Table of Contents Table of Contents 1 Curriculum Arrangement 2 Unit 1 3 Unit 2 10 Unit 3 18 Review 1 24 Unit 4 26 Unit 5 33 Unit 6 40 Review 2 46 Unit 7 49 Unit 8 55 Unit 9 61 Review 3 68 Final Review 70 SB Listening Script / Answer Key 72 WB Listening Script / Answer Key 105 Reading & Writing Practice Book Answer Key 151 Test 1 (Unit 1 3) 162 Test 2 (Unit 4 6) 164 Test 3 (Unit 7 9) 166 Final Test (Unit 1 9) 168 Test Answer Keys 172 Daily Sentences 183-1 -
Curriculum Arrangement Class Day Unit Title 1 st 1 2 nd 2 3 rd 3 4 th 1 5 th 2 6 th 3 7 th 1 Unit 1 Unit 2 A Great Barbecue What s Your Blood Type? 8 th 2 Unit 3 Guide Dogs 9 th 3 10 th Test 1 Review 1 Unit 1-3 11 th 1 12 th 2 13 th 3 14 th 1 15 th 2 16 th 3 17 th 1 Unit 4 Unit 5 Assemble the New Computer Who Called? 18 th 2 Unit 6 Do You Know What to Do? 19 th 3 20 th Test 2 Review 2 Unit 4-6 21 st 1 22 nd 2 23 rd 3 24 th 1 25 th 2 26 th 3 27 th 1 Unit 7 Unit 8 Tiring Jobs Good Habits 28 th 2 Unit 9 My Dreams 29 th 3 30 th Test 3 Review 3 Unit 7-9 31 st Proficiency test Final Review Unit 1-9 32 nd - Review All - - 2 -
Unit 1 A Great Barbecue VOCABULARY SENTENCE PATTERNS OBJECTIVES SUPPLEMENTARY MATERIALS yourself/ myself/ classmates/ ourselves/ themselves/ trust/ yourselves/ himself/ herself/ carry/ almost It s too dangerous to have a barbecue by yourself. Frank lit the fire by himself. Linda carried all of the dishes to us by herself. I ate almost everything by myself. I. Learn, understand, and use new vocabulary II. Utilize reflexive pronouns in sentences III. Improve reading comprehension skills IV. Gain confidence in speaking and describing V. Develop strong foundational skills in material CD, small sheets of paper This is meant as a guide and a reference. The activities and techniques in this manual are resources for teaching. The durations for each of the exercises within the writing are suggestions for time management. Feel free to make changes or additions at your discretion. 1 ST CLASS / DAY 1 Time Title Instruction 50 min LET S TALK 1. Pre-reading (~5 min) Discuss food with the class. When do people barbecue? Where do people have barbecues? Who goes to barbecues? Why do people like to have barbecues? Ask questions about individual activities. What are things people do by themselves? Why do they do these things by themselves? Is it better to do things by yourself or with others? Why? Communicate with students about different responsibilities they have. What do they do by themselves? What can t they do by themselves? What do they want to do by themselves? 2. Reading (~10 min) Introduce material and read to the class first. Have students participate in different reading strategies. Divide class into two sides with one side each character or split the class into pairs with each student acting as a different character. - 3 -
Switch at your discretion or when students finish. Use Popcorn Reading (Each student only reads one word or sentence at time. When they read they must stand up first. If two students stand at the same time, they have to start over. Also, a student cannot read every other time or frequently. Every student must read at least once. Set a time limit to encourage students to read quickly and stay active.) 3. Grammar (~15 min) Have students mark sentences in the reading with reflexive pronouns. Review the sentences as a class and ask comprehension questions. Example: Frank lit the fire by himself. Questions: Who lit the fire? Did anyone help him? How many people lit the fire? etc Use the sentences from the reading to help establish reflexive pronoun use. Set up the sentences as fill in the blanks on the board and ask students to make new examples. Examples: I ate almost everything by myself. I by myself. We did everything by ourselves. We by ourselves. 4. Vocabulary (~15 min) Introduce new words to class. Provide clear pronunciation and assist with definitions when necessary. Use different techniques to emphasize and reinforce meaning. Provide alternative definitions that are shorter and easier for students. These allow students to have multiple resources for new vocabulary. Create new sentences with filling in the blanks as practice. Students can learn appropriate contexts for the vocabulary and have more patterns to take advantage of. 5. Practice and Exercise (~5 min) (A.) Listen and fill in the blanks. Preview the sentences as a class. Make sure students are aware of the gender of the pronoun. Go over answers as a class or check answers in small groups. 10 min Break 25 min LET S PRACTICE 1. Review (~10 min) Reflexive Pronouns Singular form: ends in self Plural form: ends in selves Read through the chart in the book. Create more examples for - 4 -
20 min GRAMMAR PRACTICE students by adding verbs they can use. Sentence pattern: by. Use a variety of subjects and verbs in different examples. Brainstorm new sentences with the class. Review subject/object/possessive forms Make sentences about the students belongings. Example: He has a pencil case. He will give the pencil case to him. It is his pencil case. The pencil case is his. He bought the pencil case by himself. Use the patterns from the example for other items in the classroom for other students. have/has. will give the to. am/is/are. The is/are. the by. 2. Activity (~15 min) Split students into small groups. Hand out small pieces of paper to students. Ask them to draw a simple item with no words. Make a list of appropriate items if necessary (e.g. different kinds of fruit, animals, stationery, etc ) 5 min HOMEWORK Assign homework Preview sections Students write their names on the paper of the drawing and put it in a small bag. Go around the class and have students take a drawing from the bag and make sentences. They should make sentences that use a pronoun from each of the columns. Example: The dog can run by itself, but this dog is not mine. This is not my dog. I did not draw a dog. I don t like it. After students finish, collect the pictures and repeat. Part A. Look at the pictures and complete the sentences. (~10 min) Discuss the pictures with the students. As a class, think of more detail and information that they can write in the blanks. Preview sentences and review the material after they have finished. Part B. Fill in the blanks. (~10 min) Review the subjects with the students and the respective reflexive pronouns. Read as a class after students have finished. Ask students to make questions using the sentences if they finish easily. Quiz next class - 5 -
