rage ellos Hue purple Mack white pink EESIEESED Write semences, Use 8 iter Number 1 icon sample 1. My penis blue os (Answers wll var Sana Sra ‘Books open Books open Wiiten and visual cues Written cue Wiriten response Witten response Group Individual Have students jot down notes as they Students can use the information name various items. Then lave them from the chart in Exercise C to make ‘make statements based on their notes sentences, betore doing Exercise D. BOOK 4 LESSON4Ean Books open Oral eue ral response Individual SEEM wih 2 pact 1, va table the elassevom? ‘ask and answer these questions. Ts the table Brow or back? What color isthe table? 2, Isa chsirin the classroam? What cola isthe die? 4. tea boned on the wall? Js the bourd black, green, brow, or white? What coor isthe boar? 4. To. pleture am the wall inthe elasssvom? What color is the picture? TREEEEA Listen. Practice intonation. Jim, Look, Heres box often olor oll; That Jos god, sins, Yes it haw bn, bloe, brown, even, arene ink, purple, red, white, and ye Jell: Ave thse the right elors? Fim: Yes, they are = aan LINE CORSE Erinn Books open ‘Writon and oral cue Oral response Chora, individual, then pairs AMERICAN LANGUAGE COURSEIts cold in the winter Dacomber, January, and Febery Ws waa in the spring. ‘Maveh, Spoil and May are ‘the spring months, ery) 2s ot in the summer June, sly and Angst are Sumner months Ie cool inthe fal, September, Dctaber, and November ‘re the fal months. sone sue - - ad Vocabulary Pronunciation © Hold warm up discussion © Condac a reptition dil with the relate to the opie stressed items inthe column above © Conduct epesition cits with the ® Have stadent sen, ind the sew vocabulary evords and mark the primary sess ‘on these items in the sentences their books us you read them sg © Read the sentences aloud as students read along silently @ Discuss new vocabulary, © Conduct another repetition dill BOOK 4 LESSON NEW VOCABULARY ~ Sgisons Winter spring ~ Sinmer cool fall ~ atiumnESTES cach uaiir ofthe stl, write the namo ofthe saon. Een joa tho staimont Thon wie the soason on he nes. | 1. fall Wa the month of Novembor: I cool outside 2, summer Ie very hot, Like te dink eed tea in this season. 8. wister Is vory eal People wear thei ats i this season, Spring. Ws April 1s warm outside 6. Minter eve want todeink hot cafes. i wery cold {Summer Lets swim. I yory hot day ‘anc GE Cou EXERCISE A ADAPTATION: Afier students Books open Books open ‘complete this exerise, have them Wirlten and visual eve Wilton cue close theit books and conduct Witton response Witten response coralflistening exercise. Read the Inividuat ‘individual sentences given (in random order Point out that in this diagram the Students write answers based on fae fae ane naan ie ea grouping of months reflecis the information in the di sr ie esau sla tee sentences instead of read then seasons in most of the United States. Bmphasize that fall and autunan ane synonyms yourself “AMERICAN LANGUAGE COURSEEo Look a the esindar Ton endo sentonces, Ei] wc voceuraey a February 2003 the day before Yesterday ‘Sun | Mon | Tuco | Wed | thurs | Fri | Sat_ the day ater toni@trow 1 4 [os tel7te 9 | io | TO] fw [is we [7 |e | 19 [20 | a | 2 25 | 24 [25 | 26 | 27 | 28 amd Bobruaey 18 is alter Kabewary 12 1, February 1 is before Robranry 2. ‘Tovlay is Wednesday, yosterday was Puestny, snd tomers e'Thuslay. 8. ‘The day before yesterday was Monlay 4. ‘The day after tomorrow i Frid i "The month is Fobraayy 6. ‘The month before thie month was Jona 1. ‘The month after this month ie March 8. In the United States, February is in the winter 8. ‘The season before winter fll 6 autumn, 10, ‘The season after winter is spring METERED Hote statements about to cays, sensons, and months Work witha portaer EXAMPLES: 1, Tuday ia Sunday. Yesterday was Saturday Moe day befaro yostorday vs Friday 2, ‘Today ie Sunday Tomorrow is Monday, “The day after tomorr it Pueedas ‘OOK Lessons = Eo Eon Books open Books open Written and visual eve Willen and visual cues (Oral response Oral response Choral and inividua Pairs Conduct an oral reading dri “Tell students they can look at the saphics on these wo pages if they need to, BOOK 4 LESSON 4GRAMMAR OBJECTIVE: Respond to oral visualfwritten cues with the following question patterns: What + noun + aux + (pto)noun + verb? What color + BE + (pro)noun? Presentation © Tell students that whar ean be used before a noun to ask a question ‘and give several examples with classroom items. © Read the dialog aloud as students underline “What + noun” in each question. “eft: T went toa basketball ame sw: What teams played? Self The San Anton Spurs and the Las Angeles Lakers Fim: Whaat asthe score? “Jeff ‘The Spine won 104 to 96. Tian: What timo did the game finish? Jeff, 1 finished at 1:80. Tt wana good game ETI ie guestions for an neviow wih your clara Number 1 an exemple 1. enntry What country are you from? 2 ty What elty do you live in? fe 4. languges What languages do you speak? 4, job or profession What Job do you do? / What» your job? What car do you drive? 6, color What.color ie a 1 apoets What sports doyou play? 8. TV shows What TV shows de you watch? Use your questions to teri clanemute, Bl on he information form onthe net page ‘Rie CE COURSE oni ee Mien pense anna NOTE: This exercise is preparation for the following activity. ‘AMERICAN LANGUAGE COURSE| EEE concen a infrnalion avout Your asset. Workin pur. Use sour question ro the prvious ceca | names ‘ADDRESS: PROFESSION: LANGUAGES: SPORTS: THER: FECETSESEGN seat «» word blow to ask your ciassmaies questions foi aay ein tims sity mead lothes saturn ¢ S) ae >) is (Cmnttime. 2) Ciiat cothos..2) ” aoa ess — eae a Eee Books open Books open Oral cue Writen cue Oral and written response Oral response Pairs Group Have students use the questions Conduet « round robin activity. they wrote in the previnus exere to conduct oral interviews. (Be they are not just reading each ‘other's questions.) Tell them 10 write their partner's responses in the spaces provided. They will use this information to introduce their partner tothe BOOKS LESSONSREADING SKILL eo erece coerce Eee Sees OBJECTIVE: Circle the word jn 8 ESPEN Scanning across a tine to find the same words row with a maximum of 8 words per el bah uate We j row) which hae tho same moaning as | EXAMPLE ‘tay word (ited mos? seconds Tem [eet tan been became per ron. : E ie the same word as the key word on tho Lt OBJECTIVE: Circle tho two words (in : row) which has he same nearing ee ee Eee Ci or 2 key word (inited time- seconds ct eae Bee ay an a at r - Beamer ease eee eee so otay [oldie ties 6 penny pear page 1. take talk fall tape | 8 water watch wan week wee a. dime | china eikonal Sie win |) me mtd viet | seen om ty sea 18, before beet big het blackboard 4 cate | clan cows cl ak 15, around apple April answer aren't Re ceeeee ae homework Cepia) hove how happy fete CHL ar ee re HE re ne sary = a RT OUE OE Procedure Ea Fi : Books open ell students this is a timed © Tel stdents tis sa timed Books op exercise; they have 40 seconds we len response to complete it (Those who don"t Wawauan finish in 40 seeonels should circle the muraber of the ast item they completed and then finish the remiaining items.) © Hive them cover items 1-20 with piece of paper and do the example together. © Have students recon the number of correct items over thei time. zm a "AMERICAN LANGUAGE COURSECEE EXAMPLE: 1. somnd | Gnd) sorts spoak 2 tay | Gig) © tine voor | ton long elo wo ward thal are he Sao asthe Koy word on th bee tired tomorrow London 5 spat | pak atudy student seek Gall) 8. drove tine ak ow 16 when wy whe white ha vient red and 20, record Senna) Books open Wiriten cue Witten response Individual Follow the same procedure as that given for the previous exercise, Point foul to students that in this exe there are 2 words that are the same as. the key word. Tell them they have 60 seconds to complete this exercise. 800K 4 LESSON 4GRAMMAR OBJECTIVE: Respond to ofall vigualtaritton cues withthe following question patterns: How much + BE + (projnoun? How much + aux + (pro)noun+ cost? 1. What did David buy? (A now car) 2, What color is his car? (Siver) ‘S. How much did it cost? ($13,000) NEW VOCABULARY soll cost Procedure © Books open, focus on the picture ‘and conduct a warmn-up conversation, © Read the dialog aloud 2-3 times tnd ask the questions in the upper column. © Focus attention on model {questions and go over new vocabulary and patter NOTE: Point out that cost isan ie regular yerb and does not change form in the past tense Jack: Hi, Bob, Did you soll your ear? Suro, did, Leo i y brother at. Say you kiow David, He bought x now ear Bel Wssilvor. He gatit for $13,000, Say that again! 890,000 or $13,000? “ove rouch di it cost? eas just $12,000. "That's a yood price fora very nie ene ight? 2) What colori his car? [ies ia) The the ea? isto) a do(did) | the shoes | cost? the Hoos? are twere) they? 1. How mock ia the blue shirt? 185 28.00, 22 ow such does the white shirt cost? Tes $82.00. 8, How much aro these black shies? ‘They east $110.00, 4, How much did your new iaeket east? It was $199.00 5. Flow mach wns your ol Jacke? eas just $99.00 46. How much did your white slacks cost? ‘The cost was $49.00 17. How much wore your pants? ‘They were $9.99, RN ANGE CORE Ere Books open Written and oral cues Orat response Choral and individual [AMERICAN LANGUAGE COURSEUsten and write the missing words. ‘Tom wont to the store yesterday He wanted te bay w ney wnt coat: Ho didn't want to buy a shirt __or pants At the store, he ‘white shiet from Paris for just $15.00 _ He liked it. He save black _ slacks. fom Italy for just $15.00. He __wanted__ them, to.‘The price was right Bul, the clerk said: "Tho new __ clerks put the wrong prices on thes, "This shire ___ is $90.0, these slacks are $50.00, But the elork sold the white ‘Tom did't _ shirt and the black slacks toTora___for__just $28.00, the coat ___ yesterday. He dit have the monsy ith itm to buy al clothes ho wantad.