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 isto 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) > Audio recordings (tape or CD) > Language laboratory activities text with audio scripts and answer key (LLAT) > Computer-delivered interactive multimedia instruction (IMI) for Levels LIV > 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.lestwork @us.af-mil © 2007 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights reserved. No part ofthis 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. ‘Various photos courtesy of US Air Force, Americans with Disabilities Act (ADA), US Army, US Department of Agriculture (USDA). US Department of Housing and Urban Development (HUD), US Marine Comps, National Aeronautics and Space Administration (NASA), US Navy, North Atlantic Treaty Organization (NATO), and the US Parks Service. ‘This book supersedes ALC Book 17 Instructor Text, January 1991. Second Edition, October 2007 Seventh printing, April 2012 BOOK 17 PREFACE ri |ALC Book 17: Scope & Sequence, Lessons 1-5 7 | Friends > Make Like +-noun phrase after | » Complete an outline using » Friends observations | linking verbs a visual map Personality traits | &Judgements » It sounds like a good idea. | » Read and give an oral > Man's bestfriend To be + adjectival Inoun summary phrase after linking verbs | » Scan a text to answer seem & appear questions »He seems fo beangry. | » Write a paraphrase Past BE-passive » Listen for specific Compound pre-modiiers | 'nformation (oumber-noun) >a two-door car 2 | Tepertecthome |» Ask for Embedded Yes/No questions| » Take and write messages » Renting or buying | and give with ifor whether > Write a narrative paragraph] ahome information |» Do you know ifthe ibrary | ead 5 words & select the » Classified ads about renting | is open? ‘one not related > American aplace to lve | Embedded question word teenagers questions » I wonder where the post office is. Verb + object + adj. complement >| prefer my coffee black. 3 | itematon! support |» As for Tag questions > Practice proper intonation > NATO and give | aitnough, though, and even | » Read & give an oral » Senior NCOs information | “trougntor adverb clauses | SUmmary >Warrantofficers | $b0ut of contrast or concession | » Complete an outline using ‘American flag » Saluting the flag | customs Embedded questions with | _& Visual map ‘should, could, or can. | > Read 5 words & select the reduced to a question cone not related word followed by a > Write a paraphrase toinfinitve >» Timed reading (1 minute) &| >I don't know who! should | answer 6 questions ask | don't know who tol» Listen for specific ask information 4 | Electricity > Conficm, Positive addition with does, | » Scan a text to answer »Save moneyon | or verify 100/80 does questions yourelectric bil | information | Negative addition with _| » Timed reading (1 minute) &| > Is your home safe? neither does / doesn't answer 6 questions > Flow of electricity either > Take and write messages » Make your own BE- passive with modals for | > Write a narrative paragraph] circuit present and future time Adjective to verb with -en 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 Jearmer 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 elucidate dificult grammar points * Speakers of a language community use language functions when they interact with one another. Activities inthis course emphasize interactional strategies for communication that a foreigner or second-language learner ‘ust 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 learners hhow 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 learn 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 writing The convenient Instructor Text Am instructor text is available for each ALC book. It guides the instructor and gives suggestions on how to most efficiently teach the course. These texts contain complete answer keys for exercises and copy masters for transparencies. The instructor texts have been ‘written for the inexperienced, non-native English instructor as well as the more experienced teacher. Explanations of grammar points are intended to give novice instructors sufficient language to talk about teaching English with colleagues and supervisors. In addition to the activities provided in the student texts, the instructor texts contain suggestions for a variety of supplemental individual, partner, and group activities that enhance learning, provide realistic language situations, and enliven the classroom. BOOK 17 PREFACE‘GRAMMAR Whats oa gina Be Used le ade pt tin ot ‘Sonar gs on de Sapa jsp Segura tems cma fesoetin econo ‘Se ante cb Sa eiietaeoee peeeaber ae soning? Be mow gone? Examining an instructor text The instructor text (TT) is fully coordinated with the student text (ST), with each page of the ST conveniently incorporated into the IT by means of a reduced image. The reduced facsimile includes ‘answers to exercises whenever appropriate, ‘Additionally, the IT also provides step-by-step instructions for carrying out exercises and activities. The text in the margins Easy-to-follow teaching notes make the IT simple to.se, The two example IT pages reproduced above are labeled to show the layout of the instructor text and the locations of important information. The text in the margin provides helpful instructional information, + Language objectives: The objectives are statements of what students should be able to accomplish at the end of the lesson. They are provided as a guide for the teacher. Furthermore, the students” mastery of them are measured on the quizzes. *+ New vocabulary: Each new term is listed in the ‘margin on the page on which it first occurs. + Exercise instructions: Visually matched headings draw the eye from exercises in the reduced ST to further instructional information in the TT, ‘AMERICAN LANGUAGE COURSE+ Tell students exactly how long they have to complete an activity, and adhere to that time Jimit. 