Stand Out teaches book for reference of class

THIRD EDITION
STANDOUT
Evidence-BasedLearningfor
CollegeandCareerReadiness
Rob Jenkins
Staci Johnson
BASIC
Stand Out, Third Edition’s Lesson Planner provides valuable teacher support,
ideas, and guidance for the entire class period. Lesson Planners are available for
all six levels of Stand Out.
THIRD EDITION
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STANDOUT
STAND
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BASIC
Lesson Planner
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• Standards correlations for CCRS, CASAS, and SCANS
are identified for each lesson.
• Pacing Guides help with planning by giving instructors
suggested durations for each activity and a selection of
activities for different class lengths.
• Best Practices provide point-of-use pedagogical comments
and teacher tips.
• At-A-Glance Lesson Openers provide the instructor with
everything that will be taught in a lesson. Included are
the agenda, the goal, grammar, pronunciation, academic
strategies, critical thinking elements, correlations to
standards, and resources.
• Suggested Activities go beyond what is shown in the text,
providing teachers with ideas that will stimulate them to
come up with their own.
• Listening Scripts are integrated into the unit pages for
easy access.
For more information go to NGL.Cengage.com/SO3
NEW! Online Workbook powered by
The Online Workbooks deliver interactive practice for
reinforcement and consolidation through a variety of activity types
that include:
• Support and practice for every lesson in every unit
• Additional speaking, listening, pronunciation, and video
practice
• A gradebook that allows teachers to track class and individual
progress, and measure learners’ performance on assigned
activities
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SAMPLE COPY, NOT FOR DISTRIBUTION

Level Basic
Student Book 9781305655201
Workbook 9781305655225
Online Workbook 9781305655393
Audio CDs 9781305655232
Lesson Planner 9781305655218
Classroom Presentation Tool 9781305655744
Level 1
Workbook 9781305655423
Audio CDs 9781305655454
Level 2
Workbook 9781305655492
Audio CDs 9781305655508
Level 3
Workbook 9781305655546
Audio CDs 9781305655553
Level 4
Workbook 9781305655614
Audio CDs 9781305655621
Level 5
Workbook 9781305655669
Audio CDs 9781305655676
All Levels
DVD Program - Basic to Level 5 9781305655249
ExamView®
and Audio Pack - Basic to Level 5 9781305664852
STANDOUT
SERIES COMPONENTS
THIRD EDITION
TO ACCESS YOUR CLASSROOM PRESENTATION TOOL:
1. Visit NGL.Cengage.com/SO3.
2. Enter the Teacher Companion Site.
3. Select the appropriate level of Stand Out and enter the following credentials:
Username: standout / Password: teacher
4. Click the “Classroom Presentation Tool” tab and follow the directions.
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States
THIRD EDITION
Lesson Planner
STANDOUT
Rob Jenkins
Staci Johnson
BASIC
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© 2017 National Geographic Learning, a part of Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
copyright owner.
“National Geographic” “National Geographic Society” and the Yellow Border
Design are registered trademarks of the National Geographic Society
® Marcas Registradas
Lesson Planner
ISBN 13: 978-1-305-65521-8
National Geographic Learning/Cengage Learning
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Cengage Learning is a leading provider of customized learning solutions with
office locations around the globe, including Singapore, the United Kingdom,
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Cengage Learning products are represented in Canada by Nelson
Education, Ltd.
Visit National Geographic Learning online at NGL.Cengage.com
Visit our corporate website at www.cengage.com
Stand Out Basic: Evidence-Based Learning
for College and Career Readiness,
Third Edition
Rob Jenkins and Staci Johnson
Lesson Planner
Publisher: Sherrise Roehr
Executive Editor: Sarah Kenney
Development Editor: Lewis Thompson
Assistant Editor: Patricia Giunta
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Executive Marketing Manager: Ben Rivera
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Printed in the United States of America
Print Number: 01 Print Year: 2016
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Acknowledgments iii
Acknowledgments
Ellen Albano
Mcfatter Technical College, Davie, FL
Esther Anaya-Garcia
Glendale Community College, Glendale, AZ
Carol Bellamy
Prince George’s Community College, Largo, MD
Gail Bier
Atlantic Technical College, Coconut Creek, FL
Kathryn Black
Myrtle Beach Family Learning Center, Myrtle Beach, SC
Claudia Brantley
College of Southern Nevada, Las Vegas, NV
Dr. Joan-Yvette Campbell
Lindsey Hopkins Technical College, Miami, FL
Maria Carmen Iglesias
Miami Senior Adult Educational Center, Miami, FL
Lee Chen
Palomar College, San Marcos, CA
Casey Cahill
Maria Dillehay
Burien Job Training and Education Center, Goodwill,
Seattle, WA
Irene Fjaerestad
Olympic College, Bremerton, WA
Eleanor Forfang-Brockman
Tarrant County College, Fort Worth, Texas
Jesse Galdamez
San Bernardino Adult School, San Bernardino, CA
Anna Garoz
Lindsey Hopkins Technical Education Center, Miami, FL
Maria Gutierrez
Miami Sunset Adult, Miami, FL
Noel Hernandez
Palm Beach County Public Schools, Palm Beach County, FL
Kathleen Hiscock
Portland Adult Education, Portland, ME
Frantz Jean-Louis
The English Center, Miami, FL
Annette Johnson
Sheridan Technical College, Hollywood, FL
Ginger Karaway
Gateway Technical College, Kenosha, WI
Judy Martin-Hall
Indian River State College, Fort Pierce, FL
Toni Molinaro
Dixie Hollins Adult Education Center, St Petersburg, FL
Tracey Person
Cape Cod Community College, Hyannis, MA
Celina Paula
Miami-Dade County Public Schools, Miami, FL
Veronica Pavon-Baker
Miami Beach Adult, Miami, FL
Ileana Perez
Robert Morgan Technical College, Miami, FL
Neeta Rancourt
Brenda Roland
Joliet Junior College, Joliet, IL
Hidelisa Sampson
Las Vegas Urban League, Las Vegas, NV
Lisa Schick
James Madison University, Harrisonburg, VA
Rob Sheppard
Quincy Asian Resources, Quincy, MA
Sydney Silver
Burien Job Training and Education Center, Goodwill,
Seattle, WA
Teresa Tamarit
Miami Senior Adult Educational Center, Miami, FL
Cristina Urena
Atlantic Technical College, Fort Lauderdale, FL
Pamela Jo Wilson
Palm Beach County Public Schools, Palm Beach County, FL
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iv About the Authors
About the Authors
A
long with the inclusion of National Geographic content, the third edition of Stand Out boasts of several
innovations. In response to initiatives regarding the development of more complexity with reading and
encouraging students to interact more with reading texts, we are proud to introduce new rich reading sections
that allow students to discuss topics relevant to a global society. We have also introduced new National Geographic
videos that complement the life-skill videos Stand Out introduced in the second edition and which are now
integrated into the student books. We don’t stop there; Stand Out has even more activities that require critical and
creative thinking that serve to maximize learning and prepare students for the future. The third edition also has online
workbooks. Stand Out was the first mainstream ESL textbook for adults to introduce a lesson plan format, hundreds
of customizable worksheets, and project-based instruction. The third edition expands on these features in its mission
to provide rich learning opportunities that can be exploited in different ways. We believe that with the innovative
approach that made Stand Out a leader from its inception, the many new features, and the new look; programs,
teachers, and students will find great success!
Stand Out Mission Statement:
Our goal is to give students challenging opportunities to be successful in their language learning experience so they
develop confidence and become independent lifelong learners.
Rob Jenkins
I love teaching. I love to see the expressions on
my students’faces when the light goes on and
their eyes show such sincere joy of learning.
I knew the first time I stepped into an ESL
classroom that this is where I needed to be and
I have never questioned that resolution. I have
worked in business, sales, and publishing, and
I’ve found challenge in all, but nothing can
compare to the satisfaction of reaching people
in such a personal way.
Staci Johnson
Ever since I can remember, I’ve been fascinated with
other cultures and languages. I love to travel and
every place I go, the first thing I want to do is meet
the people, learn their language, and understand
their culture. Becoming an ESL teacher was a perfect
way to turn what I love to do into my profession.
There’s nothing more incredible than the exchange
of teaching and learning from one another that
goes on in an ESL classroom. And there’s nothing
more rewarding than helping a student succeed.
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To the Teacher v
To the Teacher
ABOUT THE SERIES
The Stand Out series is designed to facilitate active
learning within life-skill settings that lead students to
career and academic pathways. Each student book and
its supplemental components in the six-level series
expose students to competency areas most useful and
essential for newcomers with careful treatment of level
appropriate but challenging materials. Students grow
academically by developing essential literacy and critical
thinking skills that will help them find personal success
in a changing and dynamic world.
THE STAND OUT PHILOSOPHY
Integrated Skills
In each of the five lessons of every unit, skills are
introduced as they might be in real language use. They
are in context and not separated into different sections
of the unit. We believe that for real communication to
occur, the classroom should mirror real-life as much as
possible.
Objective Driven Activities
Every lesson in Stand Out is driven by a performance
objective. These objectives have been carefully selected
to ensure they are measurable, accessible to students at
their particular level, and relevant to students and their
lives. Good objectives lead to effective learning. Effective
objectives also lead to appropriate self, student, and
program assessment which is increasingly required by
state and federal mandates.
Lesson Plan Sequencing
Stand Out follows an established sequence of activities
that provides students with the tools they need to have
in order to practice and apply the skills required in the
objective. A pioneer in Adult Education for introducing the
Madeline HunterWIPPEA lesson plan model into textbooks,
Stand Out continues to provide a clear and easy-to-follow
system for presenting and developing English language
skills.TheWIPPEA model follows six steps:
•
• Warm up and Review
•
• Introduction
•
• Presentation
•
• Practice
•
• Evaluation
•
• Application
Learning And Acquisition
In Stand Out, the recycling of skills is emphasized.
Students must learn and practice the same skills
multiple times in various contexts to actually acquire
them. Practicing a skill one time is rarely sufficient for
acquisition and rarely addresses diverse student needs
and learning styles.
Critical Thinking
Critical thinking has been defined in various ways
and sometimes so broadly that any activity could be
classified to meet the criteria. To be clear and to draw
attention to the strong critical thinking activities in
Stand Out, we define these activities as tasks that
require learners to think deeper than the superficial
vocabulary and meaning. Activities such as ranking,
making predictions, analyzing, or solving problems,
demand that students think beyond the surface. Critical
thinking is highlighted throughout so the instructor can
be confident that effective learning is going on.
Learner-Centered, Cooperative, and
Communicative Activities
Stand Out provides ample opportunities for students
to develop interpersonal skills and to practice new
vocabulary through graphic organizers and charts like
VENN diagrams, graphs, classifying charts, and mind maps.
The lesson planners provide learner-centered approaches
in every lesson. Students are asked to rank items, make
decisions, and negotiate amongst other things.
Dialogues are used to prepare students for these activities
in the low levels and fewer dialogues are used at the
higher levels where students have already acquired the
vocabulary and rudimentary conversation skills.
Activities should provide opportunities for students to
speak in near authentic settings so they have confidence
to perform outside the classroom. This does not mean
that dialogues and other mechanical activities are not
used to prepare students for cooperative activities, but
these mechanical activities do not foster conversation.
They merely provide the first tools students need to go
beyond mimicry.
Assessment
Instructors and students should have a clear
understanding of what is being taught and what is
expected. In Stand Out, objectives are clearly stated so
that target skills can be effectively assessed throughout.
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vi To the Teacher
Formative assessments are essential. Pre and
post-assessments can be given for units or sections of
the book through ExamView—a program that makes
developing tests easy and effective. These tests can be
created to appear like standardized tests, which are
important for funding and to help students prepare.
Finally, learner logs allow students to self-assess,
document progress, and identify areas that might
require additional attention.
SUPPLEMENTAL COMPONENTS
The Stand Out series is a comprehensive one-stop for all
student needs. There is no need to look any further than
the resources offered.
Stand Out Lesson Planners
The lesson planners go beyond merely describing
activities in the student book by providing teacher
support, ideas, and guidance for the entire class period.
•
• Standards correlations for CCRS, CASAS, and
SCANS are identified for each lesson.
•
• Pacing Guides help with planning by giving
instructors suggested durations for each activity and a
selection of activities for different class lengths.
•
• Teacher Tips provide point-of-use pedagogical
comments and best practices.
•
• At-A-Glance Lesson Openers provide the instructor
with everything that will be taught in a particular
lesson. Elements include: the agenda, the goal,
grammar, pronunciation, academic strategies, critical
thinking elements, correlations to standards, and
resources.
•
• Suggested Activities go beyond what is shown in the
text providing teachers with ideas that will stimulate
them to come up with their own.
•
• Listening Scripts are integrated into the unit pages
for easy access.
Stand Out Workbook
The workbook in the third edition takes the popular
Stand Out Grammar Challenge and expands it to
include vocabulary building, life-skill development, and
grammar practice associated directly with each lesson in
the student book.
Stand Out Online Workbook
One of the most important innovations new to the
third edition of Stand Out is the online workbook.
This workbook provides unique activities that are
closely related to the student book and gives students
opportunities to have access to audio and video.
The online workbook provides opportunities for
students to practice and improve digital literacy skills
essential for 21st century learners. These skills are
essential for standardized computer and online testing.
Scores in these tests will improve when students can
concentrate on the content and not so much on the
technology.
Activity Bank
The Activity Bank is an online feature that provides

several hundred multilevel worksheets per level to

enhance the already rich materials available through
Stand Out.
DVD Program
The Stand Out Lifeskills Video Program continues
to be available with eight episodes per level; however,
now the worksheets are part of the student books with

additional help in the lesson planners.
New to the third edition of Stand Out are two National
Geographic videos per level. Each video is
accompanied
by four pages of instruction and activities with support
in the lesson planners.
Examview
ExamView is a program that provides customizable test
banks and allows instructors to make lesson, unit, and
program tests quickly.
STANDARDS AND CORRELATIONS
Stand Out is the pioneer in establishing a
foundation of standards within each unit and
through every objective. The standards movement
in the United States is as dominant today as it was
when Stand Out was first published. Schools and
programs must be aware of on-going local and federal
initiatives and make attempts to meet ever-changing
requirements.
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To the Teacher vii
In the first edition of Stand Out, we identified direct
correlations to SCANS, EFF, and CASAS standards.
The Secretaries Commission on Achieving Necessary
Skills or SCANS and Equipped for the Future or EFF
standards are still important and are identified in every
lesson of Stand Out. These skills include the basic skills,
interpersonal skills, and problem-solving skills necessary
to be successful in the workplace, in school, and in
the community. Stand Out was also developed with a
thorough understanding of objectives established by
the Comprehensive Adult Student Assessment Systems or
CASAS. Many programs have experienced great success
with their CASAS scores using Stand Out, and these
objectives continue to be reflected in the third edition.
Today, a new emphasis on critical thinking and
complexity has swept the nation. Students are expected
to think for themselves more now than ever before.
They must also interact with reading texts at a higher
level. These new standards and expectations are highly
visible in the third edition and include College and Career
Readiness Standards.
Stand Out offers a complete set of correlations online
for all standards to demonstrate how closely we align
with state and federal guidelines.
IMPORTANT INNOVATIONS
TO THE THIRD EDITION
New Look
Although the third edition of Stand Out boasts of
the same lesson plan format and task-based activities
that made it one of the most popular books in adult
education, it now has an updated look with the
addition of the National Geographic content which
will capture the attention of the instructor and every
student.
Critical Thinking
With the advent of new federal and state initiatives,
teachers need to be confident that students will use
critical thinking skills when learning. This has always
been a goal in Stand Out, but now those opportunities
are highlighted in each lesson.
College And Career Readiness Skills
These skills are also identified by critical thinking
strategies and academic-related activities, which
are found throughout Stand Out. New to the third
edition is a special reading section in each unit that
challenges students and encourages them to develop
reading strategies within a rich National Geographic
environment.
Stand Out Workbook
The print workbook is now more extensive and
complete with vocabulary, life skills, and grammar
activities to round out any program. Many instructors
might find these pages ideal for homework, but they
of course can be used for additional practice within
the classroom.
Media And Online Support
Media and online support includes audio, video,

online workbooks, presentation tools, and multi-level

worksheets, ExamView, and standards correlations.
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viii Contents
CONTENTS
Unit and
Page Number
EL Civics
Competencies/
Life Skills Grammar Vocabulary Pronunciation
Pre-Unit
Welcome
Page 2
• Greet people
• Say and write phone
numbers
• Follow instructions
• The verb Be
• Contractions
with Be
• Alphabet and numbers
• hello, hi, goodbye, bye
• Classroom verbs: listen,
point, read, repeat, write
• Final consonant /t/
• /m/
1
Personal
Information
Page 12
• Identify people
• Express nationalities
• Express marital status
• Say and write
addresses
• Say and write dates
• Simple present
tense
• The verb Be
• Contractions with
Be
• Wh- questions
• Months of the year:
month, day, year
• Marital status: single,
married, divorced
• Address vocabulary:
city, state, zip code
• Question rhythm
• Emphasis
2
Our Class
Page 36
• Introduce yourself
and others
• Describe your
surroundings
• Identify common
activities
• Plan a schedule
• Plan for weather
• Possessive
adjectives
• This is . . .
• Prepositions of
location
• Present
continuous
• Simple present
with need
• Weather vocabulary:
foggy, cloudy, rainy,
windy, sunny, snowy, hot,
cold
• Verbs: listening, reading,
writing, talking, sitting,
standing
• Classroom nouns
• Clothing
• Question intonation
• Emphasis
Basic
Communication
Th
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Contents ix
Numeracy/
Academic Skills CCRS SCANS CASAS
• Writing numerals 1-10
• Writing telephone
numbers
• Dictation
• Focused listening
• Class application
• Test-taking skills
SL1, SL2, L2, RF2, RF3 Many SCAN skills are
incorporated in this unit
with an emphasis on:
• Listening
• Speaking
• Writing
• Sociability
• Acquiring and evaluating
information
• Interpreting and
communicating
information
1: 0.1.1, 0.1.4, 0.2.1
2: 0.1.1, 0.1.4, 0.2.1
3: 0.1.5, 7.4.7
R: 7.4.1, 7.4.2, 7.4.3
• Writing numerals 1-31
• Writing dates
• Teamwork skills
• Reviewing
• Evaluating
• Developing study skills
RI1, RI7, SL1, SL2, SL4, L1,
L2, L5, RF2, RF3
Many SCAN skills are
• Basic skills
information
communicating
information
• Seeing things in the
mind’s eye
• Sociability
1: 0.1.1, 0.2.1
2: 0.1.2, 0.2.1, 1.1.3, 4.8.7
3: 0.1.2, 0.2.1
4: 0.1.2, 0.2.1, 1.1.3, 4.8.7
5: 0.1.2, 0.2.1, 2.3.2
R: 0.1.1, 0.2.1, 7.4.1, 7.4.2,
7.4.3
TP: 0.1.1, 0.2.1, 4.8.1
• Interpreting a bar graph
• Telling time
• Scheduling
• Reviewing
• Evaluating
RI1, RI7, SL1, SL2, SL4, L1,
L2, L5, RF2, RF3
information
• Organizing and
maintaining information
communicating
information
• Basic skills
• Reflect and Evaluate
1: 0.1.4
2: 0.1.5
3: 0.1.5
4: 0.2.1, 0.2.4, 2.3.1
5: 0.1.2, 0.2.1, 1.1.3, 2.3.3
R: 0.1.5, 2.3.1, 2.3.2, 2.3.3,
7.4.1, 7.4.2, 7.4.3
TP: 0.1.5, 2.3.1, 2.3.2, 2.3.3,
4.8.1
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x Contents
CONTENTS
Unit and
Page Number
EL Civics
Competencies/
3
Food
Page 60
• Identify common
foods
• Express hunger
• Plan meals
• Make a shopping list
• Express preferences
• Prepositions of
location
• The verb Be
• Contractions
with Be
• Negative present
tense
• Forming singular
and plural nouns
• Simple present
with want, like,
eat
• Food items
• breakfast, lunch, dinner
• Recipe vocabulary
• Supermarket
vocabulary
• Packaging vocabulary:
bag, pound, can
• Plurals: /s/, /z/, /iz/
4
Clothing
Page 84
• Identify types of
clothing
• Ask for and give
directions in a store
• Describe clothing
• Make purchases
• Read advertisements
• Simple present
with have
• Forming plural
nouns
• The verb Be
• Prepositions of
location
• How much/How
many
• Articles
• Adjective/noun
order
• Wh- questions
• Articles of clothing
• Colors: red, yellow, blue,
green, white, black
• How much…
• Money: bills and coins
• Plurals: /s/, /z/, /iz/
• Yes/No questions
VIDEO CHALLENGE Page 108 A Mongolian Family
5
Our
Community
Page 112
• Identify and ask about
locations
• Describe housing
transportation
• Express personal
information
• Give and follow
directions
• on, in
• a, an
• Come and go
• Simple present
• The verb Be
• Wh- questions
• Places in community
• Community locations
• Housing vocabulary:
house, condominium,
apartment, for sale,
for rent
• Transportation nouns:
car, bus, taxi, train,
subway, bicycle
• Transportation verbs:
drive, take, walk, ride
• Directions: stop, turn
right/left, go straight
Commun
it
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R
esources
Consumer
Econom
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Th
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Contents xi
Numeracy/
• Using U.S. measurements:
pounds, gallons
• Working in a group
• Skimming
• Categorizing and
organizing information
• Teamwork skills
• Reviewing
• Evaluating
RI1, RI7, RI9, W1, W2, SL1,
SL2, SL4, L1, L2, L5, RF2,
RF3
information
• Organizing and
communicating
information
• Allocating human
resources
• Basic skills
• Seeing things in the
mind’s eye
1: 1.3.8
2: 1.3.8
3: 1.1.1, 1.3.8
4: 1.3.8
5: 1.3.8
R: 1.3.8, 7.4.1, 7.4.2, 7.4.3
TP: 1.88, 4.8.1
• Using U.S.
measurements:clothing
sizes
• Maintaining inventories
• Counting U.S. money
• Calculating totals
• Writing checks
• Asking for information‘
• Reviewing
• Evaluating
RI1, RI7, SL1, SL2, SL4, L1,
L2, L5, RF2, RF3
information
• Organizing and
communicating
information
• Basic skills
• Allocating money
• Serving clients and
customers
1: 1.3.9
2: 1.1.9, 1.2.1, 1.3.9
3: 1.1.9, 1.2.1, 1.3.9
4: 1.1.6, 1.3.9, 4.8.1, 6.1.1
5: 1.1.9, 1.2.1, 1.3.9, 4.8.3
R: 1.1.9, 1.2.1, 1.3.9, 7.4.1,
7.4.2, 7.4.3
TP: 1.3.9, 4.8.1
• Creating a bar graph
• Test-taking strategies
• Dictation
• Reviewing
• Evaluating
RI1, RI7, SL1, SL2, SL4, L1,
L2, L5, RF2, RF3
information
• Organizing and
communicating
information
• Basic skills
• Creative thinking
• Participating as a member
of a team
1: 1.3.7, 7.2.3
2: 1.4.1, 1.4.2, 1.9.4
3: 1.1.3, 2.2.3, 2.2.5, 6.7.2
4: 0.1.2, 0.2.4
5: 1.1.3, 1.9.1, 1.9.4, 2.2.1,
2.2.2, 2.5.4
R: 2.2.3, 7.4.1, 7.4.2, 7.4.3
TP: 2.2.3, 4.8.1
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xii Contents
CONTENTS
Unit and
Page Number
EL Civics
Competencies/
6
Healthy
Living
Page 136
• Identify body parts
• Describe symptoms
and illnesses
• Identify medications
• Describe healthy
habits
• Identify actions in a
waiting room
• Imperatives
• Simple present
• Simple present
with be
• Simple present
with have
• Simple present
with need
• Negative simple
present
• Present
continuous
• Body parts: arm, back,
foot, hand, head, leg,
neck
• Ailments: backache,
cold, fever, headache,
runny nose,
stomachache
• Waiting room actions:
talk, wait, read, answer,
sleep
• Health vocabulary:
checkup, exercise,
smoke, meals
• /g/
7
Work
Page 160
• Identify occupations
• Give information
about work
• Identify job duties
• Read evaluations
• Follow directions
• Information
questions: when,
where,what,who
• Modal: can and
can’t
• Simple present
• Negative simple
present
• Affirmative and
negative
commands
• Occupations:
administrativeassistant,
busdriver,cashier,
custodian,doctor,nurse,
receptionist,salesperson,
storemanager,student,
teacher,worker
• Workplace vocabulary:
answer, file, mop, type,
wash
• Character adjectives:
friendly, helpful, careful,
cheerful
8
Lifelong
Learning
and Review
Page 184
• Organize study
materials
• Make purchases
• Give and follow
directions
• Make goals
• Develop a study
schedule
• The verb Be
• Imperatives
• Information
questions: where
• Prepositions of
location
• Simple present
• Study tools: binders,
dividers, notebook,
pencils, pens, sheets of
paper
• Information
questions
VIDEO CHALLENGE Page 208 People of the Reindeer
Hea
lth
Lifel
ong
Lear
ning
O
ccupational
K
nowledge
Video Scripts Page 220
Workbook Answer Key page 224
Lesson Planner Methodology page 230
Appendices
Vocabulary List Page 212
Grammar Reference Page 214
Skills Index Page 218
Th
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Contents xiii
Numeracy/
• Reviewing
• Evaluating
RI1, RI2, RI7, W1, SL1, SL2,
SL4, L1, L2, L5, RF2, RF3
information
• Organizing and
communicating
information
• Basic skills
• Self-management
• Responsibility
1: 3.1.1, 3.1.3
2: 0.1.2, 0.2.1, 3.1.1
3: 2.3.1, 3.1.2, 3.3.1
4: 3.1.1
5: 3.1.3
R: 3.1.1, 3.1.2, 3.1.3, 3.3.1
TP: 1.3.9, 4.8.1
• Making graphs
• Reviewing
• Evaluating
RI1, RI7, SL1, SL2, SL4, L1,
L2, L5, RF2, RF3
information
• Organizing and
communicating
information
• Basic skills
• Self-management
1: 0.2.1, 4.1.8
2: 0.1.6, 4.8.1
3: 4.1.3, 4.1.8, 4.4.4
4: 4.4.4
5: 4.4.4, 4.8.1, 4.8.3
R: 4.1.3, 4.1.8, 4.4.1, 4.8.1,
4.8.3, 7.4.1, 7.4.2, 7.4.3
TP: 2.2.3, 4.8.1.
• Identifying quantities and
sizes
• Calculating totals
• Reading telephone
numbers
• Organizational skills
• Reviewing
• Evaluating
RI1, SL1, SL2, SL4, L1, L2,
RF2, RF3
information
• Organizing and
communicating
information
• Basic skills
• Self-management
1: 0.2.1, 0.2.2, 7.1.4
2: 1.1.6, 1.2.1, 1.3.1, 1.6.4,
7.1.4
3: 2.1.1, 2.2.1, 7.1.4
4: 0.2.1, 3.5.9, 6.7.2, 7.1.1,
7.1.2, 7.1.4
5: 4.1.1, 4.4.4, 7.1.1, 7.1.4
R: 7.4.2, 7.4.3
TP: 2.2.3, 4.8.1
For other national and state specific standards,
please visit: www.NGL.Cengage.com/SO3
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Stand Out is a six-level, standards-based ESL series for adult education with a proven track
record of successful results. The new edition of Stand Out continues to provide students with
the foundations and tools needed to achieve success in life, college, and career.
Introducing
Standout,ThirdEdition!
Construction workers on beams at the top
of the Stratosphere Tower in Las Vegas.
Unit OUtcOmes
Analyze and create schedules
Identify goals and obstacles
and suggest solutions
Write about a personal goal
Analyze study habits
Manage time
Look at the photo and
answer the questions.
1. What do you think the people
are doing?
2. What activities do you do
every day?
3. What do you want to do in
the future?
1
U n i t
BalancingYourLife
55522_U1_rev03_012-035.indd 12-13 09/14/15 1:36 PM
• Stand Out now integrates high-interest, real-world content from National Geographic
which enhances its proven approach to lesson planning and instruction. A stunning
National Geographic image at the beginning of each unit introduces the theme and
engages learners in meaningful conversations right from the start.
xiv Welcome to Stand Out
Stand Out now integrates real-world content from National Geographic
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34 Unit 1
A. PREDICT Answer the questions before you read.
1. Read the title. What do you think the article will be about?
2. Look at the picture and read the quote. Do you think Kira has goals? Why?
3. Look at the picture again. Where do you think Kira is?
ReADinG CHALLenGe
eXplOrer KIRA SALAK
TheReal-Life
TombRaider
“When someone tells me
that I can’t do something,
it just empowers me all
the more.”
—Kira Salak
Reading Challenge 35
D. suPPORT Underline the answers to the questions below in the reading. Write the
question number next to the evidence.
1. How do we know that Kira wanted to travel from a young age?
2. When did she first travel alone?
3. What empowers Kira?
4. Where was she kidnapped?
e. suMMARIZE Without looking at the reading, tell your partner about Kira’s goal, an
obstacle, and a solution.
B. What do you think these words mean? Work with a partner.
adventurer continent document (v) doubt
empower escape exotic kayak (v)
kidnap resolve superficial terrifying
C. Read about Kira Salak.
Kira Salak is an adventurer. She was the first known person to kayak down the Niger River
in West Africa by herself. Kira is a traveler. She has traveled alone to almost every continent.
Kira is a writer. She documents her travels by writing about the people she has met and the
places she has seen. How did she become all of these things?
Kira wrote her first short story at the age of six. Her imagination always took her to wild
and exotic places. At age 19, she took her first solo trip, hoping to have new and unique ex-
periences. At age 20, while backpacking through Africa, she was kidnapped by soldiers and
forced to“make a terrifying escape.”But this experience didn’t stop her. In fact, since then,
she has purposely traveled to more dangerous countries so she can tell the world about the
people who live there.
Kira’s experiences empower her. Even though she has seen some terrible things, she is
still hopeful. Her goal is to find common ground with other people.“When you get beyond
politics and superficial cultural differences, people all want the same things: peace, happi-
ness, success for their children, and the best standard of life.”Kira is a writer, a traveler, and
an adventurer. But above all else, she is a human being.“When someone tells me I can't do
something, it just empowers me all the more. People's doubts in my ability only strengthen
my resolve. When they say I can't accomplish a challenge, I just eat that up.”
55522_U1_rev03_012-035.indd 34-35 09/14/15 1:37 PM
Lesson 1 15
14 Unit 1
L e s s o n
GOAL Analyze and create schedules
everyday Life
1
A. ANALYZE Look at Luisa’s schedule. What are her routines?
B. Ask questions about Luisa’s schedule. Use the conversation below as a model.
Student A: What time does Luisa start work?
Student B: She starts work at 9:00 a.m. on Mondays, Wednesdays, and Fridays.
Student A: When does she have ESL class?
Student B: She has ESL class on Mondays and Wednesdays at 7.00 p.m.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
5 a.m. –
7 a.m.
5:45
Run
5:45
Run
5:45
Run
6:00
Yoga
5:45
Run
7 a.m. –
9 a.m.
7:00
Walk the
dog
7:00
Walk the
dog
7:00
Walk the dog
8:00
Breakfast
with
co-workers
7:00
Walk the
dog
7:00
Walk the
dog
7:00
Walk the
dog
8:00
Work
7:00
Walk the
dog
9 a.m. –
11 a.m.
9:00
Work
9:00
Grocery
shopping
9:00
Work
9:00
Run errands
9:00
Work
10:00
Shopping
11 a.m. –
1 p.m.
1 p.m. –
3 p.m.
1:00
Work
1:00
Work
2:00
Meet
friends
1:00
Meet
friends
3 p.m. –
5 p.m.
5 p.m. –
7 p.m.
5:00
Family
dinner
7 p.m. –
9 p.m.
7:00
ESL class
8:00
Computer
class
7:00
ESL class
8:00
Computer
class
7:00
Watch a
movie
C. INTERPRET Ask questions about Luisa’s schedule again. This time, use How
often . . . ? Answer the questions using the frequency expressions from the box.
once a week twice a week three times a week every Saturday
every morning every weekday every other day every Sunday
EXAMPLE: Student A: How often does Luisa have dinner with her family?
Student B: Luisa has dinner with her family every Sunday.
or Luisa has dinner with her family once a week.
D. Where do frequency adverbs go in a sentence? Study the charts below.
e. Write the frequency adverb in parentheses in the correct place. Remember,
sometimes the adverb can go in more than one place.
1. Roberto finishes his homework before class. (rarely)
2. Jerry comes to class on time. (always)
3. Sue eats lunch with her husband. (sometimes)
4. Our teacher sits at her desk while she is teaching. (never)
5. Elia goes running in the morning before school. (often)
6. Hugo works at night. (usually)
rarely
always
usually
sometimes
rarely
never
0% 50% 100%
Placement rules for frequency adverbs Examples
Before the main verb Luisa always/usually/often goes running.
She sometimes/rarely/never does yoga.
After the main verb be She is usually busy on the weekends.
Sometimes/usually/often can come at the
beginning or at the end of a sentence
Usually/sometimes Luisa starts work
in the morning.
Luisa starts work in the morning
sometimes/usually.
Between the subject and the verb in short answers Yes, she always does/No, she usually isn’t.
Rarely and never are negative words. Do not use not
and never in the same sentence.
Correct: She never plays tennis.
Incorrect: She doesn’t never play tennis.
^
•
NEW Reading Challenge in every unit features a fascinating story about a
National Geographic explorer to immerse learners in authentic content.
•
EXPANDED Critical Thinking Activities challenge learners to evaluate, analyze, and
synthesize information to prepare them for the workplace and academic life.
Stand Out supports college and career readiness
Welcome to Stand Out xv
• Carefully crafted
activities
help prepare
students for
college and
career success.
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•
NEW Video Challenge showcases National Geographic footage and
explorers, providing learners with the opportunity to synthesize what they
have learned in prior units through the use of authentic content.
• The Lifeskills Video is
a dramatic video series
integrated into each unit of
the student book that helps
students learn natural spoken
English and apply it to their
everyday activities.
Video Challenge 207
Video Challenge
The Secrets of Living Longer
In Unit 5, you met National Geographic explorer Dan Buettner. You read about a group of people in
Sardinia who have a high life expectancy. Along with photographer David McLain, Dan visited two
other groups of people who live long lives: the residents of Okinawa, Japan and Loma Linda, California.
His research appeared in the National Geographic Magazine and you can find out more on the National
Geographic website.
An elderly Japanese fisherman
hauls in his fishing nets.
206 The Secrets of Living Longer
Before You Watch
a. Look at the words and their definitions. Fill in the blanks with the correct choices.
longevity long duration of a person’s life
centenarian person who lives to or over 100 years
sedentary inactive; spending too much time seated
obesity condition of being overweight
outlive to live longer than another person
1. People who have a Mediterranean diet are known for their .
2. Schools are trying to solve the problem of by offering healthy
meals to students.
3. Any person who becomes a in the United Kingdom receives a
birthday message from the Queen.
4. Some people believe that the advances in technology mean people are living more
lifestyles than ever before.
5. In the United States, the average woman can the average man
by five years.
B. Check ( ) the items that you think contribute to a healthy lifestyle. Look up any
words you don’t know.
lack of stress
strong connections to friends and family
sedentary lifestyle
locally sourced food
fast food
active lifestyle
positive outlook on life
low calorie intake
obesity
high alcohol intake
smoking
rest
exercise
routine
C. You are going to watch a video. Look at the images and quotes below. What do you
think this video will be about? Discuss with a partner.
“What is phenomenal
(great) about this region is
that men are living just as
long as women.”
“He met an amazing
woman who was over a
hundred.”
“Okinawa is losing its
longevity edge
(advantage).”
“ … the Seventh Day Ad-
ventists … have a religion
that reinforces positive,
healthy behaviors.”
55522_U8_VC_rev03_206-209.indd 206-207 09/14/15 1:33 PM
xvi Welcome to Stand Out
Pages shown are from Stand Out, Third Edition Level 3
My Schedule is Crazy
Lifeskills Video 29
L I F E S K I L L S
ment
e lecture.)
our life?
Look at the
%?
ime.Make
Before You Watch
A. Look at the picture and answer the
questions.
1. What’s wrong with Hector?
2. What do you think Naomi is saying
to Hector?
While You Watch
B. Watch the video and complete the dialog.
Naomi: . . . you wouldn’t skip a day of work, either. Treat your studies in the same way,
and your grades will (1) .
Hector: That’s a great (2) , thanks.
Naomi: Well, now you know what you have to do. So go do it! If you get
(3) , you’ll feel more productive. Trust me!
Hector: (4) give it a try. What have I got to lose, right?
Naomi: Good luck. Tell me how it’s (5) later on.
Hector: I (6) . Talk to you later.
Check Your Understanding
C. Circle the correct word to complete each sentence.
1. There’s too much noise and it’s difficult for Hector to (communicate/concentrate).
2. Hector says his (schedule/organization) is crazy and he has no time to study.
3. Naomi suggests that Hector (make time/write down) where and when he going to study.
4. A schedule will help Hector to (get organized/spend time with friends).
5. Naomi tells Hector a schedule will make him (productive/smarter).
improve
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•
UPDATED Lesson
Planner includes
correlations to
College and
Career Readiness
Standards (CCRS),
CASAS, SCANS
and reference to EL
Civics competencies
to help instructors
achieve the required
standards.
•
NEW Online Workbook engages
students and supports the classroom by
providing a wide variety of auto-graded
interactive activities, an audio program,
video from National Geographic, and
pronunciation activities.
Stand Out supports standard-based outcomes
Balancing
Your Life
About the photo
Paul Chesley, a photojournalist
from Red Wing, Minnesota, took
this photo. It shows construction
workers at the top of the
Stratosphere Tower in Las Vegas,
Nevada. The Stratosphere Tower is
the tallest freestanding observation
tower in the United States. Inside
the tower is a hotel and a casino.
There are also lots of restaurants.
On top of the tower is an
observation deck where visitors
can look out over the Las Vegas
Strip. Visitors can also dangle over
the edge as they ride the Big Shot,
one of the four thrill rides that sit
1,149 feet above the street below.
• Introduce the unit. Ask students
what the title of the unit means.
Ask them to look at the unit
outcomes for clues.
• Ask students to look at the
photo. Ask them what they can
see and to find a link between
the title and the image.
1
U n i t
Unit OUtcOmes
• Analyze and create schedules
• Identify goals and obstacles and
suggest solutions
• Write about a personal goal
• Analyze study habits
• Manage time
GrAmmAr
• Adverbs of frequency
• When in the future
VOcAbUlAry
• Schedules and time
• Goals
• Paragraphs
• Study habits
Construction workers on beams at the top
of the Stratosphere Tower in Las Vegas.
UNIT OUTCOMES
Analyze and create schedules
Identify goals and obstacles
and suggest solutions
Write about a personal goal
Analyze study habits
Manage time
1. What do you think the people
are doing?
2. What activities do you do
every day?
3. What do you want to do in
the future?
1
U N I T
BalancingYourLife
• Ask students to discuss the
questions in pairs. Gather
feedback from students and
write key vocabulary on the
board.
• Discuss the unit outcomes with
students and write any key
vocabulary on the board.
life skills link
In this unit, students will identify
and analyze activities and
responsibilities in their own lives as
well as the lives of others and learn
how to manage them by applying
different strategies.
The skills students learn in this unit
can be applied to almost every area
of EL Civics as they help students
to function effectively within U.S.
society.
cAsAs cOrrelAtiOn
1: 0.1.2, 0.2.4
2: 7.1.1, 7.1.2, 7.1.3, 7.2.5, 7.2.6
3: 7.1.1, 7.1.2, 7.1.3, 7.2.5, 7.2.6
4: 0.1.5, 7.4.1, 7.4.3, 7.4.5
5: 7.4.2
R: 7.2.1
TP: 4.8.1, 4.8.5, 4.8.6
scAns cOrrelAtiOn
Many SCANS skills are incorporated
in this unit with an emphasis on:
• Allocating time
• Understanding systems
• Applying technology to task
• Responsibility
• Self management
• Writing
• Decision making
ccrs cOrrelAtiOn
RI1, RI2, RI4, RI7
W4, W5
SL1, SL2, SL4
L1, L2, L3, L4
RF2, RF3, RF4
14 Unit 1 Unit 1 15
Stand Out supports teachers and learners
Learner Components
• Student Book
• Online workbook powered by
• Print workbook
Teacher Components
• Lesson Planner
• Classroom DVD
• Assessment CD-ROM
•
Teacher’s companion site with Multi-Level Worksheets
Welcome to Stand Out xvii
•
Teacher support Stand Out continues to provide a wide variety of user-friendly
tools and interactive activities that help teachers prepare students for success while
keeping them engaged and motivated.
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2 Pre-Unit
Welcome
• Introduce the unit. Greet
students by saying Hello and Hi.
photos. Elicit the greetings
people say to each other when
they meet for the first time.
Write any useful vocabulary on
the board.
students. Ask them if they know
anyone’s phone number or any
classroom instructions. Write
any useful vocabulary on the
board next to the vocabulary for
greetings you elicited earlier.
Life Skills Link
In this unit, students will learn how
to greet people they meet for the
first time. They will also learn how
to ask for and give a specific piece
of information.
Workplace Link
All lessons and units in Stand Out
include basic communication skills
and interpersonal skills important
for the workplace. They are not
individually identified. Other
workplace skills are indicated. They
include, collecting and organizing
information, making decisions and
solving problems, and combining
ideas and information.
p r e - U n i t
Welcome
UNIT OUTCOMeS
Greet people
Say and write phone numbers
Follow instructions
p r e - U n i t
Welcome
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Unit Outcomes
• Greet people
• Say and write phone numbers
• Follow classroom instructions
Grammar
• The verb Be
• Contractions with Be
Vocabulary
• Alphabet and numbers
• hello, hi, goodbye, bye
• Classroom verbs: listen, point, repeat, read, write
EL CIVICS
The skills students learn in this unit can be applied to all EL Civics competency areas with a particular focus
on the following:
• Communication
CASAS
Lesson 1: 0.1.1, 0.1.4, 0.2.1
Lesson 2: 0.1.1, 0.1.4, 0.2.1
Lesson 3: 0.1.5, 7.4.7
Review: 7.4.1, 7.4.2, 7.4.3
SCANS
Many SCANs skills are incorporated in the unit with an emphasis on:
• Listening
• Speaking
• Writing
• Sociability
• Acquiring and evaluating information
• Interpreting and communicating information
CCRS
SL1, SL2, L2, RF2, RF3
Pre-Unit 2a
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Say hello!
GOAL Greet people
L e S S O n 1
a. Listen.
CD 1
TR 1-2
hello hi goodbye bye
b. Listen again. Repeat the words. Point to the correct picture in Exercise A.
CD 1
TR 1-2
Lesson 1 3
Greeting your friend is
different from greeting
your teacher.
Greeting your friend is
different from greeting
your teacher.
3 Pre-Unit
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Lesson 1 5
Preassessment (optional)
Use the Stand Out Basic Assessment CD-ROM with
ExamView® to create a pretest for the Pre-Unit.
Warm-up and Review 2–5 mins.
Shake hands and introduce yourself to students as
they enter the classroom. Say: Hi, or Hello, I’m
(your name).
Introduction 2 mins.
Write the day of the week, the date, and the lesson’s
agenda on the board. Say the date while pointing to
it and have students repeat it. State the goal: Today,
we will greet our classmates.
Presentation 1 5 mins.
Write your name on the board. Greet a few students.
Show them the American way to shake hands (curl
fingers, make eye contact, etc.). Have students open
their books and point to the picture of the teacher
and student shaking hands.
A. Listen.
Play the conversations two times. After the first time,
write hello, hi, goodbye, and bye on the board. Point to
these words while students listen the second time.
Listening Script
1. Ms. Adams: Hello.
Orlando: Hi.
2. Ms. Adams: Goodbye.
Orlando: Bye.
CD 1
TR 1–2
Practice 1 3 mins.
Play the conversations three more times. Point to
the words on the board when you hear them on the
recording. Have students do the same in their books.
B. Listen again. Repeat the words. Point to the
correct picture in Exercise A.
Play the conversations three more times. Show
students how to point to the people talking in the
picture. Then, ask students to repeat the target words
in Exercise A after you say them.
Evaluation 1 3 mins.
Observe students as they point to the people in the
pictures and listen for correct pronunciation of the
target words.
CCRS: SL2, L1, L2, RF2, RF3
CASAS: 0.1.1, 0.1.4, 0.2.1
SCANS: Basic Skills Listening, speaking, writing
EFF: Communication Speak so others can understand
STANDARDS CORRELATIONS
Goal: Greet people
Grammar: I’m (contraction)
Pronunciation: /m/
Academic Strategy: Dictation
Vocabulary: Greeting words
Agenda
Practice introductions.
Introduce greetings.
Review the alphabet.
Write your name and a classmate’s name.
Resources
Multilevel Worksheet: Lesson 1, Worksheet 1
Workbook: Pre-Unit, Lesson 1
Audio: CD 1, Tracks 1–6
Heinle Picture Dictionary: Wave, Greet, Smile,
pages 40–41
Stand Out Basic Assessment CD-ROM with
ExamView®
Pacing
1.5 hour classes 2.5 hour classes
3+
hour classes
At-A-Glance Prep
Lesson 1 3a
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4a Pre-Unit
Presentation 2 10–15 mins.
Say the following: Hi, I’m______(your name).Nice
tomeetyou. Shake hands with a few students and
introduce yourself again. The objective of this lesson is
to have students learn hi,hello,goodbye,and bye, as well
as introduce them to the contraction I’m. The expression
nicetomeetyouis used to establish the context. If
students are ready, they may also say this phrase.
Play the first conversation between Orlando and
Ms. Adams in Exercise C (CD 1, Track 3). Point to the
pictures of the people talking.
Practice 2 7–10 mins.
C. Listen and point to the picture. Who is
speaking?
Play the recording and ask students to point to the
person speaking.
Listening Script
The listening scripts match the conversations in
Exercise E.
CD 1
TR 3–4
D. Listen and repeat.
Do a mini lesson on pronunciation. Some students
may have difficulty pronouncing the final /m/ in I’m.
Emphasize that it is important to close the lips to
produce this sound.
Final /m/
The instructor should not expect acquisition of
pronunciation points after students’ first exposure
to them. Students may understand the concept
of what is being taught; however, it is likely,
especially at this level, that additional practice
will be necessary for students to master the target
pronunciation.
In this case, /m/ is familiar to most languages
although in some languages /m/ as a final
consonant is not pronounced. Make sure students
can produce an /m/ sound and then, apply it to I’m.
Students may do this well in isolation, but when
they try to follow the sound with their name, they
may drop the /m/.
Pronunciation
Listening Script
/m/ . . . /m/ . . . /m/
I'm Orlando.
I'm Ms. Adams.
I'm Amal.
I'm Hang.
I'm a student.
CD 1
TR 5
E. Listen again and read.
Have students listen to the conversations again (CD 1,
Tracks 3–4). This time have them read along with the
text silently. At this point, they are only expected to
learn the target vocabulary, not the entire conversation.
Ask students to underline the target vocabulary from
Exercise A in the two conversations, as well as the
contraction I’m.
Evaluation 2 7–10 mins.
Ask four students to come to the front of the class
and write the target words: hello, hi, goodbye, and
bye. Then, erase the words from the board, ask
students to close their books, and give them a quick
dictation of the four words.
One-word dictation
Dictation at this level does not need to involve more
than a few isolated words. However, the instructor
might give the word in a sentence and then, ask
students to write only the target vocabulary that
they hear within the sentence.
As students become more competent, they will
begin to write entire sentences or paragraphs. When
this occurs, they should learn to listen to a phrase or
sentence and repeat it mentally before attempting
to write it. Students learning a second language
often find it hard to write and listen at the same time,
so this strategy of dictation is important. To prepare
students for more extensive dictation, say each word
three times. Ask students to listen only the first time,
to write the second time, and to confirm their writing
the third time.
Dictation helps students remember the new
vocabulary, more so than if they were to merely
listen, recognize, and repeat it.
BEST PRACTICE
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4 Pre-Unit
c. Listen and point to the pictures. Who is speaking?
CD 1
TR 3-4
/m/
I’m Orlando.
I’m Ms. Adams.
I’m Amal.
I’m Hang.
I’m a student.
e. Listen again and read.
CD 1
TR 5
CD 1
TR 3-4
Ms. Adams: Hello. I’m Ms. Adams.
Orlando: Hi, Ms. Adams. I’m Orlando. Nice to meet you.
Ms. Adams: Nice to meet you, too.
Orlando: Bye.
Ms. Adams: Goodbye.
Hang: Hi. I’m Hang.
Amal: Hello, Hang. I’m Amal.
Hang: Nice to meet you.
Amal: Nice to meet you, too.
Hang: Bye now.
Amal: Bye.
Orlando Amal Hang
Ms. Adams
I am = I’m
CO N T R AC T I O N S
Lesson 1 4
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Lesson 1 5
H. Write your name and a classmate’s name. Then, talk to four more classmates.
Hi. I’m . (your name)
Hello. I’m . (classmate’s name)
F. Listen and repeat. Write the alphabet and your name.
CD 1
TR 6
Aa Bb Cc Dd Ee Ff Gg Hh Ii
Jj Kk Ll Mm Nn Oo Pp Qq Rr
Ss Tt Uu Vv
I’mAmal.
Ww Xx Yy Zz
Hi
Hello
Goodbye
G. Write.
Hi
Hello
Goodbye
Answers will vary.
5 Pre-Unit
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Lesson 1 5a
Scribble your name on the board, intentionally
making it hard to read. Next to your scribble, write
your name again. This time, do it neatly and legibly.
Ask students to tell you which example is easier to
read. Use a thumbs-up to indicate better. As students
identify which handwriting is better, circle the
example they choose.
From this explanation, students will understand that
some writing is more acceptable than others.
F. Listen and repeat. Write the alphabet and
your name.
Play the recording twice. The first time students
only listen. The second time they listen and repeat
each letter.
Listening Script
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
CD 1
TR 6
Write I’m Amal. on the board and spell the name a
few times out loud until students begin to spell it
with you. Refer students to the grammar box on
page 4 and help them to see how the contraction
works. Don’t spend too much time on this
contraction because it is only exposure at this point.
Write the alphabet on the board; quiz students by
pointing to a letter and allowing them to call it out.
Help with pronunciation, paying particular attention
to the vowels. Invite a few students to the board. As
you say a letter, have them point to it.
For shorter classes, ask students to do Exercise G for
homework.
Practice 3 5 mins.
G. Write.
Check students’ work while they complete Exercise G
to make sure they stay within the lines in the book.
Refer students to Stand Out Basic Workbook,
Pre-Unit, Lesson 1 for more practice with
contractions and I’m.
Go to the Activity Bank online for suggestions on
promoting digital literacy and using the Internet
to enhance this lesson.
Application 5–7 mins.
H. Write your name and a classmate’s name.
Then, talk to four more classmates.
After students write their own names and a classmate’s
name, ask them to read what they have written to the
class. Then, ask for a few volunteers to do the short
conversation in front of the class. Finally, ask students
to meet and greet four other students in the class.
Lesson 1, Worksheet 1: Say Hello and Goodbye
Multilevel Worksheet
Volunteers
The first time you invite students to the board,
you may want to ask for volunteers. Once all the
students understand the activity, call on some of the
quieter students to respond. Getting students up
in the front of the classroom is a great way to help
prepare them for the classroom presentations they
will be giving at the end of each unit.
BEST PRACTICE
Instructor’s Notes

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6a Pre-Unit
agenda on the board. Say the date while pointing to
it and have students repeat it. State the goal: Today,
we will say and write phone numbers.
Count students off, using the numbers one to ten.
See how well students already know their numbers
by playing the game “Stand Up and Share.” Ask all
students to stand. Say two. All the students who are
the number two should repeat the number and sit.
Repeat the activity until all students are sitting.
A. Listen and point. Who is speaking?
Before playing the recording, describe the pictures
using a few details. Students won’t understand all
the words, but it is good exposure. Write phone and/
or telephone on the board. Then, play the recording.
Have students point at the speakers.
Listening Script
Lien: Hello?
Matías: Hi, Lien. This is Matías.
Lien: Hello, Matías. How are you?
Matías: Fine, thanks.
CD 1
TR 7
B. Listen and repeat. Point to each number.
Then, write all the numbers.
Play the recording three times. First, have students
listen and point to the numbers. The second time,
ask students to repeat each number. Finally, have
students write the numbers.
Listening Script
0 1 2 3 4 5 6 7 8 9 10
CD 1
TR 8
Practice 1 3 mins.
Play the recording again (CD 1, Track 8). Ask students
to write the numbers below the examples. Ask
students to also write Lien’s name and phone number.
Observe students writing in their books.
Write the following conversation on the board:
A: Hello, I’m ___________. What’s your name?
B: ____________, __-__-__-__-__.
Show students how to insert their names and spelling
in the blanks. Have students walk around the room
and practice this conversation with ten classmates.
Then, ask them to practice it again, this time writing
down the names of five people.
Goal Say and write phone numbers
Grammar: am and is
Academic Strategy: Focused listening
Vocabulary: Numbers
Agenda
Review names.
Learn numbers and phone numbers.
Identify spoken numbers.
Make a phone list.
Resources
Heinle Picture Dictionary: Numbers, pages 2–3;
The Telephone, pages 16–17
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: SL2, RF3
CASAS: 0.1.1, 0.1.4, 0.2.1
SCANS: Basic Skills Writing, listening, speaking, reading
Information Acquire and evaluate information, organize and
maintain information, interpret and communicate information
EFF: Communication Read with understanding, convey ideas
in writing, speak so others can understand, listen actively
Interpersonal Cooperate with others
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2
L e S S O n
GOAL Say and write phone numbers
phone numbers
a. Listen and point. Who is speaking?
CD 1
TR 7
b. Listen and repeat. Point to each number. Then, write all the numbers.
CD 1
TR 8
Lien:(714)555-3450
0123456789 10
6 Pre-Unit
0 123 45678 9 10
Lien: (714)555-3450
Lesson 2 6
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Lesson 2 7
1. 2. 3. 4.
(915) 555-4576
(915) 555-3466
(915) 555-3455
(808) 555-4512
(808) 555-6755
(808) 555-3456
(352) 555-6767
(352) 555-1415
(352) 555-2655
(714) 555-7682
(714) 555-3450
(714) 555-7689
c. Listen and circle.
CD 1
TR 9
1. Mai’s phone number is .
2. Paulo’s phone number is .
3. Ms. Banks’phone number is .
4. Ali’s phone number is .
(714) 555-3450
D. Write.
e. Listen and write the numbers.
1.
2.
3.
4.
5.
6.
CD 1
TR 10
Mai Paulo Ms. Banks Ali
(352) 555-6767
(808) 555-3456
(915) 555-3455
(617) 555-6823
(617) 555-4293
(508) 717-8791
(508) 717-6342
(714) 424-8912
(714) 232-1134
7 Pre-Unit
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Lesson 2 7a
Dictate a few numbers (zero to ten only) and ask
students to write the numbers they hear. Ask for
volunteers to come to the board and write the
numbers they heard.
C. Listen and circle.
Play the recording and ask students to circle the
correct phone number.
Listening Script
1. (714) 555-3450
2. (352) 555-6767
3. (808) 555-3456
4. (915) 555-3455
CD 1
TR 9
Phone numbers
Phone numbers are grouped differently in different
countries. This may be a new concept to students.
Also, when spoken, numbers in the United States
are often said one number at a time and not in
combination; for example, five-five-five pause three-
seven-six-five. However, it is also correct to say five-
five-five pause thirty-seven, sixty-five. Write different
phone numbers on the board. Say the numbers in a
variety of ways. Ask students to indicate when you
are speaking with correct rhythm and when you
are not.
Cultural Note
D. Write.
Ask students to copy the numbers from Exercise C.
Evaluation
The evaluation stage of a lesson plan is important
because this is where the instructor determines
if students have mastered the concept they have
just practiced. If they are still having problems with
the target language, students may need additional
practice activities before moving on.
BEST PRACTICE
E. Listen and write the numbers.
Play the recording twice. You should do this as a
class, allowing students to talk among themselves
and check answers as they go.
Listening Script
1. (617) 555-6823
2. (617) 555-4293
3. (508) 717-8791
4. (508) 717-6342
5. (714) 424-8912
6. (714) 232-1134
CD 1
TR 10
For shorter classes, ask students to do Activities F, G,
and H for homework.

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8a Pre-Unit
F. Read the phone list.
Read the phone list with students. Check for
comprehension by asking: What is _____ ’s phone
number? Ask students about each person on the list.
Go over the grammar box with students. The grammar
presented here is a tool needed to understand the
upcoming practice. This grammar box is intended to
be only exposure at this time. Students should not be
expected to completely understand the concept of
conjugating the verb Be after this introduction.
homework.
G. Ask your partner for the phone numbers
from Exercise F and write.
Students have not yet learned to form questions,
but they can start by helping each other complete
sentences.
This activity can be an information gap activity if you
decide the students are ready. Ask students to work
in pairs. Have Student A cover the phone list. Student
A will read the name of the person in Exercise G.
Student B will read the numbers and Student A will
write. Then, have students change roles.
Ask students to check their answers by looking back
at the chart in Exercise F.
Pre-Unit, Lesson 2 for more practice with I am
and it is.
H. Make a class phone list.
Some students may not have phones and others
may not want to share their numbers publicly. If
this is a problem, ask for volunteers to share their
numbers with the class. As they share their numbers,
classmates can write what they hear.

