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LEARN ENGLISH NOW E NGLISH C ONNECT iii

LEARN ENGLISH NOW

LEARN ENGLISH NOW E NGLISH C ONNECT iii

E NGLISHC ONNECT

LEARN ENGLISH NOW E NGLISH C ONNECT iii
LEARN ENGLISH NOW E NGLISH C ONNECT iii
LEARN ENGLISH NOW E NGLISH C ONNECT iii
LEARN ENGLISH NOW E NGLISH C ONNECT iii

LEARN ENGLISH NOW

LEARN ENGLISH NOW

Bienvenido a Learn English Now

LEARN ENGLISH NOW ENGLISHCONNECT 3 PATHWAYCONNECT
LEARN ENGLISH NOW
ENGLISHCONNECT 3
PATHWAYCONNECT

Nivel principiante medio a intermedio bajo

Objetivo: Oportunidades para obtener empleo asalariado y prepararse para EnglishCon- nect Intermediate. Perfil del alumno: Persona que sabe leer y escribir en su idioma materno y que tenga conocimiento del alfabeto latino y su pronunciación. Plan de estudios: Aptitudes de conversación en inglés básicas, con lectura y escritura limita- das.

Nivel intermedio bajo a intermedio alto

Objetivo: Aptitudes de inglés académico y oportunidades para obtener empleo en una oficina. Perfil del alumno: Debe tener al menos un nivel intermedio bajo. Plan de estudios: Preparación académica en lectura, escritura, comprensión oral y expresión oral.

Este servicio aún está en pro- ceso de desarrollo.

oral. Este servicio aún está en pro- ceso de desarrollo. Bienvenido a Learn English Now .

Bienvenido a Learn English Now. La aptitud para hablar inglés será una gran bendición en su vida. Las aptitudes en inglés pueden llevarle a un mejor empleo, ayudarle a buscar oportunidades educativas, expandir su círculo de amigos y conocidos, y ayudarle de muchas otras maneras.

Como se muestra en el diagrama de la parte superior, este curso forma parte de un producto mayor llama- do EnglishConnect. Dedique un momento a revisar el diagrama y ver lo que EnglishConnect ofrece. Además, dedique tiempo a pensar cómo este curso en particular le puede ayudar en un futuro cercano.

Debido a que el propósito de este curso es ayudarle a desarrollar aptitudes de expresión oral básicas de inglés, las actividades de Learn English Now se centran en prác- ticas de pronunciación, vocabulario y expresión oral.

Este curso no requiere acceso a internet o el uso de la última tecnología para aprender. Sin embargo, sí requiere que practique tanto en la clase como en casa. Al igual que para desarrollar cualquier otra aptitud, la práctica constante y el tiempo le ayudarán a desa- rrollar aptitudes de expresión oral en inglés. Así que practique tanto como pueda dentro y fuera de clase. Sea constante y diligente en sus esfuerzos y diviértase mientras aprende.

Al dedicarse junto con otras personas a lograr los objetivos del curso, experimentará las bendiciones del sacrificio, el trabajo, la autosuficiencia y el amor. Su actitud positiva, preparación y dedicación mejorarán su vida y la vida de quienes le rodean.

¡Le deseamos éxito!

CONTENTS

For Instructors X Introductory Lesson Getting Started 1 Module 1 Pronunciation 13 Module 2 Introductory
For Instructors
X
Introductory
Lesson
Getting Started
1
Module 1
Pronunciation
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Module 2
Introductory
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Module 3
Greetings and Introductions
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Module 4
Directions inside a Building
71
Module 5
Responsibilities and Activities
87
Module 6
Making a Doctor’s Appointment
101
Module 7
Buying Shoes
123
Module 8
How’s the Weather?
137
Module 9
Directions Outside
151
Module 10
Buying a Dress
167
Module 11
Buying
Appliances
179
Module 12
Buying
Groceries
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Module 13
Getting a Ride
205
Module 14
Making a New Friend
217
Module 15
Discussing the Day
233
Module 16
Bringing It Together
253
Supplemental Career English
281
Supplemental Resource Materials
285

MY GOAL:

As explained in the introductory lesson, to be reviewed every week in class Como se explicó en la lección de introducción, a repasarse cada semana en clase.

