Preface ‘The American Language Course (ALC) is acomprehensive, 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 tas 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 curriculum for a diverse international military population. To that end, the course includes not only general English topics, but also military topics of a general nature highlighting the ‘ypical language military personnel will encounter in their professional and vocational careet 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 ofthe following: > Instructor text (TT) » Student text (ST) » Homework and evaluation exercises booklet (HW and EE) » Language laboratory activities text with audio scripts and answer keys (LAT) > Audio recordings (tape or CD) » Computer-delivered interactive multimedia instruction (IMI) for Levels IV » Quiz 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 78236-5259 E-mail: dliele,Jestwork @us.af.mit © 2006 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. ‘This book supersedes ALC Book 15 Instructor Text, January 1991 Second Edition, June 2006 Fifth printing, October 2011 BOOK 15 PREFACE aALC Book 15: Scope & Sequence, Lessons 1-5 7 | Beall you can be » Basic training > Ask for & give information about basic training Adverts of frequency > |am always on time. Questions with how often, Answers with adverbs of frequency ‘Comparative form more or lass + adverb & superlative form mostor leasi+ adverb Adding -ion to verbs to make nouns » Listen for specific info & answer a question » Stross & vowel reduction > Role-play a military situation > Read & select topic > Read & select main idea > Read & give oral summary » Timed reading (1 minute) & answar 6 questions 2 | lets celebrate! >» Weddings & honeymoons » Barbecues & parties > Extend, accept, & decline ofiers for food or crink & invitations to socal events Willingnoss with wil & would ‘Modal review for advice; past repeated action, Condition, or situation, obligation; deduction; desire: & possibilty Indefinite place or locaton with somewhere, anywhere, & nowhere > Read & select inference » Read & select topic > Read & select main idea » Write information in a chart or table > Complete a paraphrase 3 | Stamp collecting » Inquire about Was/ere going tofor > Stress & vowel reduction mysalt. Adjective complement after linking verbs » The coffee tastes strong. Suffix -y for adverbs and adjectives > daily, weekly, nightly, et. Awoidot & express past | unfulfilled past intention | , Read & select inference >A wo and present |»! was going lowatch TV, |> peas & wite | stamps » Read & write topic intention about | but Ifell asleep. » Continents, travel pans » Read & write main idea » Going overseas Indefinite compourds with |, ead & give oral summary , » Timed reading (1 minute) & » Let's go somewhere else.” IIe G aucstons » Complete a paraphrase 4 | Medical weatment | > Ask about Reflexive pronouns » Listen for specific info & 1) | Bdeseribe | > Did George hurt himseif?} answer a question Miltary sickcall medical » Role-play a militan Emphatic pronouns play y problems & — || aintoa the picture situation symptoms > Read & write main idea > Read & write topic » Write information in a chart » Complete a paraphrase 5 | Review Lesson § reviews all vocabulary & structures introduced in Lessons 1 - 4 AMERICAN LANGUAGE COURSEIntroduction to Level Ill ‘The American Language Course (ALC) is an English-language program designed for students who need to understand and communicate in English in vocational and professional contexts. ts 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 Bach of the six ALC levels is designed to progressively develop students’ basic skills in the areas of listening, speaking, reading, and writing, ‘The course employs traditional methods of language teaching as well as more recently developed communicative approaches. Dialogs, student- centered activities, audio and video recerdings, computer-delivered interactive multimedia instruction (IMM), 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 acquisition, The ALC incorporates four components of language Jearning in its curriculum: vocabulary, grammatical structures, language functions, and skills, + The lessons present vocabulary individual words as well as phrases) that the learner needs to understand and use in order to communicate effectively in English. Vocabulary is presented in contents appropriate for leamers studying in professional apd vocational environments The ALC’s program also includes military topies and specific military vocabulary. This significant feature sets the ALC apart from other language curricula. Jranmar is carefully and systematically sequenced so that the learner continually builds on previously acquired knowledge. The structures presented are forms language learner needs to master in order to speak and write standard English, Grammar charts and Lables help to direct the learner's attention to significant information. Illustrations elucidate difficult grammar points. Speakers of a language community use language functions when they interact with one another. Activities inthis course emphasize interactional strategies for communication thata foreigner or second-language learner must master in order to perform in the target language with competence and self-assurance. ‘These strategies include initiating, maintaining, and closing conversations; communicating and responding (o intentions, wishes, and beliefs; and behaving appropriately in face: to-face interaction. In each lesson, exercises targeting the process of communication, rather than the linguistic product, teach learners hhow to successfully communicate in English. By focusing on the acquisition of language functions, students develop the ability o use the same interactional skills that native speakers use, and they lear to manage their own conversations inthe target language + Exercises dealing with language and academic skilis are also interspersed throughout ihe lessons. These exercises sim to develop and increase proficiency in istening, speaking, reading, and writing, The material allows students to develop practical academic skills tuniversal 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 guides the instructor and gives suggestions on how to ‘most efficiently teach the course, These tex's 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 proviced in the student texts, the instructor texts contain suggestions for ‘Variety of supplemental individual. partner, and {group activities that enhance learning, provide realistic language situations, and enliven the classroom, BOOK 15 PREFACEObjectives are clearly oullined bali in simple, everyday language. They ‘appear on the page on which they are introduced. ee eeatatienetel Exercise headings ave visually ‘matched for easy orientation. Texts jor dictations, O/A exercises, cand narrative passages are provided next tothe