Lesson 2, Worksheet 1: Write Phone Numbers
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F. Read the phone list.
G. Ask your partner for the phone numbers from Exercise F and write.
Student A: Hang
Student B: (714) 555-3450
Student a Student b
Andre ( ) Sara ( )
Shiro ( ) Taylor ( )
H. Make a class phone list.
PHONE LIST
Ms. Adams’ English Class
Name Phone Number
Hang (714) 555-3450
Andre (714) 555-1333
Shiro (714) 555-9812
Sara (714) 555-4545
Taylor (714) 555-1237
I am …
The phone number is …
The Verb Be
PHONE LIST
Name Phone number
(my name)
8 Pre-Unit
555-1333 555-4545
555-9812 555-1237
Answers will vary.
714 714
714 714
WORKPLACE CONNECTION
Exercise G: Collect and organize information
Lesson 2 8
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Lesson 3 9
GOAL Follow instructions
L e S S O n class work
3
a. Listen.
CD 1
TR 11
b. Listen again and point.
CD 1
TR 11
Classroom Instructions
Read all instructions. Write your name. Listen carefully.
9 Pre-Unit
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Lesson 3 9a
Establish context by asking students to look at the
pictures in Exercise A on page 3. Ask how many
people are in the pictures. Compare the class to
yours. Ask how many students are in your class.
Establishing a context
The Stand Out approach recommends that all target
language be presented in context. Context helps
students connect with the vocabulary.
Here, the classroom itself establishes a good
context. Help students identify items in the picture.
The vocabulary may not be the objective of the
lesson so no repetition is necessary, but students
should begin to see a relationship between the work
they do in class and their real lives.
BEST PRACTICE
A. Listen.
Ask students to listen to Ms. Adams. Write the
word poster on the board. Ask: Where is the poster?
If students can’t respond, help them find the poster
in the picture.
Listening Script
Hello, class. Today, we will discuss three important
things you need to know to participate in class and to
learn English. This is a poster. It says you should always listen
carefully, read all instructions, and write your name on every
sheet of paper. Please repeat these words—listen . . . read . . .
write. Again—listen . . . read . . . write. Thank you.
CD 1
TR 11
B. Listen again and point.
Play the recording again (CD 1, Track 11) and ask
students to point to the words as they hear them.
Play the recording three times.
Observe students pointing.
Warm-up and Review 5 mins.
Take out five pencils. Count them slowly. Repeat the
exercise until students begin to count with you. Say:
Repeat. Do the same thing with small numbers of
books and sheets of paper and say: Write the number.
Pantomime the action. Check what students write.
agenda on the board. Say the date while pointing
to it and have students repeat it. State the goal:
Today, we will learn to follow instructions.
Goal: Follow classroom instructions
Grammar: Action verbs, imperatives
Pronunciation: Final /t/
Academic Strategies: Test-taking strategies,
focused listening
Vocabulary: read, write, listen, repeat
Agenda
Review numbers and counting.
Learn new vocabulary for classroom actions.
Take a practice test.
Show that you understand classroom instructions.
Resources
Heinle Picture Dictionary: Listen, Read, Write:
pages 20–21
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: SL2, RF2, RF3
CASAS: 0.1.5, 7.4.7
SCANS: Basic Skills Listening, speaking, reading, writing
EFF: Communication Speak so others can understand,
listen actively
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10a Pre-Unit
With the books closed, pantomime the five actions
shown in Exercise C. Write the five words on the
board. When you think students are comfortable with
the new vocabulary, pantomime the actions again
and have them identify what you are doing.
C. Write the actions.
Prepare students for Exercise C by pantomiming
the actions for individual students. Do this for listen,
point, read, and write.
Briefly read the grammar box with students. Explain
as necessary using examples.
Also, teach students the proper way to pronounce
a final /t/.
Final /t/
Because the imperatives in this unit are often
single-word sentences, and since sentences in
English often end with the mouth open and
relaxed, this is a good time to demonstrate the
final /t/.
In many other languages, final consonants,
especially at the end of sentences, end with the
tongue or the lips touching. This often makes it
difficult to hear the final sound completely. In
English, on the other hand, the tongue or lips
touch and then, release. With /t/ the release
explodes with air, making it relatively easy to
hear the final sound. This release of air most often
occurs at the end of a sentence or phrase before a
pause.
Practice the pronunciation of the final /t/ sounds
of write, point, and repeat until students begin to
mimic your pronunciation.
Pronunciation
Listening Script
/t/ /t/ /t/
write . . . write . . . write . . . write
point . . . point . . . point . . . point
repeat . . . repeat . . . repeat . . . repeat
CD 1
TR 12
E. Practice the actions in Exercise C.
Ask students to work in pairs. Another way to do this
activity is to have students stand up and talk to five
different students.
Inside/outside circles
Pair work can take many forms. Changing pairs
after each practice is useful because students
are more likely to speak clearly with each new
partner, tending to concentrate on their language
production more with each partner change.
One technique of having students change partners
is called “Inside/Outside Circle.” In this activity,
students form two circles with the same number
of students in each. One circle is inside the other.
Students face one another and speak to the person
they are facing. When indicated by the instructor,
one circle shifts one space clockwise so students are
lined up with a new partner.
For classrooms with limited space, students can be
in two lines across the front of the classroom. The
students in one line face the students in the other
and form pairs. Then, when indicated, one of the
lines shifts. The last person at the end of the line
moves to the front of the line.
BEST PRACTICE
Observe the activity and ask a few pairs to come to
the front and do the activity for the class.
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c. Write the actions.
/t/
Write.
Point.
Repeat.
CD 1
TR 12
e. Practice the actions in Exercise C.
EXAMPLE
Student A: Listen. Student B:
r r w
________________ ________________ ________________
Actions = Verbs
V E R B
10 Pre-Unit
repeat read listen write point
p
________________ ________________
listen oint
epeat rite
ead
Lesson 3 10
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Lesson 3 11
check (✓).
3. pencil
pen pencil paper
4. pen
pen paper pencil
circle.
1. pencil
a. pen b. pencil c. paper
2. paper
a. paper b. pen c. pencil
1. a. point b. repeat c. listen d. read e. write
1. Circle the phone number.
02219 (212) 555-7763 04/08/09 7.1.2015
2. Check (✓) the answer.
2 1 2 5 3 5 4
3. Write the name of your teacher.
F. Read and complete.
G. Listen and circle the answers.
CD 1
TR 13
H. Listen and check (✓) the answers.
CD 1
TR 14
i. Follow the instructions.
✓
✓
✓
✓
✓ ✓
✓
Answers will vary.
11 Pre-Unit
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Lesson 3 11a
Introduce three new words to the students with
their books closed: pencil, pen, and paper. Use items
in the classroom to demonstrate this vocabulary.
These words are not the target vocabulary, but they
are associated with the act of writing. Consequently,
they further expand the linguistic context. Ask
students what words are associated with reading.
Help them, if necessary, to say book(s). Do the same
for point (finger), listen (ear), and repeat (mouth).
Tell students that you are going to give them a test.
Write the word test on the board. Briefly drill students
by showing or pointing to the objects previously
introduced and asking students to respond with
the correct verb.
F. Read and complete.
Tell students that you will show them ways to take
written tests and that they will take tests like this in the
class from time to time. Go over circling and checking.
Practice 3 10 mins.
G. Listen and circle the answers.
Do the first item with students.
Listening Script
1. listen
2. point
3. write
4. repeat
CD 1
TR 13
H. Listen and check (✓) the answers.
Explain to students that they should listen for other
words associated with the target vocabulary, too.
Do the first item with students.
Listening Script
1.
People use their ears to listen for important
information.
2.
The teacher is pointing with her finger at the poster in
front of the class.
3. I need a paper and a pencil so I can write a letter.
4. Students, open your mouths and repeat the words clearly.
CD 1
TR 14
Listening
Students are often under the misconception that
in order to do listening tasks they must understand
every word. Actually, a lot of listening, even by
native speakers, involves focused listening where
the person listening decides on meaning from
just a few key words. Exercises such as Exercise H
allow students to develop this listening strategy by
listening for key words and filtering out words they
may not understand.
BEST PRACTICE
Ask students to compare their answers with a
partner.
Pre-Unit, Lesson 3 for more practice with action
verbs.
I. Follow the instructions.
Lesson 3, Worksheet 1: Classroom Instructions
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12 Unit 1
Personal
information
1
U n i t
People line up to have their photo
taken for an art performance.
About the Photo
Yoan Valat took this photo in Paris,
France. It shows people lining
up to have their photo taken
in order to participate in an art
performance by the French artist
JR. The performance—Inside Out:
The People’s Art Project—has visited
many different cities around the
world since 2011, and it involves
local people having their portrait
taken and displayed in public.
JR believes the performance
allows people to make a personal
statement and display it for the
world to see. Around 200,000
people have already taken part
in JR’s performance in over 100
countries around the world.
to look at their own forms of
personal identification such as
ID cards or licenses. Then ask
them what type of information
they see. Have them look at the
unit outcomes for clues.
photo. Ask them to find a link
between the unit title and the
image. Discuss as a class.
Unit Outcomes Grammar Vocabulary EL CIVICS
• Identify people
• Express nationalities
• Express marital status
• Say and write addresses
• Say and write dates
• Simple present tense
• The verb Be
• Wh- questions
• Months of the year: month,
day, year
• Marital status: single,
married, divorced
• Address vocabulary: city,
state, zip code
The skills students learn
in this unit can be applied
to all EL Civics competency
areas with a particular focus
on the following:
• Communication
Personal
Information
1
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Unit 1 13
• Ask students to discuss the
questions in pairs. Ask students
if they can find answers to the
questions on their own forms of
personal identification.
students. Ask them if any of the
information in the outcomes is
contained in their own forms of
personal identification. Write any
key vocabulary on the board.
Life Skills Link
to identify themselves and give
snippets of information pertaining
to their identity. They will also learn
how to ask for this information
from other people.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 0.1.1, 0.2.1
Lesson 2: 0.1.2, 0.2.1, 1.1.3, 4.8.7
Lesson 3: 0.1.2, 0.2.1
Lesson 4: 0.1.2, 0.2.1, 1.1.3, 4.8.7
Lesson 5: 0.1.2, 0.2.1, 2.3.2
Review:
0.1.1, 0.2.1, 7.4.1, 7.4.2,
7.4.3
Team Project: 0.1.1, 0.2.1, 4.8.1
Many SCANs skills are incorporated in the
unit with an emphasis on:
• Basic skills
• Interpreting and communicating
information
• Seeing things in the mind’s eye
• Sociability
RI1, RI7, SL1, SL2, SL4,
L1, L2, L5, RF2, RF3
UNIT OUTCOMeS
Identify people
Express nationalities
Express marital status
Say and write addresses
Say and write dates
look at the photo and
1. Where are the people in
the pictures from?
2. How old are they?
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14 Unit 1
What’s your name?
gOAL Identify people
l e s s O n 1
A. IDENTIFY Listen and point.
CD 1
TR 15
b. Practice the conversation. Use the questions in Exercise A to make new conversations.
student a: What’s his name?
student B: His name is Amal.
Hang
What’s his name?
His name is amal.
What’s her name?
Her name is Ms. adams.
What are their names?
Their names are Hang and Elsa.
What’s your name?
My name is ...
14 Unit 1
What’s your name?
i N TO N aT i O N
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Lesson 1 14a
Ask a few students, male and female, for their names.
Then, ask the class for the names of the students who
have just responded. Then, say: His name is ________
(name). Her name is ________ (name).
Write these questions on the board: What’s his name?
What’s her name? What’s your name? Practice them
with the students. Have students practice by doing
a question-and-answer chain:
Student A: What’s your name?
Student B: (student name).
Student C: What’s his/her name?
Student D: (student name).
Then, Student D starts with a new student.
Ask students to open their books and look at the four
pictures.
A. IDENTIFY Listen and point.
After listening to the recording, students will listen
to you. Read the sentences in random order. Ask
students to point to the appropriate picture. Help
them distinguish he and she.
Listening Script
Here are pictures of four people I know at school. His
name is Amal. He is a student. Her name is Ms. Adams.
She is a teacher. Their names are Hang and Elsa. They are
students.
CD 1
TR 15
Create a dialog with the questions on the board.
Student A: What’s your name?
Student B: (name). I am a student.
Student A: What’s his/her name?
Student B: (name). He/She is a student.
B. Practice the conversation. Use the questions
in Exercise A to make new conversations.
Ask students to walk around the room and talk to ten
classmates. Ask them to write the students’ names
on a sheet of paper. Encourage students to spell out
names and not write the information for their partner.
Ask for students to demonstrate the dialog.
ExamView® to create a pretest for Unit 1.
Review greeting one another. Write on the board:
I’m ________ (your name). Nicetomeetyou. Review the
Americanstyleofshakinghands.Ask studentstocirculate
around the room shaking hands with their classmates,
giving their names, and saying: Nice to meet you.
Write the day of the week, the date, and the agenda
on the board. Say the date while pointing to it and
have students repeat. State the goal: Today, we will
learn to identify our classmates.
Goal: Identify people
Grammar: Subject pronouns
Pronunciation: Rising and falling intonation
Vocabulary: Subject pronouns, students
Agenda
Review greetings.
Ask for student names.
Learn I, you, he, she, we, and they.
Practice asking questions.
Resources
Multilevel Worksheets: Lesson 1,Worksheets 1 and 2
Workbook: Unit 1, Lesson 1
pages 40–41
Stand Out Basic Assessment CD-ROM
with ExamView®
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: L1, L2, SL2, SL4, RF2, RF3
CASAS: 0.1.1, 0.2.1
SCANS: Basic Skills Reading, writing, listening, speaking
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15a Unit 1
C. Listen and repeat.
Look at the illustrations and the words below them
with students.
Listening Script
I
You
He
She
We
They
I am a student.
You are a student.
He is a student.
She is a student.
We are students.
They are students.
CD 1
TR 16
D. RELATE Look again at the pictures in
Exercise A. Write.
Have students write the correct pronouns. This is still
the presentation stage so do the exercise as a class.
Model this same pattern with students in the class.
For example, walk up to one male student and say
to the class: His name is ______. Use proper stress
and rhythm as you do this. Encourage students to
respond: He is a student. Do the same with a few more
students. Have a volunteer ask the question about a
different student this time and you give the answer.
Then, ask for two students to model the exercise
using another classmate.
Rhythm with questions
Help students hear the intonation patterns of
the question: What’s your name? This pattern will
be repeated throughout the unit. When asking
Wh- questions, the speaker’s pitch should go
down. Model the intonation for the class and have
students repeat. Then, have students practice
asking each other the question in pairs and
monitor.
Intonation
For shorter classes, ask students to do Exercise D for
homework.
Have students walk around the room asking for their
classmates’ names. Have them continue practicing
until you stop them.
Ask for volunteers to demonstrate the two sentences
for each answer.
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Lesson 1 15
lesson 1 15
c. Listen and repeat.
CD 1
TR 16
D. RELATE Look again at the pictures in Exercise A. Write.
1. His name is Amal. is a student.
2. Her name is Ms. Adams. is a teacher.
3. Their names are Hang and Elsa. are students.
4. My name is . am a student.
He
i you He
We They
she
She
They
Answers will vary. I
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16 Unit 1
16 Unit 1
e. Listen and point.
Hang: Hi, Satsuki.
satsuki: Hello, Hang.
Hang: Elsa, this is Satsuki. He is a student.
Elsa: Hello, Satsuki. I am a student, too.
satsuki: Nice to meet you.
CD 1
TR 17
Pronoun Name
I I am a student. (your name)
You You are a student. (your partner’s name)
He He is a student.
She She is a student.
We We are students.
They They are students.
We use This is ...
to introduce people.
T H i s i s ...
F. Practice the conversation in Exercise E.
G. CLASSIFY Work with a partner. Write classmates’names. Answers will vary.
Exercise G: Collect and organize information
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Lesson 1 16a
E. Listen and point.
Ask students who the women in the picture are.
Ask them if you use he or she with women and
girls. Play the recording. Go over each line with the
students. Ask them to repeat after you. Practice
the conversation as a class; you read Hang’s lines,
half the class reads Satsuki’s lines, and the other
half reads Elsa’s line. Then, ask for three students to
demonstrate the conversation in front of the class.
Listening Script
The listening script matches the conversation in
Exercise E.
CD 1
TR 17
F. Practice the conversation in Exercise E.
Divide students into groups of three and have them
practice the conversation, switching roles each time
they practice.
Ask groups to present the dialog in front of the class.
Refer students to Stand Out Basic Workbook, Unit 1,
Lesson 1 for more practice with subject pronouns.
G. CLASSIFY Work with a partner. Write
classmates’names.
Ask students to work in pairs. Show them how to do
this activity by using a student as your partner. Write:
He is a student. She is a student. They are students.
Then, have students replace the pronouns he, she,
and they with names and write sentences in their
notebooks. For example, instead of writing He is a
student, they write Nicolai is a student.
Have students, in pairs, complete Exercise G, using
classmates’ names. Then, have them practice saying
sentences such as: Brian and Jason are students.
Presenting dialogs
The first levels of Stand Out use dialogs. In the
Stand Out approach, dialogs should be used as
opportunities for students to use the language and
become familiar with pronunciation and vocabulary.
The following steps demonstrate how to present
dialogs effectively:
1. Present the dialog in context in its entirety,
allowing students to hear the model either by
you or by listening to the recording.
2. Have students repeat each line as a class. Work
on rhythm and other pronunciation features.
3. Have students take one role while you take the
other role and then, reverse roles.
4. Ask one student to practice the dialog with you.
Then, reverse roles.
5. Ask two or three students to demonstrate for
the class.
6. Add substitutions where appropriate or when
called for and repeat the above steps.
BEST PRACTICE
Lesson 1, Worksheet 1: Say Hello!
Lesson 1, Worksheet 2: Use Subject Pronouns
Multilevel Worksheets
Critical Thinking
Classify
Classifying is an important skill. Classifying is a
way of organizing things into groups based on
similarities and differences.
When students learn how to classify, they are able to
show they understand the relationships and concepts.
Classification activities can be organized in the
following steps:
1. Provide students with a list of items to be
classified.
2.
Ask students how the items are different. Then,
ask how they are similar.
3. Have students determine categories that the
items can be put into.
4. Explain that in order to do the previous step,
we need to think about the one thing the items
have in common.
5. Ask students to complete the categories.
6. Ask students to explain their choices.
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17a Unit 1
List countries on the board. Make sure you include
the native countries of all the students. Circle your
native country and put a check mark next to it. Ask
students to come up and do the same for their native
countries. Ask students to find their country on a
map. If most students are from the same country,
have them tell their hometown.
Have students open their books and ask where Sara
is from. Ask for a volunteer to find Cuba on a world
map. Ask students to repeat the sentences in the
speech bubbles.
A. Read and listen.
Play the recording and ask students to listen. Then,
play it again and ask them to point to the speech
bubble when they hear each statement.
Listening Script
Mr. Jackson: Hello. I’m Mr. Jackson. What’s your name?
Sara: My name is Sara. I’m new in the class.
Mr. Jackson: Nice to meet you. Where are you from, Sara?
Sara: I’m from Cuba.
Mr. Jackson: That’s great! Welcome to the class.
CD 1
TR 18
B. Write.
Ask students to write information about Sara. Walk
around the room and check their work. One-word
answers are expected at this level, not complete
sentences.
C. Ask your classmates.
Ask students to walk around the room and ask several
classmates what their names are and where they are
from.
D. SURVEY Ask about other classmates.
Ask one student what another student’s name is and
where the student is from. Then, ask the student
about a different student. Every time you hear a new
country, point to it on the list.
Write on the board: What’s your name? Remind
students to use correct pronunciation and intonation.
Ask students to walk around the room and ask
their classmates this question. They may record the
information on a sheet of paper.
Write the date and agenda on the board. Ask students
what day it is. If you have a world map, show them what
state or region they live in and where the city is. State
the goal: Today,wewillexpressournationalities.
Goal: Express nationalities
Grammar: Simple present tense
Vocabulary: from, native country, birthplace
Agenda
Review asking questions.
Ask: Where are you from?
Listen for countries of origin.
Ask classmates: Where do you live?
Resources
Heinle Picture Dictionary: Nationalities, pages 44–45
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: RI7, SL2, SL4, L1
CASAS: 0.1.2, 0.2.1, 1.1.3, 4.8.7
Interpersonal Work with cultural diversity
EFF: Communication Speak so others can understand, listen
actively
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Lesson 2 17
b. Write.
1. What’s her name?
2. Where is she from?
c. Ask your classmates.
1. What’s your name?
2. Where are you from?
D. SURVEY Ask about other classmates.
1. What’s his name? What’s her name?
2. Where’s he from? Where’s she from?
2
l e s s O n
gOAL Express nationalities
Where are you from?
lesson 2 17
A. Read and listen.
CD 1
TR 18
Sara
Cuba
Answers will vary.
Answers will vary.
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18 Unit 1
1. Where is Shiro from?
2. Where is Amal from?
3. Where is Hang from?
4. Where is Elsa from?
F. Listen and write.
1. She is from Cuba.
2. He is from Lebanon.
3. She is from Vietnam.
4. She is from Russia.
5. He is from Japan.
CD 1
TR 19-23
G. Practicetheconversations.UsetheinformationinExerciseFtomakenewconversations.
student a: Where is Sara from?
student B: She is from Cuba.
Sara
Where is he from? He is from Japan.
What’s his birthplace? Japan.
B i R T H P l aC E
e. PREDICT Look at the picture and answer the questions.
student a: What’s her birthplace?
student B: Cuba.
Amal
Hang
Elsa
Shiro
Answers will vary.
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Lesson 2 18a
E. PREDICT Look at the picture and answer the
questions.
Prepare students for listening by asking them simple
questions about the picture. Help them to predict
where the teacher and students are from. All answers
are acceptable at this stage. Make a list on the board.
Discuss focused listening with students.
Focused listening
There are several different ways that people
listen. One important way is to focus on essential
information while filtering out what is not important.
Students learning another language are often under
the misconception that they must understand
every word. It is important to teach students how
to listen for important information even when they
understand very little of the extraneous vocabulary
used. They will develop the ability to make educated
guesses about the additional information. Future
tasks in this book will rely more and more on the
students’ ability to develop and incorporate this skill.
BEST PRACTICE
Go over the vocabulary box. Students need
to understand birthplace in order to complete
application forms and other forms. Review briefly
the subject pronouns he and she, which students
have already practiced in Lesson 1 of this unit.
F. Listen and write.
Play the recording. Ask students to listen and identify
the students being described. Students will need to
practice focused listening because several sentences
are not related to nationality. You may need to play
the recording two or three times.
G. Practice the conversations. Use the information
in Exercise F to make new conversations.
Have students practice with a partner. Make sure
they substitute information for all the students in the
conversations on the CD.
Ask students the same questions in Exercise G about
themselves. Check for understanding.
Listening Script
Conversation 1
Ms. Adams: Hello, I’m Ms. Adams. What’s your name?
Sara: My name is Sara. I’m new in the class.
Ms. Adams: Nice to meet you. Won’t you have a seat?
Sara: Thank you.
Ms. Adams: Where are you from, Sara?
Sara: I’m from Cuba.
Conversation 2
Ms. Adams: Are you the new student from Lebanon?
Amal: Yes, my name is Amal.
Ms. Adams: I hope you enjoy our class.
Amal: I will, thank you.
Conversation 3
Ms. Adams: Hello, Hang.
Hang: Hi, Ms. Adams.
Ms. Adams: Hang, where are you from?
Hang: I’m from Vietnam.
Conversation 4
Ms. Adams: Hello, Elsa. It is so good to see you today.
Elsa: Yes, I was sick yesterday, but I feel better today.
Ms. Adams: That’s good. I thought you might have gone
back to Russia.
Conversation 5
Ms. Adams: Hello. Welcome to the class. What’s your name?
Shiro: I’m Shiro. I came to the United States last week.
Ms. Adams: Where are you from, Shiro?
Shiro: I’m from Japan.
CD 1
TR 19–23
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19a Unit 1
H. Read.
Go over the chart with students. At this stage,
students are not ready for a lot of grammatical
information. For now, it is appropriate to only focus
on the first- and third-person singular forms of
present-tense verbs. Emphasize that an s is only
added to the end of a present-tense verb when
the subject is in the third person.
Grammar charts
For students who are used to them, grammar
charts are simple and easy to read. But an
instructor should never assume students can read
a chart. Some students may have very limited
education. Walk students through charts carefully.
When they can read them without assistance, they
will be closer to being independent learners.
BEST PRACTICE
Drill the students by saying he, she, or I and asking
them to respond with the correct form of live. Ask
individual students where they live. Then, have the
rest of the class respond: He (She) lives in _______.
Work on pronunciation. Students will sometimes
“swallow” the final s. Make sure students blend the s
in lives and the i in in so that together they make
a /z/ sound.
Drills
Drills can be a good way to help students become
familiar with vocabulary and pronunciation. They
also help students gain confidence, especially when
performing together with their classmates. However,
drills should not be the sole practice or method used to
help students learn English. There are several ways to
drill (choral repetition, substitution, build-up, backward
build-up, etc.). If particular drills are overused, there is a
risk of losing meaning for structure.
BEST PRACTICE
I. Complete the sentences.
Complete the sentences as a class to confirm that
students understand the grammar point.
J. Practice the conversation. Use the information
in Exercise I to make new conversations.
Play the recording. Help the students repeat the
dialog with proper intonation.
Listening Script
Exercise J.
CD 1
TR 24
Show students how to replace Sara with Shiro, Amal,
Elsa, and Hang.
Ask students to practice the dialog with a partner,
substituting the other names.
Ask students to demonstrate in front of the
classroom.
Unit 1, Lesson 2 for more practice with first- and
third-person singular and the simple present.
K. APPLY Ask four classmates. Make new
conversations and complete the table.
Go over the conversation and the table with the
students. Have students ask four classmates to make
new conversations. Then, ask students to complete
the table with information from their conversations.
Lesson 2, Worksheet 1: Write about Countries and
Cities
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Lesson 2 19
lesson 2 19
Simple Present
I live in Los Angeles.
He
lives
in Irvine.
She in Chicago.
H. Read.
i. Complete the sentences.
1. Sara . She in Irvine.
2. Shiro . He in Irvine.
3. Amal . He in Irvine.
4. Elsa . She in Irvine.
5. Hang . She in Irvine.
6. I am from . I .
J. Practice the conversation. Use the information in Exercise I to make new conversations.
Ms. adams: Hi, Sara. Where are you from?
sara: I’m from Cuba.
Ms. adams: Where do you live?
sara: I live in Irvine.
K. APPLY Ask four classmates. Make new conversations and complete the table.
you: Hi, . Where are you from?
Classmate: I’m from .
you: Where do you live?
Classmate: I live in .
CD 1
TR 24
is from Cuba lives
Name
(What’s your name?)
Birthplace
(Where are you from?)
Current city
(Where do you live?)
1.
2.
3.
4.
is from Japan
is from Levanon
is from Russia
is from Vietnam
Answers will vary.
lives
lives
lives
lives
Answers will vary.
Answers will vary.
Exercise K: Collect and organize information
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20 Unit 1
20 Unit 1
Are you married?
gOAL Express marital status
l e s s O n 3
A. IDENTIFY Listen and write.
CD 1
TR 25
b. With a partner, point at the pictures in Exercise A and say: He is single, They are
married, or They are divorced.
single married divorced
They are .
He is .
They are .
single
divorced married
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Lesson 3 20a
have students repeat it. State the goal: Today, we will
learn to speak about marital status.
Post signs that say single and married. Ask students
to go to the sign that describes them. Some students
will not know the words, but encourage them to ask
their classmates.
“Corners”
Students go to corners or places in the room based
on facts or beliefs. Once they get there, they may
answer questions or perform a dialog.
BEST PRACTICE
While students are standing, write Marital Status on
the board. Say I’m ______ (single or married). Ask
students to say I’m married, or I’m single. Ask students
to be seated.
A. IDENTIFY Listen and write.
Present divorced to students. Go over the pictures
and do the listening as a class. Prepare students to
do Exercise B.
Listening Script
Adem is a student at Irvine Adult School. He is single.
His birth date is July 3rd, 1984. He is from Turkey. Laura
is from Estonia. Jeff is from the United States. They are
married. They got married two years ago. Mirna and Paul
are from Russia. They are divorced. They have three children.
CD 1
TR 25
Practice 1 3 mins.
B. With a partner, point at the pictures in
Exercise A and say: He is single, They are
married, or They are divorced.
Allow students to practice. Then, ask them to cover
the sentences and keep practicing.
Ask students to demonstrate in front of the class.
Ask students to walk around the room and ask six
other students where they are from. Ask students to
keep a list. Then, ask them to form groups and report
to their group.
Reporting to a group
Reporting in groups gives students more
opportunity to speak. Monitoring is easier if students
are encouraged to stand up to report.
BEST PRACTICE
Goal: Express marital status
Grammar: The verb Be and contractions with Be
Pronunciation: Rhythm and prominence
Academic Strategies: Focused listening, team work
Vocabulary: married, divorced, single, marital status
Agenda
Learn about marital status.
Study the verb Be.
Practice the verb Be.
Resources
Multilevel Worksheets: Lesson 3, Worksheets 1
and 2
Heinle Picture Dictionary: Family, pages 26–27
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: SL1, L1, L2, RF3
CASAS: 0.1.2, 0.2.1
SCANS: Basic Skills Reading, listening, speaking
Interpersonal Participate as a member of a team
actively
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21a Unit 1
C. Read.
Present the information in the table to students by
writing the example sentences on the board and
underlining the verb Be. Explain to students how
each pronoun uses a different form of the verb.
Provide practice for students by calling out a pronoun
and having them respond with the correct form of
the verb Be.
Recycling
At all levels, but especially at the lower levels,
recycling is very important. Recycling means
reintroducing concepts previously taught in different
contexts. Don’t expect students to learn every
concept and always remember it at this level. They will
forget some things as they learn new concepts, so it
becomes essential to teach them past concepts again.
BEST PRACTICE
D. PREDICT Are they married, single, or divorced?
Circle yes or no.Then, listen and write.
Since the vocabulary needed to describe marital
status and the verb Be is still being presented, this
exercise can be done as a class. Refer to the chart in
Exercise C after answering each question.
Listening Script
Hans: Maria, are you single?
Maria: No, I’m married. Hans, are you married?
Hans: No, I’m single. Are Mr. and Mrs. Johnson married?
Maria: Yes, I think so.
CD 1
TR 26
For shorter classes, ask students to do Exercises E, F,
and G for homework.
E. Write am, are, or is.
Help students as necessary.
Check students’ work in their books.
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Lesson 3 21
c. Read.
D. PREDICT Are they married, single, or divorced? Circle yes or no.Then, listen and write.
CD 1
TR 26
The Verb Be
Pronoun Be Marital status Example sentence
I am married I am married.
He
She
is
single
divorced
He is single. (Amed is single.)
She is divorced. (Mirna is divorced.)
We
You
They
are
divorced
married
single
We are divorced.
You are married.
They are single.
1. 2. 3.
lesson 3 21
e. Write am, is, or are.
1. Mr. and Mrs. Johnson married.
2. Orlando divorced.
3. Omar, Natalie, and Doug single.
4. We divorced.
5. They single.
6. She married.
7. We single.
8. You married.
are
Maria
Is she married? Yes No
She .
Hans
Is he married? Yes No
He .
Mr. and Mrs. Johnson
Are they married? Yes No
They .
is married is single are married
is
are
are
are
are
are
is
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22 Unit 1
F. Read and write the contractions.
G. Complete the sentences with the verbs. Rewrite each sentence with a contraction.
1. We married.
2. They divorced.
3. I single.
4. He divorced.
5. You married.
6. She single.
i. CLASSIFY Speak to five classmates.
H. Read.
a: Hans, are you married? a: Lin, are you married? a: Pam, are you married?
B: No, I’m single. B: Yes, I’m married. B: No, I’m divorced.
married.
divorced.
single.
divorced.
married.
single.
I’m
We’re married.
Name Marital status (Are you married?)
Hans single
1.
2.
3.
4.
5.
22 Unit 1
are
1. I 1 am 5 I’m
2. You 1 are 5 You’re
3. He 1 is 5 He’s
4. She 1 is 5 She’s
5. We 1 are 5 We’re
6. They 1 are 5 They’re
You’re
He’s
She’s
We’re
They’re
are They’re divorced.
I’m single.
He’s divorced.
You’re married.
She’s single.
am
is
are
is
Answers will vary.
Exercise I: Collect and organize information
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Lesson 3 22a
Introduce the concept of contractions by reminding
students of the contraction for I am that they learned
in the Pre-Unit. Write it on the board.
Contractions are important because native speakers
use them a lot. They affect the rhythm of the
language and, therefore, students sound more
like a native speaker when they use them. Some
students will resist using contractions; however, it is
imperative to encourage them to use them.
G. Complete the sentences with the verbs.
Rewrite each sentence with a contraction.
Ask students to do the activity alone and then go
over the answers as a class.
Check students’ work in their books.
Unit 1, Lesson 3 for more practice with
contractions and the verb Be.
H. Read.
Drill the students briefly on the exchanges. With a
few students, model the question: Are you married?
Ask two students to model the question and
appropriate response.
I. CLASSIFY Speak to five classmates.
Show students how to complete the table and
then, ask them to talk to five students about their
marital status. In this case and others where personal
information is requested, give students the option
to respond with the phrase That’s personal. Write the
phrase on the board.
Rhythm and prominence
English sentence rhythm is not a consistent
pattern. Various aspects of the language affect it.
English has a series of stops and starts based on
prominent words and the pauses that sometimes
follow. For example, one could pronounce I
am married in various ways, depending on the
information the speaker would like to stress.
If a speaker is saying emphatically that he or she
is married, it might be: I AM (slight pause) married.
If the speaker wants to differentiate between
being married and single, he or she might say I am
MARried in which case the first two words might be
rushed through quickly. (MAR in this case is more
prominent than the final example in this box.)
More often, however, and for this lesson, the
statement is a statement of fact. In this case,
it would be I am married with little or no word
prominence. This pronunciation is not very
common and comes across a bit stilted.
Changing the phrase to a contraction allows for
more dimension and is much more common in
everyday speech. The key word is married so it
receives prominence:
I’m MARried.
Intonation
Lesson 3, Worksheet 1: Marital Status
Lesson 3, Worksheet 2: Be Verb
F. Read and write contractions.
This exercise can be done as a class.
For shorter classes, ask students to do Exercise G
for homework.
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23a Unit 1
Write the following table on the board and ask
students to copy it.
What’s
your
name?
Are you
married?
Where
do you
live?
Where
are you
from?
1.
Ask students to talk to five students and report to a
group.
have students repeat it. State the goal: Today, you
will learn to say and write your address.
Ask students if they have ID cards. Show students
your driver’s license if you have one and encourage
students to do the same.
A. Read.
Read the ID card with students and ask them questions
such as: Where does Safa live? What’s the city, state, and
zip code? Use the proper stress and rhythm. Review
numbers 1–10.
Practice 1 3 mins.
B. Write.
Do this as an information-gap activity. Write these
questions on the board: What’s the street address?
What’s the city? What’s the state?
Have students work in pairs. Student A covers Safa’s
ID card and asks for Safa’s information from Student
B, who reads from the ID card. Have students reverse
roles.
Observe students as they work.
C. IDENTIFY Listen and point to the addresses.
Confirm that students are following along with the
recording. If time allows, you may produce more
examples to give students more practice.
Listening Script
1. Write down the following address so you can find
the location easily. It is 51 Apple Avenue.
2. I need to talk to the resident at 12367 Elm Road. Do you
know her?
3. Amal’s address is not 51 Apple Avenue. It is different.
4. Let’s go to the new adult school. I think the address is
3259 Lincoln Street.
CD 1
TR 27
Goal: Say and write addresses
Grammar: Review: he/she/it is
Academic Strategies: Focused listening
Vocabulary: street, address, city, state, zip code
Agenda
Read addresses.
Listen for addresses.
Write addresses.
Ask for addresses.
Resources
Multilevel Worksheets: Lesson 4,
Worksheets 1 and 2
Audio: CD 1, Tracks 27-30
Heinle Picture Dictionary: Post Office, pages 52–53
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL2, SL4, L1, L2
CASAS: 0.1.2, 0.2.1, 1.1.3, 4.8.7
actively
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c. IDENTIFY Listen and point to the addresses.
3259 Lincoln Street 51 Apple Avenue 12367 Elm Road
CD 1
TR 27
l e s s O n 4
gOAL Say and write addresses
What’s your address?
A. Read.
IRVINE PUBLIC LIBRARY
FIRST NAME: Safa
LAST NAME: Ahadi
STREET ADDRESS: 2687Westpark Lane
CITY: Irvine
STATE: CA
ZIP: 92714
b. Write.
First name:
Last name:
Street address:
City:
State:
Zip code:
Safa
Ahadi
The President of the
United States lives at
1600 Pennsylvania Avenue,
Washington, DC 20500.
lesson 4 23
2687 Westpark Lane
Irvine
CA
92714
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24 Unit 1
24 Unit 1
D. Listen to the addresses. Write the numbers only.
1. 2. 3. 4.
CD 1
TR 28
e. Listen and write.
CD 1
TR 29
F. RELATE Write the addresses.
Address:
Augustin Street,
Irvine, CA 92602
8237
Address:
Fin Road,
Irvine, CA 92602
Address:
San Andrew Street,
Irvine, CA 92602
IRVINE PUBLIC LIBRARY
FIRST NAME: Hang
LAST NAME: Tran
STREET ADDRESS: ________ Fin Road
CITY: Irvine
STATE: CA
ZIP: 92602
CUSTOMER SERVICES
FIRST NAME: Elsa
LAST NAME: Kusmin
STREETADDRESS: ______ SanAndrewStreet
CITY: Irvine
STATE: CA
ZIP: 92602
LOCKE ADULT SCHOOL
FIRST NAME: Amal
LAST NAME: Jahshan
STREET ADDRESS: 8237 Augustin Street
CITY: Irvine
STATE: CA
ZIP: 92602
Name Address
Amal 8237 Augustin Street, Irvine, CA 92602
Hang
Elsa
Use commas (,) to separate the
different parts of an address.
CO M M a s
2381 45721 32 4576
23905
23
23 San Andrew Street, Irvine, California, 92602
23905 Fin Road, Irvine, California, 92602
Exercise F: Collect and organize information
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Lesson 4 24a
Review numbers with students once again. Dictate a
few numbers to them that might be street numbers,
such as: 2034,129,23651, and 689. Ask students to
compare answers and then, as a class, go over each one.
D. Listen to the addresses. Write the
numbers only.
Listening Script
1. She lives at 2381 Olive Avenue.
2. Their address is 45721 Hampton Street.
3. My address is 32 West Main Street.
4. We live in a house at 4576 Hilton Way.
CD 1
TR 28
Write your school’s address on the board. Help
students see what words are capitalized and where
commas go. Ask students to copy the address and
then, have partners peer-edit for accuracy.
E. Listen and write.
Play the recording a few times until most of the
students have gotten the answers. You may wish
to have students compare answers with others in
a group between listening sessions.
Listening Script
Amal is a student at Locke Adult School. His address is
8237 Augustin Street, Irvine, California 92602. Hang is
also a student at Locke Adult School. She lives at 23905 Fin
Road, Irvine, California 92602. Elsa is from Russia. Her address
is 23 San Andrew Street, Irvine, California 92602.
CD 1
TR 29
F. RELATE Write the addresses.
Call out the names of the students in Exercise E and
encourage students to respond with the correct
address. Then, have students complete the exercise
by writing the addresses next to the names.
Check students’ work. Help students use commas
and capital letters correctly.
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25a Unit 1
Write a sentence on the board with the school
address already there. Write: The school address
is _________. Remind students once again about
capital letters and commas. Show them that on an
ID card, the state is usually abbreviated but when
speaking, the whole word is uttered.
Explain to students that is is a form of Be that they
have already learned. Refer them to the grammar
box at the top of the page to help them visualize it.
You may decide to go back to page 21 and look at
the chart at the top of the page. It might help here
to have students add it to the chart and give them
a brief explanation. Write on the board:
address = it
dog = it
book = it
G. Listen and read.
Read the dialog with students and teach them
about proper rhythm. Here you may wish to stress
that usually a native speaker will ask WHAT’S (slight
pause) your address?
Practice the dialog with students. You are preparing
them for the information-gap activity that they will
do in Exercise H. Prepare students for this activity by
modeling it with various students.
Listening Script
Exercise G.
CD 1
TR 30
Information gaps
In an information-gap activity, two students work
together. Each student has different pieces of
information needed to complete the task. The two
students have to ask each other questions in order
to get the information they need. In most cases, one
student is looking at one page, while the other student
is looking at a different page.
BEST PRACTICE
Practice 3 5 mins.
H. Practice the conversations. Student A look at
this page. Student B look at your answers in
Exercise F. Write.
Have students complete the information gap.
Student A looks at this page while Student B looks
at the answers from Exercise F. Then, they switch.
Ask students to demonstrate the dialogs they used to
obtain the information in front of the class.
Unit 1, Lesson 4 for more practice with the verb Be.
I. APPLY Ask your partner and write the
information. Then, ask two more classmates.
Write these two questions on the board: What’s your
name? What’s your address? Show students how to
complete this exercise by doing it with a few students
on the board.
Teach the students the question How do you spell that?
They may need to ask this question in order to spell
the street and city names correctly.
Lesson 4, Worksheet 1: Write Addresses
Lesson 4, Worksheet 2: Personal Information
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Lesson 4 25
lesson 4 25
G. Listen and read.
Hang: Hi, Amal. What’s your address?
amal: Hello, Hang. My address is 8237 Augustin Street, Irvine, California 92602.
Hang: Thanks.
The Verb Be
Subject Be Example Sentence
He
She
It (address)
is
He is a student.
She is a student.
My address is 8237 Augustin Street, Irvine, California 92602.
H. Practice the conversations. Student A look at this page. Student B look at
your answers in Exercise F. Write.
student a: Hi, Amal. What’s your address?
student B: Hello, Elsa. My address is 8237 Augustin Street, .
student a: Thanks.
student a: Hi, Elsa. What’s your address?
student B: Hello, Amal. My address is .
student a: Thanks.
student a: Hi, Hang. What’s your address?
student B: Hello, Amal. My address is .
student a: Thanks.
i. APPLY Ask your partner and write the information.Then, ask two more classmates.
CD 1
TR 30
Name Address
Irvine, California 92602
23 San Andrew Street, Irvine, California 92602
23905 Fin Road, Irvine, California 92602
Answers will vary.
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26 Unit 1
26 Unit 1
gOAL Say and write dates
l e s s O n What’s your date of birth?
5
A. Write this year.
b. LABEL Write the month and the year. Circle today’s date.
c. Number the months.
D. Listen to the months and say the number. Listen again and write the months
on a sheet of paper.
CD 1
TR 31
01
09
January February March April
May June July August
September October November December
Answers will vary.
Answers will vary.
05 06
10 11 12
07 08
03
02 04
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Lesson 5 26a
Write on the board: How do you spell that? Ask students
to practice asking for and writing classmates’ names.
have students repeat it. State the goal: Today, we will
say and write dates.
Ask students for the date: month, day, and year.
Write the first letter of each month on the board. See
if students can identify each month. After they have
practiced, complete the names of the months.
A. Write this year.
Ask students to write the current year. Write
the current year on the board and help with the
pronunciation. Ask students to repeat after you.
B. LABEL Write the month and the year.
Circle today’s date.
Review numbers 1–31. Practice days of the week if
you feel your students are ready. Now ask students
to write the month and the year. Then, have them
circle today’s date. Say the current date and ask
students to repeat.
C. Number the months.
Show students how to number the months. Then,
show how to point to each month as you say it.
Practice 1 3 mins.
D. Listen to the months and say the number.
Listen again and write the months on a
sheet of paper.
The months are read three times. The first time
students should listen. The second time they should say
the number. Then, give them time to write the names
of the months. Play the recording again so they can
confirm their answers.
Listening Script
May February August June
March November July September
January December April October
CD 1
TR 31
Observe students and check their work.
Goal: Say and write dates
Grammar: Review contractions
Pronunciation: Final /t/
Vocabulary: birthday, birth date, today, tomorrow,
numbers 1–31, months and days
Agenda
Learn months and days.
Practice new vocabulary.
Complete a calendar.
Resources
and 2
Heinle Picture Dictionary: Calendar, pages 6–7
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL1, SL2, L1, L2, RF2, RF3
CASAS: 0.1.2, 0.2.1, 2.3.2
SCANS: Basic Skills Writing, listening, speaking
maintain information
Thinking Skill See things in the mind’s eye
EFF: Communication Read with understanding, speak so
others can understand, listen actively
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27a Unit 1
Draw a birthday cake on the board. Sing a happy
birthday song to help students identify with the new
vocabulary.
Ask students what months their birthdays fall in.
Make a distinction between birthday and date of birth.
This can be done by covering the year with your hand
and saying birthday. Then, ask students what month
their birthdays are in. Ask volunteers to write their
birthdays or dates of birth on the board. Then, write
your birth date on the board. Under the dates, mark
the words and numbers as in Exercise E.
Help students make a distinction between the two
terms in their pronunciation by releasing the /t/ in
date of birth clearly so the /t/ explodes with air as the
tongue releases.
Final /t/
Write date of birth in the top right-hand corner of
the board and birthday in the top left-hand corner.
Demonstrate to students how they should point
to the word when they hear it.
1.
Say the words in isolation several times in no
particular order, repeating one or the other often.
2. Say the words in the context of sentences.
3. Say the words in the context of a paragraph.
Ask a student to do the first item above with the
class.
Intonation
Ask students what the date is today once again.
Write this date on the board with the same notation
under it. Write tomorrow’s date on the board and say:
Tomorrow is _________ (tomorrow’s date). Make the
same notations under that date. Write 21 somewhere
arbitrary on the board. Write September and 2016 also
in the same fashion. Ask a student to come to the
board and put the three items together.
Ask students to open their books and review the
vocabulary box.
E. Read.
Go over the examples and match them with what you
did on the board earlier. Then, add the numbering
system.
For shorter classes, ask students to do Exercises F
and G for homework.
Eliciting information
In the Stand Out approach, we suggest that instead
of merely giving students information, you elicit
from them what they may already know in the
presentation stage.
This rather lengthy presentation could have been
much shorter if students first opened their books
and looked at the examples and the vocabulary.
However, we recommend the longer approach
where students are involved in the presentation
and give information themselves because they
will remember more of the experience, therefore
allowing for better learning.
BEST PRACTICE
F. IDENTIFY Write the dates with words and
numbers (December 5th, 1990).
G. IDENTIFY Write the dates with numbers
only (12/05/1990).
Check students’ work. Look for commas and proper
spelling.
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Lesson 5 27
lesson 5 27
e. Read.
F. IDENTIFY Write the dates with words and numbers (December 5th, 1990).
1. The date today:
2. Your date of birth:
3. The date tomorrow:
4. Your friend’s date of birth:
G. IDENTIFY Write the dates with numbers only (12/05/1990).
1. The date today:
2. Your date of birth:
3. The date tomorrow:
4. Your friend’s date of birth:
December 5th, 1990: Norman Vaughn’s 89th
birthday, celebrated on Mount Vaughn.
Notice how to write and say dates with
words and numbers.
1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th
January 1st January 20th
January 2nd January 21st
January 3rd January 22nd
January 4th January 30th
January 5th January 31st
O R D i N a l N U M B E R s
Month Day Year
September 21 2016
September 21st, 2016
09/21/2016
December 5 1990
December 5th, 1990
12/05/1990
August 2 1974
August 2nd, 1974
08/2/1974
Answers will vary.
Answers will vary.
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H. Listen and write the dates.
CD 1
TR 32
i. APPLY Practice the conversation. Use the information in Exercise H to make new
conversations.
student a: What’s the date today?
student B: It’s June 25th.
student a: Thanks.
student a: What’s your date of birth?
student B: It’s July 3rd, 1988.
student a: Thanks.
J. Develop a list of important class dates. Ask your teacher for help.
1. Today’s date:
2. First day of school:
3. Holidays:
4. Last day of school:
Today Date of birth
1.
2.
3.
What is 5 What’s
It is 5 It’s
CO N T R aC T i O N s
July 4th: Independence
Day in the United States.
28 Unit 1
June 25th July 3rd, 1988
March 2nd March 14th, 1988
Answers will vary.
January 12th January 12th, 1990
Exercise H: Collect and organize information
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Lesson 5 28a
H. Listen and write the dates.
Have students listen as a class and write the answers
in the table. Students will hear contractions used
again. Go over the contractions and make sure
students understand how to form them.
To further expand, write the script on the board. Read
it with students, pointing out the contractions as well
as the other information.
Listening Script
1. My name is Amal. It’s June 25th. Next week, July 3rd
is my birthday. My date of birth is July 3rd, 1988.
2. Elsa is my friend. I see her every day at school. Today
is January 12th. It’s Elsa’s birthday. Her date of birth is
January 12th, 1990.
3. Hang: What’s the date today?
Orlando: It’s March 2nd.
Hang: Thanks. It’s almost my birthday.
Orlando: When is your birthday?
Hang: March 14th
Orlando: What year?
Hang: 1988.
CD 1
TR 32
Prepare students to do Exercise I by going over the
conversations. Show students how to substitute new
dates for the underlined dates.
I. APPLY Practice the conversation. Use the
information in Exercise H to make new
conversations.
Ask volunteers to demonstrate their dialogs in front
of the class.
Lesson 5 for more practice with contractions.
promoting digital literacy and using the Internet to
enhance this lesson.
Lesson 5, Worksheet 1: Calendars and Dates
Lesson 5, Worksheet 2: Ordinal Numbers
Critical Thinking
Apply
Critical thinking skills are important to help develop
students’ ability to solve problems and think
independently. Teachers can help students develop
their critical thinking skills in a number of ways:
1. Writing
Ask students to write answers to key questions
such as, What information is the most important?
What do I think about this subject? Also ask
students to write dialogues or summaries.
2. Group Work
Better results and understanding often come
from group work. Ask students to engage in
class discussion, peer reviews, and task-related
group work.
J. Develop a list of important class dates. Ask
your teacher for help.
Ask students to complete the list with the dates.
Review as a class.
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29a Unit 1
LI F ES K ILLS Nice to MeetYou
Before You Watch
• Ask students to look at the title and predict what
the video will be about.
• Ask students what they say when they meet
someone for the first time. Write any key
vocabulary expressions on the board.
A. Look at the picture and answer the questions.
• Go over the questions with students and elicit
answers. Write any key vocabulary or ideas on the
board.
While You Watch
B. Watch the video and circle the names you hear.
• Ask students to watch the video once so
that they can get familiar with the speed and
understand the gist.
• Play the video again and ask students to circle
the names they hear.
C. Read the statements. Write T for true and F
for false.
• Ask students to discuss the statements with a
partner and decide whether they are true or false.
• Have students write their answers and elicit
feedback as a class.
There are many ways to use video in the classroom.
Students should rarely watch a video without some
kind of task. You might introduce comprehension
questions before they watch so they know what
they are looking for. Below are a few techniques that
you may try for variety beyond the comprehension
checks and other ideas already presented in this
lesson.
Freeze Frame: Pause the video during viewing
and use it like a picture dictionary, identifying and
expanding on the vocabulary.
Silent Viewing: Show the video in segments
without sound so students can guess at the
storyline. This helps them to understand that
listening is more than just the words people say.
Prediction Techniques: Show portions of the video
and ask students to predict what will come next.
Listening without Viewing: This helps students
create their own image of what is happening. After
a discussion, allow students to watch the video and
the sound together.
Back-to-Back: In pairs, one student faces the video
and the other faces away. Play the video without
sound and ask the student viewing to report to the
student who is facing away what is happening.
Summary Strips: Create strips of sentences that
describe the events. Have students watch the video
and then put the strips in the correct order, or ask
students to predict the story line before watching
and then check their answers. The Activity Bank has
summary strips for each video in Stand Out.
BEST PRACTICE
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Lifeskills Video 29
lifeskills Video 29
l i F e s K i l l s nice to meet you
before you Watch
questions.
1. Where are the people?
2. Who is the person standing at the front?
While you Watch
b. Watch the video and circle the
names you hear.
Roger
Frank
Mateo
Edgar
Mrs. Smith
James
Hector
Linda
Naomi
check your Understanding
c. Read the statements. Write T for true and F for false.
1. Mrs. Smith is from California.
2. Hector lives in Boston.
3. Mateo is from Puerto Rico.
4. Naomi is from Pasadena.
5. Naomi works in a diner.
F
They are in a classroom.
The teacher is standing at the front.
F
T
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30 Unit 1
30 Unit 1
review
learner log
I can say and write dates.
Yes No Maybe
A. Read.
First Name:
Last Name:
Date of Birth:
Birthplace:
Address:
City:
State:
Zip:
Yolanda
Alvarez
August 12th, 1977
Mexico
2347 Oxford Drive
Anaheim
CA
92807
Yolanda Alvarez
b. Write.
1. What’s her first name?
2. What’s her last name?
3. What’s her address?
4. What’s her date of birth?
5. What’s her birthplace?
Yolanda
Alvarez
2347 Oxford Drive, Anaheim, CA 92807
August 12th, 1977
Mexico
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Review 30a
Goal: All unit objectives
Grammar: All unit grammar
Pronunciation: Rhythm and prominence
Academic Strategies: Focused listening, reviewing,
evaluating, developing study skills
Vocabulary: All unit vocabulary
Agenda
Discuss unit objectives.
Complete the review.
Evaluate and reflect on progress.
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL2, L1
CASAS: 0.1.1, 0.2.1, 7.4.1, 7.4.2, 7.4.3
Lifelong Learning Take responsibility for learning, reflect
and evaluate
Write all the goals on the board from Unit 1. Show
the students the first page of the unit and mention
the five goals. Explain that today is review and that
they will review the whole unit.
Note: Depending on the length of the term, you may
decide to have students do Presentation and Practice 1
for homework and then, review students’ work as
either the warm-up or another class activity.
Presentation 10–15 mins.
This presentation will cover the first three pages of
the review. Quickly go to the first page of each lesson.
Discuss the goal of each one. Ask simple questions to
remind students of what they have learned.
Practice 15–20 mins.
A. Read. (Lessons 1–5)
B. Write. (Lessons 1–5)
Recycling/Review
The review process and the project that follows are
part of the recycling/review process. Students at this
level need to be reintroduced to concepts to solidify
what they have learned. Many concepts are learned
and then, forgotten while learning other new
concepts. This is because students learn but are not
necessarily ready to acquire language concepts.
Therefore, it becomes very important to review
and to show students how to review on their own.
It is also important to recycle the new concepts in
different contexts.
BEST PRACTICE
Ask students to write their address and phone
number on a 3-by-5 card. Collect the cards and pass
them out again to different people. Ask the students
to find the author of their cards by asking questions.
Write the questions on the board and show them how
to do this activity by practicing with a few students.
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31a Unit 1
Practice (continued)
C. Speak to a partner. Write. (Lessons 1–4)
Monitor students’ conversations.
D. Write. (Lesson 3)
Go over the answers as a class.
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Review 31
Review 31
learner log
I can express marital status.
Yes No Maybe
c. Speak to a partner. Write.
What’s your first name? What’s your last name?
What’s your address? What’s your phone number?
I can say and write addresses.
Yes No Maybe
Adult School Application
Student Information Household Information Essay Contact Us
Payment
E-mail
Zip Code
City
State
First Name
Street Address
Birthplace
Date of Birth
Last Name
Phone Number
Submit
-Date-
-Select-
-Select-
-Month- -Year-
D. Write.
divorced
single married divorced
Answers will vary.
married single
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32 Unit 1
32 Unit 1
e. Circle.
1. 2.
3. 4.
She / He / They is from germany. She / He / They is Ron Carter.
She / He /They are in school. She / He /We live in Irvine.
F. Write the correct form of the verb Be. Then, write each sentence with a contraction.
1. She a student.
2. She from Japan.
3. We students at The Adult School.
4. They from Honduras.
5. I in school.
G. Write live or lives.
1. He in Portugal.
2. I in Chicago.
3. She in the United States.
is She’s a student.
is
are
are
am
lives
live
lives
She’s from Japan.
We’re students at The Adult School.
They’re from Honduras.
I’m in school.
learner log
I can identify people. I can express nationalities.
Yes No Maybe Yes No Maybe
32 Unit 1
e. Circle.
1. 2.
3. 4.
She / He / They is from germany. She / He / They is Ron Carter.
She / He /They are in school. She / He /We live in Irvine.
F. Write the correct form of the verb Be. Then, write each sentence with a contraction.
1. She a student.
2. She from Japan.
3. We students at The Adult School.
4. They from Honduras.
5. I in school.
G. Write live or lives.
1. He in Portugal.
2. I in Chicago.
3. She in the United States.
is She’s a student.
is
are
are
am
lives
live
lives
She’s from Japan.
We’re students at The Adult School.
They’re from Honduras.
I’m in school.
learner log
I can identify people. I can express nationalities.
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Review 32a
E. Circle. (Lessons 1 and 2)
Help as necessary.
F. Write the correct form of the verb Be. Then,
write the sentence with a contraction.
(Lesson 3)
Help as necessary.
G. Write live or lives. (Lesson 2)
Help as necessary.
Evaluation 5 mins.
Go around the room and check on student progress.
If you see consistent errors among several students,
interrupt the class and give a mini lesson or review to
help students feel comfortable with the concept.
Learner Logs
Learner logs function to help students in many
different ways.
1. They serve as part of the review process.
2. They help students to gain confidence and
document what they have learned. In this way,
students see that they are progressing and want
to move forward in learning.
3. They provide students with a tool that they can
use over and over to check and recheck their
understanding. In this way, students become
independent learners.
BEST PRACTICE
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33a Unit 1
CCRS: SL1, L5
CASAS: 0.1.1, 0.2.1, 4.8.1
Resources Allocate time, allocate money, allocate materials
and facility resources, allocate human resources
maintain information, interpret and communicate information,
use computers to process information
Interpersonal: Participate as a member of a team, teach
others, serve clients and customers, exercise leadership,
negotiate to arrive at a decision, work with cultural diversity
Systems Understand systems, monitor and correct
performance, improve and design systems
Thinking Skills Think creatively, make decisions, solve
problems, see things in the mind’s eye
Personal Qualities Responsibility, sociability, self-management
in writing, speak so others can understand, listen actively,
observe critically
Decision Making Solve problems and make decisions, plan
Interpersonal Cooperate with others, advocate and influence,
resolve conflict and negotiate, guide others
Lifelong Learning Take responsibility for learning, reflect and
evaluate
In this project, students will work in teams to create
a book. First, they will make a mini book in teams
of four or five. Then, you can bring the mini books
together to create a class book. These books can be
about real class members, but due to the personal
nature of the information to be published, you may
opt to have the students create fictitious characters.
The teams can complete the project, including a
presentation on a second day if necessary.
Stage 1 10–15 mins.
Make a table like the one below.
Next, help students form groups and assign positions
within their groups. On the spot, students will have to
choose who will be the leader of their group. Review
the responsibility of the leader and ask students to
write the name of their leader in the books.
Do the same with the remaining positions: writer,
artist, and spokesperson. If there are five people in the
group, double up on the position of spokesperson.
Every member of a group should have a responsibility.
Write the information for all the members of your
team.
Ask students to complete the worksheet as a team.
Draw a picture or add a photo of each member.
Make a team book.
Ask teams to decorate the five pages and combine
them to make a book.
Do a presentation about your team’s members.
Ask teams to prepare a presentation. Each student on
the team will talk about one page. The presentation
can be merely students introducing themselves and
reading the information while showing the picture.
The activity can be more effective if you videotape
the presentations for student review.
Make a class book with the other teams.
Collect all the pages and create a class book. As
a class, you might suggest putting the pages in
alphabetical order by students’ last names and
creating a table of contents and cover page. (Show
examples of this from actual books.) Be sure to
display the students’ work.
Project 1, Worksheet 1: Student Profile
Project 1, Worksheet 2: Class Phone Book
Complete two or three example profiles with
students as a class. Write the position responsibilities
on the board as identified on the project page.
Simulate a group activity by arbitrarily assigning
positions. Help students understand the process.
Combine ideas and information; Make decisions; Exercise leadership roles; Manage time; Complete tasks
as assigned; Interact appropriately with team members; Collect and gather information; Interpret and
communicate information; Apply technology
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t e A m P r O J e c t make a class book
cOllAbOrAte Form a team with four or five students. In your team, you need:
1. Make a table like the one below.
2. Write the information for the members of your team.
Position Job description Student name
Student 1:
Team Leader
Check that everyone speaks English.
Check that everyone participates.
Student 2:
Writer
Write information.
Student 3:
Artist
Draw pictures.
Students 4/5:
Spokespeople
Organize presentation.
Team Project 33
What’s your first name?
What’s your last name?
What’s your phone number?
What’s your date of birth?
What’s your marital status?
3. Draw a picture or add a photo of each member.
4. Make a team book.
5. Do a presentation about your team.
6. Make a class book with the other teams.
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34 Unit 1
About the Explorers
All of the National Geographic
explorers featured in this unit
appear in later units. Please refer
to the unit in which they appear
for more information.
• Read more about Jimmy Chin
in Unit 5.
• Read more about Sarah Marquis
in Unit 4.
• Read more about Diana Nyad in
Unit 6.
• Read more about Maritza
Morales Casanova in Unit 8.
About the Photos
Jimmy Chin Fellow climber and
photographer Mikey Schaeffer
took this photo of Jimmy on
assignment in Yosemite National
Park, California.
Sarah Marquis Sarah takes a seat
in the ancient city of Machu Picchu,
high in the Andes Mountains of
Peru.
Diana Nyad This photo shows
Diana mid-stroke during her
famous 100-mile swim from
Havana, Cuba, to Miami, Florida.
Maritza Morales Casanova This
photo shows Maritza with her
students at her environmental park
where children learn about the
world around them.
• Tell students they are going to
read about National Geographic
explorers. Ask students to tell
you what an explorer is. A person
who travels to a place no one
knows to find new information.
Discuss as a class.
• Ask students to brainstorm and
think of examples of famous
explorers. ChristopherColumbus,
NeilArmstrong,MarcoPolo,etc. Ask
where the explorer was born or
what country he or she was from.
Reading Challenge
RI.1.1, RI.2.1, RI.1.5, RI.1.7
RF.2, RF.3
CCRS FOR READING
34 Unit 1
A. PREDICT Look at the pictures. Answer the questions.
1. Who lives in Mexico?
2. Who was born in 1973?
3. Who lives in Switzerland?
4. Who is from New York City?
reADinG cHAllenGe
Jimmy Chin
Read more about Jimmy in Unit 5.
sarah Marquis
Read more about sarah in Unit 4.
Diana Nyad
Read more about Diana in Unit 6.
Maritza Morales Casanova
Read more about Maritza in Unit 8.
Answers will vary.
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• Introduce the explorers and point
to each picture. Say the names
aloud and have students repeat.
pictures. Ask them what they can
see. Have students guess what
each explorer is doing and their
location. Discuss as a class.
A. Predict Look at the pictures.
Answer the questions.
Ask students to look at the pictures
and discuss the answer to each
question with a partner. Have
students look for clues such as
clothes, age, and names.
B. Predict Look at the
pictures again. Put
a check (✓) in the table.
Ask students to look at the pictures
again and check the word that
describes each explorer. Have
students share their answers with
the class and explain their choices.
C. Read about the explorers.
• Ask students to read the passage
to learn about each explorer.
Ask students if their guesses in
Exercise B were correct.
• Read the passage with students
and go over any vocabulary that
students do not understand.
D. IDENTIFY Underline the date
of birth in each paragraph.
Ask students to underline the
date of birth of each explorer in
the passage. Ask students if their
guesses in Exercise A were correct.
E. CREATE Complete the
sentences about the explorers.
Ask students to complete the
sentences about each explorer. Have
volunteers write their sentences on
the board. Discuss as a class and add
other personal information.
Brainstorming and Group Discussions
Brainstorming and group discussion are two
pre-reading strategies that
allow students to recall information that they may already know.
• Brainstorming requires students to concentrate and recall information
they already know.
• Group discussion requires students to work together to recall
information.
Reading Strategies
sarah marquis
Sarah Marquis is from Switzerland. She is an adventurer and a National geographic
explorer. Her date of birth is June 20th, 1972.
Jimmy chin
Jimmy Chin is from Mankato, Minnesota. He is a climber and photographer. He is also a
National geographic explorer. He was born in 1973.
Diana nyad
Diana Nyad is from New York City. Her birth date is August 22nd, 1949. She is a swimmer
and a National geographic explorer.
maritza morales casanova
Maritza Morales Casanova is a teacher and a National geographic explorer. She is from
Mexico. She was born in 1985.
Adventurer Teacher Swimmer Climber
Sarah Marquis
Jimmy Chin
Diana Nyad
Maritza Morales Casanova
b. PREDICT Look at the pictures again. Put a check (✓) in the table.
c. Read about the explorers.
D. IDENTIFY Underline the date of birth in each paragraph.
e. CREATE Complete the sentences about the explorers.
1. Sarah Marquis is an .
2. Jimmy Chin is from .
3. Diana Nyad is from .
4. Maritza Morales Casanova is a .
Answers will vary.
adventurer and a National Geographic explorer
Mankato, Minnesota
New York City
teacher and a National Geographic explorer
Exercise B: Collect and organize information
Exercise E: Combine ideas and information
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36 Unit 2
Our Class
2
U n i t
University students
practice on models in
a dentistry class.
About the Photo
Ed Kashi took this photo. It shows
students in a dentistry lab at
Kalamoon University—Syria’s first
private university— practicing
dental procedures on specially
designed mannequins. These
mannequins allow students to
learn a whole range of procedures
before they start working
with real people. Ed Kashi is a
photojournalist and filmmaker
from New York City. He is known
for documenting current social and
political issues around the world.
to look at the picture. Then,
ask the questions in the box.
Discuss as a class.
• Have students look at the
picture again. Ask: Is your class
like this one? What is the same?
What is different? Then, ask
students what kind of class they
think this is. Discuss as a class.
• Have students guess the ages
of the people in the picture. Ask
where they think these students
are from. Ask what the students
are wearing. Discuss as a class.
Our Class
2
U n i t
• Introduce yourself
and others
• Describe your
surroundings
• Identify common
activities
• Plan a schedule
• Plan for weather
• Possessive adjectives
• This is …
• Prepositions of
location
• Present continuous
• Simple present with
need
• Weather vocabulary: foggy,
cloudy, rainy, windy, sunny,
snowy, hot, cold
• Verbs: listening, reading,
writing, talking, sitting,
standing
• Classroom nouns
• Clothing
The skills students learn in
this unit can be applied to
all EL Civics competency
areas with a particular
focus on the following:
• Communication
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Unit 2 37
• Read the caption while students
read it to themselves. Ask
students to underline any words
they do not understand.
• Tell students that a dentist
cleans and fixes teeth. Tell
students that a dentist studies
dentistry in school. Then, explain
that students in dentistry school
practice on models and not on
real people. Write the vocabulary
on the board.
students. Then, write any key
vocabulary on the board.
Life Skills Link
to interact with others they meet
for the first time. They will also learn
how to describe their environment
and identify common activities and
how to schedule them.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 0.1.4
Lesson 2: 0.1.5
Lesson 3: 0.1.5
Lesson 4: 0.2.1, 0.2.4, 2.3.1
Lesson 5: 0.1.2, 0.2.1, 1.1.3, 2.3.3
Review:
0.1.5, 2.3.1, 2.3.2, 2.3.3, 7.4.1,
7.4.2, 7.4.3
Team Project: 0.1.5, 2.3.1, 2.3.2, 2.3.3, 4.8.1
• Organizing and maintaining information
information
• Basic skills
• Reflecting and evaluating
L1, L2, L5, RF2, RF3
UNIT OUTCOMeS
Introduce yourself and others
Describe your surroundings
Identify common activities
Plan a schedule
Plan for weather
1. What can you see in the
classroom?
2. What are the students
doing?
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38 Unit 2
38 Unit 2
meet my friend
GOAL Introduce yourself and others
1
A. PREDICT Look at the picture. Where are the students from?
b. Listen and practice.
I want to introduce two new students today. This is Edgar. He is from Senegal. He lives in
Sacramento. His phone number is (916) 555-3765.
Meet Julie. She is also a new student. She is from Canada. She lives in Folsom. Her number is
(916) 555-4565.
C. CLASSIFY Write the information about Edgar and Julie.
Name Phone City
Edgar
Julie
CD 1
TR 33
l e S S O n
Sacramento
Folsom
(916) 555-3765
(916) 555-4565
Exercise C: Collect and organize information
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Lesson 1 38a
have students repeat it. Introduce yourself to the
class. State the goal: Today we will introduce each
other.
Invite three volunteers to the front of the classroom.
Ask them: What’s your name? What’s your address?
What’s your phone number? Teach students that if they
don’t want to give out this information, they may say,
That’s personal. Write the phrase on the board.
A. PREDICT Look at the picture. Where are the
students from?
Ask students to open their books and briefly discuss
the picture. Ask students where they think Edgar and
Julie are from. Some students may read ahead to the
information in Exercise B. This is expected.
B. Listen and practice.
Play the recording. Ask students to follow along as
they listen.
Listening Script
The listening script matches the paragraphs in
Exercise B.
CD 1
TR 33
Ask students in groups of three to write a
conversation using the students’ names as well as the
teacher’s name, Mr. Jackson, in Exercise B. Ask them
to switch roles until all students have played the role
of Mr. Jackson.
Ask volunteers to perform their conversation in front
of the class.
Write the alphabet across the board. Review each
letter by pointing to it and asking students to call out
the name of the letter. Then, write a student’s name
on the board under the letter that corresponds to the
student’s first name. Show the students, for example,
that Juan goes under J. Next, show students how to
form a line in alphabetical order by first name.
Goal: Introduce yourself and others
Grammar: Possessive adjectives
Pronunciation: Question intonation
Vocabulary: introduce, lives, address, phone number,
this is, meet
Agenda
Line up in alphabetical order by first name.
Learn and practice possessive adjectives.
Learn different forms of introduction.
Ask questions.
Resources
and 2
Reading and Writing Challenge: Unit 2
pages 40–41
with ExamView®
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: RI1, SL2, L1, L2, L5, RF2, RF3
CASAS: 0.1.4
EFF: Communication Convey ideas in writing, speak so others
can understand, listen actively
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39a Unit 2
Write on the board: My name is ____ (your name).
Ask students to introduce themselves using the
phrase. After each student says his or her name in
a sentence, ask the class a question: What’s his/her
name? Write the answers on the board. For example,
if a student’s name is John, write: His name is John.
Circle His or Her in each sentence you write on the
board. Check for understanding by pointing to
the people in Exercise A and asking: What’s his name?
What’s her name?
C. CLASSIFY Write the information about
Edgar and Julie.
Ask students to use the information from Exercise B
to complete the chart.
D. Read the chart.
Ask students to look at the chart at the top of
the page. Point out the relationship between
the pronouns and the possessive adjectives. Drill
students by pointing to a male student in the class
and asking them to say: His name is ______ (student’s
name). Then, point to a female student, prompting
them to say: Her name is ________ (student’s name).
Do this with groups of students to show all forms.
Be careful to always include name so students don’t
confuse he and she with the possessive adjective.
Metalanguage
Metalanguage in teaching English refers to the labels
we give grammatical structures. In this case, we are
introducing possessive adjectives.
Students don’t need metalanguage to speak English
well or to understand grammar. Some English
speakers may never know what the third-person
singular is. However, sometimes when working with
adults, some identification of grammar structures
can help them to identify things they have learned
earlier and to apply them to new structures.
BEST PRACTICE
For shorter classes, ask students to do Exercises E
and F for homework.
E. RELATE Look at the pictures and complete
the sentences.
Give students minimal instructions (if any) to do
this activity. Allow them time to figure out what
to do. Have them work together, if necessary.
The instructions don’t say to use the possessive
adjectives, but students should be able to relate
the practice to the presentation.
F. Complete the sentences.
Help as necessary.
Check students’ book work.
Checking
Important reasons to check students’ book work are
to focus on lesson objectives, provide immediate
feedback, and correct misunderstandings. Keep
in mind the following points:
1. Evaluation can take place during and/or after
student book work.
2. Accuracy should NOT be expected. Book work is
the students’ time to practice.
3. Evaluation need NOT be teacher-centered.
Students may check each other’s work in pairs
or small groups.
BEST PRACTICE
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Lesson 1 39
Lesson 1 39
D. Read the chart.
Possessive Adjectives
Subject Possessive adjective Example sentence
I My My phone number is 555-3456.
You Your Your address is 2359 Maple Drive.
He His His name is Edgar.
She Her Her name is Julie.
We Our Our last name is Perez.
They Their Their teacher is Mr. Jackson.
e. RELATE Look at the pictures and complete the sentences.
This is Mr. Jackson. phone number is 555-2813.
address is 3317 Maple Drive.
Irma and Edgar are married. phone
number is 555-3765. address is 1700
Burns Avenue.
F. Complete the sentences.
1. John is single. address is 3215 Park Street.
2. You’re a student here. phone number is 555-2121, right?
3. We’re from Russia. address is 1652 Main Street.
4. I’m a new student. name is Julie.
His
His
His
Your
Our
My
Their
Their
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40 Unit 2
40 Unit 2
G. Learn the introductions.
H. Listen and circle.
1. This is … Meet … I want to introduce …
i. SURVEY Talk to four classmates.
Name
(What’s your name?)
Phone number
(What’s your phone number?)
Address
(What’s your address?)
1.
2.
3.
4.
J. Introduce a classmate to the class.
CD 1
TR 34
What’s your name?
What’s your phone number?
I N TO N AT I O N
This is … This is Oscar.
Meet … Meet Julie.
I want to introduce … I want to introduce Edgar.
Answers will vary.
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Lesson 1 40a
Call three volunteers to the front of the class and
introduce them using the phrases and words from
the vocabulary box. Students should be focused on
you at this point, so it is better to have the books
closed.
G. Learn the introductions.
Students may resist using this because the form isn’t
common in some other languages. However, it is
important that they learn it in preparation for future
projects they will do in Stand Out Basic.
Show them how this is only used when introducing
one person and is not used in the plural.
At this point, if you feel your students are ready, you
may add other ways to make introductions.
Write the three phrases across the board. Say
each one in random order and ask students to point
to the one you say. This activity will prepare them for
the listening practice that will follow.
Practice 3 5 mins.
H. Listen and circle.
Playing recordings multiple times
It is appropriate to play recordings several times at
this level. The speakers speak at an authentic pace so
students can transfer their classroom experiences to
real-life listening.
BEST PRACTICE
Unit 2, Lesson 1 for more practice with possessive
adjectives.
Review the pronunciation box with students. Show
them that the emphasis is placed on the first word
in this type of question. You may drill students by
having them stand when saying the emphasized
word and sitting afterwards.
I. SURVEY Talk to four classmates.
Have students complete the chart with the
information they gather from four classmates.
J. Introduce a classmate to the class.
Have students present the information about one of
the classmates they talked to in Exercise I.
Lesson 1, Worksheet 1: Introductions
Lesson 1, Worksheet 2: Possessive Adjectives
Books closed
In the StandOutapproach, developing or maintaining
the context is as important as the content. In this
lesson, students would study the words carefully and
perhaps lose sight of the context if the instructor asked
them to immediately study the chart in Exercise G.
If the information is first practiced or presented in
context, students will be more likely to understand the
information when they see the chart.
BEST PRACTICE
Listening Script
1. Mr. Jackson: Hi, Edgar. I want to introduce you to
Susan. She is a friend of mine from class.
Edgar: Hello, Susan. Nice to meet you.
Susan: Nice to meet you, too.
2.
Mr. Jackson: Class, it is my pleasure to tell you about a
new student. Please meet Jonathan. He is from Canada.
His address and phone number are available if you want
to contact him.
3.
Susan: My name is Susan and this is my good friend,
Emanuel. Emanuel is from Israel. We live in Sacramento.
Our class is next door.
John: Nice to meet you. What’s your teacher’s name?
Susan: It’s Mr. Jackson.
CD 1
TR 34
Check students’ answers. Play the recording more
than once if necessary.
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41a Unit 2
Go over the new vocabulary in the picture.
A. Listen and repeat. Point to the picture.
Listening Script
Listening script matches the word list in Exercise A.
CD 1
TR 35
B. LOCATE Write: desk, computer, chair,
and book.
To prepare for the next activity, use the new
vocabulary in sentences and ask students to point.
C. Listen and point.
Briefly go over the pronunciation box.
Listening Script
May I have your attention, please? Class, I want to give
you a quick tour of the classroom and talk about some
class rules. Look around and see if you can find the items I
will describe to you. Of course, the board is in the front of the
class. Here, I write important information. If you need a pencil
sharpener, please use the electric one during group work, and
not when I am talking. We can move desks in the classroom
when it is necessary to do group work. If you need to borrow
a book, go to the bookcase. Please don’t leave trash around
the room. Use the trash can whenever possible. I hope you
know that I don’t want you sitting in your chairs all the time.
You will have many opportunities to get up and walk around.
Also, we will keep the door closed during class, so you can
concentrate on your work in the class. Any questions?
CD 1
TR 36
D. RELATE Ask questions. Use the words in
Exercise A.
Ask students to work in pairs.
Observe students doing the activity.
Ask students to get in groups of three and introduce
each member to another group.
Write the day, the date, and the agenda on the board.
Say the date and have students repeat it. Ask students
to point to objects in the classroom, for example:
Point to the teacher’s desk. Help them understand by
modeling. Next, express where the item is by using a
preposition of location. State the goal: Today we will
describe our classroom.
Goal: Describe your surroundings
Grammar: Prepositions of location
Vocabulary: Classroom objects, prepositions
Agenda
Learn classroom vocabulary.
Learn prepositions of location.
Draw your classroom.
Write about your classroom.
Resources
Heinle Picture Dictionary: Classroom, pages 18–19;
In, On, Under, pages 12–13
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: SL1, SL2, L1, L2, RF2
CASAS: 0.1.5
SCANS: Basic Skills Listening, speaking
Interpersonal Teach others
actively
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Lesson 2 41
Lesson 2 41
b. LOCATE Write: desk, computer, chair, and book.
C. Listen and point.
D. RELATE Ask questions. Use the words in Exercise A.
EXAMPLE: Where’s the trash can?
CD 1
TR 36
A. Listen and repeat. Point to the picture.
CD 1
TR 35
2
l e S S O n
GOAL Describe your surroundings
Where’s the pencil sharpener?
trash can file cabinets board bookcase plant door
Where’s the door?
Where’s the trash can?
Where’s the pencil sharpener?
I N TO N AT I O N
computer
book
chair
desk
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42 Unit 2
42 Unit 2
e. Read.
F. APPLY Look at the picture in Exercise B. Ask where is the teacher, plant, and trash
can. Ask where are the file cabinets, students, and books.
Student A: Where is the teacher?
Student B: He is next to the door.
Prepositions of Location
Where are the students?
They’re in front of the board.
Where are the books?
They’re in the bookcase.
Where’s the plant?
It’s on the desk.
Where’s the desk?
It’s behind the chair.
Where’s the trash can?
It’s between the desk and
the bookcase.
Where are the file cabinets?
They’re next to the computer.
Student A: Where are the file cabinets?
Student B: They are behind the computers.
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Lesson 2 42a
With books closed, ask students where something
is in the classroom. Try to elicit information from
students instead of merely giving them prepositions.
The conversation with students might go something
like this:
Teacher: Where’s the file cabinet?
[Students point.]
Teacher: Where?
[Students point again. One or two students say: There.]
Teacher: Where is it?
[One or two students might say next to the desk or
something similar. If they don’t, the teacher can
cue them.]
Teacher: Next to . . . [Pause for student responses.]
Eliciting information
The Stand Out approach suggests that—as much
as possible—instructors elicit information from
students first, before giving them the information.
This is an important principle in Student-Centered
Instruction (SCI). By first eliciting information, the
teacher is able to better determine what students
already know.
BEST PRACTICE
E. Read.
Guide students through the information. Drill students
on the new prepositions by looking back at the previous
page and asking them where various items are. This
might also be a good place to use or create hand signals
to identify certain or all the prepositions.
Show students how to do Practice 2. Take plenty of
time to set this up for them. Model it with several
students until you are confident that they will have
success when they do it in pairs.
F. APPLY Look at the picture in Exercise B.
Ask where is the teacher, plant, and trash
can. Ask where are the file cabinets, students,
and books.
Student A asks the questions from Exercise F. Student
B answers while Student A checks to see that Student
B is correct. Student B should only look at Exercise B.
After completing the activity, students should
reverse roles.
Ask volunteers to perform their conversations.
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43a Unit 2
Ask students again where things in the classroom are.
When you are confident that students understand
that they are to draw the classroom showing where
objects are in relation to each other, divide them
into groups.
homework.
G. CREATE Draw your classroom.
Encourage students to use prepositions of location in
their groups. Walk around during this activity and ask
students questions using the prepositions.
Random grouping
Sometimes grouping students randomly without
consideration for native language or proficiency is
appropriate. A few techniques for random grouping
include the following:
Counting off: You want four students in each group.
You have 32 students in the class. Have students
count off from one to eight. All ones work together,
all twos work together, etc.
Birthday months: Students whose birthdays are
in the same month work together. The benefit is
that students get to know one another better and
they recycle learning about months. This method,
however, takes a lot of instructor assistance because
it is difficult to get even groups. Try having students
stand for each month of the year and forming
groups from those who are standing.
Playing cards: If you have 28 students in your class,
you would use all the playing cards from aces to
sevens. Shuffle and pass out the cards to all students.
The students with aces work together as do the
students with twos, etc.
BEST PRACTICE
Observe students’ work.
prepositions of location.
H. Write.
Have students complete the exercise in groups or
in pairs.
Lesson 2, Worksheet 1: Prepositions of Location
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Lesson 2 43
Lesson 2 43
G. CREATE Draw your classroom. Answers will vary.
H. Write.
1. Where is the teacher’s desk?
2. Where is the trash can?
3. Where is the board?
4. Where are the books?
5. Where are the file cabinets?
Answers will vary.
Exercise G: Combine ideas and information
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44 Unit 2
44 Unit 2
b. IDENTIFY Write the names of the students.
1. listen
2. read
3. write
4. talk
What are you doing?
GOAL Identify common activities
l e S S O n 3
A. Listen and point to the students.
CD 1
TR 37
Sara
Shiro
Julie
Edgar
Shiro
Julie
Edgar
Sara
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Lesson 3 44a
Write the day of the week and the date on the board.
Say the date and have students repeat. Pantomime
reading, talking, listening, sitting, standing, and
writing. State the goal: Today, we will identify common
activities.
Note: In this lesson, students will be introduced to
the present continuous. Students are not expected
to fully grasp the structure at this time.
Ask students to open their books. Look at the picture
with them. Ask them to point to any activities they
recognize. Pantomime the actions again and write
the words in Exercise B on the board. Ask students
to find these actions in the picture. Help students to
prepare for the listening task by using the words in
sentences and asking them to point to each action.
A. Listen and point to the students.
Listening Script
All the students work hard in Mr. Jackson’s English
class. Two students are talking in the back of the room
about their homework. One student is writing at his desk.
Shiro is at his desk, too. He is listening to a tape. Julie is
reading. She is a good student.
CD 1
TR 37
Practice 1 3 mins.
B. IDENTIFY Write the names of the students.
Do the first item as a class. After students complete
this exercise, have them work in pairs. Student A
reads a word and Student B points to the picture.
Then they reverse roles. Then, ask them to invert the
activity. Student A points to an action and Student B
says the word.
Observe students as they perform the task.
Step-by-step
At this level, it is important that you only ask
students to do one thing at a time. Carefully model
the target behavior. Let students know how much
time they have to complete each task, but monitor
them to make sure they don’t lose interest sooner.
BEST PRACTICE
Write these words on the board: pencil sharpener,
board, teacher’s desk, trash can, bookcase, door, file
cabinet. Write a sentence describing the location
of the trash can, for example: It’s next to the teacher’s
desk. Ask students to name the item. Ask students
to write sentences about each item using It’s and quiz
a partner. Have a few students report to the class.
Goal: Identify common activities
Grammar: Present continuous
Vocabulary: Classroom verbs; pen, pencil, book,
notebook, CD, magazine
Agenda
Review classroom verbs.
Match classroom objects and verbs.
Write actions using the present continuous.
Resources
Audio: CD 1, Track 37
Heinle Picture Dictionary: Listen, Read, Write,
pages 20–21
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: S1, S2, L1, L2, L5, RF3
CASAS: 0.1.5
SCANS: Basic Skills Listening, speaking
Interpersonal Teach others
actively
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45a Unit 2
Put examples of the items listed in the vocabulary
box on a table in front of the room. Go over
the vocabulary and help students with correct
pronunciation.
Do a Total Physical Response (TPR) activity. In this
activity, students learn the vocabulary by standing up
and going through simple motions. Demonstrate the
activity and then ask students to do it. Ask different
students to stand up, come to the front of class, pick
up, and put down a designated item.
Write the four verbs on the board again: listen, write,
read, and talk.
Ask students to do another TPR activity slightly
different from the one you have just done. Have a
student come to the board and circle one of the four
verbs that can best be associated with the item you
give them. For example, if you give the student a
pencil, he or she should circle the verb write.
Total Physical Response
Total Physical Response, or TPR, was developed
by Dr. James J. Asher. The basic idea is that when
students engage physically, learning improves.
Also, TPR permits students to react to the language
without speaking immediately.
BEST PRACTICE
For shorter classes, ask students to do Exercises D
and E for homework.
C. Read the words and find examples in your
classroom.
Read the words. Then, ask students to look for
examples in the classroom. Once identified, ask
volunteers to point to the item and say the word.
Have students repeat.
D. IDENTIFY Write the words from Exercise C.
Ask students to look at the pictures. Then, ask
students to write the correct word under each picture.
Drill students by saying one of the nouns and asking
students to respond with the corresponding verb.
You can check students’ understanding better if you
assign each verb a number. Instead of responding
with the verb, ask students to show the number
of fingers that corresponds to the verbs you have
numbered.
E. CLASSIFY Complete the table with the
objects in Exercise D.
Ask students to complete this activity either in pairs
or on their own. Note that the verb write has three
matches: pencil, pen, and notebook.
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Lesson 3 45
Lesson 3 45
C. Read the words and find examples in your classroom.
pen clock board pencil book notebook CD magazine teacher
D. IDENTIFY Write the words from Exercise C.
e. CLASSIFY Complete the table with the objects in Exercise D.
Write Listen Read
4.
3.
6.
8. 9.
7.
pencil
1. 2.
5.
book
magazine
board
pen
CD
clock
CD
teacher
pencil
pen
notebook
book
magazine
clock
board
notebook
teacher
Exercise E: Collect and organize information
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46 Unit 2
46 Unit 2
Juan is sitting.
1.
2.
She is reading.
She is listening.
5.
6.
Present Continuous
He is read He is reading. / She is reading.
She write He is writing. / She is writing.
listen -ing He is listening. / She is listening.
talk He is talking. / She is talking.
sit He is sitting. / She is sitting.
stand He is standing. / She is standing.
3.
4.
He
He
F. Read.
G. Write.
H. REPORT Write about your classmates.
1.
2.
3.
4.
5.
is standing.
She is sitting.
She is writing.
Answers will vary.
is talking / listening.
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Lesson 3 46a
Play the recording from page 44 (CD 1, Track 37)
again. Ask students to listen carefully to the verbs.
Write on the board: Julie is reading. Play the recording
one more time and ask students to listen for this
sentence.
F. Read.
Read the chart with students. This is their first exposure
to the present continuous. It is not separated into
morphemes and students are not expected at this
point to transfer the information to other verbs.
Spelling is also a consideration, but since this structure
is only presented for awareness purposes, spelling
rules are not introduced. Students will be asked to
copy the sentences in the next activity. Point out the
spelling issues, but avoid offering rules at this point.
G. Write.
Ask students to write the information on the lines
provided. Point out that a period is necessary at the
end of each sentence they produce.
Ask students to write their sentences on the board.
Unit 2, Lesson 3 for more practice with the
present continuous.
H. REPORT Write about your classmates.
Help as necessary.
Lesson 3, Worksheet 1: Classroom Activities
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47a Unit 2
Write on the board: write. Have students repeat the
word a few times. Pantomime listen, read, talk, sit, and
stand. Ask students in groups to choose one person
to pantomime the verbs while the rest of the group
responds with the action word.
Introduction 10–12 mins.
Say the date while pointing to it. Write your daily
schedule on the board using the format on page 47.
Review your schedule by giving the time for each
activity. State the goal: Today we will learn to plan a
schedule.
A. Read and listen.
Go over the schedule in the book with students and
ask them the time of each activity. Be sure to teach
a.m. and p.m., and practice the pronunciation of
o’clock. Play the recording.
Listening Script
Shiro has a busy schedule. He has English class at nine
o’clock. At twelve thirty, he eats lunch. He goes to class
again at one o’clock. He has pronunciation class. He goes to
work at four o’clock.
CD 1
TR 38
Review the pronunciation box. Make sure students
understand the intonation.
Practice 1 3 mins.
B. IDENTIFY Look at Shiro’s schedule.
Ask students to complete the exercise on their
own. Then, ask students to practice questions
and answers in pairs. Help them use the correct
pronunciation. The student asking the questions
looks at Exercise B. The student answering looks
only at Shiro’s schedule in Exercise A. After a few
minutes, ask students to reverse roles.
Ask students to demonstrate for the class.
Goal: Plan a schedule
Academic Strategies: Focused listening, scheduling
Vocabulary: schedule, lunch, work, pronunciation, bed
Agenda
Review classroom actions.
Study a schedule.
Read clocks.
Practice talking about time.
Resources
Worksheets 1, 2, and 3
Work book: Unit 2, Lesson 4
Heinle Picture Dictionary: Time, pages 4–5
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL2, RF2
CASAS: 0.2.1, 0.2.4, 2.3.1
SCANS: Basic Skills Writing, listening, speaking
Resources: Allocate time
Systems Understand systems, monitor and correct performance
listen actively
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Lesson 4 47
Lesson 4 47
b. IDENTIFY Look at Shiro’s schedule.
1. When’s English class?
2. When’s lunch?
3. When’s pronunciation class?
4. When’s work?
A. Read and listen.
CD 1
TR 38
4
l e S S O n
GOAL plan a schedule
When’s english class?
Shiro’s Schedule
MONDAY
4:00 p.m. Work
9:00 a.m. English Class
1:00 p.m. Pronunciation Class
12:30 p.m. Lunch
It’s at nine o’clock.
When’s English class?
When’s lunch?
When’s pronunciation class?
I N TO N AT I O N
It’s at twelve thirty.
It’s at one o’clock.
It’s at four o’clock.
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48 Unit 2
It’s one thirty at Grand Central Station
in New York City.
C. What time is it? Write.
1. 2. 3. 4.
It’s .
3:00 It’s . It’s . It’s .
5.
It’s .
8.
7.
6.
It’s .
It’s .
It’s .
3:30
D. RELATE Practice the conversation. Point to the clocks in Exercise C and make new
conversations.
Student A: What time is it? (Point to number 4 in Exercise C.)
Student B: It’s five thirty.
5:00
10:00
7:00
5:30
10:30
7:30
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Lesson 4 48a
D. RELATE Practice the conversation. Point
to the clocks in Exercise C and make new
conversations.
Ask students to work in pairs.
Group work
At this level, it is important to model group activities.
A variety of grouping strategies are suggested
depending on the task.
1. Allow students to self-select groups. Students
sometimes perform well with people they feel
comfortable with.
2. Arrange groups according to skill level. Proficient
students can excel, while less proficient students
don’t feel intimidated.
3. Arrange cross-ability groups. More proficient
students often enjoy helping, and you’ll have
several mentors in the class instead of just one
teacher.
4. Avoid homogeneous language groups to
encourage the use of English.
BEST PRACTICE
Observe students as they work together.
Observing group or pair work
Walking around the classroom allows you to observe
students who may be having difficulty with the
material. It is important to catch potential problems
early on and correct students’ misunderstandings.
Remember that this is an opportunity for students
to work together, not one-on-one with the teacher.
Therefore, try to be present but invisible. Let
students know that you are there to help, but do not
interrupt their work. Move from group to group or
pair to pair as quickly and quietly as possible.
If you would like to verbally check on students’
progress, ask: Is everything OK? How’s it going?
Students will eventually get used to observations
and they will see the teacher as a possible source
for help.
BEST PRACTICE
C. What time is it? Write.
Ask: Whattime isit? Have students write the correct
times. Explain to students that it is not necessary to
write a.m. or p.m. because the time shown in each clock
can represent both morning and evening.
Go over each of the clocks in Exercise C. This exercise
can be reviewed as a class. Help students to understand
that they should only say o’clock on the hour.
If you have a clock that you can remove from the wall,
write times on the board and have students come up
and change the clock to the time given. Ask students
when they eat lunch. Change the clock to read this time.
If students are ready, you might also teach them quarter
past and quarterto the hour as well as other ways of
giving the time.
Extending vocabulary
No textbook will give students every vocabulary
word they will need. On the other hand, students
at times may be overburdened by too many words.
If you use the Heinle Picture Dictionary or add more
vocabulary to a lesson, make sure students know
what vocabulary items are a priority. Students with
little formal education may get frustrated when
given too much vocabulary. These students may
only be able to handle six to ten new words a day.
Be aware of student needs. You may choose to use a
vocabulary list that students maintain to help them
know which words they are responsible for. One
possible list is in the appendices of their books. To
further remind them of what they absolutely need to
learn and to add some accountability, consider giving
a weekly spelling test on the words from their lists.
BEST PRACTICE
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49a Unit 2
Do this listening activity as a class, starting and
stopping the audio several times.
Listening Script
Cameron: Hi Julie. How are you?
Julie: Fine, thanks.
Cameron: What is your schedule today?
Julie: I have English class at nine o’clock. Then, I work at
eleven.
Cameron: What about lunch?
Julie: I eat lunch at two thirty.
Cameron: Wow! That’s late. What time do you eat dinner?
Julie: Dinner is at eight o’clock, and bedtime is at ten thirty.
Cameron: That is a long day.
CD 1
TR 39
F. Listen and read.
Practice the conversation with students. Ask them
to practice briefly in pairs. Prepare students for
Exercise G by going over the dialog and reviewing the
pronunciation, as well as when and when not to use at.
Listening Script
Exercise F.
CD 1
TR 40
Practice 3 5 mins.
G. Practice the conversation in Exercise F. Make
new conversations.
Ask students to take on the role of Julie or Mr. Jackson
and ask questions about the schedule in Exercise E.
Ask students to demonstrate the conversation in
front of the class.
Demonstrations
Student demonstrations often help you to evaluate
what students have learned. They also provide a
model for other students. Sometimes it becomes
necessary to correct students in this circumstance to
ensure that no faulty learning is occurring. Be careful
to only correct where the error directly relates to the
lesson objective. If a lot of correction is necessary,
this indicates that more practice is needed.
BEST PRACTICE
Unit 2, Lesson 4 for more practice with when
and when not to use at.
H. PLAN Write your schedule on a separate
piece of paper.
Ask students to write their schedules on another
piece of paper.
Lesson 4, Worksheet 1: Telling Time
Lesson 4, Worksheet 2: Schedules and Times
Lesson 4, Worksheet 3: Daily Planner
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Lesson 4 49
Lesson 4 49
F. Listen and read.
Julie: When’s English class?
Mr. Jackson: It’s at nine o’clock.
Julie: What time is it now?
Mr. Jackson: It’s seven thirty.
G. Practice the conversation in Exercise F. Make new conversations.
A: When’s ?
B: It’s .
A: What time is it now?
B: It’s .
H. PLAN Write your schedule on a separate piece of paper.
CD 1
TR 40
CD 1
TR 39
Work
Lunch
Dinner
Bedtime
English Class
9:00 a.m.
Julie’s Schedule
MONDAY
11:00 a.m.
2:30 p.m.
8:00 p.m.
10:30 p.m.
Answers will vary.
Answers will vary.
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50 Unit 2
50 Unit 2
b. IDENTIFY Listen and write the words from Exercise A.
CD 1
TR 42
GOAL plan for weather
l e S S O n it’s cold today
5
A. Listen and repeat.
CD 1
TR 41
windy cloudy foggy rainy snowy cold hot sunny
Tokyo, Japan
Montreal, Canada
patagonia, Chile New York City, United States
Havana, Cuba
hot/sunny
San Francisco, United States
cold/snowy
rainy
cloudy
windy/cold
foggy
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Lesson 5 50a
Goal: Plan for weather
Grammar: Simple present with need
Vocabulary: windy, cloudy, foggy, sunny, rainy,
snowy, cold, hot, weather
Agenda
Review schedules.
Listen about weather.
Talk about weather.
Talk about weather and clothes.
Predict the weather.
Resources
Heinle Picture Dictionary: Weather, pages 166–167
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI7, SL2, L1, L2, L4, RF2, RF3
CASAS: 0.1.2, 0.2.1, 1.1.3, 2.3.3
Interpersonal Participate as a member of a team, teach others
EFF: Communication Convey ideas in writing, speak so others
Ask students to work in pairs, ask for their partner’s
schedule for the day, and write it down. Then, ask
them to report to another pair.
Say the date while pointing to it and have students
repeat it. Look outside and ask students if it is cold
or hot today. State the goal: Today we will learn to
plan for weather.
Draw the sun on the board and label it. If you have
a world or U.S. map, ask students where it might be
sunny. You might want to cut out a sun and a picture
of rain and have students tape the pictures on the
map. Draw weather symbols for your city and say: It’s
sunny (cloudy, rainy, etc.) in _____ (your city) today.
Ask students to repeat several times. Make gestures
like fanning your face to indicate It’s hot!
Discuss the meaning of each word and repeat the
activity of finding places on the map that might have
that particular weather. Do this for each new word.
Listening Script
The listening script matches the word list in Exercise A.
CD 1
TR 41
Prepare students for Exercise B by saying the words
and asking them to point to them. If you think
students are ready, try a short dictation of the words
in the list.
Practice 1 3 mins.
B. IDENTIFY Listen and write the words from
Exercise A.
Students often stop listening when they begin
writing. Show them how to write the first letter of the
word so that they can go back and complete it after
the listening. You might need to play the recording
several times.
Listening Script
This is Express Weather from Miami, Florida. We are
happy to bring you the latest weather throughout
the world. Let’s start with Havana, Cuba. It’s hot today
in Havana with a temperature of 98 degrees. In Tokyo,
Japan, it is cloudy and unusually cold for this time of year.
In Patagonia, Chile, be careful when driving. It’s very windy
today. Be careful driving in San Francisco, too. It’s very
foggy. Moving along to the north of us in Montreal, Canada,
the bitter cold is keeping most people indoors. Yes, it’s very
cold. Finally, in New York City, it’s rainy and the rain will
continue for several days.
CD 1
TR 42
Go over the answers with students.
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51a Unit 2
C. Review the weather.
Ask students how the weather is in Havana, Cuba.
Go on to ask them how it is in the other places listed.
Say: How’s the weather? Place the stress on How’s.
Asking questions that prompt
critical thinking
The key to critical thinking is asking the right
questions. Questions determine the information
we seek. Teachers can plan to ask students
thought-provoking questions that encourage
more than just one-word answers:
1. Knowledge questions that show students’
ability to recall facts, concepts, and answers. Can you
describe the weather in your country?
2. Comprehension questions that show students’
understanding of facts by being able to organize,
compare, or contrast information. Can you compare
the weather in your country to the weather here?
3. Application questions that show students’
ability to use acquired knowledge in order to find
answers. Why do you think the weather is cold today?
4. Analysis questions that show students’ ability
to classify or categorize. In what parts of the world
is it hot?
5. Evaluation questions that show students’ ability
to give their opinions based on factual information.
What country has the best weather?
6. Creation questions that show students’ ability
to put information together to propose different
solutions. What clothes can I take with me to visit
Cuba?
BEST PRACTICE
Information questions
To help students understand where to place the
stress on the correct part of the question, you may
try several different techniques.
1.
Ask most of the students to say How’s and ask
only a few to finish the sentence with theweather.
2.
Ask students to stand up on emphasized words
and to sit on the others.
3.
Ask students to repeat the phrase and add an
exaggerated pause after How’s.
4.
Ask students to clap every time they say How’s.
Intonation
D. RELATE Practice the conversation. Use
the information in Exercise C to make new
conversations.
Show students how to substitute information about
each location as they complete the conversation.
Ask for volunteers to demonstrate the questions and
answers for different locations in front of the class.
Realia
Using realia is always effective in the ESL classroom.
For example, in this lesson, if you were to bring in
an umbrella, a heavy coat, mittens, or a ski mask,
students would be able to associate the weather
with the objects.
BEST PRACTICE
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Lesson 5 51
Lesson 5 51
C. Review the weather.
rainy
hot
foggy
cloudy
snowy
warm
sunny
windy
cold
Havana, Cuba
Capetown, South Africa
Ensenada, Mexico
London, England
Vancouver, Canada
Moscow, Russia
D. RELATE Practice the conversation. Use the information in Exercise C to make new
conversations.
A: How’s the weather in Havana, Cuba today?
B: It’s hot and sunny.
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52 Unit 2
52 Unit 2
Simple Present
I, You, We, They need I need an umbrella.
He, She needs She needs an umbrella.
F. Read.
G. Practice the conversation. Use the words below to make new conversations.
I You He She We They
Student A: How’s the weather today?
Student B: It’s rainy.
Student A: He needs an umbrella.
Student A: How’s the weather today?
Student B: It’s sunny.
Student A: I need a t-shirt.
H. PREDICT Write the weather for the week.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
i. Look on the Internet or in a newspaper. Check the weather for the week and
compare it with your predictions in Exercise H.
e. CLASSIFY Write the correct clothes for the weather.
sandals an umbrella
Rainy Sunny
boots a t-shirt
sandals
a t-shirt
Answers will vary.
boots
an umbrella
Exercises E and H: Collect and organize information
Exercise I: Apply technology to a task
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Lesson 5 52a
The following activities are in preparation for
Exercise G. In Exercise G, students will describe
their needs when planning to come to class. To do
this, they will need some additional vocabulary and
possibly the simple present tense. Help students
to prepare by going over the new vocabulary and
doing Exercises E and F with them.
Use realia when possible with the vocabulary. Act
out being very cold and ask students what you can
do about it. A few students might know to use the
word coat, sweater, or jacket. Write the words on
the board and refer to the vocabulary.
E. CLASSIFY Write the correct clothes for the
weather.
F. Read.
This grammar is still being introduced. Help students
see that they need an s on the third-person singular.
There is still no need to transfer this information to
other verbs, but students can refer back to other pages
in their books where the final s has been introduced.
Specifically, see page 19, Exercise H.
G. Practice the conversation. Use the words
below to make new conversations.
Show students how to substitute information.
Ask volunteers to demonstrate Exercise G in front of
the class.
Unit 2, Lesson 5 for more practice with the simple
present.
H. PREDICT Write the weather for the week.
After groups do this activity, ask them to report to the
class and to compare what other groups wrote.
I. Look on the Internet or in a newspaper. Check
the weather for the week and compare it with
your predictions in Exercise H.
Lesson 5, Worksheet 1: How’s the Weather?
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53a Unit 2
LI F E S K ILL S It’s raining hard
Before You Watch
• Ask students: How’s the weather? What clothes do
you need in this weather?
• Write any key vocabulary expressions and words
on the board.
• Ask students to look at the picture. Ask: What are
the people doing?
• Go over the questions with students to elicit
answers.
• Discuss the answers as a class. Ask: What is the
weather like today where we live? How do you know?
• Write any key vocabulary expressions and words
on the board.
While You Watch
B. Watch the video and circle the words you hear.
• Ask students to watch the video once so that they
can get familiar with the speed and understand
the gist.
• Read the words and ask students to repeat.
the words they hear.
C. Put the events in order.
• Ask: What happens in the story? Have students
discuss the video in pairs.
• Ask students to read the sentences and put them
in the correct order.
• Ask students to check their answers in pairs. Then,
discuss as a class.
lesson.
the sound together.
BEST PRACTICE
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Lifeskills Video 53
Lifeskills Video 53
l i F e S K i l l S it’s raining hard
before you Watch
A. Look at the picture and answer
the questions.
1. Where are Hector, Mateo, and Naomi?
2. What’s the weather like? How do you
know?
While you Watch
b. Watch the video and circle the
words you hear.
boots
umbrella
poncho
snowy
rainy
windy
cold
bad weather
cloudy
Check your Understanding
1. Mateo enters.
2. Naomi, Hector, and Mateo run outside.
3. Hector enters.
4. Naomi enters.
5. Naomi, Hector, and Mateo talk about the weather.
1
2
5
3
4
It’s rainy. Hector and Naomi
are holding umbrellas.
They are in the classroom.
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54 Unit 2
b. Complete.
I want to introduce and . They are from .
address is .
phone number is .
C. Ask a classmate for information. Introduce your classmate to another student.
Review
Learner Log
I can introduce myself and others.
Yes No Maybe
A. Read.
Adult School Application
Personal Information Household Information Essay Contact Us
Payment
Zip Code
City
State
Name
E-mail Address
Address
Country of Origin
Phone Number
Submit
Binh and Anh Duong
Vietnam
4471 Broadway
duong@mai1.com
Sacramento
CA
94203
916-555-3765
Vietnam
Anh Duong
Binh
Their 4471 Broadway, Sacramento, CA 94203
Their (916) 555-3765
54 Unit 2
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Review 54a
Agenda
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7 L1, L2, RF3
CASAS: 0.1.5, 2.3.1, 2.3.2, 2.3.3, 7.4.1, 7.4.2, 7.4.3
actively
and evalute
Ask students to go through the unit and find their
favorite activity. Ask for volunteers to speak up about
what they liked about it.
Write all the objectives on the board from Unit 2.
Show students the first page of the unit and mention
the five objectives. Explain that today is review and
that they will review the whole unit.
Note: Depending on the length of the term, you
may decide to have students do Exercises A–H for
homework and then review student work as the
warm-up for another class meeting.
Discuss the objective of each. Ask simple questions to
remind students what they have learned.
A. Read. (Lesson 1)
Ask students to read the application form silently.
B. Complete. (Lesson 1)
Ask students to complete the personal information
using the application form from Exercise A.
C. Ask a classmate for information. Introduce
your classmate to another student. (Lesson 1)
Recycling/Review
part of the recycling/review process. Students at
this level often need to be reintroduced to concepts
to solidify what they have learned. Many concepts
are learned and forgotten while learning other new
Therefore, it becomes very important to review and
to show students how to review on their own. It is
also important to recycle new concepts in different
contexts.
BEST PRACTICE
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55a Unit 2
D. Read. (Lessons 4 and 5)
Ask students to read the information in the exercise
silently.
E. Write. (Lessons 4 and 5)
Have students work by themselves to complete the
activity using the information from Exercise D.
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Review 55
Review 55
D. Read.
Learner Log
I can plan for weather. I can plan a schedule.
Roanne,
France Seoul,
Korea
Guadalajara,
Mexico
Lao Cai,
Vietnam
e. Write.
1. How’s the weather in korea?
What time is it?
2. How’s the weather in France?
What time is it?
3. How’s the weather in Mexico?
What time is it?
4. How’s the weather in Vietnam?
What time is it?
It’s 8:00.
It’s rainy in Korea.
It’s windy in France.
It’s sunny in Mexico.
It’s cloudy in Vietnam.
It’s 12:00.
It’s 5:00.
It’s 6:00.
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56 Unit 2
56 Unit 2
F. Match.
Learner Log
I can identify common activities. I can describe my surroundings.
G. Write.
in
a. He is listening.
1.
c. She is talking.
3.
d. He is reading.
4.
b. He is writing.
2.
next to between on
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Review 56a
F. Match. (Lesson 3)
Have students work independently to match the
pictures with the classroom activity.
G. Write. (Lesson 2)
Have students work independently to write the
correct prepositions.
Evaluation 15 mins.
Go around the room and check on students’
progress. Help individuals when needed. If you see
consistent errors among several students, interrupt
the class and give a mini lesson or review to help
students feel comfortable with the concept.
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57a Unit 2
CCRS: RI7, SL1, SL2
CASAS: 0.1.5, 2.3.1, 2.3.2, 2.3.3, 4.8.1
Personal Qualities Responsibility, sociability, self management
observe critically
evaluate
a collage showing the diversity of their group. They
will section off a large sheet of paper, allowing room
in each section for a picture of a group member, a
map of the group member’s country, and a depiction
of the weather that is most common there.
Note: You may decide to bring a map to help students
see the outline of your state, province, or region.
Form a team with four or five students.
Refer to the Activity Bank for a profile template.
Help students form groups and assign positions
in their groups. On the spot, students will have to
the responsibility of the leader and ask students to
write the name of their leader in the books.
Do the same with the remaining positions:
writer, artist, and spokesperson. If there are five
people in the group, double up on the position of
spokesperson. Every member of each group should
have a responsibility.
Draw a picture of yourself. Draw a map of your
country. Draw a clock with the time in your
country. Draw the weather in your country.
Draw the information on a separate piece of paper.
Present each student’s work in your group to
the class.
Ask teams to prepare a presentation. Each student
on the team will talk about one of the other students
introducing that student to the class. The activity can
be more effective if you videotape the presentations
for student review.
Digital literacy
Projects are a perfect place to allow students
opportunities to use other forms of presentations
beyond pictures they create. Digital literacy is
becoming more necessary as a life skill. Encourage
students to create presentations using pictures from
the Internet. They might also consider using other
digital presentation tools.
BEST PRACTICE

