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 instruetion. The ALC’s curriculum has been developed by the Defense Language Institute English Language Center (DLIELC), which is a US Department of Defense school under the operational control of the US Air Force. The primary focus of the ALC is to provide a language curriculum for a diverse international military population. To that end, the course includes not only general English topics, but also military topies of a general nature highlighting the typical language military personnel will encounter in their professional and voeational career fields. ‘The ALC has, however, also been very successfully used in non-military learning environments and in US high schools with immigrant student populations. Course components ‘The coordinated instructional packages for Books 1-30 consist of the following: > Instructor text (IT) > Student text (ST) > Homework and evaluation exercises booklet (HW and EE) > Language laboratory activities text with audio scripts (LLAT) and answer keys > Audio recordings (tape or CD) > Computer-delivered interactive multimedia instruction (IMI) > Quiz kit > Optional training aids Inquiries and orders Please address inquiries and requests for more information about DLIELC publications to DLIELC/LESL 2235 Andrews Avenue Lackland Air Force Base, Texas 78236-5259 E-mail: dliele.eslwork@us.afmil ©2008 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 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 Corps, National Aeronautics and Space Administration (NASA), US Navy, North Atlantic Treaty Organization (NATO), and the US Parks Service. This book supersedes ALC Book 18 Instructor Text, January 1991. Second Edition, January 2008 Eighth printing, October 2011 BOOK 18 PREFAGE _/ALC Book 18: Scope & Sequence, Lessons 1-5 7 | US Presidents >» Becoming president > Gerald Ford » The sciences Func > Report information t+ BE + adjective + (that) > It's possible that we'll have a test tomorrow. Correlative conjunctions > Justin's studying both Russian and English Reported questions > Bob asked ifhe could go. > Jan asked wiy they let. » Give and receive messages » Sean a graphic organizer and answer questions > Read a text and organize using a visual map > Write a summary » Timed reading (2 minutes) & answer 6 questions 2 | Weather » Listen to and | Present unreal conditional | » Listen toa text and > Extreme weather | give warnings |, /f/hadmoney, | wouldbuy| organize using a visual » Weather forecasts a ticket to the game. map Wish » Listen to a warning and >I wish {had money to buy | answer questions a ticket » Listen and give a warning BE used to » Scan a graphic organizer » Mike is used fo waking up | 2d answer questions: early for clas. 3 | Empioyment > Express Negative questions » Scan a graphic organizer > Anew job agreement | . Don't you want to go? and answer questions » Company policies a reement |” hy didnt Mike go? » Use intonation patterns » Point of view i Logical impossibility > Read a text and organize » The car can't be out of gas! Suffix -ness for adjectives Suftix -ment for verbs using a visual map > Write a summary 4, | Memories and story telling » Childhood memories > Helen Keller > Americans With Disabilities Act > Talk about past experiences Perfect modals, >We should have gone to the movies. Restrictive adjective clauses » The car that we bought was blue, Verb + object + foinfnitive » John advised me to speak with the boss. » Listen to a text and organize using a visual map » Scan a graphic organizer and answer questions > Timed reading (2 minutes) & answer 6 questions » Give and receive messages 5 | Review Lesson 5 reviews all vocabulary and structures introduced in Lessons 1~4. ‘AMERICAN LANGUAGE COURSEIntroduction to Level Iil ‘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 mn (IMI), and other supplemental materials struction. 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 siructures, 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 leamer continually builds on previously acquired knowledge. ‘The structures presented are forms a language learner needs to master in order to speak and write standard English. Grammar charts and tables help to direct the learner's attention to significant information. Illustrations elucidate difficult grammar points. * Speakers of a language community use language functions when they interact with one another. Activities in this course emphasize interactional strategies for communication that a foreigner or second-language learner rust 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 how to successfully communicate in English. By focusing on the acquisition of language functions, students develop the ability to use the same interactional skills that native speakers use, and they 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 ‘An 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 ‘writen 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 18 PREFACEObjectives are clearly outlined: eee in simple everyday language: Dey appear on the page on which they are « introduced. Exercise headings are visually a | ‘maiched for easy orientation,; Texts for dictations, Q/A exercises, cand narrative passages are provided — next to the exercise or activity; ce (Sou urenanraurert a ou koi sey ore an tae Examining an instructor text ‘The instructor text (IT) is fully coordinated with the student text (ST), with each page of the ST conveniently incorporated into the IT by means of areduced image. The reduced facsimile includes answers to exercises whenever appropriate. ‘Additionally, the IT’ also provides step-by-step instructions for carrying out exercises and activities. The text in the margins Easy-to-follow teaching notes make the IT simple to use. The two example IT pages reproduced above are labeled to show the layout of the instructor text and the 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 IT. ‘AMERICAN LANGUAGE COURSE+ Tell students exactly how long they have to complete an activity, and adhere to that time limit. 