‘Phe day after_tomerrow he wants fogo back to the __ store _to swe the new prieet on the winter coats ESE writes qusions ut Ereciae Use Row ch, 7 1. How much did the white shit from Parls cost? was $13.00 2, How much were the biack slacks from Italy? ‘Thay ware $15.00, 3. How much did Tom pay for the pants and the ehic.? aH "They cst $28.00. ooKs LEONE = GE Books open Books open Written and oral cue Witten cue Written response Writton response Inaividual Indiviust Be sure students understand vocabulary. BOOK 4 LESSON 4 LISTENING SKILL OBJECTIVE: Listen to an orat text and fil n the missing words in tho same writen text (cloze).GRAMMAR OBJECTIVE: Produce oral and written afiemative/negative statements, yes/no questions, and ansivers using thisithatithasa/those ‘as demonstrative adjectives in response to oralvisualwritien cues ilustraing proximity. NEW VOCABULARY ~ over there already Procedure © Have students read the model sentences, © Discuss and demonstrate new ‘vocabulary and the demonstrative adjectives using classroom realia at the illustration in the book. © Discuss grammar pattern NOTE: In everyelay speech, demonstrative adjectives are often ‘combined with over here and over there for emphasis. The use of his, ‘that, these, and those in this context is limited to proximity to a speaker =z Gite do we get the bus) his bus stop) over here (Bovite hat bus, sng ver the BAK f Sou ic feet ni OER hse sa . natin ielal aslo | dan; ‘This car is black, and it’s too small. I want to go in a big red ear. Dito 2 Moye 2 Whe ives i those buildings aver the Horry: 1 don't kno. Hike these builings, They're new Mog: 1 don't tke thom. iks old buildings Like this building over ore Ha ‘Do yeu want to Hive inthis boiling? ‘Yes, want t ive inthis bling 1e'niee big, and ol Fs RTCRECE COUREE Pronunciation EXERCISE A Sond Books open Conducta repetition dil with 7 aE ‘Written cue the vocabulary items in the column ove. @ Have students listen, find the words, andl mark the primary stress fon these items in the sentences in their books as you read them ag © Conduct another repetition dill "AMERICAN LANGUAGE COURSESonat 1. Thie Inst over here belongs to Jab. ‘This / That 2, These socks are blue. L want the black socks over there ‘Those This 8... Those. hooks over there belong to me "These / Those 4. thie ook in my hand costs 918.95, "Those This 5, These brown pants belong to Pater ‘That These 6. That,___ dre ver there is wry nico, “The ht Listen and ropoat. Then role pay a dialog with a partner Toner ana stele in ally: ‘Mow mich do these Diack pants cost? Clerk: $65.00, matam, [Henson a ae fri (Clerk: Hello. May Thelp | yen? | Frank: Yos thank you. Do you Ihave this shit in haw? | Sally: Do yousell shoesin | Clerks Yes, we do, Right this store? cover here. Clorks Yas, ma'am, wo do Women's shone are Clerk: Here youu over thor, Frank: ‘Thank you. Hove Sally, ‘Thank you very eh does it cout? rch Clerks 16 $42.95, xi Clerks You're welcome, awe vaste Books open Books open Wilton cus Written and oral cue Witten response Oral response ‘naval Chora, incividual, then pairs Conduct dialog repetition drills and discuss new vocabulary. After paits practice, have them perform for the rest of the class BOOK 4 LESSON SPEAKING SKILL OBJECTIVE: Repeat after a model a dialog containing a maximum of 5 exchanges and utterances of no ‘more than 10 eyllables, using the ‘appropriate stress, intonation, and yt, OBJECTIVE: Recite a dialog containing a maximum of 8 medurn fr 5 short exchanges and utterances ‘of no more than 10 syilables after repeating it after a model NEW VOCABULARY helpNEW VOCABULARY mgsic high Sonoves nant Procedure © Conduct a warm-up discussion related (o the topic. © Books closed, conduct repetition drills, Repeat with books open. © Have . working alone or ‘with others, label each item, © Check and provide the vocabulary items they were unable to EERE {'stening to music cassette tape neadphones/esdset tape recorder rade CD walkman telovision op player compact ists (CDs) viden cassette recorder (VCR) CD walleman ome aca oe cassette tape g ‘lesion (TV) Video enosotte recorder headphones (headost) zw” HH ‘AMERICAN LANGUAGE COURSEIEEE eed the paragrapne. Then answer ue oF flee. “Tammy ie clerk a music ate dnatown. Theatre alla goed music on CDs and eaeston Mey alo oll CD and easeette players Thy sell ery good Ieadphones ad bended oa Yesterday, Barbara wont to the musie store, She wanted to buy somo music ford ing. The store had hiandreds of CDs and cassettes twas dnl to choose. "Tauny likes to go to dances, xo she helped Barbara make her seloction, Bahasa Titened to her new C10 nthe eur going home, Sho realy liked tho music, Fe was 00d choice £1. Barbara is aelerk in a music store T 2 The musie store sells headphones 1 8, ‘Tommy likes to dance. F._4, Borhora pata tape in hor CD player F_5, Barhara didi’ ike the mosie Tammy chose arbav likes music work fo listen to snusie ‘work well with the musie on sh always takes her CD player and headphones to the can likes to put in a CD ana put on her headset, ‘Somotimes she secords music rom the radio with her tape recorder. She ought ler tape recordar at the musie ature downtown, It cost $20.05, "there is also sal CD watkman in the store, Tost $49.99, Barbara wants to uy i, too. 1. How ean Barbara listen to musie at work? She lletens to her CD player, 2 Where.can she record musie rom? ‘She records it from the radio. How much does the small CD player cost? _Ikcoste $49.99. 4. How much did her tape reoonder cost? Ibwae $20.08. 5, Where is the new musie store? Its downcown, Roe SENT a a = Pronunciation Have students listen as you read the words, find them, and mark the olen! primary sites on the 2-sylabe items Oral response in thei books, Choral rind Conduct the same exercise a thind eee e eee ane time under the following conditions, words in the upper column on the sahtane f Oral and written cue BOOK 4 LESSON 4 NEW VOCABULARY dance (n) dance {v) record EXERCISE A Books open Writen cue Wiriten response Individual Eo Books open Wirlten cue Wiriten response IngivicualPRONUNCIATION OBJECTIVE: ldentiy the commonly shared reduced vowel sound /a/ in a series of words, OBJECTIVE: Repeat after a model ‘words with the reduced vowel sound Jel. OBJECTIVE: Mark the stressed and reduced syllable in 2-syllable words and in phases, PRONUNCIATION 1. Ian speak English, 2. fcan't drive a truck. 3. We can't take a break now, 4. You can understand me, 5. Fan’? hear you. 6. Ian go to the doctor today. 7. You can halp me. Procedure © Books open, have students check the word they hear, either can or cant, 3 you real each se the upper column, Be sure to reduce the vowel sound when saying can, © Chock answers © Conduct repetition drills with the sentences, Correct only pronunciation of can and can’t roa ion Liste to he: Saying/ /in reduced syllables tones Did ym henea cant Check (he core ba 1[Z] can CL] cant Cem [A] cane s.{] con 7] cane 4iv) an ] ca sO] an A) cat eZ] an 1 cart 7[AL can ant EERIE foivnatyo Er C Tean drive a ear Fivcntspak Rosia. Pea (Tenn spe Binglish Gilet anrtreD ¢ She can’ Ay a pane ean speak Russian SURE Books closed Orat cue Oral response Group Constuet a round robin activity Correct only pronunciation of can and can't ‘AMERICAN LANGUAGE COURSEsion and repeat ite questo E 1, Can {buy this book, please? Can Uhave een 8. Can Task you a question? 4. Can you toll me the time, please? ‘5. Can you give mo the time, please? {6 Can you help me, please? ESSER Liston and mark tho Mander 1 exomple, sed and the om om, 1. abort 5, eltek 2 ate 1 asleep 8. ana, a ao om 4. Bellas 9. elore 2 a, om. 5, solees 10. awe reduced syllables ‘Mmber 1 van example | Paes oo 1. thooprn 8. Bobenn sit. om ok. 2. thet 1 wiv’ om owe 3 aday 5. coffe and fen ow. oe 4. atthestore 9. How about you? ow a 5, fm fiom Now York, 10, When dine class voice essai Other Reduced syllables Books open Tell students ro listen andl tell you (Oral and written eue ear in the words canes ‘what sound they hear in the words {you ure going to read. Then read the Tist of words in the upper column (Be sure to pronounce the reduced syllable in each as /a/.) Then conduct su repetition dill with the same words. NOTE: Though reduced syllables tare sometimes pronounced /{f, for simplicity’s sake the symbol fais used at this stage to represent the sound in all reduced syllables. Choral and individual BOOK 4 LESSON Explain to studeats that syllables that don’t have primary stress are often reduced (made small or short) and pronounced with this sound or fone similar o it. Focus attention on the Key in Exercise C and point out the new symbol used for redueed syllables. Boks opm Nermtmoaiae Vien pene navies m7READING SKILL OBJECTIVE: Alphabetize a group ot five words, each starting with the same 2 letters. WRITING SKILL OBJECTIVE: Rewrite an Lunpunctuated paragraph of 20 ~ 50 words, dividing it into sentences ‘and eupplying capital lottors, ‘aposirophes, question marks, and periods as required, after having hoard it ead. Alphotetee the wort tn wach ov /Mowntown ‘eook {test , ‘doctor caffoe {Tons es doctor coffee does calor sell dole __come tenia oor cook oot donmtown cowect Texs EE Punctuation Listen then rte the prego with correct punctuation. jo tkes to play scezor he doesnt ike to play baseball or foothall he plays soccer With his friends on saturday mornings from 9 to 12 oo likes to watsh soecor games tv television too lat, aay 8 good scone ame between france and spain was on tw je started to wateh but he fell sleep aftr just 15 minutes Loe kes:to play soccer. He dors ike to play haseball or football. He playe soccer with hie friends on Saturday mornings from 20 12 Joe kes to watch eoccer games on television to, Last Saturday, a good soccer game betwean France and Spain wae.on TV. Joe started to watch, but he fell sleep after just 18 minutos, = ‘AMERICAN UGE COURSE ‘AMERICAN LANGUAGE COURSE1] 17s I don't hear aj 1/reod [tread | 1don't read 14] yourdy |you ty | you don't fly 15 were |wego | wedon't go 17] she feat 18] 1/ drink I don't drink 120] wo/ drive [we deve | we don't drive Irregular past review Fave stents complete the chart ADAPTATION: In pairs, have students rest” each other on the different forms of the verbs in this chart BOOK4 LESSON 4 13]it/eost |tecoste | it doven't cost PRESENT | PRESENT NEGATIVE 2lhersay [he says | hedocor't say aftiiave [Ihave | 1don't have | Bm rdo | Bil does | Bil docen't do slwerseit [wesc | wedon's sell ‘you/leawe | you lave | you don't leave lue/ sloop | he sleeps | he doesn't sleep Tuy | tdon’t buy Horing | Idon't bring 10] they Fut | they put | they don’t put ale 11] he /epeak | he speaks | he docsn't op 16] they /se0 | they oce | they don't see ‘she doesn't eat 19|1/ehoose | tehoose | Idon't choose FUL the Bla with the correct frm of ths verb past ‘heard he sald had oilaia we 2old PAST NEGATIVE didn’ hear he didn't oay ldideehave | Bil didn't do youleft. | you aidn't leave he slept bought brought hey pub he dide’t sleep | didn't buy I dide't bring ‘hey didn't put he spoke | he didnt epeak you flew I didn't read it didn't coot you did't Ay wwe dies go they oaw | they aldn'e see he ate | drank I chose he didn't eat |’ dik | didn’: choose we drove | we didnt drive ToBooks open Written cue Wren response Inevidual 1. The Smiths bought _ a now car the day before yeatexday inay bought 2 Capt Jones and his wife __Aly__ to New York every winter ity Mew 8. They _drove___ downtown Inst night. “rive! drove 4. He ata. toneh at » Chinese restaurant every day. ‘ata ate 5, We spoke to wor old fond ast woo, Speak / spoke 6, 1_saw____ pictnses of my friends’ eile ws [300 west ag. 7. Shoalwaysgoes to baseball games on Saturdays. oes / went 8. They chose tw sce a movie downtown yestorday choose / chase 9, Capt Jones 490k, his book to dass ester takes Fok 10, There _wore____ no chain in the lab, I stod for aa bow are / were 11, ‘The student _ left ___ his books in Lah 6, Someane took ther, Tasves att 32, We epoke.