Preface The American Language Course (ALC)is a comprehensive, multilevel language program for teaching English for vocational and professional purposes, It is designed primarily for intensive English language training in a classroom setting, but can easily be adapted for slower-paced instruction. The ALC’s curriculum bas 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 ALCis to provide a language curriculum for a diverse international military population. To that end, the course includes not only general English topics, but also military topics of a general nature highlighting the typical language military personnel will encounter in their professional and vocational career fields, The ALC has, however, also been very successfully used in non-military leaming 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) » Language laboratory activities text with audio scripts and answer keys (LAT) » Audio recordings (tape or CD) » Computer-delivered interactive multimedia instruction (IMI) for Levels I-IV > Quizkit » Optional training aids Inquiries and orders Please adiress inquiries and requests for more information about DLIELC publications to DLIELC/LESL. 2035 Andrews Avenue Lackland Air Force Base, Texas 78236.5259 E-mail: dliele Jestwork @us.af.mnil © 2006 by Defense Language Institute English Language Center and its licensors, Notice of Rights: All rights reserved, No part ofthis book may be reproduced or transmitted in any form or by any means, electronic, ‘mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. ‘This book supersedes ALC Book 13 Instructor Text, January 1991 Second Edition, January 2006 Sixth printing, October 2011 BOOK 15 PREFACE =ALC Book 11: Scope and Sequence, Lessons 1-5 Medical Calla doctors | Present Periect wth > Circle syllable with primary 1 appointments office to make | BE/HAVE in statements and |" siress » Making an appointment | yes/no questions only > Select topic of oral text appointments, > ve had a car for 5 years. | Listen to dialog & solect > Describin hare you tine ae inference aches, pans, How long in questions > Read 3 sentences to and symptoms about duration determine word's meaning Present Perfect Progressive | » Read instructions to draw » What have you been image doing? » Write dictated paragraph > Ive been waiting since 1:00, D | fies ofthe mad |*Acktor and | Indefinite pronouns: ~ Liston to toxt to write topie Getting ready to | sveinformation | anyone, anybody, scmecne, | & main idea Gatunaready 0 | about ariver | somebody. no one, nobody’ |, Listen to complete a chart Road signs ang | °° Linking verbs become/get + | with symbols rules of the road subject complement to show | » Read text to write topic & change in condtion: main idea, > I get nervous before a test.| » Write complex sentence by| » Did he become a doctor? |" combining 2 sentences Adjective clauses with that, which, and who Q | lelke a returd. |>Say politely [Too + adjecive + (fr/to) | » Read texto write topic, that you arerit | to express excessiveness | main idea, and ttle »Carproblems | sitsfed fora particular purpose | » lead text to select » Dissatisfied > The tea is toohot forme |” summary customers foarink. > Read instructions to draw Verb + infinitive of purpose | image > Istopped to buy some —_| » Write dictated paragraph shoes. Noun + suffi -yto form adjectives meaning full of _| characterized by, oF like |Fowwasine —_|rAskiorand | Coutttor past abity > Listen to peers role play show? gweopirions | Resorted speech wih tok | & answer questions >Entertainment | 2204 !elevision |, 'Dig you tell Jane that you | » Read sentences to onTV shows, movies, |” had her book? determine word's meaning s Moves and restaurants | Y,told har that had it. |» Read text to write main » Restaurants Prepositions of te: Kon the and service alter, at, beiore, for, from, in, | » Read textto select 7, since, tl to, unt summary > Write complex sentence by| combining 2 sentences 5 | Review Lesson 5 reviews all vocabulary and structures introduced in Lessons 1 - 4 im ‘AMERICAN LANGUAGE COURSEIntroduction to Level Ill 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. tn the ALC, grammar ané vocabulary are taught and explained thoroughly, and all four language skills are developed systematically. About the ALC program Each of the six ALC levels is designed to progressively develop students’ basic skills in the areas of listening, speaking, reading, and writing ‘The course employs traditional methods of language teaching as well as more recently developed communicative approaches. Dialogs, student- centered activities, audio and video recordings, computer-delivered interactive multimedia instruction (IMI), and other supplemental materials enhance instruction. The books are designed to be used in sequence, with each book building on the preceding one to promote cumulative language scquisition ‘The ALC incorporates four components of language learning in itscurticulum: vocabulary, grammatical structures, language functions, and skills, + The lessons present vocabulary (individual words as well as phrases) that the learner needs ‘o 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 iopics and specific military vocabulary, This significant feature sets the ALC apart from other language curricula, * Grammar is carefully and systematically sequenced so thatthe learner continually builds on previously acquired knowledge, The structures presented are forms a language Jearner 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. [Mustrations elucidate + Speakers of a Janguage community use language functions when they interact with one another. Activities in this course emphasize interactional strategies for corumunication that a foreigner or second-language leamer must master in order to perform in the target language with competence and self-assurance These strategies include initiating, maintaining, and closing conversations; communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in face: {o-face interaction. In each lesson, exercises targeting the process of communication, rather than the lingaistie product, teach