Objectives are clearly outline Nm ‘ " Jouccre potca rss |] ia simple everday language. They ORE pase eregnocpeonsnrrs 1] 9ppear on the page on which they ar ¢ || introduced. Exercise headings are visually ~ + | matched for easy orientation. Z 1} Feats for dications, Q/A exercises, and narrative passages are provid’ next to the exercise or activity. Presentation Wht teeters. scsi ow vr! my of Unie Sia saves de int oe xi Son ine Sn Diep eal dices tons pe agin wad nd er hee When se denn te a, peed vib Pen ig ea ett er Nae te 8 ed shy tonsa htsann ba oe: Wnts mn ple {adi sed shee norton dest ore sete ‘Mtoe ees race seven femedte:tederipcise bare ove tdi oediaicme Sanne ‘mong oe tase ie deen no Wit pan nase heh Compas wists te wala! ie eencpn eons 490 be Reais thud cade de wo ‘When are yw leaving? New » rere ITC Examining an instructor text ‘The instructor text (I) is fully coordinated with the student text (ST), with each page of the ST conveniently incorporated into the IT by means of a reduced image. The reduced facsimile includes answers to exercises whenever appropriate, Additionally, the IT also provides step-by-step instructions for carrying out exercises and activities. The text in the margins Easy-to-follow teaching notes make the IT simple to use, The two example IT pages reproduced above are labeled to show the layout of the instructor text and the location of important information. The text in the ‘margin provides helpful instructional 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: Each new term is listed in the ‘margin on the page on which it first occurs, * Exercise instructions: Headings with matching exercise labels draw the eye from exercises in the reduced ST to further instructional information in the IT or supplementary material in the margin, ANERICAN LANGUAGE COURSEON ~~ VOCABULARY OBJECTIVE: Pronou a onthe Tie ‘expressions listad on the preview page. NEW VOCABL OBIECTIVE: Rcognize and respond ILARY Suitably to vocabulary italicized on the Nouns Verbs Other Previow page, which wil nt be tested, nln ‘but which may appear on book quizzes. *PPttite average athlete call off anyway erage concde & gpreniasaly eee =e coi seme to atoct density dain inthatcase pact desert eepikept/keptup with @ maximum e minimum compete growth occur contact, habit pick up ‘tormal | ee industry populate ‘once again Cra at a Solar power peak @ rapid Scrrogy population weceat ‘transit portion ‘to witness: rate @ region sand seenery GRAMMAR STRUCTURES PLANGUAGE FUNCTION it last ni { Asi for and make comparisons a Jim is the tallest, + Lweigh more than Arnold, | ' Chloe is shorter than Greg, He said that he had been watching the ace on TY. | ‘Tom is the tallest in the cass, Bob runs faster than Arnold, ‘Your car was more expensive than mine. © Select the comect word from2-3 © Write missing information ina blank ices to complete a written text from box char after hearing a short, concise which words have been systematically text twice: !) listen for content; 2) take deleted (cloze). ‘notes; 3) complete the chart. (Audio) © Write nots inkey word form after © Write a paraphrase of an ora tex. reading a text. (Audio) © Takenotes using key words and Phrases aftr reading atext. © Write missing words that have been | © systematically deleted froma written (text (cloze) after hearing the complete © textread (Audio)ere ke ems tothe categories Some congo inmor han one caegr, NEW VOCABULARY ‘Several cbjectve terms for Lesson 1 are included on ths page, but they willbe prosontod sysiomaically in texts and ‘exercises on the folowing pages. Sollda Liquide Grv0e keys milk deta bit water baoketball a0oling ruler, photograph kecnamandeone | l*O™RES" | can aiden te drinking lace fie extingulsher ‘re extinguisher woo SSS~S~SOSOS—OO””””””~C~SCS Presentation taki ar cn tell the class hat a solid, liquid, and a gas ae, This vocabulary lesson deals with If possible, point out something ia the scenic word related wo matterand the G1ETGoem tht is an example ofeach, mosphere. ; © Have students work witha parnerto Solids, quis, and gases are the three Stes of mater presented inthe lesson. eee eer Trae a ver the chart wth theca @ Asses deny he tems ia CCirslo or unde te names ofthe bece.on be ee rite the namnes of the items the board to identify which category or categories they belong to. BOOK 23. LESSONNEW VOCABULARY ‘orm (n) MAU Elem States of matter mat (substance) wena Hoc, wu, wtt ad en ar ae fom of wit tc, aoe fact, everthing consists of mater. There are many forms of mane, but oly he eat states: solids, liquids, and gases. These are easy to recognize, We can seeand i. ten ect sgn. Sone eames of sols es lai, de, Epes Soop mk pine, aed eee. Gu ea be easly seen, but we can ofa fel volume (erea oceupied) ‘rangle, we cafe, which sa mix of aes, moving en windy dye We know sat solids iad, a gues tave weight Therefor, we can ay ty bus weight Al, mater fil up spac, oay emp) are ave The amas, sxc by mater scaled volume. Vue can be meses dite wa volune of solid can usually be determined by seasurng the slit’ shape, Theo), * lig an be determined bythe sie of the cortaoe iti, Determining the vole mar couple se Gs volume songy ced by temperate an w uct oul be aside the itm ia the photos below? What a es, apeerisen How can we determine the Volume of the items? 0 =e 2 Thetve states of mater edict to copie, L 5 Spaces mother name fora enpy ea —L. 4. Everything i de op of mater a 5 Tetmount of pace hat mate: si ced veigh —L. 6 Sots and gases ar ates of nae, WilteT for true and F for false, Make the fle stemers tu oral EL 1. There is cay one form of mane, ‘CORRECTED FALSE STATEMENTS 1. Ther are many forms of mate, 2. We can recognize the tree states of mar 5. The amount of space that mater fls '5 caled volume, 7 Volume is measured citrenty for (ach state of mater F 7 Nome i be mene he same afr Al ses of ane CER TRE Presentation * What are the items in the photos Ei ‘made of? A. The box is made of ‘Ask volunteers to read the frst two 5 Books open ‘cardboard. B. The soccer bal is made Paragraphs. Discuss the vocabulary fleas. The otte is nese a Wtnson words See Watton and eral reponse ‘Then, read the questions inthe third Andvidaat fart, andasksudetstotalk abo _* HOW can we determine the voluneof ize See CORRECTED FALSE STATEMENTS in the items? We could measure the size ‘he ems in the phos: ofthe box and the bot. The velume 4 upper margi, * What forms of matter could be inside ‘of the soccer ball would be more the ites inthe photos below? lificuk to determine, The formula A Justabout anything solid could be for determining the volume of solids pune ab: Airis itside ie soccer isin roan ‘ll. Maty liquids could go in the CULTURAL NOTE: Inthe US, gon Plastic bot, ‘of milk is often sold ina plastic jug like the one inthe photo. AMERICAN LANGUAGE COURSE‘Complete each sentence with a word irom the box |, The thee sates of mater re old __fquids, and_gases 2, Water and wood are different __forme _of mutter, 43. There is no__®P860_in the classroom for another desk. 4, My lunch consists of sandwich and an apple. 4, Allsubstances consist of matter _ 6, Sever businesses _0CCUPY _that office building. 1, kee isthe solid _@t 8% _of water. 8. The 10 ‘of a box can be measured by multiplying its length by width by height. pene ‘Work wiit a partner, Use a calculator if you have one, EXERCISE ANSWERS: 1, The volume of one book is 924 cm. Sgr Hemanders geting ready to go home from tnsining. He [want to ual all of his training books home, but he needs [ebigenough box. Hh has two choices, pictured atthe right [Devite which tox he should we. [He tos 1Obooks which ae athe swne size ‘The measurements of one book ae [Leth 28 sm x Width: 22 em x Height. 1.5m = em? 2. The volume of 10 books Is 9240 cm’. 