Preface ‘The American Language Course (ALC) is a comprehensive, multilevel language program for teaching English for vocational and professional purposes. Itis 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 curiculum for a diverse international military population. To tha 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 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 and answer keys (LAT) > Audio recordings (Lape or CD) > Computer-delivered interactive multimedia instruction (IMI) for Levels LIV > Quiz kit > Optional taining 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: dlielJeslwork@us.af il © 2006 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights reserved, No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. ‘This book supersedes ALC Book 15 Instructor Text, January 1991 Second Edition, June 2006 Fifth printing, October 2011 300K 15 PREFACE aALC Book 15: Scope & Sequence, Lessons 1-5 7 | Beall you can be » Basic training > Ask for & give information ‘about basic training ‘Adverbs of frequency > Lam always on time. Questions with how often, ‘Answers with adverbs of frequency Comparative form more or fess + adverb & superlative form most or least + adverb ‘Adding -ion to verbs to ‘make nouns » Listen for specific info & answer a question > Stress & vowel reduction > Role-play a military situation > Read & select topic » Read & select main idea » Read & give oral summary » Timed reading (1 minute) & answer 6 questions 2 [Lets celebrate! » Weddings & honeymoons >» Barbecues & parties > Extend, accept, & decline offers for food or drink & invitations to social events Willingness with will & would Modal review for advice: past repeated action, condition, of situation; obligation; deduction; desire: & possibilty Indefinite place or location with somewhere, anywhere, & nowhere > Read & select inference > Read & select topic > Read & select main idea » Write information in a chart or table > Complete a paraphrase 3. | Stamp colectng > Inquire about & express past Was/were going to for unfutfiled past intention > Stress & vowel reduction » Read & select inference > Aworld of ange “ and present | >| was going towatch TV, | Read & write topic intention about} but | fell asleep. a . > Continents tevlpane : [> Bead wrte main idea > Going overseas Indefinite compounds with |, Read & give oral summary else — > Timed reading (1 minute) & Lets go somewhere else.|” ee ang > Complete a paraphrase 4 | Medical treatment |> Ask about Reflexive pronouns > Listen for specific info & &deseribe |» Did George hurt himself? "answer a question > Miltary sick cal | & OCH ical | Emphatic pronouns » Role-play a military problems >I painted the picture situation symptoms » Read & write main idea myselt Adjective complement after linking verbs >» The coffee tastes strong, Suffic -ly for adverbs and adjectives > daily, weekly, nightly, etc. » Read & write topic > Write information in a chart > Complete a paraphrase 5 | Review Lesson § reviews all vocabulary & structures introduced in Lessons 4 - 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 mater 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 earning 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 contexis appropriate for learners studying in professional and vocational environments. ‘The ALC’s program also includes military topics and specific military vocabulary. This significant feature sets the ALC apart from other language curricula. + Grammar is carefully and systematically ‘sequenced so that the learner continually builds on previously acquired knowledge. The structures presented are forms a language learner needs to master in order to speak and write standard English. Grammar charts and lables 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 ‘must master in order to perform in the target language with competence and self-assurance. ‘These strategies include initiating, maintaining, and closing conversations; communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in face- to-face interaction. In each lesson, exercises targeting the process of communication, rather than the linguistic product, teach 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 tuniversal 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 zuides the instructor and gives suggestions on how to tmost 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 15 PREFACE.Objectives are clearly outlined eee in simple, everyday language, They ‘appear on the page on which they are introduced, eee Exercise headings are visually ‘matched for easy orientation. Teats fr dictations, Q/A exercises, and narrative passages are provided next to the exercise or activity, a Presentation = 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 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 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 spre Sours ec eyo, i tg ot AL MOEN Soe ios a sea = = 5 Sema a Severnoare renee gnc wend Mae ery oe iin ca 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 Farthermore, 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 ovcurs. + 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 Jong 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 T In these two seating configurations, students can easily see and talk to each