learners how to successfully communicate in English By focusing on the acquisition of language inctions, students develop the ability 10 use the same interactional skills that native speakers use, and they learn to manage their own conversations in the target language, + Exercises dealing language and academic skills are also interspersed throughout the lessons. These exercises sim to develop and increase proficiency in listening, speaking, reading, and writing. The material allows students to develop practical academic skills universal (0 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 guides the instructor and gives suggestions on how to most efficiently teach the course. These texts coatain complete answer keys for exercises and copy masters for transparencies, The instructor texts have been ‘writen forthe inexperienced, non-native English instructor as well as the more experienced teacher. Explanations of grammar points are intended to give novice instructors sufficient Janguage 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 ° group activities that enhance learning, provide \cihiouk grocer poles, realistic language situations, and exliven the classroom. BOOK 13 PREFACEObjectives are clearly outlined ccrauman Exercise headings aré visually matched for easy ortentation: Texts for dctaiions, QA exercise. cand narrative passages are provided. next io the exercise or activi, Presentation = 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 4 reduced image. The reduced facsimile includes answers lo exercises whenever appropriate. ‘Additionally, the 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 are labeled to show the layout of the instructor text and the locations of important information. The Wun ot do tine conn sara ap te Ute Seale he. int des vo ithe See cor tne ee ec oath el te ur oth al do ‘em une: Wher lens In sinple, everday lanquage They Well cescrvnates sees appear on the page'on whichthey are ag "ere Srevcruton some ee iin Neg or ne eg introduced. ‘apn it 1 teeta i ne ore: wan fa ops I nl tra ne ‘a des my ors answer quoi i pewes oe jee ‘fg wn aoe he main iad nice = svc a oa ‘HERE LNCS textin the margin provides helpful instructional information. *+ Language objectives: The objectives are statements of what students should be able (o accomplish at the end of the lesson, They are provided as 4 guide for the teacher, Furthermore, the students’ mastery of them are measured on the quizzes. + New vocabulary: Each new term is listed in the ‘margin on the page on which it first occurs, + Exercise insiructions: Visually matched headings draw the eye from exercises in the reduced ST to further insiructional information in the TT AMERICAN LANGUAGE COURSE+ Tell students exactly how long they have to complete an activity, and adhere to that time limit, IF most students are unable to finish, tee willing to extend the limit for a specified amount of time, Classroom seating arrangements ‘The way you set up your class for an activity directly alfects how much and how often individual students have opportunities to actively participate, WHOLE GROUP ARRANGENENTS In these two seating configurations, students can casily see and talk to each other, ‘These arrangements ‘can be used for a variety of activities. ‘+ Presenting new information * Round-robin or chain drills + Mechanical and communicative drills + Whole group discussions * Dialog practice + Some listening activities ‘TRADITIONAL ARRANGEMENT Boao oo0oaa o ‘The traditional classroom configuration promotes frontal, o top-down, instruction, This type of instruction goes directly from the teacher tothe student, limiting the role of the student to that of recipient, or someone who generally may only speak ‘when called upon, This classroom arrangement is appropriate for situations in which you do not want ‘your students to communicate with each other + Testing * Lectures * Viewing films + Mechanical drills requiring choral response ‘SMALL GROUP ARRANGENENTS 7 ey % a Working in small groups of three or four wil provide your students with many more opportunities to speak. Below are a few types of small group activities. + Discussion + Problem solving * Information gap * Games + Brainstorming * Role-plays 9 $38 $ Pair work maximizes student participation, It is an effective means of handling short, simple tasks, Use pair work forthe following activities. * Checking homework and written assignments * Preparing for a group activity * Conducting question and 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 listen to what they are saying, and watch what they are Going in order to assess progress and analyze language problems. Be available to answer questions and provide guidance when needed or requested. Otherwise, avoid interrupting or interfering. Asa rule, follow up with a whele-class discussion BOOK 13 PREFACEocntanaesnatnmnsee cd te anart | taco nat I neve Pexercie seers , ‘New vocabulary is listed on the individual page on which ifirst appears Recommended resources, such as transparency masters or reali, are listed in the margin. awn = =m snare pron ero Soom San ino neo rt nse Herta e " sora for rnin The tPofers teaching ratexies, NOTE Ne gepmiin windy eps wagitei wie, onc oe ‘cooperative learning techniques, socmenimal eit. Quem etx, and aplenty ‘gk Thre no ‘ctiiies that go beyond the Senne tae Areciment of he objectives in Tomer har ahve Wat soe Eee a the st Teen brn ‘ct aa. tog goo gl + Teacher-dictated texts: Oral drills, listening, and Q/A exercises, as well as dictation texts, are listed adjacent to their respective exercises. + Additional resources: Suggested transparency masters, eal, props, related appendices, etc, ae listed in the margin. The text at the bottom of the page In the text below each reduced ST page, teachers will find a four-line abbreviated key under each exercise heading 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 type of cue (visual. oral, or writen), the type of response (oral or written), and he student participation expected (individual, choral, paired, or group). Below each key, teachers will find mote