Also by Raymond C. Clark - Pro Lingua Associates ... · Also by Raymond C. Clark: The ESL Miscellany, Fifth Edition ... Grammar Summary 135 Grammar Notes by Lesson 137 Summary Word

Also by Raymond C. Clark:

The ESL Miscellany, Fifth EditionTeaching Languages for Communication and Accuracy

From Sound to SentenceGetting a Fix on Vocabulary

The Learner’s LexiconIndex Card Games for ESL

Match It!Living in the United States

Story Cards: Aesop’s FablesHow and Why Folktales

Story Cards: Tales of Nasreddin HodjaWhere in the World...

Our Living PlanetPotluck: Exploring North American Meals, Culinary Practices, and Places

All Around AmericaTalkAbouts

For information, visit ProLinguAssociates.com

Illustrations by Nancy Shrewsbury Nadel

PRO LINGUA ASSOCIATES

PDF Digital Edition

iv

Pro Lingua Associates, PublishersP.O.Box 1348Brattleboro, Vermont 05302 USAOffice: 802 257 7779Orders: 800 366 4775Fax: 802 257 5117E-mail: [email protected]: WWW. ProLinguaAssociates.comSAN: 216-0579

At Pro Linguaour objective is to foster

an approach to learning and teachingthat we call interplay, the interaction of languagelearners and teachers with their materials, with

the language and culture, and with each other in active, creative

and productive play.

Copyright © 2002 Raymond C. Clark

2015 PDF Digital Edition ISBN 0-86647-379-3

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or other, or stored in an information storage or retrieval system without permission in writing from the publisher, except as noted below.

This book may be printed for classroom use.

This book was set in a font called Times New Roman and Arial Rounded display type. The cover and illustrations are by Nancy Shrewsbury Nadel. The book was designed by Arthur A. Burrows.

Printed in the United States of AmericaFirst printing 2002. There are 1,000 copies in print.

Contents

Introduction vii

Lesson Notes 1

Lesson 1: The Alphabet; Names 1Lesson 2: Names; Sounds 10Lesson 3: Numbers 1-12 22

Lesson 4: Numbers 13-1,000,000 32Lesson 5: Money; Food 42

Lesson 6: Time 52Lesson 7: Family 62Lesson 8: Places 72

Lesson 9: Work and Play 82Lesson 10: The Body 92

Appendix 105

A. Copyable Handouts 106

Lesson 1: Homework # 1 106 Homework # 2 107 Homework # 3 108 Printing and Writing Handouts 109

Lesson 2.13: People Card Game 115Lesson 4.10: Auto Prices Guessing Game 118

Lesson 5.10: Money Chits 121120 Verb Cards by Lesson 122

B. Teacher’s Support Materials 124v

vi

Pronunciation Guide 124

Common Sound and Spelling Correspondences 126

Consonant Contrast Sentences 130

Pronunciation Problems for Selected Learners 132

Affix Chart 133

Grammar Summary 135

Grammar Notes by Lesson 137

Summary Word List 147

Resources 150

viiINTRODUCTION

IntroductionEnglish Interplay is a textbook for absolute beginning learners of English. It is suitable for young adult and older learners. There are just over 700 words in the ten lessons of the book. These 700 words include virtually all of the words at the survival level in Pro Lingua’s The Learner’s Lexicon.* Thus, the subtitle of the book: Surviving.

A basic assumption underlying this book is that, in addition to the skills of good pronunciation and basic grammaticality, words are the indispensable tools of the language learner. Successful learning of the lexicon of English — and English has a huge lexicon — depends greatly on the words one already knows. If, for example, the learner knows “act,” it is easier to learn “action, active, activity,” etc. Or, if the learner knows one meaning of “put,” it is easier to learn additional meanings, such as, “put away,” or “put down.” Learning is a process that depends heavily on using what we know to learn something new.

Each lesson, then, is crammed with words — on average 70 new words in each of the ten lessons. For speakers of Romance or Germanic languages, many of the words are not especially challenging to learn, but for other learners, the acquisition of 700 individual lexemes can be a slow and arduous process. Therefore, the background of the learner is a key variable in the amount of time required to proceed through the lessons. In fact, there is no designated time frame for covering the ten lessons. Where to start and stop will depend on each teacher’s judgement of how fast to proceed with each distinctive class.

Words, of course, must be strung together in phrases and sentences following the grammatical rules of English. The grammatical structures covered in this book are outlined in the appendix on pages 135 to 146, but the basic organizing principle is the systematic presentation of English phrase and sentence structure in normal English word order which is: subject noun phrase, verb phrase, object noun phrase, and adverbial phrases and clauses, as diagrammed below.

SNP VP ONP ADVL**

S(entence)

*The Learner’s Lexicon is a list of 2400 words essential to the learner of English, arranged in four lev-els: 300, 600, 1200 and 2400 words. Although based on various word frequency lists, the list includes words that are essential for surviving and participating in an English-speaking context.

**There may be several adverbials in one sentence.Equally important, and covered in this book, are the two major transformations of the sentence structure

viii ENGLISH INTERPLAY

outlined above, question sentences and negative sentences. These transformations cause changes in the basic order with additions such as “what,” “do,” and “not.”

I want something. Do you want this? I do not want that. What do you want?

In this book, special attention is given to the verb phrase (VP), the complicated heart of the language. The grammar is presented, practiced, and used in a mostly inductive style, with the grammatical structures summarized on the last page of each lesson. As the students progress through the lessons, a minimum of metalinguistic terminology, such as “sentence” and “noun,” is gradually introduced so that the students and teacher can talk about the structure of the language. In the appendix there are more detailed descrip-tions of the grammar in each lesson on pages 137-146.

In addition to the lexical and grammatical challenges, the pronunciation of English and the echoing written forms present the third major challenge for the learner. Although the lessons can be laboriously followed by a non-literate learner, it will probably be necessary in the early stages with such a learner to supplement the lessons with very basic literacy training, including practice in printing and writing the alphabetic forms. A few basic printing and writing worksheets have been provided as copyables starting on page109.

Once again, the background of the learner will make a huge difference in the amount of time required to cover the lessons. However, the first four lessons of the text introduce the learners to the basic vowel and consonant sounds and the most common spellings of these sounds, with emphasis on the vowels. Obviously, as the students proceed through the book, occasional attention to accurate pronunciation and spelling will be necessary. Because specific activities aimed at pronunciation and spelling are confined to only the first four lessons, the teacher will need to work on these problems spontaneously as the occasion arises.

The pedagogy underlying this book is based on a highly interactive classroom where enjoyable and realistic communication in the classroom leads the students toward communicative competence. Most of the activities follow the classic “present, practice and produce” pattern of language teaching. First, the teacher presents the new material. This is followed by controlled practice under the guidance of the teacher. Finally, the students use the material to produce reasonably accurate and fluent oral and written communication that is close to real communication with native speakers.

Throughout the lessons there are four major types of activities, described below.

Exchanges. The practice and production stages are carried out in activities that are mostly done by pairs, triads, or small groups. The typical pair practice involves an exchange in which two students state, ask and answer a short sequence of sentences. Typically, part of the sentence is fixed and part is variable, allowing the students to practice in a repetitive fashion without simply parroting a model statement. For example:

A B What is your name? My name is ____________. Where are you from? I am from ______________.

The exchanges can also be done as chains. Student A asks Student B who answers and asks Student C, etc.

ixINTRODUCTION

Operations. Another type of activity that occurs throughout the book is a fixed and logical sequence of physical and/or mental steps that results in a completed event or action. Operations are introduced by the teacher, and then practiced in pairs or triads with reference to the text when necessary. Finally, the students perform the sequence without reference to the text. Operations are especially useful for working on the verb phrase in its various tenses and aspects. For example:

A B Go to the board. What are you doing? I am going to the board. Pick up a piece of chalk. What are you doing? I am picking up a piece of chalk. Write your name. Wait! What are you going to do? I’m going to write my name. Good. What did you do? I wrote my name.

Rituals. As the name implies, these are short, predictable formulaic dialogues, such as, “Good morn-ing. How are you?” “Fine, thanks.” They are memorized and used spontaneously as the occasion arises. Many of them in this book occur in the context of working in the classroom, for example:

A B “What does X mean?” “It means Y.” or “Let’s take a break.” “OK. How long?”

Rhythmic Rhymes. These are short, poem-like forms that are intended for choral chanting by the whole class or by groups or by individuals. A primary purpose for using these rhymes is to practice the rhythmic aspect of spoken English utterances where the stressed syllables are loud and long, and the unstressed syllables are reduced and barely audible. The rhymes also offer opportunities to practice the rhyming vowel sounds. They are also used to introduce vocabulary (activity 2.12 introduces the colors).

Each lesson also includes three other features, as described below:

On The Street. This series of cartoons is partly just for fun, but is also an experiential assignment. The sentences in each cartoon are model sentences that the student is expected to memorize and try out with native speakers outside the classroom.

Word Lists. At the end of each lesson, there is a summary of all the new words introduced in the lesson. The summary can be used as a way to review the pronunciation, spelling, and meaning of the words. The list can be used to devise a written dictation quiz: “Spell ‘alphabet’.” Another simple quiz can be “Write a sentence using ‘alphabet’.” The quiz can also be done by competing teams as a kind of quiz show. From time to time, it would be useful to go back to previous word lists for review purposes. A complete lexicon of the words used in this book is found in the index as well as at the back of the stu-dent’s text. The number beside each word is the number of the lesson in which the word first occurs.

Grammar. Specific aspects of the grammar which occur in the lesson are summarized on the grammar page. There is very little explanation, as the grammar is shown in paradigms and diagrams. The students can be encouraged to discover the grammatical rules by studying the grammar pages. The grammatical con-tent of each lesson is summarized in greater detail in the appendix of this Teacher’s Edition, pages 135-136.

x ENGLISH INTERPLAY

Homework. This book does not specify homework assignments because of the unpredictability of where each day’s work will end. In other words, the teacher will need to devise homework assignments that are appropriate. Three copyable homework handouts for lesson 1 are included in the appendix, pages 106-108, to help in getting things started.

Review. The student text does not contain specific review lessons. However, on-going review of previ-ous material is absolutely necessary. As mentioned before, the word lists in each lesson can be used for review. Another simple way of reviewing is to begin each day with a brief dictation of about ten sentenc-es containing words from previous lessons.

Recycling. Considerable recycling occurs naturally throughout the lessons, as material builds on the words and grammar of previous lessons. In addition, teachers should constantly bring back previous material spontaneously, as the occasion arises. The rituals, operations, and rhythmic rhymes are a conve-nient source of spontaneous recycling.

This Teacher’s Edition also includes three sections of support materials.

Appendix. Part A contains copyable worksheets that are used in some of the lessons but are not includ-ed in the student text. At the end of Part A is a list of most of the verbs in the ten lessons. It can be used for reference, but it is laid out so that it can be photocopied and the verbs cut apart and pasted on index cards for use in a variety of review activities, some of which are suggested in the lesson notes.

Part B is a teacher reference section, which serves as a quick reference to selected linguistic matters that the teacher may encounter while working through the lessons in the student text. If relevant and useful, they may also be copied and handed out.

Summary Word List. A complete lexicon of the words used in the student text is included in this book. The number beside each word is the number of the lesson in which the word first occurs. This list is also at the back of the student text.

Resources. A selection of other Pro Lingua books may be of interest and helpful for creating addition-al, supplementary materials, if needed.

11THE ALPHABET • NAMES


TEACHING NOTESLESSON ONE

Note: The first lesson in the student book is printed in upper case letters, although the lower case and cursive forms are also shown in 1.3. This is intentional. If the students are not very familiar with English script, reading both upper and lower case right from the start doubles the challenge. Secondly, most street signs and public notices are written in upper case. Therefore, the students will encounter them every day as they walk, shop, drive and ride. Upper and lower case will be used from lesson 2 on.

First, before planning the first day of class, refer to activity 1.12.

1.1 Inside Title Page. This page can be used on the first day of class. Names will be the primary topic throughout this lesson, and this is the first opportunity to say and spell every-one’s names. This page can be done in conjunction with activity 1.4. The information about the schedule can be written on the board.

WELCOMETO

INTERPLAY ENGLISH

Lesson one

1.1 THIS IS ____________________________________________________’S BOOK

MY TEACHER IS _____________________________________________________

MY SCHEDULE

DAY CLASS TIME PLACE

12 LESSON 1

12LESSON 1

1.2 Greetings. After modeling the pronunciation of the phrases, you can have the students practice the three rituals in pairs. Finally, you can draw three suns on the board and have pairs of students respond appropriately as you point to one of the suns.

Note: Many of the activities in the book involve paired exchanges, with two stu-dents working together. As on this page, the two parts of the exchange are in-dicated in left-hand and right-hand columns, with the right-hand “response” column printed in grey.

1.2 Listen and Say

GOOD MORNING. GOOD MORNING. HOW ARE YOU? FINE, THANK YOU. HOW ARE YOU? FINE, THANKS.

GOOD AFTERNOON. GOOD AFTERNOON.

HOW ARE YOU. I’M FINE. HOW ARE YOU? NOT BAD.

GOOD EVENING. GOOD EVENING. HOW ARE YOU?

GOOD. HOW ARE YOU? GOOD.



1.3 The Alphabet. This is the first opportunity for the students to hear the names of the letters of the alphabet. You can simply go through the alphabet having them repeat after you. Keep in mind that the names of the letters are not necessarily the sounds that the letter represents. However, the ability to spell out words orally is an important classroom practice, and the students should learn to do this early in their learning experience. Further practice with oral spelling will be done in activities 1.5 - 1.9. Note the layout of the capital letters: they follow the lines of the alphabet song. The lines can be practiced as a rhythmic rhyme.

For students who may not be familiar with printing and writing in English, there are six practice pages in the appendix on pages 109 to 114, which may be used if necessary.

1.3

THE ALPHABETA B C D E F G

HIJKLMNOP

QRSTUV

WXYZ

a b c d e f g

h i j k l m n o p

q r s t u v w x y z

14 LESSON 1

14LESSON 1

1.4 Name Exchange. In part A, you model the sentences. The students listen. In Part B, you ask the question and have the students respond, one by one. You can write their names on the board, and the students can copy them in the class roster on this page. In Part C, repeat the procedure in part B. Finally, you can have the students do a chain question and answer. Student A asks Student B, who answers and then asks Student C, etc. A possible homework assignment is to have the students write a sentence about each classmate, for example: Julio is from Mexico. Yoshi is from Japan. etc. See activity 1.12.

1.4 LISTEN AND SAY

A HELLO. MY NAME IS ______________________________________________.

I AM YOUR TEACHER.

YOU ARE MY STUDENTS.

PLEASE CALL ME _________________________________________________.

B WHAT IS YOUR NAME? MY NAME IS _______________________.

PLEASE CALL ME ___________________.

C WHERE ARE YOU FROM? I AM FROM ________________________.

MY CLASS _____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________



1.5 Ask and Answer Exchange. This activity focuses on the names of the let-ters. Note the arrangement of the lines, and the sounds of the letters. First, model the names, and then write a letter on the board and have the students say it. You could also use flash cards. Then have the students carry out the exchange in pairs, pointing or writing and asking.

1.6 Excuse Me Ritual and Exchange. Demonstrate the ritual with stick figures, two pictures of people, or hand puppets. This short ritual can be carried out as you circulate around the room while pairs are practicing, stopping at each pair to interrupt with “Excuse me.” Variations of this ritual can be used later, substituting explain, pronounce, spell, define, repeat in place of “say.”

1.5 ASK AND ANSWER

WHAT IS THE NAME OF THIS LETTER? (WHAT’S) IT IS _______. (IT’S)

A E I O U

B C D G P T V Z

F L M N S X

J K H

Q W

R Y 1.6 POINT AND ASK

EXCUSE ME. CAN I HELP YOU?

PLEASE SAY THIS. IT’S _______________. (IT IS)

THANK YOU. YOU’RE WELCOME. (YOU ARE)

A G L M Q R E P D Z Y U I B F G H S O C J N K T U V X Z W A

16 LESSON 1

16LESSON 1

1.7 Point, Ask, and Say. This variation on the preceding exchange practices recognition and production of the lower case letters. If you make flash cards for the preceding activity, put the lower case on the back side of the card.

1.8 Look and Say. This is a brief spelling practice. You write one of the words on the board, and the students spell it out.

1.9 Pair Practice. Model this exchange with one of the students. Then have pairs carry it out, and then split up and carry it out with another student.

1.7 POINT, ASK, AND SAY

HOW DO YOU SAY THIS? IT’S ______________. (IT IS)

b m r t s w

p c a d z e

x y d l e j

i n q f o k

g u v h z d

w o r t i s

1.8 LET’S PRACTICE — LOOK AND SAY

N - A - M - E M - Y T - E - A - C - H - E - R

S - T - U - D - E - N - T - S A - M I

H - E - L - L - O I - S Y - O - U - R

Y - O - U A - R - E C - A - L - L

1.9 SAY

I SPELL MY FIRST NAME ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ .

I SPELL MY LAST NAME ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ __.

PLEASE SPELL YOUR NAME.

I SPELL MY FIRST NAME ___ ___ ___ ___ ___ ___. I SPELL MY LAST NAME ___ ___ ___ ___ ___ ___. YOU SPELL YOUR NAME ___ ___ ___ ___ ___.

IS THAT RIGHT? YES IT IS. NO IT ISN’T.



1.10 Write. A simple writing practice using words and sentences introduced in this lesson. You could do this as a homework assignment. See activity 1.12.

1.11 Operation. Demonstrate this operation with a student, having the class repeat the sentences. Then have pairs carry it out. This introduces the present progressive aspect of the verb.

On the Street. Have the students practice saying the caption, and then ask them to say it three times with other students in the class. Tell them it is homework. They must say it three times with people outside the classroom.

1.10 WRITE

HELLO. M_____ N______ I____ _______________ ______________.

I A___ Y______ S_________________.

Y____ A______ M_______ T________________.

P____________ C_______ M____ ___________________.

W_______ I____ Y________ N__________?

M____ N______ I____ ________________ _____________________.

1.11 SAY, LISTEN, AND DO

PLEASE GO TO THE BOARD.

GO SLOWLY.

WHAT ARE YOU DOING? I AM GOING TO THE BOARD.

WHAT IS HE/SHE DOING? HE/SHE IS GOING TO THE BOARD.

NOW WRITE YOUR NAME. GOOD. WHAT ARE YOU DOING? I AM WRITING MY NAME.

WHAT IS HE/SHE DOING? HE/SHE IS WRITING HIS/HER NAME.

PLEASE GO BACK TO YOUR SEAT. WHAT ARE YOU DOING? I AM GOING BACK TO MY SEAT.

ON THE STREET

I’M SORRY. I DON’T UNDERSTAND. PLEASE SPEAK SLOWLY. MY ENGLISH IS NOT VERY GOOD.

18 LESSON 1

18LESSON 1

1.12 Homework Ritual. This ritual can be done again and again at the end of each class. Three copyable homework pages have been provided in the appendix on pages 106 to 108, but you should prepare homework assignments that are appropriate to the day’s work.

Word List. This list includes all the words used in this lesson. The verbs are listed first. You can use this page for reviewing the lesson. Some possibilities: — Write a word on the board and have a student say it as a phrase or sentence. This can be a competitive team game. — Spelling Bee. Say the word and have a student spell it out. — Have the students make flash cards and quiz each other. — Ask the students to come to the board and write two or three words that they’re not sure of. Choose the words that occur most frequently and work with them, giving definitions or example sentences.

