Preface ‘The American Language Course (ALC) is a comprehensive, multilevel language program for teaching English for vocational and professional purposes. It is designed primarily for intensive English language training in a classroom setting, but can easily be adapted for slower-paced instruction. The ALC’s curriculum has been developed by the Defense Language Institute English Language Center (DLIELC), which is a US Department of Defense school under the operational control of the US Air Force. The primary focus of the ALC is to provide a language curriculam for a diverse international military population. To that end, the course includes not only general English topies, 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 learning environments and in US high schools with immigrant student populations, Course components ‘The coordinated instructional packages for Books 1-30 consist of the following: » Instructor text (IT) » Student text (ST) >» Homework and evaluation exercises booklet (HW and EE) > Language laboratory activities text with audio scripts and answer keys (LLAT) > Audio recordings (tape or CD) > Computer-delivered interactive maltimedii » Quix kit > Optional training aids Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIELC/LESL 2235 Andrews Avenue Lackland Air Force Base, Texas 78236-6259 E-mail: [email protected] (©2008 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Various photos courtesy of US Air Fores, Americans with Disabilities Act (ADA), US Army, US Department of Agriculture (USDA), US Department of Housing and Urban Development (HUD), US Marine Corps, National Aeronauties and Space Administration (NASA), US Navy, North Atlantic Treaty Organization (NATO), and the US Parks Service. ‘This book supersedes ALC Book 19 Instructor Text, January 1991, Second Edition, October 2008 Fourth printing, October 2011 BOOK 19 PREFACE | ifALC Book 19: Scope & Sequence, Lessons 1-5 1 The family ree > "Our Family History’ > The generation gap >» Talking about ownership and relationship Adding 's and -' to show possession Possessive adjectives and pronouns Inseparable phrasal verbs » Bob ran info an old friend: > Listen to a text and select the topic > Repeat a dialog with stress on main content words > Use dictionary guide words > Make a graphic organizer from an oral text » Complete a chart froma written text First responders > Everyday heroes >A deadly fire > Accident prevention > Express possibilty and impossibility about past actions and conditons Perfoct modals may, might, and could have (past possibilty); must have {deduction}; couldn't have (past impossibility) Active causative with have, make, and get Indefinite adjectives and pronouns few and little » Participate in a guided group discussion » Read a warning and answer questions » Give an oral warning after listening to, reading about, or observing @ situation > Write a paragraph after pre-writing steps: A call to duty » NCO academies > Training briefing > Award letter > Talk about hypothetical situations n tho past i-clauses + perfect mocals for past hypothetical situations > if had known, | would have helped you. Passive causative with have and get Nouns and verbs to adjectives with -able and sible » Listen to a text and select the main idea » Listen to a role-play and enswer questions >» Participate in a guided ‘group discussion > Read a paragraph and ‘ross out the extraneous sontence Coming to America » Cuiture shock » An immigrant’s personal journal » Voluntearing to » Talk about regrets Wish + past perfect > Lwism | had gone with you. Review: too and very Review: reported present > Repeat a dialog with stress on main content words > Make a graphic organizer from a writen text help teenage tenses > Write a paragraph atter students pre-writing steps 5 | Review Lesson 5 reviews all vocabulary and structures introduced in Lessons 1-4, ANERICAN 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 ae 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 Bach of the sic 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 leaching 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 Jearing in its curriculum: vocabulary, grammatical structures, language functions, and skills, © The lessons present vocabulary (individval words as well as phrases) that the learner needs to understand and use in order to communicate effectively in English. Vocabulary is presented in contexts appropriate for learners studying in professional and vocational environments. The ALC’s program also includes miliary topies 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 learner 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. lustrations elucidate difficul grammar points. *+ Speakers of a language community use language functions when they interact with one another. Activities inthis course emphasize interactional strategies for communication that a foreigner or second-language learner ‘must master in order to perform in the target Tanguage with competence and self-assurance ‘These strategies include initiating, maintaining, and closing conversations; communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in face- to-face interaction. In each lesson, exercises targeting the process of communication, rather than the linguistic product, each learners how to successfully communicate in English By focusing on the acquisition of language functions, students develop the ability 0 use the same interactional skills that native speakers use, and they leam to manage their own conversations in the target language. + Exercises dealing with language and academic skills are also interspersed throughout the lessons, These exercises aim to develop and increase proficiency in listening, speaking, reading, and writing. The material allows students to develop practical academic skills “universal to any language situation and appropriate for future vocational or academic writing, The convenient Instructor Text An instructor texts available for each ALC book. It guides the instructor and gives suggestions on how to most efficiently teach the course. These texts contain complete answer keys for exercises and copy masters for transparencies. 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 for a variety of supplemental individuel, partner, and group activities that enhance learning, provide realistic language situations, and enliven the classroom. BOOK 19 PREFACEObjectives ae ceariy cea in simple, everyday lange ‘appear on the page on introduced. Tests for dictaions, QA ‘and narrative passages: next tothe exercise or wn es hop ou neers mses sh ‘saan © BE zn an EEN Garett amon aware] NOTE N/A sunt pile NOME: Ameen od {ha tenant ewe hia iy qooe \ Hames evento ime se Saeeeten tt nee ma Sng ws ean be mag cso shaban Beton teeth eine ent ta oe Be at hog pa and mht, Wh ses cent ree = od oye ow yg hae ah? he onc oa isn seo ai? Ha doa er ed th 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 exercises whenever appropriate. Additionally, the IT also provides step-by-step instroctions for camying 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 "eR DVENTES text in the margin pro information * Language objectives: The objectives are statements of what students should be able to accomplish at the end of the lesson. They are provided as a guide for the teacher. Furthermore, the students’ mastery of them are measured on the quizzes. + New vocabulary: Bach new term is listed in the ‘margin on the page on which it first occurs, + Exercise instructions: Visually maiched hheadings draw the eye from exercises in the reduced ST to further instructional information in the IT. les helpful instructional ANERICAN 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, be willing to extend the limit for a speci amount of time. d Classroom seating arrangements ‘The way you set up your class for an activity directly affects how much and how often individual students: bave opportunities to actively participate WHOLE GROUP ARRANGEMENTS In these two seating configurations, students can easily sce and talk to each other. These srrangements 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 oO ‘TRADITIONAL ARRANGEMENT oogg| 7 ‘The traditional classroom configuration promotes frontal or top-down, instruction. This type of instruction goes directly from the teacher to the 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 ARRANGEMENTS Working in small groups of three or four will provide your students with many more opportunities to speak. Below are a few types of sinall group activities. + Discussion Problem solving * Information gap + Games + Brainstorming + Role-plays PAIRWORK ARRANGEMENT & SS Pair work maximizes