exercise oF activity. Presentation wt nl, gn Examining an instructor text The instructor tex! (IT) is fully coordinated with the student text (ST), with each page ofthe 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 instructions for carrying out exercises and activities. The text in the margins Easy-to-follow teaching notes make the IT simple (o 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 ORIECTVE Pemcn tegen ‘Su veneonso nn Fo dS i nes et he i Sin Sn Sh ta eo eth caw tc te st st wel we dian dt vet eunpnsoe oe o a an re re menace ‘hen shat eens NOTE Ament sine ura Lam “nee won tn he ie text in the margin provides helpful instructional information, + Language objectives: The objectives are statements of what students should be able to accomplish atthe 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 insiructions: Visually matched headings draw the eye from exercises in the reduced ST to further instructional information inthe IT. ‘AIIERICAN 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 (o extend the limit fora specified amount of time, Classroom seating arrangements ‘The way you set up your class for an activity directly affects how much and how often individual students have opportunities to actively participate. WHOLE GAOUP ARRANGEMENTS oa ound) _ B Ga GB, On? | In these two seating configurations, students can casily See and talk to each other. These arrangements can be used for a variety of activities. + Presenting new information + Round-robin or chain drills + Mechanical and communicative drils + Whole group discussions + Dialog practice + Some listening activities ‘TRADITIONAL ARRANGEMENT GOHOo Boao ‘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 SaY, “Bs Working in small groups of three or four will provide your students with many more opportunities (o speak. Below are a few types of small group activities * Discussion * Problem solving + Information gap + Games * Brainstorming * Role-plays PAIRWORK ARRANGEMENT Pair work maximizes student participation. It is an effective means of handling shor. simple tasks, Use pair work forthe following activities. + Checking homework and written assignments + Preparing for a group activity + Conducting question and answer activities + Practicing dialogs + Creating role-plays + Interviewing * Simulating telephone calls with bac seating In your role as @ 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 warch 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 a whole-class discussion, to-back BOOK 1S PREFACEonda ianaat resources, |as transparency masters or are lisied in the margin. ona ten OTe Te por nes ‘Sonnet peielawen, Diet ty i “og wr shaw np Tram mover gh i) at rig The be ‘ean ow ef el ‘ur eon set ‘itt ase quae ep io yg er enna ‘png one ge wok Meteors on Tr wok ae * Teacher-dictated texts: Oral drills. listening, and Q/A exercises, as well as dictation texts, are listed adjacent to their respective exercises + Additional resources: Suggested transparency masters, reali, props, related appendices, et. are listed in the margin, The text at the bottom of the page In the text below each reduced ST page, teachers will, find a fourcline abbreviated key under each exercise heading that provides guidance forthe 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 tobe performed, the type of cue (visual, oral, Sie ha ye oa ier her ow in ‘nine a Youn 30pm 139 pm. ‘mess dee ‘erp oe an ‘Beans vray. UC ‘a, 0 hom hur) ‘needy sed iat voaen. i eee ‘usm | IT ees reaching sraregies, fearning techniques, oles and supplementay that go bevond the ofthe objectives in cor written), the type of response (oral or written), and the student participation expected (individual, choral, paired, or group), Below each key, teachers: will find more detailed guidelines on how to execute the exercise, pertinent ESL/EFL teaching strategies, useful cooperative learning techniques, interesting cultural notes, further grammatical explanations, and challenging supplementary activities for use in mixed-level classes. Such tips are representative jues developed by the well- of the teaching tech 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 15 PREFACEOrganization of the Student Text Each ST consists of five lessons (four lessons introducing new material and one review lesson) followed by useful appendices, homework assignments, and zn evaluation section. In a 30- tour week of classroom instruction, students would ideally cover one lesson per day and complete an ‘entire book ina single week, however, the material can easily be adapied for slower-paced instruction, ‘The first wo pages of each lesson are the table of contents and preview page. The preview page presents a synopsis of the lesson’s vocabulary, ‘grammar, and language-function objectives. The first section on the preview page lists vocabulary. Most new vocabulary is provided in alphabetical order, however, when useful, new words are grouped to enable students to retain them more easily. Examples of grammar structures and language function phrases presented in the lesson are included at the bottom of the page. ALC students frequently use the preview page as a study aid; instructors can use it for ‘developing supplemenial and review activities. Homework assignments for the initial four lessons provide additional practice in accomplishing the objectives. They also serve as a means of identifying student language deficiencies. These exercises provide approximately two hours of homework for cach lesson. The homework exercises are located between the appendices and evaluation exercises. Evaluation exercises also correspond to the first four lessons. These exercises are formated like short performance quizzes and are intended to be used to measure student mastery of objectives. They are located al the back of the student text in the last section, Instructors can administer the evaluations on 4 daily basis in a controlled classroom situation, Language objectives The ALC course writers follow the instructional systems development (ISD) model, which is a well- documented pedagogical approach frequently used in the development of military courses for vocational purposes. As prescribed by the ISD model, the ALC is based on objectives, These are language and skills objectives that are explicit statements, of what the student should be able to accomplish upon completing a lesson. In the instructor text, all the objectives for a lesson are listed on the bottom of the contents and preview pages. The list is intended to serve as a guide, indicating what content instructors must cover in a particular lesson. ‘The objectives determine evaluative aspects of the lesson that are specifically measured by the quizzes. In the IT, objectives appear again in the upper left or right margins of the page on which they are first introduced in order to emphasize their importance, Instructors who have