Preface ‘The American Language Course (ALC) is a comprehensive, multilevel Janguage 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 ofthe 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 ofthe following: > Instructor text (IT) > Student text (ST) > Homework and evaluation exercises booklet (HW and EE) > Language laboratory activities text with audio scripts and answer keys (LLAT) » Audio recordings (tape or CD) > Computer-delivered interactive multimedia instruction (IMI) for Levels I-IV > Quiz kit > Optional training aids Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIELC/LESL 2235 Andrews Avenue Lackland Air Force Base, Texas 78236-5259 E-mail lesiwork @us fi ‘© 2007 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. ‘This book supersedes ALC Book 16 Instructor Text, January 1991. Second Edition, April 2007 Sixth printing, October 2011 00K 18 PRERICE =ALC Book 16: Scope & Sequence, Lessons 1-5 » Smart computers? > Smart houses 1 Fit for life » Ask for and it+ BE + adj./noun phrase | » Read and write topic & > Exercise give advice |» its not a good idea tojog | main idea > Diet on health and | at night » Listen & select inference > Relaxation fitness Why don’t /Why notto give | » Scan to identify synonyms advicersuggestions > Timed reading (1 minute) Had betteror strong advice | & answer 6 questions Past perfect > Scan a text to complete a chart 2 | US Miltary customs | » Ask for Present BE-passive to |» Read and write topic & and courtesies and give express present habits main idea > Miltary traditions | Mformation | Have got foto express |» Scan & identify synonyms ry | “obligation or necessity | > Give & take messages > Rights & privileges | customs and » Senior officer ranks| courtesies Past perfect progressive _| > Write a paraphrase and grades » Rewrite a text in briefer form 3 | Lets. g0 0 he » Ask about | Prefer+ noun/pronigerund +] » Read and til in information| theater. and express | tofrather than + nounipron/} about a person preferences | gerund » Read & select inference a » | preter tea fo coftee. » Scan to identify synonyms » An actress and an > | prefer walking to a ome actor driving, antonyms > Interviewing a » Timed reading (1 minute) yourg renen Prefer + to-infinitve + rather| & answer 6 questions than bare infive, |» Give & take messages ps > Rewrite a text in briefer form Would rather (than) > I'd rather ski than swim, ‘Adjective /adverb + enough > He's old enough to join 4 | Using computers |» Ask about Be unable toto express —_| » Read and write topic & » Computer and express | incapability main idea hardware capabity and] Too much/too many + > Read & select inference ee incapabilty | "Ipomeount noun > Scan to idently synonyms > There are too many cars, \Verb to noun with -tion and -sion and antonyms > Pronounce base forms and derivatives » Write a paraphrase > Sean a text to write information in a chart 5 | Review Lesson 5 reviews all vocabulary and structures introduced in Lessons 1~4. ‘AMERICAN LANGUAGE COURSEIntroduction to Level Ill ‘The American Language Course (ALC) is an English-language program designed for students who need to understand and communicate in English in vocational and professional contexts. Its books are intended for intensive language instruction. In the ALC, grammar and vocabulary are taught and explained thoroughly, and all four language skills are developed systematically About the ALC program 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 leamer’s attention to significant information. Mlustrations elucidate identifies a word which has more than one meaning or part of speech. The rnumber inside the icon indicates the number of meanings or parts of speech which are treated i the lesson. Each meaning or pat of speech is clarified in the IT margin as it is presented Facilitaive vocabulary refers wo words and phrases which help students understand the lesson and, in many cases, provide more realistic and authentic sounding material. They aue listed alphabetically in the IT margin on the preview page. These words are not tested and {do not appear on book quizzes ‘AMERICAN LANGUAGE COURSE+ Instructional vocabulary consists of words and phrases used in the text or by the instructor to explain new material, conduct activities, or explain testing procedures. Students see and hear these terms repeatedly and should be able to recognize and respond to them in class. in lab, and during tests. Reading in Level Iit In order to meet the challenges faced by language Jeamers who will continue military training in English, the Level-II reading component emphasizes progressively longer texts of increasing difficulty. Additionally, many texts are of a semi- technical nature and extend beyond paragraph length. The books in this level also address personal reading strategies for students to develop in order to help themselves become more independent readers + Level III reviews and reinforces reading “objectives fromt the first two levels, These include skimming, scanning, summarizing, and identifying topic and main idea. + This level introduces timed readings. Practice with rate-building activities helps students increase reading speed and comprehension. *+ Students learn about paraphrasing, a skill that is useful both for everyday communication and academic writing * Objectives which develop personal reading strategies include dictionary practice; drawing inferences from a text; and working with charts, ‘graphs, and tables. Language laboratory materials ‘The listening activities and audio recordings, which are on CD, are an essential component of the ALC course. The audio component reinforces lesson objectives. Iti 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 program Book quizzes measure student mastery of the objectives and are administered upon completion of each book. They cover only objective material specifically noted on the table of contents and preview pages of each lesson. Each quiz consis 50 multiple-choice items and requires 45 minutes to administer. A quiz has two parts—a listening and a reading section—and draws upon the skills of listening and reading to test the specific objectives presented in the book. Auxiliary materials