 

MY ENGLISH PRACTICE PLAN

 
 

Class

60 Common

Practice with

Review

Lesson Flash

Week

Attendance

Verbs

Audio

Vocabulary

Fold Card(s)

Example

3 hrs.

1 hr.

1 hr.

1 hr.

1 hr.

Week 1

         

Week 2

         

Week 3

         

Week 4

         

Week 5

         

Week 6

         

Week 7

         

Week 8

         

Week 9

         

Week 10

         

Week 11

         

Week 12

         

Week 13

         

Week 14

         

Week 15

         

Week 16

         

Week 17

         

Week 18

         

Week 19

         
Practice Review/Practice Other English Total Weekly Movies and TV Conversation Language Focus Practice Hours ½
Practice
Review/Practice
Other English
Total Weekly
Movies and TV
Conversation
Language
Focus
Practice
Hours
½ hr.
1 hr.
2 hrs.
Reading: 1 hr.
11½ hrs.

MY GOAL:

As explained in the Introductory lesson, to be reviewed every week in class Como se explicó en la lección de introducción, a repasarse cada semana en clase.

 

MY ENGLISH PRACTICE PLAN

 
 

Class

60 Common

Practice with

Review

Lesson Flash

Week

Attendance

Verbs

Audio

Vocabulary

Fold Card(s)

Week 20

         

Week 21

         

Week 22

         

Week 23

         

Week 24

         

Week 25

         

Week 26

         

Week 27

         

Week 28

         

Week 29

         

Week 30

         

Week 31

         

Week 32

         

Week 33

         

Week 34

         

Week 35

         

Week 36

         

Week 37

         

Week 38

         

Week 39

         
Practice Review/Practice Other English Total Weekly Movies and TV Conversation Language Focus Practice Hours
Practice
Review/Practice
Other English
Total Weekly
Movies and TV
Conversation
Language
Focus
Practice
Hours

FOR INSTRUCTORS

Welcome to EnglishConnect:

Learn English Now

Thank you for accepting the call to be an instruc- tor for EnglishConnect: Learn English Now. Teaching English will be a wonderful opportunity to serve your fellow men (see Mosiah 2:17). As Teaching in the Savior’s Way states, “Everything the Savior did throughout His earthly ministry was motivated by love—His love for His Father and His love for all of us. Through the power of the Holy Ghost, we can be filled with this same love as we strive to be true followers of Christ (see John 13:34–35; Moroni 7:48; 8:26)” (page 6).

As you seek to develop and show Christlike love for those in your class, the Holy Ghost will help you find ways to further class members’ progress in their English skills. Your Christlike love may be key in motivating class members to move forward and work toward their goals.

As you develop and show Christlike love for your class members, you will experience joy as you see them learn new skills and experience positive changes in their lives.

What Is Learn English Now?

Learn English Now is a course created to help learners speak in English on a basic level. For this reason, book sections and activities heavily focus on pronunciation, vocabulary, and the memorization of dialogs (called conversations in the course manual).

Your role in this course is to be an example for your learners, to guide them through the book’s activities, and to encourage and support them in their learning efforts. Show genuine enthusiasm and give support and appropriate praise to your learners. This will have a great impact on them and encourage them to keep moving forward, especially during challenging times.

Who Participates in This Course?

Those participating in this course have three different roles:

Instructors

Assistant instructors

Learners, including a class president

Instructors

There may be one or two instructors per class. If the- re are two instructors, they may decide to team teach each class.

Instructors are responsible for preparing class mate- rials and guiding learners through the Learn English Now activities. They can also review learners’ pro- gress in My English Practice Plan. Instructors develop Christlike love for their learners, encourage them to practice in and outside class, and genuinely praise them for their efforts and progress in learning English.