other. These arrangements ccan 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 iil ‘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: SaY| “Sa 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 Pair work maximizes student part 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 warch 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 15 PREFACEevden Bedicniemibenet engotaente? — demar. ‘vocabulary is listed the individual page on it frst appears. resources, ‘as transparency masters or are listed in the margin = ns igre mt rene ec = ae seeatotin EAI easing, werent, pemrenttee, leaning teins Prenretenrerad Fae wie met Tig oe rer teat ernie + 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, reaia, 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, sume a ee wal notes, and supplementary that go bexond the 1Fof the objectives in ‘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 mote detailed guidelines on haw to execute the exercise, pertinent ESL/EFL teaching strategies, useful cooperative learning techniques, interesting cultural notes, further grammatical explanations, and challenging supplementary activites for use in mixed-level classes. Such tips are representative of the teaching techniques developed by the well- ‘rained, 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 15 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 fo 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 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 for the instructor's benefit. © The icon 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. + Faciltarive vocabulary refers to words and phrases which help students understand the lesson and, in many cases, provide more realistic and authentic sounding material. They alphabetically in the IT margin on the preview page. These words are not tested and do not appear on book quizzes. “AMERICAN LANGUAGE COURSE+ Instructional vocabulary consists of words and phrases used in the text or by the instructor to explain new material, conduct activities, or explain testing procedures. Students see and hear these terms repeatedly and should be able to recognize and respond to them in class, in lab, and during tests. Reading in Level Ill In order to meet the challenges faced by language learners who will continue military training in English, the Level-III reading component emphasizes progressively longer texts of increasing difficulty. Additionally, many texts are of a semi- technical nature and extend beyond paragraph length. The books in this level also address personal reading strategies for students to develop in order to help themselves become more independent readers. + Level III reviews and reinforces reading objectives from the first wo 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, araphs, 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 U1 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 tex When ALC instructional aids are unavailable. instructors ate 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 toa specific ALC student text and has been produced in order to enhance the teaching of the language skills and training objectives in the book. IMI provides an interactive medium that permits students to 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 stocessfully achieve lesson objectives ‘The ALC presents an eclectic curriculum, incorporating practical teaching techniques from a variety of methodologies. The suggestions provided on the following pages detail practices and procedures for effective language teaching. The typical ALC student ALC students tend to be highly motivated, career- oriented adult learners. Most have previously attended courses and undergone rigorous training in a variety of divergent fields. Their prior experience ‘may include academic or practical, professional 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 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 + interweaving course content with students’ interests, and career or academic + making connections and associations between students’ prior knowledge and new information participate in a 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. 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-tie tasks. Students will not always have access to English outside the classroom; therefore, it is up to the teacher to create such opportunities inthe classroom. To help facilitate authentic language use, employ strategies like the following on a daily basis. + Begin each day by mingling with students, practicing greetings, and engaging in small talk + Provide time for students to converse informally with each other in English, + Ask about the students’ personal lives and ‘opinions. To do this, focus on topics and current ‘events in which they are interested. + Encourage students to discuss their learning experiences and talk about language difficulties they have faced. Let them offer advice for solving language learning problems that classmates have encountered. Giving classroom instructions Classroom instructions should be simple, clear, and brief. Repeating. raising your voice, and over- explaining cause confusion and anxiety. Below ae some general guidelines for giving classtoom instructions. + Demonstrate what you want students to do. + Spell