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 ri a? In these two seating configurations, students can easily see and talk to each other. These arrangements can be used for a variety of activities ‘+ Presenting new information + Round-robin or chain drills ‘+ Mechanical and communicative drills + Whole group discussions + Dialog practice + Some listening activities ‘TRADITIONAL ARRANGEMENT 7 ‘The traditional classroom configuration promotes frontal, or top-down, instruction. This type of instruction goes directly from the teacher to the ‘student, limiting the role of the student to that of recipient, or someone who generally may only speak ‘when called upon. This classroom arrangement is appropriate for situations in which you do not want your students to communicate with each other. + Testing + Lectures + Viewing films + Mechanical drills requiring choral response ‘SMALL GROUP ARRANGEMENTS Q : 7 g y 7 Working in small groups of three or four will provide your students with many more opportunities to speak, Below are a few types of small group activities, * Discussion + Problem solving * Information gap + Games * Brainstorming + Role-plays PAIR WORK ARRANGEMENT & S38 Pair work maximizes student participation. It is an effective means of handling shor, simple tasks. Use pair work for the following activities. + Checking homework and written assignments + Preparing fora 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 language 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 18 PREFACEDit unig tie == seein ‘sous + Teacher-dictated texts: Oral drills listening, and QUA 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 Inthe text below each reduced ST page, teachers find a four-line abbreviated key under each exercise hheading 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, in — ‘onthe individual page on = ‘which it first appears, WWew vocabulary is listed led resources, 4s transparency masters or ‘are listed in the margin. AF offers teaching strategies, ative learning techniques, cultural notes, and supplementary ivities that go bevond the 1ent ofthe objectives in ST. ‘or writen), 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 leaning techniques, interesting cultural notes, further grammatical explanations, and challenging supplementary activities for use in mixed-level classes. Such tips are representative of the teaching techniques developed by the well- trained, native-speaker ESL/EFL professionals who teach at DLIELC. More tips about tried-and-true teaching techniques can be found in the subsequent pages of this preface, BOOK 18 PREFACEOrganization of the Student Text Each ST consists of five lessons (four lessons introducing new material and one review lesson) followed by useful appendices, homework assignments, and an evaluation section. In a 30- hour week of classroom instruction, students would ideally cover one lesson per day and complete an entire book in a single week; however, the material can easily be adapted for slower-paced instruction. The first two pages of each lesson are the table of contents and preview page. The preview page presents a synopsis of the lesson's vocabulary, grammar, and language-function objectives, The 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 ‘of what the student should be able to accomplish, upon completing a lesson. In the 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 bbe 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 {n the margin forthe instructor's benefit. * The icon €2 identifies a word which has ‘more than one meaning ot 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 itis 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 (T 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 fo them in class, in lab, and during test. Reading in Level Ill In order to meet the challenges faced by language leamers who will continue military training in English, the Level-III reading component emphasizes progressively longer texts of increasing difficulty. Additionally, many texts are ofa 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 Ill 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 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. I is 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 fo 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 ccoftect 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 ditectly complement the ALC books are available. Flash cards: Books in Levels Land I 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 16 PREFACEInteractive Multimedia Instruction ‘The ALC instructional package can be supplemented with interactive multimedia instruction (IMI) courseware. Each IMI disc corresponds to a specific ALC student text and has been produced in order to enhance the teaching of the language skills and training objectives in the book. [MI provides an interactive medium that permits students to Classroom management participate ina variety of activities 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. ‘There are many factors that enhance language learning, and a skilled instructor plays a significant ‘ole 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, incomporating 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 or vocational, and physical or mental taining. ‘They tend to bring superior cognitive abilities and vast prior knowledge tothe 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 of this potential background and make learning meaningful by + imerweaving 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 fuced. Let them offer advice for solving language learning problems that classmates have encountered. Giving classroom instructions Classroom instruc is 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 fo 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 Ill 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 ‘a new 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. + Illustrate 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 or heavy rain, a well as lexical phrases and idiomatic usage like How do you do? Introducing new vocabulary While there are many ways to introduce new vocabulary, the ALC IT suggests presentation activities to help the teacher discover the objective vocabulary and topic information the students already know. This approach to teaching English vocabulary can stimulate student interest and ‘motivation, provide opportunities for students to learn new words through authentic context, and help them develop vocabulary-building strategies so they can become independent learners. Below is a suggested procedure for introducing vocabulary which activates students’ prior knowledge. 