Assistant Instructors

Assistant instructors have a major impact on the learners’ progress. They are especially helpful in small- group activities, where they can give learners more personalized attention, feedback, and help with spe- cific English speaking skills, such as pronunciation and vocabulary. When learners are not working in small groups, assistant instructors may help the instructor demonstrate a dialog or activity to the class.

Like the instructor, assistant instructors develop Christlike love for their learners, encourage them to practice in and outside class, and genuinely praise them for their efforts and progress in learning English. Assistant instructors work very closely with learners during class.

Unlike instructors, assistant instructors do not need to prepare a lesson.

Because assistant instructors are to help learners with class activities, their class attendance, enthusias- tic attitude, and Christlike love for learners are critical.

Learners

Learners come to develop English speaking skills. They are responsible for their learning in and outsi- de class. See the “Getting Started” lesson for more information.

Note: Learners will have different motivations for lear- ning English. These can include opportunities to get a better education or a better salary or a wider circle of friends and acquaintances. When you are genuinely interested in their motivations, you can help learners set, follow up on, and achieve their goals.

Class President

Each class will have a class president. Preferably, the class president is a Learn English Now learner. The class president should be dependable and diligent. The class president arrives early to help set up the room and stays to help clean up after each class. She or he calls on someone to give the opening prayer. Most importantly, the class president ensures that a principle from My Foundation is included each week in this course. The class president makes assignments and appoints facilitators as needed when the class divides into small groups as part of the My Foundation lessons.

How Does This Course Work?

This course is designed to:

Give learners guided practice (class) twice a week.

Let learners practice on their own in between classes.

The recommended practice time in a week is 10 hours.

Guided practice, or classes, take a total of 3 hours per week. Each class lasts 1 hour and 30 minutes. For each class, use the Learn English Now content for about 1 hour and 10 minutes. Then, for the last 20 minutes, divide the class into small groups (3–5 peo- ple) and have them do one of the following:

Go over a principle from My Foundation, as assigned by the class president.

Use another resource (children’s books, the Book of Mormon, or other appropriate material) that will help learners read and pronounce English words correctly.

Going over a My Foundation principle can be done in the native language at first. When learners feel more comfortable with their English skills, My Foundation can be studied in English.

To more successfully use resources on the day in which My Foundation is not being used, invite assis- tant instructors to help learners. Assistant instructors could ask learners what they would like help with (vocabulary, pronunciation, other) and then provide the requested assistance as learners interact with the resources brought by the instructor(s).

It is recommended that you schedule My Foundation consistently as part of one class each week and the alternate activity as part of the other weekly class. Keeping the days consistent makes planning lessons easier and smooths the transition between the lesson and the last 20 minutes of class.

Class time is very important; it will give learners gui- ded practice. Thi guided practice becomes a foun- dation for learners’ progress outside class and gives them more confidence to practice in between classes.

How Can You Be a Good Instructor?

Following the guidelines below will help you become a good instructor.

Develop and Show Christlike Love for Your Learners

Teaching in the Savior’s Way addresses three ways in which you can develop and show Christlike love for your class members:

1. Pray to develop the gift of Christlike love. Also pray for your class members; especially pray by name for those who may be struggling. Then be ready to receive inspiration and act on it.

2. Strive to see class members as God sees them. “As you strive to see those you teach as God sees them, you will recognize their divine worth, and the Spirit will teach you what to do to help them achieve their potential” (page 6).

3. “Find simple, appropriate ways to express your love” (page 6). Take an interest in their lives, greet them warmly in class, and also greet them outside of class if you see them. Be kind and respectful. “The way you treat people is just as important as what you teach them” (page 6).

Prepare for Class

Use this book as the basis of your instruction, and prepare for class by doing the following:

Read the materials and make sure you understand them.

Select activities to do in each lesson.