student participation. Iti an effective means of handling short, simple tasks, Use pair work for the 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 asa 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, avoid interrupting or interfering. Asa rule, follow up with awhole-class discussion, BOOK 19 PREFACErerrecansusr == b mace tami. nds mt baad aaa cdstansecnt ovate ton at - Asn and anawer questions oot ares | ENTE Recommended resources. Selena | ir suchas transparency masters or |* reali, are listed in the margin. Sane = identifies a word which has more than one meaning or part of speech, The rhumiber inside the icon indicates the number of meanings or parts of speech which are treated in the lesson, Each meaning or part of speech is clarified in the IT margin as itis presented. * Facilitasive vocabulary refers to words and phrases which help students understand the lesson and, in many cases, 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 ‘ANIERICAN 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 class, in lab, and during tests Reading in Level lt In order to meet the challenges faced by language Jearners who will continue military training in English, the Level-Il reading component emphasizes progressively longer texts of increasing difficulty. Additionally, many texts are of a semi- technical nature and extend beyond paragraph Tength, The books in this level also address personal reading strategies for students to develop in order to help themselves become more independent readers. * Level Ill reviews and reinforces reading abjectives from the first two levels. These include skimming, scanning, summarizing, and identifying topic and main idea, * This level introduces timed readings. Practice with rate-building activities helps students increase reading speed and comprehension. * Students learn about paraphrasing, «skill that is useful both for everyday communication and academic writing, + Objectives which develop personal reading strategies include dictionary practice; drawing inferences from a text; and working with charts, sraphs, and tables. 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. It is fully supported by language laboratory activities texts (LLAs) containing ‘exercises that practice vocabulary, grammar, functions, and skills that correspond to the classroom text. Additionally, each laboratory book includes audio scripts and answer keys. Each lesson provides approximately 80 minutes of recorded material which can be incorporated into classroom lessons, or homework assignments. When listening, students. should respond to and interact with the information presented in the recordings in order to obtain full benefit from the language laboratory activities. Instructors should use the laboratory practice as an ‘opportunity to monitor students’ oral production and correct inaccurate pronunciation and intonation. Testing program Book quizzes measure student mastery of the objectives and are administered upon completion of each book. They cover only objective material ‘specifically noted on the table of contents and preview pages of each lesson, Each quie 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 presented in the book. Auxiliary materials Some very useful optional language training aids that directly complement the ALC books are available. Flash cards; Books in Levels | and II have corresponding flash card packages Transparencies: Master copies of the transparencies developed for the book can be found in the appendices, which are located after Lesson 5 in both the ST and IT. Transparency masters may be copied onto transparency film for use with an overhead projector. Instructional aids enhance classroom presentation, provide variety, and allow the teacher to conduct activities not directly focused om the written text, When ALC instructional sids are unavailable, instructors are encouraged to construct their own supplementary material using realia or illustrations. from magazines and newspapers. See the DLIELC catalog for further details on auxiliary materials. BOOK 19 PREFACEInteractive Multimedia Instruction ‘The ALC instructional package can be supplemented with interactive multimedia instruction (IMD) courseware. Each IMI disc corresponds to a specific, ALC student iext 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 that permits students to Classroom management participate in a variety of activities presented with their own pace while mastering the insirut objectives. Its format enables students to learn and review material in a non-threatening exvironment. ‘There are many factors that enhance language Jearning, and a skilled instructor plays a significant role in that learning process. Instructors can tmanipolate the language learning environment to create optimal conditions for learning. Classroom management includes (actors ranging from the physical layout of the classroom to the methods, practices, and procedures the instructor uses to sucessfully achieve lesson objectives. ‘The ALC presents an eclectic curriculum, incorporating 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 leamers, Most have previously attended courses and undergone rigorous taining in variety of divergent fields, Their prior experience may include academic or practical, professional ‘or vocational, and physical or mental training. They tend to bring superior cognitive abilities and vast prior knowledge to the language learning environment, ALC students are very likely to be able to consciously draw on previous educational and taining experiences when learning the new language. Thus, ALC instructors should be mindful of this potential background and make learning meaningful by * interweaving course content with students’ + making connections and associations between students’ prior knowledge and new information Encouraging student interaction Because speaking is essential to language learning. students need opportunities to engage in meaningful and authentic communication. They need to practice the kind of language typically used in veal-tife situations to accomplish real-life tasks. Students will not 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 by mingling with students, practicing greetings, and engaging in small talh. + Provide time for students to converse informally with each other in English. + Ask about the students’ personal lives and opinions. To do this, focus on topics and current ‘events in which they are interested. + Encourage students to discuss their leaning experiences and talk about language difficulties they have faced. Let them offer advice for solving language learning 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. Below ‘are some general guidelines for giving classroom instructions. * Demonstrate what you want students t do, + Spell individual words out loud when students, ‘say they don’t understand them, + Tell students to turn to pages or exercises by using numbers or letters whenever possible. ‘AIIERICAN LANGUAGE COURSETeaching classroom language Just as students need vocabulary, grammar, skills, and functions, they also need classroom language. In the ST, the exercise headings provide instructional vocabulary. Encourage students to read and understand the headings. In addition, provide students with language to ask for help: + Repeat, please. Classroom practices Please spell rhat word. Speak more slowly, please. Please say that again. * Please write that on the board Explain thar again, please. Introducing a lesson’s theme Each ALC lesson in Level [IT introduces 40-50 new vocabulary words. Usually these focus on one particular theme, Before begining a vocabulary section, lead a warm-up discussion of the topic, Focus sticlents’atiention on any accompanying, ilustrations, The pictures and discussion will serve to stimulate interest and give students an opportunity to use vocabulary they already know. Such warm up activites also provide a little background information for students unfamiliar with the topic. Once vocabulary his been introduced, provide pronuncistion practice with the new terms If students have difficulty grasping the meaning of ‘a new term, keep in mind that meaning is often best conveyed by showing similarities and differences between vocabulary items. Here are some other effective ways of getting meaning across, + Show an item * Draw the item in contrast \o another item, + Demonstrate + tHluscrate size or angle + Present groups of words in a category. + Provide an antonym, + Provide a synonym. (Be sure to emphasize that the word is similar to rather than the same as.) In the ALC, the term vocabulary means not only single-word items, but also