3. The volume of Bax 1 16 17,250 cr, 4, Tho volume of Bex 2 ie also 11,250 cn, ‘5. His books would fit into either box. 6. They ave both the same size, but ‘one might be easier to pack. |), what icthe volume of one book? ——_______— '2, What ts the volume of 10 books? 5, What ste volume of Box 1? /4. What isthe volume of Box 2? __. 5. Which box sboulde wie? (6. Why. Books open Water and visual cue Write response Pale Answers for this exercise are inthe upper margin. NOTES: Volume of a: is measured in cubic units. Met units ae used in this exercise. We say: centimeters cubed for cm’. It's possible tojust look at the measurements fr the two boxes to see tha they will ave te same ‘volume. However, students must do the: Calculations fr on box tose ifthere is a ‘enough room for al ten books.‘NEW VOCABULARY toast tobe composed of element atom oxygen ranger paricle molecule tiny toconvert foexpand tomet steam Presentation ‘This section defines and illustrates some ofthe smaller components of matir, © Ask students toreadthe page silently. © Assign one or two new vocabulary words toeach student urtit all the words are given out, Tell students to write down a question about the word(s) that ‘canbe answered by the information on the page. conpoensot ster ‘We know that matter exists in many different forms, but what ismattr compos , , | | | ~~ a 6 eo! atom, So far, scientists have discovere | itdbnens ranges Ongen nd ros | (gases), gold and copper (solis), mercury (qui). | hove the sales! pts cl lenis at an Ae | exist alone. An atom is made of several pes ‘ole ‘rail prtieos ead protons, neurons, an | eetrons. | ECULES deco corns ore atoms from one or more elements. Examples: Hydrogen molecule = two hydrogen atoms. ‘eter molecule = two hydrogen atoms + one cnygen tom. 3 Ava | PARTICLE’ 4 “These ave thy components ofmater including aa | matcules and ato. a Macercanbe coveted fos sa to aot through te action of heater od Weg a sold becomes very otis molecules move faster an fase unl it tans into alga the temperature ofa ligudis raised high enough, the bquid becomes a gas Waters substance which we cas ea change from one state to another. Is freeze wate, itconverts toa sod calny ice. Unlike most ater liquids, wate expands whenitfezes, 10 ie oupy, ‘more space than lgud wate. When se ad heat ce, it melts ino wate Ive ease the heat, water bol © Have sudents ask the class their questions,choose fellow students to answer, ard determine the adequacy and type of model, called a shell model, NOTE: The illustrations of atoms and molecules on this page are just one comestness ofthe answer. that scents use to show atomic © Continae until all new vocabulary ‘arrangement. Atoms and molecules hasbeen covered, Discussany remaining 0"t look exactly like the mode's. vocatulary questions. "ANERICAN LANGUAGE COURSE8 BEDE eniebae 1, Waer consists of made up of oxygen and hydrogen, a gases (© pnolecules 2. Atoms are composed of —_. a, cements (b)paricles © liquids 41 Anelement consists of only one type of —_ seam Je volume 4 Hyrogen is a ——§ Pea «liquid PEEL Match cach question with its _d__ 1. Do you believe Unidentified Ih melts, ying Objects exist? 2, What happens to water when bo t's made of two hydrogen ato. itboile? 4 3. How can we comert matter «. IRexpands beyond its usual size. fiom one sit to another? 4, What does ie cream do if we 4. I'm not sure if they're real or not Jeave itn the sun? 5, What'sa hydrogen molecule «, Add beat or cold, composed of? £6. What happens to water f. itbecomes steam. when i freezes? CULTURAL NOTE: Unidentified fying objects, or UFOs (all three letters ae pronounced separately), have been & topic of much interest and discussion in the US since the end of World War I.GRAMMAR ‘OBJECTIVE: Use a present/past partiple as a noun modior belore a ‘oun headword with primary sess on the roun headword. (NOTE TO TEACHER: Gerunds as noun modifiers ae ‘covered in Lesson 2, Examples: parking lor, smoking section. Presentation ‘This grammar section covers present and past participles as deseipive non- ‘emoive noun modifiers, In Book 12, participles as modifiers ae invoduced to describe emotions (The movie wes boring. 1 was bored during the movie). ‘This presentation isbased on & ‘company memo, ype of business communication thats used to give information within an organization. ‘Mero sty is normaly brief end direct pest participles as adjectives From: Mrs.Smith e emember to report. i a eoksn offce equipment supervisors recycle damaged and worn out ople have been conplaing abou he sme vr room Pleae be sure to throw away old foog nce amount of me-off equests ately. 1 enter amet evr gnned aceon aeld chee problems. ecoregion) nd retest Pals (gab fy) rc on eee neces efron onapee the chet wih words fromthe memo above present/pastparttple noun [y.____toker____t__otiesenipnen_| 2, damaged __andwormout equipment 4 owing number 4. spoilt food | 5. Increasing een [s 6. planned vacation a Thenoun| receives the main stress (planed Iéive) CE os (0 Have ylunters read the Meo Aloud and ask fer the mainidea of exch Bs open Ce Waiter cue © Gooverthe grammar tulletand ——_Wrltenresponse review the diferent forms of a vero ——_Irdvigual (eg. breal/oroe/broken/beaking). before checking students’ ansvers, read the billet below the chart. Then read the answers aloud with te corect Pronunciation and have students repeat alter you. NOTE: For compound nouns, such s in #1, the main stress falls onthe Fist ‘oun, broken office equipment. © Instruct students to underline the resent and past patcpls in the text. "AMERICANLANGUAGE COURSEPere i ‘that was window [‘] that has Cee] pare an adjectives come om pastor para verbs Paes cemoting he buon complied PRESENT PARTICIPLE: w& Tigo] which are [ashing] ‘tig Lia] adjectives come from progressive verbs. 2. ce guests who have been invited 3, anapartent that has been furnished 4. amet who has qualified 5, sone newspapers which were torn up 4 the child who was sleeping 1 the water thai boiling, 4k atusiness strategy that is developing 9 dhe sum hat is ising, = ore essoNT Presentation continued ‘These paradigms demonstrate how paticpls as adjectives are formed: an adjective clase is reduced (the words imide he doted boxes are omitted) and the paniciple moves in font of the noun. Go over the two paradigms and their bullets, discussing the changes that ‘take place. present participles 08 & They show something happening atthe current tine, NOTE: Verbs followed by a prepositional phrase (except the passive by phrase) ot 8 direct object do not allow for this kind of redoction. For example: + awindow that was broken into pieces erbroker window into pieces brokerinto pieces window + the person who was buying flowers the bring persor flowers the buying flowers person In these instances, the participle remains afier the noun: a window broken into pieces, the person buying flowers. "This type of reduction is teated in Book 2 Books open Witten cu Witton response Individual Remind students to include the determiner/ quantifier (¢.g. the, some). ‘After completing the exercise, have students check their answers with & partoer, Instruct them to take tures reading the phrases aloud as a class orm pairs while practicing the proper stress patter. dost ke5sPoint out tht the italicized clauses are the ones that need tobe shertened, Check studeats’ answers and point out how much shorter the rewrinen version is. Note that participles as adjectives are often used in writing to reduce the length ofa text and in speaking without changing the meaning ofthe sentence rebeopes Thunday dv rabenee vo ye ch elie Food the as een prepares “ale oui. Sandwiches that are wopped and dings wi ee a ate fra pice wih os Ben rece, a en prctng mus ay wh ash Ar Rosado, se ung cn gow oe ofthe colleges many ies, Cconmeas The msi cleis wont be open Thursay de to maintenance vo, ‘There are several lea joes. Ppared food wil etl be forsale ovtelde, Virnpped oandviches and bottled dike wil be valle fora reduced pcg tarikipetngetudenta must pay ith cash, After hour, rturing etudente ‘cango te one ofthe collages mary cafe. i ISTE Read each sentence. Then check the truo statement, [[] tree are coking ight now, [v/] cooked the eggs last night. ‘The engine may overheat soon, 1. brought two boiled eggs to eat for lunch, 2, It's dangerous o cominve wo dive sn gyrating car [L) Theengine has stopped working. 