Vary your activities and include activities from the Supplemental Resource Materials.

Bring objects or visual aids that could help learners with the lesson content.

Your preparation time should be about 30 minutes per class. As you prepare your classes, it might be helpful to review the whole module and then select what you will do for one particular class.

Use This Book Effectively

This book is divided into modules. Modules have been created to give you and your learners flexibility. Each module has a suggested number of classes, but you can cover the module in more or fewer classes depending on the learners’ progress and interest.

Each module has several pronunciation, vocabulary, and language focus activities. Avoid spending one class period doing all activities belonging to one category (vocabulary, for instance). Spread activities across different classes to have variety, keep learners engaged in the lesson, and give learners the opportu- nity to work on different skills in each class.

Bring the book to class and encourage learners to do the same.

Refer to the Supplemental Resource Material (at the end of the book) for different types of class activities. These activities are designed to give variety to class, keep learners engaged, and help learners have fun while practicing their English skills.

Important: Module 3 has the 60 most common verbs in English. Encourage learners to memorize these verbs early in the course, which will help them throughout the learning process.

Practice Good Class Management

Let learners do most of the talking. Let learners talk about 70 percent of class time. Use your 30 per- cent of class time to give instructions, demonstrate, give feedback, and answer learners’ questions. Lear- ners will gain much more from class if they use most of the time to practice. If you notice you are talking a lot, remind yourself to involve the learners more, and give them opportunities to speak and practice.

Have learners do small-group activities frequently. Divide learners into small groups, preferably of no more than five. It is at these times, when learners can practice with an assistant instructor, that learners learn the most. Make sure there is an instructor or assistant instructor in each small group. As learners work in small groups, go around the room to hear and observe what learners do. Note the things learners do correctly and also any common mistakes. As you regroup the class, give helpful feedback to the class as a whole, not identifying any learner in particular.

Spend appropriate time on each activity. Do not rush or unnecessarily prolong an activity. Observe your learners. If you see learners practicing and enga- ged, let the activity run a bit longer. If, on the other hand, learners are too silent, bored, or tired of the activity, move to a different type of activity.

Estimate activity times. As you start the course, you may want to check the clock at the beginning and end of each activity. This will help you get an idea of how long each type of activity takes. Having an idea of the length of each activity will help you estimate the type and number of activities you choose to do in each lesson.

Start class on time. This will motivate learners to arrive early or on time. It is also a reward for those who made the effort to arrive on time. You may start with a hymn or a Primary song that has simple and common English words. Follow with a prayer, and proceed with the lesson.

Make sure you leave 20 minutes to go over a My Foun- dation principle (once a week) or an alternate activity at the end of class.

Set Up the Physical Environment

You and the class president should arrive early to set up chairs and tables for learners and assistant ins- tructors. Arrange them in groups, so that each assis- tant instructor is sitting by a few learners. This type of setup is likely to lead learners to participate more in the small-group activities. Also, do the best you can to be in a place with as few distractions as possible so that learners can focus on the class.

Set Up a Proper Learning Environment

Create an environment in which learners feel safe and excited to participate. Have fun. Be cheerful, excited, and optimistic. Be honest and respectful. Show empa- thy, and compliment learners on their progress.

As learners come into the room, engage them in the learning process. Greet them in English. Ask them small and simple questions appropriate to their level of understanding and communication.

Have assistant instructors greet them and talk to them in English as well. Assistant instructors may also review My English Practice Plan with learners. Lear- ners may have questions from previous classes or things that have happened to them since starting this course. This is an appropriate time for them to ask questions, receive answers, and share their experiences.

When learners make mistakes, avoid embarrassing them. Do not make fun, get frustrated, or pinpoint learners or their mistakes. If you are not able to work one-on-one with a learner, help the class learn by going over the mistake as a class, without naming any learner.

Be encouraging, patient, and kind. Learning a langua- ge can be very hard for some people. Help learners in their process, and encourage them as much as possible to keep moving forward. Multiple practices and repetition are key to success.