detailed guidelines on how to execute the exercise, pertinent ESL/EFL teaching strategies, useful cooperative learning techniques, interesting cultural notes, further grammatical explanations, 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 ean be found in the subsequent pages of this preface. BOOK 13 PREFACEOrganization of the Student Text Each ST consists of five lessons (four lessons introducing new material and one review lesson) followed by useful appendices, homework assignments, and an evaluation section, In a 30- hour week of classroom instruction, students would ideally cover one lesson per day and complete an entire book in a single week; however, the material can easily be adapied for slower-paced instruction, The first wo pages of each lesson are the table of contents and preview page. The preview page presents a synopsis of the lesson's vocabulary, ‘grammar, and language-function objectives. The first seetien on the preview page lists vocabulary. Most new vocabulary is provided in alphabetical order, however, when useful, new words are grouped to enable students (o retain them more easily, Examples of grammar structures and language function phrases presented in the lesson are included at the bottom of the page. ALC students frequently use the preview page asa 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 cach lesson. The homework exercises are located between the appendices and evaluation exercises. Evaluation exercises also correspond to the first four lessons, These exercises are formatted like short performance quizzes and are intended to be used ‘to measure student mastery of objectives. They are Tocated atthe back ofthe student text in the last section, Instructors can administer the evaluations on adaily basis in a controlled classroom situation. Language objectives ‘The ALC course writers follow the instructional systems development (ISD) model, which is a well documented pedagogical approach frequently used in the development of military courses for vocational purposes. As prescribed by the ISD model, the ALCis based on objectives, These are language ‘and skills objectives that are explicit stavements cof what the student should be able to accomplish ‘upon completing a lesson. In the instructor text, all the objectives for a lesson ate listed on the bottom of the contents and preview pages. The 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 in context. The ALC categorizes new vocabulary as objective or non-objective, Non- objective vocabulary can be recognition, fa or instructional. + Objective vocabulary includes the words introduced in a lesson which are tested at a book's completion. The vocabulary list can be found on each lesson’s preview page in both student anc structor texts. Words are in alphabetical oder and are categorized by part of speech. + Recognition vocabulary refers to words which relate to lesson content but which are not specifically tested. However, they may appear in quizzes. + The first appearance in a lesson of objective and recognition vocabulary is bolded so that instructors and students can quickly ident new words in context, In the IT, recognition vocabulary is italicized on the preview page and in the margin for the instructor's benefit, + The icon €B> identifies a word which has ‘more than one meaning or part of speech. The number inside the icon indicates the number of meanings or pars of speech which are treated in the lesson. Fach meaning or part of speech is larified in the IT margin as itis presented, + Facilitative vocabulary refers to words and phrases which help stucents understand the lesson and, in many eases, provide more realistic and authentic sounding material. They are listed alphabetically in the IT margin on the preview page. These words are not tested and do not appear on book quizzes. ative, AIIERICAN LANGUAGE COURSE+ Instructional vocabulary consists of words and phrases used in the text or by the instructor to explain new material, conduct activities, or explain testing procedures, Students see and hear these terms repeatedly and should be able to recognize and respond to them in clas, in Jab, and during tests. Reading in Level Ii! In order to mest the challenges faced by language learners who will continue military training in English, the Level-II reading component emphasizes progressively longer texts of increasing Point 1 int 2} oT oo Detail] [Detail] [Detail] (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 writen texts Initially, students practice ‘aking 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 toa tabular outline format. Below is ‘an example found in ALC Book 7, EXAMPLE: Every year, Reagan High School makes a schedule for sports. Reagan High has about 1500 students, It 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. SENANTIC MAPS OR WEBS 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 subtopics and related items. A quick demonstration is the best way to introduce the concept of semantic maps. end tables, Higher level students can ase semantic maps for brainstorming and then reorganizing ideas into a ‘more logical format. Mapping can also be used for note taking. Students can complete activities which call for creating semantic maps alone, in pairs, or in small groups. VENN DIAGRAMS A simple and useful graphic organizer for showing differences and shared features is the Venn diagram, Information can be effectively compared and ee Steke contrasted by drawing a diagram consisting of two overlapping circles. Students write similarities inthe area where the two circles overlap and differences in fall ] winter spring the outer part of each circle. I — football] | [volleyball] | [ tennis | soccer} [basketball| | baseball zk ‘ANERICAN LANGUAGE COURSEBook 13 LESSON 1: LESSON 2: LESSON 3: LESSON 4: LESSON 5: APPENDICES: A B: c: D: E; F: G H: I db HOMEWORK: EVALUATION EXERCISES: ...... BOOK 13 PREFACE : Word List ... Structure List... ; American English Sounds .. : List of Contractions... vst : Spelling Rules for Regular Past ‘Tense Verbs .. : Principal Parts of Some Irregular Verbs Patterns