INSTRUCTOR TEXT /'\merican Pets 2) (Course Book 27Preface __ ‘The American Language Course (ALC) isa comprehensive, mltilevel language program for teaching English for vocational and professional purposes. Itis designed primarily for intensive English language ‘euning ina classroom setting, tt can easly be adapted for slowerpaced instruction. The ALC’ cariclum has been developed by the Defense Language Instute English Language Center (DLIELC), whichis a US Department of Defense school under the operational contol ofthe US Air Fore. The primary foes of the ALCisto provide a language curculum fra diverse international military population. To that end, the course includes not only general English topics, but also military topes of a general nate highlighting the typical language military personel wil encounter in their profesional and vocational career fells, The ALC his, however, also been very sucessfully used in non-military laming envitonments ad in US high schools ‘wih immigrant tedent populations, Course components ‘The coordinated instuctional packages for Books 1-30 consist of the following > Stodent text (ST) > Instructor text (IT) >» Homework and evaluation exercises booklet (HW and EE) >» Language laboratory actives text with audio sripts and answer keys (LLA) > Au recordings (CD) > Computer-detivered interacive multimedia instruction (IMI > Quizkit » Optional tsining aids Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIBLCILESL. 2235 Andrews Avenue SBSA Lackland, Texas 78236-5259 E-mail: dite lesbwork us fil (©2012 by Defense Language Insitute English Language Centr and is licensors. Notice of Rights: All ights reserved No par of this hook may be reproduced or transmitted in any frm or by any means, electone, ‘mechanical, photocopying, recorling, or otherwise, without he prior writen permission ofthe publisher, ‘Various photos couresy of: Defense Imagery: Britany Carlson; US Army; US Air Force; US Department ‘of Defense; SS Jeremy Cunningham; DOD Enviroament, Safty and Occupational Health Network and Information Exchange (DENIX);US Navy; Defenseink Special thanks tothe 802nd Explosive Oninance Disposal Fight: SSet Jeremy Cunningham, EOD craftsman Rudolf C, Martinez r, Balle San Antonio; SSgt Benjamin K Hiller ‘Second Béition, October 2012 ‘Second pining, September 201 |ALC Book 27: Scope & Sequence, Lessons 1-5 Basic combat 1 Viraining > Aavice fr Basi Combat Tasing reerule > Discipline in Ary Basie Comat Training What inthe worl? +» Rospend vat ‘tings ‘orretisal Advert clauses of manner He wil an te om ‘as nsinctod, Word ses n phrases wi ing ver frm = nov, Expressions with have, ‘pond, Waste, stand, st, te Use wit for presentuture vwiingness > Ml repal your motor for you. > Read sot of key words ston toa bretng & ove a curnmary > Select the corect homophone + Read a ex, answor uostons, land record Yoacng imo = Take notes as a sentonce ‘ute > Listen, repeat, o select reatuced forms, logs, Sentences » Rleduco pronouns adjectives Inedaloge orto Leadership ses 2 > Considering lead and ng + Sang a eae seams + Sling ener shpat aang by a oe > Express ‘imartes nd aterences fan sate onclisions Expressing sinrtes and ‘dierences > Hows your hous dit ferent om mine? Using adverts comec: ‘Woe for summation Using each other, one ‘anchor > We helped eachother study for he test. Suffixes ical > Road key word, steno @ Dieting ard give aparapirase > Paripate n'a guided discus- Read a txt and cite signal ‘rors > Rada tox, cele signal ‘Words, underline the summary, land proide reasoning Exposve 3 ‘ordnance disposal Pima eranost Une fayrtaree ~Rospanrg 8 CxS dete > Disposing ofa xo) > nqure about and express ‘obligation Embedding yeso and Trfrmation questions > Font know where the room located. Using be 1 expross necaeetyobigation and future > Wie are 1 roportto the il sergeant ater cass. Use words ending in uti > Read key words, ston to 2 Droling and ge a parapirase > Usten ana repeat txt with reduced alaries > ister and reduce aula. fies as. gf0up then withthe Inetuctor » sad then reduce the auniry + Partepate in dltogs with Fecuoes auxin Select he correct amophone + Reda text, answer questions, find recor reading the Procedies ad 4 | precautions mtg cr hades > Inquire abou andexpress, ‘enston Using fin he evetthaly inoasa/ unless not for Ccondtiow eventuality Using fprovidedprovising > Rest a eat of kay words, ston foabrefing & ove a summary + Ras an authentic or sem= technica text and answer uestons ures thvunlsei not tr » Evacuation proce Girctonteacnanty |* Partespato na guided discus a Review: Conluncions be- causofsncohowthal Review 5 [E2SSon 5 reviews all vocabulary and stueturesitroducod in Lessons 1-4, = "REICAW LANGUGE COURSEinsimple, everday ‘appear on he page Iroduce. Examining an instructor text “The instructor text (I) is fully coordinated with the student text (ST, with ech page ofthe ST ‘conveniently incorporated into the IT by means of ‘reduced image, The reduced facsinie includes answers o exercises whenever appmpriate ‘Adsitiony, the TT also provides sep-by-step instructions for carrying ou exercises and activities The text in the margins easy-to-follow teaching notes make the IT simple to tse The two example IT pages reproduced sbove are labeled to show the layout ofthe instructor ext and the leaton of important information. The text in the ‘margin provides hell instructional information Language objectives: The objectives are statements of what students should be able to accomplish atthe end of the lesson. They are provided a u gue fr the teacher Furthermore, the stdent’ mastery of them are measured on the quizzes [New vocabulary: Each new term sisted inthe ‘margin on the page on which it ist occurs, Exercise instructions: Headings with matching ener label draw the eye from exercises inthe reduced ST to frterintrational information in the TT or supplementary matril inthe margin. ERIN ANGUAGE COURSEIntroduction to Level V ‘The American Language Course (ALC) ian English-language program designed for students ‘who need to understand and commiate in English in vocational and professional cones. Is Books !e intended for intensive language insti, In the ALC, grammar and vocabulary presented and explained thoroughly, and al four language skills ate developed systematically About the ALC program ach ofthe sit ALC levels i designed t0 rogressively develop students” basieskils inthe areas of listening speaking, reading, and writing ‘The course employs traditional methods of language teaching aswell as more recently developed ‘ommunicative approaches. Dialogs, stent. entered activites, audio and video recordings, ‘computer-deliveed interactive multimedia instruetion (IMD, and other supplemental matevals enhance instruction. The books are designed to be ‘sed in sequence, with each book building on the preceding one to promote cumulativelanguage acquisition, ‘The ALC incorporates four componets of language Jeamng in ts cutiulum: voeablary, grammatical, stretures, language functions, and sls, + The lessons present vocabulary individual words 28 well as phrases) tat the leer needs 'o undetstnd and use inorder tcommunicate effectively in English. Vocabulary i presented in contents appropriate for lames studying in professional and vocational environments ‘The ALCs program also includes military topics and specitie military vocabulary. This Significant feature sets the ALC apart