Simplify Your Language

Speak in a way that will help learners follow what you are saying. Your learners are at a beginning level, so speaking simply, slowly, and clearly will help them understand what you are saying. The following will help you achieve this:

• Use short sentences. Break long, complex senten- ces into small and simple ones.

• Use common words. Avoid using difficult or uncommon vocabulary. This applies to academic language as well as slang. For example, instead of saying “Chat with a nonacquaintance,” say “Talk with someone you don’t know.”

• Speak slowly. Slow down your speech so that learners can understand you. However, do not slow down so much that it becomes an obstacle for learners. Learners should be able to connect your words and get the general meaning of what you are saying. Learners should not feel bored, embarras- sed, or like they have been treated disrespectfully.

• Speak clearly. Make sure your pronunciation

is clear. Also make sure your pronunciation and

sentences are easy to follow. Remember, you are

a model for your students, so you should speak as

clearly as possible so that learners can follow what you say and imitate your speaking.

Use English as Much as Possible

Learners come to learn English, and they will learn it by hearing and practicing it. Speak as much as you can in English. You may explain the meaning of new words or expressions by doing the following:

• Use visual aids. Bring pictures; bring objects; write or draw on the board.

• Use gestures or movement. Use facial expressions and body movements to help learners understand what you are saying. Examples:

When teaching personal pronouns, point to yourself when using “I,” to yourself and the lear- ners when using “we,” and so on.

When teaching about the past, talk in the pre- sent tense, then take a step backward and talk in the past tense.

When teaching body parts, touch your nose and make class members touch their noses when saying “nose.”

Smile when saying “happy” and make a sad face when saying “sad.”

Follow Guidelines to Translate

Occasionally, a brief translation might save time and frustration. Translate to the learners’ native langua- ge if all learners use the same one. However, do not make translation a habit.

Learners come to learn English, so English should be spoken as much as possible in the classroom. If trans- lation is possible, do the following before translating:

Explain things in English as much as possible.

Use gestures or visual aids (see previous points) to explain what you are saying.

Encourage learners to say what they want with the English they know.

When using translation:

Make sure all learners understand. If some learners do not speak the language into which English was translated, they will feel left out.

Emphasize English over the native language. If you need to translate a vocabulary word, say it in English, then translate it, then say it again in English. Next, explain and say examples of this word in English. This will help learners switch back to English and keep them engaged in their learning.

Demonstrate Activities

Show your learners how activities are to be done. A clear demonstration will help the learners know what they need to do to complete an activity. Showing learners will also help them be less nervous and feel more confident in completing an activity. Invite another instructor or assistant instructors to help you demonstrate activities that are done with a partner.

Use a Variety of Activities

Having variety in your activities will help keep your learners engaged in class. As previously stated, avoid doing all vocabulary activities in one class. Also avoid doing more than one of the same type of activity, such as fill in the blanks, in one class. Instead, spread simi- lar activities across different classes in the module.

Also, involve as many senses as possible to increase your learners’ ability to understand and remember what they did in class. Be moderate in your approach:

you do not want to confuse or overwhelm your lear- ners, but rather help them better remember.

Visual activities include drawing, seeing a picture, seeing objects, and writing.

Audio activities include listening to a recording, a movie, a song, the instructor, or other learners.

Kinesthetic activities includes any activity that invol- ves a physical movement, such as drawing, writing, pointing, throwing, touching an object, role-playing, and so on.

Note: Drawing and writing are both kinesthetic and visual activities, as they involve movement and vision. Activities that use more than one sense are prefera- ble. People using more than one sense learn best.

Check for Understanding

Periodically check to make sure learners understand what you are teaching. Effective ways to check for understanding include the following:

Asking learners to do something. Examples:

If you just taught colors, you may ask learners to point to a green item in the room.

If you just went over past tense, ask learners to explain regular verb conjugation of the past tense to a classmate.