analyzed the objectives for a particular lesson can streamline their instruction. Objective and other vocabulary The individual lessons of the ALC present vocabulary in context. The ALC categorizes new vocabulary as objective or non-objective, Non- objective vocabulary can be recognition, facilitative, or instructional. * Objective vocabulary includes the words introduced in a lesson which are tested at a book’s completion, The vocabulary list can be found on each lesson’s preview page in both student and instructor texts. Words ae in alphabetical order and are categorized by part ‘of speech, + Recognition vocabulary refers to words which relate to lesson content bat which are not specifically ested. However, they may appear in quizzes. + The first appearance in a lesson of objective and recognition vocsbulary is bolded so that instructors and students can quickly identify ‘new words in context. In the IT, recognition vocabulary is italicized on the preview page and in the margin forthe instructor’s benefit. + The icon €2 identifies a word which has ‘more than one meaning or part of speech. The number inside the icon indicates the number of meanings or parts of speech which are treated inthe lesson, Each meaning or part of speech is clarified in the IT margin as itis presented. * Facilitative 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 FT margin on the preview page. These words are not tested and do not appear on book quizzes. ‘AMERICAN LANGUAGE COURSE* Instructional voeabulary consists of words and phrases used in the text or by the instructor to explain new material, conduct activities, ot ‘explain testing procedures. Students see and hear these terms repeatedly and should be able to recognize and respond to them in class, in Jab, and during tess. Reading in Level Ill Ta order to meet the challenges faced by language learners who will continue military training in English, the Level-II reading component emphasizes progressively longer texts of increasing difficulty. Additionally, many texts are of a set technical nature and extend beyond paragraph length, The books in this level also address personal reading strategies for students to develop in order to help themselves become more independent readers. + Level IIT reviews and reinforces reading objectives 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, a skill that is useful both for everyday communication and academie writing, *+ Objectives which develop personal reading strategies include dictionary practice; dra inferences from a text; and working with charts, graphs, 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. Its fully supported by language laboratory activities texts (LLAs) conta 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 opporturity 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 exch book. They cover only objective material specifically noted on the table of contents and preview pages of each lesson. Each quiz, consisis of ‘50 multiple-choice items and requires 45 minutes (o 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 object presented in the took. Auxiliary materials Some very useful optional language training aids that directly complement the ALC books are available, Flash cards: Books in Levels | and 1! 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 $ 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 on the written text, When ALC instructional aids are unavailable, instructors are encouraged to consiruct their own. supplementary material using realia or illustrations from magazines and newspapers, See the DLIELC catalog for further details on auxiliary materials. BOOK 15 PREFACEInteractive Multimedia Instruction The ALC instmictional package can be supplemented with interactive multimedia instruction (IMD courseware, Each IMI disc corresponds to a specific ALC student text and has been produced in order to enhance the teaching of the language skills ‘and training objectives in the book. IMI provides an interactive medium that permits students to Classroom management participate in a variety of activites presented with audio, text, graphics, animation, and video. The interactive environment allows students (o learn at their own pace while mastering the instructional chjectives. Its format enables students to leam and review material in a non-threatening environment ‘There are many factors that enhance language learning, and a skilled instructor plays a significant role in that learning process. Instructors can ‘manipulate the language learning environment to ‘reate optimal conditions for leaning. Classroom ‘management includes factors ranging from the physical layout of the classroom to the methods, actices, and procedures the instructor uses 10 successfully achieve lesson objectives. The ALC presents an eclectic curriculum, incorporating practical teacting techniques from a variety of methodologies. The suggestions provided on the following pages detail practices and Procedures for effective language teaching. The typical ALC student ALC students tend to be highly motivated, career- criented adult learners, Most have previously ‘attended courses and undergone rigorous trai ‘# 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 sast prior knowledge to the language learning environment. ALC students are very likely to be able 10 consciously draw on previous educational and training experiences when learning the new Janguage. 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 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 real-life situations to azcomplish 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 adaily basis. + Begin each day by mingling with students, practicing greetings, and engaging in small alk, * 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 evenis in which they are interested, + Encourage students to discuss their learning experiences and talk about language dificulties they have faced. Let them offer advice for solving language learning problems tha 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 ae some general guidelines for giving classioom instruction + 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 or exercises by using numbers or letters whenever possible ‘ANERICAN 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 Introducing a lesson’s theme Each ALC lesson in Level II] introduces 40-50 ‘new vocabulary words. Usually these focus on one particular theme. Before beginning a vocabulary section, lead a warm-up discussion of the topic. Focus students’ attention on any accompanying illustrations. The pictures and discussion will serve to stimulate interest and give students an opportunity {o use vocabulary they already know. Such warm- information for students unfamitiar with the topic. ‘Once vocabulary has been introduced, provide pronunciation practice with the new terms. If students have difficulty grasping