INSTRUCTOR TEXT American Language Course Second Edition Book 11 Defense Language Institute English Language CenterPreface The American Language Course (ALC) is a comprehtensive, multilevel language program for teaching English for vocational and professional purposes. lis 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 js 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 languege military personnel 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 a ties text with audio scripts and answer key (LAT) > Computer delivered interactive multimedia instruction (IMI) for Levels I-IV > Quiz kit Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIELCILESL 2235 Andrews Avene Lackland Air Force Base, Texas 78236-5259 E-mail: diele leslwork @us.af-mil ©2005 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, electroni ‘mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. ‘This book supersedes ALC Book 11 Instructor Text, January 1991. ‘Second Edition January 2005 Seventh printing, Febuary 2013 BOOK T PREFACE idALC Book 11: Scope and Sequence, Lessons 1-5 appointments > Describing aches, pains, and symptoms »Call a doctor's office to make ‘an appointment Present Perfect with BE/MAVE in statements and yesino questions only > ve had a car for 5 years. > Have you been sick? ‘How long in questions ‘about duration Present Perfect Progressive > What have you been doing? > T've been waiting since 1:00. >» Circle syllable with primary stress » Select topic of oral text » Listen to dialog & select, inference > Read 3 sentences to determine word's meaning > Read instructions to draw image >» Write dictated paragraph 2D | Rules ofthe road > Getting ready to drive > Road signs and rules of the road > Ask for and give information about driver safely Indefinite pronouns: anyone, anybody, someone, ‘somebody, no one, nobody Linking verbs become/get + subject complement to show change in condition: > I get nervous before a test » Did he become a doctor? Adjective clauses with that, which, and who > Listen to text to write topic & main idea > Listen to complete a chart with symbols > Read text to write topic & main idea >» Write complex sentence by combining 2 sentences B | take a retuna. »Car problems » Dissatisfied customers > Say politely that you aren't satisfied Too + adjective + (for/to) to express excessiveness for a particular purpose > The tea is too hot forme todrink. Verb + infinitive of purpose > | stopped fo buy some shoes. Noun + suffix -yto form adjectives meaning full of, characterized by. oF like > Read text to write topic, ‘main idea, and title » Read text to select summary » Read instructions to draw image » Write dictated paragraph ‘| How was the show? > Entertainment ont > Movies > Restaurants and service > Ask for and give opinions about ielevision shows, movies, and restaurants ‘Could for past ability Reported speech with fold: > Did you tell Jane that you had her book? » Yes, | told her that | had it, Prepositions of time ater, at, before, for, from, in, ‘on, since, tl, to, unt! > Listen to peers’ role play & answer questions > Read 3 sentences to determine word's meaning » Read text to write main idea & title > Read text to select ‘summary > Write complex sentence by combining 2 sentences 5 | Review Lesson 5 raviews all vocabulary and structures introduced in Lessons 1 - 4. "AMERICAN 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 vocational and professional contexts. Its books are intended for intensive language instruction. In the ALC, grammar and vocabulary are taught and explained thoroughly, and all four language skills are developed systematically. About the ALC program Each of the six ALC levels builds on the previous ‘one to develop 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 (IMI), and other supplemental materials enhance the instruction, Each book is designed for approximately 30 hours of classroom teaching. The books are made to be used in sequence, and each book builds on the preceding one to promote cumulative language acquisition. ‘The ALC incorporates four components of language learning in its curriculum: vocabulary, grammatical structures, language functions, and skis. + The lessons present vocabulary (individual words as well as phrases) that the learner needs to understand and use in order to communicate ‘effectively in English, Vocabulary is presented in contexts appropriate For leamers 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 leamer continually builds on previously acquired knowledge. ‘The structures presented are forms a language Jeamer 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, llustrations elucidate difficult grammar points, Speakers of a language community use language functions when they interact with fone another. Activities in this book emphasize interactional strategies for communication that a foreigner or second-language leamer ‘must master in order to perform in the target Janguage with competence and self-assurance. ‘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 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 working with language and academic skills are also interspersed throughout the lessons, These 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 writing. The convenient Instructor Text An instructor text is available for each ALC book. It tells the instructor how to most efficiently teach the course. These texts contain complete answer keys for exervises and copy masters for transparencies. Since they contain answers, access t these books should be carefully controlled. The instructor texts have been writen for the inexperienced, non-native English instructor as well as 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 instructor texts contain suggestions for a variety ‘of supplemental individual, partner, and teamwork activities that enhance learning, provide realistic language situations, and enliven the classroom. BOOK 11 PREFACEoRAMMAR in simple, eversda ‘appear on the page Di inode Saco Texts for ditations, OF and | ee | SOTE:WA ti imtalte NOTE: Anacneme enda SBeasniiew ities” Grgsmeaeca tonal Saucon oe Presenion Seicc SoSies, ier Examining an Instructor Text ‘The Instructor Text (IT) is fully coordinated with the Student Text (ST), with each page of the ST conveniently incorporated into the IT by means of a reduced image. The reduced facsimile includes answers to exercises whenever appropriate. It also provides step-by-step instructions for carrying out exercises and activities. The text in the margins Easy-to-follow teaching notes make the IT simple to use, The two example IT pages reproduced above show the layout of the instructor text and the locations of important information. The labels, describe the different types of information that will epee be useful for teaching the ALC. The column on the right or the left side of each reduced page provides information about: + Language objectives: Stated in clear 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 a guide for the teacher and are measured on the quizzes. + New vocabulary: Each new term is listed in the margin on the page on which it first occurs. + Exercise instructions: Visually matched headings draw the eye from the reduced ST t0 identical headings in the IT margin and the text below. "ANERICAN LANGUAGE COURSEeens = seesesetcomtt tent ee tmanaeseeetaeat ren dover Taek + Teacher-dictated texts: Oral drills, listening, 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, etc., appear next to the activity. The text at the bottom of the page In the text below each reduced ST page, teachers. will find a four-line abbreviated key that provides: guidance 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 is to be performed, the aati ib FL fers teaching siratesies, pie en sind em, erative learning techniques, MSeiive Tevgekrenten Mamba eda Freeiektant Tabac nee Te Bie spread on WHE 2 fr apears Uh ws lensparency masters or Hae listed next to the type of cue (visual, oral, written, etc), the type of response (oral or writen), and the student participation expected (individual, choral, paired, group, etc.). Below each key, teachers will find more detailed guidelines instructing how to execute the ‘exercise, pertinent ESL/EFL teaching strategies, useful cooperative learning techniques, interesting ‘cultural notes, and challenging supplementary activities for use in mixed-level classes. Such tips are representative of the teaching 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 found in the subsequent pages of this preface BOOK 11 PREFACEOrganization of the Student Text Each 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 classroom instruction, students would ideally cover one lesson per day and complete an entire book ina single ‘week; however, the material can easily be adapted for slower-paced instruction. ‘The first two pages of each lesson are the table of contents and preview page. The preview page presents 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 usefal, new words are grouped to ‘enable