Watching for learners’ expressions: do they look confused, or like they understand? Also, watch for nonverbal cues. They will tell you much about what learners do and do not understand.

Observing several of your learners: do only one or two understand, or does the majority seems to understand?

Give Helpful Feedback

Helpful feedback is concise, tactful, and honest. Follow these guidelines to give helpful feedback:

• Limit your corrections. Be selective about what needs the most attention, and work on one, two, or three items at a time. Do not work on more, or you may make the learner feel embarrassed or frus- trated. Remember, the goal of Learn English Now is to help learners converse in basic English, not for learners to speak perfectly.

• Be mindful of your learners’ feelings. Learning English might not be easy for several of your lear- ners. Be kind and patient. Be aware of learners’ feelings, and encourage them to keep practicing and to move forward.

• Be honest. Have the learners’ best interests in mind and be honest when giving feedback about their skills, progress, or attitude. Be mindful of the learners’ feelings, but be honest about what the learners should work on. When giving feedback, think: How can I help this learner progress in his or her English skills? What type of feedback would help him or her the most?

• Give positive feedback. Corrective feedback is not the only feedback you can give. Instructors and assistant instructors should regularly and sincerely congratulate learners on the efforts and progress made in developing their English skills. Make sure you note and point out the positives to the learners. This will help them be motivated to keep practicing in and outside class and to improve their skills.

End on a Positive Note

Ending class with a positive note will further encoura- ge learners to keep practicing in between classes and advance their learning.

Have Fun!

Like learning a language, teaching one can be very exciting and fun. Find ways to make class enjoyable and fun for you and your learners. Playing games and showing you are having fun will make the class envi- ronment more conducive to learners’ participation and learning.

Thank You

Again, thank you for becoming an instructor for EnglishConnect: Learn English Now. Teaching this cour- se will give you more teaching experience and will be a wonderful opportunity to bless the lives of those in the course.

Though at times you might feel inadequate to be the instructor, developing instructing skills takes time and effort. So, just as you encourage your learners to do, work on a few things at a time and keep moving forward. Pray to receive the help and comfort you need. The Lord will help you as you seek to love and serve His children.

Follow this course’s guidelines, seek the guidance of the Spirit, and enjoy being the instructor for this course.

SELF-REFLECTION CHART

Instructions: Evaluate your efforts to be an effective instructor each week. Feel free to compare your weekly efforts with previous weeks and see your progress. 1 = never, 2 = seldom, 3 = sometimes, 4 = often, 5 = always.

Develop and Show Christlike Love

Prepare for Class

 

Use the Book Effectively

 

Practice Good Class Management

I work to develop and appropriately show Christlike love for class members.

I am well prepared and on time to class.

I use the book effec- tively, vary activities, and give learners opportunities to develop different skills in each class.

I start on time, let learners do most of the talking, and have learners spend appropriate time on activities.

 

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Set Up a Proper Learning Environment

 

Use English as Much as Possible

 

Demonstrate

 

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Activities

Feedback

I create an environ- ment in which learners feel safe and excited to participate.

I use English as much as possible. I simplify my language and use visual aids or movement to help learners understand.

 

I show learners how activities are to be done before assigning activities to them.

I give concise, tactful, honest, and positive feedback to help learners improve their English skills.

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Develop and Show Christlike Love

Prepare for Class

 

Use the Book Effectively

 

Practice Good Class Management

I work to develop and appropriately show Christlike love for class members.

I am well prepared and on time to class.

I use the book effec- tively, vary activities, and give learners opportunities to develop different skills in each class.

I start on time, let learners do most of the talking, and have learners spend appropriate time on activities.

 

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Set Up a Proper Learning Environment

 

Use English as Much as Possible

 

Demonstrate

 

Give Helpful

 

Activities

Feedback

I create an environ- ment in which learners feel safe and excited to participate.

I use English as much as possible. I simplify my language and use visual aids or movement to help learners understand.

 

I show learners how activities are to be done before assigning activities to them.