of Irregular Verbs : Punctuation and Capitalization Contents We're sure we'll win. Materials people use What's your size? .. Let's play ball! Review ..... The English Alphabet ... Lesson Resources B1SL1 #1 Listening skill BISL1 #2 Reading skill B13L1 #3 Listening skill Bi3L2 #1 Listening skill BI3L2 #2 Listening skill BI3L3 #1 Listening skill BISL3 #2 Reading skill BI3L3 #3 Listening skill B13L3 #4 Listening skill B13L4 #1 Ruler ... BI3L4 #2 Listening skill B1314 #3 Listening skill- USER NOTES — ‘AMERICAN LANGUAGE COURSE- USER NOTES — ‘AMERICAN LANGUAGE COURSE‘VOCABULARY: A look at today’s sports page ‘An interviow ater a basctball game READING: Prodictng a texts content from its title ‘VOCABULARY: Homonyns: Examining a word's meanings a LUSTENING: ‘denttying the topic uw VOCABULARY: ‘Conch Tm isnt ke most eonchen.. «5 16 GRAMMAR: Using so and not toreplace a THLAT.clause 6 Using adjective + THAT: clause 0 DIALOGS: Bxproasing certainty and unosttainty 2 GRAMMAR: Using superlative edverts 25 warming: Eaiting« paragraph for text changes 29 READING: ending fanter for better comprohension » = °° © ‘HEREC COUR Objectives © Pronounce ineligby and we irda ic won, pes oad txpresions sted on the preview pa. © Recogtize and respond suit to Yocaulry alezd onthe perew oe, which wll noe test, ut which Tay appear on book quiz. © Inquire about and express certainty tnd uncertainty. © sso ornar y asubitte ora ‘THAT clause after verbs in oral and ‘rite afta ad epee ane. © Uasanaftinanive or gure adverbial THAT clause (shar optional) aera petcae adjective certain, LESSON 1 OVERVIEW RESOURCES: Base assum ‘equpment and materia. Sports pages of English language nev rs with aries spout eens ana ifomaton aout eam standngs a Serer spor “Adon mail cio tacing {hislssen satan Ide tho flowing mae beghring the lessen ‘APPENDIX J Brat LUstening skis texts Brat #2 Reading sis xt | Forreconmended teaching techniques, ‘eles to the Preface of ths tox. ostive, and sure) to express ceninty in affirmative and negative xatements, alfirmative yes/no questions, and afirmative and negative ansWvers. (© Usethe -es superlative form ‘of adverbs (cary, fa, fast, hard, high fate, tow, near, stow, soon, and straight) when refering o 3 or ‘more people or things in affirmative and negative statements, affirmative yeino and information questions, and Affirmative and negative answers 10 indicate degree © Listen toa group of 3 words © Listen to.atext 60-190 words in length (about 20-48 seconds) and select its tpi from 2 or more choices, © Listen to adialog (1 exchange) and select the correct inference, (Audio) © Listen for numbers ina dictate text ‘and write the numbers heard, (Audio) © Listen © atext of no more than 500 words, ead a tis oftypes of information, and select only those ypes of information covered inthe text (Audio) differentiated only by & minimal pai and indicate which word is different, (Audio) (continued on next page >>>) BOOK 13 LESSONVOCABULARY ‘OBJECTIVE: Pronounce irtelighly and 10 in discourse the words, phrases, and ‘expressions listed on the preview page. ‘OBJECTIVE: Recogrize and respond ‘ull to vooabulay taliczed on the preview page, which wil not be tested, ‘ut which may appear on took quizes. FACILITATIVE VOCABULARY calptore crowd) saan docu fan (9) tery ‘interview (n) pass (n) tomato © Read a ile ofa text and alist of {information that may oF may net appear ‘in that text, and select the information likely to appear in re text. © Read tle of a text anda i of questions, and select those questions likely tobe answered inthe text © Read a ile and, withthe tescher's assistance, lst information likely to sppearin the text, © Read a sentence or paragraph in crder to predict the meaning of an itulicized o underlined word or phrase from context and select the definition or closest meaning from 2-4 choices, (Homework) ‘Nouns Verbs Other words cxach, beat + beat/beaten certain Aube believe certainly field conch farthest furthest goal doubt for sure jump imagine most ot Join positive watch jum quite meaning kick «© meter ose -» ost at rarely player match towards) point race unceriain praeticn score ico suppoee reporter ie up) pe ‘throw throw / thrown store ‘win + won / won NEW GRAMMAR STRUCTURES Do you think its going to rain taday? Think o. I's very elaody outside. Jane ix ure (that) shell win the tennin tateh, Sam ran the fastest ofall the boys in the ‘cuss, © Real silently atext 125-150 words © Write complex sentence with an inlength within atimeof no more than independent elause and an embeded { minute and select the answers 06 phrase by combining a pai of related comprehension questions with 70% —_semcences, accuracy (4 questions asking for Factual (Homework) information and 2 for inferential or i © Rewrite aparagraph $0-150 words fever udersianing). ining folowing suns we © Write a series of short dictated the existing passage in «specified way sentences 6-12 words in length, ‘deatty and underine all changes to be (Audio) made in the original paragraph. © Writ a sentence with 2 independent clauses by combining & pair of related sentences. (Homework) © Wri a complex sentence with an Indepesdent and « dependeat clause by combing a par of related sentences. (Homewark) "AMERICAN LANGUAGE COURSEey Allook at today’s sports page ' Sports Page The Flagwell Times FLAGWELL FIRE WINS! 0 nt ine th to eae met, the ee ST Fir Too tothe Jas, That get nal | a feoe wee 2 1 Thath hy Pie faa Ricky Jones scores final goal" ws 2 = 1 That wy if match” Our Flagwell Timed reporter talked to Coach Travis after yesterday's tne. Our ayers preted bard sree propared io pay eel sce Think they ad peat jb the coach tela“ Gt beltove that wl lve ty ‘ore game this ear. We payed. wel and beat the Jackson Jets tonight, Thayve ava been hard team tea king ahaa a net weet, Flagwell Firs mci th Tere Stare on Saturday the Fagwe stam The Fie plana {o win, ao tho Tons Stare wort wu Ricky Jones scored his team's winaing to lose, Last night, the Stars tied with goa) agin and Flagwel fanaunw thet the aside term 1 to 1 Other ene |S toss win let wight cnt erwod Cho conny had ie yor Ta game