from other language curieul, * Grammar is carefully and systematically ‘sequenced so thatthe lamer continually builds on previously acquired knowledge. ‘The structures presented are forms a language Jeamer needs to master i order te speak end wit tandard English, Grammar chats and lables help to direct the learner's tention to significant information, Ulustatins help clasify sical gramme points, + Speakers in a language community we language fancions when they interact With one another. Activites inthis course emphasize interactional strategies for ‘communication thats intentional student fra second-language leaner must master in ‘onder to perform in the target language with competence and selE assurance, These strategies include initiating. msitaining, and closing conversations; communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in fce-to-fce interaction, In each lesson, exercises targeting the process ‘of communication, rather than the linguistic product, teach lamers how to sucessfully ‘communicate in English By focusing om the ‘equisition of language functions, students develop the ability to use the same interactions stills that naive speakers use, ad they lean ‘o manage their own conversations inthe target Tanguage. Exercises dealing with language and academic Skills are sso interspersed throughout the lessons. These exercises aim o develop end Increaxeprficency in Histening, speaking, reading, and writing. Th material allows students to develop practical academe skills ‘universal o any language station and pproprat for future vocational or academic studies. The convenient instructor text An instructor text (IT) salable foreach ALC book: guides te instructor and gives susgestons ‘on how to most efficiently teach the course and ‘contains complete answer keys for exercises ALC ITs are writen for the inexperienced, non ‘ative English instuctor as well as forthe move experienced teacher. Explanations of grammar Pons ar intended to give novice instructors sufcient Ianguage to talk abou eaching English with colleagues and supervisor. ln ation ‘he aetivities provided in the stent texts, the ITS contain suggestions fora variety of supplemental individual, partner, nd group activities that enhance leaming, provide realistic language sivations, and enliven the elassraom,+ Teacherdicared res: Cel dil seni, and QUA exercises, s well a dictation texts, are listed adjacent to thee respective exercises, + Lesson resources: The location of Appendix activities and lesson audio segments athe ‘optional CD are listed inthe marin The text at the bottom of the page In the text below each reduced ST page, teachers will finda four-tine abbreviated key unde each exerise heading that provides guidance foe the presentation ‘of exersses in the lesson, The information in the key always appears in the same order. Ht indicates the conditions under which the activity isto be performed, the 1ype of cv (visual, oa oe writen), DOK ia ence Selecteer sisi siedesi ee NE ocabtaryssed on te Individual page on which fe appears. tecommended resources, such acti cards or script, re Tied he margin Phe W offers caching strategies, rate trning eng, Srl aces, nl soplentery attest go boyd he “eaten of he betes a est the type of response (oral or writen, andthe student participation expected (individual choral, paired, o group. Below each key, teachers will find more detailed guidelines om how to execute the exercise, pertinent ESL/EFL teaching strategies, ‘useful cooperative learning techniques, interesting cultural note, further grammatical explanations, and challenging supplementary atvities for use inixed-level classes. Suc tps ae epresentative ofthe teaching teenies developed by the wel trained, native speaker ESLIEFL professionals who teach at DLIELC. More tps about tied-and.rue teaching techniques can he found inthe subsequent ages of his prefaceOrganization of the student text ach ST consists of five lessons (Tourlessons introdocing new material and one review lesson followed by appendices and homework and evaluation sections. In 30-hour week of Classroom instruction, students ideally cover one Tesson per day and complete an entirebook in 5-day week: however, the material ca easily ‘be adaped for slower-paced instruction, ‘The first two pages ofeach lesson ae the table of contents and preview page. Te preview page pres. ‘ents a synopsis of the lesson's vocaby ary, grammar ‘nd language-fuction objectives. The top section ton the preview page lists vocabulary. Examples of ‘grammar structures and language function phrases presented in the lesson are included athe bottom ofthe page. ALC students can use the preview page asa sty aids instructors can us it fer developing Supplemental ad review activities Appendices, which vary by level, provide reference for objectives in the book, dificult aspects of English, and military ranks, Vocabulary glossaries and the Lesson Resources appendix provide Supplementary material for use with ALC exercises, “The homework pages provide approximately two thous of addtional practice with each of the fist four lessons objectives, They also reeyele objec tives from lower books, Homework ean also be & ‘means of identifying student language deficiencies, valuation exercises also cortespond a te first, four lessons. These exercises ae formated like short quizes and are intended to measure stdent mastery of objectives Instructors can administer the evaluations on a daily bassin a cxaelled lassroom situation or asa final review Language objectives ‘The ALC course writers fllow the irstrutionl system development ISD) model, whichis a ‘well documented pedagogical approech frequently sed in the development of military courses for ‘vocational purposes. As prescribed by the ISD ‘model, the ALC i based on objectives, These are language and skill objectives that stale explicitly ‘what stats shouldbe able to accomplish upon completing a lesson Al fa lesson's objectives se sted atthe bottom ofthe table of contents and preview pags inthe IT. In onde oelrity which exercises comespond to each objective, the objective sppears again in the upper margin ofthe IT page, fjacet to the exercise inthe reduced ST page. The ‘bjetives for «book determine the evaluative aspect ‘ofeach lesson and are speificlly measured by the ‘quizzes, Skill objectives are evaluated by a skills sssegsment instrament atthe end ofthe level. The requirement to meet evaluation standards encourages further development of skills whose measurement js impractical through multiple-choice cots Level V Objectives ‘The reading and listening components in Level V progressively increase in difficulty. Many texts have emi-echnial conten, often minimally adapted from an authentic source, A greater amount of facilitative vocabulary appears in Level V so that harateritcsofautentle texts may be retained. ‘Specific strategies fr increasing reading speed snd ‘comprehension ae overly presented and practiced, 4, with timed skimming and reading exercises. [A varety of text formats ae introduced, such as ‘tho fund in orl and writen news, semi-technical publications, militay-syl essays, ports and briefings and casual magarinc-like news and stoi, ‘The writing skills component continues 10 focus on the wnting proces (including pre-writng activites and editing). Novetaking, outlining, paraphrasing, and summarizing are further sharpened. The speaking