2 ND CLASS / DAY 2 Time Title Instruction 30 min LET S CHANT 1. Pre-reading (~10 min) Discuss the picture with the students. Who are they? What are they wearing? What are they doing? Why are they doing that? How are they doing it? What is it for? Brainstorm important information/words with students and write it on the top section of the board for them. Keep information for later activity. Preview vocabulary from the chant that students may not know. Provide short definitions or other information for them to use. 2. Reading (~10 min) Read to class. Repeat sentences with new vocabulary. Utilize reading exercises for student participation. (e.g. Popcorn reading, pair/group work, class reading, etc ) Continue reading as necessary for comprehension. 3. Activity (~10 min) Review important material from Pre-reading. Use information to have students make sentences on their own. Split class into two teams. Number each student on each team. Choose a phrase/word from the top half of the board from the Pre-reading for students to make sentences in each of their respective teams. Impose various restrictions for students (e.g. one student/one word, no the, at least 7 words, etc ). When a team finishes their sentence they must read it collectively as a group before earning a point. 20 min LET S LISTEN 1. Exercise (A.) Listen and check the correct sentence. (~20 min) Preview sentences with students and have them discuss important words. Check differences and similarities between sentences and mark important information. Encourage students to take notes on the listening section. 10 min Break 15 min LET S READ 1. Pre-reading (~5 min) Play through listening once without pausing between sections. Review sections that students have trouble with and give hints to help stimulate comprehension. Have students listen though once again and pause when necessary. Ask students questions for each of the sentences to reinforce the meaning from the listening. Follow up the section as a class and review answers. - 6 -
(Reading & Writing Practice Book) 30 min READING EXERCISE (Reading & Writing Practice Book) Discuss hot air balloons with students. Preview pictures and photos from book. Brainstorm details the article may have. Ask questions related to hot air balloons and students experiences with them. What are hot air balloons? What have you already learned about hot air balloons? Why do people use them? What can you do in a hot air balloon? Does your city have them? Are they exciting or boring? 2. Reading (~10 min) Present to the class. Have students mark words or phrases they do not know. Different reading exercises can be used to engage students. A. Read and circle True or False. (~10 min) Preview the sentences as a class and have students find answers in the article. If necessary, ask students to make false statements into true statements or make Yes/No questions for each. B. Choose the answer. (~10 min) Go over section together a class and review where the answers are in the reading. Have students switch books and check their answers on their own. Ask students to make their own multiple choice questions with the reading and exchange with a partner. Choose a pair to present to the class. 5 min HOMEWORK Assign homework Preview sections C. Answer the questions. (~10 min) Introduce questions to the class. Brainstorm details and other information that students can use in their responses. Ask students to mark where the answers are in the text and summarize. Quiz next class 3 RD CLASS / DAY 3 Time Title Instruction 35 min REVIEW 1. Activity (~20 min) Write the students names on the board in a table, such as: Eddie Selina Jayna Have a set (one for every 2 students) of verbs prepared (or ask students to help write for you) on strips of paper inside of a bag. Students take a paper from the bag and make a simple sentence with their verb + reflexive pronoun. (e.g. I like to, I can, I hate, I don t want to, etc ) Write down their answers in the table you have written on the board. - 7 -
15 min LET S WRITE (Reading & Writing Practice Book) Eddie Go jogging Selina Bake cookies Jayna Fly a kite Have students survey each other and ask in forms of reflexive pronoun questions. Example: What do(es) / can (like / hate / don t want to) do by selves(self)? 2. Vocabulary Practice (~15 min) Review words as a class and have students summarize the definition. Break the class up into small groups of three and have each group make a sentence using at least two vocabulary words. Limit what they can write by restricting words they can use, ask them to write a certain number of words, use specific patterns, etc Change groups and repeat as necessary. 1. Exercises A. Create your own sentences using reflexive pronouns. (~5 min) Preview the given words with students and help students who are struggling by providing more words they can use. Strong students can write more on their own or use a variety of patterns they have already learned. B. Correct the sentences. (~5 min) All sentences have a reflexive pronoun mistake. Two of them have other pronoun errors and the other two have common verb form errors. Ask students to check their own answers and review as a class once finished. C. Answer the questions. (~5 min) Introduce the questions to the class and have them ask you. You can provide your own answers as an example for them to write their own. Strong students can write longer answers and use other vocabulary. 10 min Break 20 min LET S WRITE (Reading & Writing Practice Book) 1. Exercise (~15 min) Split students into new groups and have them ask and share from Part C of LET S WRITE. Rotate students through different groups to allow them opportunities to speak with all of their classmates. 2. Activity (~5 min) As a class, summarize everyone s answers on the board and compare and contrast. Review answers from section C. Have students exchange books and correct mistakes. 25 min QUIZ Prepare exam and explain sections Monitor and track time - 8 -
5 min HOMEWORK Assign homework Preview sections Quiz next class - 9 -