___ only English in elass last yea speak / pols 15, He bought, _ Mack seks atthe BX the day before yesterday ‘uyae/ bogie 14, Sho__aells____nvte and clothes the store everyday ‘ells /aald st oF present? Select the correct verb form, ‘mehicNTOISWNE CoN ANIERICAN LANGUAGE COURSEREVIEW soe - BOOK 4 LESSONS1. Bob's.an 0-8. He has 2 stars Winat rank is he? 2: Its cold outside. What can I put cn my hands? 3. doo tikes to play sports. What sport is he playing right now? 4. Tomisn' astoop. He's. 5. That statement isn't ius, Its 6. if 10 p.m. civikan time, What is the military time? Do nat drink ancl drive. What color is her new dress? | want to buy this book. How ‘muet is9 10, My brother bought some new ants. What did he buy? 11, Here comes a colonel. What ‘must the privates do? 12, It 1800. What Is the civilian time? San ia Books open Oral cue Weiten response Indiviguat PXIEITTSEN Uiston and setect the best answer. — 1 a. aap b, a colonel aes © nts a, neck 4 statement 4.9, over there ba, military Doreie 6 9, 2000 howe 100 hours 1200 ho F 2300 howrs AMERICAN LANGUAGE COURSE7 a Youeandoit, ® You may doit 4. You don’ like do it fou musta doit Ba, Wear, Dy, We tire ¢ Wabappy. Hes brown, 9. @poos, . 10.85 ae, e4 A. Over here 10. stripes . headphones fe. eganeties aici Ha start b. must & Indent Qae 12, 9, eB pam, b, We ac Qrv6 pm Wes 6am BOOK4 LESSONS rT)WESTERN Listen io te sentence and sti the ieter | 1. Thoyro playing soccer. 2. Theyre playing basketball 3. Ho's puting his jacket on. 44. He's saluting an ofcer 5: She's wearing stacks and a blouse. = ria ANGE COURSE Senne Books open Oral and visual cue Written response Inelvidual i 7 [AMERICAN LANGUAGE COURSE1 basctalt 2. ewtenant 3. general A. iar @«- wake aoa stein tats aw hem ew cease eae cea dase @a++ @aee PEEEEESION Work wih a paris We 2 ylaie words, aaeaa Mork he sree spleen coc wor. Mare reduc aytaesthe Ff sound) with 0 Colors & ae “3 ajor Bonnie Fekete Pople (Answers will vary) | EE Eon Books open Books open Oral and visual cue Visual cue Witton response Written response Individual Pairs the exereise in the NOTE: Among American speakers, _general is frequently pronounced as-a two-syllable word with stress on the first syllable, BOOK4 LESSONS nmEXER Liston to tho paragraph and My brother gosto a ail ihe ising wade, itary _ school. He gots up (400 every morning The students he achool have to wear their _vniforme _ to class. They have to. Sabie al the officers, tao, They have to. take off their hats when they are aside a building. They have to put their hhats on whe they are outside, Thay cannot walk from the barsacks tothe classroom buildings, Hl saya they must _ po ftom the dining ll to the barracks in ninety (80) _ seconds, Sometimes, my brother _ cannot sit ow to cat Hs hss to__stand up _ to eat hie meals The students may not smoke _cigarettes.They my nok__watch television, This is his ‘iest__yoar atthe school Weean't visit his sehool this yenr Em Write the past tone, the number of syllables, andthe sound. Number tian exemple ae Jae ne A HL HL record 2 recorded _ad play 4. played. oe ee = sama EI EXERCISE F Books open Books open Oral and written cue Wiiten cue ‘Writen response Individual Read the paragraph from the student text 412 : ‘ ‘AMERICAN LANGUAGE COURSEDonde ican exam [afta otand | Idon't stand stood |i didn't stand al nescome |hecomes |hedoeon's come | he came | he didn't come al Lining [bring | {don bring Sbrought. | didn't bring 10] thoy do [they do | they don't do they did | they did’ do [tt] he ?know | he knows Acai | begin la] itvteave | itteaves hedoesn's know | he knew he didn't know Idon't begin tbegan | (did begin iwdocan'vieae —|iviefe | edlantt eave | ils | ores es [peel a sl we nave | wehawe | we don’t have wehad | wedidne have | N7| she feat | she eats | che doosrit eat | sheate | he didn't eat where |e dnericher [iad | a's oar Te [raovep dip tarpe| wmge. [weaarnge_|pence [waunegs | | Boni SEINE EE Books open Wilton cue Written response Individual BOOK 4 LESSONS‘Books open Witten cue Witten response Indiv 114 ESXEIETTNIN iio noc enioncos inn pattense Number 1s a exompie 1, Lda my homework. (yestertay) | ld my homework yesterday, He visits his parents every Sunday aftornonn lt yee) He visited his parente every Sunday afternoon last. year. She wakes up af 620 andl eas hreakfast (Uhis morning) She woke up at 6:30 and ate breakfast thle morning. 4. He always brings the wong bucks to eas (st enonth He always brought the wrong books to clase laot month 5, ‘Thin car casts $45,000, evo years) “Thie.car cost $45,000 two yeare ago, 6, The now dictionary helps oe loara vocabulary worts (ost mht) The new dictionary helped Joe learn vocabulary words last 1. Whon do you fll alee? (ast night) When did you fall steep lastnight? - 8 We cook fa franc evry day. (at wee) We cooked fish for lunch every day lact Wook é 9. Js dad snakes four packs ofeiguretes a day (ton years ayo) Joe's dod smckad four packs of cigarette a day ten years ago, 10, Pat wears bwo sweaters to cane (nat winter) Patt wore two sweaters to clase last winter. _— ‘ic ee ne ‘AMERICAN LANGUAGE COURSECoo koa. calendar ea | _calendar captain ows tEeSONS EXERCISE | Books open Witten cue Written response Individual five pm. cight am. ‘one fy ive pa, leven am. sixthirty pan, 6 ight thirty ve sm. 1 1. fowram, 2. bwovethiiy am J 9, seven forty-five pam 10 elevesshity pm a 11, ave forty-five pm 6-12 nine forty sive pm. ‘Alphabetize the words, label \ land titer} temp ke 8. 1145 hours 1), 185 hours 2035 hows 4.1100 hows ©, 0850 hours E2880 hows 245 hours 1, 1830 hours 1. 800 hours i. 1945 ke 1700 hens 1. 0100 hows Esa ‘Books open| Witten cue Witten response Individual ‘pth, iin ie on he it with the same military time, | rot. fish fe BOOK 4 LESSONSErno Books open ‘Witen cue Written response Individual IETSTIN Gonpicis cach eertonce writs your anewers. | Mambor isan econ 1, They are soldiers. "hey must salute officers — 2. Young children 8. Our teacher says we must 5, Students mustn't My carcan't ean't _ 6. 7. Vean 8 a My son must _ Books open Written cue Wetton response Individual [STINTS Unscrambie the leters and spell the words. MPL: Skene tjmekel tee 1. muntan autumn ait 2. ololwy yellow a 3. acertws oweater HE ize 4. dnhneonsp headphones in 5. trecatiog cigarette 6. mmrves summer PEeH EH eee Het 7. ai Nautenan 8. etatnnrren restaurant ‘ica uC OUR ‘ANIERIGAN LANGUAGE COURSEMuosber J ivan example 1. Sgt dones didat speak to Maj Smith, (Calonel Wallac) He spoke to Colonel Wallace, - 2. Franke and'Tom didnt see the movie. (the game on TY) ‘They saw the game on TY. 8. Joo didn't want to play soccer, (baseball _Hewanted to play basekal 4. Myson didn't dink milk. (blade eatoe) He drank black coffee, 5. My mothor didnt got upat'7:90, (815) She got up at BIS, METEEIGRIN change these afnatve sentences to negative sentences 1. Bob and Jerry at on chairs. (the oor) “They didn't eit on the flaoe, 2. Henry wrote a letter this brother (this sister) _He didn't mete a letter to his sister 8. Patric knew the answer to question #28. (question #24) Sho didn't know the answor to question #24. 4. ‘Those shoos cust nineteen dllare. (ninety dollars} ‘They did't cost ety dollars. : 5. My parents came yesterday, the day before yesterday) ‘They didn't come the day before yesterday. J Books open Books open Wiriten eve ‘Waiten cue Witten response ‘Written response Individual Individual BOOK 4 LESSONSParas Tom nor on age bao. Many vice tor wok thy tof play Spots nthe hand ion ay iofoto ito opp ao tnd hey an cin pay seer o cet agen ong ey conse tennis and golf. Tom is happy. He Jikes his work, and he likes to play all ort a, People can swim and play goltin the winter _b. Peopie can play goit and tennis all year long. 1, Givifans don't lke fo play sports 4. Tom goes to schoo on base. Paragraph 2 ‘Mark and his family flew to Texas last month. They went to vist his grandmother and granataiher. His ‘grandparents live in a small town near Dallas, Mark fives in a big city. He likes to vist the small town. He ‘can walk downtown. He can walk to the store and to the movies. His aunt and uncle live in this small town, too. le can ride a bieyclo to visit his aunt and uncle. He is happy. 1. Mark has two aunts and uncies. 1b Mark fives ina small town, ©. Mark visited his grandparents fast month. . Mark doesn't ike fo go to the ‘movies. Eo Books open ‘Whiten and orl cue Written response Individual 1 METER sion i te parograpn. ton wrt fit covet punctwaton raaney went to 8 store she wanted to buy a necktie for tom the frst tie she saw was blue it cost $5908 nancy said ake wanted one for seven dollars the dork brought an orange ie with green hasebls oni for $699 naney bought it for tom Nancy wont to a store, She wanted to buy a st $59.95, Nancy sald she wanted ‘Theft te she saw was blue t _one for seven dollars, The clerk brought an orange te with green baveballs.on It for $6.99, == a a ap Than see tie TRUE statement. | Cite a Poragroph: &. People ean sien sn pla ol in the wintor © People can py goad enna yea ong Coins don ke a ploy spar 4. ‘Tom goes to school on base Poonaouph 2: a, Mack has two aunts and uncles. bh, Mark lives ie «small tow, © Mave decent ike to go to the movies Last month fk visited i gram Beoksopen Writer tnd ralcue wien esprse ied ‘ANIERIGAN LANGUAGE COURSEhp ‘autumn, | end true stipe Visited ‘wacm 1. Tdon’tknow the answer to this question, Can you plese help an? 2, ‘This story iv not fal. Ibis true 8. My fhionde wore herein town Inst week. "They visited _ me for four days 4, Classes at this achool__end_ at 12.20 on Pridays, 5. 