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 2 & In these two seating configurations, students can easily see and talk to each other. These arrangements ccan be used for a variety of activities. ul rT] + Presenting new information + Round-robin or chain drills + Mechanical and communicative drills + Whole group discussions + Dialog practice + Some listening activities TRADITIONAL ARRANGEMENT rT ‘The traditional classroom configuration promotes frontal, or top-down, instruction. Ths 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 oy Sa | “Ge 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 activites * Discussion * Problem solving + Information gap + Games + Brainstorming + Role-plays PAIR WORK ARRANGEMENT OSt Pair work maximizes student participation. Itis 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 your role as a teacher, limit your involvement in group and pair work, but keep on monitoring ‘your class's language production. Walk around and listen to what they are saying, and watch what they are doing in order to assess progress and analyze Janguage problems. Be available to answer questions and provide guidance when needed or requested. Otherwise, avoid interrupting or interfering. As a rule, follow up with a whole-class discussion. BOOK 17 PREFACErenee as pec Tig ro Peemeasrns Tele ih dro Cetetme aera sais eae rome ‘trig mae Vent tanpastisopn iaclepe ati ed fone ‘earn enacary UTEa the objectives in ‘ey, 1590 ows, 2359 fs) _ fed resources, yency masters or and supplementary ga beyond the ‘latent an * Teacher-dictated texts: Oral drills listening, and Q/A exercises, as well as dictation texts, are listed adjacent to their respective exercises. + Additional resources: Suggested transparency masters, realia, props, related appendices, 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 drills and exercises in the lesson, The information in the key always appears in the same order. It indicates the conditions under which the activity is to be performed, the type of cue (visual, oral, ‘or written), the type of response (oral or written), and the student participation expected (individual, choral, paired, or group). Below each key. teachers will find more detailed guidelines on how to execute the exercise, pertinent ESL/EFL teaching strategies, useful cooperative leaming 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 DLTELC. More tips about tried-and-true teaching techniques can be found in the subsequent pages of this preface. BOOK 17 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 rwo pages of each lesson are the table of contents and preview page. The preview page presents a synopsis of the lesson's vocabulary, grammar, and language-function objectives. The first section on the preview page lists vocabulary. Most new vocabulary is provided in alphabetical order; however, when useful, new words are grouped to enable students to retain them more easily. Examples ‘of grammar structures and language function phrases presented in the lesson are included at the bottom of the page. ALC students frequently use the preview page as a study aid; instructors can use it for developing supplemental and review activities. Homework assignments for the initial four lessons provide additional practice in accomplishing the objectives. They also serve as a means of identifying student language deficiencies. These exercises provide approximately two hours of homework for each lesson, The homework exercises are located between the appendices and evaluation exercises. Evaluation exercises also correspond to the first four lessons. These exercises are formatted like short performance quizzes and are intended to be used to measure student mastery of objectives. They are located at the back of the student text in the last section. Instructors can administer the evaluations on a daily basis in a controlled classroom situation. Language objectives ‘The ALC course writers follow the instructional systems development (ISD) model, which is a well- documented pedagogical approach frequently used in the development of military courses for vocational purposes. As prescribed by the ISD model, the ALC is based on objectives. These are language and skills objectives that are explicit statements cof what the student should be able to accomplish ‘upon completing a lesson. In te instructor text, all the objectives for a lesson are listed on the bottom of the contents and preview pages. The list is intended to serve as a guide, indicating what content instructors must cover in a particular lesson, ‘The objectives determine evaluative aspects of the lesson that are specifically measured by the quizzes. In the IT, objectives appear again in the upper left or right margins of the page on which they are first introduced in order to emphasize their importance. Instructors who have analyzed the objectives for a particular lesson can streamline their instruction, Objective and other vocabulary The individual lessons of the ALC present vocabulary in context, The ALC categorizes new vocabulary as objective or non-objective. Non- objective