Preface ‘The American Language Course (ALC) is a compretensive, multilevel language program for teaching English for vocational and professional purposes. It is designed primarily for intensive English language training ina classroom setting, but can easily be adapted for slower-paced instrction. The ALC’s curriculum has been developed by the Defense Language Institute English Language Center (DLIELC), which isa US Department of Defense school under the operational control of the US Air Force. The primary focus of the ALC iis 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 ofa general nature highlighting the typical language military personnel will encounter in their professional and vocational carer fields. The ALC hhas, however, also been very successfully used in non-military learning environments and in US high schools with immigrant stident populations. Course components ‘The coordinated instructional packages for Books 1-30 consist ofthe following: » Instructor text (IT) > Student text (ST) » Homework and evaluation exercises booklet (HW and EE) > Audio recordings (tape or CD) > Language laboratory activities text with audio scripts and answer key (LLAT) » Computer-delivered interactive multimedia instruction (IMI) for Levels I-IV. > Quiz kit > Optional training aids: Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIBLC/LESL 2235 Andrews Avenue Lackland Air Force Base, Texas 78236-5259 E-mail: dlielc,[email protected] ©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, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission ofthe publisher. ‘This book supersedes ALC Book I Instructor Text, January 1991. Second Eulition January 2005 Sixth printing, June 2011 BOOK11 PREFACE i- USER NOTES - ‘AMERICAN LANGUAGE COURSEPATIENT'S SCHEDULE 8:00 drive to visit Mr. Austin Evans 10:00 visit Mr. Jones 11:00 Lunch —__|__ Launch with 12:00 area Lunch Lunch with reo | bunch Mr. Jones visit Ms. Mitchell telephone telephone Houston Chicago 4:00 BOOK 11 APPENDIX |— Patient’ schedule; B11L1 #1DOCTOR’S SCHEDULE ; . University University sao | MrSmith | “clinic clinic 10:00 Y Mr. Williams | 11:00 Lunch Lunch Ms. Harris Mr. Allen c Meet 12:00 Lunch Dr. Miller Ms. Allen Lunch Lunch , Downtown ‘Meeting in +9 | “hospital ' Mr Brown | “Dallas 2:00 y 3:00 Ms, Wilson Ms. Scott 4:00 ¥ Ms. Adams BOOK 11 APPENDX |— Doctor's schedule; 311L1 #21 1 2 2 3 3 A B c A B c 1 1 BOOK 11 APPENDIX |— Grids; BIIL2 #1PICTURE A i ae BOOK 11 APPENDIX |— Internet ad; BI1L2 #2PICTURE B BOOK 11 APPENDIX |— Picture 6; Bt 1L2 #3 mePICTURE C BOOK 11 APPENDIX |—Pioture C,B11L2 84PICTURE D BOOK 11 APPENDIX |—Pioture D, B11L2 #5 H5ir = Cea ‘Of Force Base Ff en iver City ‘Train Station University From Map 2, read the directions and write down where you are. 1. Start at the train station on Route 36. Go north to Loop 910, Take 910 east until you get to University Avenue, Turn right on University. Avenue to the end of the road. Where are you? River City University _ 2. Next, go back west on University. When you get to Highway 15, follow it north. Turn left on Riverside Avenue and drive to Highway 75. What can you see between Highway 15 and Highway 75, north of Riverside? North River Mall 3. ‘Take Highway 75 south and get off at the exit, for Old Post Road. Follow Old Post Road west, cross Loop 910, and drive to the end of the road. Where are you? River City Air Force Base 4, Finally, turn around and go east to get on Loop 910. Turn left on 910 and drive to Highway 75. Go north on Highway 75. Take the exit at Point Avenue and follow it to the end. Where are you? Airport BOOK 11 APPENDIX | —Map exernise;311L2 #6‘You bought a new tire for your bicycle two months ago. ‘The tire leaks air all the time. You want to exchange it for a * Customer * Salesperson You would like to returna Acustomer comes in to shirt you bought last week return a shirt, Offer to because it is too big. Youdon't | exchange it or refund the want to exchange it. You want money. arefund, * Customer © Salesperson Explain to the customer that the guarantee on the tire isn’t good anymore, but that the store will repair the tire for a service at a garage. The mechanic worked on your car's brakes, but he didn't fix them, Call the garage. new one. small charge. «© Customer * Mechanic ‘You are dissatisfied with the You worked on the customer's brakes. You guarantee your work. Talk with the customer. * Customer ‘You took your car to a garage because you couldn’t close one of the windows. The mechanic said that he fixed it, but now you can't open it. * Mechanic You're sure the window was working when you returned the car to the customer. Talk with the customer. * Customer You ordered a meal in a restaurant. The food is too greasy to eat. You want the waiter to bring you something different. ° Waiter Ask the customer what's ‘wrong with the meal. Find out what the customer wants to exchange the greasy food for. BOOK 11 APPENDIX !— Role-pays; B11L3 #1hfALC Book 11: Scope and Sequence, Lessons 1-5 Medical Calla doctor's _| Present Perfect with > Circle syllable with primary appointments office tomake | BE/HAVE in statements and | stress » Making an appointment | yesing questions ony » Select topic of oral toxt appoiniments > Ive had acarfor yee. |. Liston to dag & select » Describing : inference ‘aches, pains, 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 4100. (D | Rules of ho road |» Ask tor and Indefinite pronouns: > Listen to text to write topic Getting ready to | 3Neinformaton | anyone, anybody, someone, | _& main idea drive ‘about driver somebody, no one, nobody | » Listen to complete a chart »Road signs ana | ae Linking verts become/get+ | with symbols ules of the road ‘subject complement to show | » Read text to write topic & change in condition: main idee » 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 3 Ti like a refund. » Say politely ‘Too + adjective + (for/to) » Read text to write topic, >Carproti that you arent | to express excessiveness main idea, and title jar promos. satisfied for a particular purpose » Read text to select « Dissatistiod » The tea is foohot forme | summary customs fodrink. » Read instructions to draw Vetb + infintive of purpose | image tl stopped to buy some » Write dictated paragraph shoes, Noun + suttx -yto form adjectives meaning full of characterized by, oF lke 4 How was the » Ask for and Could for past ability » Listen to peers’ role play show? aive opinions | Reported speech wih toxt | & answor questions ~Enacanmet | Semana |* Os ulin als | Ba ety onTV i " F book? >Movies and restaurants |, Yoo, |told her that | had it. | » Read toxt to write main, >Restaurants Prepostions of time: ‘ia. thie and service ater, al, betore, for, trom, in, |» Read textto select ‘on, since, till, to, until: summary > Write complex sentence by’ combining 2 sentences 5 | Review Lesson 5 reviews all vcabulary 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, studeat-centered activities, audio and video recordings, computer-delivered interactive multimedia instruction (IMD, 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 Cone to promote cumulative language acquisition, The ALC incorporates four components of language learning in its curticulum: vocabulary, grammatical siruciures, language functions, and