individual words out loud when students say they don’t understand them, + Tell students to turn to pages or exercises by using numbers or leters whenever possible. ‘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 Introducing a lesson’s theme Each ALC lesson in Level III introduces 40-50 new vocabulary words. Usually these focus on one. particular theme. Before beginning a vocabulary section, lead a warm-up discussion of the topic. Focus students’ attention on any accompanying illustrations. The pictures and discussion will serve to stimulate interest and give students an opportunity to use vocabulary they already know. Such warm- up activities also provide alittle background information for students unfamiliar with the topic. Once vocabulary has been introduced, provide ‘pronunciation practice with the new terms, If students have difficulty grasping the meaning of ‘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, as well as lexical phrases and idiomatic usage like How do you do? + Please spell that word. * Speak more slowly, please. * Please say that again. + Please write that on the board. + Explain that again, please. 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 Jean new words through authentic context, and help them develop vocabulary-building strategies so they can become independent learners. Below is a suggested procedure for introducing vocabulary which activates students” prior knowledge. 1. Using the vocabulary activation activity, elicit objective and recognition vocabulary that the students already know, and list these words on the board or overhead. 2. Afier 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 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 autom: 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, e.g. third-person singular, the student needs to use correctly. + Repeat what the student said up to the error, and then pause for the student to continue. * Indicate where the error is, but 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 getting their message across, they will have met the activity’s objective. Grammatical erors and ally self-correct ‘ispronunciations 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 atthe 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 fo say, they will gain strategies for self-correction, circumlocution, rewording, and paraphrasing which will help them move toward being able to successfully communicate their intended meaning. ERRORS IN WRITTEN EXERCISES Mark the error, but have the student correct it if the mistake relates to a topic already presented. If necessary, explain the mistake or provide a page ‘number in the ST to which the student can refer. Checking written exercise answers ‘There are many innovative ways to conduct the often mundane business of correcting errors. Some strategies listed here will let you extend an exercise to get a little more mileage out of it. * Have students read their answers aloud. *+ Have one or more students write their answers on the board. Encourage peer correction of any mistakes students see on the board ‘+ Write the answers from the book on the board 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 15 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 itis 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 students in random order. + Ask the question before naming the respondent so that everyone has to 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 shink ime 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, rue- false, gap-fill. labeling, categorizing, answering questions, and completing charts or graphic organizers, Moreover, the IT’ presents procedural suggestions and ideas for new or uncommon exercises and additional activities, This section provides step-by-step instructions for many of the exercises and activities which occur frequently in the ST. Oral drills Drills can be divided into two main types: repetition drills and transformation drills. In repetition drills, students simply repeat what they hear without changing the word or sentence. Transformation drills require students to change the sentence in a ‘minor way. Students orally produce the transformed sentence; the teacher reinforces their production by repeating the correct form again, There are various types of transformation drills: person-number substitutions, singular-plural transformations, tense transformations, patterned response drill, chain 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 drilling, . 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 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 dill 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, unable 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 cach phrase has within that particular sentence. The following example demonstrates backward build-up. EXAMPLE: I want to go home early in the moming the day after tomorrow. TEACHER: STUDENT: TEACHER: tomorrow tomorrow afier tomorrow STUDENT: TEACHER: ‘STUDENT: ‘TEACHER: after tomorrow the day after tomorrow the day after tomorrow in the morning the day after tomorrow STUDENT: in the moming 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. Ask a few questions to ensure students | understand the main points of the dialog. 