vocabulary can be recognition, facilitative, or instructional. * Objective vocabulary includes the words introduced in a lesson which are tested at a book's completion, The vocabulary list can be found on each lesson’s preview page in both student and instructor texts. Words are in 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 in quizzes. ‘+ 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 on the preview page and in the margin forthe instructor's benefit. The icon €2 identifies a word which has ‘more than one meaning or part of speech. The number inside the icon indicates the number of ‘meanings or parts of speech which are treated in the lesson, Each meaning or part of speech is clarified in the IT margin as it is presented. * Facilitative vocabulary refers to words and phrases which help students understand the lesson and, in many cases, provide more realistic and authentic sounding material. They are listed alphabetically in the 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 Jab, and during tests. Reading in Level Ill In order to meet the challenges faced by language learners who will continue military training in English, the Leve}-IIl 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 Il reviews and reinforces reading objectives from the first two levels. These include skimming, scanning, summarizing, and identifying topic and main idea. ‘+ This level introduces timed readings. Practice with rate-building activities helps students increase reading speed and comprehension, + Students learn about paraphrasing, a skill that {s 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. It is fully supported by language laboratory activities texts (LLAs) 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 consists of 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 | and Il 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 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 17 PREFACE.Interactive Multimedia Instruction ‘The ALC instructional package can be supplemented with interactive multimedia instruction (IMI) courseware. Each IMT disc corresponds to a specific ALC student text and has been produced in order to enhance the teaching ofthe language skills and training objectives in the book. IMI provides an interactive medium that permits students to 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 4 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. 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 learning 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 participate in a variety of activites presented with audio, text, graphics, 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. 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, itis up to the teacher to create such opportunities in the classroom. To help facilitate authentic language use, employ strategies Tike 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 letters whenever possible. ‘AMERICAN LANGUAGE COURSEas possible). As a result, error correction o 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? o 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, e.g, Did you go to downtown? + Reword a question to which a student has given an inappropriate response. + Name the grammar, €.., third-person singular, the student needs to use correctly. + Repeat what the student said up to the error, and then pause for the student to continue. * Indicate where the error is, but let the student correct it. + Give two or three correct answers, and let the student select one to use. + Let other students provide correction. + Ifa student can’t answer a question, give your ‘own answer as a model; then, ask the question again. ERROR CORRECTION IN DRILLS ‘When students are practicing grammar and pronunciation drills they are learning language patterns. Therefore, errors must be corrected, but only those in the particular area that the drill targets. For example, if students are practicing the present progressive, correct errors only in the formation of the present progressive. If practicing pronunciation of the phoneme /i/, overlook minor mispronunciations 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 geiting 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 entre class a the end of the activity. NOTE: Although correcting students during communicative activities is not advised, providing an appropriate word or structure or prontinciation assistance is perfectly acceptable. However, at is, you may wish to encourage the development of student autonomy by not providing what they lack, By allowing students to figure out altemative 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, bat 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 or project them using an overhead transparency. Have students check their own work or exchange books and correct a classmate’s work. + Write students’ answers on the board, and then let classmates discuss and correct the answers. «+ Pair students, and have them compare their answers and discuss differences of opinion. At the conclusion, be sure everyone has the correct answer. BOOK 17 PREFACE+ 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 eall on a ‘student at random to restate it so that it is trae. 