skills, * The lessons present vocabulary (individual ‘words as well as phrases) thatthe 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 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 leaner 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, Iustrations elucidate difficult grammar points + Speakers of a language community use language functions when they interact with ‘one another. Activities in this book emphasize interactional strategies for communication that a foreigner or second-language learner ‘must master in order to perform in the target language 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 Jearners 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 exercises and copy masters for transparencies. Sinoe they contain answers, access to these books should be carefully controlled, The instructor texts have been written 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 fora variety of supplemental individual, partner, and teamwork activities that enhance leaming, provide realistic language situations, and enliven the classroom, BOOK 11 PREFACEObjectives aree in singleton eppear on the} introduced, Exercive headings at matched jor easy next to the exercise ‘eric die an ‘Reveywune bc 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 ‘reduced image. The reduced facsimile includes answers to exereises whenever appropriate. It also provides step-by-step instructions for carying out exercises and activites The text in the margins Ensy-to-follow tesching notes make the IT simple to use, The two example IT pages reproduced ubove show the layout of the instructor text and the locations of important information, The labels describe the different types of information that will EE rencreme ‘ibe hws varie ond ht ‘owe wenn ah 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 objectivesare statements of what students should be able to accomy at the end of the lesson. They are provided as a guide for the teacher und 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 to identical headings in the IT margin and the text below. ‘AIIERICAN LANGUAGE COURSEClassroom seating arrangements ‘The way you set up your clas for an activity directly affects how much and how often individual students got to actively participate, WHOLE GROUP ARRANGEMENTS In these two seating configurations, students can SMALL GROUP ARRANGEMENTS Working in small groups of 3 or 4 will provide your students with many more opportunities to speak. gay easily see and talk to each other. Ooo Og Ollon> ‘These seating arrangements can be used for a variety of activites + Presenting new information + Round-robin or chain drills + Mechanical and communicative dri + 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, O00 oo000 iT 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 The following are a few small group activities. * Discussion + Problem solving + Information gap * Games + Brainstorming session » Role-plays PAIRWORK. Pair work maximizes student participation, It isan effective means of handling shor, simple tasks. Use pair work for the following activities. + Checking homework and written assignments + Preparing for a group activity * Conducting certain question/answer activities * Practicing dialogs * Creating role-plays + Interviewing * Simalating 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 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 rue, always follow up with a whole-class discussion. BOOK 11 PREFACEatc ln eat, Tr gong wore ple ie en ised hon ep i a evi Diese gst stan ey pt To pig hw ae wr ‘Ch pdm * 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 trensparency masters, realia, props, related appendices, etc., appear next tothe 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 cep te rr ges ‘hose pe? Teo shrea eee ‘euro or ene win or Fao 320pn 11398 tear pon) ‘aie ms UT ‘Genin Una ie far, Sear 235 ‘eye rt ‘won, tin nro Perrin type of cue (visual, oral, written, ec.) the type of response (oral or writen), and the student participation expected (individual, choral, paired, group, etc.). Below each key, teachers wil find more detailed guidelines instructing how to execute the exercise, pertinent ESL/EFL teaching strategies, useful ecoperative 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 in a single week; however, the material can easily be adapted for slower-paced instruction. ‘The first two pages of each lesson are the table of contenis and preview page. The preview page presents a synopsis ofa lesson's vocabulary, ‘grammar, and language function objectives. The first section on the preview page lists vocabulary. Most new vocabulary is provided in alphabetical order, ‘however, when useful, new words are grouped 10 enuble students to retain them more easily. Examples cf new grammar siructures and language function phrases are included at the bottom of the page. ALC students frequently use the preview page as 4 study ai; instructors can use it for developing supplemental and review activit Homework assignments forthe initial four lessons provide additional practice in accomplishing the ebjectives. They also serve as a means of identifying siudent language deficiencies, These exercises provide approximately two hours of homework for each lesson. The homework exercises are located a the end of the student text on especially marked pages. Evaluation exercises are also provided for the frst four lessons. These exercises are formatied like shor performance quizzes and are intended to be used to measure student mastery of objectives. They are Jocated atthe end of the student text, Instructors ‘can administer the evaluations on adaily basis in a controlled classroom situation. Language objectives ‘The ALCis 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 stills 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 streamfine 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 atthe book's completion. But, much more language is provided in the classroom than what is found on the preview page ofa 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 of used by the instructor that is related to the lesson content. Students should be able to recognize and respond to these items. Although these terms may appear on quizzes, they are not specifically tested. They are included on the preview 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 includes words and phrases used in the text or by the instructor 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 lised in the TT margin on the preview page of a lesson. These words and phrases do not appear on quizzes. For example, in Book 2, Lesson 3 (a lesson dealing with food), the word cow is used to explain the ‘meaning of beef. The word beef'is an objective vocabulary item and may appear on the bock 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. Its fully supported by language laboratory activities texts (LAs) contai exercises that practice vocabulary, grammar, functions, and skills that correspond to the classroom text. Additionally, each laboratory book includes audio scripts and answer keys. Bach lesson provides approximately 80 minates 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 Inboratory practice as an ‘opportunity to monitor students” oral