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t e A m P R O J e C t make a display
COllAbORAte Form a team with four or five students. In your team, you need:
1. Draw a picture of yourself.
Draw a map of your country.
Draw a clock with the time in your country.
Draw the weather in your country.
2. present each student’s work in your group to the class.
Student 1:
Team Leader
Student 2:
Writer
Help team members write.
Student 3:
Artist
Arrange a display with help from the team.
Students 4/5:
Spokespeople
Prepare a presentation.
What time is it in your country?
Team Project 57
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58 Unit 2
Reading Challenge
About the Explorer
Joe Riis is a wildlife photojournalist
from South Dakota. He has dedicated
his life to photographing wild
animals not only because he loves
the great outdoors, but also because
he believes that they deserve a voice
in today’s changing world. Through
photography, Joe hopes to connect
people with these changes and
inspire them to do something.
About the Photo
This photo was taken in Grand Teton
National Park, Wyoming. Moose,
deer, elk, and bears are among
some of the animals that live in the
park that Joe photographs. Grand
Teton National Park is a popular
destination for people wanting to
enjoy outdoor activities such as
hiking, camping, and fishing.
• Introduce the explorer. Tell
students they are going to read
about Joe Riis.
• Ask students to look closely at
the picture. Say: This is Joe Riis.
What do you see?
• Ask students to read the quote
on their own. Ask: Is Joe Riis a
very busy man? Why do you think
so? Discuss as a class.
• Direct students’ attention back
to the quote. Ask: What do you
think the words wildlife and
science mean? Discuss as a class.
• Tell students that wildlife means
animals and sometimes plants.
Tell them that science means
the study of our natural world or
environment.
A. PREDICT Look at the picture.
picture and discuss the answer
to each question with a partner.
Have students look for clues such
as clothes, location, and weather.
RI.1.1, RI.2.1, RI.1.5, RI.1.7
RF.2, RF.3
CCRS FOR READING
58 Unit 2
A. PREDICT look at the picture. Answer the questions.
1. Where is Joe? What is he doing?
2. Look at what Joe is wearing. What’s the weather like?
ReADinG CHAllenGe
eXPLOrer JOE rIIS
ABusy
Schedule
“I wake up really early
in my tent . . . then start
my 18-hour workday of
photographing wildlife
and science.”
—Joe riis
Answers will vary.
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B. PREDICT What time does Joe
do the following activities?
Put a check (✓) in the table
for each question.
• Remind students that Joe Riis
has a long day. Ask: How many
hours does Joe Riis work every
day? Have students check the
quote for the answer.
• Have students guess what time
Joe does each activity in the
table. Ask students to read the
questions on their own and
check their answers.
C. Read the interview with
Joe Riis.
• Have students read the interview
with Joe Riis. Then ask: What
does Joe do with his photos? Ask
students to scan the interview
to find the answer.
• Read the interview once again
with students and go over any
vocabulary students do not
understand.
D. IDENTIFY Circle the times.
Look again at Exercise B. Is
your table correct?
• Ask students to circle the
important times that Joe
mentions in his interview. Then,
ask students to check if their
predictions in Exercise B are
correct.
E. RELATE Complete the
sentences about yourself.
• Ask students to think about their
own schedules. Ask them if they
are very busy like Joe Riis.
• Have students complete each
sentence with what is true about
their own schedule. Then, ask
students to share their answers
in small groups.
Asking Questions
Asking questions is an important reading strategy. Questions are good
because they do the following:
• They allow students to check their own understanding.
• They give students a reason to read.
• They encourage students to think while reading.
• They help students relate the reading to what they already know.
Reading Strategies
D. IDENTIFY Circle the times. Look again at Exercise B. Is your table correct?
e. RELATE Complete the sentences about yourself.
1. My class is at .
2. I eat lunch at .
3. My English class is at .
4. I at .
b. PREDICT What time does Joe do the following activities? Put a check (✓) in the
table for each question.
10:00 p.m. 6:00 a.m. 8:00 a.m.
What time does he wake up? ✓
What time does he take photos? ✓
What time does he go to bed? ✓
C. Read the interview with Joe Riis.
Joe Riis is a widlife photojournalist. He takes photos of wild animals and tells stories
using his pictures.
interviewer: Joe, you have a busy schedule, so thank you for your time. Can you tell us
what you do?
Joe: Sure. I take photos of wild animals. I share the photos with people so they can
connect with the planet.
interviewer: What time do you wake up?
Joe: I wake up in my tent at 6:00 a.m.
interviewer: What time do you take photos?
Joe: I take photos all day! I start at 8:00 a.m.
interviewer: What do you do next?
Joe: I talk with people to get information I need to tell stories with my photos.
interviewer: What time do you go to bed?
Joe: I go to bed at 10:00 p.m.
Answers will vary.
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60 Unit 3
Food
3
U n i t
People at a party enjoy meals
from a food truck.
About the Photo
Gerd Ludwig, a German-American
documentary photographer,
took this photo at KCRW’s annual
Halloween Masquerade Ball in Los
Angeles. It shows people enjoying
freshly prepared food from a food
truck. The annual party organized
by KCRW—a local Los Angeles
radio station—is a fund-raiser
that features bands, ghost stories,
costume contests, and food trucks.
Food trucks have become more
popular in the United States in
recent years with their appearance
in downtown areas of a lot of major
cities. Customers have a wide range
of choices when it comes to the food
for sale. Food selections range from
Vietnamese sandwiches to tacos.
• Introduce the unit. Tell students
what your favorite food to eat is
when you feel very hungry. Ask
them if they like this food, too.
• Ask students what their favorite
food is. Write some of the foods
on the board. Then, ask students
which items they think people
like the most.
• Have students look at the board
again. Ask where they can find
these foods. Then, ask students
• Identify common
foods
• Express hunger
• Plan meals
• Make a shopping list
• Express preferences
• Prepositions of location
• The verb Be + adjective
• Negative present tense
• Forming singular and
plural nouns
• Simple present with
want, like, eat
• Food items: breakfast,
lunch, dinner
• Recipe vocabulary
• Supermarket vocabulary
• Packaging vocabulary:
bag, pound, can
to the following EL Civics
competency areas:
• Health and nutrition
• Community resources
Food
3
U n i t
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Unit 3 61
if any of the foods are sometimes
on their shopping list. Whichones?
• Ask students to look at the photo
and read the caption. Then, ask
if anyone has ever eaten from
a food truck. Ask volunteers to
explain what a food truck is.
• Have students work with a partner.
Ask them to read and share their
answers to the questions.
• Point out each unit outcome. Then,
have students look at the photo
again. Ask: Dothepeoplelook
hungry?Whataretheyeatingand
drinking?Doyousometimesplan
foodforaparty?Whatdoyoubuy?
Life Skills Link
to identify common foods and
express their preferences. They will
also learn how to locate certain
foods within a grocery store or
supermarket.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 1.3.8
Lesson 2: 1.3.8
Lesson 3: 1.1.1, 1.3.8
Lesson 4: 1.3.8
Lesson 5: 1.3.8
Review: 1.3.8, 7.4.1, 7.4.2, 7.4.3
Team Project: 1.8.8, 4.8.1
• Allocating human resources
• Basic skills
• Seeing things in the mind’s eye
RI1, RI7, RI9, W1, W2,
SL1, SL2, SL4, L1, L2, L5,
RF2, RF3
UNIT OUTCOMeS
Identify common foods
Express hunger
Plan meals
Make a shopping list
Express preferences
1. What food can you buy
from this food truck?
2. What’s your favorite food?
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62 Unit 3
62 Unit 3
let’s eat!
gOAL Identify common foods
1
A. Look at the picture. Where are the students?
b. RELATE Listen and read the conversation. Use the words below to make new
conversations.
CD 1
TR 43
l e s s O n
a chicken sandwich a tuna fish sandwich a ham sandwich
Andre: The food looks good!
Silvina: Yes, it does.
Andre: What are you eating?
Silvina: A turkey sandwich.
Fair Oaks Adult School Cafeteria
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Lesson 1 62a
Ask students to look at the picture. Ask them to
guess where the two students are from. There is no
one correct answer. Next, ask where they think the
students are now. Finally, ask what foods they like
to eat. Make a list on the board.
A. Look at the picture. Where are the students?
Ask students to listen to the conversation. Ask what
Silvina is eating.
Write the agenda on the board. Ask a volunteer to
write the day of the week and the date above the
agenda. Ask students if they like American food.
Ask individuals to name one food item from their
country. Ask students which of the four sandwiches
listed in the picture they like best. Help students
with the new vocabulary. State the goal: Today we
will identify common foods.
B. RELATE Listen and read the conversation. Use
the words below to make new conversations.
Play the recording and ask students to read the
dialog. Ask students what ingredients you need
to make a turkey sandwich. At this level, they may
not completely understand. Lead them through
different parts of a turkey sandwich, including bread,
mayonnaise, cheese, lettuce, etc.
Show students how to substitute different
sandwiches in the conversation.
Listening Script
Exercise B.
CD 1
TR 43
Ask students to practice substituting different
sandwiches. Then, ask students to reverse roles.
You might want to expand this activity so students
ask each other which sandwich they prefer. Ask
students to write five student responses and the
students’ names.
Ask for volunteers to demonstrate the dialog in front
of the class.
Goal: Identify common foods
Grammar: Prepositions of location
Academic Strategy: Working in a group
Vocabulary: Common foods, breakfast, lunch, and
dinner
Agenda
Ask information about a picture.
Talk about foods in a refrigerator.
Review prepositions of location.
Practice prepositions of location.
Discuss breakfast, lunch, and dinner.
Resources
Heinle Picture Dictionary: Inside the Refrigerator,
pages 88–89; Fruits and Nuts, pages 82–83; Meat,
Poultry, and Seafood, pages 86–87; Vegetables,
pages 84–85
with ExamView®
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: SL2, L1, L2, L5, RF3
CASAS: 1.3.8
Resources Allocate human resources
actively
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63a Unit 3
C. IDENTIFY Listen and point.
Go over each vocabulary word with students. It is
important that students don’t work on Exercise D
while you are doing Presentation 2. To prevent this
from happening, ask students to cover Exercise D
with a sheet of paper. There are considerably more
words in this lesson than in most other lessons. These
are very high-frequency words that your students
have undoubtedly heard, so elicit the vocabulary
before merely giving them the information. You
might do this by asking students questions about
the picture such as: What is your favorite food in the
picture? What do you eat for breakfast? What do you
have in YOUR refrigerator?
homework.
Listening Script
a. milk
c. eggs
e. bananas
g. cheese
i. tomatoes
k. apples
m. potatoes
o. butter
b. water
d. chicken
f. bread
h. turkey
j. lettuce
l. oranges
n. mayonnaise
CD 1
TR 44
D. Match the letters in the picture to the food
words. Write the words.
Ask students to complete the exercise in pairs.
Ask students to write the information on the board.
Check for accuracy in spelling.
Keeping students’ attention
At times, it is appropriate and advisable that higher-
level students are given opportunities to work
faster or ahead of the rest of the class. Most classes
are multilevel in nature and some students may
naturally complete an exercise some time before
others. The best way to manage these situations is to
be prepared to give students who finish an exercise
before everyone else additional challenging work as
an extension to the practice.
Having said this, it is nevertheless important to
keep students from starting the practice before
you assign the exercise. In the presentation stage
of a lesson, you need the support, attention, and
involvement of all students. You also want to be sure
that all students have the opportunity to get all the
information you provide in the presentation. Finally,
if students do the exercises early, they become bored
because they often finish before the rest of the
students start.
Some strategies for keeping student attention
include the following:
1. Asking students to stop writing and tell them
that they will have plenty of time to do the
assignment.
2. Asking all the students to cover the practice
part of the page so they are not tempted to do
the work.
3. Getting students who are writing in the book
when it isn’t time involved in the presentation
by asking them questions.
BEST PRACTICE
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Lesson 1 63
Lesson 1 63
c. IDENTIFY Listen and point.
CD 1
TR 44
m
g
i
j
k
l
e
n d
c
a
b
o
h
f
apples butter eggs milk tomatoes
bananas cheese lettuce oranges turkey
bread chicken mayonnaise potatoes water
D. Match the letters in the picture to the food words. Write the words.
a. b. c.
d. e. f.
g. h. i.
j. k. l.
m. n. o.
milk water
bananas
chicken
cheese
lettuce
potatoes
turkey
apples
mayonnaise
eggs
bread
tomatoes
oranges
butter
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64 Unit 3
64 Unit 3
e. Look and read.
F. CLASSIFY Look at the picture in Exercise C. Write the foods in the table.
on the counter in the refrigerator over the counter
bread
G. Look at the picture in Exercise C again. Complete the sentences with next to
or between.
1. The water is the milk.
2. The turkey is the bread and the cheese.
3. The mayonnaise is the chicken.
4. The cheese is the turkey and the tomatoes.
H. Practice the conversation. Use the picture in Exercise C to make new conversations.
A: Where’s the bread?
b: It’s next to the turkey.
i. APPLY Make a list of foods in your refrigerator on a sheet of paper and share it
with a partner.
on in over
next to between
next to
between
next to
between
bananas
water
chicken
lettuce
apples
milk
tomatoes
mayonnaise
turkey
oranges
eggs
cheese
butter
potatoes
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Lesson 1 64a
E. Look and read.
Review prepositions of location with students. You
may also wish to go back to page 63. In this lesson,
students will be introduced to a new preposition of
location: over.
Another idea is to teach them the prepositions as if for
the first time. Use the picture on the previous page to
identify all the objects. Ask: What is next to the butter?
Prepare students to do the exercise by modeling it
with several students and asking a few pairs to model
it for the class. Show students how to substitute
important information.
F. CLASSIFY Look at the picture in Exercise C.
Write the foods in the table.
Before students begin, ask them to review the
prepositions of location: on, in, and over in Exercise E.
Then, have students look at the picture in Exercise C
and locate the refrigerator and the counter. Ask:
Where is the refrigerator? Where is the counter?
Tell students to look at the foods in the refrigerator,
on the counter, and over the counter in the picture and
write them in the correct column in the table. Read
the example and ask students to check the food’s
location in the picture.
Have students work individually. Then, ask them to
check their answers in pairs.
G. LookatthepictureinExerciseCagain.Complete
thesentenceswithnexttoorbetween.
Do this together as a class as part of the review of
Recycling
At all levels, but especially at the lower levels,
recycling is very important. Recycling means
introducing concepts already taught again in
different contexts. Don’t expect students to learn
every concept and always remember it at this level.
They will forget some things as they learn new
concepts, so it becomes essential to teach them past
concepts again. Also, students who may have missed
a previous lesson will benefit from the review.
BEST PRACTICE
H. Practice the conversation. Use the picture in
Exercise C to make new conversations.
Ask students to practice this activity in pairs. Make
sure they understand that they will be describing
the location of all the labeled foods in the picture
in Exercise C. Monitor students closely to make sure
they are using the correct prepositions.
Ask for volunteers to demonstrate.
Lesson 1, Worksheet 1: Food
I. APPLY Make a list of foods in your
refrigerator on a sheet of paper and share it
with a partner.
Ask students to use vocabulary they have learned
from this lesson, foods they know, foods they find in
a bilingual dictionary or the Heinle Picture Dictionary,
and foods that are from their country to complete
the list. Then, ask them to share their list with other
students.
Categorizing vocabulary
Find different ways to allow students to classify
vocabulary so that you meet the needs of different
learning styles. Also, students at this level should be
introduced to ways to think critically when they are
ready and have enough information and resources
to do so.
BEST PRACTICE
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65a Unit 3
Write the day, the date, and the agenda on the
board. Say the date and have students repeat. Rub
your stomach and say: I’m hungry! Is there anything
to eat? State the goal: Today we will learn how to
express hunger.
Ask students what they eat for dinner. They may want
to look back at page 63.
A. Look at the picture. Where are Saul and Chen?
Ask questions about the picture to see how much
students understand. You may introduce the word
homework and other words that they may need. Ask
students to read the clock. Ask: What time is it? Ask if
it is night or morning.
B. Listen and read.
Play the recording once and ask students to read
along. Next, ask students to practice the exchange
a few times with a partner.
Listening Script
Exercise B.
CD 1
TR 45
Ask students to do a Corners activity. In this activity,
students go to different corners of the room,
depending on their preferences. The four preferences
in this case are the foods listed in Exercise C. Once
in the corners, prepare students to do Practice 1.
C. RELATE Practice the conversation in
Exercise B. Use the meals below to make new
conversations.
Ask students to practice the conversation in Exercise
B in their corner. They will then leave their corners
and go to the other corners and practice with at least
one person. Ask students to use the meals in the
pictures in their conversations. Continue this activity
until all students have practiced the conversation.
Observe as students practice the conversation.
Ask students in groups to make lists of all the fruits
and vegetables they know. They can include words
in their own languages. Ask them to make a table like
the one below.
Fruits Vegetables
apples lettuce
Goal: Express hunger
Grammar: The verb Be + adjective
Vocabulary: Common foods, hungry, thirsty, snack
Agenda
Review fruits and vegetables.
Learn to express feelings of hunger and thirst.
Review and practice Be.
Discuss snacks.
Resources
pages 84–85; Feelings, pages 38–39
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: SL2, L1, RF3
CASAS: 1.3.8
actively
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Lesson 2 65
Lesson 2 65
b. Listen and read.
Saul: I’m hungry.
Chen: Me, too.
Saul: What’s for dinner?
Chen: Chicken and vegetables.
c. RELATE Practice the conversation in Exercise B. Use the meals below to make new
conversations.
CD 1
TR 45
i’m hungry!
gOAL Express hunger
l e s s O n 2
A. Look at the picture. Where are Saul and Chen?
2
hamburgers
and fries
chicken
sandwiches
rice and vegetables
tacos
Saul and Chen are in the kitchen.
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66 Unit 3
66 Unit 3
D. Read about Saul and Chen. Then, read the chart.
Saul is hungry. He is not thirsty. Chen is thirsty. He is not hungry.
The Verb Be
Subject Be Example sentence
I am (not)
hungry
thirsty
I am (I’m) hungry. I am not (I’m not) hungry.
He
is (not)
He is (He’s) thirsty. He is not (He’s not) thirsty.
She She is (She’s) hungry. She is not (She’s not) hungry.
We
are (not)
We are (We’re) thirsty. We are not (We’re not) thirsty.
You You are (You’re) hungry. You are not (You’re not) hungry.
They They are (They’re) thirsty. They are not (They’re not) thirsty.
e. RELATE Write. Follow the example sentences in the chart.
1. Edgar hungry.
2. Roselia and Thanh thirsty.
3. We hungry.
4. She not hungry.
5. I thirsty.
6. You not hungry.
is
He’s not thirsty.
are
They are not hungry. / They’re not hungry.
We are not thirsty. / We’re not thirsty.
She is thirsty. / She’s thirsty.
I am not hungry / I’m not hungry.
You are thirsty. / You’re thirsty.
are
is
am
are
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Lesson 2 66a
Review the verb Be with students. You may want to
do this first with the books closed to see how much
students remember from Unit 1, Lesson 3, page 21.
Recreate the chart from this page on the board, only
leave out the forms of the verb Be. Ask for volunteers
to complete the chart with their books closed.
D. Read about Saul and Chen. Then, read
the chart.
Present hungry and thirsty to students by showing
them the pictures and pantomiming. This will be the
first time students have been exposed to the negative
form of the verb Be. Demonstrate many times so that
they clearly understand.
Present the grammar table to students and have
students repeat the sentences after you. You may
want to give them actions to demonstrate what they
are saying, such as rubbing their stomach for hungry
and shaking their head for negative statements.
For shorter classes, ask students to do Exercise E for
homework.
E. RELATE Write. Follow the example sentences
in the chart.
Do the example as a class. Show students how the
second sentence is negative.
Review students’ book work. Ask for volunteers to
write the sentences on the board.
Critical Thinking
RELATE
Asking students to relate to or personalize lessons
is a good way to emphasize and test the learning
of target items. This is a particularly useful strategy
when dealing with sentence completion exercises
where students provide correct verb forms.
Ask students to work in small groups and personalize
sentences making them true for them and their
group members. Have students substitute pronouns
with their own names and the names of one or more
of their classmates. Ask them to rework the exercise
using this new information. For example, students
change the sentence, I am thirsty. to Diego and
Hussein are thirsty.
Teachers can expand exercises by asking students
to practice negative sentence forms: Diego and
Hussein are not thirsty. Teachers may also want to
have students practice substituting adjectives to
further make the sentences more personal: Diego
and Hussein are not hungry.
When students are finished, ask them to share
with the class by writing some of their new
sentences on the board.
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67a Unit 3
Introduce the word snack to students. You may
choose to do this by drawing three clocks on the
board with no hands. Write breakfast, lunch, or dinner
under each clock. Ask students what time to put for
each meal and complete the clocks. Now, make a
clock with a time between the ones given and ask
students what the meal would be. Explain that this
is a snack. Ask students what they eat for snacks. Get
as much information from them as you can before
they open their books.
F. Read and listen.
Practice the pronunciation of each word in the
pictures with students. Then, have them point to
objects and repeat them as you say them.
Listening Script
carrots oranges apples chips
cookies milk water
CD 1
TR 46
G. IDENTIFY Listen and write.
Ask students to listen to the four conversations and
write the snack they hear.
Listening Script
1. A: I’m hungry.
B: Me, too. I really need something healthy.
A: Carrots are always good and healthy, too.
2. A: I’m thirsty.
B: Can I get you anything?
A: Maybe some water would help.
B: I’ll get it right away.
3. A: Do you have anything to eat?
B: Sure, but what do you want?
A: I don’t know. I’m very hungry.
B: How about an apple?
A: Thanks.
4. A: My sister is very hungry. She needs to eat.
B: What can I get her?
A: Do you have any oranges?
B: I’ll get her one.
CD 1
TR 47–50
Repeating audio
It may become necessary with focused listening to
repeat the audio. You may ask students to compare
answers before you play a recording again.
It is very difficult for students at this level to listen
and write at the same time. Teach students the
dictation strategy of listening to a recording
completely before attempting to write anything. You
may wish to pause the recording when necessary to
allow students plenty of time to write.
BEST PRACTICE
Lesson 2, Worksheet 1: I’m Hungry!
H. Practice.
Review the dialog with a volunteer. Then, practice a
few more times with different students, asking them
to insert their own preferences for snacks.
I. SURVEY Ask your classmates about their
favorite snacks. Use the conversation in
Exercise H.
Have students list the snacks they like. Then, have
them practice the conversation in Exercise H again
with a few partners, this time inserting the snacks
they like.
Unit 3, Lesson 2 for more practice with using the
be verb in the affirmative and the negative.
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Lesson 2 67
Lesson 2 67
F. Read and listen.
CD 1
TR 46
G. IDENTIFY Listen and write.
1.
2.
3.
4.
CD 1
TR 47-50
H. Practice.
Student A: What’s your favorite
snack?
Student B: My favorite snack is
cookies.
carrots
i. SURVEY Ask your classmates about their favorite snacks. Use the conversation
in Exercise H.
Name Food
carrots oranges
cookies milk water
apples chips
water
apple
oranges
Answers will vary.
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68 Unit 3
68 Unit 3
b. Write.
1. How many jars of tomato sauce do you need?
2. How many eggs do you need?
3. How many onions do you need?
4. How many packages of spaghetti do you need?
5. How many pounds of ground beef do you need?
c. IDENTIFY Listen and circle.
1. jar package pound
CD 1
TR 51-54
let’s have spaghetti!
gOAL Plan meals
l e s s O n 3
A. Look at the recipe. Read the ingredients.
salt
Ingredients: Serves 6 people
2 jars of tomato sauce
2 eggs
1 onion
1 package of spaghetti
2 pounds of ground beef
pepper
Instructions:
1. Combine the beef, eggs, chopped
onion, salt, and pepper in a large bowl.
2. Make mixture into balls and bake for 15 minutes.
3. Cook the pasta according to package directions.
4. Heat tomato sauce and add meatballs.
5. Serve spaghetti and sauce together.
Spaghetti
and
Meatballs
RECIPE BOX
E-mail Print
Save Recipe
SHOPPING LISTS MEAL PLANNER COOKING SCHOOL Sign In
two jars
two eggs
one onion
one package
two pounds
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Lesson 3 68a
Write this dialog and chart on the board.
A: What do you eat for dinner?
B: ______________________
Name Breakfast Lunch Dinner
Ask students to ask five other students what they eat
for breakfast, lunch, and dinner and write the answers
in the chart. Then, ask individuals to share what they
wrote.
Write the agenda on the board. Ask a volunteer to
write the day and the date above the agenda. Then,
point to some objects that students have learned. Ask
students what they are. Write the words on the board.
Choose some plural items and stress the final s when
you say and write the word. Make a chart on the board
with columns for singular and plural. Ask students to
help you put the words in the correct column. State
the goal: Today, we will plan meals.
Write spaghetti on the board. Ask students if they like
spaghetti.
A. Look at the recipe. Read the ingredients.
Go over the new vocabulary with students. Make sure
students understand jar, pound, and package.
B. Write.
Ask students to answer the questions. Prepare students
for the practice by asking them to point at particular
packaging as you say it in isolation and in a sentence.
C. IDENTIFY Listen and circle.
(See next page for the listening script.)
Go over students’ answers.
Goal: Plan meals
Grammar: Singular and plural nouns
Pronunciation: Final consonant /s/
Academic Strategies: Focused listening, skimming
Vocabulary: Common foods and ingredients,
packaging
Agenda
Review breakfast, lunch, and dinner.
Read a recipe.
Learn about containers and measurements.
Practice plurals.
Write a recipe.
Resources
pages 88–89; Fruits and Nuts, pages 82–83;
Meat, Poultry, and Seafood, pages 86–87;
Vegetables, pages 84–85; Measurements and
Containers, pages 96–97; Cooking, pages 92–93
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL1, SL2, SL4, L1, L2, L5, RF2, RF3
CASAS: 1.1.1, 1.3.8
Thinking Skills See things in the mind’s eye
actively
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69a Unit 3
Listening Script
1. Omar: There is so much we need at the store.
Maria: What do you mean? What do we need?
Omar: We need a package of spaghetti, for one thing.
Maria: OK, I’ll write it on the list. What else?
2. Omar: Well, let’s see . . . We need at least one pound of
chicken for dinner tonight.
Maria: Are you sure one pound is enough?
Omar: Yes. We have a pound in the refrigerator.
Maria: I’m adding it to the list. What else?
3. Omar: We need a package of cheese for sandwiches.
Maria:
No, we don’t. I have three packages in the
refrigerator.
Omar: Oh, I didn’t see them.
Maria: What else?
4. Omar: We need a jar of mayonnaise for the sandwiches.
Maria:
I don’t like mayonnaise, but I will put it on the list
for you.
Omar: Thanks!
CD 1
TR 51–54
Pantomime making a cake. Crack a few eggs into a
bowl and stir them up. Add flour and milk. Say what
you are doing throughout: I’m cracking three eggs and
mixing them with flour and milk. Stop and do it again.
Repeat this three times. Then, ask: How many eggs?
Some students will understand this expression and
answer. Write on the board: How many?
D. Read the chart. Listen and repeat.
Show students how the plurals of regular nouns are
formed. Use some additional examples that are not in
the book. This is not a lesson on count and noncount
nouns so students don’t need to understand that
some words are not plural at this point, but if you feel
they are ready, you can introduce the concept here.
Also, introduce the various pronunciations of the
final s here. Sometimes the final s is problematic for
students because they may not fully pronounce final
consonants.
Listening Script
jar jars
can cans
bag bags
package packages
pound pounds
CD 1
TR 55
Final consonant s
In many languages, the final consonant of words
is de-emphasized and often not completely
pronounced. When English is spoken in a natural
way, the final consonants blend into the next
word; however, at the end of phrases, it becomes
important to pronounce the sound and release
it. Therefore, it is essential to help students not
only say the s sound at the end of the word, but
to release it so the sound resonates.
It is important to keep in mind that some
languages don’t mark nouns plural or singular. In
other words, they don’t distinguish between the
plural and singular forms. Make sure that students
understand that the s is essential to being
understood.
Overemphasizing a sound is OK for demonstration
as long as you also demonstrate the sound in
context with appropriate emphasis.
Intonation
E. CONSTRUCT Practice the conversation.
Complete the table and make new
conversations.
Show students how to practice this activity with
a partner.
Observe students as they practice.
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Lesson 3 69
Lesson 3 69
D. Read the chart. Listen and repeat.
CD 1
TR 55
e. CONSTRUCT Practice the conversation. Complete the table and make new
conversations.
Student A: What do we need?
Student B: We need apples.
/s/ /z/ /iz/
chips jars packages
carrots cans oranges
P LU R A L S
Fruit Vegetables
apple /z/ apples carrot /s/
orange /iz/ tomato /z/
banana /z/ potato /z/
pear /z/ pepper /z/
jars
bag bags
package packages
pound pounds
Exceptions
potato potatoes
tomato tomatoes
sandwich sandwiches
Singular and Plural Nouns
Singular Plural
jar
can cans
carrots
tomatoes
oranges
potatoes
bananas
peppers
pears
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70 Unit 3
70 Unit 3
F. Write the food words and the quantities.
G. RELATE Practice the conversation. Use the pictures to make new conversations.
H. PLAN Work in a group. Think of more fruits to make a fruit salad.
four cookies
Student A: What are the ingredients?
Student B: Two eggs and one onion.
1. 2. 3. 4.
1
2
Fruit Salad
Ingredients
Serves 6 people
banana
apples
orange
pear
four eggs
one apple
one sandwich
one tomato
three carrots
nine oranges
one banana
Answers will vary.
Exercise F: Perform basic computations
Exercise H: Collect and organize information; Make decisions and solve problems
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Lesson 3 70a
Dictate the words in the list below to students. Then,
ask for volunteers to write the words on the board.
Now, ask students to write the plural form on their
paper. Again, ask for volunteers to write the plural
forms on the board.
1. apple
2. chip
3. cookie
4. carrot
5. orange
F. Write the food words and the quantities.
Do this activity together as part of the presentation.
Repeat the words as many times as necessary.
Prepare students to do the conversation in Exercise G.
Practice the short conversation a few times so
students are comfortable with it. Demonstrate with
a few students.
G. RELATE Practice the conversation. Use the
pictures to make new conversations.
Observe students as they practice the conversation.
Lesson 3, Worksheet 1: Singular and Plural
H. PLAN Work in a group. Think of more fruits
to make a fruit salad.
Go over the recipe card with students. Help them to
see that this salad will serve six people. Ask students
in groups to complete the list of ingredients by
adding names of fruit and quantities.
Unit 3, Lesson 3 for more practice with forming
plurals.
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71a Unit 3
On the board, list all the vocabulary used in this unit
thus far. Make a four-column chart with the following
headers: fruit, vegetables, meat, and drinks. Ask
students to work in groups to put all the items in the
correct columns. Provide one chart per group.
Ask representatives from groups to put the
information on the chart on the board. Erase the
board and have a dictation with a few words.
Write the agenda on the board. Ask a volunteer
to write the day and the date. Ask students if they
take a shopping list to the store. State the goal:
Today, we will make a shopping list.
Have students look at the picture.
A. Listen and point.
Have students point at each food item as they hear it.
Then, turn the recording off and call out items in
a different order. Ask students to point.
Listening Script
oranges apples pears bananas
carrots tomatoes potatoes broccoli
strawberries lettuce chicken ground beef
turkey fish cheese yogurt
CD 1
TR 56
B. CLASSIFY Write the words in the correct
shopping lists.
Write the column headings on the board and have
students help you write a few items. Then, let them
finish their lists by themselves.
C. Complete the shopping lists with your
own ideas.
Ask groups to add more words to the lists.
Ask pairs to share their answers. Then, complete the
columns on the board.
Goal: Make a shopping list
Grammar: Simple present with want
Academic Strategies: Focused listening, teamwork
skills, categorizing and organizing information
Vocabulary: Sections in a supermarket and their
associated foods
Agenda
Review and categorize food.
Read a shopping list.
Express things you want.
Complete a Venn diagram.
Make a shopping list.
Resources
pages 84–85; Supermarket, pages 98–99
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: R1, R9, L1, L5, RF3
CASAS: 1.3.8
actively
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Lesson 4 71
Lesson 4 71
l e s s O n 4
gOAL Make a shopping list
What’s for dinner?
CD 1
TR 56
CHICKEN
YOGURT CHEESE
APPLES
PEARS STRAWBERRIES TOMATOES
POTATOES
BANANAS LETTUCE CARROTS
BROCCOLI
ORANGES
TURKEY
FISH
GROUND
BEEF
b. CLASSIFY Write the words in the correct shopping lists.
Meat and Fish Vegetables Fruit Dairy
1.
2.
3.
4.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
c. Complete the shopping lists with your own ideas.
ground beef yogurt
cheese
oranges
apples
bananas
pears
strawberries
broccoli
lettuce
carrots
potatoes
tomatoes
chicken
fish
turkey
Answers will vary.
Exercise B: Collect and organize
information
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D. Read Amadeo’s shopping list.
Shopping List
apples tomatoes
water chicken
milk eggs
carrots chips
cheese
e. LOCATE What does Amadeo want? Circle
the items.
oranges apples eggs
potatoes cheese broccoli
F. What does Yoshi want? Listen and write.
CD 1
TR 57
Shopping List
oranges
Farmers markets sell
local food products.
72 Unit 3
apples cheese
yogurt
fish
potatoes
strawberries eggs water
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Lesson 4 72a
Listening Script
Amadeo: Yoshi, I’m going to the supermarket. What
do you want?
Yoshi: Um, I want some oranges, apples, and strawberries.
Amadeo: Is that all?
Yoshi: No. I think I want some yogurt, cheese, and eggs, too.
Amadeo: OK, is that it?
Yoshi: No. Get me some potatoes, fish, and water.
Amadeo: Anything else?
Yoshi: No, that’s it.
Amadeo: OK, let me read it back to you. You want oranges,
apples, strawberries, yogurt, cheese, eggs, potatoes, fish,
and water.
Yoshi: Yep, that’s all!
CD 1
TR 57
Ask students to share their list with a partner and
ask for two or three volunteers to write Yoshi’s list
on the board.
D. Read Amadeo’s shopping list.
Ask for a volunteer to read the list out loud. Then, go
back to Exercise B and ask students to decide in which
column each word would go. Ask students to look back
at page 63 where the vocabulary was first introduced.
Text as a tool
Students become independent learners when
they realize that they can do their own review. The
learner logs at the end of each unit will help them
learn this concept.
You will also see in the Stand Out approach many
opportunities for students to go back to pages
they completed days and weeks before. This is an
important part of effective review. Doing this makes
the book as much a tool for learning English as a
day-to-day textbook.
BEST PRACTICE
E. LOCATE What does Amadeo want? Circle
the items.
Have students circle each of the items on Amadeo’s
list.
This simple activity introduces students to the skill
of scanning for information. Students will get more
practice with this important skill throughout the text.
Go over the new vocabulary in Exercise E and prepare
students for listening in Exercise F.
F. What does Yoshi want? Listen and write.
Prepare students for the listening by talking briefly
about the things you personally need to get at the
grocery store. Do this until they realize that they only
have to listen for the food words. Ask students to tell
you what food words they heard.
Play the recording and have students write the
words they hear. You may need to play this listening
several times. Have students work in groups between
sessions to share answers with one another.
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73a Unit 3
G. Read.
Go over the grammar box with students. Show them
that the rule for the third-person singular is the same
in other places in the book. Ask them to find those
places or guide them to pages 19 and 52. In the next
lesson, the regular simple present will be completely
introduced.
Prepare students to do the Venn diagram by drawing
two interlocking circles on the board and asking them
to give you one food that both Yoshi and Amadeo
want. Write the food item in the space where the circles
overlap. Then, ask them to give you one food that only
Amadeo wants and one food that only Yoshi wants.
Write these items in the appropriate spaces. Make sure
they understand the placement of the items before
they go on to the practice. Use he/she wants, and they
want while preparing students.
Graphic organizers
Graphic organizers are a productive way to allow
students to think critically, for example, to understand
similarities and differences in the vocabulary being
studied. Venn diagrams are also an effective means to
comprehend and visually categorize vocabulary at all
levels of English study.
BEST PRACTICE
H. COMPARE Look at Amadeo’s and Yoshi’s
shopping lists in Exercises D and F. Complete
the diagram.
Help as necessary.
Lesson 4, Worksheet 1: Simple Present: Want
I. What do you want? Make a list.
Ask students to write their own shopping lists.
J. What does your partner want? Ask your
partner and write.
Pair students up and have them ask each other:
What do you want? Have them write their partner’s
list in their books.
K. Share your partner’s information with a group.
Arrange students in small groups.
present.
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Lesson 4 73
Lesson 4 73
G. Read.
Simple Present
Subject Verb Example sentence
I, You, We, They want They want apples.
He, She wants
She wants apples.
He wants apples.
H. COMPARE Look at Amadeo’s and Yoshi’s shopping lists in exercises D and F.
Complete the diagram.
Amadeo Amadeo
and Yoshi
Yoshi
milk
apples
oranges
i. What do you want? Make a list. J. What does your partner want? Ask your
partner and write.
Shopping List Shopping List
K. Share your partner’s information with a group.
carrots
tomatoes
chicken
chips
water
cheese
eggs
strawberries
yogurt
potatoes
fish
Answers will vary. Answers will vary.
Exercises I and J: Combine ideas and information
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74 Unit 3
74 Unit 3
b. Listen and point to the desserts in Exercise A.
c. RANK Number the desserts in Exercise A. Number 1 is your favorite.
cake
pie
ice cream
yogurt
cookies
chocolate
candy
D. Listen and take notes. Write what Maria likes.
1. Maria likes .
2. She likes .
3. She likes .
CD 1
TR 59-61
CD 1
TR 62
gOAL Express preferences
l e s s O n What do you like?
5
A. Circle the desserts you like to eat. Listen and repeat.
CD 1
TR 58
bag of candy
cookies bar of chocolate
pie yogurt
ice cream
cake
dessert
cake
cookies
Answers will vary.
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Lesson 5 74a
Goal: Express preferences
Grammar: Simple present
Pronunciation: Final /s/
Academic Strategies: Focused listening, organizing
information
Vocabulary: Dessert foods
Agenda
Review foods you like.
Listen for foods.
Write sentences.
Complete a Venn diagram.
Resources
Heinle Picture Dictionary: Restaurant, pages 100–101
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: W1, SL2, L1, RF2
CASAS: 1.3.8
actively
Make a list of foods included thus far in the unit. Read
the list to students. Ask students to stand up when
they hear a food item they like and to sit back down
when they hear a food they don’t like.
Write the agenda on the board. Ask a student to write
the day and the date above the agenda. State the
goal: Today, we will express our preferences.
A. Circle the desserts you like to eat. Listen
and repeat.
Do a quick listening practice where students point to
the item you say.
Listening Script
cake pie ice cream yogurt
cookies bar of chocolate bag of candy
CD 1
TR 58
B. Listen and point to the desserts in Exercise A.
Listening Script
1. Man: What dessert would you like?