component emphasizes rhythm and Intonation pattems (uprasegmentals), aiding clarity {o discussion kil also featwed inthe speaking component Lomer frequency and more complex grammar structures are introduced, while certain grammar ‘objectives from lower ALC books are reviewed Reviews often present related grammatical sructures together in oder to deepen students understanding other similarities and differences in usage Level V apprecialy increases the amount of bjetive semi-technical vocabulary to include (2) ‘words that people commonly use but which ke ‘on different meanings in specific feds, eg. the nilitary use of engage, operation, base nd (2) "ERICA LANGLAGE COURSE‘words tha people commonly know but which re sed more frequently in speciaized contexts, ¢, accelerate precipitation, exit. Miltary themes in Level V include military velicls, explosives, leadership, and strategies. Speciti strategies for learning vocabulary are overtly presented and practiced, Types of ALC vocabulary ach lesson in the ALC presents vocabulary in rch contexs. New vocabulary is chssified as objective ‘or non-objecive. Nonobjective vocabulary i facl- tative or instructions + Objective vocabulary inclides the words intr ‘vced in a lesson which ar ested ata book's completion. The vocabulary list is located on ‘ech esson’s preview page in both the ST and TT Words ae categorizedby prt of speech and listed in alphabetical order Facitttive vocabulary refers to words and places which help students understand the lesson and, in many cases provide for more realistic and authentic soning material, They are listed alphabetically ithe IT margin on the preview page. These words ae not tested and flo not appear om bork ines Insiructional vocabulary consists of words and [phrases used inthe tex bythe instructor {o explain new materiale conduct activites. ‘Students see and hear these terms repeatedly and should beable to recognize and respond to ‘Them in las, nthe lab, and during tess NOTE: Objective terms are bokled upon ist appear ance ina lesson in order to be ewsly idemifid. On the preview page, a numberedicon, @®, next 10 a ‘word identifies ia having more than one meaning lorpar of speech. The number indicates how many ae treated in the lesson, each f which is clarified in the TF margin as tis presented Interactive Multimedia Instruction ‘The ALC instructional package can be supplemented with imeraetve multimedia instruction (MI) ‘courseware. ach IMI disecoresponds toa specific ‘ALE student text and hs been prodced in onder tw cnhance the teaching ofthe language skills and tning objectives inthe bok. IMI permits students to participate in a variety of activities presented with audio, txt grapis, animation, and video, Students tre allowed to review and master the instructional objectives at thet own pace Language laboratory activities ‘The listening ssvities and audio recordings, which sre on CD, are an esental component of the ALC course, The audio component reinforces lesson ‘objectives. tis full supported by language lors {ory activities texts (LLAs) containing exereises that pratice vocabulary, grammar, functions, and skills ‘hat correspond to the classroom text. Additionally, ‘ach laboratory book includes audio serpts and answer keys. Each lesson provides approximately 80, ‘minutes of recorded material which can be incorpo fated into classroom lessons ot homework asien- ‘ments. When listening, stdents should respond to snd interact with he information presented inthe recordings inorder to obtain fll Benefit from the language laboratory aetivities Inseveors should use the laboratory practice a an opportunity to moaitor students’ oral production and comet inaccurate pronunciation and intonation. Testing materials Book quizzes measue student mastery ofthe objec tives and are administered upon completion of each book. They cover only objective material specielly noted on the table of contents and preview pages ‘ofeach lesson. Each quiz consist of 50 multiple boive items and requires 45 minutes to administs ‘A quiz has two parts—a listening and a reading section-—and draws upon the skills of listening and reading test the specifi objectives presented in the book, Auxiliary materials Optional language taining aids that relly complement the ALC books are salable, These instructional tis enbance classroom presentation and provie a variety of ways foe students interact with course content. See the DLIELC catalog for further details on auxiliary materials i ae!Classroom management ‘There are many factors that enhance language Tearing, and skilled instructor plays a significant role in that learning process. Instuctos ean manipulate the language learning environment to create optimal conditions for learning, Classroom management includes factors ranging from the physical layout ofthe classroom tothe methods, pravies, and procedures the instruct uss successfully achiove lesson objectives. ‘The ALC presents an eclectic curriculum, incorporating peactical teaching techn jes from variety of methodologies. The suggestions provided on he following pages deta practices nd procedures fr effective language teachin. The typical ALC student ALC students tend tbe highly motivate, carer ‘oriented adult earners, Most ave previously attended courses and undergone rigorous taining ina varity of fields. Ther prior experience may include academic or practical, professional of ‘vocational, and physical or mental training. They tend to bring Superior cognitive abilities and ‘vast prior knowledge tothe language earning [ALC students are very likely tobe abi to consciously daw on previous educational and traning experiences when learning the new language. Thus, ALC instructors shoud be mindful ofthis potential background and make Faring meaningful by + interweaving course content with students personal ives, interests, and carezr or academic goals + king connections and associtons between stdenfs prior knowledge and new information Encouraging student interaction Because speaking i essential to language earning, students neod opportunities to engagein meaning and authentic communication. They nsed to practice the kind of language typically used insea-hfe situations to accomplish reais tasks. Students will nt aways have access to Englist outside the elassroom; therefore, it is upto the teacher to ee create such opportunities in the classroom, To help facilitate authentic language use, employ strategies like the following on a daily bass *+ Begin each day by mingling with students, practicing greetings, snd engaging in small tal + Provide time fr students to converse informally ‘with each other in English + Ask about the students” personal ives and ‘opinions. To do this, focus on topics and current events in which they are intrested + Encourage students to discus thet learning experiences and tlk about language dificulies they have faced. Let them offer advice for solving language learning problems that classmates have encountered Giving classroom instructions Classroom instrtions should be simple clear, and brief. Repeating, raising your voice, and over- explaining cause confusion and anxiety. Below ae some general guidelines forgiving classroom Inseuetions ‘+ Demonstrate what you want students to do ‘+ Spel individual words out loud when stents ‘sty they don't understand them, + Tell students to tur to pages or exercises by using numbers