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 so that everyone has t0 to pay attention, Ask for volunteers to answer questions. Allow students to call on one another. Use eye contact or a gesture to indicate who should answer rather than naming the person. Give students think time after asking a question so they have time to formulate an answer. Teaching techniques and procedures for exercises ‘The ST contains various tried-and-true ESL. exercises and activities, such as, matching, true- false, gap-fil, 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: repet 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 drills, 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 rapidly that they can’t keep up. + Demonstrate rather than explain: Keep instructions as brief as possible. 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 ailing, STEPS | DRILLING WORDS OR SENTENCES 1, | Tell students Listen, 2. | 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 tising 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. Ifa word, sentence, or dialog line causes difficulty and the group is unable to repeat in chorus even after you've modeled ‘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 morning the day after tomorow. TEACHER: tomorrow STUDENT: tomorrow TEACHER: affer tomorrow STUDENT: after iomorrow TEACHER: the day afier tomorrow STUDENT: the day after tomorrow TEACHER: in the morning the day after tomorrow STUDENT: in the morning the day after tomorrow STEPS DRILLING DIALOGS 1, | Tell stadents to listen as you read the | ialog atleast wice. 2,| Read each sentence with normal | intonation. 3.| Aska few questions to ensure students understand the main points ofthe 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. 1] 8, | Have pairs of volunteers read each part individually. Allow sufficient time for practice. Divide the class into pairs of students. 9 | Have pairs of volunteers recite or role- play the dialog for the rest of the group, STEPS SUBSTITUTION DRILLS 1. | Have students close their books. 2. | Tell them Listen only. 3. | Gesture to yourself, and say the base sentence, ¢.g., Jim is happy. 4. | Gesture to yourself again, and say the word you want the students to substitute into the base sentence, ¢.g., hungry. 5.| Gesture to the class, and model the new | sentence, e.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 ewe word—happy in this example. 8. | Gesture to the class, and listen as they say the original sentence, 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 purpose of the drill, STEPS TRANSFORWATION DRILLS 1. | Have students close their books. Tell 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(s) the students will substitute into | the base sentence, e.2., Mary and Sue. 5. | Gesture to the class, and model the new sentence, e.g., Mary and Sue are happy. Repeat this procedure with each new cue if necessary, Finally, tell students Listen. Go back to the original base sentence. Give the | initial cue word—Jim inthis example. 8, | Gesture to the class, and listen as they | say the ociginal sentence BOOK 17 PREFACEFor beginners, list concrete items in a word bank, and provide a grid requiting 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 like you dont lke | youre never use 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 by the 22nd century 100 years trom 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 easly see various relationships among different kinds of information ata 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 balk of their daily information from visual media—particularly 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 special order, usually in rows and columns. Graph | A planned drawing, consisting of a line or fines, showing how two or more sets of numbers are related to one another. Bar graph | 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 parts of a system. On the next page three graphic organizers—box ‘outlines, semantic maps, and Venn diagrams—are discussed in greater detail. In the ALC, box outlines are predominately used to demonstrate the preferred structure for a typical military paragraph. However, all of these graphic organizers are well suited for presenting more complex information. BOOK 17 PREFACE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. Misplaced stress is one of the common causes of miscommunication, STEPS IDENTIFYING SYLLABLE STRESS 1. Have students listen for the stressed syllable. Explain thatthe stressed syllable is 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 oor more syllables. At first, exaggerate the stressed syllable’s length, loudness, and pitch so that students can identify it. ‘The ALC uses a triangle to indicate the stressed syllable in a word and a circle to indicate the unstressed syllables. mola butter | terrific Ttis 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). BOOK 17 PREFACE SYLLABLE STRESS: _ STEPS SORTING DICTATED WORDS On the board, draw these two stress patterns for two-syllable words: du @ and ©... Draw a horizontal line under the stress pattems and a vertical line between them as you see in the example above. Say the word classroom, and write it under the symbol on the left. Say the word today, and write it undet the symbol on the right. Point out that classroom is stressed on the first syllable, while foday is stressed on the second one. Dictate a variety of other two-syllable words. Say each word twice, Have | students write them under the correct symbol. 6. Toccheck, simply have a student read the column with the fewest words. 