1. Using the vocabulary activation activity, elicit objective and recognition vocabulary that the students already know, and lst these words on the board or overhead, 2. After the vocabulary elicitation, conduct pronunciation practice with the new words Refer to the words listed on the board 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 result, error correction or constructive feedback will vary, depending on the goal of a particular activity. In any case, students benefit greatly from the opportunity to self-correct whenever possible, often with patient guidance from the instructor METHODS OF ERROR CORRECTION * Simply ask What? or say Please repeat that. Often the student will automatically self-correct without any other prompt. ‘+ Use hand signals, such as pointing over your shoulder to indicate past tense, for common errors. + Ask a question with stress on the error, ¢.g., Did you go to downtown? + Reword a question to which a student has given an inappropriate response. + Name the grammar, eg., 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. + Letother 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 if, overlook minor ‘mispromunciations of other sounds. ERRORS IN COMMUNICATIVE ACTIVITIES The purpose of communicative activities is to use the language to share ideas. Your students’ focus should be on content, not form. If they succeed in getting their message across, they will have met the activity’s objective, Grammatical errors and ‘mispronunciations that do not interfere with the message should be ignored. Avoid correcting errors during the activity Keep a running list of errors with structures and vocabulary that students have already studied, Also note errors with commonly used, though not yet studied, items. Discuss the most important errors you've noted with the entire class at the end of the activity. NOTE: Although correcting students during communicative 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 topic already presented, 1f 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 alittle more mileage out of i 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 exchiange books and correct a classmate’s work. Write students’ answers on the board, and then Jet 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 BOOK 18 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 call on a student at random to restate it so that it is true. 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 studen ‘Ask the question before naming the respondent so that everyone has to pay attention. Ask for volunteers to answer questions. in random order, 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: repetition drills and transformation drills. In repetition drils, 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, 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 @ choral drill, model problematic words or phrases again. Let them be successful before you move to individual drilling. 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 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 with 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 tunable to repeat in chorus even after you've modeled ‘a 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: [want (0 go home early in the morning the day after tomorrow. TEACHER: 1omorrow STUDENT: romorrow TEACHER: afier tomorrow STUDENT: afer tomorrow TEACHER: the day afier tomorrow STUDENT: the day after tomorrow TEACHER: int the morning the day after tomorrow STUDENT: in the morning the day after tomorrow STEPS 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. 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 pairs 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. STEPS SUBSTITUTION DRILLS Have students close their books. ‘Tell them Listen only. Gesture to yourself, and say the base sentence, e.g. Jin is happy 4. Gesture to yourself again, and say the word you want the students to substitute into the base sentence, e.g. hungry 5. Gesture to the class, and model the new sentence, €.g., im 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, 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 TRANSFORMATION DRILLS 1. Have students close their books. Tell them Listen only. Gesture to yourself, and say the base sentence, e-g.,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 necessary. 7. Finally tell students Listen. Go back to the original base sentence. Give the initial cue word—dim 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 on a game-like character. Chain or round-robin drills fall into this category. STEPS CHAIN DRILLS 1. Begin with a statement or question, What country are you from? 2. The first student answers and then turns to the next student to ask the same ot 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 in a 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-discrimination listening exercises with minimal pairs (e.g. tree / three) in situations where a lack of phoneme distinction interferes with successful communication. The ALC language laboratory recordings model American pronunciation, and the LLAIT provides scripts to use in some of the following activities REDUCTION Reduction refers to the way sounds disappear or change in rapid speech or in relationship to other sounds. + Insome words, syllables disappear completely, as in vegetable and liable, + Sometimes words are pronounced one way in one context and a different way in another context. Consider the pronunciation of the word to in the following sentences. Who do I give the book to? Give it to him. + All contractions—both formal and informal— are forms of reduction. Gonna, when it replaces going to, and didja, when it replaced did you, are examples of informal types of reduction. STEPS Hand out lists of words from previously introduced ALC vocabulary with disappearing syllables. Have students cross out the silent syllables. 