B Read the suggestions for learning English. Add one more suggestion. Answers will vary.

1. Watch one TV show in English every day.

2. Listen to songs in English. Sing along.
B
• Ask students to read the list
3. Try to speak English when you go out in the community.
and circle the numbers of the
4. Use the internet or an app. There are many English learning tools online.
suggestions they have tried
5. Don’t worry about mistakes. It’s natural to make mistakes when you are learning a language. or would like to try.
6. Use English language learning computer programs in your computer lab.
• Call on volunteers to read the
7. Find a study partner. Work together one or two days after school.
sentences out loud. After each
8. Make a friend from your school who doesn’t speak your language. Meet once a week after
sentence, ask the other students to
class for conversation practice.
raise their hands if they think it is a
9. Read the newspaper in English.
good idea for learning English.
10. Be kind to yourself. Understand that learning another language takes time.
11. Keep an English journal. Write a mistake you made while speaking. Then, write the sentence
• Record which suggestions are the
correctly. Also, write new words and sentences you hear. most popular and ask students to try
12. one of them in the next week.
• Ask students to give additional
C Give each student on the previous page two or three suggestions from the list in Exercise B. examples, such as specific TV shows

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Write the numbers of the suggestions on the lines next to their names. Answers may vary. or websites they like to watch or use.
Ravi 4 10 11

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Maria Luisa 1 2 7 C
3 7 8 • Have students work individually or

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Lian
Ketsia 4 6 9 with a partner as they write two or

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three suggestions for each person
mentioned in the reading on the
D AT WORK Write two of your strengths in learning English. Write two of your difficulties. previous page. Tell students that they
Which suggestions can you try? Answers will vary.

c can use the same suggestion for

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My Strengths My Difficulties more than one person.
• Review the answers as a class.
ap

D
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1. I’m going to .
• Ask students to complete this
2. I’m going to .
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exercise independently and share

their responses with a partner.
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• Conduct a class discussion of what

Many words used in English come from other languages.
students plan to do to improve
Yoga and sushi are two examples. What words from your
their English.
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language are used in English?

The First Week 13
AT WORK
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As you approach Exercise D, point

at

out to students that being aware of

MORE ACTION ACADEMIC one’s own strengths and weaknesses
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Extend the activities on this page by
making a poster with suggestions
for learning English. Divide the class
into groups and assign each group
a skill, such as reading, writing, or
pronunciation.
English has always borrowed words
to express ideas or objects that
don’t have a native equivalent. Ask
students if they know words from
their own languages that have
been borrowed into English. Ask
if students think there are words
from their own languages that
should be borrowed into English to
express ideas for which there is no
English word.
is important professionally. It’s a
good idea to be able to discuss
them somewhat openly at work
in the interests of moving forward
(they might be asked to do this in a
performance review, for example).
Encourage students to be solutions-
oriented when discussing their
weaknesses/areas for development,
as they are asked to do in Exercise D,
and remind them not to take critical
feedback personally.

The First Week 13

SAMPLE COPY, NOT FOR DISTRIBUTION


WRITING OUR
STORIES: An Introduction
A Start your story on the
• Ask students to read the writing
model to themselves first, but
not to read the blue note boxes.
Explain that it isn’t important for
them to understand every single
word in the passage, but they
should try to understand the main
ideas in each paragraph.
• When students finish reading, invite
them to ask about anything in the
passage that they didn’t understand.
WRITING OUR STORIES An Introduction
A Read Sandra’s story. She is introducing herself to her teacher and class.
Buses arrive at the Museo
front of the paper.
Give your story a title.
Write the title in the middle of the line.
del Oro (Gold Museum) bus
stop in Bogota, Colombia.
Hello
Skip a line
between the My name is Sandra and I am
title and the from Bogota, Colombia. I came to
story. the United States five years ago.
My sister, Gloria, is here with me,
but my mom and dad and my six
brothers all live in Colombia. I miss
them a lot, but we email each other

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all the time.
Ask the class if they find any details Indent each I work full time at a small
about Sandra’s life in the United paragraph. printing company. I do several jobs

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States interesting. at this company. Sometimes, I do
data entry. At other times, I help
• Read the blue boxes aloud to the

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customers at the counter.
class. Have students point in their I don’t have much free time,
books to the part of the composition but I enjoy music, especially rock

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and romantic music. On Saturday
that each box refers to.
afternoons, I play tennis with the
tennis club at my school.
ABOUT THE PHOTO
c Right now, I’m studying English. I plan to major in communications
hi
and work in the TV industry. I have many dreams. Someday, I would
Museo del Oro, Bogota, Colombia
like to live in Florida and have a family.
This fascinating museum is a very
ap

Put your name and the

popular destination in Bogota. It date at the top or bottom Sandra Martinez, September 10
houses more than 55,000 artifacts of your composition.
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(made with gold and other materials)

representative of the pre-Columbian
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peoples that inhabited Colombia.

Through different permanent exhibits,
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visitors can learn about ancient

mining techniques and the relevance
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and uses of gold and other metals in

pre-Hispanic culture. 14 Unit 1
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MORE ACTION
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Extend this activity by having

students write questions about
the information in the passage.
Then, students can work in pairs
to ask and answer the questions.

14 Unit 1

SAMPLE COPY, NOT FOR DISTRIBUTION

B Look at Sandra’s composition and complete her notes.