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 your hands or tap your desk to the stress pattern of the word. Tap or clap softly on the unstressed syllables, and more loudly on the stressed syllable. To visually reinforce the stressed syllable's increased length, use a 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, or 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cone 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. . | Select a text that has a written transcript. (The ALC language laboratory ITs are a source.) Hand students copies of the transcript. ‘Tell them they should place a slash (/) whenever they hear the speaker pause, indicating the end of a thought group. Read the text to the students or play the | recording. Have them mark their copy. 3, 4, | Divide the class into pairs, and have them read the text to each other, pronouncing the thought groups between each pair of slashes in a single 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. NKING 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 forthe 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 o facilitate linking. For example, do i often sounds like do(w)it. ‘STEPS | MARKING CONSONANT-VOWEL LINKING. 1, | On the board, illustrate consonant-to- | vowel linking | ick it_up | if | piki up 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 is the last major content word of the thought group. Who did you go to the party with? Tveent 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 ove it.) We love chocolate (Not you, not he or she—we love chocolate.) On the other hand, choosing not to stress anything by speaking in a monotone, ie., maintaining the same pitch throughout, i likely to confuse or iritate listeners. Tell students that even when their grammar and vocabulary are perfect, listeners will struggle to understand them if theit word stress is inappropriate or missing. ‘AMERICAN LANGUAGE COURSESTEPS MARKING STRESS IN SENTENCES 1. Select a 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 | louder, longer, and higher. 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 isthe 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 ear and difficult to understand, STEPS PRACTICING INTONATION 1. | Select recordings of short dialogs for | 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.) Use the same dialogs, and have students role-play again, demonstrating several different emotions. First, ask them to act | as if they were bored, then angry, then | happy, then sad, ete, VARIATION: Set up a contest in which students act as judges. Obtain a number of recorded dialogs with animated exchanges. Divide the class into judges and pairs of role-play actors. Have several pairs of students listen to a dialog. Then, have each pair 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-assessinent, 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 create fully with the language they have learned so far Dictation Dictation activities appear in the first three levels of the ALC, When taking and reviewing dictation, students not only exercise their listening comprehension ability, but also work on their vocabulary and grammar knowledge. In many cases, dictation can also be used to help students self- diagnose and self-correct errors. BOOK 17 PREFACE__STEPS | DICTATING WORDS OR SHORT PHRASES 1 I ‘Tell students you will read each word or | phrase three (3) times. Tell them they will hear the word, a sentence with the word | init, and the word again, 2. Insist on silence once the dictation starts. 3.| Read at a normal rate of speech with | natural intonation and enunciation. With | one-word items, be sure to use falling intonation after each item. 4, Pause after each item to give students sufficient time to write. 5. When students have finished, have | different individuals write the words or | sentences on the board if time permits. STEPS DICTATING SENTENCES three times, + The first time you read the sentence, they should only listen. + The second time, they should write. ‘+ The third time, they should check | forerrors, fll in missing words, and make necessary corrections. 2. Read all sentences at a normal rate | of speech with natural intonation and | enunciation. Provide a ten-second | pause between the sentences. (In longer | Sentences, pause at thought groups so | students have time to write.) 3, Afterwards, if time permits, have | individual students write the sentences ‘on the board. Otherwise, use an overhead | projector to show the sentences. 1. | Tell students you will read each sentence 2.| Read at a normal rate of speech with | appropriate intonation, but come to | a complete stop at end punctuation. Students should mark pauses on thei text as you read. 3. | Have students rewrite the paragraph with appropriate punctuation, 4, | Then have different students each read a sentence of the paragraph aloud, and name the correct punctuation and | capitalization as they go. 5, | Examine each student's written work as | they make necessary corrections. 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 | eso feces Cron with headings as well as word bank | containing all the words. 