or leters whenever possible, + Tell students exatly how long they ave to ‘complete an activity, and adhere to that time limit, However, if most students are unable to finish, be willing to extend the int for a specified amount of time. Classroom seating arrangements the way you setup your class fran activity diectly affects how much and how often individual students have opportunities to atively paricipte. WHOLE GROUP ARRANGEMENTS g00g| |}eo0 a aio Og | [d—¢ "RUERICAN UANGUAGE COURSEInthe whole group seating conigurations, students can easily see and talk to each otber. These ‘arrangements canbe sed for avarity of activities. + Presenting new informaticn + Round-robin o cain dels + Mechanical and communicative drills + Whole group discussions + Dialog practice + Some listening activities ‘TRADITIONAL ARRANGEMENT ooo00 o000 Reece cceed “The trations elasstoom cont guration promotes frontal, or top-down, instruction. This type of instruetion goes dred fom the teacher to the stent limiting the roe ofthe student o that of recipient or someone who generally may only speak ‘when called upon. This elssrcom arrangements appropriate for stations in wich you do not want {Yur students o communicate with each other. + Tening + Lectures + Viewing ims ‘+ Mechanical dlls requitrg choral response SWALL GROUP ARRANGEMENTS ‘Working in small groups of tree or four will provide your students with many more opportunities to speak. Below are a few types of small group setivitis + Discusion + Problem solving + Information gap + Games BOOK PRERICE + Brainstorming + Role-plays aoe 8% Pair work maximizes student participation. Itis an ‘effective meas of handling shor, simple tasks. Use pair work forthe following sctiies, + Checking homework and writen assignments + Preparing fora group atviy + Conducting question and answer activities + Practicing dialogs + Creating roe-plays + Interviewing + Simulating telephone calls with back-to-back seating In your role as a teacher, init your involvement ingroup and pair work, but keep on monitoring your class's language production, Walkaround and listen to what they are saying and watch what hey are doing inorder to assess progress and analyze language problems. Be available to answer questions and provide euidance when necded or requested, (Otherwise, avoid interrupting or interfering. Asa rule follow up with a whole-cass discussion, Teaching classroom language Just stants need vocabulary, gamma, sk and fancon, they lo need classtoom language. nthe ST the exerie headings provide insrcional vocabulary. Enoorage tents tread and understand the headings In addition, provide Sadens wit anguage oak for el © Repeat, peat. + Plage sel hat word * Speak more slowly pleat. + Please ay tht agin * Please write hat onthe boat + Esplin tha again, pleaseClassioom practices: 3222 Introducing a lesson’s theme Each ALC lesson in Level V introduces 40-S0 ‘ew vocabulary words, Usually these focus on one particular theme. Before beginning avoeabulary section, lead a warm-up discussion ofthe ope. Focus students’ atenion on any accompanying iustrations. "The pictures and discussion will serve to stimulate interest and pve students an opportunity to use vocabulary they already know: Such warm up aetvitios ako provide a litle background information for students unfamiliar wth the tpi, Once vocabulary has heen intedved, provide pronunciation practice withthe new tems. students have difficulty gasping the meaning of new term, kep in mid tht meaninsis often best, conveyed by showing similarities and differences between vocabulary items. Here are some other effective ways of geting meaning ass + Show an item, + Draw the item in contas to another item, + Demonstrate + Ilustat size orange + resent groups of words ina expan. + Provide an anvonyn, + Provide a synonym. (Be sur to mphasize that ‘the words ae similar rather than the same) Inthe ALC, the term vocabulary means nt only single-word items, bu als collocations—words that ‘often go together sich as coffee cup 0 heavy ruin, 1s well a lexical phrases and idiomatic wstge, stich as How do you do? Introducing new vocabulary While there ae many ways into new vocabulary, the ALC FT suggests pretation Aetvies o belp the eacherdscverhe objective ‘ecabular and topical information te students aleady know. This approsch to teachag Engh ‘ocabilary can stimulate student interstand ‘novation, provide opportune for sade to lear ae words through autentic cnx, and lp them develop vocabulary bldg statis so they can become independent ears. Below i ee 4 syggested procedure for introducing vocabulary ‘which activates students prior knowledge 1. Using the vocabulary activation sev, elicit objective vocabulary that he students already now, and ist these words on the board or overhead 2. After the vocabulary elicitation, conduct ‘pronunciation practice withthe new words Refer tothe words listed on the boards they appear inthe ext. Alternatively in onde o avoid contusion rising from spelling versus pronunciation sliferences, conduct pronunciation practice with books closed alter erasing the word fom the hoard. Then, practice pronunciation a second time with Books open, Correcting errors ‘The ALC's goals to improve language learners’ proficiency in English by helping them develop the sil they need to communicate effectively and comfortably, To that ed, the lessons focus is sometimes on proficiency (ihe ability 0 ‘communicate ideas vent), and ther times on accuracy (the ability to speak with s few errors as possible). Asa rest error correction or ‘constructive feedback wil vary, depending on the ‘goal ofa partiular atvity, In any ese, students benefit realy from the opportunity to self-eoreet whenever posible, often with patent guidance from the instrictor ETHODS OF ERROR CORRECTION + Simply ask Wh? or say Peave repeat ha. ‘Often the student will astomatialysef-conret without any other prompt, Use hand signa, such as pointing over your shoulder to indicate past tense, fr common + Aska question with stess on the enor Did you gota downtown? ‘+ Reword a question to which student has given an inappropriate response [Name the grammar, dhied-persom singular, the student needs fo use comely. "ERICA LANGLBGE COURSE+ Repet what the student sid upto the ero and then pause foe the student continue + Indicate where the enor is bt lt the student + Givetwo or three correct snswers, and et the student select one to se. + Letother students provide correction. + IFastudent can't answer aguestion, give your ‘ow answer asa model then, ask the question ‘gain, [ERROR CORRECTION IN DRILLS ‘When stndents are practicing grammar and pronunciation dil, they re learing language Palters, Therefore, errors shotld be corrected, but only thse inthe paticulararea that the cil targets, For example, if stents are practicing pronuscaton of the phoneme i, overlook minor mispronuneiatins of other sounds, [ERRORS IN COMMUNICATIVE ACTIVES ‘The purpose of communicative actives is to use tho language to share ideas. Yar stodens’ focus should be on content, no form I they succeed in soting their message aceos, they will have met the activity’ objective. Grammatical errors and ‘mispronunetaions hat donot merteze wn the message should be ignore. * Avoid coectng eros during the activity. + Keep a running list of eres with structures and ‘vocabulary that students Fave already studied. [Also note erors with