Woman: Well, I really like chocolate, but the apple pie
looks good, too.
2. Woman: Just wait until you see what’s for dessert.
Man: What is it?

Woman: I have cake and cookies. We also have some
candy for later.
3. Man: Let me take you out and buy you a special dessert.
Woman: That sounds great. What dessert?
Man: I don’t know. What do you want?
Woman: How about ice cream or pie?
Man: OK. We could also have cookies if you want.
CD 1
TR 59–61
C. RANK Number the desserts in Exercise A.
Number 1 is your favorite.
Model the exercise. Write some of the desserts from
the exercise on the board. Then, tell students which is
your favorite. Write the number 1 next to the dessert.
Continue with your second favorite. Write the number 2.
Ask students to rank the desserts. Then, have them
share their answers in groups.
D. Listen and takes notes. Write what Maria likes.
After you play the recording, as a class write the words
in the spaces provided.
Observe students doing this activity.
Listening Script
Maria likes dessert. She especially likes cake. She also
likes cookies. She eats dessert after every meal.
CD 1
TR 62
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75a Unit 3
E. Read the chart.
Go over the chart with students and drill them with
substitution drills where you change the pronoun or
the subject and students say the correct form of the
verb. This is the first time students are given various
verbs in the simple present to work with. Help them
to see the rule for the use of the final s with the third
person. Don’t forget, however, that this is still only
exposure to the simple present. Although they can
learn it here, students will need to be taught the
form many more times before they acquire it.
Emphasize again the final s sound in the third-
person singular.
Intonation
Ask a student what he or she likes and write a
sentence about it on the board. For example: Cristina,
what do you like? When Cristina says yogurt, write
on the board: Cristina likes yogurt. Do a few more
examples.
F. Write the verb.
Ask students to complete the sentences. Go over the
answers as a class.
G. IDENTIFY Write about the pictures.
homework.
Check students’ book work and ask volunteers to
write their answers on the board.
Phonemes
A phoneme is an individual sound. The sound
can be a vowel or a consonant. To teach the
correct pronunciation of a phoneme, you should
demonstrate the sound.
1. Ask students to look closely at your face and
mouth as you speak.
2. Show students how to move their own tongues,
lips, and teeth.
3. Exaggerate movements so that students clearly
see your actions.
4. Ask students to imitate you. Then, have them
practice phonemes individually and in pairs.
BEST PRACTICE
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Lesson 5 75
Lesson 5 75
e. Read the chart.
F. Write the verb.
1. I (want) apple pie.
2. Maria (like) ice cream.
3. You (eat) pie.
4. They (eat) cookies.
5. We (like) fruit.
6. Saul (like) candy.
7. We (want) yogurt.
8. I (like) .
G. IDENTIFY Write about the pictures.
1. 2. 3.
She wants cookies.
likes
Simple Present
I, You, We, They like
eat
want
I like ice cream.
We eat ice cream.
They want ice cream.
He, She
likes
eats
wants
She likes chocolate.
He eats chocolate.
She wants chocolate.
want
eat
eat
like
likes
want
like Answers will vary.
She likes / eats cake. She likes / eats ice cream.
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76 Unit 3
76 Unit 3
H. Read.
Student A: Do you like ice cream for dessert?
Student B: No, I like pie.
i. Practice the conversation in Exercise H. Use the words in Exercise A to make new
conversations.
J. COMPARE What desserts does your partner like? Complete the diagram.
I like ...
My partner
likes ...
My
partner and
I like ...
K. Tell your classmates about your partner.
Answers will vary.
Exercise J: Collect and organize information
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Lesson 5 76a
H. Read.
Make sure students are ready to do the practice in
Exercise I. Show students how to substitute information.
Draw the chart on the board.
Name Likes
I. Practice the conversation in Exercise H.
Use the words in Exercise A to make new
conversations.
Ask students to perform the dialog and complete the
chart on the board.
Dialog cards
The use of dialog cards is another way to do pair
work when substitution is involved.
1. Pass out 3-by-5 index cards to each student.
2. List the vocabulary on the board.
3. Divide the number of words by the number of
students. In other words, if there are thirty-two
students and eight vocabulary words, the answer
would be four.
4. Instruct every fourth student to write a designated
vocabulary word. In other words, when you are
finished, you will have four cards for each word.
5. Collect the cards and randomly distribute them.
6. Now, students are to find other students with the
same word on their card. They discover who has
the same word by doing the conversation. The
student recites the information on his or her card.
7. When students find a match, they write the
classmate’s name on the card. They continue
until they find all matches.
BEST PRACTICE
Ask students to report what desserts students they
interviewed like. You may want to write an example:
Maria likes chocolate.
Lesson 5, Worksheet 1: Simple Present: Like
J. COMPARE What desserts does your partner
like? Complete the diagram.
Students will need to interview their partner to
complete the diagram. They should be familiar with
the diagram from the previous lesson, but you may
need to review it with them.
K. Tell your classmates about your partner.
Ask students and their partners to join other pairs.
Ask students in the small groups to talk about what
desserts their partners like. Then, have students talk
about what they like.
present.
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77a Unit 3
LI F ES K ILLS What’s for lunch?
Before You Watch
• Ask students: What’s for lunch? Elicit responses
from individual class members.
• Write a few answers that differ on the board. Then,
ask students by show of hands which lunch they
prefer to eat.
• Ask the questions. Then, ask students how they
know Mateo and Hector are in a diner/restaurant.
They each have a menu.
• Ask students what things other than food they
might see on a menu. Name, prices, and/or
descriptions of food.
• Ask students who might give them a menu. Ask
about fast-food restaurants, food trucks, airplane
trips, pizza deliveries, etc. Discuss as a class.
While You Watch
B. Watch the video and circle what Hector and
Mateo order.
• Play the video and ask students to watch and
listen.
• Read the food items in the table. Explain any
unfamiliar vocabulary.
what Hector and Mateo order.
• Play the video multiple times or use the pause
button to check answers.
C. Match the questions to the answers.
• Talk about servers and customers in a restaurant.
Ask about how they behave, what they wear, and
what they say. Discuss.
• Ask students to look at the things a server and a
customer would say in the table. Then, ask them to
match the questions to the answers.
• Check answers as a class. Then, ask students to
role-play and practice the conversation between
the server and the customer. Have students
reverse roles.
lesson.
the sound together.
BEST PRACTICE
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Lifeskills Video 77
Lifeskills Video 77
l i F e s K i l l s What’s for lunch?
before you Watch
the questions.
1. Where are Hector and Mateo?
2. What do you think they are going
to eat?
Mateo Hector
1. a. chicken soup
b. chicken salad
4. a. taco
b. cheeseburger
2. a. iced coffee
b. iced tea
5. a. fried rice
b. French fries
3. a. chocolate pie
b. chocolate cake
6. a. onion rings
b. chicken salad
c. Match the questions to the answers.
Server Customer
1. How are you?
2. Do you need some more time to look at the menu?
3. What would you like?
4. Do you want something to drink?
5. Would you like anything for dessert?
a. Chocolate cake for me, please.
b. No, I’m ready to order.
c. I’ll have the special.
d. Great. I’m really hungry.
e. Yes, I’ll have an iced tea with no sugar.
While you Watch
b. Watch the video and circle what Hector and Mateo order.
Hector and Mateo are at a diner.
Answers will vary.
d
b
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78 Unit 3
b. Write the plural food words.
review
Learner Log
I can identify common foods.
Yes No Maybe
A. Write the food words.
Singular Plural
apple
orange
chicken
banana
cookie
egg
chip
potato
tomato
carrot
apple
chips
bar of chocolate
pie
apples
oranges
chickens
bananas
cookies
eggs
chips
potatoes
tomatoes
carrots
yogurt
banana
78 Unit 3
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Review 78a
Academic Strategies: Focused listening,reviewing,
Agenda
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: SL2, L1, RF3
CASAS: 1.3.8, 7.4.1, 7.4.2, 7.4.3
SCANS: Basic Skills Basic Skills Reading, writing, listening,
speaking
actively
evaluate
A. Write the food words. (Lessons 1–5)
B. Write the plural food words. (Lesson 3)
Recycling/Review
different contexts.
BEST PRACTICE
Ask individuals what they like to eat. Make a list on
the board of all the vocabulary students can come up
with from the unit.
Show students the first page of every lesson so they
understand that today will be review. Complete the
agenda.
may decide to have students do Presentation and
Practice for homework and review student work
as the warm-up for another class meeting.
Discuss the objective of each. Ask simple questions to
remind students what they have learned.
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79a Unit 3
C. Write am, is, or are. (Lesson 2)
D. Write negative sentences. (Lesson 2)
E. Write the simple present. (Lessons 4–5)
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Review 79
Review 79
c. Write am, is, or are.
1. Maria thirsty.
2. kim and David not hungry.
3. Lan and Mai hungry.
4. Rafael not thirsty.
5. Colby hungry.
6. Marco and Eva thirsty.
7. Lara not hungry.
8. I thirsty.
D. Write negative sentences.
1. Eric is hungry.
2. Maria is thirsty.
3. Saul and Chen are hungry.
4. I am thirsty.
e. Write the simple present.
1. Chrissy (like) hamburgers.
2. You (eat) tacos.
3. Laura (want) vegetables.
4. Rosie and Amadeo (like) rice.
5. We (eat) fish and chicken.
6. They (want) pie.
7. karl (like) oranges.
8. I .
Learner Log
I can express hunger. I can express preferences.
He's not thirsty.
is
are
are
is
is
are
is
am
Answers will vary.
likes
eat
wants
like
eat
want
likes
She’s not hungry.
They’re not thirsty.
I’m not hungry.
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80 Unit 3
80 Unit 3
Learner Log
I can make a schedule.
Yes No Maybe
F. Talk to two classmates. Ask: What do you want?
Learner Log
I can make a shopping list. I can plan meals.
G. Read the lists in Exercise F. Write.
Singular Foods Plural Foods
Shopping List Shopping List
Answers will vary.
Answers will vary.
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Review 80a
F. Talk to two classmates. Ask: What do you
want? (Lesson 4)
G. Read the lists in Exercise F. Write. (Lesson 3)
Evaluation 5 mins.
Learner Log
different ways.
BEST PRACTICE
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81a Unit 3
CCRS: RI7, SL1, SL2
CASAS: 1.8.8, 4.8.1
Personal Qualities Responsibility, sociability, self management
listen actively
evaluate
a shopping list for their family, incorporating the
vocabulary from this unit. They may choose to use
Worksheet 8 from the Multilevel Worksheets.
Form a team with four or five members.
Show students examples of the project if you have
one. Use Worksheet 8 from the Multilevel Worksheets
as a simple example if you don’t have samples.
Help students to assign positions by asking all the
team leaders to stand. On the spot, students will
have to choose who will be the leader of their group.
Review the responsibility of a leader and ask students
to write the name of their leader in their books. Do
the same with all positions.
You are a family. What is your last name?
Ask students to form a family and choose a name for
themselves. Try to encourage them to be original and
not to use a name of someone in their group.
Make a shopping list with food from this unit.
The team together creates a shopping list using the
vocabulary from the unit. Encourage students to
choose items that they like and want so they will
use the new vocabulary.
Draw pictures of the food on your list.
Ask students to dress up the list with pictures from
magazines or sketches they make themselves.
Present your list to the class.
Ask groups to present their projects. This can
be particularly effective if you videotape the
presentations.
Digital literacy
BEST PRACTICE

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t e A m P r O J e c t make a shopping list
1. COLLABORATE Form a team with four or five students. In your team, you need:
Student 1:
Team Leader
Student 2:
Writer
Write food names.
Student 3:
Artist
Draw pictures for the shopping list
with help from the team.
Students 4/5:
Spokespeople
2. You are a family. What is your last name?
3. Make a shopping list with food from this unit.
4. Draw pictures of the food on your list.
5. Present your list to the class.
Shopping lists are different in other
parts of the world.
Team Project 81
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82 Unit 3
Reading Challenge
About the Explorer
Catherine Jaffee is a food
anthropologist from Highlands,
Colorado. While studying
internal migration in Turkey, she
encountered groups of female
beekeepers producing honey in
the northeastern region of the
country. She wanted to find a way
to encourage economic growth in
these rural communities and teach
the women there how to become
business leaders, so she set up
Balyolu—a company that built the
world’s first honey trekking route.
About the Photo
This photo was taken in a
beekeeper’s field along the Balyolu
honey heritage trail. It shows
Catherine and a local beekeeper
standing among the bee boxes.
• Ask students what important
things a recipe tells them.
Ingredients and number of
servings. Then, ask students how
they choose the ingredients
for a recipe. Ask: Where are the
best places to shop for different
ingredients? Discuss as a class.
about Catherine Jaffee. Explain to
students that this explorer is very
interested in where ingredients
come from.
• Ask students to look at Catherine
Jaffee in the photo. Then, direct
their attention to the quote
and read it together.
A. PREDICT Look at the
picture. Answer the
questions.
Ask students to look at the picture
and read the questions. Have
students work in pairs to discuss their
answers. Then, discuss as a class.
RI1, RI2, L1, L5
CCRS FOR READING
82 Unit 3
A. PREDICT Look at the picture. Answer the questions.
1. What are the people in the picture wearing?
2. What food do you think the article will be about? Why?
3. Do you think Catherine likes her job? Why?
reADinG cHAllenGe
eXPLOrer CATHERINE JAFFEE
“...become involved in what
you eat, grow, and plant, and
make an effort to connect
with other people ...”
—Catherine Jaffee
Some kinds of honey bees are
disappearing. Balyolu helps the
Caucasian honey bee to survive.
ARecipefor
Success
Answers will vary.
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B. FIND OUT Circle the correct
answers.
• Ask students to complete the
definition for each word by
circling the correct answer.
• Ask students to work with a
partner and write one example
sentence for each word. Have
volunteers share their examples
on the board.
C. Read about Catherine Jaffee.
• Ask students to read the article to
learn more about Catherine Jaffee.
• Review any vocabulary
students may have difficulties
understanding. Write the
words on the board and elicit
definitions from the class.
• Ask volunteers to summarize
the article.
D. CLASSIFY Complete the
chart about the story.
Ask students to classify information
from the article and complete the
table. Copy the table on the board.
Review answers as a class and write
them in the table.
E. Read the shopping list.
Ask students to read the shopping
list. Explain any vocabulary
that students may not know.
Show pictures of strawberries or
blueberries if necessary.
F. APPLY Find a meal that
contains honey. Write a
shopping list.
• Ask students to find a meal that
has honey as an ingredient. Allow
students time to look for recipes
on the Internet for homework.
• Ask students to share their
recipes in small groups. Have
a few volunteers share their
recipes with the class.
Summarizing
Summarizing gives students the opportunity to re-tell a story in their
own words. When students summarize, they can identify the main idea
and remember what is important in the story.
Summarizing clues students in on their own understanding. It also
gives students practice in expressing their own ideas.
Reading Strategies
b. FIND OUT Circle the correct answers.
1. A Project is a . . .
a. plan of work
b. vacation
3. An expert is a person who . . .
a. knows a little
b. knows a lot
2. A leader is a person who . . .
a. guides others
b. makes honey
4. Beekeepers are people who . . .
a. work with people
b. work with bees
c. Read about Catherine Jaffee.
Catherine Jaffee is a food expert. She has a very important job. She helps communities
to be successful through food. Balyolu—one of Catherine’s projects—helps beekeepers in
Turkey to make honey and teaches them how to be business leaders. This project also helps
to care for bees.
Some people put honey in yogurt; some people put it on their toast. However you use
honey, Catherine is working to make sure it stays on your shopping list.
D. CLASSIFY Complete the chart about the story.
Person Food Insect Place
Catherine Jaffee
e. Read the shopping list.
F. APPLY Find a meal that contains honey. Write a shopping list.
Summer Salad with Honey
1 package of spinach
1 cup of strawberries
1 small onion
1/2 cup of blueberries
1/4 cup of cheese
honey
Answers will vary.
honey
yogurt
toast
Turkey
bee
Exercise D: Collect and organize information
Exercise F: Apply technology to a task
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84 Unit 4
Clothing
4
U n i t
Clothing comes in
many different styles
and colors.
About the Photo
This photo shows four models from
the waist down wearing bright and
colorful clothing at a fashion show.
Fashion shows occur seasonally
and allow fashion designers to
showcase their latest line of clothes.
The New York Fashion Week
and the Paris Fashion Week are
probably the most well-known
events to influence global fashion
trends. During a fashion show,
models walk down a catwalk
to show the audience—usually
made up of buyers—the latest
styles from a particular designer.
Fashion shows are usually a good
opportunity to see some of the
more abstract clothing lines from
popular designers.
how important clothing is to
them. Ask: How often do you go
shopping for clothes? What is your
favorite type of clothing to buy?
• Ask students to look at the photo.
Then, read the questions. Discuss
as a class.
• Identify types of clothing
• Ask for and give
directions in a store
• Describe clothing
• Make purchases
• Read advertisements
• Simple present with have
• Forming plural nouns
• Be verb
• How much/How many
• Articles
• Adjective/noun order
• Wh- questions
• Articles of clothing
• Colors
• How much …
• Money: bills and
coins
in this unit can be
applied to the following
EL Civics competency
areas:
• Banking systems
Clothing
4
U n i t
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Unit 4 85
• Ask a volunteer to read the
caption aloud. Then, ask students
if they agree with it. Have students
think about how different clothing
is in their own countries from
clothing in the United States.
Discuss.
• Go over the unit outcomes with
students. Then, ask: What are
you wearing today? What and
where is your favorite clothing
store? Do you like to buy things
on sale? Where do you look for
information on sales?
Life Skills Link
In this unit, students will learn
how to identify types of clothing
and where they are located within
a store. They will also learn how
to make purchases based on
advertisements.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 1.3.9
Lesson 2: 1.1.9, 1.2.1, 1.3.9
Lesson 3: 1.1.9, 1.2.1, 1.3.9
Lesson 4: 1.1.6, 1.3.9, 4.8.1, 6.1.1
Lesson 5: 1.1.9, 1.2.1, 1.3.9, 4.8.3
Review:
1.1.9, 1.2.1, 1.3.9, 7.4.1,
7.4.2, 7.4.3
• Basic skills
• Allocating money
• Serving clients and customers
L1, L2, L5, RF2, RF3
UNIT OUTCOMeS
Identify types of clothing
Ask for and give directions in
a store
Describe clothing
Make purchases
Read advertisements
1. What types of clothing
can you see?
2. What colors are the
clothes?
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86 Unit 4
86 Unit 4
l e s s O n
GOAL Identify types of clothing
What’s on sale?
1
b. Listen to the conversation and read.
Salesperson: May I help you?
Maria: Yes, I want a shirt, pants, a sweater, and shoes.
c. Read the conversation in Exercise B again. Write sentences.
1.
2.
3.
4.
CD 1
TR 64
She wants a shirt.
A. IDENTIFY Listen and point to the clothing.
CD 1
TR 63
She wants pants.
She wants a sweater.
She wants shoes.
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Lesson 1 86a
Pantomime other items of clothing. State the goal:
Today, we will identify types of clothing.
A. IDENTIFY Listen and point to the clothing.
Ask students to look at the picture and think about
the different clothing they see. Then, ask students to
listen and point to the clothing. Play the audio.
Ask students to work in pairs and take turns saying
and pointing to the clothing they see in the picture.
Play the recording again if necessary.
Listening Script
pants, sweaters, t-shirts, coats, shirts, blouses, skirts,
hats, socks
CD 1
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B. Listen to the conversation and read.
Play the recording and ask students to read the
dialog. Go over the dialog and allow them to
practice it in pairs. Point out the use of the simple
present in the dialog.
Ask students which words are plural and which are
singular. They may be confused about pants. Point
out that it ends in s and that it refers to an article of
clothing that has two legs. Help students recognize
that singular nouns need an article before them. Make
sure they pronounce the indefinite article a /uh/.
Listening Script
Exercise B.
CD 1
TR 64
C. Read the conversation in Exercise B. Write
sentences.
If students finish early, encourage them to write other
sentences or to use I.
Make sure they use capital letters, periods, and an
indefinite article for singular nouns.
Use the Stand Out Basic Assessment CD-ROM
Pantomime putting on a shirt. Put on shoes.
If students call out items of clothing, write them on
the board. Pantomime being cold. Bring a coat or
sweater into class and see if a student will suggest
that you put it on. Write coat or sweater on the board.
Then, write on the board: I want a coat. Where can I
buy one? Suggest a few stores.
Goal: Identify types of clothing
Grammar: a, simple present with have
Vocabulary: Basic clothing vocabulary, closet
Agenda
Identify types of clothing.
Talk about a clothing store.
Describe what people are wearing.
Write the items of clothing in your closet.
Resources
Heinle Picture Dictionary: Clothes, pages 104–105
with ExamView®
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: SL2, L1, L2, RF3
CASAS: 1.2.1, 1.3.9
actively
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87a Unit 4
D. IDENTIFY What clothes can you see in the ad?
Go over the advertisement with students. Go over the
meaning of the word sale. Say items in Exercise E in
random order and ask students to point to the items.
Say the words in sentences and ask them to point
again. Finally, use the different words to talk about the
pictures and ask students to identify which pictures
you are talking about.
For shorter classes, ask students to do Exercise F for
homework.
E. Listen and write the number of the
conversation.
This listening consists of eight short conversations.
The object here is not that students understand every
word, but that they begin to recognize words they
learn in class.
Ask students to listen carefully for each item as it is
spoken about. Do the first item as a class.
Unlike previous recordings, the conversations are all
on one track with only a short pause between each
one. Students are asked to listen and record their
answers rapidly. You may play the whole recording
more than once, but we suggest that you don’t stop
in the middle of the recording.
Briefly remind students of the strategy of focused
listening.
Check students’ book work by going over the
answers as a class.
F. Write the types of clothing in the picture
in Exercise E.
Ask students to write the words under each picture as
reinforcement and additional practice. See how many
can do it without referring to the words in print.
Native language in the classroom
In general, avoid speaking the students’ first language.
Students need to learn to guess at meaning and
take risks. In a diverse classroom, students may also
perceive you as favoring students who share one
native language.
BEST PRACTICE
Listening Script
Conversation 1
Saleswoman: Excuse me. Can I help you?
Customer: Yes, I need a few things, but I don’t see anything
here that will fit.
Saleswoman: I think this blouse would be perfect for you.
The colors go great with your eyes.
Customer: Do you really think so? Maybe you’re right.
Conversation 2
Son: Mom, can you buy some socks when you are out? I
need them for basketball practice.
Mother: Sure, son, I will buy you three pairs.
CD 1
TR 65
Conversation 3
Man 1: This shirt is way too big for me. I really need to be
more careful when I go shopping.
Man 2: That’s why I ask my wife to buy shirts for me. She is
a much better shopper than me.
Conversation 4
Wife: I have three pairs of pants in my closet, but I don’t
want to wear any of them.
Husband: Why don’t you wear the blue pair? They look
great on you.
Conversation 5
Woman 1: It is so cold out. I wish I brought my coat.
Woman 2: You’re right. Let’s get inside as soon as possible.
Conversation 6
Daughter: Mom, can I go to the park for a while with Becky?
Mother: Yes, dear, but it is getting cold. Please put on a
sweater. Then I won’t worry.
Conversation 7
Son: Dad, will you play basketball with me? I think I need
some help.
Father: OK, let me get changed. I need to find my shorts.
Conversation 8
Husband: Is this a formal dinner we are going to?
Wife: I think so. I’m wearing a dress so you should wear
something nice.
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Lesson 1 87
D. IDENTIFY What clothes can you see in the ad?
e. Listen and write the number of the conversation.
CD 1
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blouse socks dress shirt pants sweater coat shorts
1 blouse
Lesson 1 87
F. Write the types of clothing for each picture in Exercise E.
Use a pair of with clothes that
have two parts (socks, gloves).
A pair of can also be used with
clothes that have two legs
(pants, shorts).
A PA I R O F ...
sweater, dress, pants,
shirt, shorts, coat
3 4
2
8
6 5 7
shirt pants
socks
dress
sweater coat shorts
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88 Unit 4
88 Unit 4
G. Read.
Simple Present: Have
Subject Have Example sentence
I, You, We, They have
I have two shirts.
I have a pair of socks.
He, She has
She has a dress.
She has a pair of shoes.
H. Write.
1. (blouse) She .
(shoes) He . or He .
2. (dress) She .
3. (coats) They .
4. (socks) I . or I .
5. (sweaters) We .
6. (pants) You . or You .
i. What’s in Maria’s closet? Write.
has a blouse
has shoes has a pair of shoes
J. LIsT What's in your closet? Write four items.
3
1 pair of
1
has a dress
have coats
have socks
have pants
dresses
shoes
blouse
Answers will vary.
have sweaters
I have a pair of socks
have a pair of pants
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Lesson 1 88a
Explain to students what a closet is. Tell students
what is in your own closet. Make a list on the board
of how many pairs of pants, pairs of shoes, shirts, and
so on, that you have. Take one of the types of clothing
and make a sentence about it. For example, you
might write: I have ten shirts. Underline have. Ask a few
students how many shirts they have. Be careful not to
make this a competition. Write a sentence about one
student. For example: Maria has five blouses. Underline
has. Ask students to open their books.
G. Read.
Go over the chart with students. Make sure they
understand how to read it. Also, if you haven’t already,
introduce students to the phrase a pair of. Explain
to students that this phrase can be used with shoes,
socks, pants, and shorts.
H. Write.
Do this activity as a class. Make sure that students use
the simple present form of have correctly.
I. What’s in Maria’s closet? Write.
Do this activity as a class, or ask students to work
in pairs and check the answers as a class.
On the board, write: What does she have in her closet?
Practice the question several times by asking students
to respond. Have students ask each other what Maria
has in her closet. Make sure their answers include the
correct form of have. Also, make sure students are
doing the activity with appropriate intonation.
For shorter classes, ask students to do Exercise I for
homework.
Ask students to practice the question and answers
with a partner.
Observe the activity.
J. List What’s in your closet? Write four items.
Ask students to write the items of clothing in their
own closets and to report to a group.
Unit 4, Lesson 1 for more practice with have
and the simple present.
Inside/Outside circle
At this level, students are asked to do short dialogs
often in order to provide fluency practice. Repetition
is necessary because students don’t have an
extensive vocabulary to discuss things yet. It is a
good idea to provide different ways to approach pair
practice. One approach is called inside/outside circle.
Here students stand in two circles, one inside the
other. There is the same number of students in both
circles. Students in the outer circle face students in
the inner one. They do the dialog once. Then, you ask
one of the circles to rotate so each student repeats
the activity with another student. This continues
until you feel students have had enough practice.
BEST PRACTICE
Lesson 1, Worksheet 1: Clothing
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89a Unit 4
Point to the back of the classroom. Without saying
anything, walk to the back of the room. Then, point to
a corner of the room. Again, without saying anything,
walk to that corner. Do this for all parts of the classroom.
Next, put a coat or another article of clothing in a
corner. Walk away, point to that corner, and ask:What
isinthecorneroftheroom? State the goal: Today,we
willidentifyandfindsectionsinastore.
Describe the classroom as a clothing store. Explain to
students that you are in ______ (name of store). Use
a popular name of a store so students will recognize
the context. Write Men’s Section on the board. Ask
students to help you list clothing in the men’s
section. Then, ask students to look at the picture.
Play the recording several times and help students
with their pronunciation.
Look at the men’s section. If there is an item that
students didn’t mention in Presentation 1, write
it on the board. Ask students to write the words
in their books in Exercise B in the column for the
men’s section.
Listening Script
Men’s Women’s Children’s
Teen Boys’ Teen Girls’ Fitting Room
CD 1
TR 66
B. CLASSIFY Look at the picture in Exercise A
and write the clothes.
Ask students to complete the table.
Recreate the table on the board and ask volunteers
to complete it.
Remind students how to do a Venn diagram. Refer
them to page 76 if necessary. Students can create
their own diagram or you can supply them one. Ask
students to recall what they have in their closets. They
recorded this information in Exercise J in Lesson 1.
Ask students in pairs to do a Venn diagram about
what items they have in their closets.
Goal: Ask for and give directions in a store
Grammar: Review prepositions of location
Pronunciation: Minimal pairs, in/on
Vocabulary: Sections in a clothing store
Agenda
Review clothes in your closet.
Talk about clothing stores.
Describe clothing stores.
Resources
Multilevel Worksheets: Lesson 2, Worksheets
1 and 2
Heinle Picture Dictionary: Buying, Wearing,
and Caring for Clothes, pages 114–115; Clothes,
pages 104–105
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: SL1, SL2, L1, L2, L5, RF2, RF3
CASAS: 1.3.9
Resources Allocate materials and facility resources
Information Acquire and evaluate information, interpret and
communicates information
Thinking Skills Think creatively, make decisions
actively
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Lesson 2 89
Lesson 2 89
b. CLAssIFY Look at the picture in Exercise A and write the clothes.
l e s s O n 2
GOAL Ask for and give directions in a store
Where’s the fitting room?
CD 1
TR 66
Fitting Room
Men’s
Women’s
Children’s
Teen Boys’
Teen Girls’
Men’s Women’s Children’s Teen Boys’ Teen Girls’
hats skirts
socks shoes
hats blouses socks dresses
sweaters
shirts
shirts dresses shirts pants
jackets pants
dresses
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90 Unit 4
90 Unit 4
D. Look at the picture in Exercise A. Answer the questions.
1. Where’s the fitting room?
2. Where’s the men’s section?
3. Where’s the women’s section?
4. Where’s the children’s section?
5. Where’s the teen boys’section?
6. Where’s the teen girls’section?
e. RELATE Listen and practice the conversation. Make new conversations. (Student A
looks at Exercise D and Student B looks at the picture in Exercise A.)
Student A: Can you help me?
Student B: Sure. What can I do for you?
Student A: Where’s the fitting room?
Student B: It’s in the back of the store.
Student A: Thank you.
CD 1
TR 67
c. Read.
a. It’s in the front of the store.
b. It’s in the corner of the store.
c. It’s in the middle of the store.
d. It’s in the back of the store.
e. It’s on the left side of the store.
f. It’s on the right side of the store.
a
e
d
c
b b
b b
f
It’s in the back of the store.
It’s in the corner of the store.
It’s on the left side of the store.
It’s in the middle of the store.
It’s in the back of the store.
It’s on the right of the store.
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Lesson 2 90a
In the introduction, you put an article of clothing in
a corner. Now, ask students where it is. For example,
ask: Where’s the sweater? Several students may know
the word corner. Help them use it in a complete
sentence. On the board, write: It’s in the corner.
C. Read.
Ask students to open their books and read the grammar
box together. Don’t assume students will understand
the concept of prepositions of location without more
explanation. For some students, this concept may be
unclear.
D. Look at the picture in Exercise A. Answer the
questions.
Make sure students are able to make a distinction
between in and on.
Some students may be ready for more complicated
phrases. If your class is ready, you might introduce
the sentence: It’s in the front right corner. Receptive
practice with combined forms will be introduced
in Presentation 3.
E. RELATE Listen and practice the
conversation. Make new conversations.
(Student A looks at Exercise D and Student B
looks at the picture in Exercise A.)
Prepare students for the practice by listening to
dialog. Help them with proper intonation.
Listening Script
Exercise E.
CD 1
TR 67
Student A asks the questions and Student B answers
by looking at the picture in Exercise A. Student A
checks Student B’s answers by looking at Exercise D.
Ask for volunteers to present the questions and
answers in front of the class.
Minimal pairs in/on
One form of pronunciation practice that deals with
sounds is called minimal pair practice. In this type
of practice, students learn to distinguish sounds
by contrasting them to other sounds. Usually, the
practice involves two words that are almost the
same, except for one sound. Sometimes this practice
is referred to as the ship/sheep method. Drilling
students on minimal pairs is good for awareness;
however, it should be noted that pronunciation
practice in context and using other techniques are
important to gain fluency.
Many languages don’t make the /I/ sound so
a word like in /In/ may be pronounced /en/. At
this level, such a small distinction is not essential
to general comprehension. However, students
should be led to understand the distinction
between in and on. Show students how the jaw
drops to pronounce on. Through minimal pair
practice, show them how the two words sound
different.
Intonation
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91a Unit 4
At this time, students will review prepositions of
location, but they will be used in combinations. Prepare
students by doing a few examples in the classroom.
Say: Point at the back left corner. Be sure you turn your
body so students don’t confuse left and right. Once
students get the hang of it, play the recording.
Note: Presentation 3, Practice 3, and the Application
all use the picture on this page. Monitor students
and encourage them to stay on task and not to get
ahead of the class.
F. Listen and point.
This exercise is part of the presentation so do it as
a class.
Listening Script
Point to the front right corner of the store.
Point to the middle of the store.
Point to the back left corner of the store.
Point to the right side of the store.
Point to the back of the store.
Point to the front of the store.
Point to the back right corner of the store.
Point to the front left corner of the store.
CD 1
TR 68
Practice 3 5 mins.
G. Listen and write the sections in the picture.
Here students write the name of the section where
designated. You may need to play the recording
several times.
Ask students to peer-edit each others’ work.
H. CREATE In a group, write clothing in the
picture for each section.
Encourage students to use words from the unit as
well as any other words they would like to include.
Monitor students’ work and write new words on
the board as needed.
Unit 4, Lesson 2 for more practice with prepositions
of location.
Lesson 2, Worksheet 1: Sections in a Store
Lesson 2, Worksheet 2: Locations
Listening Script
Conversation 1
A: Excuse me, where is the teen boy’s section?
B: It’s in the back left corner of the store.
A: Thanks!
Conversation 2
A: Can I help you?
B: I’m looking for the women’s section.
A: The women’s section is in the front right corner of the store.
Conversation 3
A: I’m looking for the children’s section.
B: The children’s section is in the middle of the store.
Do you need any help?
A: No, thank you.
CD 1
TR 69
Conversation 4
A: Excuse me. Where is the men’s section?
B: It’s in the front left side of the store.
A: Thanks.
Conversation 5
A: I need help.
B: Yes, what can I do for you?
A: I need to find my sister. She said she would be in the teen
girls’ section.
B: The teen girls’ section is in the back right.
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G. Listen and write the sections in the picture.
H. CREATE In a group, write clothing in the picture for each section.
CD 1
TR 69
F. Listen and point.
CD 1
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Fitting Room
The men’s section of a clothing store
Lesson 2 91
Teen Boys’
Teen Girls’
Women’s
Children’s
Men’s
Answers will vary.
Exercise H: Make decisions and solve problems; Combine ideas and information
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92 Unit 4
92 Unit 4
b. Listen and read.
Salesperson: Can I help you?
Yusuf: Yes, I want a shirt.
Salesperson: What color do you like—white, blue, or red?
Yusuf: I don’t know, maybe blue.
CD 1
TR 70
GOAL Describe clothing
l e s s O n What colors do you like?
3
A. INFER Look at the picture. What is Yusuf doing?
Can I help you?
May I help you?
Do you need help?
YE S/N O Q U E S T I O N S
Answers will vary.
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Lesson 3 92a
Ask students where they buy clothing. If they don’t
understand, give some examples of stores.
Ask students to listen to the conversation with their
books closed. (CD 1, Track 70) On the board, write:
pants, shirts, socks, and shoes. Ask students to identify
what Yusuf is buying: Is he buying a shirt, a pair of
pants, socks, or shoes?
A. INFER Look at the picture. What is Yusuf
doing?
Ask students to point to Yusuf, the shirts, and other
details.
B. Listen and read.
Play the recording and ask students to read along.
Ask pairs of students to practice the exchange.
Listening Script
Exercise B.
CD 1
TR 70
Ask students to do a Corners activity. Students go
to different corners of the room, depending on their
preferences. The preferences are white, blue, red, or
I don’t like any of the colors. Help students understand
the negative of like. Write on the board: I like blue.
I don’t like white or red. Once they are in the corners,
ask students to say the color they like and the colors
they don’t like.
Note: This is only an introduction to the negative
form of the simple present. Students are not
expected to master the use of this structure.
Have students practice this dialog. Have them say the
color they chose in the Corners activity.
Student A: Can I help you?
Student B: Yes, I want a shirt.
Student A: What color do you like?
Student B: I like blue.
Ask for volunteers to present the conversation.
Goal: Describe clothing
Grammar: There is, there are
Pronunciation: Yes/No intonation, rhythm,
and prominence
Vocabulary: Clothing sizes, colors, inventory, size,
item, quantity
Agenda
Make a list of articles of clothing.
Identify colors and clothing.
Listen for colors and clothing.
Write a class inventory of classmates’ clothing.
Resources
Heinle Picture Dictionary: Clothes, pages 104–105;
Colors, pages 10–11; Describing Clothes,
pages 110–111
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: SL1, SL2, L1, L2, L5, RF2
CASAS: 1.1.9, 1.2.1, 1.3.9
Information Acquire and evaluate information, interpret and
communicate information
Thinking Skills Make decisions
actively
Decision Making Solve problems and make decisions
Ask groups to list all the types of clothing they see in
the classroom. Ask each group to write their list on
the board and compare lists.
Ask students to identify what you are wearing. Ask
them yes/no questions, for example: Is my shirt white?
State the goal: Today, we will identify colors and
describe clothing.
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93a Unit 4
C. Listen and repeat. Read the colors in the
picture.
Go over the new vocabulary with students. Make sure
they understand the word order. Some students will
have a difficult time putting the adjective before the
noun. They will have an opportunity to practice this
in Practice 3.
Listening Script
green red
white orange
black yellow
purple gray
pink blue
brown
CD 1
TR 71
Error correction
We suggest that you correct students only on the
concepts you are teaching or have taught. It is often
more desirable to encourage peer-correcting over
teacher-correcting because it can be less intimidating.
It may also be useful to wait until you hear the error
several times and explain the error to the class instead
of identifying students who are making the error.
Finally, be careful to limit correcting in application
stages and team projects. In these activities, students
are taking ownership of their own language, and
overcorrecting can inhibit this process.
BEST PRACTICE
Look for things in the classroom and identify colors. For
example, you may say: The door is blue. Also, to practice
word order, you may say: The blue door is over there.
Drill students on the color vocabulary by prompting
them to listen and repeat. Then, have them substitute
by pointing to an object and asking them to add the
color: The door is ________.
Discuss the pictures in Exercise D with students. Write
small, medium, large, and extra large on the board. Drill
students on the new vocabulary and say the sizes and
colors. Have them identify the shirts by pointing to
them in their books.
homework.
D. Listen and point to the clothing items.
This recording allows students to practice sifting
through a conversation and identifying the new
vocabulary. When they hear the color, they point
to the item.
Listening Script
Salesperson: We have many sizes and colors in our
store. For example, in this shirt, we have two extra-large
blue shirts.
Yusuf: I don’t need that size. Do you have any large white
shirts?
Salesperson: Sure, we have one in the back. I can get it
for you.
Yusuf: OK, and while you’re at it, could you get me a
medium green shirt for my brother?
Salesperson: OK, but are you sure he might not want a
small yellow shirt? We have three of those on sale.
Yusuf: Yes, I’m sure.
CD 1
TR 72
E. CLASSIFY Look at Exercise D. Complete the
inventory.
Help students understand what inventory means. Ask
them to complete the information.
Critical Thinking
Students at this level are often asked to repeat or to
copy. However, students should be introduced to
ways of thinking critically when they are ready and
given enough information and resources to do so.
Activities that force students to complete a puzzle in
the context of the given objective are very useful. As
students think critically, they become independent
learners.
Ask questions about the chart in Exercise E such as:
How many white shirts are there?
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Lesson 3 93
Lesson 3 93
e. CLAssIFY Look at Exercise D. Complete the inventory.
A blue tie (correct)
A tie blue (not correct)
A D J E C T I V E P O S I T I O N
c. Listen and repeat. Read the colors in the picture.
CD 1
TR 71
s 5 small m 5 medium l 5 large Xl 5 extra large
D. Listen and point to the clothing items.
CD 1
TR 72
M
M L
XL
XL
S
S
S
Adel’s Inventory List
Quantity
(How many?)
Item Size Color
shirt S
2 shirt M
1 shirt
2 shirt
red
yellow
blue
green
brown
orange
white black
pink
gray
purple
3
L
yellow
white
XL
green
blue
Exercise E: Collect and organize information; Perform basic computations
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94 Unit 4
94 Unit 4
F. Read.
Singular Plural
There is one green shirt.
There are two black shirts.
There’s one green shirt.
G. Practice the conversation. Use the information in Exercise E to make new
conversations.
Student A: How many white shirts are there?
Student B: There’s one.
H. CREATE Write an inventory for your class. Write about your classmates’clothing.
Class Inventory
Quantity
(How many?)
Item Color
i. CREATE Write an inventory of the clothes in your closet.
Answers will vary.
Exercise H: Collect and organize information; Combine ideas and information
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Lesson 3 94a
Review singular and plural nouns with students. Ask
them the how many questions from Exercise E again.
Review the verb Be with students. You may want
to do this first with books closed to see how much
students remember from Unit 1, Lesson 3. Re-create
the chart from page 21 on the board. Leave out the
forms of Be. Ask for volunteers to complete the chart.
F. Read.
Teach there is and there are and prepare students
to do Exercise G for practice. Show them how to
substitute the underlined information with other
information from the inventory on the previous
page. Make sure you remind students about
adjective order.
Go over the pronunciation of the sentences.
Show students that using the contraction is more
common than not.
Rhythm and prominence
English sentence rhythm does not follow a
consistent pattern. Various aspects of the language
affect it. English has a series of stops and starts
based on prominent words and the pauses that
sometimes follow. In this case, one could pronounce
the sentence There isone white shirt, in various ways.
If, in the context, a speaker is making a distinction
between a white shirt and another color, he might
emphasize one—making it prominent. In this
case, the speaker is answering the question How
many? Hence, the number is emphasized.
Changing the phrase there is to a contraction also
changes the rhythm from a steady, even pace
to a more natural one. The speaker will generally
emphasize the number and follow it with a
slight pause.
Intonation
G. Practice the conversation. Use the information
in Exercise E to make new conversations.
Help as needed.
Ask for volunteers to present the conversation to the
class.
H. CREATE Write an inventory for your class.
Write about your classmates’clothing.
In groups, have students make a class inventory. Put
the inventories on the board. Then, in pairs, have
students practice the dialog from Exercise G again,
using their new class inventory for the information.
I. CREATE Write an inventory of the clothes in
your closet.
Unit 4, Lesson 3 for more practice with there is
and there are.
Lesson 3, Worksheet 1: Colors and Clothing
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95a Unit 4
Ask students to identify clothes in the classroom by
color and name. Ask where they buy clothing. State
the goal: Today, we will learn how to make purchases.
A. IDENTIFY Listen and point to the cash
registers.
Practice saying cash register. Play the recording. Ask
students to point to which cash register is being talked
about. Have them repeat the money amount with you.
Listening Script
1. Cashier: Let’s see. You want this badge.
That’s $1.00.
Tien: $1.00?
Cashier: That’s right.
Tien: OK, here you go.
2. Cashier: OK, that’s one red t-shirt.
Tien: How much is it?
Cashier: That’s $6.25 with tax.
3. Cashier: Let’s see. The shorts are $10.41.
Tien: OK, do you have change?
Cashier: Sure.
Tien: Thanks!
CD 1
TR 73
B. Circle the correct number from Exercise A.
Do this exercise with students. Prepare students to do
the practice. Show them how to substitute information.
Ask students to write the items being purchased in
Exercise A next to the cash registers. You may choose
to play the recording again (CD 1, Track 73). Item 1 is a
badge; Item 2 is a t-shirt; and Item 3 is a pair of shorts.
C. Listen and read with your teacher.
If you have samples of bills and coins, use them.
This is also a good place to use “play” money. Put
money together in different combinations and see if
students can give you the totals.
Listening Script
The listening script matches the list in Exercise C.
CD 1
TR 74
Goal: Make purchases
Grammar: Review How much is / How much are
Academic Strategies: Focused listening,
test-taking skills
Vocabulary: dollar, quarter, dime, nickel, penny,
receipts, price, cash register
Agenda
Review clothing and make a list.
Read cash register totals.
Learn about U.S. money.
Read receipts.
Write a receipt.
Resources
Worksheets 1 and 2
Heinle Picture Dictionary: Money and Shopping,
pages 8–9
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL2, L1, L3, RF3
CASAS: 1.1.6, 1.3.9, 4.8.1, 6.1.1
SCANS: Basic Skills Reading, writing, arithmetic, listening,
speaking
Resources Allocate money
Systems Understand systems
Decision Making Use math to solve problems and
communicate
Ask groups to list clothing without using a dictionary
or their books. Then, ask them to write the words
in alphabetical order. Ask each group to write
their list on the board. If students introduce new
words, acknowledge them and briefly practice their
pronunciation.
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Lesson 4 95
Lesson 4 95
l e s s O n 4
GOAL Make purchases
that’s $5.00
A. IDENTIFY Listen and point to the cash registers.
CD 1
TR 73
b. Circle the correct number from Exercise A.
1. one dollar 1 2 3
2. ten dollars and forty-one cents 1 2 3
3. six dollars and twenty-five cents 1 2 3
c. Listen and read with your teacher.
CD 1
TR 74
a dollar coin
$1.00
a quarter
$.25
a dime
$.10
a nickel
$.05
a penny
$.01
a dollar bill
1. 2. 3.
Exercises A, B, and C: Manage money
Exercise B: Perform basic computations
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96 Unit 4
96 Unit 4
D. RELATE Match the amounts with the money.
Singular Plural
How much is the dress? How much are the shoes?
1. $.50
a.
b.
2. $15.08
c.
3. $35.10
e. Practice the conversations with a partner.
Student A: How much is the shirt?
Student B: It’s $15.00.
Student A: Thanks.
Student A: How much are the shorts?
Student B: They’re $10.41.
Student A: Thanks.
F. Study the chart.
Exercise D: Perform basic computations; Manage money
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Lesson 4 96a
F. Study the chart.
Review the chart with students. Point out the singular
and the plural verb forms of the verb Be. Add additional
examples on the board. How much is the shirt? How
much are the sweaters?
Playing audio CDs
1. If time permits, walk around while students are
listening to the recording.
2. Play the recording multiple times if necessary.
3. Give students the opportunity to follow the text
of the audio transcript while or after they listen.
BEST PRACTICE
D. RELATE Match the amounts with the money.
Ask students when they finish drawing the lines
to speak to a partner and recite the type of money
(quarter, nickel, etc.) they see in the right column.
Check students’ book work. Practice saying the
amounts with students. Make sure they pronounce
the s in dollars. Also, ask students the names of
the types of money (quarter, nickel, etc.) in the
right column.
Review numbers 1–100 with students.
Practice using have and has in this presentation as
a review. Say: Kim has $35.00—one 20-dollar bill, one
10-dollar bill, and one 5-dollar bill. Do a short dictation
and give students four amounts. After checking to
make sure everyone understood the same number,
ask students what bills and coins they might need.
Note: At this level, students need consistency. Insist
that they insert and between the dollars and cents.
They should say six dollars and twenty-five cents, not
six dollars, twenty-five cents. Also, make sure that
students do not drop the plural s when saying dollars.
homework.
E. Practice the conversations with a partner.
Ask students to read the conversations. Then, ask:
How much is the shirt? How much are the shorts? Ask
students to practice the conversations in pairs.
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97a Unit 4
G. Listen and write.
Review How much is? and How much are? Then, play
the six brief conversations and ask students to write
the prices they hear in their books.
Listening Script
Conversation 1
Salesman: Can I help you?
Yusuf: Yes, I want this pair of pants.
Salesman: Great. Step this way.
Yusuf: How much are they?
Salesman: They’re $32.50.
Conversation 2
Yusuf: Yes, I want a shirt. This one looks good.
Salesman: That’s $24.50.
Conversation 3
Maria: Yes, I need a pair of shoes for work.
Salesman: Here is a nice pair.
Maria: How much are they?
Salesman: They are $44.00.
Conversation 4
Yusuf: Yes, I want a pair of shorts.
Salesman: Great. Step this way.
Yusuf: How much are they?
Salesman: They are $18.00.
Conversation 5
Maria: Yes, I need a dress for a party.
Salesman: What color are you looking for?
Maria: Something for the summer.
Salesman: How about this one?
Maria: That’s beautiful. How much is it?
Salesman: It’s $82.50.
Conversation 6
Saleswoman: Can I help you?
Maria: Yes, I’m looking for a blouse.
Saleswoman: What color are you looking for?
Maria: Maybe white.
Saleswoman: How about this one?
Maria: That’s pretty. How much is it?
Saleswoman: It’s $22.50.
CD 1
TR 75–80
Prepare students for the practice by modeling how
to do Exercise H. This is an information-gap activity.
Student A covers Exercise G and asks: How much is
the shirt? Student B looks at Exercise G and responds.
Student A writes the information on the receipt in
Exercise H. Then, students reverse roles.
H. CONFIRM Ask a classmate for the prices in
Exercise G. Write the receipts.
Together as a class, add the prices on the receipts.
See if everyone gets the same results.
I. CREATE Speak to a partner. Ask for three
items and complete the receipt.
Have students choose three of the items from Exercise G.
A receipt can also be found in the Activity Bank.
Unit 4, Lesson 4 for more practice with singular
and plurals and the verb Be.
Lesson 4, Worksheet 1: Money and Totals
Lesson 4, Worksheet 2: Counting Money
Lesson 4, Worksheet 3: Writing Receipts
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Lesson 4 97
Lesson 4 97
H. CONFIRM Ask a classmate for the prices in Exercise G. Write the receipts.
G. Listen and write.
CD 1
TR 75-80
2.
3.
$32.50
1.
5.
4.
6.
Clothing Emporium
shirt .....
shoes ....
Total ....
CustomerCopy
Clothing Emporium
pants .............. $32.50
Total .............. $32.50
CustomerCopy
Clothing Emporium
dress .....
shorts ....
blouse ....
Total ....
CustomerCopy
i. CREATE Speak to a partner. Ask for three items and
complete the receipt.
Student A: How can I help you?
Student B: How much are the pants?
Student A: $32.50
Student B: Thanks. I want two pairs.
Student A: Great. Anything else?
Clothing Emporium
Total ..............
CustomerCopy
$44.00 $18.00
$24.50
$82.50 $22.50
$24.50 $82.50
$22.50
$44.00 $18.00
$123.00
$68.50
Answers will vary.
Exercises G, H, and I: Manage money
Exercises H and I: Perform basic computations
Exercise I: Combine ideas and information
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98 Unit 4
98 Unit 4
b. Write.
1. How much are the shirts?
2. How much are the dresses?
3. How much are the shoes?
4. How much are the pants?
c. RELATE Ask a classmate the questions in Exercise B.
GOAL Read advertisements
l e s s O n How much are the shoes?
5
A. Read, listen, and write.
CD 1
TR 81
$22.50
$33.00
$33.00
$24.00
$24.00
$28.00
$18.00
Exercises A and B: Manage money
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Lesson 5 98a
Goal: Read advertisements
Grammar: How much /How many, subject
pronoun they
Academic Strategies: Focused listening, asking
for information, predict information
Vocabulary: how much, each, ad, save
Agenda
Review writing receipts.
Read an ad.
Practice asking for information.
Take orders.
Compare stores.
Create an ad.
Resources
Worksheets 1 and 2
pages 8–9
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL1, SL2, SL4, L1, L2, L5, RF3
CASAS: 1.1.9, 1.2.1, 1.3.9, 4.8.3
SCANS:BasicSkills Reading,writing,arithmetic,listening,speaking
Resources Allocate time, allocate money
Interpersonal Participate as a member of a team, teach others,
serve clients and customers
Thinking Skills Think creatively, make decisions, solve problems
EFF: Communication Read and understand, convey ideas in
writing, speak so others can understand, listen actively
Decision Making Use math to solve problems and make
decisions, plan
Interpersonal Cooperate with others, guide others
Review
Students should be encouraged to do activities over
again after a few days or weeks so the book becomes
a tool for learning. This activity is a good example. At
this level, you will find that students learn and forget
readily.
BEST PRACTICE
Ask students questions using what. For example,
you may ask: What color is your shirt? State the goal:
Today, we will read advertisements.
Talk a little about clothing stores and where you
shop. Ask students where they shop for clothes. Go
over the advertisement and review sizes, colors,
and prices. Ask questions using how much. Remind
students what save means.
Prepare students for the listening activity by asking
them to predict the omitted prices.
A. Read, listen, and write.
Play the recording and ask students to listen for the
omitted prices. Ask them to write what they hear.
Then, ask them to do Exercise B.
Listening Script
Here at Adel’s Clothing Emporium, we have great sales.
Come in and see for yourself. Men’s shirts in all sizes are
only $22.50. You will be happy to see women’s dresses in sizes
6 to 12 are only $33.00. We have men’s sweaters on sale for
$33.00. Men’s pants are only $28.00 this week. Women’s shoes
are now only $24.00. Save $4.00! Blouses are a bargain at
$18.00! We will be waiting for you. Remember Adel’s Clothing
Emporium for great savings!
CD 1
TR 81
B. Write.
Give students a chance to write the information.
C. RELATE Ask a classmate the questions
in Exercise B.
Ask students to read and respond to the information
in Exercise B in pairs.
Ask students to turn back to page 94, Exercise G
and do the exercise again with a partner.
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99a Unit 4
D. Read.
Go over questions carefully with students. Review
the verb Be.
Show students that when asked in general terms, the
questions are always in the plural: How much are the
shirts? When it is about a specific shirt, the speaker
would say: How much is the shirt? Don’t spend too
much time on this point.
Addressing student levels
Students come to any ESL class at various levels.
Formal multilevel classes are very common. In the
formal multilevel class, students are designated at
different levels within the same classroom.
Even if not formally designated, all classes are
multilevel to some extent. Students come to classes
with a variety of experience in schooling and in
English training or exposure, and they also come
with different abilities. Some may be good speakers,
but may have trouble writing while others might be
just the opposite.
In the Stand Out approach, our philosophy is not
to hold a student back if he or she is ready for
additional information. The instructor should be
aware of what individual students can handle. We
often suggest limiting exposure to certain concepts
in order to avoid overwhelming students with too
much information. However, some students might
be ready for more. Be aware of this and help those
students when appropriate. Use Stand Out ancillaries
to further challenge these students.
BEST PRACTICE
E. Practice the conversation. Use the
information in Exercise A to make new
conversations.
Go over the dialog with students. Drill them in
different ways. Help them to see that each means
for one item.
Presentation vs. practice
Here, students are preparing to do the practice.
Even though in the instruction line we say practice,
students are not doing anything that requires
thinking skills—like getting new or different
information from a partner. We say that presentation
is teacher-centered, practice is teacher-guided, and
application is completely student-centered where
students have taken ownership of the task.
Therefore, this task is best categorized as part of a
presentation stage in lesson planning.
BEST PRACTICE
Prepare students for the practice by showing them how
to make the substitutions.
F. CLASSIFY Practice the conversation in
Exercise E again. Speak to your classmates
and take orders. (Use the ad in Exercise A.)
This activity can be extended or made more difficult
by asking students to complete the chart without
following the dialog in Exercise E.
Ask volunteers to demonstrate the conversation in
front of the class.
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Lesson 5 99
Lesson 5 99
e. Practice the conversation. Use the information in Exercise A to make new
conversations.
Student A: Can I help you?
Student B: Yes, I want shirts.
Student A: How many shirts do you want?
Student B: I want two shirts. How much are they?
Student A: They are $22.50 each.
F. CLAssIFY Practice the conversation in Exercise E again. Speak to your classmates
and take orders. (Use the ad in Exercise A.)
D. Read.
How much and How many
Question Answer
How much (money) is the sweater? $33.00.
How much is the shirt? The shirt is $23.00.
How much are the shoes? They are / They’re $40.00.
How many coats do you want? I want three coats.
How many shirts do you want? I want two shirts.
Name
Quantity
(How many?)
Product Price
Yusuf two shirts $22.50
Answers will vary.
Exercises E and F: Manage money
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100 Unit 4
100 Unit 4
G. Read.
H. COMPARE Look at the ads for Norma’s Fine Clothing and Adel’s Clothing Emporium
(Exercise A). Write the prices.
Norma’s Fine Clothing Adel’s Clothing Emporium
shirt $24.00 $22.50
pants
shoes
dress
sweater
i. CREATE In a group, make an advertisement for a new clothing store. Practice the
conversation from Exercise E.
$35.00 $28.00
$20.00 $24.00
$35.00 $33.00
$35.00 $33.00
Exercises G and H: Manage money
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Lesson 5 100a
G. Read.
Go over the new advertisement with students.
Introduce students to sale price and regular price.
Ask them to help you calculate the regular price
of the shirt and the dress. Now, have them look at
Exercise A and compare certain items. Ask them
which store has a better price for shirts. Students
might think Norma’s Fine Clothing does because
shoppers save more, but Adel’s has a cheaper price.
For shorter classes, ask students to do Exercise H for
homework.
H. COMPARE Look at the ads for Norma’s Fine
Clothing and Adel’s Clothing Emporium
(Exercise A). Write the prices.
Have students write the prices for the items at each
store in the appropriate column.
Check students’ work and ask which store has better
prices. Depending on what items students choose,
either store could have better prices. Although there
is no clear right answer, note that the prices for men’s
clothing are cheaper at Adel’s while the prices for
women’s clothing are cheaper at Norma’s.
I. CREATE In a group, make an advertisement
for a new clothing store. Practice the
conversation from Exercise E.
In this activity, make sure students form a conversation
using the dialog from Exercise E. Monitor each group
well. Ask students to share their conversations and ads
with the class.
Lesson 5, Worksheet 1: Asking Questions
Lesson 5, Worksheet 2: Create an Advertisement
Unit 4, Lesson 5 for more practice with How
much and How many.
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101a Unit 4
LI F ES K ILLS That’s a good deal
Before You Watch
• Show students an item of clothing that you
bought for a good price and say: This was a good
deal. Then, ask students what clothing they
bought for a good price.
• Ask the questions and elicit answers.
• Ask students what clothing the men are wearing
in the picture. Then, have students guess about
the prices of the items.
While You Watch
B. Watch the video and fill in the prices.
• Ask students to watch the video.
• Read the items in the table and play the video
again. Ask students to fill in the missing prices.
Play the video multiple times if necessary.
• Check the answers as a class.
C. Put the sentences in order to make a
conversation.
• Ask students to read the sentences and put
them in the correct order. Explain that a clerk is
a salesperson.
• Ask students to practice the conversation with a
partner and take turns with the roles.
• Have volunteers demonstrate the conversation
in front of the class.
lesson.
the sound together.
BEST PRACTICE
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Lifeskills Video 101
l i F e s K i l l s that’s a good deal
before you Watch
the questions.
1. Where are Hector and Mr. Sanchez?
2. What is Hector holding?
While you Watch
b. Watch the video and fill in the
missing prices.
Item Regular price Sale price
jacket $160 $112
coat $150 $105
pants $40 $25
tie $18 $10
shirt $27.50 $22.50
c. Put the sentences in order to make a conversation.
a. Clerk: What color?
b. Customer: Yes, I need a new tie.
c. Customer: That’s nice. I’ll take it.
d. Clerk: May I help you?
e. Clerk: How about this one?
f. Customer: Blue. It’s for a job interview.
1
He’s holding a suit and tie.
They are in a clothing store.
6
2
3
5
4
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102 Unit 4
102 Unit 4
b. Read and write.
1. We need three blue shirts. They are $18.59 each.
2. We need five green sweaters. They are $22.50 each.
3. We need one pair of black shoes. They are $33.00.
4. We need two red coats. They are $85.00 each.
review
A. Write the types of clothing.
Learner Log
I can identify types of clothing. I can describe clothing.
1. 3.
5. 6.
2.
7.
4.
8.
Adel’s Clothing Emporium
Quantity
(How many?)
Item Color Price
1. $55.77
2. $112.50
3. $33.00
4. $170.00
pants
sweater
socks
blouse
shoes
dress
3 shirt blue
5 sweater green
1 shoes black
2 coat red
shirt
shorts
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Review 102a
Agenda
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: R1, SL2, L5, RF3
CASAS: 1.1.9, 1.2.1, 1.3.9, 7.4.1, 7.4.2, 7.4.3
and evaluate
A. Write the types of clothing. (Lesson 1)
B. Read and write. (Lessons 3–5)
Recycling/Review
different contexts.
BEST PRACTICE
Ask students what new clothes they want to buy.
Make a list on the board of all the vocabulary
students can come up with from the unit.
students the first page of every lesson so they
understand that today will be review. Complete
the agenda.
Practice for homework and review student work
This presentation and practice will cover the first
three pages of the review. Quickly go to the first
page of each lesson. Discuss the objective of each.
Ask simple questions to remind students what they
have learned.
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103a Unit 4
C. Write the locations. (Lesson 2)
D. Which possible bills and coins do you need?
Write. (Lesson 4)
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c. Write the locations.
a.
b.
c.
d.
e.
f.
D. Which possible bills and coins do you need? Write.
Learner Log
I can ask for and give directions in a store. I can make purchases.
It’s in the corner of the store.
Total $20 bills $10 bills $5 bills $1 bills Quarters Dimes Nickels Pennies
$69.00
$22.50 1 2 2
$56.90 1
$132.00
$153.75
$113.80 1
b
f
d
e
a a
a a
c
The Lincoln Memorial can be found
on the back of the U.S. five-dollar bill.
Review 103
It’s in the front of the store.
Its at the back of the store.
It’s on the right side of the store.
It’s in the middle of the store.
It’s on the left of the store.
3 1 4
1
3
3
2
1
1
1
1
2
7
5
6
3
3
3
1 1
Answers may vary.
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104 Unit 4
104 Unit 4
Learner Log
I can make a schedule.
Yes No Maybe
e. Read the ad.
Learner Log
I can read advertisements.
Yes No Maybe
F. Write the information from the ad.
Item Price Savings
gray pants $28.50 $5.00
jeans
shirts
blouses
socks
jackets
$5.00
$3.00
$17.50
$23.50
$2.00
$1.00
$5.00
$17.50
$3.50
$44.50
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Review 104a
E. Read the ad. (Lesson 5)
F. Write the information from the ad. (Lesson 5)
Evaluation 15–20 mins.
Learner Log
different ways.
BEST PRACTICE
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105a Unit 4
CCRS: SL1, SL2
CASAS: 1.3.9,4.8.1
serve clients and customers, exercise leadership, negotiate to
arrive at a decision, work with cultural diversity
observe critically
and evaluate
a clothing store. They will use the vocabulary from
the unit. They may choose to use Worksheets 8 and 9
from the Multilevel Worksheets.
Form a team with four or five students.
Set the scene and form teams of four or five. Show
students examples of the project if you have one.
Help students to assign positions by asking the
leaders to all stand. On the spot, students will have to
the responsibility of a leader and ask students to
write the name of their leader in their books. Do the
same with all positions.
Make an ad.
The team creates an advertisement. You may bring
in magazines for teams to cut up and use in their ads.
Another approach would be to have students find
pictures on the Internet and use them. Yet another
approach would be to have students draw the
clothing for their advertisements.
Open a store.What is the name? Design the store.
Ask students to create a clothing store and choose
a name for it. Try to encourage them to be original
and not to use a name of a clothing store they may
already know about.
Write an inventory list.
Ask students to create the inventory list.
Present your store to the class.
presentations.
Digital literacy
BEST PRACTICE

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t e A m P r O J e c t Open a clothing store
Student 1:
Team Leader
Student 2:
Writer
Make an inventory list.
Student 3:
Artist
Make an ad for a clothing store.
Students 4/5:
Spokespeople
2. Make an ad.
3. Open a store. What is the name? Design the store.
4. Write an inventory list.
5. Present your store to the class.
Team Project 105
The grand opening of a new store
usually involves cutting a ribbon.
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106 Unit 4
Reading Challenge
About the Explorer
Sarah Marquis is an adventurer
known for her extreme walks. Her
walk from Siberia to Australia from
2010 to 2013 earned her the title
National Geographic Adventurer
of the Year in 2014. Sarah is from
northern Switzerland and has
been traveling from a young age.
In 2000, she walked across the
United States in four months and
from 2002 to 2003, she walked
across Australia. She also spent
eight months hiking in the Andes
Mountains. Sarah has written books
about her adventures in which she
explains her journeys and the highs
and lows associated with them.
About the Photo
This photo was taken at Machu
Picchu in the Andes Mountains of
Peru. Machu Picchu is an ancient
Incan site that sits almost 8,000 feet
above sea level.
• Tell students they are going
to read about an explorer.
Introduce Sarah Marquis and
read the title.
• Ask students what they think the
title means. Then, have students
read the quote on their own
for clues.
• Ask students where they think
Sarah Marquis travels. Ask what
type of clothing they think
Sarah needs to wear. Then,
discuss as a class.
A. PREDICT Look at the
picture. Answer the
questions.
picture and discuss the answers.
• Ask students if they ever wear
any of the clothing they see in
the picture. Where and why?
RI1, RI2, SL2, L4
CCRS FOR READING
106 Unit 4
A. PREDICT Look at the picture. Answer the questions.
1. Where is Sarah Marquis in the picture? What is she doing?
2. What clothes is she wearing? Why?
reADinG cHAllenGe
eXPLOrer SARAH MARQUIS
b. CLAssIFY Write the clothes people wear when it is hot and cold.
Hot Cold
“You can’t think,‘I still have
1,002 days to go, 995 days
to go.’You’d get crazy. So,
you live the moment.”
—Sarah Marquis
AWalkonthe
WildSide
Answers will vary.
Answers will vary.
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B. CLASSIFY Write the clothes
people wear when it is hot
and cold.
• Remind students that people
wear different clothes for hot
and cold weather.
• Ask students to think of
examples of these different
types of clothing.
• Ask students to classify and
complete the chart.
C. Read about Sarah Marquis.
Ask students to read the passage
to learn more about Sarah Marquis.
Ask students if their predictions
about Sarah were correct.
D. IDENTIFY Underline the
clothing in the story.
Ask students to underline the items
of clothing in the story.
E. Scan the article and write
the places Sarah has
explored on the map.
Ask students to write the places
Sarah has explored on the map.
Have them refer back to the article
to complete the activity.
F. Read the article again.
Ask students to read the article
again and answer the questions.
Then, discuss as a class.
G. APPLY Complete the
sentences about you and
share with a partner.
sentences with information that is
true for them. Then, have students
share their answers with a partner.
Have volunteers share with the
class.
Using Maps
Maps can give students valuable information about a story. Maps can
help students do the following:
• visualize unfamiliar places
• activate background knowledge
• build interest in the story
• give a story authenticity
• help students memorize key facts
Reading Strategies
Sarah Marquis is from Switzerland. She is an explorer who travels around the world by
foot. In 2014, she was named as one of National Geographic’s Adventurers of the Year for
her walk from Siberia to Australia. She completed the journey in three years! After each
adventure Sarah shares her stories. She walks in places like Siberia, Mongolia, and the
Andes mountains in Peru. To explore cold countries like Canada, she has pants, sweaters,
and coats. To explore warm countries like Australia, she has t-shirts. No matter where she
goes, she always has her most important item of clothing—her shoes!
* by foot = to walk
D. IDENTIFY Underline the clothing in the story.
e. Scan the article and write the places Sarah has explored on the map.
c. Read about Sarah Marquis.
F. Read the article again. Answer the questions.
1. Where is it hot?
2. Where is it cold?
G. APPLY Complete the sentences about you and share with a partner.
1. I live in .
2. It is (cold/warm/hot) most of the time.
3. I wear a lot.
4. My favorite clothes are .
Canada
Canada
Peru
Australia
Australia
Mongolia
Siberia
Answers will vary.
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128 Unit 1
108 Unit 4
About the Photo
This photo shows two gers in the
Gorkhi-Terelj National Park in
Mongolia. The National Park—
situated in the northeast of the
country—is 37 km from the capital
city Ulaanbaatar. Gers—also called
yurts—are traditional homes of
Mongolian nomads. Gers can be
assembled and dissembled and
moved from place to place. This
is a benefit to this particular type
of people as they usually travel
with livestock that continually
needs to find new grazing patches.
Gers have everything a family
could need and some even have
modern fixtures, such as satellite
TV. Tourists who visit the Gorkhi-
Terelj National Park can stay in one
during their stay.
VIDEO Challenge
108 A Mongolian Family
ViDeO cHAllenGe
A Mongolian Family
Over the last four units, you have met a lot of new people. You know their names, where they come
from, and where they live. You may even know a little bit about their hometowns. Now you will meet a
new group of people from Mongolia; however, something is different about these people. They don't
always live in the same place.
Mongolian families move their
gers from place to place.
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Lesson 1 129
Video Challenge 109
Before You Watch
• Read the information in the
Word Focus box. Then, have
students look at the picture.
Explain that the homes in the
picture are gers in the country.
• Ask students to read the caption
under the picture. Then, ask
students to brainstorm other
examples of homes that people
move from place to place like
mobile homes and tents.
A. What do you see in a city?
What do you see in the
country? Write words in
the table.
Readthequestions.Then,askstudents
tocompletethetableandwritethe
wordsinthecorrectcolumns.
B. Complete the table with your
own ideas.
tables with anything else they see
in the city and the country.
C. How much do you know
about country living? Read
the sentences and write T for
true and F for false.
Read the question. Then, ask
students to read each sentence and
answer T for true or F for false. Have
students compare their answers
with a partner.
D. You are going to watch a
video about Ochkhuu and his
family. Read the words and
complete the paragraph.
• Discuss the words and their
definitions with students. Ask
them to complete the paragraph
and discuss their answers with a
partner.
• Ask individual students to read
out their completed paragraphs.
Video Challenge 109
taxi goats farm clothing store farmer
house cows horse bus apartment
before you Watch
A. What do you see in a city? What do you see in the country? Write the words in
the table.
WOrD FOcUs
A ger is a large, round tent used as a home by some people in Mongolia.
The country is a quiet place where people live outside the city.
City Country
b. Complete the table with your own ideas.
c. How much do you know about country living? Read the sentences and write T for
true and F for false.
1. Families work together to take care of a farm.
2. Families live together in small apartments.
3. There are a lot of restaurants in the country.
4. Cows, goats, and horses live in the country.
5. It is easy to find a taxi outside the city.
taxi house
goats
cows
farm
horse
farmer
clothing store
bus
apartment
Answers will vary.
T
F
F
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130 Unit 1
110 Unit 4
While You Watch
A. Watch the video. Circle the
items you see.
Ask students to watch the video
and circle the items they see.
Discuss as a class.
B. Watch the video again. Circle
the correct clothing.
• Ask students to watch the video
again and look at the clothing the
people are wearing. Have students
make a list of clothing items.
• Play the video again and ask
students to read the sentences
and circle the clothing that each
person wears. Have students
check their answers with a partner.
Write the correct number
on the line.
again and put the events in order.
Discuss what happens in the video
as a class.
VIDEO Challenge
D. You are going to watch a video about Ochkhuu and his family. Read the words and
complete the paragraph.
Ochkhuu is married. He and his , Norvoo, have a . Her name
is Anuka. She is six years old. Ochkhuu and his family live close to Norvoo’s in the
country. They all live in large gers. Norvoo’s is a farmer. He is 65 years old. Norvoo’s
is also 65 years old. Her name is Chantsal.
While you Watch
A. Watch the video. Circle the items you see.
supermarket houses calendar
school cars classroom
ger shops clothing store
TV goats plants
b. Watch the video again. Circle the correct clothing.
1. Jaya wears a white hat / coat on the farm.
2. Anooka is wearing a pink and white dress / sweater.
3. Chantsal wears a brown dress / shirt.
4. Ochkhuu wears a striped shirt / hat in the city.
5. Ochkhuu wears blue shoes / pants on the family’s farm.
c. Put the events in order. Write the correct number on the line.
a. Ochkhuu is standing on a city street.
b. Anuka is sitting on the bed with her family.
c. Jaya is picking up plants on the farm.
d. Ochkhuu is cutting plants on the farm.
e. Ochkhuu is going inside his ger in the city.
parents: people who have children mother: a woman who has a child
wife: a married woman father: a man who has a child
daughter: a girl child
110 A Mongolian Family
wife daughter
parents
father
mother
5
2
3
4
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Lesson 1 131
Video Challenge 111
After You Watch
A. Complete each sentence.
Write the correct word on
the line.
• Ask students to recall which
family members they see in
the video including aunt, uncle,
brother, sister, etc.
• Ask students to complete each
sentence with the correct word.
Check the answers as a class.
B. Read the sentences. Circle
T for true and F for false.
Correct the false sentences
in your notebook.
Ask students to read the sentences
and circle T for true and F for false.
Have students check their answers
with a partner. Then, ask students to
make the false sentences true and
write them in their notebooks.
C. Work with a partner. What
type of clothing do people
wear in the country? Is it
different from what people
wear in the city?
Ask students to discuss with a
partner what types of clothing
people wear in the country and in
the city. Read the example.
Video repeats
The first viewing introduces students to content. The second and
subsequent viewings allow students to watch objectively and focus
on specific content.
VIDEO Strategies
After you Watch
A. Complete each sentence. Write the correct word on the line.
brother mother father wife daughter
1. Chantsal is Jaya’s .
2. Anuka is Ochkhuu’s .
3. Jaya is Norvoo’s .
4. Anuka does not have a .
5. Chantsal is Norvoo’s .
b. Read the sentences. Circle T for true and F for false. Correct the false sentences in
your notebook.
1. Ochkhuu lives in the city. T F
2. Mongolian gers are in the city and in the country. T F
3. Anuka is 10 years old. T F
4. Ulaanbaatar is a city with taxis and many shops. T F
5. Norvoo and Jaya are 70 years old. T F
c. Work with a partner. What type of clothing do people wear in the country? Is it
different from what people wear in the city?
EXAMPLE: In the city, men wear suits. In the country, they wear shorts and t-shirts.
Video Challenge 111
Ochkhuu and his
daughter, Anuka, watch
a video inside a ger.
wife
daughter
father
brother
mother
Answers will vary.
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112 Unit 5
Our Community
5
U n i t
Children and adults enjoy playing
in a water fountain.
About the Photo
This photo was taken at the Parque
de la Reserva (Park of the Reserve)
in Lima, Peru. It shows adults and
children playing in one of the
fountains along the Circuito Mágico
del Agua (Magic Water Tour). The
park originally opened in 1926,
but the Magic Water Tour opened
in 2007. The tour holds the world
record for being the largest fountain
complex. It has 13 fountains—some
of which are interactive—that are
illuminated at night. The Magic
Fountain shoots water 80 meters
into the air, the Fountain of Surprises
is a 35-meter tunnel of water that
people can walk through, and the
Fantasia Fountain has a regular laser
and picture show.
• Introduce the unit by reading
the title, Our Community. Then,
ask: What is a community?
• Ask students to share one
interesting fact about their
community. Ask students to
discuss in small groups and
have volunteers share with
the class.
• Identify and ask about
locations
• Describe housing
transportation
• Express personal
information
• Give and follow directions
• on, in
• a, an
• come, go, get
• Simple present
• The verb Be
• Wh- questions
• Places in the community
• Community locations
• Housing vocabulary
• Transportation nouns
• Transportation verbs
The skills students learn in
this unit can be applied to
the following EL Civics
competency areas:
• Communication
Our
Community
5
U n i t
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Unit 5 113
photo and read the caption.
Then, ask students to answer the
questions. Discuss as a class.
• Go over the unit outcomes.
Then, ask discussion questions
related to the local community:
Where do you live? Where is
a good place to shop or eat?
What types of transportation are
available in your community?
Life Skills Link
to identify resources available to
them in their community, how to
ask for and give directions to these
resources, and how to access them.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 1.3.7, 7.2.3
Lesson 2: 1.4.1, 1.4.2, 1.9.4
Lesson 3: 1.1.3, 2.2.3, 2.2.5, 6.7.2
Lesson 4: 0.1.2, 0.2.4
Lesson 5:
1.1.3, 1.9.1, 1.9.4, 2.2.1,
2.2.2, 2.5.4
Review: 2.2.3, 7.4.1, 7.4.2, 7.4.3
• Basic skills
• Creative thinking
• Participating as a member of a team
L1, L2, L5, RF2, RF3
UNIT OUTCOMeS
Identify and ask about
locations
Describe housing
Identify types of
transportation
Express personal information
Give and follow directions
1. What are the people
doing? Why?
2. Where can you enjoy
spending time in your
community?
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114 Unit 5
114 Unit 5
Where we live
GOAL Identify and ask about locations
l e s s O n 1
A. Look at the pictures. What types of stores do you see?
b. Listen and point.
c. Listen and write the number of the conversation.
supermarket pharmacy
shoe store clothing store
CD 2
TR 1
CD 2
TR 2–5 1
1. 2.
3. 4.
5. 6.
2
4
3
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Lesson 1 114a
A. Look at the pictures. What types of stores
do you see?
Ask students to look at the pictures. Tell them that these
are all stores. Then ask: Whattypesofstoresdoyousee?
B. Listen and point.
Play the recording. Help students identify the types
of stores with the stores you listed in the warm-up.
Drill students by asking questions such as: Where do
I buy a shirt? Where do I buy food? There may be more
than one answer.
Listening Script
1. clothing store 2. supermarket
3. shoe store 4. electronics store
5. pharmacy 6. coffee shop
CD 2
TR 1
Use the new vocabulary in context. Ask students
to point to the location.
C. Listenandwritethenumberoftheconversation.
Listening Script
1. A: We need to go to the store.
B: Why? What do we need?

