Ue ats cetli)Preface ‘The American Language Course (ALC) isa compretensive, multilevel language program for teaching English for vocational and professional purposes. It is designed primarily fr intensive English language texining ina classroom setting, but an easly be adaped for slower-paced instruction. The AL's cuticular has been develope by the Defense Language Institute English Language Center (DLIELC), whichis « US Department of Defense school under the operational contol ofthe US Air Force. The primary fous ofthe ALC iso provide a language curriculum fra diverse international military population. To that end, the course includes not only general English topics but also military opis of «general nature highlighting the {yplea! language military personnel wil encounter inthis professional al yall wares fk. The ALC hus, however, also been very succesfully used in nox-miltar learning environments ad in US high Schools ‘with immigrant student populations Course components ‘The coordinated insteuctonal packages fr Books 1-30 consist of the Following: > Student text(S7) > Instactor text (TT) >» Homework and evaluation exercises booklet (HW and EE) > Language laboratory activitistext with audio seripts and answer keys (LLA) > Audio recordings (CD) > Computer-delivered interactive multimedia insevtion (IMI) > Quizkit > Optional ining aids Inquiries and orders lease adress inquiries und requeas fr more information about DLIELC poblicatons to DLIELCILESL. 2235 Andrews Avenue SBSA Lackland TX 78236 5259 Email: dlileestwork usaf (©2013 by Defense Language Instinte English Language Center and its licensors, Notice of Rights: All ights reserved, No par ofthis book may be reproduced or transmitted in any form or by any means, electonic, mechanical, photocopying, recording, or otherwise, without the price writen permission ofthe publisher, Various photos courtesy of: Defense Video and Imagery Distribution System (DVIDS); Defense Imagery: Matthew Piech: US Army: Nationd Oceanic and Atmosphere Administration; US Department of Defense Us Bureau of Land Management; US Navy; US Fish and Wildlife Service: National Isiuts of Health Special thanks to: 802 nd Logistics Readiness Squadron; Brooke Army Medical Center; SSet Paul McLain; Rene Martinez, SMSgt (Ret) USAF; Nolan Dandy, MSG (Rel) USA. Second Edition, July 2013 Second Printing, October 201 Books PERCEALC Book 29: Scope & Sequence, Lessons 1-5 ‘Supply: Past, Pres | nqire abou Review Havemaka/getin > Practice sylablesross and ont and at |" ances | ag angpeang cnr” eee ei sey | aeomauciom. |. pony reveating,radng ~ Sle of 0 ammcormire,, | favmeseuina eae Gearhobearoon. | andunenoraunsson oe Provide to questior > Sippy erane Using ari to dete [> Pole anger uations >» The future of sup- ‘a detinite time, duration, Poe ge oy e and frequency Taeniedet Forming verb by erg “ant odcies an 7 Sete rouedecies 2 | Rat vansportation |>Ingir abou] Using go gonna [> Pract ae stos ana FerwerCartare, |” snows: |\ she vedios pote |" wowlredictene Peeenets | ite'are”” | reboleao mater Road gonaal or som-tach _pramnnnaus | ee | me Beslan tn Sd anor hnental railroad BE + adjective-preposition te = Devslepng a mad spmnen ~ Read et anger sions eon opto cee esanoue | anarenrd tain to = Cumen r te pen aa, |. rs anarate prgon Fring agectves wit a 1g | Teamwork ~ neue abou Review: Using aroun [> steno a rating wih Koy emer oc | snitpen | aaimasa ches cgea_|” wars ti ghe = froph Team pte orin, | Seamer, | itvaubvetcictre |, pacsc ate cress ona | sepencer omer | wrascoreg| ‘S'tecaran orored” |” brseran tongs teamwork sa ‘him to return to the bar-| , Participate in @ guided discus- > Toanmor Dovl eae tperent Couss eave Repering what _ | Prog avert cussions : "was said using the formal | about specific information in Teeaalbesee | the canton of aninage sodnause + Roodatent answer qestens, Se sau tad he hadto|” andvcaraonn oe ‘rchase pow shoes |» Rada general or sone Besfenone land anor tporione Meccalcare — |rAktrana [Forming adverts ny a> Listen arta vat ih koy MEG wea |" grotiome]op-pteegechaso |” weds and gre stunmary PM ae ca| Sorento’ | covece iva name or to» Price eae sree and _ etalon Progam | reting, | aren! Coonan changes Asean ina | sore ys etna, [fatten ie dss Toa orcreator | fit |"Sthnouttodence | 22" patent! mane, | sromen opens now | Aes reread, ead -Bactuonace | Bitcn |noreroaascncing | Seserncentce™ i ast ime, unfledimissed |, Write a narrative paragraph Spportniy, possibly." from an outine or notes suit Eran 5 een Lesson 5 reviews all ocabulary and structures introduced in Lessons 1=4 ERICA LANGTAGE COURSEIntroduction to Level V ‘The American Language Course(ALC) is an English-language program designed for students ‘who need to understand and communicate in English in vocational and peofessional coatets. Its books ae intended for intensive language instruction. the ALC, grammar and vocabulay are presented and explained thoroughly, and all four language skills are ‘veloped syotemtialy About the ALC program Each of the six ALC levels is designed 10 progresively develop students” kasi sills inthe areas of listening, speaking, eadng, and writing. ‘The course employs traditional nethods of language teaching aswell a more recently developed ‘communicative approaches. Dialogs, student: centered ativites, audio and vido recordings, computer-delivredinterstive multimedia instruction (IMD), and other suppemcntal materials «enhance instruction. The books ae designed to be used in sequence, with each book building om the ‘receding one to promote cumultive langlage acquisition, ‘The ALC incorporates four components of language eating nits eursieulum: vocabulary, grammatical structures, language functions, a skills, + The lessons present vocabulry (individual ‘word as wel as phrases) that he learner needs to understand and use in onder to communicate celfectively in English. Vocabulary is presented in contexts appropriate for lamers studying in professional and vocation environments ‘The ALC's program also inludes military topics and specific militar vocabulary. This ‘Significant feature sets the ALC apart from ‘othe language curiuls, rma is creflly and sptematiclly sequenced so thatthe learner continually bnuldson previously acquired knowledge The stuctures presented areforms a language leamer need 0 master in onder to speak and ‘write standard English. Gramma charts and tables help to dre the learners attention to significant information. Hlueations help claity Aut grammar point. POOk SEW eee * Speakers ina language community use language funetions when they interact with one another. Activities in thi course emphasize interactional strategies for ‘sommonicaton that an intemational student fra second-language learner must master in ‘order o perform i the target language with competence and sclPasnurace, These strategies Incude initiating, maintaining, and closing conversations communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in face-1o-faceinteraetion, In ec lesson, exercises targeting the process ‘of communication rather than the linguistic product, teach lamers how to sucessfully ‘communicate in English By focusing onthe acquisition of language functions, students develop the ability ose the same interactional stills that native speakers use, and they learn ‘to manage their vin conversations in he target language. + Exercises dealing with language and academic stills ae als interspersed throughout the lessons. These exercises am 0 develop and increase proficiency in listening, speaking ‘reading, and writing. The material allows students to develop practical academic sills ‘universal to any language situation and appropriate for future vocational oe academic studies The convenient instructor text ‘An instructor text (T)is availabe foreach ALC book. It ides the instructor and gives suggestions ‘on how to most efficiently teach the course and contains compete answer keys fr exercises. ALC ITs are writen forthe inexperienced, non- native English instructor as well s forthe more experienced teacher. Explanations of grammar points are intended to give novie instructors sulfieient language o talk about teaching English with colleagues and supervisors. In adition the atvities provided in the stent texts, the IT contain suggestion fra variety of supplemental Individual partner, and group activites that enhance learning, provide realistic language stations, and enliven the classroom,niin ae et 3A in simple, everyday language, They spycam epg ‘io AE EE | oleae core necrecte aetna Examining an instructor text The instructor text (I) is fully coontinated with tho student text (ST), with each page ofthe ST conveniently incorporate into the IT by means of reduced image. The reduced foesinile includes fnswers to exercises whenever appropriate ‘Additionally the TT aso provides sep-by-step instrutions for carying out exercises and activites. The text in the margins Easy-tosollow teaching notes make the IT simple to use. The two example IT pages reproduced above are labeled co sow the layout ofthe instructor ext and the locaton of important informatie. The text inthe ‘margin provies helpful insebtiona information, * Language objectives: The objectives are statement of what students should be sble te accomplish atthe end ofthe lesson. They fare provided asa guide forthe eacher Furthermore, the students’ mastery of them are measured on the quizzes + Nev vocabulary: Bach now term sisted in the margin on the page on which it first occur. + xercise instructions: Headings with matching exercise abel draw the eye from exercises in the reduced ST wo fuer insrotional information inthe IT or supplementary material inthe margin. TNT COUSE+ Teacher dictated texts: Or dil, stoning, and QIA exercises, as wells dictation texts, are listed adjacent wo ther respective exercises. + Lesson resources: The locsion of Appendix otitis and lesson audio segments onthe ‘optional CD ate sted in the margin The text at the bottom of the page Inthe text blow each reduced ST page teachers wil find a fourline abbreviated key under each exercise heading hat provides guidance forthe presentation ‘of exerises inthe lesson. The information inthe ‘ey always appears in the same order. It indicates the conditions under which the activity sto be performed, the type of ev (vista, oral or write), 00K PREFACE RT tins ces Selena ccc Freee talsinenney | “eaves tat g Beyond the train oh tose “hes the type of response (oral or writen), andthe student pancipaton expected (individu, choral Pied, or group. Below each key; teachers will find more detailed guidelines on how to execute the exercise, pertinent ESLIEFL teaching satgies, useful cooperative leaning techniques, interesting cultural notes, further grammatical explanations, and challenging supplementary activites for use in mied-tevel classes. Suc tips are representative ofthe teaching techniques developed by the well tained, naive speaker ESL/EFL professionals who teach at DLIELC. More tps shout id-and-tre teaching techniques can be found in the subsequent pages of thie prefaceOrganization of the student text Bach ST consists of ive lessons (ou lessons ingoducing new material and one review lesson) followed by appendices and vomework an evaluation sections. In a 30-hour week of Classroom instaction, students iealy cover one lesson per day and complete an enti bok in 4 S-day week, however, the materialean easily ‘oe adapted fr slower-paed instruction, ‘The fist wo pages ofeach lesson ate the table of contents and preview page. The review page pres fits a synopsis of the lsson's vocabulary, grammar, and language-funtion objectives. The top section ‘on the preview page lists vocabulary Examples of. grammar structures and language futon phrases ‘presented in the lesson ate included atthe bottom ‘ofthe page. ALC stadents ean use the preview page asa sty ad; insteuctrs ean ue itfor developing supplemental and review activities, Appendices, which vary by level, provide reference {or objectives in the book, dfieultespets of English, and military ranks. Vocabulary glossaries and the Lesson Resources appendix provide ‘supplementary material for use with ALC exercises ‘The homework pages peovide approximately wo hours of ational practice with each ofthe Bt four lessons objectives. They aso oyeleobjec- tives from lower books. Homeworkccan also be a ‘ean of identifying student language deficiencies [Evaluation exercises also correspon’ tothe ist, four lessons. These exereiss are formated like short quizes and ae intended to measure student mastery of objectives. Instructors ezn administer ‘the evaluations ona daily basis in acontroled learning [ALE students ate very likely tobe ele to consciously draw on previous eduction and ning experiences when learning fhe new Taneuage, Ts, ALC instrtors shld be mind ofthis potential background and make learning meaningful by + interweaving course content wth students" personal lives, interests, and eter or sade goals ‘+ making connections and assocations between students prior knowledge and new information Encouraging student interaction Because speaking is essential to language learning, students ned opportunites to engaze in meaning ‘nd authetis communication. They need to practice the kindof language ypeally used in rea-ie situations to accomplish reali wks. Stadents will ot always have acess Engsh outside the classrooms therefore, itis up tothe teacher to ‘rete such opportunities inthe classroom. To help facittate authentic language use employ strategies like the following ona daily basis + Begin each day by mingling with stdents, practicing greetings, and engaging in small lk + Provide time fr students to converse informally wth each oer in English + Ask abou the students’ personal ives and ‘opinions. Todo this, focks on opis and current ‘events in which they are intrested + Encourage stents to discus ther learning experiences and talk about language dificuties they have faced. Let them offer ave foe ‘slving language leaning problems tht Classmates have encountered Giving classroom instructions (Classroom instructions shouldbe simple, clear, snd brie. Repeating, raising your voice, and over- explaining ease confusion and anxiety, Below ‘are some general guidelines forgiving classroom + Spel individual words ou loud when students sty they don’ understand ther, + Tell students to tae t pages or exercises by using numbers or letters whenever possible, ‘Tall studons exaetly how long they ave 19 complete an activity, and adhere to that ime Timit: However, if most students are unable ‘ofinish, be willing to extend the limit for a specified amount of time. Classroom seating arrangements “The way you se up your clas for an activity directly affects how much and how often individual students have opportunities to actively participate WHOLE GROUP ARRANGEMENTS ele O pO A ae "ERR LANGUAGE COURSEIn the whole group seating consgurations, students ‘an easily see and a to each cher. These arrangements canbe used for variety of activites. + Presenting new information + Round-robin o chin drills ‘+ Mechanical and communicative dls *+ Whole group discussions + Distog practice + Some listening etvities ‘TRADITIONAL ARRANGEMENT [ogga oo50 o ‘Tho traditional classroom configuration promotes frontal, or top-down, instruction. This ype of instuetion gos direct from the teacher to the student, imiing the role of the stdent to that of recipient, or someone who gencrally may ony speak When called upon. This classroom arrangement is appropriate fr situation in wheh you do not want our students a communicate wth each other + Tesing + Lectres + Viewing fins + Mechanical dlls requiring choral response ‘SMALL GROUP ARRANGEMENTS ‘Working in smal groups of the or four will provide your students with many more opportunities to speak. Below ae afew types small group + Discussion + Problem solving + Information gap + Games ‘00K PRERICE + Brainstorming + Rote-plays| PAIR WORK ARRANGEMENT Pair work maximizes student participation. Is an clfective means of handling shor, simple tasks. Use pir work forthe following activities, + Checking homework and writen assignments + Preparing fora group activity + Conducting question and answer activites + Practicing dialogs + Creating rle-plays + Interviewing + Simulating telephone calls with back-to-back. seating In yourrole asa teacher, limit your involvement in group and pac work, but keep on monitoring ‘your class language production, Walk around and Tisten to what they arc s5ying, an watch what they are doing inorder to asses progress and analyze Tanguage problems. Be available to answer questions and prove guidance when needed orrquested. Otherwise, avoid intemupting or inerfering, Asa rule follow up witha whole-las discussion. Teaching classroom language Just as students need vocabulary, grammar, ‘Skills, and functions, they also need lastoom language. Inthe ST, the exercise headings provide instructional vocabulary. Encourage students 0 read and understand the beaings. In aditon, provide students with lnguage o ask for hep + Repeat, please, + Please spell har word + Speak more slowly please. + Please say that again + Please write that on the board, + Explain hat agai, pleaveClassroom practices Introducing a lesson’s theme Each ALC lesson in Level V intodces 40-50 now vocabulary words, Usually these focus on one particular theme. Before beginning «vocabulary section, lead a warm-up discussion cf he topic Focus stadens" attention on any accompanying ‘Akstrations The pltures and diseusion wil sve to stimulate intrest and give students an opportunity touse vocabulary they already know, Such waem- ‘up activities also provide a litle background information foe stadents unfamiliar withthe topic ‘Once vocsbulary has ben intraduce, provide pronencaton practice with the new ers, students have dificult grasping tie meaning of ‘new term, keep in mind tat meaning is often best ‘conveyed by showing similarities an differences ‘between vocabulary items, Here are some other effective ways of geting meaning aoss. + Show an item, + Draw the item in contrast to ansber item. + Demonstrate + Ilastrate size or angle. + Present groups of words ina ceegory. + Provide an antonym, + Provide a synonym. Be sue emphasize that ‘the words ae similar rather thn the same.) In the ALC, the term vocabulary means not only sSingle- word tems, but also collcatons—words that ‘often go together such a8 coffee cap or heavy rin, 1s woll a lexieal phrases and idiomatic usage, such 15 How do you do? Introducing new vocabulary While there are many ways to introce new ‘vocabulary the ALC IT suggests presentation activites to help the teacher discover the objective ‘vocabulary and topiealinformatonthe students already know. Ths approach to teaching English ‘vocabulary can stimulate student inerest and motivation, provide opportunities for students to Jeam now words through authentic context, and help them develop vocabulary-builcng strategies so they can become independent Iesmers. Below is , suggested procedure for introducing vocabulary ‘which activates students’ prior knowledge, 1. Using the voeabulary activation activity, elicit objective vocabulary thatthe stents already know, and list these words onthe board or overhead After the vocabulary clicitation, conduct. ‘pronunciation practice with the new words [Refer tothe word listed onthe board as they appear inthe ex. 3. Alternatively inorder to avoid confusion asisng from spelling versus pronunciation differences, conduct pronunciation practice with books closed after erasing the word from the board. Then, practice pronunciation a second time with books ope, Correcting errors ‘The ALC's goal i to improve language Teamers proficiency in English by helping them develop the kil they need to communicate effectively and comfortably. To that end, the esson’s focus is sometimes on proficiency (the ability to ‘communicate ideas flucaly), and other es on accuracy (the ability to speak with s few erors as possible) Asa result, eror correction or ‘constructive feedback wil vary, depending onthe 0a ofa particular activity. In any case, students benefit greatly from the opporunit to se-corect ‘whenever possible, often with patent guidance fom the instrictor [METHODS OF ERROR CORRECTION + Simpy ase What? or say Please repeat hat. Otten the student wi automatically sel correct without any other prompt + Use hand signals, such as pointing over your shoulder to indicate past tense, for common + sea question with stress onthe err € Did you g0 tn downtown? + Reword a gueston to which a student as given an inappropriate esponse. + Name the gramme, hit person singular, the student needs to use comely. LANL COURSE+ Repeat what the student sad up othe ero and then pause forthe student continue + Indicate where the eros but et the student + Give to or toe corret answers, and let the ‘det select one to we. + Let other students provide orrecton, I student can't answer aqueston, give your fown answer asa model then, ask the question again [ERROR CORRECTION IN DRILLS ‘When students are pecticing grammar and pronunciation dri, they ae leaning language patterns. Therefore, erors shoud be conected, Dut only those in the parieular area thatthe il targets. For example if students are practicing ‘pronunciation ofthe phoneme /, overlook minor ‘mispromunciation of other sounds [ERRORS IN COMMUNICATIVE ACTIVITIES "The purpose of communicative activities isto wse the language to share ideas. Your studens" focus should be on content, not form. I they sueceed in geting their message across, they will have met the activiy’s objective. Grammatical erors and mispronuneiations that donot interfere withthe message shouldbe ignored, *+ Avoid conecting erors during the activity + Keep a running list of eros with stuctues and ‘vocabulary that students have already studied. Also noe errors with commonly used, though not yet stud items + Discuss the most important errs you've noted withthe ene class atthe end ofthe activity NOTE: Although correcting students during communicative activites i notadvised, providing {in appropriate word or structure or pronunciation sistance i perfectly acceptabe, By allowing students to figure out alternative ways of saying ‘what they want os, they will gun strategies for self-correcton, circumocution, rewording, and paraphrasing which wil help tem move toward being able to successfully communicate their intended meaning ee ERRORS INWRFTTEN EXERCISES. “Mark the error, ut have the stent correct tif the mistake relates toa topic already presente. If necessary explain the mistake or provide a page rumen the ST to which the student can eter, Checking answers & eliciting student response ‘There are many innovative ways 0 conde the rmundane busines of checking answers + Have students ed thee answers awd. + Have one or more students write thee answers con the board. Encourage pos cometin of any mistakes stents se onthe bos + Write the answers or project them onthe board ‘Then hve students check their om Work, xchange books and coret classmate’ ‘work oF et classmates discs and core the snnwers tops. Pair student, and have them compare their answers and nce differences of opinion. At the conclusion, be sue everyone his the comrest + Formulplechoie exercises, have tents ste ot ld, advo in wisn, the let ofthe anaes they chose + Fortielfihe statements, have stents state tre oral, ndvidaly orn wnison, For fase statements, ak fora volunteer oe call on a un a random test is that te. Using avait ofeitation techniques will ease tac al stants actively participate in clas. + Ensue hat eveyone has equal oporaity talk + Call on students in random onde, + Ask the question before naming the respondent so that everyone ast pay ation + Ask for volunteers to answer questions + Allow stadents to cll on one another, + Use eye contact, a gesture, o 0s ball indicate who should answer rater than naming the person, + Give students chink rine (a eatvely long pause) afte asking a question so they have time fo formulate an answer.Teaching techniques and procedures for exercises ‘The ST contains various tried-and-tne ESL, exercises and activites, such as, matching, tme- false, gapfil labeling, categorizing, answering ‘questions, and completing chats or graphic oreaniers, Morea, the TT presents procedural suggestions and ideas for new or uncommon exercises, adaptations, and additional activities “This section provides step-by-step instructions for many ofthe exercises and atvities hich occur fieqently in the ST. Pronunciation In order for students to practic accurate English pronunciation the teacher should emplay both listening and speaking exercises. Thre ae six ‘Phonological features that come int play: redtion, syllable stress, word sess, thought 2roups, liking, and intonation. Teachers may also develop sound- ‘iseriminaton listening exercises wih minima pis (eg. ree /three) instuations where a Inc ‘of phoneme distinction interferes with successful ‘commanication. The ALC language laborstry recordings model American pronunciation, and the TELA proses scp to use sone the flowin Reduction refers tothe way sounds disappear or change in rapid speech of in relatirship to oer sounds, + In some words, syllables disappear completely, asin vegetable and lable, + Sometimes words ae pronounred one way in one context and afferent way in anther context. Consider the pronunciton of the word tin the following sentences, Whe do I give the book to? Give tte him All contactons—both formal nd informal are forms of reduction. Gonna, when it replaces going to, and dj, when it replaced did you, fr examples of informal typor of reduction. ‘STEPS | PRACTICING SYLLABLE REDUCTION 1. Hand out ists of words from previously | introduced ALC vocabulary with disappearing syllables. Have students ‘ross out the silent sales, 2, | Demonstrate the pronunciation of colloquial English expressions by contasting examples of spoken and | writen language: [Do ya wanna dace? Do you want to dance? 3. Have stents writin their notebooks both the way people reduce and propedty ‘write such expressions, SYLLABLE STRESS Make sure your stents can define syllable them Boery word has a least one syllable, and Each syllable has just one vowel sound. STEPS COUNTING SYLLABLES ‘T demons the meaning of lable, say aoncllable word. 03. Send | Hid up one ger to indestatow many syllables the word as 2. Say another word with thre syllables, ©. seevensicen. Hold up thre Fingers 3. | IFnocessary, write afew more words on |e board, separating them with extra space ot dashes. Circle the individual syllables, Have stodents state the number, 4,| Provide syllable counting practive with a lesson’s new vocabulary. Say a word and have each student inieate the number of syllables with show of fingers Aer students recognize what a syabe is and thet all words have one or more sylabes, introduce the concept of syllable stress. In mulisylabie ‘words, one syllable receives more emphasis than the others. In English, the sess soften onthe fist lable; however this not always the case, and, in mos eases, there is no easy rue for tess Helping students identify the sessed sylable in now ‘vocabulary ads in their pronunciation tremendously REGAN LANGLAGE COURSE_ sters|oewrime svivante srness 1, | Have tents lsen rth tres ‘ull Exp hath sessed sale #5 he one tt sounds longer, ode, nd [bisherin pitch hen heer sales 2.) vests indica whch sabes | sued witha show fingers 3.| vide eget pace witha good | sampling of faa ers hat 0 |rmre yas, tit exaggerate the | eed yb’ eg, des nd [pensar students ety ‘The ALC uses a tangle to indicate the sessed syllable ina word anda ercet indicate the stressed syllables, a ater a terifc NOTE: ILis wise for language learners to keep 2 :unning list of now vocabulary’ they have learned ‘They should also mark each werd to remind themselves how to pronounce i. They et use the above symbols or they can exptulze the stressed syllable (tr RIF ic) or underiei erie). ‘STEPS | sonra oicrareD woRDS 1. | On the board, draw these two sss patterns fr two-syildble words: @ and 8A. Draw a horizentl Tne under the re pattems and a vercal ine between them as you sce inthe example above 2.| Say the word classroom, and write t under the symbol on he left. 3.| Say the wont foday, and write it under the symbol on the righ. 4,| Point out that clasercom is stessed on the se syllable, while today is stressed on the second oe. 5. | Dictate a variety of cer two-sylable words Say each word twice. Have Stents write them ender he correct symbol. 6.) To check, simply have a stent read the column with the fewest wos, ‘ooK i PRERGE Such syllable categorization exercises frequently ‘appear in the ALC for words containing up to five syllables in length. Those exercises benefit students by combining spelling racic of new vocabulary withthe sess recognition activity. NOTE: To help students both see and ear the stressed syllable, provide visual and auditory reinforcement, To reinforce the stressed syllable by sound, whisper the unstressed syllables) and say the sessed syllable loudly. Alternatively clap your hands o ap your desk to the stess patter ofthe ‘word. Tap or clap softly on the unstressed syllables, and more loudly onthe stressed sylable. To visually reinforce the stressed sylable's increased length, use rubberband, Hold it up with your thumbs—pals facing the students—and stretch it taut when you sy ‘he sessed syllable; return io its normal size for tnstressd syllables. THOUGHT GROUPS People proficient in their own language speak and readin thought groups, or groups of words that belong togetier, such as prepositional phrases, a oun plus its adjectives, and adverbial phrases. A short Sentence may eosist of only on thought sup, but most sentences contain ore than fe thonght prop tn speaking, these chinks of language are separated by pauses in writen text, ‘unctatin often, but not aways, marks the pauses ‘ative English speaker often find non-native speakers dificult wo understand because they tend to speak the language word by Word, breaking Up tops of words that ypc belong togster “To improve students ability to understand and be understood, encourage them to read and peck in ‘thought groups ‘The sentences Below are identical, but nice the diffrence in meaning when two commas mark pauses in th second one. ‘My bots said Job i intelligent -My bos, suid John is nellgenSTEPS WARKING THOUGHT GROUPS elect a ext that has a writen transcrip (The ALCLLAS ae a source.) 2. | Hand students copes ofthe transcrip. ‘Tell them they should place a sash (/) whenever they hear the speaker pause, indicating the end ofa though group. 3. Read the text othe student or play’ the | cording. Have them mak their copy. 4, Divide the cass into pairs and have them read the text to each other, pronouncing | the thought groups herween each prof [slashes ina single breath. NOTE: Transcripts of song Ii area wonderful source for pronunciation practice. Songs are generally sung in thought groups and provide a fine ‘medium for promoting the concept. Moreover, most students enjoy working with songs. suman In writing, words appear separated fom eachother. In sposch they are heard asa continous sears hocaose they ae linked. Linking occurs within the thought groups and contributes to the My ofthe Temgoage Ir also makes the spoken lnguage easier forthe native speakers to understanc. AS & teacher, you should strive to break your students of the habit of speaking one word at time NOTE: Under certain circumstances some sounds — especially /w/ and /y/—occurnatally to facilitate linking. For example, doit often sounds like dog STEPS MARKING CONSONANTVOWEL LINKING 1.| On the board illustrate consonant-to- vowel inking. | pick. itp pikinip 2. Ina dialog transcript have students est ‘mark where thought groups occur. Then, ave thom mark the inking of words | winhin the thought groups Finally have “them say the dalogs with appropriate “linking within the though groups. 3. | Point out examples of consonant-t- ‘vowel linking that appear in texts and aio recordings, and remind students to link ‘woo stress. Within a thought group, one word is usualy stressed ‘more than others Like sessed syllables, this word willbe louder and longer and havea higher pitch, In most eases the stressed ord isthe last major content word of the thought sroup Who did you goto he party wish? Tovent with Mary. Certainly, a speaker is eet put emphasis on cary word. The chosen emphasis wil very likely {influence meaning. Examine the thee identical sentences below, Notice how word stress affects ‘meaning, (Implied meanings ae in parentheses) We ove chocolate, (Not coffee, not errs, et.) Welove chocolate. (We don't like it, we love it) We ive chocolate. (Not you, not ke or she—We love chocolate) ‘On the ther hand, choosing nt to stress anything by speaking in a monotone, Le, maintaining the same pitch throughout, i likely to confuse o iitate listeners of English, Tell students that even when their gram and vocabulary are pete, stoners will struggle 1 understand them if their word stress is inappropriate oF missing, ICANT COURSE‘STEPS | MARKING STRESS INSENTENCES ‘Select a ranserpt fra shor text and ive each student a copy (The ALC LA isa good souree) Explain hat when they hear a sentence, they should mark thestessed words. Tell them that each senterce may ave more than one thought groxp, so they should be prepared 19 mark eae) word that sounds Touder, longer, and higher Read th text sentence by sentence Check by having indiidual students read hack the sentenes in accordance with now they marke the sess Provise correction as necessy. 5.| Divide the clas into pairs. Have students rea the same text each other saying | the semences as theyhave marked them. NOTE: Shor dialogs expressing emotion or contrast «an provide wseful practic. Stress diferent words and discuss how stess changes affect he meaning InTONATION Intonation isthe sean fal ofthe woe in speaking, especially as it affects meaning. Some sentences have predictable intosation pater, + Yevin questions end in sng intonation, + Information questions endin fling intonation + Statements end in falling intonation, In general incompleteness is indicated by ssing intonation, while falling intonation indiates ‘completeness. Jost as with the other pronunciation earres discussed ths far, i isimportant wo realize that intonation i not merely a urs to be added 0 a language learners repertoires instead itis essential for fluency. Without appropria:intonation, students will produce monotone, robot ke uterances that make their speech tating othe native speaker's ar and dificult wo understand, Booka PRERCE ‘STEPS PRACTICING INTONATION 1. | Select recordings of short dialogs for which tansrits ar avaiable, (The ALC ELAS area good source.) 2, | Pairstadents. Have them role-play the Aialogs together first. 