4, Have students repeat in chorus until | performance is satisfactory. 5. | Divide the class in half. 6. | Have one half repeat Part A of the dialog | andthe other Part B, Then, switch pas, 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 1. Have students close their books. 2. Tell them Listen only. 3. Gesture to yourself, and say the base | sentence, e.2., Jim is happy. 4, Gesture to yourself again, and say the ‘word you want the students to substitute into the base sentence, e., hungry. 5. Gesture to the class, and model the new sentence, eg. Jim is hungry. 6. Repeat this procedure with each new cue | word if necessary. 7. Finally tell students Listen. Go back to the original base sentence, and give the initial cue word-—happy inthis example. 8. Gesture to the clas, 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. 1. | Have students close their books. 2. | Tel them Listen onl}. 3. , 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 | ifmecessary. 7. Finally, tell students Listen. Go back to the original base sentence. Give the | initial cue word—Jim in this example. 8. | Gesture to the class, and listen as they | say the original sentence BOOK 15 PREFACESome drills are very enjoyable for students and take ‘on a game-like character. Chain or round-robin drills fall into this category. (OHA ORS Begin with a statement or question, e.g., Wat country are you from? The first student answers and then turns to the next student to ask the same or a similar question, 3. The third student responds, and so on, around the class 4. The activity moves from one student to the next in sequence without additional instructor direction, In summary, as an instructional technique, drilling benefits learners by offering them an opportunity to listen to a clearly targeted language feature or structure and repeat it 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-tiscrimination 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 + In some words, syllables disappear completely, as in vegetable and liable. = 7 + Sometimes words are pronounced one way in one context and a different way in another context. Consider the pronunciation of the word 10 in the following sentences. Who do I give the book 10? Give itt him. + All contractions—both formal and informal— are forms of reduction. Gonna, when it replaces going to, and didja, when it replaced did you, are examples of informal types of reduction STEPS PRACTICING SYLLABLE REDUCTION 1. Hand out lists of words from previously | introduced ALC vocabulary with disappearing syllables. Have students cross out the silent syllables, 2. Demonstrate the pronunciation of 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 «syllable, say a one-syllable word, eg. friend Hold up one finger to indicate how many syllables the word has. Say another word with three syllables, eg, semvensteen. Hold up three fingers, 3. Ifnecessary, 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 hhave 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 boat train air Ground Water Transportation | Tansportation | 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 don’ like | 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 by the 22nd century Transportation stil existing 4100 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 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—particularly from television and Intemet sources, As your students learn English, they will benefit from examining, analyzing, and creating graphic organizers themselves. Some typical visual aids are listed in the table below. “Table | A list of facts or numbers arranged in a special order, usually in rows and columns, Graph | A planned drawing, consisting of a {ine or lines, showing how wo or more sets of numbers are related to cone another, Bar graph | A diagram that uses narrow bands, oo bars, of varying heights to show different amounts so that information ccan 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 atypical military paragraph. However, all of these graphic organizers are well suited for presenting more complex information. BOOK 15 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, 1. Have students listen for the stressed syllable. Explain that the stressed syllable is the one that sounds longer, louder, and higher in pitch than the other syllables. Have students indicate which syllable is stressed with a show of fingers. 3. Provide frequent practice with a good sampling of familiar words that have two ‘or more syllables, ACt first, exaggerate the siressed 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. az butter a terrific kis wise for language learners 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 (terific). SYLLABLE STRESS: SORTING DICTATED WORDS 1. ] On the board, draw these two stress pattems for two-syllable words: & @ and © A. Draw a horizontal fine under the stress patterns and a vertical line between them as you see in the example above. 2.) Say the word classroom, and write it tunder 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 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 (o 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 15 PREFACEcone thought group. In speaking, these chunks of language are separated by pauses; in writen texts, punctuation often, but not always, marks the pauses. Native English speakers often find non-native speakers difficult to understand because they tend {o 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. Select a text that has a writen transcript (The ALC language laboratory ITs are a source.) 