Preface ‘The American Language Course (ALC) is a comprehensive, multilevel language program for teaching English for vocational and professional purposes. It is designed primarily for intensive English language training in a classroom setting, but can easily be adapted for slower-paced instruction. The ALC’s curriculum has been developed by the Defense Language Institute English Language Center (DLIELC), which is a US Department of Defense school under the operational control of the US Air Force. The primary focus of the ALC is to provide a language curriculum for a diverse international military population. To that end, the course includes not, only general English topics, but also military topics of a general nature highlighting the typical language military personnel will encounter in their professional and vocational career fields, The ALC has, however, also been very successfully used in non-military learning environments and in US high schools with immigrant student populations. Course components ‘The coordinated instructional packages for Books 1-30 consist of the following: > Instructor text (IT) » Student text (ST) > Homework and evaluation exercises booklet (HW and EE) > Language laboratory activities text with audio seripts and answer keys (LLAT) » Audio recordings (tape or CD) > Computer-delivered interactive multimedia instruction (IMI) > Quiz kit > Optional training aids Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIELC/LESL 2235 Andrews Avenue Lackland Air Force Base, Texas 78236-5259 E-mail: dlielc.leslwork@us.afmil ©2009 by Defense Language Institute English Language Center and its licensors. Notice of Rights: Al rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronie, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. ‘Various photos courtesy of US Air Force, USDA Natural Resource Conservation Service, US Department of Defense, National Scenic Byways Program, and the US Library of Congress. ‘This book supersedes ALC Book 21 Instructor Text, January 1991. Second Edition, August 2009 ‘Third printing, October 2011 00K PRECE 2 i]ALC Book 21: Scope & Sequence, Lessons 1-5 1 |An Olympic city » Ask for and Review: comparative and > Scan a graph search Laboratory » Experiment: How do submarines work? > Laboratory accidents > Scuba diving ‘equipment Review: connectives of result—thus, therefore, as a result, consequently Suffix: adjective to noun with ity ity Present perfect passive > Beosining an make evalu- | superitive adjectives |, Scan a text Olympic city ations and | and adverbs > Select a summary of notes » River City: Home | SOMPAISONS | Beview: how +adjec- » Write a summary of notes pis Olympic tives/adverbs » Write answers about a ames ae Reported speech: past | stionary/ glossary entry > iyo progressive to past. |» Select a word to complete eaes ao perfect progressive atext (cloze) > Helpful advertise- » Write notes from writen text ments > Use contrasting stress 2 |inthe science lab |» Express | So/such+ adjective! __| + Select a word to complete >The US Naval Re- | cause and | adverb + clause of resuit| a text (cloze) effect » Write notes from oral text » Read a semi-technical text > Identify cause tect relationships > Use contrasting stress » Determine the correct meaning of a word » Read and identiy transitional words 3. | Civilian and mili- tary justice > The Star oil spill » The Star oil spi tral > Miltary law » Identity and describe peo- ple, places, and things. Restrictive adjective clause] with that, which, whom), when, and where Restrictive adjective clause| with whose Present gerund as subject after anticipatory it or non-relerential there + BE Past perfect passive » Determine the meaning of a ‘new word through context » Read a semi-technical text > Select a summary of notes > Write a summary of notes > Write notes from written text > Use contrasting stress > Select a word to complete atten (cloze) 4 | Miltary authority > Ciulian control of the military > Army career coun- selors| > Customer com plaint: The worst > Ask for and give recom- mendations and sugges- tions Present subjunctive noun clause Relative clause reduced to to-infintive phrase Present gerund or active to-infintive as subject ‘complement after BE > Determine the meaning of a new word through context > Use contrasting stress > Select a word to complete a text (cloze) > Write notes from oral text > Edit a writen paragraph flight ever » Read a semi-technical text » Determine the correct mean- ing of a word » Read and identi transitional words 5 | Review Lesson § reviews all vocabulary and structures introduced in Lessons 1-4. ‘AMERICAN LANGUAGE COURSEIntroduction to Level IV The American Language Course (ALC) is an English-language program designed for students who need to understand and communicate in English in vocational and professional contexts Its books are intended for intensive language instruction. In the ALC, grammar and vocabulary are presented and explained thoroughly, and all four language skills are developed systematically About the ALC program Each of the six ALC levels is designed to progressively develop students’ basic skills in the areas of listening, speaking, reading, and writing, ‘The course employs traditional methods of language teaching as well as more recently developed ‘communicative approaches. Dialogs, student- centered activities, audio and video recordings, computer-delivered interactive multimedia instruction (IMI), and other supplemental materials ‘enhance instruction. The books are designed to be used in sequence, with each book building on the preceding one to promote cumulative language acquisition ‘The ALC incorporates four components of language learning in its curriculum: vocabulary, grammatical structures, language functions, and skills. * The lessons present vocabulary (individual ‘words as well as phrases) that the learner needs to understand and use in order to communicate effectively in English. Vocabulary is presented ‘in contexts appropriate for learners studying in professional and vocational environments. ‘The ALC’s program also includes military topics and specific military vocabulary. This significant feature sets the ALC apart from other language curricula. + Grammar is carefully and systematically sequenced so that the learner continually. builds on previously acquired knowledge. ‘The structures presented are forms a language learner needs to master in order to speak and. write standard English. Grammar charts and tables help to direct the learner's attention to significant information. Illustrations help clarify difficult grammar points. + Speakers in a language community use language functions when they interact with one another. Activities in this course emphasize interactional strategies for communication that a foreigner or second-language learner ‘must master in order to perform in the target language with competence and self-assurance. ‘These strategies include initiating, maintaining, and closing conversations; communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in face- to-face interaction. In each lesson, exercises targeting the process of communication, rather than the linguistic product, teach leamers how to successfully communicate in English. By focusing on the acquisition of language functions, students develop the ability to use the same interactional skills that native speakers use, and they lear to manage their own conversations in the target language. + Exercises dealing with language and academic skills are also interspersed throughout the lessons. These exercises aim to develop and increase proficiency in listening, speaking, reading, and writing, The material allows students to develop practical academic skills universal to any language situation and appropriate for future vocational or academic studies. The convenient instructor text An instructor text (IT) is available for each ALC book, It guides the instructor and gives suggestions ‘on how to most efficiently teach the course and contains complete answer keys for exercises, ALC ITs are written for the inexperienced, non- native English instructor as well as for the more experienced teacher. Explanations of grammar points are intended to give novice instructors sufficient language to talk about teaching English with colleagues and supervisors. In addition to the activities provided in the student texts, the ITs contain suggestions for a variety of supplemental individual, partner, and group activities that enhance learning, provide realistic language situations, and enliven the classroom. ‘BOOK21 PREFACEObjectives are clearly outlined eee in simple, everday language. T ‘appear on the page on which introduced. Exercise headings are visually ‘matched for easy orientation. Texts for dictations, QM exe and narrative passages are po next to the exercise or activity CBcTWE-Pemes wemzant Sonera nel Bae at fing tte wane te | Seiten tm oe NOTE:NA sem aah NOTE: Ama a nda Drennan {im wd iampat \ Soe tach rami Smoot gues ih tae or ‘feces Pith se ae eo TT a sce So forme Scmeencmeccaes Saal = Examining an instructor text The instructor text (IT) is fully coordinated with the student text (ST), with each page of the ST convenienty incorporated into the IT by means of ‘reduced image. The reduced facsimile includes answers to exercises whenever appropriate, Additionally, the TT 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. cee hd ‘one tig + 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 i 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, "AMERICAN LANGUAGE COURSEIn the whole group seating configurations, students, ‘can easily see and talk to each other. These arrangements can be used for a varity of activities + Presenting new information + Round-robin or chain dlls ‘+ Mechanical and communicative drills + Whole group discussions + Dialog practice + Some listening activities ‘TRADITIONAL ARRANGEMENT TT ‘The traditional classroom configuration promotes frontal or top-down, instruction. This type of instruction goes directly from the teacher to the student, limiting the role of the student to that of recipient, or someone who generally may only speak ‘when called upon. This classroom arrangement is appropriate for situations in which you do not want your students to communicate with each other. + Testing + Lectures + Viewing films *+ Mechanical drills requiring choral response ‘SMALL GROUP ARRANGEMENTS Working in small groups of three or four will provide your students with many more opportunities to speak. Below are a few types of small group activities. + Discussion + Problem solving + Information gap + Games + Brainstorming + Role-plays PAIR WORK ARRANGEMENT SSR| Pair work maximizes student participation. It is an effective means of handling short simple tasks. Use pair work for the following activities. + Checking homework and written assignments + Preparing for a group activity + Conducting question and answer activities + Practicing dialogs + Creating role-plays + Interviewing + Simulating telephone calls with back-to-back seating In yout role as a teacher, our involvement in group and pair work, bat keep on monitoring your class’s language production. Walk around and listen to what they are saying, and watch what they are doing in order to assess progress and analyze language problems. Be available to answer questions and provide guidance when needed or requested. Otherwise, avoid interrupting or imerfering. As a tale, follow up with a whole-class discussion. Teaching classroom language Just as students need