2. Divide the class into pairs or small | sroups. Hand out the grid or draw it on |the board. Tel student to sor the words 3. Have a member from each group write | their results onthe 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 4. Go over the sentences, and have the students to categorize vehicles, | students make corrections, STEPS PUNCTUATING UNPUNCTUATED TEXTS _ 1. Have students listen and follow along as ‘you read the unpunctuated paragraph ‘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 tothe point with a clear, hierarchical structure comprised of one topic with a main idea sentence and several supporting details. a [Point 1 Point 3 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. It 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 a season. Detail] [Detail] [Detail ‘Reagan High School Sports Schedule o—ht—= fall [winter] [spring T I = f f football] | [volleyball] } [tennis soccer] [basketball] [baseball ‘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 isthe Venn diagram, different 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. ‘AMERICAN LANGUAGE COURSEB 17 LESSON 1: LESSON 2: LESSON 3: LESSON 4: LESSON 5: APPENDICES: FTOnrmooORRe : Punctuation and Capitalization Friends .. The perfect home . International support Electricity ... Review .. 2 Word List AL Structure List . Bel : The English Alphabet C1 American English Sounds Da List of Contractions E-l Spelling Rules for Regular Past Tense Verbs Fal : Principal Parts of Some Irregular Verbs Gt : Patterns of Irregular Verbs Hl Lesson Resources . 17L1#1 Writing skill (Outlining example) .. 17L1#2 Reading skill (Seanning a graph) 17L1#3 Writing skill (Paraphrasing example) .. 1711 #4a-f Writing skill (Paraphrasing) .. 17L1#5 Listening skill (Announcements) .. 17L2#1 Writing skill (Message role-plays) ... 17L2#2a-b Speaking skill (Info. gap) (Exercise A) .. 1712#3 Question cards (Exercise E) 1713 #1a Question cards (Exercise A) ... 17L8#1b Answer cards (Exercise A) 17L8 #2a-f Writing skill (Paraphrasing) .. BOOK 17 PREFACEK: US Military Ranks, Grades, and Insignia . HOMEWORK: EVALUATION EXERCISES: 17L8 #8 1TL3 #4 1TLA #1 1TLA #2 1714 #3 171A #4 17LA #5 17L5 #1a-b Card game (Exercise Q) ... Reading skill (Timed reading) Listening skill (Announcements)... Reading Skill (Scanning) (Exercise D)........ J-39 Reading skill (Timed reading) ... FAL Writing skill (Message role-play) vc... S-43 I-45 5-35 537 Circuit activity (Cireuit cutouts) .... Function exercise (Confirming information) J-47 wo S49 17L5 #2a-d Writing skill (Paraphrasing) (Exercise V) .. J-58 Kl . HW-1 EE-1 ‘AMERICAN LANGUAGE COURSEVOCABULARY: Friends Bodéies: Bill and Jeft ‘Best friends: Liz and Molly “Old friends: Greg and Andy. What do these lok ihe ta you? (Oral summarise Antonyms and personality traits "appears tobe a business man, WAITING: Outlining « text using a visual map 9 VOCABULARY: Man's best fiend a SKILLS: ‘Scanning and paraphrasing . 8 ‘The Mona Lisa was painted by __. u ‘Making observations and judgments. . . 28 Number +noun: a two-week vacation . 30 LISTENING: Listening for specific information. 32 Sook SOUT a Objectives © Pronounce intelgibly and use indscoure the words, phrases, and expression listed onthe reve page © Recognize and respond suitably Seeabularyilcized onthe preview ag, which will ot be tested, but which tna appear on book quizes ©. Make observation and judgments ‘about people, © oe lite + noun phrase after linking ‘verbs in affirmative and negative Statement, ffimative yen and information questions, and affirmative ‘nd negative answers to indicate a sate or eon. © Use 10 be + an adjectival or noun phrase after the linking verbs seem {and appear in affirmative and negative statements, affirmative yesine and what- (questions, and affirmative and negative answiets 1 indicate a state or condition. © Use the simple past BE-passive in alfirmative and negative satements, affirmative yes/no and information ‘questions, and affirmative and negative Answers to express a completed event oF action in the past. © Use a compound premosier (umber-noun combination) to modify a oun. LESSON 1 OVERVIEW RESOURCES: Basic classroom equipment and materials. Photos of people from magazines, newspapers, ec. for students to describe forthe Addlional activity on Page 9. Fela for students to feel, ‘smell and taste in the Additional activity on Page 12, ‘Additional materia required for teacting this lesson is located inthe appendices. Identity the folowing material before bginning the lesson. APPENDIX LESSON RESOURCES A7L1#1 Outlining example pS 471182 Scanninga graph pS X7L1#9Parephrase example p.J-7 Y7LI fact Paraphrasing texts p.J-2 Y7L185 Announcements p.d-18 PREPARATION: Copy and cutout the ‘cards for 17L1 #4 af before the lesson, “The number of copies to make depends ‘onthe number of students © Listen for specific information in an announcement after reading a series of ‘questions, and select answers from 2-4 choices, © Listen toa short dialog (23 exchanges) and select the correct inference. (Audio) © Listen fr specific information in sm announcement afer reading a series of questions, and write answers to the questions (Audio) © Listen oa text 30-300 words in length (about 20-90 seconds) and select from 2-4 choices a true statement based ‘onthe information inthe tex. (Aucio) (continued on next page >>>) 300K 17 LESSONVOCABULARY ‘OBJECTIVE: Pronounce inteligitly and use in discourse the words, phrases, and ‘expressions listed on the preview page. OBJECTIVE: Recognize and respond suiably to vocabulary taliizsd on the preview page, which wl not be tested, ‘but which may appear on book quizes. FACILITATIVE VOCABULARY to agree bomb (n) to bring out buddy Command (0 fan order) nia (0) to disappear furry to guide in common pet(o) projec (n) prover truthtu unlike | Preview | What's new in Lesson 1? NEW VOCABULARY Nowe Verba sppearance demand beard deny Blonde depend on brunette zely oa ebaracter peas characteristic trust demand 7 dass jectves judgment attractive nstachs ald Presta, blond blonde perecality ever : curly ery demanding ee dependable fas itboest elderly fiendly generous gray NEW GRAMMAR STRUCTURES [eames like comeone is coking. esounds like music, ‘She seoms to bea very good teacher. ‘The dog appears tobe dangerous. ‘This ook was waittan in 1908, ‘oo has a three-car garage. © Listen toa text 30-300 words in Tength (20-90 seconds) and select from 2-4 choices information not included in the text (Audio) © Listen for numbers ina dictated text and write the numbers heard. (Audio) © Scan a text within a limited amount of time (60-90 seconds) and ‘write answers to 2-5 previously read ‘questions. © Read silently a paragraph on a general or semi-technical topic that 100-200 words in length, and give an coral summary ofits coatent. handsome hardworking messy middle (mi) reliable responsible self stingy ‘unselfish wary other whether LANGUAGE FUNCTION Make observations an jusgmenis about people and abject. Kara Quinn is 24 yeore old ‘Shen the air fore. ‘She ssems to enjoy her work. In ny opinion, she's an exellent © Read pais of phrases within a Timed ne and ent he pais a being the sme or diferent (ime resistin: 2 seconds per pi) (Audio) © Outline information in a graphic onganier fe venting sexton he topic. © Wei a paraphrase of an xiginl text about 100 words in length afer fst reading the original xt and reeling it ‘rally ne or or ines, © Write a message afer hearing a resotdedor rece converaion in ‘hic informations coaeyed tat mast Berelayed oa dil pry. (Anti) "AMERICAN LANGUAGE COURSEFriends “Twould rather have a million friends than a million dollars.” award Vernon Rickenbacker, American fighter pilot Presentation This esson covers vocabulary for physial appearance and personality \brough the theme of friendship. Introduce the topic of friendship by talking in general about a personal friend. Then draw on students’ prior knowledge by asking volunteers to briefly talk about a friend of theirs. © Tell students to open their books and discuss the meaning ofthe quotation atthe top ofthe page. Ask the students if thee are any similar quotations or sayings in ther languages. NOTE: Each vocabulary presentation in this lesson starts with a quotation about friendship. © Direct students to look a the photos and identify the differen types of relationships shown: buddies ‘a volunter and children team ‘a woman and ber pet yyoung couples ‘iltay buddies © Elicit brief physical descriptions cof the people inthe pictures. Write students’ suggestions on the board, ‘Supply vocabulary as needed. mmpopE NEW VOCABULARY Several objective terms for Lesson 1 may be useful inthe discussions on this page, but they wil be presented systematically in texts and exercses on the folowing pages. Do not teach them now, jst supply the words i needed. NOTE: Systematic and more precise vocabulary presentation and practice are ‘onthe following pages. BOOK 17 LESSONNEW VOCABULARY to depend on toshae appearance personaly Ser me (ri) ‘blond (adj) way fears todeny fandsome uty favoring depend Presentation ‘This vocabulary presentation isthe fist ‘of 3 about fiends and friendship that resemble a3-part magazine article. Sart wih books closed again © Lead a discussion about what means to havea frend versus to be a frend. © Write th objective term personality ‘on the board. Elicit or supply any words that relate to tha term, € nice, smar, friendly, ete. Wet all reasonable suggestions onthe board, whether objective terms oF not. WE IINEINE Buddies: Bill and Jeff Homee¥ Friends wa vx hat makes a best frend? Bes fiend know they can depend oo each other during good ines and bad times. Best fens often share mary ‘ofthe same interests. Sometines they even begin look lite. We asked three people to describe ther befriends appearance and personality. “When the character ofa man is not clear to you, look at his friends” — Japanese Proverb Bill and Jeft ‘et and have been great finds since we ‘were young and i the Navy ogee, and over the years we've changed a ot. The thing that’s hanged the most probably our appearances ‘We often laugh and say that we're becoming ery, but wee really oly in ou mid-fitis So, let mel you about Jef. He's alvays been tal and thin. He used to have blond bi, and ‘ow it's gray. We bo have Beards. His bear is graye than mine, but he denies I You can see it’s ue by the picture! A le of people say Jef is handsome, but ¥ don't hk e's a handsome as am. Seriously, JetT has mary qualities that I've ‘ways liked. In ation wo his ret personaly, e's hardworking, At woek, be seldom takes freaks. At home, b's always busy Working on 8 ‘projector ising his cr. He's aio dependable | an alvays ask him fr help when I need it and Ihe does what be promises todo. 1 fel lucky to Juve a elon} can depend on.” © Open books and read the introductory @ Let a different volunteer read each paragraph (othe class. Answer any paragraph, Clarity the objective words ‘vocabulary questions. as needed. Refer tothe preface for © Discuss the meaning ofthe quotation tonal guidance on treatment of new beneath it. Point out that the word ‘vorabulary, characteris often used as another word for personality. Ask student if there are aay similar quotations or sayings in their languages. © Before reading the 2 paragraphs about Bill and Jeff, write the objective term appearance on the board. Elicit descriptions of the 2 men in the photos by asking, How are they similar? How Gre they diferent? and list reasonable suggestions, eg. Bill has dark hai. Jeff has gray hair "AMERICAN LANGUAGE COURSEER Use the text and photos on Page 4 to answer the questions. Same qustons have more than one coret onset 1. How has Jef? appearance changed? 