A: We need lots of things. We need milk, apples, and bread.
B: Then we need to go to the supermarket right away.
A: You said it!
2. A: My feet hurt.
B: It’s those shoes you’re wearing.
A: These things are old, but I love them.

B: I think if we were to go to a shoe store, you would feel
a lot better.
A: OK, let’s go.
3. A: I need a new dress for the party.
B: What size do you wear?
A: I wear a size 9.

B: Ithinktheclothingstoreonthecornerhasagoodselection.
A: Really? That’s great. Let’s go.
4. A: We need some medicine.

B: Yes,Iknow.Weneedtobuysomeaspirinandcoughsyrup.
A: Sounds like a good idea. Let’s get some bandages, too.
B: OK. Let’s go to the pharmacy down the street.
CD 2
TR 2–5
Ask students to report their answers.
Tell students where you shop. List on the board
things you need to buy. Include shoes, food for dinner,
a hot dog, and medicine. As a class, list stores where
you might buy these items. Use specific store names.
Draw a map of your school’s community. Label cross
streets. Ask students to point to locations mentioned
in the warm-up. State the goal: Today, we will identify
and ask about locations.
Goal: Identify and ask about locations
Grammar: Yes/No questions and answers, which
Vocabulary: Community locations, which
Agenda
Talk about shopping.
Identify stores.
Identify places in the community.
Ask questions about the community.
Resources
Heinle Picture Dictionary: Shops and Stores,
pages 48–49
StandOutBasicAssessmentCD-ROMwithExamView®
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: SL2, L1, L2, L5, RF2, RF3
CASAS: 1.3.7, 7.2.3
EFF:Communication Speaksootherscanunderstand,listenactively
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115a Unit 5
Ask students to look at the street scene. Ask them
to cover Exercise E so they are not tempted to move
ahead. Go over the details in the scene.
D. Listen and point to the signs.
Listening Script
1. Find the hotel.
2. Find the restaurant.
3. Find the fast-food restaurant.
4. Find the clothing store.
5. Find the shoe store.
6. Find the pharmacy.
7. Find the electronics store.
8. Find the bus stop.
CD 2
TR 6
For shorter classes, have students do Exercise E for
homework.
Art vs. Photographs
In Stand Out, we sometimes choose art, especially
at lower levels, to give the instructor more control
of the vocabulary. The detail in photographs may
provide more information than would be helpful at
lower levels. Such detail can overwhelm students,
especially if some students begin to ask about each
item, detracting from the presentation.
BEST PRACTICE
Ask students to drill each other on vocabulary.
Student A says a location and Student B points to it
in the picture.
E. CLASSIFY Write the places in the table.
Ask students to write and categorize. Students may
do this in pairs. Don’t prepare students by giving
them instructions for this activity. Allow them to
figure out what to do.
Receptive vs. Productive vocabulary
The vocabulary in each lesson is limited to
essential words; however, each class is unique and
vocabulary needed may vary. A lot of vocabulary
may overwhelm students, especially if they are using
picture dictionaries. Therefore, it is important to help
students know what words they are responsible
for. Make sure they are aware of the vocabulary lists
in the appendix (pages 212–213). Students will also
take more responsibility for their learning if you
have regular spelling or vocabulary tests.
BEST PRACTICE
Check students’ book work by going over the
answers as a class. Reproduce the table on the board
and ask students to come up and complete it. Add
more items to the list if students come up with places
that are not in the picture.
F. What other places can you think of in your
community? Talk to your partner.
Have students work in pairs. Ask them to look at
Exercise E. Then, ask students to think of other types
of places in their community. Discuss with partners
and then as a class.
Preparation for practice and critical
thinking
Students at all levels need to begin to think critically
and make decisions about what they should be
doing in a given activity. One important principle
in the presentation stage of a lesson is to prepare
students for practice. Occasionally, it is beneficial
to allow students the opportunity to think through
an activity and discover for themselves what to do.
Exercise E is one of those cases. Some students may
ask for help. Try to encourage them to take risks and
do what makes sense to them.
BEST PRACTICE
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Lesson 1 115
Lesson 1 115
D. Listen and point to the signs.
CD 2
TR 6
Bus
Stop
Telephone
e. CLASSIFY Write the places in the table.
Place to sleep Places to eat Places to buy things
clothing store
F. What other places can you think of in your community? Talk to your partner.
hotel restaurant
fast-food restaurant shoe store
pharmacy
electronics store
Answers will vary.
Exercise F: Make decisions and solve problems
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116 Unit 5
116 Unit 5
G. Read.
Yes/No Questions
Question Answer
Do you buy clothing at a department store?
Yes, I do.
No, I don’t.
Do you buy food at a supermarket?
Do you buy shoes at a shoe store?
H. Practice the conversations. Use the stores in Exercise A to make new conversations.
Latifa: Chen, do you buy medicine at a pharmacy?
Chen: Yes, I do.
Latifa: Which one?
Chen: Save-A-Lot Pharmacy.
James: Do you work at a shoe store?
Trang: no, I don’t. I work at a clothing store.
James: Which one?
Trang: norma’s Fine Clothing.
i. SURVEY Ask classmates where they buy clothes and food. Write.
Name Clothes Food
Peter Norma’s Fine Clothing El Marco Restaurant
Answers will vary.
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Lesson 1 116a
G. Read.
Yes/no questions were introduced in the previous
unit. However, students need to review asking
and answering these questions with the appropriate
intonation. Ask students to see if they can find
where they learned this intonation (page 92). In
this lesson, we will expand the answer from no or
yes to No, I don’t, and Yes, I do.
In previous lessons, students learned information
questions. You may want to help them remember all
the information question words they have learned: how,
where,when, and what. As students progress through
the book, they will add to the list. Show students how
which is used when there is a choice between items
and how it is followed by a noun. Be careful to avoid
spending so much time on the grammar in this lesson
that students lose sight of the principal objective.
Grammar presentations
In the Stand Out approach, grammar is introduced
many times before students are expected to acquire
a structure. At the lower levels, structures are also
presented little by little. Students begin to grasp
context as more information is added from previous
lessons.
It is important that the instructor is mindful of all
the information being presented and the objective.
The instructor should try to challenge students
without overwhelming them. For example, forming
questions is an important grammar focus that could
have been included in this lesson, but students are
not prepared at this level for such a presentation.
If the instructor spends time trying to teach the
formation of questions at this level, students will
become confused and lose confidence.
At this level, it is far better to concentrate on the
answers and intonation of the given questions.
BEST PRACTICE
Go over the conversations in Exercise H. Show
students how they can substitute information from
Exercise A. Model the activity with several students.
H. Practice the conversations. Use the stores
Help as needed.
Ask for volunteers to present the conversation
I. SURVEY Ask classmates where they buy
clothes and food. Write.
Unit 5, Lesson 1 for more practice with yes/no
questions.
Lesson 1, Worksheet 1: Locations in the Community
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117a Unit 5
Goal: Describe housing
Grammar: in/on, a/an
Academic Strategies: Focused listening, test-taking
strategies
Vocabulary: housing words, avenue, park,
bedroom, rent
Agenda
Review stores and make a list.
Read a map.
Read a classified ad.
Learn about different types of housing.
Resources
Heinle Picture Dictionary: Types of Homes,
pages 62–63
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: RI1, SL1, SL2, SL4, L1,L2, L3
CASAS: 1.4.1, 1.4.2, 1.9.4
observe critically
Ask groups to list all the places they buy from. Then,
ask groups to report to the class.
Ask individuals where they live. Prompt students
to ask you. Respond: I live in a house/condominium/
apartment in ____ (your city). State the goal: Today,
we will learn how to describe housing.
Write apartment, house, and mobile home on the
board. Help students understand through pictures
what each type of home is like. Ask a few students if
they live in a house or an apartment. If students live
in condominiums or other kinds of housing, write
these on the board.
Write in and on on the board. Remind students
that they are pronounced differently. Help students
understand that in would mean they live inside a
building while on literally means that the building
rests on top of the street.
Ask questions and encourage students to use the
correct words. Teacher: Do you live in a house or
an apartment? Student: I live in a house.
This is the first time students are introduced to an.
If they are ready, you may expand this explanation
beyond an with apartment. However, most
examples will be out of context, so don’t spend
too much time on it.
A. Look at the map. Write.
Ask students to look for the house, apartment, and
mobile home on the map. Ask questions: Where are
the mobile homes? (They are on Parker Avenue.) Then,
ask students to label the pictures with the correct
type of housing. Write questions and answers on
the board to check answers as a class.
B. Listen and practice.
Ask students to listen to the conversation. Help them
hear the rhythm of the language. Have them say the
conversation with you a few times.
Listening Script
Exercise B.
CD 2
TR 7
Do a Corners activity. The corners represent
apartment, house, mobile home, and other types of
housing. Have students go to corners according
to their housing. Ask students to practice the
conversation from Exercise B in their corner and
answer with their own personal information.
Ask for volunteers from each group to present the
conversation in front of the class.
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Lesson 2 117
Lesson 2 117
l e s s O n 2
GOAL Describe housing
Where do you live?
A. Look at the map. Write.
a house a mobile home an apartment
Fi
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St
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et
Parker Ave.
I live on First Street. / I live on Parker Avenue.
I live in a house. / I live in an apartment.
On / in
b. Listen and practice.
Student A: Where do you live?
Student B: I live on First Street.
Student A: Do you live in a house or an apartment?
Student B: I live in a house.
CD 2
TR 7
a house an apartment
a mobile home
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118 Unit 5
118 Unit 5
c. Read.
D. COMPARE Check (✓) the correct answer.
1. Which home is at 3114 Parker Ave.?
the house
the apartment
the condo
3. Which home is for sale?
the apartment
the condominium
the house and the condo
FOR SALE
3-Bedroom House
3114 Parker Ave.
Miami, FL 33150
View Contact Agent
FOR SALE
1-Bedroom Condominium
212 First Street
Miami, FL 33150
View Contact Agent
FOR RENT
2-Bedroom Apartment
3232 Parker Ave.
Miami, FL 33150
View Contact Agent
CD 2
TR 8
2. Which home has only one bedroom?
the apartment
the house
the condominium
4. Which home is for rent?
the apartment
the house
the house and the apartment
a house an apartment a mobile home
1. 2. 3.
a house a mobile home an apartment
✓
✓
✓
✓
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Lesson 2 118a
C. Read.
Help students with new vocabulary and prepare
them for the practice in Exercise D by asking familiar
questions about ads. Then, ask students how many
bedrooms their home has. Also, be sure you have
added condominium to the vocabulary for this lesson
if students didn’t come up with it earlier.
Prepare students for a focused listening activity
in Exercise E.
D. COMPARE Check (✓) the correct answer.
Ask students to take five minutes and answer the
questions on their own without help from other
students. After five minutes, go over the answers
and check students’ work. Walk students through
each question and help them find the answers in
the classified ads.
Play the recording without pausing it, repeating it
in its entirety if necessary.
Listening Script
1. I think that you will be very happy with our special
this week. This is a fine three-bedroom house with new
floors in a beautiful neighborhood. Please come and see
it. It’s on Parker Street.
2. My family and I live in a three-bedroom home in the city.
It is on a big lot. We enjoy our mobile home. We have
many friends who live in the park.
3. There is a great rental on Parker Avenue. I think it is under
$1,000 a month. It is a two-bedroom apartment and
there is a community pool.
CD 2
TR 8
Go over the answers students have written in their
books.
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119a Unit 5
F. Listen and read.
Have students listen one time with their books
closed or with the information below the
pictures covered. Then, ask students to uncover
the information and read along as they listen to
the recording a second time.
Listening Script
The listening script matches the statements in Exercise F.
CD 2
TR 9
Review the simple present tense. Remind students
to use does + live when asking a question about
each person and lives in the response. You might
ask: Where does Chen live? The response should be:
He lives in a house, He lives on First Street, or He lives
in Alpine City. Write each answer on the board and
show how students can respond.
Do a drill where you ask a student the questions.
The student answers and then asks another
student. Continue with this drill until all students
have responded. You might prompt students to
talk about different people on the page. If you want
students to respond differently, point to one of
the examples on the board.
G. Practice the conversation.
Go over the conversation with students and help
them with intonation and rhythm. Ask students to
practice in pairs. Make sure students understand
every word in the conversation.
For shorter classes, ask students to do Exercise H
for homework.
Practice 3 5 mins.
H. Write a conversation. Change the underlined
words in the conversation in Exercise G.
This conversation may be very similar to the
conversation in Exercise G. Make sure students
know to put the information about Natalia into
the conversation.
Ask volunteers to present their conversations in front
of the class.
I. CREATE On a separate piece of paper, write
and practice a conversation about you and
a partner.
Show students how they can use previous dialogs
for models.
Unit 5, Lesson 2 for more practice with on and in
and the simple present.
Lesson 2, Worksheet 1: Housing
Instructors drill students in order to help them learn
vocabulary and produce the language. Drilling is
important for this purpose especially at the lower
levels, but drilling alone does not create fluency.
Students should practice true communication where
answers become more spontaneous after they
are comfortable producing the sounds or forming
grammar structures.
BEST PRACTICE
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Lesson 2 119
Lesson 2 119
F. Listen and read.
CD 2
TR 9
1. I’m Chen.
I’m from China.
I live in a house.
I live on First Street
in Alpine City.
2. I’m Latifa.
I’m from Saudi Arabia.
I live in an apartment.
I live in Casper Town
on Parker Avenue.
3. I’m Natalia.
I’m from Guatemala.
I live in a condominium
in Alpine City on
FirstStreet.
G. Practice the conversation.
Chen: Hi, I’m Chen.
Latifa: Nice to meet you, Chen. I’m Latifa.
Chen: Where do you live?
Latifa: I live in Casper Town.
Chen: Do you live in an apartment, a condominium, or a house?
Latifa: I live in an apartment.
H. Write a conversation. Change the underlined words in the conversation in
Exercise G.
Latifa:
Natalia:
Latifa:
Natalia:
Latifa:
Natalia:
i. CREATE On a separate piece of paper, write and practice a conversation about you
and a partner.
Hi, I’m Latifa.
Nice to meet you, Latifa. I’m Natalia.
Answers will vary.
Answers will vary.
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120 Unit 5
120 Unit 5
GOAL Identify types of transportation
l e s s O n i take the bus
3
A. Write the words.
b. INTERPRET Read the bar graph.
car bicycle taxi train bus
car
0
$1.00
$2.00
$3.00
$4.00
$5.00
$6.00
Bicycle
Train/
Subway
Taxi
Car
Bus
c. Practice the conversation. Use
the types of transportation
in Exercise A to make new
conversations.
Student A: How much is it to go
by bus?
Student B: $2.25.
bus
train
bicycle
taxi
Exercise B: Manage money
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Lesson 3 120a
Goal: Identify types of transportation
Grammar: come, go, and get
Pronunciation: Information question intonation
interpreting graphs
Vocabulary: Types of transportation, cost,
transportation, come, go, drive, take, ride, walk
Agenda
Review types of housing.
Read a map.
Learn about transportation and calculate cost.
Talk to other students about their transportation.
Resources
Worksheets 1 and 2
Heinle Picture Dictionary: Vehicles and Traffic Signs,
pages 118–119; Public Transportation, 128–129
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL2, L1, L2, RF2, RF3
CASAS: 1.1.3, 2.2.3, 2.2.5, 6.7.2
SCANS: Basic Skills Reading, writing, arithmetic, listening,
speaking
Resources Allocate time, allocate money
Thinking Skills Make decisions, solve problems, see things
in the mind’s eye
Decision Making Use math to solve problems and communicate,
solve problems and make decisions, plan
Ask students to have a conversation with four other
students and complete a table like the one below.
Name City Type of Home
Tell students about your schedule. Include how you
get to work. Describe briefly what transportation you
take to school. State the goal: Today, we will identify
types of transportation.
A. Write the words.
Go over the types of transportation listed in the box.
Then, ask students to identify the pictures and write
the correct words on the lines.
B. INTERPRET Read the bar graph.
Show students how to read the bar graph. Show
them how each white line on the y axis is one dollar
and each small black line is 25 cents. On the board,
write: How much is it to travel by car? Substitute other
forms of transportation and practice the question. Ask
students to follow your lead and ask the questions.
Travel will be a new word for students, but in context,
they should understand it.
Remind students to say and between dollars and
cents. If you need to, you can refer students to page 95
for review.
Graphs and critical thinking
Graphs are an excellent way to convey information
so that most students with limited vocabulary will
understand. Graphs are an especially good strategy
when students are at multiple levels of proficiency.
The lowest levels can understand the same
information as the higher levels.
It is essential that the instructor help students get
a feel for how to read and, later, create graphs.
Students will use and develop critical thinking skills
as they interpret and design graphs. Graphs are
especially useful for the visual learner.
BEST PRACTICE
Ask students again where they live. Review their
conversations from Exercise I on page 119. Have
students do the application activity from the previous
lesson with different people.
See the following page for help with Exercise C.
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121a Unit 5
D. Look at the map. What’s the distance
between Casper Town and Alpine City?
Look at the map with students. Explain the map’s
scale. Miles and other parts of this discussion are
mostly receptive vocabulary at this point. Get an idea
from students how far they travel to come to school.
Pantomime driving and ask: Who drives to school?
E. Listen and read.
Go over the dialog with students and help them
feel comfortable with the rhythm of the language.
Prepare students to do Exercise F.
Listening Script
Exercise E.
CD 2
TR 10
F. Practice the conversation in Exercise E. Use the
phrases below to make new conversations.
Ask students to use the phrases in the box to make
new conversations.
C. Practice the conversation. Use the types of
transportation in Exercise A to make new
conversations.
Ask students to practice the conversation,
substituting the types of transportation in Exercise A.
Pair work in groups
The instructor cannot possibly be everywhere in
the classroom at the same time. Certain students,
however, will need special attention. One way to
accommodate these students is to group them
together in the classroom, as is done in many
designated multilevel classes. Then, the instructor
can spend extra time with the group that needs
more attention.
This strategy will work, but sometimes it will present
additional problems:
1. Students in the special group may feel isolated.
2. Students in the larger group may feel neglected.
3. Students in the special group may feel they are
not as “good” as the other students.
Another strategy is to use student mentors. Group
a stronger student with others who may need
additional help.
For example, students will do a drill where Student 1
asks Student 2 a question. Student 2 answers and
asks Student 3. Student 3 answers and asks Student 4.
Student 4 answers and asks Student 1. This should
be modeled several times before students start. Make
sure there is one strong student who understands
the process and the concepts in each group.
BEST PRACTICE
Observe students doing the activity. Encourage
students to continue going around the group until
you stop them. If students are getting off task, try
asking students to stand when they are asking a
question. Then, you can readily see the process
at work.
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Lesson 3 121
Lesson 3 121
D. Look at the map. What’s the distance between Casper Town and Alpine City?
Casper Town
Alpine City
1 mile
H
am
pt
on
St
re
et
ROUTE
50
e. Listen and read.
Chen: Do you drive to school?
Latifa: no, I don’t. I take the bus.
Chen: How much is it?
Latifa: It’s $3.50.
F. Practice the conversation in Exercise E. Use the phrases below to make new
conversations.
CD 2
TR 10
drive a car take a bus
ride a bike take a train
walk take a taxi
5 miles
Exercise D: Perform basic computations
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122 Unit 5
122 Unit 5
H. Read.
come / get and go / get
At school At home
How
come / get How do you come / get to school? How do you come / get home?
go / get How do you go / get home? How do you go / get to school?
When
come / get When do you come / get to school? When do you come / get home?
go When do you go home? When do you go to school?
i. Practice the conversation. Make new conversations.
Latifa: How do you get to school?
Natalia: I drive.
Latifa: When do you go home?
Natalia: I go home at 3:00.
J. SURVEY Ask four classmates.
Name How do you get to school? When do you go home?
Natalia drive 3:00
G. Complete the table. Ask your classmates.
Name Do you drive to school?
Answers will vary.
Answers will vary.
Exercises G and J: Collect and organize information
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Lesson 3 122a
G. Complete the table. Ask your classmates.
Circulate around the classroom and help as needed.
Take a class poll after students finish the activity.
Some students undoubtedly walk or come to school
by other means. This is to be expected. Find out what
students who don’t drive or take the bus use for
transportation.
H. Read.
Ask the class to help you make a different pantomime
for each vocabulary word in Exercise F. Students can
be very creative. Get them started by pantomiming
drive a car for them. Another way to do this, if there
is time, is to play charades. Write each of the phrases
on a 3-by-5 index card. Mix the cards up and ask for a
volunteer to choose one of them. Ask the volunteer to
pantomime the activity and allow the class to guess
the phrase.
In this lesson, you will also introduce three new
words. Help students understand the difference
between come, go, and get.
Go over the conversation in Exercise I with students.
Check for intonation and rhythm. Show them how
to substitute and create new conversations using the
information on page 120.
I. Practice the conversation. Make new
conversations.
You might choose to do an alternative pairing
activity such as inside/outside circle as described
on page 88a, dialog cards on page 76a, or pair work
in groups on page 121a.
Ask for volunteers to present the conversation
J. SURVEY Ask four classmates.
Ask students to go around the room and get the
information and then ask volunteers to report to
the class. Make sure students report using the
third-person singular: Natalia drives to school.
Unit 5, Lesson 3 for more practice with come
and go and the simple present.
Lesson 3, Worksheet 1: Transportation Vocabulary
Lesson 3, Worksheet 2: Transportation Prices
Multilevel WorksheetS
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123a Unit 5
Review
Reviewing and recycling past material are of particular
importance at lower levels because students tend
to focus so much on new information. On occasion,
helping students catch up can be beneficial and
give them more confidence. Returning to previously
learned material reinforces what students have
learned and develops confidence as well.
BEST PRACTICE
This presentation is a review of many of the statements
students have learned. Review the statements and
ask students questions about themselves. If students
have trouble, you might want to refer them back to
the pages where the concepts were originally taught
and ask them to review those pages for homework.
Before introducing Exercise A, ask students to cover
Exercise B.
A. Listen and write.
Play the recording and, as a class, listen and write the
missing information.
Listening Script
The listening script matches the statements in
Exercise A.
CD 2
TR 11
B. Write.
Ask students to cover Exercise A. In groups, ask them
to see how much they can remember and write. Give
them no more than ten minutes. Then, with Exercise A
still covered, play the recording again and encourage
students to edit their work. Finally, ask students to
uncover Exercise A and complete the activity.
C. COMPARE Look at the information for James
and An. Complete the diagram.
Goal: Express personal information
Vocabulary: housing, live, take, walk, drive, ride
Agenda
Take a class poll.
Listen and write about transportation.
Practice the simple present.
Write about yourself using the simple present.
Resources
Heinle Picture Dictionary: RoadTrip, pages 122–123
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL1, Sl2, SL4, L1, L2, L5
CASAS: 0.1.2, 0.2.4
Information Acquire and evaluate information
observe critically
Take a class poll. What types of transportation do
people take to school? Write the results on the board.
Ask students to make a bar graph of the results. If
your students are ready and if you have access to
computers, you may use spreadsheet software to
make graphs.
Ask students questions about themselves on topics
covered thus far. State the goal: Today, we will express
personal information.
This lesson is primarily review.
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Lesson 4 123
Lesson 4 123
l e s s O n 4
GOAL Express personal information
she takes the train
CD 2
TR 11
b. Write.
Name Country Housing Transportation
James
An
Carina
c. COMPARE Look at the information for James and An. Complete the diagram.
1. I’m James.
I’m from the U.S.
I live in a house.
I take the
to school.
2. I’m An.
I’m from Vietnam.
I live in a house.
I my bike
to school.
3. I’m Carina.
I’m from Cuba.
I live in an
.
I drivetoschool.
An
James
apartment
United States
United States, bus Vietnam, bicycle
house
house bus
Vietnam house bicycle / bike
Cuba apartment car
ride
bus
Exercises B and C: Collect and
organize information
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124 Unit 5
124 Unit 5
D. Read.
Simple Present
I, You, We, They
live
take
ride
walk
I live in Mexico.
We take the bus.
You ride a bicycle.
They walk to school.
He, She, It
lives
takes
rides
walks
She lives in Mexico.
He takes the bus.
She rides a bicycle.
She walks to school.
e. Write about James, Carina, and An.
1. James in a house.
2. He the bus to school.
3. Carina in an apartment.
4. She to school.
5. An in a house.
6. She a bicycle to school.
7. James and An in a house.
F. Write about Leslie and Briana.
1. Leslie and Briana in Cambodia.
2. Leslie the bus to work every day.
3. Briana a car to work.
4. They in a house.
lives
takes
lives
lives
rides
live
live
takes
drives
live
drives
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Lesson 4 124a
Using Venn diagrams and critical
thinking
Venn diagrams are a powerful teaching tool and an
excellent way to develop critical thinking. The two
overlapping circles allow students to list information
in three separate categories that show both
similarities and differences.
Once students have experience using Venn
diagrams, you might continue using them as a tool
to make comparisons across multiple lessons. For
example, students can compare . . .
* types of housing
* marital status
* weather
* class schedules
* clothing items
* food preferences
BEST PRACTICE
D. Read.
Go over the simple present with students. Help
them understand that they can use any of the available
pronouns in the box on the left to form a sentence. The
simple present is being recycled again to reinforce what
students have already learned. Help them understand
that they will be exposed to it many times before they
can say that they have acquired it and that this is a
normal part of the process.
Students have previously been introduced to the
simple present on pages 19, 52, 73, 75, and 88.
For shorter classes, ask students to do Exercises E
and F for homework.
E. Write about James, Carina, and An.
Help as needed.
F. Write about Leslie and Briana.
Help as needed.
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125a Unit 5
G. Read.
Remind students that the verb Be has been introduced
in previous lessons. This is the first time in the book
that students will have a choice to use the verb Be
with other verbs.
H. Read the chart.
Show students how the chart is similar to the one they
completed on page 123. Ask them questions about
the chart. Encourage them to use pronouns.
For shorter classes, ask students to do Exercise I
for homework.
I. Write.
After students have written the correct verbs for the
statements, ask them to write the complete sentences
in their notebooks.
If you believe your students are ready, you might also
give them a dictation of the sentences they have just
completed.
Check students’ work.
J. APPLY Answer the questions.
Again, ask students to write the completed sentences
in their notebooks.
Writing sentences in notebooks
Asking students to write sentences in their notebooks
reinforces the learning of syntax (sentence structure).
Students need to practice word order as much as
they need to practice grammar forms. Students may
translate from their native languages without thinking
much about the correct word order. This can be a
hard habit to break if not addressed early on.
Having students write classroom exercises in their
notebooks allows them to recognize syntax and
re-use structures when creating their own sentences.
It is important to remember that knowing vocabulary
or target grammar forms doesn’t mean that students
know how to use them in a sentence.
BEST PRACTICE
simple present.
Lesson 4, Worksheet 1: Simple Present
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Lesson 4 125
Lesson 4 125
G. Read.
Simple Present: Verb Be
Subject Verb Be Example sentence
I am I am An.
He, She, It is She is from China.
We, You, They are They are married.
H. Read the chart.
Name Country Housing Transportation to school
James United States house bus
Latifa Saudi Arabia apartment bus
i. Write.
1. James from the United States.
2. James in a house.
3. He the bus.
4. Latifa from Saudi Arabia.
5. She in an apartment.
6. James and Latifa the bus.
My name .
3. Do you live in a house?
I in a(n)
.
is
I from
.
4. How do you get to school?
I to school.
lives
takes
is
lives
take
Answers will vary.
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126 Unit 5
126 Unit 5
GOAL Give and follow directions
l e s s O n Where’s the store?
5
A. Point to the bank, the post office, and the hospital.
b. Match. Draw a line.
1. Where is the adult school?
2. Where is the electronics store?
3. Where is the bookstore?
4. Where is the post office?
First Street
Second Street
Main Street
Hampton
Street
Perry
Avenue
Train
Station
Alpine
Adult School
Apartments
Sally’s
Shakes
Donny’s
Bookstore
Bank
Internationàl
Jack’s
Supermarket
Post Office
El Marco
Restaurant
Pied Park
St. John’s
Hospital
St. John’s
Pharmacy
Pete’s
Burgers
Electronics Giant
Shoes for Less
American
Cafe
Elegant
Clothing
the post office = Alpine City Post Office
the supermarket = Jack’s Supermarket
T H E
a. It’s on Perry Avenue next to Shoes for Less.
b. It’s on First Street next to the supermarket.
c. It’s on Main Street next to the bank.
d. It’s on Hampton Street next to Sally’s Shakes.
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Lesson 5 126a
Goal: Give and follow directions
Grammar: the, imperatives, review prepositions
of location
Academic Strategies: Dictation
Vocabulary: stop, turn, right, left, go straight, bank,
post office, hospital
Agenda
In groups, make a list.
Talk about a map.
Learn and practice giving directions.
Write directions to a location from school.
Resources
Heinle Picture Dictionary: RoadTrip, pages 122–123
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL2, SL3, Sl4, L1, L2, RF2, RF3
CASAS: 1.1.3, 1.9.1, 1.9.4, 2.2.1, 2.2.2, 2.5.4
Thinking Skills Think creatively, solve problems, see things
in the mind’s eye
observe critically
Remind students what next to means. You may
use a person who is sitting next to another as an
example. You may also want to use some locations
students mentioned in the warm-up. For example,
say: The post office is next to..., allowing them to
complete the sentence. State the goal: Today, we
will give and follow directions.
A. Point to the bank, the post office, and the
hospital.
There is a lot of vocabulary in this lesson. Most of
the locations are review from Lesson 1 of this unit.
Practice using next to and ask students questions
about the map. Introduce new vocabulary when it
is appropriate.
Go over the new vocabulary carefully with students.
Then, ask them to point to locations when you identify
them. Start by using the names of the places. Then,
change to sentences that describe the locations. For
example, you might say: This is a place where people go
when they are sick. Write important words on the board,
such as sick. Ask more questions and see if students can
identify the places by their description. Do the same
drill again. This time, identify locations by what they are
next to.
Go over the grammar box with students. There are
some exceptions to this rule, but following the rule
will help students avoid many common errors. Some
students might incorrectly say: I live on the First Street.
Use the definite article the with most general words for
places, but don’t use the with proper nouns. Names of
streets would not use the. There is no need to discuss
the exceptions with students at this time.
B. Match. Draw a line.
After students complete this activity, have them
ask each other the questions in pairs. Students
answering should cover Exercise B.
Ask all students to cover Exercise B and ask
individuals or the class the same questions.
In groups, ask students to list all the locations
(stores, schools, streets, etc.) they can think of in
their community. Ask them to write their lists on
the board and go over them briefly. Ask them
to point in the direction of where each location is.
For example, ask: Where’s the post office?
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127a Unit 5
Play the recording several times.
Listening Script
The listening script matches the words in the box in
Exercise C.
CD 2
TR 12
D. Write the correct words.
After going over the road signs and the new
vocabulary, ask a student to come to the front of the
class. Ask the student to follow the directions you
give him or her. The student will walk around the
room. Try to do the same thing with other students.
Finally, see if the whole class can do it.
E. Use the map in Exercise A to complete the
directions. Start on First Street in front of
Jack’s Supermarket.
Do this activity as a class. Point out that they will use
the vocabulary in Exercise C. If you have time, ask
students to close their books and do a dictation of
the three sentences.
For shorter classes, ask students to do Exercise F for
homework.
F. Write directions to the train station.
This activity might be difficult for students. Here they
are asked to string more than one sentence together.
Have them work in pairs or groups to complete
the sentences. During the activity, interrupt them
occasionally to remind them to start with capital
letters and to end with periods.
Ask volunteers to write their directions on the board.
Dictation
There are several ways to do dictation. In higher
levels, it is very productive to give dictation where
students haven’t been exposed to the exact sentences
you will be giving. At this level, students don’t have
a lot of experience so a dictation can be one-word
or very short sentences that they have already seen.
The objective of this kind of dictation is not to check
student ability, but rather to allow students more
opportunities to practice what they are learning.
Because this type of dictation is not for evaluative
purposes, you may decide in some cases, such as in
Exercise F, to read a sentence out loud two or three
times and then to ask students to compare what
they have written with one another, allowing for a
type of peer-editing. Afterwards, read the sentence a
final time.
Remember that at the beginning and intermediate
levels, students tend to try to write while the instructor
is speaking. They need to be taught to listen first,
repeat the sentence in their heads, and then write.
To help them learn this strategy, you should avoid
giving sentence dictation one word at a time.
Finally, some dictation includes words that are
intimidating or difficult for students, especially when
proper nouns are given. Students tend to focus on
these words, which may affect their performance.
To avoid this problem, it is wise to write difficult
words and names on the board in preparation
for the dictation.
BEST PRACTICE
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Lesson 5 127
Lesson 5 127
D. Write the correct words.
CD 2
TR 12
stop go straight turn right turn left
turn left
e. Use the map in Exercise A to complete the directions. Start on First Street in front of
Jack’s Supermarket.
Give directions to the adult school.
1. on First Street.
2. on Hampton Street.
Give directions to the post office.
1. on First Street.
2. on Hampton Street.
3. on Main Street.
F. Write directions to the train station.
Go straight on First Street. Turn right on Hampton Street. Turn left on Main Street.
go straight
Go straight
Turn right
Go straight
Turn right
Turn right
stop
turn right
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128 Unit 5
128 Unit 5
G. Listen and read.
Latifa: Excuse me, where’s American Café?
An: It’s on Perry Avenue.
Latifa: Can you give me directions?
An: Yes. Go straight on First Street. Turn right on Perry Avenue. It’s next to Pete’s Burgers.
H. Listen and follow the directions. Number the locations 1–4.
CD 2
TR 13
CD 2
TR 14
First Street
Second Street
Hampton
Street
Perry
Avenue Apartments
Lucky Books
Elegant
Clothing
El Marco
Restaurant
St. John’s
Hospital
Pete’s
Burgers
St. John’s
Pharmacy
Pied Park
American
Café
Ned's Shoes Big’s Foods
i. Write three stores in your community.
1. 2. 3.
J. CREATE In a group, write directions to a store from your school.
Answers will vary.
Answers will vary.
3
4 2
1
Exercise J: Make decisions and solve problems; Combine ideas and information
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Lesson 5 128a
G. Listen and read.
Have students practice the dialog in pairs. Help them
to hear the intonation and the rhythm. Ask students
to trace the route with their fingers on the map.
Listening Script
Exercise G.
CD 2
TR 13
H. Listen and follow the directions. Number
the locations 1–4.
The directions on the recording are numbered 1–4.
Ask students to write the corresponding number on
each final location.
Listening Script
1.
Go straight. Turn right on Perry Avenue. It’s next to
Pete’s Burgers.
2.
Turn right on Hampton Street. Turn left on Second Street.
It’s next to Ned’s Shoes.
3.
Turn right on Hampton Street. It’s next to El Marco
Restaurant.
4.
Go straight. Turn right on Perry Avenue. Turn right on
Second Street. It’s next to Big’s Foods.
CD 2
TR 14
Go over the answers with students.
I. Write three stores in your community.
Help as needed.
J. CREATE In a group, write directions to
a store from your school.
Ask students to use the phrases on page 127.
You may choose to give students a starting point
such as the school itself.
Lesson 5, Worksheet 1: Following Directions
Unit 5, Lesson 5 for more practice with imperatives.
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129a Unit 5
LI F ES K ILLS Do you live around here?
Before You Watch
• Have students work in small groups and share
facts about their individual neighborhoods. Write
questions on the board to guide discussions:
1. What is your address? What are some streets near
your home?
2. Is there a shopping center or a hospital? Where are
they located?
3. How do you get to school from your house? Which
way do you come?
• Ask students to plan a route between the school
and a well-known destination (library, hospital,
park, or bookstore) with a partner.
While You Watch
Use the words in the box.
• Ask students to watch the video and complete
the conversation between Naomi and Hector.
• Read the words in the box. Then, play the video at
least three times. Use the pause button if necessary.
C. Put the sentences in order to make a
conversation.
• Play the video before and after the activity.
lesson.
the sound together.
BEST PRACTICE
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l i F e s K i l l s Do you live around here?
before you Watch
the questions.
1. Where are naomi and Hector?
2. What is Hector doing?
bus town near streets live going
naomi: I (1) on Maple Street.
Hector: Maple Street. That’s (2) Chestnut Street, isn’t it?
naomi: I think so. I’m still learning the names of all the (3) . I just
moved here.
mateo: Glendale’s a small (4) . You’ll get used to it pretty soon.
naomi: I hope so. Where are you (5) ?
Hector: I’m taking the (6) to school.
a. It comes at 11:30.
b. You’re welcome.
c. Take the Number 2.
d. Excuse me, how do I get to the mall?
e. Thank you.
f. What time does it come?
live
1
While you Watch
b. Watch the video and complete
the dialog. Use the words in
the box.
near
streets
town
going
bus
4
6
2
5
3
They are at the bus stop.
He is explaining directions.
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130 Unit 5
130 Unit 5
b. Practice asking and answering the questions with a partner.
1. Where do you live?
2. Where do you buy clothing?
3. Where do you buy shoes?
4. Where do you eat?
review
A. Write the correct letter.
Learner Log
I can identify and ask about locations. I can identify types of transportation.
a. b. c. d.
$
$ $
$
e.
f.
g. h.
i.
ONLY
j. k. l.
1. apartments
3. bus
5. hospital
7. pharmacy
9. supermarket
11. train
d 2. bank
4. car
6. house
8. stop sign
10. taxi
12. left turn sign
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f b
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c j
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Review 130a
Agenda
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL2, SL4, L2, RF3
CASAS: 2.2.3, 7.4.1, 7.4.2, 7.4.3
and evaluate
have learned.
A. Write the correct letter. (Lessons 1–5)
B. Practice asking and answering the questions
with a partner. (Lesson 1)
Recycling/Review
different contexts.
BEST PRACTICE
With their books closed, ask students to help you
make a list on the board of all the vocabulary they
can come up with from the unit. Then, have a
competition where students in groups look through
the unit and write the page numbers for each item
on the list. The first group to have the correct page
number for each item wins.
Write all the goals on the board from Unit 5.
Show students the first page of every lesson so they
the agenda.
Practice for homework and then review student
work as the warm-up for another class meeting.
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131a Unit 5
C. Look at the information about Aki and
Adriano. Write and practice a conversation.
(Lessons 2 and 4)
D. Write. (Lesson 4)
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Review 131
Review 131
Learner Log
I can describe housing.
Yes No Maybe
I can express personal information.
Yes No Maybe
Aki:
Adriano:
Aki:
Adriano:
Aki:
Adriano:
D. Write.
1. Aki to school.
2. Adriano to school.
3. They in New York.
Hi, Adriano. Where do you live?
1. I’m Aki.
I’m from Japan.
I live in an apartment.
I live in New York on Second Street.
I drive to school.
2. I’m Adriano.
I’m from Brazil.
I live in a house.
I live in New York on East 5th Street.
I take the subway to school.
c. Look at the information about Aki and Adriano. Write and practice a conversation.
Answers will vary.
drives
takes the subway
live
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132 Unit 5
132 Unit 5
e. Read the map.
Learner Log
I can give and follow directions.
Yes No Maybe
Broadway
Standard Avenue
Main Street
Olive
Street
Nexus
Street
Train Station Restaurant
Restaurant
Apartments
Apartments
Pharmacy
Shoe Store
Bank
Adult School
Post Office Supermarket
Women’s
Clothing
Men’s Clothing
Hospital
Video Store
Fast Food
F. Write the place.
Place Directions
the post office Turn right on Nexus. Turn left on Main. It’s next to the supermarket.
Go straight. Turn right on Olive Street. It’s next to the restaurant.
Go straight. Turn right on Olive Street. Turn right on Main Street. It’s next to
the adult school.
Turn right on Nexus. Turn left on Broadway. Go straight. It’s next to the
restaurant.
the bank
the shoe store
the train station
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Review 132a
E. Read the map. (Lesson 5)
F. Write the place. (Lesson 5)
Evaluation 15 mins.
Go around the room and check on student progress.
Help individuals when needed. If you see consistent
errors among several students, interrupt the class
and give a mini lesson or review to help students
feel comfortable with the concept.
Learner Log
different ways.
BEST PRACTICE
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133a Unit 5
CCRS: RI7, SL1, SL2
CASAS: 2.2.3, 4.8.1
observe critically
and evaluate
For this project, tell students they will work in teams
to create a map of the community surrounding their
school, incorporating the vocabulary from this unit.
They may choose to use templates from the Activity
Bank to help them.
COLLABORATE Form a team with four or five
students.
Show students examples of the project, if you have
some, or discuss the art on the student book page.
Help students to assign positions by asking the
leaders to stand. On the spot, students will have to
the responsibility of a leader and ask students to
write the name of their leader in their books. Do
the same with all positions.
Make a list of types of transportation in your
community.
Ask students to make a list of types of
transportation. Ask them to draw pictures of
the means of transportation they listed or to use
magazine, newspaper, or Internet pictures.
Make a map of your community with the
school in the middle. Write the names of
stores and other places near your school.
Ask students to work together and to be as
accurate as possible.
Write directions from your school to three places
in your community.
Ask students to write out directions to three places
in their communities. Ask them to create dialogs that
demonstrate in what situations they could be asked
to give these directions. This can be part of the group
presentation if they decide to use them.
Present your project to the class.
presentations.
Digital literacy
BEST PRACTICE
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t e A m P r O J e c t Describe your community
Student 1:
Team Leader
Student 2:
Writer
Write directions.
Student 3:
Artist
Make a map.
Students 4/5:
Spokesperson
2. Make a list of types of transportation in your community.
3. Make a map of your community with the school in the middle. Write the names of stores
and other places near your school.
4. Write directions from your school to three places in your community.
5. Present your project to the class.
People in the city enjoy a boat ride in the park.
Team Project 133
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134 Unit 5
About the Explorer
Jimmy Chin is a professional climber
and expedition photographer.
As a professional athlete himself,
he has photographed and filmed
some of the world’s most extreme
athletes in some of the most
dangerous situations. He has
climbed Mount Everest numerous
times and even skied down from
the summit on one occasion. His
photographs have appeared in
numerous magazines, including
National Geographic Magazine, and
he has won various awards for his
cinematography. Jimmy spends
a lot of time in Yosemite National
Park, where he has documented
the climbing culture.
About the Photo
Mikey Schaefer took this photo
of Jimmy while they were on
assignment in Yosemite National
Park, California. Jimmy has spent
time documenting the climbing
culture in Yosemite and working
with professional climbers. In
2014, Tommy Caldwell and Kevin
Jorgeson completed the first
free-climb ascent of the famous
Dawn Wall of El Capitan. During
their time spent practicing for the
climb, Jimmy joined them to take
photos of how they lived on the side
of the vertical rock face. Through
his photos, he was able to show the
world how these elite climbers set
up tents on a vertical cliff face and
attempted to complete their climb
without the use of ropes.
about an interesting adventurer
named Jimmy Chin.
• Read the title and ask students
to describe their own commutes
to school. Talk about different
types of transportation they use.
RI1, RI2, S1, S2, L5
CCRS FOR READING
134 Unit 5
A. PREDICT Look at the picture and answer the questions.
1. Where is Jimmy in the picture?
2. What is his job?
3. How do you think he gets to work?
b. BRAINSTORM In a group, make a list of transportation words.
Type of transportation Ways to travel
car
bicycle
drive
walk
reADinG cHAllenGe
reADinG cHAllenGe
eXPLOrer JIMMY CHIn
“I should have climbed out
of the hole for a more secure
footing, but I knew the moment
would be lost.”
—Jimmy Chin
ADangerous
Commute
Answers will vary.
Answers will vary.
Reading Challenge
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c. Read about Jimmy Chin.
Jimmy Chin is from Mankato, Minnesota. He has a very dangerous job: He’s a
photographer. But is that a dangerous job? Jimmy takes photos of adventurers in some
of the world’s most interesting places, like Mount Everest. When Jimmy takes photos of
climbers, he doesn’t take a bus or a train to work; he doesn’t walk to work. He climbs to work!
D. COMPARE How does Jimmy get to work? How do you get to school?
Jimmy chin me
Jimmy to work. I to work.
Jimmy doesn’t I don’t to work.
to work.
e. APPLY Write about you.
Name 1.
Birthplace 2.
City 3.
Street 4.
Home (apartment / house / mobile home) 5.
Transportation 6.
1. My name is .
2. I am from .
3. I live in .
4. I live on .
5. I live in .
6. I .
F. Tell a group your story. Repeat the sentences in Exercise E.
Answers will vary.
Answers will vary.
climbs
take a bus or train
A. PREDICT Look at the picture
and answer the questions.
• Ask students to look at the picture
and then answer the questions.
• Read the quote and have
students look at the picture
again. Then, ask them what
makes them believe Jimmy
Chin’s job is dangerous.
B. BRAINSTORM In a group,
make a list of transportation
words.
Ask groups to think of different
types of transportation and ways
to travel to complete the table.
C. Read about Jimmy Chin.
• Tell students to read the passage
and underline the type(s) of
transportation Jimmy uses.
• Ask students to circle interesting
facts about Jimmy and his job.
• Read the passage one more time
and give information on the
different geographical locations.
D. COMPARE How does Jimmy
get to work? How do you get
to school?
Ask students to compare how
Jimmy gets to work with
how they get to school.
E. APPLY Write about you.
Ask students to provide
information about themselves to
complete the table.
F. Tell a group your story.
Repeat the sentences in
Exercise E.
Have students work in groups
to share their information from
Exercise E with their classmates.
Locating Key Words
Tell students that locating key words in a reading passage can provide
the correct information to answer important questions. Teachers can
use the following approach to practice this strategy:
1. write the questions on the board
2. underline key words in the question
3. have students find and underline these words in the passage
4. ask students to circle the answers
Reading Strategies
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136 Unit 6
Healthy Living
6
U n i t
Visitors to the Blue Lagoon bathe in
volcanic water and wear mud masks.
About the Photo
Corneliu Cazacu took this photo.
It shows people wearing mud
masks and bathing in the waters
of the Blue Lagoon in Grindavík,
Iceland. The Blue Lagoon is a
geothermal spa. The water—rich
in minerals—is heated naturally by
a nearby lava flow and is cooled
before entering the lagoon. The
minerals give the water its sky blue
color and have been known to help
people suffering from skin diseases
like psoriasis. The Blue Lagoon is a
major tourist attraction for visitors
to the small country of Iceland
where temperatures fall well below
freezing in the winter months.
• Introduce the unit. Then, ask
students: What does healthy
living mean to you? Ask students
to share their opinions.
photo as you read the caption.
Then, have them read and
• Identify body parts
• Describe symptoms
and illnesses
• Identify medications
• Describe healthy
habits
• Identify actions in a
waiting room
• Imperatives
• Simple present
• Simple present with be
• Simple present with have
• Simple present with need
• Negative simple present
• Present continuous
• Body parts
• Ailments
• Waiting room actions
• Health vocabulary
competency areas:
• Medical systems
Healthy
Living
6
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Unit 6 137
• Ask students if they think the
Blue Lagoon is a relaxing place.
Then, ask them to describe what
they think volcanic water and
mud masks feel like.
• Go over the unit outcomes. Ask:
When were you last sick? Did you
take any medicine? Have you ever
been in a hospital waiting room?
Do you think you have healthy
habits? Discuss as a class.
Life Skills Link
to communicate symptoms to a
doctor and demonstrate where
the symptoms are occurring. They
will also learn how to remedy
symptoms and stay healthy.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 3.1.1, 3.1.3
Lesson 2: 0.1.2, 0.2.1, 3.1.1
Lesson 3: 2.3.1, 3.1.2, 3.3.1
Lesson 4: 3.1.1
Lesson 5: 3.1.3
Review: 3.1.1, 3.1.2, 3.1.3, 3.3.1
• Basic skills
• Self-management
• Repsonsibility
RI1, RI2, RI7, W1, SL1,
SL2, SL4, L1, L2, L5,
RF2, RF3
UNIT OUTCOMeS
Identify body parts
Describe symptoms and
illnesses
Identify medications
Describe healthy habits
Identify actions in a waiting
room
1. What are the people
doing? How does it
benefit their health?
2. What other ways can
you keep healthy?
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138 Unit 6
138 Unit 6
i need a checkup
GOAL Identify body parts
l e s s O n 1
A. Where is the man in the picture? Who is he talking to?
b. Listen and write.
My name is Guillermo. live in Chicago. I 61 years old.
I the doctor once a year for a checkup. I’m very healthy.
c. Complete the paragraph about yourself. Use Exercise B to help you.
My name is . I am from . I years old.
I the doctor a year for a checkup.
CD 2
TR 15
once a year = one time a year
twice a year = two times a year
F R E Q U E N C Y E X P R E S S I O N S
I
see
Answers will vary.
am
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Lesson 1 138a
State the goal: Today, we will identify body parts.
A. Where is the man in the picture? Who is he
talking to?
Ask students the questions. Ask them to identify
things they see. Write checkup on the board. Ask:
How many times do you get a checkup every year? They
may not understand, but if you say I go one time a
year, they may begin to.
Review the Frequency Expressions as a class. Have
students practice answering How many times do you
get a checkup every year?, alternating expressions.
B. Listen and write.
Ask students to close their books and listen to the
paragraph. Then, ask students to open their books
and listen while reading along. Have students
complete the paragraph by filling in the missing
words. Tell students that they will do a dictation
of the paragraph.
Listening Script
The listening script matches the paragraph in
Exercise B.
CD 2
TR 15
To prepare for the dictation, write Chicago and Guillermo
on the board for students to refer to. Ask students to
underline any difficult or new words. Go over the words,
discuss their meaning, and ask students to write each
word several times in their notebooks.
Give a dictation of the paragraph.
C. Complete the paragraph about yourself. Use
Exercise B to help you.
Have students read their completed paragraphs in
Exercise B. Then, ask them to write a similar paragraph
about themselves, completing the paragraph here.
Ask students to read their new paragraphs to a partner.
Go over the dictations carefully and allow students to
self-correct.
Ask students where the nearest hospital is. Have
groups draw a map from the school to the hospital.
See if all groups chose the same route.
Write health on the board. See if students can figure
out what it means. Pantomime minor symptoms such
as coughing and sneezing. Say: Right now my health is
bad. Point to the word when you say it. Demonstrate
some exercises and say: Exercise is good for your health.
Goal: Identify body parts
Grammar: Imperatives
Pronunciation: Voiced and voiceless consonants
Vocabulary: Basic body parts
Agenda
Draw a map to the hospital.
Learn about the doctor’s office and body parts.
Follow directions in the doctor’s office.
Resources
Heinle Picture Dictionary: The Human Body,
pages 132–133
StandOutBasicAssessmentCD-ROMwithExamView®
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: W2, SL2, L1, L2, RF2, RF3
CASAS: 3.1.1, 3.1.3
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139a Unit 6
Multilevel dictation
To give a dictation to a multilevel class, provide
students who will struggle the most a handout of the
paragraph with key words missing. Another level might
have most words missing, and another blank paper.
BEST PRACTICE
D. Read the new words.
Go over each word and the pronunciation with
students. Make sure students pronounce the final
consonants and release them when they say the words
in isolation. With head, hand, and foot, the tongue
releases and there is a very brief and quiet ah with
the release after the articulation of the final sound.
Try exaggerating at first so students understand. With
back, neck, and leg, the throat closes to pronounce the
sound and then relaxes. Again, there is a very brief and
quiet ah. With arm, the mouth opens after the /m/ is
produced, and with nose, the /z/ is produced followed
by the mouth opening slightly.
This is also a good opportunity to ask what other
body-part vocabulary students would like to learn.
Possibilities include the following: shoulders, elbows,
knees, wrists, and waist.
homework.
E. Write the new words in the picture.
Have students write the parts of the body.
F. Practice the conversation. Use the words from
Exercise D to make new conversations.
Observe students doing this activity.
Voiced and voiceless consonants
Many pronunciation features, like grammar
structures, are learned over time and not
immediately acquired. Students, for the most part,
can be understood without understanding the
difference between voiced and voiceless consonants.
The following practice might be done as a way to
help students become aware of different sounds.
Ask students to put two fingers on their throats, that
is, on their voice boxes. Ask students to pronounce
an /m/ for an extended period of time. Demonstrate
what you want them to do. Ask them what they feel.
They may make a fluttering motion with their hands.
Then, ask students to sing a melody using only this
sound. Choose a song they all know.
Next, ask them to do the same with /d/ and /g/.
Now, ask them to pronounce head, hand, arm, and
leg. Show them how each word ends and how the
voice box flutters or vibrates.
Do the same with /t/ and /k/. Show them how
with these sounds they can’t sing a melody
because the voice box doesn’t vibrate. Contrast
the /k/ and the /g/ sounds. Then, contrast the
/t/ and the /d/ sounds. Have students then
pronounce back, neck, and foot. Finally, have them
contrast the endings by practicing the following:
hand—foot
head—foot
neck—leg
Don’t expect students to immediately incorporate
this concept into their speech. Review it occasionally
to help students pronounce sounds correctly.
Intonation
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Lesson 1 139
Lesson 1 139
D. Read the new words.
head back hand foot
neck arm leg nose
e. Write the new words in the picture.
F. Practice the conversation. Use the words in Exercise D to make new conversations.
Student A: Where’s the nose?
Student B: It’s here. (points to own nose)
leg
foot
back
neck
arm
head
nose
hand
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140 Unit 6
140 Unit 6
H. Listen and practice the conversation. Make new conversations.
Doctor: Please sit down.
Guillermo: Ok.
Doctor: Please open your mouth and say,“Ah.”
Guillermo: Ah.
i. APPLY Which body parts does the doctor examine during a checkup? Make a list.
1.
2.
3.
4.
CD 2
TR 16
G. Read.
Imperatives
Please you
read
open
let me (look)
sit down
stand up
Please read the chart.
Please open your mouth.
Please let me look in your ear.
Please sit down.
Please stand up.
Please read the chart. Please open your
mouth and say“Ah.”
Let me look in your ear.
Answers will vary.
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Lesson 1 140a
G. Read.
Go over the grammar chart with students. Help them
to see how imperatives (or commands) imply the
subject pronoun you, but the pronoun is not used.
Take this opportunity to go over the new vocabulary
with students as well. Say the statements and see
if they can point to the body part each statement
implies. Ask students to close their books and say the
statements again. Point to your eyes, ears, and mouth
and ask students to call out the vocabulary.
Ask students to open their books and say the
statements when you say the body part. Then, ask
them to close their books and do the same.
H. Listen and practice the conversation. Make
new conversations.
Go over the conversation with students and help
them use proper intonation and rhythm. Show them
how to use the other statements in the conversation
from Exercise G.
Listening Script
Exercise H.
CD 2
TR 16
Ask students to make new conversations. Have
them substitute the underlined actions with new
ones from Exercise G. Then, ask students to practice
the conversation with a partner.
Have students walk around and switch partners
often. Have them substitute different actions with
each partner. Remind them to do the actions.
Ask volunteers to present the conversation in front
of the class.
Benefits of role-playing
•
Students generally speak more freely when they
are acting out a role.
•
Students have fun when role-playing
conversations.
•
Students can correct each other’s mistakes in a
positive way.
•
Students learn and retain lesson goals by bringing
situations to life.
BEST PRACTICE
I. APPLY Which body parts does the doctor
examine during a checkup? Make a list.
Ask students to complete the list. Tell them to refer
back to the vocabulary words in Exercises D and G.
Unit 6, Lesson 1 for more practice with imperatives.
Lesson 1, Worksheet 1: Body Parts
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141a Unit 6
Goal: Describe symptoms and illnesses
test-taking skills
Vocabulary: headache, backache, stomachache,
fever, cold, runny nose, sick, illness, lasts
Agenda
Practice identifying body parts.
Identify symptoms and illnesses.
Practice stating symptoms.
Use the simple present to describe illnesses
and symptoms.
Listen to people talking about illnesses.
Resources
Heinle Picture Dictionary: Illnesses, Injuries,
Symptoms, and Disabilities, pages 134–135
Pacing
3+ hour classes
At-A-Glance Prep
CCRS: RI1, RI2, R7, SL1, SL2, L2, RF3
CASAS: 0.1.2, 0.2.1, 3.1.1
Ask students to do Exercise F from Lesson 1.
Pantomime a stomachache. Write on the board: What’s
thematter? Pantomime again and point to the question.
When students ask, say: Ihaveastomachache. State the
goal: Today,wewilldescribesymptomsandillnesses.
Present the symptoms by pantomiming.
Go over each picture with students. Ask them to
identify each illness as you describe it.
Listening Script
The listening script matches the list of words in Exercise A.
CD 2
TR 17
B. Listen and point.
Listening Script
1. Doctor: It is good to see you.
Man: It’s good to see you, too.
Doctor: What’s the matter today?

Man: I have a terrible stomachache. Maybe I ate
something bad yesterday.
2. Doctor: You look like you are in a lot of pain today.

Man: I sure am. Every day I get these terrible headaches.
What can I do about it?

Doctor: Forheadaches,weusuallyprescribepain relievers,
butmaybeweshouldcheckthisoutwithsometests.
Man: Thanks, Doctor.
3. Doctor: How can I help you?
Woman: I think I have a high fever.
Doctor: Let’s check it out.
Woman: Thanks, Doctor. I hope I’m not too sick.
4. Doctor: You must be feeling terrible.

Woman: I sure am. I think I’ve only got a cold, but it is
causing so many problems.

Doctor: I know you want to go to work, but sometimes,
even with a cold, you need to take it easy for a few days.
Woman: I guess you’re right. I just hate staying home!
5. Doctor: Can I help you?
Woman: Yes, I can hardly move.
Doctor: What seems to be the trouble?
Woman: I have a terrible backache.
6. Doctor: How are you feeling today?