2. 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. 3. Read the text to the students or play the recording. Have them mark their copy. 4, Divide the class into pairs, and have them read the text to each other, pronouncing the thought groups between each pair of slashes 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 a continuous stream because they are linked. Linking occurs within the thought groups and contributes to the fluidity of the language. It also makes the spoken language easier For the native speakers to understand. As a teacher, ‘you should strive to break your students of the habit of speaking one word at a time. NOTE: Under certain circumstances, some sounds— especially /w/ and /y/—occur naturally to facilitate linking. For example, do it often sounds like do(w)it. STEPS MARKING CONSONANT-VOWEL LINKING 1. On the board, illustrate consonant-to- vowel linking. pick it_up pikitup 2. Ina dialog transcript, have students first mark where thought groups occur. Then, hhave 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 fonger and have a higher pitch. Jin most cases, the stressed word is the last major content word of the thought group. Who did you go to the party with? Twent with Mary Certainly, a speaker is free to put emphasis on ‘any word. The chosen emphasis will very likely influence meaning. Examine the three identical sentences below. Notice how word stress affects ‘meaning. (Implied meanings are in parentheses.) We love chocolate. (Not coffee, not carrots, etc.) We love chocolate, (We don’t like it. we love it.) We love chocolat. (Not you, not he or she—we love chocolate.) ‘On the other hand, choosing not to stress enything by speaking in a monotone, ie., maintaining the same pitch throughout, is likely to confuse or irritate 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MARKING STRESS IN SENTENCES 1. Select a transcript for a short text and ive each student @ 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 cotrection as necessary. 5. Divide the class into pairs. Have students read the same text to each other, saying the sentences as they have marked them. NOTE: Short dialogs expressing emotion or contrast can provide useful practice. Stress different words and discuss how stress changes affect the meaning. INTONATION Intonation is the rise and fall of the voice in speaking, especially as it affects meaning. Some sentences have predictable intonation patterns. + Yes/no questions end in rising intonation. + Information questions end in falling intonation. + Statements end in falling intonation. In general, incompleteness is indicated by rising intonation, while falling intonation indicates, completeness. Just as with the other pronunciation features discussed thus far, itis important to realize that intonation is not merely a flourish to be added to a language learer’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, cear 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 firs. 3.’ Use the same dialogs, and have students role-play again, demonstrating several different emotions. First, ask them to act asif they were bored, then angry, then happy. then sad, ec. 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, 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 exrors, BOOK 15 PREFACEphrase thre (3) times. Tell them they will hear the word, a sentence with the word in it, 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 cone-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 listen, + 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, STEPS PUNCTUATING UNPUNCTUATED TEXTS 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 ‘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 isa very useful vocabulary exercise for helping students remember new vocabulary. STEPS CATEGORIZING VOCABULARY WORDS 1. Identify words that can be sorted into three to five categories. Create a grid with headings as well as a word bank containing all the words. 2. Divide the class into pairs or small groups. Hand out the grid or draw it on the board. Tell students to sort the words 3. Have a member from each group write their results on the board, 4, Discuss differences if necessary. VARIATION: Categorizing exercises provide practice in using language to classify items and ideas. They can easily be revised for use with students at higher or lower proficiency levels. By simply rewriting the category heads, you can often change an exercise’s level of difficulty. The examples below require students to categorize vehicles. "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 students with the typical structure of short American-English paragraphs, which are common in the military. They ate generally brief and tothe 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 | [Detail | Detail [Detail Detail The ALC uses a hierarchical box outline to visually analyze the structure of the American paragraph, ‘This format is appropriate for oral presentations as well as written texts, Initially, students practice taking notes in the box