1.12 LISTEN AND SAY

HERE IS YOUR HOMEWORK. DO IT AT HOME. PLEASE BRING IT BACK.

CLASS IS OVER. LET’S GO HOME. SEE YOU LATER. SEE YOU LATER. GOODBYE CLASS. GOODBYE TEACHER.

WORDS ANSWER EXCUSE PRACTICE ASK GO SAY BE (AM, ARE, IS) HELP SEE BRING LET SPEAK CALL LISTEN SPELL CAN LOOK UNDERSTAND DO POINT WRITE

AFTERNOON HOME SCHEDULE ALPHABET HOMEWORK SEAT AND HOW SLOWLY AT LAST SORRY BACK LATER STREET BAD LESSON STUDENT BOOK LETTER TEACHER BOARD MORNING THANKS CLASS NAME THE CLASSMATE NO THAT DAY NOT THIS ENGLISH NOW TIME EVENING OF TO FINE ON VERY FIRST ONE WELCOME FROM OVER WHAT GOOD PAGE WHERE GOODBYE PLACE WORD HELLO PLEASE YES HERE RIGHT



Grammar. This page summarizes the main grammatical features of the lesson. For an explanation of the grammar in some detail, see page 137.

1. The verb BE, present simple tense in statements and contractions. 2. The present progressive aspect. 3. Personal pronoun paradigm.

The grammar pages are not intended to be teaching activities. They are included as a reference grammar for the students, who may want to see and study the grammar that is implicit in the lessons. You may, of course, go over the pages to call the stu-dents’ attention to the charts.

You can use the sentence at the bottom of the page as a practice activity by having the students do variations such as, “He can help her do her homework. His is here. Is this hers?”

GRAMMAR

TO BE

I AM WE ARE

YOU ARE YOU ARE

HE SHE IS THEY ARE IT

I AM = I’M WE ARE = WE’RE

YOU ARE = YOU’RE YOU ARE = YOU’RE

HE IS = HE’S SHE IS = SHE’S THEY ARE = THEY’RE IT IS = IT’S

I AM NOT = I’M NOT WE ARE NOT = WE AREN’T

YOU ARE NOT = YOU AREN’T YOU ARE NOT = YOU AREN’T

HE IS NOT = HE ISN’T SHE IS NOT = SHE ISN’T THEY ARE NOT = THEY AREN’T IT IS NOT = IT ISN’T

+ - ? I AM GOING I AM NOT GOING AM I GOING YOU ARE GOING YOU ARE NOT GOING ARE YOU GOING HE/SHE/IT IS GOING HE/SHE/IT IS NOT GOING IS HE/SHE/IT GOING

I ME MY MINE YOU YOU YOUR YOURS HE HIM HIS HIS SHE HER HER HERS IT IT ITS ITS WE US OUR OURS THEY THEM THEIR THEIRS

I CAN HELP YOU DO YOUR HOMEWORK.MINE IS HERE. IS THIS YOURS?

10 LESSON 2

10LESSON 2

LESSON TWO

2.1 Look, Listen, Read, and Say. This activity introduces plurals — regular and irregular. After you model the sentences, the students can pair up and do a simple point and say. Student A points, and student B says, etc.

2.1 LOOK, LISTEN, READ, AND SAY

HE IS A PERSON. SHE IS A PERSON

THEY ARE PEOPLE.

HE IS A MAN. THEY ARE MEN.

SHE IS A WOMAN. THEY ARE WOMEN.

Lesson 2 (two)

11NAMES • SOUNDS

11NAMES • SOUNDS

2.2 Ask and Answer with Yes or No. This exchange involves the verb BE in questions and negative sentences. Demonstrate some incorrect questions that will require negative answers. Then the students point, ask, and answer in pairs.

HE IS A CHILD. SHE IS A CHILD. THEY ARE CHILDREN.

HE IS A BOY. THEY ARE BOYS.

SHE IS A GIRL. THEY ARE GIRLS.

IT IS A BABY. THEY ARE BABIES.

2.2 ASK QUESTIONS AND ANSWER WITH YES OR NO

EXAMPLES: Is he a man? Yes, he is. or Is he a woman? No, he isn’t. He’s a man.

12 LESSON 2

12LESSON 2

2.3 Read, Write, And Say. This activity practices possessive adjectives. Model the sentences and then have the students fill in the blanks individually. Note that the names involve troublesome consonants (f/v/b and th/s/t). Write the names on the board with a number (1= Fern, 2= Vern, 3= Bern). Say one of the names and have the students call out the number. Then point to one name and have the students say it or flash copies of the faces and have the students say the name or carry out the questions and answers in pairs.

See Consonant Contrast Sentences in the appendix on pages 130 and 131. They contain and contrast pronunciation and spelling problems with consonants. These can be used whenever a consonant pronunciation problem occurs.

2.3 READ, WRITE, AND SAY

FERN VERN BERN

What’s her name?

Her ____________ _______ _________________.

How does she spell it?

She spells it ____ ____ ____ ____.

What’s his name and how does he spell it?

His ____________ _______ _________________.

He spells it ____ ____ ____ ____.

What’s his name and how does he spell it?

His ____________ _______ _________________.

He spells it ____ ____ ____ ____.

13NAMES • SOUNDS

13NAMES • SOUNDS

2.4 Classmates’ Names. Pairs circulate or ask from their seats to practice this exchange. If you have a very small class, you can cut out magazine pictures and pretend they are classmates. This activity practices plural possessive adjectives: our, your, their, as well as oral spelling.

BETH BESS BETTE

What are their names and how do they spell them?

Their __________ _____ _____________, _____________, _____________.

They __________ their _________ ____ ____ ____ ____, ____ ____ ____ ____,

and ____ ____ ____ ____ ____.

2.4 READ, WRITE, AND SAY

How do you and _________________ spell your names?

We ____________ _______ _________________ ____ ____ ____ ____ ____

and ____ ____ ____ ____ ____ ____ ____.

How do _________________ and _________________ spell their names?

They ____________ _______ ________________ ____ ____ ____ ____ ____

and ____ ____ ____ ____ ____ ____ ____.

14 LESSON 2

14LESSON 2

2.5 Listen, Repeat, and Say. Each character represents one of the principal vowel sounds of English. Also note that every letter of the alphabet occurs within the names. This can be a pronunciation and oral spelling practice. After model-ing the names with the students listening and then repeating, you can carry out this Teacher-Student exchange: T: Who is /iy/? S: /iy/ is (for) Eve. T: /er/? S: Bert.

See the appendix on pages 124 and 125 for the phonemic symbols for the sounds.

2.5 LISTEN, REPEAT, AND SAY

His name is Chuck.

These people are his friends.

Eve Bert Brooke

Jill Gus Ruth

Jane Mike Zoey

Jeff Howie Joe

Max Jon Paul

His dog is Dotcom. His cat is Queenie.

15NAMES • SOUNDS

15NAMES • SOUNDS

2.6 Ask and Answer. Pairs can point, ask, and say. Have them cover the left page after a few minutes of practice. Note the use of it when he or she might be ex-pected.

2.6 PRACTICE. ASK AND ANSWER

Who’s this? (Who is) It’s _____________.

16 LESSON 2

16LESSON 2

2.7 Answer Yes or No. This pair activity practices YES/NO questions with BE. First, model the exchange and then do a few incorrect questions to force the use of NO and encourage the use of the contracted isn’t. Have the students follow the example by pointing and asking. It might be appropriate to introduce “I think . .”.

2.7 ANSWER YES OR NO

EXAMPLE:

Is this Queenie? Yes, it is.

Is this Jeff? No, it isn’t. (is not) It’s Bert.

NOW ASK ABOUT CHUCK’S FRIENDS.

17NAMES • SOUNDS

17NAMES • SOUNDS

2.8 Read and Say. This activity introduces some of the common sound and spelling correspondences. Some of the vocabulary has not been encountered, but encourage the students to simply sound out the word without worrying about the meaning. You could make flash cards with these and other words for simple literacy practice.

2.9 Read and Say. This simple practice shows most of the common consonant clusters. The words use the vowel sound /i/. For fun, you can have the students try each cluster with other vowel sounds, e.g. blay, clay, flay, glay, play, slay. (Some combinations will be nonsense words.)

2.8 READ AND SAY

EVE JILL JANE JEFF MAX he is say get cat green it make red at seat this wait tell bad queen did gray head am here his name friend black

BERT GUS MIKE HOWIE JON her fun my down not word some try town stop first run child now hot fur come high how got heard one write out far

BROOKE RUTH ZOEY JOE PAUL pull do boy no ball good school toy slow law put new oil show walk look rule spoil boat saw would blue noise hole taught

2.9 READ AND SAY

__ L blink clink fling glint plink slim

__ R bring cringe drink grin shrink fringe prince trim

__ W quick swim twin

S __ skim slim smith snip spill still swim

S __ __ script split spring squish string

18 LESSON 2

18LESSON 2

2.10 Read and Say. This simply introduces HERE and THERE. Note the use of contractions and the homophonic they’re/there/their. Ask and Answer. Model the exchange, and then have the students do this as a chain practice. Student A asks Student B who answers and asks Student C, etc. Encourage the use of contractions.2.11 Rhythmic Rhyme. This is the first rhythmic rhyme, and so it may take a lit-tle extra time to teach your students how to do it, but first go over the vocabulary, especially the colors. One standard procedure: 1. Say the entire rhyme while the students listen. 2. Model a line or two and have the students repeat it in unison. 3. Split the class in half and have each half say alternate lines. 4. Tap out the rhythm as the students say the lines.Keep in mind that an important purpose of rhythmic rhymes is to practice rhythm by stressing the accented syllable and collapsing the unstressed syllables.

2.10 READ AND SAY

Where’s Jon? Where’s Gus?

Jon’s here. Gus’s there.

Where are Jon and Bert. Where are Gus and Ruth?

They’re here. They’re there. (They are)

ASK AND ANSWER

_______________, where are you and _____________? (name) We’re here.

_______________, where are _____________ and _____________? They’re there.

_______________, where are _____________ and _____________?

_______________’s here and _______________’s there.

2.11 READ AND SAY

Colors here and colors there. Every color everywhere. Red and orange, pink and blue, Yellow, green, and purple, too.

Black and white, gray and brown. Colors everywhere in the town. Colors here and colors there. Every color everywhere.

19NAMES • SOUNDS

19NAMES • SOUNDS

2.12 Operational Ritual. Demonstrate this ritual with a few students. To force the use of the negative, take one student’s homework and give it to another to hold as you quiz the “homeworkless” student. This activity introduces the important verb HAVE and the YES/NO question that requires DO.

2.13A Card Game. This game uses some of the people illustrations in 2.1. Photocopy the sheets in the appendix on page 115 through 117, and paste each picture on an index card to make a deck of 36. To prepare for the game, give each student one or more cards. Then do a simple question and answer to practice have in a WH question (You could also do how many). This is the first use of numbers, and so you could prefigure the next lesson with the numbers from 1-10.

2.12 LISTEN, SAY, AND DO

Do you have your homework? Yes, I do. No, I don’t.

Do all of you have your homework? Yes, we do. No, we don’t.

Good. Please give it to me. Here you are.

What are you doing? I’m giving my homework to you.

What is he/she doing? He/She’s giving his/her homework to you.

2.13 ASK AND ANSWER: A CARD GAME

A What do you have? I have one/two/three _______ cards.

B Do you have a/any _______________? Yes, I do have a/some _________. or No, I don’t have a/any _________. May I have him/her/it/them?

Excuse me. Where can I find a bathroom?

ON THE STREET

20 LESSON 2

20LESSON 2

2.13B Card Game. The game is similar to “Go Fish.” The students should play in groups of four. Two students can be a single team. Deal the cards out, six to each player/team, leaving the remaining 12 in the draw pile. Then model a sample game using one of the hands. Ask any other player for a card that you are holding. If the player has it, they give you the card. If they have two cards, they give you both. If they don’t have it, you take the top card from the draw pile. The player who was asked then asks any other player for a card and the game continues in this fashion. When a player has three of a kind, they remove them from their hand and set them aside. The player who first gets rid of all their cards is the winner.

New Words. Note the pronunciation of noun plural S. You can do this as a brief pronunciation exercise. You say the singular, and the student responds with the plural, and then the students can continue in this fashion.

NEW WORDS

find have read give may repeat a everywere question about example red all friend there any game these baby gray three bathroom green too black girl town blue in two boy man/men where brown new white card or who cat orange with child/children person/people woman/women color pink yellow dog pronunciation every purple

PRONUNCIATION /s/ /z/ /iz/ books dogs classes

cats lessons pages

seats names places

streets teachers

students words

21NAMES • SOUNDS

21NAMES • SOUNDS

Grammar. See page 138 for an explanation of the grammar.

1. The copular BE in YES/NO questions and WH questions.

2. The main verb HAVE in affirmative and negative sentences, and in YES/NO questions and WH questions

3. Question Words: WHO, WHAT, WHERE, HOW.

From here on, the copyable verb pages in Appendix A on pages 122 and 123 can be used to review verbs of this and previous lessons. A simple activity is to give a card to each student and have them, in pairs, form a question with the verb and then re-spond with an answer using the verb. Do affirmative and negative responses.

GRAMMAR

+ – ?

I AM I AM NOT AM I

HE HE HE SHE IS SHE IS NOT IS SHE IT IT (ISN’T) IT

WE WE WE YOU ARE YOU ARE NOT ARE YOU THEY THEY (AREN’T) THEY

TO HAVE

I HAVE WE HAVE

YOU HAVE YOU HAVE

HE SHE HAS THEY HAVE IT

+ – ? WH ? I HAVE I DO NOT HAVE DO I HAVE WHAT DO I HAVE (DON’T) SHE HAS SHE DOES NOT HAVE DOES SHE HAVE WHAT DOES SHE HAVE (DOESN’T)

QUESTION WORDS

WHO WHAT WHERE HOW

22 LESSON 3

22LESSON 3

3.1 LISTEN AND SAY

Did you bring your homework? Yes I/we did. Please hand in your homework. What are you doing? I’m handing in my homework. Thank you. You handed in your homework. What did you do? I/we handed in my/our homework. Was it easy or difficult? It was (very) easy/difficult.

3.2A LOOK, LISTEN, AND READ

0zero

1 2 3 one two three

4 5 6four five six

7 8 9seven eight nine

10 11 12 ten eleven twelve

Lesson 3

LESSON THREE

3.1 Ritual/Operation. Demonstrate with one student and then have pairs prac-tice together. You could also have triads practice with we and our. Finally, do it with each individual student. This practice uses the past tense of auxiliary DO — DID and the past form of BE. Continue using this ritual, as appropriate, in future classes.

3.2A Look, Listen and Repeat. Model the numbers. Then have the students re-peat. Put them on the board and point, or make flash cards. Gradually build up the speed.

23NUMBERS 1–12

23NUMBERS 1–12

3.2B SAY, SPELL, AND WRITE

FOR EXAMPLE: IIII ________________________

III ________________________ IIII _________________________

IIII II ________________________ IIII III _________________________

I ________________________ IIII IIII II _________________________

III ________________________ II _________________________

IIII I ________________________ IIII IIII _________________________

IIII IIII I ________________________ IIII IIII _________________________

3.3 LOOK, SAY, READ, AND WRITE

How much is this? EXAMPLE: 2 + 7 = Two and seven is nine.

1 + 8 = _______________________ 4 + 5 = _______________________

3 + 3 = _______________________ 4 + 2 = _______________________

7 + 3 = _______________________ 5 + 6 = _______________________

7 + 5 = _______________________ 2 + 6 = _______________________

8 + 4 = _______________________ 9 + 1 = _______________________

10 + 2 = _______________________ 8 + 3 = _______________________

7 + 5 = _______________________ 10 + 1 = _______________________

3.4 READ AND SAY

My day begins at seven. I watch TV at eight, I work from nine to five. on channels three or four. My lunch is twelve to one, At ten it is quite late. sometimes from one to two. I go and lock the door, I’m home at ten to six, and then it is eleven. and pretty tired, too. My day begins at seven.

Five, F - I - V - E, 5

3.2B Say, Spell, and Write. Do this as a pair practice.

3.3 Look, Say, Read and Write. This can be done by pairs, taking turns. When they have completed the activity, they can continue quizzing each other on a sepa-rate piece of paper.

3.4 Rhythmic Rhyme. Go over the vocabulary first. The rhyme continues the practice of the numbers with some simple time expressions.

24 LESSON 3

24LESSON 3

3.5 ASK

Excuse me, teacher, I don’t know this word. What does _____________mean? Now do you understand? Yes, I do. No, I don’t. OK, look it up in your dictionary.

bucks lottery choose win lose drawing

ticket collect fold piece number

BIG BUCKS LOTTERY

N 1 3 5 8 11

U 4 6 9 10 12

M 1 2 7 8 11

B 2 4 6 9 10

E 2 5 7 8 11

R 2 4 7 9 12

S 3 5 6 10 12

3.5 Ask. This is a ritualistic exchange. Write the ten new words on index cards and give one to each student. Model the exchange first. If you need more words, choose them from the list on page 30.

25NUMBERS 1–12

25NUMBERS 1–12

3.6 LISTEN AND LOOK

SAY THE TICKET NUMBERS NOW CHOOSE ONE TICKET.

Example: The winning ticket is E - 2 - 5 - 7 - 8 -11. Who has the winning ticket? I do. Who won? ____________ did. Read your ticket number, please. It’s __ __ __ __ __. Who lost? I did. Who has a losing ticket? I do. What ticket did you have? I had __ __ __ __ __. How many winning numbers did you have? I had ____________.

3.7 LISTEN, DO, AND SAY

A Take a pen or pencil and a piece of paper. Write five numbers on it. What are you doing? I’m writing five numbers. Fold the paper. Wait! What are you going to do? I’m going to fold the paper. Go ahead. ________________, please collect all the tickets. What’s ____________ doing? He/she’s collecting all the tickets. Now give the tickets to me. Now tell me what happened. I took, wrote, folded ________ collected, gave B OK, now listen. Here’s the winning number: __ __ __ __ __. Who wrote it? I did!

3.8 LISTEN AND SAY

Let’s take a break. OK! How long? Take ten minutes, but don’t be late. Don’t worry. We’ll be back in eight.

3.6 Lottery Game. First read each ticket number as the students listen. Then say a letter and have the students say the numbers. Then have each student choose a ticket and announce their choice: “I have ticket number xxx.” Then practice the exchange by reading one of the tickets. Finally, read a series of numbers to arrive at a winner. The following sequence will result in ticket N winning: 1-6-11-3-4-8-2-9-12-5. You could photocopy the “tickets,” cut them into strips, and hand them out. Permission is granted to do this.

3.7 Operation. You or one of the students should lead the entire class through this operation as they respond in physical and vocal unison.

3.8 Ritual. This ritual is to be memorized and used with variations whenever it’s break time.

26 LESSON 3

26LESSON 3

3.9 LISTEN AND WRITE

My teacher’s telephone number is ________________________. The area code here is ( ).

3.10 ASK AND ANSWER

_________________, what’s your telephone number?

It’s _______________.

Would you please say that again? Sure, It’s ______________. Thanks.

MY CLASSMATE’S TELEPHONE NUMBERS PERSON AREA CODE NUMBER

________________________ __________ ____________________

________________________ __________ ____________________

________________________ __________ ____________________

________________________ __________ ____________________

________________________ __________ ____________________

________________________ __________ ____________________

________________________ __________ ____________________

________________________ __________ ____________________

________________________ __________ ____________________

0 = zero = oh

3.9 Listen and Write. This is a very brief introduction to the next activity.

3.10 Ask and Answer. One by one, the students ask each other for their phone numbers and record them. A chain question-answer would work well here. Student A asks Student B who answers and asks Student C, etc.