2, Demonstrate the pronunciation of colloquial English expressions by contrasting examples of spoken and written language: Do ya wanna dance? Do you want to dance? 3. Have students write in their notebooks both the way people reduce and properly write such expressions. SYLLABLE STRESS Make sure your students can define a syllable. Tell them Every word has at least one syllable, Each syllable has just one vowel sound. STEPS COUNTING SYLLABLES 1, To demonstrate the meaning of a syllable, say a one-syllable word, e.g., friend. Hold up one finger to indicate how many syllables the word has. 2. Say another word with three syllables, eg., servensteen. Hold up three fingers. 3. necessary, write a few more words on the board, Separating them with extra space or dashes. Circle the individual syllables. Have students state the number. 4. Provide syllable counting practice with a lesson’s new vocabulary. Say a word and have each student indicate the number of syllables with a show of fingers. ‘AMERICAN LANGUAGE COURSEFor beginners, list concrete items in a word bank, and provide a grid requiring objective answers. plane bus car helicopter train boat Air Transportation Water Transportation Advanced beginners and intermediate students can be given the same word bank, but give them a grid requiring them to express their opinions. Here, the headings have been changed to require subjective answers. Transportation | Transportation | Transportation ‘you lke you don't ike | you've never used For high intermediate and advanced students, use headings requiring both objective and subjective answers that draw on prior knowledge and demand opinions. Transportation obsolete | Transportation stil existing by the 22nd century 100 years from now Outlines and graphic organizers People often say that a picture is worth a thousand words. While the ALC’s second edition contains ‘many photographs, it also offers students a lot of information presented in graphic organizers, such ‘as charts, maps, graphs, timelines, outlines, and diagrams, Such visual aids are advantageous because the reader can easily see various relationships among different kinds of information at a glance. In addition, it has been scientifically proven that people retain visually delivered information better than information they have only heard. What is more, today’s students are fully accustomed to obtaining the bulk of their daily information from visual media—particulary 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 Tine ortnes, showing how two or more sets of numbers are related to one another. ‘Bar graph | A diagram that uses narrow bands, or bas, 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. ‘A diagram that shows the connections between the different stages of a processor pars ofa syste Flow chart 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 18 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 on that sounds fonger, 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 @ good sampling of familiar words that have two or more syllables. At first, exaggerate the stressed syllable’s length, loudness, and pitch so that students can identify it. ‘The ALC uses a triangle to indicate the stressed syllable in a word and a circle to indicate the ‘unstressed syllables. a butter a terrific Itis wise for language leamers to keep a running list of new vocabulary they have leamed. 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). ‘SYLLABLE STRESS: steps. SonTIG DICTATED WORDS 1. On the board, draw these two stress pattems for two-syllable words: & @ and © A... Draw a horizontal line under the stress pattems and a vertical line between them as you see in the example above. 2. | Say the word classroom, and write it under the symbol on the left. 3./ Say the word today, and write it under the symbol on the right. 4, Point out that classroom is stressed on the first syllable, while roday is stressed on the second one. 5. Dictate a variety of other two-syllable ‘words, Say each word twice. Have students write them under the correct symbol, 6, To check, 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 hhands 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 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 BOOK 18 PREFACEone thought group. In speaking, these chunks of language are separated by pauses; in written texts, punctuation often, but not always, marks the pauses. Native English speakers often find non-native speakers difficult to understand because they tend to speak the language word by word, breaking up groups of words that typically belong together. To improve students’ ability to understand and be understood, encourage them to read and speak in thought groups, The sentences below are identical, but notice the difference in meaning when two commas mark pauses in the second one ‘My boss said John is stupid. ‘My boss, said John, is stupid, STEPS | MARKING THOUGHT GROUPS 1. Selecta 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 stash ( /) whenever they hear the speaker pause, indicating the end of a thought group, 3., Read the text tothe students or play the recording. Have them mark their copy: 4, Divide the class into pairs, and have them read the text to each other, pronouncing the thought groups between each pair of slashes 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. LINKING In writing, words appear separated from each other. In speech, they are heard as @ continuous stream because they are linked. Linking occurs within the thought groups and contributes to the fluidity of the language. It also makes the spoken language easier for the native speakers to understand. As a teacher, ‘you should strive to