the meaning of ‘anew 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 iter + Demonstrate, * Illustrate size or angle. + Present groups of words ina category. + Provide an artonym. * Provide a synonym. (Be sure to emphasize that the word is similar to rather than the same as.) Inthe ALC, the term vocabulary means not only single-word items, but also collocations—words that in contrast to another item. often go together—such as coffee cup or heavy rain, 4s well as lexical phrases and idiomatic usage like How do you do? *+ Please spell that word. * Speak more slowly, please * Please say that again, * Please write that on the boar + Explain that again, please. Introducing new vocabulary While there are many ways to introduce new vocabulary, the ALC IT suggests presentation activities to help the teacher discover the objective vocabulary and topic information the students already know. This approsch to teaching English vocabulary can stimulate student interest and ‘motivation, provide opportunites for students to learn new words through authentic context, and help them develop vocabulary-building strategies s0 they can become independent learners, Below is «a suggesied 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 fist these words on the board or overhead, 2. After the vocabulary elicitation, conduct pronunciation practice with the new words, Refer to the words listed on the board or the bolded words as they appear in the text. 3. Alternatively, in order to avoid 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 learners’ 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4s possible). As a result, eror 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 + Simply ask What? or say Please repeat that Often the student will automatically self-correct without any ether prompt. Use hand signals, such as pointing over your shoulder to indicate past tense, for common error. + Aska question with stress on the error, e.g, Did you go fo downtown? + Reword « question to which a student has given an inappropriate response. + Name the grammar, eg, 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 let 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 patterns. 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 pronunciation of the phoneme fi, overlook minoc rispronunciations of other sounds, ERRORS IN COMMUNICATIVE ACTIVITIES ‘The purpose of communicative activities is to use te language to share ideas. Your students” focus should be on content, not form. If they succeed in setting 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 daring the activity. «Keep a running list of errors with structures and vocabulary that students have already studied. Also note errors with commonly used, though. not yet studied, items. + Discuss the most important errors you've noted with the entire class at the end of the activity, NOTE: Although correcting students duri communicative activities is not advised, providing an 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 lack. By allowing students to figure out alternative ways of saying what they want to say, they will gain strategies for self-comrection, circumlocution, ‘ewording, 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 correct it if the mistake relates to a topic already presented. 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 conecting errors. Scme strategies listed here will let you extend an exercise to get a little more mileage out of it * Have students read their answers aloud. * Have one or more students write their answers ‘on the board. Encourage peer correction of any mistakes students see on the board + Write the answers from the book on the board or project them using an overhead transparency. Have students check their own work or ‘exchange books and correct a classmate’s work. + Write students’ answers on the board, and then let 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 15 PREFACE+ For multiple choice exercises, have students state out foud, individually or in unison, the letter of the answer they chose. + For true/false statements, have students state teue or false, individually or in unison. For false statements, ask for & volunteer or call on a student at random to restate it so that itis true. Eliciting student response Using a variety of elicitation techniques will ensure, that all students actively participate in class. + Ensure that everyone has equal opportunity to talk, + Call on students in random order. + Askthe question before naming the respondent so that everyone has to 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. * Give students sink time after asking a question ‘so they have time to formulate an answer. Teaching techniques and procedures for exercises ‘The ST contains various tried-and-true ESL. exercises and activities, such as, matching, true- false, gap-fill, labeling, categorizing, answering «questions, and completing chars or graphic cnganizers. Moreover, he IT presents procedural suggestions and ideas for new or uncommon exercises and additional activites. This section provides step-by-step instructions for ‘many of the exercises and activities which occur frequently in the ST. Oral drills Drills can be divided into two main types: repetition >>) ‘BOOK 15 LESSONVOCABULARY OBJECTIVE: Pronounce irtelighly and use in ecourse the worda, phrasoe, and ‘expressions listed onthe preview page. ‘OBJECTIVE: Recognize and respond suitably to vocabulary taliczed on the preview page, which wil nct be ested, but wich may appeai on book quizzes. Nouns ceweat, polish area trainee serub beste training training instructor (PD sweat > sweat / sweat Bente niin, srenp-s erp /over PmOUTATWE WooASLLAY ‘ae vers m ‘ brine = cer oo ate falcata at — st tetn lie drm wi orerything ‘march In formation dem il stystaal Foal be ao ‘Sell in ‘This is killing me. bes sergeant fall owt hang a gwoard ‘instruct La to foe inn =p ook aint ang oy at GRAMMAR STRUCTURES LANGUAGE FUNCTION ‘The Tl instructed us yestertay. Today Asi for and give information about basic we are following bis instruction. ‘Waning. ‘How often do you call home? Hew is the food in basis training? Tocensionally cal! home. Tehokay. do PT Do you ever dive to wok? een etd wk paris ‘Jim drives more slowiy than Jane, What did you like about basic ‘but Alice drives the most slowly of al training? ‘I got in shaps, and I became very eas "AMERICAN LANGLAGE COURSE © Listen to the base form of a wordand = Read silently a text on a general © Write missing words on blank lines featod werd ietedositnich Graentuchaccipioa eso, Santee wor an ne ‘has a change in stress and/or a vowel 250 words in length, and give an oral ‘been systematically deleted after bearing iaionrtadsccmacy rpeaten saat een ocean eat aa rs formatter the instructor's model With @ Read silently «text 125-150 words listen for comprehension; 2) write inthe Soipacsmemooaoncs 