My Family My Work My Interests My Future B

Gloria printing company music: communications • Point out that there are four columns
of notes in the chart under Exercise B,
six brothers full time -rock TV industry and four paragraphs in Sandra’s
Mom and Dad data entry -romantic Florida story. Explain that the words in each
column represent the ideas that
help customers tennis club family Sandra included in each paragraph
of her story.
• Have students complete the notes
C Correct the mistakes with the articles, and the singular WRITING NOTE
and plural nouns. Singular and Plural Nouns
independently. Then, ask volunteers
brothers sisters 1. Use an article with a singular noun. to read their notes aloud to the class.
1. I have two brother and three sister.
a 2. Use an with nouns that begin
2. I work in^clothing store. with a vowel sound: a, e, i, o, and
a
3. I’m^cashier. sometimes u. C
a an 3. Do not use a or an before proper • Read the Writing Note about singular
4. I’m^student at^adult school. names: Tom, California.
classes and plural nouns to the class.
5. I’m taking four class. 4. Plural nouns usually end in -s or

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a -es. Some irregular plurals are men,
6. I have^computer. • Ask students to correct the mistakes on
hours women, and children. Do not use a
7. I work part time, twenty hour a week. or an with a plural noun. their own and then compare answers

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years in pairs.
8. I came to the United States two year ago.
WRITING NOTE • Discuss the answers as a class and

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Look carefully at the correct ask students to match the mistakes
D ACADEMIC Organize your ideas in the chart. Then, write a story composition format.

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to introduce yourself to your teacher and your class. For help, refer to Refer to it when you write a
with the relevant grammar rule from
the writing model on the previous page. Answers will vary. composition. the Writing Note.

My Family My Work My Interests

c My Future
D
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• Give students time to work on
their charts.
ap

• Walk around the room and provide

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help as needed.
• Students can start writing in class
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and complete their stories for

homework.
E In small groups, share your stories. Ask each other questions.
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• Remind students to follow the format

of the model on the previous page.
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The First Week 15 E

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After students share their stories

with their groups, have volunteers
at

read their stories aloud to the class.

MORE ACTION ACADEMIC Encourage students to ask questions.
N

Have students trade their stories with a
partner and check that the composition
follows the rules listed in the blue note
boxes on the previous page. Students
may find it helpful to label their own
composition with key words such as
title, name and date, and paragraph
indent to use for future reference.
Point out the organizational rubrics
in B and D to students. Tell students
that taking time to organize their
thoughts in a chart or other outline
can help their time management
and organization of their writing.
Writing from an outline is a useful
skill to develop for English class as
well as other subjects.

The First Week 15

SAMPLE COPY, NOT FOR DISTRIBUTION

 ENGLISH IN ACTION Studying with a Textbook
ENGLISH IN ACTION:
Studying with a Textbook A Look through this textbook and complete the information. Then, share your answers with the class.
Answers may vary.
1. There are pages in this textbook.
A 2. Look at the table of contents. There are units in this textbook.
When you open a
new textbook, it’s a
• Explain that the purpose of this Two topics in the textbook are and . good idea to look
exercise is to determine what kinds through the book
3. There is a grammar chart section that begins on page .
quickly. You can see
of interesting and useful information 4. If I need spelling rules, I can look on page . how the book is
can be found in this textbook. organized and where
Write the third person simple present of these verbs:
helpful information is
• Read the text in the blue box aloud fix wash located.
to the class. Ask: Why would it be cry
helpful to know where the information 5. I can look up the irregular form of past verbs on page .
is located? Write the simple past of these verbs:
• Do the first two questions together as break fly teach
an example.

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• Ask students to work in groups to B Discuss the study suggestions. Add more suggestions. Answers will vary.
answer the other questions. 1. Grammar

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• Call on volunteers to read their ● Look at the charts and examples.
answers aloud and see if the other ● Write some of your own sentences using the new grammar.

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­students agree. ● Review
any mistakes you made in class or in your homework. Write the sentences correctly.

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●

B 2. Speaking
• Explain that the purpose of this ● Practice conversations from the unit with a partner.
exercise is to improve students’ ●

c
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study skills. 3. Listening
• Read the sentences or ask students Listen to the audio several times. Write some of the sentences.
ap
●

to read them aloud. Ask students to ●

circle the strategies they already use 4. Vocabulary

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and put a star next to the ones they ● In a notebook or on your cellphone, write two or three words each day that are
would like to try. new to you.
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• Have students work in pairs to add ● Look up the words in a dictionary or ask someone the meaning. Write each new word
in a sentence.
one more suggestion to each list.
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• Call on volunteers to read their

suggestions aloud or come to the
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board to make a list.

16 Unit 1
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TEACHING TIP MORE ACTION

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Some students may have trouble
understanding the Roman numeral
numbering system used for information
at the beginning of the book. Write
the applicable Roman numerals on the
board and explain that these are used
for special content at the beginning
of textbooks, such as the table of
contents, instructions for the teacher,
and information about the authors of
the textbook. Tell students that the
main textbook information usually
starts on page 1.
Ask students to think about writing a list
of goals for learning English. Explain that
making short-term goals each week
will help with their long-term goal of
learning English.
Give some examples of short-term
goals. For example, Write five new words
in my vocabulary notebook ­every day.
Allow some time for students to work
on writing goals for the next week.
Review the goals at the end of
the week.

16 Unit 1

SAMPLE COPY, NOT FOR DISTRIBUTION