I give concise, tactful, honest, and positive feedback to help learners improve their English skills.

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INTRODUCTORY LESSON | GETTING STARTED

INTRODUCTORY

LESSON

GETTING STARTED

GETTING STARTED

Hi, I am Kevin. Hi, Kevin. My name is Paula.
Hi,
I am Kevin.
Hi, Kevin.
My name
is Paula.

Suggested duration: 1 class

Objectives

At the end of this module, I will be able to

1. find times and places to study English.

2. use My English Practice Plan.

3. spell my name in English.

The instructors, assistant instructors, and English speakers at home help the learners with this English dialog. First they read the whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well. Then, instructors have learners introduce themselves as shown in the dialog below.

Los instructores, los instructores auxiliares y los anglohablantes en casa ayudan a los alumnos con este diálogo en inglés. Primero leen todo el diálogo. Luego leen dos o tres palabras y dan tiempo a los alumnos para que las repitan hasta que puedan pronunciarlas bien. Luego, los instructores hacen que los alumnos se presenten como se muestra en el diálogo siguiente.

Conversation

Key Dialog / Diálogo clave

Memorize the dialog in English. Memorice el diálogo en inglés.

Dialog

Diálogo

Kevin:

Hi. I am Kevin.

Hola Soy Kevin.

Paula:

Hi, Kevin. My name is Paula.

Hola, Kevin. Me llamo Paula.

Mario:

Hi, Kevin and Paula. My name is Mario.

Hola, Kevin y Paula. Me llamo Mario.

Instructors: Make a game to have learners remember each other’s names.

INTRODUCTORY LESSON | GETTING STARTED

Language Focus

Welcome to EnglishConnect: Learn English Now / Bienvenido a EnglishConnect: Learn English Now

Take turns reading the text below. Túrnense para leer el texto a continuación.

Welcome to Learn English Now. Though learning a language requires work, it can also be exciting, rewarding, and fun.

Learn English Now has been created to help you speak and converse in English on a basic level. How much you learn or improve on your speaking skills will depend on:

Your motivation to learn.

Your commitment to set appropriate times, pla- ces, and ways to learn.

Your efforts to practice and learn in class.

Your efforts to practice and learn in between classes.

Bienvenido a Learn English Now. Aunque aprender un idioma requiere trabajo, también puede ser emocio- nante, gratificante y divertido.

Learn English Now ha sido creado para ayudarle a hablar y conversar en inglés en un nivel básico. Lo mucho que aprenda o mejore en sus aptitudes al hablar dependerá de:

Su motivación para aprender.

Su compromiso para establecer horarios, lugares y maneras apropiados de aprender.

Sus esfuerzos para practicar y aprender en clase.

Sus esfuerzos para practicar y aprender entre una clase y otra.

Instructors: Assign different class members to read the text above.

INTRODUCTORY LESSON | GETTING STARTED

Language Focus

Why Are You Learning English? / ¿Por qué está aprendiendo inglés?

Take turns reading the text. Complete the activities below. Túrnense para leer el texto. Complete las actividades a continuación.

Learning English will be a great blessing in your life. It can help you pursue educational opportunities, lead to better employment, and help you expand your circle of friends and acquaintances.

Aprender inglés será una gran bendición en su vida. Puede ayudarlo a buscar oportunidades educativas, guiarlo a un mejor empleo y expandir su grupo de ami- gos y conocidos.

Ponder:

Medite:

Why are you learning English?

¿Por qué está aprendiendo inglés?

What do you want to achieve with your English skills?

¿Qué desea lograr con sus aptitudes de inglés?

El

escribir por qué está aprendiendo inglés le dará una

Writing down why you are learning English will give you a specific reason to stay in this course. It will give you motivation, and it will direct your efforts to learn. An English goal will also help you measure and evaluate your progress toward it.

Take a minute to write your English goal below. Do not worry about making it perfect. Your goal may change or become more specific over time. What is important is that you set your own goal and review it from time to time. Remembering why you are learning English can help you stay motivated to continue and complete this course.