9 Rodsbalysi 261s0vade Sol ‘ios © Ray aria sna wih Toate tain re Tor eluents adeping tle compen geen mth 1 slp ne baer eter gus ang fers . information and 2 for inferential or © ada wt 10-50 vere eg, ; ‘nd select its topic from 2 or more ‘general understanding) nies © Rew aparngap nag zy wots text in ‘and phrases taken from a previously 0 en 0 wisn, wes tnldedng nih besene epi Cay 2 | ‘AMERICAN LANGUAGE COURSEEn Describing basic training vad these wanes theughts about ther basi raining. “Tye never worked s» hard in my lie. At fist Twas in pain all the time, but slowly things got bet.” ‘Attr basi training, Pm in bettor shape and fel that Tea be good “Bue training was ke taking a spoonful ef eough medieize whon. Teas ki I tasted torrie a the time, bat 1 knew that it wax somnethiny Leeda” FEET chock sdjoctives that describe types of training you have had. Write an eet of your cole inthe Wank, CO ineresting O easy tiring frightening D toring exeitng OD tw CO dimou o ao ERT = Presentation Tiscssn wil a ney ino Use the pictures and quotations to sca stuns prc knowledge abot urge tasie military taining and other training = they may have experienced. Avid Books open ‘preteaching new vocabulary at this point, Weften cue Instead, draw student attention t the Witten, hen orl response pictures and quotations, informally Indviua, ther pars ‘asking te following: Give students time to think of some + What ae they doing? ‘raining they want to describe and + Have you ever done this? to select adjectives which fitcheir experience, Then pir atdets upto tall + How do yourhinkhefels about Shout ter taining * basic taining? Ask sues to identify some kinds of ‘raining they have been through, BOOKS LESSONTNEW VOCABULARY join ‘tor to go into place) cadet trainee taste raining di instructor (0) ang nseuctr (7) ri'sergeant tveryting bate dress uniform (2OUs) attend bneting physica traning (PT) fain fallout TSIEN oad about the fret part of basic Waining, Then cicle the best endings ofthe anteness in ihe exercise bel eee It’s My Way or the Highway! | When you join the military, you enter « new world. you're a cadet in officers’ | terining cheol ora nowly calisted trainee, yout! do rome type of military taining | taining, adit st from 6 to 12 wosks, Bai raining wally has three pars In {toe tarbettanracan Yt lateaer vo rtrvian opted andor BBA sol oar eer |orecy anc hr an ar bly ach rnp a | 1 Menter moans to 4. Toattend 0 meeting is to } 9 military sehool leave the group j Briefings __. 6, To fall out iw to Ri NTE AE © Circulate o mositor and assist the mn fogs Tensoretncenr conn Sore te meray and poncion an repre Eeasaoe woud rua os OTE: The brstn BDU i © Hinemdevcsvhate _ austalveytseda pl fm. Ahsan ad van eteadg's——‘Theoxpesio rte ite Suns ldunetne any wey a info yee Coutlny a ey dnt noua peson naan eorber wry eat Seine ty ee a they are told. Shape up or ship outis ‘an expression witha similar meaning, ‘These expressions are often std jokingly, but the speakers tone might indicate anger. as ina basie-training situstion, © Put students in groups of 3. Tell students to talk to their group members about ary vocabulary which is difficult for them. Then have them cemplete the exercise together AMERICAN LANGUAGE COURSENEW VOCABULARY Instruct ‘hen let the best endings ofthe sentence inthe exercise below. fig range instruction During the socond part of basic training, youl attend more lasses outside than | guard (¥) ‘aside. Drill sorgoants will instruet you en everything about militery life. You'll Spar to} learn how to use a rifle ani thea spend many hours shooting it atthe firing range. | march ‘The DI or Iwill give you instruction ox how to guard the military bate tokeep | dil (v) reryono safe. You'l algo be the guard for tho dorm, or barracks, soverel times a physical ‘wock You will eldom walk alone in basi training, Instead, you'll mare in ‘formation everywhere you go. You'l drill, or practice marching and making military ‘novements every day. During this part of basis training, you'll bogin to do things ‘nore like « soldier than you did in the first part You'l be in good physical shape, but thre is more to loarn, Inthe third part of bale training youl lok and do things ike soldier at all ‘imes. You must remember everything you have leamed, and you must work well on «team with the other trainees.On the last day, your friends and family will ome to your graduation and shake your hand for doing a geod job. Basic training lasts only | fow weeks, but you will remember it all of your lit 1,1 means training __. 8, Thenoun of instruct is_. {formation inetruetion instructor instructed 2, An inetrucior in type of 6. A.guardis a person who, Dnusband smurchos and drila very day teacher oops people or things safo 8, Moinstruct is 1. Tomarch into train walk ina special way r exugh eave the base quickly 4. Todril hard means to practicn let take a long break oxen om NOTE: The military services—amny, tay, ad lr foree—are typically nt Season cglateadn panies ae at The United Sates has an anny. When rahe, tom gee reference is made oa specific service | ‘ofa country, the service is capitalized, Follow the procedure describedin the as in When Fget old enough. 'l jin he previous exercise for he treatment ofthe US Arm. ‘The exception isthe Marine above text on base training andthe new Cesps, which is always capitalize. vocabulary. BOOK15 LESSON 1WEEE ead the texts in Exercises 8 & C again. Write 1 theativity happens in te frst part of bass trang fit happens in the second ort, and 3 fit happens in the third part, Number Tan example. 1. ‘Trainees have more classes outside the dassroom than inside, 2, Trainees mustdo things lie a soldier at all times. 8, Trainees learn how to guard the military base. 4, Trainees attend many briefings 65, Traineos’ friends and family come to se thems 6, Trainees shoot a lt at tbe firing range. 17. ‘rainees learn how to fallin and fall out correct. 8, Trainees drill every day. 9, The DI or TI plans the trainees’ every move PERE REE 10, Trainees must work well on ateam. EEE ead the sentences. Write T for true and F for false. 1. BDUs are uniforms 2 Basic traningis ot hard work 8. Basic trainingasts 27 weeks 4, Trainwes practice things over and over 9, During abrieting, you get new information, 6, ThoTts juard the base, 1, Trainee build freon the fring ange 8, Trainees march everywhere they wy. 9, ‘Tin jnntrct recruits in only some things about military if, 10, ‘Tis and Dl give their trainees instruction. 