vocabulary, grammar, skills, and functions, they also need classroom language. In the ST, the exercise headings provide instructional vocabulary. Encourage students to read and understand the headings. In addition, provide students with language to ask for help: * Repeat, please + Please spell that word. + Speak more slowly, please. + Please say that again. + Please write that on the board. + Explain that again, please BOOK 21 PREFACE:teetering onde semi en i pid vee Die equine show yal or 1 at mr Taw aac ee ‘feta sox mde eel 9 ‘rene nt een Tena Frege made * Teacher-dictated texts: Oral drils, listening, and QIA exercises, as well as dictation texts, are listed adjacent to their respective exercises. + Lesson resources: The location of transparency ‘masters, activity cards, listening scripts, etc. are listed in the margin. The text at the bottom of the page In the text below each reduced ST page, teachers will find a four-line abbreviated key under each exercise heading that provides guidance for the presentation ‘of exercises in the lesson. The information in the key always appears in the same order. Tt indicates the conditions under which the activity is to be performed, the type of cue (visual, oral, or written), tan Sab pon 3 set pt cee fea 150 fone 299 es "ing ers WE vocabulary is sted on the Individual page on which ic first appears. Recommended resources, such ‘asactivity cards or scripts, are listed in the margin. Form thes THEIT offers teaching strategies, cooperative learning techniques, cultural notes, and supplementary Activities that go beyond the Areanent ofthe objectives in the ST the type of response (oral or written), and the student participation expected (individual, choral, paired, or group). Below each key, teachers will find more detailed guidelines on how to execute the exercise, pertinent ESL/EFL teaching strategies, ‘useful cooperative learning techniques, interesting ‘cultural notes, further grammatical explanations, ‘and challenging supplementary activities for use in mixed-level classes. Such tips are representative of the teaching techniques developed by the well- trained, native-speaker ESL/EFL professionals who teach at DLIELC. More tips about tried-and-true teaching techniques can be found in the subsequent pages of this preface. BOOK 21 PREFACEOrganization of the student text Each ST consists of five lessons (four lessons introducing new material and one review lesson) followed by useful appendices, homework assignments, and an evaluation section. In a 30- hour week of classroom instruction, students would, ideally cover one lesson per day and complete an entire book in a single week; however, the material can easily be adapted for slower-paced instruction. The first two pages of each lesson are the table of contents and preview page. The preview page presents a synopsis of the lesson’s vocabulary, ‘grammar, and language-function objectives. The top section on the preview page lists vocabulary. Examples of grammar structures and language function phrases presented in the lesson are included atthe bottom of the page. ALC students frequently use the preview page as a study aid; instructors can use it for developing supplemental and review activities. Appendices, which vary by level, are provided to reference objectives for the book, difficult aspects of English, and military ranks. Vocabulary glossaries are included, beginning in Level IV, and the Lesson Resources appendix provides supplementary ‘material for use with ALC exercises. Homework assignments for the initial four lessons provide additional practice in accomplishing the objectives. They also serve as a means of identifying student language deficiencies. These exercises provide approximately two hours of homework for each lesson, Evaluation exercises also correspond to the first four lessons. These exercises are formatted like short quizzes and are intended to be used to measure student mastery of objectives. Instructors can administer the evaluations on a daily basis in a controlled classroom situation or as a final review. Language objectives The ALC course writers follow the instructional system development (ISD) model, which is a well- documented pedagogical approach frequently used in the development of military courses for vocational purposes. As prescribed by the ISD model, the ALC is based on objectives. These are language and skill objectives that are explicit statements of what the student should be able to accomplish ‘upon completing a lesson. All of the objectives for a lesson are listed on the bottom of the table of contents and preview pages inthe IT. In order to ‘emphasize their importance, objectives appear again, in the upper margins of the TT adjacent to the ST reduced page on which they are first introduced. ‘The objectives for a book determine the evaluative aspect of each lesson and are specifically measured by the quizzes, Instructors who have analyzed the objectives for a particular lesson can streamline their instruction, Level IV Objectives ‘The reading component in Level IV continues to emphasize progressively longer texts of increasing difficulty. Many texts are of a semi-technical nature and extend beyond paragraph length, Both reading and writing skills incorporate charts, diagrams, and other graphic organizers. Writing skills focus on the writing process, including pre-writing activities, and editing. Honing the ability to write cohesive paragraphs, along with practicing note-taking strategies and discussion skills will help prepare students for success in follow-on training. While new grammar objectives of more complex and lower frequency structures are introduced, many of the basic grammar objectives from the lower books are reviewed. Often these objectives present various structures together for the first time, allowing for 1a deeper understanding of the similarities and differences of their usage. As vocabulary presentations become more specific, students are exposed fo more specialized, semi- technical, and military terminology. Level TV themes inchude firearms, artillery, tools, law, and first aid. Types of ALC vocabulary ‘The individual lessons of the ALC present vocabulary in context. The ALC categorizes new vocabulary as objective or non-objective. Non- objective vocabulary can be recognition, facilitative, or instructional *+ Objective vocabulary includes the words introduced in a lesson which are tested at a book’s completion. The vocabulary list can be found on each lesson’s preview page in both student and instructor texts. Words are in "AMERICAN LANGUAGE COURSEalphabetical order and are categorized by part of speech. + Recognition vocabulary refers to words which relate to lesson content but which are not specifically tested. However, they may appear ‘on quizzes. + Facilitative vocabulary refers to words and phrases which help students understand the lesson and, in many cases, provide for more realistic and authentic sounding material. They are listed alphabetically in the IT margin on the preview page. These words are not tested and do not appear on book quizzes. + Instructional vocabulary consists of words and phrases used in the text or by the instructor to explain new material, conduct activities, or explain testing procedures. Students see and hear these terms repeatedly and should be able to recognize and respond to them in class, in lab, and during tests. NOTE: The first appearance in a lesson of objective and recognition vocabulary is bolded so that instructors and students can quickly identify new ‘words in context. In the IT, recognition vocabulary is italicized ow the preview page and in the margin for the instructor's benefit. (On the preview page, the icon €2> identifies a word Which has more than one meaning or part of speech, ‘The number inside the icon indicates the number of meanings or pats of speech which are treated in the lesson. Each meaning or part of speech is clarified in the IT margin as it is presented. Interactive Multimedia Instruction ‘The ALC instructional package can be supplemented with interactive multimedia instruction (IMI) courseware. Each IMI disc corresponds to a specific ALC student text and has been produced in order to enhance the teaching of the language skills and training objectives in the book. IMI provides an interactive medium that permits students to participate in a variety of activities presented with audio, text. graphies, animation, and video, The interactive environment allows students to learn at their own pace while mastering the instructional objectives. Its format enables students to lear and review material in a non-threatening environment. Language laboratory materials ‘The listening activities and audio recordings, which are on CD, are an essential component of the ALC course. The audio component reinforces lesson objectives. Its fully supported by language laboratory activities texts (LAS) containing exercises that practice vocabulary, grammar, functions, and skills that correspond to the classroom text. Additionally, each laboratory book includes audio scripts and answer keys. Each lesson provides approximately 80 minutes of recorded material which can be incorporated into classroom lessons or homework assignments. When listening, students should respond to and interact with the information presented in the recordings in order to obtain full benefit from the language laboratory activities. Instructors should use the laboratory practice as an ‘opportunity to monitor students’ oral production and correct inaccurate pronunciation and intonation. Testing materials Book quizzes measure student mastery of the objectives and are administered upon completion of each book. They cover only objective material specifically noted on the table of contents and preview pages of each lesson. Each quiz consists of 50 multiple-choice items and requires 45 minutes toadminister. A quiz has two parts—a listening and a reading section—and draws upon the skills of listening and reading to test the specific objectives presented in the book. Auxiliary materials Other very useful optional language training aids that directly complement the ALC books ate available, These instructional aids enhance classroom presentation, provide variety, and allow the teacher to conduct activities not directly focused on the written text. When ALC instructional aids are ‘unavailable, instructors are encouraged to construct their own supplementary material using realia or illustrations from magazines and newspapers. See the DLIELC catalog for further details on auxiliary ‘materials. BOOK 21 PREFACEClassroom management ‘There are many factors that enhance language learning, and a skilled instructor plays a significant role in that learning process. Instructors can ‘manipulate the language learning environment to create optimal conditions for learning. Classroom management includes factors ranging from the physical layout of the classroom to the methods, practices, and procedures the instructor uses to successfully achieve lesson objectives. ‘The ALC presents an eclectic curriculum, incorporating practical teaching techniques from ‘a variety of methodologies. The suggestions provided on the following pages detail practices and procedures for effective language teaching. The typical ALC student ALC students tend to be highly motivated, career- oriented adult learners. Most have previously attended courses and undergone rigorous training ina variety of fields. Their prior experience may include academic or practical, professional or