collocations—words that often go together—such as coffee cup oF heavy rain, 4s well as lexical phrases and idiomatic usage like How do you do? Introducing new vocabulary While there are many ways to introduce new vocabulary, the ALC IT suggests presentation actvitics to help the teacher discover the objective vocabulary and topic information the students already know. This approach to teaching English vocabulary can stimulate student interest and motivation, provide opportunities for students to earn new words through authentic context, and telp them develop vocabulary-building strategies so they can become independent learners. Below is 8 suggested procedure for introducing vocabulary which activates students’ prior knowledge 1. Using the vocabulary activation activity, elicit objective and recognition vocabulary that the students already know, and list these words on. the board or overhead 2. After the vocabulary elicitation, conduct pronunciation practice with the new words Refer tothe words listed on the board or the bolded words as they appear in the tex. 3. Alternatively, in order to avold confusion arising from spelling versus pronunciation differences, conduct pronunciation practice with books closed after erasing the words from the board. Then, practice pronunciation a second time with books open. Correcting errors ‘The ALC’s goal is to improve language leamers’ proficiency in English by helping them develop the skills they need to communicate effectively and comfortably. To that end, the lesson’s focus is sometimes on proficiency (the ability to communicate ideas fluently), and other times on accuracy (the ability to speak with as few errors ~~ AMERICAN LANGUAGE COURSEas possible). As a result, error correction or constructive feedback will vary, depending on the ‘goal of a particular activity. In any case, students benefit greatly from the opportunity to self-correct whenever possible, often with patient guidance from the instructor. METHODS OF ERROR CORRECTION iply ask What? or say Please repeat that. Often the student will automatically self-comect without any other prompt. + Use hand signals, such as pointing over your shoulder jo indicate past tense, for common errors, + Ask a question with stress on the error, ¢.g., Did you go todowntown? + Reword a question to which a student has given an inappropriate response. + Name the grammar, e.g, third-person singular, the student needs to use correctly, + Repeat what the student said up to the error, and then pause for the student to continue, * Indicate where the error is, but let the student ‘correct it, * Give two or three correct answers, and Jet the student select one to use. + Let other students provide correction. + Ifa student can’t answer a question, give your ‘own answer as a model; then, ask the question again. ERROR CORRECTION IN DRILLS When students are practicing grammar and pronunciation drills, they are learning language pattems. 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 errors only in the formation of the present progressive. If practicing pronuncistion of the phoneme fi, overlook minor rmispronunciations of other sounds. ERRORS IN COMMUNICATIVE ACTIVITIES ‘The purpose af communicative activities is to use the language to share ideas. Your students’ focus should be on content, not form. If they succeed in getting their message across, they will have met the activity's objective, Grammatical errors and mispronunciations that do not interfere with the message should be ignored. Avoid correcting 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 of the acti NOTE: Although correcting students during communicative activities is not advised, providing ‘mn appropriate word or structure or pronunciation assistance is perfectly acceptable. However, at times, you may wish to encourage the development of student autonomy by not providing what they luc By allowing students to figure out alternative ways of saying what they want to say, they will gain strategies for self-corection, circumlocution, rewording, and paraphrasing which will help them move toward being able to successfully communicate their intended meaning. ERRORS IN WRITTEN EXERCISES Mark the error, but have the student comectit if ‘he mistake relates to a topic already presented. If necessary, explain the mistake or provide a page umber 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 comecting errors, Some strategies listed here will let you extend an exercise to get alittle 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 beard ‘or project them using an overhead transparency. Have students check their own work or exchange books and correct a classmate's work. Write students’ answers on the board, and then Jet classmates discuss and correct the answers, Pair students, and have them compare their answers and discuss differences of opinion. At the conclusion, be sure everyone has the correct answer. BOOK 19 PREFACE+ For multiple choice exercises, have students state out loud, individually or in unison, the letter of the answer they chose + For true/false statements, have students state true or false, individually or in unison. For false statements, ask for a volunteer or call on a student at random to restate it so that i is true, Eliciting student response Using a variety of elicitation techniques will ensure that all students actively participate in class. ‘The ST contains various tried-and-true ESL exercises and activities, such as, matching, true- false, gap-fill, labeling, categorizing, answering ‘questions, and completing charts or graphic Crganizers. Moreover, the IT presents procedural ssiggestions and ideas for new or uncommon ‘exercises und additional activi ‘This section provides step-by-step instructions for raany of the exercises and activities which oseur frequently in the ST, Oral drills Drills can be divided into two main types: repetition drills and transformation drills. In eperition drills, Mudents simply repeat what they hear without ‘changing the word or sentence. Transformation drills require students to change the senience in a rninor way, Students orally produce the transformed sentence; the teacher reinforces their production by repeating the correct form again, ‘There are various \ypes of transformation drills: person-number substitutions, singular-plural transformations, tense transformations, pattemed response dil, chain drills, cwed response, and directed dialog repetition. For all drills, keep these general guidelines in mind, + Maintain stimulating pace so that students don’t get bored; however, don’t speak so rapidly that they can’t keep up. + Demonstrate rather than explain: Keep instructions as brief as possible. STEPS Ensure that everyone has equal opportunity to talk. Call on students in random order. ‘Ask the question before naming the respondent so that everyone has fo pay attention Ask for volunteers to answer questions. Allow students to call on one another. Use eye coniact ot a gesture to indicate who should answer rather than naming the person. Give students shink rime after asking a question 0 they have time to forroulate an answer. Always have students listen first before you require them to repest. Don't repeat the prompt in unison with your students: Listen to wit they are saying. Say Again, and gesture with your hand when ‘you want them to repeat, When students have mastered the choral drill ‘move on to individual drilling If students cannot master a choral drill, model problematic words or phrases again. Let them. he successful before you move to individual driling. { ee 1, Tell students Listen. 2. For individual words, say the word, Gesture for students to repeat. Listen to them saying the word, Reinforce correct. pronunciation by saying the word again. 3. For statements and yes/no questions, use falling intonation. For information questions, use rising intonation. Gesture for students to repeat, Listen to their sentence. Reinforce correct pronunciation by saying the sentence 4. Have students repeat in chorus until performance is satisfactory. Then follow the same procedure, and drill with individual students. ‘AIIERICAN LANGUAGE COURSEPracticing as a group helps students feel more comfortable; however, on occasion, a choral drill won't work right the first time. If a word, sentence, or dialog ine causes difficulty and the group is unable to repeat in chorus even after you've modeled. a second time, stop the choral production and conduct the dril with individuals. Once students are able to repeat individually, give them another ‘opportunity to repeat chorally. NOTE: With long sentences, backward build-up is effective. This technique entails having students repeat phrases from the end of the sentence to the beginning. Always maintain the pronunciation that ‘each phrase has within that particular sentence. The following example demonstrates backward build-up, EXAMPLE: I want to go home early in the morning the day after tomorrow. TEACHER: fomorrow STUDENT: tomorrow TEACHER: fier tomorrow STUDENT: fler tomorrow TEACHER: the day after tomorrow STUDENT: the day after tomorrow TEACHER: in the morning the day after tomorrow STUDENT: in the morning the day after tomorrow dialog at least twice, 2. Read each sentence with normal intonation, Aska few questions to ensure students understand the main poinis of the dialog. 