production and correct inaccurate pronunciation and intonation. Testing program Book quizzes measure mastery of the objectives and are administered upon completion of each book. ‘They cover only objective material specifically noted ‘on the preview pages of each lesson. Bach 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 thatdirectly complement the ALC books are available. Flash cards: Although the STITT 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 Tbooks. Ia fact, in the frst level of ALC books, the availability of a flash card (usually a large photograph of the vocebulary item) is indicated on the preview page of each lesson by the symbol 7, ‘Transparencies: Master copies for transparencies recommended for the book can be found 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 covethead projector. It isrecommended that instructional aids be used whea available because they enhance classroom presentation, provide variety, and allow the teacher to conduct activities not directly focused on the written text Ifthe ALC instructional aids ‘are unavailable, facsimiles can be constructed using realia or illustrations from magazines and newspapers. (See the DLIELC catalog for further details on auxiliary products.) Interactive Multimedia Instruction ‘The ALC instructional package can be supplemented by interactive multimedia instraction (IMI) courseware. Each IMI dise corresponds to 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 in a variety of activities presented with audio, text, sraphics, animation, and video, ‘The interactive environment allows students to learn at their own pace while mastering the instructional objectives. Its format enables students to leam and review material in a non-threatening environment. BOOK 11 PREFACEClassroom management ‘There are many factors that can enhance language learning. A skilled instructor can play a significant role in the learning 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 4 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 varity of divergent fields. Their prior experience may include academic or practical, professional or vocational, physical or mental training, While no leamer arrives at the classroom a a blank slate, this is especially noticeable with regard (0 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 to be able to consciously draw on previous educational and training experiences when leaming 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 anguage learning, Students need opportunities to engage in meaningful and authentic communication, ie, the kind of language typically used in real-life situations to accomplish real-life tasks. Students will nct always have access to English outside the classroom; therefore, it is 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 topies 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 turn 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, e.g., * Repeat, please. + Please spell that word. * Speak more slowly. * Say again? ‘AMERICAN LANGUAGE COURSE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 pictares and discussion will serve to stimulate interest and will give students an opportunity to use vocabulary they already know. It will also provide a litle background information for students unfamiliar withthe topic. IF students have difficulty grasping the meaning of 4 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 io 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 yorabulary has been introduced, provide pronureiation practice with the rew terms STEPS INTRODUCING NEW VOCABULARY 1, | With student books closed, conduct repetition drills with the new words 2. With books open, condact another repetition dril 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 or 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 one. ‘Thus, the confusion that often arises asa result of seeing the spelling of a word is eliminated. Any effect derived from prior familiarity 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-nel, 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 can remind them that they said it correctly before, Correcting errors ‘The ALC’s goal is to 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 othertimes 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 comet it * Give two or three correct answers, and let the student select the one he or she wants 10 use + Iffastudent 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 Tanguage. 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 ofthe present progressive, If practicing pronunciation of the phoneme fil, don't correct mispronunciation of the past tense. ERRORS IN COMMUNICATIVE ACTIVITIES ‘The purpose ofthese activities is tocommunicate ‘ideas. Your students’ focus should be on content, not form. If they sacceed in geting their message cross, 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 during the activity. + Keep a running lst 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 ofthe 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 cut alternative ways of saying what they want to say. Receiving feedback about misunderstanding and miscommunication is very important for a student, 1s authentic, and will give the student practice in self-correcting and circumnlocution, rewording, or paraphrasing in order to successfully communicate itended meaning. ERRORS IN WRITTEN EXERCISES Mark the error, but have the student correct it if itis 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 corecting errors, Some strategies listed here will usefully extend an exercise and will let you gota 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 ot 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. + Formultiple choice exercises, have students state out loud (individually or in unison) the letter of the answer they chose. * Fortruetfalse statements, have students state true or false (individually or in unison), For false statements, ask for a volunteer or call on & ‘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 to 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 always 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 11 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-fil, labeling, categorizing, alphabetizing, answering questions, completing charts and graphic organizers, etc, The IT also cccasionally recommends other exercises and activities and describes how to do them. The following pages provide short, step-by-step instructions for many of the exercises and activities ccurring frequently in the ST. (Instructions that are self-evident, sich 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 v0 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: persen-rammber substitutions, singular-plural transformations, tense transformations, patterned response drill, chain drills, cued response, and directed dialog repetition. For all 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, instructions as brief as possible. Keep + 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 fo repeat. ‘+ When the choral crill has been adequately tmnastered, move on to individual drilling. + Itstudents cannot master your choral drill, model problematic words or phrases again, Let them be successful before you move to individual drilling, STEPS DRILLING WORDS OR SENTENCES 1. Tell students: Listen, 2. Far 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 each question with rising intonation Gesture for students to 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 deill 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 choruseven after you've modeled a second time, stop the choral production and conduct the drill with individuals ‘Once students are able to 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 cach 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: afler 1omorrow STUDENT: after tomorrow TEACHER: the day after tomorrow STUDENT: the day after tomorrow TEACHER: in the morning the day afier tomorrow STUDENT: in the morning the day after tomorrow AMERICAN LANGUAGE COURSETE STEPS | DRILLING DIALOGS STEPS | TRANSFORMATION onILLS 1. | Tell students to listen as you read the dialog at least twice. 