1e__warm__ in this room, Inst ke off my aves 6. Teall September, October, and Novernber fall My mother alls it auturme 7. Frank ie private, Hehas one stipe FREESE sich ino word andito meaning, 4 1. generat ‘2. seear these on the hands 2 2. summer play thi sport 3. 8 tie & amilitary ranke 4 restannant 4 actor hoof diy 6 a-senson of the yeur 8. 6 eloves £ eathove 1. buon wear this mn the neck b 8, basketball hadi town ‘OOK LERBONS = == Soe Books open Books open Wetton cue Written cus Witten response Witten response Individual Individuat BOOK4 LESSONSBooks open Wiriten cue (al and wrtton response Individual my Ea. 1. those (Answers wll vary) a wantonc wih each word Sy ra, an 2 enol ass oe 3. mnt not iH am i aa 4. downtown - — oe a 5, slacks 5, tong ae eee 1. sell saa 8 onteep aoae 8 help s 10 ply a sar a 1 mat 12, aide’ PST Visite the sentences you hear 1, Where did you go last winter? 2 Adeove my father's car 8, Whe wrote this word on the board? 4, This CD cost only $7.29. 5, How much did your computer cost? _ aa 6, We must not come to-class late. i ‘NCATE OTR EXERCISE T Books open Oral cue ‘Witten response Individual Read the sentences in the student text ‘AMERICAN LANGUAGE COURSEEXE Circe words in each group. | Pind 3 ports 5 rank 6 abou LesSONS Berna Books open Wetton eve ‘Written response Inividual FI BOOK4 LESSONSWEGEESEN Ssectieestaneeee 1, Franke tution Knglish 50 hours every weok, He can spoak Knglish 1, wood Ors al 2 820 the dows Q sierra ihe bre putea break 4. takes braking 3. Ourdass 0730, ended at 236. bein regan © begins 4. is hoginning 4, "Town went tbe 10:50 last ight. H at Loa, fall asleep fall nateep «fall asleop a. falling asloop 5, Today ix Monday The day hefore yesterday was 8, Sunday 6, Do not smoke cigarettes in room 2137, «4. You may emoke in r00m 2157. 1b, Yow cam smoke in veom 2137, You mist smoke in room 2187, You musta smoke in room 2137 = —iemeocniice coi Sanna ‘Books open Writen cue ‘Writan response Individual 12 ‘AMERICAN LANGUAGE COURSE7. docs ____isHicalenant, blouse rank color 4. spring 8 Aid that new ear cost? How much How dona ©. How many 4. What mich 9, Tom isa Imaclothing store >. game pack lee _ (0 to tho disponeary now Or wnt to Tike © puton 4. report 11. Purplo, silver and yellow are b. canks om Qxsiet 15... yas very hot inside the gieplane.1____my jacket. puton tock off evoke up 4. cleaned up BOOK 4 LESSONSrm 14. My brother likes to islen fo color baz jacket 15,Were you awake or Q@ asleep seep fall asloop 4 fall alee 8 0 olock Iss night? 16.My childvon —_ seal on Saturdays. a, plays playing play playing 17.What time did the movie? Owe ends ended ending 18Ted wants to buy ____ black shoes over ther. Q irene ‘hese © thie 4. that 19.A civilian wears a suit to Work. A soldier Wones a salute by ropart = sport 4. report “NT LANENGE COUR AMERICAN LANGUAGE COURSE21.0 men’s store is a. town i. cost owntows 2, What nnimal as black snd whites packs 6 aps otripes ranks Wo must cary our ID eatds all the tine. ‘indent inside fdentifeation indentation ‘24. The day bofor yesterday waa Tuesday Today is Thsreday Wednesday © Evidiey a. Monday 25. Which word has the past tense spund /a/? 1. eleaned looked ssluted T playest 26. Which word hos the past tense sean M2 danced learned & wanted dk studied 21. Which word has the past tense sound fd? 2. visited by watehed Oa oes sows —— BOOK 4 LESSONS~ USER NoTES in aE Canes | AMERICAN LANGUAGE COURSETEE Word List A didn't (did + not) .... a again . ae cal downtown 1 all 1 dress (n).. 3 apostrophe . 3 E asleep ... 3 endl (oy) earner eae eure autumn e222. 4g awake ...... 3 fall (a) eas 4 B fall asleep -» fell asleep 3 ball setieetsee et oa false : 2 baseball. a first Lieutenant/ Li. 2 basketball 1 football (pro football) ............ 1 become > became 2 66 dogin > began 2 game : 1 belt .3 general/Gen 2 black 4 Georgetown 1 blouse ae 3 gloves ... 3 blue... eee 4 gold... 2 boots 2... 18 eee 4 break (n) i Great... 3 break (n) 72 green 4 bring > brought 2 4 brown . . sere @ hang (up) + hung (up) 3 cc Ree eee recep 3 can (ability) (permission) ......... 8 headphones 4 cannot (can + not) . 23 head set 4 can’t 13 help (v) 4 cap (n) 2 Here you are. 4 captain/Capt 2 Houston ie 1 Chicago v1 How about Saturday? .... 1 cigarette. a How about you? 1 city (cities) 1 How's it going? 1 clean (up) .. Eley dlerk 7 Weard 2 clothes . +8 identification 2 coat 2... +3 indent (v) 3 colonel/Col . E 2 It's 2210 hours, . 2 color ay comma 3 contraction “8g aie cook (v) ... 1 cool Pee -40b cost > cost eee 4 Let's get together. . . 1 D lieutenant/Lt eee Dallas 1 Jieutenant colonel/Lt Col. 2 z i 1 dance (n) (v) an 4 like (to). i day: the day after tomorrow ....... 4 ine : id ney Mee genermey Mam Angas II 1 BOOK 4 APPENDIX admalam major/Maj. may. military music... must ree : mustn't (must + not)... 2.022. woken name tag... ee naval 22... necktie New York ° on time orange over here . over there Howes eR pack (n) . pants paragraph period . pink . play so. post (n) .. punctuate punetuation .. purple .... put on ~ put on a question mark ..... R Fr) ee Really? record (v) redseeree report (vy)... restaurant . s salute (v) San Antonio searf (scarves) season . second licutenant/: sell > sold . sentence ..... sergeant/Sgt shirt shoes show (n) . BAUER ON BRA AN Hee MmonM AHN m7 silver skirt slacks . smoke (v) soccer socks sport .. spring (n) start (to) statement stockings summer . sweater CORON OC RD take -> took bene take a break > took a break....... take off » took off . team .. tennis that oe That looks good. . these ... this those tie (n) town true .... Tshirt ... SHOR AR AHH ONE w uniform ... visit (v) visit (a). wake up > woke up warm... Washington . wear > wore well. : What about you? white winter . with oo. eee Wow, you look great, aR He yellow .....eeee [AMERICAN LANGUAGE COURSEAPPENDIX B fata PART OF SPEECH STRUCTURE ives Demonstrative ogative jectives Int Adverbs —_Interrogative Verbs Modals Verbs Modals Verbs Modals Verbs Modals Verbs Past tense Verbs Past tense BOOK4 APPENDIX WORD OR SENTENCE PATTERN this/that, these/those what how much/how many can (ability) can/may (permission) must (necessity/obligation) must not (prohibition) regular verbs irregular verbs LESSONir ~ USER NOTES ~ ~~ AMERICAN LANGUAGE COURSEEG Flash cards Bk 44:1 Bk 41:2 Bk413 Bk4 14 Bk41:5 Bk 41:6 Bk4 17 Bk418 Bk 42:1 Bk 42:2 Bk 42:3 Bk 4 2:4 Bk 42:5 Bk 42:6 Bk 42:7 Bk 42:8 Bk 42:9 Bk 4 2:10 Bk 42:11 Bk 4 2:12 Bk 42:13 Bk 4 2:14 Bk 4 2:15 Bk 4 2:16 Bk 43:1 Bk 43:2 Bk 43:5 Bk 43:6 Bk 43:7 Bk 43:8 Bk 43:9 Bk 43:10 Bk 43:11 Bk 43:12 Bk 43:16 Bk 43:17 BOOK 4 APPENDIX ball Bk 4 3:18 restaurant Bk 43:19 sports Bk 4 3:20 baseball Bk 43:21 basketball Bk 4 3:22 football Bk 43:23 soceer Bk 43:24 tennis Bk 43: cap Bk 4 4:1 cigarette Bk 4 4:2 ID eard Bk 443 name tag Bk 4 4:4. salute Bk 44:5 smoke Bk 44:6 uniform Bk 44:7 ranks & insignia Bk 44:8 general Bk 44:9 colonel Bk 44:10 lieutenant colonel Bk 4 4:11 major Bk 4 4:12 captain Bk 4 4:13 Ist lieutenant Bk4 4:14 2nd lieutenant Bk 44:15 sergeant Bk 4 4:16 clothes Bk 44:17 belt Bk 4 4:18 blouse Bk 4 4:19 boots coat, a gloves hat jacket pants searf shirt shoes skirt slacks socks stockings suit sweater tie Tshirt put on/put on, take offitook off wear/wore wake up/woke up headphones store seasons autumn/fall spring summer winter colors black blue brown gray green orange pink purple red white yellow132 — USER NOTES ~ ‘AMERICAN LANGUAGE COURSEEGRESS The English Alphabet TYPESCRIPT HAND PRINTED CURSIVE CAPITAL SMALL CAPITAL SMALL CAPITAL SMALL A a A a A « B b B b & é Cc © c e e e D a D d » d E e E e é e F f£ F f g t G g G G g H h H h fA & I i ' i 4 é J i J J a i K k kK k & L L I L L M m M m M a” N no N n N a ° o 0 ° 0 « P P P Pp p Pp Q Q 4 2 g R r R r R a s s 6 6 8 4 T t T + 7 t U u u u u “ v v v v y a Ww w Ww w W w x x x x Xx ae Y y Y y y # Zz 2 Zz z 3 BOOK a: APPENDIX -FEH-TE-H-H-H HEHEHE HEHEHE Pree— USER NOTES -EGE LEE American English Sounds English is not spelled phonetically. The same sound is spelled several different ways. For this reason it is helpful to assign separate symbols to each sound. The following is the International Phonetic Alphabet (IPA) system. Twenty-four (24) consonant symbols, eleven (11) vowel symbols, and five (5) symbols representing diphthongs are used to represent the significant sounds of American English. ‘These charts are only aids and not to be memorized. However, the students must be aware of the different sounds represented in these charts. They must be able to recognize and repeat them accurately. VOWELS ___ CONSONANTS ‘Symbol Examples Symbol Examples fil he, meet, teach, chief Jp! past, stop, put, paper I) in, is, sit, big jb! bed, baby, barber, lab fe! day, make, train, vein, steak AJ take, sent, ten, gentle fel met, let, said, bread J3! date, student, do, hard fe/ cash, half, laugh, hand Ik car, chemical, recorder, book fa) father, far, heart, pot, not Jo! gas, eggs, dog, cigar Fb! all, saw, bought, caught im! arm, my, number, from Jou) go, know, coat, tow, pole Jn! no, line, find, noon fol hook, took, good, should Jof sing, long, wrong, rank ful food, blue, blew, do, soup Al well, laboratory, always, let /N cap, son, sum, enough Il read, course, for, write fat! I, nice, tie, buy, by, write Ml farmer, affirm, phone, laugh fou noise, boy, point, oil Wi very, give, live, seven, fav) out, now, town, mouth /8/ thank, Thursday, bath, north fa! ago, alphabet, listen, student 8] the, this, these, weather Isl her, bird, doctor, earn Js! see, this, lesson, tapes Fel zero, rose, blows, dozen J ship, nation, stiould, push /3/ pleasure, measure, usual Jrl— have, he, how, hot ‘Mi chair, toacher, picture, march Jd3/ judge, bridge, page, July Iwi we, walk, wish, away Jl yes, you, yesterday, young BOOK 4 APPENDIX rs— USER NOTES ~ AMERICAN LANGUAGE COURSEaa eee aren't ~ (are not) we'll ~ (we will / we shall ) can’t - (cannot) we're — (we are) — (could not) we've — (we have) — (id not) what's — (whatis) = oes not) where's — (where is) ~ (do not) who's — (who is/ who has) hasn't — (has not) won't ~ (will not) haven't — (have not) wouldn't — (would