commonly used, though ot yet studied, items + Discuss the most important errors you've noted ‘withthe entire class atthe end ofthe activity NOTE: Although correcting students during communicative activites is no. advised, providing ‘an appropiate word or suet or pronunciation ‘assistance is perfectly acceptable. By allowing students to figure out alternative ways of saying ‘what they want to say, they wil gin strategies for selfcovection, eircumlocution,rewording, and paraphrasing which wil help them mavetowsrd being able to successfully commanicate their intended meaning. BOOK PRERACE [ERRORS IN WRITTEN EXERCISES ‘Matk the error, but have the student correct it if ‘he mistake relates oa topic already presented. It necessary, explain the mistake o provide page ‘umber inthe ST to which the stent can eer, Checking answers & eliciting student response ‘There are many innovative ways to conduct the sundae business of checking ans, + Have students ead thse asvers lod + Hive one ome students wie tee answers on the bord. Encourage peer conction of ay mistakes todent sce onthe howd + Wirt he answers projet them om the board ‘Then have stent check their own Work, exchange books and cont classmates ‘work, oF et elssmates disuss and correct the iswer (ogee + Paie students and have them compar thei answers and disuse diferences of opinion. At the conclusion, be sure everyone has the correct, For multiple choice exercises, have students state out loud individually or in unison, the Teter af the answer they chose For tueflse statements, have students tate ‘rue of fle, individually o in unison. For {alse statements, ask fora volunteer or call ona student at random fo restate it otha is tue Using a variety of elicitation ecbniques will ensure ‘hat all stodents stvey participate in lass. + Ensure that everyone has equal opportunity to talk, Call on tudes in random order. + Askethe question before naming the respondent ‘otha everyone has o pay attention, + Ase for volunteers to answer questions + Allow students cal on one another + Use eye contact, gesture, of oss all indicate who should answer rather than naming the person, Give students sink ime (a relatively long pause) fe asking a question so they have time fo formulate an answer.Teaching techniques and procedures for exercises ‘The ST contains various wiedandrve ESL. exereses and activites, such s, matching, ive false, gap-il, labeling, categorizing, mswering questions, and completing chars or gaphic ‘organizers. Moreover, the FT presents procedaal suggestions and ideas for new or uncommon, exerise, adaptations, and aditonal activities. This section provides step-by-step inarvtions for any of the exercises and activities which occur frequently in the ST. Pronunciation Im oder for students to practice accunte English pronunciation the teacher should employ both listening and speaking exercises. There are sin phonological features that come into lay: reduction, syllable sess, word stress, thought groups, linkin, and intonation. Teschers may also develop sound: Alisrimination listening exercises with minimal pairs (eg mee / shee) in situations where slack ‘of phoneme distinction interferes wit successful ‘communication. The ALC language hboratory recordings model American pronunciation, and the TULA penwidee ert to use in some the Following REDUCTION [eduction refers tothe way sounds disappear oF change in rapid specch or in relationship fo other sounds + Insome words, syllables disppear completely, asin vegetable and lable Sometimes words are pronounced one way ‘none context anda diferent way in another context. Consider the pronunciation ofthe word ‘on the following sentences, Who do I give the book to? Give i 1 him All contractions —both fom and informat— tre forms of redaction. Gonna, when it replaces ‘going 12, and didi, when it replaced did yo, se exaples of infermal type reduction, STEPS PRACTICING SYLLABLE REDUCTION 1. | Hand out lists of words from previously els Me ett apn ir es |S hw a 2 | Demonstrate the pronunciation of, colloquial English expressions by contrasting examples of spoken and vite language: Do ya wanna dance? ‘Do you want 1 dance? 3. | Hove students writ in thei notebooks oth the way people reduce and properly vite such expressions, SYLLABLE STRESS Make sue your students can define a able, Tell them Every word has atleast one syllable, and ach syllable has just one vowel sound, STEPS couvmne syLtasLes aS 1. To demonstrate the meaning of syllable, | say aone-syllable word, e.friend | Hold up one finger to indiate how many | solables the word has, 2 3 another word with thee sylables, eg, sesvenien, Holdup thre fingers. 3, | trnecessary, wit a few more words on ‘the boat, separating them with extra space or dashes, Circe the individoal syllables, Have students state the number. 4.| Provide syllable counting practice witha lesson's new vocabulary. Say a word and have each stadent indicate the numberof syllables witha show of fingers ‘After students recognize what a syllable and that all words have one or more syllables, introduce fe concept of syllable stress. In mulisllabic ‘words, one sable receives more emphasis than Ae others. In English, the sess is often on the first syllable; however, this is not avays the case, and, n most eases, there is no easy rule for stress, eping students identify the stressed syllable in now vocabulary ads in their pronunciation tremendously, "RERICAN ANGINGE COURSE_ STEPS. IDENTIFYING SYLLABLE STRESS 1. Have students listen forthe strsse syllable. Explain tht the stessed syllable isthe one that sounds longer, ouder, and higher inptch than the oer silables Have students indicate which sable is | sessed with a show of fingers. Provide frequent practice with a good sampling of familiar words that have 10 | ormore syllables. At fst, exaggerate the stresed syllable’ length, loudness, and pitch so tha students eun deny i ‘The ALC uses a triangle to indicate the sessed slab ina word and a czcle to indicate the unstressed syllables, wel ‘buter [terrific NOTE: It is wise for language learners to keep a running list of new vocabulary they have learned They should also mark each word t remind themselves how 1 pronounce it. They ean use the above symbols, or they can capitalize the stressed syllable (ter RIF ic) or underline it erie). ‘STEPS SORTING picTATED WORDS 1. On the Boud, draw these two sess patterns for tvossyllable words: @ and ©. Draw s horizontal line under the stress pattems anda verical ine between ‘them as you se in the example above 2.| Say the word classroom, and write it under the symbol on the left 3. Say the word today, and write it under the symbol on he rght 4.) Point ou that classroom is stressed om [te ist sllable, while day is sessed ‘on the second one, 5. Dictate a variety of other two syllable words Say each word twice. Have Students write them under the corect | symbol 6.