2. |Read each sentence with normal intonation, 3. | Aska few questions to ensure students ‘understand the main points ofthe dialog. 4, | Have students repeat in chorus until performance is satisfactory. 5. | Divide the class in half, 6, | Have one half repeat Part A of the dialog and the other Part B. Then, switch pars. 7. | Divide the class into pairs of students. 8, | Have pairs of volunteers read each part individually. Allow sufficient time for pair practice 9. | Have pairs of volunteers recite or role- play the dialog for the rest ofthe group. STEPS Have students close their books. 2. | Tell them: Listen only Gesture to yourself and say the base sentence, e.g, Jim is happy. 4, | Gesture to yourself again and say the word you want the students to substitute into the base sentence, ¢.., hungry. 5. |Gesture to the class and model the new sentence, e.g. Jim is hungry. ‘Repeat this procedure with each new cue word if necessary. Finally, tell students: Listen, Go back to the original base sentence and give the initial cue word (in our example, happy.) 8, | Gesture tothe class and listen as they say the new sentence, NOTE: You will have noticed that Steps 7 and 8 take you fall 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 ofthe drill. 1. | Have students close their books. 2. | Tell them: Listen only. 3, | Gesture to yourself and say the base sentence, e-., Jim is happy. 4, Gesture to your self again and say the word(s) the students will substitute into the base sentence, eg., Mary and Sue. 5. Gesture tothe class and model the new sentence, eg., Mary and Sue are happy. 6. | Repeat this procedure with each new cue if necessary. Finally, tell students; Listen. Go back the original base sentence. Give the initial cue word. 8, | Gesture to the class and listen as they | say the new sentence, Some drils are very enjoyable for students and take on a game-like character, Chain or round-robin drills fall into this category. | 1. | Begin with a statement or question, | What country are you from? 2,/ The firs students answers and, then, | ‘turns to the next student and asks the | same or a similar question 3. The third stadent responds ard soon | 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 aclearly targeted language feature or structure and repeat it ina 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 fo 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-paits (¢g., tree /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 least 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 to inthe following sentences Who do Igive the book to? Give it to him. + All contractions ~ both formal and informal are forms of reduction. Gonna, when it replaces going 10, and didja, when it replaced did you, are examples of informal types of reduction. STEPS PRACTICING SYLLABLE REDUCTION 1, Hand oat 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 writen language, Doya 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 atleast one syllable, Each syllable has just one vowel sound. ‘STEPS COUNTING SYLLABLES 1, Conduct this exercise orally. To demonstrate the meaning of a syllable, say a one-syllable word, e.g, friend. Hold up one finger to indicate how many syllables the word has. 2. Say another word with three syllables, €.., seeversieen. Hold up 3 fingers. 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 have 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 mukisyllabie words, one syllable will receive more emphasis than the others. In English, the stress will usually be on the firs syllable: however, be aware that this is not always the case. Helping students identify the steessed syllable in new vocabulary will aid their pronunciation tremendously. Misplaced stress is often a primary cause of miscommunication STEPS IDENTIFYING SYLLABLE STRESS 1. Have students listen for the stressed syllable. Explain thatthe stressed syllable is the 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 (wo ormore syllables. In these exercises, ‘you may wish to exaggerate the stressed syllable’s loudness, length, and pitch ‘change so that students can identify it, ‘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 or 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. Alt Ground Transportation | Transportation Water Transportation Advanced beginners and intermediate students can te 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 | Transpertation youfke — | you don't ike | 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 obs bby the 22nd century Transportation still existing 100 years from now. 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 4 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 as the relationships between the parts, As your students lea English, they will benefit from examining, analyzing, and creating graphic organizers themselves. Some typical visual aids are listed in the table below. ‘Table A list of facts or numbers arranged in special order, usually in rows and columns. ‘A plated drawing, consisting of a line or lines, showing how two or ‘more sets of numbers are related to each other, ‘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 comections between the different stages of a process or parts of a system. Graph Bar graph 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 a typical military paragraph. However, all of these graphic organizers are well suited for presenting more complex information. BOOK 11 PREFACEIts wise for language learners to keep # 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, Arla 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 RIF ic) or underlining it (tereiic). 1. | On the board, draw these two stress pattems for 2-syllable words, ds @ and © A. Draw a horizontal ine under the stress patterns 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, two birds with one stone: Tt combines word dictation (spelling practice of new vocabulary) and sorting according to syllable stress. Combining an emphasis n 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 reinforce the syllable with sound. For example, whisper the unstressed syllable(s) and say the stressed syllable louder, clap your hands to the intonation pattern 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, 4 noun plus its adjectives, and adverbial phrases. A shor sentence may itself be one thought group. In speaking, these chunks of language are separated ‘by pauses; in written texts, punctuation often (bat not always) marks the pause. Learners 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, _STEPS | MARKING THOUGHT GROUPS 1.