4. | Using the same dialogs, have students role-play again and demonstrate several Aitferentemexions. Ask them to aet a8 iF they were Bored then angry, then hap, then sade. VARIATION: Setup a contest in which students act as judges. Obtain a number of recorded dialogs with animated exchanges. Divie the elas into judges and pairs of role-play actors. Have several pairs of students listen toa dialog. Then, have exch pi ole- play te same dilog themselves, imitating whet they heard. The judges listen to both the recording and the role-play. The judges decide which pair comes closest a sounding like the recording. (Tallow for felastessment, use a second tape recorder ta record the role-play.) At the intermediate level and above, hhve students eeate their own situations for role ‘plays Give them feedom to select the ators and ‘Sie tei own roleplay. Encourage them w se props and to make full use ofthe language they have learned sofa.Categorizing Sorting words into categories isa vey wsefel ‘vocabulary exereis for helping stents remember ew voabulay STEPS CATEGORIZING VOCABULARY WORDS 1 | Identity words that canbe sorted into three to ive categories. Create a grid ‘with headings as well as aword bank containing all the words 2. | Divide the clas into pairs or small _roups. Hand out the grr drsw ion ‘the board Tell studens tosor the words 3, | Have a member from eack group write their results on the board, 4,| Discuss tferences if necessary. ‘VARIATION: Categorizng exercises provide practice inusing language to classy items and ideas. They can easly be revised for use with stents at higher lor lower proficiency levels. By sim rewriting the category heads, you can often change an execise's level of dieu The examples bel require students to categorize vehicles For beginners, list concrete items ina Word bat, and provide w grid requiring objective answers plane bs cur Iicoptee boat tein Air Grouns Water Tansporaton | narsparton | tangparaton ‘Advanced beginners and intermediate students can be given the same word bank, but ge them a grid ‘equting them 0 express their opinons. Here, the headings have been changed o require subjective Transporation | Tansportaton | Taneportation ovine” | yovsorrike | youve ner For high intermediate and advanced students, se headings requiring both objetve and subjective answer that draw on prior knowledge and demand opinions TTansportatonobso 100 years om now Transportation sil existing 100 year om now Outlines and graphic organizers People often say that a pote is worth thousand words. While the ALC's second edition contains many photographs, it aso offers students alot of information presented in graphic organizers, such as chan, maps, graphs, timelines, outlines, and Aiagrams, Such visual sds are advantageous because the reader can easily see various relationships among diferent kinds of information at a glance. In ‘adition, it has been seientifclly proven that people ‘eta visually delivered information beter than information they have only heard. What is more, today’s students are fully accustomed 1 obtaining the bulk oftheir daly information from visual ‘edia—prtculrly from television and Inert sources As your stodents learn English they will ‘benefit fom examining, analyzing, and creating _raphic orgunizers themselves, Some typical visual sar listed in the table below. TABLE. A list of fats oF numbers atranged ina special onde, usally in rows nd columns GRAPH A planned drawing consisting of a line or tines, showing how ewo or move ses of number are tlated to fone another ‘BAR GRAPH A diagram that uses narrow bands, for bas, of varying heights show diferent mounts 0 that ‘information ean be compare. PIE CHART A circular diagram that i divided into sections to show the size, often in percentages, of partic ‘mounts in relation to the whole FLOW CHART A dram tat shows the ‘connections between the different stages of a processor pans of system, "RERIGAN LANGUAGE COURSE‘BOX OUTLINES ANDTHE AMERICAN PARAGRAPH An outline generally covers themain points of 2 subject. It provides a cursory overview ofa writen texto speech, and i usually alows the audience to survey the main points by meats of headings and subheadings, The ALC introdures box outlines at an early stage inthe language Iaring process 38a way to familiarize stadents With he typical stractre ‘of short American-English pargraph, which are ‘common in the military. They are generally bret and tothe point with s clea, hsarcical stucture comprised of one topic with a nai idea sentence tnd Several supporting details "Topic Pinca} [Poin (Deal (Desa [Deal fDei[ Dea] ‘The ALC uses a hierarchical box otine to visually analyze the suture ofthe Ameria paragraph ‘This format is appropriate for ca presentations as well as writen texts. Initial, todens practice ‘aking ots inthe box outline format. Subsequent, ‘they write heir own paragraphs From the same format In higher book, they uanefer information From the boxes ta tabular outline format, Below is am example found in ALC Boos 7 Dana EXAMPLE: Every year, Reagan High School makes ‘a schedule for sports. Reagan High has about 1500 students I plays teams from oer Schools that have ‘about the same nunber of studs. This year's, {all sors are fooral and soccer The school'® basketbil and volleyball eam will play in winter Insprng, students ca play bovebal or tennis, A student may play only one schol sport in a season. ‘Reagan High Schoo? Spars See | war] [rr] [sea Ss retbat] | [ee ceca} [baseball] [baka] BOOK PREFICE SEMANTIC MAPS OR WEBS For vocabulary review or expansion, ave students ‘ate semante maps. Inthe center ofthe web, students wet the topic; inthe branches, they show ‘ulbopies and related items, A quick demonstration isthe best way to introduce the concept of semantic one 7a B® Resto awe Xe sad) ae ei ae Cate abe Higher level students cause semantic maps for brainstorming and then reorganizing ideas into a ‘more logical format. Mapping ea aso be used Tor note taking, Stadens can complete activities which call fr cteting semantic maps alone, in pits, oF ENN DIAGRAMS A simple and useful graphic organizer for showing liferenes and shared features i the Venn diagram. Information canbe effectively compared and ‘contrasted by drawing a digram consisting of wo ‘overlapping circles. Students write similarities inthe rea wher the wo eitees overlap and diflerences in the outer part ofeach iceReading rate ‘Numerous reading objectives in ALC Levels LV focus on increasing student" reading speed in a step-by-step fashion, These objectives aim to guide students to read, atthe very leas, a ate of 200 ‘woud per minute, whichis the lowest ate that permits a reasonable level of comprehension, In accomplishing ativities that addres these ‘objectives, stdents encounter varity of reading Skills incorporating an element of tine presse that will eve to faite sucoess in increasing reading speed while ensuring adequate comgeehension, In Book 29, students continue o work with timed reading exercises, and tack and caeslate their reading ate. There re four components 0 use in earying out this objective: 1. A-400-word text (in Appendix 3) 2. Timed reading char (in Append 3) 43. Reading rate chart (in Appeniix 3) 44, TO.queston exercise (in th lesson) NOTE: You will lso need a watch oelock that allows you to measure ime in 10-Seond increments STEPS VTRODUCING THE EXERCISE 1. | Introduce the objective toyour students by explaining why they need to improve their reading speed (see itoductory paragraph above). Tell the students they are going to read a 400-word text a5 ‘as as they can. After reading, they will answer 10 comprehension questions Without looking back atte txt. 2. | Show students tbe four cemponents sted above, Explain how these components willbe used to suppor the objective 3, Point out that the 10 quesions are followed by a table which contains three | smal bores the student amt il in |e ‘cose (questions comely answered) Wonns rem wiscre-WPM (reading rite) 4. Before begining the exerise, guide the lass through the steps inthe next section in onder to ensure the stucents do no lose time die to confusion STEPS | ACCOMPLISHING THE EXERCISE ‘eae the instructions below to the suds 1] Turn othe questions for the timed reading activity snd skim them for 10-15 seconds. | Tum to the ied reading text in Appendix J. Rea the text a fast as posible, Remember that you will have to answer 10 questions afterwans 3, When you finish reading, ook atthe board and copy the lowest time you see. Tur back othe questions, and write your time inthe Tha bos. ‘Answer the 10 questions right away ‘without loking back a he text fr help. 5. Ask te instructor to check your answers, [and then write your score in the Scons box, ‘When ll students have entered their sore, guide ‘em in Finding their reading rate in words per ‘minute (WPM) by using the Reading rte chat [STEPS FINDING THE READING RATE. ead the instructions below to the students 1 ind your adn tine inthe fit column “onthe et 2.) Look athe second coin the same ro yor time m order to sce yor Taig rat in words per minute 3.) ne column under he appropriate lesson, ite your score the sme ro asyour ready ne 4) Wit your reading ate in he Wonos rx are CHEM box onthe question page. NOTE: In Books 23-30, Appendix} provides students 1 Reading rate char asa simple means of looking up their ate I stdens desire to continue working on Improving their reading ate ouside of elas, the Reading rte calculator Appendix J shows them how to calculate their at on any amount of text, "RERIC UANGUAGE COURSEBook 29 Contents LESSON 1: Supply: Past, Present, and Future cecestesasstesseresasees D LESSON 2: Rail Transportation ee eeeeeeeree 25 LESSONS: Teamwork o.oo 51 LESSON 4: — Medical Cate ......sscsseseeseee a 15 LESSONS: REVIEW ..sssssecsesensserense 105 APPENDICE: At: Word List : Conditional Sentences .. : Modals and Related Structures in the ALC... : Principal Parts of Some Irregular Verbs 3: Patterns of Irregular Verbs American English Sounds Punctuation and Capitalization Lesson Resources. B29LI#l Vocabulary (Story cards) B29L1 #2 Function (List of topie questions) B29L2#1 Reading skill (Timed reading) B29L242 Reading skill (Timed reading chart). : 9 B29L243 Reading skill (Reading rate Cha)... seeeeceveseereoee ELL B29L2.#4 Reading skill (Reading rate calculator) (optional) 5B B29L3 Ml Vocabulary (Qui feedback) Fs B29L3#2 Grammar (o-infintives) sy B20L3 #3 Vocabulary (Half crossword acr058) «.....0 19) B20L3 #4 Vocabulary (Half crossword down) ....seccnse sa B2OL3#5 Reading skill (Authentic tX0) ..,cssseessseeeseeesseeee E23 B20L3 #5 Function (Tourist cards) .sscccssersesstesstessstesseeens BOS B20L3#7 Reading skill (Timed reading) rae, B29L4#1 Function (Response cards) ras B2OLS #1 Grammar (Adjective cards) 331 ‘BOOK PREFACEKz US Military, Ranks, Grades, and Insignia ........ecssesssseeseesvaee Kel L: Language Functions for Better Communication eet deL HOMEWORK: cee eevcsseees HWA EVALUATION EXERCISES: "ERICA UNGLAGE COURSE1 Supply: Past, Present, and Future vocasuany: Chases ot apy 3 Tee impatce of spi. 4 GRAMMAR: Review of anaes fave me et 6 VocaBULARy: Sony cts. o eaowne: Fgsia 5 eaoine: Skis for ompreteson VocABULARY: ‘The ure spy i Conan “Tie xis " SPEAKING: Petcng bless 2 conan Reviewing eb with sues nfo -te = 22 Objectives: © Pronounce inelligibiy and use iS dscruse he wots, pres tnd expressions listed onthe preview page (© Inquire bout and expres eauen (© REVIEW: Use he/nahe? ein active and passive cave © Use adverias denoting «definite ‘me, duration, fequeny to exes (© REVIEW: Form ves by ating te >>) B00K29 LESSONT =n ee eS aL EE oOVOCABULARY ‘OBVECTIVE: Pronaunc iy and See inesoure the words pass ond FACILITATE VOCABULARY ‘ood teed” tolead to Ine atom for moving peoptthings) ‘eres (os erent way) Steramaster ‘oan Ezz Whats new in Leeson 1? |r or | a acne come Soiueeetes How fen do you Boothe moves goto ie movies ane wae ‘The ache ase ws homework ay ebauiese.98 The cmgy ees o modernize ie I ccc © Provide answers to questions about Sea infrmaton inthe cption of 30 image © Provide ansvers to questions about Speci infrmaton inthe sation of an image (Bomewor © Read general or tecicalsem- techie et (contain some anon ‘ocabulary ab grammatical stetres) Su provie the eect ane 0 (questions (Homework) (© Write missing wonds that have been systematically deleted from a writen text (las) ter eing the compete texted Audio) TTT ICT COURSELASS |__DESORPTION [CLASS DESCRIPTION 1 [Feat aie | Pesna isos 1 |ottng ir a er ‘a _[Pemkeu,OF Laban BOW) | vil| ese were IN [ir anseosieion marl | | par pari = Wann ums super roy pos oad each sentenc nd say which photo describes rch ume Nate ison rm IL 1. AUS Ney Paty Officer sapere th uni esoking proces, 2 eodserice spss can orkungy estes ine mes al. 3. AUS Amy sleds raion no an tk bsp, 4. Matic! supticare edyto be trnspored dso commu HL 5. Felis dopped tom smitty aca wa forward operating bate 6 Combat crise lace sera sara ston Presentation The vocabulary inthis esson centers Books pen sound he theme of ugly llc. Wen ed ual ue The themes imodvod here rough Oral aré te expnae ‘hecontst ofthe mir clase of dail spy Refer to Casses of surrey 1 oro Fin ou if any ofthe students havea jhe per margin ae neesary No al ‘eckground in seplyorhave del with ofthe supply clases se shown, "xpply i anyway while performing Tae ob. Brel eae each ofthe lassen the cha refering othe ist ‘texampies inthe lower mg tthe as needed. Rei wt the sens reno othe associated clas inthe hart Expl the Roman mera in theca if access Booka LESSONT (CLASSES OF SUPPLY IN PHOTOS: Pato A~ Cs 0) rote 8 Cass Ve) ‘Photo C~ Class Vi) Photo D-Cias IV (eur) ‘Photo ECs I ee) Photo FCs (os) Gases of Supp Examples t MRE, ho mess served in ld n si, pas, boos, soaks ur oor ol real ue [av concrete walls, eel gates ‘| ile carries. missiles “IJ andy chips, vod, eget Vit [a wack a tank a generar ‘Vl bandages [Px [ite bots, ates fiers [farm equipment, materials foc new acho or lies in forcign countriesNew vocRBULARY rater repeatety legetes sek) ‘ne ater another COMPREHENSION QUESTIONS. 1. How hae mitary sate eon planed treugrout hear? tas eon epeatedy plano around ‘eguiee) 2 Wat postion sd Googe Ywounngon cate (Cuartermaster Sener 3. Whats he Quartermaster (Gonctalvesposii tr? {rartarnng a took ct supplies and Afavatng te sadn) 4. What happenes to apanese supply hp ann Wor War (They ‘ere cunt ne ater anther) Inport winning @ mado wa: ‘veal fing ses, or a ad Sproat ee EI |, i sane sk sepia mae nt Line ede ayo as they reed toms a ees gs, pan soc a he ow ‘Pars nd ee wevpons sd Sap Te aintl te Soche side teey'he bate yc si amy ay nk theapeecycreated pod Sy ding Nod Wor IS ‘Scere pen 16g ee ow pe ‘move, maintain, and otherwise cae for its ships availabe, so when the US Navy sank ot topr pon bite many ie It he tegiming of he Amecan May ts feted fe cacoms ot tlaouy Warned (78, each ee man es ba TidyGnrd Gee Wahi seat tsypy uno nt mat ‘palin anspor, Sick ppc an dng te it il hth tn ite in hd amy Tove add taper es ‘cpnng bse moras a | Sead py Wangan eld ‘hele on Sty ge sony Tnx and ung set ee | Seen en omc Aen ‘aay come The Aven Mr rere she terran roe sts om coemeicnmm ne ee = vse Presentati ign iin te = Risbefintttve pesuains algal concep of spply and supply chains, © Discuss he Con sHension “Tis ie presentation discusses ow ibe QUESTIONS inthe upper margin conrl of supply ws asgacat factor ores The pasion of Quanenmaser inthe cutcomes of selected mary Geral as exited fom 75 tthe cits frson. The pat dy of hs lice (© Pit out he ie nd gute a the top moder es io seve as the ‘Stihe page Ghestdcnst momento” Commanding General of the US Ama ‘insider the quot then list what hey Quartermaster Center and Seo. He Think Napoleon mean. Askef thy thnk ot she oversees soppy doetne and the The quote stl te for modem ees, taling and profession development of| © iret stents toe the text uertrmasier ken. Sea Afterward, check understanding ‘the new ocalay tems. Make sire ‘udetsuadertand the differences in "ERICA LANGUAGE COURSEMEER 65 i pransbconpise osoneans 2 |. Phectheeuersin sequence. sae there are envghries forthe ato 2. Wewill aed ams ammunion, andes ply eet. It yon waottoworkinlogste, order the melody, your Cece wepnenekto lie wipe se 1 5. Raced petty anitie ¢armgethon ne eran 4 6 Thewsitwasceopmized int rsp somata. ent MEBIEIEEIEN Connie each senones witha word tam the Box I repenily sneethn miele flr amther-———ginics 1. The itary calle weapons, anmnton, wd equpnest material 2. My compete a rekon week; nee Chen 1 haved The dete planing an gui of ny ge, complex operation vas toa 44, The anounced tee rm mas mae repeatedly 5, Plnes aero the Los Ange sirport ne afar another day, every. Se ne \scieieee) Cig ) LE tot pn Weston ito anor tgs wna “Tel stents hat hy wil contin ‘ay by ange ence Sontag one oie words on ce ee nd Stet I wil begin the 0 by ‘ying sentence with one of he words Soap ‘Student 2 wil d'semnce followed ten ie by Stade 3 ee Te story in be Wren pone Tike "i anny and somewhat Init omens The sentences add othe Soy should be pammatcally comet. Inger clas, those tudes without shi the tory is being rested Booka LESSONT ‘eat uacaon | tom Nomber [aepenaes [eaouivs pa Slory cares PREPARATION: Copy anc out the Shry Cars pret he cso reo lsten an prepared to espn {© any questions he inseucor may ask about theory. After oe soe is ompered th cars cap be eit tosllow the dens who were iseing the chance to rete anew sory ‘ecabulary from ler Bock is eeycledGRAMMAR REVIEW (OBJECTIVE: Use havonatey oti act ana passive caste Presentation “This section reens aevew of hve! ‘make in ive and pase eastive ‘onsrictons. The stv ett with Iheelmateer as nrodsed ia ALC Bool 19 Leson 2, These verbs indicate the degrees a power to make others do Something Have suggest tha someone ‘sinsrueingorning athe 0 do Someta, make suggests te use of ‘utr oforee ad ge Suggest the {eof persuasion In Book 19 Lesca $3 the passive causative with haveger was indoced: Make jn sed nthe ossite Hove and erin he posive ae Sonya Ona of hei oe Tout 1 Wi vey hse! ‘Gude; Tosi Sih Hose, bin 1902, Te strate elcome itd tengo te ore: Hower j ‘hess rece! oar ating ots remo be ‘Set nthe wood oor uenesth, Tost 2+ ‘The dors nd windows dn’ ok erin (ide: Thats coe Desi th cot theo tal he od dor an i | Tous: Rea nd nose lan, epee paces. hope be eam ge his | frends t hep fo fee. | “our: Noh ol make te spend al tat ie and money. Ws mach easier fay anew nae © Gore pensade inthe passive saci hve and gerbe salar ncsing. scm __ [SNES aoe the mos reset ey Nobody pend S sohalp Passe: ee ast parte area owner __earpet | __ totale ae ld dors an twee | windows spaced =< rrr © Withioks lst ite NOTE: Inte av fom, eof have HAVEGETDIAKE on ebowa ses an cxningreatonshp Bivens lounge, Taerdawa SORES, Type oe pa feral owgh he mite rte ttt potion empnys, lum. The fop ths spaces are fr Ay dependent agency (eg. 8 COMA), heen intone, Se nae yaa fanc mae ihe atm Xenon en uroks en improves totic hemes that they Menger pried Uy inte cle diameter bad emcone Staton i ook lone in, el ae eitieanet,Beare Semen oo et Dan ee ee wale acted See Waa = "AMERICAN LANGUNGE COURSEWEEEIEEGEIN, nderine me causative verbs. any a Ave) or Passive). ‘The otic ae ging amu the ein give phe sen gos By mina, edd have he paper signed ‘The chlo othr mooie te candy no to equ piss. Stam can ae the temper drop sven. id Me Thompson we to the newpaper dlr to his ot dor? ide Nove she ese frre ak her ile MEER Wit ine bare inne, toinnv, or past pati tcm. | Vad the fond tered ater by he esac ‘Aor spsting whe manager: the cistomer Rly aot her mene —tetundes etn, 3, The Preset hss speebes —_wetEan__(wteyby a roapol eosin writer. 