4. Have students repeat in chorus until performance is satisfactory. Divide the class in hal. | Have one half repeat Part A of the dialog and the other Part B. Then, switch pars. . Divide the clas into pairs of students, Have pairs of volunteers read each part individually. Allow sufficient time for practice, 9. Have pairs of volunteers recite or role- play the dialog for the rest of the group. ou BOOK 19 PREFACE [STERS REUESTITUTION Dries ES 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 yourself again, and say the ‘word you want the students to substiture into the base sentence. e.. hungry. 5. Gesture to the class, and model the new sentence, e.g. Jim is hungry 6. Repeat this procedure with each new cue ‘word ifnecessary. tell students Lisien. Go back to base sentence, and give the initial cue word—happy in this example. 8.” Gesture to the class, and listen as they say the original sentence. NOTE: Steps 7 and 8 take you full circle back to the beginning of the exercise, Returning to the base sentence gives your siudents the opportunity to recognize the structure again, thereby reinforcing the purpose of the drill. STEPS TRANSFORMATION DRILLS: |. Have students close their books. 2. Tell them Listen only. 3. Gesture to yourself, and say the base sentence, e.g., 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 to the class, and model the new sentence, €g., Mary and Sue are happy. 6. Repeat this procedure with each new cue if necessary. 7. Finally, tell students Listen. Go back to the original base sentence. Give the initial eue word—Jin in this example. 8. Gesture to the class, and say the original sentence. len as theySome drills are very enjoyable for students and take con a game-like character, Chain or round-robin drills fall into this category. STEPS CHAIN DRILLS 1, Begin with a statement or question, €.2., What country are you from? 2. ‘The first student answers and then turns to the next student (0 ask the same or a similar question, 3. The third student responds, and so on, around the class. 4, The activity moves from one student to the nextin sequence without additional instructor direction In summary, as an instructional technique, drilling benefits learners by offering them an opportunity to listen to a clearly targeted language feature or structure and repeat it in a fully controlled manner. Drills permit students to focus specifically ‘on producing the language's rhythm, stress, and intonation patterns, as well a individual phonemes. Inaddition, when used for grammar practice, drills serve to reinforce recognition of predictable patterns. Pronunciation In order for students to practice accurate English pronunciation, the teacher should employ both listening and speaking exercises. There are six phonological features that come into play: reduction, syllable stress, word sires, thought groups, linking, and intonation, Teachers may also develop sound-discrimination listening exercises with minimal pairs (eg, ree /rhree) in situations where a lack of phoneme distinction interferes with successful communication. The ALC Janguage laboratory recordings model American pronunciation, and the LLAIT provides scripts to use in some of the following activities, REDUCTION Reduction refers to the way sounds disappear or change in rapid speech or in relationship to other sounds + In some words, syllables disappear completely, as in vegetable and liable. + Sometimes words are pronounced one way in one context and a different way in another context. Consider the pronunciation of the word 10 in the following sentences. Who do I give the book to? Give it to him. + All contractions—both formal and inforntal— are forms of reduction. Gonna, when it replaces going fo, and didja, when it replaced did you, are examples of informal types of reduction. STEPS PRACTICING SYLLABLE REDUCTION 1. Hand out lists of words from previously introduced ALC vocabulary with disappearing syllables. Have students cross out the silent syllables, Demonstrate the pronunciation of colloquial English expressions by contrasting examples of spoken and writen language: Do ya wanna dance? Do you want to dance? 3. Have students write in their notebooks both the way people reduce and properly write such expressions, SYLLABLE STRESS Make sure your students can define a syllable, Tell them Every word has at least one syllable. Each syllable has just one vowel sound. STEPS COUNTING SYLLABLES 1, Todemonstrate 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. Say another word with three syllables, c.g,, Setvensteen, Hold up three fingers. 3. Ifnecessary, write a few more words on the board, separating them with extra space or dashes, Circle the individual syllables. Have students state the number. 4, Provide syllable counting practice with a lesson’s new vocabulary, Say a word and hhave each student indicate the number of syllables with a show of fingers. ‘AERICAN LANGUAGE COURSEFor beginners, list concrete items in a word bank, and provide a grid requiring objective answers. plane bus car helicopter train boat Air Transportation Water Transportation | 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 require subjective answers. Transportation | Transportation | Transportation you ike you don't like | you've never used For high intermediate and advanced siudents, use headings requiring both objective and subjective answers that draw on prior knowledge and demand opinions, Transportation obsolete by the 22nd century _| Transportation stil existing 100 years trom now Outlines and graphic organizers People often say that a picture is worth a thousand words. While the ALC’s second edition contains many photographs, it also offers students a lot of information presented in graphic organizers, such 4s charts, maps, graphs, timelines, outlines, and diagrams. Such visual aids are advantageous because the reader can easily see various relationships ‘mong different kinds of information ata glance, In addition, it has been scientifically proven that people retain visually delivered information better than information they have only heard. What is more, today’s students are fully accustomed to obtaining the bulk oftheir daily information from visual media—particularly from television and Internet sources. As your students learn English, they will benefit from examining, analyzing, and creating graphic organizers themselves. Some typical visual aids are listed in the table below. Table [A lst of facts or numbers arranged in ‘a special order, usually in rows and columns. Graph | A planned drawing, consisting of a line or lines, showing how two or more sets of numbers are relaied to one another. Bar graph | A diagram that uses narrow bands, ot bars, of varying heights to show different amounts so that information can be compared. Pie chart | A circular diagram that is divided into sections to show the size, often in percentages, of particular amounts in relation to the whole. Flow chart | diagram that shows the connections between the different stages of a process or parts of a system, On the next page three graphic organizers—box outlines, semantic maps, and Venn diagrams—are discussed in greater detail, In the ALC, box oudines are predominately used to demonstrate the preferred structure for «typical military paragraph. However, all of these graphic organizers are well suited for presenting more complex information, BOOK 19 PREFACEAfter students recognize what a syllable is and that all words have one or more syllables, introduce the concept of syllable stress. In multisyllabic words, one syllable receives more emphasis than the others. In English, the stress is often on the first syllable; however, this is not always the case, and, in most cases, there is no easy rule for stress. Helping students identify the stressed syllable in new vocabulary aids in their pronunciation tremendously. Misplaced stress is one of the common causes of miscommunication. STEPS IDENTIFYING SYLLABLE STRESS. J. Have students listen for the stessed syllable, Explain thatthe stressed syllable is the one that sounds Jonger, louder, and Ahigher in pitch than the other syllables 2, Have students indicate which syllable is stressed with a show of fingers. 