| Select a text thot has a written transcript. (The ALC language laboratory 17s are a source for this material.) Hand each students a copy of the transcript. Tell therm they should mark it whenever they hear the speaker pause, indicating the end of a thought group. | Read the text to the students or play the recording. Students mark their copy. | 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 suing in thought groups and provide a fine medium for promoting the concept of thought groups. Most students enjoy working with them. LINKING Jn writing, 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. JWwfand fy/) occur naturally to facilitate this linking, €.g.do iv 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 vowel linking by writing phrases like pik itap piliup pickitup In adialog transcript, have students mark where they think thought 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. Collect 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, Poiat 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 linking in these expressions. WORD STRESS: Within athought group, one word is usually stressed more than others, Like stressed syllables, this word will be ouder and longer witha higher (rise-fall) pitch. In most cases, the stressed word is the last major content word of the thought group, Who did you go to the party with? I went 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 a different word is stressed, the meaning changes. (mplied meanings are in parentheses.) We love chocolate, (Not coffee, not carrots, et.) 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 any by speaking in a monotone, ie, maintaining the sate pitch throughout, is also likely to confuse or invtate listeners. Tell students that even when their grammar and vocabulary are perfect, listeners will struggle to understand if word stress is inappropriate or missing, STEPS MARKING STRESS IN SENTENCES 1. Select a transcript for short text and sive each student a copy. (The ALC lab material 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 louder, longer, and higher. 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 correction as necessary. 5._ Divide the class into pairs. Stadents read the same text to each other, saying the sentences as they have marked them, ANERICAN 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 isthe rise and fall ofthe voice in speaking, especially as it affects meaning. Some sentences have predictable intonation pattern. + Yesino 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, iis important to realize that intonation is not merely a flourish to be added to a language learner's instead, it is essential for fluency. Without ‘onation, students will produce monotone, robot-like utterances that make their speech irritating tothe native speaker's ear and difficult to understand, 1. Select recordings of shor 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, etc. VARIATION: Set up a contest in which students act 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, usc a second tape recorder to record student production.) At the intermediate level and above, have students create their own situations for role-plays. Give them freedom to select the aciors 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 learned 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. AILTPR statements are imperatives, ie., verb + ‘object. We know that the imperative is used for giving instructions and commands, as well as stating requirements. It goes without saying that the imperative is a grammatical form frequently ‘encountered in military environments. 1.| Give a command and simultaneously ‘mode! 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 execute 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 ‘Agair TPR is a very useful activity that can be repeated often during the inital stages of language learning. However, it loses its value as a teaching tool once students progress pas! 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 generally range from 6 to 12 words in length. STEPS DICTATING WORDS OR SHORT PHRASES: 1. | Tell students you will read each word or plarase three (3) times. Tell them they will hear the word, a sentence with the word init, and the word again, Insist on silence once the dictation stats. Read al a normal rate of speech with natural intonation and enunciation, With one-Word items, be sure t0 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. DICTATING SENTENCES 1. 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 ‘of speech with natural intonation and ‘enunciation, Provide a 10-second pause between the sentences. (At natural breaks in longer sentences, pause longer than ‘you would in a real conversation in onder to 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 (bat let the student correct them), and provide feedback, Capitalization and punctuation Punctuation is introduced gradually and sprinkled throughout the ALC books. At 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 familiar commas, apostrophes, question marks, exclamation ‘marks, quotation marks, as well as capitalized letters and periods. In punctuation exercises, students will see an unpunctuated 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 alouc, naming the correct punctuation and capitalization where it | is needed, or have a student write the | paragraph on the beard if time permis, 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. STEPS CATEGORIZING VOCABULARY WORDS 1. Identify words that can be sorted into 3-5 ‘categories. Create a grid with headings as well as 8 word bank containing all the words, 2._ Divide the class into pairs or small | groups, Hand out the grid or draw it on | the board. Tell students to sort the words. 3.) Have a member from each group write | ther results om the board 4. | Discuss differences if necessary. ‘AMERICAN LANGUAGE COURSE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 cuilines at an early stage in the language learning process as a way to familiarize students with the typical structure of a short America-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 1 int 2| [Point —— Detail][Detail |Detail int Detail | [Detail ‘SEMANTIC MAPS OR WEES The box outline uses a very formal structure, but other graphic organizer's appear to be more organic. Students should be encouraged to experiment with them as well. For vocabulary review or expansi have students create semantic maps. In the center of the web, students write the topic; in the branches, they show related items, Subheadings ‘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 sports. Reagan High has about 1500 students It plays teams from other schools that have ‘about the same nunber of students. This year’s {fall sports are football and soccer. The school’s basketball and volleyball teams wil 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 a) Tall winter ‘spring o> soccer basket] volley] [base enn ball |) ball ball Tootball 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 ‘ 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, VENN DIAGRAMS A simple and useful graphic organizer for showing differences and shared features is the Venn diagram. 