vocational, and physical or mental training. They tend to bring superior cognitive abilities and vast prior knowledge to the language learning environment. ALC students are very likely to be able to consciously draw on previous educational and training experiences when leaming the new language. Thus, ALC instructors should be mindful of this potential background and make learning meaningful by * interweaving course content with students” personal lives, interests, and career or academic goals + making connections and associations between students’ prior knowledge and new information Encouraging student interaction Because speaking is essential to language learning, students need opportunities to engage in meaningful and authentic communication. They need to practice the kind of language typically used in real-life situations (0 accomplish real-life tasks, Students will not always have access to English outside the classroom; therefore, it is up to the teacher to create such opportunities in the classroom, To help facilitate authentic language use, employ strategies like the following on a daily basis. + Begin each day by mingling with students, practicing greetings, and engaging in small talk. + Provide time for students to converse informally with each other in English. + Ask about the students’ personal lives and opinions. To do this, focus on topics and current events in which they are interested. + Encourage students to discuss their learning experiences and talk about language difficulties they have faced, Let them offer advice for solving language learning problems that classmates have encountered. Giving classroom instructions Classroom instructions should be simple, clear, and brief. Repeating, raising your voice, and over- explaining cause confusion and anxiety. Below are some general guidelines for giving classroom instructions. * Demonstrate what you want students to do. * Spell individual words out loud when students say they don’t understand them. + Tell students to turn to pages or exercises by using numbers or leters whenever possible. * Tell students exactly how long they have to complete an activity, and adhere to that time limit. However, if most students are unable to finish, be willing to extend the limit for a specified amount of time. Classroom seating arrangements The way you set up your class for an activity directly affects how much and how often individual students, have opportunities to actively participate WHOLE GROUP ARRANGEMENTS © rT i | ‘AMERICAN LANGUAGE COURSEClassroom practices Introducing a lesson’s theme Each ALC lesson in Level IV introduces 40-50 new vocabulary words. Usually these focus on one particular theme. Before beginning a vocabulary section, lead a warm-up discussion of the topic. Focus students’ attention on any accompanying illustrations. The pictures and discussion will serve to stimulate interest and give students an opportunity to use vocabulary they already know. Such warm- up activities also provide alittle background information for students unfamiliar with the topic. Once vocabulary has been introduced, provide pronunciation practice with the new terms. If students have difficulty grasping the meaning of ‘anew term, keep in mind that meaning is often best conveyed by showing similarities and differences between vocabulary items. Here are some other effective ways of getting meaning across. © Show an item. * Draw the item in contrast to another item. + Demonstrate. + Mlustrate size or angle. + Present groups of words in a category. + Provide an antonym. + Provide a synonym. (Be sure to emphasize that the words are similar rather than the same.) Inthe ALC, the term vocabulary means not only single-word items, but also collocations—words that, often go together—such as coffee cup or heavy rain, as well as lexical phrases and idiomatic usage, such ‘as How do you do? Introducing new vocabulary While there are many ways to introduce new vocabulary, the ALC IT suggests presentation activities to help the teacher discover the objective vocabulary and topical information the students already know. This approach to teaching English vocabulary can stimulate student interest and motivation, provide opportunities for students to learn new words through authentic context, and help them develop vocabulary-building strategies so they can become independent learners. Below is ‘a suggested procedure for introducing vocabulary which activates students” prior knowledge. 1. Using the vocabulary activation activity, elicit objective and recognition vocabulary that the students already know, and list these words on the board or overhead. 2. After the vocabulary elicitation, conduct pronunciation practice with the new words. Refer to the words listed on the board as they appear in the text. 3, Alternatively, in order to avoid confusion arising from spelling versus pronunciation differences, conduct pronunciation practice with ‘books closed after erasing the words from the board. Then, practice pronunciation a second time with books open. Correcting errors ‘The ALC’s goal is to improve language learners’ proficiency in English by helping them develop the skills they need to communicate effectively and comfortably. To that end, the lesson’s focus, is sometimes on proficiency (the ability to communicate ideas fluently), and other times on accuracy (the ability to speak with as few errors as possible). As a result, error correction or constructive feedback will vary, depending on the goal ofa particular activity. In any case, students benefit greatly from the opportunity to self-correct ‘whenever possible, often with patient guidance from the instructor. METHODS OF ERROR CORRECTION + Simply ask What? or say Please repeat that. Often the student will automatically self-correct without any other prompt. + Use hand signals, such as pointing over your shoulder to indicate past tense, for common errors. + Ask a question with stress on the error, ¢.g., Did you go to downtown? + Reword a question to which a student has given an inappropriate response + Name the grammar, e.g, third-person singular, the student needs to use correctly ‘AMERICAN LANGUAGE COURSE“+ Repeat what the student said up tothe error, and then pause forthe student to continue. + Indicate where the error is, but let the student correct it. + Give two or three correct answers, and let the student select one to use. + Let other students provide correction. + Ifa student can’t answer a question, give your ‘own answer as a model; then, ask the question again. ERROR CORRECTION IN DRILLS ‘When students are practicing grammar and pronunciation drills, they are learning language patterns. Therefore, errors should be corrected, ‘but only those in the particular area thatthe drill targets. For example, if students are practicing pronunciation of the phoneme /i/, overlook minor ‘ispronunciations of other sounds. ERRORS IN COMMUNICATIVE ACTIVITIES The purpose of communicative activities is to use the language to share ideas. Your students” focus should be on content, not form. If they succeed in getting their message across, they will have met the activity’s objective. Grammatical errors and mispronunciations that do not interfere with the message should be ignored. + Avoid correcting errors during the activity. + Keep a running list of errors with structures and vocabulary that students have already studied. Also note errors with commonly used, though not yet studied, items. + Discuss the most important errors you've noted with the entire class at the end of the activity NOTE: Although correcting students during ‘communicative activites is not advised, providing {an appropriate word or structure or pronunciation assistance is perfectly acceptable. By allowing students to figure out alternative ways of saying ‘what they want to say, they will gain strategies for selF-correction, circumlocution, rewording, and paraphrasing which will help them move toward being able to successfully communicate their intended meaning. ERRORS IN WRITTEN EXERCISES Mark the error, but have the student correct it if the mistake relates to a topic already presented. If necessary, explain the mistake or provide a page ‘number in the ST to which the student can refer. Checking answers & eliciting student response ‘There are many innovative ways to conduct the mundane business of checking answers. * Have students read their answers aloud. + Have one or more students write their answers on the board. Encourage peer correction of any mistakes students see on the board. + Write the answers or project them on the board, ‘Then have students check their own work, exchange books and correct a classmate’s work, or let classmates discuss and correct the answers together. * Pair students, and have them compare their answers and discuss differences of opinion. At the conclusion, be sure everyone has the correct answer. + For multiple choice exercises. have students state out loud, individually or in unison, the letter of the answer they chose. + For true/false statements, have students state true or false, individually or in unison, For false statements, ask for a volunteer or call on a student at random to restate it so that true. Using a variety of elicitation techniques will ensure that all students atively participate in class. + Ensure that everyone has equal opportunity 10 talk. + Call on students in random order. + Ask the question before naming the respondent so that everyone has to pay attention. + Ask for volunteers to answer questions. + Allow students to call on one another. + Use eye contact, a gesture, of toss a ball to indicate who should answer rather than naming the person. + Give students think time (a relatively long pause) after asking a question so they have time to formulate an answer. BOOK 21 PREFACETeaching techniques and procedures for exercises ‘The ST contains various tried-and-true ESL, exercises and activities, such as, matching, true- false, gap-fill, labeling, categorizing, answering ‘questions, and completing charts or graphic “organizers. Moreover, the IT presents procedural suggestions and ideas for new or uncommon exercises, adaptations, and additional activities. ‘This section provides step-by-step instructions for many of the exercises and activities which occur frequently in the ST. Pronunciation In order for students to practice accurate English pronunciation, the teacher should employ both listening and speaking exercises. There are six phonological features that come into play: reduction, syllable stress, word stress, thought groups, linking, and intonation. Teachers may also develop sound- discrimination listening exercises with minimal pairs (e.g., tree / three) in situations where a lack of phoneme distinction interferes with successful ‘communication. The ALC language laboratory recordings model American pronunciation, and the LLAIT provides scripts to use in some of the following activities. REDUCTION Reduction refers to the way sounds disappear or change in rapid speech or in relationship to other sounds. + Insome words, syllables disappear completely, as in vegetable and liable. + Sometimes words are pronounced one way in one context and a different way in another context. Consider the pronunciation of the word 10 in the following sentences. Who do I give the book to? Give it 10 him. * All contractions—both formal and informal— are forms of reduction. Gonna, when it replaces going to, and didja, when it replaced did you, are examples of informal types of reduction STEPS PRACTICING SYLLABLE REDUCTION 1. Hand out lists of words from previously introduced ALC vocabulary with disappearing syllables, Have students cross out the silent syllables. 