Man: Not very well. I think I have a cold. I have a bad
cough and a sore throat.
Doctor: Let me take a look.
Man: Thanks, Doctor.
CD 2
TR 18–23
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Lesson 2 141
Lesson 2 141
l e s s O n 2
GOAL Describe symptoms and illnesses
i’m sick!
CD 2
TR 17
b. Listen and point.
c. Listen and check (✓) the correct answer.
1. Maritza has
a cold.
a headache.
a fever.
3. John has
a runny nose.
a fever.
a headache.
CD 2
TR 18–23
CD 2
TR 24–27
headache
cold and
runny nose
fever
stomachache
backache
cough and
sore throat
2. Shan has
a backache.
a fever.
a cold.
4. Anakiya has
a fever.
a runny nose.
a backache.
✓
✓
✓
✓
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D. Read about colds and make a list of symptoms.
the common cold
A cold is an illness that usually lasts for up to ten days. There are many symptoms. For
example, many people have a runny nose and a sore throat. Others have a low fever. Some
people have a cough, too.
1.
2.
3.
4.
e. Complete the table.
Symptom Duration (how long)
Do you see the doctor?
Yes ✔ No ✔
runny nose 1 day
sore throat 1 month
cough 2 weeks
low fever 2 days
high fever 2 days
headache 3 hours
stomachache 1 week
F. Discuss your table in a group.
142 Unit 6
A cold is an illness that usually
lasts up to ten days.
runny nose
sore throat
fever/low fever
cough
Answers will vary.
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Lesson 2 142a
With books closed, write symptoms on the board
and ask students to help you make a list. Then, write
cold on the board. Ask students what they think the
symptoms might be. Circle them or add them to your
list as students mention them.
D. Read about colds and make a list of
symptoms.
Ask students to quickly read the paragraph. Then,
ask them to circle the symptoms they find in
the paragraph. Finally, ask students to write the
symptoms in the space provided. This activity is
done mostly as a class to help students learn to scan
for specific information.
E. Complete the table.
Ask students to do this activity on their own.
F. Discuss your table in a group.
Ask students to attempt to come to a consensus in
their groups.
Ask groups to share their completed charts with
the class.
C. Listen and check (✓) the correct answer.
You may need to play the recording a few times. In this
case, don't stop between conversations. This technique
will help students think quickly and is a precursor to
note taking.
Evaluation 1
Ask students to check each other's work and then
review the answers as a class.
Pantomiming vocabulary
Pantomiming is a good way to teach vocabulary
connected with symptoms and illnesses. It is fun and
students enjoy it. It is also memorable and good for
kinaesthetic learners who appreciate active lessons.
Pantomiming can be used in both individual and
pair or group situations.
1. Individual - Teachers may first choose to model
pantomimes alone in order to introduce new
vocabulary or to test students on previously
acquired vocabulary.
2. Pair or Group - Students can imitate
pantomimes as a class to demonstrate
knowledge. Student pairs may also test
classmates’ knowledge by having them guess
vocabulary words from pantomimes.
BEST PRACTICE
Focused listening
Focused listening has been discussed throughout the
book. The recordings are at an authentic speed and
are filled with language students may not understand.
The purpose of the task is to help students develop
the ability to pull meaning out of complex and natural
conversations by identifying key words.
It’s important to remind students of this every time
you do a focused listening activity so they don’t
become frustrated and stop listening altogether.
BEST PRACTICE
Listening Script
1.
Maritza is a good student. She can’t come to school
today because she has a headache. I hope she comes
back tomorrow.
2. Shan works all day and comes to school at night. He isn’t
at school today. He called me and told me he would be
out because he had a fever of around 102 degrees. I hope
he is all right and will get better soon.
3. Hi, John! This is your teacher, Rob. I hear you are having a
hard time with a cold and a runny nose. It’s no fun to be
sick. Get well soon! Bye.
4. Anakiya is new in the United States. She arrived Tuesday.
I hope she will be OK. She is already sick. She has a fever.
CD 2
TR 24–27
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143a Unit 6
G. Read the charts.
Lesson 5 introduces the present continuous. This
lesson includes a recap of the simple present. Most
students have learned the simple present throughout
the book, but probably have not acquired it yet. It is
important to reinforce and review it from time to time
so students don’t confuse the two structures once the
present continuous has been introduced.
For shorter classes, ask students to do Exercise H for
homework.
H. Write.
Go over the first item with students and ask them
to complete the exercise by themselves. When they
have finished, ask them to share their answers with a
partner and peer-edit their work.
Check students’ book work and ask for volunteers to
write the answers on the board.
I. Practice the conversation. Use the symptoms
Ask students to work in pairs and practice the
conversation. Tell them to pay attention to the
underlined symptom.
Then, ask students to use the symptoms in Exercise A
to make new conversations. First, have students
substitute the underlined symptom for another.
When students feel comfortable, encourage them to
try substituting other lines in the conversation with
new ones.
Ask volunteers to present their new conversations to
the class.
Grammar presentation
There are many ways to present grammar. In this
case, the structure has already been covered so it
will be a student-centered review. It is important
to stay within the context. Students, especially at
lower levels, are working with new vocabulary,
new structures, and all the other skills they need to
develop to learn English. If you stray from the context
to give grammar explanations, you ask students to
deal with new or different vocabulary while learning
the structures. It is advisable to teach and review the
same structures later in future lessons in different
contexts. In this way, students learn to transfer the
structure to new contexts.
In this case, with books closed, you might write the
verbs from the chart: be and have. Ask students what
the words have to do with the lesson. Guide them
to the sentences in the chart. You might recreate
the chart on the board and put in some information
including one sample sentence.
Encourage students to come to the board and
complete the chart. Then, compare the chart to
what is in the book.
BEST PRACTICE
present.
Lesson 2, Worksheet 1: Symptoms and Illnesses
Lesson 2, Worksheet 2: How often?
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Lesson 2 143
Lesson 2 143
G. Read the charts.
H. Write.
1. He (have) a headache.
2. She (be) very sick.
3. I (be) sick.
4. You (have) a cold.
5. Oscar (have) a stomachache.
6. You (be) sick.
i. Practice the conversation. Use the symptoms in Exercise A to make new
conversations.
Maritza: How are you?
Shan: I’m sick!
Maritza: What’s the matter?
Shan: I have a headache.
Simple Present with Be (Irregular)
I am I am sick.
You, We, They are We are sick.
He, She, It is He is sick.
Simple Present with Have (Irregular)
I, You, We, They have I have a headache.
He, She, It has She has a runny nose.
has
is
am
have
has
are
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144 Unit 6
144 Unit 6
A. Read, listen, and write the missing words.
CD 2
TR 28
GOAL Identify medications
l e s s O n you need aspirin
3
b. Look at the schedule in Exercise A and write the problems.
fever
c. Write sentences.
1.
2. .
3. .
Julio has a headache.
Richard has a
Ayumi
I, You, We, They
H AV E
have
He, She has
NAME
4:30
4:00
3:30
5:00
5:30
6:00
PROBLEM PHONE
February 18 View: Day
Calendar | New | Import Share
Julio Rodriguez (777) 555-1395
Huong Pham
Richard Price
Mele Ikahihifo sore throat
fever
backache
Fred Wharton
Ayumi Tanaka
(777) 555-3311
(777) 555-2323
(777) 555-5511
(777) 555-9764
(777) 555-8765
headache
stomachache
cold
sore throat
headache
backache
stomachache
stomachache
has a backache
cold
Exercise A: Collect and organize
information
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Lesson 3 144a
Goal: Identify medications
Vocabulary: medicine, sore throat, cough, aspirin,
antacid, pain relievers, cough syrup, illness, caution
Agenda
Review time.
Read an appointment book.
Talk about medicine and illnesses.
Discuss what medicine you have at home.
Resources
Worksheets 1 and 2
Heinle Picture Dictionary: Pharmacy, pages 142–143
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL1, SL2, SL4, L1, L2, RF3
CASAS: 2.3.1, 3.1.2, 3.3.1
Resources Allocate time
others can understand, listen actively
Ask students to do the dialog with four students and
complete this table.
Name Dinner Lunch
Pantomime having a headache. Students may
remember to ask, What’s the matter? Ask students
what you should do. Ask them if you should take
medicine. Write the word medicine on the board.
State the goal: Today, we will identify medications.
A. Read, listen, and write the missing words.
Go over the appointment book carefully. Review phone
numbers. Tell students that they will listen to a recording
to get the missing information. Play the recording.
Listening Script
Doctor: I’m a little late. I will be there soon. What
patients do we have today? Oh, and can you give me their
numbers, too? I might want to call a few before I get to
the office.
Nurse: No problem, Doctor. Let’s see. Julio Rodriguez has
an appointment at 3:30. He has a headache. His number
is 555-1395. Huong Pham is coming in at 4:00. He has a
high fever. His phone is 555-3311. Richard Price has an
appointment at 4:30. He has a stomachache. His number
is 555-2323. Mele Ikahihifo has a sore throat. She’s coming
in at 5:00. You can reach her at 555-5511. Fred Wharton’s
number is 555-9764. He has a cold. Ayumi Tanaka is coming
in at 6:00 with a backache. Her number is 555-8765.
Doctor: Thanks.
CD 2
TR 28
B. Look at the schedule in Exercise A and write
the problems.
Ask students to look at the schedule in Exercise A
and then write the problems under the correct times
indicated on the clocks.
C. Write sentences.
Before you help them, see if students can use the
correct form of have.
Ask students what time it is. Write this dialog on the
board and ask students to practice it in pairs.
A: What time do you eat lunch?
B: I eat lunch at 12:00.
A: What time do you eat dinner?
B: I eat dinner at 6:00.
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145a Unit 6
D. ANALYZE Look at the medicine bottles.
In a group, write the illnesses each medicine
is for.
Go over the medicines and make sure students
understand the vocabulary.
Group work
Students should be getting more comfortable
working in groups. It may be a good idea to have
the groups choose a leader whose job it is to
make sure all group members speak English. Also,
they should have a secretary who writes down the
information. Some students may want to work on
their own. Tell the groups that you will only accept
answers if all members of the group agree and
have discussed their answers.
Try to avoid managing the teams yourself. Encourage
group interaction and monitor progress by asking
questions as you walk from group to group.
BEST PRACTICE
E. APPLY Write other types of medicine you
take.
Help students with the vocabulary words needed to
describe the types of medicine they take. To avoid
students feeling uneasy with listing very personal
medications, tell them to list medications for
common symptoms and illnesses mentioned so far:
headaches, backaches, colds or flu, coughs, runny noses,
sore throats, etc. Write a list on the board to guide
students.
Ask the groups to report to the class.
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Lesson 3 145
Lesson 3 145
D. ANALYZE Look at the medicine bottles. In a group, write the illnesses each
medicine is for.
Aspirin Antacid Cough Syrup
fever
e. APPLY Write other types of medicine you take. Answers will vary.
Answers will vary.
Exercise D: Collect and organize information; Make decisions and solve problems
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146 Unit 6
146 Unit 6
F. Read.
Simple Present
I, You, We, They need aspirin
He, She, It needs antacid
G. Write sentences. Use need.
1. Julio has a headache. .
2. Huong has a fever. .
3. Richard has a stomachache. .
4. Mele has a sore throat and cough. .
5. Fred has a cold. .
6. Ayumi and Sue have backaches. .
7. Tami and I have stomachaches. .
8. Shiuli and Sang have sore throats. .
H. What types of medicine do you have at home? Write.
i. Speak to family members. What home remedies do you or your family use? Tell
them to the class.
He needs aspirin
He
He
She
He
They
We
They
Answers will vary.
Answers will vary.
needs aspirin
needs antacid
needs cough syrup
needs aspirin
need aspirin
need antacid
need cough syrup
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Lesson 3 146a
F. Read.
Students will once again review the simple present. It
is important to avoid making the mistake of thinking
that most students have acquired the simple present
tense at this point. You may also choose to review
earlier presentations of the structure or ask students
to find those presentations in their books.
Go over the chart with students. You are now
introducing the verb need for the first time; however,
many students will already understand it because of
the contexts they have heard or seen it used in.
For shorter classes, ask students to do Exercise G
for homework.
Earlier pages in the book
The technique of showing students where they
learned something earlier will help reinforce your
teaching. It will also help them to identify the book
as a tool that they can refer to during class and even
after they advance to a higher level.
BEST PRACTICE
G. Write sentences. Use need.
Ask students to complete the sentences.
If students are ready, you may also choose to give
them a dictation of the same sentences once they
have completed them.
H. What types of medicine do you have
at home? Write.
After students write the information, ask them
to share their work with a group.
I. Speak to family members. What home
remedies do you or your family use? Tell
them to the class.
present.
Lesson 3, Worksheet 1: Medicine
Lesson 3, Worksheet 2: Medicine for Ailments
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147a Unit 6
Ask students to write their own information
and complete this table about four classmates.
Name:
Illness Medicine
Headache
Stomachache
Backache
Cold
Sore throat
Fever
Ask how many hours each student sleeps every
night. Make a bar graph as a class. State the goal:
Today, we will describe healthy habits.
A. INTERPRET Read and listen.
Help students learn the new vocabulary by asking
them questions about the brochure. Teach them
that every day and a day mean almost the same
thing. Play the recording one time and ask them
to read along as they listen.
Listening Script
The listening script matches the brochure in Exercise A.
CD 2
TR 29
As a class, decide on things for each category on the
brochure that would not be healthy. Show students
how to use this information in the conversation in
Exercise B.
B. Practice with a partner.
Ask students to practice the conversation with a
partner, substituting information.
Ask volunteers to present the conversation.
Goal: Describe healthy habits
Grammar: Negative simple present
Academic Strategies: Focused listening, interpreting
graphs
Vocabulary: tip, exercise, see, smoke, meal, healthy,
per day, per month, per year
Agenda
Review illnesses.
Read about healthy practices.
Write about healthy habits.
Resources
Worksheets 1 and 2
Heinle Picture Dictionary: Daily Activities,
pages 34–35
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, W2, SL1, SL2, L1, L5
CASAS: 3.1.1
Resources Allocate time, allocate materials and facility resources
observe critically
and evaluate
Ask students what medicine they take for various
illnesses and symptoms. List them on the board. Write
the following conversation on the board and ask
students to practice it:
Doctor: What’s the matter?
Julio: I have a headache.
Doctor: You need aspirin.
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Lesson 4 147
Lesson 4 147
l e s s O n 4
GOAL Describe healthy habits
exercise every day!
A. INTERPRET Read and listen.
CD 2
TR 29
b. Practice with a partner.
Dr. Ramsey: How many hours do you sleep a night?
Hasna: I sleep four hours a night.
Dr. Ramsey: That is not healthy. You need to sleep seven to eight hours.
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148 Unit 6
148 Unit 6
c. Listen and read Huong’s story. Why is Huong healthy?
CD 2
TR 30
I’m healthy. I exercise one hour every day. I eat breakfast, lunch, and dinner. I don’t eat a
lot of candy. I don’t smoke. I sleep seven hours every night.
D. What does Huong do? Fill in the table.
What does Huong do? What doesn’t Huong do?
exercise
e. Read the charts.
Simple Present
I, You, We, They eat I eat three meals a day.
He, She, It sleeps She sleeps seven hours a night.
Negative Simple Present
I, You, We, They don’t eat We don’t eat three meals a day.
He, She, It doesn’t sleeps
/ He doesn’t sleep seven hours a day.
F. Write about Huong.
1. Huong (exercise) one hour every day.
2. Huong (sleep) seven hours every night.
3. Huong (eat) breakfast, lunch, and dinner.
4. Huong (smoke).
5. Huong (eat) a lot of candy.
exercises
eat breakfast, lunch, and dinner smoke
sleeps
eats
doesn’t smoke
doesn’t eat
eat a lot of candy
sleep seven hours every night
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Lesson 4 148a
C. Listen and read Huong’s story. Why is Huong
healthy?
Ask students to first listen to Huong’s story with their
books closed. Write the four categories on the board.
Ask students to see if they can hear the information
that goes with each one.
Sleep
Eat
Exercise
Smoke
Listening Script
The listening script matches the paragraph in Exercise C.
CD 2
TR 30
D. What does Huong do? Fill in the table.
Ask students to open their books, read Exercise C,
and complete the table with little if any explanation
from you. Encourage students to try to figure out
what to do on their own, but be careful not to allow
students to get frustrated.
E. Read the charts.
Read the charts with students. Review the third-
person singular and then help them to see that the
verb in the negative is the base form.
Review the second chart carefully where the s is
deleted. Point out the use of don’t and doesn’t.
Work with students by doing some choral,
substitution, and transformational drills.
Choral drills
Choral drills can be a very enjoyable method that
helps student participate more. It is also excellent
for modeling correct pronunciation since students
repeat immediately after you.
Choral drills are highly flexible as the approach to
using it can be easily changed to suit the teacher or
students. Varying the speed or volume of the drills
tests students’ listening and pronunciation skills.
Dividing the classroom into sections where different
groups alternate gives more practice on the target
feature and also helps to develop skills.
BEST PRACTICE
Metalanguage
Students don’t need metalanguage to speak English
well or to understand grammar. Some English
speakers may never know what the third-person
singular is. However, sometimes when working
with adults, some labeling of grammar structures
can help them to identify things they have learned
earlier and apply them to new structures.
The chart in the book does not identify the base
(simple or root) form of the verb by name. It merely
shows that it no longer carries the s in the negative.
You may choose to introduce the term base and/or
root at this time if you feel students will understand
the concept. (Base is the term used in Stand Out
Levels 1–5.)
BEST PRACTICE
F. Write about Huong.
Make sure that students refer to Exercise C so
that they know when to use the negative. Then,
show students how to group the sentences into a
paragraph.
Check students’ sentences. Ask students to write
their sentences on the board in paragraph form.
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149a Unit 6
G. Look at the pictures and read the information
in the table.
Go over the pictures with students. Ask questions
and ask them to answer. Practice the negative
when appropriate.
for homework.
H. Write.
After students finish doing the exercise, have them
write the entire sentences on another sheet of paper.
If you have time, you may consider using these
sentences as a modified multilevel dictation as
described on page 139a.
Ask students to write the complete sentences on
the board.
I. Write.
After students put in their personal information,
ask them to share their information with a group.
They might say: I exercise one hour every day.
Lesson 4, Worksheet 1: Personal Inventory
Lesson 4, Worksheet 2: Negative Simple Present
negative simple present.
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Lesson 4 149
Lesson 4 149
G. Look at the pictures and read the information in the table.
H. Write.
1. Julia and Hasna (smoke).
2. Hasna (eat) breakfast.
3. Dalmar and Julia (sleep) eight hours every day.
4. Hasna (exercise).
5. Julia and Hasna (see) the doctor for a checkup.
6. Dalmar (see) the doctor for a checkup.
i. Write.
Your name: Exercise:
Sleep: Checkup:
Meals: Smoke:
don’t smoke
Name Julia Hasna Dalmar
Sleep 8 hours 5 hours 8 hours
Meals breakfast, lunch, dinner lunch, dinner breakfast, lunch, dinner
Exercise 30 minutes a day O minutes a day 20 minutes a day
Checkup once a year once a year 0 times a year
Smoke no no yes
Julia Hasna Dalmar
doesn’t eat
sleep
doesn’t exercise
see
doesn’t see
Answers will vary.
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150 Unit 6
150 Unit 6
GOAL Identify actions in a waiting room
l e s s O n i have an appointment
5
A. Use the words in the box to talk about the picture.
talk wait read answer sleep
b. Listen to the conversation and put the actions in order. Write 1–5.
talk (are talking)
wait (are waiting)
read (is reading)
answer (am answering)
sleep (is sleeping)
CD 2
TR 31
1
2
3
5
4
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Lesson 5 150a
Goal: Identify actions in a waiting room
Grammar: Present continuous
Pronunciation: /g/
Vocabulary: wait, read, answer, talk, sleep,
reception, magazine
Agenda
Review illnesses.
Talk about waiting rooms.
Describe waiting rooms.
Resources
Audio: CD 2, Track 31–32
Heinle Picture Dictionary: Medical Center,
pages 140–141
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL2, L2, L3, RF2, RF3
CASAS: 3.1.3
EFF: Communication Read and write, convey ideas in writing,
speak so others can understand, listen actively, observe critically
wait at the doctor’s office or hospital. Pantomime
waiting impatiently. State the goal: Today, we
will discuss actions in a waiting room.
Ask students to open their books. Point to the
picture and say: She has a doctor’s appointment. Point
again and say: She is waiting. Point to people in the
picture and ask questions: Where is she? What are
they doing? Help students hear the -ing sound when
you say it. Don’t expect students to use the present
continuous yet.
A. Use the words in the box to talk about
the picture.
Make sure students know what each word means.
Write many of the sentences students say on the
board. Don’t overcorrect individuals, but always
write the sentences correctly.
Go over the words in Exercise B. Explain that verbs
can take different forms. Ask students to repeat
the words in parentheses. Emphasize -ing. Prepare
students for focused listening.
B. Listen to the conversation and put the
actions in order. Write 1–5.
Listening Script
Doctor: I’m a little late. I will be there in ten minutes.
How many patients are there?
Receptionist: There are four. They are all waiting.
Mrs. Hill and Mrs. Johnson are talking, and Guillermo
Espinosa is reading a magazine. Mr. Masters is sleeping
in a chair.
Doctor: What are you doing?
Receptionist: I’m answering the phone and writing
patient information in their files.
Doctor: OK, I’ll see you in a few minutes.
CD 2
TR 31
Check answers as a class.
Divide the class into two. One half will pretend that
they are sick. Ask students who are not “sick” to look
for students pantomiming an illness and ask them:
What’s the matter? Students continue this activity
with several partners.
Ask students if they go to the hospital or the doctor’s
office when they are sick. Go through the ailments on
page 141. Ask students where they think is the best
place to go for each symptom. Ask students if they
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151a Unit 6
C. Read the chart.
As you go over the chart, remind students that these
structures, like the others learned in this book (with
the exception of the imperative), can have other
subjects besides the pronouns. Substitute other
names and words in place of the pronouns.
Students may also be confused about people, men,
and women. Show them how the plural works with
these words.
/ing/
The present continuous is used a great deal in
English. Students will tend to hear the /ing/ as it
runs together with other words in discourse. The
/g/ is sometimes difficult to hear if it is present at
all in native speech.
There is a relationship between what students
hear, what they say, and what they write. Some
students, after learning the structure, may leave off
the g when writing the word, much like students
often leave off the s when writing the plural.
Therefore, it is to students’ advantage to stress
the /ing/ in practice.
Intonation
Tell students that they will now hear some of the
present continuous verb forms from the table in
Exercise C. Ask students to look again at the previous
exercise to see how the present continuous is formed.
Listening Script
The listening script matches the words in Exercise D.
CD 2
TR 32
E. Look at the picture in Exercise A. Write.
Since this is the first real exposure to the present
continuous, do this activity as a class as part of the
presentation. Show students the role now plays
with the present continuous.
Prepare students for the practice.
F. With a partner, ask and answer the questions
about the picture in Exercise A.
Exercise E contains the answers to the questions in
Exercise F. Ask students who might be ready to do
this activity with Exercise E covered.
Observe the activity.
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Lesson 5 151
Lesson 5 151
c. Read the chart.
Present Continuous (right now)
Subject Be Base + ing Example sentence
I am talking I am talking.
He, She, It is sleeping He is sleeping.
We, You, They are waiting They are waiting.
talking
waiting
reading
sleeping
e. Look at the picture in Exercise A. Write.
1. The receptionist (answer) the phone now.
2. The man in the white shirt (sleep) in the chair now.
3. The people (wait) for the doctor now.
4. The women (talk) about their children now.
5. Guillermo (read) a magazine now.
F. With a partner, ask and answer the questions about the picture in Exercise A.
What is the receptionist doing now?
What is the man in the white shirt doing now?
What are the people doing now?
What are the women doing now?
What is Guillermo doing now?
CD 2
TR 32
is answering
is
are
are
is
sleeping
waiting
talking
reading
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152 Unit 6
152 Unit 6
G. Look at the picture.
H. Talk about the picture with a partner.
i. Imagine you are in a waiting room. Write sentences.
1.
2.
3.
4.
Answers will vary.
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Lesson 5 152a
G. Look at the picture.
Look at the picture with students and discuss all
the verbs that might be used with the picture.
Write the verbs in the base form on the board.
Refer students to page 150 to remind them of
what verbs might be used.
Review again using the present continuous.
Write one appropriate sentence using the present
continuous on the board.
H. Talk about the picture with a partner.
Ask one student to point to an action in the picture
while the other responds with a sentence in the
present continuous.
After they have talked about the picture for
a sufficient amount of time, ask them to write
sentences.
Ask for volunteers to write their sentences on
the board.
I. Imagine you are in a waiting room.
Write sentences.
You will have to convey to students the meaning
of imagine before they can do this exercise.
present continuous.
Lesson 5, Worksheet 1: Present Continuous
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153a Unit 6
LI F ES K ILLS I’ve got a lot of stress
Before You Watch
• Ask students if they have ever been stressed.
Then, ask: What were you stressed about? Did you
see a doctor? Do you think stress can make you sick?
• Ask students if they can tell what type of doctor
the man is in the picture. Then, ask students what
doctors usually wear.
While You Watch
the conversation between Victor and the doctor.
• Read the words in the box and then play the video.
Use the pause button if necessary.
• Review any vocabulary that might be unfamiliar
to students.
C. Put the sentences in order to make
a conversation.
• Play the video again. Then, play the video once
more so that students can check their answers.
lesson.
the sound together.
BEST PRACTICE
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l i F e s K i l l s i’ve got a lot of stress
before you Watch
the questions.
1. What is wrong with Mr. Sanchez?
2. Who is the man in the white coat?
While you Watch
the dialog. Use the words in
the box.
do don’t ear normal mouth sleep
Doctor: Your heart rate is normal. Can you open your (1)
and go“Ah.”
Victor: Ah.
Doctor: Good. Now let me see inside your (2) .
Victor: What (3) you see?
Doctor: Everything looks fine. All your vital signs are (4) . Tell me,
what brings you in today?
Victor: Well, I’m very tired all the time. I (5) have any energy.
Doctor: Do you get enough (6) ?
mouth
ear
do
normal
don’t
sleep
a. Patient: About five hours a night.
b. Doctor: How are you feeling?
c. Patient: I think you’re right. Thanks for the advice, Doctor.
d. Doctor: How much sleep do you get?
e. Patient: Not well. I’m tired all the time.
f. Doctor: That’s not enough. You should get at least seven hours a night.
4
1
6
3
2
5
He has a lot of stress.
He is a doctor.
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154 Unit 6
154 Unit 6
b. Write the symptom or illness.
stomach
head
back
throat
nose
stomachache
review
A. Write the body parts.
Learner Log
I can identify body parts. I can describe symptoms and illnesses.
head stomach hand foot
neck arm leg nose
hand
nose
arm
head
neck
stomach
leg
headache
backache
sore throat
runny nose
foot
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Review 154a
Agenda
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, L1, L2, L5, RF3
CASAS: 3.1.1, 3.1.2, 3.1.3, 3.3.1
and evaluate
three pages of the review. Quickly, go to the first
page of each lesson. Discuss the goal of each. Ask
simple questions to remind students what they
have learned.
A. Write the body parts. (Lesson 1)
B. Write the symptom or illness. (Lesson 2)
Recycling/Review
It is also important to recycle the new concepts
in different contexts.
BEST PRACTICE
make a list on the board of all the vocabulary
they can come up with from the unit. Then, have
a competition where students in groups will find
and write page numbers for each item on the list.
The first group to have the correct page number
for each item wins.
Show students the first page of every lesson
so they understand that today will be review.
Complete the agenda.
Practice for homework and then review student work
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155a Unit 6
C. Complete the sentences with the present
continuous. (Lesson 5)
D. Write the medicines. (Lesson 3)
E. Read and write in the chart. (Lesson 5)
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Review 155
Review 155
Learner Log
I can identify medications. I can describe actions in a waiting room.
c. Complete the sentences with the present continuous.
1. The receptionist (talk) on the
phone.
2. The patient (sleep).
3. The people (wait) for the doctor.
4. The women (ask) about their
children.
5. Hector (read) a magazine.
D. Write the medicines.
1. Richard has a headache. What does he need?
Medicine:
2. Orlando has a stomachache. What does he need?
Medicine:
3. Hue has a fever. What does she need?
Medicine:
4. Chan has a sore throat. What does he need?
Medicine:
e. Read and write in the chart.
Jeremiah is not very healthy. He smokes ten cigarettes a day. He doesn’t exercise. He eats
one meal a day. He doesn’t sleep eight hours a night. He doesn’t drink water. He sees the
doctor once a year.
What does Jeremiah do? What doesn’t Jeremiah do?
is
is
are
are
is
aspirin
antacid
aspirin
cough syrup
smoke exercise
eat one meal a day sleep eight hours a night
see the doctor once a year drink water
talking
sleeping
waiting
asking
reading
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156 Unit 6
156 Unit 6
F. Complete the sentences with the simple present.
1. She (have) a headache.
2. They (need) medicine.
3. We (be) sick.
4. I (be) healthy.
5. You (exercise) every day.
6. Mario and Maria (visit) the doctor.
7. He (sleep) eight hours a day.
8. Alfonso (smoke) cigarettes.
G. Complete the sentences with the negative simple present.
1. He (smoke) every day.
2. They (eat) breakfast.
3. We (need) medicine.
4. They (exercise).
5. Nga (have) a headache.
6. She (visit) the doctor.
7. I (want) lunch.
8. You (exercise).
Learner Log
I can describe healthy habits.
Yes No Maybe
has
need
are
am
exercise
visit
sleeps
smokes
doesn’t smoke
don’t eat
don’t need
don’t exercise
doesn’t have
doesn’t visit
don’t want
don’t exercise
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Review 156a
F. Complete the sentences with the simple
present. (Lessons 2 and 4)
G. Complete the sentences with the negative
simple present. (Lesson 4)
Evaluation 15 mins.
Learner Logs
Learner Logs function to help students in many
different ways.
BEST PRACTICE
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157a Unit 6
CCRS: RI7, SL1, SL2
CASAS: 1.3.9, 4.8.1
observe critically
and evaluate
Introduction
a role play about two patients visiting the doctor’s
office. The role play should incorporate the vocabulary
and some of the conversations they have learned
in this unit.
students.
Show students examples of the project if you have
one or discuss the art on the student book page.
Help students to assign positions in their groups.
On the spot, students will have to choose who will
be the leader of their group. Review the responsibility
of a leader and ask students to write the name of their
leader in their books. Do the same with all positions:
writer, artist, and spokesperson.
Prepare your roles.
Help students understand that all of them will
be part of the conversations. They should write their
role assignments in their books.
Make an appointment book page.
Together, team members write the conversations
between doctor, patient, and receptionist. They
may use their books as a resource. The artist will
also make an appointment book page as a prop
with everyone’s assistance.
Write conversations for Patient 2.
Ask students to prepare a set of conversations.
Present your conversations and appointment
book page to the class.
Ask teams to practice their presentations before they
give them. Videotaping can greatly enhance the
learning experience.
Digital literacy
BEST PRACTICE
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Team Project 157
t e A m P r O J e c t At the doctor's office
2. Prepare your roles.
Who is the doctor?
Who is Patient 1?
Who is Patient 2?
Who is the receptionist?
3. Make an appointment book page.
What is Patient 1’s name?
When is the appointment?
What is the problem?
Write a conversation between the receptionist and Patient 1.
Write a conversation between the doctor and Patient 1.
4. Write conversations for Patient 2.
5. Present your conversations and appointment book page to the class.
Student 1:
Team Leader
Student 2:
Writer
Write conversations to act out.
Student 3:
Artist
Make an appointment book page.
Students 4/5:
Spokespeople
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158 Unit 6
Reading Challenge
About the Explorer
Diana Nyad is a long-distance
swimmer from New York City. In
1975, she swam 28 miles around
Manhattan. In 1979, she swam
102 miles from North Bimini in the
Bahamas to Juno Beach in Florida.
In 2013, she successfully swam
110 miles from Havana, Cuba, to
Key West, Florida, without a shark
cage—the first person to do so.
Diana’s 110-mile swim took five
attempts. Bad weather and jellyfish
stings had previously stopped her
from reaching her goal, but she
persevered and succeeded 35 years
after attempting this incredible feat
the first time.
About the Photo
This photo was taken during Diana’s
successful fifth swim from Havana,
Cuba, to Key West, Florida. She was
the first person to make the crossing
without the use of a shark cage.
While she avoided shark attacks,
she still encountered jellyfish stings
and had to wear a protective mask
so that the Portuguese men o’ war
would not sting her face like in
previous attempts.
students they are going to
read about a different kind of
explorer, Diana Nyad.
and circle the answers you
think are correct.
• Ask students to look at the picture
and then answer the questions.
if they know how to swim. Then,
ask: How far do you think you
can swim? How many miles?
• Read the quote and ask students
what they think Diana means.
158 Unit 6
reADinG cHAllenGe
A. PREDICT Look at the picture and circle the answers you think are correct.
1. Where is Diana Nyad?
a. in a pool b. in a lake c. in the ocean d. in a river
2. What do you think the article is about?
a. the ocean b. swimming c. sports d. healthy foods
b. In a group, take turns talking about your favorite sport.
eXPLOrer DIANA NYAD
The100-Mile
Swim
“You have to believe
you are going across.
There are no ifs. You
are making it.”
—Diana Nyad
RI1, RI2
CCRS FOR READING
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B. In a group, take turns talking
about your favorite sport.
• Ask students to work in small
groups and take turns talking
about their favorite sports.
• Have students make a list of the
sports mentioned in their group
discussion and ask them to
compare with another group.
• Ask the class: What are the
most unusual sports mentioned?
Discuss as a class.
C. Read about Diana Nyad.
Ask students to read the passage
about Diana Nyad.
D. Check your answers in
Exercise A. Ask and answer
with a partner.
Have students check their
predictions about Diana from
Exercise A by answering the
questions with a partner.
E. Answer the questions about
the article and complete the
table.
• Ask students to read each question
and complete the statement.
• Then, ask students to complete the
table with the correct information.
• Copy the table on the board
and have volunteers write the
correct answers.
F. CREATE Whathealthythings
doyoudoeveryday?Makealist.
• Ask students to make a list of
their own healthy habits that
they do daily.
• Have students share their lists
in small groups.
• Write your own list on the
board and share it with the
class. Then, discuss common
and uncommon daily habits
everyone does to stay healthy.
Making Lists
Creating lists is a good strategy to help students summarize readings,
note details, key points, or main ideas. It is a valuable tool for
recalling both general and specific information. A good list is also
useful as a study tool that enables students to review their notes in
a well-organized manner.
Reading Strategies
c. Read about Diana Nyad.
It’s 2012; Diana Nyad wants to swim from Havana, Cuba to Florida in the United States.
The distance between the two countries is over 100 miles, and there are sharks and jellyfish
in the water! But, Diana is a professional swimmer. For a long time, she exercises, eats healthy
food, and trains to get ready. It’s now 2013, and on her fifth attempt, Diana successfully
makes it all the way—110.86 miles—from Cuba to the United States.
D. Check your answers in Exercise A. Ask and answer with a partner.
1. Where is Diana Nyad?
2. What is the story about?
e. Answer the questions about the article and complete the table.
1. What does Diana do to get ready?
She , healthy foods, and
.
2. What dangers are in the water?
and are in the water.
Everyday activities Dangers in the water
F. CREATE What healthy things do you do every day? Make a list. Answers will vary.
sharks
exercises
c. in the ocean
b. swimming
jellyﬁsh
jellyﬁsh
eats
Sharks
trains
exercises
eats
trains
Exercise F: Combine ideas and information
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160 Unit 7
Work
7
U n i t
Fishermen surrounded by
seagulls fish for anchovies.
About the Photo
Abner Kingman took this photo. He
is a photographer who specializes
in marine subjects. He attends
events such as the America’s Cup to
photograph the fast-paced action,
and he also spends time aboard
fishing vessels in different parts
of the world. This photograph
was taken aboard a vessel in the
San Francisco Bay area. It shows a
group of fisherman working hard
to haul in their fishing nets full of
anchovies. Surrounding the boat
are flocks of seagulls that like to
eat the anchovies. The anchovies
collected by the fishermen will be
sold as bait to sport fishermen.
• Introduce the unit. Then, ask
students: Do you work? What do
you do? Ask students to share
their experiences.
• Ask students to read and answer
the questions. Have volunteers
write the job duties on the board.
• Read the caption. Then, ask:
What else do fishermen fish for?
• Go over the unit outcomes.
Ask: What are some of your job
duties? Have you ever been given
a work evaluation? Do you follow
directions well? Discuss as a class.
Work
7
U n i t
• Identify occupations
• Give information
about work
• Identify job duties
• Read evaluations
• Follow directions
• Information questions:
when, where, what, who
• Modal: can and can’t
• Simple present
• Negative simple present
• Affirmative and negative
commands
See scope and sequence on
pages viii-xiii for a detailed list
of vocabulary related to the
following topics:
• Occupations
• Workplace
• Character adjectives
competency areas:
• Employment
• Communication
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Unit 7 161
Life Skills Link
to identify different occupations
and what is required within different
positions. They will also learn how
their efforts are evaluated and
assessed in the workplace.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 0.2.1, 4.1.8
Lesson 2: 0.1.6, 4.8.1
Lesson 3: 4.1.3, 4.1.8, 4.4.4
Lesson 4: 4.4.4
Lesson 5: 4.4.4, 4.8.1, 4.8.3
Review:
4.1.3, 4.1.8, 4.4.1, 4.8.1,
4.8.3, 7.4.1, 7.4.2, 7.4.3
• Basic skills
• Self-management
L1, L2, L5, RF2, RF3
UNIT OUTCOMeS
Identify occupations
Give information about work
Identify job duties
Read evaluations
Follow directions
1. What job do you think
the men on the boat
have?
2. What do you think their
job duties are?
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162 Unit 7
162 Unit 7
Do you work?
GOAL Identify occupations
l e S S O n 1
A. PREDICT Look at the picture. What are the people talking about?
b. Listen and read.
CD 2
TR 33
My name is Emilio. I live in Dallas, Texas. I have a new job. I’m a cashier at Ultra Supermarket
on Broadway!This is a picture of my class.
C. Write. What does Emilio do?
He’s a student; he’s also a .
cashier
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Lesson 1 162a
Write teach on the board. Ask: What do I do? Lead
students to the response teach and say: I teach. I’m
a teacher. Add -er to teach. State the goal: Today, we
will identify occupations.
A. PREDICT Look at the picture. What are
the people talking about?
Ask students questions and pull out as many nouns
as you can.
B. Listen and read.
Have students close their books and listen. Then,
have them open their books and read along.
Listening Script
The listening script matches the paragraph in Exercise B.
CD 2
TR 33
C. Write. What does Emilio do?
Teach that What do you do? is often asked to find
out one’s job. Ask students what they do. Make
sure they understand that they can answer student,
homemaker, or a paid job.
Ask students to copy the paragraph in Exercise B.
Show them how it is indented.
Write on the board the following two sentences:
I have a job. I don’t have a job. Ask students to write a
paragraph about themselves based on the model in
Exercise B. If students don’t finish in class, ask them
to finish their paragraphs for homework.
In this unit, students will be introduced to several
paragraphs. This activity will prepare them for this
exposure.
A paragraph for a student who doesn’t have a job
might look like the following:
MynameisLidia.IliveinSacramento, California.Idon’t
haveajob.I’mastudentatOakHavenAdult School.
Check students’ writing. Focus on indenting, capital
letters, periods, and the comma before the state.
Make sure students understand that state names
are usually not abbreviated in paragraphs.
with ExamView® to create a pretest for Unit 7.
Ask students their names, addresses, and phone
numbers. Write the three questions and any others
you would like on the board and ask students to
interview one another.
Goal: Identify occupations
Pronunciation: /r/
Vocabulary: job, student, occupations
Agenda
Interview classmates.
Talk about Emilio’s job.
Learn about jobs.
Practice writing about jobs.
Ask a classmate about jobs.
Resources
Heinle Picture Dictionary: Jobs 1, pages 146–147;
Jobs 2, pages 148–149
with ExamView®
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, W2, SL2, L1, L2, L5, RF2, RF3
CASAS: 0.2.1, 4.1.8
EFF: Communication Read with understanding, speak so others
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163a Unit 7
Ask students to close their books. Play charades by
using 3-by-5 index cards with the six occupations
in Exercise D on them. Give six student volunteers
each a card and have them act out the occupation
on that card.
D. Listen and repeat the words. What do these
people do?
Ask students to point as you say: He’s a cashier. She’s
a doctor.
Listening Script
cashier
doctor
bus driver
student
salesperson
teacher
CD 2
TR 34
Prepare students to do the practice by going over
the dialog as a class. Show them how to substitute
information.
Practicing dialogs
1. Ask students to read the dialog individually.
2. Ask students to note any words or expressions
that they do not understand.
3. Discuss the dialog as a class. Ask students if they
have ever had a similar conversation.
4. Have students learn the correct pronunciation.
Read the dialog aloud or play the recording
while students listen. Ask students to repeat as a
group and in pairs. Check pronunciation.
5. Ask students to create their own dialog based
on the vocabulary and expressions used in the
dialog presented.
BEST PRACTICE
/r/
The /r/ sound in English is problematic for many
students. Many languages don’t pronounce the /r/
like Americans do. When they see it, students will
often tend to try to pronounce it as they would in
their own language.
Help students to see that the /r/ in doctor, driver,
cashier, and teacher is pronounced with little if
any tongue movement and the lips are rounded.
Exaggeration can help students see how it is done.
In this presentation, you may choose to expand the
lesson and in turn, the pronunciation portion, by
showing students how adding -er to most any verb
will change it to a noun indicating someone who
performs this verb. Use the following examples:
teach-teacher
drive-driver
clean-cleaner
walk-walker
talk-talker
drink-drinker
run-runner
play-player
Intonation
E. Practice the conversation with a partner.
Use the words in Exercise D.
F. Write sentences about the people in Exercise D.
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Lesson 1 163
Lesson 1 163
D. Listen and repeat the words. What do these people do?
CD 2
TR 34
e. Practice the conversation with a partner. Use the words in Exercise D.
Student A: What does Emilio do?
Student B: He’s a cashier.
F. Write sentences about the people in Exercise D.
1.
2. .
3.
4.
5.
6.
Emilio is a cashier.
Hue
Emilio
cashier
Hue
doctor
Chan
bus driver
Carolina
student
Davit
salesperson
Pete
teacher
is a doctor
Chan is a bus driver.
Carolina is a student.
Davit is a salesperson.
Pete is a teacher.
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164 Unit 7
164 Unit 7
G. CLASSIFY Write the jobs in the table.
School Restaurant Clothing store Community Doctor’s office
teacher cashier salesperson bus driver doctor
H. Practice the conversation. Use the information in Exercise G to make new
conversations.
Student A: Where does a teacher work?
Student B: A teacher works in a school.
i. Read the conversation.
Student A: Do you work?
Student B: Yes, I work. I’m a cashier. How about you? Do you work?
Student A: No, I don’t work. I’m a student.
J. Practice the conversation in Exercise I with four classmates and complete the table.
Name Occupation
K. What do your friends and family do? Make a list.
cook custodian mail carrier manager nurse
I work. I don’t work.
He works. He doesn’t work.
She works. She doesn’t work.
S I M P L E P R E S E N T
Answers will vary.
Exercises G and J: Collect and organize information
custodian cook manager mail carrier nurse
Answers will vary.
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Lesson 1 164a
Go over the vocabulary with students. Help them
with pronunciation. Pay particular attention to the
final consonants. Make sure they release on the /n/
of custodian, the /k/ in cook, and the /s/ in nurse.
Also, make sure they round their lips with the /r/ in
manager and carrier.
G. CLASSIFY Write the jobs in the table.
Write where on the board. Show students how the
information they write in Exercise G will help them
do the practice, Exercise H. Do Exercise G as a class.
The first words in the chart are from Exercise D. The
second entries can be the new words in the box
above. See if students can come up with one more
word for each category. Notice that the categories
relate to the topics covered in Units 1–6. Show
students how they can go back in their books and
discover more job titles.
Prepare students for the practice by going over the
dialog in Exercise H. Remind students how to use the
simple present in the affirmative and in the negative.
H. Practice the conversation. Use the information
in Exercise G to make new conversations.
Ask volunteers to present their new conversations
I. Read the conversation.
Go over the conversation and show students how
they will change it to do Exercise J.
J. Practice the conversation in Exercise I with
four classmates and complete the table.
K. What do your friends and family do?
Make a list.
simple present.
Lesson 1, Worksheet 1: Occupations
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165a Unit 7
Goal: Give information about work
Grammar: Information questions
making graphs
Vocabulary: receptionist, custodian, manager, nurse,
supervisor, when, where, what, who
Agenda
Review occupations.
Listen to information about jobs.
Ask what, when, where, and who.
Read about a nurse.
Answer questions about your job or school.
Resources
Multilevel Worksheet: Lesson 2,Worksheet 1
Heinle Picture Dictionary: Working, pages 150–151
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL1, SL2, L1, L2, RF3
CASAS: 0.1.6, 4.8.1
others can understand, listen actively, observe critically
Take a class poll of jobs, including students and
homemakers. Make a bar graph of the results.
Write when and where on the board. Use these words
to ask about work. State the goal: Today, we will learn
to give information about work.
Help students to understand the information next to
the pictures. Ask questions about it.
A. PREDICT Write the jobs from the box.
Then, listen to check your answers.
Play the recording. Ask students to follow along.
Listening Script
1. Hello, I’m Isabel. I have a great job. I am a receptionist.
I work for the Johnson Company and my supervisor’s
name is Martin. I work from 9:00 a.m. to 6:00 p.m., Monday
through Friday. I take a one-hour lunch break at 12:00.
2. My name is Cory. I am the manager of Freedman’s Foods.
My supervisor is Amelia. I work Wednesday through
Sunday from 2:00 p.m. to 10:00 p.m. I take a one-hour
break at 6:00.
3. I’m Fred. My friends call me Freddy. I work late at night.
I work from 10:00 p.m. to 7:00 a.m., Sunday to Friday. I’m a
custodian at America Bank. My supervisor’s name is Mary.
CD 2
TR 35
B. Listen and write the names of the people
from Exercise A.
The people in these conversations are the same
ones as in Exercise A. Students will write Isabel,
Cory, or Fred in the blanks.
Listening Script
1. Manager: Pleasetakecareofthecustomeroverthere.
Employee: OK. You are the boss.
Manager: Oh, and please write down any problems
she is having.
Employee: I can do that.
Manager: You can go home after you take care of those
two things.
Employee: Thanks!
2. Custodian: Excuse me, I need to mop under your desk.
Coworker: OK, I’ll move for a few minutes.

Custodian: Thanks. I need to mop the whole bank
every day.
3. Manager: My name is Martin. I am your new supervisor.
Receptionist: Nice to meet you, Martin.

Manager: Nice to meet you, too. When do you come
to work?