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, ‘ANERICAN LANGUAGE COURSEBook 11 LESSON 1: LESSON 2: LESSON 3: LESSON 4: LESSON 5: APPENDICES: HOMEWORK: H: i EVALUATION EXERCISES: : The English Alphabet ; American English Sounds : Lists of Contractions ... : Spelling Rules for Regular Past Tense Verbs . Patterns of Irregular Verbs . Contents Medical appointments .. Rules of the road .. Td like arefund. ... How was the show? . Review .... Word List .. Structure List .... Punetuation and Capitalization .. Activities and Photographs... Patient's schedule; B11L1#1. Doctar’s schedule; BLIL1#2.. 15 Grids; BLIL2#1 Picture A; BLIL2#2 . Picture B; BLIL2#3 .. Picture C; BLIL2#+4 .. Picture D; B11L2#5. Map skills; B11L246 Role-plays; B1IL3#1 Role-play cards; B11L3#2 BOOK11 PREFACEUSER NOTES ~ AMERICAN LANGUAGE COURSEMedical appointments VOCABULARY: Tike to make an appointment Canyou sometin at2 pm. today? CChossng the meaning of werd from crates use Mabing inferences and lectingtpien ‘The present perfect: have beer and have had ‘Asking present perfect questions, ‘Asking about time using How long. ‘Doeeribing aches and pains Describing symptoms Prowont yorfect progressive: ave been +-verbsing Making appointments... Following written instructions Objectives © Use How longo inquire about © Pronounce intelligibly and use duration. in discourse the words, phrases, and © Use the present periect progressive ceqpressions listed on te preview page, in both expanded and contracted ‘fom in statements, yes/no questions, © Recognize and respond suitably © fftrmatve and nepire answer, and vocabulary italicized on the preview affirmative information questions to page, which will not be tesied, tut pe tiara n which my appear onookauizzs. ina and ong in te, © Make a medical appointment in present a simulated telephone comersaton © Listen to sword, determine whic berween ‘patint and en appoinimset syllable receives primary stress, and ae ‘on circle the comesponding number. se the present perfect with the webs AE and HAVE n bot ened Sey 20 ond) od ees and contraced forms in statements, Svante you quai and {opie from 2 or more choices. aifimative and negative answers. LESSON 1 OVERVIEW RESOURCES: Basic classroom ‘equipment ed materials. Forrecommended teaching techniques, rater tothe Preface of thi tor. © Listen to text of no more than 60 ‘Words (about 20 seconds) and select the main idea from 2 or more choices. (Audio) © Listen to short dialog (1 exchange) and select the correct inference. Listen to an informal conversation and orally answer comprehersion ‘questions, ‘(Augio) © Listen for transitional words and phrases in dicated text and write the transitional word or phrase heard (Audio) (continued on next page >>>) BOOK 11 LESSON 1VOCABULARY OBJECTIVE: Pronounce inteligibly and Use in discourse the words, phrases, and ‘expressions listed onthe preview pages. OBJECTIVE: Racognize and reepord suitably to vocabulary italicized onthe ‘review pag, which wil rot be tested but which may appear on book quizzes, FACILITATIVE VOCABULARY chart hreigte ite ‘modleat receptionist schedule (v) kay What's new in Lesson 1? NEW VOCABULARY Nouns physical ther words sche problem annual sppeintment savoring any longer hack stomach anymore Iackache ‘stomachache horizontal “checkup symptom How about ..? | chest ‘temperature in eld ut cough Vers paraltet ot ache perpendicular carache catch + caught regular emergency come came in runny eeamination/examn connect since lover cough comotime headache get gor there still inch inches ‘make -+ made it then riddle un? ran vertical urte run ran a tompernture iin 00 sew patient snuexe } NEW GRAMMAR STRUCTURES LANGUAGE FUNCTION | John has been in the hospital since Call a doctor offi to make armada | Mary has bad a temperature for mays. ania | Tow long was yeur dector’s appointment? i Meee epener ten Brvth. Bow lg hae itbews ele er Pulte sn cppoeanans annual physical examination? nas a | Vint haveyou een ying? Ye feo na foc Ivete rerisgere tocar, «= Sanaa _ "RHERICAN LANGUAGE COURSE. © feat a sees emences (© Write a semantcaly const ‘progressively naowing down the paragraph after reading an abbreviated ‘meaning of an unknown werd or phrase version ofthe paragraph marked with and dewrmine the meaning of the word numbered sts and selecting a word ‘or phrase by a process of eli ‘or phrase foreach slot from series © Read and follow step-by-step ‘of } words or pases (not all choices insructonsfordewing animage, Semanal comet). omewort) wiou: being tol in afvance wht he Match phases or clauses to make Shier le aettooet thea cubes he bntaoes a © Wirie shor dicted text nomore Bs quence than 6t words infngt afer hearing i {Home worsy repeated 3 times: 1) listen for content 2) write asthe text read in segaments; 3) listen at normal speed, being careful to check for corect punctuation, ‘AMERICAN LANGUABE COURSE| Vocabulary | {Id lke to make an appointment. Receptionist: Dr. Davis’ office Mr. Thomas: Good morning, Mike to make an appointment. Recoptionist: Are you a regular patient here? Me-Thomas: No, Tn a now pationt Receptionist: is this an emergency? Mr.Thomar: No, [just need to see doctor Receptionist: Okay Can you come in tometime en Wednesday? Mr.Thoras: Wednenday? No, Pm sorry ean make it then ‘Receptionist: How about Thursda 1000? Mz Thomas: Yes, lean got there et 10:00, Receptionist: May {have your name and ‘phone number, plonse? Mr."Thomas: Don Thomas, 555-1234, Receptionint: Okay Me. Thomas, Wel you en Thursday a 10:00, Ms.Thomas: ‘hark you [STEEN ead tho sentences. Write for tue and F for false, —£_ 1, The doctor answered the telephone, 2, Mr. Thomas is calling forinformaticn.. 8. A receptionist i a pation. 4, Mr. Thomas saw Dr Davia bore, 6. Mr-Thomas does not have an emergeney: 6, The appointment on Wednesday is ckay for Me Thomas, bhh eke ‘7. The patient can make it to the appointment at 10:00 on Thursday, oR TesENT Presentation Warm up the clas tothe tpi of ‘medical appointments by asking the students about dir own experiences with doctors or hospitals, Eliit as mach relevant vocabulary as posible, ‘When checking answer, ve tho © Read the dialog to model conect ‘students comect the fale slatements stress and intonation while the studests with tre information. repeat after you. © Go over the new vocabulary with them as described in the Preface. Additional activity the students are of different nationalities, have them talk about ‘health care in their counties NEW VOCABULARY appointment regular patent ‘emergency see (a doctor cone in sonetine CULTURAL NOTE: Ate present time, the US ha no matonal heals care system Ike thse in Japan, Cana, oF Europe, Most Americas ae covered by insurance plans ofered tough thie workplace. Tpealy, fora monthly oF Senicmnthly payment othe insurer the empioysepaysconly a portion of theeost of a medial vit orteatment, anc te nstrance company pay he remainder, Mos belt plans require thai the employee visit a doctor from a suplid listo receive the benefit. BOOK1T LESSONNEW VOCABULARY problem sympiom fever ‘temperature