Some very useful optional language training aids that directly complement the ALC books are available. Flash cards: Books in Levels I and TI have corresponding flash card packages. Transparencies: Master copies of the transparencies developed for the book can be found in the appendices, which are located after Lesson 5 in both the ST and IT. Transparency masters may be copied ‘onto transparency film for use with an overhead projector Instructional aids enhance classroom presentation, provide variety, and allow the teacher to conduct activities not directly focused on the writen 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 16 PREFACEInteractive Multimedia Instruction ‘The ALC instructional package can be supplemented with interactive multimedia instruction (IMI) ‘courseware. Each IMI disc corresponds to a spé ALC student text and has been produced in order to enhance the teaching of the language skills and training objectives in the book. IMI provides an interactive medium that permits students to Classroom management participate ina 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 learn and review material in a non-threatening environment. ‘There are many factors that enhance language learning, and a skilled instructor plays a significant role in that learning process. Instructors can ‘manipulate the language learning environment to 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 in a variety of divergent fields. Their prior experience may include academic or practical, professional of vocational, and physical or mental training. They tend to bring superior cognitive abilities and ast prior knowledge to the language learning environment. ALC students are very likely o be able to consciously draw on previous educational and training experiences when learning the new language. Thus, ALC instructors should be mindful ofthis potential background and make learning meaningful by + interweaving course content with students’ personal lives, interests, and career or academic goals ‘+ making connections and associations between students’ prior knowledge and new information Encouraging student interaction Because speaking is essential to language learning, students need opportunities to engage in meaningful and authentic communication, They need to practice the kind of language typically used in real-life situations to 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, rising your voice, and over- explaining cause confusion and anxiety. Below are some general guidetines for giving classroom instructions. + Demonstrate what you want students todo, *+ Spell individual words out loud when students say they don’t understand them. + Tell students to turn to pages or exercises by using numbers or letters whenever possible AMERICAN LANGUAGE COURSETeaching classroom language Just as students need vocabulary, grammar, skills, and functions, they also need classroom language. In the ST, the exercise headings provide instructional vocabulary. Encourage students to read and understand the headings. In addition, provide students with language to ask for help: * Repeat, please Classroom practices + Please spell that word. + Speak more slowly, please. + Please say that again. * Please write that on the board. + Explain that again, please. Introducing a lesson’s theme Each ALC lesson in Level Il 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 a little 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. * Ilustrate size or angle. + Present groups of words in a category. + Provide an antonym, + Provide a synonym. (Be sure to emphasize that the word is similar to rather than the same as.) In the ALC, the term vocabulary means not only single-word items, but also collocations—words that often go together—such as coffee cup of heavy rain, as well as lexical phrases and idiomatic usage like How do you do? Introducing new vocabulary ‘vocabulary, the ALC IT suggests presenta activities to help the teacher discover the objective vocabulary and topic information the students already know. This approach to teaching English. vocabulary can stimulate student interest and motivation, provide opportunities for stucents 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 om the board or the bolded words as they appear in the text. 3. Alternatively, in order to avoid confusion arising from spelling versus pronunciation differences, conduct pronunciation practice with books closed after erasing the words from the board. Then, practice pronunciation a second time with books open. Correcting errors ‘The ALC’s goal is to improve language learners” proficiency in English by helping them develop the skills they need to communicate effectively and comfortably. To that end, the lesson’s focus is Sometimes on proficiency (the ability to communicate ideas fluently), and other times on ‘accuracy (the ability to speak with as few errors "AMERICAN LANGUAGE COURSEas possible). As a resul, error correction or constructive feedback will vary, depending on the goal ofa particular activity. In any case, students benefit greatly from the opportunity fo 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. + Repeat what the student said up to the error, and then pause for the student to continue. + Indicate where the error is, but et the student correct it + Give two or three correct answers, and let the student select one to use. + Let other students provide correction, + Ifa student can’t answer a question, give your own answer as a model; then, ask the question again. ERROR CORRECTION IN DRILLS. When students are practicing grammar and pronunciation drills, they are learning language patterns. Therefore, errors must be corrected, bur ‘only those in the particular area that the drill targets. For example, if students are practicing the present progressive, correct errors only in the formation of the present progressive. If practicing pronunciation of the phoneme /i/, overlook minor ‘ispronunciations of other sounds, ERRORS IN COMMUNICATIVE ACTIVITIES ‘The purpose of communicative activites is to use the language to share ideas. Your students’ focus should be on content, not form. If they succeed in getting theit message across, they