3. Provide frequent practice with a good sampling of familiar words that have two or more syllables. At first, exaggerate the stressed syllable’s length, loudness, and piteh so that students can identify it. The ALC uses a triangle to indicate the stressed syllable in a word and a circle to indicate the ‘unstressed syllables. A butter a terrific Iis wise for language leamers to keep a running list of new vocabulary they have learned, They should also mark each word 10 remind themselves how to pronounce it. They can use the above symbols, or they can capitalize the stressed syllable (ter RIF ic) or underline it (terzfic) ‘SYLLABLE STRESS: ‘SORTING DICTATED WORDS On the board, draw these two stress patierns for two-syllable words: i @ and © A. Draw a horizontal line under the stress pattems and a vertical line between them as you see in the example above, 2. Say the word classroom, and write it under the symbol on the left. 3. Say the word today, and write it under the symbol on the right. 4, Point out that classroom is stressed on the first syllable, while today is stressed on the second one. Dictate a variety of other two-syllable ‘words. Say each word twice. Have students write them under the correct symbol 6. Tocheck, simply have a student read the column with the fewest words. Such syllable categorization exercises frequently appear in the ALC for words containing up to five syllables in length. These exercises benefit students by combining spelling practice of new vocabulary ‘with the stress recognition activity. NOTE: To help students both see and hear the stressed syllable, provide visual and auditory reinforcement. To reinforce the stressed syllable by sound, whisper the unstressed syllable(s) and say the stressed syllable loudly. Alternatively, clap your hands or tap your desk to the stress pattern of the word, Tap or clap softly on the unstressed syllables, and more loudly on the stressed syllable. To visually reinforce the stressed syllable’s increased length, use ‘rubber band. Hold it up with your thumbs—palms facing the students—and stretch it taut when you say the stressed syllable; return it to its normal size for unstiessed syllables, THOUGHT GROUPS People proficient in their own language speak and read in thought groups, or groups of words that belong together, such as prepositional phrases, « noun plus its adjectives, and adverbial phrases. A short sentence may consist of only one thought ‘group, but most sentences contain more than BO0K19 PREFACEone thought group. In speaking, these chunks of language are separated by pauses; in written texts, ponctuation often, but not always, marks the pauses. Native English speakers often find non-native speakers difficult o understand because they tend to speak the language word by word, breaking up groups of words that typically belong together. ‘To improve students’ ability to understand and be ‘understood, encourage them to read and speek in thought groups. ‘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 that has a written transcript. (The ALC language laboratory ITs are a source.) 2. Hand students copies of the transcript. Tell them they should place a slash ( /) whenever they hear the speaker pause, indicating the end of a thought group. 3, Read the text to the students or play the recording. Have them mack their copy. 4, Divide the clas into pais, and have them read the text to each other, pronouncing the thought groups between each pair of slashes in a single breath. NOTE: Transcripts of song lyrics are a wonderful source for pronunciation practice, Songs are {generally sung in thought groups and provide a fine ‘medium for promoting the concept, Moreover, most students enjoy working with songs. LNKING In writing, words appear separated from each other. In speech, they are heard as a continuous stream because they are linked. Linking occurs within the thought groups and contributes to the fluidity of the language. I also makes the spoken language easier for the native speakers to understand, As a teacher, you should strive to break your students ofthe habit, ‘of speaking one word at atime, NOTE: Under certain circumstances, some sounds — lly /w! and /y/—occur naturally to facilitate linking, For example, do it often sounds like dof w jit. STEPS MARKING CONSONANT-VOWEL LINKING 1. Onthe board, illustrate consonant-to- ‘vowel linking. ick jt,up piki up 2./ Ima dialog transcript, have students first ‘mark where thought groups occur. Then, have them mark the linking of words within the thought groups. Finally, have them say the dialogs with appropriate linking within the thought groups. 3., Point out examples of consonant-to- vowel linking that appear in texts and audio recordings, and remind students to link WORD STRESS Within a thought group, one word is usually stressed more than others. Like stressed syllables. this word will be louder and longer and have a higher pitch. {In most cases, the stressed word isthe last major content word of the thought group. Who did you go to the party with? J went with Mary Certainly, a speaker is free to put emphasis on any word. The chosen emphasis will very likely influence meaning. Examine the three identical sentences below. Notice how word stress affects meaning. (Implied 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—we love chocolate.) On the other hand, choosing not to stress anything by speaking in a monotone, i.¢., maintaining the same pitch throughout, is likely to confuse or irritate listeners, Tell students that even when their grammar and vocabulary are perfect, listeners will struggle to understand them if their word stress is inappropriate or missing. ‘AIIERICAN LANGUAGE COURSESTEPS MARKING STRESS INSENTENCES I, Selecta transcript for a short text and give each student a copy. (The ALC lab material is good source.) 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. 3, Read the text senience by sentence, 4, Check by having individual students read back the sentences in accordance h how they marked the stress. Provide correction as necessary. 5, Divide the class into pairs. Have students read the same text to each other, saying the sentences as they have marked them. NOTE: Short dialogs expressing emotion or contrast ‘can provide useful practice. Stress different words. and discuss how stress changes affect the meaning. INTONATION Intonation is the rise and fall of the voice in speaking, especially asit affects meaning. Some sentences have predictable intonation patterns + Yevno questions end in rising intonation * Information questions end in falling intonation, + Statements end in falling imonation. In goveral, incompleteness i indicated by rising intonation, while falling intonation indicates completeness. Justas with the other pronunciation features discussed thus far, it is important to realize that intonation is not merely a flourish to be added to language leamer's repertoire; instead, it is essential for fluency. Without appropriate intonation, students will produce monotone, robot-like utterances that take their speech irritating to the native speaker's ear and difficult to understand. STEPS PRACTICING INTONATION 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. ete 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 toa dialog. ‘Then, have each pair role play the same dialog themselves, imitating what they heard, The judges listen to both the recording and the role-play. The judges decide which paircomes closest to sounding like the recording. (To allow for self-assessment, use a second tape recorder to record the role-play.) At the intermediate level and above, have students create their own situations for role- plays. Give them freedom to select the actors and direct their own role-plays. Encourage them (0 use props and to create fully with the language they have learned so fa; Dictation Dictation activities appearin the first three levels of the ALC. When aking and reviewing. dictation, students not only exercise their listening comprehension ability, but also work on their vocabulary and grammar knowledge. In many cases, dictation can also be used to help siudents self- diagnose and self-correct errors BOOK 19 PREFACEreps] picraTa wonDs oR SHORT PHRASES 1. Tell students you will read each word or phrase three (3) times. Tell them they will hear the word, a sentence with the word in it, and the word again. 