students to retain them more easily. Examples ‘of new grammar structures and language funetion 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 lessons provide additional practice in accomplishing the objectives. They also serve as a means of identifying student language deficiencies. These exercises provide approximately two hours of homework for each lesson. The homework exercises are located at the end of the student text on especially marked pages. Evaluation exercises are also provided for the fist four lessons. These exercises are formatted like short performance quizzes and are intended to be used to measure student mastery of objectives. They are located at the end of the student text, Instructors, can administer the evaluations on a daily basis in a controlled classroom situation, Language objectives ‘The ALC is based on an instructional systems development (ISD) approach, which is a well- documented pedagogical approach frequently used in the development of military courses for vocational purposes. As prescribed by the ISD approach, the ALC is based on objectives. These are language and skills objectives that are explicit statements of what the student should be able to accomplish ‘upon completing a lesson. In the instructor text, the objectives for a 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 left or right margins of the page on which they are first 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 ‘vocabulary and grammar in context. New words and phrases introduced in a lesson as objective vocabulary will be tested by the quiz given at the ‘book’s completion, But, 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 non-objective vocabulary include recognition, instructional, and facilitative vocabulary. + Recognition vocabulary is vocabulary occurring in 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 cluded on the preview page of each lesson, but no distinction is made between recognition and objective vocabulary in the student text However, in the IT, recognition vocabulary is italicized for the instructor's benefit. + Instructional vocabulary inchudes words and phrases used in the text or by the instruetor to ‘explain new material, exercises, or the testing process and to conduct activities. Examples include: Fill in the blank; Circle a, b, ¢, or d: Open your books; and Please move your chairs into a circle, Students see and hear these terms repeatedly and should be able to recognize and respond to them in class, in lab, and during tests, "AMERICAN LANGUAGE COURSE+ Facilitative 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 IT 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. Itis fully supported by language laboratory activites texts (LAS) 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 lesson 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 presented in the recordings in order to obtain full benefit from the language laboratory activities. Instructors should use the laboratory practice as an ‘opportunity to monitor stucents’ oral production and correct inaccurate pronunciation and intonation, Testing program Book quizzes measure mastery of the objectives and are administered upon completion af each book. ‘They cover only objective material specifically noted ‘on the preview pages of each lesson. Each quiz. consists of 50 multiple-choice items and requires 45 minutes to administer. 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 training aids that directly complement the ALC books are available. Flash cards: Although the ST/TT package for any individual ALC book might be considered self- contained, supplemental vocabulary cards are available for some of the books. For example, flash card packages can be obtained for all concrete vocabulary in Level | books. In fact, in the first level of ALC books, the availability of @ lash card (usually a large photograph of the vocabulary item) is indicated on the preview page of each lesson by the symbol v. ‘Transparencies: Mastet copies for transparencies recommended for the book can be found in a book's appendices. They are located just in front of the homework section in both the ST and IT. Transparency masters may be copied for use with an overhead projector: It is recommended that instructional aids be used when available because they enhance classroom presentation, provide variety, and allow the teacher to conduct activities not directly focused oon 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 details on auxiliary products.) Interactive Multimedia Instruction ‘The ALC instructional package can be supplemented by interactive multimedia instruction (IMI) 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 objectives in the book. IMI provides an interactive medium in which students can participate ina variety of activities presented with audio, text, araphics, animation, and video. The interactive ‘environment allows students to learn at their own pace while mastering the instructional objectives. Its format enables students to learn and review material in a non-threatening environment. BOOK 11 PREFACEClassroom management ‘There are many factors that can enhance language leaning, A skilled instructor can play a significant role in the leaming process. Instructors can manipulate the language learning environment to create optimal conditions for learning. Classroom management includes factors ranging from the physical layout of the classroom to the methods, practices, and procedures the instructor uses to successfully achieve lesson objectives. ‘The ALC presents an eclectic curriculum. It incorporates practical teaching techniques from a variety of methodologies. The suggestions provided on the following pages detail practices and procedures for effective language teaching. The typical ALC student ALC students tend to be highly motivated, career- oriented, adult learners. Most have previously attended courses and undergone rigorous training in a wide variety of divergent fields. Their prior experience may include academic or practical, professional or vocational, physical or mental ‘raining. While no leamer arrives at the classroom asa blank slate, this is especially noticeable with regard to ALC students. They tend to bring superior cognitive abilities and vast prior knowledge and experience to the language learning environment. ALC students are very likely t0 be able to ‘consciously draw on previous educational and training experiences when learning the new language. Thus, ALC instructors should be mindful of this potential background and make learning ‘meaningful by + interweaving course content with students’ personal lives, interests, and career or academic goals + making connections and associations between students’ prior knowledge and new information. Encouraging student interaction Speaking is essential to language learning. Students need opportunities to engage in meaningful and authentic communication, i., the kind of language typically used in real-life situations to accomplish real-life tasks, Students will not always have access to English outside the classroom; therefore, itis up to the teacher to create such opportunities in the classroom. To help facilitate authentic language use, ‘employ strategies like the following on a daily basis, + Begin each day mingling with students, practicing greetings, and engaging in small talk. + Provide time for students to converse informally with each other in English + Ask about the students’ personal lives and opinions. To do this, focus on topics and current events in which they are interested. + Encourage students to discuss their learning experiences. Talk about language difficulties they have experienced. Let them offer advice for solving language problems that classmates have encountered Giving classroom instructions Classroom instructions should be simple, clear, and brief. Repeating, raising your voice, and over- explaining cause confusion and anxiety. As a rule, + Demonstrate what you want students to do. + Spell individual words out loud when students say they don’t understand them. + Tell students to tum to pages and exercises by using numbers and letters whenever possible. + Provide realistic time limits for completing activities, Tell students exactly how long they have to complete an activity, and adhere to that time limit. If most students are unable to finish, extend the limit for a specified amount of time, Teaching classroom language Just as vocabulary and grammar are taught, classroom language should be taught. In the ST, exercise headings provide lots of instructional vocabulary or teacher talk. Encourage students to read and understand the headings. In addition, provide students with language to ask for help, ¢-8 * Repeat, please. + Please spell that word. + Speak more slowly. + Say again? ‘AIERICAN LANGUAGE COURSEClassroom seating arrangements ‘The way you set up your class for an activity directly affects how much and how often individual students get to actively participate. WHOLE GROUP ARRANGEMENTS In these two seating configurations, students can easily see and talk to each other. Qo 2 Be 10 ‘These seating arrangements can be used for a vatiety of activites, + Presenting new information + Round-tobin or chain drills + Mechanical and communicative drills + Whole group discussions + Dialog practice + Some listening activities ‘TRADITIONAL FRONTAL INSTRUCTION ‘The traditional classroom configuration promotes frontal or top-down instruction, ic., instruction that goes from the teacher to the student. It limits the role of the student to that of recipient, someone who generally may only speak when called upon. B00 T ‘This classroom arrangement is appropriate for situations in which you do not want your students to ‘communicate with each other, such as + Testing + Lectures + Viewing films + Mechanical drills requiring choral response ‘SMALL GROUP ARRANGEMENTS Working in small groups of 3 or 4 will provide your students with many more opportunities to speak. S & q ‘The following are a few small group activiti * Discussion + Problem solving + Information gap + Games + Brainstorming session + Role-plays, PAIR WORK: Pair work maximizes student participation. tis an effective means of handling short, simple tasks. 