outline format. Subsequently, they write their own paragraphs from the same format. In higher books, they transfer information from the boxes to a tabular outline format. Below is, an example found in ALC Book 7. EXAMPLE: Every year, Reagan High School makes a schedule for sports. Reagan High kas about 1500 students. I plays teams from other schools that have about the same number of students. This year's {fall sports are football and soccer. The school's basketball and volleyball teams will play in winter. Inspring, students can play baseball or tennis. A student may play only one school sport in a season. ‘SEMANTIC MAPS OR WEBS For vocabulary review or expansion, have students create semantic maps. In the center of the web, students write the topic; in the branches, they show subtopics and related items. A quick demonstration is the best way to introduce the concept of semantic maps. fee table eee FURNITURE 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 cal 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. [ Reagan Fgh Schoot] Information can be effectively compared and Sports Schedule contrasted by drawing a diagram consisting of two overlapping circles. Students write similarities inthe area where the two circles overlap and differences in [sa winter spring the outer part of each circle. oH — {oorbatt] | [volleyball] | [tennis soccer ] [basketball] [baseball zm ‘AMERICAN LANGUAGE COURSEBook15 SCC ontternt LESSON 1: LESSON 2: LESSON 3: LESSON 4: LESSON 5: APPENDICES: G: Principal Parts of Some Irregular Verbs : Patterns of Irregular Verbs ...... HOMEWORK: EVALUATION EXERCISES: : Word List . : Structure List. : The English Alphabet .... ; American English Sounds : Spelling Rules for Regular Past Tense Verbs .. : Lesson Resources : US Military Ranks, Grades, and Insignia .......... Be all you can be Let’s celebrate! .... Stamp collecting . Medical treatment ... Review ..... List of Contractions Punctuation and Capitalization .. B15L1 #1 Reading skill. B15L2 #1 Writing skill .. B15L3 #1 Writing skill .. B15L3 #2 Reading skill B15L4 #1 Writing skill... B15L4 #2 Situation cards B15L4 #3 Medical form BOOK 16 PREFACEa Be all you can be VvOcABULAFY Devin basting. 8 READING tng th top and mania fi vocaBULARY Daily in base ting. veces conan: Changing verb to noon with in 2 ‘hing about a trining “ ava of oquney ws} Howton? 2 eADWG Sunmarcng atest oly. 2 edi fener reer comprehension B onan: Review of advan of manne wih 2 4 Comparative and operative va 8 PERFORMANCE CHECK: Singing a marching eaence ” eee = Objectives (© Pronounce intelligibly and use in discourse the words, phrases, and expressions listed onthe preview page affirmative and negative statements, affirmative yes/no and information ‘questions, snd affirmative and negative answers 1 express frequency. © Ask questions about frequency using © Recognize and respond suitably to jo oten vocabulary italicized on the preview page, which will aot be tested, but which © Use the comparative form mare ‘ay appear on book quizzes. ot less + adverb (+ than) for adverbs having 2 or more syllables and when © Ask forand give information about referring to 2 people or things and the basic taining. (© Use adverbs never and seldom in affirmative statements and answers, ‘ever in negative statement, affirmative superlative form most oc least + adverb for adverbs having 2 or more syllables and when referring to 3 or more people or things to indicate varying degrees. yeslno questions, and negative answers, and always, usualy, often, frequently, ‘occasionally, and sometimes in LESSON 1 OVERVIEW RESOURCES: Basic classroom ‘equipment and materials, ‘Additional material required fo teaching this lesson is located In the appendices. ‘dentiy the folowing material before beginning the lesson. In adaton, the following realia would be useful a mop, broom. brush, ion, and shoe polish APPENDIXJ LESSON RESOURCES Bist #1 Roading skile txt For recommended teaching techniques, refer to the preface ofthis text (© Form nouns by adding the >>) BOOK 16 LESSONVOCABULARY OBJECTIVE: Pronounce inteligibly and Use in discourse the words, phrases, and ‘expressions listed on the preview page. OBJECTIVE: Recognize and respond sulably to vocabulary italicized on the preview page, which wil ot be tested, bbutwhich may appear on book quizzes. FACILITATIVE VOCABULARY atall al least ‘all cadence He ‘march in formation Personal time © Listen othe base form of a word and second word derived from it which ‘nasa change in stess andlor a vowel reduction, and accurately repeat both orms after the instructors model with appropriate stress and reduced vowels. © Role-play a military situation with Tor classmates, each adopting a role assigned by the teacher. (© Read a text 150-500 words in length, and select its topic fom 2 or more choices © Read a text 150-500 words in length, and select its main idea from 2 or more choices. | Preview | What's new in Lesson 1? NEW VOCABULARY Nouns sweet lish area trainee serub boc raining training instructor (7) sweat “> sweat / sweat battle dress uniform ‘sweep ~* swept / swept BDU.) ute yell briefing attend, ter lea complain st tention ‘dorm a everything seal ent cater @ 5 drill instructor (DD) fallin gre drill sergeant ‘fall out am fring range sar guard instruct instroction iron iron