Receptionist: I work from 9:00 a.m. to 6:00 p.m. every
weekday.
CD 2
TR 36
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Lesson 2 165
Lesson 2 165
l e S S O n 2
GOAL Give information about work
When do you go to work?
A. PREDICT Write the jobs from the box. Then, listen to check your answers.
CD 2
TR 35
Name: Isabel
Title:
Company: Johnson Company
Supervisor: Martin
Hours: 9 a.m. to 6 p.m.
Break: 12 p.m. to 1 p.m.
Days: Monday to Friday
Name: Cory
Title:
Company: Freedman’s Foods
Supervisor: Amelia
Hours: 2 p.m. to 10 p.m.
Break: 6 p.m. to 7 p.m.
Days: Wednesday to Sunday
Name: Fred
Title:
Company: America Bank
Supervisor: Mary
Hours: 10 p.m. to 7 a.m.
Break: 1 a.m. to 2 a.m.
Days: Sunday to Friday
1.
2.
3.
b. Listen and write the names of the people from Exercise A.
1. 2. 3.
CD 2
TR 36
manager receptionist custodian
receptionist
manager
custodian
Cory Fred Isabel
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166 Unit 7
166 Unit 7
C. Read.
Question
word Type of answer
Example sentence
with be
Example sentence
with do
What Asking for information
What is your name?
What is his name?
What do you do?
What does he do?
Where
Asking about a place or
position
Where is your office?
Where is her office?
Where do you work?
Where does she work?
When Asking about time
When is your break?
When is his break?
When do you work?
When does he work?
Who Asking about a person
Who is your supervisor?
Who is her supervisor?
Who do you like?
Who does she like?
D. Match the questions and answers about Cory.
1. What do you do? a. I work at Freedman’s Foods.
2. Where do you work? b. It’s from 6:00 p.m. to 7:00 p.m.
3. Who is your supervisor? c. I work Wednesday through Sunday.
4. When do you work? d. I’m a manager.
5. When is your break? e. Amelia.
e. With a partner, ask and answer the questions in Exercise D. Take turns being Isabel,
Cory, and Fred from Exercise A.
F. Read.
My name is Ben. I’m a nurse. I work at a hospital
from 7:00 a.m. to 7:00 p.m. I work Monday
through Thursday. I help the doctors and talk to
patients. My supervisor is Dr. O’Malley.
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Lesson 2 166a
C. Read.
Go over the uses of what, where, when, and who. The
first three words have been previously introduced.
You may ask some questions such as: Where do
you live? When do you come to school? What do you
do? Remind students of questions they have been
exposed to throughout Stand Out Basic. Show them
the difference between each word by identifying
what kind of information is being asked for. Note that
forming questions will be complicated for students at
this level. They are exposed here to the structure, but
it should not be assumed that they will acquire the
structure at this stage in their language learning.
D. Match the questions and answers about Cory.
This is still at the presentation stage, so do the
exercise as a class. After you finish, ask the same
questions about Isabel.
E. With a partner, ask and answer the questions
in Exercise D.Take turns being Isabel, Cory, and
Fred from Exercise A.
Ask students in pairs to imagine one of them is Fred.
Student A uses the questions in Exercise D. Student B,
or Fred, answers by looking at the information on
page 165. Have students reverse roles.
Ask for volunteers to demonstrate the questions
and answers in front of the class.
Stages in grammar acquisition
It is important at this level that students don’t get
overwhelmed with too much information. Learning
one objective well is often more important than
having a weak grasp of many things.
Teaching grammar becomes problematic when
instructors expect students to acquire the structure
after introducing it to them only a few times. Consider
the order of the following:
1. Exposure
2. Instruction
3. Application outside of the classroom
4. Acquisition
A lot of what students see in Stand Out Basic is
exposure and instruction. Students do receive
instruction at various times on the same structures
in different contexts and are given the opportunity
to apply what they have learned, but few students
at this level will use the structures outside of the
classroom. This is because they don’t have the other
necessary tools (vocabulary, competencies, etc.) to
be able to use them regularly. This is why we repeat
and recycle the structures so often in Stand Out Basic.
Acquisition will come as students take the language
they are using in the classroom outside of the
classroom. Stand Out 1 and 2 review most of these
same structures while adding more in preparation
for language acquisition.
In this lesson, students are not ready to form
questions. This process is somewhat complicated.
They are, however, ready to answer questions.
The formation of questions, therefore, is merely
necessary exposure.
BEST PRACTICE
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167a Unit 7
F. Read.
Allow students time to read the paragraph about Ben
silently. After 30 seconds, have students close their
books. Ask students the questions in Exercise G. See
how much students remember. Then, ask students
to open their books again.
G. Answer the questions.
Do this activity as a class. Remind students about the
differences between the question words, especially
when and where. Sometimes, students have a
problem distinguishing between these two words.
Prepare students for the listening practice in Exercise H.
Remind them of the principles of focused listening.
This activity is much harder than the previous focused
listening activities because students are listening for
three pieces of information for each person.
H. Listen. Complete the chart about Tan, Maria,
and Alfredo.
Play the recording four times. Allow students to
discuss among themselves between tracks.
Listening Script
My name is Tan. I have a great job. I work late at
night and sleep during the day. I’m a custodian. I start work
at 3:00 p.m. I work at a school.
My name is Maria. I’m a manager at a restaurant. I work
Monday through Friday. I work with customers and all the
employees.
My name is Alfredo. I’m a nurse. I work at a hospital.
I take care of patients and help the doctors on the fifth floor.
I start work at 6:00 p.m.
CD 2
TR 37–39
Check students’ answers as a class. Play the recording
again if necessary.
I. Practice the conversation. Use the information
in Exercise H to make new conversations.
Ask and answer questions aboutTan, Maria,
and Alfredo.
Ask students to practice the conversation. Have them
use the information from Exercise H to make new
conversations. Ask students to substitute the names
and the questions words: what, when, and where.
Ask students to answer the questions and report to
a group. One student in each group will stand and
give his or her answers. Then, a new student stands
and does the same.
Unit 7, Lesson 2 for more practice with answering
information questions.
Lesson 2, Worksheet 1: When, Where, and What
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Lesson 2 167
Lesson 2 167
G. Answer the questions.
1. What does Ben do? .
2. When does he start work? .
3. Where does he work? .
4. Who is Ben’s supervisor? .
H. Listen. Complete the chart about Tan, Maria, and Alfredo.
What When Where
Tan custodian
Maria manager
Alfredo nurse
i. Practice the conversation. Use the information in Exercise H to make new
conversations. Ask and answer questions about Tan, Maria, and Alfredo.
Student A: What does Tan do?
Student B: He’s a custodian.
1. What do you do?
2. Where do you work or go to school?
3. Who is your supervisor or teacher?
4. When do you work or go to school?
He’s a
He starts work at
He works at
His supervisor is
CD 2
TR 37–39
Answers will vary.
nurse
7:00 a.m.
a hospital
Dr. O’Malley
3:00 p.m school
Monday-Friday restaurant
6:00 p.m. hospital
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168 Unit 7
168 Unit 7
b. What do they do? Listen and write.
CD 2
TR 41
GOAL Identify job duties
l e S S O n What do you do?
3
CD 2
TR 40
1. 2.
3. 4.
answer phones talk to customers send memos change light bulbs
supervises employees helps doctors makes change
answers phones talks to customers sends memos mops floors
Occupation Job description
1. administrative assistant sends memos
2. custodian
3. receptionist
4. salesperson
5. cashier
6. manager
7. nurse
answer phones
talk to customers change light bulbs
send memos
mops floors
answers phones
talks to customers
makes change
supervises employees
helps doctors
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Lesson 3 168a
Goal: Identify job duties
Grammar: Can
Vocabulary: worker, salesperson, administrative
assistant, floor, schedule, memo, customer, on time
Agenda
Talk about jobs.
Learn about job actions.
Listen and answer yes/no questions.
Use can to describe what you are able to do.
Resources
Pacing
3+
hour classes
At-A-Glance Prep
CASAS: 4.1.3, 4.1.8, 4.4.4
Information Acquire and evaluate information, interpret
and communicate information
EFF: Communication Read with understanding, convey ideas in
writing,speaksootherscanunderstand,listenactively,observecritically
Lifelong Learning Reflect and evaluate
on the board. Write duties above the phrases. State
the goal: Today, we will identify job duties.
Go over the pictures in Exercise A and help students
with the vocabulary, especially verbs. Review the
simple present. Point out that it is necessary in
these sentences to use the final s.
Listening Script
1. Receptionistshavemanyresponsibilities.Theyschedule
meetingsandtalktocustomers.Theyalsoanswerthephone.
2. Administrative assistants are very important. They do many
things. One of the important things they do is send memos.
3. A salesperson is important. He or she talks to customers
and answers their questions.
4. Custodians work in many different places. The custodian
at the elementary school mops the floor, cleans the rooms,
and changes the light bulbs.
CD 2
TR 40
B. What do they do? Listen and write.
Have students cover Exercise A. Teach the expression
What do you do? Explain that sometimes we answer
with a job title and sometimes describe our duties.
Play the recording for the example. Then, have
students complete the chart as they listen.
Listening Script
1. An administrative assistant has important
responsibilities. He or she sends memos, for one thing.
2. Custodians work in many different places. The custodian
at an elementary school mops floors.
3. Receptionists have many responsibilities. For example,
a receptionist in an office answers phones.
4. A salesperson is important. He or she talks to customers
and does many other things.
5. Cashiersareusuallyinthefrontofastoreorbusiness.Acashier
inasupermarketmakeschangeaswellasmanyotherthings.
6. A manager is responsible for seeing that all goes well in
a business. He or she supervises other employees.
7. A nurse in a hospital helps the doctors as much as possible.
CD 2
TR 41
Evaluation 1 3–7 min s.
Re-create the chart on the board and ask students to
complete it.
Do a Corners activity. Assign these categories to the
corners: employed,unemployedbutlooking,unemployed
and not looking, retired. Ask students to ask each other
these questions in their corners:
Employed: Wheredoyouwork?Whendoyoustartwork?
Unemployed: What job do you want? Where do
you want to work?
Not employed, Retired: What do you do?
Where do you live?
Tell students that you teach. Also, tell them that you
take roll and talk to students. Write these two duties
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169a Unit 7
C. Read.
Ask students to look at the pictures and read about
what each person does. Ask them to think about what
else each person does on their job.
D. APPLY Complete the chart.
Help students learn the new vocabulary. Show students
how a receptionist can have more than one duty
(schedule meetings and answer phones).Ask students
what else a receptionist might do. Encourage students
to look at the chart.
Go over the chart with students and make sure
they understand how to read it. To make sure they
understand, ask them comprehension questions
such as: What does an administrative assistant do?
If you feel your students are ready, you might teach
them how to use and as well as when to use commas.
Write sentences on the board. Here are two example
sentences: A receptionist answers phones, talks to
customers, and schedules meetings. A custodian mops
and takes breaks.
Now, ask yes/no questions. Remind students of the
intonation. Go over the examples as a class.
E. Answer the questions. Check (✓) Yes or No.
Practice with a partner.
Go over the answers as a class by having different
students ask and answer the questions.
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Lesson 3 169
Lesson 3 169
C. Read.
D. APPLY Complete the chart.
mops
answers
phones
talks to
customers
sends
memos
takes
breaks
schedules
meetings
salesperson x x x
administrative
assistant
x x x x
receptionist x x x x
custodian x x
A receptionist schedules meetings. Sometimes, workers take breaks.
e. Answer the questions. Check (✓) Yes or No. Practice with a partner.
Yes No
1. Does a salesperson supervise employees?
2. Does an administrative assistant take breaks?
3. Does a custodian talk to customers?
4. Does a receptionist talk to customers?
5. Does a salesperson mop the floors?
✓
✓
✓
✓
✓
Does he clean?
Does she schedule meetings?
Does he talk to customers?
Answers will vary.
Answers will vary.
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170 Unit 7
170 Unit 7
F. Read.
Can
Subject Can Verb (base) Example sentence
I, You, He, She, It,
We, They
can
send I can send memos.
change He can change a light bulb.
Can’t
Subject Can’t Verb (base) Example sentence
We, They
can’t
send I can’t send memos.
change He can’t change a light bulb.
G. Complete the sentences with can + the verb.
1. He (file) papers.
2. They (send) memos.
3. I (mop) the floor.
4. You (answer) phones.
H. Complete the sentences with can’t + the verb.
1. We (take) breaks.
2. They (type).
3. I (talk) to customers.
4. She (file).
i. APPLY Write what you can and can’t do. Use words from this lesson.
1. . 1. .
2. . 2. .
can file
can’t take
I can I can’t
can send
can mop
can answer
can’t type
can’t talk
can’t file
Answers will vary.
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Lesson 3 170a
F. Read.
Go over the charts with students. You may wish to
introduce some grammar terminology at this point,
such as base form and negative.
For shorter classes, ask students to do Exercises G
and H for homework.
Reviewing grammar charts
Although charts provide valuable information,
student often need to do more than reading and
memorizing to have a better understanding of
the grammar points they will cover in subsequent
exercises.
In order to engage students in reviewing the
charts, teachers can ask for volunteers to present the
information to the class. They can also ask students
to substitute the subjects and the verbs to create their
own example sentences. These new examples can be
shared with the class by having students write them
on the board. Personalizing the grammar charts will
help students better retain the information presented.
BEST PRACTICE
G. Complete the sentences with can + the verb.
H. Complete the sentences with can’t + the verb.
Check the students’ book work and go over the
answers as a class.
I. APPLY Write what you can and can’t do.
Use words from this lesson.
This activity is to help students evaluate what they
might be able to do in a job setting. Encourage them
to use vocabulary from this lesson.
Lesson 3 for more practice with can and can’t.
Lesson 3, Worksheet 1: Duties
Lesson 3, Worksheet 2: Using can and can’t
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171a Unit 7
Ask students what they can do to be better students.
Make a list on the board of their ideas. These ideas
might include listening carefully and coming to
class on time. State the goal: Today, we will read
employment evaluations.
A. Read.
Go over the evaluation with students. Make sure
they understand all the new vocabulary. Ask them
questions about Emilio. Talk about the word well. This
lesson is about doing things well, but you might also
want to introduce not well here. Ask students which
one of the four areas they think is most important.
Ask students to get into groups and rank the four
areas from most important to least important.
Everyone in the group must agree. When students
finish, take a class poll. There is no correct answer,
so validate all student answers.
B. ANALYZE What does a good student do?
Circle.
Ask students to do this in their groups as well and
rank their answers like they did in Presentation 1.
C. COLLABORATE In groups, add more ideas.
Ask: What does a good student do? Tell them to look
over their answers from Exercise B again Then, ask
students to add more ideas.
Ask groups to report to the class. Write a sentence
on the board to facilitate this: We think listens is
number one.
Goal: Read evaluations
Grammar: Negative and affirmative with the
verb Be
Vocabulary: well, on time, signature, friendly,
helpful, careful, cheerful
Agenda
Review things you can and can’t do.
Read evaluations.
Learn new words on evaluations.
Read about performances.
Evaluate yourself.
Resources
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL1, SL2, L1, L2, RF3
CASAS: 4.4.4
observe critically
Lifelong Learning Reflect and evaluate
Review can and can’t. Ask students to get in groups
of four or five and report what they can do well and
what they can’t do well.
Ask students to identify what jobs they might be able
to do. You may want to write other skills, not taught
in the previous lesson, that students might be able to
do on the board. For example, you might write: cook,
serve food, clean, and speak another language. Write
jobs that might be associated with these words.
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Lesson 4 171
Lesson 4 171
l e S S O n 4
GOAL Read evaluations
you’re doing great!
A. Read.
b. ANALYZE What does a good student do? Circle.
sends memos does homework practices English
listens talks to customers takes lunch breaks
cleans the office comes to school on time follows directions
schedules meetings reads in class writes in class
C. COLLABORATE In groups, add more ideas.
Name: Emilio Sanchez
1. Helps customers
Yes
2. Comes to work on time
3. Speaks English well
4. Follows directions well
Manager Signature: CalvinCarter
Work Evaluation
No
Answers will vary.
Exercise C: Make decisions and
solve problems
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172 Unit 7
172 Unit 7
D. Read.
Simple Present: Be
I am I am friendly.
He, She, It is She is helpful.
We, You, They are They are careful.
e. Write the correct form of the verb Be.
1. Emilio friendly with the customers.
2. Carolina not cheerful.
3. We helpful.
4. They not careful.
F. Listen and check.
CD 2
TR 42
Simple Present: Be (negative)
Subject
Be
(Negative)
Example sentence
I am not I am not cheerful.
He, She, It is not She is not helpful.
We, You, They are not They are not friendly.
Name: Alice Eriksson
1. Is careful
Yes
2. Is friendly
3. Is helpful
4. Is cheerful
Manager Signature: JanBrown
Work Evaluation
No
is
is
are
are
✓
✓
✓
✓
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Lesson 4 172a
Write friendly on the board. Ask students who they
think is the friendliest student in the class. If they
don’t know the word, help them understand it. Have
a class vote and make a class award for the person
voted to be the friendliest.
D. Read.
Ask students to open their books. Go over the new
vocabulary and how to use it in a sentence. Review
the verb Be in both the affirmative and the negative.
Reinforce the example sentences by asking questions
about who in the class is cheerful and who is helpful.
Ask students what jobs would require a person to be
careful. You might encourage them to go back in the
unit to find examples of jobs. Add more jobs to their
list like police officers, fire fighters, accountants, etc.
E. Write the correct form of the verb Be.
This is still presentation, so go over the activity as
a class to make sure all students understand the
basic structure.
Look at the Evaluation form for Exercise F. Ask students
to evaluate themselves. They don’t have to write or
say anything, but some students may volunteer the
information. Make sure they use am. Reinforce what they
say with we when you share a characteristic with them.
Prepare students for practice by reviewing the
principles of focused listening.
F. Listen and check.
Play the recording three times. Allow students
to discuss answers between the times you play
the recordings.
Listening Script
I evaluated Alice today. She is a very good worker
and I think she is a good employee because, overall, her
attitude is very good. She is always happy and cheerful.
This is important because the customers see this and it
helps them to feel good about our store. Alice is not always
helpful, though, because she is new and doesn’t know very
much about the job. In time, she will get better. Alice and Jim
are not careful enough. They were responsible for the lamp
being broken in the lighting section. I have asked Alice to
work on being more careful around the displays. Alice has
a very good attitude. She talks to the customers and is very
friendly. Overall, I am happy with Alice’s work.
CD 2
TR 42
Go over the answers with students. You may need to
play the recording again to confirm the answers. Ask
students more about the listening excerpt to identify
how much more they understand.
Evaluating student levels
There are times throughout instruction when you
may choose to ask questions and find out if students
can perform at a higher level. Some students may
be learning at a faster rate than others and you may
find it useful to identify them.
In focused listening activities, students are expected
to identify key words. They are not expected to
understand the entire passage. Nevertheless, some
students may understand more than what is required.
BEST PRACTICE
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173a Unit 7
Ask students to close their books. Read the paragraph
to them. By now students have probably learned
sometimes and always, but make sure they understand
what the two words mean. Write Davit Deluse on the
board. Explain to them that this is a name.
Write the following words on the board: works, helps,
friendly, and careful.
Read the paragraph out loud again. Ask students
to raise their hands and put them down again
immediately every time they hear one of the words.
Kinesthetic learners
Learners can be predominantly visual, auditory,
tactile, global, or analytic. The Stand Out approach
addresses each learning style and suggests a variety
of teaching methods so students with different
needs and learning styles can better benefit from
instruction.
Kinesthetic learners learn better when they
move around or manipulate things. They tend to
remember more when they act something out. In
the ESL classroom, kinesthetic learners learn better if
they are asked to physically respond to questions or
information. This can be as simple as following TPR
commands or raising their hands or as complicated
as acting out a play.
BEST PRACTICE
G. Read.
Go over the reading. If you have time, leave the
information you have written on the board and give a
quick dictation. While students are doing this activity,
you might ask them to cover Exercise H so they don’t
do the practice activity before you ask them to.
for homework.
H. Evaluate Read about Davit again in
Exercise G and complete the evaluation.
Ask students to check Yes or No based on the reading.
I. APPLY Complete an evaluation for yourself
at school.
In this activity, students write about themselves.
Lesson 4, Worksheet 1: Reading Evaluations
Unit 7, Lesson 4 for more practice with the verb
Be and characteristics.
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Lesson 4 173
Lesson 4 173
H. EvALuATE Read about Davit again in Exercise G and complete the evaluation.
G. Read.
Davit Deluse is a salesperson. He works Monday through Friday. He always helps customers,
and he is always friendly. Sometimes he is not careful with clothing, and sometimes he
doesn’t come to work on time.
i. APPLY Complete an evaluation for yourself at school.
Name: Davit Deluse
1. Helps customers
Yes
2. Comes to work on time
3. Is friendly
4. Is careful
Manager Signature: CalvinCarter
Work Evaluation
No
1. I come to school on time.
Yes
2. I follow directions.
3. I do my homework.
4. I am cheerful and friendly.
School Evaluation
No
Answers will vary.
✓
✓
✓
✓
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174 Unit 7
174 Unit 7
Please send the memo
GOAL Follow directions
5
CD 2
TR 43
l e S S O n
Fred, please
schedule a meeting.
Fred, please
answer the phones.
Fred, please
send the memos.
1. Don’t smoke.
4. Fred, please answer
the phones.
2. Wash your hands.
5. Fred, please send
the memos.
3. Don't eat in the office.
6. Fred, please schedule
a meeting.
b. Read the signs and notes in Exercise A. Circle Yes or No.
1. Smoke. Yes No
2. Wash hands. Yes No
3. Eat. Yes No
4. Answer the phones. Yes No
5. Send the memos. Yes No
6. Schedule a meeting. Yes No
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Lesson 5 174a
Goal: Follow directions
Grammar: Imperatives
Vocabulary: don’ts, dos, answer, wash, send
Agenda
Make awards for cheerful and helpful students.
Read signs.
Practice following directions.
Read a job description.
Write classroom dos and don’ts.
Resources
Heinle Picture Dictionary: Factory, pages 156–157
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL1, SL2, L1, L2, RF3
CASAS: 4.4.4, 4.8.1, 4.8.3
observe critically
Decision Making Solve problems, make decisions, plan
Do this activity as a class. You may introduce the
terms negative and affirmative to students if you
think they will understand. Write the two word pairs
negative and no and affirmative and yes.
Listening Script
The listening script matches the items in Exercise A.
CD 2
TR 43
Look around the room for any signs. Identify any
other safety signs that may be on campus. Ask
students what other messages a manager or
supervisor might leave for employees.
B. Read the signs and notes in Exercise A.
Circle Yes or No.
Have students circle yes or no based on the signs
and notes.
Ask students to pantomime to a group the different
verbs and have them say the commands listed
in Exercise B, either negative or affirmative. Ask
students to form groups and play charades.
Observe students as they play charades.
Whole-class charades
Any charade game can be expanded to a
whole-class activity. This is a particularly attractive
feature for teachers who want to do both group
and whole-class work at the same time.
1. Divide students into groups.
2. Write clues on strips of paper and place them
in an envelope.
3. Ask one group member at a time to come up
to act out the clue on the strip for the class to
guess. (Group members guess the clue of their
own teammate.)
4. Allow groups to take turns guessing. Decide
beforehand how many guesses groups are
allowed.
5. Keep count. The group with the most correct
guesses wins the game.
BEST PRACTICE
As a class, prepare awards for the most cheerful
and the most helpful students. Have an election
and give out the awards.
Pantomime the signs and messages on this page.
Students should have their books closed. Write each
direction on the board as students call it out. Then,
ask a student to say each direction and react by
pantomiming as if he/she is commanding you. State
the goal: Today, we will read signs and follow directions.
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175a Unit 7
C. Read.
Read the charts with students. Help them understand
that we don’t say the subject pronoun you with
commands. Review words that are associated with
the actions. For example, wash can be associated
with hands, the table, the car, etc. Remind students
that they learned this structure earlier in Unit 6 on
page 140.
Review the other vocabulary words and associate
them with actions.
D. Complete the sentences.
Do this activity together with students as reinforcement.
Prepare students for the practice by going over the
two dialogs in Exercise E. Show students how they
might substitute information.
Sentence completion exercises
A sentence completion exercise is like a fun puzzle.
Students need to have a good idea of what the
completed sentences will look like in order to complete
the activity. Sentence completion is an effective way
to test vocabulary, grammar, and syntax at the same
time. It can be limited to just filling in the correct word
or open-ended, which allows students to test their
creativity while staying focused on the grammar points
at hand. Exercises can also be very communicative
both during and after completion. Students can work
together in pairs or in small groups and later share
their answers as a class.
BEST PRACTICE
E. Read and practice the conversations. Use
the commands in Exercise C.
Ask volunteers to present the conversations for
the class.
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Lesson 5 175
Lesson 5 175
C. Read.
Affirmative Commands
You
Verb Example sentence
wash your hands Wash your hands.
answer the phones Answer the phones.
send the memos Send the memos.
Negative Commands
You
don’t
smoke Don’t smoke.
eat Don’t eat.
send the memos Don’t send the memos.
D. Complete the sentences.
1. Wash .
2. Send .
3. Answer .
4. Don’t .
e. Read and practice the conversations. Use the commands in Exercise C.
Manager: How are you, Isabel?
Isabel: I’m fine, thank you.
Manager: Please send the memos.
Isabel: Yes, of course.
Manager: How are you, Isabel?
Isabel: I’m fine, thank you.
Manager: Please don’t eat in the office.
Isabel: No, of course not.
your hands
the memos
the phones
eat in the oﬃce
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176 Unit 7
176 Unit 7
F. INTERPRET Read.
G. Look at the job description in Exercise F. Write the commands.
Do’s Don’ts
Answer phones.
H. CREATE In groups, write classroom do’s and don’ts.
Classroom Do’s Classroom Don’ts
Listen.
WINTER HOLIDAY HOTEL
2900 W. Eden Blvd.
Sacramento, CA 94203
1. Answer phones.
2. Talk to customers.
3. Send memos.
4. Don’t come to work late!
5. Don’t eat in the office.
Job Title: Receptionist
Hours: 9:00 a.m.–6:00 p.m.
Back to listings
Apply
Talk to customers. Don’t eat in the oﬃce.
Don’t come to work late.
Send memos.
Answers will vary.
Exercises G and H: Collect and organize information
Exercise H: Make decisions and solve problems; Combine ideas and information
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Lesson 5 176a
F. INTERPRET Read.
Go over the job description with students. Ask them
questions about it including the following: What is
the job title? When does the receptionist work? What
are some of the duties?
Working with realia
The picture in Exercise F is a type of realia (the real
object or a model of the real object) used to build real-
world knowledge. One of the purposes of using realia
is to give students the opportunity to use more than
one of their senses in learning: see, touch, hear, etc.
Another purpose is to allow students to experience
and learn vocabulary in context. Teachers can
expound on Exercise F by asking students to find a
real job ad in a newspaper or on the Internet to share
with the class. Students can work in pairs, comparing
information and making lists of the commands that
appear in each. Using a real object will help students
to connect with and better internalize the content.
BEST PRACTICE
G. Look at the job descriptions in Exercise F.
Write the commands.
Ask students to write the information in the spaces
provided. Then, in groups, ask students to determine
what responsibilities are most important.
H. CREATE In groups, write classroom do’s
and don’ts.
When they finish, ask groups to report to the class.
Lesson 5 for more practice with the imperative.
Lesson 5, Worksheet 1: Commands
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177a Unit 7
LI F E S K ILL S Our son is going to get a job!
Before You Watch
• Ask students what you do when you want to find
a job. Discuss as a class.
• Ask students if they, or anyone they know, have
a job similar to Hector’s. Ask what their job
duties are.
While You Watch
• Go over the vocabulary in the box, explaining the
words students don’t know.
the conversation between Hector and Mr. and
Mrs. Sanchez.
• Play the video once and ask students to watch and
listen. Then, play the video again so that students
can complete the exercise.
C. Show the correct order of the events by
writing a number next to each sentence.
• Ask students to put the events from the video
• Read the example and point out that this is the
first event that takes place.
• Play the video. Then, play the video once more
so that students can check their answers.
lesson.
the sound together.
BEST PRACTICE
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l i F e S K i l l S Our son is going to get a job!
before you Watch
questions.
1. What job does Hector have?
2. What is he doing?
While you Watch
the dialog. Use the words in the box.
Hector: Why not? What does a (1) do?
Mrs. Sanchez: A receptionist answers phones and (2) messages.
Hector: Nah, I don’t think so. What about a custodian? What does a (3)
do?
Mr. Sanchez: A custodian mops the floors and (4) windows.
Hector: (5) the floor?
Check your Understanding
C. Show the correct order of the events by writing a number next to each sentence.
a. Hector reads an ad for a custodian.
b. Hector reads ads for sales clerks.
c. Mrs. Sanchez tells Hector what a receptionist does.
d. Mr. Sanchez says what a custodian does.
e. Hector calls Mateo on his cell phone.
receptionist
1
cleans custodian mops receptionist takes
receptionist
answering the phone
takes
custodian
Mops
2
4
3
5
cleans
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178 Unit 7
b. Point to a picture in Exercise A. Ask a partner about the job.
Student A: What does he do?
Student B: He’s a custodian.
Review
Learner Log
I can identify occupations.
Yes No Maybe
A. Write the name of the job.
1. 2.
3. 4.
5. 6.
7. 8.
custodian teacher
receptionist salesperson
cashier bus driver
doctor manager
178 Unit 7
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Review 178a
Agenda
Pacing
3+
hour classes
At-A-Glance Prep
CASAS: 4.1.3, 4.1.8, 4.4.1, 4.8.1, 4.8.3, 7.4.1, 7.4.2, 7.4.3
and evaluate
page of each lesson. Discuss the goal of each. Ask
simple questions to remind students what they
have learned.
A. Write the name of the job. (Lesson 1)
B. Point to a picture in Exercise A. Ask a partner
about the job. (Lesson 1)
Recycling/Review
The review process and the project that follows
are part of the recycling/review process. Students at
concepts. This is because students learn, but are not
It is also important to recycle the new concepts
in different contexts.
BEST PRACTICE
With their books closed, ask students to help
you make a list on the board of all the vocabulary
they can come up with from the unit. Then, have
a competition where students in groups find and
write the page number for each item on the list.
The first group to have the correct page number
for each item wins.
the agenda.
decide to have students do Presentation and Practice
for homework and then review student work as the
warm-up for another class meeting.
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179a Unit 7
C. Match the job with the duty. Draw a line.
(Lessons 1 and 3)
D. Write when, where, what, or who. Responses
can be used more than once. (Lesson 2)
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Review 179
Review 179
1.
2.
3.
4.
C. Match the job with the duty. Draw a line.
Learner Log
I can give information about work. I can identify job duties.
D. Write when, where, what, or who. Responses can be used more than once.
1. does the store open? The store opens at 10:00 a.m.
2. do you take a break? I take a break in the cafeteria.
3. do you work? I work in Sacramento.
4. is your manager? His name is Martin.
5. does she do? She’s a nurse.
I can read evaluations.
a. sends memos
b. makes change
c. changes light bulbs
d. talks to customers
When
Where
Where
Who
What
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180 Unit 7
180 Unit 7
F. COMPARE What can you do? What can your partner do? Complete the chart.
EXAMPLES: I can speak English well.
I can follow directions.
I can schedule meetings.
e. Identify the signs.
Learner Log
I can read evaluations. I can follow directions.
1. 2. 3.
We can
My
partner can
I can
Don’t smoke. Don’t eat. Wash your hands.
Answers will vary.
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Review 180a
E. Identify the signs. (Lesson 5)
F. COMPARE What can you do? What can your
partner do? Complete the chart. (Lesson 3)
Evaluation 15 mins.
Learner Log
Review the concepts of the Learner Log. Make sure
students understand the concepts and how to do
the log including the checkmarks.
Learner Logs
different ways.
BEST PRACTICE
Application
Ask students to write down their favorite lesson or
page in the unit.
Assessment
Use the Stand Out Assessment CD-ROM with
ExamView©
to create a post-test for Unit 7.
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181a Unit 7
CASAS: 2.2.3, 4.8.1
observe critically
Decision Making Solve problems, make decisions, plan
and evaluate
Introduction
a company, incorporating the vocabulary they have
learned from this unit.
students.
Discuss the art on the student book page.
Help students to assign positions in their groups. On
the spot, students will have to choose who will be
the leader of their group. Review the responsibility
of a leader and ask students to write the name of
their leader in their books. Do the same with the
remaining positions: artist, writer, and spokesperson.
Stage 2 3–5 mins.
What is the name of your company? What is your
company logo? Make a cover page.
Help students as needed. Bring in some logos from
companies in your community for students to look at.
What are the jobs in the company?
Make sure students distinguish between their roles
on the team and their jobs in the company.
Write three job descriptions for jobs in your
company.
You can use Multilevel Worksheets for this project.
Present your company to the class.
Ask teams to practice their presentations before they
give them to the class. Videotaping the presentations
can greatly enhance the learning experience.
Digital literacy
BEST PRACTICE
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t e A m P R O J e C t Start a company
1. COllAbORAte Form a team with four or five students. In your team, you need:
2. What is the name of your company?
What is your company logo? Make a cover page.
3. What are the jobs in the company?
4. Write three job descriptions for jobs in your company.
5. Present your company to the class.
Student 1:
Team Leader
Student 2:
Writer
Write job descriptions.
Student 3:
Artist
Make a cover page with the name of your
company and a logo.
Students 4/5:
Spokespeople
Offices for new companies sometimes
look different from normal offices.
Team Project 181
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182 Unit 7
Reading Challenge
182 Unit 7
1. Where is Gabby?
2. What do you think her job is?
3. What are her job duties?
b. SuRvEY Ask three classmates what they do. Complete the sentences.
1. is a . He/She .
2. is a . He/She .
3. is a . He/She .
4. is a . He/She .
Ana cook makes food
eXPLOrer GABBY SALAZAR
Conservation
through
Photography
“I believe that visual
storytelling is one of the
most effective ways to
engage people in science
and in conservation.”
—Gabby Salazar
ReADinG CHAllenGe
Answers will vary.
Answers will vary.
About the Explorer
Gabby Salazar is a conservation
photographer from Greensboro,
North Carolina. She has won
numerous awards and accolades
including a National Geographic
Young Explorers Grant—a grant
to cover the cost of fieldwork for
young people with great ideas.
Gabby has been fascinated by
photography since a young age
and has traveled all over the world
to photograph nature. She is
especially interested in rare and
interesting plants and animals.
Gabby is also interested in the
conservation of the nature she
photographs. As a public speaker,
she educates people on how they
can preserve the natural world.
About the Photo
This photo shows Gabby with a
luna moth in Merrill Creek Resevoir,
Washington, New Jersey. With a
wingspan of over four and a half
inches, the luna moth is one of the
largest moths in North America.
The moths fly only at night in the
spring and early summer and are
considered endangered. Gabby
works as a motivational speaker
for young people in different
parts of the United States, and
being able to share photos of
endangered species allows her
to raise awareness to issues people
may not be aware of.
about Gabby Salazar.
picture and answer the questions.
RI1, RI2, RI7, SL1, SL2, L5
CCRS FOR READING
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C. Read about Gabby Salazar.
buildings
bridges
events
weddings
People
children
nature
plants
Gabby Salazar is a nature photographer from North Carolina. She likes to take photos
of rare and interesting plants, animals, and insects. She can take good photos, so good
that she wins awards and her photos appear in magazines! Gabby can also speak well to
people. With her photos, Gabby teaches people how to care for the natural world.
D. What two things can Gabby do? Write one thing you can do.
1. Gabby can .
2. Gabby can .
3. I can .
e. BRAINSTORM What can people take pictures of? Complete the chart.
Photographs
F. APPLY What do you take pictures of? Discuss in a group.
EXAMPLE: I take pictures of my children to show to my friends.
take good photos
speak well to people
Answers will vary.
Answers will vary.
Answers will vary.
Exercise F: Make decisions and solve problems
• Read the title and the quote.
Then, ask students to check
their answers to the questions.
Ask if they want to change their
predictions.
• Discuss students’ predictions
as a class.
B. SURVEY Askthreeclassmates
what they do. Complete the
sentences.
• Tell students they will make
a survey.
• Explain that they will ask three
students what type of jobs
they have.
• Ask students to finish the
sentences with truthful
information about the three
students they interviewed.
C. Read about Gabby Salazar.
about Gabby Salazar.
• Ask students to underline
or circle the words they do
not know. Then, explain the
unfamiliar vocabulary.
D. What two things can Gabby
do? Write one thing you
can do.
E. BRAINSTORM What can
people take pictures of?
Complete the chart.
• Ask students what people
usually take pictures of.
Discuss as a class.
table with their own answers.
• Have students share their
answers with a partner.
F. APPLY What do you take
pictures of? Discuss in a
group.
Active Reading
When students underline or circle key words and ideas in a reading
passage, they are practicing active reading. Active reading keeps the
information stronger in students’ minds and makes it easier to recall
later. It also keeps students focused on the material.
Reading Strategies
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184 Unit 8
Lifelong Learning
and Review
8
U n i t
Divers examine the
remains of a skeleton
found in an
underwater cave.
About the Photo
Paul Nicklen took this photo. He
is a biologist and a photographer
from Canada. The photo shows
Alberto Nava and Susan Bird in an
underwater cave examining the
remains of “Naia.” “Naia” was the
name given to a teenage girl who
died between 12,000 and 13,000
years ago. The divers believe that
“Naia” lived in the cave below the
Yucatán Peninsula in Mexico before
it was flooded. This discovery
was able to confirm the origin of
Native Americans given their face
shape. It is commonly held among
geneticists that Native Americans
were descendants of Siberians who
migrated south.
if they think that learning
continues after finishing school
or outside the classroom. Have
students share their opinions.
photo and answer the questions.
• Organize study
materials
• Make purchases
• Give and follow
directions
• Make goals
• Develop a study
schedule
• The verb Be
• Imperatives
• Information questions:
where
• Simple present
• Study tools: binders,
dividers, notebook,
pencils, pens, sheets
of paper
The skills students learn in this
unit can be applied to the
following EL Civics competency
areas:
• Educational systems
• Employment
Lifelong
Learning and
Review
8
U n i t
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Unit 8 185
• Read the caption. Ask students
to brainstorm and think of other
examples where people learn
something.
• Go over the unit outcomes. Ask
students what they are already
familiar with. Discuss as a class.
Life Skills Link
In this unit, students will revisit
what they have learned throughout
the previous units and lay the
groundwork for further study and
language development.
Workplace Link
CASAS SCANS CCRS
Lesson 1: 0.2.1, 0.2.2, 7.1.4
Lesson 2: 1.1.6, 1.2.1, 1.3.1, 1.6.4, 7.1.4
Lesson 3: 2.1.1, 2.2.1, 7.1.4
Lesson 4:
0.2.1, 3.5.9, 6.7.2, 7.1.1,
7.1.2, 7.1.4
Lesson 5: 4.1.1, 4.4.4, 7.1.1, 7.1.4
Review: 7.4.2, 7.4.3
information
• Basic skills
• Self-management
RI1, SL1, SL2, SL4, L1,
L2, RF2, RF3
UNIT OUTCOMeS
Organize study materials
Make purchases
Give and follow directions
Make goals
Develop a study schedule
1. What job do the people
have?
2. What can they learn from
what they have found?
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186 Unit 8
186 Unit 8
CD 2
TR 44
b. COLLABORATE In a group, write more items you use to organize your study
materials.
let’s get organized!
GOAL Organize study materials
1
l e s s O n
binder sticky notes
dividers paper clips
sheets of lined paper highlighter pen
Answers will vary.
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Lesson 1 186a
Note: Unit 8 is composed of review lessons that also
take students through the development of a study
binder, which will help them review concepts in the
book after the term is complete.
Ask: What makes a good student? Make a list on the
board of the students’ answers. To get them started,
you may wish to write some of your ideas on the
board such as: Come to school every day. Study at
home. Ask students to rank the ideas from the most
important to the least important, first individually
and then as a class.
Tell students that to be a good student you should
be organized. Help them understand the meaning of
organized by writing the word on the board. To make
it clearer, show them some examples of organization
and disorganization, like a messily organized binder
and a neat, orderly one with dividers. State the goal:
Today, we will identify ways to organize study materials.
Ask students questions about the pictures such as:
What is this? Who has this? What’s it for?
Listening Script
The listening script matches the list of items in Exercise A.
CD 2
TR 44
B. COLLABORATE In a group, write more items
you use to organize your study materials.
Help students think of things to write in this activity.
Get them started by giving them some suggestions
such as file cabinet and pencils.
Prepare students to do the listening activity by going
over the pictures they see in the exercise items.
Goal: Organize study materials
Grammar: The verb Be
Academic Strategies: Focused listening, test-taking
skills, organization skills
Vocabulary: binder, inch, sheet, divider, lined paper,
personal profile
Agenda
Discuss what makes a good student.
Discuss organization materials.
Organize a binder.
Complete a personal profile.
Resources
Heinle Picture Dictionary: Classroom, pages 18–19
with ExamView®
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: SL1, SL2, L1, L2, RF2, RF3
CASAS: 0.2.1, 0.2.2, 7.1.4
Resources Allocate materials and facility resources, allocate
human resources
Thinking Skills Think creatively
Personal Qualities Responsibility, self-management
observe critically
and evaluate
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187a Unit 8
C. Listen and choose the correct answer.
Play the recording two times and allow students to
discuss their answers between listenings.
Listening Script
1.
Liang: The teacher wants us to make special binders
to study after school is finished.
Octavio: Yes,I know.Wehavetogotothestore andbuy
some things.I don’tthinkitwillbeexpensive.
Liang: We need binders first.
Octavio: What size do we need?
Liang: I think we need 1 1/2 inch binders.
Octavio: That sounds right. They shouldn’t be too big.
2. Liang: We need dividers, too.
Octavio: What are dividers?
Liang: You know, the heavy paper to make sections in
your binder.
Octavio: Oh, yeah. How many do we need?
Liang: We need a set of five dividers.
3. Octavio: What else do we need?
Liang: We need paper for each section.
Octavio: How many sheets do we need?
Liang: Two hundred sheets, I think.
Octavio: That sounds right.
CD 2
TR 45
Listening for specific information
When listening for specific information in a
recording, tell students that it is not important that
they understand every word they hear. Rather, they
should focus on listening carefully for the specific
information they need to complete the exercise.
Before playing the recording, read the directions
and explain what students should listen for. Remind
students to pay special attention if the recording
contains numbers, measurements, or amounts.
Play the recording once to familiarize students.
Then, play the recording again so students can focus
on listening for specific details. If needed, play the
recording multiple times.
If the recording is long or has several parts, stop
between segments to give students time to work
on their answers. Repeat each segment if needed.
BEST PRACTICE
Ask students to refer to the table of contents in
their books. Go over it with them. Show them where
the page numbers are. Then, ask them to go to the
appendix in the book and look at the vocabulary lists
on pages 212–213. Ask them what two words are
most important to them in the first two units. Refer
them to Exercise D and ask them to write those two
words in the space provided. Explain to students
that each divider in the binder represents a different
section in the book. Point out the tabs.
D. Look through Units 1–7. For your binder,
write the page numbers and two words
for each section.
Remind students to check the vocabulary list in the
appendix.
Ask students to share their answers and display their
dividers if possible.
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Lesson 1 187
Lesson 1 187
c. Listen and choose the correct answer.
1. What size binder do they need?
1 inch
1 ½ inches
3 inches
2. How many dividers do they need?
one divider
three dividers
five dividers
3. How many sheets of lined paper do they need?
50 sheets
100 sheets
200 sheets
D. Look through Units 1–7. For your binder, write the page numbers and two words for
each section.
Section Reference pages Example vocabulary
Basic Communication
(Pre-Unit, Unit 1, and Unit 2)
2–59
Consumer Economics
(Unit 3 and Unit 4)
Community Resources
(Unit 5)
Health
(Unit 6)
Occupational Knowledge
(Unit 7)
CD 2
TR 45
60–107
112–135
136–159
160–183
✓
✓
✓
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188 Unit 8
188 Unit 8
e. Interview and write about your partner. Report to a group.
2. Where do you live?
3. What is your phone number?
4. What is your date of birth?
5. Are you married?
F. CREATE Make a personal profile like the one below on a separate piece of paper.
Use it as the first page of your binder.
School: ______________________________________________
_
Teacher: ______________________________
________
___
_______
First Name: ______________________________
________
___
____
_
Middle Name: _____________________________________
__
__
Last Name: _________________________________________
__
Address: ____________________________________________
_
__
City: ______________________________________________
_
___
_
State: _______________________________________________
_
_
Zip: _________________________________________________
_
_
Country: _____________________________________________
_
_
Marital Status (circle): Single Married Divorced
PERSONAL PROFILE
Answers will vary.
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Lesson 1 188a
Remind students of all the questions they learned in
Units 1 and 2. Walk around the room and ask
students questions as review.
Go over each question in Exercise E. Explain to
students that this activity will prepare them to start
their own binders.
Help students with pronunciation and question
intonation. If students are ready, you might write key
words on the board, have them close their books,
and ask them for the questions based solely on the
key words.
Review the verb Be in preparation for Practice 3.
E. Interview and write about your partner.
Report to a group.
Ask students to report to their groups about their
partners.
Ask volunteers to present their interviews in front
of the class.
F. CREATE Make a personal profile like the one
below on a separate piece of paper. Use it as
the first page of your binder.
Ask students to create their own personal profile
like in the introductory page of a date planner using
the sample provided, or ask them to complete the
form provided in the Activity Bank.
Unit 8, Lesson 1 for more practice with the verb Be.
Lesson 1, Worksheet 1: Personal Profile
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189a Unit 8
Goal: Make purchases
Grammar: How much is, How much are
Vocabulary: package, set, dozen, ballpoint pen,
colored, box
Agenda
Talk about places to shop.
Read an ad.
Complete a receipt.
List food and clothing you buy.
Make a section for Consumer Economics
in your binder.
Resources
pages 8–9; Food, pages 82–103; Clothing,
pages 104–117
Pacing
3+
hour classes
At-A-Glance Prep
CASAS: 1.1.6, 1.2.1, 1.3.1, 1.6.4, 7.1.4
Resources Allocate money
Thinking Skills Think creatively, make decisions
observe critically
and evaluate
Ask students to work in groups and share the
information they wrote on their personal profiles
from the previous class.
Ask students where they buy food, clothing, and other
items. Write the names of the stores on the board and
take an informal poll to see what the most popular
stores are. State the goal: Today, we will review making
purchases. Help students understand what a purchase
is. Use the word buy and give some examples.
A. Read the advertisement.
Go over the ad with students. There is a lot of “extra”
vocabulary that they may not need, but since they
will be confronted by these words when they go off
to make real purchases, help them discern what is
important.
Review questions with How much is and How much are.
B. Listen to the conversation about the ad and
practice the conversation.
Help students understand the basic format of the
question and the words that may be unknown to
them, such as set.
Ask students to look at the ad in Exercise A while
you play the recording the first time. Then, play the
recording once or twice more so students can practice
the conversation.
Listening Script
ThelisteningscriptmatchestheconversationinExerciseB.
CD 2
TR 46
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Lesson 2 189
Lesson 2 189
b. Listen to the conversation about the ad and practice the conversation.
Customer: Excuse me, how much are the dividers?
Salesperson: They are $2.00 for a set of nine.
Customer: Thanks. I need one set, please.
CD 2
TR 46
l e s s O n 2
GOAL Make purchases
i need paper
A. Read the advertisement.
How much is the paper?
How much are the notebooks?
is / Are
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190 Unit 8
190 Unit 8
I need …
a box of pencils.
a two-inch binder.
a set of five colored dividers.
a package of paper.
a box of ballpoint pens.
a notebook.
D. Look at the ad in Exercise A and write three more items you want. Write the total.
CD 2
TR 47
Office Supplies
2Binder .......... $3.00
Total ...............
CustomerCopy
e. Practice the conversation. Use the information in Exercise A to make new
conversations.
Salesperson: What do you need?
Customer: I need a two-inch binder.
Salesperson: They are over here.
Customer: How much are they?
Salesperson: They are $3.00 each.
F. APPLY Visit an office supply store in person or online and check prices.
a two-inch binder = a 2”binder
incHes
Answers will vary.
Exercise D: Perform basic computations; Manage money
Exercise F: Apply technology to a task
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Lesson 2 190a
Go over each sentence with students. Help them with
new vocabulary.
Listening Script
The listening script matches the list of statements in
Exercise C.
CD 2
TR 47
D. Look at the ad in Exercise A and write three
more items you want. Write the total.
Ask students to complete the receipt by using
the information in Exercise A.
Presentation 2
Practice the conversation in Exercise E with a volunteer.
Make sure students understand how to substitute
information from Exercises A and C.
E. Practice the conversation. Use the information
Do the conversation with students one time so that
they understand what to do before you ask them to
work in pairs.
Ask volunteers to present their conversations in front
of the class.
F. APPLY Visit an office supply store in person
or online and check prices.
If possible, take the class on a field trip to a local
office supply store.
Researching outside of class
Occasionally you may ask students to research
some information outside of class. This is an
excellent opportunity to build students’ interest and
motivation. It also encourages independent thinking
and allows students time to evaluate their own
comprehension of the lessons so far.
If an activity requires students to collect information
outside of class, encourage students to note their
findings in both traditional and nontraditional ways
(if possible). Beyond writing information in their
notebooks, students can be encouraged to take
pictures, bring in realia, bookmark websites, etc.
It is important to take advantage of the individual
learning experience and turn it into a shared or a
collective experience. This gives students needed
feedback and also provides some degree of
accountability.
BEST PRACTICE
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191a Unit 8
Again, ask students where they buy food and
clothing. Make a list on the board of different
places they go.
G. In a group, make a list of food you can buy in
a supermarket.
Help as needed.
H. In a group, make a list of clothing you can
buy in a clothing store.
Help as needed.
I. Look at Exercise E. Write and practice
new conversations about your lists in
Exercises G and H.
Help as needed.
Ask for volunteers to present their conversations
J. CREATE Look back at Units 3 and 4. Prepare
a section about Consumer Economics in your
binder.
Ask students to create their own Consumer
Economics summary page for their binder, using the
sample provided, or ask them to complete the forms
provided in the Activity Bank for this unit.
Unit 8, Lesson 2 for more practice with How much is
and How much are.
Lesson 2, Worksheet 1: Consumer Economics
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Lesson 2 191
Lesson 2 191
G. In a group, make a list of food
you can buy in a supermarket.
Food Price
i. Look at Exercise E. Write and practice new conversations about your lists in
Exercises G and H.
J. CREATE Look back at Units 3 and 4. Prepare a section about Consumer Economics in
your binder.
clothing Vocabulary
Food Vocabulary
Questions and sentences
H. In a group, make a list of clothing
you can buy in a clothing store.
Clothing Price
Answers will vary. Answers will vary.
Exercises G and H: Collect and organize information
Exercise J: Combine ideas and information
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192 Unit 8
192 Unit 8
b. Listen to the conversation. Write.
Woman: Excuse me, where is Reams Office Supplies?
Man: It’s on First Street.
Woman: Where’s First Street?
Man: Go straight on this street. Turn on Main Street
and on First. It’s the
electronics store.
Woman: Thanks.
CD 2
TR 48
Where’s the office supply store?
GOAL Give and follow directions
l e s s O n 3
A. PREDICT Look at the picture. What is happening?
right
left next to
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Lesson 3 192a
Goal: Give and follow directions
Grammar: Prepositions
Vocabulary: Office supplies
Agenda
Make conversations about shopping.
Practice giving directions.
Read a phone directory.
Draw a map.
Make a section for Community in your binder.
Resources
Heinle Picture Dictionary: Community, pages 46–61
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI7, SL2, L1, L2, RF3
CASAS: 2.1.1, 2.2.1, 7.1.4
SCANS: Basic Skills Reading, writing, listening
observe critically
and evaluate
A. PREDICT Look at the picture. What is
happening?
Ask students to look at the picture and tell you what
is happening in it. Have them guess what the woman
is asking. It’s fine if students look at the conversation
in Exercise B at this stage.
Go over the conversation with students in Exercise B.
Explain to them that they will be listening to the
conversation and filling in the missing information.
B. Listen to the conversation. Write.
Listening Script
ThelisteningscriptmatchestheconversationinExerciseB.
CD 2
TR 48
Check students’ book work. Review right, left, and
straight. Have two students perform the dialog with
gestures in front of the class.
Ask students to share some of the conversations they
completed in Exercise I on page 191.
Ask students where an office supply store is near the
school. Help them understand that an office supply
store is a store where they can buy all the materials
they need for their binders. State the goal: Today, we
will review how to give and follow directions.
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193a Unit 8
C. INTERPRET Read.
Help students find the phone number and address
for Reams Office Supplies. Ask other questions about
other places in the directory.
D. Read the conversation.
Prepare students to do Exercise E.
E. Practice the conversation in Exercise D. Use
the information in Exercise C to make new
conversations.
Ask for volunteers to present their conversations in
front of the class. There are many opportunities for
students to perform unique conversations. Try to get
all students in class to perform at least once.
Working with pictures
Teachers can have students do a lot with a picture.
If time permits, add one or more of the following
activities to a picture-based exercise:
* Ask students to create captions for the picture.
*
Have students create thought bubbles
predicting what each person is saying.
*
Ask students to brainstorm vocabulary they
know that might go with the picture, then have
them categorize the words.
*
Have students take turns describing the picture
to partners.
*
Ask students to re-create the picture and the
dialog that goes with it.
BEST PRACTICE
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Lesson 3 193
Lesson 3 193
c. INTERPRET Read.
City Phone Directory
Nursing Schools
Ace Nursing Schools
8237 Beachnut Ave. 555-6732
Metropolitan Nursing
2467 Apple Lane 555-3472
Optometrists
Dr. Michael’s Eye Exams
1723 First St. 555-3310
Quick Check Glasses
3456 W. Circle Ave. 555-6776
Painting Supplies
Bill’s Painting Supply
5678 First St. 555-1301
Paint for Less
15 Broadway 555-3737
Picture Perfect
3452 W. Circle Ave. 555-4692
Office Supply
Pencil Head Stationers
11 Broadway 555-3411
Nottingham Paper
23400 Portland Ave. 555-0045
Reams Office Supplies
1717 First St. 555-2762
D. Read the conversation.
Man: Excuse me, where is Reams Office Supplies?
Woman: It’s on First Street.
Man: What’s the address?
Woman: It’s 1717 First Street.
Man: Thanks.
e. Practice the conversation in Exercise D. Use the information in Exercise C to make
new conversations.
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194 Unit 8
194 Unit 8
F. CREATE Draw a map from your school to an office supply store in your community.
It’s next to the bank.
It’s between the bank
and the store.
It’s on the corner.
P R E P O S I T I O N S
G. Write directions to the office supply store.
H. Look back at Unit 5. Prepare a section about Community in your binder.
important Vocabulary
Answers will vary.
Answers will vary.
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Lesson 3 194a
F. CREATE Draw a map from your school to an
office supply store in your community.
Do this exercise with the class. Use the board to
draw a map to a local office supply store or another
store where students can buy the materials for their
binders. Remind students of the prepositions they
might use in Practice 3.
G. Write directions to the office supply store.
Help as needed.
Have students write their directions on the board.
Application 7-10 mins.
H. Look back at Unit 5. Prepare a section about
Community in your binder.
Ask students to create their own Community
Resource summary page for their binder, using the
sample provided, or ask them to complete the forms
provided in the Activity Bank for this unit.
Lesson 3, Worksheet 1: Community
Drawing maps
Not everyone is an artist. Some students feel uneasy
about their drawing skills, so activities that require
them should be approached with some degree of
lightheartedness and flexibility.
Remind students that a map is not a painting
and that a map can be very simple. Show them
examples of maps that would be easy to draw.
Allow students to work in pairs to advance the activity.
One student can draw and the other students can add
and check specific details. Students tend to be more at
ease when working on maps together. They also tend
to pay more attention to specific information.
BEST PRACTICE
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195a Unit 8
Ask students how many hours of sleep is healthy
and write their idea down as a goal. State the goal:
Today, we will make goals, including study goals.
A. Read Carina’s goals.
Go over each goal with the class. Prepare students
for focused listening. They will hear Liang talk about
three goals. Students should put a check by the goals
they hear.
B. Listen and check Liang’s three goals.
Play the recording three times. Let students discuss
answers. Ask groups to rank the goals.
Listening Script
I have many goals. There are a lot of things that I want
to accomplish. Right now, I’m focusing on daily goals. First, I
need to exercise every day. I want to get up early and exercise
one hour a day. It’s important to be physically fit. I suppose
that it’s important to be prepared for school every day, too,
so I’m going to study a lot. I plan to study for one hour every
day, even if I’m tired after work. I need to learn English and
studying will help me do it faster. Somehow, I need to get
plenty of sleep, too. Right now, I only sleep six hours a night,
but my goal is to get eight hours of sleep. I hope I can do it.
That’s my goal. With all these goals, I will be healthy and have
great success at school.
CD 2
TR 49
C. Talk about Carina’s and Liang’s goals.
Students are rarely asked to speak with minimal
guidance at this level. Be sure to help students when
needed and monitor their discussions.
Check students’ answers. Ask the class to rank Liang’s
and Carina’s goals.
Goal: Make goals
Academic Strategies: Focused listening, study skills
Vocabulary: goals, a day, a week, every, study,
watch, poll
Agenda
Take a class poll about sleeping habits.
Listen and read about goals.
Read about a class poll.
Take a class poll.
Write goals.
Make a section for Health in your binder.
Resources
Heinle Picture Dictionary: Health, pages 132–145
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, RI2, RI7, W2, SL1, SL2, L1, L2, RF3
CASAS: 0.2.1, 3.5.9, 6.7.2, 7.1.1, 7.1.2, 7.1.4
Resources Allocate time, allocate materials and facility
resources, allocate human resources
observe critically
and evaluate
Take a poll and determine how many hours students
sleep a night. Make the results into a bar graph.
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b. Listen and check Liang’s three goals.
Sleep eight hours a night.
Go to school every day.
Exercise one hour a day.
Eat three good meals a day.
Study English at home one hour a day.
Read an article in English online.
Watch the news in English online.
c. Talk about Carina’s and Liang’s goals.
EXAMPLE: Liang’s goal is to sleep eight hours a night.
CD 2
TR 49
l e s s O n 4
GOAL Make goals
sleep eight hours a night
A. Read Carina’s goals.
My Goals
Sleep eight hours a night.
Go to school every day.
Exercise one hour a day.
Eat three good meals a day.
Study English at home one hour a day.
Read an article in English online.
Watch the news in English online.
✓
✓
✓
Exercising one hour a day
is a good health habit.
Lesson 4 195
✓
✓
✓
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196 Unit 8
196 Unit 8
e. SURVEY Take a class poll. Ask,“How many hours do you study at home every
week?”Create a bar graph with the information.
D. INTERPRET Study the two graphs about Liang’s class.
0
2
4
6
8
10
12
More
than 10
9–10
hours
6–8
hours
3–5
hours
0–2
hours
How many hours do you study
at home every week?
HOURS A WEEK
NUMBER
OF
STUDENTS
0
2
4
6
8
10
12
More
than 10
9–10
hours
6–8
hours
3–5
hours
0–2
hours
How many hours do you
exercise a week?
HOURS A WEEK
NUMBER
OF
STUDENTS
More
than 10
9–10
hours
6–8
hours
3–5
hours
0–2
hours
How many hours do you study at
home every week?
HOURS A WEEK
NUMBER
OF
STUDENTS
More
than 10
9–10
hours
6–8
hours
3–5
hours
0–2
hours
How many hours do you study at
home every week?
HOURS A WEEK
NUMBER
OF
STUDENTS
Answers will vary.
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Lesson 4 196a
D. INTERPRET Study the two graphs about
Liang’s class.
Go over the graphs with students and make sure
they understand the information by asking them
information questions.
Bar graphs
Students may initially judge bar graphs as being
difficult to interpret. Assure them that bar graphs
are some of the easiest ways to compare things
between different groups or even to track changes
over a period of time.
When teaching with bar graphs, always give
students a sufficient amount of time to understand
the information presented. Point out what is being
compared or tracked in plenty examples until
students see how simple bar graphs are.
1. First, explain to students that the title tells us
what information we can find on the graph.
2. Then, tell students that there are two sides to
the bar graph (a horizontal line and a vertical
line). Ask them to look closely at what type of
information is presented on each side.
3. Next, explain that the scale tells us how much
or how many. Have them look at the numbers.
4. Then, point out that the height of the bar gives
us the value of each item.
It is important that students feel confident with this
visual method of presenting information before
they start creating their own bar graphs. Help
students by giving them a theme or a question
to investigate. Suggest that students use an easy
research method such as a survey. If students have
been shown the different segments that make up
a bar graph, they should be ready to share their
collected information in this visual format.
BEST PRACTICE
E. SURVEY Take a class poll. Ask,“How many
hours do you study at home a week?”Create
a bar graph with the information.
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197a Unit 8
Ask students to close their books and discuss their
personal goals. Ask them how many hours they sleep
and how many hours they wish they could sleep.
Help them to see that what they do and their goals
can be the same or different. Ask the class as a whole
each of the questions in Exercise F.
Ask students to open their books and go over each
question with them. Review information-question
intonation and the simple present.
F. Interview a partner. Write his or her answers.
Help as needed.
Ask volunteers to report their partners’ answers to
the class.
G. APPLY Write your goals.
Help as needed.
H. CREATE Look back at Unit 6. Prepare a
section about Health in your binder.
Ask students to create their own Health summary
page for their binder, using the sample provided,
or ask them to complete the form provided in the
Activity Bank for this unit.
simple present.
Lesson 4, Worksheet 1: Health
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Lesson 4 197
Lesson 4 197
F. Interview a partner. Write his or her answers.
1. How many hours do you exercise every week?
2. How many hours do you sleep every night?
3. How many hours do you study every day?
4. How many meals do you eat every day?
5. How many days do you go to school a week?
G. APPLY Write your goals.
H. CREATE Look back at Unit 6. Prepare a section about Health in your binder.
Answers will vary.
Answers will vary.
Exercise H: Combine ideas and information
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198 Unit 8
198 Unit 8
b. CLASSIFY Look at the teacher and student duties. Complete the table.
When can i study?
GOAL Develop a study schedule
l e s s O n 5
A. Listen and point to the student and the teacher.
CD 2
TR 50
help students study at home come to class on time
study new words prepare lessons do homework
Student duties Teacher duties
help students
c. Add more duties to the table in Exercise B.
help students
study at home
come to class on time
study new words
do homework
come to class on time
prepare lessons
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Lesson 5 198a
Goal: Develop a study schedule
Academic Strategies: Focused listening, study skills
Vocabulary: homework, prepare, evaluation,
at home, schedule, organize
Agenda
Make a list of characteristics for good workers.
Discuss what teachers and students do.
Read a schedule.
Complete a schedule.
Read an evaluation.
Complete an evaluation.
Add a section for Occupational Knowledge
in your binder.
Resources
Heinle Picture Dictionary: School, pages 22–23
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: RI1, SL1, Sl2, L1, L2, L5
CASAS: 4.1.1, 4.4.4, 7.1.1, 7.1.4
SCANS: Basic Skills Reading, writing, listening
observe critically
evaluate
Ask students if they study at home. Explain that it is
best to study at the same time every day. State the
goal: Today, we will develop a study schedule.
A. Listen and point to the student and the
teacher.
Ask students to look at the picture. Ask: Who are these
people? Where are they? What are they doing?
Ask students to listen to the recording and identify
which duty is being spoken about. Play the recording
at least two times. Then, go over the other duties
mentioned in the recording and make sure students
understand them.
Listening Script
Teachers and students share many duties, or
responsibilities. Among them are several very important
things. For example, teachers and students should come to
class on time. Students don’t like to come early and find that
the teacher is late. The teacher should come with a prepared
lesson every day. That’s also very important. Students have
more confidence in a teacher who is prepared. The teacher
teaches the students, but students can also teach each
other. Students should study at home. There is a lot that they
can study. For example, they can study new words at home.
Sometimes the teacher gives homework. Students who do
their homework learn English faster.
CD 2
TR 50
B. CLASSIFY Look at the teacher and student
duties. Complete the table.
Ask students to work in groups or pairs. Help them
see that some duties fit in both categories.
C. Add more duties to the table in Exercise B.
Ask students in groups to add to the lists.
Discuss the lists with students.
Ask students what makes a good worker. Make a list
of their ideas on the board.
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199a Unit 8
D. INTERPRET Read and talk about the
schedule. When does Liang work? When
does Liang study?
Read the chart with students. Help them to
understand what a schedule is. Ask them questions
about Liang’s schedule. For example: When does
Liang eat lunch? Help students see that Liang studies
at the same time every day.
Review the simple present and show students the
spelling for studies.
E. Answer the questions.
Go over the questions with students.
F. CREATE Complete your schedule.
Ask students to use Liang’s schedule in Exercise D
as a model.
Ask students questions about their schedules.
Schedules
The pedagogical value of working with schedules
should not be underestimated. They are excellent
tools for practicing and reviewing grammar and
vocabulary. They are also useful for developing
speaking, listening, reading, and writing skills.
For example, Exercise D gives students the
opportunity to read and speak when they answer
the questions. Students can work in pairs or
groups to discuss what takes place in the schedule.
Students also review important vocabulary for
time formats, days of the week, meals, and daily
duties such as work and study. In addition, students
practice grammar tenses by describing events in
the past, present, and future.
BEST PRACTICE
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Lesson 5 199
Lesson 5 199
D. INTERPRET Read and talk about the schedule. When does Liang work? When does
Liang study?
LIANG'S SCHEDULE
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
6:00 a.m.
9:00 a.m.
11:00 a.m.
1:00 p.m.
3:00 p.m.
5:00 p.m.
7:00 p.m.
9:00 p.m.
Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast
School School School School Study Study
Lunch Lunch Lunch Lunch Lunch Lunch Lunch
Study Study Study Study Study Study
Work Work Work Work Work
Dinner Dinner Dinner Dinner Dinner Dinner Dinner
e. Answer the questions.
1. When do you study at school?
2. When do you study at home?
3. When do you work?
4. When do you eat breakfast, lunch, and dinner? , ,
F. CREATE Complete your schedule.
MY SCHEDULE
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Answers will vary.
Answers will vary.
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200 Unit 8
200 Unit 8
name:
Studies at home Yes No
Comes to class on time Yes No
Speaks English in class Yes No
Is organized Yes no
Teacher’s signature:
H. Ask questions about Liang.
EXAMPLE: Does Liang study at home?
i. EVALUATE Complete an evaluation about yourself. Ask your teacher to sign it.
J. Look back at Unit 7. Prepare a section about Occupational Knowledge in
your binder.
G. Read and talk about Liang’s evaluation.
name: Liang Ochoa
Studies at home Yes No
Comes to class on time Yes No
Speaks English in class Yes No
Is organized Yes no
Teacher’s signature: Jennifer Douglas
Answers will vary.
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Lesson 5 200a
G. Read and talk about Liang’s evaluation.
Go over Liang’s evaluation with students. This
evaluation is about whether Liang is a good
student or not.
H. Ask questions about Liang.
Help as needed.
I. EVALUATE Complete an evaluation about
yourself. Ask your teacher to sign it.
Ask students about their evaluations and observe
their book work.
J. Look back at Unit 7. Prepare a section about
Occupational Knowledge in your binder.
Ask students to create their own Occupational
Knowledge summary page for their binder, using
the sample provided, or ask them to complete the
form provided in the Activity Bank.
simple present.
Lesson 5, Worksheet 1: Occupational Knowledge
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201a Unit 8
LI F ES K ILLS It’s easy to get organized
Before You Watch
• Ask students if they think they are organized. Ask:
Why or why not? Then, ask: What things do you use
to help you get organized? Discuss as a class.
• Ask students how they organize their materials
for class.
While You Watch
• Ask students to watch the video and complete the
conversation between Hector and Mateo.
• Review the words in the box. Explain vocabulary
that students do not understand.
• Play the video twice. Use the pause button
when necessary.
C. Show the correct order of the events by
writing a number next to each sentence.
• Ask students to put the events from the video
in order.
• Read the example and point out that this is the
first event that takes place.
• Play the video again. Then, play the video once
more so that students can check their answers.
lesson.
the sound together.
BEST PRACTICE
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l i F e s K i l l s it’s easy to get organized
before you Watch
questions.
1. Where are Hector and Mateo?
2. What’s wrong with Mateo?
While you Watch
b. Watch the video and complete the
dialog. Use the words in the box.
dividers have need notebook organized What
Hector: Look, Mateo. It’s easy to get (1) . You just put everything
in a binder with dividers.
mateo: How many (2) do I need?
Hector: How many classes do you (3) ?
mateo: Five—I have five classes.
Hector: Then you (4) five dividers, one for each class.
Here, I’ll give you some of my dividers.
mateo: (5) else do you think I need?
Hector: You need pencils, pens, a package of paper, and a (6) .
c. Show the correct order of the events by writing a number next to each sentence.
a. Mateo can’t find his vocabulary list.
b. Hector tells Mateo what he needs to get organized.
c. Hector gives Mateo some dividers for his notebook.
d. Mrs. Smith gives the class an extra reading.
e. Mrs. Smith leaves the classroom.
organized
1
They are in class.
He is disorganized.
dividers
have
need
What
3
4
5
2
notebook
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202 Unit 8
202 Unit 8
review
A. Match. Draw a line.
1. January, , March a. dairy
2. This person answers phones in an office. b. address
3. It is at the end of your arm. c. aspirin
4. your home d. bank
5. milk, cheese, butter e. bread
6. not sunny f. dime
7. medicine for a headache g. doctor
8. a place for money h. February
9. food for a sandwich i. hand
10. ten cents j. June
11. This person can work in a hospital. k. cloudy
12. May, , July l. receptionist
13. clothing for winter m. ride
14. a place to buy food n. shoes
15. You wear them on your feet. o. supermarket
16. You a bicycle. p. sweater
b. Write three words for each unit.
Unit Words Unit Words
Personal information Our Community
Our Class Healthy Living
Food Work
Clothing
Lifelong Learning
and Review
Answers will vary.
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Review 202a
Agenda
Pacing
3+
hour classes
At-A-Glance Prep
CCRS: L1, L2
CASAS: 7.4.2, 7.4.3
and evaluate
three pages of the review. Quickly, go to the first
have learned.
A. Match. Draw a line.
B. Write three words for each unit.
Ask students to complete the table finding the words
in the units indicated.
Recycling/Review
The review and the project that follows are part
of the recycling/review process. Students at this