Unit 2 What s Your Blood Type? VOCABULARY SENTENCE PATTERNS OBJECTIVES SUPPLEMENTARY MATERIALS blood type/ article/ personality/ trait / stupid/ confident/ outgoing/ leader/ group/ correct/ patient/ responsible/ creative/ flexible/ fair I just read an article in a magazine which talks about blood types and personality. People who trust blood types are so stupid. People who are type O are always confident and outgoing. The magazine which you read sounds interesting. I. Learn, understand, and use new vocabulary II. Incorporate relative pronouns into sentences III. Improve reading comprehension skills IV. Gain confidence in speaking and describing V. Develop strong foundational skills in material CD, sheets of paper This is meant as a guide and a reference. The activities and techniques in this manual are resources for teaching. The durations for each of the exercises within the writing are suggestions for time management. Feel free to make changes or additions at your discretion. 4 TH CLASS / DAY 1 Time Title Instruction 50 min LET S TALK 1. Pre-reading (~5 min) Discuss blood types with the class. Go over Pre-reading questions in small groups and have each group summarize their answers for the class. Organize and consolidate on the board the information from students. Compare and contrast the results. Ask students to make inferences and deductions with the information to generalize patterns among students. 2. Reading (~10 min) Introduce material and read to the class first. Have students participate in different reading strategies. Split class into two groups with each character read by one group. Or divide the class into pairs with each student acting as a different character. Rotate and repeat as necessary with students prior to completing the reading. Use Popcorn Reading (see Unit 1) or other exercises that you - 10 -
may know or are familiar with. 3. Grammar (~15 min) Ask students to mark any sentences with relative pronouns. Repeat and practice sentences as a class. Use the first sentences as an example. Example: I just read an article in a magazine which talks about blood types and personality traits. Breakdown the sentence into two sections of a relative pronoun. 1. I just read an article in a magazine. 2. An article in a magazine talks about blood types and personality traits. Ask students to explain what is similar between the two sentences. Hint towards an article in a magazine as what is the same in the two sentences. Use other examples to show the relationship between the two sections in relative pronouns. Explain that relative pronouns act as companions to nouns in sentences. They help to give more information about the nouns. 4. Vocabulary (~10 min) Read new words for students. Speak with clear articulation and provide definitions and examples when required. A variety of strategies and methods can be used to complement the vocabulary from the reading. Make available common definitions for students to use as a means for solidifying the description. Develop other patterns and contexts for the vocabulary. Students can take advantage of having more variety and appropriate interpretations. 5. Practice (~5 min) Revisit the grammar patterns from 3. Grammar. Ask students to provide two simple sentences with a similar noun. Example: I like books. Books are funny. Explain to students Relative Pronouns will make sentences more specific, such as wanting to know What kind of books? I like books that are funny. (Note: Some students may have logical errors in terms of relative pronouns. Avoid using examples that may potentially confuse students. If students are incapable of appropriate examples, use your own.) Repeat for various examples. 6. Exercise (~5 min) (A.) Listen and fill in the blanks. Preview the sentences with the students and ask what part of speech - 11 -
each of the blanks can be. Pair students up to check their answers after the listening and review together as a class. 10 min Break 35 min LET S PRACTICE 1. Review and Practice (~20 min) Relative Pronouns: who, whom, which, that, whose When using relative pronouns, the pronoun being referenced needs to only be used once. Students may have trouble determining what the head clause among the two sentences is. Use logical examples to facilitate understanding the pattern. who: for people as a subject The man was nice. The man came here last night. The man who came here last night was nice. The example illustrates using the relative pronoun who with the subject. It can also be used when the subject is an object. Example: I am a student. A student likes playing baseball. I am a student who likes playing baseball. whom: for people as an object The girl had a birthday party yesterday. My sister is talking with the girl. The girl whom my sister is talking with had a birthday party yesterday. Similar to who, whom can also refer to a person as an object, as an object. Example: I don t know the girl. You met the girl. I don t know the girl whom you met. which: for things or animals as a subject or an object I bought the TV. The TV is used. I bought the TV which is used. The TV which I bought is used. This example uses which as both a subject and an object. Warn students that not all relative clauses are able to switch subjects and objects and have the same meaning or are grammatically correct. Example: This is a cookie. I bought a cookie This is a cookie which I bought. I bought a cookie which is a cookie. I bought a cookie which this is. that: for people, things, and animals as a subject or an object The man that came here last night was nice. The girl that my sister is talking with had a party. The TV that I bought is used. that is the most versatile of the relative pronouns. It can be - 12 -