with a score of 2 to 1. ‘Stanley Smoko beat the Coronado Cats 3 | ‘Without a doubt, Joms is a seccer to 1, andin the match between the Bryan | |player with a great career ahead ofhim. Blades snd Milehigh Wind, the Wind| | Hundreds of fans came to see Jones and won 2 to 0. tv host team, the Pagel Pr, pny the Tckon dts The ans wore - eusisty heey wk ‘be gums they OUR READERS’ OPINIONS: ew Fag far tava: Mone recived a wll peed pass trom | 1: soecor {teammate Tim Smita in the let inate | 2, basta |otolay, Heklched i highoverdigalo | pastes into the right earner of the goa! to score sce Cean tomfa | 4 tbat fcr etiag gaat bess oro ery | Sam ns pops aparanor ize cnr Saavle sae ‘our reeaers. ana a a ee eae | ta som te fe eet or — Spoms scoring, and competition are _,_theclass by baving one student from ‘each pair write the names of the different : sports onthe boar. Calegorize them sinner, ene fave tiem open heir books tothe @ Next have the students read the rewspper aticle newspaper acl sie. Go over © Focus suden'atentionon he MEW vacabury formating end Reader's Opinin box inthe lover ight, tuncaton, Have stident unerline comer of he stent ext page vanes © Discus opinion polls and their orpote, A stdeots which sports ae popular in their counties. begin with discussion to activate BOOK13 LESSON INTRODUCING NEW VOCABULARY We recommend following these stans to Introruce new vocabulary: * pronounce the item + have students repeat it ' wt ton the board and eay itagain * have students repeat the tem again * as students read or Iston othe text, have them mark the tam in their ooks ‘Encourage the studonts to guess the ‘meaning of the item from its conte. NEW VOCABULARY ‘008 (¥) goal win v) ‘score (ni) boat (v) tio) Additional activities ‘Most US newspapers have a section that reports specifically on sports news ‘These pages provide many opportunities for additional language practice. Iftime allows, try out these activities wth your lass © Cutout headlines. Have student pais guess what the articles are about and repor tothe class, Use the same technique with photos and captions from the sport page. © Have student pairs scan aticles for scores of spons events. Ask them o find the standings for their favorit teams and report their findings to the class.KEGEEEW Match each itom with its meaning. towin a, tohitwith the at folie —b, to make paints in a game or sport to Kick e. to hava the nme number of points toscore d. togotthe greatest number of prints FEQIESEN isch cach tom win ts meaning ——] eomch a. & person who dovs a sport like soecer ar feothal ‘team b, « point a player score in « game or match ‘goal ¢. a person who teaches a teem hew tu play a sport player da group of people who play together on one sidein m game EERE vscine ‘words inthe bor to ine Banks wicked smateh certainly int ttm tied score Many soccor fans camo tothe __stadium _to watch the mat bntween the Flaywell Fire and the Jackson Jets The game was —qulte /cartainly _ exciting! The thaw thought tho Fito wasn't going twin because te Jots__tied__ tho score 1101 five minutes before tho exd ofthe game. Then, Smith passed the bl! toJones, Janes Koked the bal! har to score 4 second __poln_ to win the gnme,"The final score ‘was 201, For the far this was certainly —_ the bos game ofthe season! = ir Perercse | teak open oa op Boot pn Wtercor Wetn ce Wate eo wre epee Men nope Mtn ons ida Indu inva Zn AMERICAN LANGUAGE COURSE.(Check (7) the statements that ae true for {ike to play tennis, ‘What sboutyou? Ly 1 don't ike terade. Tike playing on a team. My favorite ‘port is backotball ——— 1. Like to wateh sports on television 2. Tike playing ona team Tonjay porte thet 1 can do alone, ike swimming and running My country’s ational sport is soccer, have besn a coach fora sports team. Theliveehildron should play sports in school every day. 1 think players on professional tanins make too much money. (EXER Wiite 3 more statements about sports that are tue for you. After sou writ statement, discuss the items you checked in Buereve D andthe statements you roe Beow with yur clesnmate. ‘Books open Wetencue Written response navidad Have the students mark the statements, Exerises D and E prepare for Iter sctivtes in which students are eked to give opinions about different pics ‘Answers will vary. Books open Wetton cue Wetton response Indu thon group Encourage your students to mode! their ‘ew sentences on those in Exercise D: ‘My country's national spor 18. ike {1 enjoy . believe /I think... BOOK 13 LESSONNEW VOCABULARY coach (v) pn practice posit damp iv) taco (¥) throw imagine farthest doubt) most Presentation Jn this 3-way dialog,» news reporter is interviewing a basketball player and his coach afer they have won an inportant tame © Begin by having sudens examine the photograph. Ask these questions 1. Where are these people? (basketball gym or court) 2, Who are they? (epomer, player, and coach) 4. What do you think they're talking about? (Che game they just won) PI wi ess me Read the conversation about the game, Thre are three speakers: Max Bliss the TV reporter Hank Carters the basketball player, and Brad Sims is the coach Max: Hane Coach Sims: Max: Hank: Hunk, tbat was quite a game you just played! Wenien a you to ay that, Mas, bat woreallyneod to thank ny teammates and Coach Sse. bnbeve everyone on or team has worked very Hard this season. ‘There's no doubt in my mind that this team isthe best group of players Thave aver coached. This ‘wat a great game, and is been @ great season In my opinion, we won this game because we've gota great toam. Hank just joined our team this year and he's a wonderful player: Rat every one of he playors ‘comes topractice overy day ready to work hard. Remember, basketball ie « team sper, We ean win whoa ‘every player doos his best. I vas positive that this team coald win tonights game, and they did great joh Hank, les talk about tonight's game, With cn ten seconds lef to play, the seore was tied 101 ta 101 The fans were calling, "Got tho ball Get the bull!" You jumped up inthe air to eatch tho ball, raced down, the court cowards the baske, and threw