not) he'd the would /he had) you'd — ~ (you would /you had) he'll ~ che will) you'll — — (you will) he's (he is / he has} you're (you are) how's ~ (how is) you've — (you have) rd (would /Thad) rl — (Twill /T shall) Im ~ Cam) Ive ~ (have) isn't ~ Gis not) it's — (itis /it has) let's — et us) mustn’t — (must not) she'd ~ (she would / she had) she'll ~— (she will / she shall) she’s — (she is / she has) shouldn't — (should not) that’s (that is) they'd — (they would / they had) theyll — (they will / they shall) they're — (they are) they've — (they have) wed = (we would /we had) rd~ USER NOTES ~ ‘AMERICAN LANGUAGE COURSEEGENPINCN Spelling Rules for Regular Past Tense Verbs VERB ENDING -£D ENDING BASE FORM | PASTTENSE talk talked 2 consonants } ec want wanted repeat repeated 2vowels + 1 ae it a consonant add clean cleaned vowel +3 vy a play played vowel + consonant open opened ina 2syallable | ye word with stress on first syllable answer answered Drop the -e circle circled consonant +e Ce and add = edd shave shaved vowel + consonant bene BEL ve stop stopped ina Laylable word Bettie | 7 consonant Hee yowel + consonant and add occur occurred | ina 2-syllable ve wed word with stress on. | second syllable prefer preferred study studied Change y toi consonant +y cr dry dried 7 1 try tried | BOOK4 APPENDIX140 - USER NOTES AMERICAN LANGUAGE COURSE2. Last two principal parts the same a. Final consonant change only b, Vowel change only BOOK 4 APPENDIX INFINITIVE PAST PAST __| PARTICIPLE hit hit hit quit quit quit | split split split bet bet bet let lot let set set set put put put cut cut cut shut shut shut bid bid bid hurt hurt hurt burst burst burst cost cost cost shed shed shed spread spread spread cast cast cast have had had make made made build built built bend bent bent spend spent, spent send sent sent meet met met read read read bleed bled bled feed fed fed lead led led light lit lit slide slid slid sit sat sat shoot shot shot hold held held win won won shine shone shone m0¢, Vowel change - Addition of ¢ or -d 3. Three principal parts differ a, No similarity b, Vowel change - Addition of -n c. Vowel change - No -r a2 See [ INFINITIVE | PAST Bae | find found found wind wound wound bind hound bound dig dug dug stick stuck stuck strike struck struck sleep slept slept keep kept kept creep crept crept weep wept wept think thought | thought teach taught taught buy bought bought catch caught caught fight fought fought seek sought sought mean meant meant leave left left flee fled fled tell told told sell sold sold Jose lost lost hear heard heard understand | understood | understood | be was been Z0 went gone do did done | arise arose | drive drove fly flew ride rode idden | rise rose risen sing sang sang ring rang ung drink drank. drunk swim swam swum begin began begun ‘ANERICAN LANGUAGE COURSEPAST INFINITIVE | PAST. PARTICIPLE 4, First and third vowels similar blow blew blown know Iknew known grow grew grown throw threw thrown run ran run come came come eat ate eaten give gave given see saw seen rave drew drawn e. Second and third vowels similar break broke: broken speak spoke spoken choose | chose chosen steal stole stolen, tear tore torn wear wore worn Swear swore sworn bear Dore born get got got (gotten) forget forgot forgotten. BOOK 4 APPENDIX — ax7 - USER NOTES - ‘AMERICAN LANGUAGE COURSEESSE Punctuation and Cap Punctuation A talization E PERIOD (.) 1, Use a period at the end of a statement or command, The pen and paper are on the table. Go to the chalkboard and write your name. 2. Use a period after an abbreviation or an initial. NOTE: Abbreviated military ranks do not require a period. Feb, (February) Mr. Brown am. Dr. Smith (Doctor Smith) Ms. Little pm. v.Jones (John Jones) ‘Mrs. White ‘Maj Johnson QUESTION MARK (?) Use a question mark after a question. Sometimes the question may be written ike a statement. How many children are in your family? He's here today? EXCLAMATION MARK Use an exclamation mark after words, sentences, or expressions that show excitement, surprise, or emotion, Any exclamation, even if not a sentence, will end with an exclamation mark. What a game! Look out! Dot! Wow! Oh! QUOTATION MARKS (“") 1. Use quotation marks to show the words of a speaker. They're always placed above the line and are used in pairs John said, “The commissary closes at 2100 hours today.” “Where are the children?” she asked, 2, If the words of the speaker are divided into two parts, use quotation marks around both parts. “Do yous. she asked, “go to the library after class?” 3. Use quotation marks around the titles of chapters, articles, parts of books and magazines, short poems, short stories, and songs. Last night, | read the chapter ‘Grammar Is Easy" in our book. Then, | read the article ‘Learning English” in the newspaper. BOOK4 APPENDIX m7E APOSTROPHE (’) 1. Use an apostrophe in eontraetions. I'm she's theyre isn't aren't can't what's where's Bob's o'clock (of the clock) 2, Use an apostrophe to indicate posses a, If the noun is singular, add~'. Bill's book the girl's coat b. When the noun is plural, add: the children’s clothes the men's shirts if the plural does not end in s. ¢. Ifthe plural noun ends in s, add only an apostrophe. the boys’ shoes the libraries’ books COMMA (,) 1. Use commas to separate items in a series. We ate sandwiches, potalo chips, and fruit for lunch. ‘She looked behind the chairs, under the bed, and in the kitchen for her notebook. 2. Use a comma before the conjunctions and, but, or, nor, for, yet when they join independent clauses. We lived in Venezuela for three years, and then we returned to the United States, Fiank can speak Chinese well, but he can't read it. 3. Use a comma after an introductory clause or phrase to separate it from the rest of the sentence, After we study this book, we want to take a break Because John was sick, he didn't take the test. Looking up at the sky, the small boy suddenly ran home. 4, Use a comma after words such as yes, no, well when they begin a sentent Do you want to go to the library? I didn't pass the test. Yes, I do. Well, study more. 5. Use commas to separate the words of a speaker from the rest of the sentence, “Listen to me,” she said. Jack asked, Where's my lunch?” “1 don't know,” said John, ‘the answer to the question.” 6. Use a comma in dates and addresses. dune 9, 1970 143 Main Street, Los Angeles, California mn ‘ANIERICAN LANGUAGE COURSE7. Use a comma in figures to separate thousands. 5,000 (or 5000) 10,000 6,550,000 Capitalization H. 1. Capitalize the first word of a sentence. The boy stood up and walked outside. Your book is behind the chair. 2. Capitalize the names of people, cities, states, countries, and languages. Mark Bill Mary Linda San Antonio Chicago Houston London Toxas California Florida New York Spain United States. Canada Venezuela Arabic Chinese Russian English 8. Capitalize the names of schools, streets, buildings, bridges, companies, and organizations. Defense Language Institute University of Chicago Main Street Empire State Building Golden Gate Bridge Ford Motor Company General Motors National Football League 4, Capitalize the days of the week, months of the year, and holidays. Sunday Monday Tuesday June July August Christmas Easter Thanksgiving 5. Capitalize titles and military ranks before names. Gen Roberts Capt Smith Sot Jones Professor Land President Lincoln 6. Capitalize the pronoun “I.” I can’t go with you. I'm happy to see you again. 7, Capitalize the first word of every direct quotation. ‘She asked, ‘Can | sit here?” “We saw her,” said John, ‘at the university” BOOK 4 APPENDIX- USER NOTES ‘AMERICAN LANGUAGE COtHOMEWORK FOR BOOK 4 LESSON 1 EXAMPLE: learn learned 1. cook cooked _ 6. want wanted __ 2. listen listened _ 7. shave -shaved __ 3. repeat repeated 8. stop stopped _ 4, play played _ 9. watch. watched _ 5. answer answered _ 10. study studied __ BEGESGIEN Complete the sentences with words box. Number 1 is an example. all month long all afternoon long all morning long all evening long all night long all day long all week long all year long ng.__ (Answers will vary.) 1. Mr. Bates works 2. Children like to play a EE EEE eee eee eee Eer ees ee cece erect 3. John wants to sleep 4, Soldiers cleaned their rooms a We studied English 6. Julie likes to swim. SEE Hee eee eee Sere eee BOOK LESSON + HOMEWORK :FESR write tong answers to the questions about Tom and Maggie. Number 1 is an example, a ‘Ted and Maggie lived in a small town in Spain from 1997 to 19 and they le: ‘They studied at a school, ned Spanish. They liked it there. In 2001, they visited Spain again. They talked to their Spanish friends, and they were very happy. Did Ted and Maggie live in Chicago from 1997 to 1999? No, they didn’t live in Chicago. They lived in Spain. . Did Ted and Maggie live in a big city in Spain? No, they didn't live in a big city. They lived in a small town. . Did they learn Spanish? Yes, they learned Spanish. . Did they study Spanish at home? No, they didn't. They studied Spanish at a school. . Did they visit England in 2001? No, they didn’t visit England in 2001. They visited Spain. Did they talk to their Spanish friends? Yes, they talked to their Spanish friends. fe ~~ AMERICAN LANGUAGE COURSEBEGGIN Use the words to complete the sentence: all long visit again downtown towns 1. Houston and Dallas are not _towns.. They're cities. 2. My friend Hector was here for ten minutes. His __vi: was very short. 3. Marty liked New York. She wants to go__again_. 4. Mn. Tanner’s office is _downtown . 5. The baseball game was three hours long. 6. Did you listen to___all____ the tapes for this lesson? BESS Select the a verb to complete each sentence. Use pasttense. | live play work visit walk cook clean up like end 1. After we ate, we cleaned u 2. Dinner was very good. John __cooked for us 3. We___ played _ tennis last weekend. 4, The movie started at 7:00 and __ ended ___at 9:00. 5. 1__liked the show we saw last night. 6, Julie___ visited __ Chicago last week. 7. Jason____lived in Houston for three years. 8. He___worked __as a cook in a restaurant. 9. He___walked __ to work every day last year. BOOK 4 LESSON 1 HOMEWORK iNumber 1 is an example. 