break your students of the habit of speaking one word at a time. NOTE: Under certain circumstances, some sounds— especially /w/ and /y/—occur naturally to facilitate linking, For example, do it often sounds like dotw)it, STEPS MARKING CONSONANT-VOWEL LINKING 1. On the board, illustrate consonant-to- vowel linking, ick it.up piki tup 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 Tink 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 Tn most cases, the stressed word is the last major content word of the thought group. Who did you go to the party with? I went 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.) We love chocolate, (We don't like it, we love 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, ic., maintaining the same pitch throughout, is likely to confuse or iritate listeners. Tell students that even when their grammar ‘and vocabulary are perfect, listeners will struggle to ‘understand them if their word stress is inappropriate or missing. ‘AMERICAN LANGUAGE COURSESTEPS MARKING STRESS IN SENTENCES 1. Select a transcript for a short text and. sgive 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. 3. Read the text sentence by sentence. 4, Check by having individual students read back the sentences in accordance with how they marked the stress, Provide correction as necessary. 5. Divide the class into pairs. Have students read the same text to each other, saying the sentences as they have marked them. NOTE: Short dialogs expressing emotion or contrast can provide useful practice. Stress different words and discuss how stress changes affect the meaning. INTONATION Intonation is the rise and fall of the voice in speaking, especially as it affects meaning. Some sentences have predictable intonation patterns + Yesino 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 learner's repertoire; instead, i is essential for fluency. Without appropriate intonation, students will produce monotone, robot-like utterances that make their speech iritating 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 TTs 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, etc. 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-assessment, use a second tape recorder to record the role-plays.) At the intermediate level and above, hhave students create their own situations for role- plays. Give them freedom to select the actors and direct theit own role-plays. Encourage them to use props and to create fully withthe language they have learned so far, Dictation Dictation activities appear inthe 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 18 PREFACE‘STEPS DICTATING WORDS OR SHORT PHRASES 1. 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 1. Tell students you will read each sentence three times. + The first time you read the sentence, they should only tisten + The second time, they should write, ‘+ The third time, they should check for errors, fill 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. 4, Go over the sentences, and have the students make corrections. 1. Have students listen and follow along as you read the unpunctuated paragraph. 2. Read at a normal rate of speech with appropriate intonation, but come to complete stop at end punctuation. Students should mark pauses on their 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 three to five categories. Create a grid with headings as well as a word bank containing all the words. 2. Divide the class into pairs or small groups. Hand out the grid or draw it on the board. Tell students to sort the words 3. Have a member from each group write their results on the board. 4, | Discuss differences if necessary. VARIATION: Categorizing exercises provide practice in using language to classify items and ideas. They can easily be revised for use with students at higher ot lower proficiency levels. By simply rewriting the category heads, you can often change an exercise’s level of difficulty. The examples below require students to categorize vehicles. ‘AMERICAN LANGUAGE COURSE[BOX OUTLINES ANDTHE 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 suidents with the typical structure of short American-English paragraphs, which are ‘common in the military. They are generally brief and to the point with a clear, hierarchical structure comprised of one topic with a main idea sentence and several supporting details. Topic == [Point 1 [Point 2] [Point 3] 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. Detail Detail [Detail | Detail 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. Reagan High School Sports Schedule [tan |] [inter spring em i football] | [volleyball] } [tennis soccer} _[basketbalt] | 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 sernantic maps for brainstorming and then reorganizing ideas into a more logical format. Mapping can also be used for note taking. Students can complete activities which call for creating semantic maps alone, in pairs, or in small groups. VENN DIAGRAMS A simple and useful graphic organizer for showing differences and shared features is the Venn diagram. Information can be effectively compared and contrasted by drawing a diagram consisting of two overlapping circles. Students write similarities in the ‘area where the two circles overlap and differences in the outer part of each circle ‘AMERICAN LANGUAGE COURSEBook 18 Contents LESSON 1: LESSON 2: LESSON 3: LESSON 4: LESSON 5: APPENDICES: A: B: c: D: E: F: G@ H: I J: K: HOMEWORK: EVALUATION EXERCISES: US Presidents Weather Employment Memories and story telling ... Review uy Word List Structure List ... ‘The English Alphabet American English Sounds D4 List of Contraetions Spelling Rules for Regular Past Tense Verbs -eaeuen FL Principal Parts of Some Irregular Verbs . Patterns of Irregular Verbs Punctuation and Capitalization ..... Lesson Resources .... 18L1#1 Writing skill (Message role-plays) woe d8 18L1#2 Reading skill (Timed reading) .. 1812 #1 Weather report cards (Exercise F) ... 18L4#1 Reading skill (Timed reading) . 1814 #2 Writing skill (Message role-plays) ... 