233 OSs Use pair work for the following activities. + Checking homework and written assignments + Preparing fora group activity + Conducting certain question/answer activities, + Practicing dialogs + Creating role-plays + Interviewing + Simulating telephone calls with back-to-back seating In your role as a teacher, limit your involvement in group and pair work, but keep on monitoring your class’s language production. Walk around and, Tisten to what they are saying and watch what they are doing in order to assess progress and analyze language problems. Be available to answer questions and provide guidance when needed or requested. Otherwise, do not interrupt or interfere. As a rule, always follow up with a whole-class discussion BOOK 11 PREFACEClassroom practices Introducing a lesson’s theme Each ALC lesson introduces 30-40 new vocabulary words. Usually these focus on one particular theme. Before beginning a vocabulary section, lead a warm- up discussion of the topic. Focus students’ attention ‘on any accompanying illustrations, The pictures and discussion will serve to stimulate interest and will give students an opportunity to use vocabulary they already know. It will also provide a little background information for students unfamiliar with the topic. If students have difficulty grasping the meaning of a new term, keep in mind that meaning is often best conveyed by showing similarities and differences between vocabulary items. Here are some other effective ways of getting meaning across. + Show an item + Draw the item in contrast to another item. + Demonstrate * Illustrate size or angle with a scale or grade. ‘+ Present groups of words in a category. * Provide an antonym. + Provide a synonym. (Be sure to emphasize that ‘the word is similar ro rather than the same as.) In the ALC, we use the term vocabulary to mean not only single-word items, but also collocations (words that often go together), such as coffee cup or heavy rain, as well as lexical phrases and idiomatic usage, e.g., How do you do? Once vocabulary has been introduced, provide pronunciation practice with the new terms. _STEPS _ INTRODUCING NEW VOCABULARY. 1. With student books closed, conduct repetition drills with the new words. 2. With books open, conduct another | repetition drill with the new vocabulary | items before beginning any other activity. 3, Have students find and underline the new words in the text as you read the dialog ‘ot paragraph aloud. (It may be necessary to write the specific words occurring in the text on the board to help students recognize them.) NOTE: Often the most opportune time to teach a word's pronunciation is before students see it. If you practice a vocabulary repetition drill with books Closed, the only clue students have is an oral on: Thus, the confusion that often arises as a result of seeing the spelling of a word is eliminated. Any effect derived from prior familiatity with the word is also eliminated. Take, for example, a military rank. If students only hear kernel with no meaning attached, they will repeat a close approximation of it. However, if they hear kernel but see colonel, many students will say coh-loh-nef, even though it differs from the model, but very likely because. of language transfer from their own language. For this reason, it is recommended that pronunciation of new vocabulary be practiced first with books closed, and then with them open. If students subsequently mispronounce a word while reading, the instructor ‘ean remind them that they said it correctly before. Correcting errors ‘The ALC’s goal isto help language learners become proficient in English. In other words, the aim is to develop the skills people need to communicate effectively and comfortably in English. In order to develop these abilities, there will be times when the focus needs to be on proficiency (the ability to communicate ideas fluently), and other times when the focus needs to be on accuracy (the ability to ‘speak with as few errors as possible). As a result, error correction or constructive feedback will vary, depending on the goal of a particular activity METHODS OF ERROR CORRECTION + Indicate where the error is, but let the student comect it. + Give two or three correct answers, and Let the student select the one he or she wants t0 use. + Ia student has not been able to answer a question, give your own answer as a model; then, ask the question again ‘+ Repeat the content of what the student said, but say it correctly. + Reword a question to which a student has given an inappropriate response. + Let other students provide correction. ‘AMERICAN LANGUAGE COURSEERROR CORRECTION IN DRILLS ‘When students are practicing grammar and pronunciation drills, they are learning something new. The focus is on using the correct form of the language. Therefore, errors must be corrected, but only those in the particular area that the drill targets. For example, if students are practicing the present progressive, correct only errors in the formation of the present progressive. If practicing pronunciation of the phoneme fi, don’t correct mispronunciation of the past tense. ERRORS IN COMMUNICATIVE ACTIVITIES ‘The purpose of these activities is to communicate ideas. Your students’ focus should be on content, not form. If they succeed in getting their message across, they will have met the activity’s objective. Grammatical errors and mispronunciations that do not interfere with the message should be ignored. * Do not correct errors duting the activity + Keep a running list of errors with structures and vocabulary that students have already studied. Also note errors with commonly used, though not yet studied, items. *+ Discuss the most important errors you've noted with the entire class at the end of the activity. NOTE: Although correcting students during communicative activities is not advised, providing ‘an appropriate word, a structure, or pronunciation assistance when requested is perfectly acceptable, However, at times, you may wish to encourage the development of student autonomy by not providing what they lack, and letting them figure ‘out altemative ways of saying what they want to say. Receiving feedback about misunderstanding and miscommunication is very important for a student It's authentic, and will give the student practice in self-correcting and circumlocution, rewording, oF paraphrasing in order to successfully communicate intended meaning, ERRORS IN WRITTEN EXERCISES Mark the error, but have the student correct it if it is something that has already been studied. If necessary, explain the mistake or provide a page number in the ST to which the student can refer, Checking written exercise answers ‘There are many innovative ways to conduct the often mundane business of correcting errors. Some strategies listed here will usefully extend an exercise and will let you get a little more mileage out of it * Have students read their answers aloud. ‘+ Have one or more students write their answers on the board. Encourage peer correction of any mistakes students see on the board. * Write the answers from the book on the board or project them using an overhead transparency. Have students check their own work or exchange books and correct a classmate’s work * Write students’ answers on the board and let classmates discuss and correct. + Pair students and have them compare their answers. Discuss differences of opinion. At the conclusion, be sure everyone has the correct answer. + For multiple choice exercises, have students state out loud (individually ot in unison) the letter of the answer they chose, + For true/false statements, have students state true or false (individually or in unison). For false statements, ask for a volunteer or call on a ‘student at random to restate it so that it is true. Eliciting