1 e 1 = — ‘WAFICAT ANALG COURSE == Seon sano wanes 9 a Mie ene = on ‘Have students discuss or summarize Have students compare their answers ‘the three pars of basic traning before with a partner prior to anal check. having them complete the exercise "AMERICAN LANGUAGE COURSEREADING SKILLS BREED cortvig ne topicenmainites BREED cortvig ne topicenmainites OBJECTIVE: Read a text 150-500 words inl andsoec taupe rom 2 Read the aril. Then cree the bet topic and main ide. cece: Reada ee 150500 word A Small Item Shows Big Ideos Inength, and select its main idea from 2 ‘The US Air Force got ktow what to do next. The ° a new symbol in 2000, The ‘three shapes under the star. eto pmb has 199 mca he tins thee ‘main prt, The tp hall force belive in: ive shows the calisted men anid “conreetly; Ip put service ‘womerof the air free. The 7“ ‘bofore what we want; amd bottoen half has a cree in ‘be the best in all we do, All ‘hme st with thes panscome together ‘twee shapes around the gles th spe ofa roe ove symbol. bottom of the star, The: sta, The star bas several ‘Sometimes this symbet cileisteearh.t mates ang Ive points we might have the words “US remember thawesust —themuny ype prople Air Force beow i Kay ‘guard our country and Keep who werve inthe aie force. appear on different types of ‘i-safe by watching and The whice area that makes: ‘tems, Uke uniforms, letsrs, ‘ping the whole mel say/ thew he sy, that ois fa ia ‘safe. M alsotells ws we must — where we fly our planes. force symbol has becorne: ‘ako cae of work prbiems Filth sri asynbol_popule foal sien since ‘wish Theaenarount the forthe tice whobelpas the ea 2000, roPrc i lr ores fers | 6 tho shapes ofthe ar free | nai force sya the bin of or eountry | WAIN IDEA: 4. We must keep our country safe by helping the whole world } ‘what we want, and be the best in all we do. —————— Presentation Additional activity ‘generally no more than a few words. assignment to be shared the nextday. ‘The main ide, however, is normally expressed asa complete sentence and ‘aes the main point the water is trying to make, Have students read silently and make Ui selections, After tha, have them compare their selection with their ‘wighor’s. Then correct the exercise with the whole cass. BOOK 15 LESSON maNEW VOCABULARY enter (0 join) teugh attention ‘sweep broom ‘09 (7) mop (¥) soub polish (v) polish (n) fron (v) iron (n) yp complain ill (9) Presentation ‘his section uses a trxinee's informal letter t his family o introduce new vocabulary related to typical tasks in tsi taining: @ Have students look over the Basic ‘Training Schedule and comment on ‘whether it seems difficult cr easy. Ask them t compare it to other miliary ‘waning schedules they've flloved, Personal Tine is whea trainees can do ‘Bings for themselves like write letters © Have student read the etter silently, a Daily ite in basic training aad Jf ater and rte down the be | Basic Training Schedule |) 0500. = Wake up (0590. ~ Physic! airing (7) || 0600 Bresktest 0830 ~ Training Noon = Lunch: 1900 ~ Tiahing 1700 - || 100 = 20m - 21m = “Drill Sergeant Time” Jobs © pickup paper © empty asherays }© sweep leaves off the sidewalk }0 oneep the foor © mop the floor © scrub the floor '© palish boots Iron 800 © Discuss new vocabulary. Have students offer ther understanding before yor give an explanation. Many of the ‘words lend themselves to using realia or ‘miming to convey meaning, © Now have students read the lester again avd complete the "Drill Sergeant Tine” Jobs ist. This can be done {ngividually,n pairs, or in small groups. NOTE: Fnrer and jin sometimes hhave the same meaning, as inthe first sentence of Jeff’ eter Why did you letme enter she military? Why did You let me join the military? ous cing “Drill Sergeant Time” Dear Mom aad Ded, ‘Why aid you let me enter the military? ‘Basi training is tough. The worst part of the achedule is ‘Drill Sergeant Time.” Dring th sergeant, tele us to fallin and stand at attention fora longtime. Then he gives us jols to dean up the area, beth in and out of the dorm where we live. Outside, we pick ‘uppaper on the ground, empty ashtrays, and sweep leaves off the sidewalks. In the dorm, ve geta broom aad mop, and then time, the dell instructor, « exp ani mop the floor. Sometimes we ‘hare to scrub really hard to make the floor asclenn as the drill sergeant wants itto be. le also ella ue to poliah our bocts with ‘lack polish until they shine. Before bed, ‘wolron our BDUs to make thers srnonth ‘and look nice for the next day. Tis takes re a loug timo sinco I have gover used an from until new, ‘The drill sergeant says, ‘When I'm ‘happy, sul be happy"That's rally tro When he's nt hapa be yells, and no oF allo us have to do extra push-up! But I ‘can't complain about the food, Ofcourse, itl not like your cooking, Mom, but there's plenty of it, and it tastes really good ater ‘arilis, ‘Keep the letters coming You son 4 iC ANEICE TORE Ieiseommon io collocas enter with the tary, the service, ora specifi branch ofthe military, However, enter and join don't always have interchangeable meanings in other comiexts for example ‘Mary entered the lub, ‘Mary joined the club, ‘Additionally enter college isthe proper collocation, "ANIERICAN LANGUABE COURSEConny heist wth the physical |___Weeks of Basic Training KR 45 57 88 Dear Mom and Da, ‘This is killing me! There are only seven more weeks of basi training ahead. ‘ought I was in great shape, but I'm not. ‘The physica erining, or PT, i diffiatt. We have it every day. Werun and do posh-ups and st-ups.'m supposed to ran 1.5 miles in Joss than 18 minutes do 33 push-ups in one minute, and do 37 sit-ups in one minute. 1 an ran fst, but Tean do enly 27 push-ups nute and 30 situps. But [shouldnt somplain because Thave plenty of time to got inshaye, Tnaddition t PT, we get anether ‘workout during our traning in tho ald. Do you like the picture f me? We had te climb s rope and then erwwl on our hands andl ‘moos in the dirt with a rifle. T sweat alot ‘hat day. When we get back to tho deen, my Alothen were wet with sweat. ‘There are many things like todo here [ike ofall i, stand at attention, a march in formation. We eal cadences, which sre like songs, when we march. The singing ‘wlaxes me and helps me raarch better. ‘Say hi to Molly. Please write to me soon, hope you cas all come tomy graduation Lave, Sally Physical Activities © run © do pueh-upo }© do sit-ups © clin a rope © crawl © fallin © stand atattention | march in formation ORT ONT Pexenciss A | Additional activity oks open ive stents act out the verbs etn cue presented inthe letson by miming or Writenrespense with reali. Make the review a game by Inve than pak puting the sudencs on two teams or in © Talk about the picture, including small groups, Award points for correct whether stents have ever done what mswers the trainee is doing and how hard it was, @ Ask how mary weeks of basic traning this trainee has lft (7), © Have students read the etter @ Answer quesions about new vocabulary, and then have students fair upto fill out the ist of Physical Activities Sally mentions in her letter NOTE: The past tense ofthe verb sweat ‘canbe ether the imegular form swear oF the regular form sweated. The irregular fom is used throughout the ALC. NEW VOCABULARY This i king mel craw sweat (¥) ‘sweat (0) (CULTURAL NOTE: To maintain onder and discipline while soldiers are ‘marching in formation, dil sergeants often call out marching songs oF cadences. The soldiers chorally repeat or answer each line that the sergeant calls out. The cadences tell stories about life in the military, and the instructor or twoops often make up or mix and match the words from various caderces to fit {heir sitution. Cadences are a way to ‘both keep the troops in sep and boost their morale. An example of a cadence is ‘nthe lst page of this lesson. BOOK 15 LESSON t(EERE atch each vocabulary tem with ts meaning. 