4 Didyou stce the increased security [_] The amount of secwty hasn't changed ye, aroend thn base? [7] Many more guards were called to duty, ‘We can hang our pictures now, 4, The painters worked all day. ‘There's drying paint onthe wal 5. Grow children should take care of ‘eit parens, ‘We shouldn't touch the walls yet, ‘The chilken ae now adults, uw [J] Tre children are schoo age, a This exercise focuses on the meaning of the underlined participle: whether the ‘ction iscompleted or not. Discuss answers asa class, "AMERICAN LANGUAGE COLRSECircle the word that beat ‘Doe to last nightsice storm, fallen tree branches ae stocking the roa. Road workers are cleaning up the streets, put here's stil he danger of more fling wre branches. Lf you have drive somewkere, be very careful jetos each eontonce. 1. Tecilen ed to cate hg ellen leaves before they hit the round. store. pute fiecing {fra fod away a8 son a you get home rom the grocery 4 “Twenty years after the crime, police caught the escaping /@scaped)ciminal 4 ‘The weather forecaster said to watch out for rapidly Ghangingy changed weather. 45, Add potatoes tothe Going) boiled water and continue to cook for 20 minutes, 66, Fireighters are putting water onthe burning) burned house to put he fre out. 1, ‘The electing (lected offical was chosen because of his yeas of public service, His ob wil beto wite new state laws. 8, Toe Gack antacked army rusted forward while the enemy soldiers prepared their defense. ‘Choose a situation. Uso the noun phrases to toll a story. {.Sperts event || 2.World problems 3. Great recipe + canceled ted game + decreasing farmand ++ softened baer + dog ere + ging he + sea onion/cheese + ying conch + unmpie poptn |_| + oling ater 4. Military academy: 5. Adventure story 6. Crime +» dicipied students + hidden ged jewelry + increasing cme + redo + appoaching som + ema spot + muti sits + foosng rier + sel cr | Gover the example in the speech bubble and discuss he diference in meting between fallen ree Branches ‘and falling tree branches, (Check answers as aclass and ask stucents explain why they chose their swer. NOTE: teams 7 and 8 deal with passive Ws ctv voice Books open Weitn cue (ral or wren response Individual or pais ‘This activity may be done only or in ‘writing, Provide students with paper if needed. Be sure students understand to.se the words as inseparable noun phrases. © Pick one ofthe situations to mode! for the class. Use the EXAMPLE ANSWERS in the upper margin if desired © Give students time to choose « uation and come up with several sentences to connestthe three phases. EXAMPLE ANSWERS 1. Soccer fans were dsappointed about yesterday's canceled game. ‘A fight broke out beween the two tears, causing the game to bo stopped. The leacng scorer fom ‘one team was injured and takon to ‘the hospital. Yeling coaches from ‘both toams could be hosrd in the parking ot 2, Some of the worlds biggest problems are decreasing farmland, ‘growing ctes, anda large Uunemployed population. 8. It you want to make quick vegetable soup fist cook sliced onions in softened butter. Add the onions and other vegetables to boiling water along with some spices, and cook for 10 minute. 4. At the miftary academy, dsoplined ‘students take their requred courses {rom motivating instructors. Tho fameus hero knew he had to ‘quickly find the hidden gold roar the river. The approaching storm ‘promised very bad weather. The flooding tiver could wash away the .goldand no one would ever tind i 6. There has been increasing imo inthe city Just today police spotted ‘an armed suspect who was arving cdown the reeway ia stolen car. © Circulate and monitor as studeuts share their stories with a partne, aiding them with sentence formation as needed, © Have students share their stories with the class if time permits. "ADAPTATION: Assign this activity asa homework writing assignment. BOOK 23 LESSONREADING SKILL a CREOTIE:Feadatexotsiossrot || (RedtaD | The Nove! dean eck ofthe fst tre paragrophs containing a main Fa aati be mS) | ye oz annie emt ‘phrases that indicate the main idea. ‘The Nobel Prizes are among the WA respected avardsin the wo. The got the awards is to honor he people who Bave ven the greatest befits wo the wor in Be preceding yer in es of pes. cmt, medicine, literature, tad a ‘But the committee which selects the people fp avard does nc ave an socompleted esporsibiiy is ita re are_wo jor converses. abou : is is, These controversies oe over whois selected and for what he percnis sted. axis "There arctwo reasons people argue over this. Some. ase dissatisfied when they think a particular winner didnot tay eam a prize because that person did not eentbate rough to the accomplshent In addon, they argue that someone who merited a prize was not selected. For ‘example, Albert Einstein never received a Nobel Pie for what sme cents ty ‘are the greaiest scientific discoveries in hiory: The Gener and Special Theories of Relat Presentation @ Ton fete, Hive sues kim ‘This presentation focuses on discerning /t 4N4 say if there are any matches thermala idea of ch parspaph fom been fe pice sod woe ry the supporting information ia ml paragraph tet. 0 tte sues iiviuly eege © Befee opening te book ect rr il reading ofthe en txt, nd Iaowlege sou Nobel izes rom He ie the in anderining the min thestudents in order to lead them into ‘48 Snlence inthe frst paragraph. thetopc ofthe tex. Encourage them © Let studensreadthe rest of topredia what arcu infomation agninand id te mun ea Sener stout the Prizes my be covered inthe in the second andthe paragraphs, They textchey will read, Write the predistions 0 not need to look fr the main ida in on tie board, the final peragraph, Go ovr the answers ‘#8 a.class, and elicit how the main ites nconps the snaersppoing dion) there_is_the coaiieRy about which benetis 0 the world are the most useful ¢, people say 100 MANY prizes faye awarded for discoveries and not eno, for inventions even though many ga, have been crated tha bereft the ys ageatly For example, Thomas Eizo, imventorof the ight bub, te record py. and the motion picture camera—cens. beaeficilinventoos—never wona pis” In th end, despite the contoversa, the Nobel Prizes stil rightly by” extaordinary attention ard honoe extraordinary people. @ FOUR SCIENTISTS HAVE WON TWONOBEL Prizes ASOD Mamie Conte ‘Chcausrny 1903. Puvsics 1911 [LiNus PAULING CHEMISTRY 1954.8 Peace 1962 ‘JOHN BARDEM Puysics 19568 1972 FREDERICK SANGER CHEMSTIY 1958 & 1980 VOOR cs TRE CORE es © Have students circle the words which introduce the main idea ofthe second ‘and third paragraphs, ‘ADAPTATION: Encourage the students to try to ead the text the first time in less than two minutes. This practice will reinforce the timed reading skills Cay ‘AMERICAN LANGUAGE COURSEEDU hoses te beet answer air eatng te tat] READING SKILL COBEGTIVE: Reads general or tg oa wanes fo Ved Pt ally hag {ectnicalsem:tocnical text containg nt eas aes eee evecare! ‘some unknown vocabulary and Ok Ggranmatcal recurs) and eoloct {fom 2-4 choices the comact answer to ‘2. Thetwo reasons for disagreement sbout who is selected ae that some