will have met the activty’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 activities is not advised, providing ‘an appropriate word or structure or pronunciation assistance is perfectly acceptable. However, at times, you may wish to encourage the development of student autonomy by not providing what they lack, By allowing students to figure out alternative ‘ways of saying what they want to say, they will gain strategies for self-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 written exercise answers ‘There are many innovative ways to conduct the ‘often mundane business of correcting errors. Some strategies listed here will let you extend an exercise to get a little more mileage out of it Have students read their answers aloud. Have one or more students write their answers on the board. Encourage peer correction of any mistakes students see on the board, Write the answers from the book on the board ‘project them using an overhead transparency. Hlaye students check their own work or exchange books and correcta classmate’s work. ‘Write students” answers on the board, and then let classmates discuss and correct the answers. Pair stadents, and have them compare their answers and discuss differences of opinion. At the conclusion, be sure everyone has the correct answer, BOOK 16 PREFACE+ For multiple choice exercises, have students state out loud, individually of 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 it is tre, Eliciting student response Using a variety of elicitation techniques will ensure that all students actively participate in class. Ensure that everyone has equal opportunity to talk, Call on students in random order. Ask the question before naming the respondent 0 that everyone has to to pay attention, Ask for volunteers to answer questions Allow students to call on one another, Use eye contact ora gesture to indicate who should answer rather than naming the person. Give students think time after asking a question so they have time fo formulate an answer. Teaching techniques and procedures for exercises The ST contains various tried-and-true ESL. exercises and activities, such as, matching, true- false, gap-fill. labeling, categorizing, answering questions, and completing charts or graphic organizers. Moreover, the IT presents procedural suggestions and ideas for new or uncommon exercises and additional activities This section provides step-by-step instructions for ‘many of the exercises and activities which occur frequently in the ST. Oral drills Drills can be divided into two main types: repetition drills and transformation drills. In repetition drills, students simply repeat what they hear without changing the word or sentence. Transformation drills require students to change the sentence in a minor way, Students orally produce the transformed ‘sentence: the teacher reinforces their production by repeating the correct form again. There are various types of transformation drills: person-number substitutions, singular-plural transformations, tense transformations, patterned response drill, chain drils, cued response, and directed dialog repetition For all drills, keep these general guidelines in mind. ‘+ Maintain a stimulating pace so that students don’t get bored: however, don’t speak so ray that they can’t keep up. * Demonstrate rather than explain: Keep instructions as brief as possible. ‘STEPS Always have students listen first before you require them to repeat. Don’t repeat the prompt in unison with your students: Listen to what they are saying. Say Again, and gesture with your hand when you want them to repeat ‘When students have mastered the choral drill, move on to individual drilling If students cannot master a choral drill, model problematic words or phrases again. Let them be successful before you move to individual drilling, DRILLING WORDS OR SENTENCES ‘Tell students Listen, For individual words, say the word. Gesture for students to repeat. Listen to them saying the word, Reinforce correct pronunciation by saying the word again. 3. For statements and yes/no questions, use falling intonation. For information ‘questions, use rising intonation Gesture for students to repeat. Listen to their sentence, Reinforce correct pronunciation by saying the sentence again. 4. Have students repeat in chorus until performance is satisfactory. Then follow the same procedure, and drill individual students. ‘AMERICAN LANGUAGE COURSEPracticing as a group helps students feel more comfortable; however, on occasion, a choral drill ‘won't work right the first time. If a word, sentence, or dialog fine causes difficulty and the group is unable fo repeat in chorus even after you've modeled 1 second time, stop the choral production and conduct the drill with individuals. Once students are able to repeat individually, give them another ‘opportunity to repeat chorally. NOTE: With long sentences, backward build-up is effective. This technique entails having students repeat phrases from the end of the sentence to the beginning. Always maintain the pronunciation that each phrase has within that particular sentence. The following example demonstrates backward build-up. EXAMPLE: I want to go home early in the moming the day after tomorrow. TEACHER: tomorrow STUDENT: tomorrow TEACHER: after tomorrow STEPS | SUBSTITUTION DRILLS 1. | Have students close their books. 2,| Tel them Listen only 3. | Gesture to yourself, and say the base | sentence, e.g., Jim is happy. 4, | Gesture to yourself again, and say the | word you want the students to substitute ito the base sentence, e.., hungry. 5S. | Gesture to the class, and model the new sentence, ¢.g., Jim is hungry. 6. | Repeat this procedure with each new cue ‘word if necessary. 7. | Finally, tell students Listen. Go back to the original base sentence, and give the initial cue word—happy in this example. 8, | Gesture to the class, and listen as they say the original sentence. STUDENT: after tomorrow TEACHER: the day after tomorrow STUDENT: the day after tomorrow TEACHER: in the morning the day after tomorrow STUDENT: in the morning the day after tomorrow DRILLING DIALOGS 1, | Tell students to listen as you read the dialog at least twice. 