itin. Brergene in the erowd ‘stopped taking, everybody was watching, and the ball went straight inte the basket. Just then, the bell rang tod the gave, That goal ‘scored three pointy and your team won. I imagine you felt wonderful ‘Yox as amatter of fat, felt really good, Max. That was the farthest [ hhave ever thrown the bull to uke a busi. truly doubted the ball ‘could goin, but it dd. Our tour mud 104 points, the most points ‘we've ever acred ina game! Aanin, ‘game, Hank, and thanks to both you and Couch, ‘Sims fortaking Lime to talk to us this evening, © Nexi discuss basketball as ateam NOTE: The word doubt often a ‘port with your stadems, Elicit as much ‘target vocabalary on the board and have students repeat those words as wel There's no doubt abou it © Sele 3 stents woreadibe dialog ‘When in dou, ell adactor, loud. necessary, medel phrases for The coach had doubts about the the students and clarify the meanings by player's aby, using the context ofthe dialog. [Notice that some words on this page are Additional activity pears fixed expressions with meanings that ‘ofthe new vocabulary as possible and can vary from complete certainty 10 ‘ite iton the board Have students uncertainty. Here ae some examples, ‘repeat the new vocabulary after your ithout a doubr, Pele ix the most Indl, The, write theremainder of Ye fEmonncratonal sooo ple: used both as nouns and as verbs, Focus on Coach Sims satement about basketball as a team sper. Discuss tears ‘membership end team building (in spon and miliary settings) with your students. "AMERICAN LANGUAGE COURSE2. Whois thetoanis co, Hak Carter or Bra Sint 1. Manis aT repos, Hoang 3. What is the coach's opinion of his basketball team? game. 4, How long has Hank Carter been on Brad Sims’ team? @ Brod Shree 6 oon, 6. Wate sn lo appeal? ‘8. The coach thinks that his toam isthe best group of players that he's ever 6, How uch time was left in the game when the score was ted at 101? coached. 4, Hank just joined the team tis year, 5, He believes that every player must 17. Hank throw the ball long distance to score the last baka. Ie thie the farthest e's evr thrown a ball to make a basket? work hard and do his beet id Hank’steam best te ther ean? Boi aa at 6. There were 10. seconds left in the 9. What waste foal ere othe game? game, 2 [EEE sich is bginng taste wie bestoring —]|_& Yuta 3 ‘The score was 104 0 101, f 41. Webeat 4. every day? 2. % Ourteam scored 1 Ti’s too this month, 25, Dothe players go to practice 84 points } 4, This wok, Sally hus thrown the ball d. the Firw 8 wo 1 today 5, Joba's teas has beaten 6 the farthest. EES atch to pinning oe venience wih ho beat ending] £1. Rody eked 4. and canght again, 42 Mary enced 9. the Thander 5 6. ba Thestam tied 6, each other towards the goal BE 4 Thoplayors reed 4. the girl’ soccer team, | f_ 5. Didthe team win goal twin the game = | 46, Meboy heew theball yp inthe sir the mai? | == EE =m Books open Books open Books open Wait cue Witten cue Wen cue (ral response Witen response Wein response Pes, then class Indvidusl Individual ave pairs work together wo ask and answer the dialog comprehension ‘questions. Check for clarification of vocabulary and structure by reviewing the questions ae «clas, BOOK 13 LESSON 1Presentation Collocatons are two or more words that are used together. They are generally recognized by the speakers of the langusge as expressions that belong together. They are used more frequently 4 combinations than would be likely to bappea by chance. For example, sports reporter, team sport, take up sport E D ‘Grose oul the word that doesn’t go with the center word ia eo MATCH “BALL SOCCER - Nees — \ te ‘make with the words above. 1, loge __amatsh 2, _thraw a ball. a soccer _practct tia math _find__ a bat a scoot player watcha match keep a ball ‘soccer team _ playa rmatch ich a bat soccer coach —tie___s match leat ___ a ball ‘a soccer _otadivm Mame 1 tan example 1, Lent to soccer practin a school yesterday afterncon, ‘ross out the word kick asthe word that Have students write original sentences ‘doesn’ fit. Do the remsining waiters sing the collocaions. Walkaround and together wit the class as well. Note that check their vocabulary and grammar ‘Vand 2are verb + noun combinaiions, usage. Provide assistance with word. while 3isa noun +noun combination. _chovoe if requested NOTE: Advanced language learners use collecation srtegies help them Books open ‘become more fluent. By focusing Witen ue ‘on colloatios, students can grealy Witten andor response Increase their vocabulary. Teachers Iv ten chor should reise studens' avareness of collocations as early as possible in order tote tohelp tem ee common ones ne tel opm Books en ‘natorally, pronounce them better nd pla Wate cue have a greater amount of ready-made ‘Ween espoese language tteir posi For Number 1. sk students which word inghvidual can't be pared with march. Have them [3 | ‘AMERICAN LANGUAGE COURSEREADING SKILL | Reading | OBJECTIVE: Reada tile of atoxt and Predicting a text's content from its title oa of Korantion hat ney cry, ‘ot appear in that txt, and select he Fre Infomation tkely to appear inte text 117” ithe tet hing we see or hear about an afte, «bool, @ movie, oF akong. canbe a sentence, phrase, or single wor | as special punctuation: | «capitatize the fst wor, he last word, and all major words, ‘don! captalize words Ika a, an, the, and, or, but, to, from, in, an. + don't end wits porio, but do end with a question orexclemation mark. [EEG Rewrite these tities with conect punctuation. 