2. Demonstrate the pronunciation of colloguial English expressions by contrasting examples of spoken and ‘written language: Do ya wanna dance? Do you want to dance? 3. Have students write in their notebooks both the way people reduce and properly write such expressions. SYLLABLE STRESS Make sore your students can define a syllable. Tell them Every word has at least one syllable, and Each syllable has just one vowel sound. STEPS COUNTING SYLLABLES = 1. To demonstrate the meaning of a syllable, say a one-syllable word, €g., friend. Hold up one finger to indicate how many syllables the word has. 2. Say another word with three syllables, e.g, servensteen, Hold up three fingers. 3. necessary, write a few more words on the board, separating them with extra space or dashes. Circle the individual syllables. Have students state the number 4. Provide syllable counting practice with a lesson’s new vocabulary. Say a word and have each student indicate the number of syllables with a show of fingers. ‘After students recognize what a syllable is and that all words have one or more syllables, introduce the concept of syllable stress. In multisyllabic words, one syllable receives more emphasis than the others. In English, the stress is often on the first syllable; however, this is not always the case, and, in most cases, there is no easy rule for stress. Helping students identify the stressed syllable in new vocabulary aids in their pronunciation tremendously. ‘AMERICAN LANGUAGE COURSESTEPS. IDENTIFYING SYLLABLE STRESS |. Have students listen forthe stressed syllable. Explain that the stressed syllable ig the one that sounds longer, louder, and higher in pitch than the other syllables. 2. Have students indicate which syllable is stressed with a show of fingers. 3. Provide frequent practice with a good sampling of familiar words that have two or more syllables, At first, exaggerate the stressed syllable's length, loudness, and pitch so that students can idemtify it ‘The ALC uses a triangle to indicate the stressed syllable in a word and a circle to indicate the unstressed syllables. ae lea doutter | terr NOTE: It is wise for language leamers to keep a running list of new vocabulary they have learned. ‘They should also mark each word to remind themselves how to pronounce it. They can use the above symbols, or they can capitalize the stressed syllable (ter RIF ic) or underline it (terrific). STEPS SORTING DICTATED WORDS 1. On the board, draw these two stress pattems for two-syllable words: dl @ and © A. Draw a horizontal line under the stress patterns and a vertical line between them as you see in the example above, 2. Say the word classroom, and write it under the symbol on the left 3. Say the word foday, and write it under the symbol on the right. 4. Point out that classroom is stressed on the first syllable, while today is sessed on the second one. 5. Dictate a variety of other two-syllable words Say each word twice. Have students write them under the correct, symbol. 6. Tocheck, simply have a student read the column with the fewest words. BOOK 21 PREFACE Such syllable categorization exercises frequently appear in the ALC for words containing up to five syllables in length. These exercises benefit students by combining spelling practice of new vocabulary with the stress recognition activity NOTE: To help students both see and hear the stressed syllable, provide visual and auditory reinforcement. To reinforce the stressed syllable by sound, whisper the unstressed syllable(s) and say the stressed syllable loudly. Alternatively, clap yout hands oF tap your desk to the stress pattern of the ‘word. Tap oF clap sofily on the unstressed syllables, ‘and more loudly on the stressed syllable. To visually reinforce the stressed syllable’s increased length, use rubber band. Hold it up with your thumbs—palms facing the students—and stretch it taut when you say the stressed syllable; return it to its normal size for unstressed syllables. THOUGHT GROUPS People proficient in their own language speak and read in thought groups, oF groups of words that belong together, such as prepositional phrases, a noun plus its adjectives. and adverbial phrases. A short sentence may consist of only one thought group, but most sentences contain more than one thought group. In speaking, these chunks of language are separated by pauses: in written texts, punctuation often, but not always, marks the pauses. Native English speakers often find non-native speakers difficult to understand because they tend to speak the language word by word. breaking up ‘groups of words that typically belong together. ‘To improve students’ ability to understand and be ‘understood, encourage them to read! and speak in thought groups. ‘The sentences below are identical, but notice the difference in meaning when two commas mark pauses in the second one. My boss said John is stupid. My boss, said John, is stupid,1. Selecta text that has a writen transcript. (The ALC language laboratory ITs are a source.) 2. Hand students copies ofthe transcript. Tell them they should place a slash (/) whenever they hear the speaker pause, indicating the end ofa thought group 3. Read the text to the students or play the recording. Have them mark their copy. 4._ Divide the class into pairs, and have them read the text to each other, pronouncing the thought groups between each pair of slashes ina singe breath NOTE: Transcripts of song lyrics are a wonderful source for pronunciation practice. Songs are generally sung in thought groups and provide a fine ‘medium for promoting the concept, Moreover, most students enjoy working with songs. LINKING In writing. words appear separated from each other. In speech they are heard as a continuous stream because they are linked, Linking occurs within the thought groups and contributes to the fluidity of the language. It also makes the spoken language easier for the native speakers to understand. As a teacher, you should strive to break your students of the habit Of speaking one word at a time. NOTE: Under certain circumstances, some sounds— especially /w/ and /y/—occur naturally to facilitate linking. For example, do it often sounds like dofwjit. 1. On the board, illustrate consonant-to- vowel linking, pick_jt,up pikitup 2. Ina dialog transcript, have students first mark where thought groups occur. Then ‘have them mark the linking of words within the thought groups. Finally, have them say the dialogs with appropriate linking within the thought groups. 3. Point out examples of consonant-to- vowel linking that appear in texts and ‘audio recordings, and remind students to link. WORD STRESS Within a thought group, one word is usually stressed ‘more than others. Like stressed syllables, this word. will be louder and longer and have a higher pitch In most cases, the stressed word isthe last major content word of the thought group. Who did you go to the party with? Twent with Mary. Certainly, a speaker is free to put emphasis on any word. The chosen emphasis will very likely influence meaning. Examine the three identical sentences below. Notice how word stress affects ‘meaning. (Implied meanings are in parentheses.) ‘We love chocolate. (Not coffee. not carrots, etc.) Welove chocolate. (We don’t like it. we love it) We love chocolate, (Not you, not he or she—we Tove chocolate.) (On the other hand, choosing not to stress anything by speaking in a monotone, ie., maintaining the same pitch throughout, is likely to confuse or iritate listeners of English. Tell students that even when their grammar and vocabulary are perfect, listeners will struggle to understand them if their word stress is inappropriate or missing. ‘AMERICAN LANGUAGE COURSEBook 21 Contents LESSON 1: An Olympic city 1 LESSON 2: In the science lab .......... 31 LESSON Civilian and military justice LESSON Military authority LESSON 5: REVIEW oo... eeescecseceesteeeeeeee eee APPENDICES: A1: Word List ..... Al A2: Glossary B: Structure List .. C: Active Tenses ......... D: Conditional Sentences o —: Modals and Related Structures in the ALC . 7 F: Principal Parts of Some Irregular Verbs . outenasse wea Fl G: Patterns of Irregular Verbs .. Gl H: American English Sounds .. Hl |: Punctuation and Capitalization . Ll J: Lesson Resources Jl B21L1 #1 Reading skill (Shoe ad) B21L2 #1 Vocabulary (Scientific laws) B21L2 #2 Dialogs (Cause and effect cards) . B21L2 43 Reading skill (Dictionary page) . : B21L3 #1 Dialogs (Adjective clause cards) ... . Jiu ee eee, B21L4 #2 Dialogs (Problem cards) .............00..006 = £0 K: US Military, Ranks, Grades, and Insignia ..........0...60000:00:00. Kel L: Language Functions for Better Communication veces Ll HOMEWORK: . HW-1 EVALUATION EXERCISES: EE-1 BOOK 21 PREFACE xixSTEPS | MARKING STRESS IN SENTENCES 1, Selecta transcript for a short text and give each student a copy. (The ALC lab ‘material is a good source.) 2. | Explain that when they hear a sentence, they should mark the stressed words. Tell them that each sentence may have more than one thought group, so they should be prepared to mark each word that sounds Jouder, longer, and higher. 3._ Read the text sentence by sentence. 4. | Check by having individual students read back the sentences in accordance with how they marked the stress. Provide correction as necessary. 5. Divide the class into pairs. Have students read the same text to each other, saying the sentences as they have marked them, NOTE: Short dialogs expressing emotion or contrast can provide useful practice. Stress different words ‘and discuss how stress changes affect the meaning. INTONATION Intonation is the rise and fall of the voice in speaking, especially as it affects meaning. Some sentences have predictable intonation patterns. + Yes/no questions end in rising intonation, + Information questions end in falling intonation, ‘Statements end in falling intonation. In general, incompleteness is indicated by rising intonation, while falling intonation indicates completeness. Just as with the other pronunciation features discussed thus far, itis important to realize that intonation is not merely a flourish to be added to a language leamer’s repertoire; instead, itis essential for fluency. Without appropriate intonation, students, ‘will produce monotone, robot-like utterances that ‘make their speech irritating to the native speaker's car and difficult to understand. ‘BOOK 21 PREFACE ‘which transcripts are available. (The ALC ; language lab ITS are a good source.) 2._ Pair students. Have them role-play the dialogs together first. 3./ Using the same dialogs, have students, | role-play again and demonstrate several different emotions. Ask them to act as if they were bored, then angry, then happy, then sad, etc. VARIATION: Set up a contest in which students act as judges. Obtain a number of recorded dialogs with ted exchanges. Divide the class into judges and pairs of role-play actors. Have several pairs of students listen to a dialog. Then, have each pai role- play the same dialog themselves, imitating what they heard. The judges listen to both the recording and the role-play. The judges decide which pair comes, closest to sounding like the recording. (To allow for self-assessment, use a second tape recorder to record the role-plays.) At the intermediate level and above, have students create their own situations for role- plays, Give them freedom to select the actors and direct their own role-plays. Encourage them to use props and to make full use ofthe language they have learned so far.Categorizing Sorting words into categories is a very useful vocabulary exercise for helping students remember new vocabulary. _ STEPS | CATEGORIZING VOCABULARY WORDS 1. Identify words that can be sorted into three to five categories. Create a grid with headings as well as a word bank containing all the words, 2, Divide the class into pairs or small groups. Hand out the grid or draw it on the board. Tell students to sort the words. 