27NUMBERS 1–12

27NUMBERS 1–12

3.11 LISTEN AND LOOK This is a map of the United States, Canada, and Mexico. They are countries. Ontario is a province in Canada. Ontario is a big province. Delaware is a little state in the United States. The United States has 50 states. Canada has eleven provinces. Mexico has 31 states.

3.11 Listen and Look. Read the short paragraph as the students follow along. Then have the students cover up the paragraph and try to say it back. You could put a few cue words on the board: map - Ontario - province- Delaware - state-50-11-31.

28 LESSON 3

28LESSON 3

3.12 SAY

Our zip code is ______________.

Our state/province is ____________________.

3.13 LISTEN AND WRITE

EVERY DAY Her day __________ at seven. She _____________ from nine to five. Her lunch is twelve to one, sometimes from one to two. She ______ home at ten to six, and pretty tired, too. She ______________ TV at eight, on channels three or four. At ten it is quite late. She ________ and ____________ the door, and then it is eleven. Her day ______________ at seven.

YESTERDAY Her day __________ at seven. She _____________ from nine to five. Her lunch _____ twelve to one, or _____ it one to two? She ______ home at ten to six, and pretty tired, too. She ______________ TV at eight, on channels three or four. At ten it ____ quite late. She ________ and ____________ the door, and then it _____ eleven. Her day __________ at seven.

AL 35203 BC V8V 4V2 CA 90210DE 19850 DC 20066 FL 32203

GA 30304 HI 96820IL 60045KY 40231LA 70113MA 01376

MD 21233NB E2L 5L4NJ 07101NY 10029OH 43216ON N2J 3Z9PA 19104

PQ H2Y 3B3RI 02904SC 29292TN 38101TX 77201UT 84199

VA 22314VT 05301WA 98109WY 82001ZIP

3.12 Say. In pairs the students read and say the postal codes to each other. All the letters of the alphabet are contained in the abbreviations. You could follow this up by showing the location of the places on an overhead copy of the map and saying the full names.

3.13 Listen and Write. Re-read 3.4 and then dictate the “every day” and “yesterday” versions. You could follow up with a challenge match. One team challenges the other: “every day-her-seven.” The other team responds: “Her day begins at seven.”

29NUMBERS 1–12

29NUMBERS 1–12

3.14 LISTEN AND SAY

Class is over. Let’s go home.

But wait! I almost forgot.

Here’s your homework.

__________ and __________,

will you hand it out?

What are you doing?

What are they doing?

That’s all for today.

Have a nice day.

Is this seat taken?

ON THE STREET

May I sit here?

3.14 Ritual. Another ritual that can be used at the end of every class. To vary it, have the students add polite forms such as “excuse me” and “please.”

30 LESSON 3

30LESSON 3

begin happen wait be going to know watch choose lock will collect look up win fold lose work forget mean worry hand in sit would hand out take

again from pretty ahead late province almost little quite area code long seven big lottery six break lunch sometimes buck many state but map sure channel minute telephone country much ten dictionary nice then difficult nine ticket door number tired easy OK TV eight paper twelve eleven pen yesterday five pencil zero four piece zip code

PRONUNCIATION /s/ /z/ /iz/ works begins watches locks goes chooses collects folds loses takes knows waits wins

NEW WORDS

New Words. This page includes the pronunciation of third person singular verbs, following the same phonological rule as noun plurals in the preceding lesson. You can practice by saying the base form (“work,” for example), and the students re-spond with the third person form (“works”).

You can play a challenge game with the words. A student says a word and thenchallenges another student to use it in a sentence. This could be a team activity.

31NUMBERS 1–12

31NUMBERS 1–12

GRAMMAR

BE GOING TO

I am going to go We are going to go

You are going to go You are going to go

He She is going to go They are going to go It

begin—began have—had take—took bring—brought know—knew understand—understood choose—chose lose—lost win—won find—found read—read write—wrote give––gave say—said go—went speak—spoke

look— looked worry––worried collect—collected lock—locked answer—answered fold—folded watch—watched call—called hand—handed work—worked listen—listened wait—waited ask—asked spell—spelled repeat—repeated help—helped point—pointed

+ – ? WH ? I had I did not have Did I have What did I have You won You did not win Did you win What did you win She lost She did not lose Did she lose What did she lose He wrote He did not write Did he write What did he write It brought It did not bring Did it bring What did it bring We went We did not go Did we go Where did we go They gave They did not give Did they give What did they give

did not = didn’t

Grammar. See page 130 for an explanation of the grammar.

1. The phrasal modal verb BE GOING TO.

2. Past tense forms of the verbs introduced so far.

3. The simple past in affirmative and negative statements,YES/NO questions and WH questions.

32 LESSON 4

32LESSON 4

Lesson 4

B I N G O Card 20 Card 30

16 17 14 90 12 14 15 13

15 70 80 30 70 80 17 60

13 12 50 40 90 50 30 18

18 19 60 20 16 40 19 20

Card 40 Card 50 14 19 15 20 13 15 17 80

17 16 80 18 60 14 30 16

30 12 13 40 18 20 70 90

50 70 60 90 50 19 40 12

Card 60 Card 70

18 60 15 90 70 12 40 13

17 30 20 50 20 15 80 16

13 80 14 12 14 50 18 90

16 40 19 70 16 17 19 30

Card 80 Card 90

12 50 90 14 60 18 20 12

18 20 40 17 80 40 14 13

16 60 30 13 70 19 30 50

15 19 70 80 15 90 16 17

LESSON FOUR

Bingo Cards. These cards will be used in 4.2. You may photocopy this page in the student book.

33NUMBERS 13–1,000,000

33NUMBERS 13–1,000,000

4.1 LISTEN, REPEAT AND WRITE

13 ____________________ 30 _________________________

14 ____________________ 40 _________________________

15 ____________________ 50 _________________________

16 ____________________ 60 _________________________

17 ____________________ 70 _________________________

18 ____________________ 80 _________________________

19 ____________________ 90 _________________________

20 ____________________

4.2 LET’S PLAY BINGO!

First, choose one card. Which card have you chosen? I’ve chosen card number _____.

Now, when I say a number, make an X on the number. When you have four in a row, across, up, or down, say Bingo. What will you say? I’ll say bingo. When will you say it? When I have four in a row, across, up, or down.

Are you ready? Ready. Let’s go.

Bingo! Please read your numbers.

Let’s play another game. Choose a different card.

4.1 Listen, Repeat, and Write. Dictate the numbers. Pay special attention to the TEEN/TY contrasts. After the dictation, write TEEN - 1 and TY - 2 on the board. Say a number and have the students call out “1” or “2.” After a little practice, a student can say a number for the others’ response.

4.2 Let’s Play Bingo! First, go through the instructions and questions with the students responding, but not actually marking their cards. After “Let’s go,” play the game.

34 LESSON 4

34LESSON 4

4.3 ASK AND ANSWER: PRACTICE IN PAIRS

Do you have a ______________cent stamp? Yes, I do. Do you want it?

Yes I do. Who’s on the _______________cent stamp? _____________________.

Can you spell his/her last name? Do I have to?

Yes, you do. All right. It’s ___ ___ ___ ___ ___ ___ ___ ___ ___ ___.

Do you have a ______________cent stamp? No, I don’t.

You don’t? I don’t either. So, neither of us has a ____________cent stamp.

A

17¢13¢ 14¢ 15¢ 16¢

25¢18¢ 19¢ 20¢ 23¢

50¢31¢ 32¢ 35¢ 45¢

70¢56¢ 58¢ 65¢ 68¢

78¢72¢ 74¢ 75¢ 77¢

4.3 A and B. Pair Practice. Go through the exchange at the bottom of the page as a demonstration. You can take the left side and a student the right side. Then reverse roles. Finally, have the students practice in pairs. This activity introduces HAVE TO, contrasted with HAVE.

35NUMBERS 13–1,000,000

35NUMBERS 13–1,000,000


Do you have a ______________cent stamp? Yes, I do. Do you want it?

Yes I do. Who’s on the _______________cent stamp? _____________________.

Can you spell his/her last name? Do I have to?

Yes, you do. All right. It’s ___ ___ ___ ___ ___ ___ ___ ___ ___ ___.

Do you have a ______________cent stamp? No, I don’t.

You don’t? I don’t either. So, neither of us has a ____________cent stamp.

B

17¢13¢ 14¢ 15¢ 16¢

25¢18¢ 19¢ 20¢ 23¢

31¢ 32¢ 35¢ 45¢

70¢56¢ 58¢ 65¢ 68¢

78¢72¢ 74¢ 75¢ 77¢

50¢

The two cards are marked A and B in the upper left hand corner. This exchange is called an “information gap” exercise. Student A should not look at Student B’s stamps or B look at A’s. This makes the exercise more fun. However, beginning students may gain confidence knowing what is on their partner’s card, and this will not spoil the language practice.

The students may be interested in the stamps and the people shown on them. They are all real stamps. The United States often creates stamps honoring famous Ameri-cans, but only after the people are dead. Sometimes the stamp will say what the person’s occupation was, but not always. If you don’t know about some of these people, you may want to explain to the students that you are typical. Many Americans don’t know all the famous people on their stamps.

36 LESSON 4

36LESSON 4

4.4 LISTEN AND SAY

How much is this?

100 = a hundred

1,000 = a thousand

1,000,000 = a million

127 = one hundred (and) twenty seven

850 = eight hundred (and) fifty

1,200 = one thousand two hundred

4,650 = four thousand six hundred (and) fifty

11, 875 = eleven thousand eight hundred (and) seventy five

101,000 = one hundred (and) one thousand

575,000 = five hundred seventy five thousand

853, 456 = eight hundred fifty three thousand four hundred (and) fifty six

1,000,000 = one million

10,000,000 = ten million

4.5 ASK AND ANSWER

What do you have to do to make a lot of money? You have to ___________________, but you don’t have to ____________. Do you agree? Yes I do/No I don’t.

find a job buy a new TV work hard buy a new car save money pay the rent buy new clothes buy food learn English pay taxes collect stamps play the lottery buy a house rent an apartment have good friends

4.4 Listen and Say. After doing some repetitions of the numbers, write a num-ber on the board and have the students say it. After writing, you can ask, “How much is this?” Finally, have the students practice in pairs. Student A writes a num-ber, and asks, “How much is this?” Student B responds. You can follow this up with a dictation. You say a number, and the students write it. Then put the answers on the board and have the students check their answers. Give a “prize” to the win-ner. You may photocopy a bill from exercise 5.1.

4.5 Ask and Answer. Model the exchange with a few students, and then contin-ue it as a pair practice. Have the students switch partners. This practices HAVE TO and NOT HAVE TO.

37NUMBERS 13–1,000,000

37NUMBERS 13–1,000,000

4.6 SAY AND WRITE

Example: Ten and three is thirteen.

20 + 13 = __________________ 120 + 15 = _________________________

20 + 17 = __________________ 100 + 40 = _________________________

20 + 15 = __________________ 210 + 25 = _________________________

20 + 18 = __________________ 450 + 50 = _________________________

20 + 14 = __________________ 630 + 300 = _________________________

20 + 16 = __________________ 470 + 20 = _________________________

20 + 12 = __________________ 510 + 90 = _________________________

20 + 11 = ___________________ 700 + 110 = ________________________

20 + 19 = ___________________ 900 + 60 = _________________________

4.7 SAY AND WRITE

Example: Is this right or wrong? 18 + 17 = 35 That’s right. 20 + 10 = 40 That’s wrong. It should be 30.

21 + 5 = 26 700 + 250 = 980 130 + 13 = 143 45 + 19 = 54 117 + 3 = 150 600 + 25 = 625 80 + 15 = 105 85 + 12 = 97 250 + 16 = 266 123 + 16 = 138

WRITE, SAY, AND ANSWER

_____ + _____ = ______ _____ + _____ = ______

_____ + _____ = ______ _____ + _____ = ______ _____ + _____ = ______ _____ + _____ = ______

_____ + _____ = ______ _____ + _____ = ______

_____ + _____ = ______ _____ + _____ = ______

_____ + _____ = ______ _____ + _____ = ______

4.6 Say and Write. You can precede this activity with “Ten and three is thir-teen,” etc. Then have pairs work together to complete the activity. You can encour-age them to use “How much.”

4.7 Say and Write. One student says the numbers and the other responds. They then write their own right and wrong formulas and respond to each other.

38 LESSON 4

38LESSON 4

4.8 LISTEN AND ASK

Which one is correct, a or b? Circle the correct number. I’m sorry. I didn’t get that. Would you say it again, please. Sure. I said _______________.

141516

A405060

171819

708090

113114115

130140150

116117119

160170190

4.9 LISTEN AND ASK: PRACTICE IN PAIRS

B A B A B A B

1,200. 1,020. 105,280 105,218. 10,500. 10,050 880,900 818,900. 15,575. 15,570. 999,999 999,919. 18,210. 18,211. 19,000,000 90,000,000. 20,615. 20,650. 1,215,000 1,250,000. 100,200. 120,000. 3,618,000 3,680,000.

4.10 LISTEN, DO, AND SAY

Take a piece of paper. What have you just done? I have just taken a piece of paper. Write your name on the paper. What are you doing? What have you just done? I have just written my name. Write six numbers on the paper. Say the numbers. What have you just done? I have just said the numbers. Throw away the paper. What have you done? I have thrown away the paper. Now tell me everything you have done up to now. Now tell me what you did on page 25.

A B A B

4.8A Listen and Ask. Have the students ask for a repetition using the ritual. You say a number, they ask for a repetition, and you repeat. Finally, do the whole series again without the ritual as a quiz. Prize to the winner.

4.9 Pair Practice. The students perform the same activity with longer numbers.

4.10 Operation. This activity introduces the present perfect. After completing it, go back to 3.7 and say that operation in the simple past: “What did you do on _____day? I took a pen and a piece of paper,” etc. This will contrast the very recent past (present perfect) with the simple past.

39NUMBERS 13–1,000,000

39NUMBERS 13–1,000,000

4.11 GUESSING GAME

How much is the _____________________? I would say it is worth _______________.

• That’s correct. You have just won _______________, worth ____________. • Sorry, that’s incorrect. Guess again.

$16,997

$26,197

2000 Olds Silouette

2000 Dodge Dakota

$13,997

1995 $4,997

$7,997

1999 Toyota Camry

2001 Isuzu Trooper

er

2002 Chevy Tahoe

Jeep Grand Cherokee

1995 Dodge Neon

1999 Buick

$19,997

$19,997

$11,297

$2,497

1994 Isuzu Troop-

$22,497

2002 Toyota Sienna Wagon

4.11 Guessing Game. First, give the students a few minutes to study and memo-rize the information. Then demonstrate the exchange. Then have the students close their books and give them the three gapped copyables from pages 118 to 120 in the appendix. Triads then carry out the exchange as a game.

When working with pairs, write the prices on page 120 on the other two sheets – two different prices on each sheet.

40 LESSON 4

40LESSON 4

agreebuycircle

I want to send this to Siberia.How much is the postage?

getguesshave tolearnmake

payplaysavesendshould

tellthrow awaywant

acrossall rightanotherapartmentBingocarcentclothes(in)correct

differentdowneitherfoodhouse hundredjobjustmillion

moneyneitherpairpostagereadyrentrowsostamp

taxthousandupup to nowverbwhenwhichworthwrong

ON THE STREET

NEW WORDS

New Words. The students can prepare ten scrambled words (“soracs” from “across,” for example) and then exchange lists. After “Go,” the first student to finish unscrambling wins.

Continue to review the New Words pages from previous lessons. Page 8 also has additional review activities.

41NUMBERS 13–1,000,000

41NUMBERS 13–1,000,000

GRAMMAR

VERBS CAN MAY SHOULD I WILL GO WOULD HAVE TO AM GOING TO

EVERY DAY NOW (AM/ARE/IS YESTERDAY JUST NOW (HAVE/HAS + ING) + EN/D/T)

begin(s) beginning began begunbring(s) bringing brought broughtbuy(s) buying bought boughtchoose(s) choosing chose chosendo(es) doing did donefind(s) finding found foundforget(s) forgetting forgot forgottenget(s) getting got gottengive(s) giving gave givengo(es) going went gonehave/has having had hadknow(s) knowing knew known lose(s) losing lost lostmake(s) making made mademean(s) meaning meant meantpay(s) paying paid paidread(s) reading read readsay(s) saying said saidsend(s) sending sent sentsit(s) sitting sat satspeak(s) speaking spoke spokentake(s) taking took takentell(s) telling told toldunderstand(s) understanding understood understoodwin(s) winning won wonwrite(s) writing wrote written

circle(s) circling circled circledplay(s) playing played playedwant(s) wanting wanted wantedguess(es) guessing guessed guessed

Grammar. See page 140.

This list contains several important irregular verbs.

1. Simple modals CAN, MAY, SHOULD, WOULD, WILL.

2. Phrasal modals HAVE TO and BE GOING TO.

3. Present perfect aspect with the past participle.

The verb summary can be practiced with the cards from the appendix. Flash a card (for example, BEGIN), and then say one of the time words (JUST NOW). The stu-dents respond with either the correct form (BEGUN) or, if they are able to do so, with a sentence. (She has just now begun ___.)

42 LESSON 5

42LESSON 5

Lesson 55.1 LISTEN, LOOK, AND READ

Washington is on the one-dollar bill.

Jefferson is on the two-dollar bill.

Lincoln is on the five-dollar bill.

Hamilton is on the ten-dollar bill.

Jackson is on the twenty-dollar bill,

Grant is on the fifty-dollar bill.

Franklin is on the hundred-dollar bill.

LESSON FIVE

5.1 Listen, Look, and Read. Read the sentences to the students, and then ask “Who is on the ______dollar bill?” After a few exchanges, do 5.2

43MONEY • FOOD

43MONEY • FOOD


A. Who’s on the _______________________?

___________________ is on the _________________.

B. Who’s on the ______________________ and the ___________________?

___________________ is on the __________________,

and ___________________is on the ________________.

5.3 SHOW OR POINT AND ASK

What’s this? That’s a ___________________ dollar bill.

What are these? Those are a _________________ and a _______________________ dollar bill.

5.4 RITUAL

Excuse me. Can you change a twenty-dollar bill? What do you need? I need five ones, a five, and a ten. Here you are: five ones, a five, and a ten. Thanks a lot. Don’t mention it.

5.5 ASK AND ANSWER

a ones two five(s) Excuse me. Can you change three ten(s) four twenty/twenties five fifty

What do you need? I need __________________.

1 2 3 4 5 ones five(s) ten(s) twent(y/ies)

5.2 Ask and Answer. The students ask and answer. Encourage the use of AND.

5.3 Show or Point and Ask. This exchange introduces THIS, THAT, etc. One student shows or points to the illustration in their book (nearness produces THIS) and the other student says THAT, etc.

5.4 Read and Say. Have the students read the exchange, and then say it a few times in pairs. This will prepare them for 5.5.

5.5 Ask and Answer . Have the students check the boxes when they have used the combination. For example, the boxes in column one are a five, a ten, and a twenty. The first pair to check all the boxes wins.

44 LESSON 5

44LESSON 5

5.6 READ

Lincoln is on the one-cent coin.