4 He docs't make he dog _9_y) ose at ight 5. Thempervnorcan ave anemploye: fled (ir for not allowing 6. Whee wl he earher have te sens fH ag i) aie amen? 2. tes imporantto gecizens _tovete_(yot forthe cman 5. etd wo haves documents —_ttfled_ eri fore he et the 9. The mater made er eidden —_2omplete (epee) elrtomewsek | tore wating lvison 10, Sosa got herhusund _#9.44"_ (ry) er sew sh ££ @—@$————— a =o = Books open Book open Wate ue Wate eae Wise sponse ‘ate response Ia ei ‘The bse word tht may net be changed appar in paces, BOK LESSON Eeowe [7 |S [eam] ES [woe neove [7 [i] [oom [fam |) micas rim EEREEEDN ings tom acivoto passive. Use voor get) ‘hago my racket fixe (by he jeweler “he manager etefnge al the tabes cleaned (by the maitre) 5. ster our aun aut er wing dress My sleterhadigo hr wedding dross aduoted (by our aunt) am havinglaeting th enue thichaned (by the col He actfhad the brakes on ha ar fed (ry tho mechani) 6. They wil veto gt ted to sn he form fore hey can poss Thay wave to getihave the form signed (by the judge) 7. Youshold hve nit check youre “You shuld hveget your tevth checked (bya dentit) Presentation = Review the paratiom athe ep ofthe Books open pee Poitou that he subject ofboth Wen SSntence en the ame bt at the Wen apes fbjecvagen changes when Switching to ul ‘ha pave. Rernember tat make cant be wed to form the pasive caste "RIERIGAN LANGUAGE COURSEWEEE Wee ner ange mate eget 4 What can people do 19 mike thei iowem oatetpan attr nighton! NT ie fe nce? 2. What wee sre etter ma 3 Wh a ats Rae mul hie Tnyoureyotowa™ | resp? 5 Wat do ater is doo inp 6. How nok you pyr fon inp hangs hei pyseal ppennce? as @ Ff & il atheros dled by este ‘coud have he neato chek pam ernie Wek Book oan Writer ce ren ese Fale In par, stdents respond othe questions ing the estes ave” Iakege in at stv o pase Sentence. Aner il vary. Ask Stadio hare thei anes by having. hem wie a few esponses on the bet. a[NeW VOCABULARY geod ako in ‘set finde aw tereject tran iver ‘Supply chains | The ene! of madera ware, rpidy doen tcome tnd st tobe averse | changing technology, and new miltary for guck bushes earings and the tems Topstis he ey to der warn ‘hun he good ey nee Domes den'tcae tae inthe logics yer topockaging andi te hands ‘Stites involving te apd movement dot al tke» dst ot or lng Fores ove greatdstancesave ade plc of into the seer he Supply odes ae sully sipped i Jang pockages or bundles When they ‘each ee esate ae inspected Tanto nr aa and oot be med ‘herecene wil jet andere tothe manufcter ee dacaditas trash There ar tncasifcatons of supply The lane of he mera ped suse inthe US military Each sytem withthe eran’ te ithe {octes onthe ead customer ad fllons ar seal en, hap avery. ‘Merchandise Inspection Process esinon| rea“ ‘bie? Presentation ‘This presentation kes ook at sno supply chan proces, © Choose an item othe classroom fn gues dseuston abot the rute the iter could ane allowed from te Pt fanaa t ts presence in theron, Explain that is ello ‘supply chain” Ask questions such as: 1. Where was hist made? 2. Where might it have gn afer the cor? 4. Was the tom sn sah from the ctor tots om? 4 How ai the company selling the Ito know send he em ois locaton? © Choose volunteers to read theft vo puagrphs soul. Discus the ne ‘cabal terms sl, © Asa volunteer reads te thin pursaraph pause a nosey to relate the text othe chat at the Don ofthe pee. The chat stl eprsetitin Sf what is being explained inthe rer Eneie dents erst {he meanags of he nw tems. "ERICAN LANGUAGE COURSEMEDIETEESN eas onc sontoncs and write fore and Fforfase, —£_ 2 Alia supp follow de same dsbuion cain 5. ems ith les ae place neta (MEGETEISEEN pice ie undeine wor or phase witha synonym 1 The new ar sian has sews wes doesnt sta easly. ' BX edhe rots bc ey we dang 44. Whea ming «new anguge itsofen dict wo wera the new ‘he is ve months of he oe wie dow hdr wl git by Pla neal he unwae ems oath hal ota be picked up ad own HEEEIESEG Compt ach senence wi your own words] 1. Aer discovering tht goods wee ming tom hers, | 3, The nwsstog wll come cut 5. lease eck your inventory —_——— | = ferences Book open ack open rene Wren coe ‘Wren epee te eagose| Indi Ino nem 6," agrees withthe word that sl replace "wna tems BOOKS LESSONT =n teats open Wie co Answer wil vary.LUSTENING TexT “ileal ome needed to a ‘thi wie erable for purchase fran automate pats tore. The ‘Bars sippy cts rosponetle formalin an vera ops ‘Stor moe probate Gera ine pat ian stocks he supe cer wil leeyatto te cutomer the part on socket supply lark wt out Uh orsrfr hepa ara sonata ne ‘itor te cer ha he ptt Instock he or she wi ond tray toe aorta store ceria, the ‘durator wt soe a romues tte ‘Seton Once the pts manures ato act. tbo sant back to dibutrhoval an rere ‘Sor, th spy Sark el pine te part ‘ninemary or he custo be Fetes ti res rpc Up. | BEESON Conpiee te fow car. poorer ete poe Procesfor Obtaining an Automotive Prt wes aaa ebuor ome Set —__ 2 oes ay [race | as ‘end ert aay Puoy ar “tend oo) = ranean chs pn ok oe ‘ten pase ot Read the text inthe upper margin a2 Acta ate of speci ashe sndents fllinthe flowchart. Rept once Refer tothe Preface for information ov fom chart = NRE COURSEREADING SKILL COBLECTIVE: Provide anoners to fuesions about epecte oration fo capin of an mage ‘SUGGESTED FOLLOMUP ‘QUESTIONS: 1. Wha lo you ink puting the US agin ont of he grave stone ‘symbotes? ecoriion and Gade forte cacices made ln eres othe oun) 2. Doyou see a partly eso at ‘sa fags ae putin ont of every [Shgt gue stone? he sove land sare of very ne person ‘ators and cul net bs fgoton) {tna do yu aon your county to honor nace who hve serve the Ima and ose wh have de> the county defense? ecatanericean tae ‘sy soe The 01 Gu ans a ys cro Sepa mertecte cea Beiisatcrmcemectaramn tae ‘seth informationin te xpton to answer the queeTons. 1. Atha pas ae he to soles? ‘Aington National Cemetery i 2 Whats PRC anges ding? utting an Anorican fig nfo of a grave sone The Od Guard 4 How oe does gs in tke place? ince1940 Desa al| Presentation © Aerie stems diced te : Chests tne th ed hcp Tissconpactes hei ofmatng gene em el icin Teaptnf cie not T fart siwas ica pesened an Setanoppruny compare ‘Book 28, ‘asa class. : © See Stcceste root Guan a heer tie © Wei the fotiowing questions on th oar Poo student othe po an ive them shor time to discs the questions in ps esc them 2019 ‘ead the apn yet Wher do youth hve people a? Bosksopen oe ee ne csREADING SKILL (OBJECTIVE: Rend ano demonevate aprenensian of txt by) seven thot, tet and ae peragphs, Satopia) stone ofeach ‘omaning peragrap, (2) esang te mprenenson uostons at ha ond fe tent) easy te ene ot and thon) wrong ancwor oe Simprenenson quesuone| Presentation "This eading objective combines 4 umber of eadig hls preseated in Tower ALC books ineladngpreistng, Siming. caning, tpi consideration, and feat topic semtences. This ‘objective ls present in Lesson 4 © Givestudens ew minutes Preview the text by surveying the thes and ast paragraps, and he topic is sentences of he renuting pages © ‘Next, hve stents goto Exerie Band preview the comprehension uetons tthe ed of he ext Ezy ‘ils for comprehension Mallow Ground Acros the Ptcenas River fmm Waskagton, D.C, Atingon National Cente | sud ts memorl thre wha aed in serie to Aer soe the Cl Wi | toh tras an lary casuals fom exc f th asa ae bared the “cemetys wall ata suber of sale American I'm ol coms hag lo sre reine of Aeris or here ough he var cee “htt place tere More tha lon ool i ington ech yar ens |e anl pci ceremony, ths lage nmbe of em sig ono rand | Menor De. |The camer lhe rave ites of more thn 330,00 my veterans an other “important American PresiersWiliam How Tt a a F Resa es | een wells Kenedy’ ots Raa Eid Many hp cred mitry | ncn women aso ured he cemetery for example Ate Marty one of | Amer’ inest Wir Wer I combat soles sn spe fhe Mla Home 1 atin Nan Contes ee th center of sent fr many eis aaron. iors can cw te Tomb fhe Uskooten hich ols he ei of soles om Wo Wats and, Kote, Vit, The gi of he Gus | cmon athe mb cee every or. The Women Miliary Service or America | nso oe nea emai sae, ds eels orton mera | enrng women who ve serie is theron’ deem There ao emi or “thee wh let ives he wo Space Stl niet. | Since 186 ing as beso oa poof ati! Memorial Day avi, | Memos Day is bsrseon the nt Mond nthe month of My each er Ie dy “ orememter itary men a wen wh de Insect te cmt Dg te | weskend fore Meno Day sls rm Sel US infty Resin The ‘Gas conduct th ap nse. An Area ag paste in otf al of | pavestones in th comes wel a atthe Ton of he Usk. The Ol Ose | Soles emul teem teapot he wkend ening ht al of he gs ay [ots serene eter | cit pectic nth Uae Sines ees to crining | memories who ave served th conta Wer ad i pace (© Have soot turn tothe aisle NOTE: Stents have alteady worked snd ead the ene tex ‘vith texts tht onan some oni ‘vocabulary particulary the Level © When sade nish eating, ive them goto Exercise Amd compice books Key word from th text The outin, Nest veer write oot Se defied ee forte bene of the answers the comprehension questions ToRnaie isrctor infxerciseB. Review aswers with e—hailowed fd highly respected class group. rave (hole inthe pound ‘here dea body spat Inter (verb: 0 bury a dead ody the ground bury (verb to pt ded boy the ground vrai (0) lasing forever memorial oun): someting that Inors people whe hve ded = ANGE COURSEWEEEEESEN nce on ovine oft reading i? 1 -aovestesof eens & ineosnt Ani ‘A, Present Taf an Kena 1, Kemeds bothers Rober: Edward ¢, omen in itary Serestor Ameren , Sauce Shute cews 1, foal pone of Memeril Day ethan ‘tas Mons a My solders of The Old Guan conduct Fle ln C fiage removed after Memerat Day y, Conese EEEEEED ticomestor gate 1. Who sti atAtngon Natond Cemetery? rilary teams, 2US Presider, and other notable Amel 2. Wha ae the emis th an ete a he cemeey? ‘om ofthe Unknowns, Women in Miltary Sen, Space Shute crews 3. Whenis Memorial Day and what sits purpse? 4. Why i Adiagon National Comte important to Amica? Ie the most repected burial ace and lean svesetna memoria, == Bois open Bec oe Ween ten Manone tense inal wrawut ae students create an informal outlne the ext. Answers do nt need abe nfl seteees. The purpose of his ‘terse is to confirm hat sent ane fully surveyed the tot heir temp the comprehension questions, ‘800K 2 LESSONTNeW vocABULARY Etite, EE ne creroy iiclene sean Chao nthe Clo bev very store needs to count its customers within the coming hours. Lar ay wets protic tantin st conpres mayen como minor) ‘cera record of available tems, This eisfomer services reprsctves to work Some proces, Koown fang Inventory, incall eer ben Sone Come ty even eae te shop 1 fo Thee lca Ibscwel ye stim Eapojees oem ca neat thea may attic tere derngctine ThoSiae tleteamane hy ou indy reac less hoping come oem | oes eer tpn Sytner sof | Semmes aoe cn ge, ing mepmees om can mag AN Conang rues ea J rms mony frm of es rane weld apse COMPREHENSION GUESTIONS RISE PENT of aon emp Lu cmp + tama operat? | cry nem trate. ens 2 facie, mela ear [enemies an 2 Wala mates cores, | aig Ths ok, fn tne Megaman ce elaine | Shih erat pia ume oar et Preset ee em Nee ehcmptg ing ng taaom | Soviet, ic rs, A Soeireecerenthe Movants ety ‘pmo inet Streams) | Teer Tey tte erent ing ah 4 Wagon at aay engin tye | Tce, easamers cana phe eens Pe ran” comers? (computer | merchandise from the comfor of her own problems forecasting demand, which mentor) tones Tits enteric foroler eye bt ak an ete of api, «& inna pces a erecenates Mucus suena ——— Presentation 7 ae inthe upper margin, Aierent English priest have oo ah loud The phrase "inthe clouds” {hat pens tthe end ofthe fea fers “This ection discusses bow poly management ischangiag swe into © To wrapup find otf businesses ‘ere Salada nse notes © Drerswers wicekatveuie memmngc of ccadcomputrgand la compag, nana sn, ee dene cent ate ide iit thei opinions nits advantages if 4Feron has is ead in the clouds StsheeadngSupy Chana he ste opios ita dss by ovo as ‘Cloud’, and make predictions about the ee ‘unrealistic thinking, Other expressions fon en feet I lod conpating ‘rou ins Fementoned ask he student to pea Url explanion of what ts thon ving stay the sso ball ote tea cloud fencers © lose students to ead he text cast (dart cloud Sey. Tel them to is the new vey cloud as aster Hnng Seecabulay terms witha partoe ar they fini eading Clarity meanings as ‘oncld ine recess. = NRE COURSE under cloud of uponthe US, cs egal for (a) nor —_t ibe. 2 5. Collen las to got th beck wh se tai leave ‘ar imenr uae 4, Wesanot stn booth Only bles re avaible 5. Soo fie eden ie eine, Mich ack ques with ha covet anewer 1. Why cold yousesp lta. Mysaay was naga sigh? 4 2, Who espera te The moon was lowing to stony. (Sieshrinte pak? ‘What will bappen the crud, Te best way to ke nse, cosas ron? Wy diet youtny his med Extra polic wil be allen when twa foes? ‘Whereas dre oes? eT sting by he ae i in {6 How can Tes thes sees Perhaps you shoul ok aot catalog, (STETENTSE Aci and ans each queen wit pare, 1. What are some ofthe preputons at slight eed te tae befoe ding 8 else by most oan? Why cewhy oot i =m Beaten foctsonn nunca West rience teens vi Srey wrovaat niet re Aer pi discus the thee questions, tsk for woluter lo shar a coupe of "esponses foreach question with he wore esGRAMMAR OBJECTIVE: Use aerials denoting a etn tno, draton, ar rogue) ts ‘apres one. ‘SUGGESTED QUESTIONS 1. When oi you on tho tary? 2. How ong have you been sting enor? 3. How often do you rave? “4 hen ca yu tat goon vacaton? ‘5. How ong have you been marie? 