3, Have a member from each group write their results on the board, 4, Discuss differences if necessary. ‘VARIATION: Categorizing exercises provide practice {in using language to classify items and ideas. They ‘can easily be revised for use with students at higher ‘or lower proficiency levels. By simply rewriting the ‘category heads, you can often change an exercise’s level of difficulty. The examples below require students to categorize vehicles, For beginners, list concrete items in a word bank, and provide a grid requiring objective answers. plane bus car helicopter boat train Air Ground Water Transportation | Transportation | Transportation ‘Advanced beginners and intermediate students can be given the same word bank. but give them a grid requiring them to express their opinions. Here, the headings have been changed to require subjective answers. Transportation | Transportation | Transportation you lke you don't ike | you've never used For high intermediate and advanced students, use headings requiring both objective and subjective answers that draw on prior knowledge and demand opinions. Transportation obsolete | Transportation stil existing 100 years from now 100 years from now Outlines and graphic organizers People often say that a picture is worth a thousand. words. While the ALC’s second edition contains many photographs, it also offers students a lot of information presented in graphic organizers, such as charts, maps, graphs, timelines, outlines, and diagrams. Such visual aids are advantageous because the reader can easily see various relationships among different kinds of information at a glance. In addition, it has been scientifically proven that people retain visually delivered information better than information they have only heard. What is more, today’s students are fully accustomed to obtaining the bulk of their daily information from visual ‘media—particolarly from television and Internet sources. As your students learn English, they will benefit from examining, analyzing, and creating graphic organizers themselves. Some typical visual aids are listed in the table below. TABLE. A list of facts or numbers arranged in a special order, usually in rows and columns. GRAPH A planned drawing, consisting of a line or lines, showing how two or more sets of numbers are related to cone another. BARGRAPH A diagram that uses narrow bands, or bars, of varying heights to show different amounts so that information can be compared, PIE CHART A circular diagram that is divided into sections to show the size, often in percentages, of particular amounts in relation to the whole. FLOW CHART A diagram that shows the ‘connections between the different stages of a process or pars of a system, AMERICAN LANGUAGE COURSEBOX OUTLINES AND THE AMERICAN PARAGRAPH An outline generally covers the main points of a subject. It provides a cursory overview of a written text or speech, and it usually allows the audience to survey the main points by means of headings and subheadings. The ALC introduces box outlines at an early stage in the language learning process as a ‘way to familiarize students with the typical structure of short American-English paragraphs, which are common in the military. They are generally brief and to the point with a clear, hierarchical structure comprised of one topic with a main idea sentence and several supporting details. ‘Topic SS [Point 1 [Point 2] [Point 3] Detail] [Detail] [Detail [Detail [Detail [Detail ‘The ALC uses a hierarchical box outline to visually analyze the structure of the American paragraph, “This format is appropriate for oral presentations as well as written texts. Initially, students practice taking notes in the box outline format, Subsequently, they write their own paragraphs from the same format. In higher books, they transfer information from the boxes to a tabular outline format. Below is. ‘an example found in ALC Book 7. EXAMPLE: Every year, Reagan High School makes ‘a schedule for sports, Reagan High has about 1500 students. i plays teams from other schools that have about the same number of students. This year's fall sports are football and soccer. The school's basketball and volleyball teams will play in winter. In spring, students can play baseball or tennis. A student may play only one school sport in @ season. SEMANTIC MAPS OR WEBS For vocabulary review or expansion, have students, create semantic maps, In the center of the web, students write the topic; in the branches, they show subtopics and related items. A quick demonstration is the best way to introduce the concept of semantic maps. Higher level students can use semantic maps for brainstorming and then reorganizing ideas into a ‘more logical format. Mapping can also be used for note taking. Students can complete activities which call for creating semantic maps alone, in pairs, or in small groups. \VENN DIAGRAMS A simple and useful graphic organizer for showing differences and shared features is the Venn diagram. Information can be effectively compared and contrasted by drawing a diagram consisting of two overlapping circles. Students write similarities in the area where the two circles overlap and differences in the outer part of each circle, Reagan High School Sports Schedule Sl fall winter] | spring T T I i c [ [footban'} | [volleybat!] | [ tennis soccer basketball] | baseball | 300K 21 PREFACE- USER NOTES ~ ‘AMERICAN LANGUAGE COURSE- USER NOTES — ‘AMERICAN LANGUAGE COURSE‘An Olympic city READING: Cty esas: Seaming a gph 3 VOCABULARY: Becoming an Obi cy 4 Feri Home tthe Oyoic Games? 6 READING: Scansng an averisenent of rammaan: Aiki eeigHowcion 0 eEADIG: Sunaiing ots 2 VvocasuLany iver Cy gts tuned dow “ ranman: Review of comparative and spears i" oiatoes; Making compaions : » READING: “he elrsinnent epi of te word 4 wri kings 2 VvocABULART: ep adverisements * GRAMMAR: She uid hey tad been working in Bebing n sng eso emphasize cots =o sacar oN © Pronounce inelligibly and use in discourse the words, phrases, and expressions listed on the preview page ‘© Recognize and respond suitably to vocabulary italicized on the preview page, which will not be tested, but which ‘may appear on book quizzes. © Ask for and make evaluations and comparisons. (© REVIEW: Ask questions with how + ajective/adverb, and answer with adverbs of degre. (© REVIEW: Use the comparative and superlative forms of adjectives ‘and adverbs to make comparisons and evaluations. © Use said/told anda past perfect progressive THAT noun clause (that ‘optional to report past progressive statements; asked and a past perfect progressive noun clause introduced by [ffivhether to report yes/no questions: and asked plus a past perfect progressive ‘noun clause introduced by a question- word to report information questions. © Repeata sentence with appropriate stress on contrasting words after hearing itand reading a transcription with the stress marked, (© Mark appropriate stress on contrasting words aftr listening to dialog. LESSON 1 OVERVIEW RESOURCES: Basic classroom equipment and materials, various ‘catalogs. Photographs oF pictures about the Olympic games. ‘Additional material required for teaching this lesson is located inthe appendices. Identity the folowing material before Dboginning the lesson. [APPENDIX J LESSON RESOURCES. BRILI #1 Shoe ad pus For recommended teaching techniques, refer to the protace ofthis text © Scan a graphic organize to answer a series of questions, Write answers tothe questions. © Scan a text within a limited amount of time (45-90 seconds) and ‘write answers to 2-5 previously read ‘questions. © Read a set of notes writen in phrases and select the best summary from 2-4 choices, ‘© Read a set of notes writen in phrases and write a summary. © Locate a wor in glossary or dictionary and write answers to ‘questions. (continued on next page >>) BOOK21 LESSONVOCABULARY OBJECTIVE: Pronounce intoligibly and ‘se in discourse the words, phrases, and ‘expressions listed onthe preview page. ‘OBJECTIVE: Recognize and respond ‘ulti to vocabulary Italcized on the previow page, which wil not be tested, ‘but which may appear on book quizzes. FACILITATIVE VOCABULARY ‘accommodations toaffect aspect committos ‘compete contact event host torecall solar power ‘ports bar technology ‘ransit towiness © Select the conect word from 2-3 choices to complete a writen text from ‘which words have been systematically deleted (loz). © Write notes in key word form after reading text, © Take notes using key words and phrases afer reading text. © Wiite missing words that have been systematically deleted from a writen text (cloze) after bearing the complete text ead. ‘CAudio) | Preview | What's new in Lesson 1 NEW VOCABULARY Nouns Verbs otner sppete average anormal shee calla anyuy average @ conclude @ aeproximaely rans conte average densy dain inthe ase desc eeprheptiept up with @ maximum srowth cur rinimum habit pickup sera indy populate once again model spread/spread/spread @ per peak @ rapid Population recent poston ate spon sod seenery GRAMMAR STRUCTURES LANGUAGE FUNCTION How rain wast lst night? Ask or and make comparisons 1 was fairly rainy. eral paheens, im isthe tales. a Seige met hn AH ‘Chloe is shoner than Greg. “Toms the tls in the ls. ¥e said that he had been watching the obras faster than Amol race on TV. ‘Your car was mors expensive than == ~—_-AMVERICNS LANGUAGE COURSE © Write missing information ina blank box chart after hearing a short, concise text twice: 1) listen for content; 2) take ‘notes: 3) complete the char. (Audio) © Write a paraphrase of an oral text, (Audio) "AMERICAN LANGUAGE COURSEEZ Olympic results: Scanning a graph ‘Use the information the tine graph oonsver the questions blo | ‘Olympic Record Times in the 100 Meter Sprint FISLPLIPLLSSLIGS ars inwhich an ype eco was set tev reac) 1. What was the women's record time in 1960? 1130 2. What was the time of the ist Olympic recordin the men's 100 meter spi 11.80 3. In what yeae was the women’s time around IIS seconds? 1952 = 44. How many years did the 1968 men’s record last? 20 years, 5. What isthe fastest Olympic tie for women? 