winners do potcontibute enough and tha others ae not selected. Om False 44. What does the text say abou Albert Einstein? He didn't deserve to win a prize, He should have won & prize, (6 Ove couroversy mentioged is ‘4 the winners are from the same country there is no Nobel Prize in mathematics ot eoough invention are recognized 1, The verb extroordinary in Paragraph 4 means —_ ez ‘Sents may refer back wo the text 1 mover the question, 800K 23 LERSONT =NEW VOCABULARY almosphere to: space (area outside earth's atmosphere) trogen carbon donde vapor to evaporate layer (n) altitude Presentation Have: eae read the three paragraphs aloud, Discu . ee ussand carly The atmosphere the earth and separates the rh “Te atmospheres lik a nk of which Fra pace The mosphere cori OS) nstnltragen and oXYeD, Bu ther ae fps present, sch as hyper and he ‘oxide, I also contains a large es por gas substance whi BS raporated fom ocean, lakes, ang °° ater a er aor isi as cou or eS “The lowest ayer of te anos AIS altitude of about 10 Kilometers aa Ths ayer is the ices a OVEEY sch is een for if, Peore an Sto Iie oxygen when they breale, aavpon dioide, which plan's Ust0 £1 se nest ayer of aoe 82 Pe Ameh feel it, air in the we can't seavere press denon eve) Ling NE soo ofthe a 1s called abmosthere ressue. Fore pressure is exerted at the lowest Feo mosphere, whic sass lve ts, Use the textto write sh atmosphere exertthe most pestre? tb 6a lev_ ter ake whenit evepories? ee 4. When people and animals beste, wht do hey exhale? carbon dle _ «4, Which gases does the atmosphere mosily consist of? —tittrogen and exygen _ : 5 hugo oeeusfonspest ——SHEaEPhee 6, What do wecall the measurement of height above sea leve:?—__aletude _ 7, Which two words are what we do when ‘we breathe? Inhale and exhale _ ‘8 How does water vapor get into the atmosphere? teonportes tom cena, 1, Where doe 2. What form does wat Books open ‘Written cue Write espn Invi "AMERICAN LANGUAGE COURS:oe Ps 1. West built fence which 3, Not very many people have the baka. tensed into Ome sce ‘melts Oran exerts ©, sea level 4 te boton make the 4. Me.Jonee his nfseaceto get “evator come to our Boot. the officials to accept the agreement. Convert a. exhaled i Omen Exped evaponted ETE voce extn abl ont ctopons rom the lesson to labol each liquids gaces olemento molecules silk nitrogen (mercury ‘two hydrogen atoms ae abou donide copper ea hydrogen ‘oxygen ‘one oxygen atom + ice oxygen hydrogen | ohydrogen atoms 800K 23” LESSONTGRAMMAR: (OBJECTIVE: Use a present/past parce as an objec complement ater the vebs catch/discover‘find/ eop/eave ‘COMPREHENSION QUESTIONS: 1. What did aiport security discover? (a weapon hidden ...) 2. How cid they discover it? (a security ‘guard noticed tha bag by isel) ‘3. What was the man caught carrying? (several false passports) 4. What organization may the man ba involved in? (nternational imo crganization) Presentation This ‘covers present/past participles as object complements. after aerain group of verbs. Object complemenis are intrduced as adjectives in Book 17 and as nouns in Book 22. Another grammar objective in this lesson presents participles as noun swodifiers preceding anoun. This section demonstrates how patciple modifiers cae used following a noun, Draw students" atntion othe web age, “Breaking News..." Ask them tocover the ight hand side ofthe page ‘so thatthe ‘words hidden in the man’s suitcase are not visible. Then uncover ‘he words and tlk about how this phrase tT Breaking News RK - Airport security kept oe ‘waiting several hours for ‘their flight after security found a pistol ‘hidden in ore man’s carry-on baggage. ‘The man hadleft the bag unattended in themidil ofthe crpon when asscuriy unr noticed the bag and inspected i. tells more information: how and where security guards discovered the weapon, Have students read the rest of the newspaper article and ask the CCompaiension QUESTIONS from the ‘oper agin. Go oe the grammar ‘Books open Witten cue Witten response Inv ‘Once students have filled in the chart, have them cover up the last ealuma. Discuss how removing the participle affects the meaning of the sentence. Security Guards’ discover a weapon hidden ina man’s: Stitcas, ss discover, koop, find, catch, and leave + an object use ap prcpecingvrs on) ‘or a past participle (-edor Iegular verb forn) i “© Sielmpertant atonal Information about the [EERE AT compte each semience with words trom the amples a) roa er Whea the man ws ken in tobe tioned, security pesonnel canght carrying several false pisspons, su rity personnel believe tha this man na be involved in an intemational crime? ganization. ot ject. ~~ gupseer | vena | OBJECT | PARTICIPLE (ctor wry Securty ads | discover | -aneapen.. | hiddenin aman sie 2. Airport security |...kept...| passengers | waiting several hour for 3... seourity found apistal bidder _ in one man's 4 thom | natien | thebaa | unaterded in he midteot 5. Security personzel | caught hina... carrying several fase 4p Tho rosent participle ls used when the object performs an ecton (ate). ‘The past participle Is used when the object receives an action (passive). Restate that the participle provies essential information, For example ia 4#2, the participle answers the question, What did security keep passengers doing? ‘Read the bullet and review the actives passive construction by asking quesice like Who hid the weapon? (#1) and We waited? (#2) NOTE: The prefix un- is sometimes added to partcipes, eg. attended #4, When the participle is part of be verb, the prefix isn’t used, L., ou Co! unattend your luggage. "RNERICAN ANGUAGE 0O0*‘Unscramble the words to each sentence, leave the car running js bt runing leave the car ne eae our driver watt keep waiting / our diver x atch you sleoping 4, Don'tlet me. et on guard duty, ‘my wie found ou cat ocled_inourbsement. ‘ur cat / found / locked 5, Paice discovered the stolen equlement hidden _ ina ruck. ‘discovered /hidden/ the stolen equipment US Navy SEAL training leaves SEAL trainoes| © __wondering__if they wi wondiag__ ley wil verfish succeseflly. Eades ruber boat di, PT, and ‘other physical activities keep ainees oe ‘SEAL (Sea, and eS Nas day. The training leaves the trainees $0 Ses seal saosin SEAL tines have to push themvelves under extreme condtons and Keep any walnesses @ de. __. Ties soon discover themselves o_brcamiig_— cxremly gh Jt ey also find themselves ©_talpa "tow bay do ma ab 2 US Her SEAL ‘CULTURAL NOTE: Basic US Navy ‘SEAL taining lasts approximately six brady Cade! ‘months, beginning with a three-phase ee ree ‘Basic Underwater Demolitions/SEAL a ae traning, (BUD/S). During the fist phase of BUD/S, SEAL trainees are NOTE: Number’ recycles an earlier «NOTES: Number3 usesthe emctive tested tthe limits of buman physical ramnarobjective—past participles as adjective exhausted. The past participle and mental endurance. oun modifiers (stolen equipment). 4s used because the acion is passive: he training exhausts the srainees. The verb catch is usally fllowed by the present participle enly (4), whereas : the other verbs can be followed by either past or present participles .LISTENING TEXT Two pilots flewan observation alert over theirassigned area and spotied throe unusual events. They recorded them withthe plane's video camera and ‘rept secutty forces informod by radio. First, they saw some iregular movement near the base fence. When thoy got closer, they caught a group of pecple crawling under the fence. ‘After thal, they noticed something ‘unusual near the main road ean to tho baso. There they found three men digging large holes alorg the road. ‘Attho ond ofthe fight the plots spotted ssome activity near the river. They contacted secuny forces who later discovered a truck blocking te bridge. ‘Aer the fight was over, the pilots 10 thor commander who waiched he aircrafts veo recordings. The recordings lef the commander concemed about why so many urusuel ‘events had accurrad In one day. Books open ‘Wien ardor cue Witen response Individual Explain that students will listen to a paragraph thre times ad wite answers to the question. Provide the following instructions: 1. Read the questions first. 