2. Insist on silence once the dictation starts, 3. Read ata normal rate of speech with natural intoration and enunciation. With ‘one-word items, be sure to use falling intonation after each item. 4, Pause alter each item to give students sufficient time to write, 5. When students have finished, have different individuals write the words o senlences on the board if time permits STEPS | DICTATING SENTENCES L. Tel students you will read each sentence three tim © The first time you read the they should only listen, + ‘The second time, they should write + The thitd time, they should check for errors fil in missing words, and make necessary corrections. tence, 2. Read all sentences ata normal rate Of speech with natural intonation and enunciation, Provide a ten-second pause between the sentences. (In longer sentences, pause at thought groups so students have time to write.) 3. Afterwards, if time permits, have individual students write the sentences ‘on the board. Otherwise, use an overhead projector to show the sentences, 4. Goover the sentences, and have the students make corrections. STEPS PUNCTUATING UNPUNCTUATED TEXTS 1. Have students listen and follow along as you read the unpunctuated paragraph. Read at a normal rate of speech with appropriate intonation, but come to 44 complete stop at end punctuation, Students should mark pauses on their text as you read. Have students rewrite the paragraph with appropriate punctuation. ‘Then have different students each read a sentence of the paragraph aloud, and name the correct punctuation and capitalization as they go. Examine each student's written work as they make necessary corrections. Categorizing Sorting words into categories is « very useful vocabulary exercise for helping studenis remember ‘new vocabulary. I 4 Identify words that can be sorted into three to five categories. Create a grid with headings as well as a word bank containing all the words. Divide the class into pairs or small groups, Hand out the grid or draw it on the board, Tell students to sort the words, Have a member from each group write their results on the board. Discuss differences if necessary. VARIATION: Categorizing exercises provide practice in using language to classify items and ideas. They ccm easily be revised for use with students at higher ‘or lower proficiency levels. By simply rewriting the category heads, you can often change an cxercise's level of difficulty, The examples below require sluidents to categorize vehicles, ‘AIMERICAN LANGUAGE COURSEBOX OUTLINES AND THE AMERICAN PARAGRAPH. An outline generally covers the main points of a subject. It provides a cursory overview of a writen text or speech, and it usually allows the audience £0 survey the main points by means of headings and subheadings. The ALC introduces box outlines at an eatly stage in the language learning process as a way to familiarize students with the typical structure ‘of short American-English paragraphs, which are common in the military. They are generally brief and (othe point with a clear, hierarchical structure comprised of one topic with a main idea sentence and several supporting details. Topic 1 Point [Point 2 Point 3] oo —{ Detail] [Detail] [Detail ][Detait [Detail [eta 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 taking notes in the box outline formiat. 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 « 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 {all sports are football and soccer. The school’s ‘haskerbail and volleyball ams will pla In spring, students can play baseball or tennis. A student may play onty one school sport in a season. Reagan High School Sports Schedule —— fall {winer] [spring T f a football volleyball tennis: soccer, [basketball baseball ‘SEMANTIC 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, ont ayo) table living room ved) Gooffee table Cearos rae» 9) Higher level students can use 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 pars, or in small groups, VENN DIAGRAMS AA simple and useful graphic organizer for showing differences and shared features is the Venn diagram. Information can be effectively compared and contrasted 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. ‘ANIERICAN LANGUAGE COURSEBook 19 : Glossary . Structure List . Patterns of Irregular Verbs ; American English Sounds ; Punctuation and Capitalization :- Lesson Resources Contents ‘The family tree ............ First responders ........00.0- Acall todUty ...ccsecccesseee Coming to America Review Word List . Al Active Tenses ., Cl ; Conditional Sentenc D-L : Modals and Related Structures in the ALC ........ccccecceeee Bel : Principal Parts of Some Irregular Verbs .... a Fl Gl Hel El oil J3 19L1 #1 Listening skill (Topic text & flowchart) . 19L1 #2 Listening skill (Inference dialogs) ... : 19L2 #1 — Speaking skill (Discussion cards) ...........00000. 7 +9 19L2 #2 — Function (Extra information) .. 19L3 #1 Listening skill (Main idea text) 19L3 #2 Listening skill (Role-play cards) ...........00 19L3 #3 Listening skill (Main idea text) ..........c0c0000. ELS 19L4 #1 Listening skill (Topic text) . i17 J9LS#1 Listening skill (Topic text) 119 19LS #2 Listening skill (Main idea text) .. 321 19L5 #3 Listening skill (Role-play cards) ,....,. + 423 US Military, Ranks, Grades, and Insignia K-l ‘Language Functions for Better Communication severe Lol LESSON 1: LESSON 2: LESSON 3: LESSON 4: LESSON 5: APPENDICES: Al: A2: B: ¢: D: E; F G H: i J; K: Li: BOOK 19 PREFACEHOMEWORK: EVALUATION EXERCISES: . EE-1 Em 7 ‘AMERICAN LANGUAGE COURSEThe family tree VOCABULARY: “Out Family History" by Linda MeKiney From he Bakes othe McKinneys READING: Finding ond wing gid words s| VOCABULARY: “The genention gap ov. 0 Grammar: Inspeabe pr ves 6 xis: Using ars wo oats sc words v} CChoesng thetic aad competgaowchat | 20 oRANMaR: hove Ma aes na. 21) Wha ess yor, 3} “king stot hing you oem | { { | | mm - =| Objectives © Use tne posse aloctves my, ‘your hs, hers, its, our, thelr, and [possessive pronouns mine, yours his, hers, ours, thers wo express ownership. © Pronounce inteligibly end wse in discourse the words, phrases, and expressions listed on the preview page. (© Recognize and respond suitably to ‘vocabelary italicized on the preview paige, which will not be tested, but which may appear on book quizzes. © Indicate ownership and relationship. © Adi~'s1o singular nours and ‘regular plural nouns not ending in 'S", and.-"to plural nouns ending ins to {ndicale possession or relationship. © Use inseparable phrasal verbs and phrasal prepositional verbs in yes/no and information questions end affirmative! negative statemen's and answers. © Listen toa textof 150-300 words (aout 45-90 seconds), and seloct the topic from 2 or more choices. © Listen toa short dialog (2 exchanges) and select the correct inference, (auc) LESSON 1 OVERVIEW RESOURCES: Bring in a meaningful personal belonging as an exarple for the functon actviy (about possessions and relalonshps), possible. ‘Additonal material required for teaching this bacon i leoat inthe apoonds Identity the folowing material before beginning the loscon, APPENDXX J LESSON RESOURCES: BIOL #1. Topic & lowchart text p.J3 BIOL #2 Inference dialogs —_p.d5 (Hor Evatation Exercise) © Listen for specific information in an announcement alter reading a series ‘of questions, and write answers tothe questions (audio) © Repeat a dialog with appropriate stress on the main content words afte: hearing the dialog and reading a transcription of it with the stress marked. © Use appropriate stress on the main ‘content words after reading a dialog ‘and correctly marking the stress, © Aferlistening the description of ¢ situation, give an oral warning from 2-4 choices, (audic) (Continued on next page >>>) BOOKI9 LESSON?VOCABULARY ‘OBJECTIVE: Pronounce iteligbly and use in discourse the words, phrases, and ‘expressions listed on he preview page. OBLIECTIVE: Recognize and respond suitably to vocabulary taliczed on the preview page, which wil net be ested, but which may appear on book quizzes, FACILITATIVE VOCABULARY tb admire tbconsist ‘dato tb dream fotata generation 1p hard down (to give) indiana (US state) fashioned tnginal cut ofthe question patience "> aearch 'b soparate ‘tay tuned laxprassion) sword © Read a pair of guile words and indicate whether each word in alist «f3-5 wonds would appear onthe conesponding dictionary page. © Scan a dictionary for « wor, and wate the 2 guide words that appear on the page on which the wor is define © Ousline information in & sraphic organizer afer listening toa tex on the ple © Wit information in 2 chart oe lable after extracting the necessary ata from a weten txt (Some data nay already be entered in the form.) | Preview | What's new in Lesson 1? NEW VOCABULARY ‘Nouns Verbs Other calrare ana atl at once ivoroe lick (on) along with female divorce alongside (ot) fle endap cert sandcild/-. Well, our general concer is pictze? higher axes, ‘Are Justin's parents sill «No, 'mstll waiting for my fist ‘matted? srandetild ‘Which of your flaives let 4. Teften watch my grandsons play Eurepe tocome tothe US? baseball, 5, Now that you're retired, what e. ‘They are twoo my eight o you de in your fee time? granddaughters What are you and all your My prest-grandparents came here neighbors worried sbout? from Maly. |. Melisa is my __epouse _ ‘granddaughters 2. Barbara is mya in 3. Amy is my___lage _. i \ Pratismy ele —_. sie 5. lam Cistna's—_erarndgon sacle 6, Ussand Alc ur my arert-randparento sponse 1. They ae my —_aemnddaughtere peat pandas ASH NT USTENING PROMPTS ‘My namo is John, 1. Fm married to Metssa. 