1 food americans He to eat Foods Americans Like to Eat understanding your car's guarantee Underotanding Your Car's Guarantee MEETS et te. circle information that might bo In the tet. More than ene answers pombe, A. Dangerous Sports in the USA why some sports are dangerous the number of plyerson a team ie number of people who get hurt each year why people in soma eountrne play wparta 2, The Cost of Hunting Weapons @ seeder pine tobuy bt weapone 'b, keeping your weapon under lock and key. {toma you own weapon the high prise of woupone Presentation a Proiogahs pictures gaps chars Before introducing the reading Books open ites all help reader ‘chjectives, begin with a review of rules Writen cue predictions ies ae usually ‘very good {or capializaton and poncration of Indicators ast the content ofa tex. tiles a shown inthe box above, © Haves student read te ite andthe four choices of information that might © Have the students silently read be include ints paragraph, the guidelines for punctuation and capitalization of titles Saino © Lead 1 discussion on why or wy fit ton oe ‘not each choice might be included in a © Elicit familiar book, movie, or song 6 Sigh eit: book, roo, of enemas paragraph with thi tile, capitals and punctuation, Have students Md thee grouo ‘vrite the corrections. Before beginning the exercise, tell your students that good readers rske Predictions before they read. They use ‘what they know about «topic to guess ‘what a text will be about. BOOK LESSON =READING SKILL OBJECTIVE: Read atte of a text and alist of questions, ard selact those ‘questons ikelyo be answeredin the text OBJECTIVE: Read atte and, withthe ‘eacher's assistance list inormation ‘kely to appear inthe text. ‘ra, thn ween response Group, then diva Discuss the photographs with your class. The lists below have some possible answers students might give for the topics suggested by the titles. ‘Remember, students’ written answers will vary. EERE Fed th tite. Select questions the text might answer, ‘More than one annver ts posse. 1. AStudent’s First Day at @ Language School ‘What time does class start? When isthe lunch bresk? © Who will coach the sooser team? 2. City Baseball Team Laces First Game ‘What was the score at the end of the game? How many gameshhas the team lat? © Cen you use vending machines during the game? 8. How to Geta Driver's License What kind of test must a new driver take? What kind ofear vill drive to he texting effet © Where can get abookto ty tho rule ofthe road? Fos, We wo or thre things the toxt might ay.) THER TAGE COOP 1, Soccer around the World 3. Sports in the Military + aspon for men im nlitary schools + asporifor men, women, and + at military bases children + in work groups the most popular spor in many + forphysical ecercive and fun countries + to make friends university sports professional teams ‘aspori for jun arytie 2, Teamwork is Important < insports inlay inthe classroom inthe military ~arwork ‘AMERICAN LANGUAGE COURSENEW VOCABULARY meaning fet te up (v) _ rope GS. wane ———___ face chars eon wre GEsL Honooyms arewords that te 6) sound the same buthave \F jump (n erent meanings. Sonetines [in Tak the ean, to mean ‘we spell them the same way In fh teas mare an wearer near Ld) oka te pte and ed he ce a tonk offend noeoed The dog aways un ava. th an Che knot of hi te tiedi¢ up with rope ae ad Ther was en te men hgh started to tie his shoelaces, One jump, Two men eack jumped 1.7 Solace bake Henk pls titers. They ted fr the Nght ftringand urd to viethat bee. jump. RT —_ ) Paint ont thatisbe contest thar NOTE: lomophones ae subcategory Presenlation pedteam tonmnucsemenngatcewed ottoman Iya we ment acts explore diferent” hey the reader unerstnds he Sound he sa brave different {eanngs and fenton wos ve, 3 aye Sens tae the WO Spelings end dierent meaning, Some oie som of the new vray penigs oe these semtences.__exatpls of this grou re no and no ‘teams in the lesson are use as both ‘Then, explain what homonyms are. know and no;t0, two, and fo0; right and founs and verbs and some have different meanings. Homonyms are words that sound the tame and sre sometimes spelled the same, but have diferent meanings. © Begin the lesson by wting the following sentences on the board, Janes wore ate work The game ended ina tig, 4104, Discuss with your students the fact thatthe meaning of te is different in each of the sentences above. {300K 13 LESSON @ Have a pair of students read the ‘wei; hear an he. dialog atthe top of the page aloud for iti si the class. If students have questions, Additional activity answer them. Encourage students to think of ober © Tellthesudent to examine the 4 eames of homoryms that hey already hotogaphs and read their captions. ‘KO; aueh scan, ike, cect pla. ansin ae Discuss the diferent meanings ofthese © Haw stuontsundedinethe new onde ‘vocabulary. Practice pronunciation and clarify meaning as necessary.NEW VOCABULARY fld (0) geal match (v) match (n) Presentation ‘The page you see above has been made to look Ikea dictionary page. Sudents wil use itt sean for information, jut as they would ifthey were looking up a ‘word in a dictionary. All te words 0 this page are homonyms, andthe enties lst numbered definitions for nouns and \etbs foreach homonym. Exercises ‘AandB onthe next page require the ‘students to scan the facing dictionary ‘page for information about the new ‘ocabelary and select the correct part of speeck and defiition Discuss the dictionary page with your students Tell them that when people |bok up words ina dictionary, they often HoWoNrS field 1.an ane flan nthe ‘layed 29 games to device the {watchs rion Capen swash | Smal br grow fasts and Something that lak the same or |) verse The armerwar ‘ery amir wo seve le: 7 | ering the fd Bean Iotteh'yu another cup Ts areaof ground aarked fora rateh forthe one brake last ‘ane oF mort, er exape, Deck. tw Using. oF Seer ot teh: The onmee ‘ample aes, hat ek nce || okie ited on ce gome together bese hey are 1} beeon a objet ar aren of ar bavethesame olor do sy or work Patri ants 0 ow the rire a my || tad math cee fet fowae andthe point U Sought for that is nesting thi. my wee aie going 10 be @ good. notch, | —10) Glen woor | ‘goal m) 1ain aparts, the ploce or ‘more things are o look the sasne, tmarked ava atthe eed a ‘nah Yowrsocks dont Sort al tat player moat mole One bern the | hor pau ell trough | Fes blot Yr shal war || tai cnt he sever too blu oth hat mateh etch player bicked th bat into the { foal 2.in spurte hen + layer ics or its aba ito ther. whom wo or more Things lok nce tether Because ‘thy havo somethings, ke the a re a sears the tcl hey math Herne | pain or prints: Andy Denson ‘matches her gloves 1 | scored te aoa for eam UA. Kecunaty 7. Bd pron i Bhan ventiet 8. cer thing that goes together with something a person plans of another porsun or thing: Maich i ‘hopes to do in the future: My ‘the werd in the left column with || goats to speak Spanish we ite meaning nthe eight eatama Fim ert that Ft be abe do a point.) 