2, Justlisten during the 1st reading. 3. Take notes during the 2nd reading. Ca ‘What did te plots em 2 ‘taeycausha group ot people cra underthe fence. 3. wh di he pins nd vert bse’s an 0? “sd ie ei el 4. wh ai cry fs scorer art Fe? The discovered. ruck blockir bridge. 5 na dite videorecording eave he commander concer out im zoncemed about eo many usual Vt occurieg in one (eae lacass the questions below with aparine, 1. Di your paret ever ch you deing someting ‘wrong? What did you do, ‘and how did your parents line you? 2 Have youever discovered someone commiting & rine? What was the crime, and how did you re 2 spond? d 4, Have you ever found person secretly doing a favor for vomeone ee? What was the favor, and id the receiver ever find out who did it? 4, What leadership methods keep employees working, L [ well Does a toss who yells «lot keep his employ- ‘ces motivated or does this behavier leave employees annoyed? TERCAN NGI CO 4. Check your notes during the 3rd BI a CEE] 5. Finlly, write complete sentences to Witentan {nish your answers. oe When reading the Listenin Text Pairs or small groups Tocated inthe upper margin, read at a normal eh tnd th tne, Read ‘mote slowly the second time, pausing afer the sentences that consi answers to the questions. MERION LANGURGE OO" Peng Working with «diagram sone gran open. oanever he quasins 1 peste ga shah map deen xan ‘eatbon dione! Oe ‘No 4. pos i diagram show cites easing cation no he eas? Yes 4, itl im is gram that clos, ai, an soow eae in * eatbon dioxide? Yes ‘4 Deforestation by fie eleases CO, into the atmosphere Oe No 5, Burning rcs do nt release carbon or carbon dioxide, Oi 6 Dew plants and animals mostly abso crbon from the atnosphere = +7. Use the diagram to name three things that ease carbon in some form. 1. factorie | people | tie / voices, », dead thinge /fires / airplanes _ «waste from food animals Presentation locations are named in the diagram i besides the atmosphere? (ocean, ground, ‘Sudents have worked with disgrams in oq, fi Sree nese uta meat sedimentary ek aa inbld complex so far inthe ALC series. The ‘context picks up one of the themes in © Explain that the diagram stows ‘crs section of the earth, but the loverrigh coner presents a sighty "ase Stom food animals facricy differat perspective to be able to oars show the mnimals and plants, factories, and river. Ask general orientation ‘questions, such as, What other major © Guide the students in examining the Lesson 1, ie, the eath’s atmosphere. _diagram’s key. Also point out the various elements inthe diagram tha ae lbeled pram show but are not inthe key, e.., dead plants the Carbon Cycle. Its orientation is ete ee READING SKILL OBJECTIVE: Scan a diagram/map and select from 2-4 cholces the correct ‘answers to orl or vrttan questions about specific detais/intormation. OBJECTIVE: Scan a disgram/map ‘and provide answers to oral or writon ‘questions about specific detala/ information. “Text Location | tem Number Appendix) | B20L1#4 pd Diagram © Go over Item | with the class. Let students then continue individually. Before checking as a cass, have the students compare their answers with ‘partner or groupand discuss any ‘conflicting answers. NOTE: The seven items ask about the ‘organization of the diagram itself in ‘adltion tothe information that can be ‘gleaned from it. Learning to examine the way a diagram can be organized is a ean 3i Presentation ‘Three different types of barometers ace illustrated in this presentation: ‘dectronic, anervid, and mercury. (© Read the thre i paragraphs aloud while students follow along in their books. (This is im reparation for Exercise A.) Discuss the ‘Yocabulary @ Ask students to read the materials list ‘on this page and three steps on the next poge silently. Discuss any vocabulary ‘postions. VIEL AE LAM Experiment: Making a barometer with device Cle barge ‘Barometers are uel in veut” forages itera peg \weaber canbe priced scnosperic presse: en indicates rainy or windy wea, Pressure indices dry or cold wean” ANeambnaien dere borat above sea level, em to 1/4 US Ar Face ter ca ‘sed 10 show aide 3 An inporan compen of brome AEM. A YC ss Vea my ir pole is removed fom acon. A vacua cane the a presae me ccaminerio be lowe tas ther prestureouie. This codiion dows change, Pmwus obecaily observed und measured. leeeiaeneaaaneeaaanAneiannna ee In is experiment you wil be aking a type of enero dy, barometer. The va in an aneroid barometer is ina right metal bos fited witha fexible op. A po attached tothe top ofthe box moves up and down ona gauge o show changes san Pressure, Materials required forthe experiment + scissors : * balloon tape + glass jar i * rubber band j * plastic ckinking straw 4 + sheet of white paper * pen or marker © Ifyou ae doing the experiment, have @ Ask students to make preditos the materials ready. Ask one student to ‘based on what they've read about bow read the list of materials required aloud, barometers are used. For example ‘nd another to identify and confirm the Where wil the mark be oma rainy ‘correct items, day? Where will it be on a dry, sunny © Ask vee diferent pairs of students day? to doeach step in front of the class: one daily stidet reads astep's dirctios, and the) Students can recad ei Y ‘ther student performs tbe step, (ree © Be sure to have a place tif not doing ie designated for the experiment 0 that Gene onrnonl the chs can mark the level ofthe straw OPO at alg he tach bay, required materials lst. Ask suden ‘guess what might happen over th oust of five days. TAMERICAN LANGUAGE COVA[EAED 217 be balloon to soe Then lets ot Next eat the balloon intl. Keep the top hal, nd throw away the piece = ia? Sirech the baloon ever he ‘mouth of the jar Pu the rubber band around i to make the jr as srtight as possible, Thi will approximae a ¥ vacuum, Then, tape the staw to the balloon bas bow in = the photo PEED Be tee of aero te wall behind the jr. Bach day, snark where the edge ofthe straw sit, and take notes on the weather How do you think 800K 23 LESSON 1cee) USTENING TEXT Look atthe dagram. Label the parts as 1 descrbe the barometer. is bpe of barometer uses a glass Pa races coun ia caer ‘ied with mereuy The morcury Srunds bo opening oe hoard cups tho botom tree -ourtis ofthe tube. The spaco inthe tube that looks ‘emp ecualya vacuum Lines fo ‘measurement are marked on the sid of the ube. Anosphericpressurepustes nthe mercury in the contain The mercury ses oral inside the tube as {he atmospheric pressure ies or ae CE] ‘Books open ral, \isual.and writen cue Written response Individual ™N 4 LUsten and label tho dlagram of a mercury baremota glass tubo. mercury dassibe semospheri pressure vscuum measurement lines (GESTIEET] choose the corect answer 1. The screws for this birdhouse are 5. Breathe in and hold you ‘br $0 Tim afnid ose them, Count five. Then Om Qe song convert «long «press 2, A measure air pressure, 6 You can’ use tht desing om asta because i's 1 vapee a exened Jbarometer evaporated Joccupied 3. —_ pressure decreases as ve aitude increases, 7. Thecake hes thre igh Particle ‘chocolate between ‘each one, Atrospheic 8 elements © Vapor: ‘states, layers, 4, —_ are composed of two or a iors, 8. Dinosus a og tineago, )Molecules existed Particles: melted ©. Elements © surtounded re —_-H CEE) Books open ‘Weiten cue Walten response Individual Prior to