student response A variety of techniques can be used to ensure that all students participate and respond in class. These can help Co prevent boredom as well. + Ensure that everyone has equal opportunity to talk. (Control students who exhibit a tendency to dominate; encourage reticent students.) * Call on students in random order. Ask the question before naming the respondent so that everyone is alway’ required to pay attention. + Ask for volunteers to answer questions, + Allow students to call on one another. + Use eye contact or a gesture to indicate who should answer rather than naming the person, + Allow students plenty of time to respond to a ‘question they have been asked (approximately 30 seconds). BOOK 17 PREFACETeaching techniques and procedures for exercises ‘The ST uses various tried-and-true ESL exercises and activities repeatedly. These include matching, true-false, gap-fill, labeling, categorizing, alphabetizing, answering questions, completing charts and graphic organizers, ete, The IT also occasionally recommends other exercises and activities and describes how to do them. The following pages provide shor, step-by-step instructions for many of the exercises and activities ‘oveurring frequently in the ST. (Instructions that are self-evident, such as those for matching and true- false statements, are not included here.) Oral drills Drills can be divided into two main types: repetition drills and transformation drills. In repetition drills, students simply repeat what they hear without changing the word or sentence, Transformation drills require students to change the sentence in a minor way. Students orally produce the transformed sentence; the teacher reinforces their production by repeating the correct form again, There are various types of transformation drills: person-number Substitutions, singular-plural transformations, tense transformations, patterned response drill, chain drills, cued response, and directed dialog repetition. Forall drills, keep these general guidelines in mind. ‘+ Maintain a stimulating pace so that students don't get bored: however, don’t speak so rapidly that they can’t keep up. + Demonstrate rather than explain. ~ Keep instructions as brief as possible + Always have students listen first before you require them to repeat + Don’t repeat the prompt in unison with your students, - Listen to what they are saying, + Say Again and gesture with your hand when you want them to repeat. + When the choral drill has been adequately mastered, move on (o individual drilling, + IP students cannot master your choral drill, model problematic words or phrases again. Let them be successful before you move to individual drilting, ‘STEPS__ DRILLING WORDS OR SENTENCES 1. | Tell students: Listen 2. For individual words, say the word. | Gesture for students to repeat. Listen to them saying the word. Reinforce correct | pronunciation by saying the word again, 3._ For statements, say each sentence with / falling intonation. For questions, say | cach question with rising intonation. Gesture for students 10 repeat. Listen to their sentence. Reinforce correct | pronunciation by saying the sentence again. 4, Have all students repeat in chorus until | performance is satisfactory. Then, follow the same procedure and drill with | individual students. Choral drills are used because students fee] more comfortable practicing in a group; however, on ‘occasion a drill won't work right the first time, If a word, sentence, or dialog line causes difficulty, and the group is unable to repeat in chorus even after you've modeled a second time, stop the choral production and conduct the drill with individuals, Once students are able (o repeat individually, give them another opportunity to repeat it in chorus. NOTE: With long sentences, backward build-up is effective. This technique entails having students repeat phrases from the end of the sentence to the ‘beginning. Always maintain the pronunciation that each phrase has within that particular sentence. The following example demonstrates backward build-up. EXAMPLE: I want to go home early in the morning the day after tomorrow. TEACHER: tomorrow STUDENT: tomorrow TEACHER: afer tomorrow STUDENT: after tomorrow TEACHER: the day after tomorrow STUDENT: | the day affer tomorrow TEACHER: in the morning the day after tomorrow STUDENT: in the morning the day after tomorrow ‘ANIERICAN LANGUAGE COURSE| Teli students to listen as you read the | dialog at least ewice. 2. | Read each sentence with normal | intonation, 3./ Ask a few questions to ensure students "understand the main points of the dialog. 4, lave students repeat in chorus until performance is satisfactory. 5. | Divide the cass in half. 6. | Have one half repeat Part A of the dialog | and the other Part B. Then, switch parts 7._ Divide the class into pairs of students 8. | Have pairs of volunteers ead each part individually. Allow sufficient time for pair practice 9. | Have pairs of volunteers recite or role- | play the dialog for the rest of the group, STEPS | SUBSTITUTION DRILLS 1, Have students close their books. 2, | Tell the 3. Gesture to yourself and say the base sentence, e g., Jim is happy, Listen only. 4. Gesture to yourself again and say the word you want the students to substitute “into the base sentence, e.., hungry. 5. | Gesture to the class and model the new | sentence, eg, Jim is hungry: 6.| Repeat this procedure with each new cue word if necessary 7. Finally tll students: Listen, Go back t0 | the original base sentence and give the | initial cue word (in our example, happy) 8. Gesture o the class and listen as they [say the new sentence NOTE: You will have noticed that Steps 7 and 8 take you full circle back to the beginning of the exercise, Retuming to the base sentence will give your students the opportunity to recognize the structure again, thereby reinforcing the purpose of the drill. ‘STEPS _ TRANSFORMATION 1. | Have students close their books. 2, | Tell them: Listen only, 3. | Gesture to yourself and say the base [sentence, eg. Jim is happy. 4. Gesture to your self again and say the word(s) the students will substitute into | the base sentence, e.g., Mary and Sue. 5. | Gesture tothe class and mode! the new sentence, e.g., Mary and Sue are happy. 6. | Repeat this procedure with each new cue | itnecessary. 7. Finally tell students: Listen. Go back tthe original base sentence. Give the | initial cue word, 8. | Gesture to the class and listen as they | say the new sentence. Some drills are very enjoyable for students and take on a game-like character. Chain or round-robin drills fall into this category. “STEPS | CHAIN ORILLS 1. | Begin with a statement or question, ¢.g. | What country are you from? 2.| The first students answers and, then, | tums to the next student and asks the | same ora similar question 3. | The third student responds and so on | around the class. 4.) The activity moves from one student to the next in sequence and without additional instructor direction In sum, as an instructional technique, drilling benefits learners by offering them an opportunity to listen to a clearly targeted language feature or structure and repeat it in fully controlled manner. Drills permit students to focus specifically ‘on producing the language’s rhythm, stress, and intonation patterns, as well as individual phonemes. In addition, when used for grammar practice, drills serve to reinforce recognition of predictable patterns (BOOK 11 PREFACEPronunciation In order to practice accurate English pronunciation the teacher will need to employ both listening and speaking exercises. There are six phonological features that come into play. They are reduction, syllable stress, word stress, thought groups, linking, and intonation. Teachers may also develop sound-discrimination listening exercises With minimal-pairs (e.g, 1ree / three) in situations where specific sounds interfere with successful communication, (The ALC language laboratory ‘materials provide good models of American pronunciation. Be sure students practice with the lab ‘materials for at Teast 2 hrs/day.) REDUCTION Reduction refers to the way sounds disappear or change in rapid speech or in relationship to other sounds. For example, + In some words, syllables disappear completely, as in vegetable and liable. + Sometimes words are pronounced one way in one context and a different way in another context. Consider the pronunciation of the word 10 in the following sentences, Who do I give the book to? Give it to him + All contractions — both formal and informal — are forms of reduction. Gonna, when it replaces going to, and didja, when it replaced did you, are examples of informal types of reduction, STEPS | PRACTICING SYLLABLE REDUCTION 1. | Hand out lists of words with disappearing | syllables from previously introduced | ALC vocabulary. Have students cross out | the silent syllables 2.| Demonstrate how colloquial English | sounds by contrasting examples of | spoken and written language. Do ya wanna dance? Do you want to dance? 