18L5#1 Reading skill (Timed reading)... US Military Ranks, Grades, and Insignia BOOK 18 PREFACE— USER NOTES - ‘AMERICAN LANGUAGE COURSE.LESSON 1 OVERVIEW RESOURCES: Basic classroom ‘equipment and materials ‘Additional matarialrequied for teaching ‘tis lesson is located in the appencles, Identity th following material before Dboginning the lesson, [APPENDIX J LESSON RESOURCES BIBLI#1 Message rle-plays p.J-3 BIBLI#2 Timed Reading — p.d-S US Presidents PREPARATION: Copy and cut out the role-play cards for 18L1 #1 before the lesson. The number of copies to make ‘depends on the number of students, VOCABULARY: Can you name these world leaders? Who can be president in the USY. ccramuan: Aerated ar abo wl agewithos ef) Sagem ta nub fader VOCABULARY: ‘The road to the White House. Bf reading for 1811 #2. Sending messes by emi 13] For ecommondedtactingectniquss, Choices with correlative conjunctions: 1g Tterto the preface ofthis text ‘Reading graphs Ww The evident US present ees ee cB Teshed him if had anybomewerk.. 2 Reporting information 33 Scene: ramining he word around us a Ongnising atx ong vical map 2” Reading tater better comprohesion x0 | Objectives © Use ask +a pastensenounclase © Use an afimatv oc negative Onin cig and we toed by aurston word (vit ‘THAT oun le at opona a te © Poneues eighyangue | pps pronan anor pose sua see or a ant indice the wos pies, Aijectve changes) orepora resent iconstuction i+ BE + adjective), ‘Preview PAB. tense information question with or ‘using true, clear, probable, likely, © Recopize nd respond sunblyto witout model patie iiely. dou toenpress a vocaulay acs on be previo eine (© Use the corelative conjunctions Doth... and and not only... but also © © Listen toa short dialog (2-3 indicate dition, either. or to indicate exchanges) and select the corect page, which will not be tested, but which ‘may appear on book quizzes. © Init wa cooks orale; and eter orienta ani srctne ata tinct negate chic or alion a @ times wad entoa og and © Use ast +apusttense noun clause Oder tO conjoin nouns, promos verbs, Pesta a paced (Audio) introduced by if or whether (with adjectives, adverbs, or independent appropriate pronoun andor possessive lass (where applicable) i parallel jective changes) to report a present structures {ense yes/no question with or without modal {continued on next page >>>) BOOKTB LESSON =VOCABULARY OBJECTIVE: Pronounce intligitly and use in discourse the words, phrases, and ‘expressions listed on the preview page. OBJECTIVE: Recognize and respond sully to vocabulary taliized on the preview page, which will not be tested, bat which may appear an book quizzes. FACILITATIVE VOCABULARY citizen Democrat ‘odeutie eliminate ‘oheal ‘nominate ary pant Reputican salary sickness sil someday universe © Listen for specific information in an sngouncement after reading a series of questions, and select answers from 2-4 choices. (Audio) © Read silently a text approximately 200 words in length within a time of hho more than 2 minutes and select the answers to 6 comprehension questions with 70% accuracy (4 questions asking for factual information and 2 for ‘inferential or general understanding) © Scan a graphic organizer to answer a series of questions. Select answers to the questions from 2-4 choices. NEW VOCABULARY = = a wey Site pond anthropology semester as sae rete oo eet = es er = oe een ie ons! - a eer mnie eet aie co ae — Foam eee engineer elect political == ona oe eee See, hen me sai ar eee wy a = atten 1 | NEW GRAMMAR STRUCTURES LANGUAGE FUNCTION IgeaLa inten sacred Di Dennis ask what time the party asked if Capt Johnson was inthe was? sett nae cats wid ote Wot amy nen wih ww: nt PR eet tw na oe = RECN ANGLE COURSE © Read atextona general orsemi- © Role-play a dialog in which a technical topic that s 50-250 words message must be taken, and elicit inlength, and write a summary ofits _ sufficient information to givea written content. message toa third person, (© Write information in a chart or ule after extracting the necessary data from, a written tex. (Some data may already bbe entered in the form.) © Writea message after hearing a conversation in which information is conveyed that must be relayed toa third party. (Audio) © Outline information in a graphic “organizer after reading a text on the topic. "AMERICAN LANGUAGE COURSEEEE ie Ronald Reagan Emperor Akihito Hamid Karzai Nelson Mandela Queen Biizabeth 1 Miadimir Potin ‘Corazon Aquino Hosni Mubarale Indica Ghandi i! Presentation This lesson will provide information about the election process tha is followed in the US for choosing the ‘nation’s president, The presentation of new vocabulary related to this theme is ivided into thee segments: eligibility cuirements, the campaign and cletions, and Gerald Ford's unusual rise to he presidency © Tobegin. turn tothe frst page of this lesson, Have your students examine the photograph and idemity the 4 former US presidems. From the left, they are Presiden Ronald Reagan (1981-1989), President Gerald Ford (1974-1977), President Jimmy Carter (1977-1981), and President Richard Nixon (1969- 1974), fhe students know anything about any of these men, have them briefly share that information with the class. © Next, divide the class into pars. Have parners examine the photographs ‘on this page together and discuss and ‘dentfy these late 20th & early 21t- ‘century heads of state by writing the ‘number next othe name in the gray box. (See answers and additional information in the margin above.) Ask students to identify the leaders who were elected orchosen by the country’s citizens for the positon they held (2, 3,4, 6, 7, 8,9), Ask students i they can namie the position held (president or prime PHOTOGRAPHS 1. Queen Elizabeth i, England rom 1952 to the te of printing) 2. Hamig Karzai, Afghanistan (President trom 2004 fo the time of pointing) 8. Corazon Aquino, Pilppines (Presisent 1985-1992) 4. Hosni Mubarak, Egypt (President 1981 tothe time of pring) 5. Emperor Akita lapan (rom 1989 to the time of printing) 6. Nelson Mandela, South Aca (President trom 1984-1998) 7. Indira Ghandi India (Prime Minster from 1966-1977 and 1980-1984) 8, Ronald Reagan, United States (Presisent 1981-1989) 8. Vladimir Putin, Russa (Present of the Russian Federation from 1999 0 2008) iinister). Also ak how the other 2 (#1 tnd #5) became leaders ofeheie country (by birth because they lead monarchies). © Have students alk about civilian leaders i te their counties. Ask: 1. Whar tte does your leader have? 2. Whar is his or her name? 3. How long will he or she serve? 