1. Mr. Brown worked late last week. (this week) Did he work late this week, too? (Answers may vary. 2. Kim closed the door. (window) Did she close the window, too? 3. They visited Houston, (Dallas) Did they visit Dallas, too? a 4, Mark learned 50 new words. (George) Did George learn 50 words, too? __ 5. Ben and Seott played tennis last week. (yesterday) Did they play tennis yesterday, too? (nRERnSRRnNSn FEGRCEeRGN Match each beginning with the best endii Choose the best sentence ending. b_. 1, John went to visit _d__ 2, Clean up ¢ 3. They ate a big dinner a 4. The show started at 7:00 Choose the best statement or question. —@_ 5. Sally doesn’t live in the city. _h__ 6, Tina cleaned her car. , Did Jim play basketball yesterday? £ 8. Judy traveled all summer long. and ended at 9:00. . his sister in Chicago. . at a restaurant in Chicago. . after you cook. No, he played soccer. She went to six countries. She lives in a small town. . Did she clean her room, too? "AMERICAN LANGUAGE COURSEBOOK 4 LESSON 1 HOMEWORK 1. Ken and Terry / soccer / yesterday Q: Did Ken and Terry play soccer yesterday? A: Yes, they did. w ‘Ted and Ron / tennis / last week -d and Ron play tennis last No, they didn't. . Paul / football / this morning _Did Paul play football this morning? : No, he didn’t. 4. James / basketball / last week : Did James play basketball last week? _Yes, he did.MEESECEEEIN Read the clues and write the word that has the . Number 1 is an example. epras ACROSS ~> DOWN | movie 1. begin small city 2. sport place to eat: 3. part of a city make to eat 4. city in Texas city in Texas 7. city in Illinois city in California 9. one more time . stop S$ olw re T D A A YH Pr lolw in M R ° w fp |e}s|r ulr{a|n|t 6 T T ° c o|k W H N N 1 c Pp} A LPals 6 6 PL To AIN)G]E|]LIJE]S 1 Fe TN | D ‘AMERICAN LANGUAGE COURSEESSE wie i i Jack lives in Venezuela. He is learning Spanish there. He doesn’t go to a he paragraph in the past tense. Spanish class, He memorizes dialogs in a Spanish book. He watches TV shows, and he also listens to the radio every day. He asks questions about the language, and he looks up words in the dictionary. He talks to his friends in Spanish, too. Jack lived in Venezuela. He learned Spanish there. He didn't goto IV shows, and he aleo listened to the radio every day, He asked questions about the language, and he looked up words in the dicti He talked to his friends in Spanish, toc EGE Use then Number 1 is an example. 1. Did Jack live in Venezuela ? _Yes, he lived in Venezuela. __(Answers will vary.) 2. Did Jack study English in Venezuela? No, he didn’t study English in Venezuel 3. Did he memorize dialogs in his French book? No, he memorized dialogs in his Spanish book, 4, Did Jack watch TV shows? Yes, he watched TY shows. Ht — 5. Did he ask questions about Spanish? Yes, he asked questions about Spanish. _ eee 6. Did he talk to his friends in Spanish? Yes, he talked to his friends in Spanish. BOOK 4 LESSON 1 HOMEWORKes in basketball cook bread clean / ball L ste 2. a 3. car ball __check a baseball ___show city ______basketball EE soccer clean He _—_bread — ——Spork __ cook brother start BEGECISGMIN Mark the correct stress pattern foreach word. 1. basketball 2. civilian 3. belong 4, football ame aae aae G@)ae dom bow @ea bo cae © ae co eae eae @aee aaece dace dace [EEGEXSEGRINNE Write questions to ask a classmate about sports or travel. 1, (Anewers will vary.) Bee el 3. 7 "AMERICAN LANGUAGE COURSEHOMEWORK FOR BOOK 4 LESSON 2 Read the paragraph. Mark the sentences T for true or F for false. | Lt Pine and Lt Adams are good friends. Last Friday at lunch they went to the BX. They both bought dictionaries, notebooks, and pencils. Lt Pine bought cigarettes. Lt Adams didn't buy cigarettes. He doesn’t smoke. He got a radio. 1 1. Lt Pine and Lt Adams are good friends. T 2. They bought pencils at the BX. 3. Lt Adams bought cigarettes. 4. Lt Pine doesn’t smoke. 5. Lt Pine bought a radio. fo ™N Pe Sunday \\ / this ( small taxi spring train show today tart Tuesdi start / \Tuesda L iiss lab taxi letter this _lieutenant_____ spring. today Ser JOOKE eeeSceeeceseeer re re ece@balne cereeeeeeeeee rae eral lunch Sunday Tuesday BOOK 4 LESSON 2 HOMEWORKthe past tense of a word in the box in each bla drink have speak drive drink leave say eat On Friday, Lt Pine and Lt Adams __left____ the BX and went to the mess hall. They _ate/had_ lunch. They both _ate/had__ hamburgers, but they had different drinks. Lt Pine drank/had tea, and Lt Adams drank/had_ soda. After lunch, they took Lt Pine’s ear and _drove _ to their new office. Capt Smith spoke to the two men and __aid__ Col Quest was coming to see them. Write each word in the correct catego Egypt Spanish lieutenant _ officer Arabie Venezuela enlisted man English France China French post MILITARY ee COUNTRIES LANGUAGES post Egypt Arabic lieutenant France Spanish enlisted man Venezuela French officer China | English "AMERICAN LANGUAGE COURSECol Quest __came__ to our base last Friday. A lieutenant __drove come drive his car, The colonel visited offices in the new building. He walked in and the men and women __stood and __saluted _. The colonel __talked to stand alute Tk all the airmen for two or three minutes. Then the colonel and Capt Smith went in the captain's office and they __spoke for fifteen minutes. speak The colonel _left the building at 1530 hours. He liked the new offices. leave BEGSESE Write three questions about the c Number 1 is an example. 1. Where did the colonel go? (Answers will vary.) 2. Who 3. What___ ineniees 4, When = GRC EGECM Answer the questions you wrote. : eee Number 1 is an example. 1, Col Quest went to the base. (Anewers will vary.)_ BOOK 4 LESSON 2 HOMEWORKBEGEEGEIE Write the abbreviation for each rank under its insignia, 1 Lt Maj Gen Capt Col Lt Col ON Lt gold silver L ) Ss gold silver Settee ieee Pa eee eee bai Le Col ___ [AMERICAN LANGUAGE COURSEWrite the past tense of the verb. Bae 1 __began__ a new class yesterday morning. The students ___knew begin know my name. I __didn’t know _ their names.I___read____ their names on their do not know read name tags. I___wrote___ new words on the board. The students __learned write learn the new words, We___had__ class for 50 minutes, and then we ___ took have take a break, The students went. outside. They drank coffee and go drink smoked _. After the break, we __went___ to the lab. The students smoke g0 listened __ to two tapes. One student __didn’t bring his lab book. He listen do not bring wrote his sentences in his notebook. | like my new class, write EEEEEGENE choose the correct stress pattern for each word. 1. uniform 2. general 3. lieutenant 4. colonel ame ame awe @ae. boo w bea bee boa @©rae cea. daee damee BOOK 4 LESSON 2 HOMEWORK : : iFill in each blank with the correct word. Use your answers on this page for the crossword puzzle on the next page. saw heard stripes: salute flew ‘took cigarettes bought drove wrote captain naval ACROSS > 2. We bought books at the BX. 3. Joe heard __a loud noise last night. 5, Sergeants have stripes on their uniforms. 9. 1__wrote my wife a letter last night. in 10. Jack is a major. Last year he was a__¢apt 12. We had a nice vacation. We ____flew to Hawaii. DOWN | 1. Iquit smoking. Cigarettes cost a lot in this country. 4, Julic___drove to Dallas in four hours in her new car. 6. We._saw __a good show while we were in Dallas. 7. Tt__took three hours to drive to Houston in my car. 8. You always salute an officer. 11, My brother is a sailor. He works on a___naval____ base. ‘ANIERICAN LANGUAGE COURSEEGC Complete the crossword. Use the answers from Exercise K. 2 a i. blojula elalria a r s/tir ° e t v fe 6 t rio|tle i clalp|t ° ' e a k u s v t a iz. ~ e flijelw BOOK4 LESSON HOMEWORKFEXGCEGELN Use the words in parentheses to answer the questions. Number 1 is an example. 1. Where did they put their books? (on the desk) They put their books on the desk. Seca 2. When did Mary fly a plane? (this morning) She flew a plane this morning. = 3. Who chose the correct answer? (John) john chose the correct answer. — 4, Where did Lt Smith swim yesterday? (on base) -He swam _on base yesterday. __ ase 5. Who sat in his new chair? (my father) _My father sat inhis newchai, Write the civilian or mi CIVILIAN “MILITARY "—eIviLIAN “MILITARY 1.00 p.m. cers OHH 1:00am. | 0100 4:14 a.m, 0414 9:10 p.m. | an noon 1200 __ 5:40 a.m. 0540 __ 4:14 p.m. 1614 6:20 p.m. 1820 midnight 2400 ~ AMERICAN LANGUAGE COURSEMatch each beginning with the best end Choose the best sentence ending. —d_ 1. Im tired. It’s time does class start? _a__ 2, What time b. on time. b 3. Iwant to get to the game ¢. did his car cost? ¢_ 4. How much d. to take a break. Choose the best answer h__ 5, When did you buy those shoes? —e._ Yes, I swam. @ 6. Did you exercise yesterday? £ No, he ate a big breakfast. 7. Is John hungry? g. Yes, [have a quiz today. 4 8. Did you study yesterday? h, Thought them yesterday. EEGROSSEN Write the number of syllables and the past tense sound. Number 1 is an example, 1. report _2_ reported 3 _ad_ 2 end 1. ended ad cook cooked 4, play played de 5, smoke 1 smoked 1 6. end 4 ended _2 ad 7. live lived —d_ 8. visit = _2_ visited _2ad_ BOOK4 LESSON 2 HOMEWORKRead about Eisenhower ag: ‘AMERICAN LANGUAGE COURSEHOMEWORK FOR BOOK 4 LESSON 3 a. shirt. b. belt. a c, pants d._ shoes _ e. __coatljacket. f boots _ i k. _slacks/pante. 1, ___shoes _ BOOK 4 LESSON HOMEWORKFEGEREEGEER select the correct word, and write it in the blank. 1. Lam thirsty. Igo and drink some water? Be May . Am d. Does 2. The teacher says not to smoke in her classroom. We smoke in her classroom. mustn't may c. are d. doesn’t 3. [don't know how to play basketball. I play basketball a, can bh must can’t may EESEKON Write answers with can, may, must, can’t, or must not. J Number 1 is an example. 1. Tom wants to smoke in class. He asks the teacher. What does she say? You must not smoke in clas: (Answers may vary.) 2. My friend Terry likes to swim, She learned to swim 10 years ago. She swims every day. What do T say? Terry can owim well, 3. You are sick, Your head is hot. Your fect are cold. What do you ask the teacher? May | go home early? _ - e 4. You lost your homework. You looked in your room. You looked in the classroom. You looked in the library. Who must you speak to? [must 5) to the teacher. nz AMERICAN LANGUAGE COURSENumbers 1 and 2 are examples. 1. 