8 How olen do you gt your har cut? om. i i | ete cman bv an ci me crs i Tseng ee j ‘reo Bae ce Ty | AOSTRGaesess gett eey Taso i {eemowetonane se ike move on Wt i ‘Bowen So do ou pnd ore et i Tavs een paving omaistaeND TAR) Tae tems wi aes Tele ay GMs igtesaa stn someone || SittSinty te en evo paygmiD i or i Ne DT TTS al a in | RY { Seosen incitement BB) | Gesyce ny be or trys Terenas NR gay | Geran How i ‘ng nine Tv on Tare ten ac i Te em | (SES i Ne Sn per tng sd ine GSES i tea hop exam ng Mor j Sha juli weaned yor dha at | >>)VOCABULARY ‘OBJECTIVE: Pronounce lig ae ‘See ncacourse the words. pate ‘Soran lated one provow page FACILTATIVE VOCABULARY tre tecomeve ono (on) pero fe rates $eagenarmer im) Siwy ‘ace transconesanta | What's new in Lesson 2? | NEW VOCABULARY Nouns verbs other ota snotnee sali omer comple ree ete evel dewaeavn @ by band ene ex/gt/gonenon wil) incimneton wth aor reser ree tome = ve ot spe wig |ocitvatood wed resident E rh _ghasuuan smucrones Lanuace FUNCTION ot gene, Ingato epson a (Te ke ea pret oan ayo "sling ie west. | BE aceon gn oun | Many empojes se tres in Femi ees aa Precast ave een ako 9 ad ay | yprofemionnentl ste, © Read general or teclcalsn tec et conan some urknown ‘ocbulry and grammatical races) {nd provide the comet answer 0 ‘nesons ‘Mtomewor © ‘eit a parsraph by sequencing individval erences (present ‘nandon ode) ad sng he ‘pproprite connective wars to iaicte Tlie sequen or seen (omewor) (© Waite a arate parsgrph rom tm otine or mies (evewed by the Sarto ena top sete frm 23 soles, © Write aseies of son dicated sentences 6-12 words in egth. (Aus) Yes te th pies the tat Ae ike the rod enn "AMERICAN LANGUAGE COURSELa Types of ral transportation inthe US I rau crs eve oo ma = 2. Whi al eystor cares tho most passengers? agi tana 3. Which al ystor ony tavals blow ‘rund? (sa) 4. Wc al ys haste slowest sveage speed? (right a) {5 Which al stom carts tne ovest passonger nor) 16. Wena e)stam vansports people Donwson eto passenger i) NOTES: Depending on students" fart ih te, you ry ed to poi out certain cies oad hem in ompeing the chat. Use the following focus queson s needed 4. How may ral re visible he ‘manor phorraph? Coe) Based om i (hha do yo tl the refi on ait might mean? (one Therefore aha do Sou think moore! means (ain wing | :0120 | aomensi| aston, [ramps iasncsitengsad | singer) Fei re sara 2. Inthe subway photograph is the train jf inan open or enclosed are (enclosed) morons | #8 | 22 | than [aaa eeetssrsentines|| Sine of te her phogrphs show soe tied oer tinct nd above poured where Inight hi enclosed sce be octed? rarer | | pes | SUP |iaamaaeneeree Cow goed 5. nthe ih i phrogrph, wha do wwe | we | anpn [emmpnormaimonainn | 204 se comet tte tno the fst passenger as errr? railcar’ cece eben) 4. he passenger rei photograph do | 48 | sn | setpn [recovearte gestion || douse any buildings? oo) Based on sy a ee Is aoe gh tein be raving? Gave county bance ies) raritormne | © | llth, | 400. reyuastnaestc t | 5. eight ral photograph hw = awe Lesergantis athe rears diferent rom those n ‘ther photgrop (rst do ot hve ‘indows)- Based ons, do you thin thy often would cors people or : fargo) Presentation nfm snes oy he Will Sues sold drs hat te thom ope thar books anda tbe chart #rmaion povided inthis cha vie ral anspor specifeatonsana based an ‘The vosbulry ia this lesson persis ral ranspoaton © vionksdoak seas hihepsto ie coqaces | Sesoitin cs, chm rice gpa ranortaton ey eg © Review the char by asking the ‘upon multiple factors such as train. Sede tm tmpimecncsh As Cylons temae, Cafes tree dep ss acauma Reser othe board ‘Adaionaly students shuld appreciate ‘hat enany complex variables most be © Crewe wo os und the columns, onside when clang sai’ Late one ow ahemtages nd te ‘SPEED CONVERSIONS erage speed Ue, sceelertion sscond ow dsadnage. Then sk ‘oh mph] time the distance between sos the Sen mame ome othe avamgss KP tack aout et). This lo ets in nd disadvantages each node of 35 2 ‘aos meng sterage sped given. morn ee com 2 Ey Folly stents shoo ot onfse he Comfor erence, spend ee) Wate 6 z verge ped provid in thc the sen’ responses nthe board & “ ‘tine moni pea copble no the comet col nd ow then the ening seeds CiNew vocABULARY segrant eure sti) ‘enna! brane Baran (ou) {beompleal {ec tra) te getan wih to presen Presentation “This vocabulary section continue the top fail nortan, focsing fom tho construct of te fist transcontinental load © ‘Before stodens begin eating ask them i they know what the word transcontinental meas. Depending 08 the reagonm, you may need expan ‘hati signities passing or ecendng © Attar, for sneha bovgh he US was the ist county {ould a wanseomnetl aod te ot the only one Oth watsconinen raids inte (ut are oe its PEE ne Purchase ing secon of fom he Fresch goverment, seeking ‘Tiron Cans to Nev Ones and for he Missi Rive wo Colorado eas of Pe Comes Divide, fat ler srvhe Lousiana Porat, doled te Seo te Unie States At mare peopl Str nsprton eae ees). 1863, the US bepan consrcting the ts elon that would ron sto meme cone becate known 32 te uascotinetl ea. The Cones Psi Rtnd of Clforiabuik wack fom Socramenio, Cora, esta ile the Union Pasi at ek rom ‘Omaha, Nena, west. Ertl these tw segments of wacke met 2 Promonany Simm, Uh, edger wet Theos projet ‘Paired mrkrs wh eourage Tats ha [Nobo bul sero unsafe arp of land Stunned oe ld hgh ‘movin asng explosives. Work was “petri by hand ang toss epi, Shovel and sedgehamets, and bases ‘ian Sein Railway, and he Trans: Atalin Ray. NOTE: The US Comin Divide is 8 url border which separates waters ‘hateun tothe Aline Oceano Galt ff Mesicofom wits tht a toe Pace Osean ‘CULTURAL NOTES: The conststion ‘ofa tanscootnetl lca was» gol ‘Presiden Abraham Lincoln, Ise Inspired in prt bythe eed wo connect Calin othe Union ring te ‘American Cul Wa The US Congress ‘utorze the projec tnough a erie fstatuts known a the Pai Reload ‘ets and supported the constuction sd peeton ofthe raiosd with 30-yeer {o)the Canadian Nana! Ray te Aree ay tsi to where hey wee feedd. Conditions were complicated ter by cold winter rng wich any ‘orkers de. The bevels ng These cone ly of Chinese Inch works who were dram by higher sles than hey cul tn at oe ‘om May 10,189 Lalande fe Cental Pai Raoa, anounced the compleuon of te tanacoatnenta ‘aid by ammerng he pi Ps Eenneced he als Surprisingly thous, ‘vith he aie el jel Ona eh Steams waco ul ital Pa tnd atom wih consrton theres of he mack between Stcrameco Sn San Francisco Bay washed at ‘aklant, Calton in November 188, [Nonetees the Cantor ave Center at Staoet Uaiesy ha preered e ok ‘pie mere by Sao. Wahine yess of tng comple, stein ange $0 milion 8 of ago every ewaloag wits ann ‘it pategars Allg he ria ck ‘as ong since Ben repos, hands of ‘ls of heigl ote ae stil oe. US government Bonds andthe donation of extemine amore of goverment ‘ned and. Leland Stanford and his we founded [ela Stanford Sonor Universi (ene commonly knows s Stn Universi in 1891. They named ‘he istitaon tle theirs, Lend ‘Stanford nwo dd of pad porto ‘ns Toth bia. The seo s oeted in Sanford, Calon ~____AIMERIGAN LANGUAGE COURSEjen to your instructor. Circle T for true or F for fal The hee aoe oan tet at nese LUSTENNG PROMPTS | Te coutina Puro was ao fee 4 @® F | between the US and Canada. Our a transcontinental rairasdn i063 Fa (0) cae 2. wonton ie rato was percrmed Senet + TheLoiin archaea a lhe the US an Fr. 4 hie ands rer peromed ton the atoad me dove an & Oni 1,180 rare The rallroad connected Sacrament» to San Francisco Bay in November 1869. Ldereptenat £6. ani ton yar of compton, the transcontinental rare ansaid $80 milon o reign per oar HEEENEN stone ptionsie commen) Avwnelbaltoderthe rier secu rom the bing howe <4 2, Rlndiamgetormis ——c,frosonthis tip fit bos © 6 Whenplemingraatrepein, topes ems 81 Atrekie edd complies fos torch iting MEIER Complete each sonines wih a word tom the box] amounce dow tyhand segment courage 1. The range Hows will de® any insects, (ne eget 048 okie fr theft ie 3, Expensive lates refi sewn Py hand 4, Do you know when they wil _amounce ees? 5. Bach__se0ment__ of te bie needs tobe ult indent | | | Books open eo epen Oateve Witeneue rien epee te reponse aia Inova (© Read the LTE moors in the ‘pet margin once at noma ate of speech allowing senso ctle Tork © Perit the as to answer each tem Inchorus,Coti the answers with “explain, (© Read the False statements lems 3 and 3) again, rang students neo ‘ite cometed steren aooKe ESSONE as > |GRAMMAR SSECTIE Lame bined | REMIT anc comme | Central State University Student Newsletter | ax ac 2208 | i: | Introducing David Lee svinning at wey ae ough bet ce teh ae bere thi he it ine Bacar, iris we tne t ae | || acne etd bee goto See Pets | || Senne tire Coat utc ft nyse te merck clinbing with merle oe that omits va) ) J oe ee ee fedlimbing gofdhing —gorunningposihteeing fe-dancng gohunting —goealling gv evinming sodlving —gojsing go shopping go walking Wee go verbs and gorunds found topetherin th wx. co + eno 2 nent simi 4 one ain 6 ene saline = rrr Presentation. © Review he msiousfornsof he er STEIN {goalong wih the ballet out and he ‘The ALChus presented andeviewed Sam pendereracens ren, okeonen ‘aris anes of eran in Books 7,9, ae ‘Wate 1, 14021, 25, and27, Th lesan dks rte respon atte go gerund combination Inada (© With books lod as student what ‘pes activites they enjoy doing in NOTE: Go + gerund can te used for Uber fee tie, Lis ce espns on ein competitive sports golfing the boar Std bowling) bt oot footers. © Fave stents open ther books and Ply basket ply toni. felettylunteer ead the marative fextaloo, Afterwards compre the ‘vies David Leeroy doing with ‘hove provided by sent, THAERICAN LANGUAGE COURSESete rth come frm of 9 efi ack era Naber Ji empl shopping inbing ig vette unig occ 1, eg wea walking in th pk ith gitar this morn. 2. Many people lieve this the best prt fhe ocean in wich to ding 4. Has Dorothy 20 shopping fr agus in this sae before? 4. Besue tose cation when you — shunting _ for der 5. ie Glen —aoing ing win trey aterm? 6 Our team ising raning_to war yp for bah acc. 7 When you Want dancing tthe lo msc ote 08 1. These monn can bean eacing place to —a-einbIng Use xpreson with become or fa + grand yo ans ‘efi? somos you tna ee ovis, what wuld you ecamamend What aves i you enjoy doing ant ding ci? ests omn Bonn titer Wane ite pore Satpne avant ros Inst stents to take ts paki Encourage steer 1 sk flowy questions one stad sa, tent jogging yesterday morning the ‘ther tient could ak, Where did yon g0,oeging?. Creal and ae any ‘Sona enor, Review thee ert ‘vith the cls tera Celie by ‘Bog each aio share one thing bit ‘rer partner si. Booka LESSON edNew VOCABULARY Bomoren tbo frame eset til (ot domostestes icomecton win COMPREHENSION QUESTIONS, 1. Inthe pas, how were ais ‘Sonnet to one anor (Thay ‘feral iogetor using & meta bar) 2, What ae the benef of wating rs Iepeter (Wiolng ees a thatarestongar, smoother, and requ las mattsnance) 2. Before new raitaad racks can bo {a eto ration repute spect? ihoy spect at on Sterenmra poe! report mast be completed} 4 What may happen if rar plants ‘oranmal are dncvered now proposed consucion ste (An Eigetmay be ott into do rights delves) ror curing Wer War? thay Afere uta anspor rahe ‘a alia personel aroun the caniy) 6. tat ere some examples of ngs ‘moss dy veo may no ne Iai tral? (aera srce oat, conanionce ses, tod ‘eresisrani. and tnd Serena) Imroverents to Sonston aoa consrton has changed conssry fromthe np cgi sero ull the fest pe sch mprovemet {se primitve memo | rots te cormeon of ‘i Oval wore |Jotacn te nucrot ras terse [neh orela teal [to coninms pm Ta [fSsccntdin songs ad rigger have ato eos improved sruces ce mde ost of wend ane Sc replaced with se eames sing pemsnet et = Presentation “This vocabulary section eas with the development af a modern altoad sytem © Diet students atenton othe ctr. cit desrpion of whats Napping theres © Let volunteers each ed one pragrph aloud. Discuss the new ‘cular sce afer each paragraph ead. © Ask the Counnssesow quesrons presented ote magi, “The Environment reser snarenes for the maura word ound us to the raitoad industry Nation eulatos a Sspeely that before any new tack nye ah report st be completed Soh reports lavestiate tote aes wl fest the nearby wilderness nd In he event rare plat ‘tations, work can be ‘hte for montis even fie pefomed areal In rail travel reached I Eo comined to promie ent services to he ‘during World War Ml, the liye ote personnel asound the 15% of he ation ee is anspor by tain 2010 6 September 2011 302 milion pansenger iryeted hy tn between Uses transfor passenger and ig ata as ‘stem network of in tehich ow totale more than 25,00 Llometers flea constrocted modern steric ‘es, comico str facie, a od fervees While roads Poplar they ence ha (hey cena an por ‘CULTURAL NOTE: Comeniene Store ar smal shops ected close to egiboroods or along bay transit routes Many ate open 24 hours and oc arity of everday procs Sch as proces, tres alcholic beverages sot inks, obico prodtets, nd neispupes Some ao hive oline pompe and may il money fer anf wire transfer series ‘Although convenience stores ate ‘normaly more expensive han wakional reer stores or spermarete Eoasumers appreciate thei "coment Iocattos and short checkout ines. THAERICAN LANGUAGE COURSEMESES te te ter oft anawertoine qusston—__] Looe (ses) (Cma]e "cpm (usa | L \Cagare_) ino ‘Wes synonymn ram te resing forthe words) in ale. 1 Weneed wreplae the ely, calfstener cathe fuselage, ee 2. The milay’s soppy sem couple bat fen, network 3. Arete queion sing akd ir wpa he invention? conection nth 4 Te oe nage te interme amet ofthe bing tr 5. Youd nc nced tw mcthese we panes of met gether td 6 Tater wil fae ety went aguante, eects Diss ts owing questions witha pare. Sumemee——— QM ‘wuld yo do wenn oust? paws ivesie an eet Whoo (EE i tector Bex pn Denson ‘te eee nro Saree oa nenus moe Inset stants hat both pres should provide respons to each ‘question. Enouge steer to se {Eka voeatulary whenever posse anda ollo-ap questions, Circulate Se provide stance or eration ood, Booka LESSON =READING SKILL COBIECTIVE: Renan general or sm feel auhert test 8080 ‘eras in gt) eating unknown “esta ard ranma! sucties, land anoneequostons ‘SECTION SUGGESTED ANSWERS ANSWERS: ack my classmates of teaahey, ok enna goto the ary 2 ANTICIPATED ROLE OF C3X: provid counertorerem raring t> 8, POSSIBLE TOPICS TO BE ‘COVERED INTHE SX TRAINING: Fazardous matcals (HAZMAT famlerznton, yes of ak cars used Inte US, gos! unerstanding of ‘alears, and krowleage af Wales ort ‘SECTION ll SUGGESTED ANSWERS 2. HOW CANLCSX PROVIDE No cost ‘TRAINING? Several posites ae at (OSX may carpets customar sgney ror pth produts, he company ‘ay roca a rea or proving ‘roo ranngtolaw onloeomens perees, or ltina rece goverment seatano fo est ring ost {3 OTHERTYPES OF TRAN-RELATED. SECURTY TRAINING: cane tang fer eponves aneor Mega ore table ne preven ack saeage ‘vedas, crime scene protervton, ‘daa prevent, ad secon yards aan unautoraed ety NOTE: Although mdi fr length, Isat mais te capitalization ‘nd puncte founda thee Presentation This presentation ocues on authentic text The text for thi stv appease ‘ote next page Texts hare taken Hom everyday ife—shat are not modified for language tdent—ae fefeed oa athe ext Sadets ‘eganprocticing wit auent ext ia Book 36. Level V guides student to become ctv ears who remind of Then eng proces nd eho temployteading tin sce. Stadents shou bel thik bout and discuss aot onl answers othe ‘etions, bt sso hw they worked ‘he text te dtenne he snes EZ Fesding an authentic text 1 Istbe ale proving answers tthe wuesions ousted in the Wha Wan snows 1 our gorse? 2 Aforeaing the second parsgraph nde ole you thik CSX wil ply he ‘tof he atte Compare your pedo with the of yor Sls, Then, ‘edhe ot paragraph wef oar prion comet 3, fore eding te fourth parapaph, inde some fhe specie tps tha 300 ‘hink wil be conse nthe CSX ar bse,comerteronsm tii Ducts thee es with your ste Thea cone ening fo sof you sei, 1 Retun tothe KWL Ghat Filinthe What Leama sion. Then. cxnpae your 2 Te lenders that CSX offers RR ning ter geist no cot. How Tet pose? Aral coupe Me, 3. What ar some ater tes fila ses ting hat eau he poids? Decus = ed leis recommended tht group discussion ater to complete the What earned predominate over individu wok section, SECTION! eads students to resize tht SECTION encourages stents to elect Tei undestnding of text saa sat on wheter or na the eat adesing bore they sed tin deh ‘nat they had hope 1 ear about he pun that seis wed hie Fomheror, challenge hem > Bap tats KL Chat twee bw they wl eban answer to aa ear taens eat BUSY their unanswered questions. This section ‘ants o know abet swell as What B gon lao shut $Sohae sues pede cote @ Tell students that they will read an Spee ere erent rearres Sticecn tow Rapid Regn Teume Ghat Reo what he eed (kr pee todea wih eenson Oana he has the share Set Howrey mieten, oe Senet ie Hower they ae Ee aay ean oe What anand Wha Wane Row WEE tting to ther agencies: Last section ofthe KWL Chart Inform the Sets ponder other yes of tn ‘students that they will return to the chart lated security taining. Ls | "AMERICAN LANGUAGE COURSE(€SX Teaches Interdeon to Rapld Response Teams li ete oe ‘Sneha te Police operators ener i ting Faceed the Renuchy ‘ten 21.00 oi iin eft or ar ram pe ‘Te CX min sep inca femepunmsepee i sem ‘eae vaning pope pod tT ham CS plea, Sctediocnlrepe ve ahiog Seay "e esp |New vocABULARY Foitbarbocd i favor | Tie ulead ray one oe ca || fap Satpal om fon oon este “reed caren wh ree io Harr, ‘8 Caving no resin) Posy They ave Bon reves of [ie city fo moe than sve yeas and Sil eet egulay at downto cato | Stop cs ote nahborod whee hey The: Alou sh ent or of i af aos ap pity ey king ‘COMPRENENSION QUESTIONS 1. Wy do Bot men en meeting at Ica? (They thet avo he ails tarus fl pio a ling [about ir daye working thei Jaros Shout halryeaswonungin thera | even moe vera} Liter hs nee, Oven will elerathis 2 na ch Abin purchase frie | seve inn In epaton fr this fiends birthday? (He bought neve, Alva ts waked cael wth ath loco) "he manager of thecal an the os, wh ‘3. Why done raiosd company hae prepared a able otha every week ‘ule enticing machine for eas to plan sure sy arty Ouen desgneg? (The company fc bm Ass ify Alvin prchsed 2 edad to ecensiet® | sald icone or Ovens base constuet He hopes the metal ew ein is 4 What dA kas Owen was | fen fbis yeas of yal Ste eal retetrg one orn sorse? (Ho ny. thought seemed jst tke yesterday | ak hough acamed ie yeeday 9 7 maaan secrecy, Alin sgn no “eatin of th upcoming event Owen Sour men shove id mgtime ‘ehaworoten ge temo rouble ‘hoe ororsment fe) ‘mong inking cote and aking Oven hedeaned machine wi sb bing nsf mecca puros lel mores) ‘Ate the aa company deed the vice Was oo expensive To bul sheltered ohn, Ainshought bah arworking Yung en whose wild ightime bevir often go them Vito aye, Omen ec rar seventy and 80 Sonetse crmemoris entree ‘ul ema earmen fr ie g Presentation “This setion presents the str of 0 ‘ete al yrd workers who rman ‘os friend © Asa warm up, ak students if any of "hem koa people who worked together formany jens and became long ‘rend. Eneourae them fo sare details regatiag these ens, © Direct studes o eud he le od {he dentin for carmen prod the {op ofthe page Nex have her ook at ‘he ascompanying htoraph and