10 min GRAMMAR PRACTICE used interchangeably with all of them with exception to the following relative pronoun. whose: possessive form of both who and which The girl is singing. The girl s father sits next to me. The girl whose father sits next to me is singing. Whose can be a confusing relative pronoun. Recommend using clothing or descriptions as an example: I am boy. My shirt is red. I am a boy whose shirt is red. Examples with foundation in reality (i.e. tangible possessions or descriptions) are best for students to use. It allows them to make concrete examples of the relationship between the pronoun and the clause following it. 2. Activity (~15 min) Split the class into two sides and number students off. On the board, create two sentences that a relative pronoun can connect. Example: This is a book. The book was given to me. When you call a number out, students must write the sentence using the correct relative pronoun on the board. Impose other restrictions (e.g. one person one word, no that, at least 9 words, etc ). Part A. Choose the answer. (~5 min) Preview the sentences with the students and go over why the other choices are incorrect. Try changing the sentences for each of the possible answers. Review as a class once completed. Part B. Combine the two sentences using relative pronouns. (~5 min) 5 min HOMEWORK Assign homework Preview sections Introduce the sentences and discuss what the possible relative pronouns are for each. Allow students to complete by themselves and check answers together as a class. Quiz next class 5 TH CLASS / DAY 2 Time Title Instruction 30 min GIVE IT A TRY 1. Pre-reading (~5 min) Describe and brainstorm the children in the picture. Where are they? What are they doing? How old are they? Who are they? What are they wearing? How do they know each other? Write important words that the class has come up with on the board. - 13 -
Use the information later to help for the exercise and the activity. 2. Reading (~10 min) Introduce material and read to the class first. Have students participate in different reading strategies. Split class into two groups with each character read by one group. Or divide the class into pairs with each student acting as a different character. Rotate and repeat as necessary with students prior to completing the reading. Use Popcorn Reading (see Unit 1) or other exercises that you may know or are familiar with. 3. Exercise (~5 min) Have students finish the reading and write the names in the blanks. Review the answers as a class. 4. Activity (~10 min) Divide the class into small groups. Ask students to describe the picture and the children in the picture using all the relative pronouns from the unit. Provide each group a sheet of paper to write on. Restrictions such as each student only being able to write one word will make it more challenging and interesting for students. If necessary, create a word count requirement or other conditions students must meet to finish. 20 min LET S LISTEN 1. Exercises A. Listen, match, and fill in the blanks. (~10 min) Go through each of the pictures and describe the actions taking place. Have students make educated guesses at what the sentences are and read on their own. Listen and have students answer. As a class, review the sentences and correct any mistakes together. B. Listen and answer the questions using relative pronouns. (~10 min) Preview the questions and help students form an idea for what to listen to. What are the key words in each of the questions? Encourage students to take notes to help them answer. Listen and check after students finish. Confirm students are using the correct relative pronouns for each answer. 10 min Break 30 min LET S READ (Reading & Writing Practice Book) 1. Pre-reading (~5 min) Refer back to 4 TH CLASS / DAY 1 Pre-reading information from your class. Facilitate more discussion on what the differences are between blood types and what they think happens or what the characteristics are with each. Use the data gathered as a reference for students to compare and contrast to each other. - 14 -
15 min READING EXERCISE (Reading & Writing Practice Book) 2. Reading (~10 min) Introduce material and read to the class first. Repeat sentences that students are unclear on and practice pronunciation. Guide students through a reading as a class. Have students participate in different reading strategies. Use Popcorn Reading (see Unit 1) or other reading techniques that you may know or are familiar with. 3. Activity (~15 min) Divide the class into several small groups with each responsible for a different paragraph. Ask students to read their paragraph to themselves in their groups and summarize what it is about. Divide the class once again into groups so that each group has a different student who has read a different paragraph. Ask students to explain and summarize their paragraph to the other group members. Have students ask each other comprehension questions. Repeat and complete the reading. A. Read and circle True or False. (~5 min) Preview the sentences as a class and have students find answers in the article. If necessary, ask students to make false statements into true statements or make Yes/No questions for each number. B. Choose the answer. (~5 min) Go over section together a class and review where answers are in reading. Ask students to switch books and check their answers on their own. Have students make their own multiple choice questions with the reading and exchange with a partner. Choose a pair to present to the class. C. Answer the questions. (~5 min) 5 min HOMEWORK Assign homework Preview sections Introduce questions to the class. Brainstorm details and other information that students can use in their responses. Ask students to mark where the answers are in the text and summarize. Quiz next class 6 TH CLASS / DAY 3 Time Title Instruction 35 min REVIEW 1. Grammar Activity (~25 min) Review relative pronouns with class. Create slips of paper that have the relative pronouns on each, one for each student in your class. Divide class into small groups (2-3 students) and have each student take a piece of paper with a relative pronoun on it. In their groups, - 15 -
