INSTRUCTOR TEXT American Language Course Second Edition Book 7 Defense Language Institute English Language CenterPreface The American Language Course (ALC) is @ comprehensive, mohilevel language program for teaching English for vocational and professional purposes. I 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 hhas been developed by the Defense Language Institute English Language Center (DLIELC), which is a US Department of Defense school under the operational conto of the US Air Force. The primary focus of the ALC is fo provide a language curriculum fora diverse international military population, To that end, the course inejudes not only general English topics, but also military topies of a general nature highlighting the ‘ypical language military personnel will encounter in their professional and vocational career fields. The ALC has, however. also been ery successfully used in non-military learning environments and in US high schools ‘vith immigrant stadent populations. Course components ‘The coordinated instructional packages for Books 1-30 consist ofthe following: > Instructor tent (ID) > Snuident text (ST) > Homework and evaluation exercises booklet (AW and EE) > Audio recordings (tape of CD) » Language laboratory activities text with audio scripts and answer key (LAT) > Computer-delivered interactive multimedia instruction (IMD) for Levels I-1V > Quiz kit » Optional training aids Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIELOLESL. 2235 Androws Avenue aebland Air Foree Base, To\as 78286-5259 E-maik:[email protected] ©2003 by Defense Language Institute Fnglish Language Center and its licensors. Notice of Rights: All rights reserved. No part of this book may be reproduced or transmiited in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. This book supersedes ALC Book 7 Instructor Text, Janwary (991 Second Edition, January 2004 Eighth printing, July 2012 B00K7 PREFACE =ALC Book 7: Scope and Sequence, Lessons 1-5 7 | Stpesandines | Describe people |» Deserptive adjacties |» Select information nt Coecinaana | amiubjectsand |” procedngnoune heard ina tex! Sean eliot descriptions | indefinite acjectves | > Repeat and recte a contrasting > Dascribing peopl | both and other eh > Identy and supply raced, Gre Nae pronoun referents: ‘ | » Read a text by thought ‘proups > Complete a box outine >» Write a paragrach from asubsttution table BD | Undersiandngmath |> Compare and |> Comparative tor of "| Fo ora sitions * Soling math | contrast people, adjectives -er-+ (than) to draw shapes: aoe | places, and objects | Indefinite pronouns | ~ Ieentify and supply ee cam | someand any contextual referents pause | + Indefinite pronouns | » Identify the main idea bothand other ark topic of a paragraph i “Amerean homes |» Address a postcard |» Questions with How |» Repeat and recte 2 4 * |"tadasscttoa |" eld Be rncunor |” dog jrAnouseusie | Seubnonte | proneun |» Read ate by thought | | pee cen card » Superlative formo! | groups i pAnoMerhomne adjectives -est » Read and follow: sequenced instructions > Supply pronoun and ‘ contextual relevent r | Inside tho house |» Deserve and ask |» Express purpose > Select information nat : about the purpose | with Use (+ noun heard in a text : Aoamercanting | Sfsteanc anes | Srpioncun tte |» Supt aneun and : and devices gerund) and Use (+ |” contextual referents elnahe Hichen noun or pronoun) ‘0 | , identity the main idea * ee and topic of a paragrapt REDE » Road and follow sequenced instructions » Complete a box outing > Write a paragraoh irom to a substitution table 5 | Review Loseon 6 reviews alt vocabulary and structures introduced in Lessons 1 - 4, ~~ RIAERICAN LANGUAGE COURSEIntroduction ‘The American Language Course (ALC) is an English-language program designed for students ‘who need to understand and communicate in English in voeational and professional contexts Its books are intended for intensive language instruction. In the ALC, grammar and yocabulary are taught and explained thoroughly, and ail four language skills are developed systematically. About the ALC program Each of the six ALC levels buikis on the previous one to davelop 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 rmuttitnedia instruction (IM), and other supplemental materials enhance the instruction, Fach book is designed for approximately 20 hours of, Classroom teaching, The hooks are made 10 be used im sequence, and each book builds on the preceding jane to promote cumulative language acquisition. ‘The ALC incorporates four components of lan leaming in its curriculum: vocabulary. grammatical structures, languerge functions, and skits + The lessons present rocubulary (individual ‘words es well as phrases) that the leamer needs to understand and use in order to communicate effectively in English. Vocabulary is presented in contexts appropriate for learners studying professional and vocational enviconments. ‘The ALC’s pmgram also includes milizary topics and speci cary vocabulary. This significant feature sets the ALC apart from other language curricula * Grananar is carefully and systematically sequenced so that the learner continually builds on previously acquited knowledge. ‘The structures presented are forms a language learner needs to master in order to speak and. write standatd English. Grammar charts and tables halp to direct the learner's attention to significant information. Hlustrations elucidate itficult grammar poinis. * Speakers of a language community use language fenctions when they interact with cone another. Activities in this book emphasize interactional strategies for communication that a foreigner or second-la ner ‘must master in order to perform in the target language with competence and sel-ansurance These 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 comiinication (rather than he linguistic product} teach learners how to successfully communicate in English. By focusing on the aquisition of language functions, students develop the ability to use the same interactional skills that native speakers use, and they fearn to manage their own ‘conversations in the target lanouage. + Exercises working