beginning, orient the students to ‘he diagram of the barometer, Read the Listesnso rex in the margin ata sorml rate of spect, Repeat once iffnecessary, NOTE: Mercury barometers are more. accurate than aneroid barometers, but the materials they are made of are more dangerous and fragile, so mercury barometers are primarily used in scientific and engineering environments. Cay ‘AMERICAN LANGUAGE COURSEa i ia CO01°0°U , SPEAKING SKILL Review of question Intonation f OBJECTIVE: Practica using rising intonation vith yes/no questons and tien ard peat fer your iesrucon taling Itonaton vith responses. ‘ , 4 Yesino questions |, vesmoqusmoss rarrsgea aie Question: Do youthint youll be pronetec? cite ee oat ‘answer, Yes, think Responses use a falng Intonation, 7 |, As Hive you everbeenstatonedin Korea? f B: Ye, Tha 1 es, 1, a: Dees anyone have any questions? Timeout B; Yeu Thwve two quistons. ee 3, A: Wis Me Bowling «safe instvctor? f B: Yes he ad us work very bard, q ny, ; 4, A: Excuse me, Couid you telp me with thi exerse? B: be happy ib. f ee i 5. A Didyouenjoy your tipto Canada? —. You 1da. i (GEESE ead each question aloud using rising intonation. : Select an anover ht irae for you and ay, using falig ination, 4 1, Do you liketo travel? Yes,1do, —No.Adoo'. 2, Have you ead many books? Yes,Ihave, —NojIhuven’, |! 3. Didyouleam toswimwhes youwerea chid? —Yes,1d,NoTdidn', ff 4. Are yeu interested i ving in anotbercounny? —Yes,Tam, —NojT'mnot. | mast S—~—C i 2. Sudent2 answers the question. Ubeldiasaeden review of Thex cals @ now gation cad Books open ‘sin intonation for yes/no questions ctpoeet Serie 2 cee Witten and orl eve ‘Continue the chain drill und! all students have had a chance to ek ad answer hore nl vestion. © Madel be example tne bx, wih Hive students mak he intonation students repeating in chorus after you. patter before working with the (tis page) and falling intonation for On response information questions (following page). Selectindividual studcots to repeatit80 yore, Ensure students understand that ‘M*stons and answers Youcan hear any problems and comeet zonation isnot the same as word or cs sgllable stress Point out thatthe falling © Conduci a chain drill to have all intonation starts on the first syllable of studerts ask and answer a question With’ the last word inthe answerif the last the correct intonation: ‘word has more than one syllable. 1. Suet I reads a question othe clas and selects Student 210 answer it, WOOK23 LESSON T me1 >| SESE wiston ana repeat ater yourinstnctor SKILL SPEAKING. fling OBIECTIVE: Fag an questions and FORKY eSTIONS een we IRFORMMATION QUE responses. Question: Where will your FOT ito Answer: In Vtgiaia, 4 lnformation questions uso a atin intonati Responses uso atling intonation at ho en ators, Wow ‘A: Who wil give the bing ola)? B Cipiainkelt 2A: Whenis the Commandant Cat? Bt Next Fiiday a 14, 3. A What appeted wo iewenat ten yeaa 3B: She wisted eran, 4. A: Howlin ee How often shoul repace the olin iy @P? Every 3 months or 3,000 med, ——— 5. A: Which ype of ranspotation do you patch Bi Tike t travel by wait, Cae Books open ‘Written and oral cue Oral response Choral end individual Lead the studets i by following Step «on the previous pa in intonation practice ‘Vin the presentation NOTE: This intonation review prepare the students forthe Function in this lesson, i.e, Seek and report information, 3 ‘ANERICAN LANGUAGE COE[Geasnaar| Roview of information questions cane Here aro the answers: 4 |. Marie Cure : | 2 1867-1934 ) 3. Poland | 4, scontit a a What arotho questions? |} Listen to your teacher. Wito wordsto cory questionword(s) | ausiiary | subject | verb | oor words ft Where awas_ | she inthe 19005? 2. Whichbranches of science|dld...] she 3 ten has _| her work |_.affeated_| scienve today? qusstionword(s) verb ther words 4 Whe Pierre Curie? 5. What tothe Cures in 1903? 6, Whose influence her together education? CEE GRAMMAR - REVIEW OBJECTIVE: Use affirmative question ‘word questions to seek information. POSSIBLE QUESTIONS 1. Whois tha woman in the photo? 2. When did she lve? 3, Where was she from? 4, What was her occupation? 1. Paris, France 2. Physics and chemistry 3. Her workhas affected tho felts of ‘medcine, computers, and atomic energy. 4, Mario Curio's husband 6, Piorra and Mario Curie won a Nobel prize for physics. 6, Mario Gurie's parents. They were both teachers. Presentatic NOTE: For questions with en auxiliary, me ee Bait ceven Scan pe te verb position may be filled by the cfinformation questions (wh-questions) Oral end wtf cue ae Pe a Cp i a ee the typeof verb (ie, passive vs. active). © Drow studenis’ atention tothe Read each question from the reduced Additional Activities speech bubbles and ask which question student page above at anormal rate, ns ‘ord is used to get information about and have the students fll inthe missing, arate ona tenon ata) Slee (vheresime | words Survey the cls 0 seeifanyone An/ have student pracice asking (hen), reason (why) ete. knows the answersto the questions (see ra ee (© Have sudens read the textin the box 2 YPPE" margin) Write four “answers” sbout your life on and describe the photo. Elicit multiple Review question frmation with the intnat eal Eee bee questions foreach answer(e.g. #1, Who class. ral a that there aretwo basic ree on apsce of paper ad is the woman inthe photo? What isthe patterns of information questions: one : = —. Hoey ei ier Uline abet betwee an euiany otk walla parer to ges each o's ‘questions withoat focusing on error and a verb (1-3), andthe other with the U0 conection at this point, question word as the subject (4-6). B00K23 LESSON1 taEXERCISERS Books open Wiriten cve Wiriton response Ancividuat Aer going over the question formation, putthe studems in pars to ask and ‘answer each other's questions (if time permits), NOTE: lies and 8 review additional ‘components of information questions: phrasal models (separaied by a subject), and the use of else (10 request additional information. > Unceramble the words to make questions, 1, How long have you been studying English? been studying / you / how long have / English /> 2, Mich language Is the hardest one to learn? the hardest oe / which language is to lam? 3, How mar 1d sisters do you have? hve do how many brothers and sisters you? 4 hat lind oteportearexou step able to play are / what kindof sports / you /? 5, Who.got you intereoted Inyour career? interstod/ you! got/ who /in yourcareer/? 6. Wh li Inyour ‘nyour fee time /o like J what to / you? ~ 1 ‘Michcoumtlen hme est you/ which countries / traveled to /have /? ‘ — to visit / would / where /like / you/else/? TEER] Use your own words to complete oach question, =I |. When was the lasttime you. TT 2 Whotedvce ped yuo 3. What hind fog Books open Witten cue Witten response Indviual ‘Check students’ work for correct question formation. Go over common problems with the class, ADAPTATION: Put student in pairs and have them complete the questoas, Then. they can take tums asking and answering ‘each others’ questions. Cay” TRNERICAN LANGIAGECOO®(ana Follow your teacher's Instructions, Ay The answer is “coach” ‘Whats the question? Teacher's Choice 2 man oo} Bots pen Oral and written cue Orlresprse Grows In his activity students are given an “answer” and they have to formulate a comnsponting question © Familiarize students with the ‘conversation bubbles and game board. © Divide the class into two teams and explin th folowing basi ues: 1. The fist eam slects a ectegory cand a certain number of points (¢.g., Famous Cities for 10 points). 