1. traime a, apersun who elps people or places stay sale 12 firingrange b, water that comes outof the skin 4 briefing «rakes shoes, cams, or furniture shiny 4 jroo 4. student in miary sed rer training & broom a. thor mating 6. went { aploce to prutiveshisting a mun 7. guard g. anenlsted person in training 8. polish military elthing for battle eadet ‘meting you wse tosweep the floor h 10. BDU 4. an appianee that uses heat to make thes smooth ipa comp wh wade at long ‘with words that belong withthe verb, EXAMPLE: attend suai __ the briefing 1. mop 4. complain aboui/to 7, enter | the floor {about) the meal the building the barracks {to} the bose ‘the litany 2 guard 5 yollat 8 scrub she bate thetraineeo | thedon goldier __ & join 6. aoe ®. the nary the sidewalk the clase thefloor ‘iC Books open ‘Books opin Weton cue Wien eve Witten esporse Writer response Indvidul Pais Students can compare answers beforen This exercise reinforces the tet final check ‘vocabulary with cllocations. Answers ‘may vary, "AMERICAN LANGUAGE COURSESPEAKING SKILL. OBJECTIVE: Listento the base form of ‘2 Word and a secors word detived trom [EGER Complete the dialog wih words fom tho gray box. ‘this is killing me dorm complain ‘it which has a change in stress and/or : vowel region, ana aca repeat tough st attention Botner motel wt appropri tess and ecu everything 0a sysial " vowels {fit doesn’t hill you, it makes you stronger! Di Porter: area, Fallout! Get out of th. tothe rm and goback ‘he privates have reurmed to the dorm, PvP Rich: This is kling me _1-Thet DIis tough PVT Jones: He sare is We stood _st attention _ for 20 minutest PVP Rich: know. Pm not used to the __ysleal_ workouts, und hho ada mare exercise to our PT evry day. PUT Jones: We shouldn't___eomplain__Everything he's making usdo is making us bettr soldiors PVP Rich: Yes, and you low what they say fit dossn't kill yo, it makes you stronger! ten. Then epee ater yur inarcton — i er 2 man ‘SEAman 7. apPLY appliCAtion ‘8. CELebrate: celeBRAtion 8. sign minke entdaen 8, ton a eee KT LEON = =m roa oo mae a ae Samia ante ee Have different stdenis rea each line to-corect the exereise. Then model the alog once, ine by line, with the entre dass repeating with proper intonation. Finally, have suadents do the dialog together in pars. They should try to replicate the proper intonation on their Remind students that the stressed syllable is longer and louder and has change in pitch, Demonstrate with ‘anexample. After the class repeats aftr you, pul them in pairs and aye ceach partner take urns reading through {he list, using proper stess. Have the listening partner offer corrections for ‘any mistakes the speaking partner makes. 800K15 LESSONGRAMMAR OBJECTIVE: Form nouns by adding the Will Mary be promoted to captain next month? ‘Yea she's vers hapoy about the promotion _ "The traffic lights werent working, and that confused the drivers. Tinow.The confusion __ slmost eaused a few accidents. ‘What instruction did the corporal give the class? He___Inetructed __ the dass an being safe inthe water T've heard that the operation of this machine is dificult. Its. You must ___oper - it ery earful, Inthe colonel seating a student forthe special course? Yox the selection __ will make someone bap. “Thy losted the sew meas hall net tthe barracks (God, think thats a much eter lotion ‘Are the men collecting cans of fod for poor people? leva, then pas Pais Have students ccmpare answersbefore Have students creste dialogs and afinal check. Do'the check by having demonstrate thei ability to ws the verb pai of students read each dialog and -ion noun forms corectly. Circulate nil the exercise is complet. Time to monitor their performance. fermittng, have the whole class run OOK6 LESSON TFUNCTION OBJECTIVE: As for and give Information about base training SPEAKING SKILL ‘OBJECTIVE: Role-play a military situation with 1 or 2 casamates, each ‘adopting a role assigned by the teacher LISTENING SKILL Listen for specific information in a dielog (military conversation, after fist hearing ‘6¢ reading a question related to the conversation, and answer the question, Presentation ‘This section combines the function as ‘well asa listening and speaking skill ‘under one beading, ‘The above activity will prepare students forthe function and related skills presented in the subsequent exercise, twill also serve as away to both review and reinforce some of the new vocabulary of the lesson. ‘Ask students to think about wht they might like or dislike cbout basic training. ‘Them have them mark the appropriate boxes. Ea Talking about basic training (Check (/) the white Boas forthe god things about base training and the grey bose for the ud thing Then compare your chart with a partner and diate your chetes physical training oO leaning alot OB gacingupeary =] fi —_arehig Oo satrtmen mens C] aren oppetsnty — Bl fond Of tums Off roping bedormn =] []makignew tints = C] Bi] reevingyoorfanty — ] [R]—fainginvaicgout et ean ok “Ten in Tbsharenes "Seema oh Ey Ni training, ibe thing) SS) Ge 1 4 wi 4 Allow students ample time to consider ‘and discuss their opinions about basic ‘raining before having them begin the role-play exercise, "ANERICAN LANGUAGE COURSEEESTI 0° onc of the following rote ploye witha partner, + a recruiter ‘Tell the eviian all the good things about basic training. Remember, your job isto make young men ‘and women want tojoin the rnilitay. + a private Youre frends with someone who wants to join the army You didn like basic training at all Tell your friend atleast four things you think are bad bout basic training + a eorgoant Youiee frend with someone who want to ein EM the nrmy You enjoy morving Jn the military Tell your friend atleast four things you think are great about basic traning 350 8 OT Books open Writer ue ‘ral esponse Pais © Pair up students with someone they havent been working with lately, Avoid placing two weak o Wo song students together © Asign cach pur one ofthe three cole pays. Tell students you wil give them about 5 minutes to brainstorm and practice doin the roleplay in preparation for performing it before the clas. © While sudents are working, pa hese 5 questions onthe board BOOKTS LESSON Ask the resruitar abeut basic training. Tal the sergeant the things you've hear about it, and ask at least four questions. ‘friend ofthe private