Jefferson is on the five-cent coin.

Roosevelt is on the ten-cent coin.

Washington is on the twenty-five-cent coin.

Kennedy is on the fifty-cent coin.

Sacagawea is on the dollar coin.

COINS 1 cent 5 cent 10 cent

25 cent 50 cent

$1.00

1 ¢ = a penny

5 ¢ = a nickel

10 ¢ = a dime

25 ¢ = a quarter

50 ¢ = a half dollar

5.6 Read. Have the students study and read the page individually. Then they can do a short practice with “Who is on the _____?”

45MONEY • FOOD

45MONEY • FOOD

5.7 TELL: PRACTICE IN PAIRS

Tell me about the one-cent coin.

___________ is on the one-cent coin. It’s called a ________________. A __________ is worth __________ cent.

Tell me about the five-cent coin. ten-cent coin. twenty-five cent coin. fifty-cent coin. dollar coin.

5.8 ASK AND ANSWER

Do you have change for a dollar? What do you need? I need ______________________. Let’s see. Here you are. I’m sorry. I don’t have ______________, but I can give you ___________________ Is that okay? That’s good enough. Thanks.

5.9 OPERATION

Pick up a _______________________ with your right hand.

What did you do? I picked up a ________________.

Put it in your left hand.

What are you doing? I’m putting it in my left hand.

Now, put it back in your right hand.

What did you do? ____________________________

Give it to ________________.

Stop! What are you going to do? I’m going to _________________.

Go ahead.

Okay. Now tell me what you/he/she did.

5.7 Tell. After the students have practiced the “tell me” exchange, you can ask for a volunteer to be on the hot seat and attempt to get a perfect score as the oth-ers quiz them on the coins. You could also have them do “tell me” about the dollar bills. Follow this up with a written quiz for the whole class. You say “Who’s on the _____?” The students write the name.

5.8 Ask and Answer. After pairs have practiced, have the students wander around the room, asking each other for change. Some toy money would be a good prop.

5.9 Operation. This activity can be done with coins. This one works better with triads.

46 LESSON 5

46LESSON 5

5.10 ASK AND ANSWER

How much does a _________cost? It costs ____________________. Do you want to buy one? Yes I do. / No, I don’t. No, I can’t. I don’t have enough money.

dictionary - $6.95 pen - .99 cassette - $2.49

watch - $19.95 pencil - .49 radio - $29.98

TV - $249.50 house - $150,000 (air)plane - $895,000

ASK AND ANSWER

What did you buy? I bought __________________. How much did you spend? I spent ____________________.

5.10 Ask and Answer. This exchange requires the copyable money chits on page 121 in the appendix. One sheet for each student. Cut the sheet into slips and put them in an envelope. The slips are turned over face down in front of each student. One student asks the question, and the other answers: A: How much does a radio cost? B: It costs $29.98. Do you want to buy one? A: (Turns over a slip, and then responds by either giving or keeping the slip to be used later.) By spending wisely, a student can buy everything except the air-plane.

Ask and Answer. After all the slips have been used, the students can do this activity. They recount their purchases one by one.

47MONEY • FOOD

47MONEY • FOOD

5.11 ASK AND ANSWER: WRITE THE PRICE.

Example: How much is your coffee? It’s $6.50 a pound, That’s cheap. My coffee is $7.00 a pound

That’s expensive. My coffee is $6.50 a pound.

coffee — /lb. tea — /lb. salt — /lb. sugar — /lb.

rice — /lb. potatoes — /lb. tomatoes — /lb. apples — /lb.

How much is your __________________? It’s _________________ a pound. That’s cheap/expensive. My __________ is ___________________.

5.12 LISTEN AND ANSWER: PRACTICE IN PAIRS

Are you hungry? _____________________________. Let’s go in here; Get off the street. Are you thirsty? _____________________________? I think you need something to drink. How do you want it; Cold or hot? _____________________________ _____________________________.

1 pound (lb.) = .45 kilos1 kilo = 2.2 pounds

A

A

5.11 Write, Ask and Answer. One student works on page 47 and the other on page 48. Each student writes their own price for each item. Go over the vocabulary (including the weights) and carry out the exchange as a class or in pairs.

5.12 Rhythmic Rhyme. This two-part rhyme is partly on page 47 and partly on page 48. After a pair has practiced it, they can perform it for the class.

48 LESSON 5

48LESSON 5

5.12 LISTEN AND ANSWER: PRACTICE IN PAIRS

________________________________? Yeah, let’s eat. ________________________________; ________________________________. ________________________________? What do you think? ________________________________ ________________________________. ________________________________? ________________________________? I’ll take whatever they have got.

5.11 ASK AND ANSWER: WRITE THE PRICE.

Example: How much is your coffee? It’s $6.50 a pound, That’s cheap. My coffee is $7.00 a pound

That’s expensive. My coffee is $6.50 a pound.

coffee — /lb. tea — /lb. salt — /lb. sugar — /lb.

rice — /lb. potatoes — /lb. tomatoes — /lb. apples — /lb.

How much is your __________________? It’s _________________ a pound. That’s cheap/expensive. My __________ is ___________________.

1 pound (lb.) = .45 kilos1 kilo = 2.2 pounds

B

B

5.11 Write, Ask and Answer. One student works on page 47 and the other on page 48. Each student writes their own price for each item. Go over the vocabulary (including the weights) and carry out the exchange as a class or in pairs.

5.12 Rhythmic Rhyme. This two-part rhyme is partly on page 47 and partly on page 48. After a pair has practiced it, they can perform it for the class.

49MONEY • FOOD

49MONEY • FOOD

5.13 EXCHANGE RATES

U. S. Dollar

What’s a U. S. dollar worth? It’s worth _________ (point) _________ ________________ _________________s.

How many ___________ in a U. S. dollar? There are ____________ in a dolla

Euro _______________

English Pounds _______________

Mexican Peso _______________

Australian Dollar _______________

Korean Won _______________

Swiss Francs _______________

Japanese Yen _______________

Russian Ruble _______________

Canadian Dollar _______________

Thai Baht _______________

_______________ _______________

_______________ _______________

ON THE STREET

Can you change a fifty?

5.13 Exchange Rates. Before the class, bring in the current exchange rates. In-clude the currencies from your students’ countries, if available. (Check out the NY Times or Wall Street Journal). Dictate the rates, and then have the students practice the exchange. Note the use of THERE ARE.

50 LESSON 5

50LESSON 5

change/changed have got/had got show/showed/showncost/cost mention/mentioned spend/spentdrink/drank/drunk need/needed stop/stoppedeat/ate/eaten pick/picked up think/thoughtget/got off put/put back

(air)plane hungry riceapple kilo right (hand)bill left (hand) saltcassette a lot (of) sentencecheap nickel somethingcoffee off sugarcoin penny teacold picture thirstydime point (decimal) thosedollar potato todayenough pound tomatoexchange preposition watchexpensive price whateverhalf-dollar quarter (25¢) whosehand radio yeahhot rate

NEW WORDS

/t/ /d/ /id/ asked agreed collected guessed answered folded helped called handed locked changed needed looked circled pointed picked excused repeated practiced happened waited stopped learned wanted watched listened worked mentioned played saved

PRONUNCIATION

New Words. The pronunciation features the past regular endings. You can say the base form (“ask,” for example), and the students respond with “asked.”

Have the students write ten sentences in which they use at least two of the words on this page. They can read their sentences to each other. They could also write the sentences with blanks for the two (or three) words and then swap papers.

51MONEY • FOOD

51MONEY • FOOD

GRAMMAR

HERE THERE

THIS THAT

THESE THOSE

PREPOSITIONS

ON

UP DOWN

IN OUT

FROM TO

QUESTION WORDS

WHO (DID) WHAT WHICH WHAT WHERE WHEN HOW WHOSE WHAT I took this picture here today with my camera.

SENTENCE

ACROSS

Grammar. See page 141.1. Demonstrative determiners — THIS,THAT,THESE,THOSE2. Prepositions of place, direction, and movement.3. WH questions (all but WHY).

You can do a rapid drill with the sentence (and others).TEACHER I took this picture here today with my camera. Who (took the picture)? STUDENTS You did. I did what? Took this picture. Which picture? THIS picture. Where? Here. When? Today. How? With your camera. Whose camera? YOUR camera. My what? Your CAMERA.

52 LESSON 6

52LESSON 6

Lesson 66.1 LISTEN, READ, AND SAY THE TIME

one o’clock ten past one quarter past one

half past one one forty quarter of two

ten to two one ten noon midnight

a.m. = morning p.m. afternoon, night

morning noon in the afternoon at night evening midnight

LESSON SIX

6.1 Listen, Read, and Say. Introduce the time vocabulary and expressions.The students simply listen and repeat. They can follow this with a paired point and say: “What time is this?” or “What time is it?” and “It’s one o’clock.”

53TIME

53TIME


A 1 2 3 4

5 6 7 8

Do you have the time? Yes. It’s _____________________. Thank you. Let’s see. We have a class at ____________. I think we’ll be late/on time/early.

B 1 2 3 4

5 6 7 8

? ?

? ?

? ?

? ?

6.2 Ask and Answer. Teach LATE, ON TIME and EARLY before doing the practice. This is an information gap pair practice. Student A should cover up student B’s clocks, and vice versa. They take turns alternating the question and response.

54 LESSON 6

54LESSON 6

6.3 POINT, ASK, AND ANSWER

What day is today? It’s _____________________. What’s tomorrow? It’s _____________________. What’s the day after tomorrow? It’s ______________________. What was yesterday? It was ____________________. What was the day before yesterday? It was _____________________.

6.4 POINT, ASK, AND ANSWER What’s today’s date? It’s the _____________________.

1st = first 4th = fourth 7th = seventh 10th = tenth 20th = twentieth 2nd = second 5th = fifth 8th = eighth 11th = eleventh 21st = twenty first 3rd = third 6th = sixth 9th = ninth 12th = twelfth 30th = thirtieth

6.5 POINT, ASK, AND ANSWER

What’s today? It’s _______day, the ________________ of January.

WEEKDAYS WEEKEND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

Calendarfor the month of

January

6.3 Point, Ask, and Answer. Go over the pronunciation of the days of the week. Then demonstrate the exchange. Write the days of the week on the board. Point to a day, and then ask the series of questions with one or more students responding. Then have pairs practice. Finally, a volunteer can come to the board to point and ask the questions.

6.4 Ask and Answer. Using the calendar, follow a procedure similar to that in 6.3. This exchange introduces the ordinal numbers. The troublesome /th/ also oc-curs here.

6.5 Ask and Answer. This concludes the day/date practice. You can again use the series of questions in 6.3.

55TIME

55TIME


What’s on TV tonight? I don’t know. Let’s take a look.

How about ________ on channel _____ at ______________o’clock? That looks interesting, but how about __________________?

Maybe, but how about ______________? What’s it about?

I think it’s about/a ___________________. or I don’t know what it’s about.


So, at ___________ we’ll watch _______. And at ____________ we’ll watch _____________. And at ___________we’ll watch ________.

TV Tonight 8:00 9:00 10:00CH 2 Airplanes It’s Your Birthday Dollars and CentsCH 3 A Month of Sundays Get Rich! English InterplayCH 4 What’s the Price? The Long Wait Spell It Right!CH 5 Your Cats and Dogs Winners and Losers Ten Is EnoughCH 6 All About Eve The Big Apple My Friend FridayCH 7 At Home with Edna Dog Day Afternoon The Midnight HourCH 8 Wait a Minute! Another Year Holiday in MexicoCH 9 Today’s Schedule April in Paris Beth and Bess

6.6 Ask and Answer. Go over the exchange using the TV schedule. Try to avoid answering questions about the vocabulary since part of the activity is to en-courage the students to guess answers to “What’s it about?” You could also intro-duce comedy, movie, game show.

6.7 Ask and Answer. After doing the exchange, you could have each pair come to a decision on what they will watch from 8 to 10. The pairs can then compare notes.

56 LESSON 6

56LESSON 6

6.8 LISTEN, READ, AND SAY

The Yearand the Holidays

January February March New Year’s Day Presidents’ Day Martin Luther King, Jr. Day

April May June Memorial Day

July August September Independence Day Labor Day

October November December Columbus Day Veterans Day Christmas Thanksgiving

Other days: Valentine’s Day: February 14 Halloween: October 31 Mother’s Day: 2nd Sunday in May Father’s Day: 3rd Sunday in June

6.9 ASK AND ANSWER

When is ___________________(Holiday)? It’s in ________________(month).

6.8 Listen, Read, and Say. This page simply introduces the vocabulary. You can have the students listen as you talk about the holiday calendar.

6.9 Ask and Answer. Emphasize using IN with months. After pairs practice for a while, you can have a pair volunteer to come to the front and be quizzed by their classmates.

57TIME

57TIME

6.10 ASK AND ANSWER WITH THIS YEAR’S CALENDAR This year, when is ___________(Holiday)? This year, ______________(Holiday) is on ______(day) the ________________ of ________________(month).

6.11 ASK AND ANSWER

The Seasons

Spring Summer Fall Winter March June September December April July October January May August November February

When is ______________(Holiday)? It’s in the ____________________.

6.12 PRACTICE

How many seconds in a minute? There are always sixty in it. How many minutes in an hour? Always sixty in one hour.

Twenty-four hours is a day. Each week has seven days. And twelve are the months in a year. But February’s a little queer.

Thirty days has September, April, June and November. All the rest have thirty-one, But February’s a special one.

Twenty-eight most of the time, But once in four, it’s twenty-nine.

6.10 Ask and Answer. Use the current year’s calendar. This practice uses ON with days.

6.11 Ask and Answer. First, go over the pronunciation of the seasons. Do a rapid question-answer: “When is June?” “June is in the summer.” For fun, you could throw in: “Okay, now we’re in Australia.” Then have pairs practice holidays and seasons.

6.12 Rhythmic Rhyme. This one lends itself to a two-part chant. Voice A says the odd-numbered lines, and voice B the even-numbered.

58 LESSON 6

58LESSON 6

6.13 Ask and Answer Chain. If you want to, you could add a line about astrological signs: “Are you a(n) Aries?, etc. The signs and dates are below.

Mar 21 - April 20 Aries Sep 24 - Oct 23 Libra Apr 21- May 21 Taurus Oct 24 - Nov 22 Scorpio May 22 - Jun 21 Gemini Nov 23 - Dec 21 Sagittarius Jun 22 - Jul 23 Cancer Dec 22 - Jan 20 Capricorn Jul 24 - Aug 23 Leo Jan 21 - Feb 19 Aquarius Aug 24 - Sep 23 Virgo Feb 20 - Mar 20 Pisces

6.14 Rhythmic Rhyme and Ritual. This rhyme is best done as a back and forth chant. There are several useful expressions that the students could memorize as rit-ualistic phrases.

6.13 ASK YOUR CLASSMATES

When is your birthday? It’s on ____________________________. So, it’s on the __________________.

Classmates’ Birthdays CLASSMATE BIRTHDAY

________________________________ ______________________

________________________________ ______________________

________________________________ ______________________

________________________________ ______________________

________________________________ ______________________

________________________________ ______________________

________________________________ ______________________

________________________________ ______________________

6.14 PRACTICE IN PAIRS

What’s the matter? Nothing at all. What’s the problem? No problem at all. Can I help? There’s nothing wrong. Are you sure? As the day is long. Are you okay? Can’t you see? What can I do? Don’t bother me. Then I will go. Have a nice day.. Okay, so long. And by the way . . . Yes, go on. Yesterday? Yesterday? Somebody’s birthday?

59TIME

59TIME

6.15 Question-Answer Chain. First show that HAVE GOT TO is similar to HAVE TO. You can start and then ask a student who then makes a statement and asks another person. As this is going on, everybody takes notes. When all have contributed something, you can do the activity as a chain or pair practice.

6.16 Operation. This activity is also a chance to review. Do it for each of the “Words” pages in the previous five lessons. Finish up by having everybody write a few words on the board. Help the students understand the words. If there are sever-al different words, choose the ones that most people have put on the board.

You can continue to use this activity throughout the remaining lessons.


Tomorrow I’ve (I have) got to _________________, and next week ___________.

What have you got to do?

PERSON TOMORROW NEXT WEEK

_________________ _____________________ _______________________

_________________ _____________________ _______________________

_________________ _____________________ _______________________

_________________ _____________________ _______________________

_________________ _____________________ _______________________

_________________ _____________________ _______________________

_________________ _____________________ _______________________

_________________ _____________________ _______________________

_________________ _____________________ _______________________

What has _____________ got to do? _______________’s got to ____________.

6.16 PRACTICE AND REVIEW

Open your book. What are you going to do? I’m going to open my book. Turn to page _______. (8,20,30,40,50) What did you do? I turned to page _______. Now look at the words on page ______. Find three words that you don’t know. Write them here. ______________________

______________________

______________________ Now let’s write six words on the board.

60 LESSON 6

60LESSON 6

Verbs

NEW WORDS

ON THE STREET

bother have got to

after always April August before birthday calendar (o’) clock date December each early fall

Others

open turn

Do you have the right time?

February Friday holiday hour interesting January July June a little March matter May maybe

midnightMondaymonthmostnextnightnoonnothingNovemberOctoberonceon timeother

pastproblemqueer(the) restSaturdayseasonsecond second (2nd)Septemberso longspecial summerSunday

thatthirdThursdaytomorrowtonightTuesdayWednesdayweekweekdayweekendwinteryear

New Words. Have the students write seven sentences, each one with a day of the week. “On Monday, I...” They should try to use one other word on the list in the sentence. “On Monday, I had a problem.”

The students could do a similar activity with the months or the seasons.

Do a verb review with the verbs of the previous five lessons. The students could do a guessing game: “My verb begins with ‘F’.”

61TIME

61TIME

Grammar. See page 142 for information on this grammar.

1. Quantifiers — A FEW, SOME/ANY, A LOT, A LITTLE, MANY, MUCH.

2. Countable and uncountable nouns.

3. HAVE, HAVE TO, HAVE GOT TO.

4. Embedded WH question with BE and other verbs.

GRAMMAR NOUN + S NOUN + ø

a few (2-3) a little ( 1 lb.) I bought some (3-6) books. I bought some (2-4 lb.) sugar.* a lot of (10) a lot of (10 lb.) seven (7) seven pounds of

I didn’t buy any (0) books. I didn’t buy any (0) sugar.* many (2-3) much (2-3 lb.) * sugar, salt, coffee, tea, rice, paper, money, time, homework

+ – ?

HAVE You have some You don’t have any Do you have any She has some She doesn’t have any Does she have any

HAVE TO You have to have You don’t have to have Do you have to have She has to have She doesn’t have to have Does she have to have

HAVE GOT TO

You have got to have You haven’t got to have Have you got to have She has got to have She hasn’t got to have Has she got to have

I know the answer. What is it about? She knows the answer. I know what it is about. I don’t know what it is about. I may know the answer. Do you know what it is about? She may know the answer. What does she know? I want to know the answer. I know what she knows. She wants to know the answer. I don’t know what she knows. Do you know what she knows? I think (that) I know the answer. She thinks (that) she knows the answer.