2. | Read each sentence with normal intonation 3.| Aska few questions to ensure students, ‘understand the main points of the dialog. 4 | Have students repeat in chorus until performance is satisfactory. 5. | Divide the class in half. 6.| Have one half repeat Part A of the dialog | and the other Part B. Then, switch parts, 7. Divide the class into pits of students. 8, | Have pairs of volunteers read each part individually. Allow sufficient time for practice. 9. | Have pairs of volunteers recite or role- play the dialog for the rest of the group. NOTE: Steps 7 and 8 take you full circle back to the beginning of the exercise. Returning to the base sentence gives your students the opportunity to recognize the structure again, thereby reinforcing the porpose of the drill. srers | TRANSFORMATION DRILLS 1.| Have students close their books. 2. | Tell them Listen only. 3, | Gesture to youself, and sey the base | sentence, eg. Jim is happy. 4, | Gesture to your self again, and say the word(s) the students will substitute into the base sentence, e.g., Mary and Sue. 5. | Gesture to the class, and model the new sentence, e.g., Mary and Sue are happy. 6. | Repeat this procedure with each new cue it necessary 7. | Finally, ell students Listen. Go back tothe original base sentence, Give the initial cue word —Jim in this example. 8. | Gesture to the class, and listen as they say the original sentence, BOOK 18 PREFACESome drills are very enjoyable for students and take oon a game-like character. Chain or round-robin drills, fall into this category. STEPS CHAIN DRILLS 1. Begin with a statement or question, e.g., What country are you from? 2, The frst student answers and then twrns to the next student to ask the same or a similar question 3. The third student responds, and so on, around the class, 4. The activity moves from one student to the next in sequence without additional instructor direction. In summary, as an instructional technique, drilling benefits learners by offering them an opportunity to listen to a clearly targeted language feature or structure and repeat it ina fully controlled manner, Drills permit students to focus specifically ‘on producing the language’s rhythm, stress, and intonation patterns, as well as individual phonemes. In addition, when used for grammar practice, drills serve to reinforce recognition of predictable patterns, Pronunciation In order for students to practice accurate English pronunciation, the teacher should employ both listening and speaking exercises. There are six phonological features that come into play reduction, syllable stress, word stress, thought groups, linking, and intonation. Teachers may also develop sound->>) BOOK 16 LESSON’VOCABULARY OBJECTIVE: Pronounce inteligbly end use in discourse the words, pases, and ‘expressions listed on the preview page OBJECTIVE: Recognize and respond sulably to vocabulary taliized on the preview page, which will not be tested, but which may appear on book quizzes. FACILITATIVE VOCABULARY fastfood {at (grease) interest (y) grin mind simple while (conjunction of contrast) vege © Take the part ofa participant in «dialog containing a maximum of 5 exchanges: first, listen to a recording of the dialog; then, respond to oral prompts in the recording. (Audio) © Read a text 150-500 words in length and writ its topic. © Read a txt 150-500 words in length and write its main idea (© Read a key word and a row containing a maximum of 5 additional ‘words, and circle the word identical to the key word (time resuiction: 2 seconds pet 108). (Audio) Ez What's new in Lesson 1? NEW VOCABULARY Nouns Verbs other activity avoid active envy check out closed equipment cut veutfeut down (on) eanvenient fitness cut cutfeat out doubtful health 1had better even lap ig fit ep Yok after ‘radual relaxation nap gradually sleep skip ‘impossible suggestion ‘ako took/taken partin it ‘swimming pool take took/taken up little by little eights tryout ‘necessary pen possible possibly proper properly regularly ‘unnecessary NEW GRAMMAR STRUCTURES Its expensive to take a taxi Tt not good idea to skip meals, You'd bettar got to lass on time. Youd better nat be late ‘Why don't you take up jogging? Why not take up jogging? hadn't met him before he joined our class, We met hi be ha red ined © Read pais of phrases within a limited time, and identify the pairs as being the same or diferent (time restriction: 2 seconds per pir). (Audio) © Read akey word and a row containing a maximum of 5 additional ‘words, and circle the word with the sume meaning asthe key word (time restriction: 3 seconds per row). © Write missing words on bank lines ina cloze text from which words have been systematically deleted after hearing the complete text dictated twice: 1) listen for comprehension; 2) write in the words, (Audio) Toads cee ‘get tired of staying in the offic. Bipptahenale dena DiRT EEO © Read silently a ex approximately 200 words in length within aime of ‘no more than 1 minut, and select the answers to 6 comprehension questions ‘with 70% accuracy (4 questions asking for factual information snd 2 for inferential or general understanding) (© Wit information missing from a chart after scanning a text, (Homework) ‘AMERICAN LANGUAGE COURSEFEI onc Get Going for Fitness! In this year's final tree newspapers, yoo! Gin some suggestions to help you stay in good health. The most important things to think about are fitness, fod, and relaxation, This month's article ie about physieal fitness It's always important to be aetive and take part in some kind of exercise to stayin good shape. Proper exereise which is dane regularly every wook can help you stay fit. First, you'd better vee your doctor fra physical to check that you're healthy and ean infact start following a fitness plan. Your doctor will be abl fo ell you the activities that you should and should not do. ‘Check out your gym if you're interested in lifting weights. Ask a professional tesiner to shove you how ta safely use the equipment. A gradual inerease in weight i the best way to guarantee ‘that you won't hurt yourself iting weights isn't an activity that interests e yoo, tako up a new sport like swimming laps ‘atthe les! swimming pool or running laps on track. You