pues ‘hat the sly wl be bout =—CtCtC~*” | EEE ies short anover to sash queso.) | They hae been residents of Havsburg for moe than ity-fiveyearg i | 2. With whom as Abin conntsd Owens ita clention? | Aen planed the party with the manage and the host. he ett || 5. tom woul Oven’ nveton ave afer lebol lig comes tak rrr © Saat volaneers ora each == [aragraph, Diss he new vocsblary ‘The, ak the Costeatensios Book open QUESHONS provided inthe upper magia. MAD rite eapnse ‘CULTURALINOTE: Although the names "aM! of een occupations have adeally Faced the wore manor men Fireman, plicemen, posta, et) ibe Increasing name of worsen ing these posto hs edo mere gender etal designations such bret, Pole ofcer and postal worker “RERICAN NGLAGE COURSE‘Undone the ineoraet worn each sentence, place hwo ered wh De fm hb Rabe 1 a até host bing resile wlKh fr 1. Te newspaper columnist des carretera fod 2 ‘Susan as alnas peered to met he ape 2 2. Preventive mance ees week te mite’ eer 220 4 you col zl anywhere whee would bet ae howe 5 Pio nay, rae wore 2 tr the sure 6, Thc ae avira the cones ned considerable damage MEERA isin oa coins, and snc the bot wordt complot ° ° 1 Atronating you oe @ aeoio! EE a ‘naiash ha conn. Ep ncateniess SONI YG wits ° 2 Stee cans wun coved ao. hae © stip ao 8. Asa chit, I ived inthis, CE Oe CM hme |S einem mre ce mt capt Me foe @ Gm © wien a Scent 1. Reese in a nighboroed hold a aa = Books oan Books open Books open ren ue Onteve Wren coe ‘rien gens ten epee ste eapose i ‘ait Inca Review lem I wih stidens to ensre Use the LSrEMNO PROMPTS nthe yer Ciculte ancheck stadt” answers they understand that hey'e noc yg marin forts exercise ‘As or volunteers to share hit ‘ond syoonyms forthe undertined responses wit be cls. Words they hve previously in si Teoking eerie; intend they shoal replace each incorrect wad with he est ‘oie fom the ray bo. Books LESSON |WRITING SKILL ‘OBJECTIVE: wrt a naratveparagreah ‘Tom an cuine or rots (evened oye Fete) on ope sca rom 23, ia Ssamm vote Presentation “This wong objective combines umber of writing spree in Tower ALC Boks Stents practiced wing mart paragraph a Books 17 {ha 19. Furthermore, they have practiced ‘wting a pragragh fom st outing rote om atop selected fr 23 haces in Books 24, 25, 25, and 28 In this presentation, students wil asin follow a sees of steps to develop and ‘we heir vn nartive pagan ‘Stop 1 Choose tpi. Write your dens down onthe note FUE cre renrentoneone | tow tp bot re oro ae ting and pargoph nh e pe Sheers ators | rope mu ft tie in Mexico Cty vy tent ase oy eects — portent “pie aig Mees Cy ar th tne 1 Brig ey noite he ty Tie inet of Spite {ener tine anne in Mein Ci, ws 21 yes lt teed ote wow sa ances nt igi lo, Aa tin, eo Cy was gs cy nth worl ny ‘sosemerincaege, Are line noche gran, se Meveoandbegn sac cern my Use the sample review the 3:tep ‘etn process with he classy aking "he flloning bled questions + Why she word aria eieed onthe oe pa” (his the da he wre Uecided four om) + Why a the topic ofthe notes mat time nMesico Cyn Sept ehang ‘arin in Bevo Cis or he irs me InStep (The writer real tha the JFocur sn on what he experienced at he Sos tn he for the frt tme rahe han hs actual tne there) low dt the writer se he infomation ontaied inthe Sep Hate for SteplI7 (He wsed io sequence the paragraph) "RERICAN UNNGUAGE COURSE1, Develo 3 ma NOTE: goo tr visa ees ae seer tes nla | ‘Step Dict student to look over {her ots and group elated words and Book pen ‘seas Encourage thew 1 acon oe een Writer oe jailed Shee roi yang dng ‘dit 2 ‘Step I See Toms wivs wo movine Review ach stems tes. Assit hem {Tomes inthe upper margin oensure 10 desde which ieas re the mest a eyone has atop Lat tadens asi portal an shouldbe listed asthe rain ‘tchofher hy branstorming in groaps | Poi inan outing. Tel thm think nl everyone as fourto si hens OF enough supporting deta to comple “THREE WAYS TO PROWIDE TOPICS 1, Assign the sa ope oven, 2 Ofer hee toplstat you thnk your ‘toca eee one Abel at ot fare tps appears ho margin ‘8. Etc several opis rom he lass, ‘ers tre other ont board Teteseh stent aot one Hthods 1 and 2 wi low for more tHe seating an pring fgudance on ctuderts work de othe Hed number of peaperoves lpi atnod 9 an eve room fee mre India epressn ou mey reese tho tne noes to nsenes nc [SAMPLE NARRATIVE PARAGRAPH > a aor suprise you mparences > your fret tne ravoing aon > atime whon youtot art > tho inh/deah ot family member > sn ecent i which you were imaives > your fist 6a on new > aprometon you recived > a decison yourogrt making > a.cay nat changed your ower > a chalenging decison you mado Step HI Ensure each sudo develops 2 ‘oll main de sentence, “Tele class to writ the fal ogra inthe Lesion 2 homework pages where sm exercise provides lines, Additional activity me permits have stents per reviw each other's prapaphe temo: Aran hve sents revise their paragraphs on clean shest 1 paper and stmt them ty for ON ee aGRAMMAR. (OBJECTIVE: Uae on acectve- Proposon combatant ho var "shown! gonna tartans Presentation “This is the frst me the ALC has locked ‘Matjectve preston combinations ‘This econ intoduces 2 common combinations flling the verb BE © With books closed, warm up stents bycaling on nid oespond ‘ever questions asing the acne Preposito combinations povided a the grammar peat, For instance ‘ArsSou word abort engthing iv Ife ye) Okay, what are you worried ‘hon? What are you rsponbe for? © ‘Have sens open thir books ‘As for volunteers o read the opeting Va) (Gee ob Same ptepontons {| ‘Nq te | e en: | Grammar | BE + aajective-preposition + gorund/noun Ses nae epee eomplaing oe ‘pment oy peste Yes, oor team soon [tthe comanadone sr ofan bat notcay, fies aoe, tied abut pestabou imotetio sce pool tit ot locale ot own for sccxomed to tom te fom, amar wt he mising information From the conversation above.) Be | adsrep_|gerundinoun Q Tam [werd coon] isting | is pon stele 2 tamerandt| ae | capabieot | comping [ow aigmens ay iB 1am | scod at | working [onder presse I ‘urcam| ie | snowntor | results $_—————rewamoverrvaret © Go overt ale and hen review ‘he elt reposition lon with he thee adjectine reposton combinations fen neath box above Exercise A NOTES: Ther re many mre ajetve- ‘eposion combinations tan hose resented To keep come manage, aly Dt have ben node in hin ‘Aum of actives inthis lesson ‘an be combined with atonal Prepositions, however, 50 82a 10 ‘veri tenth presettion| Shows each adjective ped wih oly fone preposton Book open Wren pense ‘nai TER IGAN LANGUAGE COURSEshoots for om mith 1 ay pesos doe ui _MBh_ropultosgovering condo 2 Do youkoow who wis expnsible f0r_casing the acient™ 4 Kathy iv nvalred planing te development te osighertu pk 5, Are your chikte ectsiomedt0_ geting eveything hey want? « ‘You mst We ext AFM wang home afer yourcar was He | 2. nls wetemgy AE etmpays dine aes, 1 Oneairisinape_et eng lt tse cso iy, | linet sdsivepapsiin cantina. 1, La slay been at. ‘i 2 Tc nat mer atan xsi esau @sroworite oe Pon 3. Theemloes neg xe foyer sing adie on one ‘iced hat > rh rr a [EXERCISE C Besta gen Meter eon inal NOTE: Seensny asks oes uns othe et pu to wecepable tos delved ‘wih Gn tem ) ae ang ow or ‘gr wis hem 7). Whe hese “tjectie preposition combinations we Srpropaten English, ther se reir Weald prevent stents fom answering ‘tee prompt in Exes B cont, Reiner that he adjectives in Ts Teson aoa pied wih single rept o keep content anges, aoe SNEiret om © escent in 6. Taking home office ples 99 ___ sling he fo sor 1 2 you be —__the dso ie ers ror your own? Qt i = oad e reeving a pomeson, ‘elt 0 IEEE ihe ne two prs omic econo 5 1, Saline incapable foe sing wht You 2 Yaencedtoberepoonible 4 inmoving anaes, ae ou? 3, Thactest wasdifeest ——e_shou ping the dens? 4, Howcmyouteersied dof pearing heir own me 5. Shebelees youll be pode. from what Thad expected 6 Youmerecineresed ——&, woking tight? 7. Td ims breasted g,_atexplaining ar decison. 4am you scone wan ssying ovens. | i 4 ; i i = RENEE "RUERICAN LANGUAGE COURSE"hen wth amor rd orm of od dere Monk Mune son xa 1, Thin eniveiy’spici asin ues lowed by my chk 2, Samwasbored_Mth watching: cer ane 0 eis 4 Mijor Cos atknown forbs ean of peat acts. 5. Are you wort about theproblen > eee 6. Oursupenisr eins you se apie of delertna_ ie presentation soe 7. Orrin nd Wayne wee ineseeIBScomin ec om ong a EEE ior wih parnoro iri enc eotoncs se oform of BE +a ace pra combiat grad, Mabe cole 1. tow a Doug er eagabe of waking ter grades on the exam 2, Ate you etted about teavelitg overseas on your ob sssignment 1 Teocserteam_@ ary at aortas for comment they made 4. Wil you_Benvohied in educating your lon : ‘5. My supervisor apa of prong mare quldence than she does Book open Book open Were Wester eae Wren respons rate eapooe Inv Pace Answers wll ary. Accept any phrases tat ake seme, For cach tem, have a diffeeit student ite his oer omplete sentence on the ‘oar Cc asa cs, Books LESSON =FUNCTION OBJECTIVE: Inquire about and express We end atte Presentation “This Function gives studons he thd expressing kes and dies, (© Ensue students understand the meaning ofthe word hat (aes exversaton). Divide the las nto pairs ‘nd have ech paread aloud the oine ‘ha as though wera alg, © ise the pes to underine the hse hat expres kes and disks. ‘as cls, check answers © ici oer expressions wed to expres kes and dishes (Le erasy four, Fea sande) Wet these 00 the ar Sie: Whitdo you theo do ‘nyearistine, List? nt na ‘axing: And yu Wha ‘pe ings Soe Sie: keto gor shine cy. What "Snot food So ih? Inge abot ov ngs ie on ie You ‘CULTURAL NOTE: Social networking Seb ae vil nesting aes that $Mow people with simiar nese Todeveop Sota lanonship, Most Social networking Stes allow people to wl wor nprove ational esnoiccontons hy Inuening comer ron iough he siieaon nancial tgaaons which ese cet evelopment these tine, wlan using enone ‘Simi herpes sgn GRAMMAR ‘OBVECTIVE: Form acces by Eng he derail sults o/s) termine to expresso lating 9 oF ‘haactnsedy. al siete, Adjectives wth te utes pene gay = Pemomal Si heaaiaag prose eee ots on epting: noun acectve a wit cone a > to ees cle aa ew eg ae soem > to te ld eeu 2 (aot > change the -y to and ad sab be mah teh Servers impinge el resent rote EEE means run selective omnes mer comment * tl = erenmenl aation addtional | Presentation ‘This seton presets nuns that can echanged adjective by ang the Sins alia Adjecies hat ate Formed his way are sed to express of rela oo characte By ot ‘tampe, personal means of pacar ‘ers, al eats relating nae © After eatig the policaleanida’s speech excerp condita discussion Entering srourd the mining ofthe djectves. Ask questions sah What are some ways pooner promise improve navinal eonamie onions? (ret jbs, lowe tx, ‘ue regulon a); Wha are Some poten beefs andor dangers Booka LESSON of simpli ioncial regaations overbg bsnesses? (beet ompanies may be able operate ‘ay be emboldced to make sky (econ, Should companies enung ‘ervonmenal damage face rina ‘hangs? Why orks no? © Direct students ounderinethe Wouds ending wih -l/i. Ask Stats to deat the part speech (adjectives) then, eth nou Form, © Review the grammar bullet andthe oes on speling with te cas Beckson ‘eco Tier eporse out All wos in this exece appear tls ths page The nouns for te has ofthe derived actives Stadents shold eferto demo chs sreling.NOUN FORMS TO BE CHANGED 1. cantor 2 nate tion 6 professions | MEEEESEN conic the senoncos with an acjctve ending in-alaal—] amber ca empl 1/1 Wepre ome th center fhe iy Living ina cea | 2. You shoud aircon with county s cute efi taeling the. Having sates important hen ising fren as 3. One ust respctie power of mate nam inant, 3 _atrat ater cn destroy pepe ie. 14. Nexby ins employ mos of he towers The ea cena depen 5 his US tation gt «peso nis rer ity. Clothes ae 2 al it song amity meses, 6. Many pofeson requ avanced knowlege. Thee resins good ean ely in fe eas to greater profesional epperunties et (BEEWE Sem steme za 1 Tiscali tens many. Doyou awe oft it rani omen ‘tection Que 2.Tie___lcudedoestet 5. Thecongnywilrn—__esou Poe ateeen ocr mee @rresieat inc peel fic 2. Tha__fmrasttesrecapad ir 6. Timea othe Sat Onna (A soot een Socket Wenwce ‘ten co Waterepne Yen epee whoa wou ‘The nou form ofthe word the stent AMerchecking answers, nce the should we aan adjective appeus the clues student wed to dei on the Sstsenence ofeach tem: however, itis oun a adjective for oti. Ta ERICAN TANGUNGE COURSEE27 ‘Reading faster for better comprehension 1 See the topo is eating 2: irs none ‘reunion {6 Nonsra ommbniation vr >y Tomer meses ste ancy pat feta mma, 4, eqn toching it chirctersicot fae 4 Leaking aay rm the person 0 ‘whom ens peaking an nape © ole 5. Wher oe shoe t stan ot we peaking wih ante Sods 2 Depalen nese 6 Catal views of ine ae par of 2 topes @erooenies Presentation “Tis timed rating objective presened Inet ALC bok starting with Book 2: Sens have ho the portant toimprove the reading speed ad char. ee progress wth ent oF inceasing Tengthsince hen, The txts hi Hock ave approximately 40 words, NOTES: You should beomefanilisr Swith he components pd procedures {his objective which are explained in be petace(p. xi) under READIN Rat is stilt have stents answer he (queso sneer ening 50 that the conten ofthe ets es BooKee TESSONZ 7. Upto preatat 70 On Baud onthe infomation conned Ink aril one ean cone tt ‘tails ool Sed and or ‘eve ingle nome meget fay shen tine Oats ° 2. Voice volume J Pipa sce Qa 10, tn bight ues, Risky ‘hat people sand Ua ow ‘cae. Jeon ogee ‘are pa Tine Wor par ‘hei minds as they shoot ot ook bak Ill ines to anower the questions, The Reading Rate Chrtin Appendix provides stents simple means af Teoking up herr. By mating empebension scores inthe car every Time they complete the ai, stent an mato changes in thei eadng te ‘over he course of ine stents desire to contin working at inpoving hei vad at tice ‘of lss,he Reading Rate Cateltor in ‘Append! shows tem how to alee Thee rate on text of any lengh READING SKILL COBUECTIVE: Rea a txt ro more than 400 worden ong, rawr $Deampronsion quasins (x fail formations torre tr gnarl understanding) wh 7% ‘Seow a record ho rocing tne sate. “et Location [Hom Nombor panes Tinos reading Appendas ps7 READING CHARTS FOR ALL LESSONS ARE IN APPEND Peper umber onze pa] ined reading crt peazas pst Appanda Reading tate cast appends [eoo.zes puis eacg ate alter foptona) PREPARATION: You wil ned a wach forsack hat allows yout meas ine rsosscora neemont anda Temes Bear Char (TRC) Thor are several gern x orapuing te TAC ruse ‘OPTION +, raha TRO (ene Append: ‘Tanta board each tne You conus ahead roacng exec, Crave the So-ecund ene rcment aethey 90 COPTION2. Project the TR cn the oar Use an erazabe mare ocoss ‘ut 0 cond neromont NOTE: In bok 2, stunt earned That aiding the derivation steric td fea onan eatin adjecives that expres of like, ocomnete ith However sadn shold so have teen cautions het no all words ening sith hese fines are ajetves Inechaic and chemical) I acces plain this the case forthe tonvertel communication categories ding ines which are inobced in Thisleton (eg nese, ocales, ee)"AMERICAN LANGLAGE COURSE i i ee |3 Teamwork ‘vooasuLany: VOCABULARY: nanan: LusTENNG: VOCABULARY: READING: VOCABULARY: READING: ‘oraMaan: SPEAKING: “Teamwork so “Team payerorindependen worker? se sein prising se “Team Dersapmen Caure e ‘She sis we would uit sah ows, © a Objectives © Pronounce nigily and use Inalscourse the wor, pases, and ‘xpesins ised onthe preview Page © Inge abou repr whist, fenteone ele ha sd © Listen fr specifi information in a alg (nitary conversation) after ist tearing or reafing gueion rested to he conersation, and aster the eon ‘avdio) © Read et of key word listen 02 Tritng hac he Key rods, ad (© REVIEW: Use anounprosounas 2 phe aparapnse ofthe brie. thst bj flied yaoi, © Listen othe base form ofa word and (© REVIEW: Report astatemen, yes! the base form suis and wecrtely ‘no question, or question werd quest proposes both fer the rato’ (ain Yet insimple put ese) sing ode wih appropiate ses and the foal sequence of tenes athe” consonant change sow cle, © Linen tothe hise form of wont, ‘hen accurately pronounce he base fm, ‘un asing te appropriate sess and ‘Sono che LESSON 3 OVERVIEW RESOURCES: Base cstoom hupmentand mates ein materi ete teehing the lesson osteo apensoes any teflon ateral bts bogerng ne lason paises 348 a0ta se 20s #7 Cuirteoseck pts tosntives par Hat crossword across pao Hat ecosoword down p.J21 Aaenictet p28 Touritcarss p25 Tedrosdng pa “TWED READING CHARTS ARE IN PREPARATION: Forte tmod easing, You wi nod a watah or ook hat Bows you to masute tm n 10 socond Inermons the Append popes Forth tints, you may Want to fake copies te Appenah J pape ore aso {Copy arcu cut te Tous cards botore ‘See6 ou winged one et of cares or ‘rey group o vee oor susan For eoommended tachng techriavee, Folerio the protace of hs te “BLE OF CONTENTS PHOTO ‘The pete shows a team of mitry personel engaged ina ug twa (© Readadisog (pied with be Insc) that eles the base or of {word and the hse fom sufi using The appropriate ses and consonant camps © Read dialog (sired wit anoshes Student or ued by an ati ecording) tha includes the base fon a won tnd the base form sf, sing the "ppt tesa consonant change © Paricipsein a guided discussion vena particular opi and tree Sciened les: group ade, teheper, ‘nd eso, (continued on tex page >>>) BOK LESSONS = eVOCABULARY OBJECTIVE: Pronounce inatigy ane thei aoocue the words, piace ona ‘wpressloe Ist oe pevew pase FACILITATE VOCABULARY Isle ederganenar tee ‘eve rea ror penaty Styctmper Spee sto sree fet NEW VOCABULARY tor sere Jinessiy Seineish out ake pei xsi ste impenent aves ont ‘ae ‘oramuan STRUCTURES Pepe see ee So i hat eek recone tay tne ew Te ahold to pen tebe = © Read texto more tha 400 words in engt, awe 10 comprehension {ues (8 frat inforation {nd S for inferential or genera Udersanding) with 10% accuracy, end recor the eading ine seat © Provide answers to questions about Specie information inthe caption of an image © Provide answers to questions about Specie information inthe caption of sn image. © Reada geeralorsemieetncal shen ext (150-100 wor in eg) ontaning wove vestry and rama structures an answer ‘ests BE seven ‘omewort omer course of ton prime tak action tak chaz oD tnstonty Inge to pra nee essa ‘What id she say? She sa the mecing would Be ert © Write a series of short dctaed sentences 6-12 won in ent (Avi) (© “Te notes skletontopic otine {oem of ext 100-30 woud nent, ‘Homewore) CAN TANGUAGE COURSEVo bulary I “There's no /in team.” ‘A chain is only as strong as weakest link.” Presentation © Dies tens td tes ‘This speaking stv wervesasn Ets quotes aoa ramon ie setter frit lon eo thom dc the mesning of ich pais {uve Do they apes with he sayings? (© With books closed ake student Bothy have tin sayngsin Mat helio eameae Mos it pave ngage?” otal. sponses wil probably Be SPE" g Wie Wha she moses teams Tels open heir books © eke Whar she mown ‘ina irae ot, See eo eer Ask themes pots sho diferent edvoftean Have tem dscasin IDES an ak cachet he 0, Duis aroups hw the pts show Ebon lk them if they have ay ‘xperene wih cams ay shown ne pice. ‘Aer minutes, have students ep. Book LESSONS =NEW VOCABULARY rene Cincorperate titre ‘eadpingosh| ‘dehy ‘once twat [eaten | nom namo opera) |Boo3¥t is eodoace pss| FEE ice | Are you ae ple or do ou pf worn oar un? Take a iad 4. My idea ota sucess eam project. 