3. | Have students write expression in two ways in their vocabulary notebooks. First, the way they hear them and, again, the way they are properly written, SYLLABLE STRESS Make sure your students can define a syllable. Tell them: Every word has at least one syllable. Bach syllable has just one vowel sound. eae ae 1. | Conduct this exercise orally. To | demonsirate the meaning of & syllable, say a one-syllable word, e.., friend. Hold up one finger to indicate how many syllables the word has. 2. Say another word with three syllables, eg, servensicen. Hold up 3 fingers. 3. If necessary, write a few more words on the board and break them up into widely separated syllables, separating them with extra space or dashes. Circle the | individual syllables. State the number. 4, | Provide syllable counting practice with a [lesson’s new vocabulary, Say a word and hhave each student indicate the number of syllables with a show of fingers, After students recognize what a syllable is and that a word will have one or more syllables, you should introduce the concept of syllable stress. In multisyllabic words, one syllable will receive more emphasis than the others. In English, the stress will ‘usually be on the first syllable; however, be aware that this is not always the case. Helping students identify the stressed syllable in new vocabulary will aid their pronunciation tremendously. Misplaced stress is often a primary cause of miscommunication. STEPS | IDENTIFYING SVLLABLE STRESS _ 1. Have students listen for the stressed | sylluble, Explain thatthe stressed syllable | isthe one that sounds longer louder; and higher than the other syllables. 2, | With a show of fingers, have students indicate which syllable is stressed 3. Provide frequent practice with a good | sampling of familiar words having two or more syllables. In these exercises, You mnay wish to exaggerate the stressed | syllable’s loudness, length, and pitch | change so that students can identify i “AMERICAN LANGUAGE COURSEIt is wise for language learners to keep a running list of new vocabulary they have learned, They should ‘mark each word to remind them how new words and phrases are pronounced. The ALC uses the following symbols. The triangle indicates a stressed syllable and the dot indicates an unstressed syllable, Aoloa butter | terrific If students are keeping their own notebook, they also have some other options for marking the stressed syllable, such as capitalizing the syllable (ter RUF ic) or underlining i (terrific) SYLLABLE STRESS: STEPS | SORTING DICTATED WORDS» 1. | On the board, draw these two stress patterns for 2-syllable words, & @ and © A. Draw a horizontal line under the stress pattems and a vertical line between them as you see in the example above. 2. Say the word classroom and write it under the symbol on the right, 3. Say the word today and write it under the symbol on the left 4, Point out that classroom is stressed on the first syllable, while today is stressed ‘on the second one. 5. Dictate a variety of other 2-syllable | words. Say each word twice. Students “write them under the correct symbol (You should be aware that most will receive stress on the first syllable.) 6. To check, simply have a student read the column with the fewest words. This syllable categorization exercise is frequently used in the ALC books for words containing up to five syllables in length. The ALC often uses it to kill ‘wo birds with one stone: Tt combines word dictation (spelling practice of new vocabulary) and sorting according to syllable stress. Combining an emphasis on pronunciation with a spelling exercise will benefit ‘your students greatly. NOTE: To help students physically hear and see the stressed syllable, provide visual or auditory reinforcement by marking the syllable as different. You may reinforve the syllable with sound. For ‘example, whisper the unstressed syllable(s) and say the stressed syllable louder, clap your hands to the intonation psttern of the word, or tap your desk as ‘you say each syllable but tap louder on the stressed syllable. To visually reinforce the stressed syllable's increased length, use a rubber band, Hold it up with ‘your thumbs (palms facing the students) and stretch it wide and taut when you say the stressed syllable, retum it to its normal size for unstressed syllables. THOUGHT GROUPS People proficient in their own language speak and read in thought groups. These are groups of words that belong together, such as prepositional phrases, ‘anoun plus its adjectives, and adverbial phrases. A short sentence may itself be one thought group. In speaking, these chunks of language are separated by pauses; in written texts, punctuation often (but not always) marks the pause, Leamers of English are often difficult to understand because they speak the language word-by-word. They also often break up groups of words that naturally belong together when a native English-speaker speaks. The sentences below are identical, but notice the difference in meaning when two commas mark pauses in the second one, ‘My boss said John is stupid ‘My boss, said John, is stupid. IG THOUGHT. 1. Select a text that has a written transcript. | (The ALC language laboratory ITs are a source for this material.) Hand cach students a copy of the transcript. Tell them they should mark it whenever they hear the speaker pause, indicating the end of a thought group. 3. | Read the text tothe students or play the | recording. Students mark their copy. 4. Divide the class into pairs. Students read the text to each other, saying the groups ‘of words between each pair of slashes they have marked in a single breath, BOOK 11 PREFACENOTE: Transcripts of song lyrics are a wonderful source for pronunciation practice. Songs are generally sung in thought groups and provide a fine medium for promoting the concept of thought groups. Most students enjoy working with them LINKING In weiting, words appear separated. In speech, they are heard as one continuous stream because they are linked. Linking occurs within the thought groups. Under certain circumstances, some sounds (esp. {land /y/) occur naturally to facilitate this linking, e.g..do it often sounds like do(w)it between or within words. Linking makes English sound smooth, and fluent. It makes the spoken language easier for the native speakers to understand, As a teacher, you should strive to break your students of the habit of speaking or reading one word at a time. __STEPS| MARKING CONSONANT.VOWEL LINKING — nthe board, illustrate consonant-to- /owel linking by writing phrases Tike pik it up pikitup pickitup 2. Ina dialog transcript, have students mark ‘where they think thonght groups occur. Then, have them mark the linking of words within the thought groups. Finally, have them say the dialogs, incorporating the linking within the thought groups and | pauses between them. 3. | Coltect ‘examples of phrases with sound | insertions mentioned. Have students mark | where the sounds /w/ and /y/ naturally ‘occur to make the phrases link smoothly. 4. Point out examples of consonant-to- | vowel linking that appear in texts and | audio recordings and remind students “to link. Whenever possible, use these | opportunities to have them practice the | inking in these expressions. WORD STRESS Within a thought group, one word is usually stressed more than others. Like stressed syllables, this word will be louder and longer with a higher (rise-fall) pitch. In most cases, the stressed word is the last ‘major content word of the thought group, ©.g., Who did you go to the party with? Twent with Mary. Certainly, a speaker is free to put emphasis on any word. The chosen emphasis will very likely communicate something, ~ and, hopefully, it will be something the speaker intended to say. Examine the three identical sentences below. Notice that when different word is stressed, the meaning changes, {Implied meanings are in parentheses.) We love chocolate, (Not coffee, not carrots, etc.) We love chocolate. (We don’t like it, we love it.) We love chocolate. (Not you, not he or she, only we love chocolate.) On the other hand, choosing not to stress anything by speaking in a monotone, ic., maintaining the same pitch throughout, is also likely to confuse or invtate listeners. Tel students that even when their ‘grammar and vocabulary are perfect, listeners will struggle to understand if word stress is inappropriate _STEPS | MARKING STRESS IN SENTENCES Selecta transcript for a short text and give each student a copy. (The ALC lab iaterial is a good source.) 2. Explain that when they hear a sentence, | they should mark the stressed words. Tell them that each sentence may have more | than one thought group, so they should be | prepared to mark each word that sounds Moder, longer, and higher. 3. | Read the text sentence by sentence. 