might just want to jog around your neighborhood. For these activites, you only need ‘swimsuit o a good pair of running shoes. It's usually unnecessary to spond a lot of money to stay fit Remember if you keep your Biness plan simple, youl be able to fallow it easily. Also remember to begin any new Gtness activity gradually by increasing litte by little the amount of exercise ou do every day. This will keep you safe from injury. Next month check out our article onthe right © voids or your health. © Ears Presentation @ Have students read the artce silently Betis cpeoing te beck, condcta and underline any unfamiliar vocabulary. ‘warm-up activity by eliciting ways your © Pt the students in pairs and tll students sty healthy. Be sure to cover them wo discuss their underlined. pibysical fitness, healthy eating, and ‘words together in order to guess their relaxation, topics specifically covered in meanings this lesson. Map out students" ideas on @ Model the pronunciation of the the board (se Semantic Mapping inthe ghjeeive vocabulary sted inthe upper preface), right margin. Go over each word by © Fave students open their books and having students provide its meaning focus on the icons on the page. Have _based on the pussage's context, Provide them identify and compare the icons to the definition ony if the students fail to the semantic map of class contributions give the correct meaning (hat you have written on the board. Add @ there is time, have stent ere i time, have student pairs ‘ny adtional ideas to the map, read pats of the article aloud to each NEW VOCABULARY suggestion health fines relaxation it (anticipatory) acive to take part in proper ‘regularly fit (ad) had beter activity tocheck out (examine) weights equipment gradual {0 take up (otart) lap (n) ‘swimming poo! to jog ‘unnecessary gradually fit by te ‘other one paragraph ata ime. Pick individual pairs to do this in front ofthe clas, or have all pairs doit atthe same {ime while you monitor and correct as needed, 800K 16 LESSONTBos opr alee (ition macnn Inn, bene Have ech sence ist nd hen \taly compact parse ist Uatwhiou on deny adngcoch Stir. each tut reo the cs sme of parm ea, EERE wite 5 adattional activities hat people can do to stay Mt Number Ji an example 1 Blaybascball —— - 6. ag [EEEEEESEEM Select the best word or phrase and write inthe blank | 1. Drill instructors teach soldiers the proper _way to salute, ‘proper / wrong 2 At what age did Mike __take up_tennis? He's very good att, Take parLin/ take up 8, Start exercising ___aradualy_ it you don't want to get hart, tradanl/ gradually 4, Ite___ummeceseary __ to know how to type ifyou want tobe a singer yequired/ unneoessacy 6. Ifyou take up jogging increase the time you run in a__aradual__way. gradual / gradually 6. The children __t00k part in___ the celebration and had lots of fun. Took part in / took up 1, Bveryone should exercise to stay healthy and___fit__. Ti Bites EESEESEG atch cach vocabulary item with its meaning 1 kp ‘a. something people do 4 2 weg 1, often; ellowing a eehedule 2 8. setivity items that are neoded for exereis or ajob © 4, equipment 4. tovun slowly, usually for exercee bs. regularly © once around a track "ERENT NGAGE COURSE Books open Books opon Writen cue Wot cue ‘ten esponse Wen response Inivial Individual Refer to the preface for various methods for eliciting stodent answers, "AMERICAN LANGUAGE COURSE[ECE Fi in the banks with words trom the gray box. equa title by ie dument active weights health check tout ‘suggestion swimming pool at good food and exercise regularly to remain in good health _ Lot's eat dinner tonight at the new restaurant. I want tp check out _ LtGray has become strong because he its __welahte_every day ‘swimming pool to swim laps in the winter. 5, Ifyou have a good idea that can help your company save money, make a 4. We can use the indoor suggestion to your boss, Jwwaye buay doing things. She's very __ative_ 1. Your vacation isthe time when you should slow down and allow plenty of time for vest and relaxation _ 8, When you have alot of werk todo ts beat to begin tle bylttle and dojost one thing at atime 9, ‘These old machines are too slow, Oar boss had better buy new 6, Mr, Belli equipment _ithe wants us to continuo to do our jobs well. 10, Students must follow a schedule and turn in their work regularly _ Have students go over their answers with partner before checking as a group. ‘BOOK 16 LESSONGRAMMAR OBJECTIVE: Use an afirmative or egalive toinfntve phrase as the Subject of a sentence folowing an anticipatory consiructon (i+ BE + adjective or noun phrase) in affirmative and negative statements affirmative yes! oan why questions, and affirmative and negative anewers. Presentation {iin the subject position ofa sentence first appeared in Book 10 10 give statements which describe temperature, ‘weather time and distance: I's Monda W's cold outside, ee this lesson, students will lam the anticipatory-i, where the word its used ina subject position and refers to (or amticipates) a 1-infinitive phrase ‘which follows, We frequently use this sirueture with words denoting judgment or opinion, eg. /1s.. easy, impossible, 4 good idea, a big mistake, etc. © Ask 2students who enjoy reading loud wo coave to the front af the class and act out the roles ofthe student and the clerk. Instruct the rest of the class 10 keep their books closed and listen @ Ask the class about the dialog. Blicit and write onthe board the question that tie It’s hard to be on time: IT in the subject position (ees (See ae (Geez) @) Gomme ‘pe scliol ID ead \ right now? Tost ( tbat an’ possible to hetp you | ‘today. Can you come back / —_ mine iN . tenerrew morning? ie R_[ BE | aajecive noun [ teinfnive | — other words je |__ Possible rane toget | anew card ‘a ood idea EES Foc te cists. Cirle A Yr Agree or 0 for Dsage 1. [ts impossible to lear @ language in a month, FIFFEEEIEIEE) SEEEeE888 2, We expensive to ive i hig cities 8. sa good idea to keep your paseport with you 4. ita mistake to tall on call phone atthe movies, Itt dangerous to drive in sora, 6. Itisn't easy to be on time fr lass every day 7. Iian't a problem to find » parking space in a big ety em good idea to drive fast at night on