62 LESSON 7

62LESSON 7

LESSON SEVEN

7.1 Read. Have the students read the passage. Then in pairs, they do the ex-change. Finally, you can have them in pairs or as individuals construct a family tree for Edna. It should look like this: Betsy Peter Arthur Nell Green Green Smith Smith

David Mary Fred Nancy (Smith) Green Green-Smith Smith Brown

Wendy Edna Ed Jim Smith Worth Worth Smith

Ted Beth Worth Worth

Lesson 7

EDNA’S FAMILY(Edna and her relatives)

Betsy Peter Arthur Nell Green Green Smith Smith 1919 1915-1990 1914 1915-1988

David Mary Fred Nancy (Smith) Green Green-Smith Smith Brown 1940 1936 1935 1933-1999

Wendy Edna Ed Jim Smith Worth Worth Smith 1958 1956 1949 1956-1974

Ted Beth Worth Worth 1980 1978

My name is Edna. I am married. My spouse is Ed Worth. He is my husband. I am his spouse. I am his wife. We have two children. My son is Ted. He is single. My daughter is Beth. She also is single. I had one brother. He was Jim Smith. He was my twin brother.We were born in 1956. He died several years ago in 1974. I have one sister. She is Wendy Smith. Our mother and father are alive. They were married in 1955. Nancy is my aunt. David is my uncle. My mother’s mother is my grandmother. She is alive. My mother’s father is my grandfather. He is dead. My husband’s mother, my mother in-law, is also dead.

ASK AND ANSWER THESE QUESTIONS WITH A PARTNER Who is _________ ________? He/She is Edna’s _______________. Who is Edna’s _______________. He/She is __________ ___________.

7.1 READ AND STUDY EDNA’S FAMILY.

63FAMILY

63FAMILY

7.2 THIS IS MY FAMILY

ME

7.3 DESCRIBE YOUR FAMILY

My name is ___________________________. My ____________________’s name is

_____________________ ____________________.

7.2 My Family. The students draw their own family trees.

7.3 Describe. The students show and describe their families to each other in groups. You could also have individuals draw their trees on the board and then describe their families to the rest of the class.

64 LESSON 7

64LESSON 7

7.4 Ask and Answer. The students do the exchange in pairs. They can follow up with their own family birthdays.

The “was born” construction can be troublesome because students may try to use “born” as a simple past construction: “She born on...”

EDNA’S FAMILY’S BIRTHDAYS Edna: November 23, 1956 Arthur: July 13, 1914

Ed: February 21, 1949 Nell: January 3, 1915

Beth: August 4, 1978 Mary: June 22, 1936

Ted: March 25, 1980 Betsy: October 2, 1919

Wendy: May 30, 1958 Fred: September 17, 1935

Jim: November 23, 1956 Peter: December 5, 1915

David: February 29, 1940 Nancy: April 1, 1933

Nell Smith died on December 30, 1988 Peter Green died on March 19, 1990 Jim Smith died on October 10, 1974 Nancy Brown died on January 21, 1999

7.4 ASK AND ANSWER ABOUT EDNA’S FAMILY

When is _____________’s birthday? ______________’s birthday is on __________________.

When was _____________ born? ______________ was born on _____________________.

How old is _____________________? _______________ is _______________years old. _______________ is dead. He/She died _____________ years ago.

MY FAMILY’S BIRTHDAYS _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________

65FAMILY

65FAMILY

FAMOUS PEOPLEGenghis Khan 1162-1227 Syngman Rhee 1875-1965Marco Polo 1254-1324 Kemal Ataturk 1881-1938Dante Alighieri 1265-1321 John F. Kennedy 1917-1963Joan of Arc 1412-1431 Anwar al-Sadat 1918-1981 Leonardo da Vinci 1452-1519 Nelson Mandela 1918-Queen Elizabeth I 1558-1603 Evita 1919-1952William Shakespeare 1564-1616 Pierre Trudeau 1919-2000George Washington 1732-1799 Queen Elizabeth II 1926-Napoleon Bonaparte 1769-1821 Martin Luther King, Jr. 1929-1968Ludwig van Beethoven 1770-1827 Mikhail Gorbachev 1931-Simon Bolivar 1783-1830 Dalai Lama 1935-Sacagawea 1788-1812 King Hussein 1935-1999Benito Juarez 1806-1872 Kofi Annan 1938-Mahatma Gandhi 1869-1948 John Lennon 1940-1980Winston Churchill 1874-1965 Princess Diana 1961-1997

7.5 MATCH THESE FAMOUS PEOPLE WITH THE COUNTRIES

Germany India Egypt France Turkey Italy Argentina America Mongolia Russia Jordan South Africa Ghana England Mexico Tibet Korea /Great Britain Canada Venezuela

________________ is/was from _________________. He/She is/was a(n) ___________________.

7.6 ASK AND ANSWER WHERE ARE YOU AND YOUR CLASSMATES FROM? _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________ _______________________________ ______________________________

7.5 Match. You can have pairs compete for the most correct answers, or stage a quiz show with a panel quizzed by the audience: “Who is/was _____?” “Where is/was _______from?”Answers: Germany: Beethoven Italy: Polo, Da Vinci, Alighieri Turkey: Ataturk Russia: Gorbachev Mongolia: Khan England: QE 1, Shakespeare, Churchill, QE II, Ghana: Annan Lennon, Diana Korea: Rhee Egypt: al-Sadat India: Gandhi Argentina: Evita Tibet: Dalai Lama Jordan: King Hussein Canada: Trudeau France: Joan of Arc, Bonaparte South Africa: Mandela Mexico: Juarez Venezuela: Bolivar USA: King, Kennedy, Sacagawea, Washington

7.6 Ask and Answer. You can simply review 1.4C, or have the students choose one of the people above and play 10 YES/NO questions: “Are you from Mexico?”

66 LESSON 7

66LESSON 7

7.7 Listen, Read, and Say. First, go over the abbreviations. Then say the addresses as the students listen and follow along. Finally, they can take turns saying one of the addresses, and then asking, “Whose address is that?”

7.8 Ask and Answer. This can be done as a teacher–student exchange, or in pairs or small groups.

7.7 LISTEN, READ AND SAY THE ADDRESSES (See p. 71 for abbreviations)

This is Edna’s address: This is Edna’s parents’ address: Mrs. Edna Worth Mr. and Mrs. Fred Smith 197 Center St. Apt. 21-B, 300 Northern Blvd. Middle Corners, VT 05001 E. Centerville, NM 87100

This is Edna’s son’s address: This is Edna’s sister’s address: Mr. Ted Worth Ms. Wendy Smith P.O. Box 1330 33 Eastern Ave. W. Bridgewater, ME 04822 Northfield, Ontario N2J 3Z9

Edna’s daughter’s address: Edna’s friend Miss Beth Worth Annie Suquet 2250 Upper Airport Rd. 3 Riverside Rd. S. Bridgeport, WV 26330 River City, NB E2L 5L4 Edna’s friend Edna’s friend Elise Carlson Judy Beaudoin 17 Lower Main Street 281 Middle Street Watertown, SD 57201 Greenville, NC 27834

7.8 ASK AND ANSWER

Who lives in ____(State/Province)____? ___________ does.

Where does ____________ live, in (State/Province) ? In ___(City)____.

What is _____________’s address and zip/postal code? It’s _____________.

Is _____________ married or unmarried/single?

_______________ is ________________.

I don’t know if ______________ is ________________ or ____________.

VT Vermont NM New Mexico NC North Carolina ME Maine WV West Virginia SD South Dakota NB New Brunswick

Mr. = married or unmarried man Mrs. = married woman Ms = married or unmarried woman Miss = unmarried woman

67FAMILY

67FAMILY

7.9 WRITE YOUR ADDRESS HERE:

7.10 ASK YOUR CLASSMATES FOR THEIR ADDRESSES. WRITE THEM HERE:

7.11 READ, PRACTICE, AND TELL YOUR PARTNER

I want to send a letter to a friend. What do I have to do?

First, you have to write the address in the center of the envelope. You write the person’s name on the top line. Then you write the street or the post office box on the middle line. Next, the city, state/province and zip code on the bottom line. Then you have to write your return address in the upper left-hand corner. Actually, you don’t have to. You can write it on the back of the envelope. Then you put the stamp in the upper right-hand corner. Finally, you have to put the letter in the envelope and seal it.

7.9 Write. Check the addresses for accuracy.

7.10 Ask and Write. This can be done as a chain.

7.11 Operation. Go through it first for comprehension. After pairs practice it, one or more can perform it.

68 LESSON 7

68LESSON 7

7.12 SAY THESE PHONE NUMBERS

EXAMPLE: Smith, Mary and Fred 603 - 926-3405 Area code six oh three nine two six three four oh five

Worth, Edna and Ed 802-257-3413 Carlson, Elise 605-787-1265 Worth, Beth 304-796-0145 Beaudoin, Judy 252-590-4591 Worth, Ted 207-340-7779 Suquet, Annie 505-456-9915 Smith, Wendy 519-994-7067 Smith, Fred 506-433-8019 Green, Betsy 201-770-3498 Burrows, Arthur 800-257-5117 Smith, Arthur 602-147-5048 Bush, George W. 202-456-7041

7.13 HOW TO USE A PHONE Pick up the phone. . . . .What did you do?, etc. Listen for the dial tone. Dial the number. Wait for an answer. When someone answers, begin talking. Talk. Say goodbye. Hang up.

ON THE STREET

May I use the phone?

7.12 Say these Phone Numbers. You can simply have individuals read the names and numbers or have the students work in pairs. The numbers are not real — except for that of George W. Bush.

7.13 Operation. You can use the same procedure as in 7.11. It would be helpful to bring in some toy telephones.

69FAMILY

69FAMILY

7.14 READ AND THEN TELL YOUR PARTNER HOW TO USE DIRECTORY ASSISTANCE.

USE “IF” TEN TIMES.

A C P CDIRECTORY ASSISTANCE

Our operators have millions of numbers. Please call when you need a number. We can help.

HOW TO DIAL DIRECTORY ASSISTANCE

For numbers in your area code . . . . . . . . . . . . . . . . . . . . . . . . 411

For numbers anywhere in North America . . . . . . . . . . . . . . . 411

For toll-free numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .411

For coin telephones . . . . . . . . . . . . See instructions on the phone

DIRECTORY ASSISTANCE COSTS

If your call is inside your own area code, no charge for the first three calls each month.After that, each call costs 64 cents.

If you dial O for an operator, the call costs 92 cents.

Outside your own area code, if you call directory assistance, the call costs 95 cents.

Let us help you.

AMERICAN AND CANADIAN PHONE COMPANYYOUR PHONE COMPANY FROM THE ATLANTIC TO THE PACIFIC

7.14 Read and Tell. After the students have had a chance to read and study the in-structions, they should try to instruct each other from memory. Encourage the use of the IF clauses.

70 LESSON 7

70LESSON 7

VERBS

describe live study dial match talk die return use hang up seal

NOUNS abbreviation dial tone Mrs. address directory Ms. adjective envelope noun airport family operator assistance father parent avenue grandfather partner aunt grandmother post office boulevard husband relative box instruction road brother letter sister center life/lives someone charge line son city Miss spouse company Mister twin corner mother uncle daughter mother-in-law wife

ADJECTIVES alive (un)married south(ern) bottom middle toll-free dead north(ern) top east(ern) old upper famous several west(ern) lower single

OTHERS actually born inside ago finally outside also if own anywhere

NEW WORDS

New Words. Ask the students to make a list of all the three-syllable nouns. It should look like this:

adjectiveassistanceavenueboulevardcompany

dial toneenvelopefamilygrandfathergrandmotherinstruction

post officerelativeNote: “bottom”

and “middle” can also be nouns.

71FAMILY

71FAMILY

Grammar. See page 143.

1. BE with past forms and past participle in the present perfect.

2. Verb and noun derivations.

The verb-noun chart calls attention to affixation in English. As the students encounter more new words, you can also work on some of the common derivations. See the appendix for a chart of the common prefixes and suffixes on pages 133 and 134.

GRAMMAR

BE: PRESENT, PAST, AND PRESENT PERFECT I am single now. She is single now. I was single several years ago. She was single several years ago. I have been single for several years. She has been single for several years.

You/We/They are single now. You/We/They were single several years ago. You/We/They have been single for several years.

VERB NOUNS direct directory direction director

operate operation operator

instruct instruction instructor

collect collection collector

correct correction

describe description

repeat repetition

ABBREVIATIONSa.m. morning p.m. afternoon b. born d. died Mr. Mister Mrs. /misiz/ Ms /miz/

Jr. Junior Sr. Senior

ex. exampleetc. etceterap. page

P.O. post officetel. telephoneno. number

N. NorthS. SouthE. EastW. West

St. StreetAve. AvenueRd. Road Blvd. Boulevard

lb. poundoz. ouncegr. gramkg. kilogram

72 LESSON 8

72LESSON 8

Lesson 8A BLOCK IN RIVER CITY

This is a block in downtown River City.The River City Hotel is in the middle of the block.It is between a drugstore and a bank.The drug store is next to City Hall.There are two people in front of the hotel.There is a taxi in front of the hotel. There are three cars and a truck on Main StreetThere are two people and a dog in front of City Hall.There are two people at the bus stop on the corner of Main and Valley Streets.There is a bus at the bus stop.There is nobody in front of the bank.There is no one in front of the drug store.There is an apartment building behind the bank.There is a sign on top of Downtown Apartments.There is an office building beside the apartment building and in back of the hotel.

Valley S

treet

LESSON EIGHT

8.1 Listen and Read. The students can read first and then listen, or listen and read. Clarify the vocabulary. The text uses expletive THERE IS/ARE, several prep-ositions, and the shift of A to THE, as in a block —the block.

73PLACES

73PLACES

8.2 ASK AND ANSWER

How many ____________(s) are ___________ the ___________? There is/are ________________.

Where is/are the ________________? It is/they are _______________.

8.3 MAKE A CITY BLOCK. SHOW AND DESCRIBE IT.

8.2 Ask and Answer. This is a pair practice. You could carry out the question-ing first, and then have the students pair up and cover up 8.2, asking and answering without written cues.

8.3 Make, Show and Describe. Individuals create a city block and then share it with others in the class.

74 LESSON 8

74LESSON 8

A MAP OF RIVER CITY

8.4 GIVE INSTRUCTIONS TO YOUR PARTNER

You are at the corner of ______________ and _______________. You want to go to ____________________.

.

8.4 Give Instructions. Go through the sequence with the class listening. Then have the students do the response. Follow up with pair practice. If possible, bring in a map of your city and practice with it.

75PLACES

75PLACES

8.5 Now Ask for and Give Directions. You could tape the exchange with a friend and have the students listen before they try it.

8.6 Listen. Have the students cover up the text. Read this passage while the stu-dents follow along. Give two or three different tours.

Describe. One student (or you) can give the tour with the imperative: “Start at the train station. What are you doing?”

Tell. Ask for volunteers to desribe the completed tour.

8.7 Give Tours. The students can take turns giving new tours while others fol-low along.

8.5 NOW ASK FOR AND GIVE DIRECTIONS

Excuse me, can you tell me how to get to _______? Well, let’s see. Walk E/N/S/W along ________. Turn left/right at ___________________. Continue until ______________________.

Is it very far? No, it’s quite near. It’s only ___________block(s) from here.

Would you repeat those directions? Sure. __________________________________.

So, I ___________________________. That’s right.

Thanks a lot for your help. No problem.

8.6 LISTEN

Let’s take a tour by car around River City. This is what we will do. We will start at the train station. We will drive south on Riverside. We will pass the mall on our right. We will turn right on Lakeside. We will go past the lake. When we come to Airport Road, we will turn right on Park Avenue. We will drive past the park and finish our tour at the zoo.

DESCRIBE WHAT YOU’RE DOING AS YOU TAKE YOUR TOUR

Ex: We are starting at the train station. We are going south on Riverside, etc., etc.

TELL WHAT YOU DID ON YOUR TOUR

Ex: We started at the train station. We went south on Riverside, etc.,etc.

8.7 NOW GIVE YOUR PARTNER A DIFFERENT TOUR

76 LESSON 8

76LESSON 8

8.8 LET’S MAKE A MAP

A E C

D F B

Draw a line from A to B. What are you going to do? What are you doing? What have you done? What did you do? This line will be Cross Street. Write Cross Street along the line.

Now draw a line from E to F. This will be Center Street.

Next, draw a line from A to C. Name this street.

Draw a line from D to E. Draw a line from A to D. Name these streets.

8.9 NOW TAKE TURNS Put an X on ______________street. This will be a/the _________________.

8.8 Make a Map. Give the instructions and ask the questions as the students fol-low along.

8.9 Take Turns. Pairs take turns placing buildings on the streets. Afterwards, they can quiz each other: “Where’s the hotel? It’s on X street.”

77PLACES

77PLACES

AT THE MALL

8.10 READ AND STUDY

Someone is coming in the entrance.

No one is going out the exit.

Someone is getting into an elevator.

Someone is getting out of the other elevator.

No one is going up the stairs.

Someone is coming down the stairs.

Someone is walking toward the exit.

Someone else is walking away from the exit.

8.11 ASK AND ANSWER

Is anyone coming in the entrance? Yes, someone is coming in the entrance. Is anyone _____________________? Yes/No, ____________________________.

8.10 Read and Study. First ask the students to describe what they see in the il-lustration without looking at the text. If possible, make copies of the illustration and work with a textless illustration. Then have them read the SOMEONE/NO ONE sen-tences. Clarify their questions. Note the impersonal pronouns and prepositions.

8.11 Ask and Answer. Ask the questions and have the students volunteer an-swers. Then have them practice in pairs.

78 LESSON 8

78LESSON 8

8.12 REVIEW

What’s this thing/stuff? I think it’s ____________________. Yeah, I think so too. or No, I don’t think so. I think it’s ____________________.

8.12 Review. In pairs, the students ask and answer questions about the illustra-tion. Note: stuff for uncountable nouns and thing for countables. Encourage the stu-dents to give wrong answers to force “No, I don’t think so.”

79PLACES

79PLACES

ON THE STREET

8.13 FIND OUT WHAT EVERYONE HAS AND WHAT NO ONE HAS A. _______________, I think you have a/some ______________? No, you’re wrong, I don’t. You’re right, I do. Aha! So someone has a/some __________.

B. I think I know what everyone has and what no one has. It looks like a few people people have _____________________, but everyone has _______________________ and no one has _________________________.

8.14 PRATICE IN PAIRS

Where can you get anything that you want? At Mike and Andy’s Restaurant. Can you get breakfast? Yes, you can. Can you get lunch? Sure, you can. Can you get dinner? Of course you can. You can get anything you want. At Mike and Andy’s Restaurant.

Excuse me, I’m lost. Can you tell me where 99 Main is?

8.13 Find out. Copy and hand out the four different illustrations in the appendix. Note that no one has sugar, apples, dictionary, TV. Everyone has cassette and coffee.This can be done as a chain with a group or the entire class.

8.14 Rhythmic Rhyme. This lends itself to a two-part practice. After they prac-tice, ask for volunteers to perform the rhyme.

On the Street. Note that odd numbers are on the other side of the street.

80 LESSON 8

80LESSON 8

VERBS come/came/came finish look like continue get/got into pass draw/drew/drawn get/got out of start drive/drove/driven get/got to walk find/found out

NOUNS

bank fire station river block hall shopping center breakfast high school sign bridge hospital stairs building hotel stuff bus lake taxi bus stop library thing dinner mall tour direction office train station drug store park truck elevator police station turn entrance restaurant valley exit review zoo

PREPOSITIONS along between next to around by on top of away from in back of past behind in front of toward beside

OTHERS a few everyone of course anyone far only anything lost there is/are as near until downtown nobody well else no one

NEW WORDS

New Words. Have the students write a paragraph or some sentences describing your city. They should try to use all the place names. You could bring in a list of the appropriate street names and have them try to identify the location of the place:“I think the library is on 3rd Avenue,” etc.