2, The teacher reeds the “answer” ‘anda student from the fst team has ‘wo chances 10 ask agranmatically correct question. (ANSWER PROMPTS are locate inthe above margin.) Ifthe student is unable o come up with a correct question afer one rinus, a student from the other team will ave one chance, 3. The wacher judges whether the ‘questions are correct and gives points accordingly (neither team ‘provides a good question, no points tre awarded). The category's point selection is crossed out, and the second team chooses the next category. cites | sports | Science [shor Los i Arges [MPCs] BOKOY Tokyo | Pole | Einst Paiis Baseball] HO caro | We, |Pharmacy 4, Every student on each team must take @ urn providing a question. Teams take turns until all the categories have been used. The team withthe most points wins © Once the class is ready to start, choose the firs! team to begin. Remember to provide your ovn answers for the TEACHER'S CHOICE category. NOTE: Decideas a classany futher rules, such as whether a student can ask ts teum for help formulating 2 question, if stents must vay their use of question words, etc, 80023 LESSONTFUNCTION OBJECTIVE: Seek and report information. Presentation the class in examining the interaction in the illustration. How many questions are asked? (6) How ‘many are yes/no questions? (2) How ‘nany are information questions? (4) Lead the class in ‘ith proper intonation, 8 he questions (BielagxS | Sceking and reporting information ‘Which places in, ty batt Di yeu enjoy Mexico did you visin aston, your tp’ How long, Why did (aid you 7 Youchare there before? 2 9 7 eM ay figgs i UY NL Pieka tople forthe class to question you about, ‘ask me about + my favorite pots © my bse, + my fanilyfeweer * YE teal ae + my favorite foods Ss history + my hobbies + tehistryofny country © person admire + sh va a sa ia ii @ a ® hh was ” tite HEART RE TER ‘ADAPTATION: Invite each student 7 in turn to stand up and pik apie ee for the class to ask about. Elicit st feted, least five questions from different Ravi students, encouraging both yes/no 204 information questions. Permit ef In pairs, one student picks topic answers inorder o allow enowghtine (crusts own) andthe other asks the forall students to pick a opie question, The students then switch Toles. Monitor their production, and review any pattems of problems with the class afterward, "AERIGAN LANGUAGE COPEee READING SKILL ton OBJECTIVE: Read a texino more [aera ‘Reading faster for betier comprehienston OBE Fea comp hrension questions (6 fr factual infor- sr erect Yur tether ile you when sta maton and fe inferental or general me Understanding) with 70% acouracy, and 1. NijorMorgsn wave glathathe____—,_Heceuld ot open the tasord the reading time and rte. rf doors of the truck. hadused a seat belt ‘alten oe y Om “casa [ion a ene ee ‘Appendxs | BzaL1#5 putt 2. Toe highway 9. The truck would be easy to Timed reading ‘yas fat from his house repair aftr the accident. (fof taatijans The © ssl very busy 2 jenn iste Orix READING CHARTS FOR ALL LESSONS Dring hove he speed int 10. Majo Mogan say te eat] AREIN APPENDIX osking ry from rad ee Text Location | tem Number emer Om B23L1 #1 pedd] fxd 4 Hs ove wat in paces ee Aopendi) | Timed reading cart ‘becouse it had tured over two-and-ahalf times yndix J ‘B20L1 #2 pS) hitanoter car Appa eating rat chart ‘¢, been in atraffie jam _ poendiny fazaltes pd 5. The major: rading rate astro oof tuck a al ended pees from his seat belt fered is gers : . ‘Tina | PREPARATION: ou will needa watch 6, Hisacident caused —. | ‘or clock that allows you to measure time aij | fn fOsecend Inererons and the Tmed Cee | reading chart (TRC). There are several mais ove} options fx preparing the TRC or ue In 1 the classroom: i ror Opten 1. Draw tho TRG (S00 Appendte) & thetruck was undamaged ‘on the board each time you conduct times ifered Words por mad reading exorcise. Eraso the be was ave a {o-second time increments as they go by. Option 2. Project the TRC on the board. Uso an erasabia marker fo cross out 0-second increments, mao co Presentation ‘Thistype of imed reading objective fs presened here forthe frst ime in tbe ALC. Iteppeas in all lessons in Tooks 23 and 24.1t pemnts students tb cetemine and cham their actual rrading rate. Book 23's texts all have approximately 330 words. ROTES: You should become familiar th: components axd procedures for lis objective, which are explained inthe ‘Fefae under READING RATE: (Gee p. xviii) crcl wo have students answer the ‘Guestions immediately after reading so ‘Cat the content of the text is fresh in ‘Geir minds, In Books 23 aad 24, the Reading rate char in Appendix J provides students a ‘simple means of looking up their rate, ‘By marking comprehension scores in the Reading rate chart every time they ‘complete the activity, students can ‘monitor changes in theirreading rate ‘over the course of time. ‘If students desire to continue working on ‘improving their reading rate outside of class, the Reading rate calculator in Appindix J shows them how to calculate their rate on any amount of text. "00K LESSONTLESSON 2 OVERVIEW RESOURCES: Bing frst ad supplies, q., bandages, dressing, that could bbe used to supplement the vocabulary preseniations. Additional material roqited fr teaching ths lesson slated in the appendices. dently the folowing material belore beginning ta lesson. APPENDIX J LESSON RESOURCES First aid BQGL2H1 Timed reading pdt TIMED READING CHARTS FOR ALL SPEAKING: How would you ded withataficwciden?....... 33) LESSONS VOCABULARY: Medical weamentinanemergincy 0.2... 34 canaan: Wingconctons eine... 36) Reeeneyouomeseds wae ra VOCABULARY: Fist: Treatment fordtock 4 | eee ae et ark war: Outiningatentinphrases eee vee e ee 43 | SADR. VOCABULARY: Firstaid: Treatment for extemal bleeding... Fer recommended teaching technique, aAnIAR: GGerund-noun combinations, «ess... +. 48] fee tothe proce of this text READING: Reviewing connectives oftime. «eee vv 50 CANIMHAR: Giving instructions withthe imperative... S2 DIALOGS: Giving instructions oe. eee eee ee READING: Reading fisterfor better comprehension... 5 » 88 USTENING: Selecting the te sutement ee eevee $6 momo OSOC~—SOOSOT..C(CSdG jectiy © Use the second person imperative, © Participate in a guided discussion Objectives , with and witouta subject, to give given a partcular topic. o. Feeecnce eaiaIny ol commands and instructions/ directions, indiscourse the words, phrases, and i © Give academic, general or semi- expressions listed on the preview page, © Listen toa student give instructions technical instructions for an assigned and evaluate the instructions forthei topic in an oral presentation 1-5 minutes ° inseqce inructins now Ssencing, wording, mph inlenghh. pines, infec of aes Rea tstconsng tin O Usethe conjunctions when/ © Listen toa text 30-300 words in sequence ora series and underline whenever /utile/afierbeforefuntil/ tered (20.90 seconds), and select from the connective words that indicate the eae et eee v00e ot) ‘24 choices a tru statement based on the sequence or series. inroduce an adverb clause of time to information in the text. init T expessan action lative intime to focal a ee coolly 3 ne anotheracton. © Listen toa text 150-300 words and sequence ora series, undetin the ‘write the topic. (Lab) connective words that indicate the © Usea present gerund as noun ucnce or sexes, miiferbefoe anounheadvord with © Listnforarstional wordsand 5 Se oi ‘en Rianne aie pa plrasesinadictated text ard wate the axl rds or phrases heard. aan (lat) (continued on nex page >>>) 00K LESSON ecmVOCABULARY (OBJECTIVE: Pronounce inteligibly and ‘use in discourse the words, phrases, and ‘expressions listed on the preview page. FACILITATIVE VOCABULARY bush capillary compress ressing (10 cover a wound) eventually external fio exingvisher inspection ‘organ (in the body) pale ‘permanent hock (medical eoniton) scene (area) strip (0) ‘suffering task trauma throughout vessel (or carying