10 min LET S WRITE (Reading & Writing Practice Book) they must each use their relative pronoun to make a small story. Have students combine their sentences into one comprehensible sentence. You can provide a pattern for students to use in case of difficulty telling a story. Example: wants to [relative pronoun] because [relative pronoun] is going to [relative pronoun]. The man wants to buy the book that is new because the student whom he will teach is going to return the books which he borrowed. You can use a variety of patterns and tenses in addition to the example to help make the activity more engaging with students. After each group finishes the writing, have them read and share to the class. 2. Vocabulary Practice (~15 min) Review vocabulary with class first. Split students into pairs or small groups and assign each group a vocabulary word to make a definition for. Have students write the definition on the top half of a vertical sheet of paper. Check definitions of the vocabulary and assist students if they struggle to make a short definition. Post them throughout the classroom. In their small groups, have students go around the classroom and write the vocabulary word under the definition of each. After the exercise, review the vocabulary once again and correct any mistakes students may have. A. Fill in the blanks (~5 min) Review the blanks with the students and check what the part of speech is for the lines. Ask students who finish quickly to add more words or information to the lines. Review answers as a class. B. Combine the sentences using who or which. (~5 min) Preview sentences with students. Check which sentences are the heads and which are the relative clauses. Review once finished. 10 min Break 20 min LET S WRITE (Reading & Writing Practice Book) 1. Exercise C. Unscramble the sentences. (~5 min) Introduce the sentences and help students find which words are first and last. Read key words in order if necessary. Review as a class and have students switch books and correct mistakes. 2. Activity (~15 min) Divide class into pairs. Write a sentence on the board without any relative pronouns. Assign each pair to a different relative pronoun to use with the sentence you have provided. Have students switch - 16 -
writing each word, have a minimum number of words, use specific vocabulary, etc Create other restrictions or requirements for students to fulfill when writing. After they finish writing their sentences, they must show you and read them before moving on to the next sentence you provide. Example: This is a baseball player. *whose* This is a baseball player whose family goes to every game. Repeat for the allotted time and check answers. 25 min QUIZ Prepare exam and explain sections Monitor and track time 5 min HOMEWORK Assign homework Preview sections Quiz next class - 17 -
Unit 3 Guide Dogs VOCABULARY SENTENCE PATTERNS OBJECTIVES SUPPLEMENTARY MATERIALS consider/ faithful/ inconvenient/ besides/ helper/ guide/ enter/ train/ priest/ successfully/ rare/ disturb/ provide/ environment/ partner The musician that played the violin at the concert is my cousin. This is the only English book that I have read. The first movie that I saw was an animated movie. The oldest person that lives in the city is 101 years old. I. Learn, understand, and use new vocabulary II. Understand relative pronoun differences III. Improve reading comprehension skills IV. Gain confidence in speaking and describing V. Develop strong foundational skills in material CD, sheets of extra paper, A Man Who Shaped the World sentences on strips of paper This is meant as a guide and a reference. The activities and techniques in this manual are resources for teaching. The durations for each of the exercises within the writing are suggestions for time management. Feel free to make changes or additions at your discretion. 7 TH CLASS / DAY 1 Time Title Instruction 50 min LET S TALK 1. Pre-reading (~5 min) Discuss guide dogs with students. Preview the questions with examples of guide dogs. If you or the students have examples of guide dogs, share them with the class. Some other questions that may be appropriate: What kind of dogs are guide dogs? Why? How old are guide dogs? What do guide dogs do? When do guide dogs work? 2. Reading (~10 min) Introduce material to class and read first. Have students recognize the relative pronouns used in the reading. Review sentences with relative pronouns as a class. Practice reading with different reading exercises and methods for the class. 3. Grammar (~10 min) Review relative pronoun that with students and note the many examples from the reading. Explain that relative pronoun that can be more specifically used in different contexts. Use some brief - 18 -
examples of each of the forms to preview the grammar point in the next section. Example: The dog The smartest student The first car The only woman + that [noun clause] Brainstorm some examples and read as a class if students have a hard time understanding the pattern or need more time to become familiar with it. 4. Vocabulary (~10 min) Preview words with the class going over pronunciation and meaning. Ask comprehension questions of the vocabulary and create shorter definitions if necessary. Use short examples from fill in the blank sentences to help students understand appropriate contexts and situations to use the vocabulary. 5. Practice (~10 min) Using the material from the grammar section, as a class, make different sentences using vocabulary they have previously learned and the relative pronoun that. Have students discuss and ask questions about the differences between the other relative pronouns and the that that is learned in this unit. 6. Exercise (~5 min) (A.) Listen, match, and fill in the blanks. Preview the sentences with the students and help to describe where the sentences best match. Check key words and have students take notes on the listening in order to help them write the important phrases and vocabulary. 10 min Break 35 min LET S PRACTICE 1. Review (~20 min) Relative pronoun: that people / animals / things + that The musician that played the violin is my cousin. Can be used for subjects and objects. This is the form students have already learned in the previous unit. Review examples as needed with the class. the only + N. + that The only bank that is open at night is over there. The relative pronoun is used to emphasize a single noun that is referred to in the sentence. The examples clearly represent a single item that has a relative pronoun. ordinal numbers + N. + that The first email that I got today was from my sister. Any ordinal number in front of a noun uses the relative pronoun - 19 -