1. what pager sie mcs motanarynna |" lg es nate an | eae er | ‘use to start « ftw ot light a . maght’s in another word for w gue sua fngec aband, oF chin ‘otween two or morel peuple o thjeelite pul to ake, twotanme fn tennis actarday, | agtuneapenel mak Dan Peters won hi natch with — | other pero lek at something: She pointed tothe nda and vai "Loh, @ tormis coming” ‘ob Greer. Th final sare was 6.3, 46,64. The women | z_ze,dJH_CO rar rar car find more than one definition or part of speech, When students ae looking up ‘words forthe two exercises on the nex! page, they will need to read the example sentences which show language usage in ‘order to help them determine the past of speech and the best meaning NOTE: Scanning sa reading strcegy ‘which aks readers to move their eyes very quickly across text to oak for specific information. When scanning, readers dont read every word or stop reading wher they see a word they don't understand, Scanning i the reading strategy a person typically uses to look ‘upa specific word in adietionary or a telephone number in a elephone book ‘AMERICAN LANGUAGE COURSE‘Look atthe underined word. Write the numberof its definition ooh the poeon the lef Sean to find theisord and the masningit hat in th wontence elo Number tis an example 2 1. Oursoceer team bent the Texas Stara by 3 goals. (Clark's new jo is in the fed of international business 2 2 3, Coach Tom prepared his team for the last match of the season. 1. 4& Dallas lost their final game by only one point. 25, ‘Teer became very ected asthe player an out onto the Dd 3. 6, Whathind of gna you have for your carer? 81, Youshould change that Idem sath he shit you're wearing. ‘When you go to the store, could you please get me a box of matches? EERE Fad coon pats Find one wordt geos nbot bar, — | 4. Argentina’ tam finished one __paint_ shew abies point to things they wast when they are very young, 2. Ny goal is to goto medical sctoo! and become a doctor. ‘The team seored one ___gaal___in the first half of the mateh, 8. Mog wants to study in the field _of macheratis at the university, ‘The children are playing seecer in an open __fleld_____near the school 4 Our tam —_tled the dets 7 vo 7. ‘She tied ____the string around the package. 6, Inced a match _ to make a fre Tm locking fora ie that will __matich tis shirt sans © Before begining this activity. tell This exercise with paired sentences the students to look athe previous page. serves to drive home the recognition Point out tha ithas the layout of a page tha, in English, aword that looks the foundin a dictionary. Have students _same des not always have the sume ‘deni the entry words, abbreviations meaning, Suess to your students that the for pars of speech, definitions, and —_contextin which a word occurs will help ‘xample sentences, to determine its meaning © Next, have the stunts ead the sentences inthis exercise aloud. Thea, have ther scan the facing page 0 find te correct meaning, BOOK 13 LESSON 1usrewma stat : : savers mst DETTE rea | Iertiyng tte aes ones | Anpands @ Sat eninming How to swim 2 a chro @ doped jos © Acs alvce 4, Seool eae below. Give your opinion on the topl Discus the tpi wth your partner. Use the words think, believe, ond Baa peered Garry ant) Taaitlomactnene te TRANGIA CURE Hive students read aloud the exchange between the two figures atthe botiom of the page. Point cut how the verbs think, believe, and imagine can be used 10 expres opinions. Then, read paragraph #3 aloud to the class again. In pairs, have the students discuss what they believe about the following statement: Children need jree time Ifsime allows, have the students share ‘thee ideas withthe whole clas, "AMERICAN LANGUAGE COURSEay Coach Tom isn't ike most coaches. Kate: Lodk at those cloude! I's eertain i'l rain. Do you sppose well have sim ‘eam practice today? Mike: I believe 80. Coach Toma won' let Hite wind and rain stop us. Kate: Surely fit ains hard nel end practice enriy Mike: I imagine so. But Coach Tom isn ike most coeches. He won't top until a storm ges eles. We have some very ‘important races tomorrow. So what's the problem? Kate: Well I need ts call my mom on my cll ‘hone to tell her what time to pick me ‘up after practice, but Ia uncertain ‘abet the tre Mike Just wait until practice starts, and all hhor when you know. WEEE cc te bowos io show your onnion Dieouso witha pater. Write your wn qusten for Number 8 Ash your partner’ opinion {think wo. don think wo. any play? soeot is more exciting than tenn yout courtry has the best sooer players? your courtry i the most beni inthe wor? +» English grammar is dificult te learn? C l o o o o QO 0 ‘ports are more interesting thon beaks? o a Qo o Qo Qo Oo 2 8. 4 5... books are more interentng than movies? 6. 1 8. Presentation © Wie the following express Ask the students to look atthe beading * slog onthe board the top ofthe page. which aye I think 0. ‘Goech Tam fan believes. ouch Tom int ke mast ceaches. elev so, Get ther o predict what they think He These three expresions ead into the logis hot Have them share thie ofr pres Impressions of sports coaches. prema obj age Explain that these expressions all have © Next, hive apairof students read the the same meaning and function, dialog aloud NOTE: Do not examine the underlying © Ask the students to underline the new structure ofthe use of so here because a ‘vocabulary, Work on pronunciation and grammatical explanaticn willbe given, clarify meaning ofthe new words onthe following rages. NEW VOCABULARY cortain ‘suppose surey ‘ce (n) ‘uncertain Books open Wetan cue Write then orl sponse India hen pois Clay the following for your students: Tthink so weans Yes, don’ think so meats No. ‘ellthe students that they should use only I think so oJ don't think 500 ‘express their opinions inthis exercise, BOOK 13 LESSON 1