with language and academic skills are also interspersed throughout the essons. These aim to develop and increase ‘proficiency in listening, speaking, reading, and writing. The material allows students to develop practical academic skills universal 1o any language sitvation andl appropriate for funure ‘vocational or acaciemic writing. The convenient Instructor Text ‘An instructor text is available for each ALC book. It tells the instructor how 1 most efficiently teach the course. These texts contain complete answer keys tor exercises and eopy masters for transparencies Since they contain answers, access to these books should be carefully controlled. The instructor texts have been written for the inexperignced, non-native English instructor as well as the more experienced teacher. Explanations of grammar points ace intended to give novice instructors sufficient language to talk about teaching English with colleagues sind supervisors. In audition to the activities provided in the student texts, the Inytructor texts contain swggestions for a variety of supplemental individual, partner, and teamwork activities that enhance learning, provide realistic tions, and enliven the classroom. BOOK? PREFACEoo Preseason Ree os rane Examining an Instructor Text ‘The Instructor Text (IT) is fully coordinated with the Student Text ($1), with each page of the ST conveniently incorporated into the LT by means of ‘reduced image. The reduced facsimite includes answers to exercises whenever appropriate, It also provides step-by-step instructions for camying out exercises and activities. The text in the margins Fasy-to-follow teaching notes make the TT simple to use, The two example IT pages reproduced above show the layout of the instructor text and the locations of important information. The kabels describe the difforent types of information that will | se ____—--EEEY [a \ be useful for teuching the ALC. The column on the right or the leit side of cach redueed page provides information about: + Language objectives: Stated in cleer and simple English, these objectives are statements of what students should be able to accomplish at the end of the lesson, They are provided as @ guide for the teacher and are measured on the quizzes, » News vocabulary: Bach new term is Tisied in the margin on the page on which it first occurs + Bxervise instructions: Visually matched headings draw the eye from the reduced ST to idemical headings in the TT margin and the text below. "ANERIGAN LANGUSGE COURSEPeden ac Sstantane ttt + Feacher-diciaied texts: Oral drills, and Q/A exercises, as well as dictation texts are listed immediately adjacent to their respective exercise, + Additional resources. Suggested transparency ‘masters, realia, props, related appendices, et, appear nent to the activity. The text at the bottom of the page In the text below cach reduced ST page, teachers Will find a four-iine abbreviated key tiet provides ‘puiddance for the presentation of drills and exercises in the lesson. The information in the key always appears in the same order. It indicates the conditions under which the activity isto be performed. the BOOK 7 ‘PREFACE nm 3 {6 eopurete mostersor ity 10 which ihey pertain, Fie Hf oflers teaching sinategies, he learmng fechnigues, eallurl notes and suppieneniary | that go beyond the “reateht othe objectives in ie ‘Yuden book. type of cue (visual, oral, written, ete), the type ‘of response (oral or written), and the slucient participation expected (individual, choral, paired, group, ete), Below each key, teachers will find more detailed guidelines iastructing hove to execute the exercise, pertinent ESL/EFL teaching strategies, useful cooperative learning techaiques, interesting cultural notes, and challenging supplementary activities for use in mixed-level classes. Such tips are representative of the reaching techniques developed by the well-trained, native-speaker ESL/EFL professionals who teach at DLIELC. More tips about tried-and-true teaching techniques can be foxind in the subsequent pages of this preface. rs |Organization of the Student Text Fach ST consists of five lessons (four lessons introducing new material and one review lesson), ‘an evaluation section, homework assignments, and ‘useful appendices. In a 30-hour week of elasstoom instruction, students would ideally cover one lesson per day and complete an entire book in a single swoek; however, the material ean easily be acped for slower-paced instruction. “The first wo pages of ac lesson are the table ‘of contents and preview page. The preview page resents a synopsis of a lesson’s vocabulary, ‘grammar, and language function objectives. The first section on the preview page lists vocabulary. Most new vocabulary is provided in alphabetical order; however, when useful, new words are grouped to tenable students 10 retain them more easily, Examples of new grammar structures and language function phrases are included at the bottom of the page. ALC students frequently use the preview page as a study aid; instructors can use it for developing supplemental and review activities. Homework assignments for the initial four Fessiny provide additional practice in accomplishing the objectives. They also serve as a means of identifying student language deficiencies. These exercises provide approximately (wo hours of homework for each lesson, The homework exercises are located athe end of the student text on especially marked pages Evaluation exercises are also provided for the First Four lessons. Thase exareises are formatted like short performance quizzes and ure intended to be used to measure student mastery of objectives. They are located athe end of the student text, Instructors ccan administer the evaluations on a daily basis in a controlled classroom situation. Language objectives The ALC is based on an insiruetional systems development (ISD) approach, which isa well- documented pedagogical approach frecquently uscd in the development of military courses for vocational purposes. As prescribed by the ISD approach, the ‘ALC is based on objectives. These are language fund skills objectives that ore explicit statements ‘of what the student should be able 1o accomplish ‘upon completing a lesson, In the instructor text, the objectives fora Lesson are listed on the bottom of the contents and preview pages. This list is intended to serve as a guide, indicating what content instructors must cover in a particular lesson, The objectives determine evaluative aspects of the lesson that are specifically measured by the quizzes, In the IT, objectives appear again in the upper lett or right margins of the page on which they are firs introduced in order to emphasize their importance. Instructors who have analyzed the objectives for a particular lesson can streamline their instruction Objective and other vocabulary ‘The individual lessons of the ALC present Socabulary and grammar in context, New words nd phrases introduced in a lesson as objective ocadbulary will be tested by the quiz given atthe book’s completion, Bt, much more language is provided in the classroom than what is found on the preview page of a lesson. Additional words, phrases, and expressions are included. This language may be contextually related, or it may be used to support the instructional process. The different types of ron-abjective vocabulary include recognition, ructional, and facilitative vocabulary. + Recognition vocabulary is vocabulary ovearting jn the text or used by the instructor that is related to the lesson content, Students should be able to recognize and respond to these items, “Although these terms may appear on quizzes they are not specifically tested. They are included on the preview puge of each lesson, bit no distinction is made between recognition and objective vocabulary in the student tex. However, in the IT, recognition vocabulary is, italicized fos the instructor's benefit. + Instructional vocabulary includes words and pliraxcs sed in the text or by the instructor to explain new material, exercises, or the testing process and to conduct activities, Examples include: Fill inthe blank: Circle a, b.¢, or ds Open your books: and Please move your chairs ino a circle. Students see and bear these terms repeatedly and should be able to recognize and respond to them in class, in Tab, and during tests, AMERICAN LANGUAGE COURSE* Facititative vocabulary consists of words and phrases used to help students understand the lesson more easily and, in many cases, to provide more realistic and authentic sounding material, For the instructor's benefit, they are alphabetically listed in the TT margin on the preview page of a lesson, These words and phrases do not appear on quizzes. For example, in Book 2, Lesson 3 (a lesson dealing with, food), the word cow is used to explain the meaning of beef. The word beef is an objective vocabulary item and may appear on the book (quiz; cow is a facilitative vocabulary item and will not appear on a Book 2 quiz Language laboratory materials ‘The listening activities and audio recordings, which are on CD, are an essential component of the ALC course. The audio component reinforces lesson objectives. is fully supported by language laboratory aetivities texts (LLAs) containing exercises that practice vocabulary, grammar, functions, and skills that correspond to the classroom text. Additionally, each laboratory book includes audio scripts and answer keys, Each Jesson provides ‘approximately 80 minutes of recorded material which can be incorporated into classroom lessons. ‘or homework assignments. When listening. students ‘should respond to and interact with the information in the recordings in order to obtain full benefit from the language laboratory activitics, Instructors should use the lahoratory practice as an ‘opportunity to monitor students” orat production and comet inaccurate pronunciation and intonation Testing program Book quizzes measure mastery of the objectives and are administered upon completion of each book. ‘They cover only objective material specifically noted ‘on the preview pages of each lesson. Each quiz consists of 50 multiple-choice iterns and requires 45 minutes to aximinister. A quiz has two parts (a listening and a reading section) and draws upon the skills of listening and reading to test the specific objectives outlined in the book Auxiliary materials Some very useful optional language waining aids that directly complement the ALC books are available Flash cards: Although the STAT package for any individual ALC book might be considered self contained, supplemental vocabalary cards are available for some of the books, For example, flash card packages can be obtained for all concrete vocabulary in Level 1 books. In fact, in the first Jevel of ALC books, the availability of a flash card (usually a large photograph of the vocabulary item) is indicated on the preview page of each lesson by the symbol 7 Transparencies: Master copies for transparencies recommended for the book can be found ina book's appendices. They are located just in front ‘of the homework section in both the ST and 17, ‘Transparency masters may be copied for use with an overhead projector It is recommended tha tructional aids be used ‘when available because they enhance classroom presentation, provide variety, and allow the teacher to conduet activities not directly focused ‘on the written text Ifthe ALC instructional aids are unavailable, facsimiles can be constructed using realia or illustrations from magazines and. newspapers. (See the DLIELC catalog for further dletails on auxiliary products.) Interactive Multimedia Instruction The ALC insiruetional package can be snpplemented by imeractive muliimedia insiruetion (IMD courseware. Each IMI disc corresponds to a specific ALC student text and has been produced in order to enhance the teaching of the language skills and training cbjectives in the book. IMI provides an interective medium in which students ean participate ima variety of activities presented with audio. text, graphics, animation, and video. The interactive environment allows students fo fearn at their own, pace while mastering tho instructional objectives. Iss Format enables students to learn and review material ina non-threatening environment. BOOK? FREFAGE