headache EI 1. What are the 4 kinds of mosical ‘appoirimerts? (regular. checkups. ‘annual physicals, and emergences) 2, What hind of appointment do you ‘need when you are sick? (raguler oF ‘emergenay appointment) 3. Give 9 examples of symptoms, (tover, or tamperature, headache, ‘and stomachachs) 4, Viny des a doctor went todo a checkup? (to check thatthe patient iswoll again ater the problems end) 5. What é09s a doctor check i an ‘annua exam? (al parts of te body) 6. When should a patient call 911? or very bad emergencies) he Mere rr dire kad ot eden racers cet pep ray seal inun'a verona aa dsaes cei ane th pean al to the pend es re ‘ovate, REGULAR aprooHE When patients call to see the doctor bocause they are sick, they usually need ‘appointment hat isaboat 20 minutes Tang. The dict wil sk then questions about how they feel or which parte of ‘their body hurt: Hell ask about their problems and symptoms; for example, he ‘may ask about fever, or temperature, Idaho, el stomachacho. onecnues After the first appointment, patients ‘omotimes need to make W_seorad appointment for a ebeckup. In this (Death dotor ds, apoaheeneal physical? | MEDICAL APPOINTMENTS | | appointment, the doctor just checks that the patient is well again afler the frst, problems enc. ‘A pationt may also call to make an fappointaent for an annual plysicl Patents have an examination like this tne time a year: The exam takes more time than a regular appointment. The ‘wceptionlst schedules two hours forthe physical because the doztor has te check All parts ofthe boy and do many vest ‘ewenoences Pationts somtimes need to see a doctor immediately because they are very sick, fo they were in an accident, Often, ‘omergency patients go immediatly out ofthe dactor’s office tothe hospital. For very bad emergencies the patient shout) call 911, and not the doctors aie Sarr cnr Books epen Witten andor eve ‘a response Individual First, teat the new vocabulary as described inthe Preface, Then, cieck ‘comprehension ofthe ext with te oral {questions in the upper left column, CULTURAL NOTE: 9-1-1 isan ‘emergency tlephne number used throughout the United States. The 911 operator isa special police operator ‘who is able to dispatch police, fre, mula, oe any other kind of ‘emergency aid required Many 911 call are placed by yourg children who have ‘ben taught what odo in an emergency. ‘Wilh the widespread availability ot cell phones, urban police departments receive many 911 calls within minutes ‘of an auiomehile ncident "AMERICAN LANGUAGE COURSELISTENING SKILL OBJECTIVE: Listen to aword, determine which sylable receves primary stress, ‘and cle the corresponding number. 1@22 1@22 21Q@: 561@s 1. AN al s@24 © 1 2 @ 2@e 8 | 2 apromrmere a mnalal ft ormanees WERE ere castor Scone wtentniotormven |] & el LEC tn @ ve Duce 1, Who answers the phone when you call tomake an appointment with the doctor?) 7, po UTE 2. How long is « regular doctor's appointnent? (8. CHECK up 8. When do patients need a checkup? & Rewer 4. How many times a year does « patient have an annual exam? «eran ins degenerate (towing duran neg palethosia wen nactin? eee te neph CIES 2. 20 minutes, 3, somatimes after tho first 1. he doctor always answers the phone, ‘ppantmant to check thatthe Palient is well again 2. Rogular appointments ar usually 20 minutes Tong 4. one tne ayoar 5. 2hous |. An annual examination happens two times a year |. The receptionist makes short eppointmants fer physical exams, 6. They soe tho doctor immediatly. 5. Patients with emergencies must se a doctor right away. CCheekups are phone calls between the ctor and receptionist. 8 4 6. 6, Doctors usually snd emergency patients home to rest 4 8. Chedkupsletthe dottor so thatthe patient is well again ERREE EEE ico sor =a in aa Books open Books open Book open Ora cwe Waten cue Writen uw Write espense Ora response Writen response Individual Invi Individual Read the words twice as written, puting ‘When corectng, have the students stress onthe appropriate syllable. ier change filse statements o tree checking answers, conclude with a infermation, repetition dil. NOTE: Words inthis exerise re divided according to their phonetic ‘pronuaciation, as presented in itionaries of standard American English, Primary entries ofthe words in the dictionary may appear with different divisions, BOOK11 LESSON 1 =Ez Can you come in at 2 pm. today? |.MAKING AREGULAR APPOINTMENT Receptionist: Dr. Davis’ office, Pationt: ‘This ieJan Lewis, I have a fever. Ti like an appointment ta sve De Davis sometime tds: Receptionist: How about at 2 velock, Ms. Lowis? Pationt: Yes, Tean got there by 2:00, Receptionist: We'll ee you then. Patient: Thank you very much, ‘2.MAKING AN APPOINTMENT FOR AN ANNUAL PHYSICAL, Receptionist: Dr. Davis oie Patient: Good morning, Ths ix Alexander Curtis. Ti like to make an appointment with Dr Davie foran annual xa Receptionist: Good morning, Me. Curtis. The doetor only does physicals on Mondays. March 9th, at a.m. isthe first appointment that ean give sou Pations: Thank you That’ fiw. TReceptionit: Well see yeu then, Mr: Curtis, Please don’ ent anything after 8 pan the night before the exam. {FINDING A NEW DOCTOR Reception: Dr. Davia of Patient: Good « ‘This is Maine fy. 1 ike to make tn upp ‘ith the deter. no alk, ie new in town, and I'm Woking for & actor for my family Receptionists Can you mule i nto ous efice on Thursday, March 5th, t 10:0? Patient: Ye, thats fino, Jean some in then, Receptionist May Thave your name again and a phone number? Patient: Maxine Fry, 865-4323 Receptionist: Thank you. Well ee you Thursday at 10:00, Ms. Fry = GE COURSE Presentation Fellow the procedoe for drilling dialogs as described inthe Preface. ‘Then, pair up the students and assign pairs or ofthe thee dialogs to prepare torole-play before the class, This will help prepare students to create role plays as required later in the lesson, ‘ANIERICAN LANGUAGE COURSE1. May Thelp you? a. No,Tm just sick. 2, In this an emergency? , Fill Thompson, 4. Areyoua regular patient? e.My head hurts all the time, 4, May Thave your name? 4. Tean makeit then, 5. Do ou have afover? @. No, Tim anew patient 6. What symptons doyou have? Thad an exam in December 7, When was your last chedcup? No, T don't have a temperature, 8, Hoy about Thareday at 10:00? h, Tl like to make an appointment, EGER pairs put the ciaiogs verter Number 1 tran example 4 Ne, just have a very bd stomadhache ' { Tie an appointment | anyon om in och | | Yes, that’s fine, | { Tethis en emergency? { May Ihave your amo and phone number, please? De Davi’ office. May Thelp you? | Fane Taylor, 555-£876. Ai. eek klik kk la i Additional activity ooke open Bosks open Tf aphotocopy machineis available, Writencue Watton cue make copies of this exercise and cat en reponse Wilton reponse them ino strips. Have pairs of students Individal Pairs reamrange the dialog into a correct order NOTE: Some varsty is possible inthe order ofthe exchanges. Have some of the paits read the dialog aload while the other studens compare i to thelr wor, BOOK 11 LESSON t ZzREADING SKILL OBJECTIVE: Read a series of sentences progressively narrowing ‘own the meaning ofan unknown word cr phrase and determine the meaning of the word or phrase by aprocess of limination | Reading | Choosing the meaning of a word from context clues ‘Look tthe sinters Find the meaning ofthe new vord in tales Cre al of the anavere that a he tue. Your iatructor el da the excl witt Yon. Wharsan ~, * Stopattheintersetion intersection? _> ‘An intersection iswhero two strata cross —— Anintermestion jn kid ot high 2 “Anintersection tet store B._ Stop athe trae tight ut the intersection. Anintersection ie whote tw ateoste ero8s Aninterseetin isa kind of highway Anintersection lea store. ©. Sop a he eal ight atthe intersection ot Martin and Pine Strout @ Anintersectioniawhore two strts eras 1 Anintersecton isa kind of highway. 