10 min GRAMMAR PRACTICE that in the sentence. Similar to the only + that, it emphasizes the ordinal number and the noun following it. Each example has familiar ordinal numbers, any others are also acceptable to use in this pattern. superlative + N. + that The oldest person that lives in this city is 101 years old. When using superlative forms of adjectives and the nouns that are attached and related to them, the relative pronoun that is used to refer to them in sentences. Each sentence in the examples uses superlative forms; both the most- and est forms are used. Review the examples as a class and explain the contexts of each sentence if necessary for students. 2. Activity (~15 min) Separate the class into three groups. Each group will be responsible for either the only, ordinal, or superlative that relative pronouns. Have each student say only be able to say one word for their sentences and each student must say at least one word. If any mistakes are made or a student is too slow, the students must start from the beginning again with the student who made the mistake. The first team to finish says their sentence to the class. Shuffle and rotate students in new groups and repeat activity. Example: The / fifth / man / that / got / on / the / bus / was / tall. The / fastest / car / that / he / has / is / green. The / only / woman / inside / the / convenience / store / is / busy. Part A. Fill in the blanks. (~5 min) Remind students that the relative pronouns used in this section are from both units. Students must practice reading comprehension and appropriate contexts for certain relative pronouns. Review answers as a class once finished. Part B. Make sentences using relative pronouns. (~5 min) Preview the given words with the students and check what relative pronoun should be used for each number. Strong students can write more and provide more information while students who struggle or are in need of help can be given more structure or other vocabulary words to assist them. Ask students to share their sentences in small groups or as a class when completed with the assignment. Check answers with other students. 5 min HOMEWORK Assign homework Preview sections Quiz next class - 20 -
8 TH CLASS / DAY 2 Time Title Instruction 30 min GIVE IT A TRY 1. Pre-reading (~5 min) Discuss the two boys and their relationship. What are they talking about? What do they like doing? What kind of relative pronouns will they use? 2. Reading (~15 min) Introduce the material to the class first. Do not read the answers, but allow students to fill in the blanks as a class while you are reading. Divide the class into two groups with each group responsible for reading one character. Switch and repeat. Review the sentences with the blanks and choose students to read them as examples. Practice making questions with the sentences or answers for the questions. Students read the questions to each other and then answer using the sentence from the article. A variety of other reading exercises may be used to engage students and practice more. 3. Exercise (~10 min) 20 min LET S LISTEN 1. Exercises A. Listen and number. (~ 10 min) Have students choose the answer for each of the sentences. Pair up students and have them read their answers to each other and correct any mistakes. Any student who chooses the wrong word must make a sentence with the wrong word and then repeat the correct sentence. Review the pictures with the students and have them make sentences using relative pronouns. Brainstorm key vocabulary and patterns that may be used and write it on the board to help students. After the listening, have students describe the picture using words from the board and patterns from the listening. B. Listen and circle True or False (~10 min) 10 min Break Introduce the sentences from the section and have students mark key words or phrases. After the listening, review the answers and have students correct the mistakes. Students can also make Yes/No questions for each of the answers and go over it in small groups. 30 min LET S READ (Reading & Writing Practice Book) 1. Pre-reading (~5 min) Introduce the title of the article to the students. Discuss what the article may be about. Who is he? What do students know about him? Where is he from? When was he alive? Why is he important? What has he done to shape the world? 2. Reading (~15 min) - 21 -
15 min READING EXERCISE (Reading & Writing Practice Book) Read the paragraphs to the class and have the students take notes or mark words they may not know. While reading, ask comprehension questions to the class. Refer to the Pre-reading examples as important material to help complement the reading. Utilize other reading techniques or exercise to engage the class. 3. Exercise (~10 min) Prepare each of the sentences from the article as one line of text. Create enough for a few groups of students. Divide the class into small groups and give them each a set of the sentences from the reading. Have students close their books and read the sentences as a group. Students must put the sentences in the correct order and take turns reading the sentences. A. Read and circle True or False. (~5 min) Preview the sentences as a class and have students find answers in the article. If necessary, ask students to make false statements into true statements or make Yes/No questions for each number. B. Choose the answer. (~5 min) Go over section together a class and review where answers are in reading. Have students switch books and check their answers on their own or make their own multiple choice questions with the reading and exchange with a partner. Choose a pair to present to the class. C. Answer the questions. (~5 min) 5 min HOMEWORK Assign homework Preview sections Introduce questions to the class. Brainstorm details and other information that students can use in their responses. Ask students to mark where the answers are in the text and summarize. Quiz next class 9 TH CLASS / DAY 3 Time Title Instruction 35 min REVIEW 1. Activity (~20 min) Brainstorm with the class several only, ordinal, and superlative phrases and write them on the board. Break students up into small groups of three and have them discuss what their answers are for each of the three sentences. Example: The only green book we have is in English. The third girl that is in our group is Traci. The most outgoing student that is in our class is Chris. Have students share their answers with the class. Students earn points - 22 -