Review the verbs from previous lessons.

81PLACES

81PLACES

GRAMMAR

+ – ? There is There isn’t Is there

There are There aren’t Are there

PREPOSITIONS

along away from toward between

beside next to behind in back of

past in front of on top of around

a / the ø / some / the This is a hotel. I want to buy ø coffee. The hotel is beside a bank. I bought some coffee. The bank is beside a restaurant. The coffee was very good. The restaurant is near a bus stop. I want to buy ø apples. There is a bus at the bus stop. I bought some apples. The bus stop is on ø Valley Street. The apples were very good.

Grammar. For explanations of the grammar, see page 144.

1. Expletive THERE IS/THERE ARE.

2. Prepositions.

3. Articles — THE, A/AN. SOME/Ø.

82 LESSON 9

82LESSON 9

LESSON NINE

9.1 Point, Ask, and Identify. Model a few exchanges, and then have pairs con-tinue the questions and answers. Note the inversion of who is this when it is in-cluded in a sentence. This is also a review of the vowel sounds.

Lesson 99.1 POINT, ASK, AND IDENTIFY

Do you remember who this is? I think it’s ____________.

83WORK AND PLAY

83WORK AND PLAY

9.2 Match. First have individuals make the match and then have pairs or small groups carry out the exchange. Note that there are some duplicates, for example, A and L, M, and P.

9.2 MATCH PEOPLE AND JOBS

police officer _________ A. works in a hospital

civil engineer _________ B. drives buses

teller _________ C. works in a zoo

waiter _________ D. flies (air)planes

cashier _________ E. builds bridges

nurse _________ F. works in a store

bus driver _________ G. works in a law office

truck driver _________ H. works in a toy store

doctor _________ I. works in a bank

pilot _________ J. works in a post office

accountant _________ K. drives trucks

cook _________ L. works in a hospital

zoo keeper _________ M. works in a restaurant

postal clerk _________ N. works in a police station

toy store clerk _________ O. works in an office lawyer _________ P. works in a restaurant

What does a(n)________________ do?

A(n) ____________ ___________ ____________.

A

84 LESSON 9

84LESSON 9

9.3 Write. This is a paired information gap activity. First, each student writes in a job, using the list on the previous page. Each character’s vowel has the same vow-el in its job description, for example, Eve is a police officer, Bert is a nurse, etc.

9.4 A and B. Ask and Answer. The pairs carry out a question and answer ex-change and write in the missing job descriptions.

9.3 WRITE AND GIVE THEM A JOB

p_________ o________ c__________

b______ d________

w__________ t_____ s______ c_________

a_______________

c____________ l_____________

9.4 ASK AND ANSWER

What’s _________’s job? He/She ‘s a(n) ___________________. Where does he/she work? He/She works ____________________. or What does a(n) do? He/She __________ _____________s.

A

85WORK AND PLAY

85WORK AND PLAY

Since it has been some time since the students have worked with the names of Chuck’s friends, they may need a quick review before doing this exercise.

9.3 WRITE AND GIVE THEM A JOB

n__________

c__________ e__________ z______ k_______

p____________

t _________________ p_________ c________

d_____________

t_________ d_________

9.4 ASK AND ANSWER

What’s _________’s job? He/She ‘s a(n) ___________________. Where does he/she work? He/She works ____________________. or What does a(n) do? He/She __________ _____________s.

B

86 LESSON 9

86LESSON 9

9.5 ASK AND ANSWER (Jill is working on a bridge. Where is everyone else working?)

Where is _________________working? He/She is working in _______________.

How long has ______________ been a(n) __________________? He/She’s been a(n) _____________ for ___________________.

So, he/she has been working as a(n) ____________ for ____________. That’s right.

9.6 INTRODUCE ONE PERSON TO ANOTHER

_______x______, I’d like to introduce ________y__________.

_______x______, this is ________y__________.

_______y______, this is ________x__________.

How do you do ______y_________?

Nice to meet you,________x_________.

________y______ is my friend. He/She is a(n) _________________.

Oh, really? That’s nice. That’s interesting. Where do you work? How long have you been ________________?

9.5 Ask and Answer. Following the example, the students carry out the ex-change in pairs or small groups.

The second question (How long) can be done at the same time with the first (Where), or it can be done after doing where. Tell the students to make up an an-swer to the how long question. They take turns until they have asked about every-body.

9.6 Introductions. Bring two students to the front and model this ritual ex-change. You take the part of the person who is making the introductions. Then have the students work in threes.

87WORK AND PLAY

87WORK AND PLAY

9.7 ASK AND ANSWER

What does ___________like to do after work? _____________ likes to ______________.

watch TV go for a walk listen to music go to the library relax at home read the paper read a book surf the net go to a bar jog in the park check his/her email go to the gym walk the dog play with his/her children play video games watch videos

Eve __________________________________________________ Jill __________________________________________________ Gus __________________________________________________ Max __________________________________________________ Jon __________________________________________________ Joe __________________________________________________ Bert __________________________________________________ Ruth __________________________________________________ Jeff __________________________________________________ Mike __________________________________________________ Chuck __________________________________________________ Paul __________________________________________________ Howie __________________________________________________ Janie __________________________________________________ Zoey __________________________________________________ Brooke __________________________________________________

9.8 ASK AND ANSWER

Why does ___________ like to ___________? Because it’s ________________.

fun exciting relaxing interesting enjoyable informative necessary restful

9.7 Ask and Answer. First, go over the vocabulary. Then ask each student to give each character an activity. Everybody writes in the activity. Then the students can quiz each other with the exchange. After once through the list, have them close their books and do it from memory.

9.8 Ask and Answer. This continues the previous activity with several adjec-tives. Clarify the meanings of the adjectives before doing the exchange. You could ask them to make a full answer: “X likes to Y because it’s Z.”

88 LESSON 9

88LESSON 9

9.9 INTERVIEW YOUR CLASSMATES

NAME JOB AFTER WORK

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

9.10 WRITE AND TELL ABOUT YOURSELF AND YOUR FAMILY

9.9 Interview. Have the students carry out a chain question-answer, or have them circulate while writing down all the responses.

9.10 Write and Tell. Have the students write about their families, and then they can, in turn, tell their classmates.

89WORK AND PLAY

89WORK AND PLAY

9.11 APPLY FOR A JOB

I would like to apply for the job at _______________________. Please tell me about it.

It’s __________________________. Thank you.

Now tell me why you want this job.

9.12 WHAT WILL YOU DO?

First, I will call for information. What will you do next? I will get an application. I will fill it out. I will ask for an interview. I will go for the interview. I will introduce myself. I will explain why I want the job.

HELP WANTEDSTORE CLERK – Roy’s Toys. BANK TELLER – RiverCitiBank30 hrs/wk. Apply in person 40 hrs./wk. Starts at $9.00/hr.$9.00/hr. Call 254-3413 Call 257-1310. Ask for Mr. ReinWAITERS – Mike and Andy’s. TAXICAB DRIVER – CITY CAB CO.

Lunch and Dinner. Call Mike Nights. $11.00/hr. Interviewat 257-7791. necessary. Call 254-TAXINURSE – River City Hospital. TRUCK DRIVER – CHUCK’S

8 a.m. - 4 p.m. Call for an TRUCKING. Experience necessary.

interview. 254-7038 Good money. 257- 7507.COOK – McBurgers. Experience HOUSEKEEPER – River City Hotel.

not necessary. Call Carlos at Starts at $9.50. Call 254-3000258-3300. Starting at $11.50.CASHIER – PRM Drug Store. BOOKKEEPER – River City College,

Begin immediately. Call Accounting Dept. Ask for StevePat at 257-5461. at 257-7751.

9.11 Apply for a Job. First, go over the abbreviations and read each job descrip-tion as the students listen. Then you can do some spot-check questioning: “Who is looking for a store clerk?” “What is RiverCitiBank’s phone number?” etc. Then ask each student to begin the exchange as you take the response. Have each stu-dent apply for a different job. Then they can use the exchange to role play a job interview.

9.12 Operation. Two students carry out the operation, with one student asking “What will you do next?” Then they switch parts. Pairs can volunteer to perform it from memory. You can encourage the use of “I’ll.”

90 LESSON 9

90LESSON 9

New Words. Have the students identify and mark the principal stressed syllable in each multi-syllable word. For example, apply, accountant, cashier, information, etc.

They can play a YES/NO guessing game taking the role of one of the occupations. The students can ask only five questions. For example:

Do you fly a plane? No. (I don’t.) Do you work in a hospital? No. Do you drive a bus? No.

´ ´

VERBS

ON THE STREET

NEW WORDS

apply build/built/builtcheck drive/drove/driven explain

accountant bar bookkeeper cab cashier clerk cook

because enjoyable exciting

NOUNS

fill out fly/flew/flownidentifyinterviewintroduce

jog likemeet/metrelaxremember

surf would like to

dept./department doctor driver emailexperiencegymhousekeeper

informationlaw(yer)music(inter)netnurse (news)paperpilot

postal clerkstoretellertoyvideowaiterzoo keeper

OTHERS

Does this bus go to the zoo?

fun immediatelyin person

necessaryreallyrestful-self

why

91WORK AND PLAY

91WORK AND PLAY

Grammar. See page 145 for explanations of the grammar.

1. Present perfect progressive aspect.

2. Gerunds and infinitives.

3. WILL and WOULD.

4. Adverbial clause with BECAUSE.

You can do a spontaneous pattern practice. By using the sentence at the bottom of the page, you can have the students create similar sentences with WILL and BE-CAUSE. After everyone has created a sentence, ask a series of questions: “Who will XXX?” “Why will YYY (do something)?”

GRAMMAR

+ – ? You have been working. You have not been working. Have you been working? She has been working. She has not been working. Has she been working?

WH ? Where have you been working? Where has she been working?

(WOULD) LIKE I like cars to drive driving

I would like a new car

I would like to drive

I would = I’d

+ – ? you will go you will not go will you go you’ll go you won’t go will you go

who what where when why who what what

I will drive to Boston tomorrow because I don’t like flying.

92 LESSON 10

92LESSON 10

Lesson 1010.1 LISTEN, WATCH AND DRAW: LET’S MAKE A FACE

hair eyes eyebrows ear nose mouth tooth/teeth

lips

10.2 ASK AND ANSWER

Am I touching my _________________? Yes, you are. No you aren’t. You’re touching your ________________.


Person Hair Color Eye Color

_____________________ _______________ ___________________

_____________________ _______________ ___________________ _____________________ _______________ ___________________

_____________________ _______________ ___________________

_____________________ _______________ ___________________

_____________________ _______________ ___________________

_____________________ _______________ ___________________

LESSON TEN

10.1 Make a Face. Demonstrate the parts of the face by pointing to your own face. Then tell the students to complete the empty face. You can also do this as an operation: “First, draw the hair. What are you doing?” etc.

10.2 Ask and Answer. This short exchange practices the new words.

10.3 Ask your Classmates. The students survey their classmates. This can be a chain, or they can circulate, collecting information.

93THE BODY

93THE BODY

10.4 Information Exchange. This is an information gap in which pairs exchange information and fill in the blanks. They can write the appropriate number on or near the body part. They should also spell the words orally.


1. head 2. __________ 3. shoulder 4. ___________ 5. elbow 6. ____________ 7. hand 8. ____________ 9. thumb 10. _____________ 11. stomach 12. _____________ 13. hips 14. ______________ 15. knee 16. ______________ 17. foot

18. ______________

REX WRECKER

What’s number ______________? It’s the __________________(s).

94 LESSON 10

94LESSON 10


1. ___________

2. neck

3. ____________

4. arm

5. ____________

6. wrist

7. _____________

8. fingers

9. ______________ 10. chest

11. ______________

12. waist

13. ______________

14. leg

15. ______________

16. ankle

17. ______________

18. toes

VENUS VAMPIRA

What’s number ______________? It’s the __________________(s).

-92-

Students may have varied opinions on “professional” wrestling and be eager to share them. Do they have wrestling of this kind in their countries? Do they watch it on TV? Are there traditional “sports” of this kind in their culture?

95THE BODY

95THE BODY

10.5 SAY PLEASE GAME

Please touch your ______________. I’m touching my _______________. Touch your ________________. Say please. Please touch your ______________. I’m touching my ________________.

10.6 FOLLOW THE DIRECTIONS: GYM CLASS

Turn your head to the left. I’m turning my head to the left.

Turn your head to the right. I’m turning my head to the right.

Shake your shoulders left and right. I’m shaking my shoulders left and right.

Now bend your left arm. I am bending my left arm.

Now bend your right arm. I am bending my right arm.

Now twist your wrist. Now I’m twisting my wrist.

Now shake your head. Now I’m shaking my head.

Now twist your hips. Now I’m twisting my hips.

Bend down at the waist. I’m bending down at the waist.

Now touch your toes. Now I’m touching my toes.

Now straighten up. Now I’m straightening up.

Let’s do it all again. Do it again? I’ve had enough!

10.5 Say Please. This can be done like a “Simon Says” procedure. The students perform the action only when the command-giver says “please.”

10.6 Gym Class. Go over the verb phrases first for meaning. The sequence can be done by pairs or as the whole class responds to you or one student giving the direc-tions.

96 LESSON 10

96LESSON 10

10.7 ASK AND ANSWER

How much do you weigh? I weigh about _______________ pounds.

CLASSMATE WEIGHT

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

____________________________ _________________________________

10.8 TELL ABOUT YOUR CLASSMATES

________________’s weight is __________________.

________________ weighs more/less than ___________________.

_______________ and ________________ weigh about the same.

10.7 Ask and Answer. The class can conduct a survey by circulating or doing a chain question and answer.

10.8 Tell about your Classmates. Using the survey in 10.7, the students take turns making statements about each other.

97THE BODY

97THE BODY

10.9 ASK AND ANSWER How tall are you? I am ___________ feet, _______ inches tall.

How old are you? I am ____________ years old.

CLASSMATE HEIGHT AGE ____________________________ _______________ _______________

____________________________ _______________ _______________

____________________________ _______________ _______________

____________________________ _______________ _______________

____________________________ _______________ _______________

____________________________ _______________ _______________

____________________________ _______________ _______________

____________________________ _______________ _______________

____________________________ _______________ _______________

10.10 TELL ABOUT YOUR CLASSMATES

LINE UP BY HEIGHT

_________________ is taller/shorter than ________________.

_________________ is the tallest/shortest.

LINE UP BY AGE

_________________ is younger/older than ________________.

_________________ is the youngest/oldest.

10.9 Ask and Answer. Do a survey as in 10.7.

10.10 Tell/Line Up. Have the students stand up and form a line from tallest to shortest. Then one by one, each student steps out and describes the line. Repeat the activity by lining up by age. You can join the line.

98 LESSON 10

98LESSON 10

10.11 DESCRIBE THESE PEOPLE

USE THESE WORDS:

tall young big short old small

definitely not clearly clearly not possibly probably definitely

0% 50% 100%


You look sleepy. Are you tired? No, not me. I’m really wired.

You seem sick. Are you well? I feel fine. I’m really swell.

You look bored. Is that true? That’s because I’m listening to you.

10.11 Describe these People. Ask the students to use each of the adverbs at least twice to describe the people in the picture.

10.12 Rhythmic Rhyme. This rhyme is best done as a two-part activity. Note the use of linking verbs. You could also add appear to be and look like.

99THE BODY

99THE BODY

10.13 LET’S GET THINGS STRAIGHT

What do you do every day?

Relax for a while __________________________

Get dressed __________________________

Come back home __________________________

Wash my face __________________________

Go to bed __________________________

Get up __________________________

Sleep all night __________________________

Brush my teeth __________________________

Work all day __________________________

Take a shower __________________________

Have breakfast __________________________

Go to work __________________________

10.14 TELL

How long or what time do you do these things?

How often do you do them?

0% 50% 75% 80% 100%

NEVER SOMETIMES USUALLY OFTEN ALWAYS

10.13 Get Things Straight. Individuals re-order the list according to their own daily lives, starting with get up.

10.14 Tell. The students can repeat their lists, adding the time expressions and fre-quency adverbs.

100 LESSON 10

100LESSON 10

A Short Play in Three ActsACT ONE

A ______________: I’ve been looking everywhere for you. Where have you been?B ______________: Nowhere.A ______________: What have you been doing?B ______________: Nothing.A ______________: Nowhere? Nothing?B ______________: Well, I just went in the bookstore for a few minutes.A ______________: Anyway, Let’s go somewhere and get something to eat.B ______________: Where do you want to go?A ______________: Oh, anywhere.B ______________: Let’s go to McBurger’s.A ______________: Nobody goes there anymore. Everybody goes to Mike and Andy’s these days.B ______________: Okay. I don’t want to be a nobody.

ACT TWO

A ______________: Here we are. Will you have anything to drink?B ______________: I don’t think so. Let’s find someone to wait on us.A ______________: By the way, somebody told me that Andy’s eggplant special is something else. Simply the best!B ______________: I don’t see any waiters anywhere.A ______________: You’re right. I don’t see anyone, either.B ______________: Look! Here comes Mike.C ______________: Hi. Is everything okay?B ______________: Uh, not really. No one is waiting on us.C ______________: Oh, I’m really sorry about that. Everyone is really busy, but I’ll take your order.A ______________: Great! So what’s good?C ______________: Everything, of course, but Andy’s eggplant is really super.B ______________: Eggplant soup?C ______________: No. I said super — better than good!A ______________: Well, I’ll try anything. The eggplant special for me.B ______________: I’ll have the soup and sandwich special.

ACT THREE

B ______________: You said everybody comes here. Do you see anybody we know?A ______________: Not really. I think they’re all tourists. Ah, here comes Mike with our order.C ______________: Here you are. Enjoy!A ______________: Thanks, Mike.C ______________: Andy says hello. He’d love to see you, but he’s really busy.A ______________: You’re always busy here. Every time I come there’s a crowd.

10.15 A Short Play. Triads can practice the play and then perform it. Note the compound pronouns and the -er and -er phrases.

101THE BODY

101THE BODY

ON THE STREET

C ______________: Yeah. It’s usually crowded. Our business isn’t bad nowadays.A ______________: It looks like your business is getting better and better. B ______________: And you’re probably getting richer and richer.C ______________: Well, we’re certainly busier and busier. See you later.

(Exit Mike)

B ______________: Their business may be getting better and better, but the service is getting worse and worse. So, how’s the eggplant special?A ______________: Excellent. I’ve never had better. How’s the soup?B ______________: It’s okay. I’ve had worse. A ______________: Here’s Mike again.C ______________: Are you still working on it?B ______________: Working? No, I’m still eating.C ______________: Of course. I’ll come back.

(Exit Mike)

B ______________: Eating is working?A ______________: Oh, everybody says that.B ______________: Well, I’m not going to “work” here again.A ______________: You should have had the eggplant.B ______________: Oh yeah? I think we should have gone somewhere else.

Is anybody here?

102 LESSON 10

102LESSON 10

NEW WORDSVERBS

bend/bent/bent brush come/came back feel/felt follow get/got dressed

get/got up line up look (seem)look forlove

seemshake/shook/shakensleep/sleptstraightentouch

trywait onwashweigh

NOUNSage ankle arm bed business chest crowd ear elbow eye eyebrow

face finger foot/feet hairheadheight hipinchkneeleglip

mouth neck noseordersandwichserviceshouldershowersoupstomachthumb

toetooth/teethtouristwaistweight(a) whilewrist

ADJECTIVESabout better/best bored busy excellent

less more richsame sick

short sleepy smallsuperswell

talltruewiredworseyoung

ADVERBSanymorecertainlyclearly

difinitelynevernowadays

oftenpossiblyprobably

simplyusually well

OTHERSanyway by the way great! than

New Words. Have the students write ten sentences, each one containing a noun, verb, adjective, and adverb.