4, | Check by having individual students | read back the sentences in accordance | with how they marked the stress, Provide jee Divide the class into pairs. Students read the same text to each other, saying the | sentences as they have marked them, "AMERICAN LANGUAGE COURSENOTE: Short dialogs expressing emotion or contrast can provide useful practice. Stress different words and discuss how stress changes affect the meaning. INTONATION Intonation is the rise and fall of the voice in speaking, especially as it affects meaning. Some sentences have predictable intonation patterns. ¢.g., + Yes/no questions end in rising intonation. + Information (or wh-questions) end in falling intonation + Statements end in falling intonation, In general, incompleteness is indicated by rising intonation, while falling intonation indicates completeness. These basic features of English need to be practiced and perfected, Just as with the other pronunciation features discussed thus, far, itis important to realize that intonation is not merely a flourish to be added to a language learner’s repertoire; instead, it is essential for flueney. Without appropriate intonation, students will produce ‘monotone, robot-like utterances that make their speech icritating to the native speaker’s ear and Aifficult to understand. STEPS _ PRACTICING INTONATION 1 Select recordings of short dialogs for which transcripts are available. (The ALC language lab ITS are a good source.) 2. Pair students, Have them role-play the dialogs together first. 3. | Use the same dialogs and have students role-play again, demonstrating several different emotions. First, ask them to act, | as if they were bored, then angry, then | happy, then sad, ete. VARIATION: Set up a contest in which students aet as judges. Obtain a number of recorded dialogs with animated exchanges. Divide the class into judges and pairs of role-play actors. Have several pairs of students listen to a dialog. Then, have each pair role- play the same dialog themselves imitating what they heard. The judges also listen to both the recording and the role-play. The judges decide which pair comes closest to sounding just like the recording (To allow for self-assessment, use a second tape recorder to record student production.) ‘AC the intermediate level and above, have students create their own situations for role-plays. Give them freedom to select the actors and direct their own role-plays. Encourage them to use props. Give students sufficient freedom for this activity in order to allow them to create fully with the language they have leamed so far Total Physical Response ‘Total Physical Response (TPR) activities require students to listen and perform a series of commands uttered by the speaker. The objective of TPR is to teach the spoken language by demonstrating ‘an action executed in response to a command. AlLTPR statements are imperatives, ie, verb + ‘object. We know that the imperative is used for sziving instructions and commands, as well as stating requirements. It goes without saying that the imperative is a grammatical form frequently encountered in military environments. _STEPS | TOTAL PHYSICAL RESPONSE 1. Give a command and simultaneously ‘model the action it calls for. 2, Repeat the same command. Have students perform the action with you. 3._ Repeat the command again without performing the action. Watch to make sure that students exceute an appropriate “action, 4.| Recombine old and new commands | with and without performing the | action yourself. Students should execute appropriate actions. If students demonstrate confusion, immediately | begin modeling the actions for them again. TPR is a very useful activity that can be repeated often daring the initial stages of language learning, However, it loses its value as a teaching tool once students progress past the novice stage,. NOTE: The imperative occurs throughout the ALC. It is present in every exercise heading, Make sure that ‘your students recognize and continue to use it. BOOK 11 PREFACEDictation ALC word dictations are usually limited to 8 to 12 words and practice new vocabulary. Dictations practicing sentence-length statements and questions — range from 6 to 12 words in length. ‘STEPS | DICTATING WORDS OR SHORT PHRASES _ 1, | Tell students you will read each word or phrase three (3) times. Tell them they will hear the word, a sentence with the word jin it and the word again 2. Insist on silence once the dictation starts, 3. Read at a normal rate of speech with | natural intonation and enunciation. With cone-word items, be sure to use falling | intonation after each item. 4, | Pause after each item to give students | sufficient time to write 5. When students have finished, have | different individuals write the words or | sentences on the board if time permits. _ steps! pic DICTATING SENTENCES “7, Tell students you will read each three (3) | times. Instruct them that | + the first time you read the sentence, | they should only listen; || + the second time, they should write; + the third time, they should check for errors, fill in missing words, and | make necessary corrections. 2. | Read all sentences at a normal rate J of speech with natural intonation and | enunciation, Provide a 10-second pause | between the sentences. (At natural breaks | in Tonger sentences, pause longer than you would in a real conversation in order {o give students sufficient time to write.) 3. | When they have finished, and if time permits, have individual students write | the sentences on the board. 4. Collect student papers, check each one’s work, mark errors (but let the student correct them), and provide feedback Capitalization and punctuation Punetuation is introduced gradually and sprinkled throughout the ALC books. AC first, students only ‘work with short sentences which require a capital letter at the beginning and a period at the end. In time, however, they need to be familie with ‘commas, apostrophes, question marks, exclamation ‘marks, quotation marks, as well as capitalized letters and periods. In punctuation exercises, students will see an unpunctwated paragraph and be required to rewrite it with correct punctuation. “STEPS | PUNCTUATING UNPUNCTUATED TEXTS. 1. Have students listen and follow along as you read the unpunctuated paragraph, 2 Read at a normal rate of speech with appropriate intonation, but come to ‘a complete stop at end punctuation. Students should mark pauses on their ‘text as you read. 3. | Have students rewrite the paragraph with | appropriate punctuation, 4, Check work by having students read | the paragraph aloud, naming the correct | punctuation and capitalization where it {is needed, or have a student write the | paragraph on the board if time permits. 5, | Examine each student's written work. Categorizing ‘A very useful vocabulary exercise for helping students’ remember new vocabulary requires that they sort words into categories. st | careaonwzina vocaBULARY WORDS | Mdentify words that ean be sorted into 3- | categories. Create a grid with headings a well as a word bank containing all the | words. 2. | Divide the class into pairs or stmall ‘groups. Hand out the grid or drav it on the board, Tell students to sort the words. 3. | Have a member from each group write | their results on the board. 4. | Discuss differences if necessary. "AMERICAN LANGUAGE COURSEVARIATION: Categorizing exercises provide practice in using language to classify items and ideas. They can easily be revised for use with students at higher of lower proficiency levels. By simply rewriting the category heads, you can often change an exercise’s level of difficulty. The examples below require students to categorize vehicles. For beginners, list concrete items in a word bank plane bus car helicopter boat train and provide a grid requiring objective answers Ar Ground Transportation | Transportation Water ‘Transportation Advanced beginners and intermediate students can be given the same word bank, but give them a grid requiring them to express their opinions. Here, the headings have been changed to concrete headings that require subjective answers, Transportation | Transportation | Transportation you lke you don'tfike | you've never used For high intermediate and advanced students, use concrete headings requiring both objective and subjective answers that draw on prior knowledge and ‘demand opinions. Transportation obsolete Transportation still existing by the 22nd century. 