10. iL 12. I/have / an apple / ean 1/have/an apple / may we / go/ swimming / can we / go / swimming / may Jane / go / outside / can Jane / go / outside / may 1/sit / here / can I/ sit /here /may we / go / to Dallas / can we / go/ to Dallas / may 1/play / soccer / today / ean I/ play / soccer / today / may Can | have an apple? _Yes, you can. — May | have an apple? Yes,you may, Can we go swimming? No, you can’é. May we go swimming? No, youmay nop Can Jane go outside? Yes, she can. May Jane go outside? Yes, she may. _ Can I sit here? Yes, you May | sit here? Yes, you may. Can we go to Dallas? No, you cannot. May we goto Dallas? No, you may not. Can play soccer today? _No, you cannot. May | play soccer today? No, you may not. BOOK 4 LESSON 3 HOMEWORK_¢ 1, Tom wants to leave early. a. She speaks English well. What does he ask? 4.9, Airman Jones is outside. He's not, wearing a hat. What does the sergeant say? George can’t speak Russian, a_3. My friend studied English for c. May I leave early? 10 years. What do I say? b 4. George doesn’t know Russian. d. You must wear your hat outside. What does his teacher say? Number 1 is an example. (Answers will: ry.) nea i ‘AMERICAN LANGUAGE COURSETenn] and punctuate the paragraph. EXERCISE G The first sentence is an example. linda likes to swim she cant swim very well she swims for sixty to ninety minutes every day the day before yesterday she swam for two hours she was very tired she says she wants to swim for just thirty minutes today she doesnt want to be tired Linda likes to swim. She can’t : very well. She swims for sixt : to ninety minutes every day. The day before yesterday she swam for two hours. She was very tired. She ays she wants to swim for just thirty minutes today. She doesn’t want to be tired. _ r past? Write the correct verb form. 1. Paul ___was___ sick yesterday. (is/was) 2. T___wear__ my uniform to class every day. (wear / wore) : n__ my clothes at 0400 in the morning. (put on / put on) 4, Bill _took off _ his shoes in class yesterday. (take off/ took off) a I fell asleep_at 9 p.m. last night. (fall asleep / fell asleep)Fill in the blanks. Use the past tense. __ 1. John took off ___ his coat and scarf in class yesterday. (take off) 2. Bob___wore __ a suit yesterday morning. (wear) @ . The teacher___put on _ her coat and gloves last night. (put on) 4, 1___woke up at 7:00 a.m. yesterday. (wake up) eo My father __fell asleep _ watching TV last night. (fall asleep) BETES Compicte tho paragraph with words fom thebox. id asleep awake fell asleep drank had ‘took well woke up Last night, Mary didn't sleep well She was awake __ at 1:30 a.m. She fellasleep _at 2:30, and she__woke up at 7:00 this morning. She was very tired. She got up and_ took _a shower. She got dressed and drank coffee. At 8:30 a.m., she went to school. She just___had____one class from 9:00 to 10:30. After class, she went to her room, She was very tired. She went to bed and was _asleep. in five minutes. ‘ANERICAN LANGUAGE COURSELook at the pictures and answer the questions. 1. What is Maria wearing? (Answers will vary.) wearing a scarf, jacket, and blouse. — 2. What is Sam doing? He is putting on a jacket. 3. Is Don wearing a suit? _No, he isn’t. He's wearing a T-shirt and pants. 4, Are Bill and Sal wearing caps? Yes, they are. _ BOOK 4 LESSON 3 HOMEWORKEXGRCGEE ME Write a paragraph. Use all the yesterday SEE Eee Heel soccer gE EEG eGo eee eee eee cold SE ee eee ee eee eee eee socks EEE Hee He toe “ dodge \ / code ‘eaching \ dollar collar \ teenager | double | \ comma {temperate doing) coil \ technical NU dog / _ coach \telephone/ L eee 2 eae dodge teaching dog _______ _ technical ___ doing coil ; teenager dollar collar telephone comma _ temperature _ Ik f ‘AIERIGAN LANGUAGE COURSEHOMEWORK FOR BOOK 4 LESSON 4 KESEEEEEN Correcty write and punctuate the paragraph. | linda wears different clothes every day she wore a red dress the day before yesterday she wore a yellow blouse and brown pants on tuesday she likes purple on wednesday she wore a purple dress she wears blue jeans on fridays the day before yesterday. She wore a yellow blouse and brown pants on ‘Tuesday. She likes purple. On Wednesday, she wore a purple dress. a She wears blue jeans on Fridays, ( bloat \ / black \ } when that ( blue | | where | these whose then \ wat v : : there / 1 2. whet 3. / | ____that__ when i then blaze ____where i there bloat white these blue Whose those __ iz BOOK 4 LESSON 4 HOMEWORKBEGGS Mark stressed syllables and reduced syllables. Number 1 is an example. Om Om 1. about 6. 10 to om om 2. ago 7. awake CO mf Om 3. at the store 8. inaday KEY ao om area 4. Houston 9. o'clock om om 5. before 10, _ in the fall Ears « 1. purple @4° @4- aae aae b hoose the correct stress pattern for each word. yellow 3. howmany 4. how much bow on bee @Ora oaee case comes mee deae deme @ea>- aeae ETE Wiste ahoutine cotorsin yourroom Sd Number Lis an example. 1, Ihave a red dictionary. ‘Answers will vary. ‘AMERICAN LANGUAGE COURSEEEGOSSE Complete the ih words from the box. E headphones help these over here over there. dance cost music Clerk: May Thelp you? Jack: Yes, I want to buy music for a dance, Clerk: What music __ do you like? Jack: My friends and [like all music. Clerk: Well, _over here _ we have Rock and Roll CDs. Over there_ we have Country Western. Jack: Thank you very much. Jack: May I listen to ‘They're good these __ CDs, please? _ music. Clerk: Okay. You can listen with these headphones. Jack: Ma’am, I like this music. I want to buy these three CDs. How much do they __cost_? Clerk: ‘They're $14.95 each. Jack: That's great. How much is it for three CDs? Clerk: That's $44.85. Jack: Here's the money. Thank you very much for your __help BOOK4 LESSON 4 HOMEWORKFill in each blank with the cot E went saw chose dance clerk headphones wanted listened bought. music store take ACROSS > 2. Jack’s friends like all__musie __. 3, Jack __wanted to buy music 5. He listened __to the CDs at the BX. 7. Jack chose ____ three CDs for the dance. 9, He wanted CDs for a_dance zi 10. The BX isa___store : 11. Jack will ___take _ the CDs to the danee. DOWN | 1. He___bought __ the CDs from the clerk. 3. Jack ____went __ to the BX. 4, He listened to the CDs on__headphones _. 6. He saw __many CDs. 8. The clerk helped him at the BX. & * Use your answers for the crossword puzzle on the next page. RN reece "NMERICAN LANGUAGE COURSEFESS Complete the crossword. Use the answers from Exercise G. | + ° = ° s . i 3 ° ° BOOK 4 LESSON 4 HOMEWORKESCM watch the beginning of each sentence with the best endi © 1. Today is Thursday. The day after tomorrow is a. Friday. a__ 2. Today is Thursday. Tomorrow is b. Tuesday. 3. Today is Thursday. Yesterday was ©. Saturday. . Today is ‘Thursday. The day before yesterday was d._ Wednesday. It’s spring. The season after spring is e. winter. It’s spring. The season before this season is f fall, _f__ 7. It’s winter. The season before winter is g. spring. 4 8. The season after winter is h. summer. se all the words in the word bank. a season color music help ma’am [Hws2_| "AMERICAN LANGUAGE COURSE.EVALUATION EXERCISES FOR BOOK 4 LESSON 1 KEGEESEN lien os crore conection a 1. Boys are playing football. 2. Toms playing baseball, 3. Sam's playing tennis. 4. Young men are playing soccer. 5. Theyre watching a good show. coca ison BAcuMTONEREROES = Books open lan cme wit epane Read the sentences in the upper column, BOOK 4 LESSON t EVALUATION EXERCISES caEIESTSOW Listen ana write the sentences you he 1, Where ls Paul from®_ 2, Hes from Texas, 3, How about yout 4, tim from Chicago, 5, Do youlive na towm ora city? 6, Hive in a city, ‘Ghoose the correct sires paltern for ach word. 1. baba eee @«+ wae ae niet tells aisle oars @a-- BEEN A pravetice the noras. _ } / om ‘age a me ete ie [wie { chars ae Se” | Ce m panache __eapatn sean before. Be all te an valet, ec ce somuet Seo ‘Books open Books open Books open Oral cue Witen cue Wiriten cue Wiiten response ‘Written response Wilton response Individual Individual Ineividual Read the sentences lex the student =a ‘AEFIGAN LANGUAGE COURSETINA Select the best ans A. dane... baveball yestordny. 0, i playing 2b. playing played playe 2, Ton Ina restaurant downtown 2. onde 1, Bos visite eco 3, Tom ost yea, aves Oivea 2 tng fh istnng 4. Please ater you eno, a clean up = live end 5, Clase starts at 790 und at 1485, a. plays lives ene works 6. Sally goes fon the bus every day. a. city downtown © yesterday 8. Kibrary ON BAAN ERENCES Books open Wirten cue Weiten response Indivioual BOOK 4 LESSON 1 EVALUATION EXERCISES17. Did Bil pay yestorday afternoon? atv by Dallas football show 8, What Limo docs elaes a as visit start clean 4. ngoin 9, Did you eat at a ‘on Sunday? 8, show Jy hospital T dispensary 10, Bob: Do you tive in Som Antonia? Tau: Noam here Qrisos Batarting wtehing @. cleaning 11, Sum: Did you wateh the baseball game on TV? "Ton: Yes, watch aid © Edid watched 4. Twatshing 12, Kay: Did Paul play baseball yesterday? May: No, he a, not id aid aid not ‘no did plays GA EE COUR ‘ANIERICAN LANGUAGE COURSE18, Bob visited Chieago last year, and he wants to go__ Orme ©. ike 4. basketball bia ie ©. What 4. Ave 1. — you clean op your room? 2. game I town iy sport re are oleven players on a football port tenn play 7. My brother isa dector He © visite Ah ends 18. On Saturday; lets play basketball a. visit Books Lesson GaLaMON DEORE _ thie yoae in a hig hospital downtown, BOOK 4 LESSON 1 EVALUATION EXERCISESEE Books open | Wiiten cue Wiriten response Individual eo e2. a3. bs. tos a6. ah a8 19, Ben: Did you mateh the now une ‘ian: No,] went downtown with fiend a bal Osiow a start ‘on TY last night? 