join 0p physical taining PD Tae lish GRAMMAR STRUCTURES LANGUAGE FUNCTION ‘ThoTTinstrcted us yesterday. Talay __Aakfrand ge norman bout bac ‘wear fllowing his instrastion, tenia: How often do you call home? Hew isthe food in basi training ‘Toceasionally call home. Hts okay. . Hou long do you de PT every day? ea eee or an hour in the morning and an 0, I don't ever drive to work hour in the eflernoon. sim drives more slowly than Jan, ‘Whot dic ou tke about basic but Alice drives the most slowly ofa | training? Tot in shape, and became very proud a serve my country. © Read silently etext ona general ox semi-technical topic that is 50- 250 words in length and give an oral summary ofits content © Read silently a text 125-150 words in length within a time of no more than 1 minute, and select the answers to 6 ‘comprehension questions with 70% accuracy (4 questions asking for factual information and 2 for inferential or general understanding), © Rewrite paragraph using key words and phrases taken from a previously ‘heard text less than 100 words in length ‘and dealing withthe same topic. (Audio) © Write missing words on blank lines {na cloze text from which words have been systematically deleted after hearing the complete text dicated twice: 1) listen for comprehension; 2) write inthe ‘words, (Audio) "AMERICAN LANGUAGE COURSEa Describing basic training oad these rane thoughts abou thir baie ranin “avo never worked so hard in ay lie. At fist, Twas in pain all the ‘me, but slowly things got better” “After basic training, I'm in bettor shape and feel that I ean be goad st anything Td “Basie training was ike taking a spoonfa of nigh medicine when Twas kid, I tasted terribe at ‘the time, bat Ike that ie was something I ned (Check adjectives thal describe types of training you have had._] rtean ito ofr chien the Bask CO inereting D cay Di ting CO bigttening 1 boring exciting O fin 7 sitet a Rg NO er oeeeeeeeeeeeeeeee = Presentation ‘This discussion will lead nicely into Use the pictures and quotations to Lecce scinate tudes prior knowledge about arrears basic military training and other taining they may have experienced. Avo Books open ptcteaching new vocabulary at this point. Wren cue Thstead, draw students attention tothe Wien then ora response pictures and quotations, informally Invi then pairs Siking de Rlloving Give students tim to think of some + What are they doing? training they want to describe and + Have you ever ? to select adjectives which fit their apelin experience. Then pair students up to talk + How do you think he feels about Spout ther tening basic training? ‘Ask students to identity some kinds of ‘waning they have been trough. BOOK 15 LESSON tNEW VOCABULARY jon ‘ser (to go into a place) det ‘range bast raining si intuctor (0) traning nsrictor 7) di sergeant eeryting bate oss unr (BDU) attend etng phys raning (7 fain fatout TEISISSEN eed about th frst part of basic waining ‘Then ice the best endings of te sentences in the eerie eeu Is My Way or the Highway! ‘When you join the military.you enter anew world, Ifyou're« eadet in officers? ‘raining school or a newly enlisted trainee, you'll do aome type of military traning For enlisted personne! in te different services, this training is called basie training, and it lasts from 6 to 12 weeks, Basie taining usually has three parts. In ‘the fest part, the drill instructor (DD, training instructor (TI), or drill, sergeant plans everything thatthe trainees do, When you're a trainee, you have no fe time, You get your battle dress uniform (RDUs), which youl wear every day. You attend many briefings to get information on different topics. You do lots of physteal training (PT) to got in shape. You learn how to fallin and fall out | conectly end quickly. You also learn that the military as its own way todo things, | and during your time inthe military, that way i the only way. | 1. Tenter means to. 4. Toattend a meeting is to Q gointo @ gotoit SS en, foc ee } @ military school leave the group | aan ae ——_ esr © Circulate 10 monitr and assis the = poups Tien coe cues a Sona cp fare te ncarng nd pose wi eam enya mas wn tn pure NOTES: Te seion 20056 Cees yiuine —— erdveyedaie pl om ftemeansendwaneeaig The expreaion sm wes re Serta toitcsehes — ieteeyeesuienl ty hee ‘erty ty ean spay atl eer weal en ron at hy mcd what they are tld Shape up or ship us anexpresson with a similar meaning “These expressions ar en said jokingly, but the speaker’ tone might indicate anger. ast a basie-tining situation © Put students in groups of 3. Tell students to talk to their group members bout any vocabulary which is difficult for them. Then have them complete the exercise together, ‘AMERICAN LANGUAGE COURSENEW VOCABULARY FRead about the second and third parts of basle Wai instruct ‘Than select the best endings of he sentences in the exarcis below. feng range During the second part of basic traning, youll attend more classes outside than | guard (v) inside. Drill sergeants will nstraet you on everything about military life. You'll guar) learn how to use # rifle and then spend many hours shootingit atthe firing range. | march ‘The Dor wg you natruction ow to guard tenia bweohaep il) physical everyone safe. Youl also be the guard forthe dorm, or barracks, several times « ‘week. You will seldom walk alone in basic traning. Instead, you'l mare in formation everywhere you go. Youll drill or practice marching and making military ‘movements, every day: During this part of basic taining, youl begin todo things more like a soldier than you did in the frst par. You'l be in god physical shape, ‘but thee is mare to lear. Inthe third par of basic training, youl look and do things like a soldier at all ‘mes, You must remember everything you have learned, and you must work well on team with the other trainees. On the lat day your fiends and family will come to ‘your graduation and shake your hend for doing a good job. Basic training lasts only few weeks, but you will remember ital of your lif 1, Tmeans training _. 