a narrow road, ERR RISE COR | was asked (sir possible to get anew school ID right now?) as well as the clerk's answers (t's a good idea wo get ‘anew one. Ir isn't possible to help you today). © Ask students to identify the subject ‘of the 3 sentences on the board. Then {ell stadens to open their books and ‘examine the paradigm. make a statement sound less personal and, in some situations, more polite. For example, instead of saying Can get a new 1D? the student politely asks (si possible? And instead ofthe blunt saswer No, the clek says J's possible Ea Books open Witten cs ‘Witten and oral response Individual, hen cass Excreise A continues the presentation by providing affirmative and negative ‘examples ofthe target structure forthe students to work with inductively After students read and mark their answers, elicit their opinions. Encourage discussion when there are divergent opinions and elicit students" reasoning. NOTE: Nurnbec 2 uses plural in the predicate, but his does no affect the form of BE because BE must agree with the singular fort fi "ANIERICAN LANGUAGE COURSETwas time, ‘twon't be possible Why isit ‘problem ‘Alex: Hi, Daniel. [dida't know you were studying Rnglish here, oo Daniel: Hi, Alex I ‘Alex: Nive to see you, to. How do you like your English training? nice _to see you again, Daniel; To tell the truth, @___it'»_ extremely hard forme@__tounderstand my teacher. Alec: @____Why is it _g dificult to understand him? Daniel: It's dificult to understand him because he speaks very quickly. ‘Alex: Ti sorry to hear that, but I think thet in afew days. @__itwonttbe __@_a problem __ to understand hin Daniel: Thope you're right English i so hard for mo.Do you think it wil be @__pocsible @__tocompiete the course in four months? ‘lox: Yes, I do. You just need to practice alot. It's always a good ido o tock __ alot of questions, too. Daniel: Oh! fee @___time _for me to goto case Alex: Allsight Meatch you later, @___ftwae_great to ee _you again. Let me know if you need any help. Daniel: Thanks. Is nice of you wo offer to help me. Bye. =e rr ‘Books open Wetton eve ‘Witen then choral response Pars, then cass Have students complete the dialog with partner Students may refer to the paradigm on the previous page to work fut the answers Conduct dialog repetition drills after checking the answers ‘BOOK 16 LESSONEET rte now statements & questions with i+ BE and (Wy) BE +H Workin pairs Nember 1 om example [| [arene |[otontna © [oe] [ne | [ends | we |e [anew | [fomaestans | [stat 1. The moon is imposible olive on, Is imposible to lveon the maon, Tait imposible olive on the moon? 2. Anew house is expensive to ny, 1b expensive to buys now house. {ot oxpensive to buy a new house? 3. dane was easy to work with. Ie wae easy to work with Jane, __ ______n) wn i006 to worewith Jane? 4, The old ear was dangerous to drive, !Ewae dangerous to drive the old car ______Ln) Was iz dangerous to drive the old car? _ 5. Plane tickets are hard tchange. Its hard to change plana ticket, Wn) ts hand to change pane ticket 6. The old movies were boring to watch. It was boring to watch the old movies. ______1Wn) Was fe boring to watch the old movies? _ Bonus 7. da plan to buy five car I's Jods plan to buy fv cars Wn) tat Joes plan to buy five care? 8. Your goal is to speak English better It's your goal to speak English better. to your goal to speak English better? ‘ERC NGAGE CORE NOTE: If necessary, again point oat that 485 and #6 use a plural in the predicate, but the plural doesnot affect the form Of BE because BE must agree with the singular form of i. Have students work together to create sentences and questions. Tell students thar they can creat either a yes/no question or an information question using why. Refer to the preface for suggestions on sharing students’ responses. = "RNERICAN LANGLAGE COURSEWith a partner, ask and answer questions with (Why) BE + i ‘Use the worn the gray Boxes for ideas (“tsi difficult to work) \ Site mites? / oa cay lt, y ot from my family, but its good opportunity / totravel. 7 ai sit? interesting {travel overseas wayist.? ‘difficult ‘tobe on time for clase! aay (operate alonter Abadides torn ponte teed tastudy after class aot to bay a computer ao to change tire an to driv to work a gondplan tose your passport fal twcook meal torentacar nee —”—~CS~CS~S~”~ © While students are talking, circulate and make note of common errors. Use the board to go over these problems and ‘correct them with the clas. © Wrap up by having the pairs ask and © Have students workin pairs to ask answer afew questions with another each other 8 to 10 yes/no and why alr ‘questions. While they create questions ‘with their own words, encourage your students to use various tenses and go beyond the prompts in the gray boxes. Allow 10 minutes for this activity. anow 181 FRSON 1NEW VOCABULARY necessary property ‘energy tocut down on possibly fooutout possiie towvald convenient ‘open (a) to skip closed (a) Presentation Before opening the book, conduct a ‘warm-up discussion eliciting various foods that students think shouldbe eaten in onder to stay healthy (chicken, eggs. riee et). Then discuss foods that ean be harmful to eat (chips, soda, et.) especialy in large quantities, Write these foods on the board, You may want to make a Venn diagram since some foods may overlap depending on students’ opinions. (See the preface for the Venn diagram.) ‘© Direct students to open ther books and compare the photos of the food | ‘Sun Valley Neighborhood Newspaper: November Good Food for Good Health Food and the way it helps keep us healthy are the topies ofthis month's article. Besides doing the proper kind of cxorcso, it's also necessary to cat the right food to help us stay healthy Some foods sake us healthier and athers dot. Let heck out whieh foods are best and wad advice about eating properly. Grains fruits, and vegetables are foods that give us energy to keep going every day. We shoul eat lots of these Meat, chicken, and fish are alzo good, but ‘ve should eat thers in smaller amount Foods that we should ent down on or possibly completely eut out are faads © that are mado with lots of sugar and fat, ke fast foods. These foods cannot make we healthy