You're thinking about joining the army: You've heard that base training inn very tough Ask your | friend at least four aueetions about it A frend ofthe sergeent You'm thisking about joining the army Youve heard that basi training s very tough. Ask your friend At lost four questions about i Dialog | What did the recruiter say was good bout basic traning? Dialog 2: What did the private think was bad about basi traning? Dialog 3: What did the sergeant enjoy about basic taining? ‘© Take volunteess to perform the role- play, Tell the eudience to listen carefully and be prepared to answer the focus {questions on the board for each role- Ply. © Have a pair pectorm theit role play. Avoid correcting errors or giving feedback until the students have accomplished Steps 6 and 7 telow. This is afuency activity, so keep corrections toaminimum. Consider poisting out ‘common mistakes afterall the groups hhave performed, © Aftereach role-play, have the student audience answer the appropriate {question from the board. Each question ‘ill have more thas one correct answer: so ask several students to respond, ‘After students give all the specific ‘information, ask them the following: + Wil she person join rhe military? + Why or why nor? © Refore the next pair performs, have the audience give one postive poist and fone suggestion for improvement forthe role:play they just watched NOTE: If your classi vo large for everyone to perform in a timely manner, have 2-4 pairs compose a group, Then hhave the pairs do their role-play and ‘answer the questions from the board within their group. Move from group to group. noting global errors. Wrap up with feedback for the whole class —GRAMMAR (OBJECTIVE: Use adverbs never and {aldo in afirmative statements ana anowes, everin negative siatrrents, atirmative youl questions, ane rogative answers, and always, usualy, ton, requertly accesionely, and ‘sometimes n afrmative and negative Salomenis afirativeyesmo and information quesions, and afrmative ‘and negative answers to xoress frequency. always (at all tines) usually (most ofthe time) A. Adverbs of frequency come before ‘most verbs in thet simple forms. mS ‘crasionally | [ call Frequently | [ sang. They We frequently fete 8. Advors of foquocy ee ter feping verbo te ver. sometimes (at ines a™ w]e [itn] fins oie | [tan || never |] ered Andy || oer | way || yo occasionally (en tine ft) €euaaona ed ot rosary seldom ‘come after the subject, (nate se De] [hey | [aomatines | [way tetany tne) Wa | [he [ona] [we Presentation ‘The ALC has previously presented adverbs of frequency either individually ‘rin smaller groupings This lesson reviews 8 adverbs of frequency on this page. The adverb ever s presented ‘separately in Exercises C-E. Adverbs of frequency occur indifferent positions in a sentence, depending on verb choice, whether the sentence is a statement of a question, and whether ic is negative or allirmative, Review the niles presented sbove in regard t adverb placemer students come up with ud cexumpes for pattens A, B, and C. NOTES: These adverbs of frequency ccanalso oceur at the beginning or end ‘of asentence: usually, often, frequently sometimes, and occasional. Always, never and seldam rarely eccur atthe beginning or end ofa senterce. Adverbs of frequency which begin sentences ae typically followed by a comma, ‘AMERICAN LANGUAGE COURSEFITTER eoeat he sentences. Te which patrn they flow. 1c 1. Dove Joa always seeplate? 6 Tfequntly rad ater dinner 28 2, My students are never impolite. 7. Will Kim occasionally call hes? aa 4c 8 ChidronoRonaskquesions. 8 Weave never gna ou ool ée 4 Dower ually gt atp? Ppl dont on aa 5. Wewould sometimes eat out. 10. She didn't usually come to class. ze a8 DA 10.8 a 1 twenties Seen am etn no 2. Trainees wateh TV during basic training, (never) ‘Trainees never watch TY during baclo training, 7 (omually) 8. ‘TMhetraige sendy to obey the DL (abwaye Tho trainee alae ready to obey the Dl 4, The DI yells at the trainees, (Grequently) ‘The Dl requertlyylleat the traneos _ 5. Do trainees call home? (occasionally) Dotrainees occaslnalycalhome? 6 Trina thi bus traning i aot of (sldom ‘Trainees seldom think basic training lea lot of fun. 1, Trainees ure tired when they mare ull day. (often) Trainees are often tired when they march all day. 8. ‘Trainvos forget thei first day of basic training. “Trainees never forget thelr frst day of baole traning (aever) | = Winco cares eran ni Read sence ar essen ret sca upon en run se pe ny nich nw ha 2, few panel nappy scoot ape Tice se ees itmaie 7 rambo wep wna ‘This exercise lends itself nicely t board ‘work, ASsign one or two sentences per student to put on the board In larger classes, have stronger students come up ‘with their own sestences about basic training, Then comect all sestenoes with the whele class. BOOKS LESSON1. Does John avor sleep late? 4. Te there ever any time to play? jee, usualy does. No, there’® never any tm to yay: 2. Has Robert eversungin css? _6.Do you ever think about home? No, hehase't ever sung in dla Ys, I frequently thiak about home. 3. Did abe ever fini her homework? 6. Are the Smitha ever on time? No, she dida’t ever finiah it Yes, they are oeasicnallyon time, % Use everto mean at any time in questions and negative sentences. | NEES ewe tne qeosone wth eer | Mabe 1 nan example 1. Have you srubbed a tail? Have you ever scrubbed toilet? | % Poyartrn your date | Doyau ever rot your lathes? 8. Are ya Tae for class? |, Aeriovenrinefocteet ‘4. Did she write you while you were gone? Did she ever write you while you were gone? 5, Wil you be famous? _Will you ever be famous? PETITE Ansrer ine aooveyoiro questions. Use w wordromibe box] abways 1 _ ‘requently 2 pa —————————_ og ties occasionally 4 dor 5. a ot ever ‘iC IB TRGECOIRE ‘The word ever ads the meaning of at any time tothe sentence, Draw stadenis! - Seeeueen fatenion tote bulleted noe. nn (ral response © Have students read though the Write response Choral thon pairs exchanges in pairs. Inia (© Fave students repeat the semences in © Thea have them formulate the rule xereke C after you Ask them to pay for placement of ever in question (aftr special attention tothe word ever the subject Books opan © Use the first sentence fom the NOTES: In questions, vers often used Wien ce cexerive to Jemenstrae that ever can wih the present rerfec tense toask if ‘iter, tenor rsponse ‘be omited without changing the basic something has happened at any time in Indi then pairs ‘meaning ofthe sentence. the past. Answers will vary because students oes Jon sleep lie? (Never and nor ever are synonyms. Ever write tir own answers to the questions Does ok ever seep late? and always, however, are not synonyns, _geverated in the previous exercise. ‘Always means a all tines, whereas ever Afterwards, have students ask each other means at anytime the quesions and share their responses in airs. Ea 7 ‘AMERICAN LANGUAGE COURSE