2. Barbara and Ihave the same father ‘and mother, 9. My brother has a daughter named Amy My lather has a brother named Fred. 5. Cristina is my mother's mother. 6, Lisa and Alex aro the parents of my ‘graritathor, 7. My son has 3 daughters. SooR LESION = Boot open Wier oe Water repre waa Read the stalements in the upper right marin Rope aly equ NOTE: The listening promps fr this trereie ae rom he pinto view of Som, is speaking aha ly. B00K19 LESSON ~ — - =READING SKILLS OBJECTIVE: Scan a dictionary ‘or a word, and wite fie 2 quide words thet ‘appear on ine page on which the word efined. OBJECTIVE: Read a pair ct qude words, ‘and indicate whether each wordin a vat sal yng insets tat ote ito Ez Finding and using guide words [ot ot pts se act actin of causing aba list of $5 words would appear onthe wen gose gong 1 Sorcvecnaconse 1 ug orn ra ga esos terreopandig buona page, go sb cro fas? wmowon ‘eng om at «Por way fom © plc. Cot goalaapar plac wo dled te gs vont fom cone pays ake “iar ganesh, wane, os | taneanaoreimacranoware ee) sa 90 command a 24. torent tom pot a pot or a raha ssa fy bcd wong cera eradoesoPele> fs, alert, an ua sa hat Se te we in isle 8 con hitayopero' expected anna run che 904 ayelow metic element sed core rors ‘nde Ha cuore see on 8 lage ea te pa eat. Paes had bland seed | wesoreje hat persnvarun gues OM wine ge beget ba e itn adanc hal wads scre 980 und pose he gun ile warden aad a topo sony gs. hay show at rhe ‘wor on MEDI ite the guise words, voc the glossary n Appendix A, Pat 2. | Lett guide word Right guide word 1. fal Atop ou of helpful 2. alsappint atvention drop oft 3. somedsy —_eglnt (Ko) — opie, 4. suy avay fiom —__epouse _ white 5. be attention __ _drop off _ 6, Fnint helfens_ musthave _ = TERE DORE Oe Presentation Check for understanding by asking if he ESTOS sae following words would be Found on this Explain thar guide words are used pass Books opin to locate words easly and quickly page and why oF why no Writen ew in dictionaries, encyclopedias, and 1. get (No, because “ge-" comes ‘Wen response telephone directories. This activity can efore “gr” Init ‘be done using any classroom dictionary. > good (No, because “goo comes Guide the clas to look a Appendix A, Ask students whut the first and lst ater “gol-”) Part? forthe glossry ‘words onthe exzmple dictionary pags se (ghat, golf) Point out how the jude words athe Cop ofthe page match first and last words. Ensure students undersand that only words which fit alphabetically between the? guide ‘words wil beled on the page Ls | "AMERICAN LANGUAGE COURSE[EEGEEEEEEN Compare each set of 3 words to the 2 guide words. Devsdeifany of he 3 words would appear berwen the? guide wards na dicionore 1. flash — heart 4, condition — damage wit ws @ danger yes GD) eat SD dale see Go) forest = GE) wm commission yes Ca) varreade yes GB) sas %0 biology GD m sathee 0 ald yes CG) green yes iB) 4. include — Insulation 6. etort —even indicte GR) oo evacuute GEE) no incapible yes Ca) learie Gs 0 in yes Cio) eldely GD 0 howe guide words Cie the word onthe page which 1 beconte —below 4 umbrella — use 4 be tility reat sel before imeeriain best © uly 2. address — age 5, physical —pie ecient a. photo vice phone © pent piece A ogo pick A. daily —deside 6, receive — regular decision a. cost dak rene, dad ved desk ‘receipt ior ToT Review the English alphabet if students find this dificult BOOK19 LESSONNEW VOCABULARY tolerance culture totolerate to neglect (to) wile Coniunetion of contrast) certain dvoree tolerant toattract to get along in) tedvorco to get long (with) te andup Py te put up wit indaw HOW GREG FEELS ABOUT Work: Respects hard work since he vworkos hard and went to achool at the same time Free Time: Seems he never had any 60 he may not see any importance it. on: He lnarned to walk ‘raryuhore in al kinds of weath Marriage: You rust tolerate the rough times and keep the family togothor. WOW JOSH FEELS ABOUT... Work It should not toko up alle your timo, Free Time: Fun and rtaxation are Important. ‘Transportation: Walling wastes tim. Marriage: Geting a civoro ja bettor ‘han fighting. Presentation ‘This vocabulary presentation takes a look at some differing opinions held by a first generation immigrant and a ‘third generation immigrant of the sare ‘family, They live in the US. © With books closed, discuss with students whether they fee! the term. generation gap can be applied to family ‘differences in their country (see Cultural ‘Note), Possible tics include changing utitudes toward work, edueatic careers, saving versus spending money, ‘marriage, raising children, etc. | Vocabulary | The generation gap Cae eeS e - yee et tienen Ove’ Andaria Pei ON ea ‘We had to have tolerance for the many difficulties we Senco a ercics Te srs yk nd (ee Eee behest res Ou fe pl ones Be ee ae ere Sas sue aie reales ‘school. we worked at small jobs in the neighborhood. ee rere tere Doone nt pool we ogee, Fy a ape fee RPC Srp ett ene oor josh People in my grnparens” generation have ods iomed ideas. if dosn't have wo consist only of geting up Amdarian —eaiy and working long hows Geng up at 8am, ierly } nodgh ferme: Tm certainly so tlerané of patina up carly But my grandjarentscomider hat o be hy. They j prefer to do dings the hard way. f ite with some fu and eexation js what attracts me instead. For example, | own a cat 0 Fdrve everywhere q Why walk? I's @ complete waste of time when T could | drive and have more time fo enjoy We, And f definitely | ‘can’t got along i life without a TV wad a computer [My ideas abcut marriage are also ferent from those of any grandparents. td nik sie problem oreo | pes vorce fhe can ge alongwith cach ter: [meso hemor end ating | J fac tr tt stoi i eter vo separa. Um ate my pendent | ‘oul’ age. bt ink ving an exw ox ting, Redes. | 10-008 has to pat up with the mother-in-law anyone = RR ONSET © Open books and direct students CULTURAL NOTE: The difference of omake observations and inferences opinion between generaions is often regarding Greg's photo, referred io s the generation gap. © tlave then rex! the text about Greg, TTB. oF vison, ea htt Faithem upto disusthe meaning ot _egmetines di fer el of then oe ern Clan ax lenge © Askihe eudests bow Gig fele aboot work, ee time, ransporation, and mariage (se the upper left margin), © Repeat Steps 2, 3. and 4 withthe text about Josh, "AMERICAN LANGUAGE COURSEthat young people's lives aren't easy eto got up ear Gres and his fumily had to accept many difficulties. Sometimes Josh prefers to walk instead of drive Having e TV end computer is imporant for Josh 3 4 5 6. Greg somtimes forgot todo his homework "1. Greg's patents never considered a divorce 8 ‘Jos’ inion about divorce isthe sume us Greg's ree BEMEIEERN hick of tho parnon each opinion coud match th bet, ‘Who could have sae i Greg 1 Noone need 10 work all day every day 2 Thave no tolerance for Izy people 3, ‘The fay is more important than my wn wishes 4 1 won't put up wih ehildren who comphin 5. matracted to people who are proud to work hare oNoooons 4 Life meds ncerin amount of eleaon andenormem, — [] 1. tenoteng bat ean ecome scentonedioaayting —_(u) 8 reloionsip wien youdor'tite §— [ed each oher aaymor. 9, Youlendup witha pode witout pendag oey — ] mae nedo 0. Wileyou may ame with our spouteoncsin ai, ([¥] ya had ete ry to gt along, with him or he oo ee Moorea Soon ‘As you check answers orally, elicit Hive students justify their answers, corrections of the false statements, ‘especially if answers vary. 00K19 LESSON’ (CORRECTED FALSE STATEMENTS 1 Greg thinks that yourg people's vos ‘are rather easy. 4. Josh aves everywhere. 