15 min LET S WRITE (Reading & Writing Practice Book) by having unique sentences, one for each. If any group has the same sentence as another group, no points are earned for that sentence. Switch students and repeat for other examples. 2. Vocabulary Practice (~15 min) Review vocabulary with class first. Divide class into small groups or pairs and give each a vocabulary word for them to make a definition. Students must write the definition on the top half of a vertical sheet of paper. Review students definitions of vocabulary and provide more help if students struggle with making a short definition. Put them on walls throughout the classroom. In pairs or small groups you have assigned, have students write the vocabulary word under the definition of each by going around the classroom. Review the vocabulary once again after the exercise and correct any mistakes students may have. A. Choose the answer. (~5 min) Preview the sentences with the class. Discuss which relative pronoun is appropriate in each answer and why. Ask comprehension questions about the wrong answers. Go over the answers as a class once completed. B. Read and circle. (~5 min) Students finish the answers first on their own. Review the answers as a class and have students correct mistakes they may have made. C. Complete the sentences. (~5 min) Read some examples of the answers on your own first. Ask strong students to write more words and provide more information while helping slow students if they do not know what to write. Share the answers as a class once all students have finished. 10 min Break 20 min LET S WRITE (Reading & Writing Practice Book) 1. Activity (~20 min) Divide the class into two large groups. Write a set of key words on the board for students to make sentences with. Students must write a sentence with a relative pronoun on the board. You can restrict students and make it more engaging by applying rules for students to follow (e.g. one student/one word, minimum number of words, no most, etc ). When students are finished writing the sentence, have them read together as a team and correct any mistakes. 25 min QUIZ Prepare exam and explain sections Monitor and track time 5 min HOMEWORK Assign homework Preview sections Quiz next class - 23 -
Review 1 ( Unit 1 3 ) VOCABULARY SENTENCE PATTERNS OBJECTIVES SUPPLEMENTARY MATERIALS Unit 1-3 I. Comprehensive review of material from previous units II. Strengthen and reevaluate patterns and vocabulary III. Fluency and confidence when speaking IV. Accurate writing and attention to detail V. Developed understanding of English language CD This is meant as a guide and a reference. The activities and techniques in this manual are resources for teaching. The durations for each of the exercises within the writing are suggestions for time management. Feel free to make changes or additions at your discretion. 10 TH CLASS / TEST 1 Time Title Instruction 50 min REVIEW 1. Activity (~20 min) Divide students into two groups (or one big group if class is small). Have students make a circle while standing. Write on the board key words that you want used in a sentence. Example: police officer / who / car / herself Start the sentence with one student and have students continue adding words while also repeating the sentence. Example: The The police The police officer The police officer who The police officer who wanted etc When all the key words have been said, shuffle students and repeat the activity. If students make mistakes, they must start over from the beginning. 2. Student s Book (~30 min) A. Listen and number. Brainstorm important information from the picture and use detail. Have students take notes on the listening and fill in the answers on their own. Ask comprehension questions to check their answers. B. Combine the two sentences using relative pronouns. - 24 -
Introduce sentences and verify with students which sentences are the head phrase in the relative pronoun. Go over answers once students have finished each of the sentences. C. Read and answer the questions. Preview the reading and go over the questions with the students. Encourage students to mark where answers are in the writing. Have students read and answer on their own and go over as a class and correct mistakes together when finished. D. Check the correct answer. Review the use of relative pronouns with students. Have students exchange books and correct mistakes by themselves. E. Circle the mistakes and rewrite the sentences. 10 min Break Guide students through the mistakes. Some sentences have extra words, some require additional words. There is only one mistake in each sentence. Go over answers as a class after they finish. 10 min REVIEW 1. Student s Book F. Listen and choose the answer. (~5 min) Preview sentences from the section and go over key material. Advise students to be careful of similarities and suggest points to listen to for the answer. Students can review the answers in small groups and once again as a class. G. Make sentences using the word from the boxes. (~5 min) There are no varied answers in this section. Make sure each sentence is logical and follows the pattern from the example. 35 min EXAM Prepare exam and explain sections Monitor and track time 5 min HOMEWORK Assign homework Preview sections Quiz next class - 25 -
Unit 4 Assemble the New Computer VOCABULARY SENTENCE PATTERNS OBJECTIVES SUPPLEMENTARY MATERIALS desktop/ monitor/ mouse/ keyboard/ assemble/ professional/ switch on/ power/ normal/ plug/ socket/ genius You re good with computers, aren t you? It will be fun to assemble a computer by ourselves, won t it? You read a lot of computer books, don t you? We assembled them correctly, didn t we? I. Learn, understand, and use new vocabulary II. Recognize and express tag questions in many forms III. Improve reading comprehension skills IV. Gain confidence in speaking and describing V. Develop strong foundational skills in material CD, playing cards This is meant as a guide and a reference. The activities and techniques in this manual are resources for teaching. The durations for each of the exercises within the writing are suggestions for time management. Feel free to make changes or additions at your discretion. 11 TH CLASS / DAY 1 Time Title Instruction 50 min LET S TALK 1. Pre-reading (~5 min) Guide a discussion with the class about computers. What do computers look like? What do they do? How often do you use computers? Why do we use them? Keep these questions in mind throughout the unit to help students refer to their original thoughts. 2. Reading (~10 min) Introduce material and read to the class first. Have students participate in different reading strategies. Split class into two groups with each character read by one group. Or divide the class into pairs with each student acting as a different character. Rotate and repeat as necessary with students prior to completing the reading. Use Popcorn Reading (see Unit 1) or other exercises that you may know or are familiar with. Have students pay attention to what sentences are questions. Ask - 26 -