2 Incorporate eas fm venooe. 1 inl en ork at lay ‘se fom 5. When weeking on ea ptr 5 todos itleo vein, scot 4. eel he ni tenn a fled 1 take oat on mys | "nts ot ny. i 2 age tine way. 1/1. The foundation hat every team sbi ®: If Tha my choice, L woul aber. ers 1 wt raspy J Siocon 2 Seemed | iid 9. Army ea me dessin wi | 2 tes more inpret forts cw a a one wo | & enoarage ne when hav 4 flo the ey, owe a ee i 1. say out of my way 50 Tean get ee clad | | 1 et adie en Js vtichismocmcinitorumer —'* estates 1 het eae & laepce 1 pod ae | Nera up he mantis ou sec Tan pate 1S. pot i208 ek rep etn the maar la ah mie eon Fo more he mon sn er ean or edb ss see pare Bo eager? Sacro Presentation (© ll sade to ice the cices ‘This prescoation sa quiz which lag__‘HEYMOstagre wih After marhing the students discover if they prefer working vans atthe booms af the pape snd een ‘ead the feedback in Append. When © Point out the instructions neath top they sh edi they ean se et ‘ofthe page ad rely explain that the” feedback with perne and dca ‘quiz willow students to discover if) they apes o dg, ‘hey refer working lone or tam. |ASLIFthey have ever taken similar ‘isn aon ask where hey ight Hd qui ike thi This type of gui ‘ypialy found in magazines, alg ‘00 they ar ommon onthe inert) (Have states oad he text silent Diseuss and clay the meanings of he ew vestry terme fore ste mmuk thelr answe ‘ERICA LANGUAGE COURSEEEE ss sporsamiemoe Dileep Abi. Hess vant elgthaiaae Seu | 42 wvatotaen —“ Daacrttiaenany keer | sr So | Aether any ony pts. There ae fms on ation fn Doyen chink tht he wouls d,s psi fasrs dl at ge itt “When was having dfs in ly teacher encouraged meta orm sudy roup wath lasses. Ins 30 yeas of military eves, bedstngushed _ himself toaph alt snd and wok isting cole, Shing for his bee. ‘Diu he own aesions witha parr 4. Wont ever ate wen youd yor pes Wha ec? 4 ht yo hin ite oon fr bly elon? Book open Books open Wate cae Writer oe Wrst espns rite respons BOOK LESSONS =GRAMMAR REVIEW COBUECTIVE: Use a noun/pronaun a8 ‘Sie! objeto by nouns Presentation ‘This setae wa introduced in ALC Bonk 18 Hook 19 intoduced the Sacre ith the verb gett object. ‘osnintve) and Book 20 coneed, © With books close, ask stents ‘anyone in tee fal ever makes se i eore for everyone else tod, Eli the types of ake and chores whish can sally be Fund on hese fists © With books open, explain hat Ana has gone ot ows fo the Weekend ind et thi ist of cores hind foe msband and chien, Asks ‘otc ores te chores Abas eft Tor Otis, thon diet stent tenon | om et tf oh wee ad sof get or fas Take out the garbage © D clean your rooen. | Q You should start thinking about your project Feed the dog, wash the dishes | D You can spend the night at Wills house | Q walter ill you cut the grass? Please remenber to pay the phone bill. Don’t use the upstairs toilet! | EEEEESE tine tants using te intormaton 08 4] we | Set | hae — | was | onm | wuteont a |) om te | tocan oo | advised ber to start ‘thinking about her project. cman | reer | totes tee sie [ceo | tim [__ tomas the diden | ERE [sm | to spnt |i wena ett | vite | toot harass sue | reminded | win |__topmy the phone it wanet | nm | noctoure | _sheupetabe tot tothe paradigm, Poot out thar the verbs Inte ft 8 example in Exercise ; osteo sind se etal spiny Hcy MO Ciatvened Olvaoutecuthevcaa Wen ‘een sh wrt the eed he sl Trans hero do so. Told, ontbe cher When checking a las, iit the Ind diss a completed scion nthe difference in meaning between the isin pas) Esa tht stent understand vere alled an allowing. Also be that the main vt can change tnse Suto point ou that nthe st te Re tu shat tense cannot be applied tothe faite should be negate. ‘ata, "ANEFICAN LANGLBGE COURSE1 goo ety ew he ne a een at 2. oto Ty wth ee ome Towns tony the eth >. lp Dit ean els yu Cid he lnm hy 62 andertand : 4. te epee ets fo eC acres yout hs ars 5 equal wut bef rat ont met oe Tove mgr mts doa wert by meet , “es Lecaion | hem Number aependes [paoiave pi? ‘oinines PREPARATION: es {he intone bao ctv Exor mako # copy for ory ‘Sida oc have student cate page futot or beaks. might be ust {Shave an additonal pago used tr ‘lomonstreion purposes [SCRE Aske questions us the verbs and ninives in pareneses, 1 Dose sur tascher encourage you to ask questions? "Yes our ihe avays kes ie we ask questions (encourage 6 ik) 2 id Susan invteyouto come to her party? ‘Ye Tan San yesterday asi me oer art te cone) a eyo ita Nobody ally od afe gut ess, bu moa slang (acho) | @, Ont nw sect they souk! oe st echo le) Poe tour romscing spaces ithe ‘SUBJECT column with th ames (tw icional arcs and oo ronouns. When they fish this sep the sould fold the shee online 50 tat enly the TOINFINITIVE AND OTHER WORDS column is showing nd psi to the ah —___Wheredoyeunant me to stand? Tr you sind verdes Lean eta pei of You ia ona these (nt 0 son) Follow our teaches instructions. Stak Holes al © On he bd write" ay the scofenes However they'd ke and to wit these phrases in andom order in {he final column, When they sh pass tore ight, © nthe resining spaces, bave students wrt four more prsses of heir ‘fm choice following the same {nme Format wibost ooking the =a eae (© Have sents pas tothe ih one ck pn ks open theycarafad he tea once Soon io Wir spe terrane i ‘nai ‘niu Cass thee in th ma clan ome =z (© pliner tht thy wil grummalaly caret sence ite Worker erent enacts Which Seta few meso shart Sok open {low te grammatical fam eye jst nee wih highs en Went Ste. is tavethew fhe pape he vl coe the oad sn Gn Line Aso thar hey caneny shee matinee seers SUBIECT column, Without Tookine 8 qogpaTiON: This activity i designed “Toc qesions dents writemay vary vb ny nd wath nes ADAPTATION: Thi ctv is dein ‘slightly. ‘of two people in the room and two > a fu prases the tens provide eat ffhanged wo anyhing thats within tbe "irc nites conte provided forall eight sentences, or sent ean ‘retell of them on tion, TT | famous people, These names soul be Inandom spaces and ot just string fromthe tp. When they fs, ps he sett he person oth ghtLISTENING SKILL ‘OBVECTIVE: Rod a sto hey words, Iston tea bring hat neudes ek ‘wos, and gia parparas fe rating RIEFING 2 fre eam is one of the males and ‘nas importnt ust nts. The Inara eam edsign ae ost ‘ae tar ih fur mobere Me fitaran, gona o stomase feran, ae eam ead “Ta lama ath basi tnd oa intron ant an essen pat of ‘het eam. Ne must bo an expo ‘eng ne weapon Pecng welmed. ‘ech re on ho anon Rs rary span. “The ganas cats i wih an (Hla 40 mm glenade aunenor The ‘Gonadorlseaupped wi ree poe of {Zonaseshigrewplose round, enoke founds nd furincon rounds. ‘Te automat aman’ poary ‘respon s 85 8 mm machine fu, The “Etta itaman ues the machi gon {opin down or destoy enon age, Satesabe ne movement! enc fear and quads ‘Te team ears a hing loader who Ince an ner pene ‘root hata mon, weapon and aupmant Presentation “This everisepractioes he kil of Tseng to a then paras 2 ‘rifing incorporates notetking Feat to sid tae in writing the paraphrase. In Lesson 4 sent wil oasinilar atv. wring e summary instead ofa porapiase. Retro Book 21, Leston 3 for more information on Iie ference between summa and a paraphnse © Acta stdens knowledge of ‘he tope by having ther ook a the incomplete nok Eli the oof he fant the mary. Ask stents Koow abyhing about inane Ne teas z= EE ening ana poraphrasing | ise rig ot an ftom ade tee net Use a ormtion | pine in | (fetes cetera 3 o salt, most seh wits |) aeombers 1 Riflerwan eee ||| Grenadier home ew! 40-nm arene uncer 8.3 types of rounds 2 aheplogte | 2 eke (|| us automatic Rifleman ‘A weapon: 666-mmmachnegun ___ responsible: pn dowdeotoyenmy taacto | Wv.Team Leader ‘A leads team members by personal eample 1. responsible For ore ot tennis men, weapons and equipment rr © Revlteremsinicoppr | _ SAMPLE PARAPHRASE: pean spec nad SRULEPARAPHRASE thebreing a Second ine inset ar an ot par Sidecar re i enter Te ov anyintenace y mised dpa ples welch pcre © Fave sens we thse notes to {iwc the ena. The Greater uses ‘wets arate ofthe ting on ile th. eramade kucha thelins provided Remindthenthat tof high expose amate and Spraphrse shoal ince the sin lainaion rou. The automate Poinsand the supporting deals nd ——-Rileman uses 55am machine ge Shou be writen nth wm words. fopin don a estoy enemy tage THe Tea Leder le by psa © When snes ave ished wing, Sete ancpporny tre vim ample He i raponbefor he fy wot witha pat Helpthem 0 othe team's men, weapons, and fwcoractmiikessneded Sele elment voluter ea nr papas fr ec ‘RIEFICAN ANGIE COURSENEW VOCABULARY La ‘The factors of teamwork It ‘hr ema fcr hr one cine amr ach pap blow dees ‘a an om ers prasad ee iter hens ‘ove Teed gn ces on fhe seer forthe oreo exe 1 now sour att 4.__siavesaecandenmuterie. | fe mfon ‘icmmnion fs anttoe ‘hivatmatareonng nent | > owe sls and its acess Sched wheat ents, You souk dh job opr, Whethets aig see esposltyan ok for ways oop, the eam vill sr soceocd eva) ember cacement and postive tude Freer tt competent andcaptieln cafe spend te etre ea, 2,___Beopen an hon 5,___ ue ral youve got toa Thea sale ashe teter be opin, You mus pve our all ‘rotvaes tis imgoraeo eit concnton fo sseseslly completing nd main ftgryeodewesie Yourke ven we ines te ar a farevery member cea willbe mbes shold be detec suse trary inde sp 3, _Bxprss yourself (erdlisten). _,__ Respect yourself and others ‘Tens fonction tough cea and open You might gt fest at ies bt you ‘Supa, When evesjoneiwonthe You shoud eset hem by icing ‘ime page tisteamean ake action totic wand encouraging them 0 {emote toward scam post srimesuscend Ting igh eee so ‘Stic unt Team member sud al ¢pine tarance. You ms elves Soetiminaly ahead cere eedacky” youre ont eam an nthe ale of Be open and honest, Express yourself (and listen). Respect yourself and others. Know your stuff. Give tall you've got. Stay eager and enthusiast Presentation © Tet stades to eed the paragraphs “This presentation outlines six important ote closely. Then, ask chem to pair acon tat ontrbute toot upand tink of aierate tiles foreach teamwork agp © Ask studensif they gre with he © Hae tudes shim he peragephs 9, Ak sens ey ae with fd the ile choices inthe bo ete fetes, Would hey change on oto of the page Ae shoulahe ying oe thpage? I there me, have stars ‘matbed with each of he six parsgrapts v6 pae? there ime, ave Creare om mea important tes porn sppropaate paragraph © A they ave labled ho pargraphs, allow steno compre {hevranewes wit theless ht |Book pen rite oe ‘en espe Inds ESTEE conto win a boicea word tom the previous page.) 1. Youcan rst 8g Joon wil do what e say and ay what e means. Wit ou eis aan of great ity 2. Tete fork ovr We can't waste any mr tne usw of planning. Now we mt Sake selon 5, The Epi Suite Bang na __prime_ example 1 200 Contry ‘Ameccm skyscape EEEIESEEON pace he underined word wih synonym rom the tek 1. Somsine chee gto ested aout ew lwo ecoolgy tha they ogee | |. Pe’ in ress ut eis say a hae fn. Hs god seme of | team out 2 Inthe 190s, Al Capone wash ete of crn ration a Cheng, 1. She eared he promotion, She's ne of our mos cae cmployess. | valves | 4 Being couasous mean sting sontng to your dsl el penal ei | ‘ibe 5 eitren do’ gt cough tention a home they nigh gino spa al 1. Hae ou ever do dl with somtone who inst t ihr joh? How di 2. Wt doo te sane ae men? Do you hav similar pein your ative langge? What might happen toate tht io he ame pee? 3. Cam yen thik of person hoe esas ba spied out somthing or countess pobien 5. Mow woud you fe! 0u had to wok on eam wi someone who dept = [perce Bok ope Book pen Wate cue Writes ie Wrst spose rt eponse Ina “The exsson othe some page in em 2 was menioned in Paragraph Soa te [revieus age describes people who rethinking in sniar way ta solve ‘oblet x hbo have courdiated Wetheach ther about how they will $eomplh atk = ICN LANGONGE COURSEESERIES sie onde wordrom he bax nish each sentence.) | Unt mos prota, aii ats hays oto yen } } 1 Like many cde, my 08 won sping indy ale makes him sk He ows’ have any sooo I My sisters ays ung earn ev things a bacomes heuer peice, Sb asa wholes of see bys at her owe. 3. The word SCUBA ish or Sl8 Contained UnderaterBrthing Apparat 4 Some type of airy can't move onion and mate owed eid vehi while cers ae —ee-propeled sino mossy tuekwondo for on never, bt fT wee ever a dangeos sition Leo uit for —eaideonoe 6. Tas nero the fin time ao akin rt of vm, bt with practic and experience team mete —_selofident MEBQEIEEE coos ot te pss hat dwar t form a colocation wi ake) ° ° © thea ine te astoner ‘she soucepaoe ‘tee ‘aeons se your eboe ° ° ° le icony ta ine tea at ‘ae con ‘at pom ‘ety terse ticitocuhairemeah | thea dene sete | SSE Pocxercse 0 fpencse ea Books nen Books open rien eponee wt response aa Ine hn ep © After completing he eerie Individualy ask stadets to compare “hr enwes npr groups © Ensue sudensunderting the ‘meaning of al collocation. Ei erate colpeations forthe phases they crossed ou 1. ate} have a comersation 2 tobe) make omit 3: (ate) alive your opinion 4 (over thet out on hi 5 (iy) tke a plane 6: (ake) male progress © ime slows ave stodets work together to wate try using as many the oe clans hey an NOTE: The folowing expressions may ‘equi a el explain take one dy a tine = to dealt things a they pen, ot worrying shout te fate take for what's woth = wed when the spies se if comment Suggestion. or opin wil be usta orvalble Book LESSONS =READING SKILL ‘OBJECTIVE: Provise anoners (questo about apectcnrmaten in ecaplen an mage ‘SUGGESTED FOLLON-UP ‘Questions: 1. re there ay protected natal frees in your home county? 2 Isyour county home any ‘nuangored anima? 