20, Mr Grog a the offic from 7-00 amo 7.0 pan. He work a allnight Jy all year ong Jal day long ‘every day sh th statement by msiching, Did you play basketball a. all day long, Yes, we played , 2:00 p.m. are the same. On Saturday John played soccer. at the base 1400 and 4. fiends in Chicago last week oo is from Houston, and after class yesterday? Soe and Joon visited Joan i rom Dallas, os Angeles ie & theshov lastn sion did tke 1. acity in Cakfornia, ‘vt "AMERICAN LANGUAGE COURSEEVALUATION EXERCISES FOR BOOK 4 LESSON 2 ead tne question. Then ston and write your answer.) Dining t¢ Wh il Benis father do? He brought Bens ID card. Dialog 2 What does Jan want to-ent? She wants to eat chicken Pucaeraph 1:9, Capt Barnes stop a the movie b Themovie oe at 700 p.m © Meas snack rth me 4. They had a hamburger und Preneh fis atthe movies Paragraph? a. Henry cals lunch in his boother's rom bo. Hobmnd Henry are civilians ‘ey goto the dining hal for Foneh, STEIEETE Ciioose ihe corect stress paar for aach word 1 cigarette 2 salute 3, afternoon 4, ‘Wieulemant aae ame nea Loe cae sae ook. Teese ELuRENERERERES SEE Books open Books open Ora cue Witten cue Written response Witten response Individual Individual Read the dialogs in the upper IF students have difficulty, real the column. ‘word at the top of each column in the student text BOOK 4 LESSON 2 EVALUATION EXERCISES EXERCISE A Dialog 1 ‘Alan: Who was that man? Ben: That was my father, Alan: Did he come to visit you? Ben: Welln, he came to bring my Weeard. Dialog 2 Jan: Let's go to a restaurant ‘Sam: What restaurant do you want fo 90 10? dan: Gino's, ke thei ‘Sam: Is t downtown? Jan: Yes, ‘Sam: Okay, lot go. Benoa Paragraph + Lt Mason wont to bed very late last ight. She wont to the movies with Capt Barnes, The movie ended at ‘midnight. The two friends went fo a snack bar after the movio. They had fa hamburger and French fies. Today haya very tired. chicken. Paragraph 2 Bob is Henry's brother. He's in the ‘military. Honry's a civilian. Some- times Henry visits his brother on the base. They swim, talk, and listen to tapes. They always go to a restau- ‘ant for lunch or dinner. Bob fkes his brother's visits.Ena Books open Wiriten cue Wiriton response Ingividuat SENN wricn box words that go together? Circle wort pera 1 af tanana | Spanieh nickel Arabie Dasketball English sengoant Bren ire the verb in the first sentence. atl inho blanks] Sn GED nny Voters he beans sate Gato the library on Tuesdays, Last night she 7 1@Yinoe at the BX, Yury 1_ bob notes ad pn Ye@DInany ord enh dy Lat wek we wrote 200 nen wor nt as Gu cok nthe mig We Back rek 00 gery. proto da Ysa. dean fore Sutras vy dy. Yer he_aM. or hr 0. 1G hors ight Lat ight slp 10 wore 10, Monday to Briday IG@aat 7am, Last Sunday L__gotup at 11, 1G break st 75 ant began _ my breaks at on sa 1 Seer the fee a Son weeay.__lft__ nom nt nd = ETRE UTE ‘NIIERICAN LANGUAGE COURSEEEE Write questions or tne answore, Number 1 isan example 1. Where did you go yesterday? T went to the movies. 2, Who brought: these books? Lt Martin brought these hooks. ‘8, Whon did the show ond? ended at 2209 houry, He eae tro days ag 5, What did you buy for [bought books For my eile, ico th same word asthe hey word. Number 1 icon exunpe. bilan? 8 dean | ar avok 10 tar | tele hae hive ook EON BION EERO 4, When did the new colonel come to the base? FH (Aneners will ars) carn Canada sir a a) does aot eee P Gna Books open Wiiten cue Witten response Individual BOOK 4 LESSON 2 EVALUATION EXERCISES1 ec 4, Carols new major. Lest year she was a fa. sergeant by, second lieutenant 5 fist lieutenant eaptain 2. ‘Tho elvipes on a eergeant's uniform are the ag name tng rank 4, IDeard 8, Joho isin the Army. He lives on 1, naval base Jy military ronke 4, Tim ca tsmoke, He doesn't have a radio report cigarette ‘ook 4, Tt know that airman’ name, She didnt have her on ame lag uniform rank 6, Airmen always offions = ‘Rie ECOL EXERCISE H Books open Wirten cue Wiriten response Invidual ‘AMERICAN LANGUAGE COURSE17. My brothers eaplain. Ho's civilian jn the military % sank 4. on time 8, Sailors ive on hase, a, an Army fan Air force anal 8 post 8, Sanda i in the Air Worse, She lives military 4. post 10, Mike Rus ion enlisted mon. Hoi a 1s dviion 1h second Houtenant x ajor erreant 1. My ‘uniform 12, Col Smith ay salutes eimokes © lives 4. reports has my picture and my naune on it a pack of eigareties every day: smarning cass a, start un time Jy bogan early cia’ start on time Thad 10 students Rook son? Bain DSS 18, Clas begins at 7:30 every day: Te started at 7:40 Unis morning. ‘This ‘BOOK 4 LESSON 2 EVALUATION EXEROISES14, Pat your ‘on your head on rank real © pack 4. Dead 16, Ples alte Jy report bring ‘boy 17. 1___to the teacher yostorday. 2. apeake Ds. am speaking ose 38, 105850 p.m. 1s 1. 0850 > 0810 2010 2050 wt claws early yesterday. a. tet wenteut Or pone Spt. done to.Las Angel is fying ow © flies fly _your boo o lass tomorrow. ‘aE TIA ‘AMERICAN LANGUAGE COURSEEVALUATION EXERCISES FOR BOOK 4 LESSON 3 Uston an Hiner cece ‘choose the correct picture, Booce Tess eoLTONENERCRES Er Books open Visual and oral cues Wiriten response Invi o Read the sentences in the upper column, BOOK 4 LESSON’ EVALUATION EXERCISES — 1. Thave a blue cap. 2, My trend wears boots to work. 3. Lieutenant Thompson bought pants atthe BX. 4. Im going to wear my coat tonight. 5. This shirt ls nom.FEEDS Liston Then covrectiy wie and punctuate the paragraph | sue woke up early this morning she got up and tok a shower she put on her ‘wform sho put on her soos she looked st the andar it was Sunday she took of hor unilbem she wont to bed in five minutos sh ws ase an, | ‘Sue woke up early thie morning. She got up and took a shower, She put on her uniform, She put on her shoes, She looked at the calendar was Sunday. Sh off her uniform. She went to bed. In five minutes she was asleep. FEES Chose the correct answer. 1. Which has the past tense sound A”? saluted iret © spoke 3. Whi Ian tho past tone so talked studiod & walshod 4, ated (art ‘mca ANOLE COE [exercise 5 Soo Books open Books open Written and oral cue Wiriten cue Written response Wiiten response Individual Individual Ear ‘AIIERICAN LANGUAGE COURSEhose the correct siross patie foreach word 1, contraction 2 indent 3 Thiet 4. paragraph ae @: ae Or ow noe FSIEEIENA Lision nc choose me conect answer oa ‘4 Citele the number of the afirmative wntence », Citle the number of the negative sentence: 1 2 SETS Listen. then correctly write and punctuate the sentences. 1, She's taking off her shows, 2, Hels putting on his socks, 3, Are those nomen wearing aheaters?. 4. Tom's playing tennis. 5, Helo wearing shorts and a Tshirs, ‘80K LEGON D EWAN EXERCISES. =m Enea EXERCISE E& F Books open Books open Witten and oral cue Oral cue Wiriten response ‘Written response Individual Individual Real the sentences in the upper column. BOOK 4 LESSON 3 EVALUATION EXERCISES EE ‘a. Fean go now. can't go now. Fean't go now. b. Lean hear you. {can hear you. can't heer you.Em Books open Wirlten cue Wiriten response Individual an HEED svchost J 1. Wat ine you th orig? sakes op rake up Sf waking np 2, Patsdones Qauresk F speaks © spake 4, speaking Euglish, Pronch, Japanese, and German, 8, Twore my new pants yustentay. By secs reports 4 posts 6. Tmust__ tonight, 2. to shidy study © studio A. stodying = Et _RRICANNGUAGE COURSE ‘AIERICAN LANGUAGE COURSE1. These words are in alphabetical order colonel, captain, cop, cigarette nants parsaraph, pastel, pattera shir, skirt, shoes, she 4, eat, contraetion, clothes, ean 8, ‘That man is un office Pet Jones salute offers, a. may’ om: ot didn't 9. 1 don't kn Frened a, Tean speak French, Lyust spank Froneh can't speak Pronch, T most speak French, 10, Like to sleep Inte 09 Saturday, but my children get up early. They are always bolave Lam, a again Ds, great ons thal cigarette 12, Do not smoke cigaretes in this building, You may smoke in this building. You must not smoke in this buiding, 2 You sometimes smoke in this building. 4 Yous ean smoke in this building. 18, Asuit xslacks and a jacket shoe dress OOK Lesson EvALUNTION EXERCISES = BOOK 4 LESSONS EVALUATION EXERCISES14, Myson isnot awake. He's a. awake bored asleep T angry 15. Yestent Orn 16, Ym voryt Mr. Carter___ asuitto dass 14. Lam going to ___in ab this afternoon. poton all osteep take of? a. wake up on a bat dress belts sear 19, Lust aot write with a pen on the aviz, a, Tean write with pon on the quiz o fam writing witha pen on the quiz. Tennnot write with a pen onthe quiz ‘write with 2 pen on the quiz 20, "hose words sue in alphabetical ordor Qin sok. sro oe ne sweater, simmer, shee, show «. weason, salute santanon, seat 4. smoke, ell, sit, tart can NINE COUPE ~~ AMERICAN LANGUAGE COURSEreece eee eee EVALUATION EXERCISES FOR BOOK 4 LESSON 4 late to the paragraph and | | | rie sueunn. Ae he aad soan fhe yor. Afar thea tial ct cia at a | the missing word neo, and the nights._aren't._ short. Autumn ie good season, WEEGEEIEGEEN Liston ana choose te correct stress pattern for each word season 2, report =. winter 4, autumn 8. Circe the number af the nagative statement, 1 ®@ 2 the correct answer. », Citele the number of the affirmative statement, 1 @ (8004 LESSON EWALUNTCN ENERGIES =m Books open Books open Oral cue Oral cue Witten response Written response Individual Individual Read the paragraphs in the upper Read the word athe top of each column, column in the student text BOOK 4 LESSON EVALUATION EXERCISES Sana 1. You can leave, You can't leave, You can leave. b. Tom can't help, Tom can't help. Tom can help. books open Onleve amet hava Read the sentences in the upper column,Eee Books open Oral and written ue Writton response Individual Read the paragraph in the student text Fad th question. hen write sentence, 4 1, What eolor ia banana? A bara is yellow. 2. What day is tomorrow? Tomorrow ie Friday. 2 What languages does Paul speak? Baul speaks French, German. and English 4. What tie did the teat b ‘The test began at 9 o'clock, ESTERS Circle the same word as Let |G alm mahal tat 2 clerk a cick jerk work b dance | de ink pence dink coy | wl cm gem iar 5. poneil pon. eD ear page veany 6 took Took take Gok) those table 8 fy flew fine five GD tm 9 say ry 200 sod aloe 10. right record write 11 dk | det domed Apel answer ar 12 apple =a oe "REFICAN ANGE COOTEE ten egene wd "AMERICAN LANGUAGE COURSEFSETESTSE tect ne pest ansver. 1. John works at a store, He's a a, sailor soldier | cere | doctor 2, Ma, Mose _ hr students with Engtish, fa, works reads | eps $8. Today is Mon y.___ is Weineaday, 8, Tomorow Ja The day before yestorday The day atter tomorow Yesterday b Qwinve pring 5. Autumn and fall are the ditaront & months a. days 5, Dans T bought new shirt yesterday Sor 8. What do you want? Jy What day is tomorrow? What color vit? °F What must Ido 4, 1es Deoomber, and its cold inthe United States. Wx Books open \Wtlen cue Written response Inciviual BOOK4 LESSON4 EVALUATION EXERCISES1. We very in here. T want to takeoff my sweater a. cold eal white on the radio ‘9. Catherine listens to CDs on her 2, telephone television headphones radio 10. Tom: oy, went to the BK. 4 Who ate my banana’? 11. Which has the past tonse sound fl? a. wanted by, selocted vt Orioet 12, Which as he pt ens sn A? eae rotor visited walked 18, Which has the past tense sound fc? Q repeated ‘worked ©. danced 4. played NCL CORE G20 us commun emnianonnes so-sxananse ~~ NVERIGAN LANGUAGE COURSE