100 years from now, BOOK 11 PREFACE Outlines and graphic organizers People often say that a picture is worth a thousand words, Certainly, the ALC 2nd edition now contains some photographs, but it also endeavors to offer students lots of information presented in charts, maps, graphs, time lines, outlines, diagrams, and ‘more. We know that it has been scientifically proven that people retain visually delivered information better than information they have only heard. In addition, you will find that today’s students are fully accustomed to obtaining the bulk of their daily information from visual media ~ particularly from television and the internet sources. In view of these facts, the ALC books try to present a large amount of information graphically. Visual aids such as outlines and graphic organizers are advantageous because they can show at a glance the key parts of the whole as well asthe relationships between the parts. As your students learm English, they will benefit from examining, and creating graphic organizers themselves. Some typical visual aids are listed in the table below. Table A list of facts or numbers arranged in a special order, usually in rows and columns, Graph | A planned drawing, consisting of a line or fines, showing how two or more sets of numbers are related to each other. Bar graph | A diagram that uses narrow bands of different heights to show different ‘amounts, so that they can be compared. ‘A diagram consisting of a circle that is divided into sections to show the size of particular amounts in relation to the whole, ‘A diagram that shows the connections between the different stages of a process or parts of a system. Pie chart Flow chart On the next page, box outlines, semantic maps, and Venn diagrams are discussed in greater detail. In the ALC, box outlines are predominately used to demonstrate the preferred structure for atypical military paragraph. However, all of these graphic organizers are well suited for presenting more complex information‘BOX OUTLINES AND THE AMERICAN PARAGRAPH ‘An outline generally covers the main points of ‘a subject. It can provide a cursory overview of a written text or speech, and it usually allows the audience to survey the main points by means of, headings and subheadings, The ALC introduces box outlines at an early stage in the language learning, process as a way to familiarize students with the typical structure of a short American-English paragraph, Most military paragraphs adhere to this structure, They are generally brief and to the point with a recommended length of 6 sentences and 90 words. Content is restricted to one topic, and they have a clear, hierarchical structure comprised of a ‘main idea sentence with several supporting details. Topic [Detail ‘The ALC uses a hierarchical box outline to visually analyze the structure of the American paragraph. This format is appropriate for oral presentations as well as written texts. Initially, students practice taking notes in the box outline format. Subsequently, they write their own paragraphs from the same format. In higher books, they transfer information from the boxes to a tabular outline format, Below, you can examine an example found in ALC Book 7. EXAMPLE: Every year, Reagan High School makes a schedule for sporis. Reagan High has about 1500 ‘students. I plays teams from other schools that have ‘about the same number of students. This year's {fall sports are football and soccer. The school's basketball and volleyball teams will play in winter. In spring, students can play baseball or tennis. A student may play only one school sport in a season. Reagan High School Sports Schedule Tall ] ik ‘a fal winter ‘spring ‘base-] [tennis] i ball Football] {soccer [basket volley} ball || ball ‘SEMANTIC MAPS OR WEBS ‘The box outline uses a very formal structure, but other graphic organizer's appear to be mote organic. Students should be encouraged to experiment with them as well. For vocabulary review or expansion, have students create semantic maps, In the center of the web, students write the topic: in the branches, they show related items. Subheadings ED _> fiving room end tables, Goto tb giRNITORE are also possible and further develop students’ ability to classify terms. A quick demonstration is the best way to introduce the concept of semantic maps Higher level students can use semantic maps for brainstorming ideas and then reorganizing them into a more logical format. Mapping can also be used for note taking. Activities requiring students to create a semantic map or web work nicely for one student alone, students pairs, or small groups of 3-5. VEN DIAGRAMS A simple and useful graphic organizer for showing, differences and shared features is the Venn diagsam, ‘Comparing and contrasting information can be effectively shown by drawing a diagram consisting of two overlapping circles. Students write similarities in the area where the two circles overlap and differences in the outer part of each circle, ‘AMERICAN LANGUAGE COURSEBook 11 LESSON 1: LESSON 2: LESSON 3: LESSON 4: LESSON 5: APPENDICES: HOMEWORK: EVALUATION EXERCISES: Contents Medical appointments Rules of the road Td like a refund. How was the show? Review .. Word List Structure List .... ‘The English Alphabet American English Sounds Lists of Contractions Spelling Rules for Regular Past Tense Verbs .. Patterns of Irregular Verbs... Punctuation and Capitalization .. Activities and Photographs .... Patient's schedule; B11L141. Doctor's schedule; B11L1#2 Grids; B11L2#1 . Picture A; B11L2#2 Picture B; B11L2#3 .. Picture C; B11L2#4 .. Picture D; B11L2865 .. Map skills; B11L246 Role-plays; BLIL3#1 Role-play cards; B11L: BOOK TT PREFACE- USER NOTES ~ "AUERICAN LANGUAGE COURSELESSON 1 OVERVIEW RESOURCES: Basic classroom equipment and materials. : For recommended teaching techniques, refer io the Proface of this text. i 4 Medical i appointments VOCABULARY: 1 like to make an appoiatn i DiaLocs: Can you come in at 2 pm, today? f i READING: Choosing the meaning ofa word from context clues A Making inferences and selecting topics i ‘The present perfect: have been aid have had ‘ Asking present perfoct questions Asking about time using How long secant ontop oct oan onan Preity ates eg 2 READING: Following written instructions 7 ak E VOCABULARY: ei, *| / i E a BOOK LESSONT ST SNES RESET . Objectives © Pronounce imelligibly and use in discourse the words, phrases, and expressions listed on the preview page. © Recognize and respond suitably to vocabulary italicized on the preview page, which will not be tested, but ‘which may appear on book quizzes. © Make a medical appointment in a simulated telephone conversation between a patient and an appointment clerk. © Use the prsent perfect withthe verbs BE and HAVE in both expanded and contracted forms in statements, atfirmative yes/no questions, and alffrmative and negative answers. © Use How long to inquire about uration. {© Use the present perfect progressive in both expanded and contracted forms in statements, yes/a0 questions, affirmative and nepative answers, and aiicmative information questions to Indicate a durative action or event begun inthe past and continuing into the present © Listen to a word, determine which syllable receives primary stress, and circle the corresponding number. © Listen to atext of no more than 60 words (about 20 seconds) and select its topic from 2 or more eboices. © Listen (o a text of no more than 60 swords (about 20 seconds) and select the main idea from 2 or more choices. (Audio) © Listen to a short dialog (exchange) and select the correct, Inference. © Listen to an informal conversation and orally answer comprehension questions, (Audio) © Listen for transitional words and phrases ina dictated text and write the ‘ransitional word or phrase heard. (Audio) (continued on next page >>>) 800K 14 LESSONT aan ma@ VOCABULARY |} OBJECTIVE: Pronounce inteligibly and use in discourse the words, phases, and ‘expressions listed on the preview pages. ie OBJECTIVE: Recognize and respond || NEWVOCABULARY Satay ocabulrytaszed on the preview page, which wil not be tested, | NOUNS Physical seer ut which may appear on book quizzes. 4 seh problem annual sppvintment penn any longer ince Seomech pal FACILITATIVE VOCABULARY backache stomachache ‘horizontal ee checkup symptom ‘How about ...? rig a chost temperature in mesial gota out rovoptorit Sort eros porate Scheu 6) ot ashe perpendicular farache caveh-+ caught exwlar peuinte coma cane in Ei | feet coe oa eae a fever covgh sometime a headache ‘get got there Bi inch/ inches make + made it E | ncaa rn ran nurse run rana temperature E joe pei A patint a aa i j NEW GRAMMAR STRUCTURES ‘Lanna: ec nthe epi ene ey | Mary has nd temperature fortwo days. | ow long was your doctor's appointment? How Tong has it been since your lst. anvil physical examination? ‘What have you been studying? vo boon reviewing new vocabulary. © Read a series of 3 sentences progressively narrawing down the ‘meaning of an unknown word or phrase and determine the meaning of the word fr phrase by a process of elimination. ‘© Read and follow step-by-step instructions for drawing an image, ‘without being told in advance what the ‘object will be. © Write a short dictated text no more than 60 words in length, after hearing it repeated 3 times: 1 listen for content; 2) write as the text is read in segments; 3) listen at normal speed, being careful to ccheck for correct punctuation, LANGUAGE FUNCTION Cal & doctor's fice to make a medical appointmant. 1 like io make an appointment 1a lie an opponent with Dr Smith. Teed to se a doctor: Its an emergency. ‘Yes I can come tht 4 ollock. 