blood) Yo vomit © Read 2 textof no more than 400 words in length, answer 10 comprehen- sion questions with 70% accuracy, and record the reading ime and rate, © Read a general or technical/semi- technical text (containing some unknown vocabulary and grammatical structures) and select from 2-4 choices the correct answer toquestions. (Homework) © Read an outline (in phrases or sentences) and provide a 1-3 sentence summary. (Homework) © Take notes in topic outline form from a written text ro more than 200 words in length. What's new In Lesson 2? NEW VOCABULARY ~ Nouns Verbs Other Er) administer aware bandage apply @ ‘continuous collision canyon uring the time (iy, first aid cary out rm fracture collapse @ first fat infection collide toog crush procedure elevate safety evaluate ‘unconscious sequence —_ whenever series proceed step restrict ‘vein wound vigim ‘wound GRAMMAR STRUCTURES LANGUAGE FUNCTION |Assoon as the game started, they scored iva sequenced intructons cotor es the first goal somating Be sureto bring your sleeping bag and | Follow these simple steps. Have some drinking water. | your ID curd ready. Slow dovaas To prepare for atest, take notes, | you approsch the gate, Lower your [complete all class work, and don’t miss. ae ‘and hand the gua your jany classes. = cao iE © Write the missing words to complete a written text from which words have been systematically deleted (cloze), (Homework) (© Write a series of short dictated sentences 6-12 words in length, (Lab) Cat EREGacaltag | How woutd you deat with cite the order in which the following actions shouldbe completed. (9 — Tumoff te engines ofthe damaged vehicles, 0 —— Quickly chock each person imotved in the accident for injures. @ — Make 911 call for emergency assistance @ — Findout fom te consicus victins how many passengers werein each ca. Oo, from each person involved in the {s notconscious. ‘Treat bleeding and other injuries cxhers to help you provide medical assistance to the people who are injured. (EG aS=_] With a group, discuss the order you chose and why. se he transition words below. first Price = ff va inthe meantime oe thea while mS 88 son as son ma ™”~—OC”,,COND Presentation This puided discussion skill serves as ‘a wamn.op activity for the voeabulary theme ofthis lesson, which i first aid. Withbooks closed, ask students if they vould know what to do if they came vponan automobile accident. Allow them few moments to think about the «question before discussing ther idcas. With books open, instruct students to individually reed through the suggested aetios and to number them in the order that each action should be accomplished. Have someone write down accident information, names, and other facts Secure the area around the accident, set up warings (tum on hazzrd lights at night), and instruct others to guide trafic around the accident. with blankets or coats and keep them taking if they inve checking the breathing and pulse of anyone who tic accident? with any avallable metical supplies. Direct books en ‘Written cue Oral response ep © Put students in small groups. Explain that they should discuss the order they ‘chose in the previous activity and give reasons. Encourage the use of transition ‘words. The goal is forthe group to ‘come toa conscesus on the order of the actions, © Have each group share the order they chose with the class. Share the SUGGESTED SEQUENCE OF ACTIONS AND [REASONS in the margin if desired. SPEAKING SKILL OBJECTIVE: Participate ina guided discussion given a particular topic. SUGGESTED SEQUENCE OF ACTIONS AND REASONS ‘A. 8: This action wil educe the chances of any vehicles catching on fire and causing further injures. B 4:it's important to identity which victims need care fst. ©. 1:Evenif there are noinjures, the police willneed to fie an accident ‘report . 5: Sometimes viciims are thrown from the vehicle or may be hard to see Inside the vehicte. . B:This information will help the police, and talking to the inured can help keep them conscious. F 2: important io warn ober drivers in order fo avoid further accidents, 7:Keeping ne inured warm can ‘prevent a condition called shock (presented inthis lesson). tf ‘Zomeone stops breathing or # tha haart stops beating turther Imettods or emergency care must bo siarted immediately. H. 6:Taking care of injures can save fives © Prompt students to think of some things they should not do if they come across an automobile accident. Here are some important point Never go near an accident if doing so could cause you injury. In shat case, call for emergency assistance immediately ‘Avoid touching blood with baré hands ‘fat al possible. Never move an injured person unless it's necessary for their own safety or toprovide life-saving treament. 200K23 LESSON2 Te]NEW VOCABULARY whenever first aid ‘ocany ow fracture wound procedure viet ‘o adninisier collision ‘ocolide ‘evaluate unconscious '0 wound locrush somewhat lo preceed step TRUEFALSE STATEMENTS 4. In fist aid tang, partcpants learn ‘how totreata variety of injuries. 2, Acutisa kind of wound, 3. Its importart to mako sure ho 40a safe to approach bebe you Provide frstaid. 4, Acclision happens when wo things ‘bump or rash into each oer ‘5. When a person is unconscieus, they ‘ave abo to move and speak. 6. 1 person's mb, suchas an arm, hat enced tne a there ls probably bleeding and boken bones. Presentation This vocabulary section introduces the subject of fist ait also provides a Scenario that prompis the student 10 begin thinking of how they might eat specific injuries which wil be covered in Subsequent sections ofthe lesson, © Have stunts take tums reading the {wo texts aloud to each other in pairs, ‘When they finish, ask themto discuss {he two questions posed atthe end of the second segment. Onceall te pais have finished their discussions, ak volunteers to share some of their ideas © Gover any questions about the new vocabulry, ne | [toca] ‘Medical treatment In an emergency ; ‘An Emergency Situation Fist. A apersen ge Imagine Wat you ate at FH] inited or becomes sue moter vehicle collision zs J deny il i impor hat the der of a sma ea ttf now How © Bp aL efi Kat and aie vide fist ald, of Basi” g yuck atthe inersecton Yo ee om ‘evaluate the scent and deter, le leam ow to deal with safe to approach the seciden Many reeves and how to earry out discover that the driver is bre, Sterns eb wing et roan. ore Si cls, Parca lam bow Westar find hat he is conciow see acres or boken bones and to have a broken Teg. The dries rest gua of wounds, sch a CU, tack has eho bert ‘wounded. Dame ad bis, Ober pict inde he hus een eased by de tks per poctures fr helping vst ie bleting He apeas toe sy, ihe are chong er suffering from head confused, How should you procerg esor ter trauma. Knoving bow © steps should you folow yan properly administer fit aid could save fist aid? a perors life or prevert permanent di ability. Liston to a statement, and circle T for irue oF Flor aise, —~ F «@ [OTOTS) @ [SEES] watch the phrases that have the same meaning. nan] 8 |. administer first ad 8. alittle uncertain LL 2 avietim ofan injry , continue with medic care A 3. somewhat confused ©. check the area 4, evaluate the scene 4. a process to provide weatnent BL 5. proceed with treatment ©. carry out emergency medic exe 4 6. amedical procedure f. someone who is hun QO er CUTURALNOTES:IntheUS,stte CERES] Jaws generally protect firs aid providers from being held responsible for injury 890K open or deathof victims they treat. However, Oraleus itisimportant that providers only eee ‘give treatment they've been: trained to Nilo adniniser Read te stemensin tea ‘Te symbol for fist ai, shown in back 8t& normal rate of speech Rep indie, isa white cross on a green ‘écessay, nd, TAVERIGANLANGUAGECOR