I’m learning English so that I can

.

razón específica para permanecer en el curso. Le dará motivación y dirigirá sus esfuerzos para aprender. Una meta de inglés también le ayudará a medir y evaluar su progreso hacia ella.

Dedique un momento para escribir su meta de inglés

a continuación. No se preocupe por tratar de hacerla

perfecta. Su meta puede cambiar o volverse más espe- cífica con el tiempo. Lo importante es que fije su propia meta y la repase de vez en cuando. El recordar por qué está aprendiendo inglés puede ayudarle a mantenerse motivado para continuar y completar este curso.

Estoy aprendiendo inglés para ser capaz de

ello.

Instructors: To begin this activity, ask learners why they want to learn English and list the reasons on the board. You could also ask, What are some of the benefits of learning English? Then assign learners to read the paragraphs above.

INTRODUCTORY LESSON | GETTING STARTED

Language Focus

How Does This Course Work? / ¿Cómo funciona este curso?

Take turns reading the text below and, as a class, answer the discussion questions. Túrnense para leer el texto a continuación y, como clase, responder las preguntas de análisis.

This course is designed to give you weekly English practice sessions, guided by an instructor. This will help you gain confidence about the lesson mate- rials. Class time will also help you hear proper pro-

Most of your learning will occur between classes,

Este curso está diseñado para ofrecerle sesiones prác- ticas de inglés semanales guiadas por un instructor. Eso le ayudará a ganar confianza sobre los materiales de la lección. El tiempo en clase también le ayudará

nunciation and let you ask questions you may have

a

escuchar la pronunciación adecuada y le permitirá

about what is in the lesson. This guided practice will be the basis of your learning throughout the week.

when you are expected to review and practice the

hacer preguntas que pueda tener sobre la lección. Esta práctica guiada será la base de su aprendizaje a lo largo de la semana.

La mayor parte del aprendizaje ocurrirá entre una clase

material covered in class. You are also expected

y

otra, cuando se espera que usted repase y practique

to preview upcoming lesson materials. Working on

el

material tratado en clase. También se espera que vea

your English between classes will help you memo- rize vocabulary, remember what you learn, and prepare to speak English. Thus, studying in between classes will be key to your success in learning English.

de antemano los próximos materiales de la lección. Dedicarse al inglés entre una clase y otra le ayudará a memorizar el vocabulario, recordar lo que aprendió y prepararse para hablar inglés. Así, el estudiar entre una clase y otra será clave para que tenga éxito en aprender

Discuss: How will class time help you learn English?

Discuss: Why is it so important to regularly practice English in between classes?

inglés.

Analice: ¿Cómo le ayudará a aprender inglés el tiempo de clase?

Analice: ¿Por qué es importante que practique inglés con regularidad entre una clase y otra?

Instructors: Make sure that discussions are not skipped and that learners have time to think about and discuss those items.

Language Focus

How Can You Learn? / ¿Cómo puede aprender?

Take turns reading the text below. Túrnense para leer el texto a continuación.

Because most of your learning will be done outside class, it is critical that you establish regular times, places, and ways in which to study. You will need to be consistent in these study habits. You will also need to learn to use your Learn English Now book as a foundation for your learning.

Debido a que la mayoría de su aprendizaje se hará fue-

ra de clase, es esencial que establezca horarios, lugares

y maneras regulares en las que estudiará. Necesitará ser

constante en esos hábitos de estudio. También necesita- rá aprender a usar el manual Learn English Now como base para su aprendizaje.

INTRODUCTORY LESSON | GETTING STARTED

Language Focus

Learn by Setting Times to Study / Aprender mediante un horario fijo de estudio

Take turns reading the text below. Complete the activities below. Túrnense para leer el texto a continuación. Complete las actividades a continuación.

Have you ever said, “I’ll do it later,” and ended up not doing what you said you would?