6 Anintersection ian ste. onion cues to welact the correct meaning of the word, —] a L.A. Treivod a publication today 2. A. John ‘A publication ie call Indigestion ie a atomachache, A publiention ta magusine. Indienticn is + wore muscle ‘A publication isa package Inuigestien if as indigestion BL reasived a publication in the fran tay tae indigent | Apublieation na cal Lndigeation is«atomochache. } ‘publication isa magazine Inigoation isa sore musele ‘A publiention tea parkage Tndigostion ina ve CL ewcsived a publication ia the C._ John's temperature isk, but he et because be bass ‘al today, and Tread fve good a, A publication ina call © A publication isa mogazine © A publication is package. sore muscle, fever Presentation Thsinthe fest appearincein the ALC Boskaopn lover practice m dsermaing be Wien con meaning ofa Wor rom comextclues. Wien Avthe tudes progres higher Indi ‘eading levels in ibe ALC guessing Have the students work independently nts sty without te ie of Increasingly important sil sua Complete the example togeer with the class before assigning the exereise. Point ou to students thatthe context increases asthe sentence gets longer. ‘The increasing context narrows the possible meaning of the italicized word. AMERICAN LANGUAGE COURSELISTENING SKILL ‘OBJECTIVE: Listen toa short ailog (1 exchange) and select the correct inference, Ez ‘Meking inferences and selecting topics Listen to och dclg and sett the Best inference fer it. 1. Themanis__. BJECTIVE:Lisen ext e mow i 60 words (about 29 seconds) and t freee Sele top rom 2 or more choses frying a plane ticket suleg acer INFERENCE DIALOGS 2 The man ond woman work 1. Mi A: Fer $25 0 dy, you can ‘ve it more than 300 a. ina sire Imlos. bale ie Mr. B: 1"Dtake it Are these the Bennet fora? meee 2.Mr.C: | fal frished wting 8. The man and woman {hs news ariel. wwe late ‘Me. finished wrting my new had at tce stan foo. had an accident ‘3. Mr E: Can you getthe ug dre lot ‘wrench out tthe trunk? ‘Ms. F: Sure, but help me take ut tho spare trois. 1. @) keeping healthy finding w doctor getting checkups 4. exercising every day mn 1. It important o keep heaty. Peorle lve longer when theyre in good ‘shage. We should exercise every day, eat tho rghit foods, drink ots ‘of water, and get enough rast We ‘should aiso ee the doctor ard the donist fr regular chackyps. 2, Sometimes when we'e making 4 tegphane cal, we reaize that 2a. pay phones b osal eas 6 talephone calls ‘wrong aumbers 8. @ how tostudr fora teat hhew to memorize new words haw towrite test questions we have the wrong number. We ew toreview wart fo hang up rigt aay, but we & hee toreviw lesions ‘shouldn't We nod tobe polo to {he person on the cer and of tho lin. First, we should apologize for ‘making & mistake; nen, wo can ty ‘again to dial he correct number, ‘3. Hore are some things you can do before a tast. Fist, review the lessons carefully Memorize al oS i tho now words and} Presentation on trem i sninces Then to? ‘The ability to infer information aot Books en fest questions and answer them. explicidy stated in a conversation or Onleve Mato a tape wth ea gaeti reading passages sill hat becomes Wan agponse And answers. Go to bad ea increasingly important a languige Indias ‘ober ite et and eat goed beri in the Neste Tracice Read the paragraph in the upper ersten 7 right column and give the studens enough time to select the best topies for (© Real the irs dialog aloud and have hem. Have them compare answers with the stulents choose the bes inference a classmate. fiom the conversation Discuss the besis aor ie checking mer cls, read the paragrapis again so the c @ Read the last 2 dialogs, and let cea iste forthe information. students pick their answers. When checking answers, ask the students the basis for their selections. BOOK{T LESSON z=!GRAMMAR OBJECTIVE: Use the present perfect withthe verbs BE and HAVE inboth ‘expanded and contracted forms in Statoments atfirmative yesino questons, and affirmative and negate answers. NEW VOCABULARY since (COMPREHENSION QUESTIONS. 1. What are Jim and Dan geting ready or? (They're geting ready fora rip) 2, Wty does Ji need to take his car 0a garage? (He needs to got now ties.) 3. How many months has Jim had his car? (Ho hes hod i fo 4 months) 4, Where wil Jim civ Fis car? (He't «ive tto Finaa) ‘5. How many years has Oan had his car? (We hes hadi for __ years) 6, When id Dan buy tes fori car? (He never bought tires;) 7. Bo you have a car? How many ‘years have you had your car? ‘Ask soveral students question #7, Toll thm about your own cars) 5 well Presentation This lesson provides an inital Her for and since. | Grammar| The present perfect: have been and have had Tim Hi, Daa. im sory Tm lat, How a Dan: Ive been here for only ten minutes, Are you ready for our trp ta Florida? ‘Jim; Yes, Tve been realy since yesterday. But this morning I realized T need to tale my ear to the: Dan: Really? You haven't had that ear for vory lang. ‘Tm; No, Lhaven' ve had it for just far months, but thee lenow: Twant to grt new Ei sofa. ‘Dan: ‘That's goo! idea. should get now ties fr my ear, oo, “Tire: How long hue you had your eae Dan: Pye had it since 2003, ut Tnever bought any new tres fori have you boon hore? UWerYousThey | have teen | here for ten minutes, (oot) Hershe has had | the ear wince 2003, ECE od te sorinces.Wite Fiore and For take. Lh. Dan was waiting for dim, 2, dim be beon there for ten minutos, wxything i ready forthe trip now. 4. Don will rive is ear t Florida, 5 Jim bought his ea four months ago 4, Da has had his ear wince 2003, fF F _é at LL 6. dims car is new, en 14, Dan's car has not had new tires since he bought r 8, Dan bought his car in 2003, © Real thedialog 0 yoursudens EEE have 2 students read it. Thea, review the paradigm. Point ut the different use of Baeks open invedction othe presen perfect FP). Sia Willen ee cv laud oiewstnO® i eta ta ue a8 90°88 ite response and HAVE and the ine marker fora India atlna dicontencae @ Haye the studens complete Exercise the present perfect progresive,Book 12 Aas asompehension chev Mill rovide mare the FP. © Return othe dialog and have the f leama sean vt stadt eal the exchanges again. Have A tas Lowen cles wl them underline all occurrences of the PP * recognize and produce the PP forms as well as for and since (but only as time ‘has/have been ard has/have had; markers). Review these with the class. + discriminate between present terse, @ Ask students the questicas in the pest ese, and pesentprfect; pert exe. Lat thom scan he + crate present petetentenes with dig for awe, Have them answer in fll entenes sod sets rates ‘sing the PP in some answer. AMERICAN LANGUAGE COURSE