5, The noun of instruc is_. {information Snatruction instrctor instructed 2. Aninstructor ia w type of. 6, Aguardis a person who Drusband marches and drills every day teacher keops people or things safe 3. Toinstrustisto___. 1. Tomarchisto__. train wolk ip a special way cough Teave the base quickly 4. To drill hard means to 8, Another word for dorm is practice alot barracks take along break hospital or NOTE: The military services—army, : tanta ply ra sistemas — in ied ash ova. Wien iano ge Telcos mae set seve ‘of a country the service is capitalized, Follow the procedure described inthe asin When f get old enough, I oin the previous exercise forthe treatment ofthe US Army. The exception isthe Marine above text on basic training and the new Corps, which is always capitalized, vocabulary BOOK15 LESSONWEEE Rea the texte in Exercises 8 & C again. Write 1 if the activity happens inthe first part of baie traning 2iFt happens in the second part and 3 fit hoppens in the third part. Number 1 isan examle 1. "Trainees have more classes outside the classroom than inside 3_ 2 Trainces must do things ikea soldier at al times. 8, ‘Trainees learn how to guard the military base. 4, Trainees attend many briefings 35, Trainees’ friends and family come to see them. —2_ 6 Trainees shoot a lot atthe firing range ‘Tyainoes learn how to fall in an fll out correctly ‘Trainees dril every das ‘The DI or TI plans the trainees every move, ‘Trainees must work well on team. ead the sentences. WrlteT for tu 11. BDUs ore uniforms. 2, Basie training isnot hard work 2, Basic training lasts 27 weeks, 4, Trainees practice things over and over. 5, Daring briefing, you get new information, 6, The's guard the base, 47, Trainees build fires onthe Siring range. 8 Trainoos march everywhere they go 9. ‘Ts instruct recruits in only some things about military lie 1 10. Misand Dis give their trainees instruction, === oo smu Books open Books open Wet cue Witten eve Witen response Wien response Individual Ineviual Have students discuss or summarize Have students compare their answers the the parts of basic traning before with a partner peior toa final check. having them complete the exercise. "AMERICAN LANGUAGE COURSERa Identifying the topic and main idea Read the article Then circe the bet topic and main idea. A Small Item Shows Big Ideas The US Air Force got ‘ow what odo net. The anew symbol in 200, The thre shapes unde the tar ieforessyabo has evo ‘mean he things thea ‘ain pars. The top hall once believes i: tte shows the nlited men ad comely to pu service omens The QO lawson ano Soto ico le’ beth teil ed Al tute face a ec ara te spmacande “ica apears oma nem botonat ae The uc Tesarhssnenl” Sonatina cltleisthe earth. rmakes meanings sve points ares ave the words “US ‘usremember that wemmust the many types of eople Aree” below i Itmay gard ourcounty md Keep who serve inthe irforee, spear on dierent types of insafeby watching sod The white areathat makes ems, he uniforms, lees, ‘ping the whole world tay the saris the sy, he area Orin, Un fa, his air safe-Nalsotels as wemust where we your plans, force symbol has become takecareof werd problems Filly tiestaris2 symbol poplar forall dimen since (quickly. Thea sound the forthe officer wha helps the yea 2000. TOPIC: | a. airforce officers Do the shapes ofthe air force } an air force symbol the bird of our enantey MAIN IDEA: 4. We must keep our country safe by helping the whole word 1, Theair fore believes we must live correctly, put serve before what we want, and be the bes in all we do, ‘The star isthe most important par of the new airforce symbal ‘The ar fore symbol has many parts to it, and each part ba a meaning, Sc Presentation Additional activity [From previous books, students will be Ask students fo draw a symbol that familiar with how to Select the topic has meaning in ther service or country and main idea. Emphasize thatthe topic and explain it tothe class. This ean refers tothe subject ofthe text and is be dane onthe spot or as homework generally no more than afew words. assignment tobe shared the next day. ‘The main idea, however, is normally expressed as a complete sentence and states the main point the waiter is trying tomake. Hive students read silently and make their selections. After that, have them ‘compare their selection with their neighbor's. Then correct the exercise with the whole clas, READING SKILLS (OBJECTIVE: Read a text 150-500 words in length, ana select ts topic from 2 or more choies, ‘OBJECTIVE: Read a text 150-500 words In length, and select its main idea from 2 lor more choices. {BOOK 15 LESSON