10.60 6. By approximately how much did the men's record decrease between 1896 and 19007 ‘one second, mao Presentation : een ocala bobs, besa Teoiymy pmcr whee neminued OHMIC HIME. Ak stuns 0 ha Olver ane. which sconinuel er ere mcmoren eps inte ect presents inthis Seige orn aunts In this activity, students will scan line raph and wite answers to questions. ‘This line graph shows the years in which Olympic records were set in ether the men’s or women’s 100 meter sprit. ‘Years in which both records remained the same are not shown, © Have stents answer the questions individually. Let them check their answers with partner before checking asaclass, © Write the categories Summer Olympics and Winter Olympics on the board using a’T-chart. Pt students in pairs and ask them to brainstorm sports that goin these wo categories. Discuss ‘answers asa clas READING SKILL OBJECTIVE: Scan a graphic organizer tozanswer @ series of questons, Wrie ‘answers tothe question. Additional activity Lead a discussion about the infomation inthe graph Encourage stdens to take comments. giv opinions, nd ask ‘uestions. BOOK2! LESSONTNEW VOCABULARY atheto recent to occur ‘growth model (example of) portion population {o keep up with (maintain a pace) industy region to contribute (give) COMPREHENSION QUESTIONS 1. What is one ofthe most. duties of tho 10C? (choosing (Olympic cites) What should city officials do ist it they tke to host the Olympics? {fitout an application) What do diferent portions ofthe application ask about? (population, preparation pian, industri) 4 Why does the 10C consider Information about loca industries Important? (The local economy and air and water qualty ae important ‘concems for selecting one city over another) ‘5 What happens ita city’s application {s approved? (The |OC members Vist and inspect the city, attend a briefing by cy officials, and make their selection ) Presentation This section introduces the theme of how a city becomes host to the Olympic ames. It provides a general idea of the application and selection process. Later Vocabulary presentations in this Iesson follow afitional city’s attempt to become an Olympic ety © Begin by directing students to the char “Past Summer Olympic Games” the bottom of the page. Aliow them to ‘mention the names of other host cities plication asks. about the city's popaation, The TOC needs to ow how the numn= ber of people already living in a ity will affect its ability 10 provide accommods- Hons, such as hotels and resturants, for = pill, L.0.¢. OLYMPIC CITY SELECTION! ‘The lye Games entation thee th chance io compet gant ach thera oer 360 soring eves. Recent Oye av alowed lo parte by me ‘alos ard thes inmare spots tan oer be. Tha Sonne wine mpic ‘Gos occur ony fu yes. However geting reat he Gnesi a hate bom aes ard panne. ‘The Intemational Olympic Com- international visitors. The pplication mite (10C), which organizes every also requimes a plan for how the exy aspect of the Olympic games, is made will keep up with all the preparation ‘up of officals from several nations. requirements. Another ponton of the (Ove of the committee's most impor application concerns industries in the tant duties ist selet the cities where ety and the reglon around it. This in- the Olympics will be held. A large formation can indicate how song the city with plenty of room for growth local economy is and if thee are any ‘and development isthe model for a problems with ar and water quality perfect Olympic host city, ‘This kind of information could per- ‘The process of being chosen as a suade the committee to choose one host ity is lengthy and difficult. One ity over another ofthe fist sepsis forcty oficial 01a city’s application is spproved omplete @detiled application. The by the IOC. the next step is forthe purpose ofthe application isto show committee members tb inspect the the TOC that the city is prepared to candidate ety in person, They altend Support large, international event. a briefing by city officals, who pres- For example, one portion of the ap- ent their plan for hosting the Games. Past Sumer Olympic Games ac[ host ey_[ evs [nats ‘ee | | uncee [ 1 | [sz tcc rogue 1i7_[ 57 1928 | Me ay [172 118 o| seod_| 97 [199 | future host city of zor|Anere [301 [201] the Olympic Games ER LATER COE © Elicit the importance of Athens as CULTURAL NOTE: In contrast withthe host city. (It was the hast of the ancient Summer Olympics, the Winter Olympics ‘games as well as the frst modern have fewer participating nations and Oiympics in 1896. The moder games evens. inten ations competed in retumed o Athens for the frst time 6 eveats daring the fst winter gues in 2004 for the 81h Sunmer Olympic held in Chamonix, France, in 1924, In Games.) © Direct students to read the text 2006, the 20th Winter Olympic Games ere held in Turn, Italy. Eighty nations slemly, Then check for comprehension Pateipated in 84 evens sing the Conenanson coro in the upper lft margin. ‘© Discuss the meaning of new Vocabulary. "AMERICAN LANGUAGE COURSEPEGE tiatch the words with similar meanings. 4 L woontrbue to msintsin a pace, not al behind recent not ong ago model increase tf 4 epion 4 wane 2 5. growth example } 4 6 wheepup with area PEGE Write tne correct word in the blank. } J. The population __of the US is over 300 million people. | appearance / population } 2. US presidential elections __oeur only once every fouryears | ‘matin occur j 4. Pau filed the coure because he couldn’t__Keep up with _ the work Keep up wi lookout for 44 “The isening section comes inthe fint___portion_of iets. portion diet 5. Automobile productions the main —_induotry _ in ou ity } indy | 6 My fathers alvays ben role _tiodel_for me iste model 1 What mjoriadore des yourcuny have qo?) 2. What isthe population of your hometown? ays | 3 Whatare some differences between the epion of 44 What isthe most ent holiday tht was celebrated A ‘7 in your county? ras LE lo ccc ce ccennsscccccqugggssssccccce| Books open ‘Books open Wten eve Werten eve ‘Waten response ‘Wetton esponse Individual Individual BOOK21 LESSON TNEW VOCABULARY average (ad) ta average average (result of vision) normal rapid minum rate (speed) per rate (price) approximately maximum Presentation ‘This section continues the topic of a fictional city’s effort to become a host city fora future Olympics. © With books closed, put the students in smal groups to brainstorm what kind of preparation a ety would have to make inorder to host the Olympics. Allow cach group to share a few points with the class. © With books open, ask a volunteer to read the introduction at the top of the page. Discuss what the Olympic Readiness Team might do. gk bu E y River City: Home to the Olympic Games? River Cty i applying tothe International Olympic Commitee (JOC 1 be considered as w los city for fre Otempic Games An Olympic Readiness Team was formed w assemble the information required by the 1OC and wo hep the mayor of River City nformed. Dally Brits forthe Mayor seperti esd ego River Gay's average summer imports he TOC. Our weather tum averaged the emperatres Irom Joly to September forthe past 20 years, The average is 80° F Normal tmiperatres are baween 15-85” F The [OC requires atonal buses inthe city as well as more {ternational lights into the country. We are designing a rapid transit system to move people faster from the airport to the city and the future Olympic locations. DT cy vices minima of 1501D Rl wm Thao, at east 25,000 rooms wil have tobe built at arate of 280 rooms per month, We'l ed a ase heel tx rates to 8.0% to pay for the ational uccommmodstions. RENT rina 3.00 or ple and etal oesioa ube ied and txined 19 meet the IOC's security and medical support requirements, The needs of visitors with disabilities mus also be met mY ‘The maximum amount of money that we can spend on echaology support is S15 billion, and we're certain that amount wil be enough. Also thee wil be an increased demand (or electricity. Thus, city officials wil be noted abou the ea to save energy in all public buildings and areas. Pa checkin the ofeach tks cased thet ¥ [$4 international vistors ¥ | 1@1- Restaurants | WER Transportation ¥ | & Special needs vO cine |B Secury smoot tty Porviation v | ghd Medical support BG Sports stasis v | Ae Blecticl power 1S _ Hove rome 7 | BE Tecmnoogy support = OE © Orient the students to the “Daily Briefs tothe Mayor,” which the city’s Olympic Readiness Team has prepared in order to apply o be an Olympic host city. Ask volunteers to read aloud the five sections of text. Pause between the briefs to pronounce the new words and ask questions to clarify meaning, © Go over the example in the chart at the bottom ofthe page before assigning the task of marking the answers, ‘AMERICAN LANGUAGE COURSENEW VOCABULARY average (usual amount) (Ex. A) minimum (n} (Ex. B) | What isthe nomalsimeit a, According o pst Olympic da, the | NOTE: These new objecive terms takes to make acy ready? verge i aboot hee year | appear forthe frst time. They arent bolded because they're in exorses. How mich sme dove veh. Wewllhneworeciytnraesto | Brat cent aer hase cee to prepare foc the Olympics iy forall te cos. Pepper wl —b_3, How will we pay forthe They ould voluster as tour guides) quiz addons? for visitors to our region Will the new taeshurt the —_d, Notmuch, We weed 10 make some economy of out cy? rapid aiions fo th cy. <6 5, How em ouriizens No. We expect roth in jobs and contribute ther time to belp? earnings ding the event. [EGEEEGEEN Filn tho bianes with words trom tho ray box) ~. ‘State officials announced a new regulation today’ that will nak eps the law 6 akon el pone wile ving | # sviomobile. The @ —_fate of accidents caused | by divers using cell phones has increased in recent year. seme Last year, there were about 40 of these accidents | minimum @ ___per__ month, which is higher than | approximately the year before. I's estimated that people now spend an | maximum © ___average _of 35 minutes every day talkin = ‘on their phones while they are diving. The new law should motivate drivers to hang up their cell phones and pay more attention to the road, Consequently, stute trafic police expect the number of accidents caused by cell phone use to decrease by @ approximately 100 per year For those who choose so break the lav, it's not cheap: the © minimum __ fine 1 $500. ln some cites aeross \ te ate, the @ —_mawimum fine i $5,000. Ns / ER Books open Welten cue Written response Invi necessary, refer students tothe After checking answers, ask students to vocabulary presentation on the previous discuss their countries’ laws concerning age. the use of cell phones while driving, Permit more extended discussion of the topic at your dseretion. cooker LESSON =Woten eve Woiten response Iii aaa ean Toa | 2. Toaverage five numbers, frst add bei | 3. Theaverage of 2.4.6,and 8equals 6, Ieed tea, sods, coffe, and milk are Place a v next to the frst three things you would d Then discus your choices with porter ving the reasons Jor our chor job opportunities 1. build a lot of factories. o { cause many people} 2 open new schools nd hire new teaches, 0 \ eee 3, increase taxes to build football stadium. oN 7 Aniemtaommenicn, = OY ‘5, build new parks and plant many trees and flowers. [_] mM 6 change wo solar powers he main kindof energy. [7] it 7. increas services for poor people. Oo ‘ 2. swe mo pb oper Sr rece rites. [7] L design api rans system oO "IEC NGINGE COUPE Loom meee Mtr el expe Ina np Armas cet ts car ive dense heres or be Ss whe paren "ANIERICAN LANGUAGE COURSENEW VOCABULARY { ‘maximum (p) (Ex. A) ‘Then share your answer with a porter 1 In my county, you need to eam a minimum of __ per month NOTE: This new objective term appears | forthe fist ime. t isnt bolded because it in an exercise. Ensure students learn 3, Amormal workday in my country is this objective term as It may appear on the book quiz 2, Ameal in restanranin my county costs approximately ion ¥ hours before stopping to rest ‘ READING SKILL 5, use the Internet an average of —__ (OBJECTIVE: Scan a text within a ited ‘amount of time (48-90 seconds) and hours pe day ee J y we answers 25 provuslreas iesion ‘Scanning an advertisement — TEEIET cova enestcomen | Tei Location en Nunber Append = BRILIAT pL Shoe ad ead the questions Below Then look atthe text the eppendli to fed he answers | Name one thing that “Slam Dunk X2" offers. protection / comfort / eupport PREPARATION: posse bring 2. What does "Mods Xone Ihave on is ext? tractive deal stripes. | AMES Ct calogs forse fo fp 3. Which Hem #s the last expensive?