level often need to be reintroduced to concepts to
solidify what they have learned. Many concepts are
forgotten while learning other new concepts. This
is because students are not necessarily ready to
acquire language concepts.
Therefore, it is very important to review and to
show students how to review on their own. It is
also important to recycle new concepts in different
contexts.
BEST PRACTICE
make a list on the board of all the vocabulary from
the unit. Then, have a competition where students in
groups find and write the page number for each item
on the list. The first group to have the correct page
number for each item wins. Explain that this review
will also include going through the entire book for
information.
the agenda.
decide to have students do Presentation and Practice
for homework and then review as the warm-up for
another class.
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203a Unit 8
C. Find the page number from the Vocabulary
List on pages 212 and 213 and write the
sentence.
Additional Task: Choose a nearby market as a
class. Create a map on the board to practice giving
directions and map-reading skills.
D. Find two new words from the Vocabulary
List on pages 212 and 213.
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Review 203
Review 203
c. Find the page number from the Vocabulary List on pages 212 and 213 and write the
sentence.
Phrase: marital status
Page number:
Sentence:
Phrase: extra large
Page number:
Sentence:
Phrase: go straight
Page number:
Sentence:
Word: checkup
Page number:
Sentence:
D. Find two new words from the Vocabulary List on pages 212 and 213.
Word:
Page number:
Sentence:
Word:
Page number:
Sentence:
20
He is single.
Answers will vary.
Answers will vary.
Answers will vary.
Answers will vary.
93
127
138
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204 Unit 8
204 Unit 8
e. Use the Grammar Reference on pages 214–216 and fill in the blanks.
1. a. I married.
b. We students.
c. You hungry.
d. They thirsty.
e. She single.
2. a. I milk.
b. We a bowl of soup.
c. You vegetables.
d. They tacos.
e. She a sandwich.
3. a. your hands.
b. the phones.
c. meetings.
4. a. I can .
b. Aki and Adriano can .
c. We can’t .
d. The teacher can’t .
F. Write the plural forms.
Singular Plural
pear
cookie
banana
egg
tomato
Answers will vary.
Answers will vary.
pears
cookies
bananas
eggs
tomatoes
am
are
are
are
is
Wash
Answer
Schedule
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Review 204a
E. Use the Grammar Reference on pages
214–216 and fill in the blanks.
F. Write the plural forms.
You might want to extend the task by reviewing
the singular and plural forms of articles of clothing
or other foods studied.
Evaluation 15 mins.
Learner Log
Review the concepts of the Learner Log. Make sure
students understand the concepts and how to do
the log including the check marks.
Learner Logs
different ways.
students see that they are progressing and
want to move forward in learning.
BEST PRACTICE
Application
Ask students to write down their favorite lesson
or page in the unit.
Assessment
Use the Stand Out Assessment CD-ROM with
ExamView©
to create a post-test for Unit 8.
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205a Unit 8
CCRS: SL1, SL2
CASAS: 2.2.3, 4.8.1
observe critically
and evaluate
Introduction
In this project, students will work as a team to create
a study guide for new students. They will present
their binders to the class as a final class project.
COLLABORATE Form a team with four
or five students.
Discuss the art on the student book page.
Help students to assign positions in their groups.
On the spot, students will have to choose who will be
the leader of their group. Review the responsibility
of a leader and ask students to write the name of
their leader in their books. Do the same with the
remaining positions: artist, writer, and spokesperson.
Complete your binder from this unit. Share the
information from your binder with your group.
Ask students individually to complete the sections of
the binders they developed in this unit and to share
what they have completed with the group.
Use your binders to make a team binder. This
will be a study guide for new students.
Ask students in groups to design a sample binder for
new students who might come into the class late in
the term. It will be used as a study guide. They will
use the worksheets in the Activity Bank for this unit.
Decorate the study guide.
Ask students to decorate the binder pages and add
pages that the team thinks might be helpful.
Present your study guide to the class.
Ask teams to practice their presentation before they
give it. Recording student presentations on video can
greatly enhance the learning experience.
Digital literacy
BEST PRACTICE
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t e A m P r O J e c t create a study guide
1. cOllAbOrAte Form a team with four or five students. In your team, you need:
2. Complete your binder from this unit. Share the information from your binder with your group.
3. Use your binders to make a team binder. This will be a study guide for new students.
4. Decorate the study guide.
5. Present your study guide to the class.
Student 1:
Team Leader
Student 2:
Writer
Organize and add sections to the
study guide.
Student 3:
Artist
Decorate the study guide.
Students 4/5:
Spokespeople
Organized study materials
means less stress.
Team Project 205
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206 Unit 8
Reading Challenge
About the Explorer
Maritza Morales Casanova is an
environmentalist from Mérida in
Yucatán, Mexico. Her aim is to raise
environmental awareness among
children with the hope of shaping
future leaders. Maritza has been
trying to raise awareness from a
very young age. When she was
ten years old, she founded HUNAB
(Humanity United to Nature in
Harmony for Beauty, Welfare, and
Goodness). Her project grew, and
now at the Ceiba Pentandra Park,
children learn how to care for the
environment. Maritza believes in
shaping the future leaders, and she
empowers some of the children as
teachers at the park.
About the Photo
This photo was taken at the Ceiba
Pentandra Park. It shows Maritza
and a group of children gathered
around a pond. They are learning
about how to care for the
oceans and the organisms that
live in them. Learning how to
care for the oceans is just one
environmental issue children learn
about at the park. Each section
of the park focuses on a different
environmental issue.
about Maritza Morales Casanova.
picture and answer the
questions.
what they think it means for the
children in the photo.
• Read the quote and ask students
what they think Maritza means.
206 Unit 8
1. Where is Maritza? 2. What is she doing?
b. PREDICT Look at the words. Draw lines to match the words and the definitions.
nature the Earth
the planet living things like plants and animals
lifelong learning help someone or something be safe
take care don’t stop learning
reADinG cHAllenGe
eXPLOrer MARITZA MORALES CASAnOvA
Creating
Lifelong
Learners
“I saw my friends hurting
animals and plants at school
and they didn't understand
that they are living beings
and must be respected.”
—Maritza Morales Casanova
Answers will vary.
RI1, RI2, SL2
CCRS FOR READING
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B. PREDICT Look at the words.
Draw lines to match the
words and the definitions.
• Read the words. Then, ask
students to match them with
the correct definitions.
• Ask students to check their
• Review answers and discuss as
a class.
C. Read about Maritza
Morales Casanova.
about Maritza Morales Casanova.
• Show students the location of
Ceiba Pentandra Park or Yucatán,
Mexico on a map if possible.
D. Answer the questions
about the paragraph.
Ask students to answer the
questions about the paragraph.
E. Practice asking and answering
the questions in Exercise D.
Have students practice asking
and answering the questions
in Exercise D.
F. SURVEY Ask five students
about their favorite subjects.
Complete the table.Write any
new subjects in the spaces
provided.
• Tell students that they are going
to make a survey.
• Have students ask five students
about their favorite subjects using
the conversation as a guide.
table. Then, have them add any
new subjects.
c. Read about Maritza Morales Casanova.
Maritza Morales Casanova is a teacher. She believes the nature around us is important. At
the Ceiba Pentandra Park in Mexico, she and her fellow teachers show people how to take care
of the planet. She wants everyone to learn and continue learning. She teaches her students to
be lifelong learners. That’s why most of the teachers at the park are children!
D. Answer the questions about the paragraph.
1. What does Maritza do?
She’s a .
2. What is the name of the park?
.
3. Where is the park?
.
4. Who are the teachers?
.
e. Practice asking and answering the questions in Exercise D.
F. SURVEY Ask five students about their favorite subjects. Complete the table. Write
any new subjects in the spaces provided.
A. What is your favorite subject?
B. My favorite subject is science.
Name English Math Science History
Maritza ✓
Answers will vary.
Children are the teachers
The park is in Mexico
Ceiba Pentandra is the name of the park
teacher
Questions
Questions about a reading can be very effective. They motivate
students to read and draw their attention to what they will learn.
Questions also help students check their comprehension and relate
what they will learn to what they already know.
Reading Strategies
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208 Unit 8
About the Photo
This photo shows a woman
alongside a reindeer dressed in
traditional Sami clothing. The Sami
are indigenous people who inhabit
the Arctic regions of Norway,
Finland, Sweden, and some parts
of Russia. This region is also known
as Lapland. The Sami people have
lived in these far northern regions
for thousands of years and even
though many live regular lives,
there are still some who adhere
to a traditional style of living. This
includes herding reindeer for
transport and food, living in tents,
and wearing Gákti—traditional
clothing worn during ceremonies
and while working with reindeer.
VIDEO Challenge
208 People of the Reindeer
ViDeO cHAllenGe
People of the Reindeer
Over the last four units, you have learned about different types of housing and transportation.
You have also learned about different types of jobs. Now you will meet the Sami people from the
Arctic region of Finland. The Sami people have a special type of housing and a very different type of
transportation.
A Sami woman with
a reindeer
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Video Challenge 209
Before You Watch
• Read the title of the video,
People of the Reindeer. Ask
students to describe this animal.
Then, ask students where they
think this animal lives.
A. Read the sentences. Match
the word in bold to its
meaning.
• Ask students to read the
sentences on their own, paying
attention to the words in bold.
Then, ask students to match the
words to their correct meanings.
• Ask students to work with a
partner and make new sentences
with the words in bold.
• Have volunteers write their
sentences on the board. Read
and check for the correct
meanings as a class.
B. You are going to watch a
video. Look at the pictures
and read the captions. Match.
• Ask students to look at the pictures
and read the captions below.
Then, ask students to match the
correct caption with each picture.
Check answers as a class.
C. Look at the pictures and read
the captions in Exercise B
again. What do you think the
video is going to be about?
Circle your choice.
• Tell students that they are going
to watch a video called People
of the Reindeer. Then, have them
read the captions in Exercise B
again. Ask: What do you think the
video is going to be about? Have
students circle their choice(s).
Discuss as a class.
Video Challenge 209
before you Watch
A. Read the sentences. Match the word in bold to its meaning.
1. My journey was interesting because I visited many places in northern Europe.
2. We always sleep outside in a tent when we travel with our animals.
3. The reindeer usually eat the grass under the soft snow.
4. My people’s tradition is to wear bright clothing with red and yellow colors.
a. things people do for a long time that never change
b. a large animal with antlers that lives in cold places
c. a type of housing for outside used when you travel
d. traveling from one place to another
b. You are going to watch a video. Look at the pictures and read the captions. Match.
1. These Sami people have traditional clothing.
2. On a journey, the Sami people live in tents.
3. The Sami people work with their reindeer.
c. Look at the pictures and read the captions in Exercise B again. What do you think
the video is going to be about? Circle your choice.
a. The food the Sami people eat.
b. Winter snowstorms in northern Europe.
c. How the Sami people live and work.
d. The life of reindeer in the Arctic countries.
a. b. c.
tradition
reindeer
tent
journey
c
b
a
Answers will vary.
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210 Unit 8
While You Watch
A. Was your prediction correct?
What is the video about?
Complete the sentence in
your own words.
Play the video and have students
watch. Then, ask students if
their prediction about the video
in Exercise C on page 209 is
correct. Ask students to write
their prediction on the line. Have
students share their answers with
the class.
B. Watch the video again. Circle
the word you hear in each
statement.
• Tell students they will complete
the sentences with the correct
words they hear in the video.
Ask students to read the
sentences on their own.
• Play the video again and ask
students to watch and listen
while keeping the sentences
in mind.
• Play the video once again to allow
students to choose their answers.
Then, have students check their
Write the correct number
on the line.
again to put the events in order. Ask
students to read over the events
before they watch. Have a volunteer
read the events in the correct order.
Play the video again to check the
sequence of events if necessary.
VIDEO Challenge
While you Watch
A. Was your prediction correct? What is the video about? Complete the sentence in
your own words.
The video is about .
b. Watch the video again. Circle the word you hear in each statement.
1. The Sami people’s reindeer move in (winter / spring).
2. The (farmers / children) travel with the reindeer, too.
3. This snow is hard. After (snowy / sunny) weather, it is soft.
4. (Soft / Hard) snow is good for the reindeer.
5. Well, that’s all. It’s time to (work / sleep).
c. Put the events in order. Write the correct number on the line.
a. The Sami people move the reindeer together.
b. A Sami man eats at the table in his home.
c. A Sami man sits on the snow with his dog.
d. A Sami baby in bright clothing plays outside.
e. A Sami woman works outside her house.
f. A Sami man sits next to a fire inside his tent.
After you Watch
A. Describe the video. Complete each sentence with the correct verb.
working eating burning sitting running
1. The Sami child is berries.
2. The reindeer are in the snow.
3. The Sami woman is in the yard.
4. The fire is inside the goahti.
5. The Sami man is next to his dog.
210 People of the Reindeer
how the Sami people live and work
1
4
6
5
3
2
eating
running
working
burning
sitting
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Video Challenge 211
After You Watch
• Ask students to describe the
Sami goahti. Then, ask them if it
is the same or different than the
Mongolian ger.
A. Describe the video. Complete
each sentence with the
correct verb.
Ask students to describe the video
by completing each sentence with
the correct word. Ask students to
share their answers with the class.
B. Whatdidyoulearnabout
theSamipeople?Classifythe
wordsandphrasesinthetable.
Checkthecorrectcategory.
Ask students what they learned
about the Sami people from the
video. Review the information in the
table. Then, have them classify the
words and phrases by checking
the correct category. Ask students to
share their answers in small groups.
C. Look at the picture. Who do
you know that uses a tent?
Does the person live in the
tent all the time? What is the
tent used for?
Ask students to look at the picture
of the Sami goahti. Then, read
the questions. Ask students to write
their answer using the example as
a guide. Have students share their
D. Work in small groups.
Describe a long journey
that you made. Where did
you go or come from? Share
with the class.
Ask students to read the example
and write their answer on the
lines. Have students share their
experiences with the class.
Video Challenge 211
b. What did you learn about the Sami people? Classify the words and phrases in the
table. Check the correct category.
Type of housing Daily duty Food
make a fire
reindeer meat
take care of children
goahti
berries
move reindeer together
pack tents
flatbread
watch the reindeer
c. Look at the picture. Who do you know that uses a tent? Does the person live in the
tent all the time? What is the tent used for?
EXAMPLE: We use a tent when we go camping and sleep in the woods. My family and I do not
live in our tent. We live in a three-bedroom house.
D. Work in small groups. Describe a long journey that you made. Where did you go or
come from? Share with the class.
EXAMPLE: My family and I traveled from Florida to new York. We drove in our car for 19 hours.
Answers will vary.
✓
✓
✓
✓
✓
✓
✓
✓
✓
Answers will vary.
Comprehension While Viewing
There are several strategies that teachers can use while viewing to help
students better understand videos. These involve manipulation of the
video to suit your needs:
1. Stop or pause the video while watching.
2. Rewind the video to clarify meaning and understanding.
3. Watch the video again with different objectives or purposes in mind.
4. Adjust the viewing speed (if possible) to focus on specific visuals.
Strategies
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212 Vocabulary List
Stand Out Vocabulary List
Pre-Unit
Greetings
bye 3
goodbye 3
hello 3
hi 3
Study verbs
check 11
circle 7
listen 9
point 6
read 9
repeat 10
write 10
Unit 1
Calendar
date 27
month 26
year 26
Months
April 26
August 26
December 26
February 26
January 26
July 26
June 26
March 26
May 26
November 26
October 26
September 26
Marital status
divorced 20
married 20
single 20
Personal
information
address 23
application 31
birthplace 18
city 23
date of birth 27
from 17
live 19
name 14
state 23
zip code 23
Unit 2
phone number 38
schedule 47
time 48
Classroom
words
book 41
board 41
bookcase 41
computer 41
desk 41
file cabinet 41
CD 45
notebook 45
pen 45
pencil 45
plant 41
sit 46
stand 46
trash can 41
Location
behind 42
between 42
in 42
in the front 42
next to 42
on 42
Weather
cloudy 50
cold 50
foggy 50
hot 50
rainy 50
snowy 50
sunny 50
windy 50
Unit 3
Dinner 65
hungry 65
thirsty 66
Food
apple 63
banana 63
bread 63
broccoli 71
butter 63
cake 74
candy 74
carrot 67
cheese 63
chicken 63
chips 67
chocolate 74
cookie 67
egg 63
fries 65
fruit 70
ground beef 68
ham 62
hamburger 65
ice cream 74
lettuce 63
mayonnaise 63
milk 63
onion 68
orange 63
pear 69
pepper 69
pie 74
potato 63
rice 65
salt 68
sandwich 62
spaghetti 68
taco 65
tomato 63
tuna fish 62
turkey 63
vegetables 65
water 63
yogurt 74
Measurements and
containers
bag 69
can 69
jar 68
package 68
pound 68
Supermarket
dairy 71
fish 71
meat 71
Unit 4
Clothing
blouse 87
coat 87
dress 87
pants 86
shirt 86
shoes 86
shorts 87
socks 87
sweater 87
Colors
black 93
brown 93
blue 93
gray 93
green 93
orange 93
pink 93
purple 93
red 93
white 93
yellow 93
Money
dime 95
dollar 95
nickel 95
penny 95
quarter 95
Shopping
cash register 95
extra large 93
large 93
medium 93
receipt 97
sale 98
size 93
small 93
Unit 5
Directions
go straight 127
stop 127
turn left 127
turn right 127
Housing
apartment 117
condominium 118
house 117
mobile home 117
Places in the community
bank 126
bookstore 126
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Vocabulary List 213
bus stop 115
clothing store 114
coffee shop 114
electronics store 114
fast food 115
hospital 126
hotel 115
pharmacy 114
post office 126
restaurant 115
shoe store 114
supermarket 114
Transportation
bicycle 120
bus 120
car 120
come 122
drive 121
get 122
go 122
ride 121
take 121
taxi 120
train 120
walk 121
Unit 6
checkup 147
exercise 147
healthy 147
smoke 147
Ailments
backache 141
cold 141
cough 141
fever 141
headache 141
runny nose 141
sore throat 141
stomachache 141
Medicine
antacid 145
aspirin 145
cough syrup 145
Parts of Body
arm 139
back 139
ear 140
foot 139
hand 139
head 139
leg 139
mouth 140
neck 139
nose 139
Unit 7
Evaluations
careful 172
cheerful 172
friendly 172
helpful 172
Occupations
administrative
assistant 168
bus driver 163
cashier 163
cook 164
custodian 165
doctor 163
employee 168
mail carrier 164
manager 164
nurse 164
receptionist 165
salesperson 163
student 163
teacher 163
worker 169
Work verbs
answer phones 168
make change 168
mop 168
schedule meetings 169
send memos 168
supervise employees 168
take breaks 169
talk to customers 168
Unit 8
binder 186
divider 186
goal 195
highlighter pen 186
paper clip 186
sticky note 186
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214 Grammar Reference
Stand Out Grammar Reference
Simple Present
I, You, We, They eat I eat three meals a day.
He, She, It sleeps She sleeps seven hours a night.
Simple Present: Have
I, You, We, They have I have two shirts.
He, She has She has a dress.
Simple Present
I, You, We, They
live
take
ride
walk
I live in Mexico.
You take the bus.
We ride a bicycle.
They walk to school.
He, She, It
lives
takes
rides
walks
He lives in Irvine.
He takes the bus.
She rides a bicycle.
She walks to work.
Simple Present: Be (negative)
Subject
Be
(Negative) Example sentence
I am not I am not friendly.
He, She, It is not She is not friendly.
We, You, They are not They are not friendly.
Negative Simple Present
I, You, We, They don’t eat We don’t eat three meals a day.
He, She, It doesn’t sleeps
/ He doesn’t sleep seven hours a night.
Simple Present: Be
I am I am friendly.
He, She, It is She is friendly.
We,You, They are They are friendly.
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Grammar Reference 215
Possessive Adjectives
Subject Possessive adjective Example sentence
I My My phone number is 555-3456.
You Your Your address is 2359 Maple Drive.
He His His name is Edgar.
She Her Her name is Julie.
We Our Our last name is Perez.
They Their Their teacher is Mr. Jackson.
a. It’s in the front of the store.
b. It’s in the corner of the store.
c. It’s in the middle of the store.
d. It’s in the back of the store.
e. It’s on the left side of the store.
f. It’s on the right side of the store. a
e
d
c
b b
b b
f
How much and How many
Question Answer
How much (money) is the sweater? It is $33.00.
How many coats do you want? I want three coats.
Yes/No Questions
Question Answer
Do you buy clothing at a department store?
Yes, I do.
No, I don’t.
Imperatives
Subject Verb
Please you
read
open
let me (look)
sit down
stand up
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216 Grammar Reference
Present Continuous (right now)
Subject Be verb Base + ing Example sentence
I am talking I am talking.
He, She, It is sleeping He is sleeping.
We, You, They are waiting They are waiting.
Can
Subject Can Verb (base) Example sentence
We, They
can
type I can type.
mop He can mop floors.
Affirmative Commands
You
Verb
Example
sentence
wash
your
hands
Wash your
hands.
answer
the
phones
Answer the
phones.
type letters
Type the
letters.
Information Questions
Question word Type of answer
What information (receptionist)
Where a place (Johnson Company)
When a time or day (9–6) (Monday–Friday)
Who a person (Martin)
Negative Commands
You
don’t
wash
your
hands
Don’t wash your
hands.
answer
the
phones
Don’t answer the
phones.
type letters
Don’t type the
letters.
Can’t
Subject Can’t Verb (base) Example sentence
We, They
can’t
type I can’t type.
mop He can’t mop floors.
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Photo Credits 217
01 (tl) Portra Images/Getty Images, (tc) Portra
Images/Getty Images, (tr) Mark Edward Atkinson/
Tracey Lee/Getty Images, (bl) Hero Images/Getty
Images, (bc) Jade/Getty Images, (br) Seth Joel/
Getty Images; 02 (b) Erica Shires/Crave/Corbis;
06 (tl) Andrey Orletsky/Shutterstock.com, (tr)
Blvdone/Shutterstock.com; 07 (tl) Photos.com,
(tc) IndexOpen, (tc) Photos.com, (tr) Photos.
com; 09 (bl) arisara/Shutterstock.com, (bc) Africa
Studio/Shutterstock.com, (br) Champion Studio/
Shutterstock.com; 10 (tc) Champion Studio/
Shutterstock.com, (tc) OliverSved/Shutterstock.com,
(cl) arisara/Shutterstock.com, (c) BeautyBlowFlow/
Shutterstock.com, (cr) Africa Studio/Shutterstock.
com, (br) Champion Studio/Shutterstock.com; 12–13
YOAN VALAT/Corbis Wire/Corbis; 14 Inspiron.Dell.
Vector/Shutterstock.com; 20 (tl) Oliver Eltinger/
Fancy/Corbis, (cr) Fiona Conrad/Crave/Corbis, (bl)
VStock/Alamy; 21 (cl) Photos.com, (c) ImageSource/
SuperStock, (cr) BananaStock/Alamy; 23 (t)
Fotoluminate LLC/Shutterstock.com, (b) Vacclav/
Shutterstock.com; 24 (t) Beboy/Shutterstock.com,
(c) Mark Segal/Index Stock Imagery/Getty Images,
(b) Bob Mahoney/The Image Works; 27 GORDON
WILTSIE/National Geographic Creative; 28 artcphotos/
Shutterstock.com; 29 ©Cengage Learning; 30 A
and N Photography/Shutterstock.com; 31 (bl)
VStock / Alamy, (bc) Fiona Conrad/Crave/Corbis, (br)
Oliver Eltinger/Fancy/Corbis; 32 (tl) michaeljung/
Shutterstock.com, (tr) Diego Cervo/Shutterstock.
com, (cl) Dmitry Kalinovsky/Shutterstock.com,
(cr) eurobanks/Shutterstock.com; 34 (tl) MIKEY
SCHAEFER/National Geographic Creative, (tr)
Courtesy of Sarah Marquis, (cl) Rolando Pujol/EPA/
Newscom, (cr) Rolex Awards/François Schaer; 36–37
ED KASHI/National Geographic Creative; 45 (tl)
optimarc/Shutterstock.com, (tc) Vladislav Lyutov/
Shutterstock.com, (tr) Africa Studio/Shutterstock.
com, (cl) naipung/Shutterstock.com, (c)
Early Spring/Shutterstock.com, (cr) Jason /
Alamy, (bl) Wavebreakmedia/Shutterstock.com,
(bc) Rangizzz/Shutterstock.com, (br) Christian
Delbert/Shutterstock.com; 48 Jarrod Ligrani/
Shutterstock.com; 50 (tl) Manamana/Shutterstock.
com, (tr) Meunierd/Shutterstock.com, (cr)
Nadezda Stoyanova/Shutterstock.com, (bl) john
norman / Alamy, (bc) ivylingpy/Shutterstock.
com, (br) Tupungato/Shutterstock.com; 52 (tl)
sirirak kaewgorn/Shutterstock.com, (tc) S_Photo/
Shutterstock.com, (tc) Peshkova/Shutterstock.com,
(tr) fototi photography/Shutterstock.com;
53 ©Cengage Learning; 56 (tl) Photos.com, (cl)
Photos.com, (cl) Rido/Shutterstock.com, (bl)
Photos.com; 57 Anibal Trejo/Shutterstock.com;
58 National Geographic Creative; 60-61 GERD
LUDWIG/National Geographic Creative; 65 (bl)
J Shepherd/Ocean/Corbis, (bc) NatashaPhoto/
Shutterstock.com, (bc) Foodio/Shutterstock.com,
(br) Ildi Papp/Shutterstock.com
67 (tl) Tei Sinthipsomboon/Shutterstock.com,
(tc) Ozgur Coskun/Shutterstock.com, (tc) Kati
Molin/Shutterstock.com, (tr) Christian Draghici/
Shutterstock.com, (cl) Ramon Antinolo/Shutterstock.
com, (c) Valentyn Volkov/Shutterstock.com, (cr)
science photo/Shutterstock.com
68 (tl) Nitr/Shutterstock.com; 69 (tl) Guzel Studio/
Shutterstock.com, (cl) Guzel Studio/Shutterstock.
com, (c) Guzel Studio/Shutterstock.com, (tr) Pack/
Shutterstock.com (c) Pack/Shutterstock.com, (cr)
Pack/Shutterstock.com; 70 (tl) Ramon Antinolo/
Shutterstock.com, (tr) Ramon Antinolo/Shutterstock.
com, (tl) Kati Molin/Shutterstock.com (tr) Tei
Sinthipsomboon/Shutterstock.com, (cl) Candus
Camera/Shutterstock.com, (cr) Ozgur Coskun/
Shutterstock.com, (cl) K2 PhotoStudio/Shutterstock.
com, (cr) Mmkarabella/Shutterstock.com, (1) Photos.
com, (2) Photos.com, (3) Photos.com, (4) IndexOpen;
72 (tr) Nick Rains/Terra/Corbis; 74 (tl) Africa Studio/
Shutterstock.com, (tc) Brent Hofacker/Shutterstock.
com, (tc) Dusan Zidar/Shutterstock.com, (tr)
Amarita/Shutterstock.com, (cl) HandmadePictures/
Shutterstock.com, (c) Brent Hofacker/Shutterstock.
com, (cr) Africa Studio/Shutterstock.com; 75 (bl)
Rhienna Cutler/Getty Images, (bc) Ronnie Kaufman/
Getty Images, (br) glyn/Shutterstock.com; 77
© Cengage Learning, 78 (tl) Candus Camera/
Shutterstock.com, (tc) Brent Hofacker/Shutterstock.
com, (tr) Amarita/Shutterstock.com
(cl) Christian Draghici/Shutterstock.com, (c) Brent
Hofacker/Shutterstock.com, (cr) Mmkarabella/
Shutterstock.com; 81 (b) kongsak sumano/
Shutterstock.com; 82 (t) ©Catherine Jaffee/National
Geographic Creative; (br) Shaiith/Shutterstock.
com; 84–85The Licensing Project/Offset; 87 (cl)
Photos.com, (C) Photos.com, (cl) IndexOpen, (c)
Jack Hollingsworth/Blend Images/Getty Images,
(cr)Thomas Northcut/Photodisc/Getty Images,
(bl) D. Hurst/Alamy, (bc) Photos.com, (br) Clipart;
91 Fiphoto/Shutterstock.com; 93 Radius/Corbis;
95 (tl) RTimages/Shutterstock.com, (tc) RTimages/
Shutterstock.com, (tr) RTimages/Shutterstock.com,
(cl) United States Government/Public Domain, (c)
United States Government/Public Domain, (cr)
United States Government/Public Domain, (c) United
States Government/Public Domain, (cr) United
States Government/Public Domain, (c) United States
Government/Public Domain, (bl) United States
Government/Public Domain, (bc) United States
Government/Public Domain, (br) United States
Government/Public Domain; 96 (tr) United States
Government/Public Domain, (tr) United States
Government/Public Domain, (cr) United States
Government/Public Domain; 97 (tl) Photos.com, (tr)
Photos.com, (cl) Photos.com, (cr) IndexOpen, (bl)
Photos.com, (br) Jack Hollingsworth/Blend Images/
Getty Images; 98 Oscar Hernandez; 101 ©Cengage
Learning; 102 (1) Photos.com; (2) Photos.com,
(3)Thomas Northcut/Photodisc/Getty Images,
(4) Photos.com, (5) Photos.com, (6) IndexOpen,
(7) Jack Hollingsworth/Blend Images/Getty
Images, (8) D. Hurst/Alamy; 103 (b) Jorge Salcedo/
Shutterstock.com; 105 Africa Studio/Shutterstock.
com; 106 Courtesy of Sarah Marquis; 107 Chrupka/
Shutterstock.com; 108 Pedrosala/Shutterstock.com;
111 Mark Leong/Redux; 113–114 © Liesl Marelli;
114 (1) fiphoto/Shutterstock.com, (2) Niki Love/
Shutterstock.com, (3) fiphoto/Shutterstock.com,
(4) Dotshock/Shutterstock.com, (5) Mangostock/
Shutterstock.com, (6) Panna Studio/Shutterstock.com;
118 (tl) Rodenberg Photography/Shutterstock.com,
(tc)Tim Collins/Shutterstock.com, (tr) Rudy Umans/
Shutterstock.com; 119 (tl) Kevin Peterson/Photodisc/
Getty Images, (tc) Hemera Photodisc, (tr) Hemera
Photodisc; 120 (tl) zentilia/Shutterstock.com, (tl) Art
Konovalov/Shutterstock.com, (cl) guroldinneden/
Shutterstock.com, (tc) luckyraccoon/Shutterstock.com
(c) after6pm/Shutterstock.com; 123 (tl) kristian
sekulic/Getty Images, (tc) Maridav/Shutterstock.
com, (tr) lightpoet/Shutterstock.com; 129 ©Cengage
Learning, 131 (tl) lzf/Shutterstock.com, (tr) blvdone/
Shutterstock.com; 133 Radius Images/Alamy;
134 Mikey Schaefer/National Geographic Creative;
136–137 Corneliu Cazacu; 139 BROOKE WHATNALL/
National Geographic Creative; 141 (tl) Gpointstudio/
Shutterstock.com, (tc) wavebreakmedia/Shutterstock.
com, (tr) Maskot/Getty Images, (cl) Alexander Raths/
Shutterstock.com, (c) Stefano Cavoretto/Shutterstock.
com, (cr) Photographee.eu/Shutterstock.com;
142 (b) Iofoto/Shutterstock.com; 149 (tl) Mark
Anderson/Rubberball/Alamy, (tc) Amy Eckert/
UpperCut Images/Getty Images, (tr) EDHAR/
Shutterstock.com; 153 © Cengage Learning;
154 ALEX TREADWAY/National Geographic Creative;
158 Ernesto Mastrascusa/EPA/Newscom; 160–161
Abner Kingman / Aurora Photos; 165 (tl) Helen
King/Comet/Corbis, (cl) Ian Lishman/Juice/Corbis,
(bl) Oskari Porkka/Shutterstock.com; 167 auremar/
Shutterstock.com;
168 (1) Helen King/Comet/Corbis, (2) StockLite/
Shutterstock.com, (3) Hiya Images/Fancy/Corbis, (4)
Oskari Porkka/Shutterstock.com; 169 (tl) Racorn/
Shutterstock.com, (tr) Tim Pannell/Crave/Corbis;
171 kzenon/iStock/Getty Images Plus/Getty Images;
172 Dmitry Kalinovsky/Shutterstock.com; 173 Eliza
Snow/E+/Getty Images; 174 (tl) Piyato/Shutterstock.
com, (tc) Walther S/Shutterstock.com, (tr) Arcady/
Shutterstock.com; 176 (tl) Elena Elisseeva/
Shutterstock.com; 177 (tr) ©Cengage Learning
178 (1) Andrey_Popov/Shutterstock.com, (2) light
poet/Shutterstock.com, (3) racorn/Shutterstock.
com, (4) Karramba Production/Shutterstock.
com, (5) Dmitry Kalinovsky/Shutterstock.com,
(6) Cultura/Zero Creatives/Getty Images, (7)
Pressmaster/Shutterstock.com, (8) wavebreakmedia/
Shutterstock.com; 179 (1) Oskari Porkka/
Shutterstock.com, (2) StockLite/Shutterstock.com,
(3) Hiya Images/Fancy/Corbis, (4) michaeljung/
Shutterstock.com; 180 (1) Piyato/Shutterstock.
com, (2) Arcady/Shutterstock.com, (3) Walther S/
Shutterstock.com; 181 (b) Catherine Karnow/
Encyclopedia/Corbis; 182 Rick Stanley/National
Geographic Creative; 184–185 PAUL NICKLEN/
National Geographic Creative; 186 (tl) kyoshino/
Getty Images, (cl) Feng Yu/Shutterstock.com, (bl)
Warwick Lister-Kaye/Getty Images, (tr) leungchopan/
Shutterstock.com, (cr) kai keisuke/Shutterstock.
com, (br) robophobic/Shutterstock.com; 192 By Ian
Miles-Flashpoint Pictures/Alamy; 195 hiroshitoyoda/
Shutterstock.com; 198 AbleStock/Index Stock
Imagery/Photolibrary; 201 ©Cengage Learning;
205 rtbilder/Shutterstock.com; 206 Rolex Awards/
François Schaer; 208 PhotoDisc/Getty Images; 209
(cl) ©Cengage Learning (c) ©Cengage Learning, (cr)
©Cengage Learning; 211 ©Cengage Learning;
Photo Credits
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218 Index
ACADEMIC SKILLS
Checking
Ailments, 141
Goals 195
Housing, 118
Instructions, 11
Occupations 35
Organizing study materials, 187
Schedules 59
School subjects 207
Critical thinking
Apply, 19, 25, 28, 42, 64, 83, 107,
121, 125, 135, 140, 145,
167, 169, 170, 173, 183,
190, 197, 199
Analyze, 145, 171
Brainstorm, 134, 183
Classify, 16, 22, 38, 45, 52, 64, 71,
83, 89, 93, 99, 106, 115,
164, 198
Collaborate, 33, 57, 81, 105, 133,
157, 171, 181, 186, 205
Compare, 73, 76, 100, 118, 123,
135
Create, 35, 43, 91, 94, 97, 100,
119, 128, 159, 176, 188,
191, 194, 197, 199
Confirm, 97
Construct, 69
Evaluate 173, 200
Find out, 83
Identify, 14, 20, 23, 27, 35, 44, 45,
47, 50, 59, 63, 67, 68, 75,
86, 87, 95, 107
Infer, 92
Interpret, 120, 147, 176, 193,
196, 199
Label, 26
List, 88
Locate, 41, 72
Plan, 49, 70
Predict, 18, 21, 34, 35, 38, 52,
58, 59, 82, 106, 134, 158,
162, 165, 182, 192, 206
Rank, 74
Relate, 15, 24, 39, 41, 48, 51, 59,
62, 65, 66, 70, 90, 96, 98
Report, 46
Survey, 17, 40, 67, 116, 122, 182,
196, 207
Grammar
a/an, 117
Affirmative and negative
commands, 175
can and can’t, 170
Contractions, 5, 22, 28
How much and How many, 99
Information questions, 166–167
Negative simple present, 148–149
on/in, 117
Plurals, 69
Possessive adjectives, 39
Prepositions, 42, 64, 90
Present continuous, 46
Pronouns, 39
Simple present, 19, 52, 73, 75, 79,
88, 124, 125, 143, 146
Singular and plural nouns,
69–70, 94
Subject pronouns, 14–16
Verbs, 10
be, 21–22, 25, 66, 94, 97,
125, 172
have, 88
Yes/No questions, 116
Group activities, 171, 176, 183,
186, 191, 211
Listening
Addresses, 23, 24
commands, 174
Ailments, 141
Classroom activities, 44
Clothing, 86–87, 92, 93
Colors, 93
Conversations, 150, 192
Directions, 128, 192
Food, 62–63, 65, 67, 68, 71, 72, 74
Goals, 195
Greetings, 3–5
Healthy habits, 148
Housing, 117, 118, 119
Information questions,
165, 167
Instructions, 9–11
Introductions, 38
Locations, 114, 115, 117, 119
Making purchases, 189, 190
Money, 95, 97
Months, 26
Names, 16
Nationality, 17, 18
Numbers, 6
Occupations, 162, 163
Personal information, 15, 20, 21
Telling time, 47, 49
Transportation, 121, 123
Weather, 50
Work information, 165
Matching
Directions, 126
Job duties, 179
Meanings, 202
Money, 96
Questions and answers, 77, 166
Partner activities, 16, 31, 111, 119,
151, 180, 188, 197
Pronunciation
Final s sound, 69
/g/ sound, 151
Introductions, 40
/m/ sound, 4
/t/ sound, 10
Yes/No questions, 92, 116, 169
Reading
Addresses, 23, 25
commands, 175
Ailments, 142
Body parts, 139, 140
Clothing, 88, 90, 92, 100
Colors, 92, 93
Dates, 27
Explorers, 35, 59, 83, 107, 135,
159, 183, 207
Evaluations, 171, 173
Food, 64, 65, 66, 67, 68, 72, 73
Goals, 195
Graphs, 120
Healthy habits, 147, 149
Housing, 118, 119
Information questions, 166, 167
Introductions, 54
Job descriptions, 176
Locations, 119, 121
Maps, 121, 126, 132
Money, 95
Nationality, 17
Present continuous, 46
Signs, 174
Simple present, 52, 143, 146
Study schedules, 199
Telling time, 47, 55
Transportation, 120, 121, 124, 125
Sequencing, 53, 101, 110, 129, 153,
177, 201, 210
Speaking
Addresses, 25
Ailments, 143
Asking questions, 41, 116, 207
Stand Out Skills Index
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Index 219
Colors, 93
Conversations, 76, 94, 100, 119,
122, 140, 164, 175, 190
Dates, 26, 28
Directions, 193
Food, 69, 70, 76, 80
Greetings, 3–4
Housing, 117
Information questions, 166
Introductions, 40
Locations, 116
Names, 14–16
Numbers, 6
Shopping, 90
Studying
Goals, 195
Organizing study materials,
186–187
Vocabulary
Addresses, 23
Ailments, 141–143
Body parts, 139–140
Classroom, 41, 45
Clothing, 86–88, 89, 94, 98, 100
Colors, 92–94
Dates, 27, 28
Doctor’s appointments, 150–152
Evaluations, 173
Food, 63, 65, 67, 69, 70–74
Greetings, 3
Housing, 117–119
Job duties, 168–170
Locations, 114–116, 117, 126
Marital status, 20, 21, 22
Money, 95–96
Numbers, 6
Occupations, 163–164
Transportation, 120–122
Writing
Addresses, 23–25
commands, 176
Ailments, 142, 143, 154, 155
Calendars, 28
Clothing, 86, 87, 88, 89, 98
Dates, 26–28
Directions, 127, 128, 194
Doctor’s appointments, 152, 155
Food, 63, 64, 67, 68, 70, 71, 73,
74, 78
Goals, 197
Graphs, 196
Healthy habits, 148, 149
Housing, 118
Information questions, 167
Job duties, 168, 170
Jobs, 178
Locations, 43, 115, 118
Making purchases, 190
Medications, 145, 146
Money, 97
Nationality, 17, 18
Questions, 179
Subject pronouns, 16
Telling time, 47, 48, 49, 55
Verbs, 32, 75, 79
Weather, 50, 52, 55
LEARNER LOGS, 30–32, 54–56,
78–80, 102–104,
130–132, 154–156,
178–180, 202–204
LIFE SKILLS
Addresses, 23–25
Ailments, 141–143
Dates, 26–28
Doctor’s appointments,
150–152
Following instructions, 9–11
Food preferences, 74–76
Giving and following directions,
126–128, 174–176,
192–194
Goal setting, 195–197
Greetings, 3–5
Healthy habits, 147–149
Hunger, 65–67
Introductions, 38–40
Making purchases, 189–191
Meal planning 68–70
Medications, 144–146
186–188
Phone numbers, 6–8
Purchases and money, 95–97
Reading advertisements, 98–100
Shopping, 71–73, 89–91
Study schedules, 198–200
Telling time, 47–49
Weather, 50–52
TEAM PROJECTS, 33, 57, 81, 105,
133, 157, 181, 205
TOPICS
Classroom, 38–57
Classroom activities, 44–46
Describing classroom, 41–43
Describing weather, 50–52
Introductions, 38–40
Telling time, 47–49
Clothing, 86–105
Advertisements, 98–100
Colors, 92–94
Purchases and money, 95–97
Sections of stores, 89–91
Types of clothing, 86–88
Community, 114–133
Giving and following directions,
126–128
Housing, 117–119
Locations, 114–116
Food, 62–81
Hunger, 65–67
Identifying foods, 62–64
Preferences, 74–76
Quantities, 68–70
Shopping lists, 71–73
Healthy living, 138–157
Actions in a waiting room,
150–152
Ailments, 141–143
Body parts, 138–140
Healthy habits, 147–149
Medications, 144–146
Lifelong learning and review,
186–205
Directions, 192–194
Making goals, 195–197
Making purchases, 189–191
186–188
Study schedules, 198–200
Personal information, 14–33
Address, 23–25
Date of birth, 26–28
Marital status, 20–22
Names, 14–16
Nationality, 17–19
Work, 162–181
commands, 174–176
Asking information questions,
165–167
Evaluations, 171–173
Job duties, 168–170
Occupations, 162–164
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220 Video Scripts
STAND OUT VIDEO SCRIPTS
UNIT 1: Lifeskills Video: Nice to meet you
Hector: Mateo! It’s about time.
Mateo: Well excuse me for being late, Mr. Sanchez.
Hector: Please, call me Hector.
Mateo: Of course, Mr. Hector.
Hector: Whatever. Just chill.
Mateo: Where is everybody?
Hector: I think the teacher is coming. She’s a little late.
Mateo: What is her name?
Hector: Mrs. Smith, I think.
Mateo: Mrs. or Ms.?
Hector: Mrs. She’s married to Mr. Smith, the math instructor.
Shh! Here she comes.
Mrs. Smith: Good morning. Are you here for Business 101?
Hector: We sure are. Are you the instructor?
Mrs. Smith: Yes, I am. My name is Mrs. Smith. What’s your
name?
Hector: My name is Hector Sanchez.
Mrs. Smith: And what about you? What’s your name?
Mateo: Mateo Trujillo, at your service.
Naomi: And my name’s Naomi Takayama.
Mrs. Smith: Hello, Naomi. It’s nice to meet you. Please come
in and take a seat. These are your classmates. This is Hector,
and this is Mateo.
Naomi: Hi! Nice to meet you.
Hector: Nice to meet you.
Mateo: Nice to meet you too.
Mrs. Smith: Before we start, I’d like to tell you a little bit
about myself.
My family is from Ireland. I was born in Boston,
Massachusetts, and I moved to California ten years ago.
I’m married and I live in Glendale. What about you, Naomi?
Where are you from?
Naomi: I’m from Pasadena. My mom’s from LA, but my dad’s
from Japan. He’s an engineer. Let’s see . . . What else can I
tell you . . .
Mrs. Smith: Do you work?
Naomi: Oh, yes. I work at a diner, the“Blue Wave.”I’m a
waitress. I love my job.
Mrs. Smith: Hector?
Hector: Me? I don’t have a job, not yet. But I have
parents.
My dad’s from Mexico and my mom’s from Turkey. I’ve lived
in Glendale my whole life. Mateo’s
my best friend.
Mateo: That’s right. Hector’s like my brother—my little
brother.
Mrs. Smith: Are you from Glendale, too?
Mateo: No, I’m from Puerto Rico, but I moved here when I
was a little kid.
Mrs. Smith: Well, it’s nice to meet you all. Welcome to class.
I look forward to being your instructor this
semester.
UNIT 2: Lifeskills Video: It’s raining hard
Hector: It’s ten after three. Where is everybody? Three
o’clock class canceled because of bad weather. Oh, no. What
do I do now?
Mateo: Whew! It’s raining hard outside.
Hector: I know. It’s cold and wet and rainy.
Mateo: Am I late?
Hector: No, we’re the only ones here.
Mateo: Where’s the instructor?
Hector: She’s not here. The class is canceled because of bad
weather.
Mateo: Shoot! What will we do now?
Hector: I’m not sure. Naomi! Are you OK?
Naomi: Oh, my gosh! It is so windy outside. The wind is
blowing hard. It blew my umbrella inside out. Where is
everybody?
Mateo: The class is canceled because of the storm. The
instructor didn’t come to class. Nobody came to
class—except us.
Naomi: Oh. So, now what?
Hector: We wait?
Naomi: For how long?
Hector: I guess we have to wait until the rain stops.
Mateo: Shh! Did you hear that?
Naomi: Thunder! The storm is getting stronger. Let’s leave
now, you guys.
Hector: Are you sure? It’s raining and the wind is
blowing. Let’s wait a little while longer.
Mateo: I agree with Naomi. Let’s leave now before the
storm gets worse.
Hector: OK, if you think so. Just let me put on my rain poncho.
Naomi: My umbrella is wrecked.
Hector: Here. Use my umbrella.
Naomi: Are you sure?
Hector: Don’t worry. It’s fine.
Naomi: What are you going to use?
Hector: I have a poncho. I’ll be fine.
Mateo: I’ve got my umbrella. Are you guys ready?
Naomi: I think so.
Hector: Ready, set, let’s go!
UNIT 3: Lifeskills Video: What’s for lunch?
Hector: I am really hungry.
Mateo: Me too. The menu looks good. What should we
have?
Hector: French fries . . . onion rings . . . hamburgers . . .
cheeseburgers . . . tacos . . . chips . . . They all look so good.
Mateo: French fries, onion rings, and a hamburger? Are you
sure?
Hector: Sure, why not?
Mateo: Well, it’s not very good for you. I’m going to have
the salad. You need to eat fresh vegetables every day, you
know? Hello?
Hector: I’m really thirsty, too. I think I’ll have a soda.
Mateo: Go ahead, knock yourself out.
Naomi: Hey, you guys! How are you?
Hector: I’m really hungry.
Naomi: Well, you’ve come to the right place.
Hector: What’s for lunch?
Naomi: Our special today is chicken and rice. The pasta with
tomato sauce is really good, too. Do you need some time to
think about it?
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Video Scripts 221
Hector: Nah, I’ve already decided. I’ll have a cheeseburger,
French fries, onion rings, and a glass of soda.
Naomi: Wow, you really are hungry.
How about you Mateo? What would you like?
Mateo: What’s in the chicken salad?
Naomi: The chicken salad has carrots and mushrooms.
Mateo: That sounds good. Can I have some tomatoes with
it too?
Naomi: Sure. What would you like to drink?
Mateo: I’ll have iced tea—with no sugar.
Naomi: Let’s see . . . cheeseburger, French fries, onion
rings, chicken salad with tomatoes, a glass of soda, and an
iced tea, no sugar. I’ll be right back.
Naomi: Here’s your salad and iced tea.
Mateo: Yum! It looks delicious.
Naomi: And here’s your cheeseburger, French fries, and
onion rings, and your soda. Are you sure you can eat all that?
Hector: No problem.
Naomi: Alright, then. Enjoy your meal.
Naomi: How was it?
Mateo: Great. The chicken salad was delicious.
Naomi: Oh, good. I’m glad you liked it. How about you,
Hector?
Hector: Yeah, it was good. Too good. What’s for dessert?
Naomi: We have vanilla ice cream, chocolate cake, and
apple pie. What would you like?
Mateo: I’ll have a slice of chocolate cake.
Naomi: The cake is good. I think you’ll like it. How about
you, Hector?
Hector: I’ll have . . . nothing. I want dessert, but I’m just too
full.
Naomi: I’m not surprised. You ate a big lunch. I’ll be right
back with your dessert, Mateo.
UNIT 4: Lifeskills Video: That’s a good deal
Mateo: Can I help you?
Hector: Mateo! So this is where you work. Are you a sales clerk?
Mateo: We like to call ourselves“sales technicians”And
pretty soon I’ll be promoted to manager.
Mr. Sanchez: Hector’s still looking for a job. As a matter of
fact, that’s why we’re here. He needs a new suit.
Hector: Yeah, something nice but not too formal.
Mateo: Well, you’re looking in the right place. And you’re
in luck, because all these clothes are 30% off.
Hector: Wow! So how much is this jacket, with the discount?
Mateo: Well let’s see . . . The price tag says $160. Thirty
percent is $48. So that means the coat is only $112.
Mr. Sanchez: That’s a pretty good deal.
Hector: My dad’s paying for it, so the cheaper the
better.
Mateo: Well this coat is even cheaper. It’s only $150.
Mr. Sanchez: With the discount, that’s $105.
Mateo: Exactly.
Hector: I like it, I think. Yes, I definitely like it. Now I need
some pants, and a tie.
Mateo: Here’s a nice pair of pants. The normal price is $40,
but today they’re on sale. They’re only $25. And here’s a
blue tie. Blue is a good color to wear to an interview.
Hector: Ten dollars. I’ve never bought a tie before. Is that
the usual price?
Mateo: Well, the normal price is $18. You save $8 per tie.
Hector: In that case, I’ll get two. A blue one and a red one.
Now all I need is a shirt.
Mateo: What size do you wear?
Hector: I usually wear medium. But sometimes I wear a
large. It all depends on the shirt.
Mateo: Here’s a white dress shirt. It’s large. But I think this
is the right size for you. And it goes with your suit.
Hector: How much is it?
Mateo: It’s $22.50. The normal price is $27.50. You save
$5.00. All together you’re saving $86.
Hector: I’m sure my dad’s happy to hear that . . . Dad?
Mr. Sanchez: What do you think of this? It’s only $20.
Hector: A yellow polo shirt? To go with my suit?
Mr. Sanchez: I wasn’t talking about you. I meant for me.
Video Challenge 1: A Mongolian Family
Narrator: This is Ochkhuu’s home. It’s a ger in Ulaanbaatar.
Ochkhuu’s daughter, Anuka, is six years old. Ochkhuu’s
wife’s name is Norvoo. Norvoo’s family isn’t from the city.
These are her parents. Their ger is in the country.
This is Jaya, Norvoo’s father. He’s a farmer.
Jaya and his wife, Chantsal, are 65 years old. They are
happy in the country.
Jaya’s life and Ochkhuu’s life are very different.
Ochkhuu is a taxi driver now.
UNIT 5: Lifeskills Video: Do you live around here?
Naomi: Hector, hi!
Hector: Naomi, hey! How are you?
Naomi: Good, thanks. What a surprise to see you here. Do
you live around here?
Hector: Yes, I do. I live on Oak Street. What about you?
Where do you live?
Naomi: I live on Maple Street.
Hector: Maple Street. That’s near Chestnut Street, isn’t it?
Naomi: I think so. I’m still learning the names of all the
streets. I just moved here.
Hector: Glendale’s a small town. You’ll get used to it pretty
soon.
Naomi: I hope so. Where are you going?
Hector: I’m taking the bus to school.
Naomi: Oh, so am I.
Hector: Good, we can take the bus together.
Naomi: Which bus do we take?
Hector: Here, let me show you. We’re here, see?
Naomi: By the hospital?
Hector: Right. First we take the Number 11, get off at the
Galleria Mall, and then we take the Number 3 to Glendale
Community College. It’s that easy.
Naomi: We take the Number 11 to the mall, then we
take the Number 3 to campus . . . So, what time does the
Number 11 come?
Hector: The next one is 11:50. It should be here any
minute. I think I see it coming.
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222 Video Scripts
Naomi: Here it is. So, did you do the homework last
night . . .
Naomi: Hi, Hector! What a coincidence! Taking the bus to
school?
Hector: Yes, I am taking the Number 11.
Naomi: Wait, don’t tell me. First we take the Number 11 to
the mall. Then we take the Number 3 to campus.
Hector: Ah, so you’re an expert now!
Naomi: I’m still learning the schedule, though. How often
does the Number 3 leave the mall?
Hector: It leaves every 20 minutes. There’s one at 12: 15.
Naomi: Well, it’s 20 past 12 now. I think we missed that
one. Oh, well. The next one will be here at 12:35.
Hector: See what I said? You are becoming an expert now.
Passerby: Excuse me, do you know how I get to the
Galleria Mall?
Naomi: Yes, take the Number 11 bus.
Passerby: When does it get here?
Naomi: It comes every 20 minutes, and the next one
should be at 1:15.
Passerby: Thank you.
Naomi: You’re welcome.
UNIT 6: Lifeskills Video: I’ve got lots of stress
Dr. Badaoui: Good morning, Victor. How are you?
Mr. Sanchez: Well, Dr. Badaoui, I’m not sure. That’s why I’m
here.
Dr. Badaoui: I’m sure everything will be fine. Let’s start by
checking your vital signs.
Mr. Sanchez: OK.
Dr. Badaoui: Your heart rate is normal. Can you open your
mouth and go“ahh”?
Mr. Sanchez: Ahhh.
Dr. Badaoui: Good . . . Now let me look inside your ear.
Mr. Sanchez: What do you see?
Dr. Badaoui: Everything looks fine. All your vital signs are
normal. Tell me, what brings you in today?
Mr. Sanchez: Well, I’m very tired all the time. I don’t have
any energy.
Dr. Badaoui: Do you get enough sleep?
Mr. Sanchez: I get about 5 hours of sleep every night.
Dr. Badaoui: Five hours? That’s not very much.
Mr. Sanchez: I know, I know.
Dr. Badaoui: What time do you go to bed?
Mr. Sanchez: I usually go to bed about 11 o’clock. But I
can’t sleep because I think too much.
Dr. Badaoui: What kinds of things do you think about?
Mr. Sanchez: Oh, my job, problems at work, money, bills.
I just think and think about everything. So then I get up
and watch TV.
Dr. Badaoui: I see. Do you have any other symptoms?
Mr. Sanchez: Sometimes I have headaches in the
middle of the day.
Dr. Badaoui: Do you take anything for these headaches?
Mr. Sanchez: Yes, I take aspirin.
Dr. Badaoui: How many aspirin do you take a day?
Mr. Sanchez: I take about 3 aspirin a day, sometimes
5 or 6.
Dr. Badaoui: You can take ibuprofen for your headaches too.
Mr. Sanchez: Ibuprofen?
Dr. Badaoui: Yes, it’s a pain reliever. You can buy ibuprofen
at the drug store. Just make sure you take it as prescribed.
Mr. Sanchez: OK . . . So what do you think, doctor? Why do
I have all these symptoms?
Dr. Badaoui: Inability to sleep . . . headaches . . . these are
symptoms of stress.
Mr. Sanchez: Stress! You can say that again. I’ve got lots of
stress in my life. So what am I supposed to do about it?
Dr. Badaoui: Having good, healthy habits can really help
a lot.
Mr. Sanchez: For example?
Dr. Badaoui: Getting enough sleep is important. You
should have at least 7 hours of sleep every night. Try going
to bed a little earlier. Exercise can help you sleep, too.
Mr. Sanchez: I haven’t exercised in years.
Dr. Badaoui: To start, try walking. Walking is an excellent
form of exercise.
Mr. Sanchez: I suppose I could do that. Why not?
Dr. Badaoui: Try drinking more water, too. You should
drink at least six glasses of water every day. Drinking more
water may help with your headaches.
Mr. Sanchez: I’ll try doing that. Thank you, Dr. Badaoui. I
appreciate your help.
Dr. Badaoui: Anytime, Victor. And please, call me if you
still have any symptoms.
UNIT 7: Lifeskills Video: Our son is going to get a job!
Hector: Hey, Ma, what does a receptionist do?
Mrs. Sanchez: That’s an odd question. Why do you want
to know?
Hector: I’m looking at job ads.
Mrs. Sanchez: Job ads? Are you really thinking about
getting a job?
Hector: Yep, it’s about time. I need some money of my own.
Mrs. Sanchez: I think that’s a wonderful idea. But I’m not
sure you’d like the job of a receptionist.
Hector: Why not? What does a receptionist do?
Mrs. Sanchez: A receptionist answers phones and takes
messages.
Hector: Hello? OK, three o’clock, alright. Um, oh, hold on
one second actually. . . Hello. Yes. Um-hmm. Can you, ok . .
. Hello? Alright, OK . . . Hold on just a second if you would
here, while I staple this . . . OK, thank you . . . alright. So,
um-uh. I don’t think so. What about a custodian? What
does a custodian do?
Mr. Sanchez: A custodian mops the floor and cleans
windows.
Hector: Mops the floor . . .
Mr. Sanchez: I have an idea.
Hector: What’s that?
Mr. Sanchez: What about being a salesperson?
Hector: I never really thought about it.
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Video Scripts 223
Mr. Sanchez: Well, you should think about it. It’s a good
place to start. That was my first job.
Let’s ask your father what he thinks. Did you hear the news?
Mr. Sanchez: What news?
Mrs. Sanchez: Our son is going to get a job!
Mr. Sanchez: That’s old news. Hector told me about that
a long time ago. I helped him buy some clothes for his
interview. Didn’t he tell you?
Mrs. Sanchez: I’m always the last person to know! Well,
anyway, he’s looking at the classified ads. He wants to be
a salesclerk. Isn’t that a great idea?
Mr. Sanchez: It depends.
Hector: Depends on what?
Mr. Sanchez: Well, sales clerks work long hours. Can you
stand on your feet for a long time?
Hector: Sure, why not?
Mrs. Sanchez: You have to be good with customers, too.
Hector: Oh, that’s easy. I know how to talk to people.
Mrs. Sanchez: Take a look and see what you find.
Hector: A couple of stores right here in Glendale are
looking for sales clerks.
Mr. Sanchez: You should compare the salaries and benefits.
Hector: Here’s one. It pays $10.50 an hour. But it doesn’t
say anything about benefits.
Mrs. Sanchez: You know what that means.
Mr. Sanchez: It doesn’t have any benefits. What about the
next one?
Hector: Patel’s Clothing Store. That sounds familiar.
Mrs. Sanchez: Oh yes, it’s at the mall.
Hector: Oh, yeah. That’s where Mateo works. Let’s see how
much money he makes! Only ten dollars an hour . . . Poor
Mateo.
Mr. Sanchez: Yes, but look at the benefits. It says you get
1 week of paid vacation.
Mrs. Sanchez: What about health insurance?
Mr. Sanchez: It doesn’t say. You should probably ask
Mateo . . . Hector?
Hector: Hello? Mateo.
UNIT 8: Lifeskills Video: It’s easy to get organized
Teacher: OK, class. Here is your assignment for next time.
Please read pages 45 to 62 in your textbook. Then, write a
summary of the chapter and bring the summary to class.
And here is some extra reading for you, also. It’s an article
I found on the Internet. I thought you might like it.
Mateo: Do we have to read this?
Teacher: No, you don’t have to read it. But it might be a
good idea. Who knows? You just might learn something
important.
Naomi: She means it might be on the test.
Teacher: Maybe it will and maybe it won’t. Oh, and one
more thing. Here is a list of terms you should know. You
need to know all these words for the test.
Hector: When is the test, by the way?
Teacher: On Wednesday the 29th. Are there any more
questions? OK, then. See you next time.
Naomi: Did you hear that? We have to read pages 45 to 62
in our book.
Hector: And write a summary.
Naomi: And memorize all the vocabulary terms.
Mateo: What vocabulary?
Naomi: The list that Mrs. Smith gave us.
Mateo: You mean this one?
Naomi: No, that’s from last week. Don’t you have the list
she gave us today?
Mateo: I know I have it somewhere. I just can’t find it right
now.
Hector: Look, Mateo. It’s easy to get organized. You just
put everything in a binder with dividers.
Mateo: How many dividers do I need?
Hector: How many classes do you have?
Mateo: Five—I have five classes.
Hector: Then you need five dividers, one for each class.
Here, I’ll give you some of my dividers.
Mateo: What else do you think I need?
Naomi: You need pencils, pens, a package of paper, and a
notebook.
Mateo: Pencils, pens, a package of paper, a notebook.
Video Challenge 2: People of the Reindeer
Narrator: The Sami people’s reindeer move in spring. The
Sami people go with them. These are Nils Peder Gaup’s
reindeer.
On the journey, the people live in tents.
These Sami people have traditional lives.
The children travel with the reindeer too.
Sami man: This snow is hard. After snowy weather, it is
soft. Soft snow is good for the reindeer.
Well, that’s all. It’s time to sleep.
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Pre-Unit: Welcome
Lesson 1: Say hello!
B.1. Hi! 2. Welcome to our class. 3. Hello! 4. How are you?
5. Fine! How are you?
D. Answers will vary. Sample answer:
Safa: Hello, I am Safa.
Hans: Hi, I am Hans.
Safa: Nice to meet to meet you, Hans.
Hans: Nice to meet you, too.
F. 1. I’m Silvia. 2. I’m Oscar. 3. I’m Ruby. 4. I’m Orlando.
5. I’m Taylor. 6. I’m Satsuki.
G. Answers will vary. Sample answer:
Duong: Hello.
Eva: Hi, I’m Eva.
Duong: Nice to meet you. I’m Duong.
Eva: Nice to meet you, too.
H. I’m a student.
Lesson 2: Phone numbers
B. 1. one 2. two 3. three 4. four 5. five 6. six 7. seven 8. eight
9. nine 10. ten
D. 1. Satsuki: (310) 555-1225 2. Ms. Adams: (619) 555-7843
3. Elsa: (714) 555-9856 4. Mirna: (562) 555-3534 5. Maria:
(617) 555-7798 6. Orlando: (508) 555-4375
F. 1. It’s 893-7234. 2. It’s 777-3245. 3. It’s 555-2235.
4. It’s 327-8564. 5. It’s 981-4392. 6. It’s 972-2224.
7. It’s 283-9764. 8. It’s 765-2876.
G. 1. Satsuki: (310) 555-1225 2. Ms. Adams: (619) 555-7843
3. Elsa: (714) 555-9856 4. Mirna: (562) 555-3534 5. Maria:
(617) 555-7798 6. Orlando: (508) 555-4375
H. Answers will vary.
Lesson 3: Class work
B. a book, paper, a name, a word, the teacher, the answer
C. 1. True 2. False 3. False 4. True
E. 1. Read 2.Write 3. Listen 4. Point 5. Repeat 6. Circle 7. Check
F. read: a book, a word; write: a word, your name; listen to:
a radio, the teacher; check: the answer
G. 1. a book 2. a word 3. a radio 4. the teacher 5. a word
6. your name 7. the answer
H. 1. 5 2. Answers will vary. 3. pencil, pencil, pencil
Unit 1: Personal Information
Lesson 1: What’s your name?
B. Man: Matias, Binh; Woman: Irma, Christine; Student:
Matias, Irma, Christine, Binh
C. 1. teacher 2. student 3. students 4. friends 5. teacher
6. friends 7. teacher 8. friends/students
D. 1. Henry 2. Ana 3. Joseph 4. Marie 5. John 6. Albert 7. Nika
E. Answers will vary
G. 1. He 2. She 3. They 4. I 5. We 6. It
H. 1. He 2. She 3. We 4. He 5. They
I. Answers will vary.
Lesson 2: Where are you from?
B. 1. USA 2. Tunisia 3. China 4. Vietnam 5. Brazil 6. Mexico
C. 1. the United States, teacher 2. student, Japan
3. students, Colombia
E. 1. Long Beach 2. Torrance 3. Long Beach 4. San Pedro
5. San Pedro 6. Torrance
G. 1. lives 2. lives 3. live 4. live 5. lives 6. live 7. live 8. live
9. live 10. lives
H. 1. lives 2. lives 3. live 4. live
F. Answers will vary.
Lesson 3: Are you married?
B. 1. b 2. a 3. c
C. 1. single 2. divorced 3. married
E. Martha: married; Martin: single; Alex and Marie: married;
Maria: divorced
G. 1. is 2. are 3. is 4. is 5. are 6. are 7. is 8. are 9. is 10. are
11. are 12. is 13. is 14. am 15. is 16. are
H. 1. is married, is from China 2. is single, is from Saudi
Arabia 3. is divorced, is from Guatemala 4. is single,
is from France
Lesson 4: What’s your address
A. Name: Amal Jahshan; Address: 8237 Augustin Street;
City: Irvine; State: CA; Zip code: 92602
B. Name: Amal Jahshan; Address: 8237 Augustin Street;
City: Irvine; State: CA; Zip code: 92602
D. Return Address: Saul Andrade; 2239 Benton Way;
Boston, MA; 02111 Mailing Address: Ava Tanaka; 44 Pio Pico
Ave.; Dallas, TX; 75204
F. 1. It’s 2. It’s 3. He’s 4. I’m 5. It’s 6. She’s 7. It’s 8. I’m 9. I’m
10. She’s
G. The name is Ava Tanaka. The address is 44 Pio Pico Ave.
The city is Dallas. The state is TX.
The zip code is 75204.
Lesson 5: What’s your date of birth?
A. Answers will vary
B. January 25th 1-25-YYYY 1/25/YYYY
February 6th 2-6-YYYY 2/6/YYYY
March 19th 3-19-YYYY 3/19/YYYY
April 17th 4-17-YYYY 4/17/YYYY
May 26th 5-26-YYYY 5/26/YYYY
June 24th 6-24-YYYY 6/24/YYYY
July 21st 7-21-YYYY 7/21/YYYY
August 16th 8-16-YYYY 8/16/YYYY
September 24th 9-24-YYYY 9/24/YYYY
October 30th 10-30-YYYY 10/30/YYYY
November 19th 11-19-YYYY 11/19/YYYY
December 4th 12-4-YYYY 12/4/YYYY
D. Address: 2346 Wilbur Place, Seattle, Washington, 98103;
Birthplace: Osaka, Japan; Date of Birth: January 17, 1962
F. 1. c 2. a 3. b 4. e 5. f 6. d
G. What’s your address? What’s your name? What’s your
date of birth? What’s your phone number?
Practice Test
A. 1. a 2. d
B. 1. c 2. b
224 Workbook Answer Key
WORKBOOK ANSWER KEY
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Workbook Answer Key 225
Unit 2: Our Class
Lesson 1: Introduce yourself and others
B.
Felipe: This is Gabriela. She is the teacher.
Duong: Nice to meet you, Gabriela. I’m Duong.
Gabriela: Nice to meet you, too.
Gabriela: I want to introduce Duong. He is a student.
Felipe: Nice to meet you, Duong. I’m Felipe.
Duong: Nice to meet you, too.
Felipe: Meet Eva. She is a student.
Gabriela: Nice to meet you, Eva. I’m Gabriela.
Eva: Nice to meet you, too.
Duong: This is Eva and I am Duong. We are students.
Felipe: Nice to meet you, Duong and Eva. I am Felipe.
Duong: Nice to meet you.
Eva: Yes, nice to meet you, too.
E. 1. 23567 West Ave. 2. Nakamura 3. Russia 4. 92714
G. 1. Her 2. His 3. Their 4. My 5. Her 6. Their 7. His 8. Our
H. 1. Her address is 23567 West Ave. 2. His phone number is
555-8934. 3. Their native country is Vietnam. 4. Our teacher
is Mrs. Jones. 5. My teacher is Mrs. Jones 6. My last name is
Nakamura. 7. Our phone number is 555-6734. 8. Our native
countries are Japan and Vietnam. 9. My last name is Calvin.
10. Her date of birth is 09-13-1975.
Lesson 2: Where’s the pencil sharpener?
A. book; magazine; bookcase; plant; board; door; desk; file
cabinets; trash can
B. 1. board 2. book 3. bookcase 4. desk 5. door 6. file
cabinets 7. magazine 8. plant 9. trash can
C. Answers will vary.
E. 1. the plant 2. the pencil 3. the clock 4. the clock
F. 1. in front of 2. in 3. in back of 4. on
G. Answers will vary.
Lesson 3: What are you doing?
A. Listen to: the teacher, a CD, music; Talk to: the teacher,
a friend; Read: a book, a note, a magazine; Write: on a sheet
of paper, a note, in a notebook
B. Answers will vary.
C. 1. is writing 2. is reading 3. is sitting 4. is talking
5. is listening 6. is standing 7. is writing
8. is reading
E. 1. Mario is reading a book. 2. Eva is sitting in a chair.
3. Kenji is writing on a sheet of paper. 4. John is listening
to a digital music player. .
F. 1. is listening 2. is talking 3. is standing 4. is writing
5. is sitting 6. is reading 7. is writing 8. is talking
9. is listening 10. is talking
Lesson 4: When is English class?
A. English Class: 8:30 a.m.; Lunch: 1:00 p.m.; Pronunciation
Class: 3:00 p.m.; Work: 5:30 p.m.
B. 1. It’s at 8:30 a.m. 2. It’s at 1:00 p.m. 3. It’s at 3:00 p.m.
4. It’s at 5:30 p.m.
C. It’s six thirty; It’s five o’clock; It’s two thirty; It’s nine
o’clock; It’s four o’clock; It’s seven thirty
D. Answers will vary.
F. 1. When’s work? It’s at 7:00 a.m. 2. When’s dinner? It’s
at 6:00 p.m. 3. When’s school? It’s at 8:00 p.m. 4. When’s
breakfast? It’s at 6:30 a.m. 5. When’s lunch? It’s at 12:30 p.m.
6. When’s bedtime? It’s at 10:30 p.m.
G. 1. It’s at 8:30 a.m. 2. It’s at 1:00 p.m. 3. It’s at 3:00 p.m.
4. It’s at 5:30 p.m.
Lesson 5: It’s cold today
A. 1. rain coat 2. scarf 3. flip flops 4. t-shirt
C. Hot: sandals, t-shirt; Sunny: sandals, t-shirts; Cold: coat,
scarf, sweater; Rainy: raincoat, umbrella
E. 1. need 2. need 3. need 4. needs 5. needs 6. needs
7. need 8. needs
F. 1. needs 2. needs 3. need 4. need 5. need 6. need
7. needs 8. need
G. needs; needs; need
Practice Test
A. 1. a 2. b
B. 1. c 2. b
Unit 3: Food
Lesson 1: Let’s eat!
B. 1. tomato 2. banana 3. eggs 4. sandwich 5. apple
C. Meat/Fish: tuna, turkey, chicken; Fruits/Vegetables: apples,
potatoes, bananas, oranges, tomatoes; Drinks: milk,water
F. 1. tomato sauce 2. tomato sauce 3. green beans,peas
4. pears 5. corn 6. pears, tuna
G. 1.next to the corn 2. next to tomato sauce, under the
green beans 3. between the green beans and the peas
4. next to the tomato sauce, under the peas 5. between the
pears and the tuna 6. over the pears, next to the corn
Lesson 2: I’m hungry
F. 1. are 2. am 3. are 4. are 5. is 6. are 7. are 8. are 9. is 10. is
11. is 12. is
G. 1. are not 2. am not 3. are not 4. are not 5. is not 6. are not
7.are not 8. are not 9. is not 10. is not 11. is not 12. is not
Lesson 3: Let’s have spaghetti
B. bag, can, jar, package, pound
C. cans, bags, jar
D. beans; bags of potato chips; peanut butter
F. 1. apples 2. sandwiches 3. tomatoes 4. jars 5. bags
6. onions 7. eggs 8. bottles 9. boxes 10. packages
11. radishes 12. potatoes
G. 1. eggs, onion 2. carrots, tomato 3. banana, apple
4. potato, carrots
H. 2 cans of tomato sauce; 1 package of spaghetti;
5 pounds of ground beef; 3 eggs; 4 potatoes; 6 bananas
I. cans; package; pounds; eggs; potatoes; bananas
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Lesson 4: Simple Present: What’s for dinner?
B. Lien: chicken, green beans, eggs, chocolate cake, rice,
soup, lettuce; Molly: fish, broccoli, onions, cheese, rice,
soup, lettuce
D. Meat/Fish: turkey, chicken, fish; Vegetables: lettuce,
broccoli, carrots, green beans; Fruit: bananas, pears,
oranges; Dairy: milk, yogurt
F. 1. want 2. want 3. wants 4. want 5. want 6. wants 7. wants
8. want 9. want 10. wants
G. 1. wants 2. wants 3. want 4. want 5. wants 6. want
Lesson 5: What do you like?
D. 1. Saul likes chocolate cake. 2. Amadeo eats pie. 3 Yoshi
eats yogurt. 4. Chen likes fruit. 5. Rhonda likes cookies.
6. Sue eats ice cream.
F. 1. like 2. eat 3. need 4. likes 5. need 6. eats 7. want 8. likes
9. need
G. 1. needs 2. wants 3. like 4. eat 5. want 6. like 7. eats 8. need
Practice Test
A. 1. b 2. c
B. 1. b 2. c
Unit 4: Clothing
Lesson 1: What’s on sale?
A. 1. next to $19: sweater 2. next to $150: coat 3. next to $47:
boots 4. next to $9: scarf 5. next to $22: gloves 6. next to
$12: baseball cap 7. next to $10: t-shirt 8. next to $18: shorts
9. next to $8: sunglasses 10. next to $28: sandals
B. Winter clothing: sweater, coat, boots, scarf, gloves; Summer
clothing: baseball cap, t-shirt, shorts, sunglasses, sandals
C. 1. scarf 2. coat 3. gloves 4. sweater 5. boots 6. baseball
cap 7. t-shirt 8. shorts 9. sandals 10. sunglasses
E. 1. has 2. have 3. has 4. have 5. have 6. have 7. have 8. have
G.1. need 2. want 3. have 4. has 5. need 6. has 7. have 8. have
Lesson 2: Where’s the fitting room?
A. Answers will vary.
B. 1. women’s 2. men’s 3. women’s 4. children’s 5. teen boys’
6. teen girls’
C. 1. in the women’s section 2. in the men’s section 3. in the
women’s section 4. in the children’s section 5. in the teen
boys’section 6. in the teen girls’section
E. 1. a 2. b 3. b 4. c
Lesson 3: What colors do you like?
B. 1. ten 2. red and blue 3. fifteen 4. black 5. seven 6. eight
7. green, red, and black 8. white and yellow 9. four 10. blue
and green
D. Leti: dress, 8, yellow; Gaspar: shirt, medium, green;
Pedro: sweater, small, blue
F. 1. There are 2. There are 3. There is 4. There are
5. There is 6. There are
G. 1. There are three small shirts. 2. There are two medium
shirts. 3. There is one large shirt.
Lesson 4: That’s $5.00
A. 1. $28.25 2. $59.50 3. $62.50 4. $87.75 5. $33.50 6. $41.50
B. 1. one $20 bill, one $5 bill, three $1 bills, one quarter
2. two $20 bills, one $10 bill, one $5 bill, four $1 bills, two
quarters 3. three $20 bills, two $1 bills, two quarters 4. four
$20 bills, one $5 bill, two $1 bills, three quarters 5. one $20
bill, one $10 bill, three $1 bills, two quarters 6. two $20 bills,
one $1 bill, two quarters
D. 1. $28.00 2. $22.50 3. $33.00
F. 1. are, are 2. is, is 3. are, are 4. is, is 5. is, is 6. are, are
G.Howmuchis…theshirt/theblouse/thedress/thesweater?
Howmuchare…theshoes/theshorts/thesweaters/theshirts?
Lesson 5: How much are the shoes?
B. 1. $33 2. $12 3. $285 4. $84 5. $12 6. $17 7. $12 8. $17
9. $36 10. $24
C.1.Marcusneedsfourshirts.2.Heneedsonepairofboots.3.He
needstwopairsofbluejeans.4.Heneedstwopairsofsocks.
E. 1. How much 2. How much 3. How many 4. How much
5. How many 6. How many
F. 1. b 2. a 3. c 4. a 5. a 6. c
Practice Test
A. 1. a 2. c
B. 1 b 2. c
Unit 5: Our Community
Lesson 1: Where we live
A. 1. c 2. d 3. b 4. a
B. 1. bank 2. bookstore 3. clothing store 4. convenience
store 5. department store 6. electronics store 7. fast-food
8. hotel 9. pharmacy 10. restaurant 11. shoe store
12. supermarket
C. 1. b 2. c 3. c 4. c 5. b
F. 1. No, I don’t. 2. No, I don’t. 3. Yes, I do. 4. No, I don’t. 5. Yes,
I do. 6. No, I don’t.
G. 1. Do you 2. Do you 3. Do you 4. Do you 5. Do you
6. Do you
Lesson 2: Where do you live?
B. 1. Pat, house, $1,450 2. Pedro, apartment, $800
3. no contact, condo, $950 4. Jackie, mobile home, $650
5. no contact, apartment, $600 6. Eva, house, $1,500
C. 1. lives in a house. 2. lives in a mobile home. 3. lives in an
apartment.
E. In: California, Los Angeles, mobile home, house; On:
Birch Street, Walker Drive, West Palm St., Second Street
F. 1. in 2. in 3. on 4. on 5. in 6. in
G. I live in a house. I live on Market St. in San Francisco.
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Workbook Answer Key 227
Lesson 3: Come, Go
A. 1. car – drive 2. train – take 3. bus – take 4. bicycle – ride
C. Saud: takes the bus, pharmacy; Margaret: takes the train,
school; Nina: drives a car, doctor
E. 1. comes 2. goes 3. goes
F. 1. comes 2. goes 3. go 4. come 5. come 6. go 7. go 8. comes
Lesson 4: She takes the train
A. Answers will vary.
B. 1. is 2. is 3. are 4. are 5. are 6. am
E. 1. drives 2. takes 3. takes
F. 1. lives, takes 2. live, take 3. live in 4. rides, bicycle
5. Carina lives 6. drive to school
G. 1. rides 2. ride 3. drives 4. walk 5. take 6. lives 7. walk 8. live
Lesson 5: Where’s the store?
A. 1. Big’s Foods 2. St. John’s Pharmacy 3. Second Street
4. Perry Avenue
B. 1. b 2. a 3. b
C. (a) The school is on Hampton Street next to Food Mart.
(b) The hospital is on First Street next to the pharmacy.
(c) Her apartment is next to the train tracks.
E. 1. b 2. d 3. a 4. c
F. 1. Go straight. Turn right on Second Street. Turn left on
First Street. Stop. 2. Turn around. Go straight. Turn left. Turn
right on Birch Avenue. Stop. It’s next to the market.
Practice Test
1. d 2. b 3. a 4. c
Unit 6: Healthy Living
Lesson 1: I need a checkup
A. 1. eyes 2. head 3. arm 4. foot 5. mouth 6. nose 7. hand
8. leg
C. 1. c 2. a 3. d 4. b
F. 1. b 2. e 3. a 4. c 5. d
Lesson 2: I’m sick!
A. 1. China 2. He has a headache, a fever, and a sore throat.
3. He speaks only a little English.
B. 1. Headache 2. Fever 3. Sore throat
D. 1. Humberto 2. Humberto; Chen 3. Omar 4. Chen
F. 1. is 2. has 3. has 4. are 5. is 6. is 7. have 8. has 9. have 10. are
H. 1. sees; once a year 2. have; once a year 3. visit; two times
a year 4. visits; once a year 5. go; once a year 6. goes; three
times a year 7. has; two times a year 8. sees; three times a year
Lesson 3: You need aspirin
A. 1. Hang Tran 2. Cold 3. 3:00 pm 4. 555-3765 5.
backache 6. Elsa 7. 555-5842 8. 2:15 pm
B. headache, aspirin; cold, cold medicine; stomachache,
antacid
C. 1. aspirin 2. aspirin 3. cough syrup 4. cough drop
E. 1. last photo 2. first photo 3. middle photo
F. 1. aspirin 2. antacid 3. cough syrup
G. 1. has, needs 2. has, needs 3. have, need cough drops
4. have, need antacid 5. have, need aspirin 6. have, need
cold medicine 7. have, need aspirin 8. has, needs aspirin
9. have, need aspirin 10. has, needs cold medicine
Lesson 4: Exercise every day!
B. Julia: sleeps 8 hours a night, gets a checkup once a year,
is in good health; Both: exercises, eats breakfast, lunch, and
dinner; Delmar: smokes, sleeps five hours a night, is unhealthy
C. 1. eight 2. 30 3. three 4. two times a year
E. 1. don’t 2. doesn’t 3. don’t 4. doesn’t 5. don’t 6. don’t
7. doesn’t 8. doesn’t
F. 1. doesn’t eat 2. don’t have 3. don’t sleep 4. doesn’t exercise
G. 1. exercises 2. doesn’t see 3. sleep 4. don’t 5. eat
Lesson 5: I have an appointment
A. Mark: talking to each other; Hector: talking to each other;
John: talking to each other; Brian: talking on the phone;
Nancy: reading a magazine; Fran: reading a magazine;
Receptionist: writing information
B. 1. Ben 2. Doreen, Rosa 3. Antonio 4. receptionist
D. 1. is 2. is 3. are 4. are 5. am 6. is 7. are 8. are 9. is 10. are
E. 1. is writing 2. are reading 3. are talking 4. is talking
5. is waiting 6. are waiting 7. is sitting
Practice Test
A. 1. b 2. b
B. 1. a 2. d
Unit 7: Work
Lesson 1: Do you work?
A. 1. is a cashier, in a supermarket 2. is a teacher, in a
school 3. is a receptionist, in an office 4. is a salesperson,
in a clothing store 5. is a custodian, in an office building
6. is a nurse, in a hospital
B. Supermarket: cashier, manager; Office: secretary,
receptionist, manager, salesperson; Hospital: nurse, doctor;
Restaurant: server, cashier, manager; School: student,
teacher, custodian, principal
E. 1. works 2. work 3. work 4. work 5. work 6. works 7. work
8. works
F. 1. B: He works for Fast-Xpress Delivery. 2. B: She works
at Freemont School. 3. B: Ivan works at Freemont School.
4. B: They work at Freemont School.
Lesson 2: When do you go to work?
A. 1. a 2. a 3. b 4. c
B. Ben: nurse, works Monday-Thursday, helps the doctor;
Both: work in a hospital, work 7 a.m.-7 p.m., helps patients;
Hue: doctor, works Friday-Sunday, supervises
D. 1. Roxy’s Department Store 2. at 6:30 P.M. 3. She’s
a nurse. 4. Mr. Peabody 5. at 3:30 P.M. 6. Lien
E. 1. g 2. d 3. a 4. b 5. h 6. c 7. e 8. f
Lesson 3: What do you do?
A. 1. b. 2. e. 3. a. 4. c. 5. d. 6. f.
B. 1. A salesperson talks to customers. 2. A student studies
in school. 3. A teacher works in a school. 4. A cashier
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works in a supermarket. 5. A nurse works in a hospital.
6. A manager works in an office.
C. doctor: takes care of patients; nurse: takes care of
patients, helps the doctor; receptionist: sends memos,
schedules meetings; custodian: cleans
D. 1. A doctor takes care of patients. 2. A nurse takes care
of patients and helps the doctor. 3. A receptionist sends
memos and schedules meetings. 4. A custodian cleans.
E. gardener: works outside; delivery person: delivers
packages, talks to people; receptionist: answers phones,
talks to people; cashier: counts money, talks to people
F. 1. A gardener works outside. 2. A delivery person
delivers packages and talks to people. 3. A receptionist
answers phones and talks to people. 4. A cashier counts
money and talks to people.
I. 1. can 2. can 3. can 4. can’t 5. can 6. can 7. can 8. can’t
J. 1. can’t come 2. can speak 3. can drive 4. can help 5. can
schedule
K. Answers will vary.
Lesson 4: You’re doing great!
B. 1. Kenny Gomez 2. yes 3. June 27th 4. yes 5. National
Sales Corporation 6. yes
D. 1. Peter Langdon 2. Calvin Carter 3. yes 4. no
F. 1. is 2. is 3. am 4. are 5. are 6. are
G. 1. is not 2. are not 3. is 4. are 5. is not 6. is not
Lesson 5: Please send the memo
A. Do’s: ask for help, speak only English, do homework,
practice every day, help others; Don’ts: leave early, eat in the
classroom, speak in your language, come late to class
B. speak, do, come to class, not to leave, do not eat
D. Do’s: come to work on time, help customers, speak English;
Don’ts: eat in the store, leave early, smoke in the store
F. 1. d, I 2. a, c, j 3. b, f, h 4. c, k 5. f, l 6. b, e, g, h
G. Receptionist: 1. Don’t 2. Answer 3. Talk 4. Don’t come
5. Don’t take; Student: 1. Don’t come 2. Do 3. Speak
4. Don’t forget 5. Ask
Practice Test
A. 1. c 2. b
B. 1. a 2. d
Unit 8: Lifelong Learning and Review
Lesson 1: Let’s get organized
A. Julia: single, Mexico; Hasna: married, Saudi Arabia;
Dalmar: single, Haiti; Eva: divorced, Croatia; Gabriela: sin-
gle, Colombia Felipe: married, Mexico
D. 1. am 2. is 3. are 4. are 5. is 6. is 7. are 8. is 9. am 10. are
E. Answers will vary.
Lesson 2: I need paper
A. 540, a dozen, pencils, $1.00; 201, a dozen, pens, $2.00;
75, 10 pack, 9-tab dividers, $12.00; 33, each, binders, $2.00;
310, package, paper, $2.00; 140, each, notebooks, $3.00
B. 1. $1.00 a dozen 2. $2.00 a dozen 3. $12.00 for a 10 pack
4. $2.00 each 5. $2.00 per package 6. $3.00 each
C. 1. how many 2. a description 3. the price for one
E. 1. c 2. j 3. a 4. e 5. h 6. g 7. i 8. b 9. d 10. f
F. 1. are 2. are 3. is 4. is 5. are 6. is 7. are 8. are
Lesson 3: Where’s the office supply store
A. 1. 555-3472 2. 555-3224 3. Library (Public) 4. 122
Jefferson St. 5. 151 E. Broadway 6. Police Department
B. 1. First Street 2. Main Street 3. Grand Street
D. El Marco Restaurant: next to Elegant Clothing, on
the corner of Main Street and First Street; St. John’s
Pharmacy: next to St. John’s Hospital, between St. John’s
Hospital and Save-a-lot Foods; Pete’s Burgers: next to
American Café, on the corner of First Street and Grand
Street; American Café: next to Pete’s Burgers, on the
corner of Grand Street and Second Street; St. John’s
Hospital: next to St. John’s Pharmacy, between El Marco
Restaurant and St. John’s Pharmacy, on the corner of
First Street and Main Street
E. 1. on 2. on the corner 3. next to 4. next to 5. on 6. on the
corner of 7. St. John’s Pharmacy 8. El Marco Restaurant
Lesson 4: Sleep eight hours a night
A. Frank: sleep, eight hours, exercise two hours a day, read
an English newspaper every day; Both: go to school every
day, watch TV in English; Cathy: sleep seven hours, exercise
one hour a day, read the Internet in English every day
B. 1. two 2. five 3. Answers will vary.
D. 1. exercises 2. sleep 3. studies 4. study 5. works 6. walk
E. 1. exercises 2. study 3. sleep 4. eats 5. studies 6. eats
Lesson 5: When can I study?
A. 1. Ali studies at school on Monday, Wednesday, and
Friday. 2. Ali works Monday through Friday. 3. Ali studies at
home Sunday through Friday. 4. Ali has dinner at 5:00PM all
week. 5. Ali does not go to school on Saturday.
B. 2 times a week: walk; 3 times a week: exercise; 4 times a
week: school; 5 times a week: lunch, study
D. 1. eats 2. exercises 3. work 4. study 5. have 6. exercise
E. eats, goes, eats, studies
Practice Test
A. 1. a 2. b
B. 1. b 2. c
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Lesson Planner Methodology 229
The Stand Out Lesson Planner methodology ensures success!
Stand Out ensures student success through good lesson planning and instruction. Each of the five Lessons in every
Unit has a lesson plan. Unlike most textbooks, the Lesson Planner was written before the student book materials. A
lot of learning occurs with the student books closed so by writing the lesson plans first, we could ensure that each
objective was clearly achieved. Each lesson plan follows a systematic and proven format:
W Warm-up and/or review
I Introduction
P Presentation
P Practice
E Evaluation
A Application
Warm-up and/or review
The warm-up activities establish a context and purpose
to the lesson. Exercises use previously learned content
and materials that are familiar to students from
previous lessons.
Introduction
In the introduction step, exercises focus the students’
attention on the goals of the lesson by asking questions,
showing visuals, telling a story, etc. Instructors should
state the objective of the lesson and tell students what
they will be doing. The objective should address what
students are expected to be able to do by the end of
the lesson.
Presentation
The presentation activities provide students with the
building blocks and skills they need to achieve the
objectives set in the introduction. The exercises introduce
new information to the students through visuals, realia,
description, listenings, explanation, or written text. This is
the time to check students’comprehension.
Practice
Practice activities provide meaningful tasks for students
to practice what they have just learned through different
activities. These activities can be done as a class, in small
groups, pairs, or individually. All of these activities are
student centered and involve cooperative learning.
Instructors should model each activity, monitor progress,
and provide feedback.
Evaluation
Evaluation ensures that students are successful.
Instructors should evaluate students on attainment of the
objective set at the start of the lesson. This can be done
by oral, written, or demonstrated performance. At this
point, if students need more practice, instructors can go
back and do additional practice activities before moving
onto the application.
Application
Application activities help students apply new
knowledge to their own lives or new situations. This
is one of the most important steps of the lesson plan.
If students can accomplish the application task, it will
build their confidence to be able to sue what they’ve
learned out in the community. The Team Projects are an
application of unit objectives that involves task-based
activities with a product.
In addition to each lesson plan following the WIPPEA
model, each Unit in Stand Out follows this same approach.
The first lesson is always in Introduction to the Unit,
introducing new vocabulary and the basic concepts that
will be expanded upon in the unit. The following four
lessons are the Presentations and Practices for the unit
topic. Following the five lessons is a Review lesson, which
allows students to do more practice with everything they
already learned. The final lesson is an Application for
everything they learned in the unit, a team project.
lessonplannermethodology
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230 Map of the United States
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Stand Out teaches book for reference of class

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Stand Out teaches book for reference of class