and can even make us sick. Avoid fast food restaurants. Don’ teat there. They may beconvenient because many are open all nigh, but How igi possible to eat ‘hei food is nt good for your health proper? Read our adviee in the bs to the Tet Don't skip any meals. Remember, good diet has ots ‘Breaks isthe most important meal of Brak of vgetabls, rts, and grain, 3 hed. A etsomible lunch gives you 7 sit an ee eats gi Eee 20h smaller amount of meat chiskes, or tee eaters atte der fish, and a fo Sands as posible that have sugar and St ‘Yes, you can have snacks! nour Decorber aespaper, (Ono small sack been each mea is [P_well complete our discussion on kay Just be sue to eat good things J health with an arte that wil Tike uit, And keep that fridge elased! fF rceommend some excelent ways to groups (fruits, meats, grins) tothe ideas @ Model the pronunciation of the they just discussed. ‘objective vocabulary listed inthe upper Jeft margin. Go over each word by © Call on different students to read e 7 Slood the pees of tdvice inthe having students propose the meaning odie 9 plocse ice talhe apat i thr pare rode the Sena pg Hp wih te Sea kc ge express thelr opinions on the advice. the correct meaning. © Read the long ancl sud othe ‘Where ime, have student pais class the follow along ad underlined pats ofthe ate lou to ech ‘any unfamiliar vocabulary. other one paragraph ata time, Pick individual pais odo thin fot of the © Put the students in pairs and tell class, or have all pairs do it at the same them to discs theirundetined words tine while you nonitor and coneet oe together in order to determine their needed ‘meanings based on context rT ‘AMERICAN LANGUAGE COURSE= READING SKILL [EGER Wirt the topic and main idea ofthe text on the previous page. ane ee Answers may ear. Inlength and write is topic ‘OBJECTIVE: Read a text 150-500 words opie: Eating properly __ - inlength and vite ts main idea, ain idea: Proper food Is » necessary part of staying heslthy. [EERE check the colurans to make sentences thet are true for you. Tf want tobe ‘To be healthy, I'd better ... healthy, Td better cut ator out his | rau [arse [sees ae | Be | ‘vegetables. NOTE: If necessary, remind students that = Lea fs cree earls Setopm vi Tear icc ee in orn the contents of the text. For more oo Trea iteration Ne deerme wicbcteiyeic iran Siren ating temper! sega hese poe ccctavete mince, mat nied ete eee Ace emc e a (. Tfrime allows, lead a class discussion to tty o reach a consensus about what one should or should not eat and/or dri, 300K 18 LESSON ~ =WEES ice te wort snr mssring ote tay word] READING SKIL sole te word tet es aster a tote hoy woud. OBJECTIVE: Read a key word and a row ‘Mumber 1 is an example. containing a maximum ofS addtional words, and circle the word with the ‘same meaning as the key word (time 2 oom site ter aay sole | GE Sei 2 bot Mow rat gh ll wet sonth th 4 eatont cout fuse taupe 5 cutdown tke ten ean Gad) ofr 6 proper stale poor igh) calm ‘lad aerial vt welt 8. property seldom lastly easly fast beckon sot preceded 10, little by Hitle often auickly finally just. Books open, Wtan cue ‘tan Inada ‘This is timed exercise, Allow 30 seconds fr students to complet it. Tis ‘exercise is meant to reinforce students" ty to scan words quickly while attending to meaning, The paired words are not necessarily syoonym but may be {ust similar in meaning. Bena TRON =GRAMMAR ‘OBJECTIVE: Use the past pertct (both {ull and contracted forms) i affirmative ‘and negative statements, affirmative yesino and information questions, ‘and affirmative and negative answers to incioata an event or condition that ‘occured before another evento ‘cordon inthe past. Presentation ‘This grammar section introduces the past perfect, which shows the time sequerice fro actions in the pst. The action ‘that happened farthest inthe past is in the past perfect; the second action, the ‘more recent one, is in the past simple © Model the pat pertect Refer to the checklist at the tp ofthe page to talk. about what you had already done before lass started. Then tell student to fil ‘tout acoarding to how their morning FEE ve mare | Check (7) your anawervon the chart When class started today, I had already eaten breast QO ad» pata oO sent an oma gO faton a somes oO rao ve mie, radieoewpee woichelo ori oO “4 The past perfect is for sm action that was completed before another action in the past. WEEEIEESR etch the 2 isos to make complete sorts] 21, Until {graduated from oolege, #2 Well just finished base training 8.2, By the time they got to the sixport 4 4, Peter hnda't ever killed Anita's room looked nice last week, ssimmal 8, their plane had already taken fl ». because shel just cleaned it lle jb, 4. Dehra had never used one, «, Tdnever bad a 1, he noticed his walle was missing 4 6, Botore hor muther bought enmera, when our familie came tn vii 47. After Al bad promised wo pay the bill, g, until his dad tok bit hunting ‘4 The past pertect clause can go before or after the simple past clause. © Elicit student answers with this question: LIX, when class started today, what had you alread done? Diagram their answers on the board as below BEFLRE 0800 past perfect ‘Lee had ran 3 miles Kim had had ene ‘0800 past simple when [ots stare. {© Show how by the rime und before can De used in place of when inthe diagram above NE ORE [NOTE 1: We use the past perfect 10 clarify the sequence of pas action. For example i you have 2 pieces of information with na indication of sequence, you can’t know if they bappened sequentially or simultaneously: ‘The patient died, The doctor arcived. Note the difference in meaning now: The patient died when the doctor arrived, The patient had died when the doctor arrived. ‘The second sentence shows one event Uefinitely occuring before the other ‘ANIERICAN LANGUAGE COURSE[EERE Uncerine a pans of the past perfect Circe the past simpie. |) “Write the number 1 above the verb that happened first, and a 2 above the verb that happened | ond Ramer ivan csampe 1. The movie had sready sted by the time weGrved 2. When Mik Sea work ott Sudo oh a beady bd 2 9. By the tne XG Mari, bed slready held the good news. 4 The pine ver bcs storm bad dese he re 6. jn Ra tre sch when Gaeta