4. Whar qualities make your leader a 00d head of governinent? state vary from country to country, Some Ailes are king. queen, prince. princess, ‘emperor, empress, chancellor, prime ‘minister, presidem, chief e.g. arvong. [Native Americans inthe US). ete. BOOK 1@ LESSONweniooete ee van (CIETY ee reccrinnusr = eee a cease a eimcnv ae 1 ye de eigible ‘right to vote and select the leader of the government. utes tment racy OS cen on bs cndeta ee ap tholonuning} of preddeneToe ei « to acquire person must be « natural-born citizen, be 35 years of age campaign oroldr and have vd in the US fora east 16 yers, epee det Laea erste queer apparent COMPREHENSION QUESTIONS _Tie tesa op gid cada 1 wt US tsb Tovecinareat aia capes paatoe 2 Hoek oats Ul bo tment cue cough eerie ty mer cscte cempiigs Deng * Srestttine [oration Sere at persons nelgtie Cancietes us| (25 palin eas nd yt gt the Pemneturelbort etzens) American people ta believe that they are 4 What os any canccateneedto | Sve best person for the job. This inte ge! have a sucossstl campaign? | time for voters to iatn carefllyto the (The candidate needs to acquire candidate’ ideas, ke their decisions, . bed poe 7 and select the person that they believe isthe reason fora campsign? | a (Candidates tak about their eas i be bette: Ee cent Band ty to make Americans baeve presen) Pomenwbe te SEN Use me voles wore) in he txt wo answer the questions, 1, Which word means a person who want a job or office?” candidate 2, What is another word that means to get orto own? _acquire _ ‘3, What two words ean we calla country’s top person? leader & president, _ 4, What word means not qualified or not able todo something? Ineligible rrr nr Presentation “The text above discusses minimum review the new vocabulary with the 3. Must the candidate have lived in {qualifications required for US students, especially modeling words {our country fora minim amount presidental candidates as well asthe __with problematic promunciation such aftime (residency requirement)? eed for sufficient resources to finance as eligible, neligtble, qualification, telongeumpignjeccsto wine gulfedacqueandcanpetgn, CULTURAL NOTE: Arle of te highest politcal positon Clarify meaning from context as needed. United States Constitution list the ‘Then, select 2 students to read the ‘mandatory prerequisites for those Begin by having students read the ile saps slond tothe clase Follow who wish fo serve as US president andexanine the prograp Ask fhe oral eadng vith he compression Te costo his amendments sens widen the past US president re ee per et magn (orchanges) and the 15th and 21st In the top photo (Former President Bil Cimon, 1993-2001), Also ask them to If time allows, ask students about the idemify te building (The White House qualifications te elected leader of their in Washington, DC), which is generally country must have, {yecagasces wth Gepeatien cf US J. Must the candidate have been born pono inyour country (be natural born)? Instruct students to read the paragraphs 2. Je shere a minimum age? silently to themselves first. Next, ‘Amendments deal wit voting, = "ANERIGAN LANGUAGE COURSEMESES tiatcn tho quostion withthe best answer { 81, What qualifies tahave for the j ions doyouhave a. No, Tm only 17-T'm ineligible because Tun not old enough. bs. Pmeligibleto retire in two years. 42 What do the police do to fight — . Younust have a college degree { Aroyou goingto vote this year? and three years of experience. 4. They havea campaign in which | How often is anew leader chosen? fcera go into shoals to explain the dangers of drug use. b_ 5. When will you leave the military? ¢, Yes, he's very qualified forthe — | £— 6. Do you think Bob will get dob. the promotion? £ We vote for one evory four years. ‘Complete the campaigns leader lise political candidates ineligible qualify 1. There are six candidates __ for the position. Our boss should make the fina selection forthe job sometime next week. 2 Because of John's 30 years of servic, he’s __ligble_for retirement, 3. In 1968, Pierre Trudeaw became Canada’s leader _ 4 Coral’s political _beliogs are very diffrent from mine. 5. Martha's __Inllalble__fyr the ob because she doesnt have enough work ‘experience 6. Iwill qualify _ for my plot’ license after I finish my fnal flight tomorrow 7. During presidential __¢ampalgns __candidatas talk about their ideas. ry Wee sreniepore Mines va roar NOTE: n 24 campaign sa Seka cx cock sarve via Stmeha difrcn'mening Broudy,_pararsfe oaplang he cacae Nagelrnbanalfanedscitin Peay dae branch con weil comer opal pal NEW VOCABULARY to quality (Exercise C, #6) NOTE: This new objective term appears forthe fist time, tis nat bolded because itis in an exercise. Students are expected to apply the reading strategies of working with word families to determine meaning. Ensure students lear tis objective term as it ay appear on the book quiz BOOKIE LESSONTGRAMMAR OBJECTIVE: Uso an affirmative oF regative THAT noun clause (that tntional as the subject of a sentence for fn anticipatory: itconetrucion (+ BE + Sdjectve), using tue, clear, probable, thay. posse, une doubt ‘express a conclusion Presentation In this lesson, iti the subject position refers to arhar-noun clause that states a Conclusion made from an abservation. In the subject postion of a sentence ‘occured in Book 10 (for temperature, Weather. time, and distance) and in Book 16 to refer toa o-infinitive phrase, as in W’smnice 10 meet you © Assign the dialog cole to 3 students. Using the paradigm asa guide, ask how certain each of the speakers are about what they're saying. © Go over the paradigm. Point out thatthe adjectives are listed inorder of probability. from 100% probability at the top to 25% athe bottom. Use the paradigm to identify the different parts | (/ Wes porsibte =>, “Be cear we wont Think ~ j i | CG acioraces ) ramet On s 7 100% tme/clear = Hal probable thats made [Sir finn | ES | i $e alikely doubt ene j 1 _| | 7 ses tay ond teen ed wih gti THAT es, | ETEIEEEREN Use tne above agjectvestocompicte he sentences] 4, te ___wecansliminate ll sickness some: 2 We too many care make the ai in big tes dango. 