students to mark those sentences and read again. 3. Grammar (~10 min) Take an example from the reading section: Wow, you spent a lot of money, didn t you? Ask students what it means. Guide the answers towards, Did you spend a lot of money? These kinds of questions are called tag questions and are important for emphasizing actions. Use other examples from the reading and note the parallel between the verb in the sentence and the tag question. They will be in the same tense, but opposite in either affirmative or negative statements. You re good with computers, aren t you? They re helpful, aren t they? Danny, you put the plug in the socket, didn t you? The questions are formed as normal sentences with the subject and referenced verb following. 4. Vocabulary (~10 min) Preview words with the class going over pronunciation and meaning. Ask comprehension questions of the vocabulary and create shorter definitions if necessary. Use short fill in the blanks to help students understand appropriate contexts and situations to use the vocabulary. 5. Practice (~10 min) Using the patterns from the reading, have the students brainstorm as a class other appropriate statements that fit in the front of the tag question. Make sure verb subject and tense are matching for both the verb and the tag question. The examples from the reading are all affirmative verbs with negative tag questions. Patterns:, isn t it?, didn t you?, aren t you? won t it?, don t you? aren t they? haven t we?, doesn t it? 6. Exercise (~5 min) (A.) Listen, fill in the words, and match. 10 min Break 30 min LET S PRACTICE 1. Review (~15 min) Tag Questions: Review the definitions as a class and the spelling for the words. Have the students listen and check the answers as a class. In the examples, each affirmative statement followed by a negative tag question assumes that the action has been completed. Asking a tag question is to reaffirm one s assumption. Likewise, the negative statement assumes the action was not performed or did not happen. Verbs and their respective tag questions are always the same tense. - 27 -
20 min GRAMMAR PRACTICE There must be a balance between affirmative and negative, where if one is negative, the other must be affirmative and vice versa. Review the examples and replace words with other examples. Answer the tag questions with the provided pattern in the book. Expand on the Note* at the bottom of the page. First person tag questions use an irregular pattern of aren t I in some contexts. 2. Practice Activity (~15 min) On the board, prepare a chart of the negative and affirmative tag questions. Divide the class into small groups and have them write a sentence when you read a tag question out. Students must write one word each among other restrictions and requirements you can establish on your own. Example: weren t you? isn t she? don t you? didn t we? won t they? can t he? Example: *do you?* The subject of the tag questions can change depending on what you would like to do with the chart. Using your hand/ finger/ pen/ pointing device, randomly move around the chart and tell your students to ask you to stop. Students must write a sentence whose tag question ends in do you? 5 min HOMEWORK Assign homework Preview sections were you? is she? do you? did we? will they? can he? You don t drive to work, do you? Students who finish first can add rules or other stipulations for other students. (e.g. no the, write with left hand, etc ) Part A. Write tag questions. (~10 min) Go over the verbs and the affirmative/negative aspect of the sentence. Have students read their answers as a class and check with each other. Correct any mistakes they may have made. Part B. Look at the pictures and answer the questions. (~10 min) Ask students to review the tag question and verb. Have students answer the questions in complete sentences. Put students into pairs and have them read and check each other s work. Students must correct their mistakes by themselves. Quiz next class 12 TH CLASS / DAY 2-28 -
Time Title Instruction 30 min GIVE IT A TRY 1. Pre-reading (~5 min) Discuss climbing trees with students. Have they climbed trees before? What should you do to climb trees? Is climbing trees scary? How do you feel when you climb trees? 2. Reading (~10 min) Introduce material and read to the class first. Have students participate in different reading strategies. Split class into two groups with each character read by one group. Or divide the class into pairs with each student acting as a different character. Rotate and repeat as necessary with students prior to completing the reading. Use Popcorn Reading (see Unit 1) or other exercises that you may know or are familiar with. 3. Exercise (~15 min) As a class, brainstorm other fun activities students like doing. Split the class into small groups and have them change the words in the poem to reflect the subject change. Set up requirements for students to complete by changing the poem such as: tag questions, vocabulary words, word count, rhyming, etc Students must present the new altered poem as a class. 20 min LET S LISTEN 1. Exercises A. Listen and choose the answer. (~10 min) Preview the dialogues with the students. Have them take notes when listening and mark key words and important phrases for their answers. Review as a class when all students have finished. B. Listen, number, and complete the sentences. (~10 min) Go over the tag questions with the students and review what verb tense and subject are necessary. 10 min Break 30 min LET S READ (Reading & Writing Practice Book) 1. Pre-reading (~5 min) Discuss movies and Ang Lee with the class. What movies that he has directed have you watched? What do people like about his movies? Why are they popular? How did he become successful and famous? 2. Reading (~10 min) Preview reading and present to class. Engage students by incorporating different reading strategies. Divide the class into sections with each paragraph read by one group. Or break the class up into pairs with each student reading as a different line or paragraph. Shuffle students and repeat as necessary before finishing text. - 29 -