Hand out all the verb cards, an equal number to each student. They look at their cards and write down any they aren’t sure of. Then they pass their cards to the next person. When all the cards have been passed, they say their lists or write them on the board. This should reveal the most troublesome verbs.

103THE BODY

103THE BODY

GRAMMAR

ONE BODY THING WHERE

SOME someone somebody something somewhere

ANY anyone anybody anything anywhere

EVERY everyone everybody everything everywhere

NO no one nobody nothing nowhere

GOOD BETTER (THAN) THE BEST BAD WORSE WORST TALL TALLER TALLEST YOUNG YOUNGER YOUNGEST OLD OLDER OLDEST BIG BIGGER BIGGEST SHORT SHORTER SHORTEST SMALL SMALLER SMALLEST

ENJOYABLE MORE ENJOYABLE (THAN) THE MOST ENJOYABLE EXCITING EXCITING EXCITING INTERESTING INTERESTING INTERESTING NECESSARY NECESSARY NECESSARY RESTFUL RESTFUL RESTFUL FAMOUS FAMOUS FAMOUS

who how often what where when which what kind what

I usually eat lunch at that famous restaurant on Sunday. what BE how often how what

The lunchtime special is usually cheaper than the other lunches.

You ARE tired. You LOOK tired. You SEEM tired.

Grammar. The grammar is discussed on page 146.

1. Compound pronouns and adverbs.

2. Comparative and superlative adjectives.

3. Frequency adverbs.

4. Linking verbs.

104

105APPENDIX CONTENTS

Appendix Contents

A. Copyable Handouts 106

Lesson 1: Homework # 1 106

Homework # 2 107

Homework # 3 108

Printing and Writing Handouts 109

Lesson 2.13: People Card Game 115

Lesson 4.10: Auto Prices Guessing Game 118

Lesson 5.10: Money Chits 121

120 Verb Cards by Lesson 122

B. Teacher’s Support Materials 124

Pronunciation Guide 124

Common Sound and Spelling Correspondences 126

Consonant Contrast Sentences 130

Pronunciation Problems for Selected Learners 132

Affix Chart 133

Grammar Summary 135

Grammar Notes by Lesson 137

Summary Word List 147

Resources 150

106 APPENDIX A: COPYABLE HANDOUTS

Homework #1 — Lesson 1 NAME ________________________

A.

1. I AM YOUR TEACHER.

2. YOU _________ MY STUDENTS.

3. WHERE _________ YOU FROM?

4. WHAT ________ THE NAME OF THIS LETTER?

5. YOU __________ WELCOME.

6. THIS LETTER ________ A.

7. ______ THAT RIGHT?

8. MY NAME ________ KIM.

9. I ________ FINE.

10. THAT________ NOT RIGHT.

11. HE __________ WRITING.

12. ARE _________ WRITNG?

13. I __________GOING.

14. SHE __________ SORRY.

15. WHAT ________SHE DOING?

16. MY ENGLISH _________ GOOD.

B.

17. I AM YOUR TEACHER. I’M YOUR TEACHER.

18. SHE IS A STUDENT. SHE ________ A STUDENT.

19. THAT IS RIGHT. THAT _________RIGHT.

20. YOU ARE WELCOME YOU _________WELCOME.

21. I AM FROM MEXICO. I ________ FROM MEXICO.

22. WHAT IS THIS LETTER? WHAT ________THIS LETTER?

23. IT IS B. IT _________B.

107APPENDIX A: COPYABLE HANDOUTS

Homework #2 — Lesson 1 NAME ________________________

1. DOOG GRINMON _____________________________________

2. WOH RAE UYO _____________________________________

3. GODO FATERONON _____________________________________

4. ‘ MI ENIF _____________________________________

5. DOGO VINGEEN _____________________________________

6. KAHNT UYO _____________________________________

7. SENSOL _____________________________________

8. REACHET _____________________________________

9. PHETALAB _____________________________________

10. MOLEWEC _____________________________________

11. STENDUST _____________________________________

12. SEAPLE _____________________________________

13. RELTET _____________________________________

14. SUCEXE EM _____________________________________

15. STAHT’ THIRG _____________________________________

16. SHILENG _____________________________________

17. WOHMEKRO _____________________________________

GOOD MORNING


Homework #3 — Lesson 1 NAME ________________________ 1. HOW — YOU— ARE ______________________________________________________. 2. IT—SPELL—PLEASE ______________________________________________________. 3. SPELL—I—NAME—LAST— CAN—MY ______________________________________________________. 4. NAME—YOUR—SPELL—PLEASE ______________________________________________________. 5. GOOD—MY—NOT—ENGLISH—IS—VERY ______________________________________________________. 6. HIS—SPELLING—HE—IS—NAME ______________________________________________________. 7. ME—UNDERSTAND—DON’T—YOU ______________________________________________________. 8. DOING—WHAT—YOU—ARE ______________________________________________________? 9. HOMEWORK—YOUR—HERE—IS ______________________________________________________? 10. NAME—HER—IS—WRITING—SHE ______________________________________________________. 11. SEAT—PLEASE—YOUR—BACK—SEAT—TO—GO ______________________________________________________. 12. HERE—ISN’T—IT ______________________________________________________. 13. MY—IS—NAME—IT ______________________________________________________. 14. HIM—SEE—DON’T—I ______________________________________________________. 15. THIS—WHAT—LETTER—IS ______________________________________________________? 16. THE—BOARD—GOING—IS—SHE—TO ______________________________________________________. 17. IS—MY—SPELLING—SHE—IS—NAME ______________________________________________________.

HOW ARE YOU ?








2.13 Card Game


2.13 Card Game


2.13 Card Game


4.10 Auto Prices Guessing Game

$16,997

2000 Olds Silouette

2000 Dodge Dakota

1995

1999 Toyota Camry

2001 Isuzu Trooper

er

2002 Chevy Tahoe

Jeep Grand Cherokee

1995 Dodge Neon

1999 Buick

$19,9971994 Isuzu Troop-

$22,497




$26,197

2000 Olds Silouette

2000 Dodge Dakota

1995 $4,997

$7,997

1999 Toyota Camry

2001 Isuzu Trooper

er

2002 Chevy Tahoe

Jeep Grand Cherokee

1995 Dodge Neon

1999 Buick

1994 Isuzu Troop-




2000 Olds Silouette

2000 Dodge Dakota

$13,997

1995

1999 Toyota Camry

2001 Isuzu Trooper

er

2002 Chevy Tahoe

Jeep Grand Cherokee

1995 Dodge Neon

1999 Buick

$19,997

$11,297

$2,497

1994 Isuzu Troop-



5.10 Handout – buying things with money chits

$250

.00

$150

,000

$850

,000

$7.0

0$2

0.00

$30.

00

.50

$1.0

0$2

.50


GIVE HAVEREAD

REPEAT3

BEGINCHOOSE

COLLECTFOLD

FORGETHAND IN

HAND OUTHAPPENKNOWLOCK

LOOK UPLOSEMEAN

SITTAKEWAIT

1 ANSWER

ASKBRINGCALL

DOEXCUSE

GOHELPLET

LISTENLOOKPOINT

SAYSEE

SPEAKSPELL

UNDERSTANDWRITE

2FIND

120 Verb Cards by Lesson WATCHWIN

WORKWORRY

4AGREE

BUYGET

GUESSLEARNMAKE

PAYPLAYSAVESEND TELL

THROW AWAYWANT

5CHANGE

COSTDRINK


8COME

CONTINUEDRAWDRIVE

FIND OUTFINISH

GET INTOGET OUT OF

GET TO LOOK LIKE

PASSSTARTWALK

9APPLYBUILDCHECKDRIVE

EXPLAINFILL OUT

FLY

EATGET OFF

NEED PICK UP

PUT BACKSHOWSPEND STOP

THINK6

BOTHEROPENTURN

7DESCRIBE

DIEHANG UP

LIVERETURNSTUDYTALKUSE

INTRODUCELIKE MEET

RELAXREMEMBER

10BEND

COME BACKFEEL

FOLLOWGET UP

LOOK (SEEM)LOOK FOR

LOVESEEM

SHAKESLEEP

TOUCHTRY

WAIT ONWASH

WEIGH

124 APPENDIX B: TEACHER’S SUPPORT MATERIALS

Pronunciation GuideYou may or may not want to use a phonemic transcription to illustrate the pronunciation of words. The dictionary uses one system. The system below is useful because it does not require any special symbols, and may be easily written and typed.

Vowels Sound Example Sound Example

/iy/ beet, Eve /i/ bit, Jill

/ey/ bait, Jane /e/ bet, Jeff

/ae/ bat, Max /uh/ but, Gus, Chuck

/uw/ boot, Ruth /u/ book, Brooke

/o/ boat, Joe /oy/ boy, Zoey

/ay/ bite, Mike /ow/ bout, Howie

/a/ balm, Jon /aw/ ball, Paul

/er/ bird, Bert /yuw/ beauty

125APPENDIX B: TEACHER’S SUPPORT MATERIALS

Consonants Sound Example Sound Example

/p/ pan /b/ ban

/t/ tan /d/ Dan

/k/ cap /g/ gap

/f/ fan /v/ van

/th/ thigh /TH/ thy

/s/ see /z/ zee

/sh/ mesh /zh/ measure

/ch/ cheap /j/ jeep

/m/ sum /n/ sun

/ng/ sung /h/ hum

/l/ lice /r/ rice

/w/ wet /y/ yet


Common Sound and Spelling Correspondences

Vowels Sound Spelling /iy/ e ea ee e-e ie ea-e i-e ei he teach meet here field please police either

/i/ i i-e big give

/ey/ a-e ai ay ea ei a ey plane mail day great eight April they

/e/ e ea a ai get head many said

/ae/ a cat

/er/ er ir ur or her girl fur word

/uh/ a e o u i o-e ou ago the other but direct done double

/ay/ i i-e y igh ie ei uy I five my high pie height buy


Sound Spelling /a/ o a not father

/ow/ ow ou now out /u/ u oo ou put book would

/uw/ oo ou o u-e ue ew boot you do rule true new

/yuw/ u u-e eu unit cute Europe

/o/ o o-e ow oa ough no phone know boat though

/oy/ oy oi toy boil

/aw/ aw a au draw walk daughter

Vowels


Consonants Sound Spelling

/p/ pepper

/b/ be rubber

/t/ ten bottle walked

/d/ day middle lived

/k/ can black key queen

/g/ go bigger

/f/ family phone enough

/v/ very

/th/ thin

/TH/ the

/s/ see city glass

/z/ has zero

/sh/ she sure collection

/zh/ pleasure


Sound Spelling

/ch/ change watch question

/j/ just huge

/m/ meet summer

/n/ next dinner know

/ng/ bring think

/l/ look call

/r/ repeat write arrive

/h/ have who

/y/ yes

/w/ we question

Consonants


Consonant Contrast Sentences /b/ —/p/ Pat plays ball with Paul’s bat.

/b/ —/v/ The cab and the van hit the curb at the curve.

/f/ — /b/ —/v/ Five flowery butterflies fluttered by.

/f/ — /v/ — /w/ It’s a very fine wine from a very fine vine.

/f/ — /p/ Pete’s flat feet feel perfectly fine.

/f/ —/p/ Paul didn’t fall when Phil and Pam fell.

/v/ — /w/ Vern is wearing a wet vest.

/d/ — /TH/ The Smothers brothers’ mother suddenly shuddered.

/d/ — /t/—TH/ I’d rather wear the red leather when the weather is better.

/th/ — /t/ Thoughtful Tim is thinking of things to do on Tuesday and Thursday.

/TH/ — /th/ This song’s about things sinking or swimming in the rink. /ng/

/ch/ — /j/ Chuck joked while chewing Joe’s cheddar cheese.


/ch/ — /j/ Joe chose a chunk of junk.

/ch/ — /j/ — /y/ Did Chet’s jet get in yet?

/j/ — /y/ Young Jim just jogged from jail to Yale.

/ch/ — /sh/ Cherry and Shelly chose Spanish sherry.

/sh/ — /s/ — /z/ The sick sheep stays in Sam’s shack chewing Swiss cheese.

/s/ — /z/ Sue’s at the city zoo seeing six lazy zebras taking it easy.

/s/ — /z/ Wendy says she spends a lot of cents and sends expensive scents to friends.

/l/ — /r/ White lice don’t like rice.

/l/ — /r/ Ron’s lawn is really very long.

/l/ — /r/ It’s really not the right light for a reading light.

/fr/ — /fl/ Fred fried flies in a flat frying pan.


Pronunciation Problem Areasfor Selected Learners

STRESS, RHYTHM. For most learners, the stress and rhythm of English is a problem. English makes stressed syllables long and loud, and reduces unstressed syllables to an al-most inaudible /uh/. Therefore, the rhythmic rhymes in this book are useful for all learn-ers. They call attention to and practice the stress and rhythm of English.

VOWELS. Virtually all learners will have difficulty distinguishing the /i/iy/ and the /e/ey/ vowel contrasts. Many will also have difficulty with the lower vowels: /ae/a/uh/aw/, and the back vowels /u/uw/. Other vowel problem areas are noted in the list below.

CONSONANTS. Very few languages use /th ~ TH/, therefore these sounds are trouble-some for all. Otherwise, language-specific consonant problems are listed below.

Arabic: e/i p/b f/v

Chinese: ae/e l/n l/w r/w/l w/v

Farsi: w/v r

French: ch/j r h

German: ow w/v r

Greek: s/sh s/z r h

Hindi: e/ae f/p v/b w/v

Italian: h r

Japanese: s/sh t/ch b/v l/r

Korean: p/f b/v s/sh l/r

Polish: w/v l/w r ng

Portuguese: sh/ch j/zh s/sh l/w

Russian: ae/e er w ng

Spanish: b/v ch/sh j/y s/z r

Turkish: e/ae v/w

Vietnamese: e/ae p/f/b


Affixes Prefixes Function/ Suffixes Function/ Meaning Meaning

un- -er in- -ist non- -ian “Doer” anti- Negative -ant Noun a- -ary dis- mal- -ance mis- -ity -hood uni- -ship multi- -ness Noun mono- -ion semi- Quantity -ment bi- -ism tri- -age poly- -dom equi-

en- -en be- Verb -ify Verb -ate -ize

pre- -able post- -less inter- Position -al intra- -en Adjective extra- -ful -ous -ary -y


Affixes Prefixes Function/ Suffixes Function/ Meaning Meaning

super- sur- sub- epi- Relationship -ly hypo- -ward Adverb hyper- -wise para- syn- co- contra-

ex- in- ab- ad- trans- Movement re- pro- de- se-


Grammar SummaryLesson 1 BE — Affirmative and negative sentences — Contractions Present Progressive — Affirmative and negative sentences, YES/NO questions. WH questions Pronoun paradigm

Lesson 2 BE — Yes/No questions, WH questions HAVE — Affirmative and negative sentences, YES/NO questions, WH questions Question words — WHO, WHAT, WHERE, HOW

Lesson 3 Phrasal modal — BE GOING TO Past tense verb forms — Regular and irregular Simple past — Affirmative and negative sentences, YES/NO questions, WH questions

Lesson 4 Simple modals — CAN, MAY, SHOULD, WILL, WOULD Phrasal modal — HAVE TO Present perfect aspect

Lesson 5 Demonstratives — THIS, THAT, THESE, THOSE Prepositions Sentence with WH

Lesson 6 Quantifiers — A FEW, SOME/ANY, A LOT, A LITTLE, MANY, MUCH Countable and uncountable nouns HAVE/HAVE TO/HAVE GOT TO Embedded WH question


Grammar SummaryLesson 7 BE — Past forms — Past participle in present perfect Verb and noun derivatives

Lesson 8 THERE IS/ARE Prepositions Articles — THE, A/AN, SOME/ Ø

Lesson 9 Present perfect progressive Gerunds and infinitives WILL and WOULD Adverbial clause

Lesson 10 Compound pronouns and adverbs Comparative, superlative of adjectives Simple present of verbs Frequency adverbs Linking verbs


Grammar Notes Lesson 1

The essential phrase structure of English grammar has been encountered by the end of Lesson One:Subject Noun Phrase (SNP) + Verb Phrase (VP) + Object Noun Phrase (ONP) + Adverbial ((ADVL).

I am writing my name on the board. SNP VP ONP ADVL

S

1. The verb BE, often called the copula, is unique.

• It has eight forms — AM, ARE, IS, WAS, WERE, BE, BEING, BEEN. No other verb has as many. • YES/NO questions are formed by reversing the SNP and BE: Am I? • Negative sentences are formed by inserting NOT after BE: I am not. • It does not have an ONP. It is followed by a complement. There are three types of complements: Noun Phrase (NP): It is MY NAME. Adjective Phrase (AP): It is VERY GOOD. Prepositional Phrase (PP): It is ON THE BOARD.

• BE also functions as an auxiliary verb (AUX): I AM writing.

In spoken English, BE is usually contracted: My name’s.... In negative sentences, NOT is usually contracted: It isn’t. (However, today NOT is very rarely contracted with the AM form: *amn’t.) In negative sen-tences, BE can be contracted: It’s not, but this is less common than It isn’t.

Many languages do not have or do not use a copular BE. Therefore, some students may in error omit it: *She from Russia.

2. The present progressive aspect uses BE as an auxiliary verb and adds the inflection -ING to the main verb. I am going. YES/NO questions are formed by inverting the auxiliary and the SNP: ARE YOU go-ing? Negative statements are formed by inserting NOT after the auxiliary: She is NOT going.

The present progressive is used to indicate an action in progress at the moment of speaking. It is the real present tense in English. It may also be used to indicate a future action.

Note that stative verbs such as need, have, want, and know do not usually take the progressive.

3. The personal pronoun paradigm also includes the possessive adjectives: my, your, his, etc. The possessive adjective cannot function as a noun substitute (pronoun). It is part of a noun phrase: MY name.

Lesson 1: The Alphabet; Names begins on page 1 of the student text and this book.


Grammar Notes - Lesson 21. The copular BE forms YES/NO and WH questions by simply inverting the SNP and BE.

2. The important main verb (MV) HAVE illustrates how all the other main verbs of English behave.

• In the third person singular present -S is added to the verb. Actually, in the case of HAVE, it replaces VE: She has. Although S is the only present tense inflection, it continues to be a problem for learners simply because it is, in respect to all the other persons, an irregularity: * She have her homework. • Negative sentences are formed by inserting the auxiliary DO in front of the main verb and placing the NOT after DO: I DO NOT have. • The third person S inflection is dropped from the main verb and is attached to the Auxiliary DO: She DOES not have her homework. This can be a problem for learners who may say: *She does not HAS her homework.

She does not have her homework. AUX NOT MV SNP VP ONP

S

• In spoken English, do not/does not is usually contracted to don’t/doesn’t. • YES/NO Questions are formed by inserting the auxiliary DO and inverting the SNP and AUXDO: DO YOU have your homework? • HAVE sometimes behaves like BE in questions, especially in British English as in, Have you your homework?

3. Four of the seven WH question words have been encountered so far. The others are when, why and whose. Note that how often combines with adjectives to form a WH phrase: how far, how big, etc.