3 ie the whole planet wll eon sich warmer eon 4 es____wett ent oll he fish nthe oon someday Js. we_______att nations can work together to solve world problems | 5. s___peolet atts on cose weather problems >, 1we______ the moon ena a place where wo can lve |e. we______ we aren't the only people in the universe. = rrr err ofthe example sentences in the speech EESTI tubbies Books open © Using the example sentences, show Writen cue ‘how the ist shat clause is negative and Writeneeponse the second postive. Point ut that all India then groupe ofthe adjectives listed except unlikely Have grudents complete the exercise and doubrfu, can fake either positive oF ingividually. Ask them where that could emcee ‘Bon the sentences, Then put them in © Explain thatthe conclusion which groups of 3 to compare answers. Ask ‘occurs afer that (whether the word students to give easons to support the thats included or ot) must bea noun answers they chose. Tems 6-8 have clause, Le, it must contain both a negative shat clauses, so some students subject and a verb, ‘may have to make the verbs positive in cotder to express their opinions. NOTE: The statements in this exercise can be used to initiate in-depth tiscussions ona variety of topics. "AMERICAN LANGUAGE COURSEFEEIEEEEIN compte to sertoncos wih your oun concusions, —] 1. Ryan frequently speeds on base when he's in hurry. [Ws probable that —__ - Mr Hialston’s new seeretary just quit Ws possible that ‘8. Many people in the US prefer to eat out rather than at home, Westrue 4. Andy like o play golf every weekend, but this Saturday is his wife birthday. Ws unlikely 5. The James family arrived atthe beach just before the sky darkened. ee 6, This radio station plays too many cominercals. We ‘Treats grandmother it 89 years ol 8, The price of ns has increased 25% in the past six months. SAMPLE CONCLUSIONS. 1. Its clear (that) vacationers prefer the beach fo the mountains, 2. I's doubt that) the Fiyrs will win the next game Summer Vacations eee ey Books open Books open ten cue Weltan andl visual cue Witten response (ra response Inaviuat Pars os nS In this exercise, students will draw Additional activity conclusions after looking at different Have pairs ty using different adjectives tnd draw aew conclusions based on the adjectives’ meaning BOOKTE LESSONT kinds of information. After the pairs have discussed the information and drawa their conclusions, ask volunteers to share their conclusions with the class. Require them to give reasons to support the conclusions they madeNEW VOCABULARY stategy foolect todesign to reach (to accomplish) primary father. oF tolead leadership cstablsh toreach (to arive at) to appoint appoinon to motivate COMPREHENSION QUESTIONS 1, In onder to colt alot of money, ‘what do candidates have fo do? (They heve to design a plan) 2, To which two poitica! partes have ‘most US presidents belonged? {They've been ether Democrats or Republicans) 3. What happens on the 200% of January afr an elation yeer? {The new president begins to lead the country) 4. What does the president do when he reaches th White House? (He appoiis poop to postions in fisnew government) Presentation This section focuses onthe presidential election process. It can take more than «year before the eventual winner takes office. Candidates have to spend time, ‘money, and energy campeigning. The process of running for US president is often called along road or difficult ‘campaign trail as in the txt above, (@ Have students open their books, read the tile and examine the photograph Read the introduction to them; then, ask them to guess the relationship between the tile and the photograph, (The building represents the end of a successful presidential campaign. lt shows the inauguration of Former President Bill Clinton infront of the Capitol Building in Washington, DC, mm The road to the White House | Temadto bacon pasta he Unie Sts otan ands rom ke fret | cosy The canes mua goo aati trai can- pole! pares. Is purse lps and he county ey wart be ected peste Theo i oct the next US pres | ae several major sens that each canddale must comple. dent. Even though there may te’ candies from seve (ON THE ROD: Prides) on who hy tink wil ber flea Pers enc Ps campaigns usualy stat one best pean for tec polii- Me usta comes frm one year tefore the nina elec. cal pany special gathering, Sf (We Pats, Since tion betse hte are often «called convention, is org. ll US presents hav bea lv oendstes Dang his i. At he cme, te ter Denocas or Rep fesepechcadimst Wine of 6 pin Cee vat makes him ober dt sees atthe jb sight feet from the ers 2 vay. Taw aay shy is eer ides ae he 200s ofthe seat year ha Dest ones for the county. the new president bis to Te candidates aso vet ead econ. Unter is design pln 10 reach the leadership, te goverment oa of calesing milion: ‘wl establish the pla ff dallas fr tr cam- |! Aisin of the cosy foe the nent foun ips, Tvig al te * sa ad erg cn RAS OMRER ay rach se he ig samy Bea pet Ly JET Rowe, fis Petca wak wreenes tio scaly nominated, oe _ PEPE 1 sitions in his cen Te Pinay tyme lection inthe individual US fede ‘These oficial) 18 will usually be people ecm el US phon fit ely SSS colleges SoS Sates Some tl poe te a eaciry cases Sepa wikis 68 Soe emer aes SS Sao Seecneen Daas aripecs onaeanteaes eee Semis ootenee Becca ae Fetprepeting pepesegirgts — ‘onan 20, 1993 while he was being _ prepare. Clarity vocabulary as nesded ‘worm in asthe 42nd US president.) Then, have them give their presentation ppsuinipiintadare tothe clas, Follow ther presentations Hive you snes pare withthe questions inthe marin shove

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