| To check, simply have a student read the [column with he fewest words. Book PRERCESSSSSS ‘Such syllable categorization exercises frequently ‘ppear inthe ALC for words containing up to ve syllables in length. These exercises benefit students by combining spelling practice of new voeabulary withthe stress recognition activity. NOTE: To help students both see and hear the stressed syllable, provide visual and auditory reinforcement, To reinforce the stesced syllable by ‘ound, whisper the unstressed silale() and say the stressed syllable loudly. Alternatively clap your hands oe ap Your desk to the tes pattern ofthe word. Tap or clap sfdlyon the unstressed syllables, !nd mote loudly onthe stressed sylahe, To visally reinforce the stressed syllables increased length, use a rubberband. Hold it up with your thumios—palins facing the students—and stretch it taut when you ay tho tested sable; return itis normal size for unstressed syllables. ‘THOUGHT GROUPS People proficient in ther own language spesk and read in thought groups, or groups of words that belong together, such as prepositional phrases, ‘oun plus its adjectives, and adverbial phrases. A shod sentence may consist of ony one thought group, but most sentences contain more than ‘one thought group. In speaking, these chunks of language are separate by pauses; in written texts, Ppsctuaton often, bat not ways, marks the pauses, [Native English speakers often find non-native speakers dificult to understand because they tend to speak the language word by word, breaking up soups of words that ypcally belong together. ‘Toimprove students ability to understand and be understood, encourage them to read and speak in thought eroups “The sentences below are idea, but notice the difference in meaning when two commas mark pauses inthe second one My boss said Joh is inteligent ‘My boss, said John, i intelligent,[STEPS | MARKING THOUGHT GROUPS 1. Select a text hat has writen transcript, (The ALC LAs area source) 2.| Hand stents copies ofthe tansript Tell them they should place a sash (/) ‘whenever they hear the speaker pause, Indicating the end ofa thought group. 3. | Read the texto the stdentso play the | recording. Have them mark their opy. 4.) Divide the class into pairs, and have them | read the texto each other, pronouncing the thought groups between each pair of slashes in a single breath, [NoTE: Transcripts of song ytcs are # wonderful source for pronunciation practice. Songs are _enerally sung in thought groups and provide a fine medium for promoting the concept. Moreover, most students enjoy working with songs. unkine Jn wing, word appear separated fom each eter Tn speec, they are heard asa continoous steam because they are linked. Linking occurs within the ‘ought groups and contributes to the ity ofthe language. Ie also makes the spoken language easier for the native speakers to understand. Asa teacher, you should sve to break your students ofthe habit ‘of speaking one wor! ata tine. NOTE: Under certain circumstances, some sounds especially /w/ and fy/—oceurnatrally to facilitate linking. For example, do ir often sounds lke dogw)it: 1. | On te boar, illustrate consonant-t- vowel linking, pick. tap pikip 2.| Ina dialog wanscrip, have students fist mark where thought groups oecur. Then, have them mark the inking of words within he thought groups. Finally, have hem say the dialogs with appropriate | inking wih he though roups 3. | Point out examples of consonantto- ‘vowel linking that appear in text and audio recordings, and remind students to Tin ‘wor stREss ‘Witvn a thought group, one wor is usualy stessed mov than others. Like stressed syllables, this word willbe Zonder ad longer and have a higher pitch In mos cases, the stressed word isthe last major coment word of the thought group. Who did you go tothe party with? Twent with Mary. Cen, a speaker i re to put emphasis on «any word. The chosen emphasis will very ikely influence meaning. Examine the thee identical Semences below. Notice how word sts affects ‘meaning. (Umplied meanings are in parentheses.) We love chocolate. (Not coffe, not cats, ete.) We fove chocolate. (We don't kei, we love it) We love chocolate (Not you, not e or she—we love chocolate) ‘Onthe other hand, choosing not to stress anything by speaking ina monotone, i, maintaining the sane pitch throughout, is likely to confuse or irate listeners of English. Tell students that even when their grammar and vocabulary ae perfect, listeners wil struggle to understand them if their word stress {is inuppropriate or missing, "ERICANLANGLAGE COURSE‘STEPS ance STRESS nv SENTENCES 1 | Select rset fora shor ext and ive ech tient acon: The ALC LLA ita god source) Esplin that when hey bear a sentence, they shoul! mark the stesed words, Tel Jett eh enn may vee tha oe thought rou, so ey soo be | prepared to mark each word that sounds | onde, toner, ad higher 3.| Read he txt sees by serene 4. | Check by having individual tdens ‘ea back the sntnce in accordance ‘rh how hey marked he sess, Provide |carecton a nec 5.| Divide the clas nto pairs. Have stents ead he sme et to each oe sying the semtences they have marke hem. NOTE: Shor dialogs expressing emotion or contrast, ean provide useful practice Sires diferent words and diseuss how stress changes affect the meaning. InTONATION Intonation isthe vise and fal ofthe voice in speaking especially as it aes meaning. Some sentence have predictable intonation patter. + Yesino questions end in sing ionation * Information questions end infllng intonation + Statements end in falling intonation, In general, incompleteness is indicated by rising {intonation while falling intonation indicates ‘completeness. Js a8 withthe ater proninciaton Features discussed dus far, its important to realize ‘tha intonation is not merely Nourish tobe added 0 a language learners repertoire; instead, itis esential for fluency. Without appropriate intonation, students vill produce monotone, robotikeuterances that make ter speech imitating othe naive speaker's farand dificult to understand. BOOK ar PREFACE 1.|Selet recordings of short dilogs for which transcripts ae available. (The ALC ELAS ate good source.) Pair students. Have them ole play the dialogs together fine. 3. Using the same dialogs, have students | ole play gain and demonstrate several | ferent emotions, Ask dem to ato | they were bored then ang, then happy, then sad ee VARIATION: Set up contest in which students act as judges. Obtain a number of recorded dialogs with ‘animated exchanges. Divide the elas into judges and pairs of role-play actors, Have several pais of ‘students listen to a dialog. Then, have cach pai ole- play the same dialog thenselve, imitating What they heard The judges iste to bh the recording and ‘the role-play The judges decide which pair comes fat] [wines football] | [votieybatt] basketball] tennis [asta] [ree BOK PRERGE SEMANTIC MAPS OR WEBS For vocabulary review of expansion, have students create semantic maps. Inthe center of the web, students write the topic inthe branches, dey show subtopes and related items. A quick demonstration Js the best way introduce the concept of semantic maps, ae a oD usr aig 08> Rex) Gen ofdawes Higher level students can use semantic maps for ‘brainstorming and then reorganizing ideas nto ‘more logical format. Mapping can also be used for note taking. Students can complete activities which ‘all for reating semantic maps alone, in pairs, or in small groups Ven oiacraus ‘A simple and useful graphic organizer for showing Aifferences and shared feature isthe Venn diagram Information canbe effectively compared and contrasted by drawing a diagram consisting of to ‘overlapping cirls. Students write similarities inthe farea where the two circles overlap and differences in the outer pat of each eeeReading rate ‘Numerous reading objectives in ALC Levels LV focus on increasing studens' reading speed ina steprby-step