8. Dou tink is mparan protect ‘atrl aravs and nina? j | i || tthe Yakon Fats of Ala, tam of ig hic work || teeter tgp memos weigh and tna rope dc The ag || ow teminemets an pig changes teach tobe cad The || Suton asm torts rote gs oe oth eat |) on sate ; i i ners which cover the 1100 square mile ae. 1 Inch tte te Yak late ‘Alas 2. Whatare th poole inthe poo dag? measure, weighing. and tagging a group of ducks track the mowmente and physical changes of the ducks | 4 yar the Yoko Flats npr wer ike? becsse ofthe 40,000 oral ni ad ies in the area i 1 5 How lage arte Yuko Fats? | 11000 square mie eee re RE eres Presentation © Ar the stakes have discussed the Tee ae ‘questons, dec them ead the caption Sree ccenee seen nd write mswersto the questions Give ‘ntormtion, prin Book 28. oy edn ses ab © Wri the ftlowing questions onthe aw board Focus student cn the po snd "epentamemet 0 sine emi ke oo {reson ina Imiocthem oer TQARA-UF QUESTION inte oper adie apo et i Who do you shin hese people are? Where do yu hk hey are? What do you ink they are dong? "AVERIGANLANGLAGE COURSEFEI ener svccmenconse | I Sa ere ee See Be CoE orca ero re NeW VOCABULARY out tovelte ‘Gemate porta tasty ‘Sake charge pent om ak dt 2 ik you dT 68 evan! We worked bas, bat 1 dot pote We ot a penly ‘hen we tthe mc dp You were carving the amo ‘gen i np, Landi, ‘What nppeet” toh op, baat these be Dodge wit teling me tke Tt confsed aod trace sma eae Tylor war the tam leer, Does, Wy i you defy tnd give Landon your” oo: Dai ee Dodge: was ying ake charg. {iad coop oust of debi as Seeking. know is yor ‘iota aa ling vast Fatpng waco our 2s ol ee Presentation ‘The ete comeraton between a Dail Sergeant and te cadets who bare jst atempled asecdon ofa Teamvoe evelopment Coe, Before wousees re the ‘Sonveston aloud tad the ides ofthe Texmwork Development Course (Gevthe Ciutuzar nore inthe lower Imari Ask dens if thy ve sve ‘us course ke ths ad, 10 share her experiences, © Ask forvolrtersto read the eavenaton loud. Pause as acesry toca the ew vocabulary cone rh ‘implement CCovPREHENSION QUESTIONS 1. What oos Tair mean when no 378 de hk ove vp cur fiona? wee ear oul nave done tr) 2. What does Taylor mean when ne ay ney worn able to"bouree bcm Bopp hearin eerie tener tom ner EELS G] ana ope no see ehcatng | * Si lectenaated ema) Sea seam «yn sy sr tt bua taro tin ou te * Sea tg tr pom oh eet aa ios eects Landon: I don't know. Honestly, I think ee ee ee Tanto nn] Segecisietp ute ne it Sect e e| 5. tart ryr sy nmr goin alone) mene tii Ean =| Betcpenente sonst Tle: Mateo dng ag ant rot 2 Pe Joe Raieyaae mvt) Babs Sa ae ee oem men Daas Tar erent ete, Stout ep arguing) © Ask the Coumnssasion quesmons inte oper margin oe wrt them on he oa an ave nade cis them a oops © it what advice the students would ve tothe team in the conersation (CULTURAL NOTE: The Teunvork Development Course san obstacle fae condted a Ary Baie Comba Training ses: econists of Six slaton inal ands designed to develop teamwork and probe soling Silsin teins, Seach online for doe information oto se examples of {tines pacing nthe couse Books LESSONS =NEEEIEEEEIN Gers word tom ie srevious poo wo complete sash bank) | Ws dangers oak the plone wie diving because people ometines do" pay mete othe oad when ey re —_ltracted by thir phones, 2. Wesisusedit fora long tie but we out die what do. vest T36e the of wating anja —t00K charge of the sinaton ad mae adeciso, 5. Yo wookl' peak tthe President and your bes end stn ws. Dileet situations ie iret peaking yes 4 Toten gtlot wen Pn diving, so wen Bout new car mad se was —_outited wih GPS sem, | 5 The joe asked hin to __tlate__the events which edo he sien, | | =—— GROUPTEINK competent Team wally encourage make decisions nd are on course of ation chy. shan —_eatare Fours fection twa to dois wih «imum of dagen. Tae 90 entane fn fen edo someting ss al Groaphink, which oecurwhen eas —_Implement od plane ‘icior sense they came oan aeement que a i props alata he possible soon frteie roblem,Goupink asthe —_potetlel__to ase tential problems foreven ie most — COMPEEANE—_epanizaions ‘xpos eve that waa contsuting factor ferment in many welbAmown ders chsh expos ofthe pce ste Cate. = SR RARER ie Write ae Write sponse Water eapone ea Ie ~~ RERICAN LANGUAGE COURSE‘itt wine fat — atin, @___ taeror cenit. steal dvnage impression ample taser et Some ene ght have moe han oe prs one 1, Smoking a major te factor _fortung eater 2. Paying at be sve spr tame dintinct adatage over the competion “The steaks reaps a this estat bcs they only serve imine bet 4 Toei it cae ts excingt eave te pound and defy aravity 5, Monexy ics Personal chart ait value ey highly. ‘She grew upon ranch eding hoses Second nature wo het Theft hat Race eas hing batjnk fo, ever works onan fil sin rest Shape sexms to sef/ege expansion Dil Giese — prime example of s renin ede, a rr Een Boots seat pn Wena Weeocn Wn pone Monee tna er gp inden en go ‘This execs presents conan Poin ott snes tat ome fh callcaionswsing objective voabulr? collections have sir meanings from tis leon Rend wudeis tht’ an hat here maybe more than ‘eaming collocation isapaiculrly acceptable answer fr some ems fem way to nee tele Nodce hat ore tha oe ealoation veeabulry. may te used rm ems 4 ap in Bxeese Booka LESSONS =Append Tea acion | a Nano] ai ercorwors Sons pene Tex Lecaien | hem Ramer poolse pst Hat rosswors own Book pen ‘ten spon Init In general bring is used when he ection of movements ow he ‘speaker and ae is sed when he ‘Erection of movement is fom the Speake This prpos fs exer fs Io review the dtference between the oo ‘ess sine they olen poe iit for second language Isms. Several ‘eon thee apearin 1. Cant brow your pest? FM1_ta_it tuck when fie 2: Ifyou finished with our food P__Bake_ the plo. 5. Ted ove worker oy tothe my dhe the denis “4 very me she goes the ary she rings i of ook. 5. teu ihe formand__tals_in othe deskover ther. 6 Bvey morning ___take_outhe rage and_ring ig the penspapc. a “evan aljetve a> CS G iy (Cc \ane) 5) =m fel e. fillin-the blank sentences, oes ‘Whgiesions, shor definition, te) ‘rer ve ‘Give stadens 10-15 inte to write itera eponse les. Whea both tums hve hed Grip ‘etn les, pap sont fom ferent group and have tem tke Ingodace an expan the conventions oftcoswor pute Pastdensiny me stingang necting les Stes paren (ACRORS and DOWN) att their book. If you think yur students ve hem tr 1 he spon BSE a em view the panes ‘in Append. The meters ofeach eae have hens baka ack oF oup will work together o writ clues a ide fete the pi Foeach word Make clear tat every stent in hear must wet the eles tte appeoprt ine nse book the Append J page Lower level sss mip find ese if you ge them pam cea ormat AMERICAN LANGUAGE COURSEWorking wi Important words Mock worm th magic mesmings To help yon fd he orien cone paragraph umbers hve en provided de omer Ioepte 1. I yonething is _comprebenee ny gs. (grep 1 2, __Natte _ deserts meting that longs ‘wa pon bcuseae thy wee Bom fuga 2) 3. To__deter_ someting st revert om happenin. para 3) ivncadee 4, somethings —_ueratve mony owes aaerph 5) 5, When pope Integrate _ into group. hey bacome aro he er oop urapaph5) {6 Te___yromote_somhng isto help it aren, ew. or nea faragaph 7 trodes alata Scanning eon he ain oid he formation 1. Whats Wilughhy An Wate fon? Seale 2 Whats te capital of Kyrayzsun? —_ishee 23, Mow ods Walshe? —_78. 4 When witb dctonay be shee? — pring 2018 5. How many Anercans cent senein he Peace Cops? 8.078, Presentation “This presentation Fads student to continue ping readin stteses Accodingly, encourage tusens to Imake guesses and then discuss bow they ‘ne tp with he enews, totter texts This objctie Inwesice in Book 26 and paced in Books 27 and 28 ALC Level V guides ‘Muon o become ave eaders ‘wo are mint ofthe ente reading res a employ eng struts ices, 1s recommended that group dscussca -redominate over nda work, “The pol ofthe exersnes eno to ave reads answer “comely ats atest to eocouage them to ake a cance fnesplerng more ways co efiealy ‘ae meaning fom a ex [SECTION leas studs to resize Tha their undestanding of text an Sr before they ead in eh © With books close, write Peace Corson the boar. Bit what stants oso the Peace Cor a is iission Explain to students hat hey ill ed about «project Pease Comps ones wordng on. © Have students open heir books and ‘ompete SECTION I skimming nd Scaning the ex. They es check thst frswers with heir eins efor hocking st acs When SECTION | READING SKILL ‘OBVECTIVE: Read 8 generator sam {ech auhonte to (80-350 ‘torn long) conning inknown ‘otsbulay and gemmateal stucree ‘ra anower questions. [Text Location | tem Number] wnat) |inasia_ pea [tomes [ranean setviies ae competed thy can rad ‘he text normaly fom begining 6 eb NOTE: The Pesce Cops is an Intemational volunteer erpanization sponsored by tie US goverment. Books LESSONS =| Campeceson check. Wir ig bs te mang decide he mentee | crf tte noche our onner when youre te a ec Moa Kyreye people speak Resin al Wa wrk tpg ton Init bee maya ee Cs a a '3. There has never before been & Kyrgy2-English dictionary. [_] Vv) 4, Thedomn il ebb Kye o so Enlshspeking people 5. eluent in dhe ers of dy with be Peace Crs. [] Meaning rm eames. Fi he flowing words he adi 1, 0a at meas wont change one guage ater (qarapaph 2) —_teansatione 12 Aeoun that mens period ft yore (paapgh decade 7 4, Anative hat meas pict copy someting seh as ook or paper (sagan 3) hardcopy Aver aces nine oF hp hat srthing he 4 pen te ue prep 6) enon 4, Aton ht the sciene of firming (range 7) —rievlure Discusion questions Work with pare | 1, Do many peopl ovlamer wok in your enum? Have you done ny omer work? 2 Why do you think people in the race Comps? ‘Wot yon be wg odo volume wok a developing coun? 4, Whutypes conse can ou mane? ‘Which your feo [SECTION Mets sade" omprebension of he ext and has them determin vocabulary mesning from context. The ecusson estos ie student to efron the text rd Apply to theron experiences. These uestons can be dicated pars or Stal groups before discosing with he hoes, "RNERICAN LANGUAGE COURSE| Grammar ald we would bulld a spaghetti tower. (On ypc day at ILD Enginesing, 8 type ILD tnne manager Tonys Was ‘ght nd Rog Let cindtiscompuse expand, “T have ser even from | ‘ystems Last Pid tbh, enibet the Marshllow Challenge” When oe | Seeieicenaeeene papier smstying io ect of enc spet__which ofthe groups end to do tse | {oper "Doweliveanymoreneng”™ ieee, "The chien. Baines ses ‘tledhisco-warersMindySteinandCon ty oak tug, bt he len wil | Connor sto were aca isering ae comioulyexptinet wi Re es | pss spo mr. So lye op ah ler | “Te thes “wee pricing ia Ge With tine roi om Mindy cal | Mirhalow Change, eam uilig placed the markmalow ontop of the fers which gps hate 18 mloues ini tower the tom bod Bi, The tobe thetaestonersey cares cny lea bel teh tok bad tape, sting a mashmallow a 20 pecs sy andthe mao stayed pe elsrahet The Chaege was aaty fr ow secs bets eag he ‘hnking to ‘ecology engine tin slapd oo the tle “How much tne ‘heat few yeah become @ ppair do ee lel ka Ci" We ‘eumtailing ese Tor pope of eay work qk, me an bd & new one” MESES Fin ts ans wii opored speech, = Do we hare ay more sting?” “Thave seen iy peo aap Cena (Chat) ae 6% ny people tempeh Calg Chiron wi nina exponen Wi ew = chldrenwoald tinny aperinent wth es a howmich time __mehad te, 5. case ssa we work ot, we can Pads W they worked ops, He eu ild enew ne =) we hae. any more string. | | | SS Presentation Reported speech has heen presented ‘uereut ne, eg and most een in clon ta clave raver of al fos of are speech presented in be ALC follow-up acviy. For each tam do ill ee 20 pies of enced Fhughet one yao ting one yard ‘of msking tape and one marshal. ‘The teams ave If minutes owe these trials to build he tallest fretaning ftrctore. The rary eae [ontop of te stuctre. For more ing with Book Book 24 The Give sade tie oad the text_——_—Saforatin instutonal video, and Sealy ten ask tbe COMPRIIENSION pres ofthe Marsinallow Challenge ‘QSOS inthe up mart nation, const the ire, NOTE: The Manhnlow Challenge ‘Sam atl en-u ing exercise Practiced at orporate raining sesion: hd schoolrom soe the county. yom ave tine, ou might want ‘tw conduct your wn Marshall (Challenge wit your students soaks LESSONS = GRAMMAR REVIEW OBJECTIVE: Report a stata, yes! fo qsetan, or queclonerd owen {rotverin ine patos) ving ‘COMPREHENSION QUESTIONS 1. Why et Rogar Loe ask for move Shing? (he wa ying te paces ‘Sf spngnot topo) 2. How ong dos ne ashmatow Craton lat? (8m) 3. what materas are groups gen Shing ie Marctmaow Chalonge? tage, tg. a maretnaiow, and 20 ‘Bots of peghet) “4 What was suprising about Tonya ats responce ote question of wo does baton the eatlogo? (She sd ndergnrtoners uy do beta han buses stents) 5, Why et Ci as about te tie mating? (Tetons toner Gnd Cre wartedo ry agar fo wn the chatenge) Book pen ‘rien oe ‘ren egenee Inowei Note tht tems 2 nd 3 ave bees impli rom the ect wording ia The text in der to make them lear, ‘ls ot hat sitions sich em $Fvhih sl tue athe tie of fe ‘poring, can retain he gia ens ‘This wages acgpabe, but te ‘eas ofthis grarimar ectionoe | MEEIESREN corrects erorsin tse sotenens, i — 1 The coh si hati eam had lag thie as Weak sale 2. Mike ake he erin wes woe make hi doin, 2 they woul See Piedurc | 3. Te tsi tha Mr chon here is rong a hoe |: Mand urbe ito fr no 5 to |. Jamie ime no apn the window. 1 the bona 5 Amanased me where wathe bank 24 11. Sanshe sted tI wold ave i sa onthe os. 1 Leer ow se was ping os rit EEE Youve ron toa aan rte is crest wore stow] [1 Held me wa geting aren he ing ak “Tim getting mare nthe oping” 12. Nested el pn wih stn nly = ave you epcan ih Justin recent” {5 Mecxpie ate had beng Calor forte st he year “thane been hing in Calton for hepa tre are” | 4 He asked me what ws ding hat eening What are ou dng this evening” 15. esd har we sold met fo done Book open Writes eae ‘en eponee rate responce InowcutPare Pace When students hve completed the —_‘licit some of th topis peop alk eeris, ive them the chance check about when thy run im ol iets iter ansivers with prier before you they vent seen na long tine, Explain heck saclase Tete ay hemo th the exercise consis teperied lan one acepiable way to make the speech statements abouts meeting with senfene comet Sho end Stoents shoal worn uso convert hese sentences To direct Speech CAN TANGA COURSEes ve uever een toa”) at (ie ncnnh ®) DETTE | 1 ts going oe teal dy , Rey The wether pot hs mong sit_Ib going train What ari the tiket would cost $40 3. Didyou tay eny ee wen you wei re Nejou sale had enough cogs 4. Th gue dv ato 0D, "wis Te Yeldthe game started at 720 BESO gnats FUNCTION OBJECTIVE: Inge abou ana report ‘wrt someone se hase. [ERIE Fotos your enhars arncion topaya gene] es ae PREPARATION: Gopy and out out the ‘ol pay cade nator ens. ou it nead eta of ears reer group ots tortor esos, L J | sea _—_ =m 6 The tout ech on will ‘Ey da ear an explain is aceon Becton ‘talon oe pleas ihe ween ue tn ot inept Even hohe lal we etn pone ei eons Engh, be me th stent ees py oe {eto ly the pte ofc ‘Asides iftey hve cverhadan Ask densi they've crereen ina sn he tt conot estan ch Siprcne where wat someone says fipncouty wher ay dint ek er and mt ony aeak tough he SMiged verti Fapiunaronc ol thelngge tal Eicayimereing_ ntipeer Denon tty 0 Gtecommon set repoed ech” ners he cmmoniaion fa theca wih wo sade iSoulkdtmsindrandnge” hangs eats mie ‘inconsistencies. Dic stwens| || @ Explain tht siden will work _stadem shuld hang ols a take atenion tee seech bubbles andl gp of withench ent aera ach tert soul lay apg be sole of eer a police officer, every sole at least nce be leer leprlored ge ee et dein ups ou. Wn i nt ‘v0 siden playing tons — moore SONS SSS = ‘ign bt ata ater tine something (deen wa std Have them rept ‘ign statement‘SPEAKING SKILLS. (OBJECTIVE: Lista othe bas am ot Star and the bar om + sue and ‘czuraaypronaune ba ater he Insructor’ model wth approprat sess ‘nd oogonant change, ‘OBJECTIVE: Listen tothe bag form ot ‘word. than accurate pronounce Siaaandconouat tegen LOBVECTIVE: Road a dg (pied win ‘holnuctn tat Rete tho base ‘ormot sword onde se frm = Sil using he appropriates and ‘oneinant change (CAVECTIVE: Rea datog ores wih Soerstucentorcusd by ah aus ‘ecorig) hat nls the bas om ot words na as fom» Sue ting prope sors and consonant henge Presentation “This ection i intend ise ‘serene ofthe changes in ses and Consonant Sounds hen anf ded ‘some words. ro oan tenet Drdropase Saat Note thatthe undetine shows the poat ‘of change lathe consonant sound. [2 cesta /rexigeation 2. SIGN 1 SiGnat |: sown bombard 1 SIGN SiGnnare cisTORT/disTORLon 9. MUSgIe/ MUSCetar corRODe / corROsion 10. colLIDE / eolLision il wih he related torn] “1 equate / equation 6. calumn / columnist 2, fact fastest 1 sign’ sianal 3. resign / resignation 5. practice! practical | 4. president presidensiat, 8 frequent /fequency 5. residue /cesidal 10 explode /explorion ave yo ssn hs month's elt bil? Yes, eel aed ees lei 2 Does his mein beans oyu? ‘Nat's ot taking sy mesic gh 4. Why eit the company ae the enionest rp pi? “The rept made er ok bd a ey waned ooh ete pay. | 4 athens wa abs my wort sje inc. Talay loved th Leven thoes becoming a mthemaisian, ‘You forgot tig ts pug ofthe decent. "Oh ie seine you eed igre on thi as MEDS Few cog vinaparwer cal 41° "Bry fur yar we aves posal Sleson 2 Aya practice tive ous everyday, you cond Beome a rattle. Tove rah re me tat sot pate. | 3 Youcansaesntofmoney iy inne your ose wel, en you Yes youean In fit hving ow insu pt ex nt 4 Do you pert oso to ply th your sew computer” Tally do aong ashes my penton te fit. = Bocas oen tots open Wace ite cole nironens Srtmopenue Choe ‘nda 1. eQUATE TheHalemGbbeuonestneie © nie Fined eaing "77 | nt meine wig a “ i 1 ee eal |2 Metin Giierotersineaonys 6 198 LESSONS AREINAPPENDDC, | edhomer inf anes peters Lesson 6m Globes Teaacian [Rem ST] 2 Tetem ctesten payne Dencraig eas ern ee ig vet Vion ened eedegefat| | ¢ Ney 10, The Hl Goto baa operas [aeaizea passa) | Cmnrotiienbre aa Renata | [a tery rnetcaceimnnets Qmpat je et | Niko Ute nt 50 © Dipping opened [aaazee psa) | a." Feng te ie esau epione) L____| 5. Carey thes meron eae PREPARATION: You wilnacaine Timed | calle the vem Gites, Feaing Chart (TRC) and natch or ire Tine ‘oc hat ans yu to measur te Tale In O-socondheroment Toor ate Several ops preparing ne TAG or_| Some leash green © z [OPTION 1: raw he TAC (co Apponsic. | Fle Santa bora each tne you conduct, Atimedrepdng were tae ‘Words {osbeandin rer sy op permionte (OPTION 2: Project ne TRC on he Soar Une ar erable marr eoes (ut 10second netomat ee a Presentation that the content ofthe et i res io ‘hee mind hey shouldnt ok ack ‘Thismed eating cet epresemed mins a they sou ot nk forthe ist time in Book 23, Student Ise hd the cpportiyto improve The Reading Rate Char in Appendix threading sped andehut ie J provides students sample means ‘propre with ext of incening length of ooking up thir By making ‘Shoe then Thotexts inthis ak hve empeebersion scores inthe char every ‘pproxmately 00 word. time they complete the tity, stdent NOTES ntact sud econe SR MUM ages he rang ate fair with the component and Procediresfrthis objective, whic ae I students dese wo comin working {Explained inthe peace (pai) nde on proving thei reading tte etic Resnos nak ff elas he Reaiog Rate Calan ‘Appedie hows them Bow 1 ele Iisctical thay students answer tbe ERE shows he oo ‘quests medi er reading 0. =n TRERICRW LANGUAGE COUASE