1No, Lean’ mabe fs cflernoon. Yes Tan ge there before lunch. RR a ARSE RSE ER OTTER © Write a semantically correct paragraph aftr reading an abbreviated version ofthe paragraph marked with rumbered slots and selecting 2 word Gor phrase foreach lot from a series ‘of 3 words or phrases (no all choices semantically correct). (Homework) ‘© Match phrases or clauses to make sentences; then, number the sentences in logical sequence. (Homework) ‘AMERICAN LANGUAGE COURSEReceptionist: Dr Davis’ fic, ‘Mr.Thomas: Good morning. Pé like to ‘make an appointment. Receptionist: Are you a regular patient here? ‘Mr Thomas: No, a a new patient, Receptionist: Is this an emergency? Mr-Thomas: No, Ijust need to see a doctor Receptionist: Okay. Can you come in ‘sometime on Wednesday? Mr.Thomas: Woulnoeday? No, I can't make it then. Pn out oft Receptionist: How about Thursday at 10,00? ‘MrThomas: Yes, Lean get there a: 10:00, Receptionist: May Ihave your name and phone number, pleaze? MrThomas: Don Thomas, 555-1234, Receptionist: Okay, Mr'Thomas. We'll see you on Thursday at 10:00 MrThomas: Thank you. Read the sentences. Write for tue and F for fale —£_ 1. The doctor answered the telephone, 2, Mr. Thomas ia ealling for information —£_ 8. Areeeptionist is a patient. 4. Me-Thomas saw Dr. Davis before. —1_ 5. Mx Thomas doos not have an emergency, —£_ 6. The appointment on Wodnescay is okay for Me. Thomas, —1_ 1, The patient can make i othe appeintanont at 10:00 on Thursday. | moe EST eS Presentation ‘Warm up the class to the topic of Books open ‘medical appointments by asking the Weiten cue students about their own experiences Written response with doctors or hospitals, Elicit as much individual een ea cea When checking answers, have the © Read the dialog to model comect stuclents eorect te false statements stress and intonation while the students with re information. repeat after you © Go over the new vocabulary with them as described in the Preface. Additional activity If the students are of differen nationalities, ave them talk about health care i their countries. BOOK 11 LESSON 1 NEW VOCABULARY appointment regular patient ‘emergency see (a doctor) ‘come in sometime make it then out How about..? get there (CULTURAL NOTE: At the present Lime, the US has n0 national health care system like those in Japan, Canada, or Europe. Most Americans are covered by insurance plans offered through their ‘workplace. Typically, for a monthly or Semi-monthly payment tothe insurer, the employee pays only a postion of the cost of a medical visitor treatment, and the insurance company pays the remainder. Most health plans require that the employee vista doctor from @ supplied lst to receive the benefitsNEW VOCABULARY problem symptom fever temperature headache stomachache checkup annual physical examination exam 1, What are the 4 kinds of medical appointments? (regular, checkups, ‘annual physicals, and emergancies) 2. What kind of appointment co you need when you are sick? (regular or emergency appointment) 3. Give 3 exampies of symptoms. (favor, or temperature, headache, land siomachache) 4. Why does a doctor want to do a ‘checkup? (to check thatthe patient is well again after the problems end) 5. What does a doctor check in an annual exam? all parts of the body) 6. Whon should a patient cal! 911? (or very bad emergencies) { LT con aromas There are four different kinds of medical 4 appointments that people usually need ‘to make, A receptionist at a doctor's | office will answer the phone and talk to i= Patient to find the bost timo for the appointment. REGULAR APPOWNTMENTS ‘When patients call to see the doctor because they are aick, they usually need ‘an appointment thatis about 20 minutes Jong, The doctor will ak them questions | about how they feel or which parts of their body hurt, Hell ask about their problems and symptoms; for example, he ‘may ak about fever, or temperature, headache, and stomachaehe. sometimes need to make ‘a second “Joppointment for a checkup. In this the text, Answer your instructors questions. ~~ ht physical? ‘CHECKUPS ‘After the first appointment, patients 1 So i. t = tem Books open Witten and orl cue Oral response Individual Firs, treat the new vocabulary as described in the Preface. Then, check ‘comprehension of the text with the oral questions in the upper lef column Cooney) appointment, the doctor just checks that the patient is well again after the first problems end. ‘nat PHYSICAL: ‘A patient may alzo call to make an ‘appointment. for an annual physical Patients have an examination like this one time a year. The exam takes more time than ¢ regular appointment. The recaptionist schedules two hours for the physical because the doctor has to check all parts of the body and do many tests. EMERGENCIES Patients sometimes need to see a doctor immediately because they are very sick, for they were in an accident. Often, emergency patients go immediately out fof the doctors office to the hospital. For ‘very bad emergencies, the petiont should call 911, and not the doctor's office. y ? “i ‘RIEFCAM BNETASE COURSE SS ETS OE POTS CULTURAL NOTE: 9-1-1 is an emergency telephone number used throughout the United States. The 911 ‘operator is a special police operator who is able to dispatch police, fre, ambulance, or any other kind of emergency aid required. Many 911 calls are placed by young children who have been taught what to do in an emergency. ‘With the widespread availability of cell phones, urban police departments receive many 911 calls within minutes of an automobile secident ‘AMERICAN LANGUAGE COURSEEEEESRG Listen and circie ine number of the stressed syllable, Number 1 lsan exemple. 1@2 3 1@2 11 @s 21@s 21 @s 6O2 @. WEEE Answer tho questions, Scan the text on the left for answers. 1. Who answers the phone when you call to make an appointment with the doctor? 2. How long is 8 Gee @) cleats a regular doctor's appointment? 8, When do patients need a checkup? 4, How many times a year does a patient have an annual exam? 5. How much time do you need to schedule for an annual physical examination? 6. How long does an emergency patient have to wait at the doctors office? (EGER Fear tie sentences. Write T for true and F for false, eee Tt Greets, 4. ets so sept ats ‘The doctor always answers the phone Regular appointments are usually 20 minutes long An annual examination happens two times @ yea ‘The receptionist malkes short appointments for physical exams. Patients with omorgoncioa must see a doctor right avray. Doctors usually send emergency patients home to rst. CCheclups are phone calls between the doctor and receptionist CCheckups let the doctor see that the patient is well again, LISTENING SKILL OBJECTIVE: Listen to a word, determine Which sylable receives primary stress, {and circle the corresponding number. AN nw al ap POINT mont PHYS ical STOM ach ache col LEC tion intro DUCE poLire ly CHECK up AEG lar © eNOMaena EE Answers 1. the receptionist 2. 20 minutes 8 sometimes aftr the frst appointment to check that the palient is well again 4, one time a year 5. 2hours 6. They see the doctor immediately. Oral response Individual Read the words twice as written, putting siress on the apps ropriate syllable, After checking answers, conclude with a repetition drill. NOTE: Words in divided accordin this exercise are 1 t0 their phonetic pronunciation, as presented in dictionaries of st iandard American English. Primary entries of the words in the dictionary may appear with different divisions. When correcting, have the students change false statements to true information. BOOK 11 LESSON(EEE ere cescsnn {MAKING A REGULAR APPOINTMENT | | Receptionist: Dr Davis! office. Patient: ‘This ig Jan Lewis. Thave a fever. like an appointment to see Dr. Davis sometime today. Roceptionist: How about at 2 o'clock, ‘ Ms. Lewis? Patient: Yes, Lean got there by 2:00. Receptionist: Wolll se you then. Patient: Thank you very much. |] 2. MAKING AN APPOINTMENT FOR AN ANNUAL PHYSICAL Patient: Receptionist i eae | i Patient: Receptionist: Dr. Davis office. Good morning. This is Alexander Curtis. Tél like to make an appointment with De. Davis for an annual exam. Good morning, Mr. Curtis. The doctor only does physicals on Mondays. March Sth, at 8 a.m. is the first appointment that Tean give you. ‘Thank you. That's fine. ‘Well see you then, Mr, Curtis. Please don't eat anything after 8 pm. the night before the exam, {pone anew oocros Receptionist: Pationt: smi Receptionist: Patient: Receptionist: Patient: | Receptionist: Dr. Davis office. ‘Good morning. This is Masine Fry. Ia like to make an appointment with dhe doctor, 'm not sick. 'm new in town, and T'm looking for a doctor for my family Can you male itinto our office on Thursday, March Sth, at 10:00? ‘Yes, that’s fine. ean come in then. ‘May [have your name again and a phone number? ‘Maxine Fry, 655-432, "Thank you, Well see you Thursday at 10:00, Ms, Fry. TIERICAN ARACEAE Presentation Follow the procedure for drilling dialogs as described in the Preface. ‘Thon, pair up the students and assign pairs one ofthe three dialogs to prepare to role-play before the class. This will help prepare students to create role- plays as required later in the lesson. "AMERICAN LANGUAGE COURSE