fashion, hase objectives aim to guide students to read, at the very least, ata rate of 200 words per minute, whieh isthe lowes rate that ‘emits a reasonable level of comprehension, [a Accomplishing activites that address these objectives, students encounter a variety of reading skills ineorporatng an element of time pressure that will crv to facilitate sucess in increasing reading speed while ensuring adequate comprehension. In Book 26, sudents continue to work with imed reading exercises, and tack and caleulte their ‘reading rate. Thee are four components o use in carrying out this objective: 1. A.400-word text in Appendix 3) 2. ‘Timed reading chart (in Appendix J) 3. Reading rate char (in Appendix 3) 4. A 1Osquestion exercise (in he lesson) NOTE: You will also needa watch or clock that ys you to measure ime in 10-second increments ‘STEPS! INTRODUCING THE EXERCISE 1. introduce the objective to your students by explaining why they ned to improve | their reading speed (se introductory paragraph above). Tell the students they ae going to read a 400-word text a5, | astas they ean, After reading they wil | answer 10 comprehension questions | witout looking back athe text 2,| Show students the four components listed above. Explain how these components willbe used to suppoet the objective, 3, | Poin out that tho 10 questions are followed by a table which contains three [smal boxes the student mas il in Tow ‘Scone (questions corey answered) | Worns rex unstre-WPM (reading rate) 4.| Before beginning the exercise, guide the class through the steps i the next setion inorder to ensure the stidents da not ose time dv to confsion _ steps! AccOMPLisHiNG THE EXEACISE ‘Read te instructions below to the stants 1. [Tur wo the questions forte timed reading stvity and skim them for 10-15 seconds. 2, Tun othe ied reading ext in Appendix J. Rea! the txt a fast as possible, Remember that you wil have to wer 10 questions afterwards, 3.| When you finish reading, look atthe ‘board and copy the lowest ime you see “Tum back othe questions and waite your time inthe Ts box. 4,| Answer the 10 questions sight away Without looking back atthe text for help. 5,| Ask the instruct to check your answers, and then write your sare in the Scone box. ‘When all students have entered their score, guide them in finding thee reading rate in words pee ‘mime (WPM) by using the Reading rate chart RATE ‘Read te instructions below wo the students 1. [Find your reading time in the first column ‘onthe left 2. Look tthe second column in the same row as your time in order wo see your reading rate in words pr minut. 43./ Inthe column under the apropriste | esson, write your sere in the same row as your reading time. 4.) Write your reading at inthe Wor rk | sowure (WPM) box an the question page. [NoTE: In Books 23-26, Appendix J provides students Reading rte char asa simple means of looking up thes rate. If students desire to continue working on improving their reading rate outside of class the Reading ate caleulator in Appendix 3 shows them how to calculate their rte on any amount of txt. SS RTA CUEBook 27 Contents LESSON 1: — Basic Combat Training ........ 1 LESSON 2: Leadership Styles an 29 LESSONS: Explosive Ordnance Disposal oe 35 Procedures and Precautions 50 sees 81 Review ees eevee 105 |: Word List Glossary ... 2 Structure List Active Tenses D: Conditional Sentences ee Modals and Related Structures in the ALC Principal Parts of Some Irregular Verbs Patterns of regular Verbs American English Sounds I: Punctuation and Capitalization . Lesson Resources oe B27L1 #1 Vocabulary (Game cards) B27L1 #2 Function (Rol~-play cards) B27L1 #3 Reading skill ‘Timed reading) B27L1 #4 Reading skill ‘Timed reading chart) B27L1 #5 Reading skill Reading rate chart) : B27L1 #6 Reading skill Reading rate calculator) (optional) B27L2#1 Listening skill (Briefing to paraphrase) B27L2 #2a-b Speaking skill (Discussion cards) B27L3#1 Grammar (Embedded questions) B27L3 #2 Reading skill ‘Timed reading) B27L4#1 Reading skill (Authentic text) B27L5 #1 Grammar (Embedded question strips)... 127 Ki US Military, Ranks, Grades, and Insignia Kl Lz Language Functions for Better Communication... Ll Sooke PRERGE iHOMEWORK: i ceeccneecnne HW EVALUATION EXERCISES: EE-1 = RIC ANNE COURSE1 Basic Combat Training I vocasuLan: Ais fo Base Cott Tanne 2 ‘cranare Ader cast of manner 6 VocABULARt: Disciptine Army Bsc Cont Ting ’ ‘orannans Word stesin pas wh ng verb fen no, 5 12 vceanane sneer “h wm: Papago 8 oranuans xpress wih ave pend, wae, mae... 20 Willouelpme move omy new apm? 22 uncon epg wi ilngne fs ue eaoinc: mops: Woda oad ake as) sPeaKn: eden afer pte gh me eannc: Reading fase fr beter compres. a} Sa eT rrr Objectives ime and ate expression of © Pronounce inligiby and use ‘in dseourse he words, pases, td ‘expressions tinted on te previ page. © Expres willingness and fsa © Use dhe sobordinating conjunction at {0 ueduce an aver clase (© Use preset paticpl or grand {et noun maf before oun Tesdord tng the appropri rest paters (fo parle noun: Forperin +p) © Use the verb + ng stactre a8 an object complement afte hae a good fimenmoubetieuln hard tmele Aint ine spendivae vexpresion BooKa7 LESSON = (© Use wil exges presente Wilingess: won express presen atare eis and woud express pastes © Read set of key wards, lsten Twitng hat inc the ey word nt shea sunmary a he bring, © Lisen oa sortdilog 2-3 exchanges) and selet he comet inference (Audio) (© Linen and eps sentences ane [:2exchanges withthe reduced forms cof subject nd bjt pronouns, nd ossenive asthe. LESSON 1 OVERVIEW RESOURCES: Base oaetoom ‘qupmant and matorale Adcsional material equred or tacting Ins tesconf beatoah he appondioos. "eanty ta towing material Bore bognnng tho tosson APPENOIXJ LESSON RESOURCES. OTL #1 Game cate pis BeTLIH2 Rolepy cards BS BO7LI«3 Tinedveatng pT BTL #4 Tinedreasingchert ps9 B27L1 AS Reedngrate chant p.J-4 BaTLE AS. Reading ate xustor (eptera pts PREPARATION: Copy onc out te ‘re ate fr each group Fo ha le Bia ere, make on coy pe student rar For tha tes eadng Seton, you wi reed a watch or onc tates yuo aaa ime 10-eocond erent fc tne Append J pages For ecommended teaching Ychriquos Folrt the proace of ste, © Listen and rept dogs with the Teduced forms of subject ang objet Pronouns and posesive asec. ‘Then, paed wath the nto participate in he das reducing the Pronoun an agjsctve x approprite © Lise ad selet rom 23 choices the selene with he comet vedsed ‘jet an bjet pronouns and Poses ales © Read and reduc the pronouns a tvs 8 apropite © Paricipae in paired dialogs eine ‘he pronoun an adjectives nee (coationed on nex page >>>)VOCABULARY OBJECTIVE: Pronounce itn and teen sours the words, pease, and "ipesslons lated on he pevow page FACILITATE VOCABULARY cam counsel (ermal ropiand) homeghore pun Soe Aegree count on irepaney reps que Took down on oy ook upto ade repimand longi reve pesod tak back 1) ity ern ate tha ceria Sec © Select he grammatically comet Tethopone ia sence page level et, (© Read ext no more thn 00 words in lengt answer 10 comrebesion questions (for facta imation $5 for inferential gerert tdestandog) with 0 sceucy, and record the eng ime an rate © Read text continng sonnectives ‘hat inate const of Hea ao Selethecomecves. (Homework) otner inter cobalt sles pes tla rs My cai garage and Tea ‘HekiCup ul Fy Could you vi Jou fat am aking sick eve fer ncaa applnineat Sr i © Take notes in