Lesson 2: Names;Sounds begins on page 10.


Grammar Notes - Lesson 31. BE GOING TO is a phrasal modal (PM) auxiliary verb. It precedes a main verb (MV) or BE. Other PM s are have to, be able to, used to.

I am going to write my name on the board. PM

AUX MV SNP VP ONP ADVL

S

BE GOING TO is used to indicate a planned or predicted future event. It is the most common way of expressing the future in English. The modal verb WILL can also do this.

2. With statements in the simple past, regular main verbs add the -ed suffix. This is a rather simple matter, although there are some spelling and pronunciation changes as a result. However, many com-mon verbs are irregular and show the past tense in other ways. For many, there is a change in the verb’s vowel sound: bring — brought. In some cases, there is no change at all: put — put. There are about 200 common irregular verbs in English, and it takes time for students to assimilate them all. As a general rule, when an irregular verb is first encountered, both present and past forms should be noted.

3. YES/NO questions and negatives in the past follow the same rules as in the present. The difference is that auxiliary DO takes on the past tense for the main verb and becomes DID.

She did not win the lottery. AUXDO+PAST NOT

AUX MV

SNP VP ONP

S

When NOT is used with DID, it is freqently contracted in speech: She didn’t win.

Lesson 3: Numbers 1-12 begins on page 22.


Grammar Notes - Lesson 41. There are two types of modal verbs: simple modals and phrasal modals. There are ten simple modals: CAN, COULD, WILL, WOULD, SHALL, SHOULD, MAY, MIGHT, MUST, OUGHT TO. They precede the main verb, and they do not inflect for tense. If they are present in the sentence, the VP cannot be marked for tense. Like auxiliary DO, they are followed by NOT, and they invert with the SNP in a question.

Can you spell his last name? M AUX MV SNP VP ONP

S

2. HAVE TO, like BE GOING TO, is a phrasal modal. HAVE TO is different from BE GOING TO because it requires DO in negatives and questions. Phrasal modals may be preceded by simple modals.

I may have to buy a new car. M PM

AUX MV

SNP VP ONP

S

HAVE TO is used primarily to show obligation. MUST can also do this, but HAVE TO is more com-monly used. Also note that the negative of HAVE TO means lack of obligation.

3. The present perfect, I have written, uses HAVE as an auxiliary verb and the main verb is inflected with the past participle suffix, which is usually either -ED or -EN. In general, the present perfect is used to indicate an action that began in the past and still has relevance to the present moment of speaking. Thus, a very recent past event is often expressed with the present perfect.

The students have written their names. HAVE WRITE + EN

AUX MV

SNP VP ONP

S

The simple past and the present perfect are often confused by learners. The use of just can help them sense the more immediate effect of the present perfect, and yesterday or an hour ago can help students see the simple past as an event that is history, and is not directly affecting the present moment. Lesson 4: Numbers 13-1,000,000 begins on page 32.


Grammar Notes - Lesson 51. Demonstrative adjectives modify a noun and are part of the NP. They belong to a class of words called determiners. A typical noun phrase is:

that very expensive airplane DEM INT ADJ N

DET AP N

NP

DEM= Demonstrative, DET= Determiner, INT = Intensifier, AP= Adjective Phrase,ADJ = Adjective

Determiners also include articles, possessive adjectives, and quantifiers.

2. Prepositions are very difficult little words for learners. The prepositions on this page are the easiest to understand and use. They are prepositions of physical place, direction, or movement. They are typi-cally followed by an NP to form a prepositional phrase (PP), which is an adverbial.

I bought a nice radio in that old store. MV+ED ART ADJ N P DEM ADJ N

PP

SNP VP ONP ADVL

S

The WH question words at the bottom of the page (only WHY is missing) can be used to take apart sen-tences and focus attention on the parts (phrases) that make up a sentence. You can do a rapid drill with the sentence (and others with a similar pattern).

TEACHER STUDENTS I took this picture here today with my camera. Who (took the picture)? You did. I did what? Took this picture. Which picture? THIS picture. Where? Here. When? Today. How? With your camera. Whose camera? YOUR camera. My what? Your CAMERA. Lesson 5: Money; Food begins on page 42.


Grammar Notes - Lesson 61. NOUNS. Some nouns are countable, meaning they can be made plural, usually with the -S plural in-flection. Some nouns are uncountable, meaning they do not usually have plurals. In general, uncountable nouns are a substance or abstraction that cannot easily be counted, for example, rice, homework, food, love.

2. QUANTIFIERS. Another kind of determiner (see lesson 5) is the quantifier (Q). They may be specif-ic, for example, three, or non-specific, for example, several. In this lesson, certain non-specific quanti-fiers collocate with countable or uncountable nouns, as below:

COUNTABLE UNCOUNTABLE

a few (books) a little (rice) many much

Other quantifiers such as some or a lot of may be used with countable and uncountable nouns.

3. HAVE GOT TO. This is a phrasal verb similar in meaning to have to. It indicates obligation. In spo-ken English, have is contracted to ‘ve and the whole phrase can become gotta in statements: I gotta go.

Have you got to have a lot of money? Q N PM DET

AUX MV

SNP VP ONP

S

4. Note the change in word order when a WH question is embedded in a sentence. What is it about? I know what it is about. What do you have? I know what you have.

Be careful when the WH question word asks about the subject of the sentence. The word order doesn’t change. Who has my book? I know who has my book. S VP ONP

Who saw you? I know who saw you.

Lesson 6: Time begins on page 52.


Grammar Notes - Lesson 71. BE in the simple past has two forms: was, were. In the present perfect (see lesson 4) the auxiliary have is followed by BE + EN. Some other time expressions that are typically used in the present perfect, in addition to just, are since and for.

They have been single for several years. AUX BE +EN COMP P Q N + Pl

PP

SNP VP ADVL

S

2. Lexical derivation is an active process in English. It’s a good idea to introduce the students to this process early in their program, since it can help them expand their vocabulary if they can recognize and use affixes. A base form can be prefixed or suffixed (See the affix chart). Prefixes generally modify the meaning, and suffixes indicate the part of speech. The grammar page in this lesson shows verb and noun suffixes.

Lesson 7: Family begins on page 62.


Grammar Notes - Lesson 81. THERE IS/THERE ARE. English requires something in the SNP position (many languages don’t). So, English uses the dummy subject there to denote the existense of something. There has no meaning, and should not be confused with the locative there/here, as in: She is there.

There is a car in front of the house. DET N DET N

NP P NP

BE COMP PP

SNP VP ADVL

S

2. ARTICLES. These little words are determiners, and mastering the use of the articles is very difficult. They will require constant exposure and practice. In general, the first mention of a countable noun uses the indefinite article a/an, and subsequent reference requires the definite article the. With uncountable nouns, the first mention is usually without an article or with some. The second mention usually requires the. To make things more complicated, countable plural nouns use either nothing or some.

Indefinite Definite

Countable singular a car the car Countable plural ø/some cars the cars Uncountable ø(some) coffee the coffee

Lesson 8: Places begins on page 72.


Grammar Notes - Lesson 91. PRESENT PERFECT PROGRESSIVE. This aspect of the verb phrase, like the present perfect, is used to indicate an action that still has relevance to the present moment. There is an unspoken “up to now” sense to the phrase. However, the progressive component emphasizes the duration of the action over a period of time. Hence, time expressions such as for several years, or since often collocate with the verb phrase.

It is formed by the auxiliary have + auxiliary BE + past participle EN + main verb + ING

She has been working on the railroad since 1990. have be+EN ING P DET N P N

AUX MV PP PP

SNP VP ADVL ADVL

S

2. GERUNDS and INFINITIVES. These forms of the verb function like nouns. Some verbs can be followed by either form, for example, like, but some verbs can be followed only by a gerund, enjoy, or only by an infinitive, need. For students at this level, learning the correct collocations can be postponed, although corrections may still be advisable.

3. WOULD. This modal verb functions idiomatically with the main verb like to form a more polite way of saying want. Note that in spoken English would is normally contracted in statements: I’d like....

4. WILL. The modal will can be used to express futurity, like be going to. There are some differences in usage. Will can also be used to express willingness, as in “I’ll help you with that.” Note the contraction of will and the irregular won’t.

5. ADVERBIAL CLAUSE. Adverbials can be phrases or clauses. A clause contains a sentence intro-duced by a subordinator. In the sentence below, the subordinator because introduces a clause expressing reason. Other subordinators are if (condition), when (time), although (opposition).

I will drive to Boston tomorrow because I don’t like flying. SUB S

SNP VP ADVL ADVL ADVL

S

Lesson 9: Work and Play begins on page 82.


Grammar Notes - Lesson 101. COMPOUND PRONOUNS AND ADVERBS. Note that -one, -body, and -thing form pronouns, whereas, -where forms an adverb when they are compounded. Also note the irregular spelling of no one, (no person), which is sometimes confused with none (not one).

2. COMPARATIVE AND SUPERLATIVE ADJECTIVES. These constructions are formed in two ways. a. With single syllable words, the comparative inflection -er is added to the adjective, which is followed by than (bigger than). The superlative inflection -est is preceded by the (the biggest.). b. With multisyllable words the comparative is formed with more preceding the adjective, fol-lowed by than (more important than). c. However, two syllable words are tricky and can be formed in either way. There is no simple rule governing this, and two syllable adjectives must be learned as they are encountered. happy, happier than, the happiest famous, more famous than, the most famous d. Good and bad are irregular. good, better than, the best bad, worse than, the worst

3. FREQUENCY ADVERBS. These adverbs are different from all other adverbs. They follow differ-ent word order rules. They follow the main verb BE: The special IS USUALLY cheaper. With all other verbs, they precede the main verb: I USUALLY EAT lunch there.

4. LINKING VERBS. A few verbs function somewhat like BE. They can have an adjective comple-ment: You look tired. They indicate perception. A few others are feel, taste, smell, sound.

Lesson 10: The Body begins on page 192.

147SUMMARY WORD LIST

Summary Word LiStThe number after the word is the number of the lesson in which the word is first used.a(n) 2about 2abbreviation 7accountant 9across 4actually 7address 7adjective 7adverb 10after 6afternoon 1again 3age 10ago 7to agree 4ahead 3airport 7alive 7all 2all right 4almost 3along 8alphabet 1also 7always 6and 1ankle 10another 4to answer 1any 2anymore 10anyway 10anywhere 7apartment 4apple 5to apply 9April 6area code 3arm 10around 8as 8to ask 1assistance 7 at 1August 6aunt 7avenue 7away from 8baby 2back 1bad 1bank 8bar 9bathroom 2to be 1

because 9bed 10before 6to be going to 3to begin 3behind 8to bend 10beside 8better/best 10between 8big 3bill 5Bingo 4birthday 6black 2block 8blue 2 board 1book 1bookkeeper 9bored 10born 7to bother 6bottom 7boulevard 7box 7boy 2break 3breakfast 8bridge 8to bring 1brother 7brown 2to brush 10buck 3to build 9building 8bus 8business 10bus stop 8busy 10but 3to buy 4by 8by the way 10cab 9calendar 6to call 1can (mv) 1car 4card 2cashier 9cassette 5cat 2cent 4center 7to change 5channel 3

charge 7cheap 5to check 9chest 10child(ren) 2to choose 3to circle 4city 7class 1 classmate 1classroom 2clearly 10clerk 9(o) clock 6clothes 4coffee 5coin 5cold 5to collect 3color 2to come 8to come back 10company 7to continue 8cook 9corner 7(in)correct 4to cost 5country 3crowd 10date 6daughter 7day 1dead 7December 6definitely 10department(dept.) 9to describe 7to dial 7dial tone 7dictionary 3to die 7different 4difficult 3dime 5dinner 8direction 8directory 7to do 1doctor 9dog 2dollar 5door 3down 4downtown 8to draw 8to drink 5to drive 8

driver 9drug store 8each 6ear 10early 6east 7easy 3to eat 5eight 3either 4elbow 10elevator 8eleven 3else 8email 9engineer 9English 1enjoyable 9enough 5entrance 8envelope 7evening 1every 2everywhere 2example 2excellent 10exchange 5exciting 9to excuse 1exit 8expensive 5experience 9to explain 9eye 10eyebrow 10face 10fall (season) 6family 7famous 7far 8father 7February 6to feel 10(a) few 8to fill out 9finally 7to find 2to find out 8fine 1finger 10to finish 8fire station 8 first 1five 3to fly 9to fold 3to follow 10food 4

148 SUMMARY WORD LIST

foot 10for 2to forget 3four 3Friday 6friend 2from 1fun 9game 2to get 4to get dressed 10to get into 8to get off 5to get out of 8to get to 8to get up 10girl 2to give 2to go 1 good 1goodbye 1grammar 1grandfather 7grandmother 7gray 2great ! 10green 2to guess 4 gym 9hair 10half-dollar 5hall 8hand 5to hand in 3to hand out 3to hang up 7to happen 3to have 2to have got 5to have got to 6to have to 4head 10height 10hello 1to help 5here 1high school 8hip 10holiday 6home 1homework 1hospital 8hot 5hotel 8hour 6house 4housekeeper 9 how 1hundred 4hungry 5husband 7to identify 9

if 7immediately 9in 2in back of 8inch 10information 9in front of 8in person 9inside 7instruction 7interesting 6to interview 9to introduce 9January 6job 4to jog 9July 6June 6just 4kilo 5knee 10to know 3lake 8last 1late 3later 1law(yer) 9to learn 4left 5leg 10less 10lesson 1to let 5 letter (alphabetic) 1letter 7library 8life/lives 7to like 9line 7lip 10(a) little 6little 3to lock 3long 3to look 1to look (seem) 10to look for 10to look like 8to look up 3to lose 3lost 8(a) lot 5lottery 3to love 10lower 7lunch 3main 8to make 4man/men 2mall 8many 3map 3

March 6married 7to match 7matter 6May 6may (mv) 2maybe 6to mean 3to meet 9to mention 5middle 7midnight 6million 4minute 3Miss 7Mister 7Monday 6money 4month 6more 10morning 1most 6mother 7mother-in-law 7mouth 10Mrs. 7Ms. 7much 3music 9 my 1 name 1near 8necessary 9neck 10to need 5neither 4(inter)net 9never 10new 2next 6next to 8nice 3nickel 5night 6nine 3no 1nobody 8noon 6no one 8north 7nose 10not 1nothing 6noun 7November 6now 1nowadays 10number 3nurse 9October 6of 1of course 8

off 5office 8often 10okay 3old 7on 1once 6one 1only 8on time 6on top of 8to open 6operator 7or 2orange 2order 10other 6out 3outside 7 over 1own 7page 1pair 4paper 3(news)paper 9parent 7park 8partner 7to pass 8past 6to pay 4pen 3pencil 3penny 5people 2person 2to pick up 5picture 5piece 3pilot 9pink 2place 1(air)plane 5to play 4 please 1point (decimal) 5to point 1police station 8possibly 10postage 4postal clerk 9post office 7potato 5pound 5practice 1preposition 5pretty (quite) 3price 5probably 10problem 6pronunciation 2province 3

149SUMMARY WORD LIST

purple 2to put 5to put back 5quarter 5queer 6question 2quite 3radio 5rate 5to read 2ready 4really 9red 2relative 7to relax 9to remember 9rent 4to repeat 2(the) rest 6restful 9restaurant 8to return 7review 8rice 5rich 10right 1river 8road 7row 4salt 5to save 4sandwich 10same 10Saturday 6to say 1schedule 1to seal 7season 6seat 1second 6second (2nd) 6to see 1-self 9to send 4sentence 5September 6service 10seven 3several 7to shake 10shopping center 8short 10should (mv) 4shoulder 10to show 5shower 10sick 10sign 8simply 10single 7

sister 7to sit 3six 3to sleep 10sleepy 10slowly 1small 10so 5so long 6some 2someone 8sometimes 3somewhere 10son 7sorry 1soup 10south 7to speak 1special 6to spell 1to spend 5spouse 7spring (season) 6stairs 8stamp 4to start 8state 3station 8stomach 10to stop 5store 9to straighten 10street 1student 1to study 7stuff 8sugar 5summer 6Sunday 6super 10sure 3to surf 9swell 10to take 3to talk 7tall 10tax 4taxi 8tea 5 teacher 1(tele)phone 3to tell 4teller 9ten 3than 10 thanks 1that 1that 6the 1then 3

there 2there is/are 8these 2thing 8to think 5third 6thirsty 5 this 1those 5thousand 4three 2thumb 10Thursday 6ticket 3time 1tired 3 to 1today 5toe 10toll-free 7tomato 5tomorrow 6tonight 6too (also) 2tooth/teeth 10top 7to touch 10tour 8tourist 10toward 8town 2toy 9train station 8truck 8true 10to try 10Tuesday 6turn 8to turn 6TV 3twelve 3twenty 4twin 7to twist 10two 2to understand 1uncle 7until 8up 4upper 7to use 7usually 10valley 8verb 4very 1video 9waist 10to wait 3to wait on 10waiter 9

to walk 8to want 4to wash 10watch 5to watch 3Wednesday 6week 6weekday 6weekend 6to weigh 10weight 10welcome 1well ! 8well (good) 10west 7 what 1whatever 5when 4where 1which 4(a) while 10white 2who 2whose 5why 9wife 7will (mv) 3to win 3winter 6wired 10with 2woman/women 2word 1to work 3to worry 3worse 10worth 4would (mv) 3would like (to) 9wrist 10write 10wrong 4yeah 5year 6yellow 2yes 1yesterday 3young 10zero 3 zip code 3zoo 8zoo keeper 9

150 RESOURCES FROM PRO LINGUA

ResourcesThe books from Pro Lingua listed below may be useful as additional teacher resource material or supplementary activities.

The ESL Miscellany. A single volume teacher resource book with dozens of lists of grammati-cal information, vocabulary topics, cultural information, miscellaneous material (punctuation rules, spelling rules, abbreviations, maps, gestures, etc.).

Experiential Language Teaching Techniques. Activities for out-of-classroom learning tasks to augment the “On The Street” cartoons.

The Great Big Bingo Book. A photocopyable collection of bingo games, many usable with beginning level students.

Index Card Games for ESL. A teacher resource book describing dozens of games to be made using index cards. Contains copyable material. Many of the games can be used with lower proficiency levels.

Lexicarry. An illustrated vocabulary builder. Hundreds of uncaptioned pictures for expanding vocabulary. Includes functions, sequences, operations, topics and proverbs. Ideal for pair and small group work. A word list in the back allows for self-study. Over 4500 words.

Match It! A photocopyable collection of index card games similar to “Concentration.” The basic and intermediate games expand on the lessons of English Interplay: Surviving.

Operations in English. A collection of 55 operations, most of them easily used by beginning level students.

Pronunciation Card Games. A photocopyable collection of index card games. The games on minimal pairs and syllabification can be used by beginners.

Reading and Writing Basic English. A new phonics approach for beginning pre-literate students. Introduces vowel and consonant sounds and their common spellings. A Teacher’s Companion includes teaching ideas and photocopyable worksheets.

Rhymes and Rhythms. 32 original rhythmic rhymes, progressing from short and easy rhymes to longer more challenging rhymes. A photocopyable text with an optional cassette recording of all the rhymes.

Pro Lingua Associates • 800-366-4775 • www.ProLinguaAssociates.com

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Also by Raymond C. Clark - Pro Lingua Associates ... · Also by Raymond C. Clark: The ESL Miscellany, Fifth Edition ... Grammar Summary 135 Grammar Notes by Lesson 137 Summary Word