___ 753362 _ | SCANNING TIPS 4. In what two ways can people onder shoes? call the phone number or go online an 1, Figure out the topic of the text. | 2, Decide which specific word to look for based on he questions), 3. Look at how the texts organized (he. tiles, Bolded words, ec. to find Information more quickly. 4. Don't rad word for wor. 5. What isthe name ofthe store?__Ohympio Shoe Outlet cone ou Presentation: reading specif words I helps dens manage Books open An this reading activity, students practice large amounts oftex) ten ue Scanning anadveriserent and wring © Have stdens read the five questions Wine response ‘answer to specie question. This sill slealy. Then go over the Susana ra hn pas jective was previously presented in rom the margin shove Allow students to discuss their answers Books 9, 10, and 17. © Give the students 90) seconds to view wih partner or withthe clas © Askifstdens have ever ordered thea inthe appendix and answer he Something fom catalog. ASK about questions. You may tse anspasency thepoces and what helped tiem make ofthe appendix page to show teenie thoirdeision (gt pcures, the clase oe © Chock answers orally in class. © Explain that students will be Discuss how easy or difficult it was to scanning an advertisement fom find the answers. Refer tothe scanning shoe calalog, Review the definition of tips, and ask stents which echnigues scanning and why its useful Scanning they used means to read quickly, (ooking for specific information, e, dates, times, 00K LESSON =nGRAMMAR - REVIEW OBJECTIVE: Ask questions with how + adjectve adver, and answer with 2dvorbs of degree. Presentation This section reviews questions of degree with haw + adjective/adverb (treated in Books 7,10, 11,13, 15}, and answers with adverbs of degree (Book 14). © Asa warm up, briefly talk about things you have 10 do to maintain your hhowse or car (house: paint, replace ‘windows, ix appliances; car: change the ol, fx the brakes, et). Mention the ease or difficulty with which those tasks are done. Elicit students’ own experiences. Ea ‘Asking and answering How-questions “ow ard canbe o weenie Leournows ato. 7) paint | 2 dll bose for ny daughter? P| wzeer le a flvcan'tte\ peaked 1 @ [tery leone ihe; har caro | LS oy) ah ae How easy was ito assemble the dollhouse? tts [fury (prety rather reasonably | cas. quite extremely [realy / ery took jst afew minutes, ‘Complete the questions with Howthe adjective or adverb in()] hen complee the aniers withthe adverb of degree in() ond he same adjective or adver 1.(ainy) How ainy ait at nig (ity) &,__Fesminy _ We gathalf an inch fn, 2(ey) —-Q._Howeaey _was the est? (eoemely) .__Extremelyeaey Everyone passed | s.chmy ——Q.__Howfunny ns the movie? 1 A, Not funny at all thought it was awful, | Q.—How soon can se my sore? ‘A, Pretty 800m __ Come back in an out S.(wel) Howl id Jane do he ob? (ootteniby) A. Not terbly well She worked too som r Tc CE © Open books and guide students 10 ‘examine tho illustrations and the chart ‘Sinan Bouse icescein bison Mange settee” Wane Sagisapemyssene fam follow each row of adverbs (took me a Tong tine, 1 Pint ot that near a, Poin out ha each answers followed (Grad. Jads,) and nora.) aall BY an explanation forthe choice of sre both possible a greatly strengthen adverb of degree the negative degree, ¢.g., This drink is ‘tems 1-3 use adjectives: Items 4-5 use rot cold at alland This rink isnot at asyebs alco NOTE: There are many other adverbs of degree which are no presented here (greats, aul incredibly, et.) o ‘AMERICAN LANGUAGE COURSEEE Flin the blanks to make the staloments true for you Le verand ever. Share your answers wih the class. 1 How cold does the weather get in your county? It______ eld ow dificu i ito lve ina new cukure? _______iiea, 3. How had ist for you to ge up in the moming? 1 4 How convenient isthe dining hall? Ir 5. How annoyed do you get with noisy neighbors? 6, How carefully do you think you drive? 1 7. How far did you travel to gt to this schoo? 1 =" MEERA Complete the questions using your own words. Tho, akan nse the guess wih our partner J. How often do you 2 How quickly ean you 3. How good wig Ce, 8 Hoy “Pow a phy om =, ) Cae ) ee RL Vso mn Er Books open Books open Weiten cue Wiiten and oral cue \Writen sponse Wiiten and oa response Individual hen group Individual hen pairs Circulate and ensure students ure wsing adverbs that express their own opinions. If necessary. direct them to the paradigm ‘on the previous page for examples of adverbs, 00K21 LESSONREADING SKILL —— OBJECTIVE: Read a set of notes written Raz ‘Summarizing notes In phrases and select he best summary | bee | Read the notes and seloct the best summary. }0 ceases wns nn ses 75 Aen “oe + ema Ae | 5 gin bet tn © Tre many benefits for etre people who work in national pars include seeing Toemaemscaricme yee ee |b. Nationa parts employ active retied people o drive tour buses, be housekeepers, tee pot na pla cn ee nd oy lb pan te on nocanay ee ee Geena aren rte a oon oto Bac “a. Strength training isthe mos! important kind of physical taining. It includes © For beter physical training, a workout should have three kinds of exercises: ss _ a CULTURAL NOE: Pei ops Student have worked wih summaries Stover rfl refered tas senior meget Ae he weno Peeeente ene wating wear oa Review with the class what a summary is, Blct te fact that a summary gives the main idea and the most important points ofa text without oo many details, = "AMERICAN LANGUAGE COURSEAD ING SKILL MEE fee oes andre asim. OBJECTIVE: Read a set of notes Amowers wl ay. wien in pases and wate a anny ° Doge have served people for 10008 of ears «re arial a bocome howe pots eee | oaweue sumanes fend 1 Dag hav sere pooper + Today provide many services | © thousands of years as pets and by ee mar occa | plowing ent coves — scientiots use for teste: | 2 Aniilitary career offers a variety of hap nd people febeppnies os el ast go aomend ante socal aioe @ i eowont choo amin coe i 1 tv operiis ramet yen vais 2 tet | peed net 2 pide erage soa ES — | dona wane ‘ea wmpere re iret and check sent wrk as Gone ‘Ask volunteers to write their summaries ‘on the board, Use the Exaxere suntamies inthe upper margin only if necessary. BOOKA! LESSONTNEW VOCABULARY ‘to conclude (decide) soenery esert sand peak (mountain top) Sensty '0 populate peak (highest level or degree) in that case 'o conclude (nis) ‘once again Presentation The Inernational Olympic Commitee’s lotr of rejection 1 River City's pplication to host the Olympics isthe ‘context fortis vocabulary section. © Quickly go over the pronunciation of the Bolded vocabulary. © Give students ime to read the letter silently. As they read, write these {questions without the provided answers, ‘om the board, International Olympic Committee Headquarters if June 13 Dear Mayor Westbrook ‘The 1OC regrets to inform you that your city was nt selected asthe Olympic city fr the future Sommer Olympic Games. After reviewing your application and visiting your city, we concluded that your city isnot ready to host the Oympies a this time. However, we thank you for your interes River City should be proud of ts wonderful scenery, soc as the desert ‘with white sand andthe highest mountain peak in the country. In ation, tbe clean coast and two rivers are perfect for water evens, Nevertheless, the central locaton where the games would beheld lacks the iter technical support io hast this event. In addition, the population density i very high in the downtown area of River City. There would nt be enough room to build sore hotels since so many people already populate that area. We expect Wo nillion people tthe peak ofthe games; therefore, we would prefer a city that could easly adjust to an extremely lage numberof visitors _Bven though River City was nt selected asthe next official Olympic city it may be a perfec raining locaton for utletes before the games begin Let the IOC know i you're interested in being considered. In that ease, we ‘will eontact you and tell you what you need to do to, ter we conclude the planning for the games, we'll select the Olympic raining cities ‘Once again, thank you, and we bope that you wil ake par inthe application process Fr furure Olympic events Sines 1. What did the members of the (OC @ As students finish, pu them in pairs like about River Cty? (the scenery, or small groups to discuss the three including its coast, rivers, mountain questions onthe board ‘peak, and desert) © Circulate 1o monitor the groups" 2. What are the reasons why the IOC responses, helping with pronunciation ot did’ choase River City o host clarifying information as needed, the Olympics? (lack of technical suppor, high population density, Tack of space for new construction) 3. What did the 1OC suggest? (the possibility of being acity where ‘Olympic athletes train) ‘ANIERICAN LANGUAGE COURSEWrite fortrue and Fforfaise. 11. The 10C decided tat River Cy will not host the Olympic games. F__2 The IOC doesnt think the city is beau enough 13. Too.many people ive dowotown, 1. 4. Twomilion people wil visit the Olympics a its basis Kime. 5, Thel0C detniely wants an ditional it for ain sheen F 6. The 1OC will contact River City whether it's interested in hesoming ‘exining location or not. Complete te sentence wih the best answer] |. you eachthe peak of mountain, 5. femay rin tomorow, nt se, youaeatthe Vwitinot @) tp doy bomework om froth pele mle © Gmy st 2 Afapples cost $1.25 per po, ned 6 really enjoyed the montsin —_ Sr four @ sen aeples role pind © meng © bates 71S eee with wary prope bee 3, are eavily potted ares. Sn populaon dee, > Farms a all fas iow Chee igh 4. Appany concludes when 8 Traer not goto the because | eases dont ike sa the goss tk eachother a. forest © ttelisegut anes tounains | beach more eso = Boks open Bos open ten ee Weiter cu ten esponse Witten response ‘nit le BOOK2! LESSONREADING SKILL OBJECTIVE: Locate a word ina glossary fr dicionary and write answers to. ‘quastons. MESES Compicte the sentences with a word from the box. ‘ontnbuted . concluded ‘once again Desert cess peak portions 1. Can you plese play that song once again > 2. Wedivided the cake ino small portions _for everyone After checking my bank account, |___Goneluded that can't afford waew ea. } i i i } ‘The Sshura___Desert__jsocatedin arth Africa. ‘The power ofen goes out daring hours of ___peak__ cleric use ach fanily member —_eontebuted _ 579 for ter grandmethe's bind i “The city experienced a sudden decrease in population shoe factory closed 1. What pr of speech is anny? aver 2. What part specs habit 3. How many pars of speech does average have? shee 44 How many dfiitions does spread have inthis book? Ho 5. Whats the deiiton of brand? products wth the same name which are made bya specifc company (6 Whatis the defniion of apptie? desire for food "BIER NGINGE COUPE Books open Witton cue Witten response Inia Several of the words in this exercise (anyway, habit, brand, appetite) appear ima following vocabulary presentation, ADAPTATION: Allow students to look up the same words, using leamer’s dictionaries, Have them discuss the \liffeences between the glossary and dictionary entries in pars or small, sroups. "AMERICAN LANGUAGE COURSEReview of comparatives and superlatives rand Mes. Smith have fve children. Each yer. they wrile down thir children's hoights to measure haw much they have grown, The seal below shows their eights his yar Height Scale This yar Jims the tale, and Gof til thesherest. OF tevin Emma groming faster than Greg (teenage boy | ‘Gey Enna dm aw se often develop more slomy than irs) Chloe is shorter than show the ends ofasesle: |) Greg, but shes glad tbe taller ‘than Soe. Wel see how tll how the iteronce points onthe cea: HEDIS Uocitine te comparativo or superatve Then wit Cfor comparative or S for sper. C1, Groveros at Produce Murt are cheaper than at Health Mar. 82 December i the fusist ime of yer for department stores £3. think soccer is a mre exciting sport han baseball £4. Mike's cl is worse thant as ast week, Hed better see a doctor ptr ofall the boys in is elementary schoo. 