unc otrday 6. W@ereappy tose our daughter bonuses! bean SPay fr month 1. Unt yeGoreBenny how ok tt never tf sow rhe nountnins 2 8, Tony hada ever Sn a baseball game before (mio the US 2 ©. Thad ins eadng the lesson yet when you(@ed eto return your book enn hn cae nt What yur 10, Woidalw NOTE 2: Cnt bythe ime and when are time markers that introduce the past Books open pao simple clause. They almost demand the ten eve ‘Wilen con: past perfec inthe ober clase if 00 tn aeponge ‘ten response Sonttogecty wich everett India pa in After checking the answers, have ‘Though students already have # a an Before and oft are also time markers, Aer checkin he eer ave Nee dents read te bulleted note a le go over #2 together on the ‘ot unlike the others, they donot thebotiom ofthe page. Ask them to Bourd welts pacer ctietinge Se btom of he as, Ak then Tiitcrddceetaowintoe Teitaedepmtpatet cometh yore somes be ot ween Howces ehangeteaay ems to oes ther A Sana te pe beet dermis Nantes Pe cae ot ant aes tesmon Sanne ema cman ay ae ce Scmoutans thay aon meena Forties feseee er anracae ncn wmdatecnocc ome OOK TH TFSSONT =| exercise C Books open Wren cue ten esponse Pairs Answers may vary slightly. The adverbs provide in the paradigm ae frequently ‘sed with the perfect tenses. Flin the blanks with had (not) + past participles from the box. Some ancwers have adoerbs Use contractions when posible Number 1 isan example aE > Ve can put certain adverbs between the two parts of the past perfect verb. 1. When you called me lastnight, | “Siust gone _ toad Sut go 2. After alteady eaten dinner you invited me to go out to eat already cat 4. Wo hade't met! __ our new boss until he got back from vacation ot mest 4. The game_had beaun by thet we insly found or sat. begin 5, Until Ann went to Spain, he Anever flown _ overseas every 6. doh lose awl etry bene be Been_—_up ali. 7. Diana tad always writen ___lotters by hand until she gut a eompoter cabvays write ‘horse ntl he visited Joe's ranch in Texas, befre the test, 0 she knew all the answers 10, We-hadn'thad __ ime to finish packing when the taxi arrived ‘ot have U1. The worried parents had sent__dozene of e-mails before their son arrivod. send rrr rrr ‘AMERICAN LANGUAGE COURSE‘Number tian example, | Baa © | (ever) met | the Colonel before he retired? you ‘Where Wee | hat met | him? 4. had Where / worked you. “Where had you worked before you came hers? 2, ever / studied / you /had/ English, ‘Before you started 8. had/you/ How long/been /in the military How long had you been in the miitary __when your boss sent you here? 4. English tests/had /how many /you/ taken is course, had you 3 By the time you arrived here, how many Enalish tests had you taken _? 5, mover! you/leamned /had / What things What things had you never learned ‘until you joined the military? 6. what/ thought / ad / you / about Americans Until you met American instructors, hat had you thought. about Americans 2 Tn palrs, ask and answer the questions in ExerciseD.———_—«d) (sea short response, and then explain your ancwere ~ Had you ever waldistceys ) Melia SS /Ra lie mms) (acl gaelic = ve) = Se (BOOKIE LESSONT Afier checking the students’ answers, This exercise expects 2 types of conduct a repetition drill (as described in responses. The first isa short answer, the preface) in preparation forthe next as Seen in the example dialog balloons, activity Yes, Fhad and No, Thad’. The second, response will consist ofan explanation ofthe short answer, also modeled in the balloons. ‘Work through the example question ith the class before letting them work in pairs. Then circulate and monitor students’ accurate use of the past pesfact. Help as needed. BOOK 16 LESSONNEW VOCABULARY doubt to ook ator tory out (ost) check out (barrow rom brary) sleep (a) ap (a) ap (). impossible Presentation Conducta discussion with the class shout how students relax after performing hard work. Ask them What Inpes of things da you like to do to relax “fier hard work? Elicit and write at least $10 0 ideas on the board. © Direct the class open the book and scan the article, looking for any ideas that mach the ones writen on the board alceady. @ ‘Model vocabulary found inthe upper eft margin, PEEETIEIND sun vaiey Neighborhood Newspaper: December Time for Relaxation In this last article on health, Be sure you're geting a good lets look nt some advice about night’ sleep. Ifyou don't sleep reazaion, ‘ell at right for one reason Pan or antes ry aking fener ‘ep inthe aferneo the time is god Napping will, ee ans ve - elp ou ra your mind Slowing So remember Sowa and relating low down, ae pouhy enone take ime tory ke tt iportant out some relating things that you can activities, and get db toloak ater the slep you ned youre itso impose rec todo al this and tentasaye your bd wil role, try oot soe hank you fort Calming sctvtes that ae new for To our three health atic, we've sous maybe pecticing gogo ing iscuaed the important ales of Fira walk ina perk reading e xareising ating wal and rlaring good way for you to relax chee ‘We hope you've enjoyed reaing this out ome Interesting books fom the snfermation. Be sore to look fr wore Tian ‘utiles eter the haiay brea © TEER chock statements that are true for you. Write 2 more activities, Think ofthe best way for you to relax. Dn compare with partne. For me, relaxation Is. (1 teving mea wit ends] ing weights meppingia tin aternoon ——_[[] Wtaingw» mie i cera in the coontey 1D wetting om the bench O etsteapnty 1 reding good ok © Select one student to read the first paragraph aloud to the group, That student will randomly pick another student to read the next paragraph aloud ave students repeat tis unt dhe text is complete @ As students read each section, Jetthem underline any unfamiliar ‘vocabulary. Go over each word by having students provide their understanding from the context when possible. Provide your definition only if necessary, \Witn and oa response Inia then pairs Have each student work on their ist of the ideal ways to relax in general, and then verbally compare it witha parner's Ge., without just silently eading each ‘other’ fist). Let each student report to the class some ofthe partner's ideas. "AMIERICAN LANGUAGE COURSE