8. Greg never neglected his homework 8, dost’s option about vor is ‘dtferent from Grog’Books open miter cue Written response trawivat 1, fyou have to share a sal! house or apartment with several people, you must learn to each other’ personal habs 2. Military personnel who @ meee put up wih ©, divarce ‘their duties can Tose money andl rank 3. The relationship between any to counties is better whea thei leaders each ater. getalongin setalong with endup 4. Wealiicue wo ife without being ble to reador we 1. wt long with tact set alongin 5. Aschildren grow up, they gradually add to their experience and knowledge Tinks grandchildren 6 Most ctldves are eager to. «lean the bathroom have u day of fun and goes forget about their new toys 2. The more manager offered 4 25% dncount heenune he wanted 19. more ingure tract neglect 8 Mos ofthe jobs inthe nursing profession are filed by —_ 4. relationships nals females ‘AMERICAN LANSUAGE COURSEsetalong(well)inendup neglect get long (well with ex attract O__& | | _teatece _| | @ gat sion (ned) nity wife husband doing the laundry so Yur boss beyhend/ieiiend to make reps the teacher | oomnate your studs sv the neighbors @__wdyp _ © _get along (wal) in| | -caming a acien Ales ir clases | tte his baer ew business anew job leaving exly the opposite ex srlationship Use the colccations in Exoveise D to anewer the questions Jin an Sus wete mare for 10 year, but then they go a divorce, Whats Su'sreéatonsipt Jim now? She's is Sam's howe i 6 hot and uncomfortable, I hink he neve ied the air condtiones, What did Sam neglect? He neglected to mate repairs, Cindy couln' stand the people who lived ros the see rom be: Who did Cindy ot ge along with? She didn’: gat. along with the nelahbore. Richard didn’t ike the party, 0 he did't sty for long, ‘What did Richard endup doing? He ended up leaving ‘We were having wonderful picnic, but we forge to cover the food, Wha did the food anract? Ie attracted flen Steveis enjoying his classes ands making great scores. How Steve doing in school? He's getting along well n his classes. | ‘Books open Books pen | Weiter cu Witten eve Writer response Witten response India Individual Ensure the class understands the Answers may vary slightly difference between these 2 phrasal verbs: + got along with + a person/ people (classmate, the in-laws, etc.) + got along in + an ongoing thing / process a condition studies, mariage, etc) BOOK 19 LESSON 1Writen ‘underlined words in ‘alogories below. |. Melissa isa very kind person and has great tolerance fr dificult people, but shen tolerant about selfishness. ‘An intematicnal schools reat place to meet people fom many cfferent saltures 3. Curol didn’t divorce David even though he wasn't loyal to her. David is lucky that Carol didn't ask fora divoree. 4. Which ofthe sexes can ale pain beter ales at females? 5 Bea gets long with her in-laws, but Ere jut an’t put up with his tine, Consequently, many people Hke to go on winter tips 1 south Texas. 7. Lamy found some informatios abo his grea-granimother inthe library Inaddition. be located her socal security and ensus recon on the Lnernet. ] | 6 Inwintr, nah Texas gt fly ol, wile out Tat staye war mot of te ! tolerance dlvorce consequently | aaltures tolerate ‘great In adaition 5 vance ets along with sexes pet up with males rtaws: ‘Wille 2-3 sentences = RECO Indvidusl AMERICAN LANGUAGE COURSEWEEGEREEEINE Setcct the bestanswer 1 Did he pisces ude eave? © Yo. ty tea one 1 Ws ye ony om. 2. oyu ghee king 2. Yes eo ord oe hem (Ge e's vey eager tte em bid your broter end up eating 8 degre! ©) Me. gadatedafermany you 1 Yes, he ale ear it (REIGN mat grup, cscuse your choices. Give reasons fr tam. Ws better io. |. I getup emty on weekend sleep lateon weekends, 2, dive everywhere ‘walk when its posse. 4, lL watch news on TV daily ‘watch TV news once ina while {ive bad news slowly and carefully {ive bad neweall at nce. 5, go. your dostr lone. ‘ke relative along with you 6, 1 divorce when things get very rough, tolerate your spouse and ever divorce, BOOK19 LESSON 4, Was yourcar parked next io Nathan's? a Yes,my car was parked bein his. ‘Yes, my car was parked alongside his ‘5. Wasthe irformation [gave you detailed exough? ‘Yes thanks, It was very specifi 'B Yes.thanks. It was general enough. 6, Did yous the wave agen abt he pot een? a Manteca mrvions | © eetinqured about rsratcos. | | T think it's » good ™ / idea was selatve 0 g0 with {yous tedoctor Heeanremilyou ‘of everthing you want say and \ Seip you remember wa he doctor tells you a“ After the groups have discussed the 6 points, have volunteers share afew of ‘heir opinions and justifications with the class.GRAMMAR OBJECTIVE: Use insaparsbe phrasal ‘tbs and phrasal prepositional verbs in ea/no andinformatien questors and sffirmativeegative sttorrents and Presentation ‘The gammar of separble phrasal serbs is intoduced in Book 13. This presertation covers inseparable phrasal Nerbs. The meanings a ll the prsal vets used here have been aug as ‘ocabnlary items in lower ALC books. Start with books oper. Pai up sudents to briefly discuss the questions. Do not expec your students use phrasal verbs intheir answers yet Tis presentation focuses on passive recogniion ofthe lurget structure Encourage them to work together to cecide which words to underin. Ei Inseparable phrasal verbs Discus the topics with parton ther undertne the inseparable pas veri When wasn ast tine you gottogeter win | your frends or family? Whois person that you gat aloag with very wel Is there something or someone that yeu ant pup with? Have you eve un inl famous person? How often do you work ou? Which setvities do you enjoy taking pat i? What new activity would you tks to tke up? MEQIEEEEN Compo no char win undorined verbs tom move Write the inseparable verbs tha have the sme meng a he verbs he cary Informal /epoken more formal/ writen patup with (05) tolerte —aobtogether with (#1) met socially work out (#3) exerise tun into: (#4) meet unexpectedly aetalona with (2) have yout reltonsup wit take up 0) begin fale yartin_(6)—_parvepate Deuopn wn Wt era beso pine ang orate ‘onal agian ta hc ey geal ene ee Te anoersho the une ofthe apy i aoe NOTE: tem B xn teputene (arenes Neen ae penenatons nh pte ot aS "AMERICAN LANGUAGE COURSEVY || scat tap ith smoking X |[_ eee | [Te] [ smatine | [oo [ESTES Uncrambic te words to make sentoncos and question: | t | {fp Aptrasal verbs cated inseparable when you sannel put anything between any pars the vor Tet totaling _ Let's drop in on Judy and Joo. - 8. promotion for is up soon / Le Mier very + Mlle is up for promotion rer soon | 4. coffee / need at/ Yeu 0/0 down. You need to cut down on coffee, _ chile / Rachel after enjoys ooking all/ acho enjoys looking after small children. 6, forthe bays / Ca help coun we 2 Gan we count on the boys for help? —_ 41. y Finstes Fwith /Do Fong ge /your!? _Do you get along wich your inawe? A woskend/go/ lst / Jason out / Did? Bid Jason go out et weekend? | ‘Books open ettencue Written response naa NOTE: The capitalized words indicate hich word is tobe the fist word inthe Saacrambled item. BOOK19 LESSONTFilrin the with inseparable phrasal verb. Match re meaning ofthe word paronheses Use te corre form of te werk work on centdown on work out take of crop by geton |. Why dan‘t you ___drop by _(visit) our rach sometime this weekend 2. Flight 763__bakes off __(dapas) for Boston in 15 mines You relly need to et. down on. (reduce) the sinount of coe you dik, 4. Avn'c you going ¢ Werk out __ (eyes lotr thisafternoon’ 4. Led we ___orkon__ repair) my broken fence tomorrow 6. [think I dropped my wallet when |____ot-on_emervd) the bus. along with yy wt |@ drop ® » ot | ut oO a = aside ait on ridof together @— ae —_ Ltr together as pin forward o @—teok a ‘part fi » sale onto ‘gp This exercise reviews 8 verbs commonly @. part in {sein pase combination. 7 aRERAT NING COORE P exercise | Phrasal verb meanings drop by = visit informaly/anexpestedly = ‘es covered in lower ALC books: drop in = visit infecmallyhunexpectely aus ean ‘get along with = be friendly with drop off= deve: fall eleep (Book 19 fa Bet back ~ return receve Lesson 2) nai etn = entra private vehicle utaside = save fo future use exit public transpontation puton =don an anicle of clething ‘get on = board public transportation put out = extinguish et out= exit private vehicle put together = assemble GE et rid of = throw away Dut up with = tolerate Books open et together = meet informally pean take apart = isascmbie iit reepense {ook after = provide care for take off = depart («s an airplane) War Jook forward to = anticipate with take outot remove pleasure take part in = partcipale Although there are many posible took out = beware take up = begin (a hobby, et.) ‘matches, the answers o this execise took up= find (as in abook) cortespondito separable and inseparable ‘rasa verbs taught in lower ALC. books. _=lUC~C~*# — ‘ANIERICAN LANGUAGE COURSE