Preface ‘The American Language Course (ALC) is a comprehensive, multilevel language program for teaching English for vocational and professional purposes. It is designed primarily for intensive English language training in a classroom setting, but can easily be adapted for slower-paced instruction. The ALC’s curriculum has been developed by the Defense Language Institute English Language Center (DLIELC), which is a US Department of Defense school under the operational control of the US Air Force. The primary focus of the ALC is to provide a language curriculum for a diverse international military population. To that end, the course includes not only general English topics, but also military topics of a general nature highlighting the typical language military personne! will encounter in their professional and vocational career fields. The ALC has, however, also been very successfully used in non-military learning environments and in US high schools with immigrant student populations Course components The coordinated instructional packages for Books 1-30 consist of the following: > Instructor text (IT) > Student text (ST) > Homework and evaluation exercises booklet (HW and EE) >» Audio recordings (tape or CD) > Language laboratory activities text with audio scripts and answer key (LLAT) > Computer-delivered interactive multimedia instruction (IMI) for Levels IV > Quiz kit > Optional training aids Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIELCILESL 2235 Andrews Avenue Lackland Air Force Base, Texas 78236-5259 E-mail dlielleslwork@us.af.il ©2010 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Various photos courtesy of Defenselink, US Fish and Wildlife Service, Library of Congress, National Science Foundation, FEMA Newsphoto, the US Air Force, and Jennifer Anderson @ USDA-NRCS PLANTS Database. ‘This book supersedes ALC Book 22 Instructor Text, January 1991. Second Edition, January 2010 Second printing, December 2010 300K 22 PREFACE : naALC Book 22: Scope & Sequence, Lessons 1-5 7 | Heroes » Request and | As ifand as though to in- | » Listen, mark, and pronounce >What makesa | offerassis- | troduce adverb clauses | syllable stress changes hero? tance > Alice acts as if she's} , rte words to complete » American Life on a text (cloze) Magazine: Per- Review: yes/no questions |» Select referents for pronouns sonal heroes, Review: present tense |* Cottuctnteriews and pres- » American Life cna present progressive | ent information Magazine: Heroes ae > Answer questions about a in action semitechnical text > Hiking safety bul letin 2 | Lawentorcement |» Identfy and {Nouns or noun phrases _ | » Listen and select the topic »Peesponding toa | describe as subject complements | . Listen and write the topic call people after verbs of choosing ||, Participate in a discussion » Handling an inci- Tran ludges named Bil), sect referents for pronouns dent > Read outline and select the > The police report: Reduce adjective clauses |” summary Anincident toadjective phrases |, write words to complete bpseukcaal! Reduce adjective clauses | text (cloze) » Miltary police and to prepositional phrases | » Combine sentences local civilian police Wit re Sequence modifiers before] » Write a paraphrase ‘a noun 3. |A weekend project| > Inquire about | Verb DO to show emphasis» Liston and write main idea > Building abir- | andexpress | > ! havent met Tom, but /|, Listen, mark, and pronounce house the purposes | do know his brother. | sylable stress changes > Assembling the Geil and | Sulfixes: noun to adjective | » Write referents for pronouns birdhouse devices: and with -fuland -less >» Read outline and select the >» Putting the finish- eee summary ing touches on the 2U8e |, Read ouline and provide a as.a direct object birdhouse Sospy ine tat she | shary would be late to work. 4 | Firearms in > Identify and | GET passive > Participate in a discussion ‘America label the parts| » Paul got fred. > Write a paraphrase >US miftary fre- | olMandauns, | resorted speech; present |» Edit tex for mistakes arms aM uip-| Perfect to past perfect | » Listen and write main idea Firearms and am- | freatm equip + Fier innt Modal review: can, had | Witte referents for pronouns = better, was/were going |» Read outline and provide a » Going fo @ gun be summary rh to, and be unable to y >» Americans’ opinions on gun control 5 | Renew Lesson 5 reviews all vocabulary and structures introduced in Lessons 1-4, ~~ AMERICAN LANGUAGE COURSEIntroduction to Level IV ‘The American Language Course (ALC) is an English-language program designed for students who need to understand and communicate in English in vocational and professional contexts, Its books are intended for intensive language instruction. In the ALC, grammar and vocabulary are presented and explained thoroughly, and all four language skills are developed systematically. About the ALC program Each of the six ALC levels is designed to progressively develop students’ basic skills in the areas of listening, speaking, reading, and writing. ‘The course employs traditional methods of language teaching as well as more recently developed communicative approaches. Dialogs, student- centered activities, audio and video recordings, computer-delivered interactive multimedia instruction (IMD, and other supplemental materials enhance instruction. The books are designed to be used in sequence, with each book building on the preceding one to promote cumulative language acquisition. The ALC incorporates four components of language Jeamning in its curriculum: vocabulary, grammatical structures, language functions, and skills. + The lessons present vocabulary (individual words as well as phrases) thatthe learner needs to understand and use in order to communicate effectively in English. Vocabulary is presented in contexts appropriate for learners studying in professional and vocational environments. ‘The ALC’s program also includes military topics and specific military vocabulary. This significant feature sets the ALC apart from other language curricula, + Grammar is carefully and systematically sequenced so that the learner continually builds on previously acquired knowledge. ‘The structures presented are forms a language Teamer needs to master in order to speak and ‘write standard English. Grammar charts and tables help to direct the learner's attention to significant information. Illustrations help clarify difficult grammar points * Speakers in a language community use language functions when they interact with one another. Activities in this course emphasize interactional strategies for communication that a foreigner or second-language leamer must master in order to perform in the target language with competence and self-assurance. These strategies include initiating, maintaining, and closing conversations; communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in face to-face interaction. In each lesson, exercises targeting the process of communication, rather than the linguistic product, teach learners how to successfully communicate in English. By focusing on the acquisition of language functions, students develop the ability to use the same interactional skills that native speakers use, and they learn to manage their own conversations in the target language, + Exercises dealing with language and academic skills are also interspersed throughout the lessons. These exercises aim to develop and increase proficiency in listening, speaking, reading, and writing. The material allows students to develop practical academic skills ‘universal to any language situation and appropriate for future vocational or academic studies. The convenient instructor text An instructor text (IT) is available for each ALC ‘book. It guides the instructor and gives suggestions ‘on how to most efficiently teach the course and contains complete answer keys for exercises. ALC ITs are written for the inexperienced, non- native English instructor as well as for the more experienced teacher. Explanations of grammar points are intended to give novice instructors sufficient language to talk about teaching English with colleagues and supervisors. In addition to the activities provided in the student texts, the ITs. contain suggestions fora variety of supplemental individual, partner, and group activities that enhance learning, provide realistic language situations, and enliven the classroom. BOOK22 PREFACE