4. Heed oe ay bt now he hardworking J He wed be handout ow bebe (@) Heed ite band abot ow a. 2 Which uaisnin Jf erat doe Bl ike? es depend, Hes bandome © Hes bartering dfs harwrking beaut he. vould ether cela than work asually stays bosy with projects = has a great personality 4, Jeff denies that his beard is grayer because he 5. Bill and Jeff are in their mid-ifties. How old are they? a. Stands2 1 Band 59 © Shana ss 6, People think Jeff's handsome, They think be looks good dependable elderly ‘L Bost friends share interests. This means that they —_ spend time together doing things they both enjoy often ask each other for help with all kinds of things seldom take breaks, and they are always busy a eS NOTE: Number 5 uses the term ‘mid-Sifies, which can refer tothe age range of 54-56. The range $1-52.can be referred to as the eary- fifties, and ‘58-59 as the latefiftes. Inthe US, people in their fifties are generally Refer tothe preface for various methods not considered tobe elderly, People to check answers above retirement age (65 or older) may be called elderly; however the repare the students forthe main "2 share many traits. task, remind them that a summary: READING SKILL. OBJECTIVE: Read silently a paragraph ‘on a general or semi-echnical topic that is 100-200 words in length, and give an oral summary of ts content EXAMPLE SUMMARIES: 1. Fraternal tins are brothers, ‘sisters, or bth, who are bom atthe samme time but look dferent from ‘each other. They have diffrent personales and behaviors, but are ‘often fiends. 2. Identical twins are brothers or sstors ‘who are born at the sama time and look very similar. They often share «@ private language, personalities, ‘references, and health They usually remain close friends. © Pair up students, Direct one student ‘oread Paragraph | and the other to read Paragraph 2 silently. They may take notes to prepare their oral summary © Tell students to close their books. Hiave the pairs summarize theit paragraph to each other. Walk around and offer assistance as needed. © Let volunters share their summary ‘ith the clas. Accept reasonable variations ofthe example summaries in ‘the margin above. BOOK 17 LESSON‘NEW VOCABULARY ddshonest lazy inesponsible se aa Antonyms and personality traits Complete the sentences with he correc word, {.dishonest # honest [Ned often lies about things. When ‘someone asks for his opinion, he doesnt tall thom what he really believes, Ned is dlishonast. 2.lazy # hardworking ‘Lenny likes to relax tae much and doesn't ike to work. When work has tobe done, he lets others doit Lenny io _laay 3. irresponsible # responsible Cari never forgets about his responsibilities and duties, "re always takes care of them. You can depend an im. He's responsible 4, selfish # unselfish ‘Sam always thinks about himself first. He seldom thinks about others, He thinks that he's the most important person in the world Sam ie 5. stingy # generous ‘Tom and Sus never offer to pay the bill when they go outwith friends, ‘but hey dont mind letting others pay. They don ike buying gifts for people ether, Theyre _otingy 6 mean # nice Kate frequently hurts other people's feelings with her unfeiendly words. She ‘even seems to enjoy doing it, She often appears angry and seldom smile, so people don't fee comfortable around hor. Kate i mean = Presentation Additional activities ‘This vocabulary presentation is also an Activity #1: Prepare a list of antonyms exercise, It presents objective vocabulary pefoe class. Read one word of an asantonyms of words already introduced antonym pair aloud at atime. Pause to inthe lesson, allowing students to Jet students give the antonytn, Conclude termine meaning from context with a repetition dil Point out the definition of anonym in Ativty #2: Par up students and give the box. Ask students for other examples. theny a sel time period to think of as of antonyms (good-bad,hot-cold,true- many antonyms as they ean. The pair false, young-old, et). Write these on that lists the most antonyms isthe ‘the board, winner ‘Tell students to read the paragraphs as Activity #3: Conduct similar activities quickly as possible to practice reading with synonyms. skills ‘AMERICAN LANGUAGE COURSEGEM Hatch each adjective tothe person it describes. 1, ‘Tina kicks and hit other children. Shes a. lary Ea 2, Dan served himself first to get the best food. He was—4_.b, mean 43, Jill ied to Amy when she said she was broke. She was 4, Allets his con ride in the ear without a seat bet.He's_f 4. selfish 5, Ben relaxed while others were working hard. He was—@ 0, dishonest 6, Sue arrives on time and does her work well.She's_@_. irresponsible [EGEREGEN Fitntho blanks with words from the box. se each word only once stingy messy honest any ieresponsible neat selfish responsible 1. Sarals not coming to Bill's birthday party because she didn't want to spend sony on his gi, She’s___stingy _. 2, Pete only thinks about himself and never helps others. He's__alfish _ 8, Tina does her job poorly: She dosent ike to work, and she plays computer {games instead of working. She's ___lazy_and_lrresponsible 4, Employers want their employees to perform well and complete their work on ‘ime, employers like responsible __employocs. 6. Brieaslwaya tells the truth. She's honest _ 6, When you enter someone's home or lok at someone's desk at work, you know right away ifthat person is___mesey _or_eat__ BOOK 17 LESSON