5 6, Josephine performed te best of al the actors in her rle ax Jal C_ 1, Kate handles problems more capably than anyone else inthe fc. 58, Sunrise Aitines wm out of business hecause their planes are known 19 and the fas sal: mae SO Presentation © Go over the bullets and ask students Comparative and superlative adjectives and adverbs are introduced and practiced {numerous lower ALC Books. This grammar isa review of al of those. (© To warm up. have the students ine up in order From tallest to shortest. Ask ‘comparative and superlative question. to count the comparative and superlative adjectives and adverbs inthe Smiths note pad (There are six ales, shortest {fester more slowly, shorter tate} Point out the markers that difer- entiate comparative from supertative structures, a below. eg Who taller sham Capt Kin? Who's * Comparative: the sux er or the shortest person in our class? ‘more/less than © Dirwet sues atention to the illustrations in the book (Hci SeaLe + ‘Superlative: the sux -est oF the most least and note pad) Explain that a seal is 2 sev of measurements which shows the lowes! to highest degre of something 00K21 LESSON? GRAMMAR - REVIEW ‘OBJECTIVE: Use the comparative and superative forms of adjectives and ‘adverbs 10 make comparisons anc evaluations c Books open Wet cue Wiiten response Iniviual a necessary, point out that Better in Item 4is part ofthe modal had beter: After checking answers, elicit the ‘markers that make an item a comparative fora superlative structure, NOTE: lems I-t have adjectives, Mem 5-8 have adverbsa war cr Wer eons reat Fil iat bak rte to) 5 class before having students complete teretof sly er in pairs. Remind students of spelling hg: tt oer Pot oot at impeac ete Crepes a sn eons a MEEESEGEN compice ne char by wing te missing words onthe ines] good better than bad ‘wore tan far _—fortier than _ Most adverbs at end inf take more ls than MEER Ge te corect orm othe comparave ajecve or adverb] 1. tnedtotighe sug ut GmneY ore ase tan it sould be Tresdens ot a Tony feels relaeder Qaore relaxed afer aking a hot bath “That restaurants food was ‘more greasy than I'm used to. fel sick 2 3 4 5. Mike runs guictlier Amare gui) thn do. 6 1 8 Do yu feel gooder en) aay han you did yesterday? Do youcat vegetables oftener (Gore) now than when you were x ci? Ie took (GigE more ong to acomplia the mision than anyone expected I e ccee NOTES: The variants of far have diferent usages. Posle'ojen + Farther/farthes abvays indicate Wien eve distance, e.g, Melissa drove father ten today than she did yesterday. India + Farther/farthest often indicate Encourage students to use the char fom addition rather than distance, e.g. For Exercise B to determine the answers. further information, contact Laura. ‘Adverbs that have the same form as adjectives typically tke er for ‘comparatives and -st for superlatives, eg. faster, later, the longest, the lowest. "AMERICAN LANGUAGE COURSEEo “Complete the chert by writing the missing words on the lines. General rules for making superlatives adjectives and adverbs 4 Most adverbs that ond in-Iy take the most th eas. EXERCISE E 1. Samat my gee AG) end Mount Everest ithe GY most high mountain in the wo 3. Sth wins very game be play. He's the Geely mast ack pers kao 4 Hove my chemistry cls. the Zaterestingent (ar teren cls hae 5 On Sauda. this aura i the crowded Kot crowded) restaurant in Own. {%Ofallecilre, Joan pays the quietest (aster) 7. was the aren near 1d ever bee a famous person a the rock concen. 8 {That home-building company is known to work the carefilest BOOK2! LESSON?FUNCTION (OBJECTIVE: Ask for and make evaluations and comparisons. Books open| Water cue Writer and orl response Inividua, then pais Encourage students to answer the ‘questions in complete sentences using Comparative or superlative structures NOTE: Some adverbs have two forms with no difference in meaning slow slowly (#6), loud! loudly (8). § MEEEEEEEME Complete the questions using the correct form ofthe word in () ‘Aferwarts ake sures asking an answering ibe questions with par 1. Asastudent now, are you more motivated —(ovovted) ‘when you were younger? 2. 1s your county _eolder than — (cold) mine? 3. Of ll professionals are soldiers the most disciplined _ (scipined) people? 4. Do you agree that the best (good) advice of also slep well before atest? 5. Do,outhink women cook __better than _ wet men? 6. Does cating too much make you run Slower than / more slowly than (slow) Ifyou don't eat a lot? 7. Where do you go_the most often _(ofien) on your vacations? 8 Why do people at soccer games yell_ tore loudly than /ouder than _udly) peopl at gl couse? LINE UP! ZB by timein the itary GD by owner ot others and sisters ZB _by how many countries you've visited Presentation: function Once isha sk sents questions np : sing comparatives und superlatives to 4n tis group activity, students will check that their order is correct. staleate geet oe Seuniverintinesndigret Rep Spe another Somcsruuee om ten | we Soricisaemon ee oo Soret nets penne nin ADAPTATION: Let ste reset for the longest. ae © Ak mes th i category ine ery ae) erpebortatoe eee "ANIERICAN LANGUAGE COURSEThe entertainment capital of the world Seles one word fom each gray bao write on the lin Las Vegas is sometimes called the entertainment capital of the world. 1 offers wide | variety @__of __setvtes forthe millions of tourists who wave thee each yer. © Most vistors come to Las Vegas forthe oll and casos, where they | can stay and gamble, @___I.___adton, they can also enjoy anending comedy | met ms. © BEE nan hi wal Las Vegas Te iy oes other atrctions, sich @ #8 shoprins spots and muscums—more than enough to keep the average person enter od. Besides the | actions insie ofthe city, plaes inthe surtounding region add @__t0_ the | areas tourism. At Lake Mead, viitoes an swim, boat o sh, Besides that, tourists am ski fon ML Charleston, whose peak sss 011,900 fet. Many people also dive to Red Rock bebe dese sry oF eho. They | Canyonto @, can even take « tour to visit Uke Grand Canyon, © whih __ is about four hours way by car or bus No mater what kinds of aetivtes tourists prefe, they ean always find comeing interesting odin Ls Vg Ez mwa * None os a Most with o tw at D so 5 = Es a ti A = a} © © valk wien | el Presentation Tn this text about Las Vegas, Nevada, students are asked to select a word for cach slr that completes the sentences of, the paragraph, The text written atthe appropriate language level, so students should be able to understand the context and vocabulary. If necessary, discuss the City of Las Vepas before having students do the activity. ‘Upon completion of the exercise, have students compare answers with a partner before correcting the exercises as a class READING SKILL OBJECTIVE: Select the correct word ‘rom 23 choices o complete a written text from which words have been systematically deleted (loz). BOOK21 LESSONTWRITING SKILL, ‘OBJECTIVE: Welte notes in key word form after reading a text. Presentation ‘Suen have practiced taking notes in previous ALC books. © Before opening books, conduct a short discussion about note taking with the class. Discuss various situations in which people might take nates and why they take them. Draw on stadens" personal experiences with note takin. Remark on the fact that each individual takes notes ina different way. Discuss the following strategies for note taking: + Don’ ary to write down everything + Look or listen for main points. * Look or listen for clues that show ‘main points such as transitional words. Edson Arantes do Nascimento, who is also known as “Pel.” is considered ‘hy many to be the greatest soccer player of all ime. He was bora in Brazil in 1940 to a very poor family. AS a child, te couldn't afford to buy a soccer bal, so he made one with un old bag stuffed with socks. Pelé stared to play professional soocer when he was only 15 year ol ‘One yea later he became the top scoret in the Brarilan league. In 1958, he was chosen to play forthe Brazilian ational team in the World Cup. He was the youngest player to ever pay in & world up at that time and scored sx gous in Tue matches, oor family became top scorer 1 2 13, professional soccer -15 years old 4 5 1068 - World cup _ = youngest player ~6 goals in4 matches 1862 teams wanted to buy bin 1969 - 100th goa! Read the text on complet the notes in the space belo: Pelé After wining the 1962 World Cup with Brazil, many European teams wanted tb contract Pelé. However he stayed in Brazil, and in 1969, be scored his 1000¢h goal tn 1972, he tied from professional soccer in Brazil, but three years late, he decided fo return 10 the ‘ame. This time, he went to New York to play in 8 new sozaer league and to ry to help introduce the sport he loved in the United States, Pelé retired aguin ia 1977, but his talent and skill on the soccer Geld still inspire people throughout the world today. NOTES: Poke bom n br 940 | 6 z. 8 1972-retred 9, retumed to game played In New York retired again in 1977 ERE RECO + Use key words and phrases instead of complete sentences + Use abbreviations *+ Use indentation an outline forms when writing. © Have students examine the title and predict what the ext might be about before they begin reading. © When students have completed their notes, have them check er wor with Partners, then check as class. Allow for resonable variations in wording ‘AMERICAN LANGUAGE COURSEMESES esi et an ee nets inte space biow ee : OBJECTIVE Tate oes nga wore ‘and phrases after reading a tox. Types of Bicycles ‘There ate basically lwo types of bicy- cles whlet are popular nowadays. These fre wad bikes and mountain bikes. “The modern rad hike was originally designe in Ensope. It bas thin ight weight frame, whi is bull fo go fst Us thin wheels are desig wo have less. fiction when they touch the ground. Rod hikes are designed so that herder sitson the bike wih his ack pale) to the ground, These kines f bikes are sat for road racing long-distance tour ing. or commuting oand ram work. 99999999 Mount bikes were fis designed in the 1980s in Calfomia, and sine then, ‘hey have become more popula than road bikes. Mountain bikes have song Frames and thiek ties. Most muantin bike ties ae at esto inches thick so that hey can be used on ough srfaces “These ids of ikes hae writ handle Dar, he vider sis in an upright pos tin, Tey are designed fr off-road i ing in places that oad bikes can't po. © Ask students to examine the tile and ‘photographs and discuss what the text might be about. (© Give students afew minutes to read through the txt without taking noes. Discuss the main idea ofthe text (wo ‘Kinds f bicycles) and how students might organize their note taking. © Circulate and monitor studenis™ progress a they reread the text and take notes. Have pariners compare their notes ‘when finished, Putstudents in pais. Tell one partner fo cover up the text and paraphrase it using only his or her notes. The other partner should listen for completeness and accuracy. BOOKA! LESSON t