sentence tne frm ft text 100300 word in length, (© Write missing words hat have ben ‘stemiialy delete frm rten (ext (las) er bering the complete vented “Avaio) "AERIGANLANGLAGE COURSEFT oe coconuts | Saree iin lg hey worden te ara esos. Het Never tlk bac t your Dll Sergeant abe desea heya tage ih ot. hy hn eZ sors Somthing eI ware tsa Ns you ae wig te wer ‘arya count on ag apne aeons Serb oth erst yon ny ye reneter my Sargent with fs esc wp teh bots he mash fe sler amtony onde chloe 5 Tips Fr Surviving BCT + yelling dont take personaly + follow orders 9 get in shape > remember your goal + postive atitude oe | Presentation ‘This esson teins witha eating sil svc serves wa patty for ‘th his and he following voebulry resentation, © vite stents who have experienced Inia itary sng to share some memorable momen, a ask thm 0 think of advice they woud give to new recruits od. Ensoarage ssl clas @ Ask students where they woud see ‘he visual atthe top ofthe Fag fon an Inmet vido sit Tell th hat you willrada briefing ven by the Aimy Dil Sergeant the ie who eng acta vice wera oa how to Boo LEON repae for Basic Combat Taning (BCD, Diet senso read he hey Print on the neep © Lect te ference berweon summary soda priprase fom the ‘tents gies the main Hea an mot prt poi of et ‘wou many det parupiase ‘svete ofan origina et Sour ‘oon wont © Read the Lise ex the ‘sper margin In pus have en ‘rly sunarze te brfing Seo the Shout SUMMARY onthe ih LISTENING SKILL COBLECTIVE: Read ae ot oy wore, Ton ea bring tat nudes to way wove ed sumac, NeW VOCABULARY taacback (eo) sient ‘halenge (question decison or ing) are someone to comets) inerar ‘onbobal of UsTeNNe Text You are about o enter ne of he Toughest ne weeks of your | know ‘ocause Ihe experiocadit So stn form aauice orate ris tang te Destin be. ist of als tue—Dei Sergoanis co te oy But dont ako {tparonaly. We are ying to teach ou {obo ote sldrs Next you should ‘emember fo aiaysftow re Dt ‘Sergeants rao Tha soos who dont hey have fe hardest ie, 50 don eer ‘Show aoespect ea Dl Sergeant. Aso, {01 good shape bios you come. The {ainng tous and sls noes oo Prepared Anotier hap pece of aovee Sto ainaye mente wha our gs! {Gand ty you ara here nang: 0 Docomo a US Army slr Ad tof ‘ls foop a postive atu Wha ya i ‘xporencon Bat wil ohango you for tho rest of our lle, and you wbe beter fori Good ck. crt (© Stdens should read the comments inthe ray bo ily a they would ‘ere chy toking ata atl web she Clarity new vocab esa ned Sree sun oxic Combat Training can be sil, ‘folowing advice suchas nt taking ‘he Dr Sergeants yetng personas folioving a one geting spe, remembering your inte goal, ad Soyng postive can lp you become @ better soldier and be scene NOTE: Soldiers generally we the term "Base aero Base Combat Trinng1. you shoul speak oe Dl Sezent hy? 2. herespectshis iil Spent nd won't fap hin? 3. foraher sls’ beet, yoo should sick tothe les? solr won is oc problems? is De Srgant gt ho severe op? you sada goetin what Del Sergeant lls you? 5 6 yoo do well i you concent on cach spurt ay? 8 A Dal gem mig make You el ud smaines? [Wits fs covret word to complete each sonancs. Chiron who talkback to____ hi parents te sual punish a REST 2 etn wins hay, oe tok thes wo at. tne Since many overtop st tens of Infrae —_ gui per ‘to puche ift fom bre depres sores. 4. pe Qt the pang class, ie hank al of he sh 5. Ths ney wp we fan suena son ty were sro by ou it (6 Wounded sins count on _ dics imme ede oid alge os rin bate = [ereroces | feat pn socks on te ow nec Ye pose ete eps inna! py "AUERICAN LANGUAGE COURSEESTES Flin anchbinicwth a word tom the gray box, sleet avery dca pein ower with Fi of none sas proce a he job as es, He kes lo ws fee (0 Inferior py eng ws we en done god job edt ect’ @ eau on any of to complete our wok He © leks down on some of hea we chutlenge | ly hve achelersderes nde as amaste’ deie. He hares for anyone 9 © challange hin, ever oa le aha of igs, a doesn itn to ayers pinion. woe this © st behalf of tof my corners who dont mato be Toots down on Infor @ etary roe, We want sy someting, at ‘ete not ie how Mee lps! Hee Employes, Nebraska someone ese? Wien Fv ga Doyen tdi n (pean nig pT ‘ctson? fs, when? oer dawecahos ating? sae atopy game? Book open ‘tence ‘ratecpnse BOOK LESSONGRAMMAR OBJECTIVE: Use th sorsnatng onuncon aston an save ‘Sauee of manos COMPREHENSION QUESTIONS 1. tothe Di Sergeant pleased withthe iyi anes poored theca? Why? ibs, boca thay aseombies be weapons oroety a ey wore Instucied) 2 athe clamor sated with ho ‘ty is meal nas prepared? Why at (No because cook act Prepare ihe meal asthe cuneate Foavested) 9 wi et a Preseibeu? Why? es, bocause to {fay at no pation s supposes to {sho the medoaton 9 eampteted) Presentation This scton presents adver clases of ‘mane nveduced bythe sabordintog, onjnction a Adve clases of| ‘aoe insoduced by asf aed as ‘ough are presented ia Book 22 Other {ypes of er lass are presented ‘ALC Books 17, 20,21, 28, snd 25, © Dict student’ atenion othe Toe difleren scenarios nd an them 'odentty te contaxts. Tren choose 3 ‘olunteer to red the 3 uations © Aske tree Cownanexsion ‘Goes inthe margin above Encourage tons answer fll, ah ~~ Excellent They) a Geez) separ the mes sotake my do enaly 7 i |e ‘They aembiathe weupoms | just | at | they wer instructed ‘The cok de pare the meal as | he casemer ques Tete aeattote te medicine | exaery | a6 [te door has presi 4 Wo ue stand exact 20 sugest nat something I ore ne same way = © Aska volumcerto read the grammar NOTE: In informal ations, we often Sate heneth the seni elite inthe place of ae However, Pesce grummar teaches that te, { pepoiin should be followed by oka open Plate no case tien eve wee ite esponse Justa nat precede by epaive aaa ‘nai ase. Haye suds complet the cart. Then fo over the pradign and te second Fale Point ot tht a shoo be followed by alae (Le subject nd Sst) = ICN ANSON COURSETisch the anawer ith the questions Wie the oer How id neces gin wae? ss ate ow ai Janes piano cence go? How do you think peop shold et So They did't do sty wera N ed ‘Ney wet ste |S Initebox Fotow cy pevomed Oe 025 | When in Rome, | | | 1, The ines efomed te lag ceraony in these way tt ihey bal Ben aug het formed the 2 Thee demos de of ay hat they ad plone The demonstration did't gos they hd panned ha 300 wish be ea, 4. Use the equipmeoin be exaet mates tha i sine oe ed se the equipment exactly ast ls Intended tb used, t 4. My ws cn lay sprcin th wy hate il when he wa omg Muscle cana pote soe dd whe wae young, | a ot pen Boots con nn tin iter pone Ween want wnat (CULTURE NOTE: When Rome, do {athe Roman ds a expesion that suggests tat ben people fd theists inadifeent sore, they ‘should bee nthe manner of hose ‘Mound hem, iPOSSIBLE ANSWERS Instutorequeed He wi cloan to bance a the Di Sergeant goed ©, The vacation srt going as they ened 1, Toa movie dnt anda hoy has pened Hello a he sugastes ina Tshappening in each situation, 1 (oe el GE 9 Sewn (Fame) SSO D> S 6 or gag ed esting bom he = (Wat seat move! Th ) (et the boss how much, Cia ch pa { nom renveameste Ly Zi) (Sone ft f EEevis. J HE ic nove citron Mode station A forthe as. Ask 60 ‘ent to read the cenroe a ve ihe class ety the context, Diet the student tention tothe paral sentence below the cena snd it sf completing the seience. Ensure dents at sing ave lses of ‘anor complete the sotece. See Possn. anh in the oper margin "ERIC LANGLAGE COURS